5.Focus on the language learners

The Five Principles of Effective Second Language AcquisitionVocabulary Instruction in BykiI. IntroductionFor years, the popular methodology for learning a second language was to focus on grammar and sentences first and then on vocabulary. Recently, however, there has been a shift toward recognition that learning vocabulary first leads to more success. Having a base of vocabulary to draw from makes learning grammar and sentence structure easier. The Byki program from Transparent Language was based on this concept of building a solid foundation of vocabulary before tackling other aspects of the language. Byki is an acronym for "Before You Know It". This paper describes how Byki makes use of the five principles of effective vocabulary learning described in Joe Barcroft's Second Language Vocabulary Acquisition: A Lexical Input Processing Approach. Following these guidelines helps make this program the best way to vocabulary mastery and ultimately to learning a new language.II. Barcroft's Five Principles of Effective Second Language Vocabulary Instruction1.Present new words frequently and repeatedly in input.The more frequently language learners are exposed to foreign vocabulary; the more likelythey are to remember it. Studies suggest that most learners need between 5-16 'meetings'with a word in order to retain it. Byki does an excellent job providing this repeated exposure.Every word and phrase must be correctly identified multiple times to obtain the highest score,while the variety of exercises and activities prevents this repetition from being boring.Language learners are thus more likely to use and enjoy the program long enough toaccomplish a sufficient number of 'meetings' to master the new vocabulary terms. At thesame time, a proprietary algorithm tracks each learner's progress and presents the wordsthat need the most work more often than those that have already been mastered. In that way,language learners get more exposure to the words that they find most difficult. By seeingthese words more often, they can focus their attention where it is needed most.e meaning-bearing comprehensible input when presenting new words.In order for learners to successfully make the association between a foreign language wordand its meaning, that meaning must be conveyed in a comprehensible manner. One methodfor making foreign terms comprehensible and thus promoting vocabulary learning is topresent each word in a variety of ways. Byki therefore uses a number of techniques to makeforeign language vocabulary memorable for language learners. For example, every foreignlanguage term is presented not only as text, but also as audio, so that language learners canhear the correct pronunciation as many times as they need to fix it in their mind. Thepronunciation can even be slowed down to help language learners focus on the smallernuances. Many of the foreign language terms in Byki are also presented along with pictures that convey the meaning in yet another form. This additional input reinforces the word'smeaning and assists the learner in remembering it.3.Limit forced output during the initial stages of learning new words.Forcing language learners to rush into sentence formation can interfere with vocabularylearning during the beginning stages of acquiring a new language. Instead, learners should be given time to absorb the meanings of individual words at their own pace before being required to use them in a larger context. Language learners who take that time are far more likely to use the words correctly when they do choose to form sentences. Byki giveslanguage learners all the time they need to focus on foreign language terms. It allowslearners to concentrate exclusively on words, so that they can master the necessaryvocabulary before moving on to the next stage of learning a new language. When language learners who use Byki do feel ready to form sentences on their own, they will have a solid base of vocabulary with which to do so.4.Limit forced semantic elaboration during the initial stages of learning new words.In addition to not forcing beginning language learners to immediately produce wholesentences, a vocabulary program should also avoid other kinds of elaboration that might produce negative effects on the learning of new words. Some learners may find it distracting or confusing if they are asked to perform other tasks at the same time that they are trying to commit new words to memory. Studies have shown, for example, that learners who were asked to either list their emotional associations for foreign language terms or count the letters in each foreign term they were learning actually had poorer recall for those vocabulary words than learners who concentrated just on the words themselves. Byki focuses on creating accurate one-to-one associations between the foreign language terms and their nativelanguage meanings. Each flash card displays one foreign language term and its meaning, with no extraneous information to distract the learner. The association between the word and its meaning is further enhanced by allowing the learner to translate the word from bothlanguage directions - first, by seeing the foreign word and having to produce the nativelanguage meaning, then by seeing the native language word and having to produce theforeign language equivalent. Byki thus sets the stage for truly effective vocabulary learning.5.Progress from less demanding to more demanding vocabulary-related activities.Vocabulary learning is most effective when learners start off with a small group of words, then gradually add more terms as the first ones are mastered. Byki handles this process automatically, by keeping track of the words that a learner has worked with and introducing new vocabulary at the most appropriate times. The exercises in Byki also progress from easier to more challenging, allowing learners to steadily build their confidence and theirability to produce the foreign language.Byki is thus an excellent first step in the language learning process. After language learners have made their way through the Perfect Recall learning cycle in Byki, they are ready to move onto other, more advanced aspects of language learning.III. ConclusionThe methodology of Byki is based on the theory that learning vocabulary is a great place to start when learning a foreign language and that concentrating on individual words and their translations is an effective method of vocabulary learning. The foreign language words and phrases should be reinforced along the way with pictures and pronunciation, but elements that could distract from vocabulary learning - such as sentence building - should be avoided at the beginning stages of language learning. A solid vocabulary is an important foundation for successfully mastering a new language.BibliographyBarcroft, J. Second Language Vocabulary Acquisition: A Lexical Input Processing Approach, Foreign Language Annals Vol. 37 No. 2Barcroft, J. Semantic and structural elaboration in L2 lexical acquisition. Language Learning 52(2) 323-363 Nation, I.S.P. (2001) Learning vocabulary in another language. Cambridge University PressWaring, R. Basic Principles and Practice in Vocabulary Instruction, The Language Teacher 2002。

如何正确倾听英文作文示例1:How to Properly Listen to English CompositionsListening is a crucial skill when it comes to understanding and appreciating English compositions. Whether you are listening to a speech, a podcast, or even a song, here are some tips to help you listen effectively and comprehend English compositions accurately.1. Focus on the Context: Before listening to any English composition, it is important to have some background knowledge about the topic. This will help you understand the context and make it easier for you to follow along. Take a moment to read about the subject matter or ask yourself some questions related to the topic. This will prepare your mind to actively engage in the listening process.2. Listen for Main Ideas: Instead of trying to understand every single word, focus on grasping the main ideas being conveyed. Pay attention to the speaker's tone, pace, and emphasis on certain words or phrases. This will help you identify the key points and understand the overall message.3. Take Notes: While listening, jot down important keywords or phrases that stand out to you. These notes will serve as a reference later on when you review or discuss the composition. Writing down key information also helps to improve your memory and retention of the content.4. Practice Active Listening: Engage yourself in the listening process by mentally summarizing what you have heard after every few minutes. This will help you stay focused and ensure that you are comprehending the composition accurately. Additionally, try to anticipate what the speaker might say next based on the information provided so far.5. Utilize Visual Aids: If possible, use visual aids such as subtitles, transcripts, or written summaries to support your listening comprehension. These aids can provide additional context and help you understand unfamiliar vocabulary or complex sentence structures.6. Listen to Various Accents: English is spoken by people from different regions and countries, each with their own unique accentsand pronunciations. Expose yourself to different accents by listening to a variety of English compositions. This will help improve your listening skills and make it easier for you to understand different speakers in real-life situations.7. Practice Regularly: Like any other skill, listening takes practice. Make it a habit to listen to English compositions regularly. Incorporate it into your daily routine by listening to English podcasts, watching movies or TV shows in English, or even listening to English music. The more you expose yourself to the language, the better you will become at understanding and appreciating English compositions.In conclusion, listening to English compositions requires focus, active engagement, and regular practice. By following these tips and incorporating them into your learning routine, you will enhance your listening skills and become more proficient in comprehending English compositions accurately.