英语教学论思考题

Chapter 9 Teaching English Language Knowledge in SchoolsSection 1l. Based on your experience, do you think it is necessary to start teaching pronunciation when students are very young?Key: It’s not practical to teach students pronunciation at a young age, because English pronunciation requires particular movements of vocal organs. It may be difficult for them to understand and remember which parts should touch which parts. The best way to learn pronunciation at a young age is through listening and imitation.2. Do you think it is contradictory if we adhere to the principle of accuracy and the principle of communication in the process of teaching English pronunciation? Key: The principle of accuracy and the principle of communication are not contradictory in the teaching of English pronunciation in that the principle of accuracy is directed at the pronunciation of a single sound or word while the principle of communication focuses on the actual realization of ideal pronunciation. The two principles are interrelated: on the one hand, students who haven’t mastered the accuracy of pronunciation cannot go on with the principle of communication; on the other hand, without obeying the principle of communication, students’ accuracy in pronunciation is meaningless.Section 21. What do you think the differences are between the ways of teaching vocabulary, in junior and senior middle school?Key: In teaching junior middle school students, pronunciation of the words, common usages of the words and meanings should be included. Students should know how to read, write and use the word. However, when teaching senior middle school students, the teaching content should be expanded to some uncommon usages and meanings. Students should know how to use the word properly.2. Mr. Wang rarely explains the usage of vocabulary in English class, but his students remember the vocabulary very well. What is the secret behind Mr. Wang’s vocabulary teaching approach?Key: The secret may be that Mr. Wang gives lots of examples of the word that contain different usages of it. He shows the use of the words instead of explaining it. With the help of the context, students certainly can better understand how to use the word.Section 31. What do you think the main problems are which elementary and middle school grammar teaching is currently facing in China?Key: The main problems include: teachers spend much time explaining grammar points while students memorize them and do mechanical drills correspondingly,which makes grammar learning boring and less effective.2. Please analyze the following grammar teaching programs. What kinds of grammar teaching are reflected?(1) A. Showing rules,B. Giving examples.C. Students practicing.D. T eachers’ evaluations.E. Consolidation and reinforcement.(2) A. Leading in grammar points through situations.B. Discussion between teachers and students.C. Summarizing.D. Consolidation exercises.E. Comprehensive application.Key: (1) The first example is the deductive method. With this method, the teacher first presents the rules and gives example sentences to illustrate it. Then, students practise related sentence patterns. Finally, there will be some exercises to consolidate the grammar point taught. These are consistent with the steps in the first example.(2) The second example is the inductive method. With this method, grammar points are first presented but not explained. Then, they are elicited and concluded from the discussion between the teacher and students, which can be seen from example 2.3. Please analyze the advantages, and disadvantages of deductive and inductive grammar teaching.Key: Deductive grammar teaching is a process from theory to practice. It can save time and effort. But it also has drawbacks. For example, in the deductive method, students may lose the processing opportunities provided by observing, analyzing and solving grammar problems by themselves.In the inductive method, through analyzing, inducing, and summing up the rules of language use, students can deepen their comprehension of grammar, improve their abilities to discover and solve problems, and think logically. At the same time, this method can be time-consuming and less efficient.。

（0161）《中学英语教学法》复习思考题一、判断正误题（8分）The following statements are about the facts presented in the textbook, please indicate in the brackets before the statements whether they are true( T ) or ( F ).( ) 1. Role play and improvisation are social interaction activities.( ) 2. Discovering missing information and discovering differences and following directions are all functional communicative activities.( ) 3. Stress in pronunciation is sometimes as important as grammar.( ) 4. Students need to be able to write phonetic transcripts of words.( ) 5. Adult learners need to focus on pronunciation, but young learners don‟t.( ) 6. Students need to know phonetics in order to learn English.( ) 7. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( ) 8. If the students get enough chance to practise using a foreign language, they do not need to learn grammar.( ) 9. Teaching and learning grammar should focus on practice rather than the study of grammar itself.( ) 10. Grammar should be taught an practised in context.( ) 11. The best way to explain vocabulary is to translate.( ) 12. Words must be learned in language contexts.( ) 13. Knowing a word means that you know the pronunciation and meaning of it.( ) 14. Students‟ errors are a very useful way of showing what they have and have not lear nt. So instead of seeing errors negatively, asa sign of failure, we see them positively as an indication of what we still need to teach.( ) 15. Testing implies evaluation based on a collection of information about what students know and can do.( ) 16. Classroom climate is strongly affected by the teachers‟ attitude and behaviour.( ) 17. In the Communicative Approach, a teacher is described as an “instructor” and students as “listeners” in class.( ) 18. The students‟ native language has no particular role in the Communicative Approach. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.( ) 19. Words which we want students to understand, but which they will not need to use themselves. We call this passive vocabulary.( ) 20. Students‟ errors are a sign of failure, so we must correct every mistake they make.( ) 21. Culture is received greater attention in the Communicative Approach.( ) 22. Spoken language is generally produced in informal, simple or commonvocabulary.() 23. All new words in a lesson are equally important.( ) 24.Classroom climate is strongly affected by both the teachers‟ attitude and the students‟ behavior.( ) 25. V ocabulary can be divided into productive and receptive.( ) 26. Communicative competence refers to knowledge of the grammar and vocabulary of the language.( ) 27. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.( ) 28. Written language is generally produced in fairly simple sentence structures.( ) 29. In the Communicative Approach, both teachers and students have multiple roles.( ) 30. Spoken language is sometimes produced in incomplete sentences.( )31. The skill practised in the pre-reading stage is anticipation.( ) 32. Communicative activities can be divided into functional communicative activities and social interaction activities.( ) 33. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading strategies.( ) 34. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from t he teacher in using evidence from the context to work out the usage of the structure. This is called the inductive method.( ) 35. Reading is an active process, during which the reader tries to understand the meaning of a given text.( )36. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point.( ) 37. The skill practised in the pre-reading stage is inference.( ) 38. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.( ) 39. The typical example of functional communication activities is role play.( ) 40. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework.( ) 41. Y ou glance quickly through a text in order to find a specific piece of information, this skill is called scanning.( ) 42. Types of mistakes are slips, errors and attempts.( ) 43. The language you are learning is called target language.( ) 44. There is an important difference between assessment and testing.( ) 45. In many cases the term “materials” is used in place of “textbooks”, which refers to anything that is used by teachers or students to facilitate the learning of a language.( ) 46. It‟s unnecessary for teachers to know how to evaluate, select and adapt textbooks.( ) 47. It is clearly whether someone can become a good language teacher solely depends on his/her command of the language.( ) 48. Foreign Language Teaching Methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.( ) 49. According to the Grammar Translation Methods, the spoken form of language is the most important aspect of language.( ) 50. Interactional view sees language as a linguistic system but also as a means for doing things.( ) 51. Functional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.( ) 52. Students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage is intended to develop accuracy skills.This describes the presentation stage.( ) 53. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go the other way round. That‟s to say, I combinethe above 2 ways in my reading. This is the interactive model.( ) 54. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency skills. This refers to the production stage.( ) 55. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence pat terns, then I can rapidly and automatically get meaning from the text. This is the top-down model.( ) 56. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole. This is the bottom-up model.( ) 57. Structural view sees language as a lin guistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.( ) 58. 语言技能包括听、说、读、写四个方面的技能以及四种技能的综合运用能力。

