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王蔷《英语教学法教程》笔记和课后习题详解《英语教学法教程》（第2版）（王蔷主编，⾼等教育出版社）为普通⾼等教育“⼗五”国家级规划教材，适⽤于师范院校英语专业学⽣，也可⽤于中学英语教师的继续教育课程和各类英语教师的在职培训课程。
该书被很多院校指定为英语专业考研必读书和学术研究参考书。
作为该教材的学习辅导书，本书具有以下⼏个⽅⾯的特点：1．梳理章节脉络，浓缩内容精华。
每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进⾏了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容⼏乎浓缩了经典教材的知识精华。
2．中英双语对照，凸显难点要点。
本书章节笔记采⽤了中英⽂对照的形式，强化对重要难点知识的理解和运⽤。
3．解析课后习题，提供详尽答案。
本书收录了课⽂中的所有习题，并在参考教材附录的基础上对习题答案进⾏了完善和补充。
4．精选考研真题，补充难点习题。
本书精选名校近年考研真题及相关习题，并提供答案和详解。
所选真题和习题基本体现了各个章节的考点和难点，但⼜不完全局限于教材内容，是对教材内容极好的补充。
试读（部分内容）第1章 语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。
第17章英语教育资源的开发与利用17.1 复习笔记本章要点：1. Resources available for teaching可用的教学资源2. Finding or creating some resources yourself自己发现或创造资源3. Exploring hidden resources探索隐性资源4. Creating your own resources for teaching and learning创造自己的教学资源本章考点：可用的教学资源有哪些；自己发现或创造资源；探索隐性资源；创造自己的教学资源。
本章内容索引：Ⅰ. Resources available for teaching1. Definition of Resources2. Finding or creating some resources yourselfⅡ. Exploring hidden resourcesⅢ. ConclusionⅠ.Rsources available for teaching（可用的教学资源）1. Definition of Resources（教学资源的定义）It refers to books, any person, animals, or any object, that make teaching and learning easier, clearer and more interesting. Obviously, in teaching English, we will need different kinds of resources to make our teaching more effective. Some publishers nowadays provide teachers with a package of materials which include flashcards, pictures, storybooks, tapes or CD-ROMs.教学资源主要包括课本、人、动物以及任何让教学更简单、更清晰、更有趣的物体。
第13章综合技能13.1 复习笔记本章要点：1. Reasons for integrating the four skills整合四项技能的原因2. Ways to integrate the four skills整合这四项技能的方法3.Implications for teaching整合这四项技能对教学的启示4. Limitations of integrating the four skills整合这四项技能的缺陷本章考点：整合四项技能的原因；如何整合这四项技能；整合这四项技能对教学的启示；整合这四项技能的缺陷。
本章内容索引：Ⅰ. Reasons for integrating the four skillsⅡ. Ways to integrate the four skillsⅢ. Implications for teaching1. Focus on discourse2. Adjusting the textbook contents3. Adjusting the timetableⅣ. Limitations of integrating the four skillsⅤ. ConclusionⅠ. Reasons for integrating the four skills|（整合四项技能的原因）【考点：整合四项技能的原因】In our daily lives, we are constantly performing tasks that involve a natural integration of language skills simply because skills are rarely used in isolation. One’s overall competence in a foreign language involves performing effectively a combination of the skills.我们在现实生活中完成的任务需要综合四项技能。
英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question.
1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?
A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7. What are the characteristics of audio-lingual method? A. Language is learned by constant repetition and the the reinforcement of the teacher
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第11~13章【圣才出品】第11章阅读教学11.1 复习笔记本章要点：1. Reading aloud and silent reading朗读和默读2. Features of effective readers有效率的读者的特征3. Strategies involved in reading comprehension 阅读理解策略4. Two broad levels in reading两种阅读⽔平5. The role of vocabulary in reading词汇在阅读中的作⽤6. Sight vocabulary视觉词汇7. Three models of teaching reading三种阅读教学模式8. Three stages involved in T eaching Reading阅读教学的三个阶段9. Pre-reading activities读前活动10. While-reading activities读中活动11. Purposes of transition device转换⼿法的⽬的12. The classification of Reading comprehension questions阅读理解题的分类13. Types of post-reading activities读后活动类型本章考点：朗读和默读；有效率的读者的特征；阅读理解策略；两种阅读⽔平；词汇在阅读中的作⽤；视觉词汇；三种阅读教学模式；阅读教学的三个阶段；读前活动；读中活动；转换⼿法的⽬的；阅读理解题的分类；读后活动类型。
本章内容索引：Ⅰ. Reflecting on your own reading experiencesⅡ. The way of reading1. Reading aloud and silent reading2. Features of effective readersⅢ. The content of readingⅣ. Strategies involved in reading comprehension1. Definition of reading2. Two broad levels in readingⅤ. The role of vocabulary in reading1. The importance of vocabulary2. Sight vocabularyⅥ. Principles and models for teaching reading1. Three models of teaching reading2. Three stages involved in teaching reading Ⅶ. Pre-reading activities1. Definition of pre-reading activities2. Predicting3. Setting the scene4. Skimming5. Scanning6. Summary on pre-reading activitiesⅧ. Whi le-reading activities1. Information transfer2. Purposes of transition device3. Reading comprehension questions4. Understanding references5. Making inferences6. Summary on while-reading activitiesⅨ. Post-reading activities1. Objectives2. Requirements3. Types of post-reading activitiesⅩ. ConclusionⅠ. Reflecting on your own reading experiences （反思⾃⼰的阅读经验）All of us began reading in our first language at a very early age and we all have experiences of being influenced by certain authors or particular books.我们在很⼩的时候开始⽤母语阅读了，我们都受到某些作者或书籍的影响。
第7章语法教学7.1 复习笔记本章要点：1. The role of grammar in language learning语法在语言教学中的角色2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法3. Distinction between implicit and explicit knowledge隐性知识与显性知识的差异4. New approaches to teaching grammar新的语法教学5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice语法练习：机械性练习；意义性练习；使用提示本章考点：语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。
本章内容索引：Ⅰ. The role of grammar in language learningⅡ. Grammar presentation1. The deductive method2. The inductive method3. The guided discovery method4. Distinction between implicit and explicit knowledge5. New approaches to teaching grammarⅢ. Grammar practice1. Mechanical practice2. Meaningful practice3. Using prompts for practiceⅣ. ConclusionⅠ. The role of grammar in language learning（语法在语言教学中的角色）【考点：语法在语言教学中的角色】Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。
