Roles of a Teacher in English Classroom Teaching

1、语言观views on language structural view functional view interactional view2、语言学习观views on language learning ①behaviorist theory cognitive theory③constructivist theory socio-constructivist theory3、好教师的素质要素①ethic devotion ②professional qualities ③personal styles . 补充的excellent teachers: flexibility, encouragement, enthusiasm, leading by example,integrity, never stop learning, good communication.4、语言教学的最终目标the ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).5、交际能力communicative competence linguistic competence pragmatic competence③discourse competence ④strategic competence ⑤fluency6、交际语言教学的原则principles of Communicative Language Teaching①communication principle ②task principle ③meaningfulness principle7、评估交际教学的六个标准criteria for evaluating communicate①communicative purpose ②communicative desire ③content,not form ④variety of language ⑤no teacher intervention ⑥no materials control8、任务型教学的特征task-based Language Teaching skill and knowledge②process of doing, thinking in English ③p roduct ④context⑤purpose9、任务型教学的定义和四要素：a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. a purpose②a context ③a process ④a product10、设计任务时的四种问题four sets of question when designing tasks:what is the objective of the task ②what is the content of the task ③how is the task to be carried out ④in what situation is the task to be carried out11、设计任务的步骤①thinking about students’needs, interests, and abilities brainstorm possible tasks ③evaluate the list ④choose the language items ⑤preparing materials12、语言教学的目标（课程目标）Overall Language Ability language knowledge: phonetics, grammar, vocabulary, functions, topics ②language skills: listening, speaking,reading, writing ③learning strategy: cognitive, self management, communication,resourcing ④affect and attitude: international, perspectives, patriotism, confidence, motivation ⑤cultural awareness: knowledge, understanding, awareness.13、教学计划lesson plan: a lesson plan is a framework of a lesson in Which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.14、好教学计划的原则principles for good lesson planning aim variety flexibility learn ability linkage15、宏观计划内容what does macro planning involve ①knowing about the profession ②knowing about the institution knowing about the learners ④knowing about the curriculum/syllabus ⑤knowing about the textbook ⑥knowing about the objectives16、微观计划的组成micro planning (components of a lesson plan):background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.17、3P. ①语言知识structure-based lesson: presentation, practice, production.②语言技能skill-oriented lesson: pre-, while-, post-.18、课堂管理classroom management: classroom management is the way teachers organise what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.19、有效的课堂管理的六个条件：the teacher plays appropriate roles. ②the teacher provides clear instructions. students are grouped in a way suitable for the learning activities. ④the teacher asks appropriate questions. ⑤there is discipline as well as harmony in the class. ⑥the students’errors are treated properly.20、教师角色roles of teachers ①controller:control the pace; control time; control the whole class. ②assessor:assess the students’work; correct mistake;organize feedback. organiser: design and organize tasks ④prompter:give appropriate prompts; participant: join students ⑥resource-provider：instruction materials.new roles: facilitator; guide; researcher.21、课堂指令classroom instructions : classroom instructions refer to the type of language teachers use to organize or guide learning. They include ①giving directions to tasks or activities, ②providing explanations to a concept or language structure,③setting requirements, ④checking comprehension, ⑤drawing attention, motivating learners, ⑦giving feedback, and assigning homework.22、有效的课堂指令规则rules to follow for making instructions effective：use simple instructions and make them suit the comprehension level of the students. ②use the mother-tongue only when it is necessary. give students time to get used to listening to English instructions and help them make an effort to understand them.23、学生分组类型students grouping：whole class work pair work group work ④individual study24、课堂纪律Discipline in the language classroom: discipline here refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.25、课堂纪律的要素What contributes to discipline: ①classroom management②teachers’behavior ③students’motivation26、对无纪律课堂的措施measures ①act immediately ②stop the class rearrange the class change the activity talk to students after classcreate a code of behavior27、课堂问题的建议advice about problems in class deal with it quietly②don’t take things personally ③don’t use threats28、课堂上的问问题questioning in the classroom：teachers use questions ①tofocus students’attention, ②to invite thinking and imagination, ③to check understanding, ④to stimulate recall of information,to challenge students, and ⑥to assess learning Questions should be wise and purposeful, contributing to the overall objectives ofthe lesson, stimulating the development of knowledge and thinking, as well as helping to maintain interaction.29、错误处理dealing with errors: when to correct how to correct who to correct30、语法教学3P模式:Ⅰ.presentation: ①purpose:students perceive the structure——its form and meaning——in both speech and writing, and take it into short-term memory. ②ways:the deductive method; the inductive method; the guided discovery method: 步骤：create a context, clear model, highlight rules, check understanding. Ⅱ.practice: purpose: students learn to use the grammar item. Absorb the structure thoroughly, or to transfer what they know from short-term to long-term memory.②ways:mechanical practice(substitution drills, transformation drills); meaningful practice(定义：in meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on ”the way newly learned structures are used in the process).③要素factors: ⑪can’t be said to have really mastered it yet.aimed at form accuracy. ⑬the students pay repeated attention to a key elementin a structure. ⑭controlled/mechanical and semi-controlled. ⑮group.⑯ways.Ⅲ. Production: purpose: there is a need for meaningful practice and communicativeuse of the structure taught so that students can be helped to achieve both accuracy and fluency in language use. ②ways:communicative practice(guessing games, completing the picture, information sheet, find someone who, paired cue card, role play, story telling); task.31、A synthesis approach to teaching grammar: collocational, constructive, contextual, and contrastive.32、有效阅读者怎么做what do effective readers do:have a clear purpose in reading read silently ③read phrase by phrase, rather than word by word ④concentrate on the important bits, skim the rest, and skip the insignificant parts ⑤use different speeds and strategies for different reading tasks ⑥perceive the information in the target language rather than mentally translate ⑦guess the meaning of new words from the context, or ignore them ⑧have and use background information to help understand the text.33、阅读策略reading strategies: ①specifying a purpose for reading ②planning what to do ③previewing the text ④predicting the contents of the text checking predictions ⑥skimming the text for specific distinguishing main ideas from supporting details ⑧posing questions about the text finding answers to posed questions ⑩connecting one part of the text to another 34、The three models for teaching reading: ①bottom-up model ②top-down model interactive model34、读前pre-reading activities: ①purpose:the purpose of pre-reading is to facilitate35、while-reading activities. ②ways:predicting(predicting based on the title,predicting based on vocabulary, predicting based on the T/F questions); setting the scene. 