英语教学法期末复习资料
英语教学法考试复习资料
英语教学法上册P.10问3.What effect did the formation of the European Common Market have on the teachingof foreign languages in Europe?(答案见P.13 feedback 3即功能概念法产生的背景)4.What is a functional-notional syllabus?（答案见P.13 feedback 4 第一句不要）P.49 What is Communicative Competence?Dell Hymes added the term “communicative competence ”to the language of Applied Linguistics , it includes appropriacy, accuracy, fluency. In short, a child becomes able to use the language to do things for himself, and to measurehis success or failure by the response of others. This competence is called communicative competence.P.50 Task 6 下方的feedback 那个表格（交际能力发展因素）P.60 Which features distinguish spoken text from written text? (口头语与书面文本的区别)【答案均可在书P.60中找到原句】1.Some would say spoken language is simpler than written language.2.It is argued by researchers that in terms of productive skills(writing and speaking skills), the two modes of language, written and spoken, indicate two different kinds of complexity: the spoken language is complex in the way clauses are linked together, while the written language is complex at the level of clause.3.The second feature to distinguish written language from spoken language is the heavier lexical density, which makes writing seem more complex.4.The third feature is the tendency to use nouns instead of verbs in written language.5.The fourth important difference comes from the fact that writing is often less dependent on immediate context that speech.P.66 名词解释Authenticity---------We usually describe a text in a foreign language as authentic if it is written for native speakers to read or spoken for native speakers to listen to. It is not simplified in any way for the convenience of learners of the language. This can include a very wide variety of texts, authenticity in the language classroom includes the use of authentic materials, designing authentic classroom activities, and the teacher speaking authentically to the students.P.79 The Nature of Communicative Activities (问答题)答案见P.80-P.81 feedback 1—6斜体字英语教学法下册P.63 feedback 2个名词解释①Deductive Grammar Teaching②Inductive Grammar TeachingP.107 2个名词解释Denotation------The most specific or direct meaning of a word, in contrast to its figurative, implied or associated meanings. (For example ,the word “professional” has its denotation of “belong to one profession”.) Connotation------A quality or idea that a word makes you think of is more that its basic meaning. (For example, the word “professional”has its connotation of “being skillful ” and “excellence”.)P.111 What does “Knowing a word ” mean? (答案见P.111 feedback) P.112 2个名词解释Active words --------- Active words are in our active knowledge, we are able to use them in speaking and writing.Passive words ---------- Passive words are in our passive knowledge. We can recognize them in written and spoken context and understand from the contexts what they mean.P.138 1个名词解释Register ----------- Resgister means language style. It includes three aspects: formal, neutral and informal. For example: kids-children-offspring. Kids is informal, “children”is neutral, “offspring” is formal.P.167 What are the benefits of a lesson plan? (答案见该页第二个Feedback )P.168 What are the main factors that influence a lesson plan?There are 3 kinds of factors that influence on lesson plans, they are physical conditions, human factors, syllabus&testing. Physical conditions: class size, length of a lesson, time of day, size of classroom, practical constraints. Human factors: different personalities of teachers, varied needs and attitudes of students, the students’ present level, the students’language learning background. Syllabus&testing: change of syllabus might lead to the adjustment of a teaching plan; a lesson plan sometimes has to be readjusted in order to meet the needs of different examinations.(参见书上P.169-170 feedback)P.218 名词解释Classroom management -------(书上P.218 feedback 第六行开始Classroom management is precisely….至该段结束。
英语教学法复习资料
英语教学法复习资料一、选择题：1. Young __A___ John was, he was able to swim across the channel within minutes.A. asB. soC. thoughD. although2. They always kept on good D with their next-door neighbors for the children’s sake.A. friendshipB. relationsC. relativesD. terms3. Do ___B____ you are told; otherwise you will be punished.A. thatB. whatC. whichD. whom4. When we hurried to the station, there happened C no bus at that time.A. to haveB. to beC. havingD. being5. ___B__ the old man’s sons wanted to know was __D___ the gold had been hidden.A. That…whatB. What…whereC. What…thatD. That…where6. We have A two seats for 8:30 flight to New York tomorrow.A. boughtB. soldC. bookedD. ordered7. Is this museum ___C____ you visited a few days agoA. whereB. thatC. on whichD. the one8. There’s no question that the ads