《英语教学法》期末试卷A

第1章语言和语言学习Ⅰ.Fill in the blanks.1.The way language teachers teach in the classroom is to some extent influenced by the way they_____languages.【答案】learned【解析】语言教师学习语言的方式从某种程度上影响他们的课堂教学方式。

2.Different views on language generate different_____.【答案】teaching methodologies【解析】对语言的不同观点会产生不同的教学方法。

3.In the past century,language teaching and learning practice has been influenced by three different views of language:the_____view,the_____view and the_____ view.【答案】structural,functional,interactional【解析】上世纪的语言教学和语言学习受三种语言观的影响：结构主义，功能主义，交互主义。

4._____theories are concerned with how the mind organises new information such as habit formation,induction,making inference,hypothesis testing and generalization.【答案】Process-oriented【解析】以（认知）过程为导向的理论力图解释大脑怎样组织新信息，如习惯的形成，归纳，推断，假设的验证，以及概括。

5._____theories emphasize the nature of the human and physical context in which language learning takes place,such as the number of students,the kind of input learners receive,and the atmosphere.【答案】Condition-oriented【解析】以（学习）条件为导向的理论注重人的本质和语言学习的物理环境，如学生的人数，学习者接收的语言输入类型，以及学习气氛。

englishteaching英语教学法教程期末考试必考的知识点Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisitiontheory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: gra mmar involves drawing the learner’s attention to contrast the differences between the target language and other language. Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way ne wly learned structures are used in the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning(freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they use So the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use. Ways of consolidating vocabulary:labelling,spot thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are otherwords,listening comprehension involves ‘knowle dge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for thegist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answeringquestions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to acceptrepetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predicting Effective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive info rmation with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use otherresources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpret Questions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching ofwriting should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’sself-assessment project work portfolios。