读中While-reading: ①fast reading: skimming; scanning.reading in detail: transition device（信息转换）purpose: focus attention on the main meaning of the text; be able to simplifysophisticated input so that it becomes the basis for output; allow students to perform tasks while they are reading; highlight the main structural organization of a text, and show how the structure relates to meaning; involve all the students in clearly defined reading tasks; precede one step at a time; when a TD is completed, use it as a basis for further oral and written language practice. ⑫ways:picture; drawings; maps; tables; tree diagrams; cyclic diagrams; pie charts; bar charts; flowcharts; chronological sequence; subtitles; notes. 读后post readingpurpose ⑪to consolidate or reflect on what has been read in the text. to relate the text to the students’own knowledge interests or view. ⑬to give the students the chance to consolidate that language by using it freely. ②activities:discussion questions; reproducing the text; role play; gap-filling; discussion36、阅读理解问题的类型types of reading comprehension questions ①questions of literal comprehension ②questions involving reorganization or reinterpretation ③questions for inferences ④questions for evaluation or appreciation ⑤questions for personal response.⑥understanding references.1. Which of the following is true of second language learning?A. Natural language exposure.B. Informal learning context.C. Structured input.D. Little error correction. 2. What type of learners can benefit most from real object instruction?A. Individual learners.B. Tactile learners.C. Auditory learners.D. Visual learners.3. What type of intelligence is cooperative learning best suited for?A. Interpersonal intelligence.B. Intrapersonal intelligence.C. Logical intelligence.D. Linguistic intelligence.4. What does the following practise? * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday.A. Stress.B. Articulation.C. Liaison.D. Intonation. 5. What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right.Heavy DayNice BabyClose BuildingLight RainTall FriendCute SmokerA.Grouping.B. Collocation.C. Imitation.D. Imagery. 6. Which of the following is a communication game?A.Bingo.B. Word chain.C. Rearranging and describing.D. Cross-wordpuzzle. 7. Which of the following can help train speaking?A.Listen and follow instructions.B. Simon says.C. Pairs finding.D. Match captions with pictures. 8. Which of the following activities is most appealing to children"s characteristics? A. Cross-word puzzle.B. Formal grammar instruction.C. Reciting texts.D. Role-play.9. What"s the teacher doing by saying" Who wants to have a try?"?A. Controlling discipline.B. Giving prompt. C, Evaluating students" work. D. Directing students~ attention to the lesson. 10. Which of the following activities is the most suitable for group work?A. Guessing game.B. Story telling.C. Information-gap.D. Drama performance. 11. Which of the following belongs to learning outcomes?A. Role-plays, B, Sequencing pictures. C. Surveys. D. Worksheets. 12. Which of the following best describes first language acquisition?A.Care-taker talk.B. Minimal pair practice.B.Selected input. D. Timely error correction. 13. Which of the following seating arrangements is most suitable for a whole classdiscussion? 14. What is the teacher doing in terms of error correction?"S: I go to the theatre last night." T: You GO to the theatre last night?A.Correcting"the student"s mistake.B. Hinting that there is a mistake.B.Encouraging peer correction. D. Asking the Student whether he really went to thetheatre. 15. Which of the following questions can be used in the questionnaire for assessing participation? A. Did you get all the questions right in today"s class?B.Did you finish the task on time?C. Can you use the strategies we have learned today?D. What did you do in your group work today? II. Matching (20%) 1. Match the learning styles on the left with the type of activities on the right. 1) Visual learners A. Handwork 2) Kinesthetic learners B. Picture talking 3) Auditory learners C. Play acting 4) Tactile learners D. Song and music listening2. Match the types of intelligence on the left with the form of learning on the right.1) Linguistic intelligence A. Doing hands-on activities2) Match and logical B. Sketching hinking 3) Spatial intelligence C. Verbalizing4) Bodily/Kinesthetic D. Conceptualizing inteligence 3. Match the activities on the left with the language focus on the right.1) Grouping words together A. Reading2)Minimal pair practice B. Vocabulary learning strategy3)Labeling pictures C. Pronunciation4)Sequencing the events D. Writing according to the story 4. What is the teacher doing?1) Now, you can begin. A. Checking understanding2) All right, I think it is time. B. Ending the activity3) Can you two show us how to work? C. Demonstrating the operation4) We are going to do two D. Giving the start things today.Tom, can you tell us what they are? 5. Match the activities with the relevant classroom arrangement.1)Speaking chains A. Whole class work2)Role play of a dialogue B. Individual work3)Guessing the object C. Pair work4) Sentence completion D. Group work 1. Which of the following roles do the primary school teachers play?A. A prompter.B. A participant.C. An assessor.D. A controller. 2. Which of the following features are true of children in learning a language?A. Children can not concentrate for very long.B. Children learn EngliSh because they think it interesting.C. Children are not good at planning and monitoring.D. Children are good at understanding concrete things.3. Which of the following belong to formative assessment?A. Learner portfolio.B. Test results.C. Classroom observation.D. Student diaries.4. Which statement of Chinese and English phonetic systems are right?A.English has as many as 24 vowels, while Chinese has none.B. English has a lotof combined consonants, while Chinese has none.C Stress can change the meaning of a word in English, and tone can also changethe meaning in Chinese. D. English words often have more than one syllable, while Chinese characters usually have only one syllable. 5. If the class is noisy, which of the following should you choose to settle the class? A. Ask the whole class to copy a list of food words onto a piece of paper from the board.B. Ask the pupils to listen and write down the number of pictures you stick on the blackboard.C. Ask the children to take out their cards and do paired practice.D. Ask children to prepare the dialogue to get ready to act.Ⅰ．Choose the best answer 本题为单选题，共15个小题，30分，每题2分。