示例2:How to Properly Listen to English CompositionListening is an essential skill for understanding and comprehending English compositions. Whether you are a student trying to improve your language skills or an individual interested in literature, knowing how to listen effectively can greatly enhance your understanding and appreciation of English essays. Here are some tips on how to properly listen to English compositions:1. Pay attention to the speaker's tone and intonation: The tone and intonation used by the speaker can provide valuable clues about the meaning and emotions conveyed in the composition. Listen for variations in pitch, stress, and rhythm to grasp the intended message.2. Focus on the main ideas: Instead of trying to understand every single word, concentrate on identifying the main ideas and key points of the composition. This will help you follow the overall flow of the essay and capture its essence.3. Take notes: While listening, jot down important keywords, phrases, and ideas. This will not only help you remember the content but also assist in organizing your thoughts when discussing or summarizing the composition later.4. Practice active listening: Engage actively with the composition by asking yourself questions about the content. Try to anticipate the speaker's next point or reflect on how the ideas presented relate to your own experiences or knowledge. This active involvement will enhance your understanding and retention of the material.5. Listen to a variety of compositions: Expose yourself to a wide range of English compositions, including different genres, themes, and writing styles. This diversity will help you develop a broader understanding of the language and expose you to various perspectives and voices.6. Seek clarification: If you encounter unfamiliar vocabulary or concepts while listening, don't hesitate to seek clarification. Look up unfamiliar words or ask a teacher, tutor, or native English speaker for help. Understanding these nuances will improve your overall comprehension of the composition.7. Practice regularly: Like any skill, listening requires practice. Set aside regular time to listen to English compositions,whether it's through podcasts, audiobooks, or recordings. The more you expose yourself to the language, the better you will become at understanding and appreciating English compositions.In conclusion, listening to English compositions requires active engagement and focus. By paying attention to the speaker's tone, focusing on the main ideas, taking notes, practicing active listening, exposing yourself to a variety of compositions, seeking clarification, and practicing regularly, you can enhance your ability to properly listen to English essays and improve your language skills overall.示例3:Listening to English compositions correctly is an essential skill for language learners. Here are some tips on how to do it effectively:1. Focus on the speaker's main ideas: When listening to an English composition, try to identify the speaker's main ideas or arguments. Pay attention to the introduction and conclusion, as they often summarize the key points. This will help you grasp the overall message of the composition.2. Take note of supporting details: While listening, make an effort to catch any supporting details or examples that the speaker provides. These details add depth to the composition and help you better understand the topic. Jotting down these points can help you remember and review them later.3. Pay attention to transitions: Transitions are words or phrases that connect different ideas or sections within a composition. Listening for transitions can help you follow the speaker's train of thought and understand the structure of the composition. Common transitions include "however," "in addition," "on the other hand," etc.4. Practice active listening: Active listening involves fully engaging with the composition rather than passively hearing it. Focus on the speaker's tone, intonation, and pronunciation to better understand their intended meaning. Additionally, try to predict what the speaker might say next based on the context.5. Use context clues: When listening to an English composition, use context clues to understand unfamiliar words or phrases. Payattention to the surrounding words, the speaker's tone, and the overall message to infer the meaning. This will help you develop your vocabulary and comprehension skills.6. Seek clarification: If there are parts of the composition that you do not understand, do not hesitate to seek clarification. Ask the speaker to repeat or explain certain points, or consult a teacher or language partner for assistance. Clarifying doubts will enhance your understanding and improve your listening skills over time.7. Practice regularly: Like any other skill, listening to English compositions requires regular practice. Make it a habit to listen to a variety of compositions, such as podcasts, speeches, or interviews. Gradually increase the difficulty level and challenge yourself to understand different accents and speaking styles.In conclusion, listening to English compositions correctly requires focus, active engagement, and regular practice. By following these tips, you can enhance your listening skills and improve your overall comprehension of English compositions.。

2024年教师资格考试高中英语学科知识与教学能力自测试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、What is the main purpose of the following sentence in a high school English text?“The moon is a silent witness to the stars’ eternal dance.”A)To describe the physical appearance of the moon and stars.B)To emphasize the beauty of the night sky.C)To convey the idea that the stars are eternal.D)To introduce a metaphorical comparison between the moon and stars.答案：D解析：The sentence uses a metaphorical comparison (“silent witness to the stars’ eternal dance”) to convey a deeper meaning, suggesting that the moon is like a silent observer to the timeless movement of the stars. Therefore, the main purpose is to introduce this metaphorical comparison, making option D the correct answer. The other options are more focused on the literal description or the beauty of the night sky, which are not the primary purposes of the sentence in this context.2、In the following dialogue, which word is most likely used as a transitional word that helps the conversation flow smoothly?A)“However”B)“Therefore”C)“Moreover”D)“Nonetheless”答案：A解析：The word “however” is commonly used as a transitional word that introduces a contrast or a contradiction to the previous statement. It helps to maintain a smooth flow of the conversation by indicating a change in direction or a contrasting idea. The other options—B) “Therefore,” C) “Moreover,” and D) “Nonetheless”—are all used to introduce reasons, additional information, or a similar idea, which are not transitional in the same way. Thus, option A is the correct choice.3、The following sentence is an example of which grammatical structure?A. Active voiceB. Passive voiceC. Future perfect tenseD. Present perfect continuous tenseAnswer: B. Passive voiceExplanation: The sentence “The book was written by the author” is in the passive voice, where the subject “the book” receives the action of the verb “was written.”4、Which of the following words is a synonym for “motivate”?A. EncourageB. DiscourageC. InhibitD. PreventAnswer: A. EncourageExplanation: “Motivate” means to inspire or give a reason to act. The word “encourage” also means to inspire or give a reason to act, making it the closest synonym. The other options, “discourage,” “inhibit,” and “prevent,” all imply a negative or opposite action.5、What is the main purpose of using the “talking sticks” in the teaching of English?A. To encourage students to speak more freely.B. To improve students’ listening skills.C. To focus on the grammatical structures.D. To develop students’ writing abilities.Answer: AExplanation: The “talking sticks” are often used in English teaching to provide a non-threatening environment where students can speak without fear of being interrupted or criticized. This method helps to encourage students to speak more freely, fostering better communication skills and confidence in using the language. The other options are not the primary focus of using “talking sticks.”6、In the context of English teaching, which of the following techniques is most effective for promoting critical thinking among students?A. Repetition of vocabulary.B. Direct instruction on grammatical rules.C. Guided discovery learning.D. rote memorization of sentence structures.Answer: CExplanation: Guided discovery learning is a technique that encourages students to explore and understand concepts on their own, with the teacher guiding the process. This approach is most effective for promoting critical thinking because it allows students to engage with the material actively and develop their problem-solving skills. Repetition, direct instruction, and rote memorization are more passive learning methods that may not promote critical thinking as effectively.7、In the following sentence, which word is a demonstrative pronoun?A. This is my book.B. That is his pen.C. These are their keys.D. Those are yours.Answer: B. That is his pen.Explanation: The word “That” is a demonstrative pronoun, referring to a specific object mentioned earlier in the conversation or context.8、Which of the following sentence structures is used to show a contrast between two things or ideas?A. Subject + verb + objectB. Subject + verb + object + adverbialC. Subject + verb + object + adverbial clauseD. Subject + verb + object + conjunctionAnswer: D. Subject + verb + object + conjunctionExplanation: A conjunction is used to connect two independent clauses or to introduce a dependent clause that contrasts with the main clause. Examples include “although,” “while,” and “but.”9、The teacher is demonstrating a new teaching strategy in the classroom. Which of the following would be the most appropriate strategy to assess the students’ understanding of the new concept?A)Group workB)QuizC)LectureD)Role-playAnswer: D) Role-playExplanation: Role-play is an effective strategy for assessing students’ understanding because it allows them to engage actively in the learning process, practice the new language, and demonstrate their comprehension in a real-life context.10、In order to differentiate instruction for diverse learners in a high school English class, the teacher should consider which of the following approaches?A)Using the same textbook and teaching methods for all studentsB)Providing additional homework for students who are strugglingC)Offering a variety of activities that cater to different learning stylesD)Restricting class discussions to only those students who volunteerAnswer: C) Offering a variety of activities that cater to different learning stylesExplanation: Catering to different learning styles ensures that all students have the opportunity to engage with the material in a way that best suits their individual needs, which can lead to better