had a real impact __ B___ the public.A. toB. withC. onD. of9. __A_____ the English examination I would have gone to the concert last Saturday.A. In spite ofB. But forC. Because ofD. As or10. Tom B his lessons from seven to eight last night.A. was doingB. had doneC. were takenD. had been taken11. Large quantities of water ___D_____ cooling purposes.A. are needed forB. is needed forC. are need toD. is need for12. Who will you get C the project for usA. designB. to designC. designedD. designing13. We’ll visit Europe next year ___C_____ we have enough money.A. providedB. unlessC. untilD. lest14. ----- Mom, I’m very sorry for having broken the plate. ----- Oh, boy, DA. it doesn’t matterB. no problemC. that’s rightD. thank you15. It’s already 5 o’clock now. Don’t you think it’s about time ____C____A. we are going homeB. we go homeC. we went homeD. we can go home16. By the time Jane gets home, her aunt B for London to attend a meeting.A. will haveB. leavesC. will have leftD. left17. With John ____D____ there’s more room in the house.A. to be awayB. been awayC. awayD. was away18. When are they C in their planA. handB. handedC. to handD. give19. The sales manager asked his men to inform him __B___ everything concerning the sales in time.A. /B. ofC. againstD. on20. Robert is said A abroad, but I don’t know what country he studied in.A. to have studiedB. to studyC. to be studyingD. to have been studying21. She is waiting for the doctor ___ B __ I know will not come.A. whomB. whoC. whichD. that22. Some of the water B wasted by them.A. wasB. wereC. areD. being23. When spring comes, it gets ____B____.A. warm and warmB. warm and warmerC. warmer and warmerD. more and more warm24. The coffee is wonderful！It doesn’t taste like anythingI B before.A. was havingB. haveC. have ever hadD. had ever had25. You should go to the grand opening ceremony, ____B____A. aren’t youB. shouldn’t youC. wouldn’t you’t you26. I think we should let Maria go camping with her boyfriend.B , she’s a big girl now.A. After allB. Above allC. First of allD. For all27. How beautifully she sings! I have never heard ____C____.A. the better voiceB. a good voiceC. the best voiceD.a better voice28. The study of the wild world may help to make the world easierC .A. understoodB. to be understoodC. to understandD. understand29. He told me the news ___ D __ our team had won the game.A. aboutB. ofC. asD. that30. As a result of my laziness, I failed C my workin time.A. and finishedB. to finishC. and finishingD. to finished31. A good many proposals were raised by the delegates ___ B __ was to be expected.A. thatB. whatC. soD. as.二、完形填空：. In Japan, most people still feel that a woman’s place is in the home; and most women willingly accept their ( C ) role as wife, leaving the business of making a living ( C ) their husbands. For those who do want a ( B ) of their own, opportunities are limited, and working women usually have to ( D ) for lower wages, fewer promotions, less responsible ( A ).In America, on the other hand, most women, ( B ) wives and mothers, work most of their lives, but ( B ), few have had real careers. As in Japan most fields are ( D ) by men and opportunities for women have been ( A ), salaries low, chances for advancement ( C ) American women work mainly because they ( D ), in these days of inflation and luxury living. ( A ) income per family is simply not enough to ( B ). So American women actually have two jobs: one nine-to-five position outside the home, and ( D ) round-the-clock-in-the-home-job ( A ) wife, house-maid, cook, and nurse.One of the main goals of the modern women’s liberation movement, which started ( A ), was to eliminate sex discrimination in the work force, and to ( B ) careers for women that were previously ( D ) for men. Though there is stilla long way to ( A ), a lot of progress has been ( A ).1. A. conservative B. usual C. traditional D. unhappy2. A. for B. no C. up to D. away with3. A. job B. career C. profession D. post4. A. settle B. request C. ask5. A. titles B. status C. assignments D. positions6. B. including C. containing D. involving7. A. at present B. until recently C. recently until recently8. A. owned B. kept C. led D. dominated9. A. restricted B. bounded C. reduced D. prohibited10. A. small B. inadequate C. rare D. scarce11. A. should B. ought C. like D. have to12. B. single C. only D. the one13. B. live on C. feed on D. support14. A. another B. one C. other D. the other15. A. such as B. like C. as D. acting16. A. in the early 1960s B. in early the 1960sC. early in the 1960D. in the early 196017. A. lead to B. open up C. offer D. set up18. A. preserved B. observed C. concerned D. reserved19. A. go B. travel C. strive D. pull through20. A. made B. taken C. covered D. completed. The thing I like most about living on a farm is the change of ( C ), spring, summer, autumn and winter. You can see them ( B ) come and go and each one is ( B ) different. In the city you can't ( D )—— you can buy ( A ) flowers in winter and eat the ( A ) vegetables all the year ( B ). Here in the country you ( A ) eat things at ( B ) times of the ( C )—— for example strawberries in June and turnips in winter. You live ( A ) the seasons.