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ethicdevotion,professionalqualityandpersonalstyles.
howcanonebecomeagoodlanguageteacher?
wallace?
sreflectivemodel
stage1:
languagedevelopmentstage2:
learning,practice,reflectiongoal:
developmentofprofessional
1).learnfromothersexperience
2).learnreceivedknowledge
3).learnfromonesownexperience
pseudopracticeandtherealclassroomteaching
3.whatiscommunicativecompetence?
communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.fivecomponentsofcommunicativecompetence:
linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,fluency
4.whatisclt?
commentonclt.
communicativelanguageteachingisanapproachtoteachingofforeignlanguagethatemphasizeinteractionasboththemeansandultimategoaloflearningalanguage.itisalsoreferredtoascommunicativeapproachtotheteachingofforeignorsimplythecommunicativeapproach.
5.whatistblt?
commentontblt.
task-basedlanguageteaching,tbltisafurtherdevelopmentofclt.itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching。
taskismeantthehundredandonethingspeopledoineverydaylife,atwork.atplayandinbetween.4component:
apurpose,acontext,aprocess,aproduct.
6.whatarethelimitationsofclttbltunderthechineseforeignlanguagesetting?
problemswithclt:
1.theveryfirstandforcefulargumentiswhetheritisculturallyappropriate
2.thesecondproblemofcltrelatetothedesignthesyllabusforteachingpurposeintheclassroom.
3.thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.
constraintsoftblt
thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems
thesecondconstraintistimeasteachershavetopreparetask-basedactivitiesverycarefully.
thethirdisthecultureoflearning
theforthislevelofdifficulty
7.themaincomponentsoftheenglishteachingobjectivesinthenationalenglishcurriculum.theoveralllanguageabilityrequiredinthe2001nationalenglishcurriculumincludesthefollowingaspectslanguageknowledge,languageskills,learningstrategies,affectsandculturalunderstanding.
8.whatisalessenplan?
whyisitimportant?
alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit
properlessonplanisessentialforbothnoviceandexperiencedteachers.languageteachersbenefitfromlessonplanninginanumberofways.
1.makesteachersawareoftheaimsandlanguagecontentsofthelesson,soastoplantheactivitiesandchoosethetechniquesaccordingly;
2.helpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother;
3.givesteacherstheopportunitytoanticipatepotentialproblemssothattheycanbeprepared;
4.4.givesteachers,esp.noviceones,confidenceinclass;
5.raisesteachers?
awarenessoftheteachingaidsneeded;
11.listtheprinciplesforgoodlessonplanning.
1.aim:
2.variety:
3.flexibility4.learnability5.linkage
9.whatisbottom-upmodelandtop-downmodel?
howtoapplythemtolanguagelearning?
bottom-upmodelreadingfollowsalinearprocessfromtherecognitionofletterstowords,tophrases,tosentences,toparagraphs,andthentothemeaningofthewholetext.2.top-downmodelone?
sbackgroundknowledgeplaysamoreimportantrolethannewwordsandstructuresinreadingcomprehension.readingis?
apsycholinguisticguessinggame?
10.listtheprinciplesforteachingspeaking.
1)balancingaccuracy-basedwithfluency-basedpractices2)contextualizingpractice
3)personalizingpractice4)buildingupconfidence3)maximizingmeaningfulinteractions
5)helpingssdevelopspeakingstrategies6)makingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforstudents(159)
11.listtheprinciplesandmodelsforteachingreading.
principlesforteachingreading(184)1.theselectedtextsandattachedtasksshouldbe
accessibletothess.2.tasksshouldbeclearlygiveninadvance.3.tasksshouldbedesignedtoencourageselectiveandintelligentreadingforthemainmeaningratherthanss?
understandingoftrivialdetails.4.tasksshouldhelpdevelopss?
readingskillsratherthantesttheirreadingcomprehension.5.theteachershouldhelpssdevelopreadingstrategiesandreadingabilityingeneral.6.theteachershouldprovideenoughguidanceandassistanceatthebeginningbutgraduallywithdrawguidanceasssprogress.
modelsforteachingreading1.bottom-upmodel2.top-downmodel3.interactivemodel
12.whatisthecommunicativeapproachtowriting?
whatistheprocess
approachtowriting?
trytocommentonthem.
ssaremotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.withdifferentaudiencesanddifferentpurposes,thewritingpiececouldvarygreatly.writingactivitiescanbe“writingforlearning”,“writingforcommunication”andsomewherebetween.
the?
processapproach?
(过程研究法isdefinedasanapproachtotheteachingofwritingwhichstressesthecreativityoftheindividualwriter,andwhichpaysattentiontothedevelopmentofgoodwritingpracticesratherthantheimitationofmodels.
16.whatisthesimpleintegrationandwhatisthecomplexintegration?
simpleintegration:
integrationwithinthesamemedium(eitheroralorwritten),fromreceptivetoproductiveskills
complexintegration:
constructingaseriesofactivitiesthatuseavarietyofskills
whyintegratethefourskills?
whenwecommunicate,weoftenusemorethanasinglelanguageskill.whatskillsdoweneedinourdailycommunication?
integratingtheskillsmeansthatweareworkingatthelevelofrealisticcommunication,whichistheaimofcommunicativeapproachandanintegralpartofessentialconditionsforlanguagelearning.
13.whatarethelimitationsofintegratingtheskills?
benefit:
helpthedevelopmentofss?
communicativecompetence;
limitations:
1.noseparatefocusonindividualaspectsofvocabulary,grammarandskills
2.integrationcanbedemandingoftheteacher.3.theproblemofdesigningsuitablematerialsthattakeintoaccountss?
differentskilllevels.
14.designa45-minuteteachingplanforanytypeoflesson,suchaslistening,speaking,reading,
andwriting.
【篇二:
英语教学法简答题及答案】
hatarethequalitiesofagoodlanguageteacher?
a.non-intellectualqualities
?
psychologicalqualitiesareessentialfactors.
strongwill-power(顽强的意志品质)
goodmotivation(明确的动机)
perseverance(持之以恒的精神)
out-goingcharacteristics(外向的性格)
b.intellectualqualities
languagelearningability
self-studyability
fourlanguageskillsability
applicationofcai
c.applicationofcai
(computer-assistedinstruction)
d.teachingpracticequalities
e.self-assessmentqualities
2.whatarethedifferencebetweenlinguisticcompetenceand
communicativecompetence?
whatiscommunicativecompetence?
1)
2)itcoversavarietyofdevelopmentinsyllabusdesignandinthe
methodologyofforeignlanguageteachingandincludesboth
knowledgeabouthowtousethelanguageappropriatelyin
communicativesituation.
3.whatisdeductivemethodofteachinggrammar?
whatisinductivemethodofteachinggrammar?
1)deductivemethod:
itrefersonreasoning,analysingandcomparison.
first,theteacherwriteanexampleonboardordrawsattentiontoan
exampleinthetextbook.thentheteacherexplainstheunderlying
rulesregardingtheformsandpositionsofcertainstructuralword.
2)inductivemethod:
intheinductivemethod,theteacherprovides
learnerswithauthenticlanguagedataandinducesthelearnersto
realisegrammarruleswithoutanyformofexplicitexplanation.itis
believedthattheruleswillbecomeevidentifthestudentsaregiven
enoughappropriateexamples.
3.whataretheprinciplesforgoodlessonplanning?
1)variety:
planninganumberofdifferenttypesofactivitiesandwherepossible
introducingstudentstoawideselectionofmaterialssothatlearningis
alwaysinteresting,motivatingandnevermonotonousforthestudents.
2)flexibility:
planningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonem