英语学科教学论期末考试

1、yingyu英语学科教课整理一缩写PPP：presentation,practice,andproduction：TeacherTalkingTimeSTT：StudentTalkingTimeEAP：EnglishforAcademicPurposesESP：EnglishforSpecificPurposesESEA：EngageStudyEngage-ActivateIATEFL:TheInternationalAssociationofTeachersofEnglishasaForeignLanguageTESOL：TeachersofEnglishtoSpeakersofOtherL

2、anguages（P185）EFL:teacherateacherwhoteachesEnglishasaforeignlanguagep2ESA：engagestudyactivateTQ：teachingaidsSA：meansstageswheretheteacherleadsaquestionandanswersessionwiththestudentsSS：meanspairworkTQSA:itmeansstageswheretheteacherleadsaquestionandanswersessionwiththestudentsOHP:theoverheadprojector

3、二Definition1。Schema：schemaisastructuredclusterofpre-conceivedideasaboutaspecifictheme，ithelpsustoorganizeourbackgroundknowledgeaboutthereadingmaterial.2.skimmingandscanning：Skimmingisakindofreadingskillwhichmeansgettingageneralideaofwhatthereadingmaterialisabout.Scanningisakindofreadingskillwhichmea

4、nssearchingforparticularbitsofinformation。3.languageacquisitionandlanguagelearning：languageacquisition：gaininguseofalanguagewithoutanyconsciouslearningStereotype：Stereotypeisapopularandhighlyexaggeratedconceptofaparticulargroupofpeople。Concentratingonjustafewfeaturesoftheparticulargroup，itisanimage，

5、conception，orbeliefwhichexaggerates,oversimplifies,andthusdistortsthecharacteristicsofpeopleandtheirbehavior.Forexample,onegroupmightconsideranothertobebackward,belligerent，sexy,orarrogant.InthosetraditionalChinesefilms,thievesandcriminalsarealwaysthosewhohaveuglyfacesandlookviolent.Butinreality,peo

6、plewithuglyfacesmayalsohaveakindheartlikethecartoonfilm“TheBeautyandtheBeast”.Thiskindofmisconceptionistheresultofstereotype。5。Gistlistening：Lprehensibleinput：languagewhichiscertainlyabovethestudentsproductivelevel,butwhichtheycanmoreorlessunderstand7。attentionspan:thelengthoftimeyoucanconcentrateon

7、someideaoractivity（internetP11)8。plateaueffect：thephenomenonthatpeoplesometimesfindtheydontimprovemuchorasfastasbefore。（P13)9.roughtune:exaggeratethevoicetoneandgesturetohelpgetthemeaningacross/roughtoningisthatunconscioussimplificationwhichbothparentsandteacherusebyexaggeratingtonesofvoice,speaking

8、withlesscomplexgrammaticalstructuresthantheywouldiftheyweretalkingtoadults。Whenroughtoning，theirvocabularyisgenerallymorerestricted.Theydontsetouttogettheleveloflanguageexactlycorrectfortheiraudience，buttorelyonageneralperceptionofwhatisbeingunderstoodbythepeoplelisteningtothem。(P3）10。Interactionals

9、peechandtransactionalspeechInteractionalspeech：communicatingwithsomeoneforsocialpurposes。Itincludesbothestablishingandmaintainingsocialrelationships。Itismoreunpredictablepattern.Transactionalspeech:communicatingtogetsomethingdone，includingtheexchangeofgoodsorservices。Itisahighlypredictable11.Paralle

10、lwriting(P81）:wherestudentsstickcloselytoamodeltheyhavebeengiven，andwherethemodelguidestheirownefforts。Itisespeciallyusefulforthekindofformulaicwritingrepresentedbypostcards,certainkindsofletters，announcementsandinvitations，forexample12.Accuracyandfluency：Accuracy:theextenttowhichstudentsspeechmatch

11、eswhatpeopleactuallysaywhentheyusethetargetlanguage.Fluency:theextenttowhichspeakersusethelanguagequicklyandconfidently,withfewhesitationsorunnaturalpauses，falsestarts,wordsearches，etc。overgeneralization:Aprocessinwhichalearnerextendstheuseofagrammaticalruleoflinguisticitembeyonditsaccepteduses,gene

12、rallybymakingwordsorstructuresfollowamoreregularpattern。Forexample，usemansinsteadofmenforthepluralofman.Developmenterror：Anerrorinlearnerlanguagethatdoesnotresultfromfirstlanguageinfluencebutratherreflectsthelearnersgradualdiscoveryofthesecondlanguagesystem.Theseerrorsareoftensimilartothosemadebychi

