第1頁共1頁以上僅為參考答案，簡答、論述題均只列及主要的解題知識點(diǎn)，請您結(jié)合自我理解和課本內(nèi)容進(jìn)行知識掌握和鞏固。如對答案等有疑義，請及時(shí)登錄學(xué)院網(wǎng)站“輔導(dǎo)論壇”欄目，與老師交流探討！《英語教學(xué)法》作業(yè)參考答案PartIBasicIdeasinLanguageTeaching１．B２．D３．B４．B５．A６．A７．C８．D９．D１０．C１１．A１２．D１３．A１４．B１５．Ｄ１６．Ａ１７．A１８．C１９．D２０．A２１．Ｃ２２．Ｄ２３．C２４．APartIITeachingActivities(客觀試題，每題1分，共10分)２５．∨２６．∨２７．×２８．×２９．×３０．∨３１．×３２．∨３３．×３４．×３５．∨３６．×３７．∨３８．∨３９．∨４０．×４１．×４２．×４３．×４４．∨４５.×４６．×４７．×４８．∨PartIIITeachingPrinciples４９．∨５０．∨５１．×５２．∨５３．×５４．∨５５．∨５６．×５７．×５８．×５９．∨６０．×６１．×６２．∨６３．×６４．∨６５．×６６．∨６７．∨６８．∨６９．×７０．∨７１．×７２．∨PartIVTeachingofLanguageandLanguageSkills７３．disagree７４．ｄisagree７５．a(chǎn)gree７６．a(chǎn)gree７７．a(chǎn)gree７８．a(chǎn)gree７９．disagree８０．Disagree８１．Agree８２．a(chǎn)gree８３．a(chǎn)gree８４．Disagree８５．Disagree８６．ｄisagree８７．Agree８８．Agree８９．Agree９０．Agree９１．Agree９２．Disagree９３．Agree９４．Disagree９５．Agree９６．AgreePartVTeachingPlanning１．LessonPlanAIMS:A)TohavestudentslearnsimplepresenttenseB)ToknowscientificreportNEWLEXIS:A)seed,dandelion,sycamore,parachute,parachute,burdock,furB)scatter,stickto,twist,throwsout,shakesout,dropoutGRAMMAR/STRUCTURE:bywind,bybird,like,sothat..PROCEDUREWARM-UPACTIVITIES(5min)A)warm-up,game,pictureofNature,B)freediscussionofnaturalphenomenon,questionsC)reviewofpresenttensebyusingdailyexamplesStage1:PRESENTATIOON(10min)A)readaloud,generalimpressionofthestoryB)introduction,storyofseedsC)vocabulary,itsuseineverydaylife,Stage2:PRACTICE(15min)A)writemoreexamplesingroupsB)discussseedsandstudents’ownexperiencesC)givecuesforstudentstoaddmoretotheroleofNatureinscatteringseedseverywhereStage3:PRODUCTION(10MIN)A)writenaturalphenomenon,papersexchange,B)usepresenttensetoreport,arguments,C)makedialoguesaboutNatureHomework:writesomethingaboutwind,bird,rain,etc.Reserveactivity:analogyofseeds,humanbeingsandseedsVisualaids:flash,slideshow２．LessonPlanAIMS:A)Tolearnsimplepasttense,describepastactionsB)Tolearnthestructureof“todo”asobjectNEWLEXIS:beannoyed,manageto,makeupone’smind,putanendto,pretendto,outofmouth…GRAMMAR/STRUCTURE:toleavesomeonedoing,PROCEDUREWARM-UPACTIVITIES(5min)A)warm-up,game,pictureofseeingadoctorB)freediscussionofhospitalorclinicC)reviewofpasttensebyusingdailyexamplesStage1:PRESENTATIOON(10min)A)readaloud,generalimpressionofthestoryB)introduction,storyofthejoke,C)vocabulary,itsuseineverydaylife,Stage2:PRACTICE(15min)A)writemoreone’sownexperienceinhospitalingroupsB)discussdoctorsandpatientsandstudents’ownexperiencesC)givecuesforstudentstoaddmoretodoctors’wayofprescriptionintreatingpatientsStage3:PRODUCTION(10MIN)A)tellclasstheownstory,papersexchange,B)usepasttensetoreport,arguments,C)makedialoguesaboutseeingadoctorHomework:writesomethingaboutillnessReserveactivity:noneVisualaids:flash,slideshow,shortvideo‘a(chǎn)ims,languagecontents,stagesandprocedures’.３．LessonPlanAIMS:A)Speakinglesson,forteachingchunksB)askforhelpNEWLEXIS:A)fewornoneB)namesofpeopleandplacesGRAMMAR/STRUCTURE:if….;canyou…?PROCEDUREWARM-UPACTIVITIES(5min)A)ListeningtothedialogueB)GamesC)AskstudentstosayanythingasiftheyhavelostsomethingStage1:PRESENTATIOON(10min)A)propernamesbackgroundknowledgeB)role-playbasedonthedialogueC)exerciseof“canI….canyou?”Stage2:PRACTICE(15min)A)examplesofchunksas“thanksalot”,“notmuch”,..B)ellipsisC)informalstyleinspokenlanguageStage3:PRODUCTION(10MIN)A)todesignanactivetopracticethewayofaskingforhelpinpairsB)askthemtopresenttheirpairworkC)explainthefunctionofeachchunksHomework:listenmoreReserveactivityVisualaids:noPartVICommentandEvaluation１．Prompter:inteachingsometimeteachersgivestudentshintstostartanactivity.Macroplanning:thegeneralaimsorideasabouttheteaching,notindetail.Thetimemaycoveraslongasaterm.Traditionalpedagogy:teacher-centered,audio-linguamethod,teachinglanguagecomponentsLanguageform:behavioristviewoflanguageemphasizestheimportanceoflanguageform,insteadoflanguagemeaning.Role-plays:interaction,meaningful,functional２．Function/notionapproach:theyregardlanguageasfunctionsandwehavesomenotionstorealizethesefunctionsConsistency:inlanguagelearning,pronunciationshouldbesmoothandnaturalTask-basedmethod:theteachingactivitiesarebasedonvarietyoftasksDeductiveandinductivemethod:twooppositewaysofgrammarteaching.Thatis,fromexamplestorulesandfromrulestoexamplesindetailPrompter:teacherssometimeshouldbeapersonalwaysgivinghintsorcuesorpromptstostudentssoastohelptheminlearning３．Prompter:teacherwhoprovidesthehintsorcuesforstudentsLinguisticcompetence:contrastedtocommunicativecompetenceRole-plays:tasksdesignedforstudentstoplaysomeonesoastopracticerealsituationBott