comprehension and retention of the material.11.The teacher is using a variety of teaching methods to engage the students in learning. Which of the following is NOT an effective method of teaching in this context?A. Role-playingB. Group discussionsC. LecturingD. Project-based learningAnswer: CExplanation: While lecturing can be effective in certain situations, it is generally not the most engaging method for high school students. Role-playing, group discussions, and project-based learning are interactive and encourage student participation, making them more effective in engaging students in learning.12.In order to assess students’ understanding of the past tense in English,a teacher uses a multiple-choice question. Which of the following questions is the best choice for this purpose?A. What did you do yesterday?B. Can you tell me about an event that happened last week?C. How do you form the past tense of regular verbs?D. What are the main differences between the past simple and the past continuous?Answer: DExplanation: The question that best assesses s tudents’ understanding of the past tense is one that focuses on the rules and structure of the tense. Question D addresses the differences between the past simple and the past continuous, which is directly related to the knowledge of past tense forms and rules. The other questions either ask for personal experiences or focus on the usage of the past tense, which may not accurately assess the students’ understanding of the rules themselves.13、What is the primary purpose of a teacher when using cooperative learning activities in the classroom?A)To monitor individual student performance closelyB)To ensure that all students complete the same amount of workC)To promote interaction and collaboration among studentsD)To provide a structured and repetitive learning experienceAnswer: C) To promote interaction and collaboration among studentsExplanation: The primary purpose of using cooperative learning activitiesis to encourage interaction and collaboration among students. This approach helps in fostering communication skills, teamwork, and peer learning.14、Which of the following is NOT a characteristic of authentic assessment in the context of high school English language teaching?A)It reflects real-life situations and tasksB)It focuses on the process of learning rather than just the final productC)It requires students to demonstrate their knowledge through multiple-choicequestionsD)It provides immediate feedback to studentsAnswer: C) It requires students to demonstrate their knowledge throughmultiple-choice questionsExplanation: Authentic assessment in high school English language teaching typically involves tasks that reflect real-life situations and require students to demonstrate their knowledge and skills in various ways, such as writing essays, creating presentations, or participating in discussions. Multiple-choice questions are often considered less authentic as they do not require students to apply their knowledge in a meaningful context.15.The following sentence is a(n)__________sentence.A. complexB. simpleC. compoundD. compound-complexAnswer: B. simpleExplanation: The sentence “The teacher carefully explained the concept of photosynthesis to the students.” contains only one independent clause, making it a simple sentence. A complex sentence would have at least one independent clause and one or more dependent clauses, and a compound sentence would consist of two or more independent clauses. A compound-complex sentence would have botha compound and a complex element.16.Which of the following words is an example of a homophone?A. thereB. theirC. they’reD. thereAnswer: C. they’reExplanation: Homophones are words that sound the same but have different mean ings and sometimes different spellings. “They’re” is a homophone of “there” and “they are,” but it is a different word with a specific meaning (they are). “There” and “their” are not homophones of each other. The word “they’re” is the correct answer becaus e it is a homophone and fits the definition.17、In the following sentence, which word is a demonstrative pronoun?A. This is a beautiful day.B. She lives in that house.C. I saw them yesterday.D. The cat is under the table.Answer: BExplanation: In option B, “that” is a demonstrative pronoun, used to refer to a specific person, place, or thing that has been mentioned or is known to both the speaker and the listener. The other options contain demonstrative adjectives (this, those), a possessive pronoun (her), and a demonstrative adjective (the), respectively.18、Which of the following phrases is used to emphasize the importance ofa particular action or event?A. Despite the difficulties, they managed to succeed.B. Although it was unexpected, the event turned out to be quite successful.C. In order to improve our skills, we need to practice more.D. Only through hard work can we achieve our goals.Answer: DExplanation: In option D, the phrase “Only through hard work” is used to emphasize that achieving goals is possible only if one works hard. This structure is known as a “result clause” and is often used to emphasize the importance of a particular condition or action. The other options contain phrases that express contrast (A), a conditional statement (B), and a purpose (C), respectively.19.The following sentence is an example of a(n)_______structure.A)SimpleB)ComplexC)CompoundD)Complex-complexAnswer: B) ComplexExplanation: A complex sentence contains an independent clause and at least o ne dependent clause. In this example, the independent clause is “The teacher explained the concept,” and the dependent clause is “because it was difficult to understand.” Therefore, the sentence is a complex sentence.20.In the context of teaching English as a second language, which of the following activities is most effective for promoting vocabulary acquisition?A)Reading comprehension exercisesB)Grammar translation exercisesC)Frequent use of idiomatic expressionsD)Collaborative group discussionsAnswer: D) Collaborative group discussionsExplanation: Collaborative group discussions encourage students to engage in real conversations, which can help them learn new vocabulary in a meaningful and practical way. While reading comprehension exercises and grammar translation exercises can also contribute to vocabulary acquisition, they are often less engaging and may not provide the same level of opportunity for students to use and reinforce new vocabulary. The use of idiomatic expressions can be beneficial for language fluency but may not be as effective for vocabulary acquisition in the initial stages of learning.21.In the following sentence, which word is a gerund?A. Walking to the park is a great exercise.B. To walk to the park is a good idea.C. The park where we walked is beautiful.D. We should walk to the park every day.Answer: AExplanation: “Walking” in option A is a gerund, as it is acting as a noun, serving as the subject of the sentence.22.Which of the following phrases is an example of a prepositional phrase?A. The book that I borrowed.B. The book, which I borrowed.C. The book I borrowed is interesting.D. The book I borrowed from the library.Answer: DExplanation: “The book I borrowed from the library” is a prepositional phrase that functions as an adjective modifying “the book.” The preposition “from” introduces the phrase.23.What is the main function of a cloze test in language learning?A)To practice speaking skillsB)To develop listening skillsC)To test reading comprehensionD)To enhance writing skillsAnswer: CExplanation: A cloze test, also known as a gap-fill test, is designed to test readingcomprehension. The test consists of a passage with some words or phrases deleted, and the test-taker must choose the correct word(s) to fill in the gaps. This type of test focuses on the reader’s ability to understand the meaning and context of the passage.24.Which of the following techniques is most suitable for teaching vocabulary to students with limited English proficiency?A)Using flashcardsB)Teaching word derivationC)Conducting vocabulary gamesD)Explaining the meaning of words in their native languageAnswer: BExplanation: Teaching word derivation is a suitable technique for students with limited English proficiency because it helps them understand the relationships between words. By learning about prefixes, suffixes, and root words, students can make educated guesses about the meaning of new words, which can improve their vocabulary acquisition. Using flashcards and games can also be helpful, but explaining the meaning of words in their native language may not always be effective, as it could hinder the development of their English vocabulary.25.What is the primary purpose of the following sentence in a high school English lesson?A) To provide a direct definition of a key term.B) To encourage students to predict the content of a text.C) To summarize the main points of a previously discussed topic.D) To challenge students with a complex grammatical structure.Answer: B) To encourage students to predict the content of a text.Explanation: The primary purpose of using a sentence to encourage students to predict the content of a text is to engage them in active learning and critical thinking. This approach helps students develop their inferencing skills and anticipate what might be coming next in the lesson or text.26.In a high school English class, which of the following activities is most likely to promote students’ ability to analyze and evaluate literary texts?A)Completing a multiple-choice quiz about the plot of a novel.B)Participating in a group discussion about the themes of a play.C)Watching a film adaptation of a short story and answering comprehension questions.D)Translating a passage from English to their native language.Answer: B) Participating in a group discussion about the themes of a play.Explanation: Group discussions about themes in a play encourage students to engage deeply with the text, share their interpretations, and evaluate different perspectives. This activity fosters critical thinking and analytical skills as students discuss the underlying messages and how they are conveyed through the play’s characters and plot.27、Which of the following sentences correctly uses the subjunctive mood?A) If I was you, I would take the job.B) I suggest that she will study harder.C) It is essential that he finish his homework before playing.D) If she would have enough money, she would buy a car.Correct Answer: C) It is essential that he finish his homework before playing.Explanation:The correct use of the subjunctive mood involves changes to the