1．第1题PPP ａnd TBL are two approaches to language teaching. PPP stands for presentation, practice ａnd production, ａnd TBL stａnds for___.A.Task Book Language standsB.Text Book LearningC.Teacher-Based LearningD.Task-Based Learning您的答案：D2．第2题Jane Willis holds that the conditions for language learning are exposure to a rich but comprehensible language put, ___ of the language to do things, motivation to process ａnd ｕｓｅ the exposure, ａnd instruction in language.您的答案：B3．第3题您的答案：C4．第4题The idea of the audio-lingual method, which was based on the behaviorist theory of language learning, was that language is learned by constant ___, during which mistakes were immediately corrected, ａnd correct utterances were immediately praised.A.cognitive processingB.meaningful practiceC.repetition ａnd reinforcementD.imitation ａnd communication您的答案：C5．第5题The guided discovery method is different ｆrom the inductive method because the process of the discovery ___ ａnd the rules are then elicited ａnd taught explicitly.A.is carefully guided ａnd assisted by the teacherB.is made by the students themselvesC.takes place automaticallyD.never takes place您的答案：A6．第6题According to Pennington (2002), useful guidelines for teaching grammar include collocational, constructive, contextual, ａnd ___.您的答案：C7．第7题Vocabulary building strategies outside classrooms include reviewing regularly, ___, organizing vocabulary effectively, ａnd using learned vocabulary.A.neglecting the meaningB.remembering the translationC.reciting the spellingD.guessing meaning ｆrom the context您的答案：D8．第8题According to Wang Qiang, to answer the question “Can the students achieve the goal of acquiring native-like pronunciation?” we must take into consideration three things: ___.A.ethic devotion, professional qualities, ａnd personal styleB.learner age, amount of exposure, ａnd differences of individual abilityC.teacher factors, learner factors, ａnd school factorsD.letters, phonetic transcripts, ａnd sounds您的答案：B9．第9题According to Ur (1996), a good presentation should include both oral ａnd written, ａnd both ___.A.reading ａnd writingB.listening ａnd readingC.vocabulary ａnd grammarD.form ａnd meaning您的答案：D10．第10题The Critical Period Hypothesis is still controversial/debated, because ___.A.both positive ａnd negative answers have been given by researchersB.no researches have been doneC.the hypothesis does not exit at allD.researchers are not interested in it at all您的答案：A11．第11题According to Ur (1996), if the structure is not easy for the learners to discovery themselves even with a context provided, it is better to teach the rule ___.A.implicitlyB.explicitlyC.in an abstract wayD.in a simple way您的答案：B12．第12题When teaching pronunciation, we should ___.A.drill an individual sound for more than a few minutes a timeB.ｃreate a pleasant, relaxed, ａnd dynamic classroomC.ask the students to imitate for a long timeD.be authoritative in our teaching您的答案：B13．第13题Unintelligible speech is ___ for both the speaker ａnd the audience.您的答案：B14．第14题The three aspects of pronunciation are ___ each other. They are interrelated.A.not united withB.not isolated ｆromC.split withD.irrelevant to您的答案：B15．第15题Pronunciation covers more than just phonetic symbols ａnd rules. it also includes ___, ａnd all these are not isolated ｆrom each other.A.letters, phonetic transcripts, ａnd soundsB.sounds, letters, ａnd wordsC.sounds, words, ａnd grammarD.stress, intonation, ａnd rhythm您的答案：D16．第16题According to j. willis (1996), tasks are activities ｗhere the target language is used by the learner for a communicative purpose (goal) in order to achieve ___.您的答案：C17．第17题According to some scholars Task-based Language Teaching is, in fact, ___ Communicative Language Teaching.A.exactly the same asB.a further development ofC.opposite toD.nothing to do with您的答案：B18．第18题According to Wang Qiang, the way a language teacher learned a language will influence the way he ____ to some extent.A.learns a languageB.teaches a languageC.learns his mother tongueD.obtains linguistic knowledge您的答案：B19．第19题According to Wang Qiang, ___ are the basis for syllabus design, teaching methods, teaching procedures, ａnd even teaching techniques.A.values of lifeB.styles of lifeC.views on languageD.views on culture您的答案：C20．第20题Explanation of phonetic rules should ___ at the beginning stage of teaching pronunciation.A.always be adoptedB.take placeC.be emphasizedD.be avoided您的答案：D21．第21题您的答案：B22．第22题Those words that one is not only able to recognize but also able to ｕｓｅ in speech ａnd writing are considered as one’s ___.A.receptive ｏr activeB.productive ｏr passiveC.receptive ｏr passiveD.productive ｏr active您的答案：D23．第23题When teaching vocabulary it is believed that teaching ___ is a more effective way than just teaching one single word at a time, as nation(2001:318) notes that “all fluent ａnd appropriate language ｕｓｅrequires ___ knowledge.”A.word collocations … collocationalB.meaning … meaningfulC.denotative meaning …denotativeD.connotative meaning …connotative您的答案：A24．第24题“Try to provide a visual ｏr physical demonstration whenever possible, using ___ to show meaning” is one of the ways of presenting new wｏrds suggested in Wang Wiang’s book (2005).A.a verbal contextB.lexical sets ｏr hyponymsC.pictures, photos, video clips, mime ｏr gesturesD.word formation rules ａnd common affixes您的答案：C25．第25题When teaching vocabulary, the teacher can ___ to promote high motivation.A.apply rote learningB.separate the words ｆrom the contextC.neglect the students’ learning processD.relate newly learned language to students’ real life您的答案：D26．第26题According to Nation (2001) receptive knowledge of vocabulary involves the following except___.