英語(yǔ)教學(xué)法教程試題庫(kù)Unit1PartIReadthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.MuchofhumanbehaviorisinfluencedbytheirAexperiencesB.wisdomC.knowledgeD.parentsWhatisthebasisforsyllabusdesign,teachingmethodology,teachingandassessmentproceduresintheclassroom?BteachingattitudeB.definitionsoflanguageC.structuralviewoflanguageD.functionalviewWhatdoesthestructuralviewoflanguageseelanguage?CasystemofcategoriesbasedonthecommunicativeneedsofthelearneracommunicativetooltobuildupandmaintainsocialrelationsbetweenpeoplealinguisticsystemmadeupofvarioussubsystemsalinguisticsystemandameansfordoingthingsWhatdoesthefunctionalviewoflanguageseelanguage?DasystemofcategoriesbasedonthecommunicativeneedsofthelearneracommunicativetooltobuildupandmaintainsocialrelationsbetweenpeoplealinguisticsystemmadeupofvarioussubsystemsalinguisticsystemandameansfordoingthingsWhatdoestheinteractionalviewoflanguageseelanguage?BasystemofcategoriesbasedonthecommunicativeneedsofthelearneracommunicativetooltobuildupandmaintainsocialrelationsbetweenpeoplealinguisticsystemmadeupofvarioussubsystemsalinguisticsystemandameansfordoingthingsWhichofthefollowingteachingmethodisbasedonthebehavioristtheory?BA.GrammartranslationAudio-lingualA.GrammartranslationTask-basedteachingandlearningD.CommunicativeteachingWhatarethecharacteristicsofaudio-lingualmethod?DLanguageislearnedbyconstantrepetitionandthereinforcementoftheteacherMistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.Studentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.BothAandB.Whichthreegroupscansummarizealltheelementsofthequalitiesofagoodteacher?AEthicdevotion,professionalqualitiesandpersonalstylesEthicdevotion,professionalqualitiesandindividualfreedomIndividualfreedom,professionalqualitiesandpersonalstylesEthicdevotion,personalstylesandindividualfreedomWhatarethepurposefulpreparationthatalanguageteachernormallyreceivesbeforehestartsthepracticeofteaching?DLearningfromother'sexperiencesB.LearningthereceivedknowledgeC.Learningfromone'sownexperiencesasateacherAlloftheaboveWhatqualitiesareconsideredgoodqualitiesofagoodteacher?DKind,humorous,wellinformedB.Hardworking,disciplinedC.Wellprepared,dynamicandpatientD.AlloftheabovePart2Answerthefollowingquestions.Agoodteachershouldpossessmanygoodqualities.Listthreequalitiesyouthinkarethemostimportantandexplainreasons.Dynamic,well-informedandwell-prepared,Ithinkthesethreequalitiesarethemostimportantasateacher.Firstly,thedynamic,well-informedandwell-preparedteachersarealwaysconfidentwhocanmaketheclassactiveandinteresting.Secondly,theyalwayskeeptheteachingaimsinmindandtrytoachievethegoalaccordingtotheteachingplan.Thirdly,Theycandistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.Fourthly,theycanparticipatepotentialproblemsandsolvethemproperly.Fifthly,theyhaveasystematicknowledgeofteachingandtheclasswillbeingooddiscipline.Unit2Whatistheultimategoalofforeignlanguageteaching?AEnableSStousetheforeignlanguageinworkorlife.EnableSStoachieveaccuracyofEnglishlanguagestructure.EnableSStoachievefluencyofEnglishlanguagestructure.EnableSStospeakstandardEnglish.Whatisthepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse?BTask-basedteachingandlearningB.CommunicativelanguageteachingC.Presentation,practiceandproductionD.EngagestudyactivateWhatislinguisticcompetenceconcernedwith?DAppropriateuseofthelanguageinsocialcontextAbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemStrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesKnowledgeoflanguageitself,itsformandmeaningWhatispragmaticcompetenceconcernedwith?AAppropriateuseofthelanguageinsocialcontextAbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemStrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaningWhatisdiscoursecompetenceconcernedwith?BAppropriateuseofthelanguageinsocialcontextAbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemStrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesKnowledgeoflanguageitself,itsformandmeaningWhatisstrategiccompetenceconcernedwith?CAppropriateuseofthelanguageinsocialcontextAbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemStrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaningWhatisfluencycompetenceconcernedwith?BAppropriateuseofthelanguageinsocialcontextAbilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitationStrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesKnowledgeoflanguageitself,itsformandmeaningWhataretheprinciplesofcommunicativelanguageteaching?ACommunicationprinciple,taskprincipleandmeaningfulprincipleCommunicationprinciple,accuracyprincipleandmeaningfulprincipleCommunicationprinciple,fluencyprincipleandmeaningfulprincipleCommunicationprinciple,taskprincipleandpurposeprincipleWhatarethelisteningandspeakingactivitiesintraditionalpedagogyListentotextseitherreadbytheteacherorpre-recordedonthetape;repeatwhatisheard.Answerthequestionsaccordingtowhatisheard;produceresponsesbasedongivencluesRetellwhatisheardD.AlloftheaboveWhatarethefivecomponentsofcommunicativecompetence?ALinguisticcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandfluencyLinguisticcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandaccuracygrammarcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandfluencygrammarcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandaccuracyPart2answerthefollowingquestionsWhatarethedifferencesbetweenlanguageusedinreallifeandlanguagelearnedintheclassroomunderthetraditionalpedagogy?Inreallife,languageisusedtoperformcertaincommunicativefunctions,e.g.togivedirections,toexchangeinformation,ortomakeacomplaint,etc;intraditionallanguageclassroom,theteachingfocusisoftenonformsratherthanfunctions.Forvariousreasons,traditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Inreallanguageuseweuseallskills.Inrealitylanguageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatelanguagefromitscontext.Fourcomponentsofatask.Apurpose:makingsurethestudentshaveareasonforundertakingthetask.Acontent:thiscanbereal,authenticorimaginary,andinvolvesociolinguisticissues,suchasthelocation,theparticipatesandtheirrelationship,thetimeandotherimportantfactors.Aprocess:gettingthestudentstouselearningstrategiessuchasproblemsolving,reasoning,inquiring,conceptualizingandcommunicating.Aproduct:therewillbesomeformofoutcome,eithervisible(e.g.awrittenplan,aplay,aletter,etc)orinvisible(e.g.enjoyingastory,leaningaboutanothercountry,etc).Unit3DesigningprinciplefortheNationalEnglishCurriculumfornine-yearcompulsoryeducation.Aimforeducatingallstudents,andemphasizequality-orientededucation.Promotelearnerscentredness,andrespectindividualdifferences.Developcompetence-basedobjectives,andallowflexibilityandadaptability.Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.Attachparticularimportaneetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetenee.Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.Unit4Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.Whatshouldbeincludedinalessonplan?DA.AimstobeachievedB.MaterialstobecoveredC.ActivitiestobeorganizedD.AlloftheaboveWhataretheprinciplesforgoodlessonplanning?AA.Aim,variety,flexibility,learnabilityandlinkageAim,preparationflexibilityandlinkageAim,micro-planning,macro-planningandflexibilityAim,micro-planning,macro-planningandvarietyWhataretheguidelinesforwritingteachingaimsinalessonplan?DClear,briefB.Specific,students-orientedC.Specific,teacher-orientedD.BothAandBWhatarelanguagecontents?AStructures,vocabulary,functionsandtopicsPictures,vocabulary,communicationandtopicsPPT,structures,aimsandsummaryStructures,aims,functionsandtopicsWhatareverycommonlyusedteachingproceduresandstages?DPresentation,practiceandproductionPre-reading,while-readingandpost-readingMechanicalpracticeandmeaningfulpracticeBothAandBWhatisthefunctionofoptionalactivities?ABackupsincasethelessongoestoofastandthereareafewminutesleft.PreparedforgoodstudentsPreparedforbadstudentsUsedforemergencyWhichpartistobefinishedafteralessoninalessonplan?DA.TeachingaidsB.EndofalessonsummaryC.OptionalactivitiesandassignmentsD.AfterlessonreflectionPart2answerthefollowingquestionsWhatbenefitscanlanguageteachersgetfromplanningalesson?Firstly,aclearlessonplanmakestheteacherawareoftheaimsandIanguagecontentsofthelesson.Secondly,ithelpsteachersdistinguishthevariousstageofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.Thirdly,properlessonplanninggivesteacherstheopportunitytoanticipatepotentialproblemsthatmayariseinclasssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.Fourthly,goodplanninggivesteachers,especiallynoviceteachers,confidenceinclass.Fifthly,whenplanningthelesson,theteacheralsobecomeawareoftheteachingaidsthatneededforthelessonLastbutnotleast,planningisagoodpracticeandit'asignofprofessionalism.Explainfiveprinciplesforgoodlessonplanningindetail.Aimmeanstherealisticgoalsforthelesson.Varietymeansplanninganumberofdifferenttypesofactivitiesandwherepossible,introducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.Flexibilitymeanspreparingsomeextraandalternativetasksandactivitiesasthelessondoesnotalwaysgoaccordingtotheplansothatteachersalwayshavetheoptionstocopewiththeunexpectedsituationsotherthanbeingtheslavesofthewrittenplansoronemethodology.Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Linkagemeansthestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.Whatdoesmacroplanninginvolve?Macroplanninginvolvesthefollowing:Knowingabouttheprofession.Knowingaboutthesituation.Knowingaboutthelearners.Knowingaboutthecurriculum/syllabus.Knowingaboutthetextbooks.Knowingabouttheobjectives.Whatarecomponentsofalessonplan?Backgroundinformation,teachingaims,stagesandprocedures,teachingaids,endoflessonsummary,optionalactivitiesandassignments,afterlessonreflection.unit5Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.Whatarethepossiblerolesofateacher?DController,assessorB.Organizer,prompterC.Participant,resource-providerD.AlloftheaboveWhatroledoesateacherplayinthefollowingactivity?ATheteachergivesstudents2minutestoskimatext,andwhentimeisup,heasksstudentstostopandanswersomequestions.ControllerB.AssessorC.OrganizerD.PrompterWhatroledoesateacherplayinthefollowingactivity?DT:doyouhaveanyhobbies?S:yes,Ilikesinginganddancing.T:Uhm,and...S:Ialsocollectcoins.T:Oh,really,howmany...haveyoualready...collected?ControllerB.AssessorC.OrganizerD.PrompterWhatroledoesateacherplayinthefollowingactivity?CTheteacherwritesoneoffivenumbers(1-5)onanumberofcards(thesamenumberasthestudents).Eachstudentdrawsonecard.Thosewhohavedrawnnumber1willformgroup1,andthosewhohavedrawnnumber2willformgroup2.Thusthestudentsareputintofivegroupsinarandomway.ControllerB.AssessorC.OrganizerD.PrompterWhatroledoesateacherplayinthefollowingactivity?BWhenastudenthasmadeasentencewithborrow,“Iborrowedapapertowritealetter”,theteachersays,“Well,wedon'tsayapaper,wesayapieceofpaper.”ControllerB.AssessorC.OrganizerD.PrompterWhatroledoesateacherplayinthefollowingactivity?DWhiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularwordtheydon'tknow.Sotheyasktheteacher.A.ControllerB.AssessorC.participantD.Resource-providerWhatroledoesateacherplayinthefollowingactivity?DTheteacherasksastudentaquestion“Haveyoueverboughtclotheswithproblems?”Ifthestudentdoesn'tseemtobeready,theteachersays“forexample,ashirtwithout...”andpointstothebuttonsonhisownshirtorjacket.A.ControllerB.AssessorC.OrganizerD.PrompterWhatroledoesateacherplayinthefollowingactivity?BWhenthestudentshaveingroupsdecidedwheretogoforaspringouting,theteacheraskseachgrouptotelltheotherswhytheyhavemadesuchachoice.A.ControllerB.AssessorC.OrganizerD.PrompterWhatroledoesateacherplayinthefollowingactivity?CWhenstudentsaredoingagroup-worktask,theteacherjoinsoneortwogroupsforashortperiodoftime.A.ControllerB.AssessorC.participantD.Resource-providerWhatroledoesateacherplayinthefollowingactivity?ATheteacherasksstudentstoproduceconversations(eitherorallyorinwriting)byusingparticularpatternsorexpressionstheyhavejustlearned.A.ControllerB.AssessorC.OrganizerD.PrompterWhatroledoesateacherplayinthefollowingactivity?CTheteacherhasawordinhismindandasksstudentstoguessbyaskingonlyYes/Noquestionsuntiltheymakethecorrectguess.A.ControllerB.AssessorC.participantD.Resource-providerWhenisappropriatefortheteachertogiveclassroominstructionstostudents?DGivedirectionstotasksoractivities,checkingcomprehension,givingfeedbackProvidingexplanationstoaconceptorlanguagestructure,drawingattentionSettingrequirements,checkingcomprehension,assigninghomeworkAlloftheaboveWhydonoviceteacheroftenhaveproblemsgivingclearinstructionsDA.TheirlanguageproficiencyislowTheyarefreshfromtheuniversityTheirinstructionsaretooshortTheyarenotabletotargettheirinstructionstothelevelofthelearnersWhatarenotgoodrulestofollowformakinginstructionseffective?DA.UsesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudentsUsethemothertongueonlywhenitisnecessaryUsebodylanguagetoassistunderstandingNotmodelthetaskoractivitybeforelettingstudentsmoveintogroupsorpairsWhichofthefollowingisthetimewhenstudentsworkasawholeclass?_AA.WhenallthestudentsareunderthecontroloftheteacherWhenstudentsworkinpairsonanexerciseorataskWhenstudentsworkinsmallgroupsWhenstudentsareexpectedtoworkontheirownattheirownspeedWhichofthefollowingisthetimewhenstudentsworkinapair?BA.WhenallthestudentsareunderthecontroloftheteacherWhenstudentsworkinpairsonanexerciseorataskWhenstudentsworkinsmallgroupsWhenstudentsareexpectedtoworkontheirownattheirownspeedWhichofthefollowingisthetimewhenstudentsworkingroups?CWhenallthestudentsareunderthecontroloftheteacherWhenstudentsworkinpairsonanexerciseorataskWhenstudentsworkinsmallgroupsWhenstudentsareexpectedtoworkontheirownattheirownspeedWhichofthefollowingisthetimewhenstudentsstudybythemselves?DWhenallthestudentsareunderthecontroloftheteacherWhenstudentsworkinpairsonanexerciseorataskWhenstudentsworkinsmallgroupsWhenstudentsareexpectedtoworkontheirownattheirownspeedWhichofthefollowingistheadvantageofwholeclasswork?AA.Itisanidealwaytoshowmaterialsanddopresentationstogether.Itallowsstudentstoworktogetherratherthanunderteacher'sguidance.Thereisalwaysagreatchanceofdifferentopinionsandcontributionstothework.Itislessstressful.Whichofthefollowingistheadvantageofpairwork?BA.Itisanidealwaytoshowmaterialsanddopresentationstogether.Itallowsstudentstoworktogetherratherthanunderteacher'sguidance.Itreinforcesasenseofbelongingamongagroupofmembers.D.Itisverystressful.Part2answerthefollowingquestionsWhatsixconditionshavetobemetinordertoachieveefficientclassroommanagement?Theteacherplaysappropriateroles.Theteacherprovidesclearinstructions.Studentsaregroupedinawaysuitableforthelearningactivities.Theteacherasksappropriatequestions.Thereisdisciplineaswellasharmonyintheclassroom.Thestudentserrorsaretreatedproperly.ClassroominstructionsClassroominstructionsreferstothetypesoflanguageteachersusetoorganizeorguidelearning?Theyineludegivingdirectionstotasksoractivities,providingexplanationstoaconceptoflanguagestructure,settingrequirements,checkingcomprehension,drawingattention,motivatinglearners,givingfeedback,andassigninghomework,etc.Therearerulestofollowformakinginstructionseffective:tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents.Tousethemothertongueonlywhenitisnecessary.Teacherstobecarefulnottodoallthetalkinginclass.3?Bloom'staxonomyclassifiesthequestiontypesintosix?Whatarethesixquestiontypes?Whatisthesignificanceifeachofthemisusedinalanguageclassroom?ThesixquestiontypesproposedbyBloomare:Knowledge:recallingfacts,terms,andbasicconcepts.Comprehension:understandingoffactsandideasbyorganizing,comparing,translating,interpreting,andstatingthemainideas.Application:applyingacquiredknowledge,facts,techniquesandrulesinadifferentcontextAnalysis:identifyingrelationships,causesormotive,andfindingevideneetosupportmainideas.Synthesis:combiningelementsinadifferentwayandproposingalternativesolutions,creativethinking.Evaluation:presentanddefendopinionsbymakinganinformedjudgementaboutinformationorideasbasedonasetofcriteria.Classificationofquestiontypes:（常出選擇及判斷題）Closedquestionsrefertothosewithonlyonesinglecorrectanswer.Openquestionsmayinvitemanydifferentanswers.Displayquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswers,too.Genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontexts,theyarethereforemorecommunicative.Lower-orderedquestionsreferstothosethatsimplelyrequirerecallingofinformationormemorizationoffacts.Higher-orderedquestionsrequiremorereasoning,analysis,andevaluation.Differencesbetweenerrorsandmistakes.Amistakereferstoaperformaneeerrorthatiseitherarandomguessora‘slipoftongue',itisafailureperformaneetoaknownsystem.Amistakehasnothingtodowiththelanguagecompetenee,butaresultfromtemporarybreakdown.Whenamistakeischallengedorgivenenoughattention,itcouldbeself-corrected.Anerrorhasdirectrelationwiththelearners'languagecompetenee.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.Languageerrorscannotbeself-correctednomatterhowmuchattentionisgiven.DisciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffectiveFactorsthataffectdiscipline：teacher'sbehaviora.choiceofmethodologyteacher'spreparationforthelearnersinterpersonalrelationshipwiththelearnersmotivation/purpose/desire/surroundingUnit6Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.Whichofthefollowingistrueaboutpronunciationteaching?DLearnerswhosenativelanguagehassimilarsoundsarelesslikelytohaveproblemswithpronunciation.LearnerswhohavemoreexposuretoEnglishneedlessfocusonpronunciation.BeginningChineselearnersofEnglishneedacertaindegreeoffocusonpronunciation.AlloftheaboveWhatistherealisticgoalofteachingpronunciation?DConsistencyB.IntellegibilityC.CommunicativeefficiencyD.AlloftheaboveWhichofthefollowingdonotbelongtominimalpair?DWillwellB.TilltellC.FillfellD.WellwellWhichofthefollowingbelongtopronunciationperceptionpractice?Dusingminimalpairs,oddoneoutB.Whichorder,completionC.SameordifferentD.AlloftheaboveWhichtypedoesthefollowingproductionpracticebelongto?AThestudentsrepeatwhattheteachersays.Thisactivitycanpracticeindividualsounds,individualwords,groupsofwords,andsentences.ListenandrepeatB.FillintheblanksC.MakeupsentencesD.UsingmeaningfulcontextWhichtypedoesthefollowingproductionpracticebelongto?DShesellsseashellsontheseashore.MakeupsentencesB.UsingmeaningfulcontextC.UsingpicturesD.UsingtonguetwistersWhatarethewaysofpracticingstress?DA.UsegesturesB.UsethevoiceC.UsetheblackboardD.AlloftheaboveWhatdoesthefallingintonationonthestatement“heismovedtoGlasgow.”indicate?