王蔷 英语教学法教程 第2版二版 修订版 笔记和课后习题详解答案(上册)

英语教学法-王蔷-复习资料

Unit 1: language and language learning What is language:language is a system of signs, which is arbitrarily chosen, vocal, conventionalized, graphic, and gesture symbol for verbal communication in a given society. Design features:refer to defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission, and interchangeability. Features of language 和views on language 在P-3 Several theories on language learning （behaviourist theory ,cognitive theory, constructivist theory, socio-constructivist theory）在P5-P6 A good language teacher’s features (ethic devotion, professional qualities, personal styles, language competence) Unit 2：communicative principles and TBLT CLT(goal在P-16): communicative language teaching TBLT(在P-27): Task-based language teaching Goal of foreign language teaching: to enable students to use the foreign language in work or life when necessary Difference between language use in real life and traditional pedagogy Communicative competence (linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency) 在P-18 Sever linguistics’ ideas about exercise types and activities (Richards, Rodgers, Finocchiaro, Brumfit, Ellis, Littleword.)在P-23下

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(交际教学原则与任务型语言教学)【圣才出品】

第2章交际教学原则与任务型语言教学 2.1 复习笔记 本章要点： 1. Language use in real life vs. traditional pedagogy 语言在日常生活中的使用与传统教学法 2. The differences between language used in real life and language taught in the classroom 日常生活语言与课堂语言的不同 3. Definition of communicative competence and its five components 交际能力的定义和它的五个组成部分 4. Principles of Communicative Language Teaching 交际语言教学的原则 5. CLT and the teaching of language skills 交际语言教学与语言能力教学 6. Main features of communicative activities 交际活动的主要特点 7. T ask-based Language Teaching 任务型语言教学 8. Four components of a task

任务的四个部分 9. PPP and T ask-based Language Teaching 介绍，练习和产出与任务型语言教学 10. The steps to design tasks 设计任务的步骤 11. Appropriateness of CLT and TBLT in the Chinese context 交际语言教学的恰当性和中文环境的任务型语言教学 本章考点： 语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。 本章内容索引： Ⅰ. Language use in real life vs. traditional pedagogy Ⅱ. Communicative competence 1. Definition of communicative competence 2. Five components of communicative competence 3. Communicative competence and linguistic competence Ⅲ. Implications for teaching and learning Ⅳ. Principles of Communicative Language Teaching （CLT）

结构力学习题及答案(武汉大学)

结构力学习题 第2章平面体系的几何组成分析2-1～2-6 试确定图示体系的计算自由度。 题2-1图题2-2图 题2-3图题2-4图 题2-5图题2-6图 2-7～2-15 试对图示体系进行几何组成分析。若是具有多余约束的几何不变体系，则需指明多余约束的数目。

题2-7图 题2-8图题2-9图 题2-10图题2-11图 题2-12图题2-13图 题2-14图题2-15图

题2-16图题2-17图 题2-18图题2-19图 题2-20图题2-21图2-1 1 W = 2-1 9 W - = 2-3 3 W - = 2-4 2 W = - 2-5 1 = W - 2-6 4 = W - 2-7、2-8、2-12、2-16、2-17无多余约束的几何不变体系 2-9、2-10、2-15具有一个多余约束的几何不变体系 2-11具有六个多余约束的几何不变体系 2-13、2-14几何可变体系为

2-18、2-19 瞬变体系 2-20、2-21具有三个多余约束的几何不变体系 第3章静定梁和静定平面刚架的力分析3-1 试作图示静定梁的力图。 （a）（b） (c) (d) 习题3-1图 3-2 试作图示多跨静定梁的力图。 （a） （b）

(c) 习题3-2图 3-3～3-9 试作图示静定刚架的力图。 习题3-3图习题3-4图 习题3-5图习题3-6图 习题3-7图习题3-8图

习题3-9图 3-10 试判断图示静定结构的弯矩图是否正确。 (a) (b) (c) (d) 部分习题答案 3-1 （a ）m kN M B ?=80（上侧受拉），kN F R QB 60=，kN F L QB 60-= （b ）m kN M A ?=20（上侧受拉），m kN M B ?=40（上侧受拉），kN F R QA 5.32=， kN F L QA 20-=，kN F L QB 5.47-=，kN F R QB 20=