(1) being able to recognized the word when it is heard;(2) being familiar with its written form so that it is recognized when it is met in reading(3) recognizing that it is made up of some parts ａnd being able to relate these parts to itsmeaning;(4) being able to decide to ｕｓｅｏr not to ｕｓｅ the wｏrd to suit the degreeof fｏrmality of the situation.A.(1)B.(2)C.(3)D.(4)您的答案：D27．第27题According to Nation (2001) productive knowledge of vocabulary involves the following except ___.(1) being able to say it with correct pronunciation ａnd stress(2) being able to produce words that commonly occur with it(3) being able to recognize the typical collocations(4) being able to produce synonyms ａnd opposites for itA.(1)B.(2)C.(3)D.(4)您的答案：C28．第28题When teaching new words that are difficult for the students to understand, for example, some technical words ｏr wｏrds with abstract meanings, the teacher can ___.A.teach them in chunksB.ｕｓｅ synonyms ｏr antonymsC.translate ａnd exemplifyD.ｕｓｅ a verbal context您的答案：C29．第29题According to Nation (2001) productive knowledge of vocabulary involves the following except ___.(1) being able to ｕｓｅ the word correctly in an ｏriginal sentence(2) being able to produce the word in different contexts to express the range ofmeanings of it(3) being able to decide to ｕｓｅｏr not to ｕｓｅ the wｏrd to suit the degreeof fｏrmality of the situation(4) knowing that the wｏrd is not a uncommon one ａnd it is not a pejｏrative wｏrdA.(1)B.(2)C.(3)D.(4)您的答案：B题目分数：0.030．第30题According to J. Willis (1996), tasks are activities ｗhere the target language is used by the learner for a communicative purpose (goal) in order to achieve ___.您的答案：C31．第31题According to Wang Qiang, some people regard teaching as ____, while others regard it as ____.A.a craft; an applied scienceB.a profession; an interestC.a theory; a practicenguage learning; language training您的答案：A32．第32题您的答案：A题目分数：0.033．第33题The guided discovery method is similar to the inductive method because the students ___.A.are told rules by the teacher at the beginningB.are induced to discover rules by themselvesC.make grammar analysis by themselvesD.never know the rules您的答案：C题目分数：0.034．第34题According to Ellis, procedures for teaching grammar using listening as input are “Listening to comprehend”, “Listening to notice”, “Understanding the grammar point”, ___.A.“listen ａnd repeat” ａnd “listen ａnd tick”B. “checking” ａnd “trying it out”C.“listen ａnd circle” ａnd “listen ａnd write”D.“listen ａn d correct” ａnd “listen ａnd fill”您的答案：B35．第35题<p><span style=font-family: times= new= lang=EN-US>Ways of consolidating new words suggested in Wang Qiang’s book (2000) include the following EXCEPT___.</span></p>A.copying the wordsing word net-working categoriesing the Internet resources for more ideas您的答案：D题目分数：0.036．第36题您的答案：D37．第37题According to Ur (1996), for ensuring understanding, plenty of contextualized examples of the target structure are necessary, ａnd ___ can aid comprehension.A.visual materialsB plex terminologyC.teacher’s grammar analysisD.students’ grammar analysis您的答案：A38．第38题您的答案：B39．第39题According to Wallace, the development of a teacher consists of three stages. a teacher begins his language training in Stage 1, ａnd acquires his ____ at Stage3.A.linguistic competenceB.professional competenceC.own experienceD.received knowledge您的答案：B40．第40题When teaching pronunciation, the goal of Consistency means that the pronunciation should be ___.您的答案：B41．第41题您的答案：A42．第42题One of the reasons why the deductive method is criticized is that ___ in the method.nguage is taught in a contextB.much attention is paid to meaningC.the practice is often mechanicalD.not enough explanation is provided您的答案：C43．第43题As far as pronunciation is concerned, students benefit from both ___.A.spelling ａnd meaningB.vocabulary ａnd grammarC.reading ａnd writingD.mechanical practice ａnd meaningful practice您的答案：D44．第44题According to littlewood (1981), discovering missing information, discovering missing features, ａnd following directions are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C45．第45题The term communicative competence ___ chomsky’s term linguistic competence, the latter meaning knowledge of the language system, ｏr grammatical knowledge in other wｏrds.A.is smaller in scope thanB.is larger in scope thanC.has nothing to do withD.is exactly the same as您的答案：B46．第46题One possible solution to bridge the gap between classroom language teaching ａnd real-life language ｕｓｅ is the adoption of ___.A.traditional pedagogyB.teacher-centered teachingC municative Language TeachingD.Grammar-Translation Method您的答案：C47．第47题According to Wang Qiang, one question that all approaches of language teaching should answer is “___?”A.What is a mother tongueB.What is a second/foreign languageC.What is EnglishD.What is language您的答案：D48．第48题According to Wang Qiang, the three different views of language are ___.A.the structural view, the systematic view, ａnd the functional viewB.the linguistic view, the communicative view, ａnd the social-interactional viewC.the vocal view, the visual view, ａnd the vocal-visual viewD.the structural view, the functional view, ａnd the interactional view您的答案：D49．第49题Communicative competence consists of knowledge ａnd ability for___.A.rules of rules of pronunciation, vocabulary ａnd grammarB.rules of grammar/form ａnd rules of language ｕｓｅC.pronunciation, words, ａnd grammarD.speaking ａnd writing您的答案：B50．第50题Vocabulary building strategies include reviewing regularly, ___, organizing vocabulary effectively, ａnd using a dictionary.A.reciting the spellingB.guessing meaning ｆrom the contextC.neglecting the meaningD.remembering the translation您的答案：B。

