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1、英语教学理论和实践作业答案英语教学理论与实践作业 The Communicative Approach 姓名： 班级： 得分： 单元作业：Below is a summary of the basic features of Communicative Language Teaching. Using what you have learnt, complete the summary with words or expressions. You’ll find the answer key on the site . The emphasis in ELT is on the p
2、rocess of communication rather than mastery of language forms.Objectives To be able to share thoughts, values and judgements in the target language. Syllabus- Situations we use the language in (e.g. travel, business, etc.)_(1)_Topics_we talk about (e.g. personal identification, shopping, etc.) Funct
3、ions we perform (e.g. describing, requesting information, expressing agreement, etc.) _ (2)_Notions_ we express (e.g. time, frequency, duration, etc.) VocabularyGrammar Classroom activities- Pre-communicative activities aim to help pupils learn the language forms, without actually requiring them to
4、perform communicative acts. They focus on_ (3)_accuracy_. Communicative activities aim at the communication of meaning. They focus on_(4)_fluency_. They pass from strictly guided tasks through_(5)_semi-guided tasks_ to free-communication tasks. 1. Functional Communication Activities: the main purpos
5、e of the activity is that learners should use the language they _(6)_know_ in order to get_(7)_meaning_ across as effectively as possible. In the process of performing certain tasks pupils will:a. share information, e.g. pair/group tasks: following directions; picture identification; discovering dif
6、ferences; discovering missing information; arranging pieces of information in sequences, communicating patterns and pictures, reconstructing story sequences, etc.b. use information, e.g. group tasks: pooling information, solving problems. 2. Social Interaction Activities: the main purpose of this ac
7、tivity is to give the learners an opportunity to use the language in an_(8)_realsocial context, to create variety of social situations and relationships, e.g. pair/group tasks: conversations, simulations and role-playing.Learner Role - Pupils interact both with_(9)_each other_and the_(10)teacher_. T
8、eacher Role - The teacher is a facilitator of the communicative process in the classroom. S/he is needs analyst, counsellor and group manager. So: a. Plan your lessons according to_ (11)_students’ needs_.b. _(12)_Help_and_(13)_guidepupils in the communication process.c. Organize the classroom
9、as a setting for communication and communicative activities. The Role of Instruction-al Materials - -1. Text-based materialsA typical lesson consists of a theme (e.g. relaying information), a task analysis, for thematic development (e.g. understanding the message, asking questions to obtain clarific
10、ation, asking for more information, taking notes, ordering and presenting information), a practice situation description (e.g. A caller asks to see your manager. He does not have an appointment. Gather the necessary information from him and relay the message to you manager.), a stimulus presentation
11、 (in the preceding case, the beginning of an office conversation scripted and on tape), comprehension questions (e.g. Why is the caller in the office?), and paraphrase exercises.2. _ _(14)_Adapted_materials A variety of games, _(15)_role_plays, simulations, and task-based communication activities ha
12、ve been prepared to support Communicative Language Teaching classes. These typically are in the form of one-of-a-kind items: exercise handbooks, cue cards, pair-communication practice materials, there are typically two sets of material for a pair of students, each set containing different kind of in
13、formation. Sometimes the information is complementary, and partners must fit their respective parts of the jigsaw into a composite whole. Others assume different role relationships for the partners (e.g. an interviewer and an interviewer). Still others provide drills and practice materials interacti
14、onal formats.3. _ (16)_Real-life_Materials These might include language-based from-life materials such as signs, magazines, advertisements, and newspapers, or graphic and visual sources around which communicative activities can be built, such as maps, pictures, symbols, graphs, and charts. Different
15、 kinds of objects can be used to support communicative exercises, such as a plastic model to assemble from directions. 单元学习记录 What have you learnt from this unit? The basic features of communicative language teaching.What has been most useful to you?The details of classroom activities.What do you th
16、ink you can apply to your teaching?Social interaction activities. How do you intend to do this?Let the students use the language in an real social context,and create variety of social situations and relationships and play the role. Are there any problems that you have encountered in this unit? Role
