目 录
Chapter 1 Concepts for English Teaching in SchoolsChapter 2 ELT Methods and Approaches in and outside ChinaChapter 3 Elements of English Teaching in SchoolsChapter 4 Principles of English Teaching in SchoolsChapter 5 Strategies of English Teaching in SchoolsChapter 6 Instructional Design for English TeachingChapter 7 Process of English Teaching in SchoolsChapter 8 Activities of Teaching English in SchoolsChapter 9 Teaching English Language Knowledge in SchoolsChapter 10 Teaching English Listening and Speaking in SchoolsChapter 11 Teaching English Reading and Writing in SchoolsChapter 12 Teaching English Learning Strategies in SchoolsChapter 13 Teaching English Culture and Affection in Schools
Chapter 14 Educational Technology and Resources for English Teaching inSchools
Chapter 15 Assessment and Testing for English in Schools
Chapter 16 Evaluation on Teaching English in SchoolsChapter 17 Research on English Teaching in Schools
Chapter 18 Professional Development of English Teachers in Schools
Chapter 1 Concepts for English
Teaching in Schools
Section 1
1. Based on the theories in this unit, what are the main educational factorsthat cause teacher L’s wholehearted enthusiasm to meet with coldindifference from his students?
Key: In the first place, teaching is an interactive activity in which bothteachers and students become more developed. Teacher L conducts acompletely exam-oriented teaching, which is boring and mundane. He isignorant of students’ learning needs and there is no interaction between them.Secondly, in language teaching, the more important factor is students’positive and active approach to learning. Teacher L obviously doesn’t careabout students’ motivation and incentive; he crams learning materials andexam content in the students, regardless of students’ emotional response.Lastly, teaching should be teacher-led but students-centered activity. Hereteacher L takes teaching as teacher-led and exam-centered. He is putting thecart before the horse. Only by focusing on students’ learning needs andmotivation can they perform well in exams and achieve learning goals.
2. In your opinion, what kind of classroom teaching activity conforms to theessence of education?
Key: The essence of teaching is to lead students to develop and the teacher’sjob is to help students to find answers by themselves and to explore languagelearning methods by themselves. Therefore, the teaching activity thatconforms to the essence of education is a series of questions thrown tostudents to help deduce proper answers.
Section 2
1. What do you think are the main causes for the misunderstanding in theargument “English teaching in elementary and middle schools in Chinacannot be communicative competence oriented”?
Key: It ignores the fact that language is the tool for communication andcommunication is the function of language. It is through interpersonalcommunication that language remains active and vigorous. Therefore, one ofthe teaching goals of elementary and middle school English should be todevelop student’s communicative competence. If communication is removedfrom the goals of English teaching, then language learning becomes a boringprocess of memorization. There’s no fun in it. Besides, without focusing oncommunication, language learning will be far from effective, sincecommunication is the best way to learn all languages.
2. After reflection on your own English study, identify what your mainlearning problems are.
Key: The main learning problems may include: 1) fear of speaking English,
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