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教学法考试

unit 3

一，填空题。

1.The development of ELT since 1978 can be divided into four major phases:

Restoration,Rapid Development,Reform,and Innovation.

2.It was in the 1993 syllablus that the world “communication”was used in the objectives of

teaching for the first time.

3.The overall aim of the curriculum for nine-year compulsory education is to develop students?

comprehensive abilities in language use.

4.For any education education change ,teachers are the crucial factors as they are the agents for

implementing the new ideas.

5.Faced with the new curriculum ,English teachers are expected to change in many ways.

First,they are expected to change their v iews about language which is not a system of liguistic knowledge but a means for communication.

二，名词解释

Define the words and phrases below;

1.NEC:( New English Curriculum)

2.PEP:(People's Education Press)

3.ELT:(English Language Teaching)

4.NFLTRA:(The National Foreign Language Teaching and Research Association)

5.九年制义务教育：（nine-year compulsory education）

三，简答题

1.The framework of objectives in the new National English Curriculum

Overall Language Ability:

a.Affect: International perspectives, Patriotism, Confidence, Motivation

b.Cultural: Knowledge, Understanding, Awareness

https://www.wendangku.net/doc/c85156329.html,nguage Knowledge: Phonetics, Grammar, V ocabulary, Functions, Topics

https://www.wendangku.net/doc/c85156329.html,nguage Skills: Listening, Speaking, Reading, Writing

e.Learning Strategies: Cognitive, Self management, Communication, Resourcing

2.What's the relationship between educational change and teachers?

For any educational change, teachers are the crucial factors as they are the agents for implementing the new ideas. Their contributions to and participations in the innovation are essential. Without their willingness, understanding, cooperation adn participation,there can be no changes. However, to many teachers change is rather painful and stressful experience as they are bound to "cope with both the mental and emotional demands of relearning aspects of their professional culture in order to be recognised as a competent professional using the new approach".

3.Faced with the new curriculum, what ways are English teachers expected to change in?

First, they are expected to change their views about language which is not a system of linguistic knowledge but a means for communication. Second, they are expected to change their traditional role of a knowledge transmitter to a multi-role educator. The teaching objectives of the new English curriculum requires that language teaching is more than just teaching the knowledge and skills, it includes caring for students' affective needs, developing their learning strategies, widening up their cultural horizons and establishing international perspectives through the process

of language learning. Third, teachers are expected to use more task-based activities and put the students in the center of learning. Fourthly, teachers are expected to use more formative assessment in addition to using tests. Last but not least, teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.

4.The brief history of foreign language teaching in China is divided into five parts, what are they?

Foreign language teaching before 1978, a phase of restoration (1978--1985), a phase of rapid development (1986--1992), a phase of reform (1993--2000), a phase of innovation from 2000

5.Please list the six designing principles for the National English Curriculum for the Nine-year Compulsory Education.

a.Aim for educating all students, and emphasise quality-oriented education

b.Promote learner-centredness, and respect individual difference

c.Develop competence-based objectives, and allow flexibility and adaptability

d.Pay close attention to the learning process, and advocate experiential learning and

participation

e.Attach particular importance to formative assessment, and give special attention to the

development of competence

f.Optimize learning resources, and maximise opportunities for learning and using the language.

3 The National English Curriculum

一、判断题

1. Summative assessment should focus on assessing students? overall language ability and the ability to use the language.

2. The overall aim of the curriculum for nine-year compulsory education is to develop students? comprehensive abilities in langu age learning.

3. The design of the new National English Curriculum divides English language teaching and learning into nine competence-based levels.

4. The phase of innovation from 2000 is characterized by a firm and urgent call from the government for quality-oriented education.

5. It was in the 1993 syllabus that the word “communication” was used in the objectives of teaching for the first time.

二、填空题

1. Classroom teaching should become a process during which students are guided by the teachers in , , , demonstrating personal characters, developing intelligence and broadening their views and visions.

2. The assessment for the nine-year compulsory education should be geared to

and in learning.

3. The development of ELT since 1978 can be divided into four major phase: Restoration, , Reform, and .

4. In the new National English Curriculum, there are five objectives. They are affects, , language skills, , .

5. The assessment system for the nine-year compulsory education should include both______ and ______ assessment.

三、名词解释题

1. Assessment

2. NFLTRA

3. ELT

4. PEP

5. SEdC

四、简答题

1. Faced with the new curriculum, in what ways are English teachers expected to change?

2. List at least three designing principles of the Notional English Curriculum for Nine-year Compulsory Education.

3. With the new English curriculum, the teachers are facing many challenges. So can you give some advise to them to deal with changes and challenges in the process of curriculum reform?