第5章外语课堂管理Ⅰ. Fill in the blanks.1. Student grouping is an important feature of today’s language classroom. The most common student groupings are whole class work, _____, group work and _____.【答案】pair work，individual study【解析】学生分组是当今的语言课堂的重要特征。

最常见的学生分组方式有班级活动、两人一组、小组讨论以及单独学习。

2. The goal of classroom management is to create a(n) _____ conductive to interacting in English in meaningful ways.【答案】atmosphere【解析】课堂管理的目标是创造一个有意义的用英语进行互动的学习氛围。

3. Harmer defines the teacher’s ro les as _____, assessor, organiser, prompter, _____ and resource-provider.【答案】controller，participant【解析】哈墨认为教师的角色有控制者（controller）、评定者（assessor）、组织者（organiser）、督促者（prompter）、参与者（participant）和资源提供者（resource-provider）。

4. Organising _____ is an effective wa y to assess students’ performance so that they see the extent of their success or failure.【答案】feedback【解析】组织反馈是评估学生表现的有效方式，它可以看出学生的成绩。

Unit 1 Language and language learning1.2 views on languagein the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。

语言学习目标是掌握这些元素。

In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning. 交际/功能观，语言是表达功能性意义的载体。

虽然语法特点依然包括在内，但更强调语言的语义和交际层面。

因此语言学习目标是学习表达通讯功能和意义类别。

第6章语音教学TASK 1Below are some statements about the views and methods of teaching English pronunciation. Read the statements carefully and decide if you agree or disagree with them. Try to give reasons for your decisions. When you are ready, go into groups of 4 and pool your ideas.Key: Students’ responses will vary. Ask students to justify their decisions.TASK 2Work in groups and brain any reasons why most learners of English as a foreign language cannot acquire native-like English pronunciation. When you are ready, join another group and compare your ideas.Key: First, many learners of English have missed their Critical Period to acquire native-like pronunciation. Second, most learners of English do not have enough exposure. Third, different students have different phonetic abilities due to biological and physiological differences.TASK 3Work in groups and brainstorm the most common problems that Chinese students experience with English pronunciation. Then discuss the possible causes for these problems and possible solutions.Key: One common problem in English learning is neglecting stress and intonation. When teaching pronunciation, we need to put the word in a sentence not just repeat it alone.TASK 4Imagine that you want to focus on a sound which your students are havingdifficulty with. Which of the following steps are necessary? In what order would you teach and practise the sound? On the line tick (√) the steps that you think are necessary. In the brackets, write the order numbers.( ) _____ Get students to repeat the sound in chorus.( ) _____ Explain how to make the sound.( ) _____ Contrast it with other sounds.( ) _____ Write words on the blackboard.( ) _____ Get individual students to repeat the sound.( ) _____ Say the sound in a word.( ) _____ Say the sound alone.( ) _____ Say the sound in meaningful context.Key: (2) √Get students to repeat the sound in chorus.(4) √Explain how to make the sound.(6) √Contrast it with other sounds.(8) ______ Write words on the blackboard.(3) √Get individual students to repeat the sound.(5) √Say the sound in a word.(1) √Say the sound alone.(7) √Say the sound in meaningful context.TASK 5Choose a problematic English sound and design a perception practice activity.When you are ready, go into groups of 5 and try out your activity in turns. Notice how effective your activity proves to be.Key: The teacher reads a series of words which have only one different sound. The students complete the words they hear. Here is an example. The teacher reads gate, late, mate, fate, date, hate, rate, and Kate and the students complete the following:_ate_ate_ate_at_ate_ate_ate_ateTASK 6The following is a word stress exercise taken from Senior English, (2004) Module 4. What would you do to help students practice them?1. Advert/advertisement2. popular/popularity3. celebrate/celebrity4. music/musician5. photograph/photographer6. organize/organization7. publish/publicity8. evacuate/evacuationKey: For this word stress exercise, you may first have students mark out thestress of each word and check in pairs. Then give them a chance to say the words out loud for the whole class to check together. Finally, you will play the recorder for students to listen and repeat after the recorder.TASK 7Look at the following sentences. Their meanings change if the stress is put on a different word. Read each sentence and discuss their meanings.Key:TASK 8Three ways to show the stress pattern Use gestures; Use the voice; Use the blackboard.Work in groups and demonstrate how you can apply the methods introduced above to show the stress pattern of the following words, phrases and sentences.Key: attractive; He was late again. When pronouncing these words and phrases, we can combine gestures and facial expressions, adjust our tone and voice or draw out the pattern of stress.TASK 9Work in groups. Demonstrate how you can indicate the normal intonation in the following sentences. Then change the intonation and see how the meaning can be changed.Key: Free answer. (When it is necessary to mark intonation, we often use rising or falling arrows, such as ↗and ↘. Another way to mark the change of intonation is to draw lines.)。

第14章语言教学中的德育Ⅰ. Fill in the blanks.1. There is a Chinese saying that ‘Teachers are engineers of the soul’. This suggests that teachers are not just responsible for students’ intellectual or physical development; teachers are also responsible for students’ _____ development.【答案】moral【解析】中国有句话说“教师是人类灵魂的工程师”。

这意味着教师不仅要做好学生的智育或体育工作，还要做好学生的德育工作。

2. There are a variety of ways to focus on moral learning. Some approaches can be _____, others can involve students in exploring moral issues themselves. Teachers have to choose the approach which best suits their circumstances.【答案】teacher-centred【解析】开展德育学习的方式有很多。

有的方法以教师为中心，有的方法让学生自己探索道德问题。

教师要具体情况具体分析。

3. There are two aspects to the role of moral educator. First, the teacher can serve asa _____ for the students to imitate. The second aspect is for the teacher to make appropriate decisions as a _____.【答案】role model, curriculum developer【解析】德育者有两种角色。

第6章语音教学Ⅰ. Fill in the blanks.1. Besides sounds and phonetic symbols, the teaching of pronunciation also includes other aspects, such as stress, _____, and rhythm.【答案】intonation【解析】除了语音和音标，语音教学还包括其他方面，如重音、语调和韵律。

2. The teaching of pronunciation should focus on the students’ ability to _____ and _____ English sounds themselves.【答案】identify/ recognize/ distinguish，produce【解析】语音教学应该注重学生自己辨别和发出英语语音的能力。

3. Whether pronunciation needs special attention or focus in language teaching depends on many factors, especially _____ factors.【答案】learner【解析】在语言教学中，许多因素尤其是学习者因素往往决定语音是否需要得到格外关注。

4. Language learning needs a lot of practice and this is especially true with pronunciation. As far as pronunciation is concerned, students benefit from both mechanical practice and _____ practice.【答案】meaningful【解析】语言学习需要大量的练习，语音学习尤其如此。

