英语教学法教程试题库
Unit 1
Part I Read the following statements or questions and choose the best answer for each statement or question.
1. Much of human behavior is influenced by their_____A____ A. experiences B. wisdom C. knowledge D. parents
2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? B
A. teaching attitude B. definitions of language C. structural view of language D. functional view
3. What does the structural view of language see language? C A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people
C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things
4. What does the functional view of language see language? D A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people
C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things
5. What does the interactional view of language see language? B A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people
C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things
6. Which of the following teaching method is based on the behaviorist th
1
eory? B
A. Grammar translation B. Audio-lingual
C. Task-based teaching and learning D. Communicative teaching 7. What are the characteristics of audio-lingual method? D
A. Language is learned by constant repetition and the reinforcement of the teacher
B. Mistakes were immediately corrected, and correct utterances were immediately praised.
C. Students should be allowed to create their own sentences based on their understanding of certain rules. D. Both A and B.
8. Which three groups can summarize all the elements of the qualities of a good teacher? A
A. Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom
9. What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? D
A. Learning from other’s experiences B. Learning the received knowledge C. Learning from one’s own experiences as a teacher D. All of the above
10. What qualities are considered good qualities of a good teacher? D A. Kind, humorous, well informed B. Hard working, disciplined C. Well prepared, dynamic and patient D. All of the above Part 2 Answer the following questions.
1. A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons.
Dynamic, well-informed and well-prepared, I think these three qualities are the most important as a teacher. Firstly, the dynamic, well-informed and
2
well-prepared teachers are always confident who can make the class active and interesting. Secondly, they always keep the teaching aims in mind and try to achieve the goal according to the teaching plan. Thirdly, They can distinguish the various stages of a lesson and see 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. Fourthly, they can participate potential problems and solve them properly. Fifthly, they have a systematic knowledge of teaching and the class will be in good discipline.
Unit 2
1. What is the ultimate goal of foreign language teaching? A A. Enable SS to use the foreign language in work or life. B. Enable SS to achieve accuracy of English language structure. C. Enable SS to achieve fluency of English language structure. D. Enable SS to speak standard English.
2. What is the possible solution to bridge the gap between classroom language teaching and real-life language use? B
A. Task-based teaching and learning B. Communicative language teaching C. Presentation, practice and production D. Engage---study---activate 3. What is linguistic competence concerned with? D A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to understand them
C. Strategies one employs when there is communication breakdown due to lack of resources
D. Knowledge of language itself, its form and meaning 4. What is pragmatic competence concerned with? A A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to unde
3
rstand them
C. Strategies one employs when there is communication breakdown due to lack of resources
D. Knowledge of language itself, its form and meaning 5. What is discourse competence concerned with? B A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to understand them
C. Strategies one employs when there is communication breakdown due to lack of resources
D. Knowledge of language itself, its form and meaning 6. What is strategic competence concerned with? C A. Appropriate use of the language in social context
B. Ability to create coherent written text or conversation and the ability to understand them
C. Strategies one employs when there is communication breakdown due to lack of resources
D. Knowledge of language itself, its form and meaning 7. What is fluency competence concerned with? B A. Appropriate use of the language in social context
B. Ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation
C. Strategies one employs when there is communication breakdown due to lack of resources
D. Knowledge of language itself, its form and meaning
8. What are the principles of communicative language teaching? A A. Communication principle, task principle and meaningful principle B. Communication principle, accuracy principle and meaningful principle C. Communication principle, fluency principle and meaningful principle D. Communication principle, task principle and purpose principle
4
9. What are the listening and speaking activities in traditional pedagogy? D
A. Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.
