英语教学法复习提纲.pdf

Unit 1 Language and Learning1. Language:" Language is a system of arbitrary vocal symbolsused for human communication." It can be understood inthe following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system madeup of various subsystems: from phonological, morphological,lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system butalso as a means for doing things. Most of our day-to-daylanguage use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicativetool, whose main use is to build up and maintain socialrelations between people.5. The language learning theory underlying an approach ormethod usually answers two questions:1) What are the psycholinguistic and cognitive processesinvolved in language learning?2) What are the conditions that need to be met in order forthese learning processes to be activated?6. Although these two questions have never beensatisfactorily answered, a vast amount of research hasbeen done from all aspects, which can be broadly dividedinto process-oriented theories and condition-orientedtheories.1) Process-oriented theories are concerned with how themind processes new information, such as habit formation,induction, making inference, hypothesis testing andgeneralization.2) Condition-oriented theories emphasize the nature of thehuman and physical context in which language learningtakes place, such as the number of students, what kind ofinput learners receive, and the learning atmosphere.7. Two theories:Some researchers attempt to formulate teaching approachesdirectly from these theories.1) The behaviorist theory( Skinner)-- a stimulus-responsetheory of psychologyThe key point of the theory of conditioning is that "youcan train an animal to do anything (within reason) if youfollow a certain procedure which has three major stages,stimulus, response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in whichstudents are asked to think rather than simply repeat.8. A variety of elements that contribute to the qualities of agood language teacher:1) ethic devotion,道德素质2) professional qualities 专业技能3) personal styles 个人修养Adjectives which describe further qualitiesEthicdevotionProfessionalqualitiespersonal styleswarm -heartedcreativeFlexible灵活的hardworkingResourceful 知识渊博的Dynamics有动力的enthusiasticauthoritativepatientCaringwell-informed见多识广的Attentive专心的9. How can one become a good language teacher?kindaccurateIntuitive有洞察力的well-prepared准备充分的speaking clearlyhumorousdisciplinedPersonally-trained 经过专业训练的Wallace1 s(1991)"Reflective model" to demonstrate thedevelopment of professional competence( 两种测试法： 叙»填表)Wallace' s(1991)"Reflective model"Stage 1 Stage 2GoalFrom the above model, we can see the development ofprofessional competence for a language teacher involvesStage 1, Stage 2, and Goal. The first stage is languagetraining. All English teachers are supposed to have a soundcommand of English. Of course, language is alwayschanging so language training can never come to an end.The second stage seems to be more complicated becauseit involves three sub-stages: learning, practice, andreflection. The learning stage is actually the specificpreparation(that a language teacher should make beforethey go to practice.)This preparation can be:1) . learn from others' experience (empirical knowledge 来自经验的知识)2) . learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educationalpsychology, language teaching methodology, etc.)3) . learn from one's own experienceBoth experiential knowledge (others' and one's own) andreceived knowledge are useful when the teachers go topractice. This is the combination of "craft" and "appliedscience". The learning stage is followed by practice. Theterm "practice" can be used in two senses. In one sense, itis a short period of time assigned for student teachers todo teaching practice as part of their education, usuallyunder the supervision 监督 of their instructors. Thispractice is also called pseudo practice. The other sense of"practice" is the real work that the teacher undertakeswhen he finishes his education.Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is toenable the students to use the foreign language in work orlife when necessary.11. The goal of CLTThe goal of CLT is to develop students' communicativecompetence,12. Communicative competence:Competence simply means knowledge of the languagesystem: grammatical knowledge in other words.13. Hymes (1979), communicative competence includes fouraspects:1) knowing whether something is formally possible(grammatically acceptable), which is roughly equivalent toChomsky's linguistic competence 交流内容是否规范2) knowing whether something is understandable to humanbeings;3) knowing whether something is in line with 、、有关social norms;4) knowing whether something is in fact done: Do peopleactually use language this way?14. Based on the concept of communicative competence andaiming at developing such competence, communicativelanguage teaching has the following features:1) It stresses the need to allow students opportunities forauthentic and creative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs ofthe students.4) It advocates 提倡 task-based language teaching. Studentsshould be given tasks to perform or problems to solve inthe classroom.5) It emphasizes a functional approach to language learning(i.e. what people do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles ofCommunicative language teaching1) Communication principle: Activities that involve realcommunication promote learning.2) Task principle: Activities in which language is used forcarrying out meaningful task promote learning.3) Meaningfulness principle: Language that is meaningful tothe learner supports he learning process.16. Littlewood' s (1981) classification of communicativeactivities:1) . Functional communicative activities:2) . Social interaction activities:(1) . 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(2). 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~ Improvisation17. Ellis (1990) has listed six criteria for evaluatingcommunicative classroom activities:1) . Communicative purpose:2) . Communicative desire:3) . Content, not form:4) . Variety of language:5) . No teacher intervention:Unit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance aboutwhat techniques, activities and materials will be used in theclass.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginnerand experienced teachers.20. Benefit from lesson planning in a number of ways1) . A clear lesson plan makes the teacher aware of the aimsand language contents of the lesson.2) . It also helps the teacher to distinguish the various stagesof a lesson and to see the relationship between them sothat the lesson can move smoothly from one stage toanother.3) . The teacher can also think about how the students can befully engaged in the lesson.4) . when planning the lesson, the teacher also becomesaware of the teaching aids that are needed.5) . Lesson planning helps teachers to think about the relativevalue of different activities and how much time should bespent on them.6) . The teacher soon learn to judge lesson stages and phaseswith greater accuracy.7) . Plans are also an aid to continuing improvement.8) . After the lesson, the teacher can add an evaluation to theplan, identifying those parts which went well and thosewhich were less successful.21. There are four major principles behind good lessonplanning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types ofactivities and where possible introducing students to a wideselection of materials so that learning is always interesting,motivating and never monotonous for the students.Flexibility means planning to use a number of differentmethods and techniques rather than being a slave to onemethodology. This will make teaching and learning moreeffective and more efficient.Learnability means the contents and tasks planned for thelesson should be within the learning capability of the students.Of course, things should not be too easy either. Doing thingsthat are beyond or below the students' coping ability willdiminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage areplanned in such a way that they are somehow linked with oneanother. Language learning needs recycling andreinforcement.24. Lesson planning should be done at two levels: Macroplanning and micro planning:The former is planning over time, for instance, the planningfor a month, a term, or the whole course.The latter is planning for a specific lesson, which usually lasts40 or 50 minutes.25. Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they havedone;The plan will be the basis of a record of what has beencovered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activities to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar),vocabulary, functions, topics and so on. By language skills, wemean communicative skills involved in listening, speaking,reading and writing.30. Teaching stages and procedures:Teaching stages are the major steps that language teachersgo through in the classroom. Procedures are the detailedsteps in each teaching stage.31. Three P's model: presentation, practice and production.(At the presentation stage, the teacher introduces newvocabulary and grammatical structures with reference to theircontextualized use.At the practice stage, the lesson moves from controlledpractice to guided practice and further to the exploitation ofthe texts when necessary.At the production stage, the students are encouraged to usewhat they have learned and practiced to performcommunicative tasks. At this last stage, the focus is onmeaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted inreading lessons:Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, whichhave pre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), ateacher needs to consider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit fromstudents;5) when and how to use visual aids to help with thepresentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a), b). c)....(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a), b), c)….3. STRUCTURE/GRAMMAR: a), b). c)....III. TEACHING AIDS:IV. PROCEDURES (It should be specific )1. WARM-UP (3 minutes); a), b).2. PRESENTATION (approx. 7 mins): a), b). c)....3. EXPLOITATION (approx. 10 mins); a), b). c)..„4. PERFORMANCE (approx. 15 mins): a), b). c)....5. OTHER ACTIVITIES: Check yesterday's homework(approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediately after the lesson). a),b). c)....Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: makingsuggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing.III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: Youbring a/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE (approx.15 mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and countersuggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, countersuggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers' roles:Before the class--PlannerDuring the class--1 Controller, 2 Assessor, 3 Organizer4 Prompter, 5 Participant, 6 Resource­providerAfter the class--Evaluator38. Further comments on the different roles that theteachers play in the language classroom:Controller: The teacher controls:1) . the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1) . Correcting mistakes (not making a big fuss 大惊小怪 butgentle by Harmer)2) . Organizing feedback (discouraging for the teacher to becritical 不提倡吹毛疵,focusing on Ss'success progress)Organizer: The teacher should be important and difficult as it:1) . Using creative/unlimited way2) . Envisaging 设想 activities,3) . Anticipating the problems4) . Giving clear and concise instructions5) . Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying 订正9. Taking mental notes 轮流惦记Prompter: The teacher should do:1) . Giving hints (just like time, place...)2) . Eliciting more (by saying" and…？” "Anything else?”Yes, but why...?(Ss. read the example)Participant:The teacher shouldn, t dominate or appear to beauthoritative.Resource-provider:We have criticized the jug-and-mug method, but the teachershould withhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? Andtheir definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answersPair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots ,All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-accesscenters,2. Materials aimed atself-instruction,3. Flexible timearrangement41. Harmer1 s suggestions on measures for undisciplinedacts and badly behaving Ss:1) . Act immediately2) . Stop the class3) .Rearrange the seats4) .Change the activity5) .Talk to Ss after class6) .Use the institution 制度42. In order not to hurt the Ss, Ur' s advice on problems inclass:l) .Deal with it quietly2) .Don* t take things personally 对事不对人3) .Do not use threatsUnit 5 Teaching Pronunciation43. The goals of teaching pronunciation:目的Consistency 连贯性:To be smooth naturalIntelligibility 可理解f生 :To be understandable to the listenersCommunicative efficiency: To help convey the speakers)meaning44. Three aspects of pronunciation to teach? Stress,intonation, rhythm45. One common problem in learning English of Ss: (Neglectstress and intonation)46. Ways of practicing sounds and their definitions:Focusing on a sound 单音练习:(sounds difficult to learn)Perception practice 知觉/ 领会性练习: (identify/distinguishdifferent sounds)Production practice 生成性练习:(develop Ss' ability toproduce sounds)47. Six types of production practice activities:(1) . Listen and repeat(2) . Filling the blanks(3) . Make up sentences(4) . Use meaningful context(5) . Use pictures(6) . Use tongue twister48. Practicing stress:l) .Two kinds of stress: word-level stress ; phrase-levelstress2) .Three ways to show stress pattern of words: Usegestures, use the voice, use the blackboard49. Practicing intonation:1) . There are many subtle ways: surprise, complaint, 'sarcasm讥 讽，friendliness, threats etc.2) . Two ways to make intonation: rising/falling arrows; drawlinesUnit 6. Teaching Grammar50. What are grammar presentation methods?