作者：圣才电子书
出版社：圣才电子书
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王蔷《英语教学法教程》（第2版）配套题库【课后习题＋章节题库】试读：
第一部分 课后习题
第1章 语言和语言学习
TASK 1
Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in groups of 4 and draw some conclusions.
Key: Free answer.
TASK 2
Work in groups of 4, brainstorm possible answers to the question: What is language? When you are ready, join another group and share your ideas.
Key: Here are sample definitions of “language” found in dictionaries and linguistics books.
·Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact. (Finocchiaro, 1964:8)
·Language is any set or system of linguistic symbols as used in a more or less uniform fashion by a number of people who are thus enabled to communicate intelligibly with one another. (Random House Dictionary of the English Language 1966:806)
·Language is a system of arbitrary vocal symbols used for human communication. (Wardhaugh, 1972:3)
·Language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings. (Webster’s 3rd New International Dictionary of the English Language 1993:1270)
·Language is a system of communication consisting of a set of small parts and a set of rules which decide the ways in which these parts can be combined to produce messages that have meaning. (Cambridge International Dictionary of English 1995:795)
·Language is a system of communication by written or spoken words, which is used by the people of a particular country or area. (Longman Dictionary of Contemporary English)
·Language is the system of communication in speech and writing that is used by people of a particular country or area. (Oxford Learners’ Dictionary)
TASK 3
1) What are the psycholinguistic and cognitive processes involved in language learning?
2) What are the conditions that need to be met in order for these learning processes to be activated?
Work in groups of 4. Brainstorm the answers to the two questions stated above.
When you are ready, join another group and share your ideas.
Key: 1) Generally speaking, psycholinguistic and cognitive process involved in language learning are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis, testing and generalization.
2) To activate these learning processes, physical environment for learning is important, including the number of students, the kind of input learners receive and the atmosphere.
TASK 4
Work in groups. Reflect on your own learning experiences from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.
Key: Ethic devotion (responsible, warm-hearted, well-prepared, hard-working, etc.), professional qualities (an excellent command of English, professionally-trained) and personal styles (enthusiastic, humourous, attentive, etc.) jointly contribute to making a good teacher.
TASK 5
Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.
1. Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.
2. Add any adjectives to the list which describe further qualities that you feel are missing.
3. These adjectives are intended to describe positive qualities or styles. Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him/ her.
Key: Students’ classification will vary. Please note there is no correct or wrong answer for this task.
1.
2. The adjectives added are marked in italics in the table above.
3. Every coin has two sides. An intuitive teacher may save himself or herself from the trouble of referring to books, but it may also give students the wrong impression that they can get right by constant guessing, which is unreliable because intuition is often changeable and unstable. Likewise, a humorous teacher will liven up the atmosphere in class, but students are likely to be distracted by jokes or interesting stories, so much that they care little about learning.
TASK 6
Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.
Key: To learn teaching theory; to practice teaching skills; to combine theoretical learning with teaching practice; to reflect teaching experiences; to learn from one’s own experiences as a learner; to learn from colleagues; to have a needs analysis of students; to solve learning and teaching difficulties through researches; to bear in mind the idea of constant improvement.
TASK 7
Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure 1.1.Figure 1.1
Key: 1. Stages 1 and 2 are interrelated by a double arrow line because neither of the two stages is really ever terminated. Teachers should always make a point of updating their command of English because language is always changing and they may also forget previous knowledge. This can be done while they are teaching, but very often teachers take time off to have further training in English. This is especially important for teachers who do not have enough exposure to English.
2. Practice and reflection are connected by a circle because they are neither independent or separate sub-stages. Teachers do not teach one week and then reflect one week. Rather, they teach and reflect on a daily basis. Besides, practice and reflection complement each other and reciprocate each other. Reflection makes better practice, while practice will generate more reflection.
3. This is because it is believed no one can ever become a perfect language teacher. There is always room for improvement. There is always something better, but never something best.
4. TEFL methodology should probably be placed within the “received knowledge” located in the second stage, since knowledge of TEFL methodology doesn’t belong to “language development” but is part of the “teaching development” of stage 2. Besides, teaching theories can be acquired from books and teachers.
第2章 交际教学原则与任务型语言教学
TASK 1
Work in groups and brainstorm any differences between language used in real life and language learned in the classroom under the traditional teaching pedagogy. You may reflect on your own learning experiences when you were a middle school student.
Key: 1) In real life, language is used to perform certain communicative functions, while in a traditional language classroom, the teaching focus is often on forms rather than functions.
2) English teaching tends to focus on one or two language skills and ignore the others. In real life, we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing.
3) In reality language is always used in a certain context, but traditional English teaching tends to isolate language from its context.
Generally speaking, we often use casual words in real life, but in classrooms more formal expressions are taught.
TASK 2
Work in pairs. Think about at least three situations where we are likely to hear the question: “Why don’t you close the door?” Discuss how many functions it may have, e.g., a real question, a complaint, or something else. What implications can you draw from this regarding language teaching?
Key: Situation 1: One of the speaker’s friends always leaves the door open when he comes into the room. The speaker wants to know the reason so he says this to his friend. (It is a real question.)