B. Answer the questions according to what is heard; produce responses based on given clues C. Retell what is heard D. All of the above
10. What are the five components of communicative competence? A A. Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluency
B. Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracy
C. grammar competence, pragmatic competence, discourse competence, strategetic competence and fluency
D. grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracy Part 2 answer the following questions
1. What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy? 1) In real life, language is used to perform certain communicative functions, e.g. to give directions, to exchange information, or to make a complaint, etc; in traditional language classroom, the teaching focus is often on forms rather than functions. 2) For various reasons, traditional pedagogy tends to focus on one or two language skills and ignore the others. In real language use we use all skills. 3) In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context. 2. Four components of a task.
1) A purpose: making sure the students have a reason for undertaking the
5
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
6
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
7
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.
8
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
9
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.
10
A. Controller B. Assessor C. participant D. Resource-provider
12. When is appropriate for the teacher to give classroom instructions to students? D
A. Give directions to tasks or activities, checking comprehension, giving feedback
B. Providing explanations to a concept or language structure, drawing attention
C. Setting requirements, checking comprehension, assigning homework D. All of the above
13. Why do novice teacher often have problems giving clear instructions? D
A. Their language proficiency is low B. They are fresh from the university C. Their instructions are too short
D. They are not able to target their instructions to the level of the learners 14. What are not good rules to follow for making instructions effective? D
A. Use simple instructions and make them suit the comprehension level of the students
B. Use the mother tongue only when it is necessary C. Use body language to assist understanding
D. Not model the task or activity before letting students move into groups or pairs
15. Which of the following is the time when students work as a whole class? A
A. When all the students are under the control of the teacher B. When students work in pairs on an exercise or a task C. When students work in small groups
D. When students are expected to work on their own at their own speed 16. Which of the following is the time when students work in a pair? B
11
A. When all the students are under the control of the teacher B. When students work in pairs on an exercise or a task C. When students work in small groups
D. When students are expected to work on their own at their own speed 17. Which of the following is the time when students work in groups? C A. When all the students are under the control of the teacher B. When students work in pairs on an exercise or a task C. When students work in small groups
D. When students are expected to work on their own at their own speed 18. Which of the following is the time when students study by themselves? D
A. When all the students are under the control of the teacher B. When students work in pairs on an exercise or a task C. When students work in small groups
D. When students are expected to work on their own at their own speed 19. Which of the following is the advantage of whole class work? A A. It is an ideal way to show materials and do presentations together. B. It allows students to work together rather than under teacher’s guidance. C. There is always a great chance of different opinions and contributions to the work.
D. It is less stressful.
20. Which of the following is the advantage of pair work? B A. It is an ideal way to show materials and do presentations together. B. It allows students to work together rather than under teacher’s guidance. C. It reinforces a sense of belonging among a group of members. D. It is very stressful.
Part 2 answer the following questions
1. What six conditions have to be met in order to achieve efficient classroom management?
1) The teacher plays appropriate roles.
12
2) The teacher provides clear instructions. 3) Students are grouped in a way suitable for the learning activities. 4) The teacher asks appropriate questions. 5) There is discipline as well as harmony in the classroom. 6) The students errors are treated properly. 2. Classroom instructions
Classroom instructions refers to the types of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept of language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc. There are rules to follow for making instructions effective: 1) to use simple instructions and make them suit the comprehension level of the students. 2) To use the mother tongue only when it is necessary. 3) Teachers to be careful not to do all the talking in class. 3. Bloom’s taxonomy classifies the question types into six. What are the six question types? What is the significance if each of them is used in a language classroom?
The six question types proposed by Bloom are: 1) Knowledge: recalling facts, terms, and basic concepts. 2) Comprehension: understanding of facts and ideas by organizing, comparing, translating, interpreting, and stating the main ideas. 3) Application: applying acquired knowledge, facts, techniques and rules in a different context 4) Analysis: identifying relationships, causes or motive, and finding evidence to support main ideas. 5) Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking. 6) Evaluation: present and defend opinions by making an informed judgement
13
about information or ideas based on a set of criteria. 4. Classification of question types:(常出选择及判断题)
Closed questions refer to those with only one single correct answer. Open questions may invite many different answers. Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers,too. Genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative. Lower-ordered questions refers to those that simplely require recalling of information or memorization of facts. Higher-ordered questions require more reasoning, analysis, and evaluation. 5. Differences between errors and mistakes.
