英语教学法考试重点（1）

1．第1题In meaningful practice the focus is on the production, comprehension or exchange of ___.A.structuresB.sentencesC.formD.meaning您的答案：D题目分数：2.0此题得分：2.02．第2题In the traditional classroom, very often, too much attention has been paid to ___, with little or no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledgenguage usenguage functions您的答案：B题目分数：2.0此题得分：2.03．第3题One of the reasons of providing the students with a variety of speaking activities is that the variety of activities helps ___.A.keep motivation highB.de-motivate studentsC.memorise the speechD.learn the dialogues by heart您的答案：A题目分数：2.0此题得分：2.04．第4题PPP and TBL are two approaches to language teaching. PPP stands for Presentation, Practice and Production and TBL stands for___.A.Task Book LanguageB.Text Book LearningC.Teacher-Based LearningD.Task-Based Learning您的答案：D题目分数：2.0此题得分：2.05．第5题When we ask the students to do predicting tasks in listening, we should let students read/hear the listening comprehension questions ___.A.before they listenB.while they are listeningC.after their listeningD.none of the above您的答案：A题目分数：2.0此题得分：2.06．第6题Natural language, spoken or written, uses referential word such as pronouns to refers to people or things already mentioned previously in the context. Therefore, the activity …understanding references‟ can be performed in the ___ stage when teaching reading.A.pre-readingB.while-readingC.post-readingnguage-focus您的答案：B题目分数：2.0此题得分：2.07．第7题Role-playing through cue dialogues, role-playing through situation and goals, and role-playing through debates or discussion are examples of ___.A.mechanical practiceB.drilling languageC.pre-communicative activitiesD.social interaction activities您的答案：D题目分数：2.0此题得分：2.08．第8题According to Wang Qiang, pre-listening activities include predicting, setting the scene, ___, and listening for specific information.A.learning new wordsB.learning new grammarC.listening for the gistD.concluding您的答案：C题目分数：2.0此题得分：2.09．第9题The teacher provides a printed summary of a text with some wrong information, and asks the students to correct it. This kind of …false summary‟ activit y can be performed to check comprehension when teaching ___.A.speakingB.readingC.grammarD.writing您的答案：B题目分数：2.0此题得分：2.010．第10题In the traditional classroom, there is often too much focus on linguistic knowledge, with little or no attention paid to ___.A.knowledge of vocabularyB.knowledge of grammar rulesC.practising language skillsD.practising phonetics您的答案：C此题得分：2.011．第11题To help our students pass exams is one of the purposes of our English teaching. Another purpose, which is very important, is to prepare our students to ___.e English in real lifeB.obtain knowledge about languageC.make up sentencesD.get a good job in the future您的答案：A题目分数：2.0此题得分：2.012．第12题The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach ___; and we should teach language in the way it is used in the real world.A.that part of the language that will be usedB.all parts of the languageC.the language used in works of classical literatureD.spoken language only您的答案：A题目分数：2.0此题得分：2.013．第13题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. Wallace (1991) uses a “reflective model” to demonstrate the development of a teacher, the process of which includes three stages moving from Stage One, language training, to the Goal of ___.A.professional competencemunicative competencenguage proficiencyD.an expert teacher您的答案：A题目分数：2.014．第14题The ___ of language sees language as a linguistic system made up of various subsystems: 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).A.structural viewB.functional viewC.interactional viewD.behaviorist view您的答案：A题目分数：2.0此题得分：2.015．第15题The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows.A.structuralB.constructivistC.behavioristD.cognitive您的答案：B题目分数：2.0此题得分：2.016．第16题Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.017．第17题When teaching grammar, if the teacher follows the sequence of teaching activitiesof “teacher‟s presentation of an example →explanation of the rule →students‟practice with given prompts”, Professor Wang Qiang would believe that the teacher is using the ___ method.A.inductiveB.deductiveC.guided discoveryD.task-based您的答案：B题目分数：2.0此题得分：2.018．第18题According to Wang Qiang, pre-listening activities include predicting, setting the scene, listening for the gist, and ___.A.learning new wordsB.listening for specific informationC.learning new grammarD.concluding您的答案：B题目分数：2.0此题得分：2.019．第19题In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：B题目分数：2.0此题得分：2.020．第20题Jane Willis holds that the conditions for language learning are exposure to a richbut comprehensible language put, ___ of the language to do things, motivation to process and use the exposure, and instruction in language.A.chanceseC.contextD.knowledge您的答案：B题目分数：2.0此题得分：2.021．第21题Communicative Language Teaching (CLT) has expanded the areas covered by the previous approaches or methodologies, that is, CLT covers language content (to incorporate functions), ___ (cognitive style and information processing), and product (language skills).A.learning processB.teaching methodsC.conditionsD.messages您的答案：A题目分数：2.0此题得分：2.022．第22题If we believe that when we are reading, our brain receives visual information and at the same time interprets or reconstruct the meaning, and that the reading process does not only involve the printed page but also the reader‟s knowledge of the language in general, of the world and of the text types, we would follow the ___ in our teaching.A.Bottom-Up ModelB.Top-Down ModelC.Interactive ModelD.all of the above您的答案：C题目分数：2.0此题得分：2.023．第23题Which of the following would you NOT agree with?A.People have different experiences in learning a foreign language. Some find it eB.People learn languages for different reasons.C.People have different capacities in language learning.D.People have the same understanding about language learning.您的答案：D题目分数：2.0此题得分：2.024．第24题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 are examples of language ___.A.functionsB.notionsC.structuresD.behavior您的答案：B题目分数：2.0此题得分：2.025．第25题In the traditional classroom, very often, too much attention has been paid to ___, with little or no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledgenguage usenguage functions您的答案：B题目分数：2.0此题得分：2.026．第26题According to Clark, Scarino and Brownell, the main components of a task include ____.A.exercises, exercise-tasks and tasksB.potential ineffectiveness for presenting new language items, time and learningC.a purpose, a context, a process and a product/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：C题目分数：2.0此题得分：2.027．第27题According to Wang Qiang, information-gap activities, problem-solving, ___, “Dialo gues and role-plays”, and “Find someone who …” are some types of speaking tasks.A.reading aloud in chorusB.repeating what the teacher has saidC.reciting a dialogueD.“Change the story”您的答案：D题目分数：2.0此题得分：2.028．第28题In the inductive method of teaching grammar, the teacher induces the learners to realise grammar rules ___.A.by telling them the rulesB.by explaining in an explicit wayC.with explicit explanationD.without any explicit explanation您的答案：D题目分数：2.0此题得分：2.029．第29题According to Cheng Xiaotang (in Wang Qiang, 2006), classroom activities can be classified into ____.A.exercises, exercise-tasks and tasksB.presenting new language items, time and learning cultureC.a purpose, a context, a process and a product/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：A题目分数：2.0此题得分：2.030．第30题Two characteristics of spoken language are spontaneity and ___.A.preparationB.time-constraintC.accuracyD.fluency您的答案：B题目分数：2.0此题得分：2.031．第31题One of the problems in vocabulary learning is that students ___.e context for their vocabulary learningB.try hard to understand the wordsC.treat vocabulary items indiscriminatelye a variety of vocabulary building strategies您的答案：C题目分数：2.0此题得分：2.032．第32题According to the ___ there are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced.A.Behaviourist theoryB.Cognitive theoryC.structural viewD.functional view您的答案：B题目分数：2.0此题得分：2.033．第33题Examples of pronunciation perception practice include ___.ing pictures and tongue twistersing minimal pairs, and “Odd one out”C.brainstorming and discussionD.all of the above您的答案：B题目分数：2.0此题得分：2.034．第34题Receptive skills of language include ___.A.listening and readingB.listening and speakingC.reading and writingD.speaking and writing您的答案：A题目分数：2.0此题得分：2.035．第35题When we are teaching pronunciation, ___ and intonation should be taught from the very beginning.A.knowledge about soundsB.phonetic rulesC.phonetic transcriptsD.stress您的答案：D题目分数：2.0此题得分：2.036．第36题According to Wang Qiang the while-listening stage is ___ for the teacher to control, because this is where the students need to pay attention and process the information actively.A.the easiestB.as easy as the pre-listening stageC.as easy as the post-listening stageD.the most difficult您的答案：D题目分数：2.0此题得分：2.037．第37题Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.038．第38题In teaching grammar, substitution and ___ are examples of mechanical practice.ing chain phrases for story tellinging information sheets as promptsC.chain of eventsD.transformation drills您的答案：D题目分数：2.0此题得分：2.039．第39题The ___ view says that knowing how to do what you want to do also involves 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.A.structuralB.functionalC.interactionalD.behaviorist您的答案：C题目分数：2.0此题得分：2.040．第40题According to the ___ theory of language learning, the key point of the theory of conditioning is that …you can train an an imal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement‟ (Harmer, 1983:30).A.structuralB.behavioristC.process-orientedD.condition-oriented您的答案：B题目分数：2.0此题得分：2.041．第41题According to Littlewood (1981), discovering missing information, discovering missing features, and following directions are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C题目分数：2.0此题得分：2.042．第42题According to J. Willis (1996), tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve ___.A.linguistic competencemunicative competenceC.an outcomeD.knowledge您的答案：C题目分数：2.0此题得分：2.043．第43题A question that views on language learning involve is “____?”A.What are the psycholinguistic and cognitive processes of language learningB.Why do human beings have languageC.How a language is different from anotherD.How do people use language when they have a desire to communicate您的答案：A题目分数：2.0此题得分：2.044．第44题When teaching pronunciation, we should ___.A.never use visual aidse explanation rather than demoe dictionaries to show the soundsD.bring variety to the classroom, for example, show British & American pronunciati您的答案：D题目分数：2.0此题得分：2.045．第45题Which of the following activities would BEST help to prepare students for their real life speech in English?A.Doing a drillB.Learning a piece of text or dialogue by heartC.Reading aloudD.Interviewing someone, or being interviewed您的答案：D题目分数：2.0此题得分：2.046．第46题Pre-reading activities include ___, setting the scene, skimming, and scanning.A.predictingrmation transfer activitiesC.reading comprehension questionsD.reproducing the text您的答案：A题目分数：2.0此题得分：2.047．第47题According to Wang Qiang, “Listen and tick”, “Listen and sequence”, “Listen and act”, “Listen and draw”, and “Listen and fill” are activities in the ___ stage of teaching listening.A.pre-listeningB.while-listeningC.post-listeningD.all of the above您的答案：B题目分数：2.0此题得分：2.048．第48题As far as learning pronunciation is concerned, the realistic goals for the students are consistency, intelligibility, and ___.municative efficiencyB.accuracyC.correctnessD.fastness您的答案：A题目分数：2.0此题得分：2.049．第49题In the traditional way of teaching reading, the teacher first introduces new words and structures, then goes over the text sentence by sentence, then asks some questions about the text, and then has the students read aloud the text. In this traditional way of teaching, the teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：A题目分数：2.0此题得分：2.050．第50题Suppose a teacher is teaching his students to read an interesting story about how a doctor makes a joke of a young man. The teacher wants the students to tell part of the story with some key words from the story like “a doctor – village – annoyed; people – stop – street – advice; never paid – never – money – made up his mind –put and end”. In which stage of teaching do you think the teacher should do this?A.At the pre-reading stage.B.At the while-reading stage.C.At the post-reading stage.D.At any of the three stages.您的答案：B题目分数：2.0此题得分：0作业总得分：98。

