英语教学法程》王蔷 复习题.pdf
陕西师范大学陕西师范大学英语教学法教程英语教学法教程复习题复习题Unit 1.3Unit 2.3Unit 3.3Unit 4.3Unit 5.4Unit 6.4Unit 7.4Unit 8.4Unit 9.4Unit 10.5Unit 11.5Unit 12.5Unit 13.5Unit 14.7Unit 15.7综合复习题.9第三模块第三模块 复习题复习题Unit 1Unit 1Views on languageViews on languageViews on language learningViews on language learning1.What are the major views of language?What are their implications to language teaching or learning?2.Some language teachers argue that we should“teach the language”rather than“teach about the language”.What arethe major differences between these two approaches to language teaching?3.Audiolingual approach to language learning4.Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language ina social context.5.5.The quality of a good language teacher includes ethic devotion,professional quality and personal styles.6.6.One influential idea of cognitive approach to language teaching is that students should be allowed to create theirown sentence based on their own understanding of certain rules.Unit 2Unit 2What is communicative compentencecommunicative compentence?Try to list some of its components.Principles in communicative language teaching/strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3Unit 3The overall language ability required in the 2001 National English Curriculum includes the following aspectslanguage knowledge,language skills,learning strategies,affects and cultural understanding.language knowledge,language skills,learning strategies,affects and cultural understanding.4.Lesson Planning4.Lesson PlanningWhat is lesson planning lesson planning?Principles for good lesson planningComponents of a lesson planUnit 4Unit 41.What is the Grammar-Translation Method?2.What is the Functional-Notional syllabus?3.Whats the difference between Grammar-Translation Method and the Functional-Notional Approach?4.What is Sociolinguistics?Can you give some examples in your daily life?5.What is Language acquisition and language learning?6.What is the Natural Order of language acquisition?Unit 5Unit 5What is classroom managementclassroom management?Types of student grouping and their advantages and disadvantagesThe role of the teacher-contoller,assessor,organizer,prompter,participant,resource providerThe new curriculum requires the teacher to put on the following new roles:facilitator,guides,and researchers.Classification of questionsHow to deal with errors?Unit 6Unit 6Critical Period HypothesisThe goal of teaching pronunciation should be:consistency,intelligibility,and communicative efficiency.List some methods of practicing sounds.Unit 7Unit 7Grammar presentation methodsGrammar practice is usually divided into two categories,mechanical practice and meaningful practice.Unit 8Unit 8What does knowing a word involve?Receptive vocabulary and productive vocabulary.Receptive vocabulary and productive vocabulary.List some ways of presenting new wordsHow to consolidate vocabulary?Developing vocabulary building strategiesUnit 9Unit 9Characteristics of listening processPrinciples and models for teaching listeningPrinciples and models for teaching listeningAsAs farfar asas classroomclassroom proceduresprocedures areare concerned,concerned,thethe teachingteaching ofof listeninglistening generallygenerally followsfollows threethree stages:stages:pre-listening stage,while-listening stage,and post-listening stage.pre-listening stage,while-listening stage,and post-listening stage.Unit 10Unit 10What are the characteristics of spoken language?Discuss their implications to teaching.What are the characteristics of spoken language?Discuss their implications to teaching.Information-gap activitiesInformation-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11Unit 11The role of vocabulary in reading:sight vocabularysight vocabularySkills involved in reading comprehensionModels for teaching readingModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learners vocabularyProblems in reading are often seen as a failure to recognize words that may not exist in the learners vocabularyor in understanding grammatical structures that may not have been acquired by the learner.Therefore,the task ofor in understanding grammatical structures that may not have been acquired by the learner.Therefore,the task ofteaching reading is seen as teaching vocabulary along with the grammatical structure of the target language.Do youteaching reading is seen as teaching vocabulary along with the grammatical structure of the target language.Do youagree with such an opinion?Explain your reasons.agree with such an opinion?Explain your reasons.InIn teachingteaching reading,reading,teachers oftenteachers often engageengage studentsstudents inin pre-reading,while-readingpre-reading,while-reading andand post-readingpost-reading activities.activities.What do you think are the major functions of pre-reading activities?What do you think are the major functions of pre-reading activities?Unit 12Unit 12What is the main idea of communicative approach to writing?What is the main idea of communicative approach to writing?What is the main idea of the process approach to writing?What is the main idea of the process approach to writing?Unit 13Unit 13I:What is the teachers role in communicativeLanguage teaching?II:Decide which of the followings are“traditional teaching methods”and which are communicative teachingmethods”.1.The teacher tries to help them remember the meaning of each word byreading it mechanically again andagain.2.Students read the pattern drills aloud and then translate them one by one into Chinese.