第1章语言和语言学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语言的方式2. Views on language语言观点3. The structural view of language结构主义语言理论4. The functional view of language功能主义语言理论5. The interactional view of language交互语言理论6. Common views on language learning关于语言学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8. The behaviorist theory行为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher一个好的语言老师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。
王蔷《英语教学法教程》配套题库【章节题库】（口语教学）【圣才出品】第10章口语教学Ⅰ. Fill in the blanks.1. Maximum foreign talk, even participation, _____, and _____ are the four characteristics which are common in successful speaking tasks.【答案】high motivation，right language level【解析】成功的口语任务具有四个常见的特征：尽量用外语交谈、公平参与、高度的动机、合适的语言水平。
2. One of the characteristics of speech in everyday life is that speech is _____. That is, in most situations, people do not plan ahead of time what they are going to say. 【答案】spontaneous 【解析】即时性是日常口语的特征之一；也就是说，在大多数情况下，人们不会提前计划好将要说什么。
3. One advantage in learning to speak compared with learning to write is that the speaker gets immediate feedback from the _____, so the speaker can adjust the message immediately.【答案】listener【解析】和写作学习相比，口语学习的优势是说话者可以从听话者那里获得即时的反馈，因而可以立即调整话语。
4. For most students who are learning English in schools in China, the _____ is perhaps the major if not the only place for them to encounter English.【答案】classroom【解析】对于大多数在国内学校学习英语的学生而言，教室倘若不是唯一使用英语的场所，也是主要的场所。
Unit 2 Communicative Principles and TBLT2.1 Language use in real life vs. traditional pedagogy①Focus: In real life, language is used to perform certain communicative functions, (e. g .to give directions, to exchange information, or to make a complaint) in a traditional language classroom, the teaching focus is often on forms rather than functions.②Skills: Traditional pedagogy tends to focus on one or two language skills and ignore the others. In real language use we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing.③Context: In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.2.2 What is communicative competence?①名词解释：⑴Communicative competence is the goal of Communicative Language Teaching, which includes both the knowledge of the language itself and the knowledge of how to use language appropriately in communicative situations.⑵Five main components of communicative competence are linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.②简答：①+the main components of communicative competence.(每个competence的⑴)③论述：②+In other words, it is one’s ability to express or to understanda topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse such as “by the same token”, “at last” and also the reference words such as “it”, “they”, etc. in the context.2.3 What are the main components of communicative competence?(每个competence都可以出名词解释，回答⑴⑵)Five main components of communicative competence are linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.①Linguistic competence:⑴It is concerned with the knowledge of the language itself, its form and meaning.⑵More specifically, it involves spelling, pronunciation, vocabulary, wordformation, grammatical②Pragmatic competence:⑴Pragmatic competence is concerned with the appropriate of the language in social context.⑵That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.③Discourse competence:⑴Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.⑵In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse such as :“by the same token”, “to put it in other words”,“first”，“second”,“at last”, and also the reference words such as“it”,“they”,“that”,etc. in the context.④Strategic competence:⑴Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.⑵One can compensate for this by searching for other means of expressions, such as using a similar phrase, using gestures, or using a longer explanation.⑤Fluency: It means one’s ability to “link units of speech together with facility and without strain or inappropriate slowness or undue hesitation”2.4 What is CLT(名词解释)?①CLT refers to Communicative Language Teaching. It is one type of teaching method to cultivate communicative competence.②The goal of CLT is to make students know the knowledge of the language and the knowledge about how to use language appropriately in communicative situations. That’s to say, CLT not only focus on the linguistic knowledge but the functions of language such as advising, inviting suggesting, etc., which students should learn how to use.③The principles of CLT are communicative, task and meaningfulnessprinciples.④There are two versions of CLT proposed by Howatt, to describe the ways of language learning.2.5 What are the criteria for evaluating how communicative classroom activities are?①Communicative purpose: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake.②Communicative desire: The activity must create desire to communicate in the students. That is, even if communication is forced on the students, they must feel a real need to communicate.③Content, not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it.④Variety of language: The activity must involve the students in using a variety of language, not just one specific language form.⑤No teacher intervention：The activity must be designed to be done by the students working by themselves rather than with the teacher.⑥No material control: The activity should not be designed to control what language the students should use. The choice about what language to use should rest with the students.2.6 How do you understand Task-based Language Teaching? (TBLT)（名词解释）①Task-based Language Teaching (TBLT)refers to an approach based on the use of task as the core unit of instruction in language.②Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching.③It shares the same beliefs, as language should be learned as close as possible to how it is used in real life.