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1、精選優(yōu)質(zhì)文檔-----傾情為你奉上 期末作業(yè)考核 《英語(yǔ)教學(xué)法》 滿分100分 I. Fill in the blanks.（每題1分，共29分） 1. First of all, a teacher should be __ proficient _(1) in the English language. The importance of being a good language user involves four points. First, a language teacher is a__ model _ (2) for students

2、to imitate, to follow and to learn from either consciously or subconsciously. Second, a good command of English endows a teacher with__ confidence _ (3). From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, s

3、tudents tend to believe in the teacher, _ cooperate _ (4) with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to_ manage __ (5) class well, try new methods and adapt his or her teaching at any time. 2. a. Writing is the result of

4、 employing__ strategies _(6)to manage the composing __ process _(7), which is one of gradually developing a __ text _(8). It involves a number of activities: _ _setting_(9), generating _ ideas __(10)__ organizing _(11), selecting appropriate language, making a d

5、raft, reading and reviewing it, then revising and__ editing _（12） 　b. To organize and connect information, there are two criteria: __ accuracy (13) and __ appropriateness _(14). To be correct in __ vocabulary (15) and __ grammar _(16) is of utmost importance. Of all these acti

6、vities, _ thinking __(17) plays a central role in improving writing. 　c. writing is a process of _ learning __(18) and _ acquisition __(19). d. According to Hedge, there are different genres into different types of writing, personal writing (20) __ public writing (21

7、) _ creative writing __ (22) __ social writing _ (23)__s study writing_ (24) __ institutional writing _ (25). e. __ Idea _(26) is the core of writing. Reading for ideas is a gradual job. Large amount of reading helps__ generate ideas _(27). Thinking not onl

8、y _ produces __(28) ideas but also__ connects _ (29 )and organizes ideas. II. Explain the following terms。（每題5分，共35分） 1. Teacher as a language analyst 2. Error analysis 3. Grammar: form and function 4. Syllable, Open syllable and Closed syllable 5.Writing genre 6.Curriculum an

9、d syllabus 7. Kinds of tests and testing 1. Being an effective language analyst means not only the teacher possesses the knowledge about the language but also help students study the nature of the language with learning effects. Being an effective language analyst also means being able to concept

10、ualize language phenomena as English is rich, complex and diverse (Wright 1991). No grammar books or dictionaries can include all language phenomena. So the teacher is required to theorize the language experience. 2. Making errors is a conspicuous part of language learning. As a person starts learn

11、ing the language, he/she starts making mistakes. Researchers have tried to describe and explain what mistakes learners tend to make and why they make mistakes. 3. Grammar form is the language material that is structural and then grammar function is function of the language. For beginners, studying

12、structural English is more efficient because they can have a control over the language. For advanced learners, functional English is what they need because it is interesting, challenging and encouraging the use of English. 4. (1) Syllables A syllable is a part of word that contains one vowel soun

13、d. It may also contain one or more consonants sounds. Usually the number of vowel sounds in the word determines the numbers of syllable. There are exceptions such as “-ble”, “-ple”, or “- tle” can form a syllable. (2) Open syllables: with one vowel letter at the end of the stressed syllable (n

14、ot the end of the word), which is not followed or closed by any other letter with one vowel letter that is followed by a mute “e” at the end of the stressed syllable with one vowel letter followed by a single consonant letter (other than “r”) and then a mute “e” at the end of the stressed sylla

15、ble (3) Closed syllables: with one vowel letter followed or closed by one or more than consonant letter (other than “r”) in a stressed syllable 5. People write for different purposes or functions. With the development of written expression for social functions and communications, different g

16、enres came into being with required conventions in discourse. 6. A curriculum contains a broad description of general goals by indicating an overall educational-cultural philosophy which applies across subjects together with a theoretical orientation to language and language learning with respect

17、to the subject matter at hand. A curriculum is often reflective of national and political trends as well. A syllabus is a more detailed and operational statements of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more

18、narrowly defined objectives at each level. 7. (1) Tests: Proficiency tests, Achievement tests Diagnostic tests Placement tests (2) Testing: Direct versus indirect testing Discrete point versus integrative testing Norm-referenced versus criterion-referenced testing Objective testing versus

19、subjective testing III. Open questions.（每題9分 共36分） 1. Choose some vocabulary items from the textbook you are teaching or going to teach and design three activities for presentation and three for practice. 2. What are the characteristics of good grammar presentation? (1) Being clear A go

20、od presentation should be clear. Students should have no difficulty in understanding the situation or what the new language means. (2) Being efficient A good presentation should be efficient. The aim is to get to the personalization stage as soon as students can manipulate the new language. The mo

21、re efficiently we can do this the better. (3) Being lively and interesting A good presentation should be lively and interesting. We want students to get interested and be involved during a presentation stage. With the help of a good situation and lively teaching it can be one of the most memorable

22、 parts of a language course. And if it is, there is a good chance that students will remember the new grammar more easily. (4) Being appropriate A good presentation should be appropriate. However interesting, funny, or demonstrative a situation is, it should be appropriate for the language that is

23、 being presented. In other words it should be a good vehicle for the presentation of meaning and use. (5) Being productive Lastly, a good presentation should be productive. In other words the situation the teacher introduces should allow students to make many sentences and/or questions with the ne

24、w language. 3. What are the four approaches to promoting reflection? (1) Writing to discover (2) Reading to improve (3) Speaking to conceptualize (4) Actioning to learn and develop 4. What are the methods and techniques used in action research? journals/diaries training logs document collection observation field notes recording transcription surveys/ questionnaires interviews/ discussions stimulated recall 專心---專注---專業(yè)