(or:first targetlanguage into mother tongue,then mother tongue into target language.)3.“Jigsaw”listening or reading-the students read or listen to different texts,then they exchange with eachother the information they have gained from them.4.The teacher refers to a picture，which everyone in the class can see and asks questions about the picture.5.Mini-research and questionnaires-students walk around the class to do a mini-investigation on certain topicthey are interested in by asking the other students question.6.The students read aloud the new words and expression by imitating their teacher or by listening to the tape.7.Students make sentences following the given pattern or sentence structure.8.Students present their own ideas or opinion on certain topic.9.Students read the text aloud.10.Students speak according to the roles assigned to them in a given situation11.Students do the written exercises,such as filling in the blanks with the correct forms of the verbs,adverbs,orprepositions,or they do multiple choice exercises.12.The text would be read aloud sentence by sentence and each one would be translated.13.The language is natural,so students will learn how speakers of the language actually use it.14.Students can learn more about the language by examining the discourse(how the text is organized andlanguage is used to hold it together)and more about the background culture,which will help them comprehendfuture texts.15.The teacher teaches grammar rules.The teacher explains and illustrates them by pointing to examples in thetext or by thing examples from dictionaries or grammar books.16.Real life is brought into the classroom,so that students are doing in class to what they might have to do later inlife.17.The teacher then begins to deal with the text,sentence by sentence and paragraph by paragraph:explaining thelanguage points,dwelling upon the grammar rules,analyzing the sentences,providing the Chinese equivalents,giving the examples to demonstrate the usage of certain words and expressions.18.Students in pairs are given different bits of information.By sharing this separate information they can completea task.19.Students in groups do debating,arguing about the advantage and disadvantage of T.V.20.The teacher then begins to deal with the text,sentence by sentence and paragraph by paragraph:explainingthe language points,dwelling upon the grammar rules,analyzing the sentences,providing the Chinese equivalents,giving the examples to demonstrate the usage of certain words and expressions.III:Look at the following role definitions and the list of some a teachers functions.For each of these functions,decide which role is most appropriate(in some cases more than one role may be involved)Rolesa.diagnosticianb.plannerc.managercontrollere.participantf.instructorg.assessorh.prompter1.to find out(as far and as consistently as possible the needs,interests,language difficulties and preferredlearning styles of the students.2.to foster a group feeling(cooperation,liking,common aims,mutual confidence,etc)3.to ensure that learners have clear short and long-term learning objectives.4.to assess the progress of individual and of the class as a whole5.to ensure that learners are aware of this progress.6.to encourage students to take responsibility for their learning.7.to vary patterns of interaction within the lesson according to the precise aims and the nature/feeling of thegroup.8.to ensure that the students find their involvement sufficiently challenging.9.to analyse and present realistic chunks of the target language for students to process.10.to select and introduce activities and materials for language work.11.to help students develop positive,individual strategies for learning.Unit 14Unit 141.What is bottom-up approach and top-down approach?2.What area the four main reading strategies?Describe their differences.Whendo you use these readingstrategies?3.Whats pre-reading,while-reading and post-reading?What are their activities?Find a text and writepre-reading,while-reading and post reading activities.1 What is bottom-up approach and top-down approach?2 What area the four main reading strategies?Describe their differences.When do you use these readingstrategies?3.whats