Unit1 Language and Language Learning
1.1H ow do we learn languages?
Before we discuss language learning theories, let us first reflect on our own language learning experiences.
1)started at different ages;2)different experiences;3)for different reasons;4)in different ways;5)different understandings;6)different capabilities;7)affected by the way how language is taught; by the degree of success expected;
Challenge confronting language teaching: How teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.
1.2Views on language
1)Structural view: The structural view of language sees language as a linguistic system made up of various subsystems(phonology; morphology; syntax). To learn a language means to learn these items so as to be able to understand and produce language.
2)Functional view: Not only sees language as a linguistic system but also a means for doing things.
3)Interactional view: Considers language to be a communicative tool to build up and maintain social relations between people.
1.3Views on language learning and learning in general
Process-oriented theories: concerned with how and mind organizes new information. Condition-oriented theories: emphasizes the nature of the human and physical context in which language learning takes place.
1)Behaviourist theory: language is learned by constant repetition and the reinforcement of the
teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.(audio-lingual method)
2)Cognitive theory: Students are asked to think rather than simply repeat. A language learner
acquires language competence which enables him to produce language.
3)Constructivist theory: Learning is a process in which the learner constructs meaning based on
his/her own experiences and what he/she already know.
4)Socio-constructivist theory: Learning is best achieved through the dynamic interaction
between the teacher and the leaner and between learners.
1.4What makes a good language teacher?
Not solely depend on his/her command of the language.
1)ethic devotion; 2)professional qualities 3)personal styles
1.5How can one become a good language teacher?
P9 图
①Language development; ②Learning, practice; ③reflection
Unit2Communicative Principles and Task-based Language Teaching 2.1 Language use in real life vs. traditional pedagogy
Communicative Language Teaching(CLT): includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.
Task-based Language Teaching(TBLT)
Very often there is a big gap between the language used in real life and the language learning in classrooms.
1) R: Language is used to perform certain communicative functions.
C: The teaching focus is often on forms rather than functions.
2)R: Use all skills.
C: Focus on one or two language skills and ignore the others.
3) R: Used in a certain context.
C: Tends to isolate language from its context.
2.2What is communicative competence?
Bridge the gap between classroom language teaching and real-life language use—CLT Hedge—Five main components of communicative competence:
1) Linguistic competence: Concerned with knowledge of the language itself, its form and meaning.( It is wrong to think that CLT does not aim for high standard of linguistic correctness.
2) Pragmatic competence: Concerned with the appropriate use of the language in social context.
3) Discourse competence: Refers to one’s ability to create coherent written text or conversation and the ability to understand them.
4) Strategic competence: Strategies or employs when there is communication breakdown due to lack of resources.
5) Fluency: Link units or speech together with facility and without strain or inappropriate slowness or undue hesitation.
2.3 Implications for teaching and learning(P20)
2.4 Principles of Communicative Language Teaching(CLT)
1) Communication principle; 2) Task principle; 3) Meaningfulness principle
2.5 CLT and the teaching of language skills
1) The listening skill: Special attention in CLT; Independent skill with its own objectives.
2) The reading skill: Focus on the purpose of reading.
3) The writing skills: Focus on its communicative goals as well.
4) The Speaking skills: Produce what is meaningful. Authentic, unpredictable, and creative.
2.6 Main features of communicative activities
Engage a variety of communicative activities: Functional communicative activities and Social interaction activities.
Criteria for evaluating how communicative classroom activities are:
1) Communicative purpose; 2) Communicative desire; 3)Content, not form; 4) Variety of language;
5) No teacher intervention; 6) No materials control
2.7 Task-based Language Teaching(TBLT)
A further development if CLT. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.
1) Definitions of a task(P27)
2) Four components of a task: a purpose; a context; a process; a product
3) Exercises, exercise-tasks and tasks
Exercises: Focus on individual language items.
Tasks: Purposeful &contextualized communication.
2.8 PPP and TBLT
PPP: Presentation, practice and Production.
Differences between PPP and TBLT(P32)
2.9 How to design tasks?
Step 1 Think about students’ needs, interests, and abilities.
