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1、科研方法与学术论文写作考试卷Exam question:Follow the instructions below and write a literature review with no less than 2000 words. 1) Choose a research topic based on your own teaching experience, what you have read in English teaching journals, or your own interests. 2) Find at least 20 books and journal articl
2、es on the topic. There should be at least 1 empirical studies in the list of literature that you find. 3) Read the literature critically and make reading cards if necessary.4) Organize the literature based on what you have learned in Modules 2, 9 and 10.5) Find out about what needs to be done about
3、this topic in the future.6) Write an outline for the literature review.7) Write the literature review.8) Provide a list of references at the end of your literature review. For example, if you are interested in using portfolio as a way of assessing students learning outcome, you should search the int
4、ernet, the library or other sources to find books that talk about different ways of assessment, and empirical studies on using portfolio in ESL/EFL assessment. Read the previous research in this area critically. Find out what has been done in this area and what needs to be done in the future. Write
5、an outline for your literature review and then write it. On How toTeach English in Large ClassesAbstract: It is widely admitted that teaching English to a large class has certain disadvantages over a small class. But in most primary and secondary schools in China, large class teaching is still a com
6、mon practice. Some latest research shows that English teachers in many schools in China often have to face special difficulties in achieving the aims set by the new English Curriculum Standard for Primary and Secondary Schools. Therefore, it is necessary for those teachers to understand the main pri
7、nciples and learn some basic strategies for large class English teaching in order to improve their teaching. This paper aims to analyze common factors and special difficulties in large class situation, followed by some guidelines for large class EFL teachers, with each guideline underpinned by certa
8、in educational theory and principles. The argumentation will be stated in seven aspects: (i) Teachers good understanding of individual learners; (ii) Clarifying learning goals to inspire the motivation and interest of the learners;(iii) Different learning materials and assessment criteria for differ
9、ent learners according to their levels;(iv) Use of group work and collaborative learning;(v) Improving drilling techniques to accelerate the transformation of English knowledge to language competence;(vi). Foster the students independent learning abilities and reduce their dependence on teacher, and
10、 (vii) Personal communication between teachers and students. Key words: EFL teaching big class teaching teaching strategies new Curriculum StandardThe main characteristics of the Context of Curriculum Standard can be summarized in two propositions. One is more importance being attached to the learni
11、ng process and learn ing strategies of learners instead of only just focusing on results of learning. The other is transformation from teacher-centred tradition to the learner-centred learning, i.e., more attention to the individuality of learners, such as their self-discipline, their self-dependenc
12、e, and their self-determination. On the other hand, since in most part of China large classed are still a reality and they poses particular challenges for EFL teachers in the course of fulfilling of their duties suggested in the Curriculum Standard. Therefore, it is necessary to suggest ways for lar
13、ge class EFL teachers to cope with the special problems in large class English teaching in order help them improve their teaching.In spite of many challenges that large class EFL teachers may encounter in their work, it also has some advantage s compared with small class teaching. 1.They can share m
14、any different ideas and interesting life experiences.2.They can discuss and learn from each other.3.They can learn to share responsibilities and help each other when doing group work.4.More students can makes the group work and collaborative learning more effective,.5.More students may bring up vari
15、ety and speeds up the work, etc.Therefore, it is not the number of students that is the determinant of success in EFL teaching. Teachers management and administration of the classroom activities is of key importance. In the following parts I will give some suggestions to large class EFL teachers.1.