4. What did we do in order to ensure a smooth a transition to the New National English Curriculum in 2005?

5. Please list at least 7 points of difficulties or problems that English teachers may encounter in teaching English.

判断题

1. T (P 43, line 14)

2. F (P 42, line 29)

3. T (P 46, line 1)

4. T (P 41, line 3)

5. T (P 40, line 27)

二、填空题

1. constructing knowledge, developing skills, being active in thinking (P 42, line 4)

2. stimulating students? interests, cultivating their aut onomy in learning (P 43, line 8 )

3. rapid development, innovation (P 39, line 11)

4. cultural awareness, language knowledge, learning strategy (P 45 图)

5. formative, summative (P 43, line 10)

三、名词解释题

1. A progress which is designed to make an estimate for the students? learning. It should be geared to stimulating students? interests and cultivating their autonomy in learning. The system should include both formative and summative assessment. (P 43, line 8)

2. The National Foreign Language Teaching and Research Association

3. English Language Teaching

4. the People?s Education Press

5. State Education Commission

四、简答题

1. First, they are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.

Second, they are expected to change their traditional role of a knowledge transmitter to a multi-role educator.

Thirdly, teachers are expected to use more task-based activities and put the students in the centre of learning.

Fourthly, teachers are expected to use more formative assessment in addition to using tests.

Last but not least, teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language. (P 48)

2. ①aim for educating all students, and emphasize quality education.

②promote learn-centeredness, and respect individual differences.

③develop competence-based objective, and allow flexibility and adaptability.

④pay close attention to the learning process, and advocate experiential learning and participation

⑤attach particular importance to formative assessment, and give special attention to the development of competence.

⑥optimize learning resources, and maximize opportunities for learning and using the language. (P 42-43)

3. ①have a open mind towards different kinds of ideas about and approaches to teaching.

②be willing to try out new ideas and find out if they work or not.

③use the resources available to help you with teaching and self-learning..

④reflect on your own teaching and beliefs about teaching. (P 49, line 20)

4. First, to start the design of a new national English curriculum which is to be extended to primary education;

second, to revise the 1993 syllabus for immediate implementation in 2001 in junior and senior high schools on the sane rationale for the new curriculum without making dramatic changes to the basic structure of the syllabus;

thirdly, to design a Basic Requirement for Primary School English and start introducing primary school English step by step nationwide from 2001;

fourthly, to pilot the new curriculum for nine-year compulsory education from 2001 to 2004 and implement it in 2005. (P 41, line 18)

5. ⑴ Teaching ideas and methods are out of date

⑵ Inappropriate textbooks

⑶ Wrong expectation from the public

⑷ Lack of language environment

⑸ Lack of interest on the part of the learners

⑹ Teaching for the purpose of testing

⑺ Teachers? lack of training

⑻ Too many students in one class

⑼ Students high cores VS low abilities

⑽ One?s own language proficiency as an important source of confidence

⑾ Already over-loaded work and responsibilities

⑿ Lack of support and encouragement from the school principles and colleagues

⒀ Lack of professional training on theories and practice of education and on ELT (P 49, line

Unit 4

一．填空题：

1. Principles for good lesson planning: , variety, , learn ability, and

2. Teaching objectives emphasis on , knowledge, , strategies and

3. Lesson planning can be done at and levels.

4. The major components of a lesson planning are i.e. background information, aims, language contents and skills, , teaching aids, summary, option activities and assignments, as well as

5. Robertson and Acklam propose three additional elements for a good lesson. They are E.S.A... …E? stands for …S? stands for …A? stands for

二．True or False Statements.

1.Because different teachers have different teaching styles, so we don?t need to follow some

certain guidelines in the lesson plan.

2.Robertson and Acklam(ibid) propose three additional elements for a good lesson. They are

E.S.A…. E stands for engage, S stands for students, A stands for activate

3.The 3P model is presentation, practice, and production.

4.In a lesson planning, the first thing the teachers need to detail is his/her teaching aims.

5.An experienced teacher doesn?t need to do a lesson planning.

三．名词解释

1. The definition of lesson plan

2. What does the principle of “flexibility” mean in a lesson plan?

3. What is micro planning?

4. What?s a “starter” in teaching stages?

5. What does E.S.A. stand for?

四．简答题

1. What do language teachers benefit from lesson planning?

2. What?s Macro planning?

3. What components should be included in a language lesson plan?

4. What are the principles for good lesson planning？

5. What are the advantages of the PPP model?

答案：

一．填空题

1. Key: aim, flexibility, linkage

2. Key: language skills, affects, culture awareness

3. Key: macro, micro

4. Key: stages and procedures, after lesson reflection

5. Key: engage, study, activate

二．T or F

1. T P55

2. F P66

3. T P59

4. F P56

5. F P51

三．名词解释

1.第51页第二段: a lesson plan 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.

