英语学科教学论试题答案
第一篇：英语学科教学论试题答案
英语学科论 试题答案及评分标准(供参考)
Section I:(30 points)
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Section II:(30 points)
16.Problem: The lesson fails to help the students to improve their reading skills, becau it
no love no morefocus totally on the meanings and us of individual words or ntence patterns.Solution: The teacher is suggested to divide the class into three stages.In the pre-readingstage, the teacher can engage the students in some speaking activities to help them predict the
contents of the text.Thus arous their interests in the text and, more importantly, gives them a
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purpo for reading--checking the predictions.Such activities can also activate the students’
schemata about the topic that can facilitate their understanding of the text.Or it is necessary, the
tastes怎么读teacher can provide the students with the background information or list of new words to help英语发音软件
remove potential cultural or language barriers.In the while-reading stage, the teacher can design
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activities to develop the students’ skills of skimming, scanning, reading for detail or inferring.They can help the students to comprehend the text not only at the linguistic level but also at the
contextual and rhetorical levels.The teacher can also design some post-reading activities which
offer the students the opportunities of using freely the language they learnt from the text in
speaking or writing contexts.17.Problem: The lesson started with the third stage of the PPP Model--the stage of productionbut skipped the two important stages before it--the stages of prentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant
language input.Therefore, on the stage of prentation the teacher can introduce to them some
vocabulary or some reading/listening materials related to the topic and introduce to them some
uful ntence patterns of stating opinions, prenting reasons, expressing agreement, etc.The
teacher is then expected to give the students the opportunities to u the newly-prente
d language
pecan
items in a controlled framework.This may be done by drills or prompted short dialogues.Thetoo late
focus of this practice stage should be on accuracy and therefore any language errors, once spotted,should be corrected immediately.Finally comes the stage of production where the students do the
activities, like the group discussion in this ca, to experiment with the new language items freely
and creatively.Since this stage is intended to develop fluency, the teacher should refrain from
frequently interrupting a student who is speaking for immediate correction.18.Problem: The teacher should not stop the tape time and again to explain a word or
西城男孩最好听的歌information point, becau this is not the way people listen in real life.Solution: Anticipating some language or information barriers the students are likely to encounter
in the process of listening, the teacher can design some pre-listening activities to get the students
ready for the contents and language of the text.An alternative is to have the students do some
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inferring activities while they are listening.In this way they can not only have a purpo for
listening, but also develop their ability of making inferences bad on the contextual cues.19.Problem: The teacher only performed the role of a manager but neglected some othersignificant roles such as tho of a prompter, asssor, resource person, etc.Solution: A qualified teacher has many roles to play in the classroom.The communicative
language teaching features a student-centered, task-bad and Process-oriented class.T
his does
not diminish the teacher’s importance in the class, but puts a higher demand on his/her functions,especially tho associated with facilitating and monitoring the learning process.When the
students are doing an activity, the teacher needs to move around to offer encouragement andreturnback
suggestions as a prompter, give help with ideas or language as a resource person and detect
problems for immediate or delayed correction as an asssor.In addition, the teacher acts as a
controller to maintain discipline and make sure each student is participating in the activity the way
he/she is required to do.The teacher may also need to give examples of how to do an activity.In
this ca, he/she rves as an instructor.20.Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster.The