课堂角色扮演英语作文Role-playing is a fun and effective way to learn English in the classroom. It allows students to practice their language skills in a realistic and engaging context. In this essay, I will discuss the benefits of role-playing in English language learning and share my own experience of participating in a role-playing activity in class.Firstly, role-playing provides students with a meaningful and authentic language experience. By assuming different roles and interacting with others in a simulated environment, students can use English in a way that is relevant to their lives and interests. This helps to motivate them and make learning more enjoyable.Secondly, role-playing allows students to develop a range of language skills, including speaking, listening, reading, and writing. For example, they may need to read a script or prepare a dialogue in advance, listen carefully to their partner's responses, and write down notes orfeedback afterwards. This helps to reinforce their understanding of English grammar, vocabulary, and pronunciation.Thirdly, role-playing promotes social and emotional learning, such as empathy, cooperation, and problem-solving. Students learn to work together to achieve a common goal, negotiate roles and responsibilities, and resolve conflicts in a respectful and constructive manner. This helps tobuild their confidence, self-esteem, and interpersonal skills.My own experience of participating in a role-playing activity in class was both challenging and rewarding. Our teacher divided us into groups and assigned us different roles, such as a customer and a salesperson, a doctor and a patient, or a teacher and a student. We then had to act out a scene based on a given scenario, such as buying a product, diagnosing an illness, or teaching a lesson.At first, I felt nervous and self-conscious, as I wasnot used to speaking English in front of others. However,as I got into character and started to interact with my partner, I found myself becoming more confident and fluent.I also learned new vocabulary and expressions that I could use in real-life situations.Overall, I believe that role-playing is an effective and enjoyable way to learn English in the classroom. It provides students with a meaningful and authentic language experience, helps them to develop a range of language skills, and promotes social and emotional learning. I would encourage all English language learners to try role-playing and see how it can enhance their language learning journey.。

英语课堂教学的基本组织形式In English classroom teaching, there are various basic organizational forms that promote effective learning for students. These forms ensure active participation, engagement, and comprehension of the language. The following are some of the commonly utilized organizational forms in English classroom teaching.Firstly, a lecture-style format is commonly used to introduce new grammar, vocabulary, or language concepts. The teacher presents the information and provides explanations, examples, and demonstrations. This format allows students to passively acquire knowledge and understanding.Secondly, group discussions and pair work are frequently employed to enhance speaking and communication skills. Students are divided into small groups or pairs and given topics or tasks to discuss. This form encourages students toengage in conversation, express their opinions, and practice using the target language in a supportive and interactive environment.Thirdly, role-plays and simulations are utilized to simulate real-life situations, encouraging students to apply language skills in practical contexts. Students are assigned roles and act out scenarios, enabling them to practice speaking, listening, and critical thinking skills in a controlled setting.Fourthly, project-based learning is a popular form that encourages students to work collaboratively on an extended task or project. It allows students to apply their language skills and knowledge to a real-life context, fostering creativity, critical thinking, and problem-solving abilities.Furthermore, interactive multimedia resources, such as videos, online exercises, and educational games, are often integrated into lessons. These resources provide visual andauditory stimuli, enhancing students' engagement and deepening their understanding of the language.Additionally, in order to assess students' learning progress, formative assessments such as quizzes, presentations, and class discussions are incorporated. These assessments provide valuable feedback to both teachers and students, aiding in identifying areas for improvement and promoting active learning.In conclusion, English classroom teaching adopts various organizational forms to cater to different learning needs. These forms include lecturing, group discussions, role-plays, project-based learning, multimedia integration, and formative assessments. These forms ensure active participation, engagement, and effective language acquisition for studentsin an English classroom setting.。

英语作文教师角色定位The Role of a Teacher。

As a teacher, my role is to inspire and guide my students to reach their full potential. I believe that education is not just about imparting knowledge, but also about nurturing the whole person. I strive to create a supportive and inclusive learning environment where every student feels valued and respected.One of the most important aspects of my role as a teacher is to be a role model for my students. I aim to demonstrate integrity, compassion, and a love for learning in everything I do. By setting a positive example, I hope to inspire my students to develop these qualities in themselves.In addition to being a role model, I see myself as a facilitator of learning. I believe in the power of student-centered education, where students are actively engaged intheir own learning process. I encourage my students to ask questions, think critically, and explore their own interests. I strive to create opportunities for my students to collaborate with one another and to take ownership of their learning.I also see myself as a mentor to my students. I am committed to providing guidance and support to help my students navigate the challenges they may face in their academic and personal lives. I aim to be approachable and empathetic, and to create a safe space where my students feel comfortable seeking advice and sharing their experiences.As a teacher, I am dedicated to fostering a love of learning in my students. I believe that education should be a lifelong pursuit, and I strive to instill in my students a curiosity and passion for knowledge. I aim to make learning engaging and relevant by connecting the curriculum to real-world experiences and current events.Finally, I see myself as a partner to my students. Ibelieve in building strong relationships with my students based on trust, mutual respect, and open communication. I aim to be supportive and understanding, and to celebrate my students' successes and achievements.In conclusion, the role of a teacher is multifacetedand complex. I am proud to serve as a teacher, and I am committed to fulfilling my role with dedication and passion.I believe that by embracing my responsibilities as a role model, facilitator, mentor, and partner, I can make a positive impact on the lives of my students and help them reach their full potential.。

