第一篇：《論美》閱讀練習及答案

《論美》閱讀練習及答案

仔細考究起來，形體之美要勝于顏色之美，而優雅行為之美又勝于形體之美。最高的美是畫家所無法表現的，因為它是難于直觀的。這是一種奇妙的美。曾經有兩位畫家----阿皮雷斯和丟勒滑稽地認為，可以按照幾何比例，或者通過攝取不同人身上最美的特點，用畫合成一張最完美的人像。其實象這樣畫出來的美人，恐怕只有畫家本人喜歡。美是不能制訂規范的，創造它的常常是機遇，而不是公式。有許多臉型，就它的部分看并不優美，但作為整體卻非常動人。

有些老人顯得很可愛，因為他們的作風優雅而美。拉丁諺語說過：“晚秋的景色是最美好的。”而盡管有的年輕人具有美貌，卻由于缺乏優美的修養而不配得到贊美。

美猶如盛夏的水果，是容易腐爛而難保持的。世上有許多美人，他們有過放蕩的青春，卻迎受著愧悔的晚年。因此，把美的形貌與美的德行結合起來吧。只有這樣，美才會放射出真正的光輝。

６．“形體之美要勝于顏色之美”中“顏色”在文中的意思是什么？

７．如何理解“形體之美要勝于顏色之美，而優雅行為之美又勝于形體之美。”這句話。

８．為什么作者說“最高的美是畫家所無法表現的”？ 從全文看，作者認為“最高的美”又應當是一種怎樣的美？請你舉例說明。

９．“美是不能制訂規范的，創造它的常常是機遇，而不是公式。”其中加點字“機遇”和“公式”有什么含義？談談你的理解？

10．“美猶如盛夏的水果”，這里的“美”是指的什么？請你以“美”為本體寫一個比喻句。

11．運用本文的觀點，以“人造美女”，我想對你說為題說一段話。（字數在50字以上）

12．培根說：“有許多臉型，就它的部分看并不優美，但作為整體卻非常動人。”其實在日常生活中也有很多例子能說明這個道理，請你列舉一二。

參考答案：

６．面容之美

７．三者之美的不同層次的比較,充分說明內在美重于外在美

８．最高的美是內在美，是品德之美，它難于直觀，也不可能做作。“人生自古誰無死，留取丹心照汗青”——文天祥《過零丁洋》（文天祥的美在于他舍生取義的生死觀）

“僵臥孤村不自哀，尚思為國戍輪臺。夜闌臥聽風吹雨，鐵馬冰河入夢來。”

——陸游《十一月四日風雨大作》（陸游的美在于他退居家鄉仍不能忘懷國事的一腔熱情）

９．事物之美有其“自然天成”的一面，有時并不是人力所可以企及的。一個畫家與一張從來沒有那么美的臉面之間，不是可以借助于公式之類的人為手段所能夠聯結起來的。這正如達芬奇與他的《蒙娜麗莎》一樣，那是一種真正意義上的妙手偶得。

10．美的形貌略

11．略

12．可從家庭裝飾、山川景物等方面談

第二篇：《英語教學論》練習題庫及答案

華中師范大學網絡教育學院 《英語教學論》練習題庫及答案

本科

Ⅰ.True or false.Directions: Judge whether the following statements are true or false.Write a T in the brackets after a true statements and an F before a false statements.1.Language is a logical system.2.Language is capable of producing new forms and meanings.3.Minimal pairs are pairs of words that differ only in one sound.4.The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.5.In general, a rising intonation is seen as being more impolite that a falling one.6.Conscious knowledge of rules does not help acquisition according to Krashen.7.The goal of foreign language teaching is to produce over-users of monitor.8.Krashen believes that adults are better language learners, while children are better language acquirers.9.For Krashen, the affective filter is the principal source of individual difference in second language acquisition.10.The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.11.One function of a language can only be expressed by one structure.12.A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.13.Usually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.14.The stages of a lesson overlap.15.At each stage of the lesson, activities focus on all four skills.16.Lesson plans are useful only before the lesson.17.If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.18.There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.19.In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.20.It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.21.A real good lesson plan should be long and complicated with detailed lesson notes.22.Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.23.All good lesson plans give a clear picture of what the teacher intends to do in the lesson.24.Writing a comment after each lesson is a useful habit for a teacher to get into.25.It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.26.Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.27.The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.28.The theory of learning underlying the Grammar-Translation Method was Faculty Psychology.The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.29.In a grammar-translation method classroom, reading and writing are the major focus;little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.30.The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.31.Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.32.Learning is more effective when the learners are actively involved in the learning process.33.With regard to syllabus design, the Communicative Approach emphasizes topics.34.Today both language teaching experts and classroom teachers agree that the communicative approach is the best.35.The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.36.The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.37.In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.38.A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.39.The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the individual and on personal learning strategies.40.The vowel is produced without(or with little)restriction during its production and is always voiced.41.Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.42.Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.43.A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.44.The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.45.Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.46.Pitch is produced by frequency of vibration of the vocal cords.The higher the frequency, the higher the pitch.47.Usually low key is used for emphasis and contrast;mid key indicates an expected, neutral attitude;and low key provides low information.48.Of the four possible tune movements, high fall is used for statements and wh-questions;high rise is used for questions asking for repetition of something;low rise is for yes/no questions, etc.and fall rise is for corrections and polite contradictions.49.The most powerful signal of stress is a change of pitch on the vowel.50.Syllables are short when they are stressed.51.Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets.Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.52.Metaphor is a way of talking about one thing in terms of another.It is a device for creating and extending meaning.53.The relationship between the spoken and written word is identical in English.54.Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.55.Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.56.An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.57.An exercise with heterogeneity can also have a positive effect on learner attitude and motivation.It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.58.In the “language awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.59.In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.60.The aim of the practice stage is to cause the learners to absorb the structure thoroughly.61.If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.62.An important part of the skill of listening is being able to predict what the speaker is going to say next 63.In an English class we are usually concerned with casual listening.64.It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.65.Students almost always enjoy listening to stories.66.If the teacher were talking too much in class the students would not be learning.67.Listening activities can only be conducted with the whole class.68.When the students listen to recorded materials there is very little opportunity for immediate interaction.69.Silent reading involves looking at the text and saying the words silently to yourself.70.There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.71.To understand a word, you have to read all the letters in it;to understand a sentence you have to read all the words in it.72.The teacher can help the students to read a text by reading it aloud while they follow in their books.73.Normally when we read our eyes flick backwards and forwards over the text 74.In order to understand a text well, it is absolutely necessary to understand every word in the first place.75.Authentic materials can only be used in the classroom for beginners.76.Texts are usually used in English classes for two main purposes: as a way of developing reading comprehension and as a way of learning new language.77.Through reading the students not only learn new language, but also develop their reading skills.78.When the readers read to get the general picture, only the main points are what they are interested in, not the detail.79.Planned conversations usually degenerate into silence or involve only a small number of students.80.If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.答案：1.F 2.T

