2)combination of sounds…….pronunciation of words 3)word stress….the stress in a word and shift of stress
4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of the speech, especially the model verbs and auxiliary verbs
5)linkage of sounds……..the liaison of sound in natural speech 6)rhyme & rhythm
7)pitch & intonation…the function of pitch and intonation in conveying meaning
8)filler words……the sounds which do not convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh, ah, well.
Unit 7 Teaching Grammar
1.What are the major types of grammar presentation methods?
Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the
students. This would be followed by the teacher giving several examples and then asking the students to apply the rules themselves in some exercises.
Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.
The guided discovery method: is similar to the inductive method in that the students are induced to
discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.
2.What are the major types of grammar practice activities?
Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice,
the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.
Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.
Unit 8 Teaching Vocabulary
1.What does knowing a word involve?
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A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.
According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.
2.How can we present new vocabulary items effectively?
1) Draw pictures, diagrams and maps to show meanings or connections of meaning 2) Use real objects to show meanings;
3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave
4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill; 5) Use synonymous and antonymous to explain meanings;
6) Translate and exemplify, especially with technical words or words with abstract meaning; 7) Use word formation rules and common affixes. 8) Teach vocabulary in chunks;
9) Provide different contexts in real life for introducing new words.
3.What are some effective ways to consolidate vocabulary?
1) Labeling;
2) Spotting the differences; 3) Describing and drawing; 4) Playing a game; 5) Using word series; 6) Word bingo; 7) Word association;
8) Finding synonyms and antonyms; 9) Using word categories; 10) Using word net-work;
11) Using the internet resources for more ideas.
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Unit 9 Teaching Listening
1.What are the characteristics of the listening process?
Generally speaking, listening in real life has the following characteristics:
a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they are
going to say ahead of time.
b) context: the context of listening is usually known to both the listener and the speaker in real life. c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other body
language as well as the surrounding environment.
e) listener’s response: most of the listening in daily life allows the listener to respond to the speaker. f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.
2.What are the models of teaching listening?
1)Bottom-up model: listening comprehension is believed to start with sound and meaning recognitions. 2)Top-down model: listening for the gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.
3)Interactive model: listening involves both bottom-up processing (recognizing sounds of words, phrases or structures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).
3.What are the common activities in teaching listening?
1) Pre-Listening activities: predicting and setting the scene
2) While-listening activities: listening for the gist; listening for specific information; no specific responses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.
3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling; dictogloss
Unit 10 Teaching Speaking
1.What are the main characteristics of spoken language?
a. in fairly simple sentence structures
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b. in incomplete sentences
c. in informal, simple or common vocabulary
d. with broken grammar, false starts, hesitation, fillers, etc. e. with a high proportion of repetition or redundancy f. largely unplanned organization g. a low density of information
h. context independent (Background knowledge is necessary to understand exactly what is being expressed.)
2. What are the characteristics of successful speaking activities?
1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.
2) Even participation: encourage speaking from as many different students as possible. The outspoken
students do not dominate discussion.
3) High motivation: various interesting tasks in line with the students’ ability.
4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.
3. What are the main types of speaking activities?
1)controlled activities; 2)semi-controlled activities; 3)information-gap activities; 4)dialogues and role-plays; 5)activities using pictures; 6)problem-solving activities…
Unit 11 Teaching Reading
1. What are the main reading skills?
Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.
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