Unit 1ZPD: The Zone of Proximal Development1.What is ZPD ?The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers.The zone of proximal development (ZPD) is the range of abilities that an individual can perform with assistance but cannot yet perform independently. These skills are called "proximal" because the individual is close to mastering them but needs more guidance and practice in order to perform these actions independently.2.Three factors of ZPD?1)The "More Knowledgeable Other": The more knowledgeable other is someone who has a higher level of knowledge than the learner.2)Social Interaction: During certain periods of a child's life, they may even look to peers more than they look to adults. Kids at this age often look to their peers for information about how to act and how to dress. In order for children to learn new skills, it is suggested pairing more competent students with less skilled ones.3)Scaffolding: When children are in this zone of proximal development, providing them with the appropriate assistance and tools gives students what they need to accomplish the new task or skill. These activities, instructions, tools, and resources are known as scaffoldingUnit 21.The goal of Communicative Language Teaching (CLT) ?To bridge the gap between classroom language teaching and real-life language usemunicative competence includes......?1)Linguistic competence:- Language itself: form & meaning2)Pragmatic competence:- to use language appropriately in social context3)Discourse competence:- to create coherent texts & to understand them4)Strategic competence:- communication breakdown due to lack of resourcesFluency:- without strain or inappropriate slowness or undue hesitation3.Three principle of CLT?1)Meaningfulness principle: Improve reading, listening and speaking skills and improve logical thinking ability2)Communication principle:Debate is a process that involves formal discussion on a particular topic3)Task principle: To present ideas in the most persuasive waymunicative activities?Identifying pictures Illustration exercise5.What is PPP?The Presentation, Practice and Production model of teachingPresentation of single new item; Practice of new items, drills, exercises, dialogues practice; Production: activity, role play or ask to encourage free use of language6.What is TBLT?TBLT means Task-Based Language Teaching.4 main component of task: a purpose, a context, a process, a productA communicative purpose: making sure the students have a reason for undertaking the taskA context: this can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factorsA process: getting students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating.A product: there will be some form of outcome, either visible (a written plan, a letter, a picture, etc.) or invisible (enjoying a story, learning about another country, etc.)Features of task:Attention is focused on meaning rather than form.The language use is like the real-world communicationThere is some kind of information gap between the participants7.Differences between PPP and TBLT?PPP:students are required to use resources given by teachersTBLT:Students are free to choose the linguistic resources; rely on their own linguistic resources when completing the taskTBLT focus activities encourage students to think and analyze; PPP prefer to repeat and manipulateTBLT provide a more varied exposure to natural language than examples made to illustrate a single language item as in a PPP cycle8.What are the constraints of TBLT?1)The first is that TBLT may be not effective enough to present new language items.2)Second, culture of learning3)Third, level of difficulty4)Forth, time is also one of the constraints because teachers need to prepare tasks very carefully.Unit3 The National English Curriculum1.NFLTRA: The National Foreign Language Teaching & Research Association (NFLTRA) 中国教育学会外语教学专业委员会2.What did the national syllabus of ELT in 1978 mainly focus on?Basic language knowledge: listening, speaking, reading and writing3.In the 2001 National English Curriculum for Nine- year Compulsory Education syllabus, students' abilities to observe, to memorize, to think are emphasized. T/F (F)4.Four Major Phases of foreign language teaching in China?A phase of restoration (1978-1985)A phase of rapid development (1986-1992)A phase of reform (1993-2000)A phase of innovation from 20005.Can you give some tips for teachers to deal with changes and chal lenges in the process of curriculum reform ?an open mind training, Available resources, New ideas, Reflection.seminars on language teaching and observation of teaching.Change the view about language which is not a system of linguistic knowledge but a means for communication. More task-based activitiesMore formative assessmentProperly apply Modern technology in teachingTransform the role pf teacher from a knowledge transmitter to a multi-role educator.Unit41.Do experienced teachers need to do lesson planning? Why?Yes. Because lesson planning is also important for experienced teachers. Lesson planning means making decisions in advance about what to teach, how to teach and the time assignment of every teaching procedure. It can help teachers to be aware of the teaching objectives of a lesson. It can help teachers to distinguish various stages of a lesson. It can give teachers opportunities to anticipate potential problems and be prepared for some possible situations.For teachers, it can help their Professional development, Self-reflection, Confidence and TimemanagementTeaching lesson is not static. The content of lesson and the situation in class keep changing. So experienced teachers also need to do lesson planning.2.What are the principles for good lesson planning?Aim: The teacher needs to have a clear idea of what he/she would like to achieve for the lesson.Variety: Various activities and materials to ensure high motivation and interest.Flexibility: Extra and alternative tasks and activities.Learnability: The contents and tasks should be within the learning capability of the students.Linkage: The stages and steps are somehow linked with one another3.What does “ESA” stand for in successful teaching?Engage: To get students interested in what they learn When they are engaged, they learn better.Study: There must be some new language or new experience for students to learn.The construction of language is the main focus. Successful language learning: Explicit Learning+ Implicit LearningActivate: Students should have the chance to produce language in meaningful ways.It is a kind of rehearsal for the real world4.Think of three important components of a lesson plan and give your reasons.1)Background information---Ages; Grade; Genders; Time; Date; Duration; Specific needs analysis of the target learners.; What they know; What they need to know2)Teaching aims3)Language contents and language skills4)Stages and procedures5)Teaching aids6)End of lesson: summary---ake learning further and deeper; Refer back to learning objectives; Create a sense of achievement and completion of tasks; Develop a habit of reflection on learning; Stimulate interest, curiosity and anticipation of the next phrase of learning7)Optional activities and assignments---Backups in case the lesson goes too fast; Flexible to be cancelled if there is not enough time8)After lesson reflectionUnit51.How to make effective instruction ?Two general rules of giving instructions: They must be kept as simple as possible, and must be logical.Use simple instructions and make them suit the comprehension level of the students.The second rule is to use the mother-tongue only when it is necessary.The best thing to do is to model the task/activity before letting students move into group or pairs.2.The most difficult and important role that teachers have to play is Organiser3.How to choose the way of grouping according to different task requirements?Textbook P75-774. All –wh questions are open questions. True or False? ( F ).5. What are the difference between mistakes and errors?Errors are an inevitable part of learning processErrors tell us if extra teaching need to be done, what are misunderstood, errors help evaluate Ss’ learning Mistakes: a mistake refers to performance error that is either a random guess of a “slip of tongue”, and it is a failure performance to a known system. Every one makes mistakes, no matter in a native language or foreign language.Can be self-corrected, not related to language competence 语言控制能力不足引起的操作性错误嘴瓢Errors: have a direct relation with the learners’ language competence, which do not result from carelessness, but lack of knowledge in target languageCannot be self-corrected 系统性错误如果不纠正会一直错一直错6.What are the 6 levels of Bloom’s Taxonomy?Unit 61.What are the two kinds of stress that are important to achieving good pronunciation?1)word-level stressIt is very important to stress the proper syllable in multisyllabic words. It the wrong syllable is stressed, listeners often will not understnad what word is being pronounced.2)phrase-level or sentence-level stressEach phrase or sentence has one syllable which receives greater or more prominent stress than the others. The rules for predicting the stress of a phrase or sentence are less complex than predicting word-level stress and it depends a lot on the meaning one wants to express.2.Why intonation is important in pronunciation?Intonation can greatly affect the intention of the speaker’s message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness, threats, etc.According to Kelly(2005:11), intonation is “as important as grammar or lexis.’ Many people would agree that this is perhaps one of the last areas of language that foreign language learners can master and is very difficult to teach.In most English sentences, the pitch movement at the end is important for meaning. Student frequently find it difficult to repeat long sentences. In this case, the teacher should break the sentence down to bits and build up towards the complete sentence.Because of the importance of intonation of the end of the sentence, it is naturally better to break down from the end rather than the beginning.3.What is the Critical Period Hypothesis?The first few years of life is the crucial time in which an individual can acquire a first language if presentedwith adequate stimuli. If language input does not occur until after this time, the individual will never achievea full command of language—especially grammatical systems.4.What should be our realistic goal of pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.5.What is IPA?International Phonetic Alphabet是一套用来标音的系统，以拉丁字母为基础，由国际语音学学会设计来作为口语声音的标准化标示方法。

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

Steps for teaching a grammatical item: 1.1.Provide a context 2.2.Help students to say the target language 3.3.Provide a written record 4.4.Personalize the target language 5.5.Help students to guess the grammar rules of the target language 6.6.Help students to understand the communicative importance of grammar 7.7.Help students to understand the importance of grammatical accuracy The deductive method1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices). The inductive methodStudents are given the structure in context and are asked to work out the rules for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound ：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful contextV ocabulary items presentation and practicesPresentation1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning firstbefore it is offered by the teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil,bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge in what isalready known.7.T each vocabulary in chunks. Chunks refer to a group of words that go together to formmeaning. It is also referred to as meaning. It is also referred to as ‘‘pre-fabricated formulaic items pre-fabricated formulaic items’’.8.Think about the context in real life where the word might be used. Relate newly learnedlanguage to students language to students’’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.for practice and consolidation-- Songs and games-- semantic field and semantic mapping-- key word method-- vocabulary exercises-- regular reviewBlank filling1. Five main components of communicative competence:Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competence refers to one refers to one’’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one means one’’s ability to s ability to ““link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2. Three principles of communicative language teaching(CLT): (1)Communication principle:Activities that involve real communication promote learning. (2) T ask principle:Activities in which language is used for carrying out meaningful tasks promote learning. (3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.3. Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3. Content, not form4. Variety of language5.No teacher intervention6.No materials control.4. PPP=Presentation, Practice, Production. (be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=T TBLT=Task-based Language T ask-based Language T ask-based Language Teaching eaching TBL=T ask-based Learning 5. How to design tasks? Five steps:1.Think about students students’’needs, interests, and abilities. 2.Brainstorm possible tasks. 3.Evaluate the list.4.Choose the language items. 5.Preparing materials.6. Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.7. Components of a lesson plan: Background information, T 7. Components of a lesson plan: Background information, Teaching aims, Language contents eaching aims, Language contents and skills, Stages and procedures, T and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities eaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8. The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, T Resource-provider, Teacher eacher eacher’’s new roles: facilitator, guider, researcher.9. Classroom instructions: the type of language teachers use to organise or guide learning. How to make Classroom instructions effective: T to make Classroom instructions effective: To use simple instructions and make them suit the o use simple instructions and make them suit thecomprehension level of the students. T o use the mother-tongue only when it necessary.10. Student grouping: Whole class room, Pair work, Group work, Individual study.11. How to group: For pair work: Always follow a similar procedure; Assign roles clearly around the class; Demonstrate rather than explain; Keep an eye out for wanting interest. For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks 5)Group by draw lots.12. What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known An error has direct relation with the learner’’s language competence. Errors do not system. An error has direct relation with the learnerresult from carelessness or hesitation, but lack of knowledge in the target language. A mistake can be self-corrected; an error cannot be.13. How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14. When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down. Let a trivial mistake pass if most of the language is right. For some common mistakes, take a note in mind first and correct, after the studentstudent’’s performance.15. How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss ss’’ self-esteem and confidence. In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes. The whole class correction is used for main error types.。