A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, it is a failure performance to a known system. A mistake has nothing to do with the language competence, but a result from temporary breakdown. When a mistake is challenged or given enough attention, it could be self-corrected. An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given. 6. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective Factors that affect discipline： 1. teacher’s behavior
a . choice of methodology
b. teacher’s preparation for the learners
c. interpersonal relationship with the learners 2. motivation/ purpose/ desire/ surrounding
Unit 6
14
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1. Which of the following is true about pronunciation teaching? D A. Learners whose native language has similar sounds are less likely to have problems with pronunciation.
B. Learners who have more exposure to English need less focus on pronunciation.
C. Beginning Chinese learners of English need a certain degree of focus on pronunciation. D. All of the above
2. What is the realistic goal of teaching pronunciation? D A. Consistency B. Intellegibility C. Communicative efficiency D. All of the above
3. Which of the following do not belong to minimal pair? D A. Will well B. Till tell C. Fill fell D. Well well
4. Which of the following belong to pronunciation perception practice?D A.using minimal pairs, odd one out B. Which order, completion C. Same or different D. All of the above 5. Which type does the following production practice belong to? A The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.
A. Listen and repeat B. Fill in the blanks C. Make up sentences D. Using meaningful context
6. Which type does the following production practice belong to? D She sells sea shells on the seashore.
A. Make up sentences B. Using meaningful context C. Using pictures D. Using tongue twisters 7. What are the ways of practicing stress? D
A. Use gestures B. Use the voice C. Use the blackboard D. All of the above 8. What does the falling intonation on the statement “he is moved to Gla
15
sgow.” indicate? A A. I am telling you something you do not know B. I have not finished yet C. I am asking a genuine question D. I know you have told me before 9. What does the falling intonation on the question “where do you live ?” indicate? C
A . I am telling you something you do not know B. I have not finished yet C. I am asking a genuine question D. I know you have tole me before 10. What is reflected as important in the following example? B A. Would you please turn down the radio a little bit?
B. Sorry. ↘ （no, I do not want to.） Or B. Sorry? ↗ （what did you say?） A. Stress B. Intonation C. Sounds D. Pitch Part Part 2. Answer the following questions
1. Why cannot most learners of English as a foreign language acquire native like English pronunciation?
A Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.
Unit 7
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1. Which of the following statement is not true? D A. Grammatical competence is essential for communication B. There is a positive role of instruction for grammar learning C. Grammar teaching can enhance learner proficiency D. Grammar learning is completely useless for children.
2. Which of the following is not grammar presentation method? D A. Deductive method B. Inductive method
C. Guided discovery method D. Communicative teaching method
16
3. Which of the following steps are typical for the deductive grammar teaching method? A
A. Give examples→explain rules→students do practice activities
B. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentences (the inductive method) C. Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentences (the guided discovery method) D. All of the above
4. What are two grammar practice activities? A A. Mechanical practice and meaningful practice B. Volume practice and communicative practice C. Interest practice and meaningful practice
D. Mechanical practice and success oriented practice 5. What are two broad categories of knowledge? A A. Implicit knowledge and explicit knowledge B. Obvious knowledge and unobvious knowledge C. Inductive knowledge and deductive knowledge D. Refereed knowledge and inferred knowledge Part II,
1. The guided discovery method:
Students are induced to discover rules by themselves but the process of discovery is carefully guided and assisted by the teacher. And the rules are then elicited and taught explicitly.
2. Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort. Explicit knowledge refers to our conscious knowledge about the language.