老师在现代教育中的作用英语作文The role of teachers in modern education, teachers help students to screen knowledge, now there is too much knowledge, in the face of surging knowledge, a good teacher should learn to screen knowledge, to learn to remove the coarse and select the essence, the useless knowledge discarded. In modern education, in addition to screening knowledge and simplifying knowledge, teachers know to train students' ability, know to train students with the ultimate goal as the standard, know to train children's learning ability."A child is a blank sheet of paper, and parents and teachers draw on it." The influence of teachers on children is a solid foundation for children's education. Children get along with their classmates in school, teachers give guidance; What kind of books a child needs to read is guided by the teacher; Children's adherence to school rules requires teachers' norms. There are many, even can say, only we can think of, but elementary school teachers do it. To this end, the role of teachers in modern education is extremely crucial.The teacher's content is the foundation of all teaching. Children go from reading to writing compositions; From knowing simple numbers, to multiplying and dividing thousands;From being unable to recognize pinyin and letters, to memorizing hundreds of words. Which is not the hard work of teachers? Therefore, teachers' dedication to their studies paves the way for their children's future studies.In a word, in the process of modern education, teachers play a leading role. It dominates the moral development of middle school students. The process of modern education is a process of the development of students' quality. It is also a process that truly tests the level of teacher education. Therefore, improving the quality of teachers and giving full play to the leading role of teachers in order to promote the development of students' moral character is a subject worthy of further study.。

英语助教实践任务内容与计划Teaching Assistant Practice Task: Roles and Responsibilities.Introduction.The role of a Teaching Assistant (TA) in a language learning classroom is multifaceted and essential for creating a supportive and effective learning environment. TAs assist the instructor in various capacities, including leading discussions, facilitating group work, providing individualized feedback, and assessing student progress. This article explores the key roles and responsibilities of a TA in English language teaching, outlining their contributions to student learning and overall classroom dynamics.Roles of a Teaching Assistant.1. Leading Discussions:TAs play a crucial role in fostering classroom discussions and engaging students in critical thinking. They facilitate debates on assigned readings, guide student discussions on specific topics, and encourage diverse perspectives. By posing thoughtful questions and ensuring active participation, TAs create a dynamic learning environment that promotes intellectual growth.2. Facilitating Group Work:Group work is an integral part of language learning, allowing students to collaborate, share ideas, and develop communication skills. TAs facilitate group activities, ensuring that all participants contribute effectively. They provide guidance, monitor progress, and offer constructive feedback to enhance group outcomes.3. Providing Individualized Feedback:TAs offer individualized feedback on students' written and oral assignments. They provide detailed and specificcomments on grammar, vocabulary, pronunciation, and content, helping students identify areas for improvement and develop their language skills. This personalized attention addresses individual learning needs and supports students' progress.4. Assessing Student Progress:TAs assist in assessing student progress throughvarious methods. They grade assignments, conduct quizzes, and participate in end-of-term evaluations. Their assessments provide valuable feedback to both students and the instructor, informing instructional decisions and ensuring student accountability.5. Creating and Maintaining a Positive Learning Environment:TAs contribute to a positive and inclusive learning environment by interacting with students respectfully and professionally. They foster a sense of community, address student concerns, and create a classroom climate thatpromotes mutual respect and collaboration.Responsibilities of a Teaching Assistant.1. Preparation:TAs are expected to thoroughly review assigned readings and materials before each class session. They should prepare discussion questions, exercises, or assignments to engage students effectively.2. Attendance and Punctuality:Regular attendance and punctuality are essential for TAs to fulfill their responsibilities. They should arrive on time for class and participate fully in all activities.3. Classroom Management:TAs assist in maintaining classroom order and ensuring a conducive learning environment. They facilitate smooth transitions between activities, manage discussions, andaddress any student concerns or disruptions.4. Communication:TAs communicate effectively with the instructor, students, and other staff members. They relay student questions or concerns to the instructor, provide timely updates on student progress, and collaborate with colleagues as needed.5. Professionalism:TAs maintain a professional demeanor and demonstrate appropriate behavior in the classroom and beyond. They respect the instructor, students, and university policies while upholding ethical standards.Conclusion.The role of a Teaching Assistant in English language teaching is vital for supporting student learning and enhancing the overall classroom experience. TAs play amultifaceted role, leading discussions, facilitating group work, providing individualized feedback, assessing student progress, and creating a positive learning environment. By effectively fulfilling their responsibilities, TAs contribute significantly to the success and satisfaction of students in English language classrooms.。

介绍老师的职责作文英语以下是一篇关于老师职责的英语作文：---。

The Responsibilities of a Teacher。