英语教学法教程教案(王蔷)

英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世

纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；

《结构力学习题集》(含答案)

第三章 静定结构的位移计算 一、判断题： 1、虚位移原理等价于变形谐调条件，可用于求体系的位移。 2、按虚力原理所建立的虚功方程等价于几何方程。 3、在非荷载因素(支座移动、温度变化、材料收缩等)作用下，静定结构不产生内力，但会有位移且位移只与杆件相对刚度有关。 4、求图示梁铰C 左侧截面的转角时，其虚拟状态应取： A. ; ; B. D. C. =1 =1 5、功的互等、位移互等、反力互等和位移反力互等的四个定理仅适用于线性变形体系。 6、已知M p 、M k 图，用图乘法求位移的结果为：()/()ωω1122y y EI +。 M k M p 2 1 y 1 y 2 * * ωω ( a ) M =1 7、图a 、b 两种状态中，粱的转角?与竖向位移δ间的关系为：δ=? 。 8、图示桁架各杆E A 相同，结点A 和结点B 的竖向位移均为零。 A a a 9、图示桁架各杆EA =常数，由于荷载P 是反对称性质的，故结点B 的竖向位移等于零。 二、计算题： 10、求图示结构铰A 两侧截面的相对转角?A ，EI = 常数。 q l l l /2 11、求图示静定梁D 端的竖向位移 ?DV 。 EI = 常数 ，a = 2m 。 a a a 10kN/m 12、求图示结构E 点的竖向位移。 EI = 常数 。 l l l /3 /3 q

13、图示结构，EI=常数 ，M =?90kN m , P = 30kN 。求D 点的竖向位移。 P 3m 3m 3m 14、求图示刚架B 端的竖向位移。 q 15、求图示刚架结点C 的转角和水平位移，EI = 常数 。 q 16、求图示刚架中Ｄ点的竖向位移。EI ＝ 常数 。 l/2 17、求图示刚架横梁中Ｄ点的竖向位移。 EI ＝ 常数 。 18、求图示刚架中D 点的竖向位移。 E I = 常数 。 q l l/2 19、求图示结构Ａ、Ｂ两截面的相对转角，EI ＝ 常数 。 l/3 l/3 20、求图示结构A 、B 两点的相对水平位移，E I = 常数。

王蔷 英语教学法_英汉对照

A Course in English Language Teaching Unit 1 Language and Learning Views on language语言观 Structural view结构主义 as a linguistic system functional view功能主义 as a linguistic system but also a means for doing things,base on communicative functions Interactional view交互性 as a communicative tool Views on language learning and learning in general 1)Process-oriented theories过程指向论 concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2)Condition-oriented theories 强调条件理论 emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere. Behaviourist theory 行为主义理论 =audio-lingual method听说教学法 A stimulus-response theory of psychology You can train an animal to do anything(within reason) if you

结构力学课后习题答案1

习题 7-1 试确定图示结构的位移法基本未知量数目，并绘出基本结构。 (a) (b) (c) 1个角位移3个角位移，1个线位移4个角位移，3个线位移 (d) (e) (f) 3个角位移，1个线位移2个线位移3个角位移，2个线位移 (g) (h) (i) 一个角位移，一个线位移一个角位移，一个线位移三个角位移，一个线位移7-2 试回答：位移法基本未知量选取的原则是什么？为何将这些基本未知位移称为关键位移？是否可以将静定部分的结点位移也选作位移法未知量？ 7-3 试说出位移法方程的物理意义，并说明位移法中是如何运用变形协调条件的。 7-4 试回答：若考虑刚架杆件的轴向变形，位移法基本未知量的数目有无变化？如何变化？ 7-5 试用位移法计算图示结构，并绘出其内力图。 (a) 解：（1）确定基本未知量和基本结构 有一个角位移未知量，基本结构见图。 l 7- 32

