英语教学法复习资料

小学英语教材教法复习题及答案11、Language learning process is a _(socializing)_process. Therefore (interaction)_and _(experimenting)_with the language in communication are very important factors for language development.2、Imitation and repetition are the main ways for children acquire their mother tongue except these please give another two ways_(sing songs)_and (telling stories).3、TPR is the abbreviation（缩写）of _(Total Physical Response).4、Howard Gardener has proposed the theory of _(multiple intelligences)_.5、内省智能(intra-personal) 音乐智（musical intelligences）人际交往智能（interpersonal intelligences)_6、In some occasions ,meaning can be understood with _(limited)_language. Such as when we praise the children: “you did a very good job!” you can only say “good” with your thumb raised.7、When we teach children English ,maybe the students will not understand your instructions. the best way we can use _(body)_language and _(gestures)_、facial expressions and so on.8、A good primary English teacher need to develop competence in at least three areas: the English language, the _(understanding)_of children and the _(techniques)_and _(methods)_for teaching children.9、We can change seating _(arrangement)_once in a while that could add some _(freshness)_in the We classroom.10、As a qualified English teacher, first you should have good (pronunciation)_ and _(intonation)_.判断题11 ( T ) It is necessary to establish a classroom routine from the beginning.12 ( F )The target language should be used as much as possible even with beginners. 13( F ) In language teaching classroom ,the primary concern is to let the students sit well and listen to teacher carefully. 14( F ) Good language learner is that he should look up every word that he doesn’t know.15( T ) We should treat children as human being.16( F ) On the whole, men are better at language.17( F ) Children pay more attention to form while adults pay more attention to meaning.18 ( F )If we take humanistic education we could solve all the problems in teaching.19( F ) children have a clear purpose for learning.20( T ) children can acquire their mother tongue by watching TV and listening to stories.二简答题（3*10=30 分）1、如何理解教师会教和乐教？答：一、教师会教的含义，会教的教师通过“教”使自己得以全面发展，会教的教师通过“教”实现学生的全面发展，教师会教的实现加强学习科学管理争取支持积极合作全力投入二、教师乐教的含义以教为乐――把教育教学看成是快乐的事情。

（0161）《中学英语教学法》复习思考题一、判断正误题（8分）The following statements are about the facts presented in the textbook, please indicate in the brackets before the statements whether they are true( T ) or ( F ).( ) 1. Role play and improvisation are social interaction activities.( ) 2. Discovering missing information and discovering differences and following directions are all functional communicative activities.( ) 3. Stress in pronunciation is sometimes as important as grammar.( ) 4. Students need to be able to write phonetic transcripts of words.( ) 5. Adult learners need to focus on pronunciation, but young learners don‟t.( ) 6. Students need to know phonetics in order to learn English.( ) 7. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( ) 8. If the students get enough chance to practise using a foreign language, they do not need to learn grammar.( ) 9. Teaching and learning grammar should focus on practice rather than the study of grammar itself.( ) 10. Grammar should be taught an practised in context.( ) 11. The best way to explain vocabulary is to translate.( ) 12. Words must be learned in language contexts.( ) 13. Knowing a word means that you know the pronunciation and meaning of it.( ) 14. Students‟ errors are a very useful way of showing what they have and have not lear nt. So instead of seeing errors negatively, as a sign of failure, we see them positively as an indication of what we still need toteach.( ) 15. Testing implies evaluation based on a collection of information about what students know and can do.( ) 16. Classroom climate is strongly affected by the teachers‟ attitude and behaviour.( ) 17. In the Communicative Approach, a teacher is described as an “instructor” and students as “listeners” in class.( ) 18. The students‟ native language has no particular role in the Communicative Approach. The target language should be used not only during communicative activities, but also in explaining the activities to thestudents or in assigning homework.( ) 19. Words which we want students to understand, but which they will not need to use themselves. We call this passive vocabulary.( ) 20. Students‟ errors are a sign of failure, so we must correct every mistake they make.( ) 21. Culture is received greater attention in the Communicative Approach.( ) 22. Spoken language is generally produced in informal, simple or commonvocabulary.() 23. All new words in a lesson are equally important.( ) 24.Classroom climate is strongly affected by both the teachers‟ attitude and the students‟ behavior.( ) 25. V ocabulary can be divided into productive and receptive.( ) 26. Communicative competence refers to knowledge of the grammar and vocabulary of the language.( ) 27. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.( ) 28. Written language is generally produced in fairly simple sentence structures.( ) 29. In the Communicative Approach, both teachers and students have multiple roles.( ) 30. Spoken language is sometimes produced in incomplete sentences.( )31. The skill practised in the pre-reading stage is anticipation.( ) 32. Communicative activities can be divided into functional communicative activities and social interaction activities.( ) 33. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading strategies.( ) 34. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure. This is called the inductive method.( ) 35. Reading is an active process, during which the reader tries to understand the meaning of a given text. ( )36. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point.( ) 37. The skill practised in the pre-reading stage is inference.( ) 38. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.( ) 39. The typical example of functional communication activities is role play.( ) 40. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.( ) 41. Y ou glance quickly through a text in order to find a specific piece of information, this skill is called scanning.( ) 42. Types of mistakes are slips, errors and attempts.( ) 43. The language you are learning is called target language.( ) 44. There is an important difference between assessment and testing.( ) 45. In many cases the term “materials” is used in place of “textbooks”, which refers to anything that is used by teachers or students to facilitate the learning of a language.( ) 46. It‟s unnecessary for teachers to know how to evaluate, select and adapt textbooks.( ) 47. It is clearly whether someone can become a good language teacher solely depends on his/her command of the language.( ) 48. Foreign Language Teaching Methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.( ) 49. According to the Grammar Translation Methods, the spoken form of language is the most important aspect of language.( ) 50. Interactional view sees language as a linguistic system but also as a means for doing things.( ) 51. Functional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.( ) 52. Students are given the opportunities to use the newly presented language items in a controlled framework.This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage isintended to develop accuracy skills. This describes the presentation stage.( ) 53. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go theother way round. That‟s to say, I combine the above 2 ways in my reading. This is the interactive model. ( ) 54. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency skills. This refers to the production stage. ( ) 55. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get meaning from the text. This is the top-downmodel.( ) 56. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole. This is the bottom-upmodel.( ) 57. Structural view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.( ) 58. 语言技能包括听、说、读、写四个方面的技能以及四种技能的综合运用能力。