Teachers play a pivotal role in shaping the future of individuals and societies alike. Their responsibilities extend far beyond the classroom, encompassing the intellectual, emotional, and social development of their students. In this essay, we will delve into the multifaceted duties of a teacher and explore the profound impact they have on the lives of their students.First and foremost, a teacher is tasked with imparting knowledge and fostering intellectual growth. They meticulously plan lessons, select appropriate teaching materials, and employ various instructional strategies to ensure that students grasp complex concepts effectively.Whether it's explaining mathematical equations, dissecting historical events, or analyzing literary works, teachers strive to make learning engaging and accessible to all students.Moreover, teachers serve as mentors and role models for their students. Beyond academic instruction, they provide guidance, support, and encouragement to help students navigate the challenges of life. Whether it's offering advice on career choices, resolving conflicts among peers, or lending a sympathetic ear during times of personal turmoil, teachers play a crucial role in nurturing the holistic development of their students.Furthermore, teachers are instrumental in fostering a positive learning environment conducive to growth and exploration. They create a classroom atmosphere where students feel valued, respected, and empowered to express their ideas freely. By promoting inclusivity and diversity, teachers cultivate a culture of acceptance and tolerance, where students learn to appreciate differences and collaborate harmoniously with their peers.In addition to their roles within the classroom, teachers also engage in continuous professional development to stay abreast of the latest educational trends and methodologies. They attend workshops, seminars, and conferences to enhance their teaching skills, integrate new technologies into their lessons, and adapt their instructional practices to meet the evolving needs of their students.Furthermore, teachers collaborate with parents, guardians, and other stakeholders to support the holistic development of their students. They communicate regularly with families, providing updates on students' progress, addressing concerns, and soliciting feedback to improve their teaching practices. By fostering strong partnerships between home and school, teachers ensure that students receive the support and resources they need to thrive academically and socially.Beyond their immediate sphere of influence, teachers also contribute to the broader community through theirinvolvement in extracurricular activities, volunteer work, and civic engagement initiatives. Whether it's coaching sports teams, organizing community service projects, or advocating for social justice causes, teachers instill in their students a sense of civic responsibility and a commitment to making a positive difference in the world.In conclusion, the responsibilities of a teacher are vast and multifaceted, encompassing academic instruction, mentorship, community engagement, and continuousprofessional development. Through their dedication, passion, and unwavering commitment to their students' success, teachers shape the minds and hearts of future generations, leaving an indelible mark on the world.--。

外语教学法试题及答案I. Multiple Choices: (20%)Directions: In this section, you are given 20 questions, beneath each of which are four choices marked A, B,C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice.1. According to the records available, human beings have been involved in the study of language for ___________ years.A. 1,000B. 1,500C. 2,000D. 2,5002. By the mid-_________ the upheaval（剧变/动荡） in linguistics and psycholinguistics created by Chomsky’s transformational-generative grammar had begun to affect language pedagogy（教学法）.A. 1940sB. 1950sC. 1960sD. 1970s3. The Natural Approach（自然教学法）believes that the teaching of _________（口语教学） should be delayed until comprehension skills are established.A. listeningB. speakingC. readingD. writing4. The generative-transformational school of linguistics emerged through the influence of __________ .A. Noam ChomskyB. J. PiagetC. D. Ausubel D. J.B. Bruner5. In foreign language teaching, the target language was interpreted（理解）as a system of rules to be observed in texts and sentences, and to be related to the first language __________ and meaning.A. wordsB. rulesC. sentencesD. context6. In the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the _______ of grammar rules with translation.A. introductionB. interpretationC. comprehensionD. combination7. In the Direct Method, teachers encourage learners to _______ rules of grammar through active use of the target language in the classroom.A. applyB. analyzeC. induceD. paraphrase8. _________can be introduced as a means of consolidation and evaluation in the Direct Method.A. ReadingB. ListeningC. SpeakingD. Writing9. The psychological theory underlying the Grammar-Translation Method was _________ Psychology.A. DevelopmentalB. ChildC. FacultyD. Adult10. In the opinion of Palmer and some other linguists of his time, _________ played one of the most important roles in foreign language learning.A. grammarB. phoneticsC. vocabularyD. rhetoric11. _________ is NOT one of the systematic principles the Oral Approach involves?A. SelectionB. TranslationC. GradationD. Presentation12. In which book did Skinner apply the theory of conditioning to the way humans acquire language?A. Lado English SeriesB. Toward a Theory of InstructionC. Language Teaching AnalysisD. Verbal Behavior13. According to the behaviorist, a _________ is formed when a correct response toa stimulus is consistently rewarded.A. meaningB. wordC. habitD. reaction14. Materials in the Audiolingual Method（听说教学法）are primarily _________.A. instruction-orientedB. student-orientedC. teacher-oriented（教师为中心）D. habit-oriented15. _________ is NOT discussed in the book Foreign Language Teaching Methodology?A. The nature of foreign language teaching methodologyB. The history of foreign language teachingC. Theories of foreign language teaching methodologyD. The history of the English language16. Piaget saw cognitive development as essentially a process of __________ within which genetics and experience interact.A. maturationB. accommodationC. comprehensionD. assimilation17. Georgi Lozanov asserts（声称）that the reason for our inefficiency is that we __________.A. lay too much emphasis on oral performanceB. ignore the needs of learnersC. set up psychological barriers to learningD. give students little room and time to learn18. Krashen believes that acquisition of a language refers to the __________ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious19.Another linguistic theory of communication favored in Communication Language Teaching is _________ functional account of language use.A. Chomsky’sB. Hymes’sC. Candlin’sD. Halliday’s20. With regard to syllabus design（教学大纲）, the Communicative Approach（交际法）lays special emphasis on _________ .A. authentic materialsB. learners’ needsC. meaningful drillsD. teachers’ rolesII. Filling Blanks: (20%)Directions: In this section, there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.21. ___Latin__ was a language of communication that people widely studied in the Western world before the 16th century.22. In Malinowski’s opinion, an u tterance has no ___meaning__ at all if it is out of the context of situation.23. Behaviorism believes that basic learning processes could be described in terms of stimuli and__response__.24. Some linguists thought that all languages originated from one language and were ruled by a common _grammar__ .25. The combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the __Audiolingual__ Method.26. The formula __ "I + 1" __, advocated by Krashen, means input that contains structures slightly above the learner’s present level.27. In the Direct Method, the target language is used __exclusively__in the language classroom as a means of instruction and communication.28. In a suggestopaedic（提示学习法） course, direct and indirect positive__suggestions__ are made to enhance students’ self-confidence and to convince them that success is attainable（可达到的）.29. Chomsky divides the grammar of a natural language into __core__ grammar and peripheral(次要的) grammar.30. The Direct Method advocates the importance of oral language and believes that language should be learned through direct _association_ of form and meaning.31. The Direct Method believes in the _natural_ process of language learning and in the inductive teaching of grammar.32. The Oral Approach believes in a theory of learning that is based on a type of behaviorist _habit-formation__theory.33. The Cognitive Approach(认知法) lays emphasis on innate organizing principles（天生的/固有的组织原则） in human perception（知觉/感知）and__learning__.34. In a typical Audiolingual lesson the following procedures can be observed: recognition, imitation and repetition, __pattern__ drills（模式训练/句型操练）, and follow-up activities（后续活动）.35. At the level of classroom teaching, the Communicative Approach holds that activities should provide opportunities for learners to __use__ the language.36. The Cognitive Approach holds that learning a language is a process of acquiring __mental___control of the phonological, grammatical and lexical patterns（词汇模式） of a second language, largely through study and analysis of these patterns as a body of knowledge.37. Krashen sees the learner’s emotional state or attitudes as an adjustable___filter__（过滤器）_ that freely passes or blocks input necessary to acquisition.38. Gattegno anticipates（预见） that using the Silent Way（默教法）would require most teachers to change their perception of their __role__.39. Community Language Learning （交际式语言学习）advises teachers to consider their students as “whole persons”; the refore, the method is sometimes cited as an example of a “__humanistic__ approach”（人文主义教学方法）.40. British linguists of structuralism（构造主义） believed that __elements__ in a language were rule-governed.V. Questions for Long Answers: (20%)Directions: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned. Ten points are given to each question.49. What advantages can be found in the Direct Method?(1) It makes the learning of English interesting and lively by establishing direct bond between a word and its meaning.(2) It is an activity method facilitating alertness and participation of the pupils.(3) According to Macnee, "It is the quickest way of getting started". In a few months over 500 of thecommonest English words can be learnt and used in sentences. This serves as a strong foundation of further learning.(4) Due to application of the Direct Method, students are able to understand what they learn, think about itand then express their own ideas in correct English about what they have read and learnt.(5) Psychologically it is a sound method as it proceeds from the concrete to the abstract.(6) This method can be usefully employed from the lowest to the highest class.(7) Through this method, fluency of speech, good pronunciation and power of expression are properly developed.50. What are the main features of the Communicative Approach?1.David Nunan offers five points to characterize the Communicative Approach:①According to the CA, an emphasis on learning to communicate through interaction in the target language. ②The introduction of authentic texts into the learning situation.③The provision of opportunities for learners to focus, not only on language but alsoon the learning process itself. ④An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. ⑤An attempt to link classroom language learning with language activation outside the classroom.2.The most obvious characteristics of the CA is that almost everything that is doneis done with a Communicative intent. The teacher is concerned with the learnersthemselves, their feelings and ideas. The classroom activities are learner-centered.3.Students use the language a great deal through communicative activities such as games,role-plays, and problem-solving tasks. In this process, the focus is on meaning, rather than on language form.4.For learners who are studying in a non-English-speaking setting, it is very importantto experience real communicative situations in which they learn to express their own views and attitudes, and in which they are taken seriously as people.5.Another characteristic of the teaching / learning process of the CA is the use ofauthentic materials.6.The degree of learner-centered activity depends, among other things, on the typeof material they are working on. Unlike some contemporary methodologies such as Community Language Learning, practitioners of Communicative Approach view materials as a way of influencing the quality of classroom interaction and language use.Materials thus have the primary role of promoting communicative language use.7.There are three kinds of materials currently used in the Communicative Approach willbe introduced and they are labeled “ text-based”, “task-based”, and “realia”.(1). Text-based materials(2). Task-based materials(3). Realia-------Many proponents of the Communicative Approach have advocated the use of “authentic” materials in the classroom. These might include language-based realia, such as signs, magazines, advertisements, and newspapers or graphic and visual sources around which communicative activities can be built.8.Learner-centred activities provide opportunities for learners to focus, not onlyon language, but also on the learning process itself. This type of activities involve students in doing and making things. This practice agrees with one of the basic assumptions of the Commun icative Approach” students will be more motivated to learna foreign language if they feel they are learning to do something with the language.9.The role of the teacher:① a facilitator of students’ learning; ②a manager ofclassroom activities;③ an advisor of students’ questions;④ a co-communicator in the communicative activity.10.The teacher’s level of proficiency in the target language and her stamina have somebearing on the effectiveness of a given teaching strategy.11.The teacher has to possess a very high level of language competence, because she isthe main source of input, at least in the beginning stage and, especially, in the foreign language context.12.In a Communicative Approach classroom, lessons tend to be less predictable; theteacher has to be ready to what the learners say and not just how they say it, andto interact with them in as “natural” a way as possible; she has to use a wider range of management skills than in the traditional teacher-dominated classroom.13.The role of the learner: a negotiator; a communicator; a contributor; an independentlearner.14.Truly communicative have three features: information gap, choice of form and contentand feedback. An information gap exists when one person in the exchange knows something that the other person doesn’t know and he wants to know. Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.15.Activities in the Communicative Approach are often carried out by students in smallgroups.16.Grammatical structure does not require explicit analysis or attention, and by thenecessary grammatical structure are automatically provided in the input.17.Classroom environment in the Communication Approach: ①cooperation and empathy;② learner-centred; ③tolerance of errors; ④working in small groups.。