Step 2 Brainstorm possible tasks
Step 3 Evaluate the list
Step4 Choose the language items
Step5 Preparing materials
任务设计原则：
1.结构—功能—话题的有机结合为主线
2.言语、情境真实性原则
3.阶梯型任务原则
4.做中学原则
2.10 Appropriateness of CLT and TBLT in the Chinese context
CLT:
1) Whether it is culturally appropriate
2) It is difficult to design a syllabus with a one to one correspondence between a function and a form.
3) whether it is suitable for all ages level of learners or all competence level of learners. TBLT:
1) Not be effective; not appropriate for those contexts where language exposure is not sufficient and class time is limited.
2) It needs time for teachers to prepare it very carefully.
3) The culture of learning.
4) Level of difficulty
Despite these potential drawbacks, TBLT can help students learn English in a challenging and stimulating way.
Unit3 The National English Curriculum
3.1 A brief history of foreign language teaching in China
1) Foreign language teaching before 1978;
2) A phase of restoration (1978-1985);
3) A phase of rapid development (1986-1992);
4) A phase of reform 1993-2000)
5) A phase of innovation from 2000
3.2 Designing principles for the National English Curriculum
1) Aim for educating all students, and emphasize quality-oriented education.
2) Promote learner-centredness, and respect individual differences.
3) Develop competence-based objectives, and allow flexibility and adaptability.
4) Pay close attention to the learning process, and advocate experiential learning and participation.
5) Attach particular importance to formative assessment(P43最后一段), and give special attention to the development of competence.
6) Optimize learning resources, and maximize opportunities for learning and using the language.
3.3 Goals and objectives of English language teaching
(Compare to the previous)
基础教育课程改革三维目标
1.知识与技能
2.过程与方法
3.情感，态度，价值观
Overall Language Ability:
Language
Language Skills
Cultural: Knowledge; Understanding; Awareness
Learning: Cognitive; Self management; Communication; Resourcing
Affect: International; Perspectives; Confidence; Motivation
3.4 Design of the National English Curriculum (P46)
(Compare to the previous)
3.5 Performance standards for different levels of competence（P47）
3.6 Challenges facing English language teachers
●Change:
1) Their views about language which is not a system of linguistic knowledge but a means for
communication.
2) Their traditional role of a knowledge transmitter to a multi-role educator.
3) Teachers are expected to use more task-based activities and put the students in the
centre of learning.
4) Use more formative assessment in addition to using tests.
5) Use modern technology in teaching, creating more effective resources for learning and for
using the language.
●Difficulties and problems
●Tips
4.1 Why is lesson planning important?
A lesson plan is a framework of a lesson in which teachers make a advance decisions about what they hope to and how they would like to achieve it.
Benefits:
1) Aware of the aims and language contents of the lessons. Plan the activities and choose the techniques accordingly.
2) Distinguish the various stages of a lesson and see the relationship between them so that the activities of different levels can be arranged properly and the lesson can move smoothly from one stage to another.
3) Anticipate potential problems so that they can be prepared with some possible solutions or other options for the lesson.
4) Give confidence.
5) Planning is a good practice and a sign of professionalism.
4.2 Principles for good lesson planning
Aim means the realistic goals for the lesson. Aims are not the things teachers intend to do during the lesson, but the things that students are able to do by the end of the lesson.
Variety: Activities; materials
Flexibility: Some extra and alternative tasks and activities.
Learnability: Within the learning capability of the students.
4.3 Macro planning vs. micro planning
Macro planning: planning over a longer period of time.
Micro planning: planning for a specific unit or a lesson.
(P54 图)
Macro planning involves the following:
1) Knowing about the profession; 2) Knowing about the institution; 3) Knowing about the learners; 4) Knowing about the curriculum/syllabus; 5) Knowing about the textbook; 6) Knowing about the objectives.
4.4 Components of a lesson plan(p55)
(Every lesson is unique, so is every lesson plan.)
