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
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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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