王蔷《英语教学法》模拟题附答案

王蔷《英语教学法教程》笔记和课后习题详解《英语教学法教程》（第2版）（王蔷主编，⾼等教育出版社）为普通⾼等教育“⼗五”国家级规划教材，适⽤于师范院校英语专业学⽣，也可⽤于中学英语教师的继续教育课程和各类英语教师的在职培训课程。

该书被很多院校指定为英语专业考研必读书和学术研究参考书。

作为该教材的学习辅导书，本书具有以下⼏个⽅⾯的特点：1．梳理章节脉络，浓缩内容精华。

每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进⾏了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容⼏乎浓缩了经典教材的知识精华。

2．中英双语对照，凸显难点要点。

本书章节笔记采⽤了中英⽂对照的形式，强化对重要难点知识的理解和运⽤。

3．解析课后习题，提供详尽答案。

本书收录了课⽂中的所有习题，并在参考教材附录的基础上对习题答案进⾏了完善和补充。

4．精选考研真题，补充难点习题。

本书精选名校近年考研真题及相关习题，并提供答案和详解。

所选真题和习题基本体现了各个章节的考点和难点，但⼜不完全局限于教材内容，是对教材内容极好的补充。

试读（部分内容）第1章 语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。

第2章交际教学原则与任务型语言教学2.1 复习笔记本章要点：1. Language use in real life vs. traditional pedagogy语言在日常生活中的使用与传统教学法2. The differences between language used in real life and language taught in the classroom日常生活语言与课堂语言的不同3. Definition of communicative competence and its five components交际能力的定义和它的五个组成部分4. Principles of Communicative Language Teaching交际语言教学的原则5. CLT and the teaching of language skills交际语言教学与语言能力教学6. Main features of communicative activities交际活动的主要特点7. T ask-based Language Teaching任务型语言教学8. Four components of a task任务的四个部分9. PPP and T ask-based Language Teaching介绍，练习和产出与任务型语言教学10. The steps to design tasks设计任务的步骤11. Appropriateness of CLT and TBLT in the Chinese context交际语言教学的恰当性和中文环境的任务型语言教学本章考点：语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。

Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw someFrom the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult;3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language?’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what isTo give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?’ rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structuralitems so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantlya tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented 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. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. Theyclaimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement’(Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the . One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good EnglishIt is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper. 2. Add any adjectives to the list which describe further qualities thatyou feel are missing.3.These adjectives are intended to describe positive qualities or styles.Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book,can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’experiences (empirical knowledge gainedthrough reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’and ‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure . However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure .An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order toinclude topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, . giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。