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

5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。

英语教学法(1) 试题注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内。

考试结束后，把试卷和答题纸放在桌上。

试卷和答题纸均不得带出考场。

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Ⅰ. Choose the best answer (30%)Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question.1. Which of the following is characteristic of children in learning a foreign language?A. They pay more attention to meaning than to form.B. They have a clear purpose in learning a foreign language.C. They can monitor their own learning.D. They can concentrate for a long time in class.2. Which of the following is focused on writing?A. Labeling pictures according to their contents.B. Sequencing the pictures according to the story.C. Matching the pictures with the headings.D. Commenting on the pictures.3. Which of the following activities helps train logical thinking best*.A. Story telling.B. Finding patterns.C. Interviewing.D. Mind mapping.4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence?A. Performance in a discussion.B. Posters.C. Learning diaries.D. Performance in an interview.5. What does the following practise?I want you to send ^ it out in ^ a minute.I have collected a ^ lot^ of monkey stamps.A. Stress.B. Intonation.C. Pronunciation.D. Liaison.6. Which of the following can help to presentA. Realia.B. Miming.C. Examples.D. Pictures.7. What strategy does "creating a situation for students to use the words" help to train?A. Association.B. Association.C. Contextualization.D. Collocation.8. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.D. Teacher explaining the usage of words.9. Which of the following is a communication activity?A. Bingo.B. Information transfer.C. Substitution.D. Twenty questions.10. Which of the following can train oral proficiency?A. Flow chart dialogue.B. Distant dictation.C. Sequencing pictures.D. Labeling pictures.11. Which of the following activities help to train reading?A. Drawing according to oral instructions.B. Designing praising cards.C. Commenting on pictures,D. Matching the pictures with different stories.12. Which of the following seating arrngements is most suitable for group discussion?13. What is the teacher doing by saying "Now you are going to do this in pairs. "?A. Setting up tasks.B. Controlling discipline.C. Demonstrating.D. Getting feedback.14. Which of the following activities is most suitable for whole-class work?A. Presenting new language.B. Role-play.C. Information gap.D. Writing summaries.15. Which of the following belongs to physical factors that affect the designing of a lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.Directions: In this part, you are given five questions, Each question is followed by two columns of options. You are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D, and write the answers on the answer sheet. Make sure each option can only match with one another.1. Match the learning styles on the left with the type of activities on the right.1) Group learners. A. Cutting paper.2) Individual learners. B. Watching videos.3) Visual learners. C. Discussing weekend plans.4) Tactile learners. D. Doing reading practice.2. Match the teacher's actions on both sides.1) S: I seed a film yesterday. A. Helping the student to correct hisT: Mum? own mistakes.2) S: I seed a film yesterday. B. Giving hints that there are mistakesT: You SEED a film yesterday? in his speech.3) S: I seed a film yesterday. C. Encouraging others to correct theT: You should say "saw", not mistake."seed".4) S: I seed a film yesterday. D. Correcting the student's mistakesT: What did Tom do? Anyone, who directly.can tell us?3. Match the activities on the left with the focus of instruction on the right.1) Complete the sentences according to the pictures. A. Listening.2) Put the sentences in the correct order according to B. Speaking.the pictures.3) Decide on the right pictures according to the C. Reading.recording.4) Discuss hobbies according to the pictures. D. Writing.4. Match the activities with the relevant classroom arrangement.1) Chain retelling of a story. A. Whole class work.2) Flow-chat dialogue. B. Individual work.3) Forming a basketball team. C. Pair work.4) Sentence completion D. Group work.5. Match the questions with the items they assess.1) What problems do you still have? A. Language performance.2) How well did you prepare before class? B. Progress.3) How well did you work in your group C. Classroom participation.work?4) Flow well did you do in the vocabulary quiz? D. Self-regulation.Ⅲ. Multiple choice questions (10%)Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one(s) you think suitable. Yon may have more than one answer to each question.1. Which of the following roles do the primary school teachers play?A. A helper.B. A motivator.C. A friend.D. An organizer.2. Which of the following are/is characteristic of children?A. Not afraid of making mistakes.B. Analytical in learning.C. More instrumentally motivated.D. Good at generalizing.3. Which of the following explain(s) how children acquire their first language?A. By experimenting with the language.B. By interacting with people around them.C. By mimicking.D. By attending lessons.4. Which of the following features the learning of a foreign language?A. Natural learning context.B. Structured input.C. Conscious learning.D. Little error correction.5. Which of the following give(s) the right explanation of Chinese and English phonetic systems?A. English differentiates stressed syllables and unstressed syllables, and so does Chinese.B. Both English and Chinese have many vowels.C. Both English and Chinese have a lot of combined consonants.D. English words often have two or more syllables, but Chinese characters have only one.Ⅳ. Short Answer Questions (20%)Directions: In this part there are five questions about English Teaching Methodology. Write your answers in brief. You will be assessed in the points you present and the way you present them.1. What advantages do projects have in English instruction? How can we make better use of them?2. If some students withdraw from classroom activities with stories, what might be the reasons?3. Why can't testing fulfill the task of assessment?4. If some students are not directing their attention to the lesson, what might be the reasons? What will you do to get the children's attention?Ⅴ. Activity designing (20%)Directions: In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue and make use of the pictures given. Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions). You can 'rife your design of the activity according to the table given. Make sure you give the assumed me for each step.Tom: Do you miss China?Darning: Sometimes.Tom: Do you want to go to China with me?Darning: Chinatown? But this is America.Tom: There is a Chinatown in New York! There are a lot of Chinese shops and restaurants there. Darning: Really?Tom: Yes, and there's Chinese dancing.Darning: Let's go to Chinatown now.Objective(s)Classroom organizationPredicted problem(s)Solution(s)Procedure1)2)3)试题答案及评分标准Ⅰ. Choose the best answer本题为单选题，共15个小题，30分，每题2分。

