王蔷《英语教学法教程》配套题库【章节题库】(语言和语言学习)【圣才出品】

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

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

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

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

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

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

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

本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。

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

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

这意味着教师不仅要做好学生的智育或体育工作，还要做好学生的德育工作。

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

有的方法以教师为中心，有的方法让学生自己探索道德问题。

教师要具体情况具体分析。

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

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

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

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

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

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

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

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

本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。

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

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

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

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

第1章语言和语言学习TASK 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in groups of 4 and draw some conclusions.(Free answer.)TASK 2Work in groups of 4, brainstorm possible answers to the question: What is language? When you are ready, join another group and share your ideas.Key: Here are sample definitions of “language”found in dictionaries and linguistics books.·Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, tocommunicate or to interact. (Finocchiaro, 1964:8)·Language is any set or system of linguistic symbols as used in a more or less uniform fashion by a number of people who are thus enabled to communicate intelligibly with one another. (Random House Dictionary of the English Language 1966:806)·Language is a system of arbitrary vocal symbols used for human communication. (Wardhaugh, 1972:3)·Language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings. (Webster’s 3rd New International Dictionary of the English Language 1993:1270) ·Language is a system of communication consisting of a set of small parts and a set of rules which decide the ways in which these parts can be combined to produce messages that have meaning. (Cambridge International Dictionary of English 1995:795)•Language is a system of communication by written or spoken words, which is used by the people of a particular country or area.(Longman Dictionary of Contemporary English)•Language is the system of communication in speech and writing that is used by people of a particular country or area. (Oxford Lear ners’ Dictionary)TASK 31) What are the psycholinguistic and cognitive processes involved in languagelearning?2) What are the conditions that need to be met in order for these learning processes to be activated?Work in groups of 4. Brainstorm the answers to the two questions stated above.When you are ready, join another group and share your ideas.Key: 1) Generally speaking, psycholinguistic and cognitive process involved in language learning are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis, testing and generalization.2) To activate these learning process, physical environment for learning is important, including the number of students, the kind of input learners receive and the atmosphere.TASK 4Work in groups. Reflect on your own learning experiences from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.Key: Ethic devotion (responsible, warm-hearted, well-prepared, hard-working, etc.), professional qualities(an excellent command of English, professionally-trained) and personal styles(enthusiastic, humourous, attentive, etc. ) jointly contribute tomaking a good teacher.TASK 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.2. Add any adjectives to the list which describe further qualities that you feel are missing.3. These adjectives are intended to describe positive qualities or styles. Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him/her.Key: Students’ classification will vary. Please note there is no correct or wrong answer for this task.1.2. The adjectives added are marked in italics in the table above.3. Every coin has two sides. An intuitive teacher may save himself or herselffrom the trouble of referring to books, but it may also give students the wrong impression that they can get right by constant guessing, which is unreliable because intuition is often changeable and unstable. Likewise, a humorous teacher will liven up the atmosphere in class, but students are likely to be distracted by jokes or interesting stories, so much that they care little about learning.TASK 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.Key: To learn teaching theory; to practice teaching skills; to combine theoreticallearning with teaching practice; to reflect teaching experiences; to learn from one’s own experiences as a learner; to learn from colleagues; to have a needs analysis of students; to solve learning and teaching difficulties through researches; to bear in mind the idea of constant improvement.TASK 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure 1.1.Figure 1.1Key: 1. Stages 1 and 2 are interrelated by a double arrow line because neither of the two stages is really ever terminated. Teachers should always make a point of updating their command of English because language is always changing and they may also forget previous knowledge. This can be done while they are teaching, but very often teachers take time off to have further training in English. This is especially important for teachers who do not have enough exposure to English.2. Practice and reflection are connected by a circle because they are neither independent or separate sub-stages. Teachers do not teach one week and then reflect one week. Rather, they teach and reflect on a daily basis. Besides, practice and reflection complement each other and reciprocate each other. Reflection。