13、ldrenlearningthelanguageastheirmothertongue.Corpus:Inlinguistics,acorpus(pluralcorpora)ortextcorpusisalargeandstructuredsetoftexts(nowusuallyelectronicallystoredandprocessed）.Theyareusedtodostatisticalanalysisandhypothesistesting,checkingoccurrencesorvalidatinglinguisticrulesonaspecificuniverse.Acor

14、pusmaycontaintextsinasinglelanguage（monolingualcorpus）ortextdatainmultiplelanguages（multilingualcorpus).Multilingualcorporathathavebeenspeciallyformattedforsidebysidecomparisonarecalledalignedparallelcorpora.16.Informationgap：Twospeakershavedifferentpartsofinformationmakingupawhole.Onepersonhasinfor

15、mationthattheotherlacks。Thespeakerhastheinformationwhichthelistenerdoesnotknoworthespeakerwantstoknowinformationthatthelistenerhas.Theyhavedifferentinformation，andthereisagapbetweenthem.Studentsneedtonegotiate。Intheclassroom，thesamekindofinformationgapwillhavetobecreatedifwearetoencouragerealcommuni

16、cation.17.Strategyandskill:strategy：asystimaticandelaborateplantoachieveparticularpurposesskill：anabilitythathasbeenacquiredbytraining三Shortquestions:1.Listatleastfourprinciplesofteachinglistening。Thetaperecorderisjustasimportantasthetape。Preparationisvital.Oncewillnotbeenough。Studentsshouldbeencour

17、agedtorespondtothecontentofalistening，notjusttothelanguage.Differentlisteningstagesdemanddifferentlisteningtasks.Goodteachersexploitlisteningtextstothefull.Listatleastfourprinciplesofteachingspeaking.Beawareofthedifferencesbetweensecondlanguageandforeignlanguagelearningcontexts.Givestudentspracticew

18、ithbothfluencyandaccuracy.Planspeakingtasksthatinvolvenegotiationformeaning。Designclassroomactivitiesthatinvolveguidanceandpracticeinbothtransactionalandinteractionalspeaking。Listatleastfourprinciplesofteachingreading.readingisnotapassiveskillstudentsneedtobeengagedwithwhattheyarereadingstudentsshou

19、ldbeencouragedtorespondtothecontentofareadingtext，notjusttothelanguage。predictionisamajorfactorinreadingmatchthetasktothetopicgoodteachersexploitreadingtextstothefull4.Listatleastfourprinciplesofteachingwriting.1)Thetypeofwritingwegetstudentstodowilldependontheirage,interestsandlevel。Ourdecisionswil

20、lbebasedonhowmuchlanguagethestudentsknow，whattheirinterestsareandwhatwethinkwillnotonlybeusefulforthembutalsomotivatethemaswell。2）Provideopportunitiesforstudentstowrite-practicewriting。3）Makefeedbackandcorrectionhelpfulandmeaningful：overcorrection;Over-correctioncanhaveaverydemotivatingeffect。Aswith

21、alltypesofcorrection,theteacherhastoachieveabalancebetweenbeingaccurateandtruthfulontheonehandandtreatingstudentssensitivelyandsympatheticallyontheother.Onewayofavoidingtheover-correctionproblemisforteachertotelltheirstudentsthatforaparticularpieceofworktheyareonlygoingtocorrectmistakesofpunctuation

22、，orspelling,orgrammaretc。Thishastwoadvantages:itmakesstudentsconcentrateonthatparticularaspect,anditcutsdownonthecorrection.4)WrittensymbolsAnothertechniquewhichmanyteachersuseistoagreeonalistofwrittensymbols（S=spelling,WO=wordorderetc。）。Whentheycomeacrossamistaketheyunderlineitdiscreetlyandwritethe

23、symbolinthemargin。Thismakescorrectionlooklessdamaging.5）Writeacommentattheendofapieceofwrittenwork.Differentformsoffeedbackarealsoveryimportant。6)Correctingisimportant，butitcanbetimeconsumingandfrustrating。Commonsenseandtalkingtostudentsaboutitaretheonlysolutionshere.7）Correctionisworthlessifstudent

24、sjustputtheircorrectedwritingawayandneverlookatitagain。Listatleastthreespecialfeaturesaboutteachinglistening.Tapesgoatthesamespeedforeverybody。Studentshavetobeencouragedtolistenforgeneralunderstandingfirstratherthantryingtopickoutdetailsimmediately。Spokenlanguagehasanumberofuniquefeatures.6.。Listatl