《英语教学法》一Ⅰ Fill in the blanks1. First of all, a teacher should be __ proficient _(1) in the English language. The importance of being a good language user involves four points. First, a language teacher is a__ modal _ (2) for students to imitate, to follow and to learn from either consciously or subconsciously. Second, a good command of English endows a teacher with__ confidence _ (3). From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, __ cooperate _ (4) with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to__ manage _ (5) class well, try new methods and adapt his or her teaching at any time.2 . Acquisition and learning There are two kinds of processes in SLA according to Krashen (1981, 1985, 1989). Acquisition: a _ subconscious __ (6) process which leads to the development of “_ competence __ (7) : and is not _ dependent __ (8) on the teaching of grammatical rules Learning: the __ conscious _ (9) study and knowledge of grammatical rules, which does not lead to_ acquisition __ (10) The two kinds of process are linked to two kinds of knowledge. Implicit knowledge: the L2 knowledge of which a learner is __ enabler _ (11) and therefore cannot ___ (12) . Explicit knowledge: the L2 knowledge of which a learner is aware and can verbalize on__ strategies _ (13). a. Learners progress along the storage _ errors __(14) order by understanding input that contains structures a little bit beyond their current level of competence _ acquisition __ (15). Eventually the ability to produce the language is said to emerge naturally, and need not be taught directly. b. Although comprehensible input is necessary for acquisition to take place, it is not sufficient, as learners also need to be _ interaction __ (16) disposed to ‘let in’ the input they comprehend. In other words, successful second language acquisition depends on the learner’s feelings. _ Approaches __ (17) attitudes (including a lack of motivation or self-confidence and anxiety) are said to act as _ Silent __ (18) , preventing the learner from making use of input, and thus hindering success in language learning. c. Input becomes comprehensible as a result of simplification and with the help of __ Syllable _ (19) and extralinguistic clues; “fine-tuning” (i.e. ensuring that learners receive input rich in the specific linguistic property they are due to acquire next) is not necessary. d. Learning and learned rules serve as a__ Intonation _(20) or editor of utterances initiated by he acquired system. e. Speaking is the result of acquisition not its cause; learner production does not contribute __ Spelling-pronunciation _ (21) to acquisition.3. For both native speakers and non-native speakers, fluency includes _ Rap __ (22), __ drills _ (23), _ composition __ (24) and _ deserves __ (25). Fluency is a general term for good speaking __ responses _ (26).4. For different level accuracy means different things which goes from __ comprehension _ (27) _ situations __ (28) to__ required _ (29) _ understanding __ (30) .5. In studying the relation between fluency and accuracy, there is one point to be sure, that is, fluency does not _ accuracy __ (31) accuracy at all.6. Humans acquire language by understanding messages or by receiving _ interaction __ (32) _ activities __(33) in the _ errors __ (34) process.7. Engaging learners in __ skills _ (35) interaction in the second or foreign language classroom is essential and involves the processes of both _ information __ (36) and __ scanning _ (37) __ ambiguity _ (38).8. In Krashen’s theory, adults have two distinctive ways of developing competence in second or foreign language learning, that is, __ genre _ (39) and _ style __ (40).9. The concepts of pronunciation are _ techniques __(41), _ process __ (42) and voiceless sounds, __ coherence _ (43) and consonant sounds, vowel letters and _ goals __ (44) letters, _ equipment __ (45), __ procedures _ (46) of English, _ follow-up notes __ (47) , __ evaluation _ (48) of speech .10. __ Knowledge _ (49) sounds are the ones produced when the vocal cards vibrate; voiceless sounds are the ones produced when the vocal sounds do not _ cohesiveness __ (50) .11. Open syllables: with one _ cohesiveness __ (51) letter at the end of the grammatical ___ (52) syllable (not the end of the word), which is not followed or closed by any other letter　later be tidy go ruler　with one _ encouraged __ (53) letter that is followed by a _ interaction __ (54)“e” at the end of the _ individual __ (55) syllablelie tie hoe toe true glue with one __ syllabus _ (56) letter followed by a single __ philosophy _ (57) letter (other than “r”) and then a __ operational _ (58) “e” at the end of the stressed syllable12. English is a language of rhythms. Mastering the rhythm of English is very important in terms of good pronunciation and effective speaking. English speech rhythm is characterized by __ political _ (59). A unit can be one or groups of words.A tone unit carried one central _ philosophy __ (60) syllable. Each unit should take about the same time to say even if the number of words in each unit is different.13. The relationship between spelling and sounds in English language is not simple and regular. So an alphabetic system with one symbol representing one __ curriculum _ (61) is needed, which is presented as a list of phonetic alphabet. In the _ objectives __ (62) phonetic symbols of the English language, package ___ (63) are vowel sound and 28 are __ adaptation _ (64) sounds. They are presents as the following chart, which is also called the _ throughout __ (65) , __ resourceful _ (66) .14. a. As for grammar, the structure connects __ practice _ (67) and _ communicative __ (68) in the language.　b. The two general ways to classify grammar items are stimulation ___ (69) oriented and __ unpredictability _ (70) oriented.　c. English language is a _forign__ (71) language.d. The two ways of teaching grammar are to teach grammar separately or to _ reliability __ (72) some time in class to do grammar teaching throughout the course.　e. The instruction medium of grammar teaching can be either the __ beneficial _(73) language or the___ (74) language.　f. Deductive learning is __ assessment _ (75) and covers more grammar in a period of time.　g. Grammar teaching can be either __ immediately _ (76) or _ institution __ (77) or both.　h. In Harmer’s opinion, a good presentation should be__ definition _ (78), _ development __ (79), interesting, _ construction __ (80) and productive.15. a. In general, vocabulary items can be classified into three aspects: _ achievement __(81) , _ authoritative __ (82) and _ reflection __ (83).　b. Connotative meaning: the _ positive __ (84) meanings that a vocabulary item has beyond its _ reasoning __ (85) meaning. In other words, connotation is associated _ facilitates __ (86) or __ reflection _ (87) feelings that a vocabulary item evokes. It may or may not be indicated in a dictionary.　c. There are two kinds of vocabulary learning: __developmenta_ (88) and _ judgment __ (89). ___ Generally (90) learning is to study words __ literal _ (91). _ understanding __ (92) learning and teaching is of__ vague _ (93) nature. It is not planned but drawn to attention in the process of learning and teaching.　d. Vocabulary learning and teaching is a process to build up vocabulary ability. They are__ denotation _ (94), _ connotation __ (95), _ contextual meaning __ (96) and _ meaning relationship __ (97).　e. Contextual meaning: the __ function _ (98) and _ mutual __ (99) meaning of a vocabulary item that is used in a certain __ functions _ (100). Some words are _easy__ (101); some are _different_ (102). Although they both have the same _meaning__ (103) but they are used in different context.Ⅱ. Explain the following terms1. Teacher as a language analystBeing an effective language analyst means not only the teacher possesses the knowledge about the language but also help students study the nature of the language with learning effects. Being an effective language analyst also means being able to conceptualize language phenomena as English is rich, complex and diverse (Wright 1991). No grammar books or dictionaries can include all language phenomena. So the teacher is required to theorize the language experience.2. Error analysisMaking errors is a conspicuous part of language learning. As a person starts learning the language, he/she starts making mistakes. Researchers have tried to describe and explain what mistakes learners tend to make and why they make mistakes.3. Grammar: form and functionGrammar form is the language material that is structural and then grammar function is functions of the language. For beginners, studying structural English is more efficient because they can have a control over the language. For advanced learners, functional English is what they need because it is interesting, challenging and encouraging the use of English4. Fluency and accuracy(1): Awareness(2): Controlled drillsAgain the responses are very controlled, but learners can make a limited choice of vocabulary.(4): Guided, meaningful practice(5): (Structure-based) free sentence composition(6): (Structure-based) discourse composition(7): Free discourse5. Empathetic quality as a teacherFirst of all, a teacher is required to be proficient in the English language. He/she needs to be excellent in listening, speaking, reading and writing. The importance of being a good language user involves four points. First, a language teacher is a modal for students to imitate, to follow and to learn from either consciously or subconsciously. Subconscious learning plays a very important role in students’ acquisition of the language. Second, a good command of English endows a teacher with confidence. A teacher’s confidence positively affects his or her speaking and teaching performance and consequently infects his or her students who may respond with feelings of certainty, respect and also confidence. From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, cooperate with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to manage class well, try new methods and adapt his or her teaching at any time.6. Acquisition and learningAcquisition: a subconscious process which leads to the development of competence and is not dependent on the teaching of grammatical rules.Learning: the conscious study and knowledge of grammatical rules, which does notlead to acquisition.7. Syllable, open syllable and closed syllableIn language learning, input refers to the language that a learner receives through listening and reading, and from which he/she can learn. Whether input can be received or not depends on many factors, one of which is the difficulty level that decides whether the learner benefits or not. Output is the language that a learner produces in his/her speaking or writing. Interaction is a process by which more than two people communicate over the language use or material.8. Grammar Translation MethodGrammar Translation Method is a language teaching method in which translation and grammar studies are the main teaching and learning activities. The approach came from the traditional way of how Latin and Greek being taught in Europe before 19th century, which continued to be used in modern languages teaching such as French, German and English in the 19th century and is still used in many countries today in modified forms.9. IntonationIntonation means the rise and fall in voice tones like musical notes, from high to low, or from low to high. Such upward and downward movement of the voice creates the melody of the language. The musical notes are called pitches that indicate different meanings and help to express feelings and attitudes.10. Systematic teaching and unplanned teaching(1) SyllablesA syllable is a part of word that contains one vowel sound. It may also contain one or more consonants sounds. Usually the number of vowel sounds in the word determines the numbers of syllable. There are exceptions such as “-ble”, “-ple”, or “- tle” can form a syllable.(2) Open syllables:with one vowel letter at the end of the stressed syllable (not the end of the word), which is not followed or closed by any other letterwith one vowel letter that is followed by a mute “e” at the end of the stressed syllablewith one vowel letter followed by a single consonant letter (other than “r”) and thena mute “e” at the end of the stressed syllable11. Individual differencesPeople write for different purposes or functions. With the development of written expression for social functions and communications, different genres came into beingwith required conventions in discourse. Teachers should have this in mind and build up learners’ awareness of genre writing12. The Audiolingual Method13. Spelling-pronunciation ruleStructural speaking activities are designed to practice grammar in oral production. There are many kinds of activities for improving language structures in spoken form. The following are some examples.Functional speaking activities are designed to use language to do things such as offering, suggesting, ordering food, etc. Functional activities help students to practice sentence patterns used in social functions. (Vocabulary is also improved here.)14. Listening comprehensionListening comprehension means the process of understanding speech in a second or foreign language. This process involves sound recognition and meaningful perception. It is auditory perception of information received through the ears and requires a listener to detect different kinds of acoustic signals and understand them as meaningful chunks of language15. Teacher as an enablerA teacher’s job is to guide and help students learn efficiently. The efficiency lies not only in being good at knowledge of and about the language but also in his/her ways or methods employed to achieve a desired purpose. In other words, in order to achieve a purpose such as motivating students, dealing with a language point, or improving reading ability, the teacher needs to try different ways to reach that purpose. This is called means and ends relationship (Dewey 1933). Means are various alternatives or suggestions; ends are the desired purposes. In order to reach desired aims, the teacher needs to make efforts to explore and employ different means.16. Learning styles and strategiesIn linguistics, cohesiveness means grammatical and/or lexical relationships between two elements in the discourse (Halliday and Hasan 1976). In classroom teaching characterized by a series of activities, cohesiveness can be defined as the connective relationships between classroom activities. This cohesiveness across activities has its own special characteristics.It is encouraged that we should do language learning through interaction. In a language classroom, interaction takes the form of student grouping: lockstep, pair work, group work and individual work17. Total Physical ResponseThe repertory grid technique can be a powerful heuristic tool used to facilitate reflection in the sense that it generates a list of personal constructs. This generating process helps us become aware of our own and other people's personal perspectives. Through constructing the difference between people, our thinking starts working conceptually by analyzing, comparing and evaluating. We label the differences according to our own judgment. It could be subjective, but this subjective thinking of construing assists us to produce our own theories. These theories are personal because they reveal our pattern of thinking or even the nature of thinking e.g. positive or negative.