《英语教学论（一）》作业与思考第一单元语言观与语言学习观1. What are the three views on language?2. What are the views on language learning?3. What are the qualities of a good language teacher?第二单元交际教学原则和任务型教学思想1. What is communicative competence?2. What are the three principles of communicative language teaching?3. How is TBLT different from PPP?4. What is Task-based Language Teaching?第三单元国家英语课程标准1. What are the designing principles for the National English Curriculum 2001?2. What are the goals and objectives of English language teaching?3. What are the challenges facing English language teachers?第四单元备课与写教案1. Why is lesson planning necessary?2. What are the principles for good lesson planning?3. What are macro planning and micro planning?4. What are the components of a lesson plan?5. What are the 3P’s model and 3-stage model?1.What are the main roles teachers can play before, during and after the class?2.How to give effective classroom instructions?3.What are the different ways for student grouping?4.How to ask effective questions?5.How to treat students’ errors in the classroom?第六单元语音教学1.What is the goal of teaching pronunciation?2.What aspects of pronunciation do we need to teach?第七单元语法教学1.What are the major types of grammar presentation methods?2.What are the major types of grammar practice activities?第八单元词汇教学1. What does knowing a word involve?2. How can we present new vocabulary items effectively?3. What are some effective ways to consolidate vocabulary?《英语教学论（二）》作业与思考第九单元听力教学1.What are the characteristics of the listening process?2.What are the models of teaching listening?3.What are the common activities in teaching listening?1. What are the main characteristics of spoken language?2. What are the characteristics of successful speaking activities?3. What are the main types of speaking activities?第十一单元阅读教学1. What are the main reading skills?2. What are the main reading models for teaching reading?3. What types of activities can we use in teaching reading?第十二单元写作教学1.What are the problems in writing tasks in existing textbooks and classroom teaching?2. What is called process approach to teaching writing?3. What are the main procedures of process writing?第十三单元综合技能教学1. Why should we integrate the four skills?2. How do we organize activities of integrated skills?3. What are the implications for integrating teaching?第十四单元语言教学中的道德教育1. What does morality involve according to William J. Hutchins?2. State briefly the four models to moral development.第十五单元语言教学中的评价方法1. What is assessment? What are the differences between testing, assessment and evaluation?2. What are the purposes of assessment in language teaching?3. What are the methods of assessment?4. What are the assessment principles?第十六单元学习者个体差异与学习策略培养1. What is the theory of multiple intelligence? What are its implications for language teaching?2. What is learner training?第十七单元英语教育资源与技术的开发与利用1. How to use available resources?2. How to explore hidden resources?第十八单元教材的评估与改编1.What are the purposes for the teacher to evaluate and adapt textbook?2.What are the methods of evaluating textbooks?3.What are the features of good textbooks?4.How should the teacher select textbooks?5.What are the methods of adapting textbooks?外国语学院教师教育教研室编写。

英语教学论试题及答案一、选择题（每题2分，共20分）1. 英语教学中，以下哪项不是教学目标的范畴？A. 语言知识B. 语言技能C. 情感态度D. 学习策略2. 根据克拉申的输入假说，语言习得的最佳条件是什么？A. 学习者对语言材料的理解B. 学习者对语言材料的重复C. 学习者对语言材料的注意D. 学习者对语言材料的翻译3. 以下哪个教学模式强调了学生中心和自主学习？A. 任务型教学B. 交际教学C. 语法翻译法D. 翻译教学4. 在英语教学中，以下哪项不是有效的课堂管理策略？A. 明确规则B. 积极反馈C. 忽视学生D. 及时纠正错误5. 英语教学中的“TPR”教学法是指什么？A. 任务反应教学B. 总过程反应教学C. 肢体反应教学D. 测试准备教学二、填空题（每空1分，共10分）6. 克拉申的________假说认为，语言输入应该是“可理解的”，即略高于学习者当前水平。