④However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.2.7 What does a task refer to? （名词解释）[A task is] an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.2.8 What are the four components of a task? (PPP+C)A task has four main components: a purpose, a process, a product and a context.①a purpose: making sure the students have a reason for undertaking the task②a process: getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating③a product: there will be some form of outcome, either visible or invisible④a context: this can be real, simulated or imaginary, and involves sociolinguistic issues2.9 What are the differences between tasks and exercises?①When the students are carrying out a task, they are focusing on the complete act of communication. (fluency)②When the students focus their attention on individual aspects of language, such as vocabulary, grammar or individual skills. We can call these activities exercise. (accuracy)2.10 What is PPP?(名词解释:①②)①It refers to Presentation, Practice and Production model of teaching.②At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate. At the practice stage, the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary. At the production stage, the students are encouraged to use what they have learned and practiced to perform communication tasks. At the last stage, the focus is on meaning rather than accurate use of language forms.③Some of the advantages of the PPP model are that first it is clear and easy to conduct by the teachers. Secondly, it is easy to evaluate as there are often clear goals to be obtained. Thirdly, there is the belief that learning with a focus on rules can be automatized through practice as “ a set of habits”.④The disadvantage is that students will not automatically acquire the language and use them in real life if only rules are introduced and mechanical exercises are emphasized.2.11 How to design tasks?①Think about students’ needs, interest, and abilities②Brainstorm possible tasksBear in mind that a task should have a communicative purpose and should be goal-oriented.③Evaluate the listAfter you have brain stormed the possible tasks, you can use the following criteria to evaluate them.⚫Educational value⚫Appropriateness to the students’ needs, interests and abilities⚫Availability of suitable resources⚫Time available④Choose the language items⑤Preparing the materials。
第16章学习者个体差异与学习策略培养16.1 复习笔记本章要点：1. Understanding learner differences了解学习者的个体差异2. Eight different types of learners八种不同类型的学习者3. Multiple intelligence多元智能4. Learner training in language teaching语言教学中学习策略的培养5. Three areas for preparing learners to become autonomous 从三个方面让学习者成为自主学习者6. Two stages for learner training学习策略培养的两个阶段7. Some ideas adapted in learner training培养学习策略的方法本章考点：了解学习者的个体差异；八种不同类型的学习者；多元智能；语言教学中学习策略的培养；从三个方面让学习者成为自主学习者；学习策略培养的两个阶段；培养学习策略的方法。
本章内容索引：Ⅰ. Understanding learner differences1. Eight different types of learners2. Multiple intelligenceⅡ. Learner training in language teaching1. An understanding of learner training2. Three areas for preparing learners to become autonomous3. Two stages for learner training4. Some ideas adapted in learner trainingⅢ. ConclusionⅠ. Understanding learner differences（了解学习者的个体差异）【考点：学习者的个体差异；八种不同类型的学习者；多元智能】People learn in different ways. Some people learn better from seeing things and using diagrams while other people enjoy reading and writing more than seeing movies or watching television. Different people have different learning styles.人们的学习方式不同，一些人通过观察事物和图表获得更好的学习体验，而其他人比起看电影或电视则更喜欢阅读、写作。
第8章词汇教学Ⅰ. Fill in the blanks.1. Generally speaking, the content of vocabulary teaching should include at least three aspects: _____, _____ and usage.【答案】sound/ form/ meaning (Any of these three is acceptable)【解析】一般来说，词汇教学的内容应该至少包含语音、形式、意义和用法中的三项。
2. It is very important to make students aware that not all words are equally _____ and that effective strategies of vocabulary learning help to reduce _____.【答案】important，forgetting【解析】学生应意识到不是所有的单词都同等重要；同时，有效的词汇学习策略有助于减少遗忘。
3. According to Hedge, vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its _____ and _____ meaning. The second aspect involves understanding the _____ among words. 【答案】denotative，connotative，sense relations【解析】赫奇指出，词汇学习至少涉及两个意义层面。
一方面是对词的外延意义和内涵意义的理解，另一方面是对单词之间的涵义关系的理解。
4. As teachers, we need to make decisions when teaching vocabulary what words should become the learners’ _____ vocabulary so that we can design various activities to help learners use the words actively and automatically when they are speaking or writing.【答案】productive【解析】在词汇教学中，教师需要决定哪些词汇应该成为学习者的产出性词汇（productive vocabulary），以便设计各种活动帮助学习者在口语和写作中积极主动地使用这些词汇。
第14章语言教学中的德育教育14.1 复习笔记本章要点：1. Moral learning and English德育与英语2. Values involved in morality德育的价值观点3. Activities for moral learning德育的行为4. Suggested activities for an explicit focus on moral development发展德育行为的活动5. The roles of the teacher教师在学生德育发展方面的作用6. The roles of the school学校在学生德育发展方面的作用本章考点：德育与英语；德育的价值观点；德育的行为；发展德育行为的活动；教师在学生德育发展方面的作用；学校在学生德育发展方面的作用。
本章内容索引：Ⅰ. Moral learning and English1. Moral learning in English teaching2. Values involved in moralityⅡ. Activities for moral learningⅢ. The roles of the teacher1. T eacher as role model2. T eacher as curriculum developerⅣ. The roles of the schoolⅤ. ConclusionⅠ. Moral learning and English（德育与英语）【考点：德育与英语的关系；德育包含的价值观点】1. Moral learning in English teaching（英语教学中的德育）Teachers are not just responsible for students’intellectual or physical development; teachers are also responsible for students’moral development.教师不仅对学生的智力或身体发展负责，还对其道德发展负责。
第4章教案设计与书写4.1 复习笔记本章要点：1. The significance of lesson planning课程计划的重要性2. Principles for good lesson planning做好课程计划的准则3. Macro planning vs. micro planning宏观计划和微观计划4. Components of a lesson plan课程计划的构成因素5. Sample lesson plans课程计划的样本本章考点：课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。