第4章教案设计与书写TASK 1Work in groups of 4. Brainstorm why language teachers benefit from proper lesson planning. When you finish, join another group and compare your ideas.Key: Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson so that they can plan the activities and choose the techniques accordingly.Secondly, it helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions.Fourthly, good planning gives teachers, especially novice teachers, confidence in class. They know what they are going to do next; therefore, they can pay more attention to students’ reaction and performance in class rather than themselves.Fifthly, when planning the lesson, the teacher also becomes aware of theteaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism.TASK 2Work in groups of four and discuss what should be included in a good lesson plan.Key: A language lesson plan usually has the following components: background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.TASK 3Work in pairs and compare the two sets of statements, and decide which set is more suitable for the aims of the lesson and which is not. Why?Key: The right set is more suitable because they are described in a more concrete and clear way so that teachers can know whether the aim has been achieved at the end of the class.TASK 4Suppose you are going to teach the following lesson to a group of first-year junior level students. Study the contents carefully and write a few objectives for the lesson.2. What’s your telephone number?2.1 Read and complete the ID card.Mrs. Wang: Can I help you?Cathy: Yes, please. I need a student ID.Mrs. Wang: No problem. Wha t’s your l ast name?Cathy: Brown.Mrs. Wang: What’s your first name?Cathy: Cathy,Mrs. Wang: What’s your address?Cathy: 45 Pine Road, Beijing.Mrs. Wang: And your phone number?Cathy: 63069816.Mrs. Wang: How old are you?Cathy: I’m thirteen. Here is my photo.Mrs. Wang: Thank you. Here you are, Cathy,Cathy: Thanks. Mrs. Wang.(Taken from Junior English, (2005) Book 11:5) Key: The following objectives may be considered as appropriate for this particular lesson. Different teachers may have different objectives of this activity. It can include some of the following:1) Students can introduce themselves in English—telling other people about their names, telephone numbers, addresses, and where they are from, etc.2) Students are able to find out information about other people in English.3) Students are able to ask other people to clarify if they do not understand.4) Students can talk confidently and politely with strangers.5) Students can make an ID card for themselves in English.Among the above objectives, number 1, 2 and 5 are concerned with language skills and functions. Number 3 is concerned with the communicative strategy students need to develop. Number 4 is about developing students’ affectiveattitude. For developing the skills and functions, students need to learn the basic vocabulary and structure for expressing the intended meaning. Therefore, the language needed to be learned should be included in the next part of a lesson plan.TASK 5Work in groups of 4. Study this sample lesson and discuss what language contents and skills are intended and what teaching aims should be achieved.Jefferson MagazineContinuing our series Hamilton: Past and Present, this week we interview Sam Jones, lifelong resident of Hamilton and school janitor at Jefferson Junior High for more than thirty years.JM: Mr. Jones, tell us about how Hamilton was many years ago.Jones: Well, when I was young, the city was quite small but now it is very large.JM: What about the downtown area?Jones: Well, there were the old buildings, of course—the church, the museum, and the town hall—that are still there today. But there weren’t any tall office buildings like now.JM: Were there many cars?Jones: Well, there were some but not like now. There weren’t any traffic problems in the past.JM: And no pollution?Jones: That’s ri ght. There wasn’t any pollution. The city was clean and quiet.Now there is a lot of noise—too much noise.JM: Was there any graffiti around the town?Jones: No, not at all. Now there is graffiti everywhere, even here in the school sometimes!JM: Today, Hamilton is a popular place for tourists. Was it always like that? Jones: No, it wasn’t. When I was a boy, there weren’t any tourists. I guess there wasn’t so much to see in Hamilton back then!(Taken from Junior English, (2005) Book 12:50) Key: The structure of this activity is the past tense of ‘there be’ and its question form and negation form. Though there are also some other grammatical structures such as the objective clause (I guess there were ...) and adverbial clause (When I was a boy, there weren’t ...), they are not the focus of this lesson.The new vocabulary of this lesson focuses on words describing towns and cities, such as: church, museum, office building, downtown, town hall, pollution, traffic problems, graffito, tourists ... After learning this lesson, students should be able to master a set of vocabulary describing towns and cities.The pronunciation of this unit is the stress of “there was” and “there were”, especially “was and were”.As for the language skill, it is mainly a listening and speaking lesson. Students should be able to understand and talk about things in the past, ask questions to find out information from others and give proper answers with the structure “there be”. They should also be able to write sentences with “there be” to。