2.第52页第五段

3.第54页第三段micro planning is planning for a specific unit or a lesson which usually lasts from one to two weeks or forty to fifty minutes respectively. It is often an individual activity and different teachers may have different ways of writing their own lesson plans.

4.第59最后一段a starter is an activity or a series of activities that a teacher does at the beginning of the lesson, which, though does not take long in a lesson, can fulfill a wide range or purpose.

5.第66页倒数第二段E stands for engage—to get students interested in what they learn; S stands for study—there must be some new language or new experience to be gained; and A stands for activate—students should have the chance to produce language in meaningful ways.

四．简答题

1. Language teachers benefit from lesson planning in a number of ways.

Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson. Ts need to know what their Ss to be able to do at the end of the lesson and they can plan the activities and choose the techniques accordingly.

Secondly, it helps distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficult levels can be arranged properly and the lesson can move smoothly from one stage to another.

Thirdly, proper lesson planning give Ts the opportunities to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.

Fourthly, good planning gives Ts, especially novice Ts, confidence in class. They know what they are going to do next therefore they can pay more attention to Ss? rea ction and performance in class rather than themselves.

Fifthly, when planning the lesson, the T also becomes aware of the teaching aids that are needed for the lesson.

Last but not least, planning is a good practice and a sign of professionalism. P52

2. Macro planning is planning over a longer period of time, for instance, planning for a whole programme or a whole-year course. This is often done by a group of teachers who are to teach the same course. In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall feeling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following: Knowing about the profession

Knowing about the institution

Knowing about the learners

Knowing about the syllabus/curriculum

Knowing about the textbook

Knowing about the objectives

3. background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assi gnments, and teacher?s after-lesson reflection. P54-P55

4. Lessons may have different focuses, grammar, vocabulary, reading or writing. There are five major principles behind good lesson planning: Aim, variety. Flexibility, learn ability and linkage. Aim: the realistic goals for the lesson.

Variety: different types of activities and a wide selection of materials.

Flexibility: extra and alternative tasks and activities

Learn ability: the contents and tasks should be within the learning capability of the students. Linkage: the stages and steps are somehow liked with one another. P53-P54

5. 第59页第三段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.

1.Teachers need to think about the aim to be achieved, materials to be covered, activities to be organised, and techniques and resources to be used, in order to achieve the aims of the lesson.

2.No teaching/learning situation is really static, social and educational circunstances change, views of methodology change, and resources available change.

3Priciples for good lesson planning : aim , varity , flexibility and learnability , linkage .

4、Lesson planning should be done at two levels macro planning_ and_micro planning .

5、PPP model refers to presentation_，practice, _production_.

二、Explain the glossary

1、Macro planning: planning over a longer period of time, for instance, planning for a whole programme or a whole-year course.

2、Flexibility: Flexibility means preparing some extra and alternative tasks and activities as the class does not always go according to the plan so that the teachers always have the options to cope with the unexpected situations rather than being the slaves of written plans or one methodology.

3、Lesson plan :a framework of a lesson in which teachers make advance decisions about what they hope to achieve and they would like to achieve it.

4、Linkage: p54

5、Micro planning : planning for a specific unit or a lesson,which usually lasts from one to two weeks or forty to fifty minutes respectively.micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plan.

三、Answer the questions

1、Please state what should be include in a good lesson planning ?

Background information, teaching aims ,language contents and skills,stages and procedures,teaching aids, end of lesson summary,optional activities and assignments,after lesson reflrction

2、What's the relationship between macro planning and micro planning ?p54

Of course, there is no clear cut …language teaching take place.

3、Lesson planning is important in the process of teaching, so a good lesson planning can

benefit both teacher and student a lot. Please give some benefit of the good lesson planning？p52-53

4、What contents should be considerate in the part of after lesson reflection？p60 last paragraph

5、For almost every lesson, a good starter is necessary and important .Please fulfill a wide purpose

of it. p59 first paragraph

Unit 5

1. Based on the functions the teacher performs in different activities, Harmer defines the teacher?s roles as controller, , organiser, , prompter , .

2. An important feature of today?s language classroom is that students do not always study as one big group. The most common student grouping are whole class work, , group work, .