本章内容索引：Ⅰ. The significance of lesson planning1. Definition of lesson planning2.The necessity of lesson planning for teachers3. Benefits of lesson planningⅡ. Principles for good lesson planningⅢ. Macro planning vs. micro planning1. Two levels of lesson planning2. The advantage of a concrete teaching planⅣ. Components of a lesson plan1. Background information2. T eaching aims3. Language contents and skills4. Stages and procedures5. T eaching aids6. End of lesson summary7. Optional activities and assignments8. After lesson reflectionⅤ. Sample lesson plansⅥ. ConclusionⅠ. The significance of lesson planning（课程计划的重要意义）1. Definition of lesson planning课程计划的定义Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.课程计划就是提前决定在课堂上使用什么技巧、材料、进行什么活动。
英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their_____ _____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view3. What does the structural view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist theory? BA. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. Communicative teaching7.What are the characteristics of audio-lingual method?nguage is learned by constant repetition and the the reinforcement of the teacherB.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher?A.Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?A.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher? DA.Kind, humorous, well informedB.Hard working, disciplinedC.Well prepared, dynamic and patientD.All of the abovePart 2 Answer the following questions.1.A good teacher should possess many good qualities. List three qualities you think are the mostimportant and explain reasons.Unit 21.What is the ultimate goal of foreign language teaching?A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use?A.Task-based teaching and learningB. Communicative language teachingC. Presentation, practice and productionD. Engage---study---activate3.What is linguistic competence concerned with?A.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning4.What is pragmatic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning5.What is discourse competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning6.What is strategic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning7.What is fluency competence concerned with?A. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning8.What are the principles of communicative language teaching?munication principle, task principle and meaningful principlemunication principle, accuracy principle and meaningful principlemunication principle, fluency principle and meaningful principlemunication principle, task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy?A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluencyB.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracyC.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluencyD.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracyPart 2 answer the following questions1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a lesson plan?A.Aims to be achievedB.Materials to be coveredC.Activities to be organizedD.All of the above2.What are the principles for good lesson planning?A.Aim, variety, flexibility, learnability and linkageB.Aim, preparation flexibility and linkageC.Aim, micro-planning, macro-planning and flexibilityD.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents?A.Structures, vocabulary, functions and topicsB.Pictures, vocabulary, communication and topicsC.PPT, structures, aims and summaryD.Structures, aims, functions and topics4.What are very commonly used teaching procedures and stages?A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B4.What is the function of optional activities?A.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency5.Which part is to be finished after a lesson in a lesson plan?A.Teaching aidsB. End of a lesson summaryC. Optional activities and assignmentsD. After lesson reflectionPart 2 answer the following questions1.What benefits can language teachers get from planning a lesson?2.Explain five principles for good lesson planning in detail.3.What does macro planning involve?4.What are components of a lesson plan?unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the possible roles of a teacher?A.Controller, assessorB. Organizer, prompterC. Participant, resource-providerD. All of the above2.What role does a teacher play in the following activity?The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A.ControllerB. AssessorC. OrganizerD. Prompter3.What role does a teacher play in the following activity?T: do you have any hobbies?S: yes, I like singing and dancing.T: Uhm, and...?S: I also collect coins.T: Oh, really, how many...have you already...collected?A.ControllerB. AssessorC. OrganizerD. Prompter4.What role does a teacher play in the following activity?The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.A. ControllerB. AssessorC. OrganizerD. Prompter5.What role does a teacher play in the following activity?When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A. ControllerB. AssessorC. OrganizerD. Prompter6.What role does a teacher play in the following activity?While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.A.ControllerB. AssessorC. participantD. Resource-provider7.What role does a teacher play in the following activity?The teacher asks a student a question “Have you ever bought clothes with problems?”If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8.What role does a teacher play in the following activity?When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB. AssessorC. OrganizerD. Prompter9.What role does a teacher play in the following activity?When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10.What