3.T

4.T

5.F 6.T 7.F

8.T

9.T 10.F 11.F 12.F 13.F 14.T 15.F 16.F 17.T 18.T 19.T 20.F 21.F 22.T 23.T 24.T 25.F 26.T 27.T 28.T 29.T 30.T 31.T 32.T 33.F 34.F 35.T 36.F 37.F 38.T 39.T 40.T 41.T 42.T 43.F 44.T 45.F 46.T 47.F 48.T 49.T 50.F 51.T 52.T 53.F 54.T 55.F 56.F 57.T 58.F 59.T 60.T 61.F 62.T 63.F 64.T 65.T 66.F 67.F 68.T 69.F 70.F 71.F 72.F 73.T 74.F 75.F 76.T 77.T78.T

79.T

80.T

Directions: Fill in the blanks with appropriate word(s).1.Language teaching involves three main disciplines.They are linguistics, psychology and ____.2.Linguistics is the study of language as a system of human ____.3.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn ____.4._____ is the study of second and foreign language teaching and learning.5.Sociology is the study of language in relation to ____, such as social class, educational level and so on.6.At a macro level, society and community influence classroom teaching ____.7.The making of foreign language education policy must take into consideration the ____ and educational situation of the country.8.The goals for secondary education are ____ from those for higher education.9.Syllabus determines teaching aims, objectives, contents and ____.10.Teaching materials should agree with or reflect the teaching ____, aims, objectives and teaching methods.11.The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.12.The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.13.The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.14.According to the functionalists, language has three functions: ____, expressive, and social.15.____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.16.According to Skinner, language behavior can only be studied through observation of the ____ factors.17.According to the behaviorists, all learning takes place through ____.18.Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.19.The interactionalist’s position is that language develops as a result of the complex ____ between the uniquely human characteristics of the child and the environment in which the child develops.20.Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.21.If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular ______.22.The cardinal rule means _________________.23.“Knowing English” must mean knowing how to __________ in English.24.The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.25.The attitudinal and emotional factors can be expressed in an item of vocabulary.These are often referred to as ____.26.____ refers to varieties of language defined by their topic and context of use.27.Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc.are ____.28.There is a lack of consistency between ____ and pronunciation in English.29.Grammar is a description of the ____ of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.30.The emphasis of the product perspective on grammar is on the component parts of the language system, divided up into separate forms.Each form is the ____ of the grammarian’s analysis.31.Process teaching engages learners in ____, formulating their own meanings in contexts over which they have considerable control.32.When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.33.The complex form-function relationship is not a simplified, a one-to-one ____.34.________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.35.________ is often described as the music of speech—the way the voice goes up and down as we speak.36.Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ____________.37.At one time ______________ was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.38.When we use the word __________________ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.39.A __________________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.40.The three major causes for errors are: mother tongue interference, ______________________, and inappropriate teaching materials or methods.答案：1.pedagogy