第1篇IntroductionThe purpose of this teaching research activity was to enhance the effectiveness of English language teaching in our school. The activity aimed to explore innovative teaching methods, share best practices, and provide a platform for teachers to discuss challenges and solutions in the English discipline. This report outlines the objectives, activities, outcomes, and reflections of the教研活动.Objective1. To promote the application of modern teaching methods in English language classes.2. To encourage collaboration among teachers and foster a culture of continuous professional development.3. To identify and address common challenges faced by English teachersin our school.4. To enhance the overall quality of English language education.ActivitiesThe教研活动 was conducted over a period of two days and involved a series of workshops, presentations, and group discussions. The following activities were included:1. Workshops on Innovative Teaching Methods- Participants were introduced to various innovative teaching methods such as project-based learning, flipped classrooms, and gamification.- Teachers had the opportunity to engage in practical activities and experience these methods firsthand.2. Best Practices Sharing Session- Experienced English teachers shared their successful strategies and techniques for teaching different aspects of the language, including grammar, vocabulary, reading, and writing.- Teachers discussed how they effectively engage students, motivate learning, and assess student progress.3. Case Study Analysis- A case study of a challenging English class was presented, and participants were divided into groups to analyze the situation and propose solutions.- Each group presented their findings and recommendations, which were then discussed as a whole.4. Group Discussions and Brainstorming Sessions- Teachers discussed common challenges they faced, such as student motivation, language proficiency, and cultural differences.- Through brainstorming sessions, teachers generated creative ideas and practical solutions to address these challenges.5. Feedback and Reflection- At the end of each session, participants provided feedback on the activities and shared their reflections on what they had learned.Outcomes1. Enhanced Understanding of Modern Teaching Methods- Teachers gained a deeper understanding of innovative teaching methods and were motivated to incorporate them into their classrooms.2. Fostering Collaboration and Professional Development- The activity fostered a collaborative environment where teachers could share their experiences and learn from each other.3. Identification of Challenges and Solutions- Through discussions and case study analysis, teachers identified common challenges and developed practical solutions to address them.4. Improved Teaching Practices- Teachers reported that they had implemented new strategies and techniques in their classrooms, leading to increased student engagement and improved learning outcomes.ReflectionsThe教研活动 was a great success, and it has had a positive impact onthe English discipline in our school. The following reflections were made by the participants:1. Increased Motivation and Engagement- Teachers expressed that the activity had motivated them to try new teaching methods and that they had seen a positive change in their students' engagement and performance.2. Enhanced Professional Growth- The activity provided a valuable opportunity for professional growth and development, as teachers were exposed to new ideas and best practices.3. Improved Collaboration- The collaborative nature of the activity helped build stronger relationships among teachers, leading to a more supportive and collaborative school environment.4. Need for Continuous Improvement- While the activity was beneficial, participants recognized the need for continuous improvement and suggested that similar activities be held regularly to ensure ongoing professional development.ConclusionThe teaching research activity on the English discipline was a valuable opportunity for teachers to enhance their skills, share best practices, and address common challenges. The outcomes of the activity have been positive, and it has contributed to the overall improvement of English language education in our school. We look forward to organizing similar activities in the future to continue fostering a culture of excellencein teaching and learning.第2篇As a teacher of English, participating in teaching research activitiesis an essential part of my professional development. On a sunny Saturday morning, I had the opportunity to attend a two-day English teaching research activity organized by our school. The theme of this activity was "Innovative Teaching Methods in English Classrooms." Below is a detailed record of the event.Day 1: Arrival and Opening CeremonyThe activity began with a warm welcome from the headmaster of our school. He emphasized the importance of continuous learning and innovation in teaching. The opening ceremony was followed by a series of workshops, lectures, and panel discussions.Workshop 1: Project-Based Learning (PBL)The first workshop focused on Project-Based Learning (PBL), a teaching method that encourages students to engage in real-world problems. The facilitator, an experienced English teacher, shared his insights on how to implement PBL in English classrooms. He emphasized the importance of collaboration, critical thinking, and communication skills. Participants were then divided into small groups to work on a PBL project related to a recent English novel they had studied. This exercise allowed us to experience the PBL process firsthand.Workshop 2: Flipped ClassroomThe second workshop explored the flipped classroom model, where students learn new content outside the classroom and use class time foractivities such as group work, discussions, and hands-on projects. The facilitator demonstrated how to create video lessons and explained the benefits of this teaching method. Participants were encouraged to share their experiences with flipped classrooms and discuss potential challenges.Lecture 1: The Role of Technology in English TeachingThe first lecture was delivered by a renowned English language expert. He highlighted the role of technology in modern English classrooms and discussed various tools and resources that can enhance teaching and learning. The lecture covered topics such as online dictionaries, language learning apps, and interactive