role does a teacher play in the following activity?the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A.ControllerB. AssessorC. OrganizerD. Prompter11.What role does a teacher play in the following activity?The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A. ControllerB. AssessorC. participantD. Resource-provider12. When is appropriate for the teacher to give classroom instructions to students?A. Give directions to tasks or activities, checking comprehension, giving feedbackB. Providing explanations to a concept or language structure, drawing attentionC. Setting requirements, checking comprehension, assigning homeworkD. All of the above13.Why do novice teacher often have problems giving clear instructions?A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective?e simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or pairs15.Which of the following is the time when students work as a whole class?A.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselves?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is less stressful.20.Which of the following is the advantage of pair work?A. It is an ideal way to show materials and do presentations together.B. It allows students to work together rather than under teacher’s guidance.C. It reinforces a sense of belonging among a group of members.D. It is very stressful.Part 2 answer the following questions1.What six conditions have to be met in order to achieve efficient classroom management?Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching?A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to english need less focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?A.ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3.Which of the following do not belong to minimal pair?A.Will wellB. Till tellC. Fill fellD. Well well4.Which of the following belong to pronunciation perception practice?ing minimal pairs, odd one outB. Which order, completionC. Same or differentD. All of the above5.Which type does the following production practice belong to?The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using meaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.A.Make up sentencesB. Using meaningful contextC. Using picturesD. Using tongue twisters7.What are the ways of practicing stress?e gesturesB. Use the voiceC. Use the blackboardD. All of the above8.What does the falling intonation on the statement “he is moved to Gla sgow.”indicate?A.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question “where do you live ?” indicate?A . I am telling you something you do not knowB. I have not finished yetC. I am asking a genuine questionD. I know you have tole me before10.What is reflected as important in the following example?A.Would you please turn down the radio a little bit?B.Sorry. ↘（no, I do not want to.）Or B. Sorry? ↗（what did you say?）A.StressB. IntonationC. SoundsD. PitchPart 2 answer the following questions1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true?A.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method?A.Deductive methodB. Inductive methodC. Guided discovery methodD. Communicative teaching method3.Which of the following steps are typical for the deductive grammar teaching method?A. Give examples→explain rules→students do practice activitiesB. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentencesC. Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD. All of the above4.What are two grammar practice activities?A.Mechanical practice and meaningful practiceB.V olume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?A.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgeUnit 8Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary?A.a vocabulary item can be more than one wordB.V ocabulary can not be taught. It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?A.knowledge its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use itD.all of the above3.what meaning is referred to if we say the meaning of “dog” is an animal with fourlegs and a tail, often kept as a pet or trained for work?A denotative meaning B. connotative meaningC. extended meaningD. inspired meaning4.What meaning is referred to if we say the meaning of “dog”is friendship andloyalty?A denotative meaning B. connotative meaningC. literal meaningD. labeled meaning5. What is referred to if we say “see a movie, watch a play, look at a picture”?A. denotative meaningB. connotative meaningC. collocationsD. synonyms6. What do the following examples indicate?Big, huge; enormous, immense; male, masculineA.synonymsB. antonymsC. hyponymsD. collocations7.What are two categories of vocabulary?A.receptive vocabulary and productive vocabularyB.innate vocabulary and learned vocabularyC.familiar vocabulary and unfamiliar vocabularyD.new vocabulary and old vocabulary。
第5章外语课堂管理5.1 复习笔记本章要点：1. The role of teachers and teachers’new roles教师的角色和新角色2. Classroom instructions课堂教学3. Rules to follow for making instructions effective 使课堂教学有效的方法4. Student grouping学生分组5. Discipline in the language classroom语言课堂的纪律6. Strategies to maintain discipline in their classroom 维持课堂纪律的策略7. Questioning in the classroom课堂提问8. Classification of question types课堂提问的类型9. The distinction between mistakes and errorsmistakes 和errors的区别10. Deal with spoken errors处理口头错误本章考点：教师的角色：设计者；管理者；评定者；组织者等以及教师的新角色；课堂教学的定义以及使课堂教学有效的方法；学生分组的几种类型及分组方式；纪律和无纪律的概念；维持纪律的方法；课堂问题的类型及相关定义；mistakes和errors的区别；如何处理口头错误。