Ⅲ. Open questions1. Choose some vocabulary items from the textbook you are teaching or going to teach and design five activities for presentation and five for practice.First of all, a teacher is required to be proficient in the English language. He/she needs to be excellent in listening, speaking, reading and writing. The importance of being a good language user involves four points. First, a language teacher is a modal for students to imitate, to follow and to learn from either consciously or subconsciously. Subconscious learning plays a very important role in students’ acquisition of the language. Second, a good command of English endows a teacher with confidence. A teacher’s confidence positively affects his or her speaking and teaching performance and consequently infects his or her students who may respond with feelings of certainty, respect and also confidence. From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, cooperate with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to manage class well, try new methods and adapt his or her teaching at any time.2. What are the characteristics of good grammar presentation?Grammar Translation Method is a language teaching method in which translation and grammar studies are the main teaching and learning activities. The approach came from the traditional way of how Latin and Greek being taught in Europe before 19th century, which continued to be used in modern languages teaching such as French, German and English in the 19th century and is still used in many countries today in modified forms.3. What are differences between written text and spoken text? What implications do they have for teaching writing?As non-native speaker, we often come across difficulties in the process of reading. We do not feel comfortable if we do not understand every word, every phrase or every sentence. We do not feel like understanding the text. Also we often tend to make a text reading become grammar and vocabulary learning. Because of these two factors, we do not tolerate ambiguities in reading. But we need to and we have to. If we try to understand every word, time, ability and availability of help are limited. The result can be working on one text like a snail so that we end up reading a little. If we tolerate ambiguities and continue to read, we can develop reading skills in the process, and as we go further, our improvement will self solve some problems we had in previous processes.4. Design a 40-minute pronunciation class.1. (1) SyllablesA syllable is a part of word that contains one vowel sound. It may also contain one or more consonants sounds. Usually the number of vowel sounds in the word determines the numbers of syllable. There are exceptions such as “-ble”, “-ple”, or “- tle” can form a syllable.(2) Open syllables:(2) Open syllables:with one vowel letter at the end of the stressed syllable (not the end of the word), which is not followed or closed by any other letterwith one vowel letter that is followed by a mute “e” at the end of the stressed syllablewith one vowel letter followed by a single consonant letter (other than “r”) and thena mute “e” at the end of the stressed syllable(3) Closed syllables:with one vowel letter followed or closed by one or more than consonant letter (other than “r”) in a stressed syllable2. Intonation means the rise and fall in voice tones like musical notes, from high to low, or from low to high. Such upward and downward movement of the voice creates the melody of the language. The musical notes are called pitches that indicate different meanings and help to express feelings and attitudes.3. Pronunciation is a skill that requires acquisition much more than learning the knowledge about pronunciation.Students listen to the tape with words spoken to music with steady beat. As they listen,they do clapping and practice. This activity is liked by elementary school students and good for practicing stress and intonation.5. What errors do Chinese learners often make in their speaking and writing? How can you as a teacher deal with learner errors?Fluency is regarded as an important skill in English learning and speaking, but the understanding of it seems to be vague in our mind. This part tries to describe what is ‘fluency’ in terms of native speakers and non-native speakers.Surely students will make mistakes in their speaking practice. How teachers deal with students’ mistakes and errors is very important for individual learners. If we correct too much, we might kill students’ enthusiasm or willingness to go on speaking. If we do not correct at all, some of the mistakes can be fossilized. We teachers need to know the nature of what kinds of mistakes students make so they we can deal with their mistakes or errors scientifically. For discussion on learners’ errors and mistakes, they have been discussed in Unit 3. Deep understanding of error analysis can help better operation and management in teaching speaking.6. What function does interaction play in speaking development?Structural speaking activities are designed to practice grammar in oral production. There are many kinds of activities for improving language structures in spoken form. The following are some examples. Functional speaking activities are designed to use language to do things such as offering, suggesting, ordering food, etc. Functional activities help students to practice sentence patterns used in social functions. (Vocabulary is also improved here.)7. What makes a good language teacher?Making errors is a conspicuous part of language learning. As a person starts learning the language, he/she starts making mistakes. Researchers have tried to describe and explain what mistakes learners tend to make and why they make mistakes. In language learning, input refers to the language that a learner receives through listening and reading, and from which he/she can learn. Whether input can be received or not depends on many factors, one of which is the difficulty level that decides whether the learner benefits or not. Output is the language that a learner produces in his/her speaking or writing. Interaction is a process by which more than two people communicate over the language use or material.《英语教学法》二Ⅰ Fill in the blanks1. a. Writing is the result of employing__ strategies _(1)to manages the composing _ process __(2), which is one of gradually developing a _ text __(3). It involves a number of activities: __ settinggoals _(4), generating _ ideas __(5)___(6) organizing information, selecting appropriate language, making a draft, reading and reviewing it,then revising and editing. b. To organize and connect information, there are two criteria: __ formulation _(7) accuracy and _ mention __(8). To be correct in _ sentence __(9) and _ organization __(10) is of utmost importance. Of all these activities, _acquaintance__(11) plays a central role in improving writing. c. writing is a process of __ formal _(12) and _ informal __(13) . d. According to Hedge, there are different genres into different types of writing, __ discourse _(14) _ provide __(15) __ context _ (16) _ contact __ (17)_ time __(18) __ space _ (19) . e. _ Detachment __(20) is the core of writing. Reading for ideas is a gradual job. Large amount of reading helps_ requires __(21) . Thinking not only _ grammar __(22) ideas but also_ vocabulary __ (23) and__ ongoing _ (24) ideas.2. a.A lesson plan involves _ speech __(24),__ regional _(25) materials and equipments,__ acquired _ (26), evaluation and_ intuitively __(27) . b.Before teachers start to consider planning their classes, they need to know the job of teaching, the _ amount __(28) and the students. c.Well-prepared teachers need to know six major areas of necessary knowledge. They are the _ comprehensive __(29)for the level, the__ description _(30) for the level, the _ specific __(31) available for the level.__ Coherence _ (32) in teaching, a repertoire of activities and_ individual __(33). d.The teachers need to know five areas of knowledge about the institution. They are__ objectives _(34), physical conditions,__ connective _ (35) ,__ wholeness _(36) and restrictions. e.Teachers need to know student’s_ syllabus __(37) ,_ activities __(38) , social background and_ institution __(39) . f. The four major areas about how the students feel about learning English and what they know are motivation and attitude, _ restrictions __(40) , knowledge and_ guarantees __(41) .3. Anderson’s theory is that of the acquisition of cognitive skills, on simple interpretation, ranging from __ specific _ (42) __ lexical _ (43) to_ elements __ (44) __ discourse _ (45) .4. Teachers should provide __ cohesiveness _ (46) _ connective __ (47) to prepare the learners with their storage of language information and __ cohesiveness _ (48)___ (49) for learners to communicate and to control their production. Teachers’ role is not limited as an imparter, instead teachers should be _ interaction __ (50) with learners too.5. Between input and output, there is, usually, a period of __ interaction _ (51) .6. Learning by doing encourages students to __ indicating _ (52) the language, which is a process of _ educational-cultural __ (53) that leads to high level of proficiency.7. There are two ways to improve students’ oral production. One is to practice speaking based on _ theoretical __ (54) and the other is based on _ orientation __ (55) and _ respect __ (56).8. There are two kinds of speaking activities. One is _ curriculum __ (57)_ reflective __ (58) exchange; the other is _ national __ (59) __ political syllabus _(60) exchange.9. A syllable is a part of word that contains __ detailed _ (61), _ operational __ (62) sound. It may also contain one or more __ statements _ (63) sounds. Usually the _ philosophy _ curriculum _ (64) of_ planned __ (65) sounds in the word determines the numbers of _ narrowly __ (66) .10. In every word of two or more __ defined _ (67), one syllable is _ objectives __ (68). This syllable is called a _ throughout __ (69), __ instructional _ (70 which means that the __ textbooks (71)ound in the syllable is said __ resourceful _ (72)nd _ package _ (73)than other vowel sounds in the same word.11. In front of the vowel letter there could be a __ software _ (74)etter but not other _ packages __ (75)letters.12. Knowing _ presentation __ (76) syllables and _ practice __ (77) syllables is helpful in spelling according to the _ communicative __ (78) or in __ interaction _ (79) according to the spelling. In an _ reference __ (80) syllable, the vowel letter is usually __ grammar _ (81) with the sound of the letter __ vocabulary _ (82) ; in a closed syllable, the _ pronunciation __ (83) letter is usually pronounced with a _ stimulation __ (84) vowel sound.13. Grammar Translation Method　To learn a foreign language is aimed at being able to read its _ syllabus __(85), benefit from the __ confidence _ (86) discipline and _ classification __ (87) development.___ beneficial _　(88) and __ versus _ (89) are the major focus in teaching; __ measures _ (90) and_ successfully __ (91) are dealt with only a little or not at all.　Vocabulary learning is conducted through ___ (92) lists, ___ (93) study and memorization.　The ___ (94) is of utmost importance as the basis of teaching and learning of the language. Sentence learning is __ measure _ (95) of grammatical elements and _ assessment __ (96) into and out of the target language.　___ Formative (97) is strongly emphasized. Errors are avoided at any costs.　Grammar learning is _ diagnostically __ (98) . The first step is presentation and study of rules; the second step is translation practice. Grammar points are organized systematically throughout the units of the textbooks. Classroom __ constructivism _ (99) is conducted in the native tongue, which is used to present and explain the target language and compare the similarities and differences between the native language and the target language.Ⅱ. Explain the following terms1.Writing genreWriting is the result of employing strategies to manage the composing process, which is one of gradually developing a text. It involves a number of activities: setting goals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing. It is a complex process which is neither easy nor spontaneous for many second language writers。