陕西师范大学《英语教学法教程》复习题Unit 1 (3)Unit 2 (3)Unit 3 (3)Unit 4 (3)Unit 5 (4)Unit 6 (4)Unit 7 (4)Unit 8 (4)Unit 9 (4)Unit 10 (5)Unit 11 (5)Unit 12 (5)Unit 13 (5)Unit 14 (7)Unit 15 (7)综合复习题 (9)第三模块复习题Unit 1Views on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the language” rather than “teach about the language the major differences between these two approaches to language teaching?3. Audiolingual approach to language learning4.Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language ina social context.5. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.6. One influential idea of cognitive approach to language teaching is that students should be allowed to create theirown sentence based on their own understanding of certain rules.Unit 2What is communicative compentence? Try to list some of its components.Principles in communicative language teaching/ strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3The overall language ability required in the 2001 National English Curriculum includes the following aspectslanguage knowledge, language skills, learning strategies, affects and cultural understanding.4. Lesson PlanningWhat is lesson planning?Principles for good lesson planningComponents of a lesson planUnit 41. What is the Grammar-Translation Method?2.What is the Functional-Notional syllabus?3.What?s the di f ference between Grammar-Translation Method and the Functional-Notional Approach?4. What is Sociolinguistics? Can you give some examples in your daily life?5. What is Language acquisition and language learning?6.What is the Natural Order of language acquisition?Unit 5What is classroom management?Types of student grouping and their advantages and disadvantagesThe role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.Classification of questionsHow to deal with errors?Unit 6Critical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds.Unit 7Grammar presentation methodsGrammar practice is usually divided into two categories, mechanical practice and meaningful practice.Unit 8What does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new wordsHow to consolidate vocabulary?Developing vocabulary building strategiesUnit 9Characteristics of listening processPrinciples and models for teaching listeningAs far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.Unit 10What are the characteristics of spoken language? Discuss their implications to teaching.Information-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11The role of vocabulary in reading: sight vocabularySkills involved in reading comprehensionModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learner’s vocab or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task ofteaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do youagree with such an opinion? Explain your reasons.In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities.What do you think are the major functions of pre-reading activities?Unit 12What is the main idea of communicative approach to writing?What is the main idea of the process approach to writing?Unit 13I: What is the teacher?s role in communicativeLanguage teaching?II: Decide which of the followings are “ traditional teaching methods” and which are communicative teaching methods”．1. The teacher tries to help them remember the meaning of each word by reading it mechanically again andagain.2. Students read the pattern drills aloud and then translate them one by one into Chinese. (or: first targetlanguage into mother tongue, then mother tongue into target language.)listening or reading--- the students read or listen to different texts, then they exchange with each3. “Jigsaw”　other the information they have gained from them.4. The teacher refers to a picture，which everyone in the class can see and asks questions about the picture.5. Mini-research and questionnaires-students walk around the class to do a mini-investigation on certain topicthey are interested in by asking the other students question.6. The students read aloud the new words and expression by imitating their teacher or by listening to the tape.7. Students make sentences following the given pattern or sentence structure.8. Students present their own ideas or opinion on certain topic.9. Students read the text aloud.10. Students speak according to the roles assigned to them in a given situation11. Students do the written exercises, such as filling in the blanks with the correct forms of the verbs, adverbs, or prepositions, or they do multiple choice exercises .12. The text would be read aloud sentence by sentence and each one would be translated.13. The language is natural, so students will learn how speakers of the language actually use it.14. Students can learn more about the language by examining the discourse (how the text is organized and language is used to hold it together) and more about the background culture, which will help them comprehend future texts.15. The teacher teaches grammar rules. The teacher explains and illustrates them by pointing to examples in the text or by thing examples from dictionaries or grammar books.16. Real life is brought into the classroom, so that students are doing in class to what they might have to do later in life.17. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing the sentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions.18. Students in pairs are given different bits of information. By sharing this separate information they can completea task.19. Students in groups do debating, arguing about the advantage and disadvantage of T.V.20. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing the sentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions.III: Look at the following ,role definitions? and the list of some a teacher?s functions. For each of these functions, decide which role is most appropriate ( in some cases more than one ,role? may be involved)Rolesa. diagnosticianb. plannerc. managercontrollere. participantf. instructorg. assessorh. prompter1. to find out (as far and as consistently as possible the needs, interests, language difficulties and preferred learning styles of the students.2. to foster a group feeling(cooperation, liking, common aims, mutual confidence, etc)3. to ensure that learners have clear short and long-term learning objectives.4. to assess the progress of individual and of the class as a whole5. to ensure that learners are aware of this progress.6. to encourage students to take responsibility for their learning.7. to vary patterns of interaction within the lesson according to the precise aims and the nature/feeling of the group.8. to ensure that the students find their involvement sufficiently challenging.9. to analyse and present realistic ,chunks? of the target language for students to process.10. to select and introduce activities and materials for language work.11. to help students develop positive, individual strategies for learning.Unit 141. What is bottom-up approach and top-down approach?2. What area the four main reading strategies? Describe their differences. When do you use these reading strategies?3. What?s pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities.1． What is bottom-up approach and top-down approach?2． What area the four main reading strategies? Describe their differences. When do you use these reading strategies?3. what?s pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities.Unit 15As a successful listener, he should be able to demonstrate his success by correctly reproducing the aural message, requires important information.The purpose for listening in real life are: :a. get informationb. to maintain social relationsc. to be entertained.Language and background knowledge constitute the two main sources of informationFor different purpose people use different listening skills;a. listening for a general ideab. listening for specific informationc. listening for detailed informationd. listening for inferring information ( listen to decode what is indirectly expressed, including the relationships between speaker, the moods or attitudes of the speaker, the physical setting of the text.e. note-takingGuidelines for designing effective listening tasks:a. the listening skill the