2.communication

3.language

4.Applied linguistics 5.social factors 6.indirectly

7.economic

8.different

9.methods

10.principles 11.functional 12 structural

13.SVO

14.descriptive 15.Syntax

16.external

17.habit formation

18.behavior

19.interplay

20.universal grammar

21.topic

22.one thing at a time 23.communicate

24.use

25.connotation or affective meaning 26.Register

27.hyponyms

28.spelling

29.structure

30.product

31.language use

32.skill

33.correspondence, or: relationship

34.Sound

35.Intonation 36.structure

37.the grammar-translation method 38.approach 39.method

40.overgeneralization

Ⅲ.Term and its definition.Directions: give briefly explanation of each term.1.approach：When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.2.technique：When we talk about a technique, we mean a procedure used in the classroom.Techniques are the tricks in classroom teaching.3.method: A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.4.methodology：Methodology is the principle and techniques of teaching with no necessary reference to linguistics.5.sociolinguistics: Sociolinguistics is the study of language in relation to social factors, that is, social class, educational level and type of education, age, sex, ethic origin, etc.6.SR-model: SR-model refers to a connection which is established between a stimulus or stimulus situation(s)and the organism’s response(R)to this stimulus.7.phoneme: A phoneme is the smallest distinctive sound unit or minimum unit of distinctive sound feature 8.casual listening: When we listen with no particular purpose in mind, and without much concentration, the kind of listening is called casual listening.Ⅳ.Short answers.Directions: answer the following questions briefly.1.How do you understand the difference between approach, method, and technique? When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.When we talk about a technique, we mean a procedure used in the classroom.A technique then is the narrowest term, meaning one single procedure.A method will consist of a number of techniques, probably arranged in a specific order.The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound by these, but only by the theory in which he believes.If he can find new and better methods or techniques which will fit in with his approach, then he will adopt these.2.What are the three views of language that support popular foreign language teaching? They are the structural view;the functional view and the interactional view.3.What are the elements with which a method is concerned? There are six elements: 1.the nature of language;2.the nature of language learning;3.goals and objectives in teaching;4.the type of syllabus to use;5.the role of teachers, and instructional materials;and 6.the techniques and procedures to use.4.What are the points of concern of methodology? The points of concern of methodology include: a.the study of the nature of language skills(eg.reading, writing, speaking, listening)and procedures for teaching them b.the study of the preparation of lessons plans, materials, and textbooks for teaching language skills c.the evaluation and comparison of language teaching methods(eg.the Audiolingual Method)d.such practices, procedures, principles, and beliefs themselves.(Richards, et al, 1985: 177)

5.Apart from a mastery of a foreign language, what other knowledge should a foreign language teacher have in order to do his/her job well? He/she should have some knowledge about the related subjects such as linguistics, psychology and pedagogy.He should also know that a lot of variables influence classroom teaching.Factor like foreign language education policy, the goal of foreign language education, learners, teachers, syllabus, teaching method, teaching materials teaching aids, and assessment and evaluation all influence classroom teaching.If a teacher does not know them he would not be able to teach according to the circumstances and would achieve the best results possible.6、In what sense can an understanding of the context of education contribute to language teaching and learning? Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method.Other things influence English language teaching(ELT)greatly.Refer to the nine variables discussed in the text.7.Why do we say assessment has great backwash effects on foreign language teaching and learning?

Both positive and negative backwash effects.Assessment can provide teachers with feedback for lesson planning and remedial work.Students can also get information about their learning and progress, therefore have a sense of achievement.Through assessment they get to know their problems and areas for further study and improvement.However, inappropriate assessment can cause worries, discourage weak students, emphasis on grades instead of on abilities and competence, etc.8.What is the difference between Skinner’s behaviorism and Chomsky’s mentalism?

Where behaviorism ignored the contribution of the child itself in the learning process, mentalism has practically denied that linguistic input and environment play a role in this process, and has generally paid very scant attention to the actual course language development takes.9.Does Krashen’s theory of second language acquisition begin with theories, or with data?

Krashen’s theory of second language acquisition begins with theories or assumptions, not with data.He used a deductive method, that is, he set up a number of hypotheses first, then collected information or data to support/refute his hypotheses.10.What is the role of formal learning according to the monitor hypothesis? The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system.Acquisition initiates the speaker’s utterances and is responsible for fluency.Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.11.According to Krashen, there is only one way for human to acquire language.What is it? By understanding meaningful messages or comprehensible input;the formula is i + 1.12.What is the function of the affective filter? According to the affective filter hypothesis, comprehensible input may not be utilized by second language acquirers if there is a “mental block” that prevents them from fully profiting from it.The affective filter acts as a barrier to acquisition: if the filter is “down”, the input reaches the LAD and becomes acquired competence;if the filter is “up”, the input is blocked and does not reach the LAD.Thus “input is the primary causative variable in SLA, affective variables acting to impel or facilitate the delivery of input to the LAD.”

13.What are some of the main stages of a lesson? Here are some of the main stages of a lesson: a.Presentation: The teacher presents new words or structures, gives examples, writes them on the board, etc.b.Practice: Students practice using words or structures in a controlled way.Practice can be oral or written.c.Production: Students use language they have learnt to express themselves more freely.Like practice, production can be oral or written.d.Reading: Students read a text and answer questions or do a simple task.e.Listening: The teacher reads a text or dialogue while the students listen and answer questions, or the students listen to the tape.f.Revision: The teacher reviews language learnt in an earlier lesson, to refresh the students’ memories, or as a preparation for a new presentation.<0225>

14.What is the focus of a Grammar-Translation classroom? The focus of a Grammar-Translation Method is grammar.The process of learning grammar is considered an important means of training mental abilities.The teaching materials are arranged according to the grammatical system.15.What language skills are emphasized by the Grammar-translation Method? Reading and writing are emphasized because literary language is regarded as superior to spoken language and is therefore the language students should study.This emphasis on reading and writing skills also results from the purpose of learning Latin: to read and translate the classical literature of Latin.16.What are the main techniques used in a Grammar-Translation classroom? A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1)Reading, 2)Translation, 3)Deductive teaching of grammar, 4)Analysis and comparison, 5)Memorization, 6)Reading comprehension questions, and 7)Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.17.What specific aspects does communicative competence include? Communicative competence includes: a)knowledge of the grammar and vocabulary of the language, b)knowledge of rules of speaking(eg.knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations), c)knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations, d)knowing how to use language appropriately.18.What language skills are emphasized by the Direct Method? Conversational skills are emphasized, though the teaching of all four skills is considered important.Reading and writing exercises should be based upon what the students have practiced orally first.Pronunciation is paid attention to from the beginning.19.How should language rules be learned according to the Direct Method? Language rules are learned inductively through listening and speaking activities.The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned.Students work out the rule governing those examples.In other words, students have to induce grammatical rules from examples in the text.A language could best be learned by being used actively in the classroom.20.Why is first language forbidden in a Direct Method classroom? The direct methodologists view foreign language learning as similar to first language acquisition.The learner should try to establish a direct association between language form s and meanings in the target language.Mother tongue is considered as an interfering factor, rather than a reference.In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language.The best method is not to make the learn the rules, but to provide direct practice in speaking and listening through imitation and repetition.The best method to teaching meaning is to make the students listen, look, and say, i.e.using sensory experience.21.How can we describe the main proficiency goal of the teaching and learning of pronunciation? The main proficiency goal can be described in general terms as phonological competence, that is a)The ability to recognize and discriminate significant sound features.b)The ability to produce intelligible and acceptable sounds, both segmentally and prosodically.c)The ability to interpret written language phonologically, as in reading aloud, and to recreated spoken language graphically, as in writing from dictation and note-taking.22.What kind of words tend to be stressed, and what kind of words tend to be unstressed?