3. One classification of question types is a taxonomy proposed by Bloom, which is knowledge, comprehension, , , , evaluation.

4. There are different ways and techniques for correcting errors, such as direct teacher correction,

, , , whole class correction, etc.

5. refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.

Term Explanations

1.prompter

2.pair work

3.high-order questions

4.genuine questions

5.mistake

True or False Statements

1.Generally classroom instructions include all classroom language that teachers my use for

teaching purposes as well as for managing teaching.

2.Teachers sometimes could punish students for the indisciplined acts in order to create a code

of behaviors.

3.When students are working in groups, the teacher can join each group for a while, as a

participant or a leader or a inspector.

4.If the indiscipline is so disruptive as to hinder the progress of the whole class, the teacher

should stop the class and make it clear what is wrong.

5.The more communicative an activity is , the more control it needs.\

Answering Questions

1.how should the teacher deal with the indisciplined students?

2.when should the teacher corre ct students? mistakes?

3.how the teacher to be a good assessor?

4.how should the teacher use the grouping method of whole class work?

5.what do classroom instructions include?

Answers

1.assessor, participant, resource-provider

2.pair work, individual study

3.application, analysis, synthesis

4.indirect teacher correction, self-correction, peer correction

5.discipline

Term Explanations

1.Prompter is the role of the teacher giving appropriate prompts when students are not sure

how to start an activity, or what to do next, or what to say next. For example, when a student doesn?t seem to be ready for an answer, the teacher can give hints.

2.Pair work refers to the time when students work in pairs on an exercise or a task. It could be

a dialogue reading, a game or an information-gap task between the two students.

3.High-order questions refer to those that require more reasoning, analysis, and evaluation of

information or memorization of facts.

4.Genuine questions are questions which are used to find out new information and since they

often reflect real contexts, they are therefore more communicative.

5. A mistake refers to a performance error that is either a random guess or a …lip of tongue?, and

it is a failure performance to a known system. It has nothing to do with the language competence, but a result from temporary breakdown. When it is challenged or given enough attention, a mistake can be self-corrected.

True or False Statements T F F T F

1. Indisciplined students are not bad students, and sometimes they are not aware of their indisciplined acts. So when the teacher is trying to act against discipline, he should be careful not to hurt the students.

1)deal with it quietly. If the problems involve only one student, the teacher?s action should be a quiet response so that it will av oid other students? attention.

2)don?t take things personally. When something happens, the teacher should try to address the problem rather than the student as the object. Besides, the teacher should relate to the problem impersonally even if the criticism is meant personally.

3)don?t use threats. Threats are never constructive measures against indiscipline. In most cases, threats cause negative affective state and resistance to cooperation.

2. Generally, it is best not to interrupt students during fluency work unless communication breaks down. If the student has got most of his language right but has made a trivial mistake, it is sometimes wise to let the mistake pass. If there are some common mistakes that other students might also have problems with, the teacher can take a note in his/her mind and try to do the correction after the student?s performance. However, during accuracy work, the teacher may need to intervene more because the purpose of the activity is to get what is learned right.

3. It?s generally believed it is a major part of a teacher?s job to assess the students? work. As an assessor, the teacher does two things, that is ,correcting mistakes and organizing feedback. Correcting should be gentle. That is to say that the teacher should show that incorrectness has occurred, but not make a big fuss about it. While organizing feedback is an effective way to assess students? performance so that they see the extent of their success or failure. When organizing feedback, the teacher should focus on stud ents? success or progress so that a success-oriented learning atmosphere can be created.

4. whole class work is normally used when presenting and explaining new language or new information, checking answers, doing accuracy-based reproduction and summarizing learning. And it should be used widely by teachers. During the whole class work, the teacher should be cautious not to speak too much. Make the presentation and explanation brief and concise in meaningful contexts and then try to elicit replies or answers from the students.

5. classroom instructions refer to the type of teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching.

Blank Filling

1.According to Harmer, as an assessor,the teacher does two things, that is , correcting mistakes and . key: organising feedback

2.The most common student grouping are whole class work, , group work, and individual work. key : pair work

3. The teacher can join each group for a while , but only as a not as a leader or inspector. key : participant

4. Questioning is a critical skill for teachers because it is the most common form of between the teacher and the students in the classroom. key: interaction

5. A mistake refers to a performance error that is either a or a slip of tongue, and it is a failure performance to a known system. key : random guess

Glossary

1.group work :

key: Group work refers to the time when students work in small groups.

https://www.wendangku.net/doc/c85156329.html,prehension:

key: Comprehension refers to understanding of facts and ideas by organising ,comparing, translating,interpreting,describing,and stating the main ideas.