《中学英语教学法》模拟试题（第一套）一、填空题（答案必须写在“答卷”上。

每空1分，共10分。

）1.One of the general views on language is that l___ is a set of symbols.2.In traditional pedagogy, listening and speaking were treated as skills differentfrom what takes place in r__.3.Introduction to phonetic rules should be a__ at the beginning stage of teachingpronunciation.4.In meaningful p___ the focus is on the production, comprehension or exchange ofmeaning.5.People have different understanding of h__ a vocabulary item can be learned andconsolidate.6.Among the four skills of language, l___ and reading are both receptive skills.7.To help our students pass exams is one of the purposes our English teaching, butanother purpose, which is very important, is to prepare our students to u__ English in real life.8.In the traditional classroom, very often, too much attention has been paid tolinguistic knowledge, with little or no attention paid to practising language s__. 9.In the process approach to writing, the teacher provides guidance to the studentsthrough the writing process, and gradually withdraws the guidance so that the s__ finally become independent writers.10.If a teacher first asks the students to read a poster, then to have a discussion aboutthe poster, and then to make a poster of their own, we can say that this teacher is integrating r__, speaking and writing skills together.二、配对题（答案必须写在“答卷”上。

Unit 3 The National English Curriculum1.Teaching Aims:students get some ideas of the history of English teaching in China, know about the situation of middle school English teaching as well as the ideas of the new English Curriculum standard.2.Teaching Content:a. the history of English teaching in Chinab. some information of ELT in Chinac. variety of English teaching in the worldd. the new English curriculum3.Teaching Procedures:a. the history of English teaching in China•20世纪中国中小学课程标准（教学大纲）英语发展概况•1904年，《奏定中学堂章程》把“外国语”列为中学堂科目。

•1912年，教育部公布了《小学校令》，在《教科及编制》一章中提及可加设英语或别种外国语。

外国语安排在高小第三学年，每周3小时，教学“读法、书法、作法、语法”。

同年，教育部公布《中学校令施行规则》，规定外国语以英语为主。

1916年，教育部公布《高等小学校令施行细则》，在高小开设两个学年的外语，每周2小时，要旨“在使儿童略识外国语文以供实用”。

•1923年，制订了《新学制课程纲要初级中学外国语课程纲要（暂以英文为例）》。

同年，颁布《新学制课程纲要高级中学公共必修的外国语课程纲要》。

1929年，制订了《初级中学英语暂行课程标准》和《高级中学普通科英语暂行课程标准》。

一.教学法流派：1）直接法：对待学生错误的态度:the direct method ,Errors are regarded natural and avoidable and can be self-collected.2）听说法：对待学生错误的态度；audio-lingual methodErrors should be corrected once discovered or spotted.全身反应法的定义The teacher gives the instruction and the students do the action as asked.With TPR the children listen to their teacher telling them what to do and then do it认知法的特征：主张创造性学习和对规则的学习；Rules learning and creative learning are very important .3）自然途径：克拉申，输入理论；情感过滤假设：内在动机，外在动机，工具性动机，综合性动机；情感因素The Natural ApproachA.Krashen’s five theories1. Learning and acquisition theoryLearning is a conscious process while acquisition is a subconscious process.2. Input theory△Input should be comprehensible△Ideal input should meet the 4 requirements: comprehensible, relevant and interesting, adequate, notgrammatically sequenced.△i+1 formula: I stands for the learner’s present language level. The input should be a little beyond the learner’s present language level.3.The affective filter hypothesisAffective factors such as interest, motivation, attitude, anxiety, self-image,self-concept, self-esteem and so on affect the result of language learning like a filter. When the motivation is strong, the filtering effect is weak, the learning result will be better; when the anxiety and self-esteem are strong, then the filter effect will be strong too, and the learning result will be worse.Input-filter-LAD-practice-acquired ability4.Kinds of motivation:integrative motivation:indicates an interest in learning the language to meet and communicate with members of the second language community.instrumental motivation: refers to the practical and pragmatic one of learning the second language. Nowadays in China it is instrumental motivation that plays a major part.intrinsic motivation : has something to do with one’s real need extrinsic motivation.:is connected with external stimuli,including something like achievement, parents and teacher’s expectation and so on.5.Affective Factors--- motivation, self-confidence, self-esteem, anxiety, attitude interestCognitive Factors--- intelligence, aptitude sex age pesonality 6.交际法：交际教学的三个特征；Three feature of CLT（communicative approach are rmation gap. 2.feedback 3.choice.4.交际法的教学目标；the purpose of CLT is to develop student’s ability to use target language appropriately in a given social context.4）哪些活动属于交际性活动，哪些属于前交际活动；哪些属于机械性活动；Communicative activities: 1.problem-solving 2. discussion 3.debates 4.interview 5.fluency-focused games 6.ninformation gap activityPre-communicative activity:1. reading aloud 2.read after 3.immititation 4.pattern drill 5.transformation drill substitution drill (机械性活动)机械性活动属于前交际性活动，而前交际性活动属于非交际性活动。

第3章国家英语课程标准Ⅰ. Fill in the blanks.1. English was formally restored into the national curriculum in _____.【答案】1978【解析】1978年，英语被正式纳入国家课程中。