演示法Deductive method 演义/ 推论法；Inductive method 归纳/ 诱导法51. Deductive method1) . Definition: It relies on reasoning, analyzing andcomparing.2) . Steps: giving rules/definition-----giving examplesFor example: (plural) "-s" s, x, ch.es” ...y. -iesa book a busa bodybooks busesbodies3) . Advantages: To be successful with selected andmotivated 主动的 students;To save time;To help to increase students' confidence insome exam.4) . Disadvantages: To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.52. Inductive method1) . Definition: It relies on inducing 诱导2) . Steps: give examples---induce rules3) . For example: (plural) "-s" s, x, ch.es" ...y. -iesa book a busa bodybooks busesbodies4) . Advantages: Inductive method is more effective in thatstudents discover the grammar rules themselves whileengaged in language use,53. Ur' s definition of grammar practice:"Practice may be defined as any kind of engaging with 结合/ 保证 the language on the part of the learner, usually under theteacher supervision, whose primary objective(aim/task) is toconsolidate learning "(Ur, 1988:11).54. Ur' s six factors contribute to successful grammarpractice:1) Pre-learning.2) Volume and repetition( 容量/ 重复) .3) Success-orientation 成功性联系.4) Heterogeneity 多样性.5) Teacher assistance.6) Interest.55. Two categories of grammar practice: Mechanical practiceMeaningful practice.1) .Mechanical practice involves activities that are aimed atform accuracy.Two drills in mechanical practice:(1) Substitution drills in mechanical practice: the studentssubstitute a part in a structure so that they get to knowhow that part functions in a sentence. Sometimes certainprompts are given.For example (p64):(2) Transformation drills in mechanical practice::thestudents change a given structure in a way so that they areexposed to another similar structure. The type of exercisealso helps the students to have a deeper understanding ofhow the structures are formed and how they are used.For example (p65):2). Meaningful practice.In meaningful practice the focus is on the production,comprehension or exchange meaning though thestudents "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practiceusually comes after mechanical practice.56. Using prompts for meaningful practice:( 提示/ 刺激物， 题词) .This kind of practice is usually meaningful practice1) . Using picture prompts. Ss produce sentences based onthe pictures provided2) . Using mime or gestures as prompts.3) .Using information sheet as prompts. E.g.:NamesFavoritesubjectsFavoritesportsFavoritefoodHobbiesLi LiMathbasketballporkmusicSusanChinesePing-Pong eggsreadingDavidEnglishfootballIce-creamCollectingstamps4) . Using key phrases or key words as prompts. The studentsare asked to produce language based on pictures and keyphrases (words) provided by the teacher.For example(p69).5) . Using chained phrases for story telling. Here is anexample.7 o'clock — got up - had breakfast — hurried to school —school closed— surprised —?6) . Using created situations.Unit 7 Teaching Vocabulary57. The role of vocabulary uncertainty still remainsregarding(about)What constitutes (组/ 构成)a vocabulary item,Which vocabulary items should be taught and learned, andHow vocabulary can be taught and learned mosteffectively.58. Seven suggestions helping teachers to present newwords:1) . Prepare examples to show meaning.2) . Ask students to tell the meaning first.3) . Think about how to show the meaning of a word withrelated words such as synonyms, antonyms etc.4) . Think about how to check students' understanding.5) . Think about the context in real life where the word mightbe used.6) . Think about possible misunderstanding or confusion thatstudent may have.59. How do you present and explain vocabulary if you are ateacher?(Ways to present and explain vocabulary):I) Draw pictures, diagrams and maps to show meanings orconnection of meanings;2) Use real objects (realia) to show meanings;3) Mime or act to show meanings, e.g. brushing teeth,playing Ping-Pong;4) Use synonyms or antonyms to explain meanings;5) Use lexical sets, e.g. cook: fry, boil, bake, and grill;6) Translate and exemplify, especially with technical words orwords with abstract meaning;7) Use word formation rules and common affixes.60. When does vocabulary learning become more fun andeffective?(When students study vocabulary together, say in groups,through various activities, under the teacher's supervision,when students understand the meaning of the newvocabulary)61. Some vocabulary consolidation activitiesthat can be done in class. (12)1) Labeling标注词汇：2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) World bingo:9) Odd man out:10) Synonyms and antonyms:11) Using word categories word:12) Using word net-work62. Developing vocabulary building strategies.1). Review regularly:2) . Guess meaning from context:3) . Organize vocabulary effectively:4) . Use learned vocabulary:Which clues can contribute to the discovery (revealing) ofmeaning.(1) The topic;(2) The grammatical structure;(3) The possible meaning connection between the givenword and other words;(4 ) The linguistic pattern where the word appears.Unit 8 Teaching Listening63. Reasons for poor listening:1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of training in how to use the equipment;4) Listening is not included on many important tests;5) Lack of real-life situations where language learners need tounderstand spoken English;6) Lessons tend to test rather than to train students' listeningskills.64. Why listening can be more difficult than reading:1) Different speakers produce the same sounds in differentways,2) The listener has little or no control over the speed of theinput of spoken material;3) Spoken material is often heard only once. In most cases, wecannot go back and listen again4) The listener cannot pause to work out the meaning5) Speech is more likely to be distorted by background noiseor the media that transmit sounds.6) The listener sometimes has to deal simultaneously withanother task while listening, such as formal note-taking,writing down directions or messages from telephone calls,or operating equipment while listening to instructions.65. One reason for students' unsatisfactory listeningabilities:There is not enough variety in the materials that they listen toin class. In most cases, the listening materials are dailyconversations or stories. But in reality we listen to far morethings, regardless of which language is used.67. The following are situations where Chinese people need tolisten to English. Choose eight situations that you think arethe most frequent:[]telephone conversations about business *[] radio newsin English*[] lessons or lectures given in English *[] conversationswith foreignerstrade fairs*[] instructions in English*[] watchingtelevision in English*[] watching movies in English[]shop assistantswho sell goods to foreigners[]deal with tourists[]international[]interviews with foreign-enterprises 企业 []negotiationswith foreign businesses*[] socialize with foreigners *[] hotel andrestaurant services*[] listening to English songs68. If you look back at the list of listening situations, you mayjudge the situations according to the following criteria:1) . Formal or informal?2) . Rehearsed ( 背诵/ 排练/ 练习)or non-rehearsed?3) . Can the listener interact with the speaker or not?69. The characteristics of listening in real life (adapted fromUr, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener, s response5) Speaker* s adjustment 调节70. Two major purposes in listening.*The first is for social reasons;(Like when we have a casual conversation with friends oracquaintances to maintain or build social relationships).*The second is for exchanging information.(The second kind is more difficult, according to Andersonand Lynch (1988), and needs more emphasis in thelanguage classroom, especially at intermediate 中级 andadvanced levels).71. Principles of teaching listening:1) . Focus on process: How to process the information:* They have to hear what is being said,* They have to pay attention,* They have to construct a meaningful message in theirmind by relating what they hear to what they alreadyknow.2) . Combine listening and speaking:Why is it so important?Most of the time in real life, these two skills are needed atthe same time.(There are two problems with this approach 手段.* It does not give students chance to practice listening andspeaking skills together.* The listening comprehension questions do not train thestudents how to listen or how to develop effectivelistening strategies , and only test the students,3) . Focus on comprehending meaning:4) . Grade ( 分。