Stressed words tend to be nouns, adjectives and adverbs, ie.content words.Structure(or form)words, articles, prepositions, etc.tend to receive weak stress or unstressed.Why should we teach pronunciation and intonation in context? It is the context that determines or gives meaning to the sounds, stress, words, and sentences.Human sounds have social and communicative functions.The same words said with different rhythm and intonation will produce different meanings depending on the speaker’s attitude and intention.Practicing the pronunciation of individual sounds in isolation is sometimes necessary, but not sufficient in developing students’ phonological competence.24.What are the two functions of intonation? It indicates grammatical meaning in much the same way as punctuation does in the written language.It can also indicate the speaker’s attitude.In some cases, both grammatical meaning and attitude are conveyed by the intonation pattern alone.25.What are the techniques which you can use to teach intonation in a meaningful way? To teach intonation in a meaningful way, we could choose from the following ways: 1)Using realia to set up a situation that would illustrate the difference in attitude.2)Using mood cards.3)Creating roles.26.What kind of knowledge do you need to have if you say you know a word? Knowing a word involves knowing its meaning, its form and its use.If we say that we know a word, we must be able to a)recognize it in written and spoken form;b)recall it at once;c)relate it to appropriate object or concept;d)use it in appropriate grammatical form;e)use it in correct collocation;f)use it at appropriate level of formality;g)pronounce it in a recognizable way;h)spell it correctly;i)be aware of its connotation.What are the three main forms of word building in English? Affixation, compounding and conversion.28.How do you decide whether a word should enter the students’ active or passive vocabulary? We have to consider whether the word: a)is essential for comprehension of context;b)is commonly used;c)is used in a wide variety of situations;d)has more than one meaning(if so, which;if any, to teach)

If our answer to all these four questions is yes, then we have to make it enter the students’ active vocabulary.29.What are the six principles to remember when presenting new vocabulary in class? Before presenting vocabulary in class, it is helpful to remember the following: a)Teach and practice the words in spoken form first.b)Teach words in context.c)Teach lexical items rather than individual words.d)Present words in a memorable way.e)Check understanding.f)Revise often.30.What tricks can a teacher teach his students to use to memorize vocabulary? a)grouping words in one way or another;b)using dictionaries;c)establishing personal category sheets;d)using visuals;e)using alphabetical index;f)labeling.31.What is the relationship between the grammatical forms of a language and their communicative functions? While one form can be used to perform a number of functions, one function can be realized by using a number of different forms.32.What are the three different views on grammar teaching? The first view is that teaching grammar entails the formal explanation of grammar rules.While learners who receive a great deal of grammatical explanation will end up knowing quite a lot about the language, they will not necessarily be able to put the language to communicative effect.The second view is that teaching grammar is basically a matter of providing learners with practice in mastering common grammatical patterns through a process of analogy rather than explanation.The learners may become fluent in the structures they have been taught, but may not be able to use them appropriately in genuine communication outside the classroom.The third view is that teaching grammar is a matter of giving students the opportunity to use English in a variety of realistic situations.The disadvantage is that learners will not be able to provide explanations of the grammatical rules of the target language.Ⅴ.Short essay.Directions: Choose ONE topic from the following list and write a short essay of about 150 words.1.What is the role of environment in language learning according to the behaviorists? And the mentalists? In the behaviorist view, children imitate the language of their environment to a considerable degree, and imitation is a strong contribution factor in the language learning process.A consequence of this is that the frequency with which words and structures occur in the language of the environment, will influence the language development of the child.In addition, reinforcement is needed to arrive at a higher level of language proficiency.Parental approval is an important type of reinforcement in the language learning process: when a child produces a grammatically correct utterance which is understood by its environment, approval from the parents may serve as reinforcement for such an utterance.In this way, the environment encourages the child to produce grammatical utterances, while not encouraging ungrammatical utterances.The linguist Norm Chomsky claims that children are biologically programmed for language and that language develops in the child in just the same way that other biological functions develop.For example, every child will learn to walk as long as adequate nourishment and reasonable freedom of movement are provided.The child does not have to be taught;most children learn to walk at about the same time;and walking is essentially the same in all normal human beings.For Chomsky, language acquisition is very similar to the development of walking.The environment makes a basic contribution---in this case, the availability of people who speak to the child.The child, or rather, the child’s biological endowment, will do the rest.This is known as the innatist position.Chomsky developed his theory in reaction to the behaviorist theory of learning based on imitation and habit formation.2.What is the main idea of the acquisition-learning hypothesis? Krashen maintained that adult L2 learners have at their disposal two distinct and independent ways of developing competence in a second language: acquisition and learning.Acquisition is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, and learning is a conscious process that results in knowledge about language.Acquisition comes about through meaningful interaction in a natural communication setting.Speakers are not concerned with form, but with meaning;nor is there explicit concern with error detection and correction.This contrasts with the language learning situation in which error detection and correction are central, as is typical the case in classroom settings, where formal rules and feedback provide the basis for language instruction.Nontheless, for Krashen, it is not the setting per se, but conscious attention to rules that distinguishes language acquisition from language learning.In the natural setting, an adult can obtain formal instruction by asking informants about grammar and by receiving feedback from friends.Similarly, language can be acquired in the classroom when the focus in on communication---eg.through dialogues, role-playing, and other forms of meaningful interaction.3.In what sense does foreign language teaching methodology help you in your professional development?