本章内容索引：ⅠDefiniton of classroom managementⅡ. The role of the teacher1. Before the class2. During the class3. After the classⅢ. Classroom instructionsⅣ. Student grouping1. The most common student groupings2. Grouping methodsⅤ. Discipline in the language classroom1. Discipline vs. indiscipline2. Maintaining disciplineⅥ. Questioning in the classroom1. Classification of question typesⅦ. Dealing with errors1. The distinction between mistakes and errors:2. Dealing with spoken errors3. Time for correctting4. Ways for correcttingⅧ. ConclusionⅠ. Definiton of classroom management（课堂管理的定义）Classroom Management refers to the way teachers organize what goes on in the classroom.课堂管理指的是教师组织课堂进行的方式、方法。
第9章听力教学9.1 复习笔记本章要点：1. Reasons for poor listening听力不好的原因2. Criteria of judging the list of listening situations判断听力内容的标准3. Characteristics of listening in real life真实生活听力的特点4. Two major purposes in listening听力的两个主要目的5. Principles and models for teaching listening听力教学的原则和模式6. Two approaches used to describe different processes of listening：Bottom-up model；Top-down model两种描述听力理解的方式：自下而上模式和自上而下模式7. Three teaching stages: Pre-listening; While-listening; Post-listening三个听力阶段：听前、听中和听后8. Activities of pre-listening, while-listening and post-listening听前、听中和听后所进行的活动本章考点：听力不好的原因；判断听力内容的标准；真实生活听力的特点；听力的两个主要目的；听力教学的原则和模式；两种描述听力理解的方式：自上而下模式和自下而上模式；三个听力阶段：听前、听中和听后；听前、听中和听后所进行的活动。
本章内容索引：Ⅰ. Reasons for poor listeningⅡ. Listening situations in everyday life1. One reason for students’unsatisfactory listening abilities2. Criteria of judging the list of listening situationsⅢ. Characteristics of the listening processⅣ. Principles and models for teaching listening1. Two major purposes in listening2. Principles of teaching listening3. Two approaches used to describe different processes of listening4. Three teaching stages of listeningⅤ. Pre-listening activitiesⅥ. While-listening activitiesⅦ. Post-listening activitiesⅧ. ConclusionⅠ. Reasons for poor listening （听力不好的原因）【考点：学生听力不好的原因】Understanding learners’listening problems is perhaps the first step for developing effective teaching strategies.为了有效提升听力教学策略，第一步也许是理解学习者在听力方面的问题。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第4~6章【圣才出品】第4章教案设计与书写4.1 复习笔记本章要点：1. The significance of lesson planning课程计划的重要性2. Principles for good lesson planning做好课程计划的准则3. Macro planning vs. micro planning宏观计划和微观计划4. Components of a lesson plan课程计划的构成因素5. Sample lesson plans课程计划的样本本章考点：课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。
本章内容索引：Ⅰ. The significance of lesson planning1. Definition of lesson planning2.The necessity of lesson planning for teachers3. Benefits of lesson planningⅡ. Principles for good lesson planningⅢ. Macro planning vs. micro planning1. Two levels of lesson planning2. The advantage of a concrete teaching planⅣ. Components of a lesson plan1. Background information2. T eaching aims3. Language contents and skills4. Stages and procedures5. T eaching aids6. End of lesson summary7. Optional activities and assignments8. After lesson reflectionⅤ. Sample lesson plansⅥ. ConclusionⅠ. The significance of lesson planning（课程计划的重要意义）1. Definition of lesson planning课程计划的定义Lesson planning means making decisions in advance about what techniques,activities and materials will be used in the class.课程计划就是提前决定在课堂上使⽤什么技巧、材料、进⾏什么活动。
一、选择填空1. ________relates to the truthfulness of the data.A. ValidityB. ReliabilityC. SubjectD. Object2. Which one is not the area of the institution ________.A. restrictionsB. time, length, frequencyC. classroom management skillsD. syllabus3. English is described as foreign language in all of the countries except ________.A. FranceB. JapanC. ChinaD. Australia4. What Krashen and Terrell emphasize in their approach is the primacy of________.A. formB.vocabularyC.meaningD.phonetics5. There are many situations in which we use more than one language skill, so it is valuable to integrate the four skills, to________.A. enhance the students’ communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice6.According to Wang Qiang, the way a language teacher learned a language will influence the way he ________ to some extent.A. learns a languageB. learns his mother tongueC. teaches a languageD. obtains linguistic knowledge7. If a teacher wants to control what the students do as much as possible, it’s best to do________.A. whole class workB. team activitiesC. pair workD. group work8.With regard to syllabus design, the Communicative Approach lays special emphasis on ________.A. authentic materialsB. learners’ needsC. meaningful drillsD. teachers’ roles9. The generative-transformational school of linguistics emerged through the influence of _________.A. Noam ChomskyB. J. PiagetC. D. Ausubel D. J.B. Bruner10. According to the behaviorist, a _________ is formed when a correct response to a stimulus is consistently rewarded.A. meaningB. wordC. habitD. reaction11. Another linguistic theory of communication favored in Communication Language Teaching is _________ functional account of language use.A. Chomsky’sB. Hymes’sC. Candlin’sD. Halliday’s12. What Krashen and Terrell emphasize in their approach is the primacy of _____.A. formB. vocabularyC. meaningD. phonetics13. The ultimate goal of learning a foreign language in a Grammar-Translation classroom is to enable the students to ______ its literature.A. translate and writeB. readC. read and writeD. read and translate14. The Natural Approach believes that the teaching of ______ should be delayed until comprehension skills are established.A. listeningB. speakingC. readingD. writing15．Many proponents of the Communicative Approach advocate the use of _______ materials in the language classrooms.A．classic B．authenticC．modern D．oral16．Of the three procedures followed in a cognitive classroom, which can be viewed as the performance stage?A．Exercises．B．Application activities．C．Introduction of new materials．D．None of the above．17．From the mid-1970s the key concept in educational linguistics and language pedagogy is that of_______．A．Communication or communicative competenceB．