0类/ 级) difficulty level appropriately:Anderson and Lynch three main categories (1988:46) affectthe difficulty level of listening tasks:(I) Type of language used;(2) Task or purpose in listening;(3) Context in which the listening occurs.72. Pre-listening activities: 1) Predicting2) . Setting the scene3) . Listening for the gist4). Listening for specific information73. While-listening activities1) . No specific responses2) . Listen and tick3) . Listen and sequence4) . Listen and act5) . Listen and draw6) . Listen and fill7) . Listen and guess74. Post-listening activities1) . Multiple choice questions2) . Answering questions3) . Note-taking and gap-tilling4) . Dictoloss75. Dictogloss:Dictogloss is a recently discovered listening activity whichrequires the use of comprehensive listening skills.Dictogloss has four stages:(1) Preparation. (2) Dictation. (3) Reconstruction. (4) Analysisand correction.76. Definitions of four stages:(1) Preparation. The teacher prepares the students by brieflytalking about the topic and key words or asking generalquestions.(2) Dictation. The teacher dictates the text twice. For the firsttime, students just listen and focus on the meaning. For thesecond time, the students take extensive notes.(3) Reconstruction. Based on their notes, the students work inpairs or groups and reconstruct the text they have heard.(4) Analysis and correction. The students compare theirversion of the text with the original, sentence by sentence.Unit 9 Teaching Speaking77. The nature of spoken language:/ (characteristics of spokenlanguage)1). What is speaking?Speaking is a skill that the students will be judged upon mostin real-life situations..2) . Spontaneous speech: Spontaneous speech means that itis full of false starts, repetitions, incomplete sentences,and short phrases.3) . Another aspect of producing spoken language is thetime-constraint.The students must be able to produce unplanned utterancesin real time, otherwise people will not have the patience tolisten to them.4) . What are the speaking activities?Considering the aspects of the nature of spoken languagediscussed above, which of the following activities do youthink would help to prepare students for real life speech inEnglish?1) . reading aloud(2)* 2). giving a prepared talk3). learning a piece of text or dialogue by heart(1)* 4).interviewing someone, or being interviewed5) . doing a drill78. Two factors should be considered in designing speakingtasks1) When we design speaking tasks, one importantconsideration is the language proficiency level of thestudents. If we ask them to do tasks that are above theirlevel, they will simply2) become frustrated and demotivated 无刺激的.On the otherhand, it is good to give the students tasks at times thatchallenge them, because if speaking tasks are all was tooeasy, they can also become demotivated.79. There are several other successful factors to considerwhen designing speaking activities:1) . Maximum foreign talk:The students talk a lot in the foreign language. Onecommon problem in speaking activities is that studentsoften produce one or two simple utterances in the foreignlanguage and spend the rest of the time chatting in theirnative language. Another common problem is that theteacher talks too much of the time, thus taking awayvaluable practice time from the students.2) . Even participationA successful task should encourage speaking from as manydifferent students as possible.3) . High motivationTeachers can do a lot to increase and maintain themotivation of students by the types of tasks that theyorganize in class. Students are eager to speak, when thetopic is interesting or there is a clear objective that must bereached. Again great care should be taken to make sure thetask is in line with the students' ability to deal with the task.4) . Right language levelIn a successful speaking task, the language is at the rightlevel. The task must be designed so that students cancomplete the task successfully with the language that theyhave.80. Using group work in speaking tasks1) . ReasonsThe first characteristic of a successful speaking task is thatstudents talk a lot in the foreign language. A second reasonfor designing speaking tasks to be completed in small groupsis that often students are afraid of criticism or losing face orthey simply feel shy about speak person or to a few otherpeople.2) . The advantages of using group in speaking tasksSmall group work helps students learn to workcooperatively and it helps them develop interpersonal skills.They learn how to work with a wider variety of peopleDevelopment of tolerance 宽容，mutual 相互 respect andharmony (1992:34).81. Purpose of speaking:Since speaking is the reciprocal/mutual of listening, thesame is true of speaking. So, it makes sense to design tasksto help the students practice both listening and speaking.82. Littlewood (1981:20) divides communicative speakingactivities into two types:1) . Functional communication activities2) . Social interaction activities.83. Few types of speaking activities/tasks.1) . Information-gap activities:students have different information and they need toobtain information from each other in order to finish thetask.2) . Dialogues and role-plays(1) Dialogue:A dialogue is always between at least two people, so wecan never predict what the other person will say next.(2) A role-playA role-play means the students can pretend they areacting as someone else.(3) The natural speech of native speakers:The natural speech of native speakers is often phrases orsentence fragments full of pauses, false starts, andrepetitions as we pointed out in a previous section.(4) Disadvantages of most dialogues presented intextbooks:Not authentic or natural.Only to teach students the grammar of the languageMost dialogues are taught.Students memorize dialogues by heart.(5) What can teachers do to make dialogues morecommunicative?To turn the dialogues into role playsTo make dialogues more similar to real-life3) . Activities using pictures Appropriate pictures providecues, prompts, situations and non-verbal aid forcommunication4) . Problem-solving activities84. Other speaking activities:5) . Find someone who...6) . Bingo ActivitiesBingo is an easy game to set up and can be used to practisemany language areas. Give the students a game card with 16boxes on it (or have them make their own). Decide whatcategory of words you want to work on - a common one isnumbers.For example, tell the students to write down one number ineach box in random order from 1 to 30. This way eachstudent will have different numbers and in different boxes,so they cannot simply look at their neighbor for the answers.The teacher calls out the numbers in random order andwrites down the numbers as she/he says them. The studentsdraw an X through the numbers as they hear them. Once astudent gets four Xs in a row either horizontally, vertically, ordiagonally, he/she can call out BINGO! The student reads outthe numbers in that line so that the teacher can check ifshe/he actually called out those four numbers.7) . Change the story8) . No specific responsesUnit 10 Teaching Reading85 . This section (task l)attempts to clarify and illustratesome aspects of the nature of reading.If the students fail to understand the nature of reading, theywill adopt