students are required to developb. students? interests, needs, language level and potential problemsc. the class size, time available, teaching aidsDesigning tasks to develop the skill of listening for general ideaa. decide a titleb. write out the answersc. write a summaryd. look at a list of words and circle those used by the speakere. fill in blanksf. sequencing the main pointsconducting a listening classthe teacher can be thought of as a “director” and the students “actors”　Task for director:a. gives an introductionb. monitor and observec. make comments or diagnose problemsthe teacher?s role in listening class is just like director. A listening class is divided into three stages: pre-listening, while-listening and post-listening stages.Pre-listening stage a period before the students start listening. The main tasks of the pre-listening stage area. introduce about the topicb. introduce the type of the textc. introduce some background informationd. make predictions about the content and make a list of words which may occur in the listening text.While-listening stageIt is the period in which the students perform the act of listening. This is the stage in which students actually carry out all the activities while the teacher observes and operates the machine.The tasks in this stage are:a. listening for general ideab. listening for specific informationc. listening for inferringActivities:a. filling details in a formb. labeling a piece of graphic materialc. taking notesd. correcting something already writtene. ticking off items in a listf. drawing the picture or diagramg. carrying out actionsh. arranging events or information in the correct sequencei. judging whether some statements about the listening text are true or falsePost-listening stage: a period after listeningTasks:a. checks student?s answersb. points out their problemsc. explains the listening textd. oral summarye. written summaryf. create the situation for students to do role-playg. express your own view about the topic of the text.h. solve a given set of problems using the information you have learnt from the texti. hold discussion with your group on the topicj. write a letter to complain about the situation described in the listening text.k. write the same situation in your experience综合复习题Exercises for the course of English teaching methodologyI. Multiple choiceDirections：Choose the best answer for the following questions and write your answers on the answer sheet.1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?A. Structural syllabus.B. Situational syllabus.C. Functional syllabus.2. Which of the following is a communicative activity?A. Listen to the weather broadcast and fill in a form.B. Listen to the weather broadcast and talk about a picnic.C. Transfer the information from the weather broadcast into a table.3. In which of the following situations is the teacher playing the role of a prompter?A. Explain the language points and meanings of words and sentences.B. Give examples of how to do an activity after the explanation and instructions.C. Elicit ideas from students.4. Which of the following is a social interaction activity?A. Information gap.B. Role-play.C. Information transfer.5. What reading approach is based on the assumption of reading as a guessing game?A. The top-down approach.B. The bottom-up approach.C. The interactive approach6. What reading strategy does the following activity help to train?The students were asked to read each paragraph and then match the paragraph with relevant headings.A. Inferring.B. Scanning.C. Skimming.7. Which of the pre-reading activities exemplifies the bottom-up approach?A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B. The teacher raises several questions about old people and asks the students to discuss in pairs.C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old people?s life.8. What listening skill does the following activity help to train?Listen to the folio-wing text and answer the multiple-choice question.In this dialogue, the speakers are talking about________.A) going to a picnic B) attending a concert C) having a partyA. Listening for gist.B. Listening for specific information.C. Listening for detailed information.9. Which of the following features does spoken English have?A. It is generally produced in fairly simple sentence structures.B. It is produced with little redundancy.C. It is produced with good organization.10. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction11. For better classroom management, what should the teacher do while the students are doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help12. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules14. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner15. To help students understand the structure of a text and sentence sequencing, we could use----- for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences16. The purpose of the outline------ is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing17. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. guiding discovery18. It is easier for students to remember new words if they are designed in ------and if they are ------and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficulII. DefinitionDirections: Define the following terms1. Communicative compentence2. Lesson planning3. Classroom management4. Receptive vocabulary and productive vocabulary.5. Sight vocabulary6. Information-gap activities7. Display questions8. Task9. Audiolingual approach to language learning10.ReadingIII. Blank fillingDirections: fill in blanks according to what you?ve learn in the course of foreign language teaching.1. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language ina social context.2.The quality of a good language teacher includes ethic devotion, professional quality and personal styles.3.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.4. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.5. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.6.The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.7. Grammar practice is usually divided into two categories, mechanical practice and meaningful practice.8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.IV. Problem SolvingDirections: Below are some situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.1．In one of the lessons. Mr. Li arranged the students into groups to talk about what they want to be when they grow up. To ensure that they applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was talking in Chinese.Problems:1) Maybe the topic does not correspond with the students? current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interest in such a talk.2) The activity is much controlled. They may like to talk about their hobbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active.3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When students have difficulty in expressing themselves in English, they will switch to Chinese.4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part.Solutions:1）The teacher can ask the students to talk about their hobbies freely without considering the structure2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to form a hobby club.3) It?s b etter to explain to the students the value of such kind of activity.4) The teacher can circulate around to encourage the students to talk in English.2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle school students.Problems:1) Authentic materials are desirable in cultivation of communicative competence. But they should correspond to students" ability. News reports from China Daily are too difficult for middle school students.2) The content of news reports may not be relevant to the course requirement of middle school English.Solutions:1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt the material or select those reports which are easier to read and more relevant to students" interests.2) If he can, it is better to select news reports from other newspapers which are relevant to the students" life and study.It is necessary to bear in mind the students" needs when selecting materials for classroom instruction.(第一项要求写出两点即可，而第二项要求能说出两点。

