《英语教学法》一.docx

《英语教学法》一.docx

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《英语教学法》一

《英语教学法》一

ⅠFillintheblanks

1.Firstofall,ateachershouldbe__proficient_

（1）intheEnglishlanguage.Theimportanceofbeingagoodlanguageuserinvolvesfourpoints.First,alanguageteacherisa__modal_

（2）forstudentstoimitate,tofollowandtolearnfromeitherconsciouslyorsubconsciously.Second,agoodcommandofEnglishendowsateacherwith__confidence_（3）.Fromthisemergesthethirdpoint.AteachercanattractstudentsimmediatelywithhisorhergoodEnglish.Whenadmirationisestablished,studentstendtobelieveintheteacher,__cooperate_（4）withtheteacher,andbehavewellinclassactivities.ThelastpointisthatgoodEnglishempowerstheteacherto__manage_（5）classwell,trynewmethodsandadapthisorherteachingatanytime.

2.Acquisitionandlearning

　　TherearetwokindsofprocessesinSLAaccordingtoKrashen（1981,1985,1989）.

　　Acquisition:

a_subconscious__（6）processwhichleadstothedevelopmentof“_competence__（7）:

andisnot_dependent__（8）ontheteachingofgrammaticalrules

　　Learning:

the__conscious_（9）studyandknowledgeofgrammaticalrules,whichdoesnotleadto

_acquisition__（10）

　　Thetwokindsofprocessarelinkedtotwokindsofknowledge.

　　Implicitknowledge:

theL2knowledgeofwhichalearneris__enabler_（11）andthereforecannot___（12）.

　　Explicitknowledge:

theL2knowledgeofwhichalearnerisawareandcanverbalizeon

__strategies_（13）.

　　a.Learnersprogressalongthestorage_errors__（14）orderbyunderstandinginputthatcontainsstructuresalittlebitbeyondtheircurrentlevelofcompetence_acquisition__（15）.Eventuallytheabilitytoproducethelanguageissaidtoemergenaturally,andneednotbetaughtdirectly.

　　b.Althoughcomprehensibleinputisnecessaryforacquisitiontotakeplace,itisnotsufficient,aslearnersalsoneedtobe_interaction__（16）disposedto‘letin’theinputtheycomprehend.Inotherwords,successfulsecondlanguageacquisitiondependsonthelearner’sfeelings._Approaches__（17）attitudes（includingalackofmotivationorself-confidenceandanxiety）aresaidtoactas_Silent__（18）,preventingthelearnerfrommakinguseofinput,andthushinderingsuccessinlanguagelearning.

　　c.Inputbecomescomprehensibleasaresultofsimplificationandwiththehelpof__Syllable_（19）andextralinguisticclues;“fine-tuning”（i.e.ensuringthatlearnersreceiveinputrichinthespecificlinguisticpropertytheyareduetoacquirenext）isnotnecessary.

　　d.Learningandlearnedrulesserveasa__Intonation_（20）oreditorofutterancesinitiatedbyheacquiredsystem.

　　e.Speakingistheresultofacquisitionnotitscause;learnerproductiondoesnotcontribute__Spelling-pronunciation_（21）toacquisition.

3.Forbothnativespeakersandnon-nativespeakers,fluencyincludes_Rap__（22）,__drills_（23）,_composition__（24）and_deserves__（25）.Fluencyisageneraltermforgoodspeaking__responses_（26）.

4.Fordifferentlevelaccuracymeansdifferentthingswhichgoesfrom__comprehension_（27）_situations__（28）to

__required_（29）_understanding__（30）.

5.Instudyingtherelationbetweenfluencyandaccuracy,thereisonepointtobesure,thatis,fluencydoesnot_accuracy__（31）accuracyatall.

6.Humansacquirelanguagebyunderstandingmessagesorbyreceiving_interaction__（32）_activities__（33）inthe_errors__（34）process.

7.Engaginglearnersin__skills_（35）interactioninthesecondorforeignlanguageclassroomisessentialandinvolvestheprocessesofboth_information__（36）and__scanning_（37）__ambiguity_（38）.

8.InKrashen’stheory,adultshavetwodistinctivewaysofdevelopingcompetenceinsecondorforeignlanguagelearning,thatis,__genre_（39）and_style__（40）.

9.Theconceptsofpronunciationare_techniques__（41）,_process__（42）andvoicelesssounds,__coherence_（43）andconsonantsounds,vowellettersand_goals__（44）letters,_equipment__（45）,__procedures_（46）ofEnglish,_follow-upnotes__（47）,__evaluation_（48）ofspeech.

10.__Knowledge_（49）soundsaretheonesproducedwhenthevocalcardsvibrate;voicelesssoundsaretheonesproducedwhenthevocalsoundsdonot_cohesiveness__（50）.

11.Opensyllables:

withone_cohesiveness__（51）letterattheendofthegrammatical___（52）syllable（nottheendoftheword）,whichisnotfollowedorclosedbyanyotherletter　laterbetidygoruler　withone_encouraged__（53）letterthatisfollowedbya_interaction__（54）“e”attheendofthe_individual__（55）syllablelietiehoetoetruegluewithone__syllabus_（56）letterfollowedbyasingle__philosophy_（57）letter（otherthan“r”）andthena__operational_（58）“e”attheendofthestressedsyllable

12.Englishisalanguageofrhythms.MasteringtherhythmofEnglishisveryimportantintermsofgoodpronunciationandeffectivespeaking.Englishspeechrhythmischaracterizedby__political_（59）.Aunitcanbeoneorgroupsofwords.Atoneunitcarriedonecentral_philosophy__（60）syllable.Eachunitshouldtakeaboutthesametimetosayevenifthenumberofwordsineachunitisdifferent.

