《英语教学法》 练习题一参考答案 专升本
一. Fill in the blanks
1. (1)permanent (2)particular (3)situation (4)facilitating (5)debilitating
2. (6)structuralist 7)imperative 8)behaviorism (9)action-based (10)sentence-based (11)meaning (12)situations (13)physical (14)performers (15)interaction 二. Explain the following terms
1. The Silent Way is a teaching method devised by Caleb Gattegno. The key sense of the Silent Way is that the teacher should be silent as much as possible in the classroom and learners should be encouraged to think about language features and produce as much language as possible. 2. Generally speaking, there are four types of listening situations: real-life listening, classroom listening, practice listening and test listening.
3. According to Cummingsworth (1995: 7), textbooks serve as: a resource for presentation material (spoken and written)
a source of activities for learner practice and communicative interaction a reference source for learners on grammar, vocabulary, pronunciation, etc. a source of stimulation and ideas for classroom language activities
a syllabus (where they reflect learning objectives which have already been determined) a resource for self-directed learning or self-access work
a support for less experience teachers who have yet to gain in confidence
4. Backwash is a term that refers to the effect of testing on teaching and learning, which can be either harmful or beneficial.
5. Language Awareness is defined as 'a person's sensitivity to and conscious awareness of the nature of language and its role in human life' (James and Garrett 1991:4). 6. Summative assessment is intended to measure learners’ achievement. Summative assessment:
- is not necessarily prepared and carried by the class teacher - does not necessarily relate immediately to what has been taught
- the judgment about a learner’s performance is likely to feed into record-keeping and be used for administrative purposes, e.g. checking standards and targets
- is frequently externally imposed, e.g. by an institution or a ministry of education. 三. Fill in the blanks
1. (1)experience (2)cognition (3)mastery (4)structural (5)oral (6)autonomous (7)generalizations (8)refrain
2. (9)interference (10)intralingual (11)developmental (12)transfer (13)generalization (14)rules (15)hypothesis (16)progressive (17)process (18)proficiency
四. Open questions
1. Surely students will make mistakes in their speaking practice. How teachers deal with students’ mistakes and errors is very important for individual learners. If we correct too much, we might kill students’ enthusiasm or willingness to go on speaking. If we do not correct at all, some of the mistakes can be fossilized. We teachers need to know the nature of what kinds of mistakes students make so they we can deal with their mistakes or errors scientifically. For discussion on learners’ errors and mistakes, they have been discussed in Unit 3. Deep understanding of error
analysis can help better operation and management in teaching speaking.
2. As non-native speaker, we often come across difficulties in the process of reading. We do not feel comfortable if we do not understand every word, every phrase or every sentence. We do not feel like understanding the text. Also we often tend to make a text reading become grammar and vocabulary learning. Because of these two factors, we do not tolerate ambiguities in reading. But we need to and we have to. If we try to understand every word, time, ability and availability of help are limited. The result can be working on one text like a snail so that we end up reading a little. If we tolerate ambiguities and continue to read, we can develop reading skills in the process, and as we go further, our improvement will self solve some problems we had in previous processes.
3. 写出教材名称及合理的选择理由即可 五. Open questions 1. Type Description
Structural The contents of the syllabus are organized around grammatical and phonological structures, which are usually sequenced from easy to difficult or frequent to less frequent. Some syllabuses are grammatical; some are lexical and some are both grammatical and lexical.
Functional Functions (such as identifying, reporting, correcting, describing, etc.) are the organizing principle, sequenced by some sense of chronology or usefulness of each function. The contents can be: talking about yourself, starting a conversation and making an appointment, etc. Notional Conceptual categories called notions are the basis of organization, sequenced by some sense of chronology or usefulness of each notion. For example, properties and shapes, location, measurement, etc.
Situational Situational syllabuses take real-life context of language uses called situations (such as at the bank, at the supermarket, at a restaurant, etc.) as the organizing principle—sequenced by the likelihood that students will encounter them. For example, introductions, getting acquainted, at the housing office, etc.
Topical A topical syllabus is like a situational one, except that the headings are broadly topic based. In topical syllabuses, topics or themes (such as health, food, clothing, etc.) form the organizing principle—sequenced by the likelihood that students will encounter them. The topics can be: trends in living, issues in society and family etc.
Skills Skills serve as the basis for organization sequenced by some sense of chronology or usefulness of each skill. The skills can be listening for gist, listening for main ideas, listening for inferences, scanning a reading passage for specific information, etc.
Task Task syllabuses specify activity-based categories such as drawing maps, following directions, following instructions, etc. Tasks serve as the basis for organization, sequenced by some sense of chronology or usefulness of notions
Quality In recent years, the concepts about quality education are added to syllabuses. Such qualities refer to academic, social and personality abilities, for example, discovery learning, autonomous learning and learning strategies; working with others, solving problems, building up positive and healthy personality. Quality contents are only part of the syllabus.
2. Because of the great achievement of science and technology in the 18th and 19th centuries, technical rationality became dominant, characterized by the prevailing concept that human progress could be achieved through science and technology (Sch?n 1983 and Hettne 1990). This form of thinking was termed as the mechanistic paradigm in the West (Pike and Selby 1988) and
the authoritative paradigm in China. The development and decline of the two paradigms represent the rise of reflection.