inappropriate and ineffective reading strategies;If teachers fail to do so, they will be unable to help thestudents to develop effective reading skills.86 Two types of reading practice in classrooms: ReadingaloudSilent readingReading aloudSilentreadingManner Utterance of every word SilentSpeed Usually slow UsuallyfastPurpose Usually to share informationUsually to get informationSkills involved Pronunciation and intonationSkimming, scanning, predictingGuessingunknown wordsUnderstanding detailsUnderstanding relations betweensentencesand between paragraphsUnderstanding referencesUnderstanding inferencesActivity type Collective activityIndividual activityManagement in the Easy to manage as it can be Difficultto manage as teachers cannot seeclassroom observed and heard whatis going on in the students' minds87. Effective readers do the following:~ They have a clear purpose in reading;〜 They read silently;〜 They read phrase by phrase, rather than word by word;~ They concentrate on the important bits, skim the rest,and skip the insignificant parts;〜 They use different speeds and strategies for differentreading tasks;〜 They perceive the information in the target languagerather than mentally translate;~ They guess the meaning of new words from the context,or ignore them;〜 They have and use background information to helpunderstand the text.88. Definition of reading comprehensionReading comprehension means extracting 摘出（ 要点） ,therequired information from the text as efficiently as possible.A characteristic: Reading is a silent and individual activitysince the writer's intention was that the textshould be read not heard.Two broad levels in reading:i） visual signals from the eyes;ii) a cognitive 认识的, 有认识力的 task of interpreting 说 明 ,解释 the visual information, relating the receivedinformation with the reader's own general knowledge89. Skills readers need:Recognising the script/writing of a languageUnderstanding the explicitly/clearly stated informationUnderstanding conceptual meaningUnderstanding the communicative value (functions) ofsentencesDeducing the meaning of unfamiliar lexical itemsUnderstanding relations within sentencesUnderstanding relations between sentencesUnderstanding references参考书; 附 注 , 引 证 ; 基 准 , 依据Recognizing indicators in discourse 讲 稿 ; 论 说 , 论文Recognizing the organization of the textMaking inferences90. More efficient readers also need the following strategickills:Distinguishing the main idea from supporting detailsSkimming: reading for the gist or main idea.Scanning: reading to look for specific information.Predicting: guessing what is coming next.91. Some principles for teaching reading(6):—The selected texts and attached tasks should beaccessible(available) to the students.~ Tasks should be clearly given in advance. Preferably, tasksshould motivate students.~ Tasks should be designed to encourage selective andintelligent reading for the main meaning- Tasks should help develop students' reading skills~ Teachers should help the students not merely to cope withone particular text in front of them but with their readingstrategies and reading ability in general.— Teachers should help the students to read on their own.92. Two models of teaching reading1) . Bottom-up modelSome teachers teach reading by introducing newvocabulary and new structures first and then going over thetext sentence by sentence. This way of teaching readingreflects the belief that reading comprehension is based onthe understanding and mastery 熟练 of all the new words,new phrases, and new structures as well as a lot of readingaloud practice. Also, this reading follows a linear processfrom the recognition of letters, to words, to phrases, tosentences, to paragraphs, and then to the meaning of thewhole text. This way of teaching reading is said to follow abottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher shouldteach the background knowledge first so that studentsequipped with such knowledge will be able to guessmeaning from the printed page. This process of reading issaid to follow the top-down model of teaching reading justas Goodman(1970) once said that reading was "apsycholinguistic guessing game"92. The current theory views readingThe current theory views reading as interactive process. Thatis to say, the brain receives visual information and at thesame time, interprets or reconstructs the meaning the writerhad in mind when he wrote the text.93. A proficient reader should have good language skills:Recognizing words and phrases;Understanding sentence structures;Have relevant knowledge about the topic;The organization of the type of text;General knowledge about the world.94. Three stages of reading: Pre-reading activities; While-reading activities; Post-reading Activities95. Pre-reading activities *Predicting* Setting the scene* Skimming* Scanning* We mean tasks/activities that students do before theyread the text in detail.* Pre-reading activities in detail: predicting, setting thescene, skimming, and scanning.96. Predictinga) . Predicting based on the titleb) . Predicting based on vocabularyc) . Predicting based on the T/F questions97. Setting the scene* Besides discussing culture bound aspects of the text, wecan also set the scene by relating what students alreadyknow to what they want to know.98. SkimmingSkimming means reading quickly to get the gist, i.e. themain idea of the text.Some suggestions may help teachers to set up skimmingactivities:〜 Ask general questions (avoid detailed ones) which allowstudents to focus on one or two things,~ Provide 3-4 statements one of which represents themain idea.〜 Provide subtitles for different parts of a text and askstudents to put them in the right place.99. ScanningScanning means to read to locate/get specificinformation.1) Questions for a scanning activity are often for specificinformation/for certain structures,2) . When scanning, the teacher should bear inmind/remember the following things:a. Set a time limit.b. Give dear instructions for the task.c. Wait until 70% of the students finish. (Think about whyso).d. Make dear how you are going to get feedback.e. Make sure that answers to the scanning questions shouldbe scattered throughout the text rather thandustered/ga thered at one place.100. While-reading activities:* Information transfer activities* Reading comprehension questions* Understanding reference* Making inferences101. Information transfer activities 迁移/ 转换Information presented in plain text form is not facilitative不便 for information retention.保 留 ， 保持.Wheninformation in text form is transferred to another form(for example visual form), it can be more effectivelyprocessed and retained 力口工， 保留/ 记忆.The way totransfer information from one form to another is called atransition device.102. Some transition devices that are often used in teachingreading:PicturesPie charts 饼图DrawingsMapsTablesTree diagramssubtitles)小标题Cyclic diagrams 循环图reading)Bar chartsFlowcharts 流程图Chronological sequenceSubtitles (providingNotes (taking notes whilee.g.( A Picture )At the bottom centre of a piece of paper, draw a one-and-a-half inch Une from left to right parallel to thebottom of the paper. This will be Une A. Put your pencil ata point in the centre o f Une A. Draw a six-inchperpendicular Une up from that Une. This will be Une B.From the end of Une B, draw one Une at a right angle oneinch to the right (line C) and another Une at a right angleone inch to the left (Une D). Now estimate a point aboutone and a halfinches up from the end of Une B and make adot (.). Draw Unes from the ends o f Unes C and D andjointhem at the dot. What do you have?