verb form to express wishes, suggestions, or demands. Option C uses the subjunctive correctly by employing the base form of the verb “finish” after “that he,” which follows the word “essential.”28、Identify the type of sentence structure used in the following sentence: “While she was reading a book, her brother was playing video games.”A) Simple sentenceB) Compound sentenceC) Complex sentenceD) Compound-complex sentenceCorrect Answer: C) Complex sentenceExplanation:A complex sentence contains one independent clause and at least one dependent clause. In this example, “her brother was playing video games” is the independent clause, and “while she was reading a book” is the dependent clause. The sentence structure fits the definition of a complex sentence because it has both an independent and a dependent clause joined together.29.In the following sentence, which word is used as a demonstrative pronoun?A. This is the book that I need.B. These are the books which I need.C. That is the book that I need.D. Those are the books which I need.Answer: CExplanation: The word “that” in option C is used as a demonstrative pronoun, referring to a specific book mentioned earlier in the context. Options A, B, and D use relative pronouns (“which”) to introduce relative clauses, not demonstrative pronouns.30.Choose the sentence that correctly uses the past participle form of the verb “visit” in a passive voice construction.A. The museum was visited by the tourists yesterday.B. The tourists visited the museum yesterday.C. Yesterday, the tourists visited the museum.D. The museum was visited on by the tourists yesterday.Answer: AExplanation: In a passive voice construction, the past participle form of the verb follows the auxiliary verb “was.” Option A correctly uses “was visited” as the past participle form in the passive voice. Options B and C are in the active voice, and option D incorrectly uses “on” with “visited.”二、简答题（20分）Section II: Short Answer QuestionsQuestion 1:Explain the concept of “Communicative Language Teaching” (CLT) anddiscuss how it can be effectively implemented in a high school English classroom. Provide at least three practical strategies that a teacher could use to promote communicative competence among students.Answer:Explanation of Communicative Language Teaching (CLT):Communicative Language Teaching (CLT) is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of learning a language. The core principle of CLT is that successful language learning comes through having to communicate real meaning. In other words, learners learn a language by using it for authentic communication rather than by simply studying its structure or rules. This approach focuses on all four language skills—listening, speaking, reading, and writing—and aims to develop the learner’s ability to use the target language fluently and accurately in real-life situations.Implementation in a High School Classroom:To effectively implement CLT in a high school English classroom, teachers should focus on creating a student-centered environment where students are encouraged to interact with each other and with the teacher in the target language. Here are three practical strategies:1.Role-Playing Activities: Engage students in role-playing scenarios that require them to use the target language to solve problems, negotiate, or exchange information. For example, students might act out a scenario at a restaurant, where they need to order food, make requests, and handle misunderstandings. Such activities not only make learning fun but alsohelp students practice using language in context.2.Group Discussions and Projects: Organize group discussions on topics relevant to the students’ interests or current events. Encourage students to express their opinions, agree or disagree, and support their points with evidence. Group projects, such as preparing a presentation on a topic of interest, can further enhance students’ collaborative and communicative skills.3.Authentic Materials and Real-World Tasks: Incorporate authentic materials like news articles, podcasts, videos, and social media into the lessons. Assign tasks that require students to interpret and respond to these materials, which can include summarizing, debating, or creating follow-up content. This helps bridge the gap between the classroom and the real world, making language learning more meaningful and engaging.By integrating these strategies, teachers can foster an environment where students actively use the English language, thereby enhancing their communicative competence and overall language proficiency.Analysis:This answer provides a clear definition of CLT and highlights its importance in language education. It then offers concrete examples of how to apply CLT principles in a high school setting, focusing on fostering interactive and meaningful communication. The suggested strategies are designed to engage students in active language use, reflecting the key tenets of CLT. Through these methods, students not only learn about the language but also gain experiencein using it, which is essential for developing true communicative competence.三、教学情境分析题（30分）Question 3: Teaching Situation AnalysisScenario:Mr. Smith, a high school English teacher, is preparing a lesson on “The Great Gatsby” by F. Scott Fitzgerald. The students are in the 11th grade and have already read the novel. However, Mr. Smith has noticed that the students seem uninterested in the lesson, and their participation in class discussions is low. He would like to engage his students more effectively.Task:Analyze the given teaching situation and suggest strategies that Mr. Smith can use to improve student engagement and participation in the lesson.Answer:To improve student engagement and participation in the lesson on “The Great Gatsby,” Mr.Smith can employ the following strategies:1.Interactive Discussion: Mr.Smith can organize an interactive discussion session by asking thought-provoking questions related to the novel’s themes, characters, and symbols. This will encourage students to express their opinions and engage in meaningful discussions.2.Role Play: Assigning students to characters in “The Great Gatsby” and having them perform scenes from the novel can help students connect with the characters on a deeper level. This activity will make the lesson more dynamicand interesting.3.Visual Aids: Incorporating visual aids such as posters, maps, and time lines can help students visualize the historical context of the novel and understand the setting better.4.Group Work: Divide the class into small groups and assign each group a specific aspect of the novel to research. They can then present their findings to the class, fostering teamwork and collaboration.5.Creative Projects: Encourage students to create their own projects based on “The Great Gatsby,” such as writing a short story inspired by the novel or designing a poster advertising a fictional movie adaptation of the book.6.Incorporate Technology: Use technology tools such as educational apps, online quizzes, and video clips to make the lesson more engaging. This will cater to different learning styles and keep students interested.Explanation:Mr. Smith’s approach to teaching “The Great Gatsby” should focus on student-centered activities that encourage active participation. By incorporating interactive discussions, role play, visual aids, group work, creative projects, and technology, Mr. Smith can create a more engaging and dynamic classroom environment, thereby enhancing student interest and participation in the lesson.四、教学设计题（40分）Section IV: Teaching Design (30 points)Question 1:You are required to design a lesson plan for a high school English class based on the following passage:Text Title: “The Impact of Social Media on Communication”Excerpt from the Text:“Social media has revolutionized the way we communicate. It allows us to connect with people across the globe instantly and share our thoughts and experiences. However, it also brings about challenges such as misinformation, privacy concerns, and the potential for social is olation. In this digital age, it’s important for individuals to be aware of these issues and to use social media responsibly.”Lesson Objectives:•To understand the positive and negative impacts of social media on communication.•To develop critical thinking skills in evaluating information found on social media.•To foster responsible and ethical use of social media platforms.Target Audience:•High school students in Grade 10, who have basic knowledge of English and social media usage.Materials Needed:• A computer or tablet with internet access.•Projector and screen.•Handouts with key vocabulary and discussion questions.•Worksheet for the group activity.Procedure:1.Warm-up Activity (5 minutes):•Begin the class by asking students if they use social media and what their favorite platforms are.•Write down the names of the platforms on the board and briefly discuss each one.2.Introduction to the Topic (10 minutes):•Introduce the concept of the impact of social media on communication. •Show a short video clip that highlights both the benefits and drawbacks of social media.3.Reading Comprehension (15 minutes):•Distribute the text and have students read it silently.•After reading, lead a class discussion to ensure comprehension of the main ideas.•Ask students to identify the positive and negative aspects of social media mentioned in the text.4.Group Work (20 minutes):•Divide the class into small groups.•Assign each g roup a specific aspect of social media’s impact (e.g., connectivity, misinformation, privacy).•Have groups prepare a presentation on their assigned topic using the provided worksheet.5.Presentations (15 minutes):•Allow each group to present their findings to the class.•Encourage other students to ask questions and engage in a dialogue.6.Conclusion and Reflection (5 minutes):•Summarize the key points discussed during the presentations.•Ask students to reflect on their own social media habits and how they can improve them.Assessment:•Participation in the warm-up activity and class discussion.•Quality of group work and presentations.•Written reflection on personal social media habits and improvements.Homework:•Write a short essay discussing the role of social media in their lives and how they can use it more responsibly.Answer:The provided lesson plan is designed to meet the learning objectives and cater to the target audience. The lesson begins with a warm-up to activate prior knowledge and then proceeds to introduce the topic through a video, which can help visual learners and make the content more engaging. The reading。