A foreign language teacher has to not only make his students understand the language, namely the pronunciation, vocabulary, grammar, etc., he must also develop their communicative competence so that they can use the language they have learned correctly, appropriately and expressively in real situations.In order to do well this complicated job, the teacher needs to know, apart from a comprehensive knowledge of the language and the ability to use it, as many teaching methods and techniques as possible, and understand the underlying theories and principles, therefore he not only knows what to teach and how to do it, but also why he should do it in a certain way and how to solve problems when they arise.In this way he will have full confidence in doing his job well.Foreign language teachers understand that knowing a language does not necessarily mean that you can teach the language well.Teaching is an art as well as a science.If you do not know the theories, principles, methods or techniques of teaching, you might be able to teach a foreign language based on your experience, but you cannot hope to achieve good results, nor can you give your or your colleagues’ teaching a rational evaluation or a critical appraisal.There are surely limitations in teaching by drawing only on experience, though experience is important.The theory you learnt from the methodology course can guide, support and conceptualize practice.New insights you get by sharing ideas of other people will bring you great benefit.As the old saying goes: “Travel broadens the mind”.In the same way learning Foreign Language Teaching Methodology will surely broaden the mind of teachers.4.What are the advantages and disadvantages of grammar-translation method?

The main advantages of this method are: first, comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated sentences.Second, systematic study of grammatical rules plays an important role in fostering students' ability of reading comprehension and producing grammatically correct sentences.Understanding and manipulating the morphology and syntax will develop students' ability of analyzing and solving problems.Third, the focus on understanding literary texts provides the situation in which reading and writing abilities are well trained.Fourth, it makes few demands on teachers although it often creates frustration for students.It is relatively easy to apply.Disadvantages in this method are: First, overemphasis on translation can never emancipate the learners from dependence on the first language.Second, knowing a large number of grammatical rules cannot ensure that students can use them appropriately in real communicative situation.Third, it puts too much emphasis on reading and writing and neglects listening and speaking.Fourth, the texts are mostly taken from literary works.The language learned often doesn't meet the practical needs of the learners.Fifth, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.

第三篇：論美國法（本站推薦）

內容提要：美國法并不象人們所通常認為的那樣具有英國法的特性，這是由各種各樣的因素造成的。美國的雙重法院體制、民事陪審機構和一些民事訴訟制度、法官和律師的地位與作用甚至獨具特色的法學教育體制的形成都具有深刻的歷史原因和背景。在繼承英國法的部分傳統時，美國法也受到歐洲大陸法較大的影響。

主題詞：聯邦法院 陪審團 法學教育 發現程序

在學習和研究美國法時，人們常常喜歡使用“英美法系”一詞，因為美國法和英國法的關系非常密切。許多美國律師也傾向于認為，美國私法的古老的英國根基是他們作為職業律師的尊嚴的一個主要因素。但是，美國法律并不象我們甚至一些美國人所認為的那樣具有英國性。人們所認為的美國法和英國法的一體性掩蓋了許多東西，正如它所揭示的那么多。

之所以如此，原因之一是大多數美國法律和政治機構以及法律傳統是在十八世紀末作為反對英國殖民統治的產物而形成的。美國公法與英國公法幾乎截然不同，盡管二者都是用英文寫成的。當時的聯邦憲法和州憲法的起草人絕大多數屬于仇英派和親法派。因此，他們建立的政治分權機構所反映的思想更多地具有法國性而不是英國性。

獨立戰爭的勝利在人類歷史上創造了一個難得的短暫的瞬間，它使人們在一個相對空白的基礎上制定法律、設立法律機構成為可能，而極少需要尊重現成的傳統和期望。盡管在當時也不得不做一些妥協，而且正是這些妥協造成了當今美國法律的許多令人沮喪的復雜的地方。譬如，聯邦法院和州法院行使廣泛的共同司法管轄權的雙重法院體制就是十八世紀政治斗爭的一個苦果。如果當時人們有機會去選擇一個比它簡單的司法體制，則任何一個明智的人都不會選定這樣一種體制。但是，如果沒有這一笨拙的妥協，當時就不可能建立聯邦。

因此，要想理解美國的法律機構，我們必需首先弄清楚1783年的美國，在這一年英國承認了前十三個殖民地的獨立。這十三個殖民地當時的人口約三百萬，他們大多數居住在離大西洋一百英里并沿著海岸線延伸一千英里的范圍內。殖民地的大多數法官和許多律師是在英國受訓的，他們忠于英國王室，大部份在獨立戰爭期間逃往加拿大。在1783年之前，在十三個州新成立的法院任職的一些法官完全沒有接受過專業訓練。1 正是在這樣一個時期和十九世紀早期，美國各州廢棄了要求敗訴當事人支付勝訴方律師費用和允許不熟練的律師基于案件勝訴而提出支付律師費的訴訟請求的英國做法。