(A Flow chart)Where does the rain water come from? Where does itgo?It's always come. When they are cold enough, theclouds become rain or snow, which falls down on the land.The water from rain or snow may flow into lakes and rivers,which is called surface water. Then the rivers carry thewater back to the sea. Some- times when the rain is heavy,the rainwater goes into the deep ground, which is calledgroundwater. Part of the groundwater goes back to thesea, and part of it stays in the ground. When water goesback to the sea, it has finished the cycling. Of course,this is only a water cycle model. The real water cycling ismuch more complicated.103. Reading comprehension questionsNuttair s (1982) classification of reading questions:l).Questions for literal comprehension. Answers to thesequestions are directly and explicitly available in the text.Usually they are answered in the words of the text itself.2) .Questions involving reorganization or reinterpretation.These questions require students to obtain literalinformation from various parts of the text and put it to isimplied but not explicitly stated3) .Question for inferences. They require Ss to consider whatis implied but not explicitly stated.4) .Questions for evaluation or appreciation. These are themost sophisticated questions which involve making ajudgment about the text in terms of what the writer istrying to convey.5) .Questions for personal response. The answers to thesequestions depend most on the reader's reaction to thecontent of the text.QuestionsTypeOrdera) .Understanding reference: Pronouns refer to people orthings already mentioned previously in the context.b) . Making inferences is actually the process of relatingthe given information to what we have known about theworld104. Post-reading Activities*Discussion*Role -play* Gap-filling* Retelling* False summary* Writing1) . DiscussionA discussion is often used for a) exchange of personalopinions. This sort of discussion can start with a questionlike "What do you think of?"b) stating of personal opinionson general issues, c) problem-solving.d) the ranking( 分类 ； 顺序) 。

£ alternatives e) deciding upon priorities( 先；前)etc2) . Role-playRole-play is a very common language learning activitywhere students p/ay different roles and interact from thepoint of view of the roles they play.a) Role-play is valuable for several reasons:(1) it is motivating;(2) students interact small groups so that they have lesspressure;(3) students have the chance to practice the newlylearned language;(4) there is enough room for creativity.b) Role play usually has the following stages:(1) Defining the roles and setting up goals.(2) Pairing / grouping students and assigning roles.(3) Preparation:(a) Whole class brainstorm possible questions;(b) Students playing the same roles go into a groupto work out the questions.(4) Role play in pairs / groups.(5) Class viewing / demonstration.(6) Teacher gives feedback based on active monitoring.3). Gap- fillingThe teacher provides the students with a summary of thetext, leaving some blanks for the students to fill in.Encourage students to use as many different words orexpressions as possible.4) . RetellingThe teacher provides key words and phrases and studentsretell the story according to these words. Or the teacher asksthe students to retell the story from another character'spoint of view.5) . False summaryThe teacher prepares a summary of the text. However, itcontains some wrong information. Students are to correctthe wrong information based on their understanding of thetext.6) . WritingThe students are asked to write something based on whatthey have read.Unitll Teaching Writing14/e write for various reasons, and we write in various ways.105. What do we write in reality?For example, letters. Journals, notes, instructions, posters,essays, reports, menus. Filling forms and answeringquestionnaires are also tasks involving writing.106. Reasons for writing in reality:We write for various reasons: to convey messages; tokeep a record o f what is in our mind.107. Ways to write in reality:Some people never put down a word before rehearsingthe sentence many times in their mind, while otherpeople write down anything that comes to their mindand then do a lot o f editing and proof-reading.108. A typical writing task in traditional English textbooksjust like: A Day on the Farm;ADay in the Factory.109. Problems in writing tasks in existing English textbooks*Many writing tasks in existing English textbooks fail to have acommunicative element due to the following deficiencies( not efficiency):1) They are mainly accuracy-based.2) They are designed to practise certain target structures.3) There is insufficient preparation before the writing stage.4) There is no sense of audience.5) There is no sense of authenticity.6) Students are given ideas to express rather than beinginvited to invent their own.7) There is no opportunity for creative writing, particularly forexpressing unusual or original/creative ideas.110 What' s called A process approach to writing1) . DefinitionWhat really matters or makes a difference is the helpthat the teacher provides to guide the students throughthe process that they undergo when they are writing.2) . The features of the process approach to writing:Brown (1994b:320-l) summaries the features of processwriting as follows:1) . Focus on the process of writing that leads to the finalwritten product;2) . Help student writers to understand their owncomposing process;3) . Help them to build repertoires of strategies forprewriting, drafting, and rewriting;4) . Give students time to write and rewrite;5) . Place central importance on the process of revision;6) . Let students discover what they want to say as theywrite;7) . Give students feedback throughout the composingprocess (not just on the final product) to consider asthey attempt to bring their expression closer and closerto intention;9) . Encourage feedback both from the instructor andpeers;10). Include individual conferences between teacher andstudent during the process of composition.111. Writing through e-1) . Advantages:a. E- provides a perfect mechanism for students to submitdrafts and for teachers to look them over at theirconvenience and send them back with comments -- once,twice, or several times.b. In an e- based writing scheme, the students can not onlysend their writing to the teacher, they can also send theirwork to each other simultaneously.c. When writing through e-, students have a feeling of real­time writing.2) . Two reasons why some people may argue againstpromoting the use of e- in the teaching of writingFirst, their students do not have access to computers, letalone e-.Second, they do not have the technology for running the e-list.3) . Problems in writing tasks in existing English textbooks:(1) They are mainly accuracy-based.(2) They are designed to practice certain target structures.(3) There is insufficient preparation before the writing stage.(4) There is no sense of audience.(5) There is no sense of authenticity.(6) Students are given ideas to express rather than beinginvited to invent their own.