Revision contents:
Unit 1 Language and Learning
Views on language
Views on language learning
1. What are the major views of language? What are their implications to language teaching or learning?
2. Some language teachers argue that we should “teach the language” rather than “teach about the language”. What are the major differences between these two approaches to language teaching?
3.Audiolingual approach to language learning
4. 5. 6. on their own understanding of certain rules.
Unit 2 Communicative Principles and Activities
What is communicative compentence? Try to list some of its components.
Principles in communicative language teaching/ strong version and week version
List some of the communicative activities.
What is a task/its components
Unit 3
The overall language ability required in the 2001 National English Curriculum includes the following aspects4. Lesson Planning
What is lesson planning?
Principles for good lesson planning
Components of a lesson plan
Unit 5 Classroom Management
What is ?
Types of student grouping and their advantages and disadvantagesClassification of questions
How to deal with errors?
Unit 6 Teaching Pronunciation The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.
List some methods of practicing sounds.
Unit 7Teaching Grammar
Grammar presentation methods Unit 8 Teaching Vocabulary
What does knowing a word involve? Receptive vocabulary and productive vocabulary.
List some ways of presenting new words
How to consolidate vocabulary?
Developing vocabulary building strategies
Unit 9 Teaching Listening
Characteristics of listening process
Principles and models for teaching listening
As far as classroom procedures are concerned, the teaching of listening generally follows three stages: stage,1
Unit 10 Teaching Speaking
What are the characteristics of spoken language? Discuss their implications to teaching. List some of the speaking tasks that the students are often asked to do in language classroom
Unit 11 Teaching reading
The role of vocabulary in reading:
Skills involved in reading comprehension Stages involved in Teaching Reading
Problems in reading are often seen as a failure to recognize words that may not exist in the learner’s vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.
In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities?
Unit 12 Teaching Writing
What is the main idea of communicative approach to writing?
What is the main idea of the process approach to writing?
Exercises for the course of English teaching methodology
I. Multiple choice
Directions：Choose the best answer for the following questions and write your answers on the answer sheet.
1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?
A. Structural syllabus.
B. Situational syllabus.
C. Functional syllabus.
2. Which of the following is a communicative activity?
A. Listen to the weather broadcast and fill in a form.
B. Listen to the weather broadcast and talk about a picnic.
C. Transfer the information from the weather broadcast into a table.
3. In which of the following situations is the teacher playing the role of a prompter?
A. Explain the language points and meanings of words and sentences.
B. Give examples of how to do an activity after the explanation and instructions.
C. Elicit ideas from students.
4. Which of the following is a social interaction activity?
A. Information gap.
B. Role-play.
C. Information transfer.
5. What reading approach is based on the assumption of reading as a guessing game?
A. The top-down approach.
B. The bottom-up approach.
C. The interactive approach 6. What reading strategy does the following activity help to train?
The students were asked to read each paragraph and then match the paragraph with relevant headings.
A. Inferring.
B. Scanning.
C. Skimming.
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7. Which of the pre-reading activities exemplifies the bottom-up approach?
A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.
B. The teacher raises several questions about old people and asks the students to discuss in pairs.
C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old people’s life.
8. What listening skill does the following activity help to train?
Listen to the folio-wing text and answer the multiple-choice question.
In this dialogue, the speakers are talking about________.
A) going to a picnic B) attending a concert C) having a party
A. Listening for gist.
B. Listening for specific information.
C. Listening for detailed information.
9. Which of the following features does spoken English have?
A. It is generally produced in fairly simple sentence structures.
B. It is produced with little redundancy.
C. It is produced with good organization.
10. What should a required lesson plan look like?
A. a copy of explanation of words and structures
B. a timetable for activities
C. transcribed procedure of classroom instruction
11. For better classroom management, what should the teacher do while the students are doing activities?
A. participate in a group
B. prepare for the next procedure
C. circulate around the class to monitor, prompt and help
12. Which of the following activities can best motivate junior learners?
A. games
B. recitation
C. role-play of dialogues
13. To cultivate communicative competence, what should correction focus on?
A. linguistic forms
B. communicative strategies
C. grammatical rules
14. Which of the following activity is most productive?
A. read the text and then choose the best answer to the questions
B. discuss on the given topic according to the text you have just read
C. exchange and edit the writing of your partner
15. To help students understand the structure of a text and sentence sequencing, we could use----- for students to rearrange the sentences in the right order.