13.TherelationshipbetweenspellingandsoundsinEnglishlanguageisnotsimpleandregular.Soanalphabeticsystemwithonesymbolrepresentingone__curriculum_（61）isneeded,whichispresentedasalistofphoneticalphabet.Inthe_objectives__（62）phoneticsymbolsoftheEnglishlanguage,package___（63）arevowelsoundand28are__adaptation_（64）sounds.Theyarepresentsasthefollowingchart,whichisalsocalledthe_throughout__（65）,__resourceful_（66）.

14.a.Asforgrammar,thestructureconnects__practice_（67）and_communicative__（68）inthelanguage.

　b.Thetwogeneralwaystoclassifygrammaritemsarestimulation___（69）orientedand__unpredictability_（70）oriented.

　c.Englishlanguageisa_forign__（71）language.

　d.Thetwowaysofteachinggrammararetoteachgrammarseparatelyorto_reliability__（72）sometimeinclasstodogrammarteachingthroughoutthecourse.

　e.Theinstructionmediumofgrammarteachingcanbeeitherthe__beneficial_（73）languageorthe

___（74）language.

　f.Deductivelearningis__assessment_（75）andcoversmoregrammarinaperiodoftime.

　g.Grammarteachingcanbeeither__immediately_（76）or_institution__（77）orboth.

　h.InHarmer’sopinion,agoodpresentationshouldbe__definition_（78）,_development__（79）,interesting,_construction__（80）andproductive.

15.a.Ingeneral,vocabularyitemscanbeclassifiedintothreeaspects:

_achievement__（81）,_authoritative__（82）and_reflection__（83）.

　b.Connotativemeaning:

the_positive__（84）meaningsthatavocabularyitemhasbeyondits_reasoning__（85）meaning.Inotherwords,connotationisassociated_facilitates__（86）or__reflection_（87）feelingsthatavocabularyitemevokes.Itmayormaynotbeindicatedinadictionary.

　c.Therearetwokindsofvocabularylearning:

__developmenta_（88）and_judgment__（89）.___Generally（90）learningistostudywords__literal_（91）._understanding__（92）learningandteachingisof__vague_（93）nature.Itisnotplannedbutdrawntoattentionintheprocessoflearningandteaching.

　d.Vocabularylearningandteachingisaprocesstobuildupvocabularyability.Theyare

__denotation_（94）,_connotation__（95）,_contextualmeaning__（96）and_meaningrelationship__（97）.

　e.Contextualmeaning:

the__function_（98）and_mutual__（99）meaningofavocabularyitemthatisusedinacertain__functions_（100）.Somewordsare_easy__（101）;someare_different_（102）.Althoughtheybothhavethesame_meaning__（103）buttheyareusedindifferentcontext.

Ⅱ.Explainthefollowingterms

1.Teacherasalanguageanalyst

Beinganeffectivelanguageanalystmeansnotonlytheteacherpossessestheknowledgeaboutthelanguagebutalsohelpstudentsstudythenatureofthelanguagewithlearningeffects.BeinganeffectivelanguageanalystalsomeansbeingabletoconceptualizelanguagephenomenaasEnglishisrich,complexanddiverse（Wright1991）.Nogrammarbooksordictionariescanincludealllanguagephenomena.Sotheteacherisrequiredtotheorizethelanguageexperience.

2.Erroranalysis

Makingerrorsisaconspicuouspartoflanguagelearning.Asapersonstartslearningthelanguage,he/shestartsmakingmistakes.Researchershavetriedtodescribeandexplainwhatmistakeslearnerstendtomakeandwhytheymakemistakes.

3.Grammar:

formandfunction

Grammarformisthelanguagematerialthatisstructuralandthengrammarfunctionisfunctionsofthelanguage.Forbeginners,studyingstructuralEnglishismoreefficientbecausetheycanhaveacontroloverthelanguage.Foradvancedlearners,functionalEnglishiswhattheyneedbecauseitisinteresting,challengingandencouragingtheuseofEnglish

4.Fluencyandaccuracy

（1）:

Awareness

（2）:

Controlleddrills

Againtheresponsesareverycontrolled,butlearnerscanmakealimitedchoiceofvocabulary.

（4）:

Guided,meaningfulpractice

（5）:

（Structure-based）freesentencecomposition

（6）:

（Structure-based）discoursecomposition

（7）:

Freediscourse

5.Empatheticqualityasateacher

Firstofall,ateacherisrequiredtobeproficientintheEnglishlanguage.He/sheneedstobeexcellentinlistening,speaking,readingandwriting.Theimportanceofbeingagoodlanguageuserinvolvesfourpoints.First,alanguageteacherisamodalforstudentstoimitate,tofollowandtolearnfromeitherconsciouslyorsubconsciously.Subconsciouslearningplaysaveryimportantroleinstudents’acquisitionofthelang