Unit 9 LearningLesson 1 Active Learning 教学设计科目：英语课题：Lesson 1 Active Learning 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words and verb-ing or infinitive.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点教学重点：How to learn the new words and verb-ing or infinitive.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-inACTIVA TE AND SHARE教师活动：教师提问What do active learners do? Think about who may be an active learner in your class.Use the phrases below to help you.to take notes to focus on to ask questionsto reflect on to pay attention to to be curiousto be open-minded to listen to a different point of viewAsk students to think and share their answers.二、While- readingREAD AND EXPLORE1. 学生活动：阅读文章，回答问题。

Do The MathAligns to 21stCentury CommunityLearning Centers CriteriaScholastic EducationPage 1 of 8The purpose of the 21st Century Community Learning Centers (21st CCLC) program is to create community learning center s that provide academic enrichment opportunities for children, particularly students who attend high-poverty and low-performing schools, to meet State andlocal student standards in core academic subjects, to offer students a broad array of enrichment activities that can complement their regular academic programs, and to offer literacy and othereducational services to the families of participating children. The following chart details how Do The Math can support the development of a 21st CCLC program. The criteria are drawn from the federal 21st Century Community Learning Centers Non-Regulatory Guidance .Key Criteria for 21stCCLC ProgramsDo The Math1. Activities that provide remedialeducation and academicenrichment to improve academic achievementFocusing on numbers and operations—the cornerstone of elementary math education—Do The Math helps students in grades 2-8 build a solid foundation in computation, number sense, and problem solving for immediate and long-term learning. The program addresses the diverse needs of all students. Incorporating research-based instructional strategies to specifically meet the needs of students who struggle with math, the program helps students to gain necessary conceptual understanding of addition, subtraction, multiplication, division, and fractions.Do The Math consists of 12 modules that target addition and subtraction, multiplication, division, and fractions. Each module includes a series of thirty, 30-minute step-by-step lessons. The proven instructional strategies include:Well organized, manageable lessons that help studentsbuild a solid foundation of understandingExplicit, intentional instruction based on teaching forunderstandingMultiple strategies used for developing concepts andskillsFour-phase pedagogy built on gradual release thatprepares students for individual successStudent interaction that deepens the connectionsstudents make to the skills and strategiesMotivating practice that provides students theopportunity to strengthen and extend their learningVocabulary instruction that helps students developeffective communication and understanding about mathOngoing assessment that allows teachers todifferentiate instruction21st CCLC Programs2. Activities for limited Englishproficient students thatemphasize language skills andacademic achievement Do The Math is an intervention program for Grades 2-8 that can be used with any core math curriculum. The program is intended to help struggling students catch up and keep up with grade-level math skills and standards by helping students develop number sense, computation, and problem solving skills. The twelve modules target Addition & Subtraction, Multiplication, Division, and Fractions.English-Language LearnersDo the Math is designed to grant maximum access and success for English-Language Learners, with an emphasis on language development, the incorporation of visual representations and directions, and consistency across all instructional routines.The four-phase gradual release model prepares students for individual success and ensures that they are prepared to complete their work independently.Routines are will established so English-Language Learners can focus on the content and not the process of the assignment.Numerous structured opportunities for students to engage in meaningful conversations about math are embedded throughout the program to support intentional vocabulary and language development, while increasing access to content. Working in pairs allows for English-Language Learners to speak in their first language in order to understand the task at hand before practicing articulating their solution in English when they share with the larger group.“Built-in-Differentiation” notes on each planner page summarize for teachers some of the important key practices use din each lesson that support English-Language Learners.Visual tools, such as visual representations of mathematical concepts, visual directions in the student WorkSpace, visual representations of manipulatives, and the visual connections to mathematics in children’s literature all support students who second language is English.Math vocabulary is explicitly taught using a consistent routine. Every lesson includes a sidebar that highlights the key math and academic vocabulary used in each lesson along with the Spanish translation of each word or phrase. Language Development boxes provide further explanation and additional support.21st CCLC Programs3. Activities involvingtelecommunications andtechnology education programs The Do The Math Interactive Whiteboard Tools provide all the demonstration tools and WorkSpace pages that teachers need to teach the lesson in the program. The easy-to-use tools work on all interactive whiteboards and are designed to use with large groups of students or with the whole class. Students can easily view the Do The Math Interactive Whiteboard Tools no matter where they are sitting in the classroom. While the tools do not replace the hands-on manipulatives, teachers can use them in a similar way on a whiteboard.4. Activities to promote parentalinvolvement and family literacy Do The Math offers a Community Newsletter, available in English and Spanish that is sent home after every fifth lesson. Through this ongoing communication, parents are informed of the topics and concepts that have been presented in the classroom. The newsletter also includes suggested activities and practice games for students to try at home. In addition, teachers can share WorkSpace pages and assessment results with parents.5. Programs that provide assistanceto students who have been truant,suspended, or expelled to allowthe students to improve theiracademic achievement In Do The Math explicit instruction utilizes scaffolded content and is designed to support students’ learning as they see visual models, connect those models and concepts to their mathematical representations, and while they learn appropriate mathematical and academic language. Do The Math lessons engage students with concepts and skills using concrete manipulative materials, games that reinforce and provide practice, selected children’s literature that provides a context for mathematical concepts and skills, and visual representations to help students represent their thinking.21st CCLC Programs6. Programs and activities thatfollow principles of effectivenessby being based on:Assessment of objective data regarding need for before-and after-school programs Established set ofperformance measures aimedat ensuring the availability ofhigh-quality academicenrichment opportunities If appropriate, scientificallybased research that providesevidence that the program oractivity will help studentsmeet state and localachievement standards The most recent National Assessment of Education Progress (NAEP) data indicates that two-thirds of students are scoring at or below basic as measured by the NAEP Mathematics test. Furthermore, the gap in performance between AYP subgroups continues and in some grade levels widens significantly. Do The Math is a research-based math intervention program designed to support students who are struggling with elementary arithmetic. The program was developed to address the growing national concern regarding mathematics performance as evidenced by the NAEP results.The National Mathematics Advisory Panel’s Final Report (2008) states that to “prepare students for algebra, the curriculum must simultaneously develop conceptual understanding, computational fluency, and problem-solving skills.” With a focus on Number and Operations, the cornerstone of elementary Math education and a critical foundation of Algebra, Do The Math supports students in building a strong foundation in computation, number sense, and problem solving. Do The Math is based on these eight proven instructional strategies—scaffolded content, explicit instruction, multiple strategies, gradual release, student interaction, meaningful practice, systematic vocabulary and language development, and effective assessment and differentiation.Do The Math—Arithmetic Intervention by Marilyn Burns,A Summary of the Research provides specificinformation regarding the research foundation for the program.Do The Math includes processes and materials that scientifically-based research has shown to be effective in increasing academic achievement. The program, which reflects National Council of Mathematics (NCTM) standards, teaches essential Numbers and Operations math skills that integrate with a core math curriculum. Step-by-step lessons help students develop understanding, learn skills, see relationships, and make connections. Students develop the skills they need to compute with accuracy and efficiency, the number sense they need to reason, and the ability to apply their skills and reasoning to solve problems. Learning experiences link concepts and skills to their mathematical representations and language.