Teaching contents:
Teaching aims(学生为主体，不要写太多，注意情感教育):
Teaching aids:
Teaching important points:
Teaching difficult points:
Teaching procedures:
Step 1: Introduction/Lead-in (2-5 MIN)
Step 2: Presentation /Pre-task
Step 3: Practice /While-task
Step 4: Production /While-task
Step 5: Consolidation/Post-task
Step 6: Summary
Step 7: Assignment/Homework
After lesson reflection（课后反思——考试时不写）
（presentation 和practice 可交替进行；step3-5 可反复灵活运用，）
4.5 Sample lesson plans(P61 和课件)
Unit 5 Classroom Management
Goal: Management is to create an atmosphere conductive to interacting in English in meaningful ways.
Efficient classroom management:
1) The teacher plays a appropriate roles; 2) The teacher provides clear instructions; 3)Students are grouped in a way suitable for the learning activities; 4) The teacher asks appropriate questions; 5) There is discipline as well as harmony in the class; 6) The students’errors are treated properly.
5.1 The role of the teacher (during the classes)
1) Controller: The teacher controls the pace so that activities run smoothly and efficiently.
2) Assessor: Correct mistakes and organize feedback gently.
3) Organizer: Design and organize tasks.
4) Prompter: Give hints.
5) Participant: As a ordinary participant.
6) Resource-provider
7) Teacher’s new roles: Facilitator; Guides; Researchers.
5.2 Classroom instructions
Rules for making instructions effective:
1) Use simple instructions and make them suit the comprehension level of the students;
2) Use the mother-tongue only when it is necessary. Target language more often. Body language
3) Model the task/activity before letting students move into groups or pairs.
4) Keep your own talking to a minimum.
5.3 Student grouping
1) Whole class work; 2)Pair work; 3) Group work 4) Individual study
5.4 Discipline in the language classroom
●Discipline vs. indiscipline: Discipline does not mean a serious of punishment meted out
badly-behaved students.
●Maintain discipline:
?Suggests measures for indisciplined acts and badly behaving students:
1) Act immediately; 2) Stop the class; 3) Rearrange the seats; 4) Change the activity; 5) Talk to students after class; 6) Create a code of behavior
?Advice about problems in class:
1) Deal with it quietly; 2) Don’t take things personally; 3)Don’t use threats
5.5 Questioning in the classroom
Teachers use question to 1) Focus students’attention; 2) Invite thinking and imagination; 3) Check understanding; 4) Stimulate recall of information; 5) Challenge students; 6) Assess learning.
●Classification of question types:
1) Closed and open questions; 2) Display questions and genuine questions; 3) Lower-order and higher-order questions; 4) A taxonomy: Comprehension; Application; Analysis; Synthesis; Evaluation
●Tips for making questioning more effective:
1) Linked to the learning objectives; 2)Be staged; 3) Be balanced between closed and open;
4)Wait time for answers; 5) A secure and relaxed atmosphere
5.6 Dealing with errors
●Errors and mistakes:
A mistake has nothing to do with the language competence;
An error has direct relation with the learners’language competence. Language errors cannot be self-corrected no matter how much attention is given.
●Dealing with spoken errors: Balance between accuracy-based activities and fluency-based
activities.
●When to correct: Correct after performance; Intervene more during accuracy work.
●How to correct: Self-correct?teachers correction or peer correction.
Unit 7 Teaching Grammar
7.1 The role of grammar in language teaching
Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied.
7.2 Grammar presentation
1) The deductive method; (disadvantages and advantage P104) 2) The inductive method; 3) The guided discovery method: Similar but more explicit than the inductive method.
New approaches: collocational, constructive, contextual and constrastive.
7.3 Grammar practice
●Factors contribute to successful practice: 1) Pre-learning; 2) Volume and repetition; 3)
Success-orientation; 4) Heterogeneity; 5) Teacher assistance; 6) Interest.
●Grammar practice is usually divided into two categories:
1) Mechanical practice: Aimed at form accuracy; Substitution and transformation drills.
2) Meaningful practice: Focus on the production, comprehension and exchange of meaning.