Situation 2: The husband always leaves the bathroom door open after he uses it. The wife is saying this to her husband. (It is a complaint.)
Situation 3: With permission, the student enters the language teacher’s office for conference on writing. Before the talk, the language teacher says this to the student. (It’s a suggestion.)
TASK 3
Suppose you want to make a suggestion to somebody. How many different ways are there to express this intention? Write down as many ways as you can think of in the box below. Then share what you have written with a partner. Then discuss in what situations you would use each of them?
Key: 1. You should buy a black overcoat.
2. Have you thought about buying a black overcoat?
3. I think you should buy a black overcoat.
4. Don’t you think it’s a good idea to buy a black overcoat?
5. You’d better buy a black overcoat.
6. Why don’t you buy a black overcoat?
7. I suggest that you buy a black overcoat.
8. If I were you, I would buy a black overcoat.
TASK 4
Look at the sentences in the box below. They are all in present continuous tense. What is clear is that not all of them describe something that is happening at the moment of speaking. Its meaning depends on the context where it is said. Discuss the possible meaning and function each may have and share your views in a group. What implications can you draw from this for teaching the present continuous tense?
Key: The present continuous tense can be used to express something that will happen in a very short time. For example, if you hear ‘Flight CA is now landing’ at airport, it means the flight is about to land. So you may start to take out your luggage and prepare to land. Likewise, ‘the train is leaving in ten minutes’ doesn’t mean the train is leaving now, but means that the train will leave in ten minutes. Moreover, the present continuous tense may imply a feeling such as complaint, hate or praise, and it also can be used to describe something happening recently. For example, when you hear ‘She is always complaining whenever you talk to her’, you should not think she is complaining or about to complain. On the contrary, she may have just complained and people say this to express disapproval and disdain. Similarly, when you hear ‘He is making progress slowly’, it means that people are praising him because he is progressing every now and then. The present continuous tense here is also used to suggest a process.
TASK 5
Having considered the components of communicative competence, we now move to discuss its implications for teaching and learning in the language classroom. Work in groups of 4. Discuss the implication of each component of communicative competence to language teaching and learning. Write in the space provided below. Then join another group to share your views.
Key:(Adapted from Hedge, 2000:56)
TASK 6
Use the table below and reflect on your own English learning experiences. What skills have you practised most? What skills have been neglected? What are your strong and weak skills? When you are ready, go into groups and pool your experiences.
Key: Generally speaking, receptive skills such as listening and reading are practised most, while productive skills including speaking and writing are often neglected. Reading and writing are strong skills, but listening and speaking are weak skills.
It might be attributed to the traditional teaching style. Teachers often stuff us with mundane grammar knowledge and give us little chance to speak. Writing is a more comprehensive skill and requires constant accumulation. Listening and speaking become weak skills because, unlike reading and writing, which only requires a book and a pen, listening requires the tape or other listening materials while speaking is more complicated for a good partner is a necessity.
TASK 7
Functional communicative activities: Identifying pictures; Discovering identical pairs; Discovering sequences or locations; Discovering missing information; Discovering missing features; Discovering “secrets”; Communicating patterns and pictures; Communicative models; Discovering differences; Following directions; Reconstructing story-sequences; Pooling information to solve a problem
Social interaction activities:
Role-playing through cued dialogues; Role-playing through cues and information; Role-playing through situation and goals; Role-playing through debate or discussion; Large-scale simulation activities; Improvisation.
In your experiences of learning English, which of the activities listed above did you do? Make a list. How were the activities conducted? How did you feel about the activities? When you are ready, work in groups and share your experiences.
Key: Following directions: students are told to respond with corresponding actions after the teacher uttered the direction. For example, the teacher says “touch your nose”, then the students put his/ her finger on the nose. It can liven up the atmosphere and facilitates teaching and learning in that students acquire knowledge through understanding.
Role-playing through cued dialogues is often done in English classrooms. The students are divided into pairs and they just read the dialogue out, which does not help improve their communicative competence.
TASK 8
Study the following sample activities. Put a tick (√) in the box if you think the activities meet the criterion. Put a cross (×) if you do not think so. In some cases you may not be sure, so put a question mark (?). When you have finished, go into groups and compare your results.
Key:
TASK 9
Task-based Language Teaching is widely promoted in English language teaching nowadays. Many teachers are asking “What is Task-based Language Teaching? How is task-based Language Teaching different from Communicative Language Teaching? ”
Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.
Read the following definitions given by different scholars. Try to identify some main features of a task. When you are ready, share your views with a partner.(The definitions are omitted. Refer to page 27-28 of the textbook.)
Key: A task has four main components: a purpose, a context, a process and a product.
TASK 10
Study the following four activities carefully and decide which are tasks and which are exercises and think about why. When you are ready, discuss your views with your partner and use the above model to explain your reasons.
Activity 1(Adapted from Ellis, 2003:11)
Key: This activity has all the characteristics of a task.
1) The workplan specifies what the two participants in the task are supposed to do.
2) The primary focus is on meaning.
3) Student A has to talk about the dangerous moment and student B is free to ask questions to clarify. The language use is similar to a natural communicative event.