第14章语言教学中的德育教育TASK 1Look at the list again. Are there any other moral values that you would add to the list? Are there any items on the list that you do not consider to be an important moral value?Traditionally, English textbooks have many examples of moral messages of different kinds. For example, in 1960, students were encouraged to have a healthy life and to have positive attitudes towards school.We come to school early in the morning. At half past seven we go to the playground and do our morning exercises. We are strong and active.At eight o’clock the bell rings. The class begins. We all keep quiet and listen to our teacher.We have four lessons in the morning. We usually have Chinese, English, mathematics and other subjects.After lunch we have a rest. We play on the playground or read newspapers in the reading room. In the afternoon we usually have two lessons. Sometimes we have sports. All of us like sports. We like pingpong, basketball or other games...After school we go home. Our school life is very happy. We love our school very much.Key: Besides healthy life and positive attitudes towards school, there are othermoral values in this article: self-control; regular life attitude; obeying school regulations; Good work attitude.The items in the list are all important moral values.TASK 2Look at these passages from textbooks. What moral messages do you think they are promoting?Text 1Once a member of Lei Feng’s squad received a letter from his sick father which surprised him greatly. “I received your 10 yuan,” the father wrote his son. “I am now much better. I hope you will do your best in the army and not worry about me...” It was Lei Feng who, hearing that the sick man was in need of money, had sent him the money in his son’s name.(Taken from English Book 6, 1966:19)Text 2Fill in the blanks.In many countries, people (1) ________ respect elderly and disabled people. There are many different ways to show respect to older people. For example, most people speak more formally when they talk to elderly people. Younger people (2) ________ respect their knowledge of life and the world. People also respect disabled people. All public buildings (3) ________ provide special facilities for people in wheelchairs. These include parking spaces, entrances, and elevators. If someone issitting on a bus or a subway, he (4) ________ give up his seat for a disabled person.(Taken from Junior English, (2005) Book 14, 2004:5)Text 3Two of my best friends are Eric and Danny. I like both of them a lot. They have very different personalities. In fact, they are complete opposites! For example, Eric is very hardworking and patient. He always does his homework. He is quite serious and he doesn’t laugh a lot. He is very careful with his things. His room is always very clean and tidy. Danny, on the other hand, is very ________ and impatient. He hates doing his homework. He’s always telling jokes. He’s a very ________ boy. Danny is very ________ with his things and, as you can imagine, his bedroom is very ________!(Taken from Junior English (2005) Book 13, 2005:62) Key: In text 1, moral messages: filial piety to the parents; kindness; helpness; reliability; considerateness; do good deeds but not request retribution.Text 2, moral messages: respecting elderly and disabled people;Text 3, moral messages: hardworking; patient; good work attitude; clean and tidy; positive life attitude.TASK 3The following are two pieces of teaching materials from a junior and a senior middle school textbook. Read through them first and then work in pairs and discuss how you can use the materials to teach moral values. Design an activity withdetailed teaching procedures for each text and share them with the class. You may choose from the suggested activities from the above list or design your own.（Omitted）TASK 4Think about the following issues. How could you handle the moral aspects in an English lesson?1) Family break-up2) Dating3) Cheating in exams4) Not listening attentively to others during presentations5) Crisis between friends over trivial things6) A disabled student7) Attitudes towards study and work8) Bullying9) War10) Children’s rightsKey: 1) Family break-up, ask students to write an essay to express their opinions and pay attention to their feelings2) Dating, hold a debate on this issue3) Cheating in exams: spontaneous reflection, hold a short discussion.4) Not listening attentively to others during presentations: spontaneousreflection, hold a short discussion.5) Crisis between friends over trivial things: case studies for problem solving; ask how the students would handle the problem.6) A disabled student: philosophy circle, discuss together.7) Attitudes towards study and work: essays, write an essay to express their opinions and feelings.8) Bullying: essays, write an essay to express their opinions and feelings.9) War: essays, write an essay to express their opinions and feelings.10) Children’s rights: essays, write an essay to express their opinions and feelings.TASK 5Think about a school you know well. What is the current provision of moral education in the school? Are there any suggestions that you could make to improve it? How could English language teaching make a contribution?Key: English lessons can provide excellent opportunities for a focus on moral values, because a large amount of teaching and learning involves reading passages and oral discussions —and there is a lot of scope for teachers (and textbook writers) to select materials with strong moral content. In fact, moral learning has always been stressed in all the syllabuses of English in the past 25 years and this is again strongly suggested in the Guidelines on Curriculum Reform of Basic Education (2001) in which it states that basic education should aim for better development ofstudents, not only in knowledge, skills and abilities but also in values, attitudes, and emotions.。