2那些半職業化的十八世紀的州法院不愿意執行英國債權人的權利。一些參加過獨立戰爭的人這么做部分是為了拋棄自己對忠于王室的英國人所欠的債務。在各州這是一個非常嚴重的問題，因為英國是以這些債務能夠得到清償為條件承認獨立的。在1787年之前，喬治三世的皇家海軍有可能恢復其討債人的作用。此年相聚在費城以組織一個更為強大的中央政府的那些人無不為這一問題而深感頭痛。于是他們中的許多人贊成建立一個能更可靠地執行英國債權人的權利的全國性的法院系統。但是對中央政府的極大的不信任使這一步沒能付諸實施。如果聯邦憲法規定設立全國性的法院，則該憲法就得不到批準。于是，妥協的結果便是設立一個最高法院，并授權國會設立其下屬法院，這些下屬法院的管轄權將由憲法和設立它們的立法文件給予嚴格的限制。

歐洲國家很快就發現了這一歷史與當代歐洲的相似之處。人們發現為一定的目的建立一個歐洲法院是必要的。但是如果在1948年提議由其取代各國法院，則歐洲共同體將遇到難以克服的阻力。在1787年到1789年的美國存在著同樣的阻力。于是，隨著歐洲法院作用的逐步擴大，它在不斷地為將越來越復雜的內容帶給歐洲共同體法律的雙重司法管轄的令人困惑的結果所困擾。

甚至這一雙重司法管轄的妥協在當時的美國也是阻力重重。在批準憲法的辯論 中，特別是在紐約和賓夕法尼亞，建立全國性的法院的思想遭到激烈的反對，盡管其管轄權受到限制。3 因此有必要以作為憲法第一修正案的《權利法案》的形式作進一步的妥協。現在看來似乎很奇怪，當時《權利法案》的條文所最迫切要求的是在民事訴訟中獲得陪審團審判的權利。而補充規定到憲法中的這一機構的作用在當時是，現在也仍然是保護各州人民的權利不受聯邦法院的侵犯。這是司法權在專業法官和業余法官之間的一種分配，這與廣泛存在于那時設立的其他法律機構之間的許多分權沒有什么不同。

對聯邦法院的不信任不是沒有理由。從馬克思主義的觀點來看，那些被任命為聯邦法官的人都屬于統治階級的成員，他們與英國的帶假發的法官只有些微相似之處。在18世紀是這樣，在今天仍然如此。無論是在過去還是在現在，聯邦法官都不是歐洲、日本或朝鮮法官一般意義上的技術人員。他們之所以被選為法官，部分是因為他們的政治觀點與任命他們的總統的一致，且不為必須批準這種任命的美國參議院所反對。要記住的是，總統不會尋求把一個被其同事看成是技術律師的人任命為聯邦法官。因為業務能力并不是在美國法院從事司法工作的主要任職條件。

19世紀早期的美國最高法院的首席法官約翰·馬歇爾使律師和其他人對其肅然起敬。他領導的法院開始了最高法院書面意見的使用，這與英國法中的分開表述的習慣不同。在面對許多重大的政治問題時，他們能夠說服人們相信他們的判決是對憲法和其他具有決定意義的立法在技術上有效的解釋。在1815年之前，外國觀察家開始發現美國人對法律的特有的迷戀以及喜好訴訟的傾向，那些在其他國家的人看來不適合訴訟的事情在美國都可訴諸法庭進行訴訟。19世紀30年代托克維爾發現美國的律師和法官已經有某種程度的貴族化。他對他們的社會地位和財富的評價并不很高，只是認為他們在美國政治生活中的作用很大。當歐洲社會被一個凝聚力強的社會階級的權力和影響所穩定時，事實上美國各州幾乎既沒有被這種凝聚力所困擾，也沒有被它所支持。

因此，律師和法官填補了一個政治空間。Timothy

第四篇：論美 教案

論美 教學設計

【教案背景】

當前初中語文教育片面強化提高與分數有關的內容，忽視基本素質培養的情況，學生的考試分數雖有所提高，但基礎文化、基本學習能力、基本的心理素質、基本的思想道德品質和行為習慣方面未得到有效的同步提高，成功教育是追求學生潛能發現、發展的教育，是學生自我教育能力提高的教育。所以我們在語文教學中必須順應時代發展的需要，以互聯網為平臺，培養學生自主搜集信息，并在此基礎上逐步提升學生自主學習的能力，讓學生收獲成功的喜悅。【教案設計】

一、教學設計

（一）設計思路

《論美》是九年級上冊第三單元的一篇課文，我圍繞“美”字來做文章，設計了“談談美”、“讀懂美”、“欣賞美”和“完善美”這四個教學環節，充分利用互聯網資源，并以朗讀貫穿始終，旨在倡導自主探究，合作交流的方式，引導學生反復研讀課文，尋找美的意義，并結合學生生活實際去發現美，創造美，充分發揮學生學習的主體性，從而讓本節課成為一節對學生進行美的熏陶，使學生感悟美的真諦，讓學生展示美麗，獲得成功體驗的語文課。

（二）教學目標

1.通過誦讀能找出作者的主要觀點。

2.能體味文章中精妙睿智的語言，并說出自己的看法。3.聯系實際或相關知識，表達自己的對美的理解。

（三）教學步驟 1.檢查自學情況

主體活動：①課前學生通過百度詞典，搜索講學稿上要求注音的字詞，并了解詞語的意思。②學生自主上黑板板書講學稿課前自學內容，其他學生檢查板書是否正確，如有錯誤學生幫忙改正。