_AIamtellingyousomethingyoudonotknowB.IhavenotfinishedyetC.IamaskingagenuinequestionD.IknowyouhavetoldmebeforeWhatdoesthefallingintonationonthequestion“wheredoyoulive?”indicate?CA.IamtellingyousomethingyoudonotknowB.IhavenotfinishedyetC.IamaskingagenuinequestionD.IknowyouhavetolemebeforeWhatisreflectedasimportantinthefollowingexample?BA.Wouldyoupleaseturndowntheradioalittlebit?Sorry.、(no,Idonotwantto.)OrB.Sorry?/(whatdidyousay?)A.StressB.IntonationC.SoundsD.PitchPartPart2.AnswerthefollowingquestionsWhycannotmostlearnersofEnglishasaforeignlanguageacquirenativelikeEnglishpronunciation?ACriticalPeriodHypothesisstatesthatifhumansdonotlearnaforeignlanguagebeforeacertainage(perhapsaroundpuberty),thenduetochangessuchasmaturationofthebrain,itbecomesimpossibletolearntheforeignlanguagelikeanativespeaker.Unit7Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.Whichofthefollowingstatementisnottrue?DGrammaticalcompetenceisessentialforcommunicationThereisapositiveroleofinstructionforgrammarlearningGrammarteachingcanenhancelearnerproficiencyGrammarlearningiscompletelyuselessforchildren.Whichofthefollowingisnotgrammarpresentationmethod?DA.DeductivemethodB.InductivemethodGuideddiscoverymethodD.CommunicativeteachingmethodWhichofthefollowingstepsaretypicalforthedeductivegrammarteachingmethod?AGiveexamples—explainrules—studentsdopracticeactivitiesAuthenticIanguagedataisprovided—induceslearnerstorealizegrammarrules—applythenewstructuretoproducesentences(theinductivemethod)Explicitrulesaregivetostudents—Authenticlanguagedataisprovided—applythenewstructuretoproducesentences(theguideddiscoverymethod)AlloftheaboveWhataretwogrammarpracticeactivities?AMechanicalpracticeandmeaningfulpracticeVolumepracticeandcommunicativepracticeInterestpracticeandmeaningfulpracticeMechanicalpracticeandsuccessorientedpracticeWhataretwobroadcategoriesofknowledge?AImplicitknowledgeandexplicitknowledgeObviousknowledgeandunobviousknowledgeInductiveknowledgeanddeductiveknowledgeRefereedknowledgeandinferredknowledgePartII,Theguideddiscoverymethod:Studentsareinducedtodiscoverrulesbythemselvesbuttheprocessofdiscoveryiscarefullyguidedandassistedbytheteacher.Andtherulesarethenelicitedandtaughtexplicitly.Implicitknowledgereferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort.Explicitknowledgereferstoourconsciousknowledgeaboutthelanguage.Ellissuggeststhefollowingproceduresforteachinggrammarusinglisteningasainput:Listentocomprehend:thefocusisonthemessagewithtargetstructuresimbedded.Listeningtonotice:listentomoretimestoidentifythetargetstructureperhapsbycompletingagappedversionofthetexttoraiseawareness.Understandingthegrammarpoint:thefocusisonhelpinglearnersdevelopexplicitknowledgeofthegrammarpointbydiscoveringandanalyzingtherules.Checking:learnersaregivenawrittentextcontainingerrorsandareaskedtoidentifyt-[1x0=8再撒：哦我而是撒賴破五；2…h(huán)eerrorsandcorrectthem.Tryingitout:finally,thereisanopportunityforstudentstotryouttheirunderstandingofthetargetstructureinashortproductionactivity.Synthesis叩proach['singsis]綜合方法Pennington(2002)proposesasynthesisapproachtogrammarpedagogy.Grammarteachingshouldbe"collocational,constructive,contextualandcontrastive”，whichcanserveasusefulguidelinesforteachinggrammar.Unit8Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.Whichofthefollowingstatementisnottrueaboutvocabulary?CavocabularyitemcanbemorethanonewordVocabularycannotbetaught.Itmustbelearnedbytheindividuals.WordsisbestlearnedincontextAnEnglish-Englishdictionaryisanimportantaidforstudents.Whatdoesitmeantoknowaword?Dknowitspronunciationandstressknowitsspellingandgrammaticalpropertiesknowitsmeaningandknowwhenandhowtouseitalloftheabovewhatmeaningisreferredtoifwesaythemeaningof“dog”isananimalwithfourlegsandatail,oftenkeptasapetortrainedforwork?AA.denotativemeaning外延意義B.connotativemeaning內(nèi)涵意義C.extendedmeaningD.inspiredmeaningWhatmeaningisreferredtoifwesaythemeaningof“dog”isfriendshipandloyalty?BAdenotativemeaningB.connotativemeaningC.literalmeaningD.labeledmeaningWhatisreferredtoifwesay“seeamovie,watchaplay,lookatapicture”?CA.denotativemeaningB.connotativemeaningC.collocations搭配D.synonymsWhatdothefollowingexamplesindicate?Big,huge;enormous,immense;male,masculine_AA.synonymsB.antonymsC.hyponyms下位詞D.collocationsWhataretwocategoriesofvocabulary?AA.ReceptivevocabularyandproductivevocabularyinnatevocabularyandlearnedvocabularyfamiliarvocabularyandunfamiliarvocabularyD.newvocabularyandoldvocabularyPartIIDenotativemeaning外延意義：referstothosewordsthatweusetolabelthingsasregardsrealobjects.Connotativemeaning內(nèi)涵意義：refersto‘theattitudesoremotionsofalanguageuserinawordandtheinflueneeoftheseonthelistenerorreader'sinterpretationofaword'.Collocations搭配：refertowordsthatco-occurwithhighfrequeneyandhavebeenacceptedaswaysfortheuseofwords.Hyponyms下位詞：refertowordswhichcanbegroupedtogetherunderthesamesuperordinateconcept.

Receptive/passivevocabulary:refertowordsthatoneisabletorecognizeandcomprehendinreadingorlistening,butunabletouseautomaticallyinspeakingorwriting.Productive/activevocabulary:refertothosewordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeechandwriting.WaysofpresentingvocabularyP124WaysofconsolidatingvocabularyP126-129DevelopingvocabularylearningstrategiesP129-133Unit91.Whydoeslisteningseemsodifficult?Thedifficulties:QuicklyforgetwhatisheardDon'trecognizewordstheyknowUnderstandthewordsbutnottheintendedmessageNeglectthenextpartwhenthinkingaboutmeaning,Unabletoformthementalrepresentationfromwordsheard.Donotunderstandsubsequentpartsofinputbecauseofearlierproblems..)))))212345Whatarethecharacteristicsofthelisteningprocess?.)))))212345SpontaneityContentVisualcluesListener'sresponseSpeaker'sadjustmentWhataretheprinciplesandmodelsofteachinglistening?Focusonprocess:Peoplemustdomanythingstoprocessinformationthattheyarereceiving.Firsttheyhavetohearwhatisbeingsaid,thentheyhavetopayattention,andconstructameaningfulmessageintheirmindbyrelatingwhattheyheartowhattheyalreadyknow.Combinelisteningwithotherskills:FocusontheComprehensionofmeaning.Gradedifficultylevelappropriately.TherearealargenumberoffactorsthataffectthedifficultyleveloflisteningtasksbuttheyfallintothreemaincategoriesaccordingtoAndersonandLynch:1)typeoflanguageused;2)taskorpurposeinlistening;3)contextinwhichthelisteningoccurs.Models:1)Bottom-upmodel:startwithsoundandmeaningrecognition.Top-downmodel:listeningforthegistandmakinguseofthecontextualcluesandbackgroundknowledgetoconstructmeaning.Threeteachingstages:Pre-listening:predicting,settingtheseene,listeningforthegist,listeningforspecificinformation.While-listening:Nospecificresponses,listenandtick,listenandsequenee,listenandact,listenanddraw,listenandfill,listenandtakenotes.Post-listening:multiplechoicequestions,answeringquestions,note-takingandgap-filling,dictogloss.Fourstagesofdictogloss:Preparation:Theteacherpreparesstudentsbybrieflyintroducingthetopicandkeywordsoraskinggeneralquestionsaboutthetexttheyaregoingtolistento.Theteachershouldalsomakesurethatstudentsknowwhattodoexactly.Dictation:theteacherdictatesthetextthreetimes.Forthefirsttime,studentsjustlistenwithouttakingnotes.Theyshouldtrytofocusonmeaning.Forthesecondandthirdtime,studentstakeextensivenotes.Theteachershouldmakesurethatthedictationspeedisclosetonormalspeed.Reconstruction.Basedontheirnotes,studentsworkinpairsor