7- 33 Z 1M 图 （2）位移法典型方程 11110 p r Z R += （3）确定系数并解方程 i ql Z ql iZ ql R i r p 24031831 ,82 12 12 111= =-∴-== （4）画M 图 M 图 (b) 解：（1）确定基本未知量 1个角位移未知量，各弯矩图如下 4m 4m 4m

7- 34 1Z =1M 图 3 EI p M 图 （2）位移法典型方程 11110 p r Z R += （3）确定系数并解方程 1115 ,35 2p r EI R ==- 15 3502 EIZ -= 114Z EI = （4）画M 图 () KN m M ?图 (c) 解：（1）确定基本未知量 一个线位移未知量，各种M 图如下 6m 6m 9m

王蔷主编的《英语教学法教程》第二版-unit1

Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.

结构力学课后习题答案

习题及参考答案 【习题2】【习题3】【习题4】【习题5】【习题6】【习题8】【习题9】【习题10】【习题11】【习题12】【习题13】【习题14】【参考答案】 习题2 2-1～2-14试对图示体系进行几何组成分析，如果是具有多余联系的几何不变体系，则应指出多余联系的数目。 题2-1图 题2-2图 题2-3图题2-4图题2-5图 题2-6图题2-7图题2-8图 题2-9图题2-10图题2-11图

题2-12图 题2-13图 题2-14图 习题3 3-1 试作图示多跨静定梁的M 及Q 图。 (b) (a) 20kN 40kN 20kN/m 40kN 题3-1图 3-2 试不计算反力而绘出梁的M 图。 (b) 5kN/m 40kN (a) 题3-2图 习题4 4-1 作图示刚架的M 、Q 、N 图。 (c) (b)(a)20kN /m 2kN /m 题4-1图 4-2 作图示刚架的M 图。

P (e) (d) (a) (b) (c) 20k N /m 4kN 题4-2图 4-3 作图示三铰刚架的M 图。 (b) (a) 题4-3图 4-4 作图示刚架的M 图。 (a) 题4-4图 4-5 已知结构的M 图，试绘出荷载。 (b) (a) 题4-5图

4-6 检查下列刚架的M 图，并予以改正。 (e)(g)(h) P (d) (c)(a)(b) (f) 题4-6图 习题5 5-1 图示抛物线三铰拱轴线方程x x l l f y )(42-= ，试求D 截面的力。 题5-1图 5-2 带拉杆拱，拱轴线方程x x l l f y )(42-= ，求截面K 的弯矩。 C 题5-2图 题5-3图 5-3 试求图示带拉杆的半圆三铰拱截面K 的力。 习题 6 6-1 判定图示桁架中的零杆。

英语教学法教程-王蔷主编

总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第4~6章【圣才出品】

第4章教案设计与书写 4.1 复习笔记 本章要点： 1. The significance of lesson planning 课程计划的重要性 2. Principles for good lesson planning 做好课程计划的准则 3. Macro planning vs. micro planning 宏观计划和微观计划 4. Components of a lesson plan 课程计划的构成因素 5. Sample lesson plans 课程计划的样本 本章考点： 课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。 本章内容索引： Ⅰ. The significance of lesson planning

1. Definition of lesson planning 2.The necessity of lesson planning for teachers 3. Benefits of lesson planning Ⅱ. Principles for good lesson planning Ⅲ. Macro planning vs. micro planning 1. Two levels of lesson planning 2. The advantage of a concrete teaching plan Ⅳ. Components of a lesson plan 1. Background information 2. T eaching aims 3. Language contents and skills 4. Stages and procedures 5. T eaching aids 6. End of lesson summary 7. Optional activities and assignments 8. After lesson reflection Ⅴ. Sample lesson plans Ⅵ. Conclusion Ⅰ. The significance of lesson planning（课程计划的重要意义） 1. Definition of lesson planning课程计划的定义 Lesson planning means making decisions in advance about what techniques,

王蔷《英语教学法教程》课后习题详解(听力教学)【圣才出品】

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