3. Ellis suggests the following procedures for teaching grammar using listening as a input:
17
1) Listen to comprehend: the focus is on the message with target structures imbedded. 2) Listening to notice: listen to more times to identify the target structure perhaps by completing a gapped version of the text to raise awareness. 3) Understanding the grammar point: the focus is on helping learners develop explicit knowledge of the grammar point by discovering and analyzing the rules. 4) Checking: learners are given a written text containing errors and are asked to identify t-[1x0=8再撒：哦我而是撒赖破五；2… he errors and correct them. 5) Trying it out: finally, there is an opportunity for students to try out their understanding of the target structure in a short production activity.
4. Synthesis approach ['s?nθ?s?s] 综合方法
Pennington(2002) proposes a synthesis approach to grammar pedagogy . Grammar teaching should be “collocational, constructive, contextual and contrastive”, which can serve as useful guidelines for teaching grammar.
Unit 8
Part 1 Read the following statements or questions and choose the best answer for each statement or question.
1. Which of the following statement is not true about vocabulary? C A. a vocabulary item can be more than one word
B. Vocabulary can not be taught. It must be learned by the individuals. C. Words is best learned in context
D. An English-English dictionary is an important aid for students. 2. What does it mean to know a word? D A. know its pronunciation and stress
B. know its spelling and grammatical properties C. know its meaning and know when and how to use it
18
D. all of the above
3. what meaning is referred to if we say the meaning of “dog” is an animal with four legs and a tail, often kept as a pet or trained for work? A A .denotative meaning外延意义 B. connotative meaning 内涵意义 C. extended meaning D. inspired meaning
4. What meaning is referred to if we say the meaning of “dog” is friendship and loyalty? B
A denotative meaning B. connotative meaning C. literal meaning D. labeled meaning
5. What is referred to if we say “see a movie, watch a play, look at a picture”? C
A. denotative meaning B. connotative meaning C. collocations搭配 D. synonyms
6. What do the following examples indicate? Big, huge; enormous, immense; male, masculine A A. synonyms B. antonyms C. hyponyms下位词 D. collocations 7. What are two categories of vocabulary? A A. Receptive vocabulary and productive vocabulary B. innate vocabulary and learned vocabulary C. familiar vocabulary and unfamiliar vocabulary D. new vocabulary and old vocabulary Part II
Denotative meaning外延意义: refers to those words that we use to label things as regards real objects. Connotative meaning内涵意义：refers to ‘the attitudes or emotions of a language user in a word and the influence of these on the listener or reader’s interpretation of a word’. Collocations搭配：refer to words that co-occur with high frequency and have been accepted as ways for the use of words. 19
Hyponyms下位词：refer to words which can be grouped together under the same superordinate concept. Receptive/passive vocabulary: refer to words that one is able to recognize and comprehend in reading or listening, but unable to use automatically in speaking or writing. Productive/active vocabulary: refer to those words that one is not only able to recognize but also able to use in speech and writing. Ways of presenting vocabulary P124 Ways of consolidating vocabulary P126-129 Developing vocabulary learning strategies P129-133
Unit 9
1. Why does listening seem so difficult? The difficulties: A, Quickly forget what is heard B, Don’t recognize words they know C, Understand the words but not the intended message D, Neglect the next part when thinking about meaning,
E, Unable to form the mental representation from words heard. F. Do not understand subsequent parts of input because of earlier problems.
2. What are the characteristics of the listening process? 1) Spontaneity 2) Content 3) Visual clues 4) Listener’s response 5) Speaker’s adjustment
3. What are the principles and models of teaching listening?
1) Focus on process: People must do many things to process information that they are receiving. First they have to hear what is being said, then they have to pay attention, and construct a meaningful message in their mind by relating what they hear to what they already know. 2) Combine listening with other skills:
3) Focus on the Comprehension of meaning.
4) Grade difficulty level appropriately. There are a large number of factors that affect the difficulty level of listening tasks but they fall into three main categories according to Anderson and Lynch: 1) type of language used; 2) task or purpose in listening; 3) context in which the listening occurs.
