(完整)英語教學法簡答題及答案

經(jīng)典word整理文檔，僅參考，雙擊此處可刪除頁眉頁腳。本資料屬于網(wǎng)絡(luò)整理，如有侵權(quán)，請聯(lián)系刪除，謝謝！簡答題1.Whatarethequalitiesofagoodlanguageteacher?a.non-intellectualqualitiesPsychologicalqualitiesareessentialfactors.strongwill-power（頑強的意志品質(zhì)）goodmotivation（明確的動機）goodmotivation（明確的動機）perseverance（持之以恒的精神）out-goingcharacteristics（外向的性格）b.IntellectualqualitiesLanguagelearningabilitySelf-studyabilityFourlanguageskillsabilityApplicationofCAIc.ApplicationofCAI(computer-assistedinstruction)d.Teachingpracticequalitiese.self-assessmentqualities2.Whatarethedifferencebetweenlinguisticcompetenceandcommunicativecompetence?Whatiscommunicativecompetence?1)2)Itcoversavarietyofdevelopmentinsyllabusdesignandinthemethodologyofforeignlanguageteachingandincludesbothknowledgeabouthowtousethelanguageappropriatelyincommunicativesituation.3.Whatisdeductivemethodofteachinggrammar?Whatisinductivemethodofteachinggrammar?1)Deductivemethod:itrefersonreasoning,analysingandcomparison.First,theteacherwriteanexampleonboardordrawsattentiontoanexampleinthetextbook.Thentheteacherexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralword.2)Inductivemethod:intheinductivemethod,theteacherprovideslearnerswithauthenticlanguagedataandinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.3.Whataretheprinciplesforgoodlessonplanning?1)Variety:Planninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.2)Flexibility:Planningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.3)Linkage:Thestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinforcement.4)Learnability:Thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation.4.Whatarethedifferencebetweenmacroplanningandmicroplanning?Ideally,lessonplanningshouldbedoneaytwolevels:macroplanningandmicroplanning.Theformerisplanningovertime,forinstance,theplanningforamonth,aterm,orthewholecourse.Thelatterisplanningforaspecificlesson,whichusuallylasts40or50minutes.Ofcourse,thereisnoclearcutdifferencebetweenthesetwotypesofplanning.Microplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.5.Whatarethecomponentsofalessonplan?1)Teachingaims:Thefirstthingtodoinlessonplanningistodecidetheaimsofalesson,whichincludewhatlanguagecomponentstopresent,whatcommunicativeskillstopractise,whatactivitiestoconductandwhatmaterialsandteachingaidstobeused.2)Languagecontentsandskills:languagecontents:structures(grammar),vocabulary,functions,topicsandsoon.Languageskills:communicativeskillsinvolvedinlistening,speakingreadingandwriting3)Teachingstagesandprocedures:Teachingstagesarethemajorstepsthatlanguageteachersgothroughintheclassroom.Proceduresarethedetailedstepsineachteachingstage.ThemostpopularlanguageteachingstagesarethethreeP’smodel,whichincludepresentation,practiceandproduction.6.Whataretheaspectsofpronunciation?Pronunciationisanumbrellatermcoveringmangaspectsbesidessoundandphoneticsymbols,suchasstress,intonation,andrhythm.7.Whataretheprinciplesforteachinglistening?①Focusonprocess②Combinelisteningwithotherskills③Focusonthecomprehensionofmeaning④Gradedifficultylevelappropriately8.Whatarethepurposesforpre-listening,while-listeningandpost-listeningactivities?1)Pre-listening:Tosparkinterestandmotivatestudentstoattendtothespokenmessage,Toactivateorbuildstudents'priortopicalandlinguisticknowledge,Tosetpurposesforlistening.2)While-Listening:Tofosterstudents'comprehensionofthespeaker'slanguageandideas,Tofocusstudents'attentiononsuchthingsasthespeaker'sorganizationalpatterns,Toencouragestudents'criticalreactionsandpersonalresponsestothespeaker'sideasanduseoflanguage.3)Post-listening:Toexaminerelationshipsbetweenpriorknowledgeandexperience,andnewideasandinformationgainedfromthespeakerordiscussion,Toinviteandencouragestudentreflectionandresponse,Toclarifyandextendcomprehensionbeyondtheliteralleveltotheinterpretiveandcriticallevels.9.Canyounamesometypesofspeakingactivities?①Controlledactivities:itmainlyfocusesonformandaccuracy.②Semi-controlledactivities:itfocusesonmoreonmeaningandcommunication.③Communicativeactivities:itallowsforrealinformationexchange.10.Whatisthebottom-upmodelofteachingreading?11.Whatisthetop-downmodelofteachingreading?12.Whatarethepurposesofpre-readingactivities?TointerestandmotivatestudentsToactivatestudents’priorknowledge13.Whatistheprocessapproachtowriting?14.Whatistheinterrelationshipbetweenlisteningandspeaking?Whatistheinterrelationshipbetweenreadingandwriting?15.Whyshouldweintegratethefourskills?Whatisskillsintegration?a.Skillsintegrationgenerallyreferstolinkingtwoormoreofthetraditionalfourskillsoflanguagelearning:reading,writing,listening,andspeaking.Therearemanysituationsinwhichweusemorethanonelanguageskill.b.Anintegratingapproachforthedevelopmentofcommunicativeskillsintheclassroom,inwhichthefourskillsintheacquisitionofknowledgeofaforeignlanguagecanbetaughtinacoherentway,andpracticedtogether.16.WhataretheconditionsforlanguagelearningaccordingtoJaneWillis’FrameworkforTask-BasedLeaning?Whataretheessentialconditionsandwhatisthedesirablecondition?a.Essentialanddesirableb.Essential:1.Exposuretoarichbutcomprehensibleinputofrealspokenandwrittenlang