task. 2) A content: this can be real, authentic or imaginary, and involve sociolinguistic issues, such as the location, the participates and their relationship, the time and other important factors. 3) A process: getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating. 4) A product: there will be some form of outcome, either visible (e.g. a written plan, a play, a letter, etc) or invisible (e.g. enjoying a story, leaning about another country, etc). Unit 3
Designing principle for the National English Curriculum for nine-year compulsory education.
1) Aim for educating all students, and emphasize quality-oriented education. 2) Promote learners 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, and give special attention to the development of competence. 6) Optimize learning resources, and maximize opportunities for learning and using the language. Unit 4
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1. What should be included in a lesson plan? D
A. Aims to be achieved B. Materials to be covered C. Activities to be organized D. All of the above
2. What are the principles for good lesson planning? A
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A. Aim, variety, flexibility, learnability and linkage B. Aim, preparation flexibility and linkage
C. Aim, micro-planning, macro-planning and flexibility D. Aim, micro-planning, macro-planning and variety
3. What are the guidelines for writing teaching aims in a lesson plan? D A. Clear, brief B. Specific, students-oriented C. Specific, teacher-oriented D. Both A and B 4. What are language contents? A
A. Structures, vocabulary, functions and topics B. Pictures, vocabulary, communication and topics C. PPT, structures, aims and summary D. Structures, aims, functions and topics
5. What are very commonly used teaching procedures and stages? D A. Presentation, practice and production B. Pre-reading, while-reading and post-reading C. Mechanical practice and meaningful practice D. Both A and B
6. What is the function of optional activities? A
A. Backups in case the lesson goes too fast and there are a few minutes left. B. Prepared for good students C. Prepared for bad students D. Used for emergency
7. Which part is to be finished after a lesson in a lesson plan? D A. Teaching aids B. End of a lesson summary C. Optional activities and assignments D. After lesson reflection Part 2 answer the following questions
1. What benefits can language teachers get from planning a lesson? Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson. Secondly, it helps teachers distinguish the various stage of a lesson and see
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the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another. Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson. Fourthly, good planning gives teachers, especially novice teachers, confidence in class. Fifthly, when planning the lesson, the teacher also become aware of the teaching aids that needed for the lesson Last but not least, planning is a good practice and it’s a sign of professionalism. 2. Explain five principles for good lesson planning in detail. Aim means the realistic goals for the lesson.
Variety means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students. Flexibility means preparing some extra and alternative tasks and activities as the lesson does not always go according to the plan so that teachers always have the options to cope with the unexpected situations other than being the slaves of the written plans or one methodology. Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.
Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another. 3. What does macro planning involve? Macro planning involves the following: 1) Knowing about the profession. 2) Knowing about the situation. 3) Knowing about the learners.
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4) Knowing about the curriculum/syllabus. 5) Knowing about the textbooks. 6) Knowing about the objectives. 4. What are components of a lesson plan?
Background information, teaching aims, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection.
unit 5
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1. What are the possible roles of a teacher? D A. Controller, assessor B. Organizer, prompter C. Participant, resource-provider D. All of the above
2. What role does a teacher play in the following activity? A
The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. A. Controller B. Assessor C. Organizer D. Prompter
3. What role does a teacher play in the following activity? D
T: do you have any hobbies? S: yes, I like singing and dancing. T: Uhm, and...? S: I also collect coins.
T: Oh, really, how many...have you already...collected? A. Controller B. Assessor C. Organizer D. Prompter 4. What role does a teacher play in the following activity? 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 group1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way. A. Controller B. Assessor C. Organizer D. Prompter
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5. What role does a teacher play in the following activity? B
When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”
A. Controller B. Assessor C. Organizer D. Prompter 6. What role does a teacher play in the following activity? D
While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher. A. Controller B. Assessor C. participant D. Resource-provider 7. What role does a teacher play in the following activity? D
The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket. A. Controller B. Assessor C. Organizer D. Prompter 8. What role does a teacher play in the following activity? B
When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.
A. Controller B. Assessor C. Organizer D. Prompter 9. What role does a teacher play in the following activity? C
When students are doing a group-work task, the teacher joins one or two groups for a short period of time.
A. Controller B. Assessor C. participant D. Resource-provider 10. What role does a teacher play in the following activity? A
The teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned. A. Controller B. Assessor C. Organizer D. Prompter
11. What role does a teacher play in the following activity? C
The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.
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《英语教学法教程》857试题库(附答案)