4) The task involves oral language use.
5) The cognitive process involves the choice of a structure for describing a dangerous moment.
6) The outcome of this task is the completion of a picture by student B.
Activity 2
Asking for help
Work in pairs. One student looks at card A. The other looks at card B. Practise the conversation. Take notes of your partner’s words in the blanks.(Adapted from Ellis, 2003:13)
Key: This is an example of a cue-card activity. It has some of the features of a task. For example, it requires participants to interact orally and the participants are free to choose the linguistic resources. However, the primary focus is on form because the meanings are predetermined. Also, there isn’t a clear communicative outcome. The outcome is the performance of the activity. Therefore, the purpose of this activity is to practise language. They cannot be considered as tasks.
Activity 3(Adapted from Ellis, 2003:13)
Key: It is clear that this is a drill. The primary focus is on form—the use of ‘any’ and ‘some’ in questions and replies. Learners can simply replace items and the language uses bear no features of the real-world communication. The two participants can see the shopping list and the things in a store. Therefore, there is no information gap between the two speakers and the intention of communication is missing here. Moreover, no actual outcome can be found here.
Activity 4
Look at the pictures given below. Work in groups and tell a story based on the pictures.
Key: This is not a task because students can see what is happening in each picture and telling a story. It’s simply a language practice activity—there is no communicative purpose here. If there are two sets of pictures, and one group prepare a story based on their set of pictures and tell it to a group and ask them to arrange that set of pictures in the right order based on the story, this would create a communicative purpose, and therefore a need to listen. The latter would be a good task—initially with the teacher telling the story and the learners at tables arranging the pictures.
TASK 11
Look at the two figures below and discuss the differences between TBL and PPP in terms of language exposure, language instruction, and language use. Then go into groups of four to share your ideas.
Key: TBL has a more varied exposure in addition to planned materials, and it provides students with more opportunities to practise using the language in meaningful context.
TASK 12
Work in groups of 4. Do you think CLT is appropriate for the Chinese context? What about TBLT? Why and why not? Make a list of your views.
Key: CLT has gained its popularity in China in recent years; however, it faces many difficulties such as the lack of profession and skills of teachers, the low participant of students, the large-sized class and examination-oriented education, so it is with TBLT.
第3章 国家英语课程标准
TASK 1
The following are the six designing principles for the National English Curriculum for Nine-year Compulsory Education. Match each heading from the left column with the elaborations on the right.
(Translated from English Curriculum Standards for Nine-Year Compulsory Education (Revised Version). (forthcoming). The Ministry of Education, China. pp.2-3. Beijing: Beijing Normal University Press.)
Key:标题1对应右栏第2段；标题2对应右栏第1段；标题3对应右栏第4段；标题4对应右栏第3段；标题5对应右栏第6段；标题6对应右栏第5段。《九年义务教育英语课程标准》课程理念（一）面向全体学生，注重素质教育
英语课程要面向全体学生，注重素质教育。课程特别强调要关注每个学生的情感态度和他们的学习需求，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。（二）突出学生主体，尊重个体差异
学生的发展是英语课程的出发点和归宿。英语课程在教学目标、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、发展技能、活跃思维、展现个性、发展心智和拓展视野的过程。要充分考虑学生在学习过程、学习方式等方面存在的差异。教学方法、教学资源以及教学评价等方面做到灵活多样，使不同类型的学生都有收益。（三）整体设计目标，体现灵活开放
义务教育阶段英语课程的目标是，以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生综合语言运用能力。本《标准》以及与之相衔接的《普通高中英语课程标准》将基础教育阶段英语课程的目标设为九个级别，并以学生“能做某事”的形式来具体描述各级别的要求。这种设计旨在体现基础教育阶段学生英语语言能力循序渐进的发展过程，保证英语课程的整体性、灵活性和开放性。（四）强调学习过程，倡导体验参与
现代外语教育理念注重语言学习的过程，提倡采用有利于学生语言能力发展的各种体现学习过程的语言教学途径和方法。在义务教育阶段的英语课程中，要鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言的规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略和自主学习能力。（五）注重过程评价，强调能力发展
义务教育阶段的课程评价体系应有利于激发学生的学习兴趣，促进学生的自主学习能力的发展。评价体系应包括形成性评价和终结性评价。在英语教学过程中，应以形成性评价为主，强调学生在学习过程中的表现和成就。要使评价在培养和激发学生的学习积极性和自信心等方面起到积极的作用。终结性评价应着重检测学生综合语言技能和语言应用能力。评价要有利于促进学生综合语言运用能力和健康人格的发展；促进教师不断提高教育教学水平；促进英语课程的不断发展与完善。（六）开发课程资源，拓展学用渠道
英语课程要力求合理利用和积极开发课程资源，给学生提供贴近学生实际、贴近生活、贴近时代的内容健康和丰富的课程资源；要积极利用音像、电视、书刊杂志、网络信息等丰富的教学资源，拓展学习和运用英语的渠道；积极鼓励和支持学生主动参与课程资源的开发和利用。
TASK 2
试读结束[说明：试读内容隐藏了图片]