25、eastfouraspectsthatshouldbeincludedinateachingplan。Itneedstocontaindetailedinformationaboutthestudents。Ithastocontainwhattheteachers/studentswanttodo。Itwillsayhowtheteacher/studentsshoulddoit。Itwilltalkaboutwhatmightgowrong（andhowitcanbedealtwith)andhowthelessonfitsinwithlessonsbeforeandafterit.6.Li

26、statleastfourteachingmethodsandapproachesthathaveinfluencedcurrentteachingpractice.Grammar-translation，audiolingualism，PPP(presentationpracticeproduction）,taskbasedlearning,communicativelanguageteaching8.Listatleastfourdifferencesbetweenteachingadultsandteachingchildren。（P11)Thefirstdifferencebetwee

27、nadultsandyoungeragesisthattheformercometolessonswithalonghistoryoflearningexperience.Adolescentshavetheirownhistories.C.Adultsarefrequentlymorenervousoflearningthanyoungerpupilsare。Itishardfortheteachersofadolescentstocontroltheclass。Theadultsmayhaveaviewoftheimportanceoflearningwhichmakesthemstick

28、toacourseofstudyinaspecificallyadultway.Theadultsdonotnecessarilyneedtheirlearningtobecamouflaged.Listatleastthreereadingskillsthatstudentsneedtoacquireandexplaineachofthem.Toscanthetextforparticularbitsofinformationtheyaresearchingfor。Thisskillmeansthatstudentsdonotneedtoreadeverywordandline,buttos

29、earchforparticularinformation。Toskimatexttogetageneralidea。Thisskillmeansthatstudentsshouldnottrytogatheralldetailsorconcentratetoohardonspecifics。Studentsneedtoskimtogetageneralideaofwhatthereadingmaterialisabout。Toreadfordetailedcomprehension.Whenlookingfordetails,studentsareexpectedtoconcentrateo

30、ntheminutiaeofwhattheyarereading。10.Listatleastfourareasthatteachersshouldconsiderwhenchoosingtextbooks。skills6。syllabus7.topic8。stereotyping9.teachersguide11.Listatleastfourseatingarrangementsintheclass。Orderlyrows,circle，horseshoe，separatetables（P18）12.Listatleastfourpiecesofequipmentthatyoucanmak

31、euseofinanEnglishclass。theboard;thecomputer;thedictionary;theoverheadprojectorpicturesandcards;thetaperecorder;thevideoplaybackmachine；thevideocamera13.Listtwopopularinformationgapactivities.TwosetssetAandsetBmakingupawhole.Eachsetcarriespartoftheinformationneededtosolveaproblem。DescribeandDrawOnest

32、udenthasapicture。Thepartnerhastodrawthepicturewithoutlookingattheoriginal.Theonewiththepicturewillgiveinstructionsanddescriptions，andthe“artistwillaskquestionsanddraw.Itishighlymotivating，thereisarealpurposeforthecommunication(theinformationgap，completionofthetask），andalmostanylanguagecanbeused.Reme

33、mbertoexchangethestudentsrolesiftheactivityisusedmorethanonce.Listthreetypesofwritingrubrics.1）Nonweightedrubric2)Weightedrubric3)HolisticrubricListthefouralternativesthatNevilleGrantsuggestswhentheteacherfindsthetextnotappropriate.NevilleGrantssuggestionsOmissionreplacementadditionadaptation16.List

34、atleastfourcharacteristicsofgoodlearners.（P10)awillingnesstolisten；awillingnesstoexperiment;awillingnesstoaskquestions;awillingnesstothinkabouthowtolearn；awillingnesstoacceptcorrection17.ListatleasttwomagazinesyouknowconcerningtheteachingofEnglish。TESOLinContext(Australia)ELTNewsandViews（Argentina）J

35、ALTNews(Japan)IsraelEnglishTeachingJournal（Israel)UKjournals：ELTJournal(publishedbyOxfordUniversityPress)ModernEnglishTeacher(publishedbyPrenticeHallEurope)EnglishTeachingProfessional(publishedbyFirstPersonPublishing）USjournals:EnglishTeachingForum（publishedbytheUnitedStatesInformationService)TESOLJ

36、ournalWhatarethefourstagesofchoosingatextbook?Analysis，Piloting，Consultation，GatheringopinionsListatleastthreeadvantagesofencouragingstudentstospeakEnglishinclass.Rehearsal:Afreediscussionoutsidetheclassroomandareal-liferole-playinsidetheclassroommayhelpstudentsunderstandwhatcommunicationis。Feedback