第15章教学评价TASK 1What is assessment? The following is a list of understanding given by different teachers about assessment. Tick the ones that are closest to your understanding. Then compare and discuss them with a partner.( ) It’s to do with testing.( ) Finding out how good you are at something.( ) I use it to keep a check on my learners, by spelling tests, small quizzes and things like that.( ) It is an on-going process which focuses on the whole life of our school. Finding out if we are being effective.( ) I feel as though it’s a big stick hanging over our heads, teacher evaluation and all that.( ) Finding out strengths and weaknesses of our students and ourselves.( ) I use tests in my classroom. I also use quizzes—as a way of keeping a check on the students’ learning. I also mark their work, sometimes with a grade but usually a comment.( ) It is to do with record-keeping, collecting information about how well the students are doing.( ) I think it has something to do with evaluation?(Adapted from Conner, 1991:2) Key: ( ) It’s to do with testing.( ) Finding out how good you are at something.( ) I use it to keep a check on my learners, by spelling tests, small quizzes and things like that.( ) It is an on-going process which focuses on the whole life of our school. Finding out if we are being effective.( ) I feel as though it’s a big stick hanging over our heads, teacher evaluation and all that.( √) Finding out strengths and weaknesses of our students and ourselves.( ) I use tests in my classroom. I also use quizzes—as a way of keeping a check on the students’ learning. I also mark their work, sometimes with a grade but usually a comment.( √) It is to do with record-keeping, collecting information about how well the students are doing.( ) I think it has something to do with evaluation?TASK 2Read the definitions again and draw your own diagram to demonstrate your own understanding of the three terms and their relationships. Does the diagram you created help you, to some degree, understand the relations among the three terms? Explain to each other how testing is related to assessment and assessmentto evaluation.Key:TASK 3What do you think are the purposes of assessment? The chart below has twelve possible purposes of assessment. Do you agree with them? If yes, choose six items that you think are the most important purposes of assessment. Then add one or two assessment purposes that you think apply to ELT classroom.Key:TASK 4According to what you have understood from the above discussions, complete the following table and then discuss it with a partner.Key:TASK 5Work in pairs and answer the following question: Besides testing, what are the other methods that can be used to gather information about the knowledge and performance of language learners? Please give examples if possible. When you are ready, join another pair and compare your ideas.Key: Teacher’s observations, continuous assessment, students’self-assessment, project work, and portfolios.TASK 6Suppose you have been teaching a Senior 1 class for a year. Now you are given the chance to assess the students’ overall language achievement in whatever methods you like. How would you do it? Write out your steps and reasons for doing so.Key:TASK 7What are the possible advantages and disadvantages of different assessments based on different criteria? Discuss the question in groups of 4 and note down your ideas in the chart below.。