(Continued)21st CCLC ProgramsPrograms and activities that follow principles of effectiveness Continued A four-phase pedagogy built on gradual release prepares students for individual success.1. Phase One—The teacher models and records themathematical representation on the board.2. Phase Two—The teacher models again, now elicitingresponses from students, and again records on theboard.3. Phase Three—Students work in pairs to do themathematics and then the teacher, once again, recordson the board.4. Phase Four—Students work independently, monitoredand supported by the teacher.Multiple strategies for developing concepts and skills support student learning. Lessons engage students with each concept and skill in several ways, deepening their mathematics knowledge. Manipulative materials provide students concrete experiences with abstract ideas. Games offer engaging situations where mathematical understandings and skills are reinforced. Children’s literature provides a springboard for instruction. Contexts make abstract mathematical ideas accessible.7. The eligible entity has experienceor promise of success in providingeducational and related activitiesthat will complement and enhancethe academic performance,achievement, and positive youthdevelopment of the students. Do The Math was developed in collaboration with schools across the country and represents Marilyn Burns’ and her professional development company’s, Math Solutions, life work regarding the tools teachers need to be effective and the foundation in math that students need to be successful. From 2005 to 2006, Marilyn and a team of Math Solutions Master Classroom Teachers spent over two years drafting, testing, debating, and refining the lessons in the program within classrooms across the country. In 2007-2008, Scholastic published Do The Math and entered into several partnerships with large districts to document the efficacy of the program.Over the course of the spring of 2008 (from January 30th-June 15th), research was conducted on the implementation and impact of Do The Math in six schools in New York City. Scholastic partnered with the New York City Department of Education (NY DOE) to select schools where the city’s diverse student population would be represented and where the program could be implemented with fidelity. Half were general education elementary schools, and half were within District 75 schools, a district that serves students with special needs. In whole class or small groups, students were instructed using one or two of the Do The Math multiplication modules.(Continued21st CCLC ProgramsThe eligible entity has experience or promise of success in providing educational and related activities that will complement and enhance the academic performance, achievement, and positive youth development of the students.Continued) The Do The Math research study reveals positive results for students who struggle with elementary math, as well as for the schools and teachers that are working with them. The four-month-long study showed that diverse populations of students in grades three through six who received instruction in one of the Multiplication modules (either A or B), including students with special needs, English-Language Learners, and General Elementary school students identified as at-risk, made statistically significant gains on the program’s End-of-Module Assessment, and acquired the key math vocabulary presented in the program. In addition, it showed that students’ confidence in themselves as math learners improved from the time when they began the program until they finished it.The Do The Math—Math Intervention in New York City Schools Impact Study is available upon request.8. To sustain a quality program, staffdelivering academic support andenrichment services should beprovided ongoing training andlearning opportunities. Do the Math offers a variety of professional development solutions:Do The Math Implementation TrainingThis half-day training helps teachers to successfully get started using the program in their classrooms. They will learn how to effectively use the program, including:Navigating the program materials and exploring how they address current issues in math interventionExperiencing the pace of a Do The Math module with tips for implementing instructional strategiesAssessing student progress and learning how to differentiate instructionReviewing ongoing math professional development opportunitiesEmbedded Professional DevelopmentThe Teacher Guide provided for each module of the program provides step-by-step teaching instructions, clear models, modified scripting, and guidance for monitoring student progress. Supporting Instruction, Language Development, and Mathematical Background boxes at point-of-use provide professional information that helps prevent learning, and well as teaching stumbling blocks.21st CCLC Programs9. Academic activities are alignedwith the school’s curriculum in thecore subject areas. Do The Math focuses on the most essential topics in Number and Operations, all of which are sequenced, paced appropriately, and presented in ways that are accessible for struggling students. Unlike most textbooks, which cover a broad range of topics and treat all equally, Do The Math focuses on core concepts and skills that are essential to long-term success. Do The Math consists of twelve modules that cover addition, subtraction, multiplication, division, and fractions. Students receive instruction in the topic that aligns to their grade level, their performance, or the goals of their Individualized Education Plans (IEPs).10. Program was developed and willbe carried out in activecollaboration with the schools thestudents attend. Do The Math provides various opportunities for teachers to collect and use data to inform and target their instruction in order to meet all of their students’ diverse needs. Teachers record students’ progress monitoring results on a copy of the Objectives Tracker found at the back of each module’s Teacher Guide. The tracker is provided so that teachers may document students’ progress at meeting each module objective by recording the date when the student consistently performed the objective with accuracy. Students complete a Beginning-of-Module Assessment as a pre-module snapshot of what they know. Upon completion of the module, administering the End-of-Module Assessment provides the teacher with documentation for mathematical growth in skill and understanding demonstrated by each student.11. The program includes a plan forhow the community learningcenter will continue after fundingunder this part ends. Do The Math can be integrated with funds from state, local, and other sources. The federal funding programs for which it qualifies include:Title IA—Improving Basic ProgramsTitle IA—Supplemental Educational ServicesTitle III—English Language Acquisition21st Century Community Learning CentersIDEA, Part BIDEA, Response to Intervention12. The program or activity shallundergo a periodic evaluation toassess its progress towardachieving its goal of providinghigh-quality opportunities foracademic enrichment. Do the Math has a Beginning-of-Module Assessment for each of its twelve modules. The Beginning-of-Module Assessment, administered prior to instruction, is given to students that the teacher has identified as needing instruction on that particular topic. The assessment will reveal what students know in regard to the topic content for that module. The first few questions on the assessment will inform whether the student has the prerequisite skills for that module. If not, the student will need additional support before beginning that module.(Continued)21st CCLC ProgramsThe program or activity shall undergo a periodic evaluation to assess its progress toward achieving its goal of providing high-quality opportunities for academic enrichment.Continued Additional support may mean moving the student into another module. Each module also includes an End-of-Module Assessment with questions similar to the Beginning-of-Module Assessment so that the teacher can measure student growth.Do the Math also includes several periodic assessments that check student progress and help teachers adjust instruction accordingly. Progress monitoring in the form ofa written formative assessment occurs after every fifth lesson so teachers can quickly identify and provide immediate support. During every fifth lesson, students independently complete a written assessment which mirrors what they have been working on in the previous four lessons. Teachers then use the results to select and implement the suggestions for differentiation included in the program and make decisions about targeting instruction according to each student’s needs.Formative Assessment through daily observations is built into the program so students receive the proper attention and differentiation required to enable them to develop conceptual understanding and skills successfully. Supporting instruction boxes appear frequently to highlight opportunities for teachers to observe student understanding and provide additional support.。

华中师范大学网络教育学院《英语教学论》练习测试题库及参考答案判断题1. Language is a logical system.2. Language is capable of producing new forms and meanings.3. Minimal pairs are pairs of words that differ only in one sound.4. The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.5. In general, a rising intonation is seen as being more impolite that a falling one.6. Conscious knowledge of rules does not help acquisition according to Krashen.7. The goal of foreign language teaching is to produce over-users of monitor.8. Krashen believes that adults are better language learners, while children are better language acquirers.9. For Krashen, the affective filter is the principal source of individual difference in second language acquisition.10. The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.11. One function of a language can only be expressed by one structure.12. A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.13. Usually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.14. The stages of a lesson overlap.15. At each stage of the lesson, activities focus on all four skills.16. Lesson plans are useful only before the lesson.17. If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.18. 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. 19. In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.20. It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.21. A real good lesson plan should be long and complicated with detailed lesson notes.22. Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.23. All good lesson plans give a clear picture of what the teacher intends to do in the lesson.24. Writing a comment after each lesson is a useful habit for a teacher to get into.25. It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.26. Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.27. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.28. 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 which could be trained separately.29. 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.30. The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.31. Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.32. Learning is more effective when the learners are actively involved in the learning process.33. With regard to syllabus design, the Communicative Approach emphasizes topics.34. Today both language teaching experts and classroom teachers agree that the communicative approach is the best.35. The Total Physical Response method emphasizes comprehension and the use of physical actions to teacha foreign language at an introductory level.36. The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.37. In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.38. A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.39. The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the individual and on personal learning strategies.40. The vowel is produced without (or with little) restriction during its production and is always voiced.41. V owels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.42. 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.43. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.44. The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.45. Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.46. Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.47. Usually low key is used for emphasis and contrast; mid key indicates an expected, neutral attitude; and low key provides low information.48. Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is usedfor questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.49. The most powerful signal of stress is a change of pitch on the vowel.50. Syllables are short when they are stressed.51. 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.52. Metaphor is a way of talking about one thing in terms of another. It is a device for creating and extending meaning.53. The relationship between the spoken and written word is identical in English.54. Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.55. Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.56. An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.57. An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.58. In the “language awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.59. In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.60. The aim of the practice stage is to cause the learners to absorb the structure thoroughly.61. If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.62. An important part of the skill of listening is being able to predict what the speaker is going to say next63. In an English class we are usually concerned with casual listening.64. It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.65. Students almost always enjoy listening to stories.66. If the teacher were talking too much in class the students would not be learning.67. Listening activities can only be conducted with the whole class.68. When the students listen to recorded materials there is very little opportunity for immediate interaction.69. Silent reading involves looking at the text and saying the words silently to yourself.70. There are no major differences between how one reads i n one’s mother tongue and how one reads in a foreign language.71. 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.72. The teacher can help the students to read a text by reading it aloud while they follow in their books.73. Normally when we read our eyes flick backwards and forwards over the text74. In order to understand a text well, it is absolutely necessary to understand every word in the first place.75. Authentic materials can only be used in the classroom for beginners.76. Texts are usually used in English classes for two main purposes: as a way of developing readingcomprehension and as a way of learning new language.77. Through reading the students not only learn new language, but also develop their reading skills.78. When the readers read to get the general picture, only the main points are what they are interested in, not the detail.79. Planned conversations usually degenerate into silence or involve only a small number of students.80. If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.判断题答案1.F2. T3. T4. T5. F6. T7. F8. T9. T10. F11. F12. F13. F14. T15. F2.16.F17. T18. T19. T20. F21. F22. T23. T24. T25. F26.T27. T28. T29. T30. T31. T32. T33. F34. F35. T36. F37. F38. T39. T40. T41. T42. T43. F44. T45. F46. T47. F48. T49. T50. F51. T52. T53. F54. T55. F56. F 57. T 58. F59. T 60. T61. F62. T63. F64. T65. T66. F67. F68. T69. F70. F71. F72. F73. T74. F75. F76. T77. T78. T79. T80. T填空题1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.2. Linguistics is the study of language as a system of human ____.3. Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn ____.4. _____ is the study of second and foreign language teaching and learning.5. Sociology is the study of language in relation to ____, such as social class, educational level and so on.6. At a macro level, society and community influence classroom teaching ____.7. The making of foreign language education policy must take into consideration the ____ and educational situation of the country.8. The goals for secondary education are ____ from those for higher education.9. Syllabus determines teaching aims, objectives, contents and ____.10. Teaching materials should agree with or reflect the teaching ____, aims, objectives and teaching methods.11. 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.12. The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.13. The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.14. According to the functionalists, language has three functions: ____, expressive, and social.15. ____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.16. According to Skinner, language behavior can only be studied through observation of the ____ factors.17. According to the behaviorists, all learning takes place through ____.18. Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.19. The interactionalist’s position is that language develo ps as a result of the complex ____ between the uniquely human characteristics of the child and the environment in which the child develops.20. Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.21. If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular ______ .22. The cardinal rule means _________________ .23. “Knowing English” must mean knowing how to __________ in English.24. The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.25. The attitudinal and emotional factors can be expressed in an item of vocabulary. These are often referred to as ____.26. ____ refers to varieties of language defined by their topic and context of use.27. Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.28. There is a lack of consistency between ____ and pronunciation in English.29. Grammar is a description of the ____ of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.30. The emphasis of the product perspective on grammar is on the component parts of the language system, divided up into se parate forms. Each form is the ____ of the grammarian’s analysis.31. Process teaching engages learners in ____, formulating their own meanings in contexts over which they have considerable control.32. When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.33. The complex form-function relationship is not a simplified, a one-to-one ____.34. ________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.35. ________ is often described as the music of speech—the way the voice goes up and down as we speak.36. Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ____________.37. At one time ______________ was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.38. 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.39. 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.40. The three major causes for errors are: mother tongue interference, ______________________, and inappropriate teaching materials or methods.填空题答案1. pedagogy2. communication3. language4. Applied linguistics5. social factors6. indirectly7. economic8. different9. methods10. principles11. functional12. structural13. SVO14. descriptive15. S yntax16. external17. habit formation18. behavior19. interplay20. universal grammar21. topic 22. one thing at a time23. communicate24. use25. connotation or affective meaning26. Register27. hyponyms28. spelling29. structure30. product 31. language use 32. skill33. correspondence, or: relationship34. Sounds35. Intonation36. structure37. the grammar-translation method38. approach39. method40. overgeneralization名词解释题目1.Approach2.technique3.method4.methodology5.sociolinguistics6.SR-model7.phoneme8.casual listening9.The Audiolingual Method10.The Communicative Approach名词解释答案1. When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.2. When we talk about a technique, we mean a procedure used in the classroom. Techniques are the tricks in classroom teaching.3. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.4. Methodology is the principle and techniques of teaching with no necessary reference to linguistics.5. Sociolinguistics is the study of language in relation to social factors, that is, social class, educational level and type of education, age, sex, ethic origin, etc.6. SR-model refers to a connection which is established between a stimulus or stimulus situation (s) and the or ganism’s response (R) to this stimulus.7. A phoneme is the smallest distinctive sound unit or minimum unit of distinctive sound feature.8. When we listen with no particular purpose in mind, and without much concentration, the kind of listening is called casual listening.9. The Audiolingual Method is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.10. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence.简答题1.How do you understand the difference between approach, method, and technique?2.What are the three views of language that support popular foreign language teaching?3.What are the elements with which a method is concerned?4.What are the points of concern of methodology?5.Apart from a mastery of a foreign language, what other knowledge should a foreign language teacherhave in order to do his/her job well?6.In what sense can an understanding of the context of education contribute to language teaching andlearning?7.Why do we say assessment has great backwash effects on foreign language teaching and learning?8.What is the difference between Skinner’s behaviorism and Chomsky’s mentalism?9.Does Krashen’s theory of second language acquisition begin with theories, or with data?10.What is the role of formal learning according to the monitor hypothesis?11.According to Krashen, there is only one way for human to acquire language. What is it?12.What is the function of the affective filter?13. What are some of the main stages of a lesson?14. What is the focus of a Grammar-Translation classroom?15. What language skills are emphasized by the Grammar-translation Method?16. What are the main techniques used in a Grammar-Translation classroom?17. What specific aspects does communicative competence include?18. What language skills are emphasized by the Direct Method?19. How should language rules be learned according to the Direct Method?20. Why is first language forbidden in a Direct Method classroom?21. How can we describe the main proficiency goal of the teaching and learning of pronunciation?22. What kind of words tend to be stressed, and what kind of words tend to be unstressed?23. Why should we teach pronunciation and intonation in context?24. What are the two functions of intonation?25. What are the techniques which you can use to teach intonation in a meaningful way?26. What kind of knowledge do you need to have if you say you know a word?27. What are the three main forms of word building in English?28. How do you decide whether a word should enter the students’ active or passive vocabulary?29. What are the six principles to remember when presenting new vocabulary in class?30. What tricks can a teacher teach his students to use to memorize vocabulary?31. What is the relationship between the grammatical forms of a language and their communicativefunctions?32. What are the three different views on grammar teaching?33. What is the major difference between deductive learning of grammar and inductive learning ofgrammar?34. What are the two objectives in presenting a new structural item?35. What are the factors that contribute to successful practice of grammar?36. Why is listening important in learning English?37. What’s the difference between casual listening and focused listening?38. What are some of the advantages of using a cassette recorder?39. What kind of questions should we ask our students when we want to give them a reason to read?40. Why do we say that reading aloud is not very useful for reading a text in class?简答题答案1.When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning. When we talk about a technique, we mean a procedure used in the classroom.A technique then is the narrowest term, meaning one single procedure. A method will consist of a number of techniques, probably arranged in a specific order. The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound by these, but only by the theory in which he believes. If he can find new and better methods or techniques which will fit in with his approach, then he will adopt these.2.They are the structural view; the functional view and the interactional view.3.There are six elements:1.the nature of language;2.the nature of language learning;3.goals and objectives in teaching;4.the type of syllabus to use;5.the role of teachers, and instructional materials; and6.the techniques and procedures to use.4.The points of concern of methodology include:a. the study of the nature of language skills (eg. reading, writing, speaking, listening) and procedures forteaching themb. the study of the preparation of lessons plans, materials, and textbooks for teaching language skillsc. the evaluation and comparison of language teaching methods (eg. the Audiolingual Method)d. such practices, procedures, principles, and beliefs themselves. (Richards, et al, 1985: 177)5.He/she should have some knowledge about the related subjects such as linguistics, psychology and pedagogy. He should also know that a lot of variables influence classroom teaching. Factor like foreign language education policy, the goal of foreign language education, learners, teachers, syllabus, teaching method, teaching materials teaching aids, and assessment and evaluation all influence classroom teaching. If a teacher does not know them he would not be able to teach according to the circumstances and would achieve the best results possible.6.Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method. Other things influence English language teaching (ELT) greatly. Refer to the nine variables discussed in the text.7.Both positive and negative backwash effects. Assessment can provide teachers with feedback for lesson planning and remedial work. Students can also get information about their learning and progress, thereforehave a sense of achievement. Through assessment they get to know their problems and areas for further study and improvement. However, inappropriate assessment can cause worries, discourage weak students, emphasis on grades instead of on abilities and competence, etc.8.Where behaviorism ignored the contribution of the child itself in the learning process, mentalism has practically denied that linguistic input and environment play a role in this process, and has generally paid very scant attention to the actual course language development takes.9.Krashen’s theory of second language acquisition begins with theories or assumptions, not with data. He used a deductive method, that is, he set up a number of hypotheses first, then collected information or data to support/refute his hypotheses.10.The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system. Acquisition initiates the speaker’s utterances and is responsible for fluency. Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.11.By understanding meaningful messages or comprehensible input; the formula is i + 1.12.According to the affective filter hypothesis, comprehensible input may not be utilized by second language acquirers if there is a “mental block” that prevents them from fully profiting from it. The affective filter acts as a barrier to acquisition: if the filter is “down”, the input reaches the LAD and becomes acquired competence; if the filter is “up”, the input is blocked and does not reach the LAD. Thus “input is the primary causative variable in SLA, affective variables acting to impel or facilitate the delivery of input to the LAD.”13.Here are some of the main stages of a lesson:a.Presentation: The teacher presents new words or structures, gives examples, writes them on the board, etc.b.Practice: Students practice using words or structures in a controlled way. Practice can be oral or written.c.Production: Students use language they have learnt to express themselves more freely. Like practice,production can be oral or written.d.Reading: Students read a text and answer questions or do a simple task.e.Listening: The teacher reads a text or dialogue while the students listen and answer questions, or thestudents listen to the tape.f.Revision: The teacher reviews language learnt in an earlier lesson, to refresh the students’ memories, or asa preparation for a new presentation.<0225>14.The focus of a Grammar-Translation Method is grammar. The process of learning grammar is considered an important means of training mental abilities. The teaching materials are arranged according to the grammatical system.15.Reading and writing are emphasized because literary language is regarded as superior to spoken language and is therefore the language students should study. This emphasis on reading and writing skills also results from the purpose of learning Latin: to read and translate the classical literature of Latin.16.A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1) Reading, 2) Translation, 3) Deductive teaching of grammar, 4) Analysis and comparison, 5) Memorization, 6) Reading comprehension questions, and 7) Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.17.Communicative competence includes:a) knowledge of the grammar and vocabulary of the language,b) knowledge of rules of speaking (eg. knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations),c) knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations,d) knowing how to use language appropriately.18.Conversational skills are emphasized, though the teaching of all four skills is considered important. Reading and writing exercises should be based upon what the students have practiced orally first. Pronunciation is paid attention to from the beginning.19.Language rules are learned inductively through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned. Students work out the rule governing those examples. In other words, students have to induce grammatical rules from examples in the text. A language could best be learned by being used actively in the classroom.20.The direct methodologists view foreign language learning as similar to first language acquisition. The learner should try to establish a direct association between language form s and meanings in the target language. Mot her tongue is considered as an interfering factor, rather than a reference. In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language. The best method is not to make the learn the rules, but to provide direct practice in speaking and listening。

提高汉语口语的建议英语作文英文回答：Tips on Improving Mandarin Speaking.1. Immerse Yourself in the Language: The most effective way to improve your Mandarin speaking skills is to immerse yourself in the language. This means surrounding yourself with Mandarin speakers, watching Mandarin movies and TV shows, and listening to Mandarin music. The more exposure you have to the language, the more comfortable you will become with it.2. Practice Speaking Regularly: The key to improving your Mandarin speaking skills is to practice regularly. Find opportunities to speak Mandarin with native speakers or other learners. You can join a Mandarin conversation group, take Mandarin classes, or simply find a language partner to practice with.3. Focus on Pronunciation: Mandarin pronunciation canbe tricky for non-native speakers. It is important to focus on pronouncing words correctly from the beginning. Thiswill help you to be understood and will make your speech sound more natural.4. Learn the Basic Grammar: A basic understanding of Mandarin grammar will help you to structure your sentences correctly and communicate effectively. Focus on learningthe basic sentence structures, verb tenses, and vocabulary.5. Don't Be Afraid to Make Mistakes: Everyone makes mistakes when learning a new language. The important thingis to not be afraid to make mistakes and to learn from them. The more you practice, the fewer mistakes you will make.6. Be Patient and Persistent: Learning a new language takes time and effort. Don't get discouraged if you don't see results immediately. Just keep practicing and you will eventually see improvement.中文回答：提高汉语口语的建议。

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

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

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

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

《中学英语教学法》模拟试题（第一套）一、填空题（答案必须写在“答卷”上。

每空1分，共10分。

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