3) Using prompts for practice: Picture; Mimes or gestures; Information sheet; Key phrases or words; Chained phrases for story telling; Created situations.
Unit 8 Teaching Vocabulary
8.1 Understanding vocabulary and vocabulary learning
Memorisation of a list of words is very ineffective.
8.2 What does it mean to know a word?
Denotative meaning（字面意思）
Connotative meaning（言外之意）
Collocations 搭配
Synonyms \ antonyms \ hyponyms (下位词)
Receptive and productive vocabulary
1)What does it mean to know a word? Learning a word involves learning more than just the word itself. According to Hedge(2000), vocabulary learning involves at least 2 aspects:
1.The understanding of its denotative（字面）and connotative（言外）meaning.
2.involves understanding the sense relations among words.
Collocations: It is believed that teaching word collocation is a more effective way than just teaching one single word at a time.
8.3 Ways of presenting vocabulary (P124)
8.4 Ways of consolidating vocabulary
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
Using the internet resources for more ideas
8.5 Developing vocabulary learning strategies
Review regularly
Guess meaning from context
Organize vocabulary effectively
Use a dictionary
Manage strategy use
8.6 Conclusion
It is important to make students aware to learn vocabulary effectively and how to use some vocabulary learning strategies to help them learn. Although much of the work of vocabulary learning is the job of the students, teachers’ guidance and help are invaluable.
Unit 11 Teaching Vocabulary
11.2 How do we read?
1)What do effective readers do?
They ?have a clear purpose in reading
?read silently
?read phrase by phrase, rather than word by word
?concentrate on the important bits, skim the rest, and skip the insignificant parts
?use different speeds and strategies for different reading tasks
?perceive the information in the target language rather than mentally translate
?guess the meaning of new words from the context, or ignore them
?have and use background information to help understand the text
11.6 Principles and models for teaching reading
●Principles:
1) The selected texts and attached tasks should be accessible to the students.
2) Tasks should be clearly given in advance. Preferably, being motivated.
3) Tasks should encourage selective and intelligent reading for the main meaning rather than
trivial details.
4) Develop students’ understanding rather than comprehension.
5) The teacher should help students to develop their reading strategies and ability.
6) Provide guidance and gradually withdraw.
●Teaching models
1) Bottom-up model
2) Top-down model
3) Interactive model
11.7 Pre-reading activities
(the purpose of pre-reading is to facilitate while-reading activities):
predicting, setting the scene, skimming and scanning.
Predicting based on the title \ vocabulary
Summary
11.9 Post-reading activities:
It should provide the students with opportunities to relate what they have read to what they already know or what they feel.
Discussion questions
Reproducing the text
Role play
Gap-filling
Discussion
英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世
纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；
Communi cative Lan guage Teach ing Language Processing and Production （语言理解和表达） 1. The knowledge involved in Ianguage processing In conclusion, when trying to work out the meaning of a piece of Ianguage or trying to express your own meaning, you n eed to use all the three types of kno wledge: the kno wledge of language（语言知识----语法、词汇、句子）,discourse knowledge （语篇知识），and background knowledge （背景知识）. 语篇教学：女口：----Your phone! ——I'm havi ng a bath. 可以说，语篇教学是对一个词，一个句，一段话的言外之意、相关文化、相关背景的一种 学习。 , ______________________________________________ ) Differe nces Betwee n Oral and Writte n Communi cati on （1）Spoke n Ian guage is simpler tha n writte n Ian guage. （2）Spoke n Ian guage has the lighter lexical den sity. Lexical den sity refers to the nu mber of content words per clause. （3）Writte n Ian guage tends to use nouns in stead of verbs （4）Writi ng is con text in depe ndent, whereas speech is more closely tied to its con text. Some features of spoke n Ian guage: A con tractio n （缩写） A hesitatio n （停顿） A filler ? repetiti on self-correcti on restarted utterance（重新表达） demon strative words （指示词this one, over there, n ear the door） Defin iti on to Communi cative Lan guage Teach ing 1） Classroom goals are focused on all of the components of communicative competence（ form /fun cti on /appropriati on） and not restricted to grammatical and lin guistic compete nee. 2） Form is not the primary framework（syllabus 教学大纟冈）for organizing and sequencing lessons.