whiteboards.Panel Discussion: Challenges and Solutions in English TeachingThe panel discussion featured a group of experienced English teachers from different schools. They shared their insights on the challenges they face in their classrooms and discussed potential solutions. Some of the key challenges mentioned were student motivation, classroom management, and assessment methods. The panelists also shared their success stories and best practices.Day 2: Practical Activities and ReflectionsThe second day of the activity was dedicated to practical activities and reflections on the topics discussed in the previous day.Activity 1: Role-PlayingParticipants were divided into groups and assigned different roles, such as a student, teacher, and observer. They were then asked to role-play a classroom scenario where the teacher is implementing a new teaching method. This activity allowed us to observe and analyze the effectiveness of different strategies.Activity 2: Reflection and SharingEach participant was given a reflection sheet to record their thoughts and experiences during the activity. Afterward, we shared ourreflections with the group, discussing what we learned and how we can apply these insights to our teaching practice.ConclusionThe two-day English teaching research activity was an enriching experience. It provided me with valuable insights into innovative teaching methods and tools that I can incorporate into my classroom. The workshops, lectures, and panel discussions were informative and engaging, and the practical activities allowed me to apply what I had learned. I am confident that these new strategies will help me create a more effective and engaging learning environment for my students.In conclusion, participating in teaching research activities is an essential part of my professional development as an English teacher. These events not only provide me with new knowledge and skills but also inspire me to continue exploring innovative ways to teach English. I am grateful to our school for organizing such valuable activities and look forward to attending future events.第3篇Introduction:The English Department held a fruitful research activity recently, aimed at enhancing the teaching methods and strategies used in our curriculum. This event brought together teachers, educators, and experts in thefield to share their insights, experiences, and innovative ideas. The following account provides a detailed description of the event, highlighting the key discussions and outcomes.I. Background of the ActivityThe English Department has always been committed to providing quality education to our students. Recognizing the importance of continuous improvement and professional development, the department organized a research activity to explore new teaching methodologies and techniques. The event was held over a two-day period and included various sessions, workshops, and panel discussions.II. Keynote SpeechesThe activity commenced with a series of keynote speeches delivered by renowned educators and experts in the field of English language teaching. The speakers emphasized the significance of incorporating technology in the classroom, engaging students in interactive learning activities, and fostering a positive learning environment. The following are some highlights from the keynote speeches:1. "The Role of Technology in English Language Teaching" by Dr. Jane SmithDr. Smith highlighted the benefits of using technology tools like online platforms, interactive whiteboards, and educational apps to enhance the learning experience. She emphasized the importance of keeping up with technological advancements and integrating them into daily teaching practices.2. "Interactive Learning Strategies for English Classes" by Mr. John BrownMr. Brown discussed various interactive learning strategies such asgroup work, role-playing, and project-based learning. He emphasized the importance of creating a student-centered classroom where students are actively involved in the learning process.3. "Creating a Positive Learning Environment" by Dr. Emily DavisDr. Davis spoke about the importance of building rapport with students, encouraging participation, and providing constructive feedback. She emphasized that a positive learning environment can significantly impact student achievement and motivation.III. WorkshopsThe event featured several workshops designed to provide hands-on experience and practical skills to the participants. The following workshops were particularly engaging:1. "Incorporating Technology in English Classes"This workshop focused on practical ways to integrate technology into English language teaching. Participants learned how to createinteractive lessons using various online tools and platforms.2. "Developing Effective Assessment Techniques"The workshop covered different assessment methods and techniques to evaluate student progress effectively. Participants were trained on how to design tests, quizzes, and oral assessments that promote critical thinking and problem-solving skills.3. "Engaging Students in Reading and Writing"This workshop focused on strategies to engage students in reading and writing activities. Participants were provided with practical techniques to motivate students and make these subjects more enjoyable and relevant.IV. Panel DiscussionsThe panel discussions were a highlight of the event, featuring experts from various educational institutions and sectors. The following topics were discussed:1. "The Impact of Globalization on English Language Teaching"The panelists discussed how globalization has influenced the teaching of English and the importance of adapting teaching methods to cater to a diverse range of students.2. "The Role of English Language Teachers in the 21st Century"The panelists shared their insights on the evolving role of English language teachers and the skills required to meet the needs of modern students.3. "Addressing the Challenges of Teaching English as a Second Language"The panelists discussed the challenges faced by ESL teachers and shared their experiences and strategies for overcoming these obstacles.V. ConclusionsThe English Department research activity was a resounding success, providing valuable insights and practical tools for teachers to enhance their teaching practices. The event not only promoted professional development but also fostered a sense of community among educators. The following are some key takeaways from the activity:1. The importance of incorporating technology in the classroom to enhance the learning experience.2. The significance of interactive learning strategies to engage students and promote active participation.3. The need to create a positive learning environment that fosters student achievement and motivation.4. The importance of continuous professional development to adapt to the evolving needs of students.The English Department is committed to building on the success of this event and continues to explore innovative teaching methods andstrategies to provide the best possible education to our students.。