(7) There is no opportunity for creative writing, particularly forexpressing unusual or original/creative ideas.112. A process approach to writingl)The features of the process approach to writing:There is no widely accepted definition for the processapproach to writing.Brown (1994b:320-l) summaries the features of processwriting as follows:1) . Focus on the process of writing that leads to the finalwritten product;2) . Help student writers to understand their owncomposing process;3) . Help them to build repertoires of strategies forprewriting, drafting, and rewriting;4) . Give students time to write and rewrite;5) . Place central importance on the process of revision;6) . Let students discover what they want to say as theywrite;7) . Give students feedback throughoutUnit 12 Integrated Skills (综合技能)113. Conditions for Language LearningEssentialDesirableExposure Use MotivationInstruction114. How can we integrate the four skills?The easiest form of integration is within the same medium(either oral or written), from receptive to productive skills.ReceptiveskillProductiveskillOralmediumlistening—>speakingWrittenmediumreading—>writing115. What are the implications of Integrated Skills forteaching?(1. Focus on discourse2. Adjusting the textbook contents3. Adjusting the timetable)1) . Focus on discourseDiscourse features include aspects such as:〜 the way that the text is organized~ its layout (for written text)〜 the style of the language (formal or informal?)~ the register (the vocabulary that is commonly found insuch discourse).2) . Adjusting the textbook contents3) . Adjusting the timetableUnitl3 Assessment in Language TeachingWhaf s the assessmentAssessment in £Z7-means to discover what the learnersknow and can do at a certain stage of the learning process.117. Assessment purposes that you think apply to an ELTclassroom.X 1. To discover learners' weaknessesAgree/disagreeV 2. To discover learners' achievementsV 3. To evaluate the existing curriculumV 4. To check upon teachers' performanceV 5. To motivate learnersV 6. To provide an incentive for learningV 7. To provide the basis for further planning of teaching:what to teach nextV 8. To qualify studentsX 9. To provide the basis for correctionV10. To provide criteria to qualify for higher level studiesV il. To provide learners with a sense of accomplishmentV12. To foster the ability to learn.118. Assessment methods:(Teacher* s assessment, continuous assessment, students' self­assessment, and portfolios 讲义. )1) . Teacher's assessmentResearch shows that the teacher's knowledge of childrenand their strengths and weaknesses is more accurate andsound than testing (Law and Eckes, 1995:44).2) . Continuous assessmentThe final grade given to the student is not his or her markon the final exam paper; rather, it is some kind ofcombination of the grades the learner has received forvarious assignments during the course.3) . Students' self-assessmentThe students themselves are given the chance to evaluatetheir own performance, using clear criteria and weightingsystems agreed on beforehand.4) . Portfolios.Portfolios are collections of assignments and projects thatstudents have done over long period of time.119. Assessment criteria1) . Criterion-referenced assessment 标准考试Criterion-referenced language assessment is based on afixed standard or a set criterion.2) . Norm-referenced assessment 水平考试Norm-referenced assessment is designed to measure howthe performance of a particular student or group of studentscompares with the performance of another student or groupof students whose scores are given as the norm.3) . Individual-referenced assessment 参摸考试Individual-referenced assessment is based on how well thelearner is performing relative to his or her own previousperformance, or relative to an estimate of his or herindividual ability.AdvantagesDisadvantagesCriterion-referencedNorm-referencedIndividual-referenced120. Assessment principles:1) assess authentic use of language in reading, writing,speaking, and listening;2) assess literacy and language in a variety of contexts;3) assess the environment, the instruction, and thestudents;4) assess processes as well as products;6) analyze patterns of errors in language and literacy;7) be based on normal developmental patterns andbehavior in language and literacy acquisition;8) clarify and use standards when assessing reading,writing, and content knowledge;9) involve students and parents, as well as other personnelsuch as the ESL or main-stream teacher, in theassessment process;10) be an ongoing part of every day.121. Testing in assessment ( Bellow are the most frequentlyused test formats )1) . Questions and answersStudents are asked to answer questions according toinformation provided in reading texts or recorded materials.2) . True or false questionsStudents are provided with a set of statements related tothe read or heard texts and required to decide whether theyare true or false according to the texts.3) . Multiple-choice questionsThis form can be used virtually for all language areas, suchas reading, listening, vocabulary, grammar, andpronunciation.4) . Gap-filling or completionStudents are asked to complete paragraphs or sentences byeither filling in words that they think are appropriate orchoosing the best from the given choices The test goals canbe of grammar, vocabulary or reading comprehension.5) . Matching questionsTraditionally matching is only used for vocabulary tests,6) . DictationStudents write down exactly what is read to them.7) . TransformationUsually students are asked to transfer sentences from onepattern to another but keep the original meaning.8) . TranslationStudents are asked to translate sentences or paragraphsfrom or into the target language.9) . Essay writingStudents are asked to write an essay on a certain giventopic.10) . InterviewsInterviews are often used to evaluate oral skills.Unit 14 Evaluating and Adapting Textbooks123. Good textbooks should have the following features(Tomlinsonl998):1) . Good textbooks should attract the students' curiosity,interest and attention. In order to do this, textbooks shouldhave novelty (新奇的东西) ，variety, attractive layout(present\ explain\ describe\ design), appealing content,etc. Of course they should also make sure that learningreally takes place when the students use the textbooks. It isnot necessarily enough that students enjoy the textbooks.2) . Textbooks should help students to feel at ease. The layoutof presentation, tasks and activities, and texts andillustrations should all look friendly to the students so thatthey feel relaxed when seeing them.3) . Textbooks should help students to develop confidence.Good textbooks help to build up students' confidence byproviding tasks or activities that students can cope with.4) . Textbooks should meet students' needs. What is covered inthe textbooks should be relevant and useful to what thestudents need to learn and what they want to learn.5) . Textbooks should expose the students to language inauthentic use. Generally speaking,. textbooks written inauthentic language are more motivating and challenging.6) . Textbooks should provide the students with opportunitiesto use the target language to achieve communicativepurposes.7) . Textbooks should take into account that the positiveeffects of language teaching are usually delayed. Researchinto SLA shows that it is a gradual rather than aninstantaneous process and that this is equally true forinstructed learning (formal learning).So it is important fortextbooks to recycle instruction and to provide frequentand ample exposure to the instructed language features incommunicative use.8) . Textbooks should take into account that students differ inlearning styles. Tasks and activities should be variable andshould cater for a range of learning styles so all studentscan benefit.9) . Textbooks should take into account that students differ inaffective factors. Good textbooks should accommodatedifferent attitudinal and motivational background as muchas possible.10) .Textbooks should maximize learning potential byencouraging intellectual, aesthetic and emotionalinvolvement which stimulates both right and left brainactivities. Good textbooks enable the students to receive,process and retain information through “multipleintelligences,,124. Selecting textbooksA. Choosing a textbook: questionnaire (part 1) Does thebook suit your students?1 Is it attractive? Given the average age ofYES PARTLYNOyour students, would they enjoy using it?2 Is it culturally acceptable?YES PARTLYNO3 Does it reflect what you know about yourYES PARTLYNOstudents' needs and interests?4 Is it about the right level of difficulty?YES PARTLYNO5 Is it about the right length?YES PARTLYNO6 Are the course's physical characteristicsYES PARTLYNOappropriate? (e.g. is it durable?)7 Are there enough authentic materials, soYESPARTLY NOthat the students can see that the book isrelevant to real life?8 Does it achieve an acceptable balance be- YESPARTLY NOtween knowledge about the language, andpractice in using the language?9 Does it achieve an acceptable balance be- YESPARTLY NOtween the relevant language skills, and in­tegrate them so that work in one skill areahelps the others?10 Does the book contain enough communi- YESPARTLY NOcative activities to enable the students to usethe language independently?Score: 2 points for every YES answer.1 point for every PARTLY answer.0 for every NO answer.B. Choosing a textbook: questionnaire (part 2) Does thebook suit the teacher?1 Is your overall impression of the contents and YESPARTLY NOlayout of the course favorable?2 Is there a good, dear teacher's guide with an- YESPARTLY NOswers and help on methods and additionalactivities?3 Can one use the book in the classroom with- YESPARTLY NOout constantly having to turn to the teacher'sguide?4 Are the recommended methods and appro- YESPARTLY NOaches suitable for you, your students and yourclassroom?5 Are the approaches easily adaptable if neces- YESPARTLY NOsary?6 Does using the course require little or no time- YESPARTLY NOconsuming preparation?7 Are useful ancillary materials such as tapes, YESPARTLY NOworkbooks, and visuals provided?8 Is there sufficient provision made for tests and YESPARTLY NOrevision?9 Does the book use a "spiral" approach, so that YESPARTLY NOitems are regularly revised and used again indifferent contexts?10 Is the course appropriate for, and liked by, col- YESPARTLY NOleagues?Score: 2 points for every YES answer.1 point for every PARTL Yanswer.Or for every NO answer.C. Choosing a textbook: questionnaire (part 3) Does thebook suit the syllabus and examination?1 Has the book been recommended or app-YES PARTLYNOroved by the authorities?2 Does the book follow the official syllabusYES PARTLYNOin a creative manner?3 Is the course well-graded, so that it givesYES PARTLYNOwell-structured and systematic coverageof the language?4 If it does more than the syllabus requires,YES PARTLYNOis the result an improvement?5 Are the activities, contents and methodsYES PARTLYNOused in the course well-planned and executed?6 Has it been prepared specifically for the YESNOtarget examination?7 Do the course's methods help the stu- YESNOdents prepare for the exam?8 Is there a good balance between what YESNOthe examination requires, and what thestudents need?9 Is there enough examination practice? YESNO10 Does the course contain useful hints on YESPARTLYPARTLYPARTLYPARTLYPARTLYNOexamination technique?Score: 2 points for every YES answer.I point for every PARTLY answer.0 for every NO answer.125. Maley (1998:281) suggested the following options 选择to adapt materials:1) . omission: the teacher leaves out things deemedinappropriate, offensive, unproductive, etc., for theparticular group.2) . addition: where there seems to be inadequate coverage,teachers may decide to add to textbooks, either in theform of texts or exercise material.3) . reduction 简 化 , 缩减：where the teacher shortens anactivity to give it less weight or emphasis.4) . extension: where an activity is lengthened in order to giveit an additional dimension. (For example, a vocabularyactivity is extended to draw attention to some syntacticpatterning.)5) . rewriting/modification: teacher may occasionally decideto rewrite material, especially exercise material, to make itmore appropriate, more "communicative", moredemanding, more accessible to their students, etc.6) . replacement: text or exercise material which is consideredinadequate, for what- ever reason, may be replaced bymore suitable material. This is often culled from otherresource materials.7) . re-ordering 重排：teachers may decide that the orderin which the textbooks are presented is not suitable fortheir students. They can then decide to plot a differentcourse through the textbooks from the one the writer haslaid down.8) branching: teachers may decide to add options to theexisting activity or to suggest alternative pathways throughthe activities. (For example, an experiential route or ananalytical 分析的 route.)126. Textbook adaptation can be done at three levels.The first level is macro adaptation, which is ideally donebefore the language program begins. After comparing whatis covered in a textbook and what is required by the syllabusor examination, the teacher may find that certain areas oreven whole units of the book can be omitted, and certaincontents need to be supplemented. Macro adaptation isvery important because it helps to avoid waste of time andenergy of the teacher and the students as well. It also helpsthe teacher to see in advance what he or she needs tosupplement so that he or she can keep an eye on materialsthat could be used.The second level of adaptation is adapting a unit. Thiscould be reordering the activities, combining activities,omitting activities, rewriting or supplementing exercisematerial, etc. Unit adaptation helps to make the classroomteaching more smooth and cohesive. It also helps theteacher to better fulfill the aims of a unit.The third level is adaptation of specific activities in a unit.Occasionally an activity is regarded as valuable, but it is notwell-designed or it is not feasible in a particular class. If theteacher does not want to give up the activity, he or sheneeds to adapt it.127 .匹配题A Skinner:B Noam Chomsky:C Hymes:D Good lesson planningE lesson planF teacher' s roleG groupingH HarmerI U rJ goals of teaching pronunciation:1. The behaviourist theory2. Cognitive theory3.Communicative competence4. Flexibility5. Teaching stages and procedures6. Participant7. Individual study8. Measures for undisciplined Ss9. Donz t take things personally10. ConsistencyK teaching grammar:L teaching listening:M pre-listening activities:N post-reading activities:O Ur' s six successful grammar practice, factors:P successful factors to consider when designing speakingactivities:Q teaching readingR pre-reading activities:S the goals of teaching pronunciation:T Ellis' six criteria about evaluating communicative classroomactivities:1. Inductive method2. Combine listening and speaking3. Setting the scene4. Dictoloss5. Heterogeneity6. Even participation7. Top-down model8. Predicting9. Intelligibility10 no teacher intervention。