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

六年级英语下册复习知识点教案教学一、教学目标1. 知识目标：（1）能够复习和掌握六年级英语下册的基本知识点，包括词汇、语法、功能句型等。

（2）能够通过复习，提高学生的英语听说读写能力。

2. 能力目标：（1）能够运用所学的英语知识进行日常交流和表达。

（2）能够独立完成英语听、说、读、写的练习。

3. 情感目标：（1）激发学生学习英语的兴趣和积极性。

（2）培养学生的团队合作意识和自主学习能力。

二、教学内容1. 词汇复习：复习六年级英语下册课本中的重点词汇，包括动物、植物、食物、天气、方向等分类词汇。

2. 语法复习：复习时态、被动语态、定语从句等语法知识点。

3. 功能句型复习：复习常用的问候、介绍、询问、回答等日常交流句型。

4. 听力练习：选取六年级英语下册课本中的听力材料进行复习和练习。

5. 阅读理解：选取六年级英语下册课本中的阅读材料进行复习和练习。

三、教学方法1. 任务型教学法：通过设置各种任务，让学生在完成任务的过程中复习和应用所学的英语知识。

2. 交际法：通过模拟日常交流场景，让学生在实际语境中复习和运用英语。

3. 游戏教学法：通过设计有趣的游戏活动，激发学生的学习兴趣，提高学生的学习积极性。

四、教学步骤1. 热身活动：播放六年级英语下册课本中的歌曲，让学生跟随歌曲一起唱，营造轻松的学习氛围。

2. 词汇复习：采用游戏、卡片、竞赛等形式，让学生积极参与词汇复习。

3. 语法复习：通过例句、练习题等方式，引导学生复习和掌握语法知识点。

4. 功能句型复习：模拟日常交流场景，让学生在实际语境中运用功能句型。

5. 听力练习：播放六年级英语下册课本中的听力材料，学生听后进行问答或填空练习。

6. 阅读理解：让学生阅读六年级英语下册课本中的阅读材料，并进行问答或填空练习。

7. 总结与拓展：对本节课复习的知识进行总结，布置课后作业，并提供相关拓展资源，鼓励学生自主学习。

五、课后作业1. 词汇复习：制作词汇卡片，每天至少复习10个单词。

Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。

Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。

2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。

英语教学综合专硕考研王蔷《英语教学法教程》考研复习笔记一、语言和语言学习复习笔记要点：1. The way we learn languages我们习得语言的方式2. Views on language语言观点3. The structural view of language结构主义语言理论4. The functional view of language功能主义语言理论5. The interactional view of language交互语言理论6. Common views on language learning关于语言学习的普遍观点7. Process-oriented theories and condition-oriented theories强调过程的语言学习理论和强调条件的语言学习理论8. The behaviorist theory行为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher一个好的语言老师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。