?判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners n eed to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.?What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities a nd personal styles.?教师的专业能力是如何发展起来的(How can be a good teacher/The)development of professional competence答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because i t involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense i s the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.?真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.?交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence s tructure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends o n the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.)Strategic competence i s similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.交际教学语言CLT原则）?Principles of communicative language teaching.((1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.?交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。

《英语教学法》课程网上考试题库第一章Introduction I & II一、选择题（每题2分）1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.A. PedagogyB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguisticsAnswer: A2. _____ is the study of second and foreign language teaching and learning.A. PragmaticsB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguistics Answer: B3. Sociology is the study of language in relation to ____, such as social class, educational level and so on.A. ageB. genderC. professionD.social factorsAnswer: D4.Foreign language teaching is sometimes discussed in terms of three related aspects: approach, ____, and technique.A. methodB. aimC. methodologyD. hypothesisAnswer: A5. At the level of approach there are at least three different theoretical views of language explicitly or implicitly underlying currently popular language teaching methods: ____, functional view and interactional view.A.the linking of structuralismB. behaviorismC. structural viewD. audiolingualismAnswer: C6. ____ focus on the patterns of moves, acts and exchanges in communication.A.structural theoriesB. functional theoriesC. interactional theoriesD. behaviourismAnswer: C7.____ is the principle and techniques of teaching with no necessary reference to linguistics.A. methodB. aimC. methodologyD. hypothesisAnswer: C二、判断题（每题1.5分）1. The goal of foreign language teaching is to produce over-users of monitor.Answer: F2. The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.Answer: F3. The word approach we mean that an idea or theory is being appliedAnswer: T4.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn language.Answer: T第二章Theories of Language and Language Learning I & II & III一、选择题（每题2分）1. Language is a set of arbitrary symbols which are primarily ____, but may also be visual.A. vocalB. oralC. audibleD. comprehensibleAnswer: A2. Psycholinguistics includes the study of _______ perception, the role of memory, concepts and other processes in language use, and how social and psychological factors affect the use of language.A. listeningB. understandingC. speechD. writingAnswer: C3. The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.A. SVB. SVPC. SVOD. SVOCAnswer: C4. According to the functionalists, language has three functions: ____, expressive, and social.A. descriptiveB. phaticC. informativeD. interrogativeAnswer: A5. ____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.A.syntaxB. pragmaticsC. phoneticsD. phonologyAnswer: A6. ____ refers to varieties of language defined by their topic and context of use.A. stressB. toneC. registerD. intonationAnswer: C7. Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.A. hypernymB. synonymC. homonymD. hyponymsAnswer: D8. When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.A. abilityB. methodC. knowledgeD. skillAnswer: D9. ________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.A. meaningB. signC. soundsD. formAnswer: C10. ________ is often described as the music of speech—the way the voice goes up and down as we speak.A.intonationB. toneC. stressD. registerAnswer: A11. ________ is the pronunciation of a word or syllable with more force than the surrounding words or syllables.A. intonationB. toneC. stressD. registerAnswer: C12. The vowel is produced without (or little) restriction during its ________ and is always voiced.A. pronunciationB. speakingC. productionD. articulationAnswer: C13. Allophones are varied realizations of the same ________ .A. phoneB. morphemeC. phonemeD. tagmemeAnswer: C14. Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.A. conditionB. developmentC. growthD.behaviorAnswer: D15. The mentalists suggest that the learner processes new data in his/her mind and comes up with a succession of ________ that produce new patterns in the target language.A. rulesB. principlesC. methodsD. waysAnswer: A16. Behavioristic ideas about language learning are based mainly on a theory of learning, in which the focus is mainly on the role of the __________, both verbal and non-verbal.A. contextB. environmentC. conditionD. factorAnswer: B17. Behaviorism sees learning in terms of habit formation. The habits are formed by __________ and reinforced by repetition.A. habit formationB. imitationC. memorizationD. pattern practiceAnswer: B18. According to the behaviorists, all learning takes place through ____.A. habit formationB. memorizationC. imitationD. pattern practiceAnswer: A19. The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.A. patternB. signC. pronunciationD. useAnswer: D20. Language learning and teaching must be viewed in a __________, setting, or background.A. textbookB. societyC. classD.contextAnswer: D21. Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.A. language acquisition deviceB. innate knowledgeC. universal grammarD. basic grammarAnswer: C22.Which of the following is true of second language learning?A.Natural language exposurermal learning contextC.Structured inputD.Little error correctionAnswer: C23.Every language has a relatively small set of sounds that can distinguish meaning, or phonemes. English has ____, in most dialects.A. 44B. 42C. 40D.28Answer: A二、判断题（每题1.5分）1. Language is capable of producing new forms and meanings.Answer: T2. Minimal pairs are pairs of words that differ only in one sound.Answer: T3. One function of a language can only be expressed by one structure.Answer: F4. The vowel is produced without (or with little) restriction during its production and is always voiced.Answer: T5. Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.Answer: T6. Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.Answer: T7. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.Answer: F8. Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.Answer: T9. The most powerful signal of stress is a change of pitch on the vowel.Answer: T10. Syllables are short when they are stressed.Answer: F11. Lexical competence implies more than just knowing what a word means.Answer: T第三章Lesson Planning I & II一、选择题（每题2分）1. The making of foreign language education policy must take into consideration the ____ and educational situation of the country.A. environmentalB. economicC. politicalD. socialAnswer: B2. Syllabus determines teaching aims, objectives, contents and ____.A. approachesB. principlesC. methodsD. qualityAnswer: C3.A lesson may focus on language, ____, or function.A. topicB. skillC. structureD. methodAnswer: B4.Any lesson we teach naturally divide into different stages of activity and the main stages are: presentation, practice, production, reading, listening and ____.A.speakingB. writingC. comprehensionD. revisionAnswer: D5.The ____ of writing a lesson plan is one to give proper consideration to what the teacher is going to do in that lesson.A.aimB. processC. principleD. methodAnswer: B6.As for the general aim of a lesson, it may focus on the following ones except:A.A particular topicB.A particular structureC.A skillD.The main stages of the lessonAnswer: D二、判断题（每题1.5分）1. Lesson plans are useful only before the lesson.Answer: F2. There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.Answer: T3. A real good lesson plan should be long and complicated with detailed lesson notes.Answer: F第四章The Grammar - Translation Method一、选择题（每题2分）1. At one time _____was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.A. communicative approachB. the audiolingual methodC. the direct methodD. the grammar-translation methodAnswer: D2. An ultimate purpose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to read and ____ its literature.A. writeB. translateC. speakD. listenAnswer: B3.____ is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.A. The Grammar-Translation MethodB. The Audiolingual MethodC. The Communicative ApproachD. The Direct MethodAnswer: A4.The fundamental purpose of learning Latin was to study the classical ____ , which was worshipped in the Renaissance.A. languageB. cultureC. customD. heritageAnswer: B5.Different questions are designed for students to answer to check the understanding of the reading passage. One type of questions are questions of ____ to which answers are directly and explicitly available in the text.A. inferenceB. personal responseC. literal comprehensionD. detailed informationAnswer: C6. Under the guidance of Grammar-Translation Method, the teacher uses the ____ language of the students as the main medium of instruction in the classroom.A.nativeB. secondC. foreignD. accentAnswer: A二、判断题（每题1.5分）1. It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.Answer: F2. In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.Answer: T3. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.Answer: T4. The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties whichcould be trained separately.Answer: T第五章The Audiolingual Method一、选择题（每题2分）1. The Audiolingual Method uses ________ as the main form of language presentation and drills as the main training techniques.A. dialoguesB. passagesC. sentencesD. phrasesAnswer: A2. _______develops the separation of the language skills into a pedagogical device.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D3.Structural linguistics views language as a system of structurally related elements for the expression of meaning. These elements are phonemes, morphemes, words, _______, and sentence types.A. structuresB. phrasesC. clausesD. sentencesAnswer: A4.The structural linguists believed that the primary medium of language is _______.A.visualB. auditoryC. writtenD. oralAnswer: D5.The use of drills and pattern practice is a distinctive feature of _______.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D6._______ is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D二、判断题（每题1.5分）1. Dialogues and drills form the basis of audiolingual classroom practice.Answer: T2.The Audiolingual Method uses passages as the main form of language presentation. Answer: F3.When a teacher uses the Audiolingual Method in the class, mother tongue is discouraged. Answer: T第六章The Communicative Approach一、选择题（每题2分）1. The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.A. functionalB. structuralC. interactionalD. communicativeAnswer: A2. The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.A. functionalB. structuralC. interactionalD. communicativeAnswer: B3. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is ________________ .A. functionalB. structuralC. communicative competenceD. interactionalAnswer: C4. “Knowing English” must mean knowing how to __________ in English.A. speakB. learnC. writeD. communicateAnswer: D5. Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ________.A. formB. functionC. structureD. usageAnswer: C6. Closely related to Communicative Language Teaching is ________, the study of the use of language in communication.A. pragmaticsB. linguisticsC. phoneticsD. phonologyAnswer: A7. Which of the following is a communication game?A.BingoB.Word chainC.Rearranging and describingD.Cross-word puzzleAnswer: C二、判断题（每题1.5分）1. The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.Answer: T2. Today both language teaching experts and classroom teachers agree that the communicative approach is the best.Answer: F3. Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T4.Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T5.According to Canale and Swain (1980), communicative competence entails three dimensions. Answer: F第七章The Direct Method一、选择题（每题2分）1. The neogrammarians, represented by Hermann Paul, formed the main ________ base of the Direct Method.A.linguisticB. psychologicalC. language teachingD. phonologicalAnswer: A2. Direct association of language with objects and persons of the immediate environment is emphasized in ________ .A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: C3. The syllabus used in the Direct Method is arranged semantically according to _______.A. teaching aimB. teaching methodsC. teaching materialD. situations or topicsAnswer: D4.The teaching of all four basic language skills is not neglected, but _______ exercises should be based upon what the students practice orally first.A. reading and writingB. reading and speakingC. speaking and listeningD. speaking and writingAnswer: A5. In order to reinforce and test what the students have learned, _______is frequently used in the Direct Method.A.dictationB. testC. quizD. examinationAnswer: A6.The rapid development of _______, psychology and education greatly stimulated the establishment of the Direct Method.A.pragmaticsB. applied linguisticsC. linguisticsD. phonologyAnswer: C二、判断题（每题1.5分）1. The Direct Method was developed as a reaction against the Grammar-Translation Method and out of the need for better language learning.Answer: T2.This method aims at developing the students' ability to write in the target language.Answer: F3. Correct pronunciation and grammar are emphasized by the Direct Methodologists.Answer: T第八章Four New Approaches一、选择题（每题2分）1. When we use the word _____ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.A. methodB. approachC. techniqueD. methodologyAnswer: B2. A ________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.A. approachB. techniqueC. waysD. methodAnswer: D3. A ________ is based on systematic principles and procedures, i.e., it is an application of views on how a language is best taught and learned.A. methodB. approachC. techniqueD. methodologyAnswer: A二、判断题（每题1.5分）1. The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.Answer: T2.The Silent Way is based on the principle that successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial.Answer: T3. Community Language Learning advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.Answer: T第九章The Teaching and Learning of Pronunciation一、选择题（每题2分）1. There is a lack of consistency between ____ and pronunciation in English.A. spellingB. writingC. listeningD. meaningAnswer: A2. Pronunciation teaching should include the static forms such as individual sounds and word stresses, as well the _______ forms such as intonation, sentence stress and rhythm.A. systemicB. implicitC. explicitD.dynamicAnswer: D3.When we produce _______ , there is no obstruction or narrowing in the air passage, no audible friction, especially in the mouth, or air stream.A. consonantsB. vowelsC. pure vowelsD. diphthongsAnswer: B4.A _______ is the smallest distinctive sound unit or minimum unit of distinctive sound feature.A.morphemeB. allophoneC. phonemeD. tagmemeAnswer: C5.The importance of pronunciation lies in mastering the _______distinctions and the different meanings that are signaled by the phonetic features.A.grammaticalB. syntacticC. functionalD. LexicalAnswer: A6. _______ advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.A. The Silent WayB. The Total Physical Response MethodC. The Direct MethodD. The Community Language LearningAnswer: D二、判断题（每题1.5分）1. The teacher will have to concentrate on the important phonemic contrasts and select allophonic variations to ensure intelligibility, not to achieve a total set of native-speaker-like variations. Answer: T2. In any language, speech sounds are classified into two kinds: vowels and consonants. Answer: T3.The teaching of pronunciation needs to be related to the learners' ability to develop reading competence.Answer: F4.The structure of the sound system involves not only the vowels and consonants --- the segmental features, but also stress and intonation --- the supra-segmental features.Answer: T第十章The Teaching and Learning of Vocabulary一、选择题（每题2分）1. The two basic guidelines on the choice of vocabulary are: _______, students’ need and level.A. difficultyB. meaningC. frequencyD. usageAnswer: C2. The structural view holds that language is a ______ of structurally related elements for the coding of meaning.A. unitB. partC. systemD. cohortAnswer: C3. There are three main forms of word building or word formation which are characteristic of English: ______, compounding and conversion.A.affixationB. prefixionC. suffixionD. derivationAnswer: A4. ______refers to words which the students understand, can pronounce correctly and use constructively in speaking and writing.A. active vocabularyB. passive vocabularyC. new vocabularyD. old vocabularyAnswer: A5.______ is a device for creating and extending meaning, and it is is an imaginative way of describing something by referring to something else which is the same in a particular way.A. personificationB. ironyC. euphemismD. metaphorAnswer: D6. _______refers to a single word form that has several different meanings which are not closely related.A. superordinateA.synonymB.polysemyC.homonymyAnswer: D二、判断题（每题1.5分）1. Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.Answer: T2.Knowing a word involves knowing its meaning, its form and its structure.Answer: F3. It is a relationship between the content of a message, its sender and receiver, its situation and purpose, and how it is communicated.Answer: T4.To understand a word fully, a student must know not only what it refers to, but also where the boundaries are that separate it from words of related meaning.Answer: T第十一章The Teaching and Learning of Grammar一、选择题（每题2分）1.______ is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.A. lexiconB. syntaxC. grammarD. cohesionAnswer: C2.______ is an approach to language teaching in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language. A.deductive learning B. inductive learningC. inference learningD. summarized learningAnswer: A3.______ engages learners in language use, formulating their own meanings in contexts over which they have considerable control, and in so doing, drawing on grammar as an on going resource.A. skill teachingB. product teachingC. process teachingD. theory teachingAnswer: C4.Repetition (choral or individual) is the most often used technique for ______.A.lead-inB. elicitationC. explanationD. accurate reproductionAnswer: D5. The aim of the ______ is to get the learners to perceive the structure --- its form and meaning --- in both speech and writing and to take it into short-term memory.A.isolationB. explanationC. presentationD. practiceAnswer: C二、判断题（每题1.5分）1. It usually takes into account the meanings and functions sentences have in the overall system of the language.Answer: T2.A product perspective on grammar is dynamic.Answer: F3. Accuracy work is only used to give the practice in grammar and vocabulary.Answer: F4. Techniques for lead-in could be brainstorming, questions, discussions, and so on.Answer: T第十二章Teaching Listening一、选择题（每题2分）1. When we listen for a particular purpose, to find information we need to know, the kind of listening we are involved in is called _______ listening.A. centralB. focusedC. bottom-upD. top-downAnswer: B2.Sometimes we listen with no particular purpose in mind, and often without much concentration. This kind of listening is called _______.A. casual listeningB. focused listeningC. extensive listeningD. intensive listeningAnswer: A3.We cannot develop speaking skills unless we also develop _______ skills.A.listeningB. readingC. writingD. understandingAnswer: A4. What should a teacher try to avoid when selecting listening materials?A.The texts scripted and recorded in the studioB.The texts with implicated concepts beyond the comprehension of studentsC. The texts delivered through the accents other than RP or Standard American PronunciationD. The texts including structures and vocabulary beyond the ability level of the students Answer: B二、判断题（每题1.5分）1. An important part of the skill of listening is being able to predict what the speaker is going to say next.Answer: T2. If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.Answer: F3. Listening activities can only be conducted with the whole class.Answer: F4. When the students listen to recorded materials there is very little opportunity for immediate interaction.Answer: T第十三章Teaching Reading一、选择题（每题2分）1. _______ is the activity we normally engage in when we read books, newspapers, road signs, etc. It involves looking at the sentences and understanding the message they convey.A. reading aloudB. reading for meaningC. silent readingD. reading for informationAnswer: B2. A teacher can use a range of techniques before reading a text which will make it easier for students to understand the text and to help them focus attention on it as they read, and they are: presenting new vocabulary, introducing the text and_______.A. giving guiding questionsB. going through the textC. checking detailed comprehensionD. focusing on important new vocabularyAnswer: A3.When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A.skimmingB. scanningC. inferringD. inductionAnswer: A4.Which of the following activities can be adopted at the pre-reading stage?A.rearranging the materialsB. brainstorming the topicC. writing a summary of the textD. giving a quizAnswer: B5. Which of the following activities can be used to get the main idea of a passage?A.reading to decide on the titleB.reading to sequence the eventsC.reading to fill in the chartsD.reading to summary the passageAnswer: A二、判断题（每题1.5分）1. There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.Answer: F2. To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.Answer: F3. In order to understand a text well, it is absolutely necessary to understand every word in the first place.Answer: F4. Through reading the students not only learn new language, but also develop their reading skills. Answer: T第十四章Teaching Speaking一、选择题（每题2分）1. In real communication we have a ________ for using the language and we use a variety of language form to achieve our communicative purposes.A. purposeB. methodC. wayD. principleAnswer: A2. Natural conversation outside the classroom is ________ .A. intentionalB. spontaneousC. dynamicD. staticAnswer: B3. Fluency activities usually form what is called the ________ stage of the lesson.A. preparationB. endingC. revision D productionAnswer: D。