7. 英语教学中的“TBLT”是指________，这是一种以任务为中心的教学方法。

8. 教师在课堂上使用________可以提高学生的参与度，激发学生的学习兴趣。

9. 英语教学中，教师应该鼓励学生使用________来表达自己的观点和想法。

10. 教学评价的目的是________，以促进学生语言能力的发展。

三、简答题（每题10分，共20分）11. 简述英语教学中“以学生为中心”的教学理念。

12. 描述一下在英语教学中如何实施“形成性评价”。

四、论述题（每题15分，共30分）13. 论述英语教学中文化意识的重要性及其在教学中的应用。

14. 分析现代技术在英语教学中的应用，并讨论其对提高教学效果的影响。

五、案例分析题（20分）15. 阅读以下教学案例，分析教师的教学策略，并提出可能的改进建议。

案例描述：某英语教师在教授高中英语课程时，发现学生对英语语法的学习兴趣不高。

为了提高学生的学习兴趣，教师决定采用游戏化教学方法。

在课堂上，教师设计了一个语法游戏，让学生通过角色扮演和小组竞赛的方式，学习并应用英语语法规则。

英语教学论试题及答案一、选择题（每题2分，共20分）1. 英语教学中，教师应注重培养学生的哪种能力？A. 应试能力B. 交际能力C. 语法分析能力D. 词汇记忆能力答案：B2. 以下哪项不是语言输入理论的组成部分？A. 可理解性输入B. 语言输出C. 语言习得D. 语言输入答案：C3. 交际语言教学法强调的是？A. 语言形式B. 语言功能C. 语言结构D. 语言规则答案：B4. 任务型语言教学法的核心是？A. 语法练习B. 词汇记忆C. 语言技能D. 完成具体任务答案：D5. 以下哪项不是英语教学中常用的教学方法？A. 直接法B. 翻译法C. 情景法D. 语法翻译法答案：D二、填空题（每题2分，共20分）1. 英语教学中，教师应通过______来激发学生的学习兴趣。

答案：多种教学活动2. 语言输入假说认为，语言习得需要______的输入。

答案：可理解性3. 交际语言教学法认为，语言教学的目的是让学生能够进行______。

答案：有效交际4. 任务型语言教学法强调通过______来学习语言。

答案：完成任务5. 英语教学中，教师应注重培养学生的______能力。

答案：自主学习能力三、简答题（每题10分，共30分）1. 简述任务型语言教学法的主要特点。

答案：任务型语言教学法的主要特点是将语言学习与实际使用结合起来，通过完成具体任务来促进语言知识的学习与应用。

2. 描述一下英语教学中如何有效地进行词汇教学。

答案：有效进行词汇教学的方法包括：使用上下文来教授词汇；通过多种活动让学生在实际语境中使用新词汇；鼓励学生使用词汇进行创造性写作或对话。

3. 论述英语教学中教师角色的变化。

答案：在英语教学中，教师的角色从传统的知识传授者转变为引导者、组织者和促进者，更多地鼓励学生自主学习，参与讨论和合作学习。

四、论述题（每题30分，共30分）1. 结合实际，论述英语教学中如何培养学生的跨文化交际能力。

答案：在英语教学中，培养学生的跨文化交际能力可以通过以下方式实现：首先，教师可以引入不同文化背景的阅读材料，让学生了解不同文化的特点；其次，通过角色扮演、模拟对话等活动，让学生在实际语境中练习跨文化交际；再次，鼓励学生参与国际交流项目，直接与不同文化背景的人交流；最后，教师应培养学生的批判性思维能力，帮助他们理解和尊重文化差异。

英语教学论思考题1.对于体验课程的理解。

2.师生如何共同参与课程开发。

3.如何理解“课程变成一种动态的，生长性的“生态体系”4.交往的基本属性，以及如何实现、利用这个属性。

5.接受学习和发现学习。

6.对“儿童文化”“童心童趣”内涵的理解？如何在课堂中挖掘童心童趣意义和积极性？7.因材施教与个性化教学的关系8.对于布鲁姆的话的理解。

9.第一个对初等教学的方法和心理学基础提出建议的人是谁，他有什么观点？10.生活化教学的理论基础和实践策略，请举例说明11.Learning（学得）和acquisition（习得）两者关系的处理。

并思考什么时候运用学得，什么时候运用习得。

12. 6~12岁儿童的学习心理是怎样的？可参考皮亚杰、夸美纽斯等人的理论。

13.各种课桌椅摆放形式的利弊/结合教学实践，什么情况下适合哪种课桌椅摆放形式？14.教师如何让学生能够全身心的投入学习？说说你曾经体验过的口耳手脑眼等多种练习形式并用的课堂/谈谈在今后你的教学中如何应用这些练习形式。

15.备课艺术的各种新理念如何在备课技巧中反映出来？16.任务型教学法如何运用，请结合具体教学内容和课标要求设计一个符合任务型教学法理念和原则的任务及其实施流程。

具体说说什么样的任务可以激发学生的学习兴趣？怎样实现将教师教的目标转变成学生学的目标？（怎样实现让学生以主动学习为任务？)17.怎样改善农村小学英语学习的现状18.英语教学主要用形成性评价，怎么落实形成性评价？19.如何养成按意群阅读的习惯？20.一名英语教师应该要有的专业素质和能力素质（教育管理能力，实践能力，科研能力）21.在具体教学中，如何帮助学生树立信心，克服害羞或焦虑心理？22.在教学实践当中，如何运用学习兴趣的这三个条件激发学生学习兴趣。