《英语教学法》模拟试题1及答案 1. 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. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. 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. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker
Unit 1 一，Views on language： 1、Structural view （language competence）结构主义语言观 —The founder：Saussure，lasen freeman&long —The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）the discrete units of meaning 3、the system of combining units of meaning for communication（syntax） —The structural view limits knowing a language to knowing its structural rules and vocabulary 2 、Functional view功能主义语言观 —Representative：Johnson、marrow、swain canal (the core: grammar) —The function view not only sees language as a linguistic system but also a means for doing things功能不仅认为语言是一个语言系统,但也做事情的一种方式 —Learners learn a language in order to be able to doing things with it Use the linguistic structure to express functions 3、Interactional view 交互语言观（communicative competence） —Emphasis：appropriateness —Language is a communicative tool，which main use is to build up and maintain social relations between people —Learners need to know the rules for using the language in certain context 二，View on language learning语言学习观 1.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. 2.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. 3.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 yo u follow a certain procedure which has three major stages, s timulus, response, and reinforcemen t B the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. 4.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 fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced. 5.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 knows 6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (Z
1.Noun Identify the uncountable nouns ? 1. Nouns that have no distinct, separate parts, we look as the whole (气、液、固体) ? 2. Nouns that have parts that are too small or insignificant to count (sand grass hair) ? 3. Nouns that are classes or categories of things (food, clothing, money) P49 ? 4. Nouns that are abstraction (life, work, music) ? 5. Subjects of study (history, math) 不可数变可数三大规律 ? 1. 物质名词(总称名词)若表示不同的种类，或者表示特定的意思，或者是液体名词表示“几杯”或“几瓶”这样的数量时。 ? 2. 抽象名词若是具体化，则可数。与此相反，可数转化为不可数。 ? 3. 当一个名词表示抽象、总称的概念，则为不可数，当一个名词表示具体、特定的事物，则为可数。 物质名词/总称名词变可数 ? 1. 总称名词具体化 ?A: Would you like a cake? ?B: No. I don’t like cake. ? 2. 物质名词变意思 ?I need some paper. / I bought a paper. ? 3. 液体物质名词表数量 ?Two beers and three coffees, please. 抽象名词变可数 ?Art (an art) / beauty (a beauty) / youth (a youth) ?Eg. 1. Youth is not a time of life. It is a state of mind. ? 2. When as a child I laughed and wept– time crept. ?When as a youth I dreamed and talked-time walked. 2Articles Specific reference--the ? 1. 特指是针对交际双方来说的 ? 2. 特指就是根据说话者和听话者共有的知识，或根据上下文，可以识别的事物。 ? 3. 说话者用the是想要听话者找到双方心中都知道的所知，而听话者一方“断定”或“还原”所指对象的方法有多种。 ? 1. Situational/cultural reference ?Eg. Albert Einstein, the famous physicist. ? 2. textual co-reference— ?anaphoric reference (前指）& ?cataphoric reference （后指 ? 1. general knowledge (the sun, the moon, the North Pole, the Equator, the universe, the Renaissance, the Pope 罗马教皇） ? 2. specific knowledge/ local use (let’s go to the library) ? 3. immediate situation (The roses are very beautiful. Can you find the page?）
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? https://www.doczj.com/doc/d07715193.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.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 styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher
（开放专科）英语教学法期末复习资料 Ⅰ. Choose the best answer Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question. 1. Which of the following is characteristic of children in learning a foreign language? A. They pay more attention to meaning than to form. B. They have a clear purpose in learning a foreign language. C. They can monitor their own learning. D. They can concentrate for a long time in class. 2. Which of the following is focused on writing? A. Labeling pictures according to their contents. B. Sequencing the pictures according to the story. C. Matching the pictures with the headings. D. Commenting on the pictures. 3. Which of the following activities helps train logical thinking best*. A. Story telling. B. Finding patterns. C. Interviewing. D. Mind mapping. 4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence? A. Performance in a discussion. B. Posters. C. Learning diaries. D. Performance in an interview. 5. What does the following practise? I want you to send ^ it out in ^ a minute. I have collected a ^ lot^ of monkey stamps. A. Stress. B. Intonation. C. Pronunciation. D. Liaison. 6. Which of the following can help to present A. Realia. B. Miming. C. Examples. D. Pictures. 7. What strategy does "creating a situation for students to use the words" help to train? A. Association. B. Association. C. Contextualization. D. Collocation. 8. Which of the following activities can be used at the practice stage of vocabulary instruction? A. Completion exercises. B. Reading to discover the meaning of words. C. Cross-word puzzles. D. Teacher explaining the usage of words. 9. Which of the following is a communication activity? A. Bingo. B. Information transfer. C. Substitution. D. Twenty questions. 10. Which of the following can train oral proficiency? A. Flow chart dialogue. B. Distant dictation. C. Sequencing pictures. D. Labeling pictures. 11. Which of the following activities help to train reading? A. Drawing according to oral instructions. B. Designing praising cards.