17、playing How do you intend to deal with those problems? Because the kids mainly stay in the campus, they don’t have the chance to touch the outside surroundings. So for them, it’s a little bit hard to act as the correct role and fully understand it. To be a teacher 1. better to read more
18、and share more news no matter from books or newspapers or TV. 2. Take them to join in the social activities and experience the real life. Did you at any point change your attitude towards some aspect of teaching or learning English? If so, at which point was it? Yes, I did.Practice makes perfect. Ev
19、erything we we learn should be based on your fully understanding. So if you don’t understand it and just repeat it, you still can not really get it.Is there anything more you would like to know? 1. How to satisfy and meet the needs of quick learners and slow learners. 2. If the learners have t
20、he role playing, how can we distribute them by group and partners. 3. How can we know the learns were interested in what we prepared and how can we prepare it. Focus on Reading 姓名： 班级： 得分： 单元作业：Activity 1Mini-lesson Plan Using one of the texts you’ve been teaching, design a pre/while/post read
21、ing lesson plan. You may like to use the following framework. The text your mini-lesson plan is based on: Do you know anything about the World Expo? It s the third largest world event after the Olympics and the FIFA World Cup. During the Expo , the participating countries build pavilion to display t
22、heir most advanced technologies and cu1tures, with lots of exhibitions and performances. The 2010 Shanghai Expo will be held from May 1 to October 31st 2010. 192 countries, regions and 50 international organizations will take part in it. About 70 million visitors will come to the Shanghai Expo. Ther
23、e will be 200 ,000 volunteers working for it. 1658 The first Expo was he1d in the Crysta1 Pa1ace in Hyde Park , London in 1851. The US has hosted 14 World Expos-more than any other country. But it s the first time for China to host the Wor1d Expo. The theme of the Shanghai Expo is Better city , bett
24、er 1ife. The mascot of it is the confident , lovely and witty Haibao. Its name means treasure of the sea b1ue color represents the water. Its hair is 1ike a wave in the sea. it waves hello to show the warm welcome to friends a11 over the world. The shape of the Shanghai Expo emblem was inspired by t
25、he Chinese character 世 which means world. The emb1em a1so 100ks 1ike three peop1e ho1ding hands together, symbo1izing the big fami1y of humankind. Type of the activity Pre-reading Objective(s) of the activity to activate students background knowledge of the world expo.Classroom organization of the a
26、ctivity Group workTeacher’s role(s)Lead-in the topic and plan the lesson according to the student’s needs Students’ role(s)Interact with each other and the teacher Teacher working time5 minutes Student working time 6 minutesTeaching aid(s)pictures or videos Predicated problem(s)(1)
27、 The students may not know what the world expo is, especially in underdeveloped areas.(2)The students may have difficult expressing their ideas, especially those with low language competence.Solution(s) ( 1) When choosing the photos for presentation , the teacher should keep in mind the features of
28、your students. Make sure to include those photos of the world expo with Chinese .(2)In that case , we can include some information transfer and reformulation activities before we ask the students to make comments.Procedure(l)Lead-in: introduce the topic (1 )The teacher presents several photos of wor
29、ld expo on the screen with PPT and asks the students what they are. Then ask the students what they know about it.(2)Group discussion (3 )Arrange the students into groups of four to discuss what they know about the world expo and which they like best about it.(3)Feedback (1)Invite each group of stud
30、ents to report their discussion.Activity 2Reflecting on what you’ve learnt in this unit. We suggest you use the following notion to record your thoughts: = fine; ? = not too sure about this area; X = some concerns/needs. You can make a note of specific questions or comments in the space provid
31、ed. I understand that reading is an active process and is meaning-focused. The reading is actually an active process. When we read, we should focus on the main meaning of the text, then you will understand what the text about. I have a clear idea about different approaches towards reading: bottom-up
32、 approach, top-down approach and interactive approach. X Bottom-up approach reading and top-down approach reading is easy for the learners, but the interactive approach reading is a little bit hard to make it.I’m able to use major reading strategies: skimming, scanning, inferring, etc. ?That&r
33、squo;s quite a lot of the reading strategies, some strategy is easy to understand but hard to make it.So we should practice more. I’m able to teach reading in three stages: pre-reading stage, while-reading stage and post-reading stage. The three stages is very helpful to teach reading. We teacher should fully handle it and use it.