23.谈谈你对“教师把握好了兴趣的支点，就通过课堂教学这根杠杆成功的拖起好的教学成效。

”这句话的理解。

并“解释课堂教学这根杠杆”和“兴趣支点”之间的关系。

英语教育专业《英语教学论》课程习题Unit 4PartⅠ. Choose the best answer (20%)1. Which of the following statements about lesson planning is NOT true?A. Proper lesson planning is essential for both novice and experienced teachers.B. A lesson plann is a framework of a lesson.C. Experienced teachers needn’t do lesson planning.D. A lesson plan is also an aid to continuing improvement.2. What are the most important parts of a lesson plan?A. Textbooks and classroom aidsB. Anticipation of problems and flexibility in dealing with themC. Objectives of the lesson and procedure to achieve themD. Teaching aids3. Why do we need to design tasks to supplement the textbook?A. Textbooks usually are not well written.B. Textbooks need adaptations to fit the needs of their target students.C. Textbooks only cover a limited amount of language skills.D. Textbooks sometimes are beyond students’ learning capability4. Which of the following statements about macro planning is NOT true?A. Macro planning is planning over a longer period of time.B. Macro planning is often done by a group of teachers who are to teach the same course.C. Macro planning should be based on micro planning .D. Macro planning provides a general guidance for lanuage teachers but it is not enough for good teaching.5. Which of the following activities is most suitable for whole-class work?A. Presenting new languageB. Role-playC. Information gap.D. Writing summaries.6. Which of the following belongs to physical factors that affect the designing ofa lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.7. Macro planning involves the following:A. knowing about the teacher, the students, the book, the activities.B. knowing about the course, the institution, the learners, the syllabus.C. knowing about the aims, the focus, the material, the procedures.D. knowing about the content, the methods, the learners’ learning methods, theprocedures8. Which of the following questions can be used in the questionnaire for assessing participation?A. Did you understand all the questions in today's class?B. Did you finish the task on time?C. Can you use the skills we have learned today?D. What did you do in your group work today?9. Among the following factors that may affect a lesson plan, which one includes classroom size?A. Human factors.B. Physical conditions.C. Syllabus and testing.D. Background informaton10. Which of the following statements about teaching aims is is NOT true?A. One lesson may have a number of aims.B. Aim means the realistic goals for the lesson.C. Teaching aims sometimes are the same as teaching contents .D. Aims are not the things teachers intend to do during the lesson, but the thingsthat students are able to do by the end of the lesson .Part II. Decide whether the following statements are true or false. Write T for true and F for false. ( 20%)1.( ) To learn the use of comparative forms of adjectives belongs to teaching aims .2. ( ) When you do a starter, you should bear in mind it must directly contribute tothe overall lesson objectives.3. ( ) In a sense , macro planning is writing lesson plans for specific lessons.4. ( ) Not all new words in a lesson are equally important .5. ( ). A teacher’s reference book can help planning, but it cannot replace the teacher’s own ideas for what he or she wants to achieve in the class.6. ( ) Teaching stages refer to the major chunks of activities that teachers go through in a lesson.7. ( ) The end of lesson summary is a very important stage for the teacher to take learning further and deeper by helping students to refer back to the learning objectives .8.( ) Flexibility means the contents and tasks planned for the lesson should be within the learning capability of the studens.9. ( ) Good linkage makes the lesson transit from one stage to the next smoothly and students experience less anxienty .10. ( ) Teaching obj ectives shoud focus on the teachers’ performance rather than the learners’Part Ⅲ: Problem Solving (30%)Directions:Below are two situations in the classroom. Each has a problem. First, identify the problem.Second, provide your solution according to the principles of language teaching.1. When preparing a lesson, some teachers just rely on the teacher's book, Before teaching a lesson, they will just look up the new words in the dictionary and copy paraphrases from the teacher' s book onto the student' s book. In class, they will just follow the instructions provided by the teacher's book.2. In a listening lesson, the teacher first plays the recording for students to listen. Then he stops the recording from time to time trying to explain some difficult words and phrases in Chinese.Part Ⅳ：Mini-lesson Plan ( 30 %)The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the dialogue.Name of activity :Objective(s) of the activity: Classroom organization of the activity : Teacher's role :Students' role :Teacher working timeStudent working timeTeaching aids :Predicated problemsSolutions：Procedures:1)2)3)4)试题答案及评分标准PartⅠ. Choose the best answer (20%)1. C2. C3. B4. C5. A6.C7. B8. D9. B 10. CPart II. Decide whether the following statements are true or false. ( 20%)本题为判断题，共10个小题，20分，每题2分。

Chapter 2 ELT Methods and Approaches in and outside ChinaSection 11. Based on what you just learned, give suggestions to Miss M to help solve her problem of having nothing to teach after the second week of the term.Key: Miss M should follow certain theories in teaching. She should work out the teaching plan at the beginning of the term and adjust her teaching to the usual pace. Most importantly, she should take into consideration of students’ learning realities, including questions like: how do students like her teaching method? Have students achieved the supposed goals after the teaching? Does her teaching meet students’ present language level? Has the teaching covered less than expected or something unnecessary? She should first conduct a needs analysis of students, then works out the teaching plan based on the needs and finally assess teaching and learning after a certain period.2. What do you think is the best language teaching approach or method?Key: The Communicative Approach is the best language approach in that it covers the most important aspect of language learning: language is learned to communicate, to exchange meaning and information and to share feelings. It is the language in use that injects life and vitality into language and that makes it a more real existence of life. Language teaching and learning should be centered on communication, which should be regarded as a proper method and the finalgoal.Section 21. What is the problem with Mr. N’s complaints that the course book does not explain much about grammar, does not have enough grammar exercises, and has too many activities?Key: The problem is the contradiction between the design of textbook and the actual assessment of teaching and learning. The design of the textbook is based on the task-based approach: students are supposed to achieve learning goals through the completion of a series of tasks. The main activity involved is communication. However, Mr. N has to find lots of grammar materials outside the textbook for students because little is mentioned in the book and what is mentioned cannot meet the requirements of exams, which includes lots of grammar and little completion of tasks. There is certainly a gap between the textbook design and the assessment and this causes much challenge for both teachers and students. To bridge up the gap, either should be adjusted to adapt to the other.2. Consider the style of a teacher you know. Do you think his/her teaching is in line with the National Curriculum Standards? Please give reasons and examples. Key: My high school English teacher’s teaching is not consistent with the National Curriculum Standards. In the first place, the focus of his teaching is on vocabulary and grammar. English lessons are filled with mechanical andmeaningless drills instead of meaningful tasks. Besides, his teaching does not allow too much communication. Throughout the class, he spent much time explaining grammatical points and little time is devoted to communication. Finally, his teaching doesn’t encourage holistic development for he was always hastening for exams and ignoring students’ learning needs. There was no time for value-imparting or affection-influencing. All these contradicts with the National Curriculum Standards.。