A. cohesive devices
B. a coherent text
C. scrambled sentences
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16. The purpose of the outline------ is to enable the students to have a clear organization of ideas and a structure that can guide them .
A. in the actual writing
B. in free writing
C. in controlled writing
17. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given A. deductive grammar teaching
B. inductive grammar teaching C. guiding discovery
18. It is easier for students to remember new words if they are designed in ------and if they are ------and again and again in situations and contexts.
A. context, same
B. context, different C. concept, difficult
II. Definition Directions: Define the following terms 1. Communicative compentence 2. Lesson planning
3. Classroom management 4. Receptive vocabulary and productive vocabulary. 5. Sight vocabulary
6. Information-gap activities
7. Display questions 8. Task 9. Audiolingual approach to language learning
10.Reading III. Blank filling Directions: fill in blanks according to what you’ve learn in the course of foreign language teaching. 2. 3. on their own understanding of certain rules.
4. The overall language ability required in the 2001 National English Curriculum includes the following aspects 8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: IV. Problem Solving
Directions: Below are some situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.
1．In one of the lessons. Mr. Li arranged the students into groups to talk about what they want to be when they grow up. To ensure that
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they applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was talking in Chinese. Problems:
1) Maybe the topic does not correspond with the students’ current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interest in such a talk.
2) The activity is much controlled. They may like to talk about their hobbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active.
3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When students have difficulty in expressing themselves in English, they will switch to Chinese.
4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part.
Solutions: 1）The teacher can ask the students to talk about their hobbies freely without considering the structure
2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to form a hobby club.
3) It’s better to explain to the students the value of such kind of activity.
4) The teacher can circulate around to encourage the students to talk in English.
2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle school students. Problems:
1) Authentic materials are desirable in cultivation of communicative competence. But they should correspond to students" ability. News reports from China Daily are too difficult for middle school students.
2) The content of news reports may not be relevant to the course requirement of middle school English.
Solutions:
1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt the material or select those reports which are easier to read and more relevant to students" interests.
2) If he can, it is better to select news reports from other newspapers which are relevant to the students" life and study. It is necessary to bear in mind the students" needs when selecting materials for classroom instruction.
(第一项要求写出两点即可，而第二项要求能说出两点。)
3. When two students were acting a scene in a restaurant, one of the students tended to pause and make some grammatical mistakes. To help the student, the teacher gave hints here and there, and helped him to get his language right.
Problems:
1）This is a communicative activity. The teacher should allow the students enough freedom instead of issuing too much control.
2) The teacher should no, correct the errors here and there because the focus of the activity is on fluency, not on accuracy or form. Teacher’s intervention may divert the students" attention from negotiating and exchanging information.
3) The teacher needn’t give the students hints while they are acting the scene.
Solutions:
1) It is advisable that the teacher wait until the activity has been completed before he gives feedback on the language and corrects the errors.
2) The teacher can let the students go on and wait until they finish before he gives comment on their performance.
(问题部分要求写出两点，解决方式可以只写一点。)
4. The following is what happens to most reading lessons.
The teacher asks one student to read the text paragraph by paragraph, and then he asks the students to paraphrase some sentences, translate some sentences and answer some questions. At the end of the lesson, he asks the students to fill in the blanks based on the
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text. Problems:
1) This kind of approach fails to take the text as a whole. In this approach, reading becomes language study, which contradicts the objective of reading instruction.
2) This approach does not help to train reading strategies like skimming, scanning, inferring and so on.
3) This approach can help to solve the problem of vocabulary and structures in reading, but fails to help enrich students" background knowledge and thus powerless in constructing students" schema. Solutions; 1) First make clear the objectives of the reading lesson and then design activities to attain the objectives.
2) There should be activities to train reading skills and strategies.
3) There should be information understanding, information transferring and information application activities.
(两部分都须写出至少两点．)
5. This is what usually happens in a listening lesson.
The teacher plays the recorder, students listen and do the multiple choice, sentence completion questions in the listening course book. Now and then, the teacher stops and nominates some students to check other students" understanding. At the end of the lesson, as the text book requires, the teacher arranges the students into pairs or groups to conduct some dialogue(s) or discussion.
Problems:
1) The teacher follows the course blindly and cannot make adaptation in accordance with the students" needs and different course requirements.