2.導入新課，談談美

想一想，你認為詩詞歌賦中哪些文字描述的人物形象最美？ 主體活動：①學生通過百度搜索尋求答案。

如：翩若驚鴻，婉若游龍，榮曜秋菊，華茂春松。

網址：http://baike.baidu.com/view/20542.htm

手如柔荑，膚如凝脂，領如蝤蠐，齒如瓠犀。螓首蛾眉，巧笑倩兮，美目盼兮。

網址：

http://baike.baidu.com/view/2943360.htm?fromenter=%CA%AB%A1%A4%CE%C0%B7%E7%A1%A4%CB%B6%C8%CB ②學生交流分享。3.整體感知，讀懂美

①自由朗讀課文，畫出你認為最能表達文章觀點的句子。

②課文是如何圍繞中心論點展開論證的。

主體活動：學生自由朗讀課文，找出中心論點，并簡要闡述論證過程。學生自主思考問題，回答時可擇取自己能夠獨立闡述的小節進行分析，其他學生可自由補充，教師只在所有學生回答完畢后幫助理清全文思路。4.精讀課文，欣賞美

我欣賞的句子是： 給我的啟示是： 主體活動：學生默讀課文，在講學稿上寫下能夠引起自己共鳴的句子，以及這個句子帶給自己的獨特感受。寫完后組內交流，由小組進行推薦，全班進行交流。5.再讀課文，完善美

我想將事例放在第 段，例子是： 我的理由是： 主體活動：

①學生再讀課文，根據每小節闡述的主要觀點，補充論據，讓文章論證更有力，組內展示，討論，評價，小組整合成果后全班交流，分享。

②教師出示一個事例，學生通過視頻具體感受“美的德行”的要義所在。最后齊讀課文，升華對美的感悟。

網址：http://v.youku.com/v_show/id_XMTI3NDA2NDA=.html 片段一：

師：同學們能為課文錦上添花，為文章豐富一個事實論據，更加有力地增加文章的說服力嗎？ 生：我想將事例放在第2段，例子是居里夫人是個很漂亮的女子，但她的美不僅體現在外表，更多的而是她的內在美，靠著自己的堅持不懈，吃苦耐勞，獲得了兩次諾貝爾獎，她的美是內外兼修的永恒的美。我的理由是第2小節論述的中心是外在美與內在美可以統一，我舉的例子可以證明這一觀點。??

師：老師也為課文準備了一個論據，讓我們一起走進美麗的老人——白芳禮。（播放視頻）

學生認真觀看視頻，很多學生留下了激動的淚水?? 師：白芳禮老人美嗎？ 生：美！（異口同聲）

師：老師被老人深深感動著，老師也看到許多同學淚流滿面，你們能理解老師為什么要將這個故事放在課文中嗎？

生：白芳禮老人掙下35萬元人民幣，資助了300多名貧困學生，可他的私有財產賬單上是一個零，這是一種多么偉大的奉獻精神，他的美好品德就像樸素背景下熠熠生輝的寶石。生：老人把房子賣了，承包了一個小售貨亭，作為“白芳禮支教公司”，可他依舊過著蹬三輪的生活，并且在售貨亭旁搭了個鐵皮棚子，寒來暑往，他在里面住了五年，這種“堅持”不是人人都能經受的，可老人把好事做到了生命的盡頭，雖然老人沒有讓人羨慕的外表，可他用他的言行，他的善舉告訴我什么叫做真正的美麗。

生：白芳禮老人在大雪紛飛的一天蹬著三輪把他每天積累的500元錢放在飯盒里，交給學校 的老師時說了一句：“我干不動了，以后可能不能再捐了，這是我最后的一筆錢??”這個細節我特別感動，老人不是天生富有的，他的錢也是一毛，兩毛省下來的，可他并沒有哀怨生活的清貧，而是把生活的全部奉獻給了那些上不起學的孩子，在他的身上折射了人性的大美，這種美是讓人刻骨銘心的。

?? 【反思和分析】

這節課學生的表現有點出乎我的意料，因為課堂上活躍著一種氛圍叫“快樂”，學生學得快樂，我也被快樂感染著，為什么師生都有收獲并且能夠相互促進呢？思考良久，我想是因為我把課堂盡可能地歸還給了學生，讓學生成為課堂的主體，讓學生在課堂上盡情釋放自己的美麗，獲得了成功的體驗，這是成功教育一次成功實踐。

1.成功教育主張積極為學生創造成功的機會和條件，誘導學生嘗試成功, 促使學生主動內化教育要求，啟動和形成學生自身的學習內部動力機制。所以在設計課堂的時候，我就確定了讓學生做主課堂的教學構想，因為想要讓學生體會成功的快樂，就必須讓每個學生都參與到課堂中來。因而每一個教學環節的設計并沒有固定、唯一的評價標準，出發點便是讓任何一個學生都可以找到解決問題的角度，并且都能夠有話說，其中穿插的課前網絡搜索更是激發學生實現自我價值的一種方式，學生的內驅力得到了不斷的激發，學生學習的主動性充分調動。