motivation in learning a foreign languageC．independence and autonomy in learningD．language acquisition through the use of active trial18. To _______, it is advocated that we adopt a communicative approach to writing.A. motivate studentsB. demotivate studentsC. free students from too much workD. keep students busy19. According to Willis the conditions for language learning are exposure to a rich but comprehensible language input, use of the language to do things, _______ to process and use the exposure, and instruction in language.A. chancesB. contextC. motivationD. Knowledge20. As far as school assessment is concerned, we have teacher’s assessment, continuous assessment, _______, and portfolios.A. students’ self-assessmentB. relative’s assessmentC. informal assessmentD. formal assessment21.For most people the term “curriculum” includes those activities that educators have devised for _________, which are represented in the form of a written document.A. teachersB. designersC. LearnersD.students22. _________is the author of the book Syntactic Structures.A. Edward SapirB. Noam ChomskyC. J. R. FirthD.M.A.K. Halliday23.Traditional behaviorists believed that language learning is simply a matter of imitation and _________formation.A. learningB. habitC. practiceD. knowledge24.The term "interlanguage" was first coined by the American linguist, _________.A. Noam ChomskyB. BloomfieldC. B.F. SkinnerD. Larry,Selinker25.According to the records available, human beings have been engaged in the study of language for _________centuries.A. 10B. 15C. 20D. 2526. Views on language and _________ both influence theories on how language should be taught.A. views on language learningB. views on culture learningC. values of lifeD. styles of life27.One of the disadvantages of traditional pedagogy is _________.A. the learners are able to use all skills, including the receptive skills and the productive skillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class28. If you ask students to translate the meaning of new words, you are _________.A.checking spellingB.checking memorizingC.checking pronunciationD.checking understanding29.Krashen believes that acquisition of a language refers to the _________ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious30. In the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the _______ of grammar rules with translation.A. introductionB. interpretationC. comprehensionD. combination31. Krashen believes that acquisition of a language refers to the _______ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious32. Halliday advocates that the social context of language use can be analyzed in terms of the field, tenor and mode of_____.A. contextB. discourseC. contentD. situation33. In the Natural Approach, the teacher can make use of various ways except _____ in order to help the students to be successful.A. keeping their attention on key lexical itemsB. explaining grammatical rulesC. using appropriate gesturesD. using context to help them understand34. According to Palmer and some other linguists of his time, ______ played one of the most important roles in foreign language learning.A. grammarB. phoneticsC. vocabularyD. rhetoric35. ______ refers to the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the text.A. Grammatical competenceB. Sociolinguistic competenceC. Discourse competenceD. Strategic competence36．Students’ mistakes are ________ corrected in the classrooms of the Direct Method.A．never B．immediatelyC．seldom D．carelessly37．________ is particularly interested in the relationship between sentences and the contexts and situation in which they are used.A．Transformational Grammar B．PragmaticsC．Structuralism D．The Situational Approach38．What do the three approaches (the Silent Way, Community Language Learning, and Suggestopaedia ) have in common?A．All stress the intrusion of the teacher into the learning process．B．All lay emphasis on the individual and on personal learning strategies．C．All view the learning of a second language the same as the learning of the first．D．All three are deductive in the initial stage of the language learning process．39. In English teaching classrooms very often writing is seen as “writing as language learning”, and it is believed to be _______.A. writing for communicationB. writing for real needsC. pseudo writingD. authentic writing40. Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from both teacher and peers.D. Emphasize the form rather than the content.41. Which of the following is true of second language learning?A. Natural language exposure.B. Informal learning context.C. Structured input.D. Little error correction.42. What type of learners can benefit most from real object instruction?A. Individual learners.[5. Tactile learners.C. Auditory learners.D. Visual learners.43. What type of intelligence is cooperative learning best suited for?A. Interpersonal intelligence.B. Intrapersonal intelligence.C. Logical intelligence.D. Linguistic intelligence.44. What does the following practise?* Peer and I v. vent to the cinema yesterday.Peter and * I went to the cinema yesterday.Peer and I zoent to the * cinema yesterday.Peer and I zoent to the cinema * yesterday.A. Stress.B. Articulation.C. Liaison.D. Intonation.45. What learning strategy can the following help to train?Match the adjectives on the left with the nouns on the right.H cavy DayNice BabyClose BuildingLight RainTall FriendCute SmokerA. Grouping.B. Collocation.C. Imitation.D. Imagery.46. Which of the following is a communication game?A. Bingo.B. Word chain.C. Rearranging and describing.D. Cross-word puzzle.47. Which of the following can help train speaking?A. Listen and follow instructions.B. Simon says.C. Pairs finding.D. Match captions with pictures.48. Which of the following activities is most appealing to children"s characteristics?A. Cross-word puzzle.B. Formal grammar instruction.C. Reciting texts.D. Role-play.49. What"s the teacher doing by saying" Who wants to have a try?"