《英语教学论》课程作业与思考题第一篇：《英语教学论》课程作业与思考题《英语教学论（一）》作业与思考第一单元语言观与语言学习观1.What are the three views on language?2.What are the views on language learning?3.What are the qualities of a good language teacher?第二单元交际教学原则和任务型教学思想1.What is communicative competence?2.What are the three principles of communicative language teaching?3.How is TBLT different from PPP?4.What is Task-based Language Teaching?第三单元国家英语课程标准1.What are the designing principles for the National English Curriculum 2001?2.What are the goals and objectives of English language teaching?3.What are the challenges facing English language teachers?第四单元备课与写教案1.Why is lesson planning necessary?2.What are the principles for good lesson planning?3.What are macro planning and micro planning?4.What are the components of a lesson plan?5.What are the 3P’s model and 3-stage model?第五单元课堂管理1.What are the main roles teachers can play before, during and after the class?2.How to give effective classroom instructions?3.What are the different ways for student grouping?4.How to ask effective questions?5.How to treat students’ errors in theclassroom?第六单元语音教学1.What is the goal of teaching pronunciation?2.What aspects of pronunciation do we need to teach?第七单元语法教学1.What are the major types of grammar presentation methods?2.What are the major types of grammar practice activities?第八单元词汇教学1.What does knowing a word involve?2.How can we present new vocabulary items effectively?3.What are some effective ways to consolidate vocabulary?《英语教学论（二）》作业与思考第九单元听力教学1.What are the characteristics of the listening process?2.What are the models of teaching listening?3.What are the common activities in teaching listening?第十单元口语教学1.What are the main characteristics of spoken language?2.What are the characteristics of successful speaking activities?3.What are the main types of speaking activities?第十一单元阅读教学1.What are the main reading skills?2.What are the main reading models for teaching reading?3.What types of activities can we use in teaching reading?第十二单元写作教学1.What are the problems in writing tasks in existing textbooks and classroom teaching?2.What is called process approach to teaching writing?3.What are the main proceduresof process writing?第十三单元综合技能教学1.Why should we integrate the four skills?2.How do we organize activities of integrated skills?3.What are the implications for integrating teaching?第十四单元语言教学中的道德教育1.What does morality involve according to William J.Hutchins?2.State briefly the four models to moral development.第十五单元语言教学中的评价方法1.What is assessment? What are the differences between testing, assessment and evaluation?2.What are the purposes of assessment in language teaching?3.What are the methods of assessment?4.What are the assessment principles?第十六单元学习者个体差异与学习策略培养1.What is the theory of multiple intelligence? What are its implications for language teaching?2.What is learner training?第十七单元英语教育资源与技术的开发与利用1.How to use available resources?2.How to explore hidden resources?第十八单元教材的评估与改编1.What are the purposes for the teacher to evaluate and adapt textbook?2.What are the methods of evaluating textbooks?3.What are the features of good textbooks?4.How should the teacher select textbooks?5.What are the methods of adapting textbooks?外国语学院教师教育教研室编写第二篇：课程与教学论作业磨课，一种重要的教学研讨形式——《小稻秧脱险记》教学反思课堂回放：师：小朋友们读书读得真认真，小稻秧还带来了一些词语，想要考考大家呢！（课件出示词语）师：第一行谁来挑战？生：杂草、争吵。

初中英语语法课（江苏课）观课与思考建议语法教学须遵循先易后难的原则，重点应让学生充分理解，应用，一般个人采取先呈现例句，在总结归纳的方法，或直接讲解的方法，然后进行练习巩固，为了保证练习的时效性，一定注意：练习要有针对性，代表性，还要照顾到学生的基础及接受能力等因素。

通过个人的教授，对自己的学生接受语法效果较为满意，综合自己的教学，个人认为，影响教学效果的主要因素是：教学方法及教师讲解知识的清晰度，试想：如果教师自己对教学内容不清楚，自己稀里糊涂，学生会好吗?
本节课唐老师发音清晰，点播到位，学生积极主动，自主探究，课堂气氛活跃，方法得当，效果很好，值得学习。