37、:Speakingactivitiesmayprovidefeedback，whichisbeneficialtobothstudentsandteachers.Engagement:Speakingactivitiescanbehighlymotivatingandinvolvemoreparticipationandenjoyment。Whatisthenaturalorderoflanguageacquisition?(P24)BeexposedtoitUnderstanditsmeaningUnderstanditsformPracticeit21.Whatisthepurposeof

38、“activate”activities？（P26)Getthestudentsusinglanguageasfreelyand“communicatively”astheycan.Offerthestudentsachancetotryoutreallangueusewithlittleornorestrictionakindofrehearsalfortherealworld。22.Whatisthepurposeof“engage”activities？Arousethestudents，interestthusinvolvingtheiremotionssothattheycanlea

39、rnbetter。Listatleasttwoprinciplesofgivinginstructions.Theinstructionsmustbekeptassimpleaspossible.Theinstructionsmustbelogical。Theinstructionsmustbeclearandwellstated.Itisimportantfortheteacherstocheckthatthestudentshaveunderstoodwhattheyhavebeingaskedtodo。P424.Whatarethethreebasicleveldistinctionso

40、flanguagelearners?(P13）Beginners;intermediatestudents；advancedstudents四。Discussions：Whatisaccuracy?Whatisfluency？Howtogivestudentspracticeinbothaccuracyandfluency？Stateyourpointofview。Accuracy:theextenttowhichstudentsspeechmatcheswhatpeopleactuallysaywhentheyusethetargetlanguage。Fluency：theextenttow

41、hichspeakersusethelanguagequicklyandconfidently，withfewhesitationsorunnaturalpauses，falsestarts，wordsearches，etc.Mypointofviewistoavoidinterruptionsandofferfluencybuildingpractice.Makingmistakesisanaturalpartoflearninganewlanguage.Whenstudentsarerepeatingsentencestryingtogettheirpronunciationexactly

42、right,thentheteacherwilloftencorrectappropriatelyeverytimetheresaproblem。Butifstudentswereinvolvedinapassionatediscussion，theteachershouldntinterrupt。Otherwisetheconversationalflowmaybedestroyed.Whatarethekeyelementsinalessonplan?Howtodesignaneffectivelessonplanandmakeitfeasibleintheprocessofteachin

43、g？Stateyourpointofview。Coherence,variety。Thefirstthingneedstodetailiswhothestudentsare：Howmanyarethereintheclass?Whatsexes？Whataretheylike?Cooperative?Quiet?Difficulttocontral？Experiencedteachershaveallthisinformationintheirheadswhentheyplan;teachersintrainingwillbeexpectedtowriteitdown。Thenextthing

44、theplanhastocontainiswhattheteachers/studentswanttodo:studyapieceofgrammar，writeanarrative,listentoaninterviewetc。Thethirdaspectofaplanwillsayhowtheteacher/studentsis/aregoingtodoit。Willtheyworkinpairs?Willtheteacherjustputonatapeorwilltheclassstartbydiscussingdangeroussportsforexample？Onceagain,ano

45、bjectivereaderoftheplanshouldbeabletoidentifyalogicalsequenceofclassroomevents。Lastly,theplanwilltalkaboutwhatmightgowrongandhowthelessonfitsinwithlessonsbeforeandafterit.Whatshouldtheteacherdoifthestudentsareuncooperativeinthelanguageclassroom?Thereareanumberofthingsteacherscandototryandsolvethepro

46、blemsofuncooperativeclasses。Firstofall，teacherscantalktoindividualmembersoftheclassoutsidetheclassroom。Theycanaskthemwhattheyfeelabouttheclass,whytheresaproblemandwhattheythinkcanbedoneaboutit.Second,teacherscanwritetoindividuals.Thesameeffectcanbeachievedsimultaneouslywithallstudentsbywritingthemac

47、onfidentialletter。Intheletter,theteachersaysthatshethinkstheresaseriousproblemintheclassandthatshewantstoknowwhatcanbedoneaboutit。Studentscanbeinvitedtowritebackincompleteconfidence。Thereplieswhicharereceivedwillshowwhatsomeoftheproblemsare。Theonlydisadvantagetohavingstudentswritetotheteacherindivid

48、uallyisthattheteacherthenhastowritebacktoeachofthem!Third,teacherscanuseactivities.Teacherscanmakeitclearthatsomeofthemoreenjoyableactivitieswhichstudentsliketodowillonlybeusedwhentheclassisfunctioningproperly.Otherwise,theywillbeforcedtofallbackonmoreformalteachingandlanguagestudy.Fourth，teachersca