2.成功教育在教育、教學過程中基本特點是“低起點、小步子、多活動、快反饋”。教師要善于設置高質量的問題，把學生的思維活動和言語活動吸引到問題情景中，使學生精神集中專一，思考問題系統深入，學生在主動參與、獨立思考、問題討論中，不知不覺地萌發了參與意識，形成了參與能力，從而對問題的解決產生積極的效應。我在設計問題時正是考慮了這一點，在開始讓學生自由談論詩詞歌賦中哪些文字描述的人物形象最美，這時候學生通過搜索得到的結論多為外在的易顯的美，教師可以抓住這一點，由淺入深地引導學生感受課文語言的內涵之美，最終通過增加事實論據這一環節思辨體會文章所倡導的內在的品德之美，理解美的本質。如“片段二”呈現的例子，學生可以迅速的調動自己積累的知識，作為文章觀點有力的支撐，并經過教師視頻的引導，對“美”有了具象而深刻的理解，這種自主參與的過程性的學習領悟是其他教學環節取代不了的，學生正是在學習中充分發揮了主體性，才會成功到達成功的彼岸。

3.成功教育堅持對學生實施鼓勵性評價，其立足點是從學生原有的基礎出發，發現和肯定學生的每一點進步和成功，促使學生發現自己，發展自己，看到自己的力量找到自己不足，滿懷信心地不斷爭取成功。在這堂課上，我不僅僅是教學活動的組織者和指導者，更重要的是學生學習活動的參與者，是學生學習的高級伙伴，課堂避免了教師的滿堂灌，既活躍了課堂氣氛，又讓學生有了展示自我的空間。師生互動互學，一起探索真理，共同開發，使整個學習活動成為一個動態發展、不斷生成、富有生命力的創造過程。

在這堂課上，沒有了“師道尊嚴”的框架約束，學生主體性得到了充分發揮，他們盡情展示著自己的“思想之美”，“表達之美”，“合作之美”，“自信之美”，看到學生投入、積極地參與，聽到學生智慧、靈動的感悟，我因他們在課堂上綻放的美麗，感受到了作為教師的快樂，學生也因為主體地位的體現感受了成功帶來的喜悅。

第五篇：《論美》教案

《論美》教學設計

明祖陵中學

張芹

【教學目標】

1、通過反復誦讀理解“美”的真正含義,形成對美的正確認識.2、通過制作格言卡來學習作者格言式的語言和多樣的論證方法.3、通過師生交流，實踐樹立正確的審美觀、價值觀.并且學會在生活中識別美、發現美、創造美 【教學重難點】

1、學習作者格言式的語言和多樣的論證方法.2、樹立正確的審美觀、價值觀.學會在生活中識別美、發現美、創造美.【教學方法、手段】

誦讀法、點撥法、討論法、幻燈片展示等 【教學課時】 1課時 【教材分析】

《論美》這篇文章是蘇教版初中語文實驗教材九年級上冊第三單元第四課。本單元的單元提示這樣說：“學學牛吃草－－讀書要講求智慧，讀書有精讀與泛讀，對充滿智慧的經典作品就得深讀精思，反復品味，如同牛的‘反芻’一樣，含英咀華，直至得其精髓。”而本文選自英國哲學家培根的名作《論人生》，是經典著作，值得我們引導學生反復咀嚼。本文是一篇隨感，初二時學生已經學過這樣的文章，正好可以結合這篇文章加深學生對雜感這種文體的理解，這篇文章寫法雖然在條理上不夠分明，卻在字里行間中透露出哲學家對“美”的

理解，對人生的感悟，是一篇對學生進行“美”的教育和熏陶的絕佳范本，作為教師應該充分利用教材對學生進行審美教育。我將這一課的教學重點設置為品味文中富有哲理的語言。【教學設想】

在新課程理念下的語文教學不能滿堂灌，而是倡導自主探究、合作交流的學習方式。因此，我認為在本課的授課過程中教師應把學習權、話語權交給學生，教師要通過獨特的設計和簡潔的語言，引導學生去反復研讀、品味課文，探尋美的真諦，并結合學生自身的實際生活去識別美、發現美、創造美，從而讓本節課成為一節對學生進行美學熏陶、教育的語文課。此外，由于學生的年齡、知識結構所限，不宜在課堂上涉及太多美學范疇下的概念、理論，增加學生理解的難度，影響學生主動參與、切實聯系自身生活實踐的積極性。【教學過程】

一、談話式導入

分享身邊美(暢所欲言)

二、走進文本,整體感知.1、了解培根.2、培根眼中的美.(找出中心論點)用自己喜歡的方式認真的朗讀課文，看看作者圍繞著“美”作了哪些論述？在這些論述中，作者的核心的觀點是什么？

讀的過程中勾畫出文中的關鍵語句。（屏幕顯示：勾畫關鍵語句）

三、深入文本，交流探究。

1、初步了解培根的觀點后，大家再思考一下：如果請你從剛才勾畫的語句中找出一句你認為最精彩，做一張“美的格言卡”，你準備選哪一句？（屏幕顯示：美的格言卡）

通過對關鍵句的尋找和品析，大家對課文內容有了比較深入的理解，現在我們齊聲把這些句子再齊讀一遍。（生齊讀）

2、本篇文章是一篇議論文，作者在論述的過程中運用了哪些論證方法?有什么樣的作用？（屏幕顯示：論證方法）

請同學任意找出一處，討論交流。

3、同學們，應該說，我們對“美”的感受已經比較深刻了，還了解了作者的論證方法。但我們對文章的探究還在繼續，接下來這個環節更是我們暢所欲言的時候。（屏幕顯示：質疑問難）

如果你對課文的某一句話，某一個詞不理解，可以提出來研究。甚至說，你對有些觀點不認同，也可以大膽的發表自己的看法。

四、拓展延伸。

我們初三有一位同學，平時喜歡奇裝異服，天天都在趕新潮，學校規定穿校服，他硬是不聽，學習成績一塌糊涂。假如你是他的好朋友，你會怎么勸說他呢？

五、教師寄語

六、布置作業（屏幕顯示：作業）

八、課后反思