3.individual work:

key: Individual work is the stage when students are excepted to work on their own at their own speed.

4.evaluation:

key: Evaluation refers to present and defend opinions by making an informed judgement about information or ideas based on a set of criteria.

5.classroom management:

key: Classroom management is the way teachers organise what goes on in the classroom Short Answer

1：The teacher has 6 roles when she or he gives a class, what are they?

key: P 70. 71.72 mainly refer to controller; assessor; organizer; prompter and resource-provider.

2: Teacher has new roles now, what are they?

key: p72 mainly refer to teacher as facilitators, teachers as guides, teachers as researchers

3: How many types do students growing have and what are they?

key: p 74.75 mainly refer to whole class work, pair work, group work, individual study.

4: Harmer suggests some measures for indisciplined acts and badly behaving students, what are they?

Key: p81 mainly refer to 1）act immediately 2)stop the class3)rearrange the seats4)change the activity5）talk to students after class6）create a code of behaviour

5: What advice Ur (1996) gives about problems in the class?

Key: p81.82 mainly refer to 1)deal with it quietly2)don?t take things personally3）don?t use threats.

Unit7

1 teaching can enhance learner proficiency and and facilitate the internalization of its syntactic system.

2 Three of the most important ways of presenting grammar are the ,the

and the guided discovery method.

3 Grammar practice is usually divided into two categories, and meaningful practice.

4 In , the students change a given structure in a way so that they are exposed to another similar structure.

5 Practice based on is usually considered as meaningful practice.

名词解释

1Deductive method 2Practice 3Mechanical practice 4Transformative drill

5The guided discovery method

简答题

1.Why do you think grammar is important, or why not?

2.List three frequently used ways of presenting grammar in the classroom, which are mentioned in the textbook, and compare them, and their merits and drawbacks.

3.As far as the grammar practice is involved, how to use mechanical practice and meaningful practice?

4.List 6 ways of using prompts for practice in grammar practice.

True or false statement

1.The value of teaching grammar has been a focus of debate and because language teaching and learning contexts vary so greatly that perhaps there will never be a solution to it. T

2.In teaching of grammar, the guided discovery method is superior than the deductive method and the inductive method. F

3.Mechanical practice and meaningful practice are quite different from each other, but still are possible to be combined together when teaching grammar.T

4.In mechanical practice the focus in on the production, comprehension or exchange of meaning.

5.The understanding of how to teach grammar is no less controversial than the value of grammar in language learning.T

答案：1grammar, accuracy; P103

2 deductive method, inductive method; P104

3mechanical practice; P109

4transformation drills; P109

5prompts; P112

答案1. theductive method relies on reasoning, analyzing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structure words. Finally, the students practice applying the rules to produce sentences with given prompts. P104

2. any kind of engaging with the language on the part of learner, usually under the teacher supervision.P108

3. Mechanical practice involves activities that are aimed at form accuracy. By doing it, the students pay repeated attention to a key element in a structure.P109

4.in transformation drill, the students change a given structure in a way so that they are exposed to another similar structure.P109

5. students are induced to discover rules by themselves, but the process of discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicity.P105

简答题

一.If you think it is important, then:

a)Grammar teaching can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system, b)It is especially important for adults, and in writing.c) An inadequate knowledge of grammar would severely constrain one's capacity for effective communication.d)Grammar should be taught to help students to analyse difficult structures in texts.(P103)

If not, then:

a)Children do not need to learn grammar rules when they acquire their first language, so they do not need either when learning a second language, if they get enough chance to practice using a foreign language, they do not need to learn grammar; b) In listening and reading, grammar is also not so important.c) Knowing grammar is not enough for real communication.d) Grammar is always the most boring bit of language learning.(P103)

二.1.The deductive method is often criticized because: a) it teaches grammar in an isolated way; b) little attention is paid to meaning; c) practice if often mechanical. Its merits: a) it could be very successful with selected and motivated students. b) it could save time when students are confronted with a grammar rule which is complex but which has to be learned. c) it may help increase student's confidence in those examinations which are written with accuracy as the main criterion of success.(P104)

2.The inductive method Its merits: Students are induced to discover rules by themselves, which can help students remember them.(P105)

3.The guided discovery method It is different from the inductive method in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(P105)

三．a)There are two ways that are frequently used in mechanical practice---substitution drills and transformation drills. When doing designing activities of the first kind, teachers need to induce students to change the forms of the prompts, rather than let them simply replace the target part with another word. When the second category of grammar practice is concerned, what the teacher had better notice is that students need to change a given structure in a way so that they are exposed to another similar structure.(P109)

b)What the meaningful practice focus on is the production, comprehension or exchange of meaning.(P110)

c)The two can be combined together in teaching practice. Students can practice with some contextual clues and they are encouraged to give their own reasons using the target structure.(P112)

四Keys: a)picture prompts b)mimes or gestures c)information sheet d)key phrases or key words e)chained phrases for story telling f)created situations.