( C ) we make most of our food ——we make butter and cheese, we ( D ) our own vegetables and ( D ) our own bread. We never eat ( A ) or tinned food. Everything is ( C ) so it must be better for your health. City people may think we ( B ) a lot of good things (A ) modern life, but in my ( C ) they miss a lot more than we do——they miss ( C ) life.1. A. climate B. weather C. seasons D. times2. A. both B. all C. everyone D. whole3. A. completely B. fully C. perfectly D. little4. A. understand B. realize C. know D. tell5. A. natural B. native C. normal D. summer6. A. various B. different C. same D. like7. A. off B. out C. round D. about8. A. only B. just C. simply D. purely9. A. several B. certain C. reliable D. definite10. A. season B. year C. month D. period11. A. by B. beside C. along D. with12. A. Also B. But C. However D. Still13. A. farm B. grow C. keep D. raise14. A. produce B. burn C. bake D. cook15. A. freeze B. freezing C. froze D. frozen16. A. pure B. rare C. fresh D. new17. A. miss B. lose C. leave D. skip18. A. from B. about C. with D. behind19. A. opinion B. though C. idea D. mind20. A. genuine B. sound C. actual D. real三、阅读理解82. Why don’t birds get lost in their long migratory flights Scientists have been puzzled over this question for many years. Now they’re beginning to fill in the blanks.Not long ago, experiments showed that birds rely on the sunto guide them during daylight hours. But what about birds that fly mainly at night Tests with artificial stars have proved conclusively that certain night-flying birds are able to follow the star in their long-distance flights.One such bird---a warbler(鸣禽)---had spent its lifetime in a cage and never flown under the natural sky. Yet it showed an inborn ability to use the stars for guidance. The bird’s cage was placed under an artificial star-filled sky at migration time. The bird tried to fly in the same direction as that taken by his outdoor cousins. Any change in the position of the make-believe stars caused a change in the direction of his flight.Scientists think that warbler, when flying in daylight, use the sun for guidance. But the stars are apparently their principal means of navigation. What do they do when the stars are hidden by clouds Apparently, they find their way by such landmarks as mountain ranges, coast lines, and river courses. But when it’s too dark to see these, the w arblers circle helplessly, unable to get their bearings.1. The reason why birds don’t get lost in migratory flights （ B ）A. have been known to scientists for years .B. have only recently been discovered.C. are known by everyone.D. will probably remain a mystery.2. The experiment with the warbler indicated that( D )A. birds have to be taught to navigate.?B. a bird that has been caged will not migrate.C. some birds cannot fly at night.D. some birds seem instinctively to follow the star when flying at night.( D )3. Under artificial stars, the bird in the cageA. tried to fly in the same direction as birds not caged .B. changed direction when the position of the stars was changed.C. would not fly at all.D. both A and B.4. Warblers migrate( C )A. from North American to the Falkland Islands.B. only once during their lifetime.C. using what is apparently an inborn navigational ability.D. when they are freed from their cages.5. This article is a good example of the way scientists( B )A. jump to conclusion.?B. discover workable answers to general questions by studying particular cases.C. formulate a law and then carry out investigation.D. are frustrated by the habits of animals.1. In the night sky you might see a big white ball. This is the moon. The moon moves around the earth. It does this one time about every 291/2 days. It is smaller than the stars. But it looks bigger. That’s because it is closer to us than the stars.Sometimes the moon looks like a ball of light. Other times it looks only part of a ball. But it is really always the same. The moon’s light comes from the sun. Sometimes one part is lighted. Other times another part is lighted. We see only the part of the moon that is lighted.The moon has no air, no wind, and no water. So nothing can live there. There are no plants or animals. It is made up mostly of rock. There are big holes all over the moon. Sometimes you can see dark places on the moon. It is really these holes