2023年自考专业(英语)《外语教学法》考试历年真题摘选附带答案第1卷一.全考点综合测验(共20题)1.【单选题】Which of the following is NOT emphasized by traditional linguists?A.Correctness.B.The purity of a languageC.Literary excellencemunication2.【单选题】—— We have to stop talking here outside. Listen, _______! ——Hurry up, or we’ll be lateA.There goes the bellB.There does the bell goC.There the bell goesD.Goes the bell there3.【单选题】Even with the new development in research, only a tiny ________ of all tests are done without using animals.A.varietyB.amountC.plentyD.proportion4.【单选题】In the Grammar-Translation Method, understanding and memorization of_____________were regarded as important means of developing mentality.A.difficult vocabularyB.translation passagesplicated grammatical rulesD.written exercises5.【单选题】_______ for a long time, most of the crops in this area died from lacking water.A.Being no rainB.There was no rainC.To be no rainD.There being no rain6.【单选题】Overemphasis on translation will usually make thelearner________the first language in the learning of the second language.A. independent ofB.dependent ofC.independent fromD.dependent on7.【单选题】I ’ve got the order from the boss that the work _______ finished before 5 p.m. today.A. would beB.beC.will have beenD.could be8.【单选题】The theory of language underlying the Grammar-Translation Method was derived from_____Linguistics.A.Appliedparative HistoricalC.TraditionalD.Structural9.【单选题】They ________ extensive and possibly dangerous actual flight training.A.undertakeB.undergoC.underplayD.underuse10.【单选题】Don’t trust everything ________ you have read in the newspapers.A.whichB.thatC.asD.what11.【单选题】The new laws threaten to deprive many people _______ the most elementary freedoms.A.fromB.forC.ofD.about12.【单选题】—Why didn ’t you buy a new car?—I would have bought one if I _______ enough money.A.hadB.have hadC.would haveD.had had13.【单选题】This is the first time that a woman has been ________ to the post.A.grantedB.praisedC.pointedD.appointed14.【单选题】One of the disadvantages in the Grammar-Translation Method isthat the texts are taken from_____,the language of which doesn't often meetthe practical needs of the learners.A.literary worksB.newspapersC.talesD.critical reviews15.【单选题】Before the 16th century, Latin was taught and learnedfor____________.A.reading literature in LatinB.spoken and written communicationC.mastering grammarD.learning fine arts16.【单选题】The judge who was ________ to his favorite was criticized by many people.A.partialB.fairC.strictD.frank17.【单选题】It is difficult to understand this kind of _______ calculation.A.intricateB.variedC.indispensableD.equable18.【单选题】I don ’t think the charge for overhauling the equipment is excessive in _______ to its size.A.correspondenceB.equationC.proportionD.dimension19.【单选题】In the Grammar-Translation Method, grammar analysis and translation proved to be _______ in studying foreign culture through literary works.A.ineffective meansB.unaffective meansC.affective meansD.effective means20.【单选题】Some linguists thought that all languages ______ and were ruled by a common grammar.A.originated from one languageB.started as the same languageC.came from many different languagesD.borrowed words from one another第2卷一.全考点综合测验(共20题)1.【单选题】Which of the following techniques is NOT used in theGrammar-Translation Method?________A.ReadingB.TranslationC.Written workD.Oral presentation2.【单选题】________, what could we do?A.Should it rain tomorrowB.Tomorrow it should rainC.If it rains tomorrowD.If it will rain tomorrow3.【单选题】________ Tom has done really amazed everyone in his class.A.WhatB.WhichC.ThatD.Who4.【单选题】Traditional linguists believe that the written form of language is ______to the spoken form.A.seniorB.juniorC.inferiorD.superior5.【单选题】They wrote a letter of thanks to ________ had helped them.A.whoB.whomC.whomeverD.whoever6.【单选题】According to the Grammar-Translation Method, Latin grammar was considered to be the ______ grammar.A.best and oldestB.most logical and well-organizedC.most widely learnedD.most popular7.【单选题】______ he has enough money to buy the house, it doesn ’t mean he ’s going to do soA.GrantB.Granted thatC.Having Granted thatD.Grant that8.【单选题】Which of the following types of questions is NOT included in the Grammar-Translation Method?A.Questions whose answers are learner's subjective judgements.B.Questions whose answers are based on objective information in the text.C.Questions whose answers are learner's inferences based on the textD.Questions whose answers are related to learners' own experience9.【单选题】The twin sisters were identical ________ appearance and character.A. ofB.withC.inD.to10.【单选题】As activity carried ________ as one thinks fit in one’s spare time, leisure has several functions.A.onB.outC.offD.over11.【单选题】The factory _______ we ’ll visit next week is not far from here.A. whereB.to whichC.whichD.in which12.【单选题】It is believed that grammar analysis and translation began to be the basic procedures in foreign language teaching from _______.A.about 2,500 years agoB.almost 1,000 years agoC.the 16 th centuryD.the beginning of the 20 th century13.【单选题】A man flown to a time zone different by 10 hours will ________ eight days to readjust his palm sweat.A. spendB.takeC.costD.pay14.【单选题】They will get the preparation done early in May.A.他们五月初就能让别人准备完工作。