Keys to T or F statement

T F. T

填空题：

1、There are different ways of presenting grammar in the classroom. Among them, three are

most frequently used and discussed; they are ___________, _____________ and __________. P104

2、The deductive method relies on _____________, ______________ and _____________.

P104

3、We introduced three ways of teaching grammar, the deductive method, the inductive

methods, and the _______ method.p115

4、In a language learning, there is a distinction made between________ it and ________

knowledge. P105

5、Grammar practice is usually divided into ______ and ______ / ______.P109

简答题：

1、How to do the mechanical practice successfully? P109

2、How can combine mechanical practice and meaningful practice together in teaching

procedure? P112

3、Why the deductive method is often criticized? P104

4、Using prompts is an effective way of grammar practice. What can be considered as prompts?

(list at least five prompts) p.112

5、How many effective ways are there to present grammar and what are they? P104-105

(3methods )

名词解释：

1、Mechanical practice P109

2、Meaningful practice P110

3、Inductive method P105

4、Implicit knowledge P105

5、Success-orientation P109

Unit 8 Teaching Vocabulary

? Sentence Completion

6.According to Hedge, vocabulary learning involves the understanding of its __________, _________ meaning and understanding the sense relations among words.

7.Lexical items of the sense relations among words include _______ , synonyms , antonyms and ________.

.3. After presenting new vocabulary , the teacher should try to provide opportunities for students to use multiple senses such as _______ , ________ , _________ etc. To get familiar with the

Newly learned words.

g.Instead of putting all the learned words in a list in their vocabulary notebook, students can be guided to organise he words according to different ________ or ________ .

h.One problem of students learning vocabulary is just learning Chinese translation in isolation of context and without knowing its ________ rules, connotative meaning or collocations.

填空题答案：1. denotative ; connotative P119 paragraph 1

2. collocations ; hyponyms P119 paragraph 4

3. visual ; auditory ; action P 125

4.categories ; topics P 130 last paragraph

5. Formation P133 last paragraph

П True or False

1V ocabulary does not just single words: compounds , phrases and even, on occasion, whole sentences can be items of vocabulary.

2Language consist of "words" with equivalent from one language to another.

3. Both teachers and students need to know that there is a difference between active and passive vocabulary.

4. Words can be taught and learned most effectively in groups which are related to each other in meaning.

5. English-English explanations are the best way for vocabulary teaching.

判断题答案：1. T P319 the first sentence

2. F P 117 Task 2

3. T P117 Task 2

4. T P117 Task 2

5. F P117 Task

Ⅲ名词解释

Denotative meaning

Connotative meaning

Collocations

Synonyms

Antonyms

Hyponyms

Receptive/passive vocabulary

Answer：P119-120

Denotative meaning: Denotative meaning of a word 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.

Connotative meaning: 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: Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words.

Synonyms: Synonyms refer to items that mean the same, or nearly the same; for example, large, big and huge are synonyms.

Antonyms: Antonyms refer to items that mean the opposite of a word; for example, cheap is an antonym of expensive.

Hyponyms: Hyponyms refer to words which can be grouped together under the same superordinate concept; for example, under the concept of body part, we can insert words such as head, eyes, ears, mouth, arms and legs, etc.

Receptive/passive vocabulary: Receptive/passive vocabulary refers to words that one is able to recognise and comprehend in reading pr listening but unable to use automatically in speaking or writing.

?V Questions :

6.What does it mean to know a word?

7.What does vocabulary learning involve?

8.How can we present new vocabulary items?

9.What are some effective ways to consolidate vocabulary?

10.How do teachers help students develop vocabulary learning strategies?

Answers:

1. P118

1)Knowing a word means knowing its pronunciation and stress.

2)Knowing a word means knowing its spelling and grammatical properties.

3)Knowing a word mean knowing its meaning.

4)Knowing a word mean knowing how and when to use it to express the intended meaning.

2. P119

f.V ocabulary learning involves the understanding of its denotative and connotative meanin

g.V ocabulary learning involves understanding the relations among words. Lexical items of this kind include word collocations, synonyms, antonyms and hyponyms.