pre-reading,while-reading and post-reading?What are their activities?Find a text and writepre-reading,while-reading and post reading activities.Unit 15Unit 15As a successful listener,he should be able to demonstrate his success by correctly reproducing the aural message,requires important information.The purpose for listening in real life are:a.get informationb.to maintain social relationsc.to be entertained.Language and background knowledge constitute the two main sources of informationFor different purpose people use different listening skills;a.listening for a general ideab.listening for specific informationc.listening for detailed informationd.listening for inferringinformation(listen to decode what is indirectly expressed,including therelationships between speaker,the moods or attitudes of the speaker,the physical setting of the text.e.note-takingGuidelines for designing effective listening tasks:a.the listening skill the students are required to developb.students interests,needs,language level and potential problemsc.the class size,time available,teaching aidsDesigning tasks to develop the skill of listening for general ideaa.decide a titleb.write out the answersc.write a summaryd.look at a list of words and circle those used by the speakere.fill in blanksf.sequencing the main pointsconducting a listening classthe teacher can be thought of as a“director”and the students“actors”Task for director:a.gives an introductionb.monitor and observec.make comments or diagnose problemsthe teachers role in listening class is just like director.A listening class is divided into three stages:pre-listening,while-listening and post-listening stages.Pre-listening stage a period before the students start listening.The main tasks of the pre-listening stage area.introduce about the topicb.introduce the type of the textc.introduce some background informationd.make predictions about the content and make a list of words which may occur in the listening text.While-listening stageIt is the period in which the students perform the act of listening.This is the stage in which students actually carryout all the activities while the teacher observes and operates the machine.The tasks in this stage are:a.listeningfor general ideab.listening for specific informationc.listening for inferringActivities:a.filling details in a formb.labeling a piece of graphic materialc.taking notesd.correcting something already writtene.ticking off items in alistf.drawing the picture or diagramg.carrying out actionsh.arranging events or information in the correct sequencei.judging whether some statements about the listening text are true or falsePost-listening stage:a period after listeningTasks:a.checks students answersb.points out their problemsc.explains the listening textd.oral summarye.written summaryf.create the situation for students to do role-playg.express your own view about the topic of the text.h.solve a given set of problems using the information you have learnt from the texti.hold discussion with your group on the topicj.write a letter to complain about the situation described in the listening text.k.write the same situation in your experience综合复习题综合复习题Exercises for the course of English teaching methodologyI.Multiple choiceDirections：Choose the best answer for the following questions and write your answers on the answer sheet.1.What syllabus is designed around grammatical structures,with each lesson teaching a grammar structure,startingwith simple ones,and progressing through to more complex ones?A.Structural syllabus.B.Situational syllabus.C.Functional syllabus.2.Which of the following is a communicative activity?A.Listen to the weather broadcast and fill in a form.B.Listen to the weather broadcast and talk about a picnic.C.Transfer the information from the weather broadcast into a table.3.In which of the following situations is the teacher playing the role of a prompter?A.Explain the language points and meanings of words and sentences.B.Give examples of how to do an activity after the explanation and instructions.C.Elicit ideas from students.4.Which of the following is a social interaction activity?A.Information gap.B.Role-play.C.Information transfer.5.What reading approach is based on the assumption of reading as a guessing game?A.The top-down approach.B.The bottom-up approach.C.The interactive approach6.What reading strategy does the following activity help to train?The students were asked to read each paragraph and then match the paragraph with relevant headings.A.Inferring.B.Scanning.C.Skimming.7.Which of the pre-reading activities exemplifies the bottom-up approach?A.The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B.The teacher raises several questions about old people and asks the students to discuss in pairs.C.The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to oldpeoples life.8.What listening skill does the fo