自己很喜欢。

Chapter 3 Elements of English Teaching in SchoolsSection 11. What do you think successful language learners have in common?Key: Successful language learners have definite goals, lasting enthusiasm and focused attention and systematic learning plan; they are not afraid of making mistakes and they seize every opportunity to try out language and solve their confusions; they are curious about language and are interested in language; they take the initiative in learning and learn with autonomy; they have a clear understanding of themselves and know what style is best for themselves; they reflect upon their learning and adjust for improvements.2. How can you cultivate learner strategies in elementary and middle school? Key: First, the importance of learner strategy should be made known to students; models of learner strategies can be provided for students to choose to suit their own styles; practices should be designed for students to practise the strategies.Section 21. In what ways have teachers’ roles changed following the implementation of the National Curriculum Standards?Key: Traditionally, teachers are regarded as the master and the dominator of class. The class is teacher-centered. However, the National Curriculum Standardsrequire a teacher-centered classroom shifted to the learner-centered one. The “master”and “dominator”should be changed to a helper, a resource-provider, a participant and an assessor. The teacher’s job is to assist students learning and create atmosphere and opportunities for students.2. What are the attributes of a highly efficient English teacher’s teaching behaviour?Key: A highly efficient English teacher is proficient in the basic skills: listening, speaking, reading and writing; s/he should have a good command of pedagogical theories and should be able to adapt teaching to student’s learning realities; s/he should be the embodiment of a set of values: integrity, honesty, optimism, judgment ability and so-on; s/he does reflection after class in time and figure out where to improve next time; s/he has the sense of constant learning and is always ready to get recharged.Section 31. What characterizes teaching content in elementary and middle school?Key: 1) The teaching content should be scientific: the content must be informed by relevant research; 2) It should be ideological: it should integrate emotional development, enhance students’ moral values, develop patriotism and foster an international outlook; 3) It should be: basic: it should include the basic knowledge and skills essential for competent citizens in the future; 4) It should be well-organized and suit students’learning habits; 5) It should be suitable: itmust meet the actual needs of the students, pay attention to students’personalities, diversities and uniqueness; 6) It should be forward-looking: it should be based on the highest quality educational research and be forward-looking to contribute to social development; 7) It should be practical: it should be consistent with teaching practice.2. What are the categories of English teaching content in elementary and middle school?Key: 1) In language knowledge, students should be proficient in pronunciation, vocabulary, and grammar and they should be familiar with some general topics; 2) In language skills, students should acquire skills of listening, speaking, reading and writing; 3) In emotional attitudes, students should develop certain interest, perception, confidence as well as national identity and international outlook; 4) In learning strategies, students should develop effective learning strategies to facilitate life-long learning; 5) In cultural awareness, students should cultivate cultural awareness of both languages in actual communication.Section 41. What are the main elements of the English language teaching and learning environment?Key: The main elements of English language teaching and learning environment include the social environment, the school environment and personal circumstances: the social environment mainly refers to the social system, thenation’s education policy, foreign language educational policy, economic development, scientific and technological level and social needs for the English language and so on; the school environment includes factors such as classroom teaching, the frequency of exposure to English, class size, teaching facilities, English extra-curricular activities and interpersonal relationships etc.; personal circumstances include the social status and occupation of the family members, attitudes towards learning English, experiences in learning English, learning styles and so-on.2. How can you build good English teaching and learning environments?Key: Overall coordination is needed to adjust environmental factors and create a positive and harmonious environment; certain characteristics of the environment should be highlighted to enhance students’ interest and awareness of learning English; existing favorable conditions in schools, families and society explored to provide a wide variety of learning experiences; information and materials should be screened to retain appropriate and authentic contents.。

初中英语-语法课观课思考题（精选五篇）第一篇：初中英语-语法课观课思考题初中英语语法课观课与思考建议一、反复观看提供的课例录像。

二、观课前的思考问题1.你认为语法教学须遵循哪些基本原则？答：我认为应该遵循循序渐进、精讲多练、归纳总结的原则进行。

有利于学生在学习过程中将知识转化成能力。

2.初中英语语法教学的重点是什么？答：在句子中，在语篇中使用。

3.你通常采用何种课堂教学模式教学语法？答：我会采用学生先仿照例句进行说得训练，变换不同的形式。

其次进行笔头训练，以此达到用的目的，毕竟考试得分是关键，再次会让学生进行归纳总结。

4.你通常采用何种方法向学生呈现新的语法规则？答：方法很多不同的语法采用不同的方法，例如，时态教学会让学生先进行说得训练，一步步深入，最后教师总结；句子的成分，那就要教师先入为主给学生讲清楚主谓宾再进行各种操练，当然笔头练习最好。

5.为确保语法练习活动的有效性，你在设计和开展语法练习活动时都考虑了哪些因素?答：学生已有的知识经验，采用的教学方法，教学所使用的辅助手段，以及练习等等。

6.你对自己的语法教学效果满意吗？你认为导致教学效果好（或不好）的主要因素有哪些？答：还比较满意，因为每次学生能够听懂，但一段时间学生会忘记，学生的练习跟不上，缺乏知识之间的联系。

第二篇：初中英语语法课教学策略初中英语语法课教学策略上好一节英语课有很多的教学策略，听、说、读、写都要贯穿于英语课堂之中。

英语教学法在所有的英语教师头脑里已经再清楚不过了，所以在这里主要介绍新课程理念下的几种语法教学策略。

新课程理念下的语法教学的方法1.直观式——利用实物直观教学方法2.交际法——通过情景交际、角色扮演等活动教学语法3.趣味式——利用游戏、绕口令和谚语等符合学生年龄和心理特征的活动教学语法4.图解式——利用图式或图画法教学语法5.任务式——利用任务教学语法6.探究式——利用探究活动教学语法1.直观式——利用实物直观教学方法可以利用直观手段（如实物和图片等）教学语法[ 案例1]形容词的比较级和最高级拿出三个大小不同的实物，如网球、足球和篮球，一个比一个大；或用多媒体呈现先关图片。

课程与教学论思考题简答题部分1.什么是形成性评价？为什么说英语教学应以形成性评价为主？形成性评价是对日常学校过程中的表现、所取得的成绩以及所反映的情感、态度、策略等方面的条件进行评估。

1.形成性评价也叫做过程性评价，它的目的是激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神。

英语教学过程中以形成性评价为主是因为形成性评价有利于监控教育过程及时发觉学习中存在的问题和困难，把握课堂教学目标的落实，调整和改进教学方法2.由于形成性评价方法多样，如问卷调查，学情分析，观察比较等，却侧重于学习过程中的兴趣、态度、情感参与过程和语言发展状况做出的判断，有利于调动学生参与课堂教育的积极性。

3.形成性评价关注学生的学习过程和个性发展，有利于培养学生的创造性思维品质，培养学生良好的学习习惯和形成有效的学习策略，发展学生的自主学习能力和合作精神，提高教育教学质量。

2.什么是终结性评价，其主要方式有哪些终结性评价是课程或项目结束时，对学习者习得的知识和应用能力进行测验，以界定其学习成果和能力发展水平。

终结性评价要注重考察学生的综合语言运用能力。

3.英语教学评价应注意哪些问题？如何体现学生在评价中的主体地位？1.评价是英语课程的重要组成部分，科学的评价体系是实现科学目标的保障，英语教学评价要做到评价主体多元化、评价形式和内容多样化。