3P124

We can present new vocabulary items by

1)using pictures, photos, video clips, mime or gestures;

2)providing a verbal context;

3)using synonyms or antonyms;

4)using lexical sets or hyponyms to show relations of words;

5)translating and exemplifying;

6)using word formation rules and common affixes to build new lexical knowledge on what is already known;

7)teaching vocabulary in chunks;

8)relating newly learned language to students' real life;

9)providing different context for introducing new words.

4.P126

There are various ways to consolidate vocabulary, such as labelling; spotting the difference;

describing and drawing; playing a game; using word series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the Internet resources for more ideas, etc.

5.P129

There are various ways to develop vocabulary learning strategies, such as reviewing regularly; guessing meaning from context; organising vocabulary effectively; using a dictionary; managing strategy use, etc.

填空题：

1. _________, __________,_____________between the given word and other words and the ___________ where the word appears, all these may give hints to guess the meaning from the context. (p130)

2. ___________refers to words that one is able to recognize and comprehend in reading and listening but unable to use automatically in speaking or writing; ___________are words that one is not only able to recognize but also able to use in speech and writing. (p120)

3. Knowing a word means knowing its stress and _______; Knowing a word means knowing its spelling and _______; Knowing a word means knowing its _______; Knowing a word means knowing its how and when to use it to __________________.

4.Hyponyms refer to words which can be grouped together under the same superordinate

concept.P120

5.Synonyms refer to items that mean the same, or nearly the same.

简答题：

1. Ways of presenting vocabulary(p124)

2. Two problems in the learning process of the students(p133)

3. List 4 ways to present vocabulary?p124

4.Ways of consolidating vocabulary:

P126-129

Labelling, Spot the difference, Describe and draw, Play a game, Use word series, Word bingo, Word association, Find synonyms and antonyms, Categories, Using word net-work and Using the Internet resources for more ideas.

5.Developing vocabulary learning strategies:

P129-133

Review regularly, Guess meaning from context, Organise vocabulary effectively, Use a dictionary and Mange strategy use.

名词解释：

1.Collocationsp119

2.Hyponymsp120

3.Denotative meaningp119

https://www.wendangku.net/doc/c85156329.html,belling P126

5.Antonyms P120

Unit9

True or false:

1.Listening can be more difficult than reading because the listeners cannot pause to work out

the meaning of the heard material as can be done when reading.

2.Teaching listening should focus on the result of listening rather than the process of listening.

3.Students may be able to catch the gist of a listening material even though they do not

understand every word or phrase in the passage.

4.Teacher can teach key words or key structure to student while listening.

5.The post-listening stage is where the teacher can determine how well the students have

understood what they listened to, but it is important to design the tasks well.

填空题filling the blanks

1 Two approaches are frequently used to describe different processes of listening. They are ________ model and ____________model.

2 In the bottom-up model, listening comprehension is believed to start with ______ and _______ recognitions.

3 In the process of teaching listening, ________activities should aim to motivate students, to activate their prior knowledge.

4 The skills of _______ and _______ are often thought of passive skills.

5 it is important to understand the _________ or _________ behind these listening situations so that we as teachers can design appropriate activities to help our students develop effective listening strategies.

名词解释Explain the glossary

1 What is dictogloss?

2 what is bottom-up model?

3 what is top-down model?

4 what is Total Physical Response?

5 What is speaker?s adjustment?

简答题Short Answer Questions

1.Please list the characteristics of the listening process.

2.What activities can you design in while-listening process?

3.Please list five kinds of pre-listening activities.

4.What are the functions or purposes of pre-listening activities?

5.Please list four kinds of post-listening activities.

Keys:

T or F

1.T P137, the first sentence in this page

2. F P155, the 5th line in the paragraph

Teaching listening should focus on the process of listening rather than the result of listening.

3.T P147, the first paragraph

4. F P144, the 7th line in the last paragraph

5.T P152, the 1st line in the first paragraph

填空题

1 bottom-up, top-down (p143)

2 sound, meaning (p143)

3 pre-listening (p144)

4 listening, reading (p139)

5 characteristics, processes(p138)

名词解释

1Dictogloss is a type of activity in which the teacher reads out a passage in normal speed for two or three times and students are to note down the words they could catch as they listen as much as possible.(P152-153)

2 In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, …we use information in the speech itself to try to comprehend the meaning?. (p143)

3 In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. In other words, listening comprehension involves …knowledge 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?.

