1What makes a good language teacher and how can one becomea good language teacher
1.A good English teacher should enable the students to communicate in English inside and outside class.
2.A good English teacher should have a goal in teaching. A major goal in English teaching is to enable learners to u English effectively.
3.A good English teacher should from the start establish English as the main classroom language.
4.insightA good English teacher should create conditions for learning.
5.A good English teacher should d o all he can do to stimulate the students ' motivation to learn.
2According to Hedge, what are the five main components of communicative competence
1旁注Lin guistic compete nee ‘ is concerned with kno wledge of the Ian guage itlf, its
form and meaningbetteroff'(Hedge, 2000:46). More specifically, it involves spelling,
pronunciation, vocabulary, grammatical structure, etc. Hedge emphasized that linguistic competence is an integral part of communicative competence and it is wrong to think that communicative language teaching does not aim for high standard of linguistic correctness.
2range hoodPragmatic compete nee is concerned with the appropriate u of the Ian guage in
social context. That is to say, the choice of the vocabulary and structure depends on the tting, the relative status of the speakers, and their relationships. In Hymes's words, to know ‘when to speak, when not, what to talk about with whom,
when, where and in what manner '.
3trimmingDiscour compete nee refers to one' s ability to create cohere nt writte n text or
conversation and the ability to understand them (Canale and Swain, 1980).
4Strategic compete nee refers to strategies one employs whe n there is com muni cati on
breakdown due to lack of resources. One can compensate for this by arching for
other means of expression, such as using a similar phra, using gestures, or using longer explanation.
5Fluency meansone' s ability to 'link units of speech together with facility and
without strain or inappropriate slowness or undue hesitation '合影英文(Hedge, 2000:54).
3What are the Principles of the Communicative Language Teaching suggested by Richards and Rodgers (1986:72)
1Communi cati on prin ciple: Activities that in volve real com muni cati on promote
learning.
2Task principle: Activities in which Ianguages is ud for carr ying out meaningful
tasks promote learning.
3meaningfulness principle Language that is meaningful to the learner supports the
learning process.
4task
5火车票务What are the main features of Task-Bad Language Teaching
6According to Clark, Scarino and Brownell, what are the four main components of a task
1)a purpo: making sure the students have a reason for undertaking the task
2)a context; this can be real simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors.
3)a process: getting the students to u learning strategies such as problem solving, reasoning, inquiring,
4)a product: there will be some form of outcome, either visible(a written plan, a play, a letter etc.)or invisible(enjoying a story, learning about another country, etc.)
7What are the differences between PPP and TBL
One perspective looks at practice and the way students u and experience the language. The other perspective looks at theory and the procedures and context of learning.
A. The way students u and experience language in TBL is radically different from PPP
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B. TBL can provide a context for grammar teaching and form focud activities while PPP is different in this aspect.
PPPoffers a simplified approach to language learning. It is bad upon the idea that you
宁波早教can prent language in a neat and clear way. Your language develops by adding new forms from one lesson to the next. Rearch shows that a wide exposure to language with sufficient opportunities for students to practice using the language in a meaning context is the best way of ensuring that students will acquire it effectively (Frost 2004).
8What are the basic five steps in designing tasks (P. 34) Step1: Thin k about students ' needs, interests, and abilities What are the needs, interests and abilities of the students What kind of things do they like to do What can they handle Step2: Brainstorm possible tasks
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