2.评价应反应以人为本的教育理念，突出学生的主体作用，发挥学生3.评价应关注学生的综合语言运用能力的发展过程以及学生在学习过程在文化意识、情感态度 .的发展变化4.评价要采用终结性评价和形成性评价相结合的方法，既关注过程又关注结果。

学生是学习的主体，无论是教学还是评价都应以学生的综合语言运用能力发展为出发点。

评价应有益于学生认识自我、树立自信；应有助于学生反思和调控自己的学习过程，从而促进语言能力的不断发展。

教师应使学生认识到自我评价对于学习能力发展的意义，并学会自我评价的方法。

鲁子问《英语教学论（英文版）》课后习题详解（Chapter7ProcessofEnglishChapter 7 Process of English Teaching in SchoolsSection 1After studying this section, have you learned(1) the basic principles of CLT and TBLT?(2) the stages in CLT and TBLT classes?(3) some ways to solve problems that occur in classrooms?Key: (1) The basic principles include: 1) there should be clear goals for each task-based lesson; 2) the goals of TBLT instruction cover language structure and vocabulary and accuracy, complexity and fluency; 3) the goals can also be developing learning strategies or integrating prior lessons, not necessarily just the knowledge or skills taught in the unit; 4) there should bea variety of goals to ensure systematic language development.(2) The stages in CLT and TBLT classes include pre-task stage, while-task stage and post-task stage. The pre-task stage includes task preparation and planning, during which students can use mind-maps, activate background knowledge, introduce new materials and provide sample tasks or imitation and practice. The while-task stage is a process of language acquisition. Group task or individual task could be designed. And the teacher should give explicit instructions. The post-task stage can attend to language forms, at which students are given opportunities to repeat the tasks and are encouraged to reflect on theprocess of task accomplishment and focus on form. This stage includes task reflection and students’ reflection andfeedback.(3) When problems occur in classrooms, the teacher should first stay calm to reevaluate the situation. Then, the teacher can analyze the situation and find out the reasons: it is because students don’t understand the instructions or they are not able to complete the task? The teacher can also choose to talk with students over the problems and the solutions. One thing to bear in mind is that classroom activities don’t have to be consistent with the teaching plan. Flexibility and adjustability are needed when necessary.Section 21. What is the essence of PWP process?Key: The essence of PWP process is that learning is a process, which is the law of conception. Students first get to know new knowledge with what they have known; then they process new knowledge; finally, they need to practice and revise what they have learned to deepen their understanding.2. How can you connect TBL with PWP?Key: In TBL, there are three stages: the pre-task stage, the while-task stage and the post-task stage, while in PWP, there are also three similar stages: the pre-stage, the while-stage and the post-stage. Both TBL and PWP divide teaching and learning into several stages and allow time for students’ understanding and assimilation. The difference is that TBL concerns with tasks while PWP concernswith classroom activities.。

(0281)《教学论》复习思考题一、名词解释题1、教学2、范例教学3、发现学习4、行为目标5、学科课程6、活动课程7、隐性课程8、核心课程9、微型课程10、长期课程11、校本课程12、教学过程13、教学组织形式14、个别化教学15、教学设计16、教学模式17、自学辅导模式18、教学评价19、信度20、效度21、难度22、区分度23、档案袋评价法24、导生制25、形成性目标26、形成性评价27、总结性评价28、表现性评价29、课程评价二、简答题1、什么是道尔顿制？2、特朗普制又称灵活的课程表，其基本做法是怎样的？3、什么叫开放课堂？4、程序教学的原则要求是怎样的？5、教学的物理环境指的是什么？6、教学的心理环境指的是什么？7、教学环境的特点是什么？8、教学设计的程序有哪些？9、教学目标的表述应当包含哪些要素？10、课的基本操作程序是怎样的？11、课堂管理的内容包括哪些？12、教学模式的要素包括哪些？13、教学模式的功能是什么？14、教学艺术的共性特征有哪些？15、教师教学艺术风格的形成要经历哪几个阶段？16、苏格拉底式研讨评定法17、教师教学工作包括哪几种形式？三、判断说理题1、课堂教学的生命价值观是指学生生命的成长与发展。