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.
大学英语学习总结 大学英语学习总结（一） 走进大学,英语学习是必然的,虽然英语成绩不是太理想,但是从几年的学习过程中也领会了一些怎样应用策略的方法,如何学习才能更家对英语有兴趣。最终学好英语一定要多下功夫。应做到“四勤”与“四多”,具体说来,有以下几点： 一、“四勤” 1.勤背诵。 2.勤朗读。 3.勤练习。 4.勤总结。 积极记忆课本中出现的生词及词组,理解其用法,并适当运用一些正、反义词对比,相似词对比等方式加强记忆。相对于其它学科来说,英语的知识点相当零碎,一定要在平时的收集、整理、总结上下功夫。平时听老师提到或是在参考书上看到的一些零碎的小知识都要及时记录下来,以备以后复习时用。
二、“四多” 1.多看。 2.多听。 3.多说。 4.多练。 近年来英语试题的难度逐渐增大,试题的触角涉及到日常生活的各个领域,因此,从高一开始就应尽可能地扩大阅读面,广泛阅读,以求开阔视野,并在潜移默化中提高自己的英文水平。培养敏锐的语感将有助于增强辨析力和判断力,是英语学习过程中十分重要的一环。多说可以增强口语能力,加深记忆,使学过的知识清晰地映在脑海里,不容易被忘记。通过做大量的习题,可以增强实践经验,不至于临阵发慌,手足无措。 具体实行方案如： 1.最重要是单词,开学之时制定个计划,准备在什么时候把第几课的单词背熟,如果可能尽早把所有单词记得滚瓜烂熟,要是不行至少在每一节上课之前把此课的单词记熟。
2.每天至少看30分钟的课文,哪一篇都好（前提是单词读熟）,最好以娱乐的心态去进行,不要当作苦差,如果坚持不了至少一周看三次,在读的时候慢慢培养速度,当然这是在读的质量有保证的前提下。 3.买英语系列磁带,每天坚持听一段时间,至少多长自己把握。 我认为,如果可以完全或80%地做到以上几点,学习英语就自然而然变成了一件乐事,既的到了提高有增强了自己的自主学习能力,我想这是我学习英语的最大收获！ 大学英语学习总结（二） 时光如梭,忙碌的一个学期又已经结束,回头看看这一学期的大学英语教学工作还是有不少值得总结的地方,现将本学期大学英语课程总结如下：
《小学英语教学法教程》期末复习知识点 Unit1 children as language learners 1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ...... Discussion point : language learning is a socializing process,interaction and experimenting with the language in communication are important ways for language learning 2、What are the differences and similarities between learning L1 and L2?(p6 D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using the language ,interaction with others ,etc.are important in learning any languages . 3、Children ’s characteristics/suggestions for teachers(p10) 4、Ways to nurture children ’s motivation (p11 五点会判断即可 ) 5、P12 discussion point 、p20 1.5.1 (理解、会判断即可 ) 6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children. Discussion point : Children need to learn to try new languages and
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：