that you are seeing.Let’s say you were standing on the moon and you looked up. The sky would be black. It always looks like night. And the stars in it are always out. In the day the rocks on the moonget very hot. At night they are colder than any place on the earth.People have always liked to look at the moon. In it they have seen many things. Some think they see people. Others see animals. One person might see a frog or a cat. Another might see a rabbit. Look up at the moon tonight. What do you see1. According to the passage we know that the moon B .A. is bigger than the stars, but looks smallerB. looks smaller because it is closer to us than the starsC. is smaller than the stars, but looks biggerD. looks bigger because it is farther to us than the stars2. Which of the following statements is NOT true according to the passage C .A. The light from the sun sometimes lights only one part of the moon.B. People could see dark holes al over the moon.C. Nothing could live on the noon except animals because it is made up of rock.D. No life could be seen on the moon without air and water on it.3. From the passage we can infer that D .A. the difference between day temperature and nighttemperature on the moon is very bigB. people could not stand on the moon because it is very hotin the dayC. people could not stand on the moon because it is too coldat nightD. it’s impossible for people to live on the moon because thereis no food there4. The author implies that the reason why people like to look at the moon is that C .A. they believe there are really people on the moonB. they think some animals are living on the moonC. they care for the frogs, cats and rabbits on the moonD. the moon can give them many imaginations5. The purpose of the writer in writing this passage is toA .A. tell us something about the moonB. require us to distinguish the moon and the starsC. emphasize the importance of the moonD. state the relationship between people and the moon2. During one summer not long ago, Americans in the Southwest were without rain for many days. The sun burned up crops. Animals went hungry on the dry land. At last, clouds appearedin the sky and sent down rain.How do such clouds form The sun, the earth, and the air all play a part. The changes that take place before clouds can formdo not always happen quickly. First, the earth is heated by the sun. This causes tiny drops of water in oceans and riversto rise and mix with air. As the wet air rises higher, it cools off, making clouds.What causes these clouds to become rain The tiny drops of water inside the clouds become larger as they gather more wetness from the air around them. Finally, the drops become so large that they can no longer be held up by the air. They fall to the ground as rain.The raindrops that fall are not always the same size. Some maybe very large. But the smallest come down in a fine mist.Rain is needed for all life. When it falls after a long dry spell, trees, grass, and bushes may begin to look fresh and green again. These plants need water to stay healthy. The rain also causes streams to fill with water. This makes it possiblefor fish and other animals to live. Rain brings new life and hope to millions of people and other living things.1. The first paragraph mentions the period of time during which the weather was very and crops wereD .A. rainy, burntB. drought, burnt upC. drought, burntD. dry, burnt up2. The phrase “play a part” means D .A. be a roleB. form as a partC. connect with each otherD. make a contribution3. Concerning how rain comes into being, which statement is true D .A. A lot of drops of water rise and mix with air as the sun shines.B. Wet air cools off as it rises higher.C. The drops become larger and larger as they gather more wetness.D. The drops fall to the ground as they become too large to hold up.4. In the last paragraph, the word “spell” means C .A. weatherB. a periodC. timesD. none of the above5. This passage mainly explains B of clouds and rain.A. the formationB. the phenomenaC. the importanceD. the function83. Social customs and ways of behaving change. Things whichwere considered impolite many years ago are now acceptable. Just a few years ago, it was considered impolite behavior for a man to smoke on the street. No man who thought of himself as being a gentleman would make a fool of himself by smoking when a lady was in a room.Customs also differ from country to country. Does a man walk on the left or the right of a woman in your country Or doesn’t it matter What about table manners Should you use both hands when you are eating Should you leave one on your lap, or on the tableThe Americans and the British not only speak the same language but also share a large number of social customs. For example, in