2) Multiple choice and sentence completion exercises are too artificial and cannot help to train real-life listening skills. In real life, we seldom listen to make multiple choices or fill in blanks. 3) The dialogue and discussion come too late. When they are conducted at the end of the lesson, it gives a feeling that the teacher can arrange no more activities and students tend to prepare for leaving.
4) This kind of approach is too rigid and cannot motivate the students.
Solutions:
1) The teacher should adapt the course materials. It is necessary to make adjustments to suit the different needs of students and different course requirements.
2) There should be pre-Listening tasks.
3) The instruction should focus on training of real life listening abilities instead of simply the ability of making multiple choices.
4) The teacher should do more than just press the button. He should try his best to facilitate listening in class. It is necessary to design a variety of listening activities to foster listening strategies.
(每部分要求至少回答出两点。)
6. In a writing lesson, the teacher writes the topic "Environmental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.
Problem： As the teacher asks the students to finish the writing task in class, it is better not to adopt such product-oriented approach. Even using this approach the teacher should do more than just assigning the writing task. The teacher should help the students gather materials and generate ideas, monitor the writing process, and make sure students' writing are to the requirement.
Solution： It is better to adopt the process approach. If the process approach is adopted, there should be pre-writing stage, writing stage, revising stage and also rewriting. For example, the teacher uses a brainstorming activity to ensure good thinking on the part of the students. As there will be no good writing without good thinking. Activities can be designed for students to make an outline. And it is better for them to make two drafts. When the students finish the first draft, the teacher can give some suggestions for peer or group editing and then ask the students to write the second draft.
7. At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned.
Problem： The activity does not practice the grammar but test it. Multiple choice questions are not suitable for the practice of grammar
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structures.
Solution： Multiple choice questions can be used at the evaluation stage. For the practice stage, the teacher can design some mechanical practice. He can also design some semi-controlled activities, or activities involving real communication. It all depends on what kind of grammatical items are practiced.
8. At the production stage of a speaking lesson, the teacher divides the students into 6 groups to do the discussion. And then the teacher retreats to a corner of the classroom to prepare for the next activity.
Problem： The role of the teacher in this activity is not appropriate as there is too little involvement of the teacher.
Solution： In this activity, the teacher should assume the role of designer, manager, prompter, assessor and also a source of help. While the students are working in groups, the teacher should be with the students to monitor the process and offer help when needed.
9. In an oral class, a teacher asks students to answer questions. To ensure smooth progress of his lesson, he always asks the excellent students to answer questions.
Problem： This kind of approach is not helpful for student participation. According to the acquisition theory, only when there is enough participation, especially participation in productive activities, on the part of the learners can acquisition take place. If the teacher always flies with the excellent students, neglecting the poor ones, the poor students will have no chance to participate and by and by they will have no more interest and will withdraw completely from learning.
Solution： The teacher can adopt some strategies to ensure equal nomination of students. He can also direct different questions to different students. If the excellent students put up their hands too often, he can wait until no other students volunteer before he nominates the good students.
10. In a reading lesson, at the while-reading stage, the teacher assigns some skimming tasks, but some students are consulting their dictionaries for new words and expressions. The teacher notices all this but pretends not to see.
Problem：As it is a skimming task, the purpose is to train reading strategies, not understanding of individual words. There is no need to consult the dictionary for individual words in order to get the main idea of a material. If the words are important for understanding, the teacher can encourage the students to guess from the context.
Solution：The teacher should encourage the students to learn to guess the meanings of new words from contextual clues. Strategies of dealing with new words should be introduced to students. The teacher should demonstrate how to skim and tell them what they should do when they meet new words. If it’s common among students to look up new words in dictionaries, the teacher can ask the students to explain why they have to consult dictionaries. It is necessary for the students to understand teachers’ instruction and know when to do what.
V. Essay questions
Directions: write an essay according to the following requirement
1. What are the major views of language? What are their implications to language teaching or learning?
2. Some language teachers argue that we should “teach the language” rather than “teach about the language”. What are the major differences between these two approaches to language teaching?
3. What are the characteristics of spoken language? Discuss their implications to teaching.
4. What is the main idea of the process approach to writing?
5. Problems in reading are often seen as a failure to recognize words that may not exist in the learner’s vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.
6. In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities?
7. Grammar presentation methods
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