3. 写出针对提问的三个例子即可。 六. Explain the following terms
1. Again the responses are very controlled, but learners can make a limited choice of vocabulary. Example: Again in order to practice forms of the present simple tense.
Choose someone you know very well, and write down their name. Now compose true statements about them according to the following model:
He/She likes ice cream: OR He/She doesn’t like ice cream. a) enjoy: playing tennis b) drink: wine c) speak: Polish
2. Each specific lesson plan forms a comprehensive course lesson plan. A comprehensive course lesson components are: description of the course or syllabus, description of students, description of goals, each specific lesson plan, tests and course evaluation. The following is about a specific lesson plan consisting of goals, objectives, materials and equipment, procedures, follow-up notes or evaluation (Brown 2003).
3. There are several reasons why teachers need to adapt the textbook. First, what the textbook claims turns out to be different in real teaching. So teachers need to adapt the books for effective teaching. Second, textbooks tend to be out of date though the degree is different. Thus teachers need to replace some parts with added up-to-date materials. Third, some parts of the textbook are not suitable for students. We need to cancel them or modify them to suit students’ needs and levels. Finally, adapting some parts of the textbook can bring variety and initiate creativity. Following the textbook step by step is mechanical and not interesting.
4. For Piaget, knowledge is a construction of the individual's subjective reality rather than an entity which divorces the reality with the individual's view and observation. This notion of constructivism involves the following elements summarized by Williams and Burden (1997). 5. Peer observation is an activity done among colleagues who visit each other's classes to observe different aspects of teaching. It is a tool to learn from others and to learn from oneself as well.
七、简答题
1. (1). Permanence: Written discourse is stable and fixed; spoken discourse is fleeting and moves on in real time.
(2). Explicitness: Written discourse has to provide clear context since the writer and readers do not direct contact; spoken discourse in which the speaker and listener have some shared information does not need to be make explicit.
(3). Density: Written discourse is dense in expression; spoken discourse has a feature of redundancy.
(4). Detachment: Written discourse is not fixed in time and space; spoken discourse occurs in direct and immediate interaction with listeners.
(5). Organization: Written discourse requires careful organization and formulation and conforms to conventional rules of grammar and vocabulary use. Spoken discourse has a feature of ongoing alterations in the shape of glosses and self-correction.
(6). Slowness of production, speed of reception: Writing is slower than speaking. Understanding is faster in reading a text than listening to a text.
(7). Standard language: Writing usually uses standard variety of language; speech may sometimes be in a regional or other dialect.
(8). A learnt skill: Spoken language can be acquired intuitively, whereas the written form is in most cases should be intentionally taught or learned.
(9). Sheer amount & importance: Spoken text is usually longer than written text. In society, speech is more important for survival and effective functioning. 2. 写出一份可行的发音课教案即可。 3. 设计出一系列写作课可行的教学活动即可。
《英语教学法》 练习题二参考答案 专升本
一. Open questions
1. It is argued that comprehension is dependent on three main sources of knowledge (Skehan 1998).
Schematic knowledge: background knowledge and procedural knowledge
Background knowledge is information accumulated by the listener in previous experience. Some information is factual; some is about social and cultural domains. Both are helpful in listening comprehension, especially in top-down process and interpretative understanding.
Procedural knowledge is about how knowledge is used in discourse. Different genres have their own schemes. Knowing the structure of different types of listening materials helps in keeping up with the speech and prediction
Contextual knowledge: knowledge of situation and knowledge of co-text
Contextual knowledge addresses immediate situation and the text itself. In real life listening, physical setting and knowledge of participants affect listening comprehension. For second or foreign language learners, focus is more on listening materials. It is to know what has been said and will be said within the text. Systemic knowledge
Having systemic knowledge means being equipped with syntactic, semantic and morphological systems of the language as well as sounding knowledge such as tones and intonations. Rich and comprehensive knowledge in language systems helps listening comprehension.
2. Formative assessment is not exclusive to teachers only. It can be done through self assessment and peer assessment. Traditionally, teachers were in authority to evaluate students’ performance. Now students are encouraged to evaluate their own performance. It can be done either roughly or academically using certain criteria and weighing systems agreed on in advance (Ur 1996). It is thought that self assessment encourage learner autonomy. Peer assessment is conducted between classmates who evaluate each other either roughly or academically. Peer assessment is considered to promote cooperation and communication.
3. There are four main features in action research: situational and collaborative participatory and self-evaluative. Being situational means diagnosing a problem in a specific context and attempting to solve it in that context. Being collaborative refers to team working either among teachers or between researchers and teachers on a project. The participatory feature denotes that team
members themselves take part in the research. Finally self-evaluative feature means modifications that are continuously evaluating within the ongoing situation (Cohen and Manion 1980). These four features promote critical attitude, self-evaluation and professionalism. 二. Explain the following terms
1. A teacher’s job is to guide and help students learn efficiently. The efficiency lies not only in being good at knowledge of and about the language but also in his/her ways or methods employed to achieve a desired purpose. In other words, in order to achieve a purpose such as motivating students, dealing with a language point, or improving reading ability, the teacher needs to try different ways to reach that purpose. This is called means and ends relationship (Dewey 1933). Means are various alternatives or suggestions; ends are the desired purposes. In order to reach desired aims, the teacher needs to make efforts to explore and employ different means.
2. The Audiolingual Method was developed and became prominent in the 1950s and 1960s,
《英语教学法》 练习题参考答案 专升本