4 It is a method of teaching, which concentrates on learning language by listening and responding physically to commands or directions. (p149)

5 In most cases, the speaker is talking directly to the listener, so he or she can adjust the way of speaking according to the listener?s reactions.(p139)

简答题

1.P139 spontaneity, context, visual clues, listener?s response, speaker?s adjustment.

2.p148 no specific responses, listen and tick, listen and sequence, listen and act, listen and

draw, listen and fill, listen and take notes, summary on while-listening activities.

3.p145-148 predicting, setting the scene, listening for the gist, listening for specific information,

summary on pre-listening activities.

4.p144 Pre-listening activities should aim to motivate students, to activate their prior knowledge,

and to teach key words or key structures to the students before listening begins so that students are affectively, thematically and linguistically prepared for the listening task.

5. p152 multiple-choice questions, answering questions, note-taking and gap-filling, dictogloss. 9

I Fill in the blanks

1、In the bottom-up model, listening comprehension is believed to start with ??(sound)and ??(meaning) recognitions. P143

2、In the?? ( top-down model), listening for gist and making use of the ?? (contextual clues) and background knowledge to construct meaning are emphasized. P143

3、?? (Pre-listening) ,during which teachers help the students prepare to listen. P144

4、???(Total Physical Response) concentrates on learning language by listening and responding physically to commands or directions. P149

5、The listening activity must be??( fashioned) so that listeners with normal background knowledge are able to understand the topic without doing specialized research, unless the class is focused on?? (language) for special purposes. P141

II True or false statements

1. There are two major purposes in listening. One is for social reasons and the other is to obtain

and exchange information. ( T )

2. The text of the listening activity must be typical for its own speech type, thus, a lecture must be short, redundant and informal. ( F )

Correct: The lecture must be more formalized and orderly.

3. Commonly, bottom-up model and top-down model are the two basic approaches in listening. And the former one aims at listening for the gist of the listening material. ( F ) Correct: In the top-down model, listening for the gist and making use of the contextual clues are emphasized.

4. Listen and act is a reflection of the teaching method –total physical response. ( T )

5. Listening for the gist is a type of the pre-listening acvitity. It is similar to the concept of scanning a passage in reading. ( F )

Correct: Listening for the gist is similar to the concept of skimming a passage in reading.

III explaining the following terms

1、Total physical response: p149

This is a method of teaching which concentration on learning language by listening and responding physically to commands or directions.

2、Bottom-up model: p143

In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. We use information in the speech itself to try to comprehend the meaning. This process of listening expects the listener to 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, phrases, and structures. 3、Top-down model: p143

In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.

4、Setting the scene: p147

Teacher helps provide the background information to activate your learners? schema.

Listening for the gist:

The key is to ask students one or two questions that focus on the main idea or the tone or mood of the whole passage.

IV brief-answering questions

1、Before students listen to a text, what the teachers have to consider? How can we motivate students by making the topic relevant and interesting to them? P144

What knowledge is already known to the students and how can that knowledge be activated for new knowledge to be built upon?

What language support, e.g. key vocabulary and key structures, do students need in order to understand the text?

2、We know listening for gist is very important, because in real life, they will not be able to listen to something several times. As a teacher, how will you arrange your listening activities in order to improve your students? skills of listening for gist? P146

Listening for gist is similar to the concept of skimming a passage in reading. The key is to ask students one or two questions that focus on the main idea or the tone or mood of the whole passage. Notice that students can answer the gist questions even though they do not understand every word or phrase in the passage. If the passage is recorded well, students will be able to guess

the answer simply from the tone or voices of the speakers.

3、What are the advantages of taking notes while listening? P150

The advantage to do these types of listening activities is that it personalizes the lesson so the students are more interested in listening especially if a game element is involved where the class can be divided into teams. Competition inevitably increases motivation of students! This type of activity also integrates listening with other skills, especially speaking, but also some limited writing; therefore it helps prepare students for listening situations in real life where often several skills need to be used simultaneously.

4、What?s the aim of the dictogloss? P152

The aim is to stress the use of various listening strategies for overall understanding and …to guide students towards noting the differences between their reconstructed text and the original and then discover the reasons for their listening difficulties.”

5、What?s your understanding of teaching listening? P154

We believe that a better understanding of the listening process and the characteristics of spoken language will help us understand the difficulties that students experience in developing listening skills. It will also help us design better listening activities for our students. We then focused on a variety of activities in teaching listening. We have emphasized that teaching listening should focus on the process of listening rather than the result of listening. Listening activities should not merely test the students? memory as many traditional test-oriented listening exercises do.

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