英语教学法教程选择填空

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

s-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.

ion-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.

oristtheory,(Skinner and waston raynor)

A the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement

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.

ive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system and a large part of language acquisition is the learning of this are a finite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.

uctivist 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/her already knows

-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (Z

PD) and scaffolding.

Unit 2

一，What makes a good language teacher?

ethic devotion, professional qualities ，certain desirable personal styles.

四， principles of communicative language teaching (CLT) 交际语言教学法原则

1) Communication principle: activities that involve real communication promote learning.

2) Task principle: activities in which language is used for carrying out meaningful tasks promote

learning.

3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.

五，Howatt proposes a weak and a strong version of CLT.

Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as

necessary means for helping learners to develop the ability to use them for communication.

Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.

六，PPP: presentation，practice，production

三. Principles for good lesson planning

A. Aim B. Variety C. Flexibility D. learning ability E. linkage

四. Components of a lesson plan教案的内容

A. Background information

B Teaching aims

C. Language contents and skills

D. stages and procedures

E. Teaching aids

F. End of lesson summary

G.. Optional activities and assignments

H. After lesson reflection

Unit 5

二，The role of the teacher 教师的角

1. Controller: control the pace, the time, the target language, the student.

2. Assessor: two things

a. as corrector: correct the mistakes, organizing feed back the learners

b. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism

3. Organizer : task based on teaching to design tasks and to organize

4. Prompter: to give appropriate prompts hints

5. Participant: to take part in the activities

6. Resource-provider: as a walking dictionary

Unit 6

一， Critical Period Hypothesis 关键期假说

This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to

changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native

speaker.

Unit 7

三，pennington grammatical pedagogy:

ational grammar should biuld on collocational relations between individual lexical items and

their subcategories

uctive offer learners a way to build elements that can be continually added in sequence

tual it means that elements and structures are taught in relation to their context.

四，mechanical practice机械操练

tute drills 替换the students substitute a part in a structure so that they get to know how

that part function in a sentence

ormation drills转换 change a given structure in a way so that they are exposed to

another similar structure

Unit 8

1. A: passive/receptive words :words that can be recognized or compared in reading and listening

but can not be used automatically in speaking and writing.

B: active/productive words: words that can be recognized and also be used in speech and

writing by learners.

Unit 11

Sight vocabulary:words that one is able to recognise immediately are often referred to as

sight vocabulary.

Unit15

Testing takes the pencil and paper form and it is usually done at the end of a learning period

Assessment involves the collecting of in formation or evidence of a learner s teaching and

learning.

Evaluation:can be concerned with a whole range of issues in and beyond language

education :lessons courses programs and skills can all be evaluated ,

四，bloom’s taxonomy 目标分类学

dge知识:recalling facts ,terms,and basic concepts

2.prehension理解:understanding of facts and ideas by organizing ,comparing,translating

interpreting,describing and stating the main ideas

ation运用:applying acquired knowledge,facts ,techniques and rules in a different context.

is分析:identifying relationships,causes or motives,and finding evidence to support main

ideas.

sis综合：combing elements in a different way and proposing alternative solutions,creative

thinking.

tion 评价：present and defend opinions by making informed judgement about information

or ideas based on a set of criteria.

、

Teaching objectives

中心the Ss will be able to understand the main idea of an article about XX and can

write a list of XX for XX.词汇be able to name the new word about XX in english

using pictures as cues and be able to tell each other whatXX they like.情感be able to

talk about their opinions or feelings about XX to each other.其他tell the five simple

forms ofXX can role play the dialogue of XX

Warming up

Steps Teacher’s activities Students’ Time

activities

1 T asks the Ss a The Ss talk about 3

question, Why do their favorite

you like it?

.Pre-reading

ting based T shows the title The Ss make a 3

on the title and gets the Ss to prediction

predict what the according to the

text is about. title.

ting based T shows some Student are asked 3

on vocabulary pictures as cues of to predict the words

the article, let the that they think are

student predict likely to occur in

some lexical items the text

3skimming Ask the students 5

read quickly to

get the main idea

and answer the

question ..

While reading

tion device DiagramPicture ,mRead complete the 7

ap ,table,provide ,sXXaccording..

ubtitles,taking

notes while

reading,list..

tanding Underlined 8

references pronoun,help

students to ~

Post reading

sion play act out Gap filling 动词 5retelling

What do you think 5 provides key

of ..exchange words and

opinion phrases. Students

retell the story

according to

.