《英语教学法》作业参考答案学习资料

《英语教学法》作业参考答案Part IBasic Ideasin LanguageTeaching

1.B

2.D

3.B

7.C

8.D

9.D

13.A

14.B

15.D19,D20,A

21.CPart IITeaching Activities客观试题，每题1分，共10分

5.Part HITeaching PrinciplesC vocabulary,itsStage1:PRESENTATI00N useAread aloud,general lOminimpression of thestory ofseeds in everydayB introduction,storylife,Part IV Teaching Languageand LanguageSkillsdisagree disagree

75.agree agree

77.agreeagree disagree

80.Disagree.Agree

82.agreeagree

84.Disagree

85.Disagree disagree

87.AgreeAgree

89.Agree

90.Agree,Agree

92.Disagree,Agree

94.Disagree

95.Agree AgreePartVTeachingPlanning

1.Lesson PlanAIMS:A Tohave studentslearn simplepresent tenseBTo knowscientific reportNEWLEXIS:A seed,dandelion,sycamore,parachute,parachute,burdock,furB scatter,stick to,twist,throws out,shakes out,drop outGRAMMAR/STRUCTURE:by wind,by bird,like,so that..PROCEDUREWARM-UP ACTIVITIES5minA warm-up,game,picture of Nature,B freediscussion ofnatural phenomenon,questionsC reviewof present tense byusing dailyexamplesStage2:PRACTICE15minA writemore examplesin groupsB discuss seedsand students own experiencesC give cues for students to add more to the roleofNaturein scatteringseeds everywhereStage3:PRODUCTION10MINA writenatural phenomenon,papers exchange,B usepresenttenseto report,arguments,C makedialogues aboutNatureHomework:write somethingabout wind,bird,rain,etc.Reserve activity:analogy ofseeds,human beingsand seedsVisualaids:flash,slide show

2.Lesson PlanAIMS:A Tolearn simplepast tense,describe pastactionsB Tolearn thestructure of“to doas objectNEWLEXIS:be annoyed,manage to,make upone smind,put anend to,pretend to,out ofmouth***GRAMMAR/STRUCTURE:to leavesomeone doing,PROCEDUREWARM-UP ACTIVITIES5minA warm-up,game,picture ofseeing adoctorB freediscussion ofhospital orclinicC reviewof past tense byusing dailyexamplesStage1:PRESENTATIOON lOminAread aloud,general impressionofthestoryB introduction,story ofthe joke,C vocabulary,its useineverydaylife,Stage2:PRACTICE15minA writemore onesownexperience inhospital ingroupsBdiscussdoctors andpatients andstudents ownexperiencesCgivecues for studentstoaddmoreto doctorsway ofprescription intreating patientsStage3:PRODUCTION10MINA tellclass theown story,papers exchange,B usepasttenseto report,arguments,C makedialogues aboutseeing adoctor Homework:write somethingabout illnessReserve activity:noneVisual aids:flash,slide show,short video‘aims,language contents,stages andprocedures,.

3.Lesson PlanAIMS:A Speakinglesson,for teachingchunksB askfor helpNEWLEXIS:A fewor noneBnames ofpeople andplaces GRAMMAR/STRUCTURE:if-.;can you-PROCEDUREWARM-UP ACTIVITIES5minA ListeningtothedialogueB GamesCAsk studentsto sayanything asif theyhave lostsomethingStage1:PRESENTATIOON lOminAproper namesbackground knowledgeBrole-play based on thedialogueC exerciseof can!•••.can you”Stage2:PRACTICE15minA examplesof chunksas uthanksa lot”,“not much”,B ellipsisCinformal stylein spokenlanguageStage3:PRODUCTION10MINA todesign anactive topractice theway ofasking forhelp inpairsB askthem topresent theirpair workCexplain thefunction ofeach chunksHomework:listen moreReserveactivityVisual aids:noPart VIComment andEvaluation

1.Prompter:in teachingsometime teachersgive studentshints tostart anactivity.Macro planning:the generalaims orideas aboutthe teaching,not indetail.The timemay coveras longas aterm.Traditional pedagogy:teacher-centered,audio-lingua method,teaching languagecomponentsLanguage form:behaviorist viewof languageemphasizes theimportance oflanguage form,instead oflanguagemeaning.Role-plays:interaction,meaningful,functional

2.Function/notion approach:they regardlanguage asfunctions andwe havesome notionsto realizethesefunctionsConsistency:in languagelearning,pronunciation should be smoothand naturalTask-based method:the teachingactivities arebasedonvariety oftasksDeductive andinductive method:two oppositeways ofgrammar teaching.That is,from examplesto rulesand fromrulesto examplesin detailPrompter:teachers sometimeshouldbea personalways givinghints orcues orprompts tostudents soas tohelpthem in learning

3.Prompter:teacher whoprovides thehints orcuesforstudentsLinguistic competence:contrasted tocommunicative competenceRole-plays:tasks designedforstudentsto playsomeone soas topractice realsituationBottom-up andTop-down models:letter towords processand thewhole todetail processinlearningBehaviorism:key words:pattern drills,reinforcement,S-R,native language,repetition,…I1communicative view2communicative view3structural view4functional view5interactional view6cognitive theory

7.functional view

8.structural view

9.behaviorist theory

10.behaviorist theory

11.cognitive theory

12.functional viewII答案空缺III1-5a,b,c,d,e6-10e,d,c,b,a答案空缺。