both America and England people shake hands when they meet each other for the first time. Also, most Englishmen will open a door for a woman or offer their seat to a woman, and so will most Americans. Promptness is important both in England and in America. That is, if a dinner invitation is for 7 o’clock, the dinner guest either arrives close to that time or calls up to explain his delay.The important thing to remember about social customs is not to do anything that might make other people feel uncomfortable, especially if they are your guests. There is an old story abouta man who gave a formal dinner party. When the food was served, one of the guests started to eat his peas with a knife. The other guests were amused or shocked, but the host calmly picked up his knife and began eating in the same way. It would have been bad manners to make his guest feel foolish or uncomfortable.1. If one has accepted a dinner invitation, what should he do if he is to be late for the dinner( D )A. He should find an excuse.B. He should ask for excuse.C. He should say “Sorry”.D. He should telephone to explain his being late.2. “It would have been bad manners to make his guests feel foolish or uncomfortable.” “Bad manners: means ( C )A. uglyB. dishonestC. impoliteD. shameful3. Which of the following do you think is the best title for this passage( A )A. Social Customs and BehaviorB. Social lifeC. American and British CustomsD. Promptness Is Important4. According to the text, the best host ( A )A. tries his best to make his guests feel comfortableB. makes his guests feel excitedC. tries to avoid being naughty to his guestsD. tries to avoid being foolish5. The author of this article may agree with which of the following( C )A. The guest who ate his peas with a knife.B. The other guests who were amused or shocked.C. The host who picked up his knife and began eating in the same way.D. None of the above.四、汉译英1. 我现在无法想像没有孩子们的生活。
教学法期末复习
The structural view（概念）结构主义考点：掌握三者的概念及区别The structural view sees language as a linguistic system made up of various subsystems.The system of language = the system of sounds + the system of words + the system of grammarThe functional view功能主义语言学习理论The functional view sees language as a linguistic system and as a means for doing things.The interactional view 交互语言理论The interactional view sees language as a communicative tool (to build up and maintain relations between people).The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.The target of language learning is learning to initiate and maintain conversation with other peopleTwo things are needed for communicationof language form (grammar & vocabulary)of language use in a context (Is it appropriate to use this language item in this context)补充考点：掌握Krashen五个假设Acquisition-learning Hypothesis 习得—学习假说Acquisition: an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication.Learning: a process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge.The monitor Hypothesis 监察假说On some occasions learners make a particular effort with their language. when they are writingsth. formal, talking to someone important, etc.). They monitor their own speech---checkingit carefully before they produce it. Natural Order Hypothesis自然顺序假说: The acquisition of grammatical structures proceeds ina predictable order.The Input Hypothesis输入假说: We acquire (not learn) language by understanding input that isa little beyond our current level of competence.The affective filter hypothesis情感过滤假说Affect is regarded as a “filter”.The learner’s emotional state or attitudes are seen as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition.filter(motivation, self-confidence, anxiety)Input ….. . Language acquired competenceAcquisitionDeviceCommunicative Language Teaching 掌握目标The goal of CLT is to develop students’ communicative competence , which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations(knowledge of what to say, when, how, where,and to whom).Five main components of communicative competenceLinguistic competence:knowledge of the language itself, its form and meaning (spelling, pronunciation,vocabulary,word formation,grammatical structure, sentence structure, semantics)语言能力Pragmatic competence: the appropriate use of the language in social context(the choice of the vocabulary and structure depends on the setting , the relative status of the speakers and their relationships.)语用能力Discourse competence: one’s ability to create coherent written text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)语篇能力Strategic competence: one’s ability to compensate for the communication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. 