第10章口语教学10.1 复习笔记本章要点：1. Characteristics of spoken language口语的特点2. Four common features of spoken language口语的四个共同特征3. Activities help prepare students for real-life speech in English 为学生做好日常口语准备的活动4. General principles of teaching speaking口语教学的普遍原则5. Two factors considered in designing speaking tasks设计口语任务要考虑的两个因素6. Common characteristics in successful speaking task成功的口语任务的共性7. Two types of communicative speaking activities两种不同类型的交际口语活动8. Some kinds of speaking activities几种不同类型的口语活动9. Advantages of using group in speaking tasks使用分组教学的优势本章考点：口语的特点及对教学的暗示；口语的四个共同特征；为学生做好日常口语准备的活动；口语教学的普遍原则；设计口语任务要考虑的两个因素；成功的口语任务的共性；两种不同类型的交际口语活动；几种不同类型的口语活动；使用分组教学的优势。

本章内容索引：Ⅰ. Differences between spoken and written language1. Characteristics of spoken language2. Four common features of spoken language3. Activities helpful to prepare students for real-life speech in English4. Some implications to teachingⅡ. Principles for teaching speakingⅢ. Designing speaking tasks1. Two factors considered in designing speaking tasks2. Common characteristics in successful speaking tasksⅣ.Types of speaking tasks1. Two major purposes for listening2. Two types of communicative speaking activities3. Some kinds of speaking activities4. Other speaking activitiesⅤ.Organizing speaking tasksⅥ.ConclusionⅠ.Differences between spoken and written language （口语与书面语的区别）【考点：口语的特点及对教学的暗示】Speaking is a skill that the students will be judged upon most in real-life situations.口语是用来判断学生在实际生活中使用最多的技能。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第11~13章【圣才出品】第11章阅读教学11.1 复习笔记本章要点：1. Reading aloud and silent reading朗读和默读2. Features of effective readers有效率的读者的特征3. Strategies involved in reading comprehension 阅读理解策略4. Two broad levels in reading两种阅读⽔平5. The role of vocabulary in reading词汇在阅读中的作⽤6. Sight vocabulary视觉词汇7. Three models of teaching reading三种阅读教学模式8. Three stages involved in T eaching Reading阅读教学的三个阶段9. Pre-reading activities读前活动10. While-reading activities读中活动11. Purposes of transition device转换⼿法的⽬的12. The classification of Reading comprehension questions阅读理解题的分类13. Types of post-reading activities读后活动类型本章考点：朗读和默读；有效率的读者的特征；阅读理解策略；两种阅读⽔平；词汇在阅读中的作⽤；视觉词汇；三种阅读教学模式；阅读教学的三个阶段；读前活动；读中活动；转换⼿法的⽬的；阅读理解题的分类；读后活动类型。