20
Models: 1) Bottom-up model: start with sound and meaning recognition. 2) Top-down model: listening for the gist and making use of the contextual clues and background knowledge to construct meaning.
4. Three teaching stages:
1) Pre-listening: predicting, setting the scene, listening for the gist, listening for specific information. 2) While-listening: No specific responses, listen and tick, listen and sequence, listen and act, listen and draw, listen and fill, listen and take notes. 3) Post-listening: multiple choice questions, answering questions, note-taking and gap-filling, dictogloss.
5. Four stages of dictogloss:
1) Preparation: The teacher prepares students by briefly introducing the topic and key words or asking general questions about the text they are going to listen to. The teacher should also make sure that students know what to do exactly. 2) Dictation: the teacher dictates the text three times. For the first time, students just listen without taking notes. They should try to focus on meaning. For the second and third time, students take extensive notes. The teacher should make sure that the dictation speed is close to normal speed. 3) Reconstruction. Based on their notes, students work in pairs or groups and reconstruct the text they have heard. 4) Analysis and correction. Students compare their versions of the text with the original and try to identify mistakes. Then they discuss together to find out the causes of mistakes. Finally, the text is read again for enhanced comprehension.
Unit10
1. What are the differences between spoken and written language? Speech is spontaneous and time-constraint.
2. According to Bygate, there are four common features of spoken language:
1) Using less complex syntax. 2) Taking short cuts, e.g. incomplete sentences; 3) Using fixed conventional phrases/chunks; 4) Using devices such as fillers, hesitation device to give time to think before speaking.
3. What are the principles for teaching speaking?
21
1) 2) 3) 4) 5) 6) 7) 4. 1) 2) 3) 4) 5. 1) 2) 3)
Balancing accuracy-based with fluency-based practices. Contextualising practice Personalizing practice Building up confidence Maximising meaningful interactions. Helping students develop speaking strategies. Making the best use of classroom learning environment to provide sufficient language input and practice for the students. How can we design speaking activities? Maximum foreign talk. Even participation High motivation Right language level What are the typical speaking activities? controlled activities Semi-controlled activities Communicative activities: Information-gap activities, Dialogue and role-plays, Activities using pictures, Problem-solving activities, other speaking activities, find someone who…, change the story, Human scrabble.
Type of speaking tasks conclude (pre-communicative activities) and (Communicative activities)
Designing speaking tasks conclude maximum foreign talk, even participation. high motivation . right language level
The feature of speaking is spontaneous and time-constraint
Unit 11
1. To summarize, reading aloud and silent reading are two types of reading practice.
2. What do effective readers do? 1) have a clear purpose in reading. 2) Read silently.
3) Read phrase by phrase, rather than word by word.
4) Concentrate on the important bits, skim the rest, and skip the insignificant parts.
5) Use different speeds and strategies for different reading tasks.
6) Perceive the information in the target language rather than mentally translate.
7) Guess the meaning of new words from the context, or ignore them.
22
8) Have and use background information to help understand the text.
3. Three kinds of reading materials: fast/rapid reading, intensive reading and extensive reading.
4. There are two broad levels in the act of reading: 1. a recognition task of perceiving visual signals from the printed page through the eyes; 2. a cognitive task of interpreting the visual information.
5. Three models for teaching reading: bottom-up model, top-down model and interactive model.
6. Five principles for teaching reading: 1. Accessible reading materials. 2. Clear prepared tasks. 3. Developing students reading strategies. 4. Enough guidance. 5. Promoting the students reading ability. 7. Predicting is an important reading skill.
8. Predictions can be done many different ways: predicting based on the title, predicting based on vocabulary and predicting on the T/F questions.
9. Pre-reading activities: predicting, setting the scene, skimming, and scanning.
10. While-reading stage: sophisticated input, transition device, output, under reference and making reference.
11. Post-reading activities: Gap-filling, discussion, role play, retelling and writing.
12. Reading means the construction of meaning from a printed or written message.
23