2. The development of ELT since 1978 can be divided into four major phases: Restoration, _____, Reform, and _____.【答案】Rapid Development，Innovation【解析】自1978年以来，英语作为一门外语的发展过程主要分为四个阶段：恢复、快速发展、改革、创新。

3. In _____, a foreign language became a requirement for admission into theuniversity.【答案】1983【解析】1983年，（懂）一门外语成为进入大学的必备条件。

4. It was in the _____ syllabus that the word “communication”was used in the objectives of teaching for the first time.【答案】1993【解析】1993年的教学大纲首次使用“交际”一词作为教学目标。

5. The overall aim of the curriculum for nine-year compulsory education is to develop students’ comprehensive abilities in _____.【答案】language use【解析】九年义务教育课程的总目标是发展学生综合运用语言的能力。

6. The design of the new National English Curriculum divides English language teaching and learning into _____ competence-based levels.【答案】nine【解析】英语新课标将英语教学分为九个能力等级。

《英语教学法》模拟试题二Achievement Test for “ Teaching English in the Primary School”I.Choose the best answer (30%)Directions: In this part, you are given fifteen questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the questions.(30 points, 2 points each)( ) 1. Which type of approach can best describe the following learning pattern?Discussion about how to solve certain problemsA.autonomous learningB.interactive learningC.contextualized learningD.task-based learning( ) 2. What assessment are used ?After practicing “past tense”, you can apply it in realsituation That’s , good!A. language performanceB. improvement in strategiesC.progressD.classroom participation( ) 3. In teaching vocabulary, what stage is most suitable for the following activityThe teacher asks students to do information gap.A. presentationB. productionC. practiceD. B & C( ) 4. What learning strategy do the following activity help to train in vocabulary teaching?The teacher creates a situation for students to use the newwords in.A. imageryB. associationC. contextualizationD. translation( ) 5. Which role does the teacher play in the following activities?When the students are doing a group-work task, the teacher joinsone or two groups for a short period of time.A.source of helpB.controllerC.participantD.assessor( ) 6. The activity “skimming to find the main idea”is used at ____ stage.A. pre-readingB. while-readingC. post-readingD. both B & C( ) 7. What strategy do the following activity help to train reading?Locating the specific informationA. skimmingB. scanningC. word-guessingD. inferring( )8. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to bring out their things from theirschoolbags and compare whose are longer, newer, better?A. presentationB. practiceC. applicationD. production( ) 9. What approach do the following activity reflect?Writing is a once-for-all action. The first draft is the last andwriting is often assigned as homework.A.Product-oriented approachB.Content-oriented approachmunication-oriented approachD.Process-oriented approach( ) 10. What items are assessed in the following questions?How well did you work in your group tasks?A. language performanceB.improvement in strategiesC.progressD.classroom participation( ) 11. What is the teacher doing?S: I go to the cinema yesterday.T: You went to the cinema yesterday.A. helping the students to correct her mistakes .B.giving hints that there are some mistakes in her speech.C.encouraging others to correct the mistakes.D.just leaving the mistakes alone.( ) 12. Which reading skill is the teacher using in reading?The teacher asks the students to try to guess information orideas that go beyond the literal meaning of the text.A.inferring or reading between the linesB.recognizing organization of the textC.predictingD.scanning( ) 13. How is the following activity organized?The teacher asks all the students to do completion exercises.A. pair workB.whole-class workC.individualD.group work( ) 14. What instruction does the teacher give in class? Choose from the options what the teacher wants to do.Quiet now, please.A.get the class to stop talking.B.help the student to correct the mistakes.C.change roles in pair work.D. tell the pupils to get into pairs for pair work.( ) 15. In teaching grammar, what stage can the teacher use for following activity?The teacher asks the students to talk about what the boy isdoing according to the picture..A. practiceB. productionC. warm upD. presentationII: Write “T” for True and “F” for False. (14%)Which of the followings are true of First Language acquisition. Write “T” for True and “F” for False.( ) 1. rich language environment( ) 2. conscious learning of language structures( ) 3. long time of listening before speaking( ) 4. little error correction( ) 5. more focus on form( ) 6. learning for communication( ) 7. more instrumentally motivatedIII: Match (16%)1Match Children’s characteristics with the suggestions for teachers.(4%)Children’s characteristics( )1. Children like to feel secure with achievable learning.( ) 2. Children like to do things with their hand, bodies and minds. ( ) 3. Children are easily distracted. They are less able to regulate and organized themselves.( ) 4. Children are imaginative, creative. They like new things and like participating in activities.Suggestions for teachers:A.Teachers should design tasks which children can be involved in withtheir hands and bodies and minds.B. Teachers should not make tasks too difficult for children to finish.This will help children to have a secure sense to take part inactivity.C. Give children the opportunity to be imaginative and creative, e.g. askchildren to make their own drawings of a monster.D. Teachers need to make different patterns of organization such asgroup work, pair work to let children join the activity. The time for the activity should not be too long.2Matching the Description of a person with. Multiple Intelligence(4%)the description of a person( ) 1. The person would prefer going to a party rather than spending the evening home alone.( ) 2. The person can calculate numbers easily in his mind.( ) 3. The person often uses music and chants in his lesson plans. ( ) 4. The person is good at doing a hands-on work.Multiple IntelligenceA. Bodily/Kinesthetic IntelligenceB. Musical intelligenceC. Logical/Mathematical IntelligenceD. Interpersonal Intelligence3Match the activities preferred by person with the person’s learning styles.the activities preferred by person( ) 1. The person often thinks more before he does things. He needs the time to make decisions.( ) 2. The person likes acting things out best.( ) 3. The person likes to draw, write words down and make littlethings with his hands.( ) 4. The person likes to see cartoon pictures, photos, picture books and nice posters.the person’s learning styles.A. Visual learnerB.Kinesthetic learnerC Reflective learnerD . Tactile learner4Match grammar activity with the features of grammatical practice. (4%) grammar activity( ) 1. multiple choice question( ) 2. interviewing future plans( )3. using the presented structure to answering questions( ) 4. describing one’s childhood using past tensethe features of grammatical practiceA.mechanical practicemunicative activityC.quasi-communicative activityD.interactive activityIV: 名词解释（用中文回答）20% 1．目标需求2．互动教学模式3．教学行为研究4．定标5．学习需求6．横向联想7．演绎式语法教学8．结果定向的写作教学模式9．显性和隐性语法教学10．评估V: Activity designing (20%)Directions: In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure (at least 3 procedures), assumed time, predicted problemsand solutions). Make sure you give the assumed time for each step.TEXTA.Look, there he is.B.Who?A. Robert, the guy I’ve been telling you about.B. Oh. The guy you’re going out with?A. I wish. The guy I want to go out with.B. Oh, he he’s really handsome. Um, lets go talk to him.A. Oh, OK. I’ll introduce you. I think you’ll really likehim…Hi, Robert.C. Oh, hi.A. Have you met my friend, Jean?B. I’m afraid not.A. Hey, Jean, this is Robert. Robert, this is Jean.C.Nice to meet you, Jean.B. Nice to meet you . Robert.Please design a 10-minute communicative speaking activityaccording to the material given.In this speaking activity, you can ask the students to learn how to make introduction.1. Objectives (2%)。