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

填空1.Three different language view are (structural view) (functional view)(interactional view)2.the Behaviourist theory of language learning was initiated bybehavioural psychologist(Skinner). Cognitive theory…by(Chomsky).Constructivist theory…by(John Dewey). Socio-constructivist theory…by(V ygotsky).3.the role of the teacher are(controller) (assessor) (organiser) (prompter)(participant)(resource-provider)(teacher’s new roles)4.the most common student groupings are(whole class work)(pairwork)(group work)(individual study).二．判断题1.the class is under the teacher’s control(T)2.the classroom is quiet(F)3.the teacher and students are cooperating smoothly(T)4.the teacher and students show respect to each other(T)5.undisciplined students are punished(F)6.the lesson is proceeding according to plan(T)7.the teacher appears to be the authority(F)8.students need to be able to read International Phonetic Alphabets(IPA) (T)9. students need to be able to write International Phonetic Alphabets(IPA)(F)10.students need to know phonetics in order to learn English(T)11.poor pronunciation may cause problems for the learning of other skills.(F)12.adult learners need to focus on pronunciation,but young learners don't(F)13.both consistency and accuracy in pronunciation are very important(T)14.stress and intonation are not important for beginning learners(F)15.students should learn Received Pronunciation(RP)(F)16.strees in pronunciation is sometimes as important as grammar.(T)17.bad intonation can lead to important misunderstandings.(T)18students need to be given detailed grammer rules if they are to learn a foreign language successfully(T)19.children do not need to learn grammar rules when they acquire their first language,so they do not need them either when learning a foreign language(F)20.if students get enough chance to practise using a foreign language,the do not need to learn grammar(F)21.making students aware of grammatical information is one of the teaching objectives,allowing students opportunities for using the language is just as important(T)22.grammar should be taught to help students analyse difficult structures in texts(T)23.teaching and learning grammer should focus on practice rather than the study of grammar itself(T)24.grammar should be taught and practised in context(T)25.knowing grammar is not enough for real communication(T)26.an inadequate knowlede of grammar would severely constrain one’s capacity for effective communcation(T)27.grammar is always the most boring bit of language learning(T)28a vocabulary item can be more than one word(T)nguage consist of words with equivalents from one language to another(F)30.vocabulary cannot be taught,it must be learned by the individuals(F)31.the best way to explain vocabulary is to translate(F)32.English-English explanations are the best way for vocabulary teaching(F)33.an English-English dictionary is an important aid for students.(T)34.words must be learned in language contexts(T)35.if we do not use the words we learned,we will soon forget them(T)36.reading has only one purpose,i.e. to get information(F)37.reading is a silent activity.reading aloud does not help much with comprehension(F)38.reading with a purpose is more effective than reading without a purpose(T)39.reading is an individual activity(T)40.we need to know all the words in order to understand a text(F)41.we read everything with the same speed(F)三．简单题1.what’s are the principles of teaching listening?<1>focus on process <2>combine listening with other skills<3>focus on the Comprehension of meaning<4>grade difficulty level appropriately. 2.what’s are the principles of teaching reading?<1>the selected text and attached tasks should be accessible to the students.<2>task should be clearly given in advance.Preferably,tasks should motivate students.<3>task should be designed to encourage selective and intelligent reading for the main meaning rather than test the student’s understanding of trivial details.<4>tasks should help develop student’s reading skills rather than test their reading comprehension.<5>the teacher should help students not merely to cope with one particular text in class but to develop their reading ability reading strategies .<6>the teacher should provide enough guidance and assistance at the beginning to help students read and develop reading strategies but gradually withdraw his/her guidance as students progress sothat they eventually become independent readers.3.What are the two basic grammer presentation method?explain them brief.There are the deductive method and the inductive method.the deductive method is that the teacher will give the students a lot of examples and make them find the rules.the inductive method is that the teacher porvides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.4.What are the goals of teaching pronuncition?Consisency:the pronunciation should be smooth and natural , intelligibility:the pronunciation should be understandable to he listeners. Communicative efficiency:the pronunciation should help convey the meaning that is intended by the speaker.5.Why is lesson planning nesessary?Firstly ,a clear lesson plan males the teacher aware of the aims and language contents of the lesson,teacher need to know what they expect their stuents to be able to do at the end fo the lesson and the can plan the activities and choose the techniques accordinglySecondly:it helps teachers distinguish the various stages of a lesson and see the felationship between themThirdly:proper lesson planning gives teachers the opportunity to anticipate potential problems of other options for the lesson. Fourthly:good planning gives teachers ,especially novice teachers,confidence in class .Fifthly:when planning the lesson ,the teacher also becomes aware of the teaching aids that are needed for the lesson.6.What are the features of good English teacher ?A good teacher should have ethic devotion,certain desirable personal styles.andmore importantly,he or she should has nessessary profession qualities.which is thestate or quality of being adequately for the professionand ormed with a specificrange of shills ,strategies ,knowleage and ability.。

FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)The natural approach(NA)The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach isaxiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of inputlearners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how touse it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication. Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’ attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items)Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production (the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous . Anunprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage. Variety: planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability: within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model isapplicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom. The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.The first is to use simple instructions and make them suit the comprehensive level of the students.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make an effort to understand them.Use body language to assist understanding and stick to it each time you teach the class.Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: questions and open questions questions and genuine questions questions and higher-order questionsClosed questions refer to those with only one s ingle correct answer while open questionsmay invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation. Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’ language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listeners Communicative efficiency: the pronunciation should help convey the meaning that isintended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation). Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice. Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept.Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas. Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling,interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities. Two approaches are frequently used to describe different processes of listening. Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint. Types of speaking: pre-communicative activities—mechanical activities; communicativeactivities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanning While-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated)4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 功效法/a prose model approach---fruitlessA Process approach to writing 进程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write,brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。

英语学科教学论考试题型说明本次考试侧重学生对语言教学理论和方法的理解及应用，而不是对理论知识的识记。

学生在复习时应力求理解教材中的重要语言教学理念和方法，并学会运用，不要死记硬背。

由于考试题目不涉及基本定义、概念的简单识记，考试时夹带小抄不起任何作用。

I. Choose the best answer (20%, 1’×20=20’)选择题绝大多数题目给学生提供语言教学活动实例或语言学习情境，让学生运用所学教学法理论知识对这些活动、情境进行分析、鉴别和判断。

II. True or false (20%, 1’×20=20’)语言教学基本理念、方法的命题判断。

III. Problem Solving (30%, 10’ ×3=30’)三小题（同去年题型）。

提供有问题的教学情境，要求学生简要回答问题所在并提供解决方案。

IV. Mini lesson planning (30%, 10’ ×3=30’)三小题。

提供教学材料，学生根据要求做简短教学设计。

如根据所提供的教学素材写出教学目标；根据所提供的教学素材设计一项读前活动等等。

两套试题基本涉及到各种语言技能（听说读写）教学和语言知识（词汇、语法）教学。

考试范围：一到十二章。

Unit 1 Language and Learning1. Views on language:1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.This view on language limits knowinga language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations betweenpeople. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. Views on language learning1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor‟s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods inwhich students are asked to think rather than simply repeat. It seems to be largel y the result of Noam Chomsky‟s reaction to Skinner‟s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3. Learning theories in general1) Constructivist theory:The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. Teaching should be built based on what learners have already known and engage learners in learning activities. Teachers need to design environments and interact with learners.2) Socio-constructivist theory:The socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of …Zone of Proximal Development‟(ZPD) and scaffolding. Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4. What is a good language teacher?1) The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles.(Then try to explain these three elements respectively according to your own understanding)2) Teachers‟ professional development model by Wallace (PP9-10)Unit 2 Communicative Principles and Task-based Language Teaching 1. The differences between language use in real life and thetraditional language teaching (P15)2. The goal of communicative language teaching (P16)3. Communicative Competence1) Linguistic competence:Linguistic competence is a term which is first mentioned by Noam Chomsky. It is understood as the tacit knowledge of language structure and the ability to use this knowledge to understand and produce language. For Chomsky, competence simply means knowledge of the language system: grammatical knowledge in other words.2) Communicative competence:Hedge (2000: 46-55) discusses five main components ofcommunicative competence: linguistic competence, pragmaticcompetence, discourse competence, strategic