本章内容索引：Ⅰ. Reflecting on your own reading experiencesⅡ. The way of reading1. Reading aloud and silent reading2. Features of effective readersⅢ. The content of readingⅣ. Strategies involved in reading comprehension1. Definition of reading2. Two broad levels in readingⅤ. The role of vocabulary in reading1. The importance of vocabulary2. Sight vocabularyⅥ. Principles and models for teaching reading1. Three models of teaching reading2. Three stages involved in teaching reading Ⅶ. Pre-reading activities1. Definition of pre-reading activities2. Predicting3. Setting the scene4. Skimming5. Scanning6. Summary on pre-reading activitiesⅧ. Whi le-reading activities1. Information transfer2. Purposes of transition device3. Reading comprehension questions4. Understanding references5. Making inferences6. Summary on while-reading activitiesⅨ. Post-reading activities1. Objectives2. Requirements3. Types of post-reading activitiesⅩ. ConclusionⅠ. Reflecting on your own reading experiences （反思⾃⼰的阅读经验）All of us began reading in our first language at a very early age and we all have experiences of being influenced by certain authors or particular books.我们在很⼩的时候开始⽤母语阅读了，我们都受到某些作者或书籍的影响。

第6章语音教学6.1 复习笔记本章要点：1. The role of pronunciation语音的角色2. Factors that determine whether students need to focus on pronunciation决定学生是否需要关注语音的因素3. Critical Period Hypothesis关键期假说4. The realistic goal of teaching pronunciation语音教学的实际目标5. Three aspects of pronunciation to teach语音教学的三个方面6. Focusing on a sound; Perception practice; Production practice单音练习; 知觉/领会性练习; 生成性练习7. Practicing stress and intonation 练习重音和语调本章考点：语音的作用；决定学生是否需要关注语音的因素；关键期假说；决定学生流利语音的因素；语音教学的实际目标；语音教学的三个方面；单音练习；知觉/领会性练习；生成性练习；两种不同类型的重音；表示重音类型的三种方式。

本章内容索引：Ⅰ. The role of pronunciationⅡ. The goal of teaching pronunciation1. Critical Period Hypothesis2. Factors that determine if the students can aquire native-like English pronunciation3. The realistic goal of teaching pronunciationⅢ. Aspects of pronunciation1. Three aspects of pronunciation to teach2. One common problem in learning pronunciationⅣ. Practicing sounds1. Focusing on a sound2. Perception practice3. Production practiceⅤ. Practicing stress and intonation1. Practicing stress2. Practicing intonationⅥ. ConclusionⅠ. The role of pronunciation（语音的作用）【考点：语音的作用；决定学生是否需要关注语音的因素】Whether pronunciation needs special attention or focus in language teaching depends on many factors, especially learner factors.语言教学中是否需要特别关注语音取决于许多因素，尤其是学习者因素。

第7章语法教学7.1 复习笔记本章要点：1. The role of grammar in language learning语法在语言教学中的角色2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法3. Distinction between implicit and explicit knowledge隐性知识与显性知识的差异4. New approaches to teaching grammar新的语法教学5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice语法练习：机械性练习；意义性练习；使用提示本章考点：语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。

本章内容索引：Ⅰ. The role of grammar in language learningⅡ. Grammar presentation1. The deductive method2. The inductive method3. The guided discovery method4. Distinction between implicit and explicit knowledge5. New approaches to teaching grammarⅢ. Grammar practice1. Mechanical practice2. Meaningful practice3. Using prompts for practiceⅣ. ConclusionⅠ. The role of grammar in language learning（语法在语言教学中的角色）【考点：语法在语言教学中的角色】Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。