?A. Controlling discipline.B. Giving prompt.C, Eva[uating students" work.D. Directing students~ attention to the lesson.50. Which of the following activities is the most suitable for group work?A. Guessing game.B. Story telling.C. Information-gap.D. Drama performance.51. Which of the following belongs to learning outcomes?A. Role-plays,B, Sequencing pictures.C. Surveys.D. Worksheets.52. Which of the following best describes first language acquisition?A. Care-taker talk.B. Minimal pair practice.C. Selected input.D. Timely error correction.53. Which of the following seating arrangements is most suitable for a whole class discussion?54. What is the teacher doing in terms of error correction?"S: I go to the theatre last night."T: You GO to the theatre last night?A. Correcting"the student"s mistake.B. Hinting that there is a mistake.C. Encouraging peer correction.D. Asking the Student whether he really went to the theatre.55. Which of the following questions can be used in the questionnaire for assessingparticipation?A. Did you get all the questions right in today"s class?B. Did you finish the task on time?C. Can you use the strategies we have learned today?D. What did you do in your group work today?56.One of the disadvantages of traditional pedagogy is _______.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation二、名词解释1.Scaffolding: the technique of changing the level of support over the course of a teaching session; a more-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current performance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.2.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).3.Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision 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.4.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.5.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences withgiven prompts.6.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.7. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication8.Bottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first andthen going over the text sentence by sentence. This way of teaching reading reflects thebelief that reading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teachingreading is said to follow a bottom-up model.9. Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teachingreading just as Goodman(1970) once said that reading was “a psycholinguistic guessinggame”10. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.11. The functional view:The functional view sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.12. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.13.The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus,response, and reinforcement"14.Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.15.The goal of CLTThe goal of CLT is to develop students' communicative competence16.Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.17Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.18. Three P's model: presentation, practice and production.19.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text.20.ScanningScanning means to read to locate/get specific information.21. DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.22. Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.23.What’s called A process approach to writingDefinitionWhat really matters or makes a difference is the help that the teacher provides to guide the students through the process that they undergo when they are writing.24.What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.25.Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primaryfocus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)26. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.27. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.28. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.29. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Natural30. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.31. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program)was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.32. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.33. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.34. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .35.What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.36.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.municative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.38.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.39.Process-oriented theories:强调过程are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.40.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.41.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that”you can train an animal to do anything if youfollow a certain procedure which has three major stages,s timulus,response,and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement ofthe teacher. Mistakes were immediately corrected, and correct utterances were immediatelypraised.42.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd 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 an infinite number of sentences can be produced.43.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows44.Socio-constructivist theory:(Vygotsky)he emphasizes interaction and engagement with the t arget language in a social context based on the concept of“Zone of Proximal Development”(ZP D)and scaffolding.。