competence, andfluency. (PP17-19)Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.4. Three principles of communicative language teaching (P20)a) the communicative principle: Activities that involve realcommunication promote learning.b) the task principle: Activities in which language is used forcarrying out meaningful tasks promote learning (Johnson1982).c) the meaningfulness principle: Language that is meaningful to thelearner supports the learning process.4. Communicative activities:A sequence of activities represented in Littlewood (1981: 86):Pre-communicative activities: structural activities and quasi-communicative activitiesCommunicative activities: functional communication activities andsocial interaction activities(PP22-23, PP162-172)5. Six criteria for evaluating communicative classroom activities (PP24)6. Task-based Language Teaching (TBLT)1) Definitions of a task (PP27-28)2) Four components of a task (P28)3) The differences between tasks and exercises (PP28-30)Unit 3 The National English Curriculum1.Designing principles for the National English Curriculum (PP41-43,P310-311 Answers to Task 1)2.Goals and objectives of English language teaching (PP43-45, P312Answers to Task 3)3.Challenges facing English language teachers (PP48-49)Unit 4 Lesson Planning1. Lesson PlanningIt means making decisions in advance about what techniques, activities and materials will be used in the class.2. In what ways do the teachers benefit from the teaching plan? (P52-53)3. Principles for good lesson planning (PP53-54)4. Macro planning vs. micro planning (PP54-55)5. Components of a lesson plan (PP55-60)6. The three P’s model (P 59)Presentation: the teacher introduces the new language items to be learnt. The teacher focuses the students‟ attention on modelsentences, dialogues or other types of texts and checks theirunderstanding of the new language items.Practice:students are given the opportunities to use the newly presented language items in a controlled framework. This maydone by drills, or by repeating parts of the dialogue presentedin the presentation. This stage is intended to develop accuracyskills.Production:students give free and extensive expressions by integrating the new language items with the old throughactivities, aimed at developing fluency skills.7. The three-stage model (PP59-60):Pre-While-Post-Unit 5 Classroom Management1. Classroom management (P67)Classroom management involves teacher recognizing options, making decisions and putting them into actions.2. Teacher roles (PP68-72)3. Classroom instructions (PP73-74)4. Student grouping (PP74-77)1) whole class work (lockstep) 2) pair work3) group work 4) individual study5. Questioning in the classroom1) Classification of question types (PP83-84)2) Tips for making questioning more effective (PP85-86)6. Dealing with errors1) When to correct (P87)2) How to correct (PP87-88)Unit 6 Teaching Pronunciation1. The goal of teaching pronunciation (PP92-93)The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.Our realistic goals of teaching pronunciation:ConsistencyIntelligibilitycommunicative efficiency2. Critical period hypothesis (PP92-93)3. Aspects of pronunciationUnit 7 Teaching Grammar1. The role of grammar in language learning (PP102-104)2. Grammar presentation methods:(PP104-106)Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would befollowed by the teacher giving several examples and then askingthe students to apply the rules themselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the studentsare left to discover or induce the rules or generalizations on theirown.The guided discovery method3. Grammar practiceMechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students payrepeated attention to a key element in a structure. Substitutionand transformation drills are most frequently used in mechanicalpractice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on”the way newly learned structures are used in process. Meaningfulpractice usually comes after mechanical practice.4. Further suggestions about teaching grammar:1) Teach only those rules which are simple and which do not have too many exceptions.2) Do not spend too much time on grammar points, which do notappear to be very useful or important. Just make the studentsaware of the special features.3) Wherever possible, teach grammar in context.4) When presenting grammar, try to use charts, tables, diagrams,maps, drawings and realia to aid understanding.5) Avoid difficult grammatical terminology as much as possible.6) Allow enough opportunities for practice.7) Do not be frustrated by the student s‟ mistakes and errors, whichare inevitable in language learning.Unit 8 Teaching Vocabulary1. Understanding vocabulary and vocabulary learning (P116-118)Task 22. What does knowing a word mean? (PP118-124)3. Ways of presenting vocabulary (PP124-126)3. Consolidating vocabulary (PP126-129)Unit 9 Teaching Listening1. Characteristics of the listening process: (P139)Spontaneity, context, visual clues, listener‟s response, speaker‟s adjustment2. Models of listening1) Schema theory:The term schema was first used by the psychologist Bartlett (1932), and has had an important influence in the areas of speechprocessing and language comprehension.Bartlett argued that the knowledge we carry around in our heads is organized into interrelated patterns.Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of newexperiences.2) Bottom-up model and top-down model (PP143-144)3. Major Listening Skillsi. Listening for gist: to get a general idea of what one hearsii. Listening for specific information: to pick out from the whole text what one regards as important or relevant, to concentrate only on the information one needsiii. Listening for detailed information: to obtain a detailed knowledge of a topiciv. Inferring: to “listen between the lines” (listen for what is not directly stated, to decode what is indirectly expressed, including the relationships between speakers, the moods or attitudes of the speakers, the physical setting of the text, and so on)Sources: a) intonation, b) the speaker‟s choice of words, c) the speaker‟s facial expressions, gestures or body movements v. Note-taking (to combine listening and writing)4. Principles for teaching listening (PP139-140):F o c u s o n p r o c e s s r a t h e r t h a n o n t h e r e s u l tC o m b i n e l i s t e n i n g w i t h o t h e r s k i l l sF o c u s o n t h e c o m p r e h e n s i o n o f m e a n i n gG r a d e d i f f i c u l t y l e v e l a p p r o p r i a t e l y5. Three stages for teaching listening:Pre-listening stage (PP144-146)While-listening stage (PP146-151)Post-listening stage (PP152-154)Unit 10 Teaching Speaking1. What are the characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context dependent (Background knowledge is necessary tounderstand exactly what is being expressed.)2. Principles for designing a successful speaking activity (PP161-162)Maximum foreign talkEven participationHigh motivationRight language level3. Types of speaking tasks (PP162-172)Unit 11 Teaching Reading1. The nature of reading (PP175-176 Task 2)2. What are effective readers?1)Have a clear purpose in reading2)Read silently.3)Read phrase by phrase, rather than word by word4)Concentrate on the important bits, skim the rest, and skip theinsignificant parts5)Use different speeds and strategies for different reading tasks6)Perceive the information in the target language rather than mentallytranslate7)Guess the meaning of new words from the context, or ignore them8)Use background information to help understand the text3. Three models for teaching reading: (PP184-185)Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach:The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approachestogether, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer‟s choice of vocabulary for understanding the implied meaning.4. Major reading strategies:Skimming: the reader moves his eyes over the text very quickly justin order to get the main idea of the text, or sometimes decidewhether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly aspossible in order to find out information about a particular date,such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logicaland cultural clues to discover the meaning of unknown elements.Such as the writer‟s opinions and attitudes which are not directl ystated in the text.5. Principles for teaching reading:a) The selected texts and attached tasks should be accessible to the students.b) Tasks should be clearly given in advance.c) Tasks should be designed to encourage selective and intelligentreading for the main meaning rather than test the students‟understanding of trivial details.d) Tasks should help develop student s‟ reading skills rather than testtheir reading comprehension;e) Teachers should help the students not merely to cope with oneparticular text in front of them but with their reading strategiesand reading ability in general.f) Teachers should help the students to read on their own.7. Three stages for teaching reading:Pre-reading stage (PP185-193)While-reading stage (PP194-201)Post-reading stage (PP201-204)8. Information transfer activities (PP194-198)Unit 12 Teaching Writing1. The differences between “writing for language learning”and“writing for communication”(PP208-211)2. Problems in writing tasks (P212)a) They are mainly accuracy-based.b) They are designed to practise certain target structures.c) There is insufficient preparation before the writing stage.d) There is no sense of audiencee) There is no sense of authenticity.f)There is no opportunity for creative writing, particularly forexpressing unusual or original ideas.2. Two different approaches to teaching writing:Product approach；（P208, 213）In the traditional ELT classroom, writing often goes this way: the teacher gives a topic or a selection of topics, a set ofrequirements, and a time limit. The students finish the taskwithin the time limit and hand in the final product. Thestudents‟ work is evaluated based on the accuracy of the finalproduct. The process which the students go through whiledoing the writing task is virtually ignored.Process approach （PP213-219）The 'process approach' is defined as 'an approach to the teaching of writing which stresses the creativity of the individual writer,and which pays attention to the development of good writingpractices rather than the imitation of models'. Thus, the focusshifts from the final product itself to the different stages thewriter goes through in order to create this product. by breakingdown the task as a whole into its constituent parts.3. Features of process writing (P214)4. Writing Processes （PP213-219）。