(0161)《中学英语教学法》复习思考题

（0161）中学英语教学法复习思考题一、 判断正误题 （8分）The following statements are about the facts presented in the textbook, please indicate in the brackets before the statements whether they are true( T ) or ( F ).( ) 1. Role play and improvisation are social interaction activities. ( ) 2. Discovering missing information and discovering differences and following directions are all functional communicative activities. ( ) 3. Stress in pronunciation is sometimes as important as grammar. ( ) 4. Students need to be able to write phonetic transcripts of words. ( ) 5. Adult learners need to focus on pronunciation, but young learners dont. ( ) 6. Students need to know phonetics in order to learn English. ( ) 7. Students need to be given detailed grammar rules if they are to learn a foreign language successfully. ( ) 8. If the students get enough chance to practise using a foreign language, they do not need to learn grammar. ( ) 9. Teaching and learning grammar should focus on practice rather than the study of grammar itself. ( ) 10. Grammar should be taught an practised in context. ( ) 11. The best way to explain vocabulary is to translate. ( ) 12. Words must be learned in language contexts. ( ) 13. Knowing a word means that you know the pronunciation and meaning of it. ( ) 14. Students errors are a very useful way of showing what they have and have not learnt. So instead of seeing errors negatively, as a sign of failure, we see them positively as an indication of what we still need to teach. ( ) 15. Testing implies evaluation based on a collection of information about what students know and can do.( ) 16. Classroom climate is strongly affected by the teachers attitude and behaviour.( ) 17. In the Communicative Approach, a teacher is described as an “instructor” and students as “listeners” in class.( ) 18. The students native language has no particular role in the Communicative Approach. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework. ( ) 19. Words which we want students to understand, but which they will not need to use themselves. We call this passive vocabulary. ( ) 20. Students errors are a sign of failure, so we must correct every mistake they make. ( ) 21. Culture is received greater attention in the Communicative Approach.( ) 22. Spoken language is generally produced in informal, simple or common vocabulary.() 23. All new words in a lesson are equally important.( ) 24.Classroom climate is strongly affected by both the teachers attitude and the students behavior. ( ) 25. Vocabulary can be divided into productive and receptive.( ) 26. Communicative competence refers to knowledge of the grammar and vocabulary of the language. ( ) 27. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.( ) 28. Written language is generally produced in fairly simple sentence structures. ( ) 29. In the Communicative Approach, both teachers and students have multiple roles.( ) 30. Spoken language is sometimes produced in incomplete sentences.( )31. The skill practised in the pre-reading stage is anticipation.( ) 32. Communicative activities can be divided into functional communicative activities and social interaction activities.( ) 33. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading strategies. ( ) 34. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure. This is called the inductive method.( ) 35. Reading is an active process, during which the reader tries to understand the meaning of a given text.( )36. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point.( ) 37. The skill practised in the pre-reading stage is inference. ( ) 38. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.( ) 39. The typical example of functional communication activities is role play. ( ) 40. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework. ( ) 41. You glance quickly through a text in order to find a specific piece of information, this skill is called scanning.( ) 42. Types of mistakes are slips, errors and attempts.( ) 43. The language you are learning is called target language.( ) 44. There is an important difference between assessment and testing.( ) 45. In many cases the term “materials” is used in place of “textbooks”, which refers to anything that is used by teachers or students to facilitate the learning of a language.( ) 46. Its unnecessary for teachers to know how to evaluate, select and adapt textbooks. ( ) 47. It is clearly whether someone can become a good language teacher solely depends on his/her command of the language.( ) 48. Foreign Language Teaching Methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching. ( ) 49. According to the Grammar Translation Methods, the spoken form of language is the most important aspect of language.( ) 50. Interactional view sees language as a linguistic system but also as a means for doing things.( ) 51. Functional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.( ) 52. Students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage is intended to develop accuracy skills. This describes the presentation stage. ( ) 53. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. Thats to say, I combine the above 2 ways in my reading. This is the interactive model.( ) 54. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency skills. This refers to the production stage. ( ) 55. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get meaning from the text. This is the top-down model.( ) 56. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole. This is the bottom-up model.( ) 57. Structural view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.( ) 58. 语言技能包括听、说、读、写四个方面的技能以及四种技能的综合运用能力。( ) 59. 听、说、读、写是英语学习的手段。( ) 60. 语言和文化是密不可分的，学习语言就必须学习与之相联系的文化。二、 填空题 （12分） Fill in the blanks so as to complete the descriptions of different theories of language learning.1. In real life, there are two ways in which we often listen, they are_ and _. 2. A good speaking syllabus should include topics, _, _, functions and _.3. One way to help students use natural intonation is to practise saying the sentence in sections, starting with the end of the sentence and gradually working backwards to the beginning. This technique is known as _. 4. Teaching is a three-way relationship between _, the materials he or she is using, and _.5. The teacher divides the whole class into pairs. Every student works with his or her partner, and all the pairs work at the same time, it is sometimes call _. With pairs of students speaking in turn in front of the class is called _. 6. The background knowledge needed to interpret a given text is called _ . 7. _ usually contributes to the development of all the language skills and may involve using other skills than just reading. 8. Activities that are truly communicative have three features: _, choice, and _. 9. Some factors will influence our lesson planning, they are _,_, curriculum and _.10. Basic question types are_, _ and _.11. When we write a comment on observation, we can follow the SSSS+S process: sympathise, _, _,_ and _.12. Controlled practice can be divided into two types, they are mechanical practice and _.13. The grammar rule is given first and explained. The students then have to apply the rule to given situations. This is called _.14. In real life, language is used to perform certain _; in traditional pedagogy, the teaching focus is on_ rather than functions.15. James Asher was the founder of_.16. The skill practised in the pre-reading stage is _. 17. A lesson should involve the_, and _ of both learners and teachers. It can be regarded as a process of _18. Three approaches towards reading and listening are _, _ and _.19. There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, _ and _.20. In the past half century, language teaching and learning practice has been influenced by three different views of language , namely, the structural view, _ and _.21. Reading is an _ process, during which the reader tries to understand the meaning of a given text. 22. Lesson planning should be done at two levels: _ and _. 23. The process of writing is generating ideas, _, _ and _.24. Role play is a way of bringing situations from real life into the classroom. When we do it, we ask students to imagine. They may imagine:_, _ or both.25. The teacher divides the class into small groups to work together, it is called _.26. Littlewood (1981) proposed two main categories of communicative activities, namely: _ and _.27. Vocabulary can be divided into two kinds, they are_ and _.28. Communicative competence is the ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know _ and _ to use these sentences and to _. 29. Knowing a word means that you know_, _, _ and _. 30. An important feature of todays language classroom is that students do not always study as one big group. Rather, for much of the class time, students are broken down to groups of different sizes. The most common student groupings are_, _,_, and_. 31. The realistic goals of teaching pronunciation should be_, _ and_.32. A close study on the assessment purposes will make it clear that all the people involved in education have some reasons to consider assessment necessary. They are _, _, _ and _.33. Besides testing, there are many other ways to gather information, such as _, _, _ and_.34. In practice, to develop students communicative compentence means to develop their _, _, _, _, and _ through effective classroom activities in listening, speaking, reading and writing.35. According to socio-constructivist theory, learning is best achieved through the dynamic _ between the teacher and the learner and between learners. 36. Socio-constructivist theory emphasises interaction and engagement with the target language in a social context based on the concept of Zone of Proximal Developmentand _. 37. The _ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. 38. The term _ is often used in general to describe methods in which students are asked to think rather than repeat. 39. Clark, Scarino and Brownell believe that a task has four components: a _, a _, a _ and a _. 40. Read through the following items and decide which belong to macro planning and which belong to micro planning.1) Write down lesson notes to guide teaching.2) Decide on the overall aims of a course or program.3) Design activities and procedures for a lesson.4) Study the textbooks and syllabus chosen by the institute.5) Decide which skills are to be practised.6) Prepare teaching aids.7) Allocate time for activities.8) Prepare games or songs for a lesson.9) Prepare supplementary materials.10) Decide which language points to cover in a lesson.41.英语课程标准采用国际通用的_， 将英语课程目标按照能力水平设为_。课标要求从_开设英语课程。第二级为_结束时应达到的要求；第五级为_结束时应达到的要求；第八级为高中毕业的基本要求；_为外国语学校和外语特色学校高中毕业课程目标的指导级。42. 基础教育阶段英语课程的总体目标是培养学生的_。综合语言运用能力的形成建立在学生_、_、_、_和_等素养整体发展的基础上。43. 语言知识包括_、_、_、_和_等五方面的内容。44. 学习策略指学生为了有效地学习和发展而采取的各种行动和步骤。英语学习的策略包括_、_、_和_等。45. 英语课程标准倡导_。46. 英语课程的评价体系采用_与_相结合的方式，既关注结果，又关注过程，使对学习过程和对学习结果的评价达到和谐的统一。三、 配对题 （5分）Read and match.Part Ia. Active vocabulary b. Structural view c. Interactional view d. Passive vocabulary e. The bottom-up model f. Functional view g. The top-down model h. The interactive model i. In the production stage j. In the presentation stage k. In the practice stage ( ) 1. Words which we want students to understand, but which they will not need to use themselves. ( ) 2.This view sees language as a linguistic system but also as a means for doing things.( ) 3. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency skills.( ) 4. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. Thats to say, I combine the above 2 ways in my reading.( ) 5. This view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.( ) 6. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get meaning from the text( ) 7. This view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.( ) 8. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole.( ) 9. Students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage is intended to develop accuracy skills. ( ) 10. Words which students will need to understand and also use themselves. Part 2 The following are things that teachers often do in the language classroom. Decide what role the teacher is playing in each activity. Put number 1-6 in the brackets. When you have finished, work in groups and compare your answers. 1. controller 2. assessor 3. organiser 4. prompter 5. participant 6. resource-provider ( ) a. The teacher gives students two minutes to skim a text, and when time is up, he/she asks students to stop and answer some questions. ( ) b. T: Do you have any hobbies? S: Yes, I like singing and dancing. T: Uhm, and? S: I also collect coins. ( ) c. The teacher writes one of five numbers (1 5) on a number of cards(the same number as the students). Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.( ) d. When a student has made a sentence with “borrow”, “I borrowed a paper to write a letter”, the teacher says, “Well, we dont say a paper, we say a piece of paper”. ( ) e. The teacher asks the students to take turns to make sentences with a newly learned structure. If someone makes an error, the teacher asks him or her to revise.( ) f. While doing a