2、研究性学习就是教师向学生传授知识的一种教学方法。

3、课堂教学活动中知识生成的特征，应该是现代课堂教学的本质性特征。

4、教育目标即教学目标。

5、教学目标具有激发学生学习动力的功能。

6、当代社会生活的需要应该作为教学目标的重要来源之一。

7、学科课程是学校教育中的一种主要的课程类型。

8、学科课程和活动课程在学校课程体系中是主辅关系。

9、教学方法是师生双方共同完成教学活动内容的手段。

10、直到目前，班级教学仍然是占主导地位的一种教学组织形式。

11、教学设计的背景分析就是对学习需要的分析。

12、以某项测验应达到的目标为参照点的评价，是常模参照评价。

13、在教学评价中，要注意量化评价与质性评价相结合。

浙江省2019年10月高等教育自学考试英语教学论试题课程代码：10057Section Ⅰ: Basic Theories and Principles 20 pointsQuestions 1 - 10 are based on this part.Directions: Choose the best answer for the following questions and write your answers on the Answer Sheet.1. Which of the following beliefs belongs to Behaviorist theory?A. Learning is a mechanical process of habit formation.B. Language is an intricate rule-based system.C. Learning is a process in which the learner actively tries to make sense of data.D. Learning is a process in which the learner understands the target language with the help of explanations in his/her mother tongue.2. One of Krashen’s five hypotheses is natural order hypothesis which claims that _______.A. no matter what order is adopted in language learning, the order of acquisition is similar to that in which one learns his native language.B. no matter what order is adopted in language learning, the order of learning is similar to that in which one acquires his native language.C. no matter what order is adopted in language learning, the order of acquisition is similar to that in which one learns his foreign language.D. no matter what order is adopted in language learning, the order of acquisition is dissimilar to that in which one learns science.3. In Cross-lingual strategy, _______.A. knowledge of the target language is more important than that of the target culture.B. absence of translation is a criterial feature.C. translation is not as important as it is assumed to be.D. translation is the principal technique of it.4. Functional communicative activities focus on _______.A. linguistic forms to be learnt not for meanings to be communicated.B. sharing information with restricted cooperation only.C. sharing and processing information.D. practice of test papers and vocabulary5. Good readers _______.A. use less context than poor readers do. They decode faster.B. do not have automatic word recognition.C. make most use of contextual redundancy to facilitate recognition.1D. can memorize a lot of more new words in a vocabulary book than other learners.6. Deductive reading _______.A. means reading the lines, that is to understand the plain sense of what is stated in the text.B. refers to reading between lines, that is to draw inferences from what is in the text.C. is reading beyond the lines, that is to relate the reading passages to real life or to the reader’s own opinions, knowledge, imagination and experience.D. is reading word by word, sentence by sentence until the comprehension of the text is achieved.7. The relationship between the listener and speaker implies that _______.A. the speaker is more important than the listener.B. what is involved in communication is the desire on the part of one side to communicateC. classroom instruction should be textbook-oriented.D. in classroom instruction, the teacher should arrange for opportunities for students to assume different statuses in communicative activities.8. Learning new words from a context is to _______.A. put all the words in a vocabulary book with their meanings in the mother tongue.B. dictate the words a number of times a week.C. recite the text repeatedly.D. relate words to a memorable context, such as a story.9. The “Pre”stage of a lesson plan aims at _______.A. getting students to work on the texts by performing the tasks designed.B. arousing students’interest and motivation in the text that is going to be introduced.C. helping students use and strengthen what they are going to learn and personalize its use.D. using pair-work to compare learners’comprehension of the text.10. Which of the following activities can help enhance communicative fluency?A. Sentence completionB. Substitution exerciseC. InterviewingD. Reading aloud the text in the morning before the classSection Ⅱ: Problem Solving 30 pointsDIRECTIONS: Situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; secondly, provide your own solutions according to the communicative language teaching principles and explain in details (around 50-80 words).1. Many teachers believe that it is boring to teach the dialogue as the first part of each unit. The usual way to teach it is 1) play the tape, 2) read the dialogue sentence by sentence, 3) explain new words and expressions, 4) choral reading, 5) ask two students to read the dialogue. Now you suggest some principles that can be used as reference to make this2teaching and learning interesting.2.Mr. Wang is a new teacher. In his lesson today he is to teach some new words ——“instruction, a pan, considerably, to snore, to knot”but he does not know how to teach them. Suggest five presentation techniques for this teacher. Different methods can be applied to words learning:3.A teacher wrote to a teacher trainer complaining that he could not develop his teaching competence and he worried he was left behind. Write a plan of self-development for that teacher as advice. Your plan should cover at least four aspects.Section Ⅲ: Mini-lesson Plan 50 pointsDIRECTIONS: Read the following text carefully and complete the teaching plan.The text is a dialogue for teaching listening in context. Design activities for teaching listeningYour lesson plan should include the following aspects:Lesson Plan:1)Name(s) of activity(ies)2)Objective(s) of the activity(ies)33)Type(s) of the activity(ies)4)Classroom organization of the activities5)Teacher’s role(s)6)Students’ role(s)7)Teacher working time8)Student working time9)Teaching aid (s)10) Predicated problem(s)11) Solution(s)12) Homework13) ProceduresA. Pre-B. While-C. Post-4。

（0161）《中学英语教学法》复习思考题答案一、判断正误题（8分）The following statements are about the facts presented in the textbook, please indicate in the brackets before the statements whether they are true( T ) or ( F ).1. F2. T3. F4. T5. F6. T7. T8. F9. T 10. T11.F 12. F 13. F 14. F 15. T 16. F 17. T 18. T 19. T 20. T21.F 22. T 23. T 24. T25. F 26. F 27. F 28. T 29. T 30. T31. T 32. T 33. T 34. F 35. F 36. T 37. F 38. T 39. F 40. T二、填空题（12分）Fill in the blanks so as to complete the descriptions of different theories of language learning.1. casual listening, focussed listening2.vocabulary, grammar, conversation techniques3.back-chaining4.the teacher, the students5.simultaneous pairwork, public or open pairwork6.schema7. Post-reading work8. information gap, feedback9. physical conditions,human factors, testing10. Y es-no question, or question , wh-question11. summarise, select, suggest, stress12. mechanical practice , meaningful practice13. the deductive method14. communicative functions, form15. Total Physical Response(TPR)16. anticipation17. participation, communication, give-and-take18. the bottom-up model, the top-down model, the interactive model19. professional qualities and personal styles20. the functional view and the interactional view21. active22. macro planning, micro planning23. organizing ideas, drafting and editing24. a role, a sitiuation25. groupwork26. pre-communicative activities, communicative activities27. active vocabulary, passive vocabulary28. when, where, whom29. word meaning , word use , word formation, word grammar30. lockstep, pair work, group work, individual study31. consistency, intelligibility , communicative efficiency32. administrators, teachers, parents, students33. teacher’s assessment, continuous assessment, students’ self-assessment, portfolios34. listening, speaking, reading , writing35. micro, macro, micro, macro, micro/ macro, micro/macro, micro, micro, micro/ macro, micro36. 分级方式，九个，三年级，6年级，9年级，第九级37. 综合语言运用能力，语言技能、语言知识、情感态度、学习策略、文化意识38. 语音、词汇、语法、功能、话题39. 认知策略、调控策略、交际策略、资源策略40. 任务型语言教学途径。