第13章综合技能Ⅰ. Fill in the blanks.1. Generally speaking, listening and reading can be grouped as the receptive skills and speaking and writing as the _____ skill.【答案】productive【解析】一般来说，听和读可以被划分为接受性技能，说写可以被划分为产出性技能。

2. An integrative approach to language teaching, which focuses on realistic language in use, can help students develop _____.【答案】communicative competence/ ability【解析】综合语言教学法注重语言在实际中的运用，它可以帮助学生培养交际能力。

3. Integrating the four language skills can be demanding of the teacher. Teachers need to have a good understanding of _____, and to be able to use textbooks _____.【答案】discourse, flexibly【解析】综合四项技能对教师的要求较高。

教师需要对语篇有很好的理解，并能够灵活使用教材。

4. Integrating the skills means that you are working at the level of realistic _____, notjust at the level of _____ and sentence patterns.【答案】communication, vocabulary【解析】综合技能意味着交际层面的学习，而不仅仅是词汇和句型层面的学习。

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

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

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

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

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

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

第3章国家英语课程标准TASK 1The following are the six designing principles for the National English Curriculum for Nine-year Compulsory Education. Match each heading from the left column with the elaborations on the right.(Translated from English Curriculum Standards for Nine-Year Compulsory Education(Revised Version). (forthcoming). The Ministry of Education, China. pp.2-3. Beijing: Beijing Normal University Press.)Key:标题1对应右栏第2段；标题2对应右栏第1段；标题3对应右栏第4段；标题4对应右栏第3段；标题5对应右栏第6段；标题6对应右栏第5段。

《九年义务教育英语课程标准》课程理念（一）面向全体学生，注重素质教育英语课程要面向全体学生，注重素质教育。

课程特别强调要关注每个学生的情感态度和他们的学习需求，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。

（二）突出学生主体，尊重个体差异学生的发展是英语课程的出发点和归宿。

英语课程在教学目标、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。

课程实施应成为学生在教师指导下构建知识、发展技能、活跃思维、展现个性、发展心智和拓展视野的过程。

要充分考虑学生在学习过程、学习方式等方面存在的差异。

教学方法、教学资源以及教学评价等方面做到灵活多样，使不同类型的学生都有收益。

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

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

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

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

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

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

第15章教学评价Ⅰ. Fill in the blanks.1. To put it simply, assessment in ELT means to discover what the learners _____ and can _____ at certain stage of the learning process.【答案】know, do【解析】简单来说，英语作为外语教学中的评价是指在学习的某个阶段发现学习者知道什么、能做什么。

2. More often than not, the problems with assessment are not with its purposes but with the aspects of its _____, namely, methods, criteria, principles, etc.【答案】nature【解析】通常教学评价的问题不是它的目的而是它的性质方面，即方法、标准、原则等。

3. Assessment is often divided into summative assessment and _____ assessment. Summative assessment is mainly based on _____.【答案】formative, testing【解析】教学评价通常分为终结性评价和形成性评价。

终结性评价主要以测试为基础。

4. Setting up clear _____ for assessment is very important when introducing the use of portfolios. It can be discussed with the students, and can sometimes be donein the students’ native language.【答案】criteria【解析】使用档案时设定明确的标准很重要。

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

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

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

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

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

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

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

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

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