16、Good understanding of individual learners in large class English teachingGood understanding of every student in a large class is the very beginning of a successful teaching. The feeling of being cared by teacher may lead to interest and passion in learning, while the feeling of being neglected may d
17、epress the learners from the beginning. In a large class situation, as the opportunity for contact between students and teacher is significantly reduced, which results in less individual attention for the students, Only by knowing the individual student better can it be possible for the teacher to s
18、erve specific help for them in their language learning and thus make the teaching more pertinent. Useful skills for teachers to get better understanding of their students include:1.Try to know more about the students personalities.2.Get to know as much as possible about the students learning experie
19、nce.3.Get to know something about the students hobbies, and their special talents.4.Give the students a well-prepared language test to know their English levels.5.Try to know more about the students grade of other subjects.2. Clarifying learning goals to inspire the motivation and interest of the st
20、udentsKnowing clearly what to do and why to do it is always helpful for students learning any subject. It is also the case in large class English teaching. To stimulate and sustain the students interest in learning is a priority in large class teaching. Students who have more interests in English le
21、arning are often ready to take greater effort in their study and thus get a better understanding of the language they learn. Study shows that those who have more clear structure and set of goals to guide their learning in class often get better results than their fellow classmate. Being aware of the
22、 goals they are expected to achieve also helps the students to monitor their own learning and check their understanding against the stated objects. As a result of all this, learners who has interests and passion in English learning can always save much of the teachers effort. So it is important for
23、the teacher in large class English teaching to clarify learning goals for the students. Understanding of the common negative factors that affect the quality of learning may help teachers in protecting students interests. The following are commonly used strategies for this purpose:1.Give the students
24、 a clear, detailed syllabus and refer to it frequently.2.Help the students to identify the key concepts to be taught in each class, illustrating each main point.3.Ask the students to write down the main points at the end of each lesson.4.Improve classroom activities to grasp the students attention.5
25、.Use models to arouse the students intimation.3. Different learning materials and assessment criteria for different learners according to their levelsThe explanation of the text and grammar, the practice of the conversation, the different training in listening, speaking, reading, and writing are all
26、 need to classified in to different levels to suit the students in hi/her class. Assignment and assessment are also need to carry out at different levels.When planning a group work, teachers should know clearly what the students are supposed to achieve and outline expectation and provide guidance on
27、 how to coordinate the group object. Other points for teachers to know when carrying out a group work are listed below.1.Decide what kind of group the students will form, mixed-ability group or same-ability group.3.Set the language goals for each group.3.List each member in each group.4.Choose the f
28、aster, more able one as the group leader5.Make sure each one in the group can contribute to the fulfilment of the task.6.Move around the classroom to see what progress learners are making and what problems are coming up.7.Assess each groups work with proposals.5. Improving the drilling techniques to
29、 accelerate the transformation of English knowledge to language competenceIf teachers can put more attention to the following details, they may get a better result in their large class teaching.1.Plan a group project in which each group member will have their own special task that is connected to th
30、e others.2.Each group member sign a contract in which they each agree to do their own task and finish it.3.Check that the pair work and group work have specific target.4.Make proper use some traditional activities, such as dictation, reading in groups, reciting 6. Foster the students independent lea
31、rning abilities and reduce their dependence on teacherOnce they have formed their own learning system, the students will be less dependent on their teachers, and reduces reliance on teacher as the only source of information. The following are some good qualities that good English learners have. Teac