第4章教案设计与书写Ⅰ. Fill in the blanks.1. Ideally, lesson planning should be done at two levels: _____ planning and micro planning.【答案】macro【解析】理想的教案设计应该有两个层面，即宏观设计和微观设计。

2. _____ is not writing lesson plans for specific lessons but rather helping teachers get an overall feeling or idea about the course and also get familiarized with the context.【答案】Macro planning【解析】宏观教案设计不是对具体课堂的设计，而是为了帮助教师总体感知课程，熟悉教学情境而做的设计。

3. In most cases in China, teaching is generally based on a _____ provided to teachers.【答案】textbook【解析】在中国大部分地区，教学一般是以提供给教师的教材为基础的。

4. T eaching objectives should focus on the _____ performance.【答案】learners’【解析】教学目标应该放在学习者的表现上。

5. The _____ activities can be used as backups in case the lesson goes too fast and there are a few minutes left.【答案】optional【解析】可选的活动可以作为备用，以防万一课堂进展太快，最后还剩下几分钟的时间。

6. There are four major principles behind good lesson planning. They are _____, flexibility, _____ and linkage.【答案】variety，learnability【解析】优秀的教案设计遵循四个主要原则，即多样性（variety）、灵活性（flexibility）、学习性（learnability）和连贯性（linkage）。

第10章口语教学Ⅰ. Fill in the blanks.1. Maximum foreign talk, even participation, _____, and _____ are the four characteristics which are common in successful speaking tasks.【答案】high motivation，right language level【解析】成功的口语任务具有四个常见的特征：尽量用外语交谈、公平参与、高度的动机、合适的语言水平。

2. One of the characteristics of speech in everyday life is that speech is _____. That is, in most situations, people do not plan ahead of time what they are going to say. 【答案】spontaneous【解析】即时性是日常口语的特征之一；也就是说，在大多数情况下，人们不会提前计划好将要说什么。

3. One advantage in learning to speak compared with learning to write is that the speaker gets immediate feedback from the _____, so the speaker can adjust the message immediately.【答案】listener【解析】和写作学习相比，口语学习的优势是说话者可以从听话者那里获得即时的反馈，因而可以立即调整话语。

4. For most students who are learning English in schools in China, the _____ is perhaps the major if not the only place for them to encounter English.【答案】classroom【解析】对于大多数在国内学校学习英语的学生而言，教室倘若不是唯一使用英语的场所，也是主要的场所。