49、nenlisthelp。Teachersshouldnothavetosufferontheirown！Theyshouldtalktocolleaguesand,ifpossible，getafriendtocomeandobservetheclasstoseeiftheynoticethingsthattheteacherhimselforherselfisnotawareof。Lastbutnotleast,teacherscantrymakingalanguagelearningcontract。Teacherscantalkdirectlytothestudentsaboutissu

50、esofteachingandlearning。Theycangetthestudentsagreementtowaysofbehavingandfindoutwhattheyexpectorneedfromtheteacher。Thisistheformingofalanguage-learning;contractandsubjectscoveredcanincludesuchthingsaswhenthestudentsshouldnotusetheirlanguage,whatteachersexpectfromhomework,arrivingontimeetc。butteacher

51、swillhavetobindthemselvestogoodteacherbehaviortoo.Whenthecontractisconcluded，itformsabehaviorblueprintforeveryone。Ifstudentshavesaidthattheydontwantpeopletotalkinclassallthetime,forexample,thentheyarelikelytoensurethatitdoesnthappenoften。4.Explainthedifferencesbetweenteachingadultsandteachingchildre

52、n。A.Thefirstdifferencebetweenadultsandyoungeragesisthattheformercometolessonswithalonghistoryoflearningexperience。Theywillusuallyhavegonethroughatleasttenyearsofschoolingandmaythenhavegoneontostudyatahigherlevel。Thoselearningexperiencesbothbadandgoodwillhavehelpedthemtoformstrongopinionsabouthowteac

53、hingandlearningshouldbecarriedout。Theyalsocomewiththeirownrecordofsuccessorfailure.Thosewhounderachievedatschoolmaysubconsciouslyassumethattheygoingtofailagain；thosewhowereschoolsuccessesmaybelievethatlearningEnglishwillbeeasy.Adolescentshavetheirownhistories。Eachfailurepredisposesthemtomorefailure;

54、eachsuccessprovokesthehopeofmoresuccess。Buttheyoungerthestudentthelesslikelyitisthattheseeducationalhistoriesarefixed。C.Adultsarefrequentlymorenervousoflearningthanyoungerpupilsare。Thepotentialforlosingfacebecomesgreatertheolderyouget.Olderstudents，ontheotherhand，whoarecomingbacktotheclassroomaftera

55、longabsence,mayhaveahighdegreeofanxietyabouttheprocessoflearningitself。D。Oneofthespecialpointsisthatitiseasyfortheteachersofadultstolossthecontroloftheclasses:thelessonthatslipsawayfromthem，thattheycannotcontrolbecausethestudentsdonotlikethesubject,eachother，theteacherortheschoolorsometimesjustbecau

56、setheyfeellikeit。Adultscanbedisruptiveandexhaustingtoo。Theymaynotdoitinthesamewayasyoungerlearnersbutteachersofthisagegroupwillhaveexperiencesofstudentswhospendthelessontalkingtotheirneighbor。Thestudentsalsoarriveinclasslateandfailtodoanyhomework。Nevertheless，adultsasagrouphavemuchtorecommendthem.E。

57、Theadultsmayhaveaviewoftheimportanceoflearningwhichmakesthemsticktoacourseofstudyinaspecificallyadultway.Theattentionspanthatcooperativeadultscanofferisalmostcertainlygreaterthanthatofchildrenandadolescents.Theteachersofadultsneedntcamouflagethelearning.Itispossiblefortheadultstosufferfromboredominc

58、lass,especiallywhentheyarestudyingonafulltimecourseand/orhavestudiedinthesamekindofclassforalongtime.5.Explainthetheoreticalbasisofaudiolingualismanditsinfluenceonlanguageteaching。（P30-31)Theoreticalbasis:behavioristmuchlearningistheresultofhabitformationthroughconditioning.Influence:Audio-lingualcl

59、assesconcentraredinlongrepetition-drillstage,inwhichthereacherhopedthatthestudentswouldacquirewouldacquiregoodlanguagehabits.Audio-lingualismstudentswerenotexposedtorealorrealisticlanguage.Dringisstillpopularduringstudyphrase，especiallyforlowlevelstudents6.Explaintheboomerangsequenceofclassroomteach

60、ing。(P28）Theboomerangsequeneofclassteachinggoesasthefollowingsequence：Engageactivatestudyactivate。Inthissequence,theteacherisansweringtheneedofthestudents.Theyarenottaughtlanguegeuntilandunlesstheyhaveshown（intheactivatephase）thattheyhaveaneedforit.Advantages:insomeways，thismakesmuchbettersensebecan