32、hers can take measures to cultivate these qualities that will help the large class English learners by:1.Give mini-lectures on such topic as how to study English, how to improve your reading, etc; 2. more learning resources, such as pictures, photos, newspapers, magazines, story books and other Engl
33、ish reading or recordings from radio and TV programmes3.Use computers and internet 4.Organize after-class activities, such as English corner, English party, English wallpaper, and reading clubs,ReferencesEllis, R. 1994. The study of second language acquisition M. Oxford: Oxford University Press. Jer
34、emy Harmer. 2003. The practice of English Language Teaching. 3rd. M. Longman. Michael J. Wallace. 1998. Action Research for Language Teachers M. Cambridge University Press.Monk, G. Stephen. Student Engagement and Teacher Power in Large Classes: Learning in Groups. A. In Clark Bouton and Russell Y. G
35、arth. (Ed.), New Directions for Teaching and Leaning. No.14. C. San Francisco: Jossey-Bass.Nolasco, R and Arthur, L. 1988. Teaching Large Class. M. Macmillan. Shi Liangfang 2001 Theory of Learning M Beijing: Peoples Education Press.生命列车The Train Of Life1. 不久以前，我读了一本书。书中把人生比作一次旅行。2. 人生一世，就好比是一次搭车旅行，要
36、经历无数次上车、下车; 时常有事故发生; 有时是意外惊喜，有时却是刻骨铭心的悲伤 3. 降生人世，我们就坐上了生命列车。我们以为我们最先见到的那两个人-我们的父母，会在人生旅途中一直陪伴着我们。 4. 很遗憾，事实并非如此。他们会在某个车站下车，留下我们，孤独无助。他们的爱、他们的情、他们不可替代的陪伴，再也无从寻找。 5. 尽管如此，还会有其他人上车。他们当中的一些人将对我们有着特殊的意义。 6. 他们之中有我们的兄弟姐妹, 有我们的亲朋好友。我们还将会体验千古不朽的爱情故事。7. 坐同一班车的人当中，有的轻松旅行。8. 有的却带着深深的悲哀 还有的,在列车上四处奔忙，随时准备帮助有需要的人
37、 9. 很多人下车后，其他旅客对他们的回忆历久弥新 但是，也有一些人，当他们离开座位时，却没有人察觉。10. 有时候，对你来说情深义重的旅伴却坐到了另一节车厢。你只得远离他，继续你的旅程。11. 当然，在旅途中，你也可以摇摇晃晃地穿过自己的车厢，去别的车厢找他 12. 可惜，你再也无法坐在他身旁，因为这个位置已经让别人给占了 .13. 没关系。旅途充满挑战、梦想、希望、离别 就是不能回头。因此，尽量使旅途愉快吧！14. 善待旅途上遇见的所有旅客，找出人们身上的闪光点。15. 永远记住，在某一段旅程中，有人会犹豫彷徨，因为我们自己也会犹豫彷徨。16. 我们要理解他人，因为我们需要他人的理解。17
38、. 生命之谜就是：我们在什么地方下车？坐在身旁的伴侣在什么地方下车？我们的朋友在什么地方下车？我们无从知晓 18. 我时常这样想：到我该下车的时候，我会留恋吗？我想我还是会的。和我的朋友分离，我会痛苦。让我的孩子孤独地前行，我会悲伤。 我执著地希望在我们大家都要到达的那个终点站，我们还会相聚 19. 我的孩子们上车时没有什么行李，如果我能在他们的行囊中留下美好的回忆，我会感到幸福。20. 我下车后，和我同行的旅客都还能记得我，想念我，我将感到快慰。21. 献给你, 我生命列车上的同行者, 祝您旅途愉快!1. Not long ago, I read a book, in which a man
39、s life was compared to a journey.2. The life of a man is just like a hitchhiking，during which many times we go up and down. Now and then things will happen accidently, some of which are to be unexpected excitement，while some heart-breaking sorrows. 3. When first embraced the world，we are already on
40、the train of life. We take it for granted that the first two persons, our parents, whom we are encountered with, will accompany us all the way.4. Sadly，things do not go on as we thought.Our parents will get off the train at a certain station，leaving us, bereft and helpless.Their love and emotion to
41、us and their irreplaceable company can be found in nowhere.5. However，there will be somebody else who will get on the train. Some of them will have special meaning to us.6. Some of them may be our siblings , relatives and friends, and we will also expereince the imperishable love.7. Some of our trav
42、elling companions are quite light-hearted on the way.8. While some may bear immense sorrow.Still some ,back and forth, are ready to hold out their hands for others who need help.9. Some people alight off the train, yet they are still kept in the mind of the other passengers for long;some, to the opp
43、osite, leave their seats without being noticed.10. Sometimes, the one,who is dear to your heart, has huddled into another carriage. Nothing but one you can do is just to keep on going, far away from him.11. Of course, during the journey, you may stagger to another carriage to look for him.12. Its a
44、pity that you will never seat yourself beside him because the seat has been engaged by others. 13. Never mind. The journey is full of challenges,dreams, hopes and departures- but only one thing is that you cant turn back. So, have a good journey with heart and soul.14. Show your good-will to all the
45、 passengers you are encountered with, and find the merits of theirs.15. Remeber that someone may oscillate just as we do in the journey.16. We should understand others just as we need others understanding.17. The enigma of life is：Where shall we get off the train of life?And how about the companions
46、 beside us?And our friends?We dont know.18. Sometimes I think：When my time comes to get off the train，shall I miss it？I think I will.It is a suffering when I part with my friends.I will be sorry for leaving my kids going alone.I firmly hold that when we get to the terminal，we will have another reuni
47、on.19. When my kids get on the train of life, they have only little luggage in their travelling bags. However,if I can leave the beautiful memory in them,I will be happy. 20. After getting off the train of life, I will be content if my fellow passengers will remember me and miss me.21. To you , the companions on my train of life.May you have a good journey!