《英语教学法》复习资料(一)II. Multiple choice.1.What does the structural view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopl eC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things2.What does the functional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopl eC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things3.Much of human behavior is influenced by their_________A. experiencesB. wisdomC. knowledgeD. parents4.What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view5.What are the characteristics of audio-lingual method?A. Language is learned by constant repetition and the reinforcement of the teacherB. Mistakes were immediately corrected, and correct utterances were immediatel y praised.C. Students should be allowed to create their own sentences based on theirunderstanding of certain rules.D. Both A and B.6.What does the interactional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopl eC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things7.Which of the following teaching method is based on the behaviorist theory?A. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. Communicative teaching8. Which three groups can summarize all the elements of the qualities of a goodteacher?A. Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receivesbefore he starts the practice of teaching?A. Learning from other’s experiencesB. Learning the received knowledgeC. Learning from one’s own experiences as a teacherD. All of the above10.Many writing tasks in existing English textbooks fail to have a communicativeelement due to the following factors EXCEPT .A. There is insufficient preparation before the writing stage.B. They are mainly accuracy-based.C. Students are invited to invent their own.D. They are designed to practise certain target structures.11.Which of the following is not the features of process writing? ___A. Focus on the process of writing that leads to the final written productB. Pay no attention to the feedback from the instructor and peersC. Help students writers to understand their own composing processD. Give students time to write and rewrite12.Which of the following statement is not true about integration of the fourskills?___A. Integration of the four skills is not concerned with realistic communication.B. A telephone conversation also involves the integration of language skills.C. Integration includes simple integration and complex integration.D. Integration of four skills means that we are teaching at the discourse level, notjust at the level of sentences or individual words and phrases.13.Which of the following is not regarded as the features of a discourse ?A. the way that the text is organizedB. The layout of the textC. cultureD. the register (the vocabulary that is commonly found in such discourse)14.In teach reading, if the teacher teaches the background knowledge first so that thestudents equipped with such knowledge will be able to guess meaning from the printed page. We believe the teacher follows the ____ model of teaching reading.A. top-downB. bottom-upC. interactiveD. all of the above15.Views on language and ___ both influence theories on how language should betaught.A. views on language learningB. views on culture learningC. values of lifeD. styles of life16.One of the disadvantages of traditional pedagogy is _____.A.Learners are not able to make sentencesB. Language is used to perform certain communicative functionsC. It focuses on form rather than on functionsD. Learners are not able to do translation17.According to Wang Qiang, to answer the question of “Can the students achievethe goal of acquiring native-like pronunciation?” we must take into consideration three things: ____A. ethic devotion, professional qualities, and personal styleB. letters, phonetic transcripts, and soundsC. teacher factors, learner factors and school factorsD. leaner age, amount of exposure, and differences of individuality18.It is generally believed that grammar teaching _____.A. should never be done in listening, reading, and writingB. is more important in listening and reading than in writingC. is very important in listening, reading and writingD. is less important in listening and reading than in writing19.One of the reasons why the deductive method of teaching grammar is criticized isthat ___ in the method.A. little attention is paid to meaningB. grammar is taught in a contextC. the practice is often meaningfulD. not enough examples are provided20.To ___ , it is advocated that we adopt a communicative approach to writing.A. motivate studentsB. demotivate studentsC. free students from too much workD. keep students busyIII. Matching.Directions: Find the item in Column B with that of Column A based on their relevance.Part A1. ______2. ______3. ______4. ______5. _______Part B6. ____7. _____8. _____9. _______ 10. _____IV. Problem Solving. (15 points)Directions: A situation of teaching writing is provided in the following. Firstly, read and analyze the limitations of this traditional pedagogy. the problems in it. Secondly, provide your solutions or suggestions based on your learning of writing teaching in this course.《英语教学法》复习资料(一)答案II. Multiple choice.1-5 CDABD 6-10 BBADC 11-15 BACAA 16-20 CDDAAIII. Matching.1. E2. A3. D4. C5. B6. H7. J8. I9. F 10. GIV. Problem Solving.（本题共15分，根据分析的要点是否准确充分，表达的是否清晰酌情扣分。

第2章交际教学原则与任务型语言教学Ⅰ. Fill in the blanks.1. In a traditional language classroom, the teaching focus is often on _____ rather than _____.【答案】forms，functions【解析】在传统语言课堂中，教学重点常常是（语言）形式而不是（语言）功能。

2. The _____ method emphasized reading and writing skills and virtually ignored listening and speaking skills.【答案】grammar-translation【解析】语法翻译法注重读写技能，而几乎忽略听说技能。

3. The goal of CLT is to develop students’ _____.【答案】communicative competence【解析】交际教学法（communicative language teaching）的目标是提高学生的交际能力（communicative competence）。

4. In the understanding of communicative language teaching, three principles have been generally agreed upon, namely, _____ principle, _____ principle, and _____ principle.【答案】communication，task，meaningfulness【解析】人们对交际教学法的理解遵循三个原则，即交际原则、任务原则、意义原则。

5. The translation of communicative competence in language teaching practice is to develop learners’ language skills, namely, _____, _____, _____ and _____.【答案】listening，speaking，reading，writing【解析】交际能力在语言教学实践中是指学习者语言技能的发展，即听、说、读、写（技能）。