1.Views on language: a. Structural view(结构主义) b. Functional view(交际法) c. Interactional view(交往法)1) The structural view结构主义观点:language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.2)The functional view交际法的观点language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.3)The interactional view交往法的观点Language is a communicative tool, whose main use is to build up and maintain social relations between people. 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.The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2.The qualities of teachers教师素质：ethic devotion; professional qualities; personal styles.municative competence(交际能力组成的5部分): a. linguistic competence b. pragmatic competence c. discourse competence d. strategic competence e. fluency4. Principles of communicative language teaching: a. communication principle b. task principle c. meaningfulness principle5.classification of communicative activities(交际活动的分类): a. functional communicative activities b. social interaction activities6．The role of teacher 教师的角色：a. controller b. assessor c. organizer d. prompter e. participant f. resource-provider 7. Classroom instructions: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.8. students grouping: a. whole class work b. pair work c. group work d. individual study6\7\81.Three ways to show the stress pattern words, phrases and sentences:1)Use gesture;2)Use the voice;3)Use the blackboard.2.Factors contribute to successful practice:1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interest3.Grammar practice is usually divided into 2 categories: mechanical practice & meaningful/communicative practice.4.Mechanical practice involves activities that aimed at form accuracy.5.What does it mean to know a word? Knowing a word mans 1) knowing its pronunciation and stress; 2) knowing its spelling & grammatical properties; 3) knowing its meaning; 4) knowing how & when to use it to express the intended meaning.9\10\111. Principles for teaching listening 1).focus on process.2).combine listening with other skills.3).focus on the comprehension of meaning.4).grade difficulty level appropriately.2. Factors that affect the difficulty level of listening tasks, but they fall into 3 main categories:1)type of language used.2）task or purpose in listening.3）context in which the listening occurs.3. Models for teaching reading:1)Bottom-up model.(2)Top-down model 3)Interactive model4.The characteristic are common in successful speaking tasks:1) Maximum foreign talk; 2)Even participation;3)High motivation;4)Right language level.5. Littlewood divides communicative speaking activities into 2 types: Communicative activities: functional communication activities and social interaction activities. It also includes Pre-communicative activities: structural activities andQuasi-communicative activities. Pre-communicative activities are intended to prepare learners for Communicative activities. 6. Pre-reading activities: predicting; setting the scene; skimming; scanning. Skimming means reading quickly to get the gist,e.g.the main idea of the text. Scanning which means to read to locate specific information.7.Some speaking activities：1)controlled activities: mainly focus on form and accuracy; 2)semi-controlled activities: focus on meaning and communication; 3)communicative activities.8. Ur points out that factors that affect the success of role-plays are: 1)the teacher’s enthusiasm;2)careful instructions;3)clear situations and roles; 4)and making sure that the students have the language they will need to carry out the role-play.1.The main procedures of process writing(过程写作)include: Creating a motivation to write; brainstorming; mapping; freewriting; outlining; drafting; editing; revising; proofreading and conferencing.2. Principles can help teachers motivate students to write: 1) Make the topic of writing as close as possible to students’ life.2) Leave students enough room for creativity and imagination. 3) Prepare students well before writing. 4) Encourage collaborative group writing as well as individual writing. 5) Provide opportunities for students to share their writings. 6) Provide constructive and positive feedback. 7) Treat students’’ errors strategically. 8) Give students a sense of achievement from time to time.1.我国英语教学的六个基本原则原先所倡导的中学英语教学的基本原则：1、交际性原则2、阶段侧重原则3、语音词汇语法综合教学原则4、使用和控制使用本族语的原则5、以学生为中心的原则。

Views on language learning and learning in general(1)Behaviorist theory Eg;you can train an animal to do anything if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement(2)Cognitive theory\(3)Constructive theory(4)Socio-constructivist theory Eg:learning is the best achieved through the dynamics interactions between the teacher and the learners.What makes a good teacher?(1)ethic devotion(2)Professional qualities(3)Personal stylesHow can one become a good language teacher?(1)the development of professional competence (most difficult)(2)A specific range od skills strategies,,knowledges and ability(3)Have a sound command of English(4)Learning practice and reflection.learning from others experience.leaning the received knowledge leaning from one’s own experience as a learner.Language use in real life VS traditional pedagogy(1)in real life,language is used to perform certain communicative functions. Eg: to give directions,to exchange information or to make a complaint. In traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on two language skills and ignore the others. Eg:the grammar-translation methos emphasized on reading and writing skills and virtuallyignored listening speaking skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolated language from its context. Eg:when the English passive voice is introduced,the teacher always focuses on the explanation of how the objects in an active sentence is moved to the front of a passive sentence. And how the verb is changed to an auxiliary plus an -ed form of the base form of the verb.What is communicative competence ?(1)linguistic competence(2)Pragmatic competence(3)Discourse competence(4)Strategic competence(5)FluencyTask based language teachingTask definitionIs a piece of work undertaken for oneself or for others,freely or for some reward.Is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that processFour components of a taskA purpose :make sure the students have a reason for undertaking the taskA context :this can be real simulated or imaginary and involves sociolinguistic issues such as the location the participants and their relationship,the time,and other important factors.A process;getting the students to use learning strategies such as problem solving reasoning inquiring conceptual and communicatingA product : there will be some form of outcome either visible or invisibleExercises tasksFocus form meaningSituation no situation real life situationOutcome correct form accomplishment of taskLanguage practice of assigned form choice of form and contentError immediate correction delayed correctionPrinciples for good lesson planning(1)Aims means a realistic goals for the lesson the teacher needs to have a clear idea of what he or she would like to achieve for the lesson or what outcomes are expected from the lesson Aims are not the things teachers intend to do during the lesson,but the things that students are able to do bu the end od the lesson.(2)Variety means planning a number of different types of activities.(3)Flexibility means preparing some extra and alternatives tasks and activities as the class does not always go according to the plan(4)Learnability means the contents and tasks planned for the lesson should be within the learning capabilities of the students.(5)Linkage means linked with each otherHarmer suggest the following measures for indisciplined acts and badly behaving students(1)Act immediately(2)Stop the class(3)Rearrange the seats(4)Change the activity(5)Talk to students after class(6)Create a code of behaviorDealing with errors(1)dealing with spoken errors(2)When to correct generally it is best to interrupt students during fluency work unless communication breaks down.if the students has got most of his language right but has made a trivial mistakes it is sometimes wise to let the mistakes pass if there are some common mistakes that other students might also have problems with,the teacher can take a note in his or her mind and try to do the correction after the students’ performance.(3)How to correct indirect teacher correction is encouraged to avoid damaging students’self esteem and confidence. Ask a question to invite the students to say it again with a hint of a problem. Sometimes the whole class can be invited to correct the mistakes.Characteristics of the listening process(1)spontaneity(2)Context(3)Visual clues(4)Listeners ‘s response(5)Speakers’ adjustmentA process approach to writing(1)Focus on the process of writing that leads to the final written process(2)Help students writers understand their own composing process(3)Help them built repetoires of strategies for previewing drafting and rewriting(4)Palace central importance on the process of reversion(5)Give students time to write and rewrite(6)Let the students discover what they want to say as they write(7)Give students the feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention(8)Encourage feedback both from the instructors and peers(9)Include individual conferences between teacher and student during the process of composition。

《英语教学法》（1）期末考试试题之一答案和评分标准Part I. Fill in the blanks with correct information: 30%, two points each1.the teaching of English as a foreign language2.reading, writing, translation3. a functional-notional4.Sociolinguistics5.without any conscious learning6.generative-transformational grammar7.Total Physical Response, Community Language Learning, Suggestopedia8.Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9.the needs assessment or diagnosis, formulation of objectives, selection of content10.knowing a languagemunicativemunicative Language Teaching13.different functions, different characteristics14.students‟ communicative competence15.CLT—Communicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each1. T2. T3. T 4 F 5. F 6. T 7. T 8. T 9. F 10. FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]Sustainable development: China‟s choice for the 21st century What will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earth‟s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term …sustainable development‟in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government,vowed China would seriously fulfill its international obligations. Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world‟s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China‟s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China‟s population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainable energy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activities (10%)five points for each ac tivity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher‟s general questions about the text type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reasonsfor your design”, five points for each partThe following are possible while-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided be tween “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choice●Listening to or reading some supplementary materials.。

Unit 1 Language and Language Learning 语言和语言学习1.Views on language 有关语言的观点Different views on language generate different teaching methodologies. (P2)不同的语言观产生不同的教学方法。

Three different views of language: 三种不同观点的语言:(1). Structural view: language as a system made up of various subsystems: the sound system (phonology); the discrete units of meaning (morphology); the system of combining units of meaning for communication (syntax) (p3) a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)(2). Functional view: Language is not only a linguistic system but alsoa means for doing things. 功能观:语言不仅是一种语言系统,但也做事情的一种方式。

(3). Interactional view: language as a communicative tool to build up and maintain social relations between people. (p3)交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。

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

《英语教学法》（1）期末考试试题之一（开卷考试）Part I. Fill in the blanks with correct information: 30%1.TEFL is the abbreviation of_________________________.2.The grammar-Translation Method focuses on ______________, ________________ and___________3.The Threshold Level, edited by van Ek, is a good example of ______________ syllabus.4.The study of the relationship between language and society, including the social functionslanguage fulfils in a society is called____________.nguage acquisition means mastering a language ____________.6.According to Chomsky’s ___________________, language is not learnt merely by copyingwhat is said or written; learners have to be given the chance to experiment with language, try out things for themselves, generate their own sentences and have the opportunity to make mistakes.7.List three language teaching methods that belong to the Humanist School__________,_________, and _____________.8.List five types of syllabus: ______________, _____________, _______________,_____________, __________________.9.In Taba’s model of curriculum processes, the first stage is _______________, the second stageis _______________ and the third stage is_______________.10.Knowing how to make correct sentences is only one part of what we meanby__________________.11.Linguistic forms are related to __________________ functions.12.CLT is the abbreviation of __________________.13.Spoken language and written language exist to fulfill _________________- anddemonstrate________________.14.The goal of Communicative Language Teaching is to develop______________________.15.Authenticity is also a characteristic of _________________.Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%1.According to the Grammar-Translation method, the syllabus is designed around grammaticalstructures.2.The main aim of a functional-notional syllabus is on communication.3.Drills alone cannot meet communicative needs in real life.4.The chief advantage of Community Language Learning is that students can say whatevercomes to their mind, not caring for their own language proficiency level.5. A textbook with such course design as Unit 1 Entertainment, Unit 2 Sport, Unit 3 Religion,etc. is based on a situational syllabus.6.Students have to grasp the relationships between communicative functions and sentencesstructures so as to communicate properly in real life.7.Spoken language differs from written language in terms of communicative functions as wellas linguistic characteristics.8.The language is natural, so the authenticity of language is most important in CLT.9.By saying that the teacher is an assessor we mean that he only makes correction and gradingbut not gives feedback and advice.municative activities concentrate on the content as well as the language form.Part III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it.Sustainable development: China’s choice for the 21st century What will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earth’s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term ‘sustainable development’in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government, vowed China would seriously fulfill its international obligations. Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world’s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China’s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China’s population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainableenergy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:While-reading ActivitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:Activity 3Specific steps:Reasons for your design:Post-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:。