策略能力Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLT 流利度考点：三者的概念Pragmatic competence；Discourse competence；Strategic competence;记住五个名词Principles of CLTCommunication principle: activities that involve real communication promote learningTask principle: activities in which language is used for carrying out meaningful tasks promote learningMeaningfulness principle: language that is meaningful to the learner supports the learning processSix criteria for evaluating communicative classroom activities P24purposedesire, not formof languageteacher interventionmaterials control考点：简答题，这个活动是不是communicative 首先列出标准，评价符合哪些标准，最后判断是与否Unit 3New National English Curriculum in 2001 了解新版教学大纲从1978到2001年的大纲规定（）可以看到有如下几点进步：1.教学目标：单纯传授知识提高学生全面素质2. 教学要求：单一、封闭灵活、开放（分级：初一、初二必修，初三选修；高一高二必修，高三选修；不同学校：普通、重点、外国语学校等，有不同要求，可以超越大纲）3. 教学观念和方法:明确英语教学的目的是培养学生运用语言进行交际的能力提出了四项技能综合训练，不同阶段各有侧重（听说入手读写，高中侧重阅读）强调处理好语言教学与文化的关系注意发挥教师的指导作用，充分调动学生的学习主动性和积极性重视利用直观教具和现代化教学手段，不利创设英语环境（挂图、录音带、幻灯片、录像带、VCD 、CD-ROM 、DVD 、软件4. 教材：教材的内容逐渐贴近学生的生活和现代社会生活，渗透思想情感的教育，渗透大量自然和社会科学知识采用结构、功能、话题相结合的方法，有些教材加上任务型教学活动，教材语言真实、自然、地道，教法灵活教材编写注意学生生理和心理发展的特征，重视从教学内容、编排体系到呈现形式等方面提高趣味性，激发兴趣力求符合学生学习英语的认知规律，调节难易运用现代教学技术编制多媒体教材多样化：一纲多本、引进国外教材、编写不同起点的教材。
教学法期末复习
Unit 1The structural view（概念）结构主义p、3 考点：掌握三者得概念及区别The structural view sees language as a linguistic system made up of various subsystems、The system of language = the system of sounds + the system of words + the system of grammarThe functional view功能主义语言学习理论The functional view sees language as a linguistic system and as a means for doing things、The interactional view 交互语言理论The interactional view sees language as a communicative tool (to build up and maintain relations between people)、The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals、The target of language learning is learning to initiate and maintain conversation with other peopleTwo things are needed for communication2、Rules of language form (grammar & vocabulary)3、Rules of language use in a context (Is it appropriate to use this language item in this context?)补充考点：掌握Krashen五个假设Acquisition-learning Hypothesis 习得—学习假说Acquisition: an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication、Learning: a process in which conscious rules about a language are developed、It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge、The monitor Hypothesis 监察假说On some occasions learners make a particular effort with their language(e、g、when they are writing sth、formal, talking to someone important, etc、)、They monitor their own speech---checking it carefully before they produce it、Natural Order Hypothesis自然顺序假说: The acquisition of grammatical structures proceeds in a predictable order、The Input Hypothesis输入假说: We acquire (not learn) language by understanding input that is a little beyond our current level of competence、The affective filter hypothesis情感过滤假说Affect is regarded as a “filter”、The learner’s emotional state or attitudes are seen as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition、filter(motivation, self-confidence, anxiety)Input …、、、Language acquired competenceAcquisitionDeviceUnit 2Communicative Language Teaching 掌握目标The goal of CLT is to develop students’ communicative competence , which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations(knowledge of what to say, when, how, where,and to whom)、Five main components of communicative competenceLinguistic competence:knowledge of the language itself, its form and meaning (spelling, pronunciation,vocabulary,word formation,grammatical structure, sentence structure, semantics)语言能力Pragmatic competence: the appropriate use of the language in social context(the choice of the vocabulary and structure depends on the setting , the relative status of the speakers and their relationships、)语用能力Discourse competence: one’s ability to create coherent written text or conversation and the ability to understand them、(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)语篇能力Strategic competence: one’s ability to compensate for the communication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation、策略能力Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLT 流利度考点：三者得概念Pragmatic competence；Discourse competence；Strategic competence;记住五个名词Principles of CLTCommunication principle: activities that involve real communication promote learningTask principle: activities in which language is used for carrying out meaningful tasks promote learning Meaningfulness principle: language that is meaningful to the learner supports the learning processSix criteria for evaluating communicative classroom activities P241、Communicative purpose2、Communicative desire3、Content, not form4、Variety of language5、No teacher intervention6、No materials control考点：简答题，这个活动就是不就是communicative 首先列出标准，评价符合哪些标准，最后判断就是与否Unit 3●New National English Curriculum in 2001 了解新版教学大纲●从1978到2001年得大纲规定（P、43-44）可以瞧到有如下几点进步：●1、教学目标：单纯传授知识提高学生全面素质●2、教学要求：单一、封闭灵活、开放（分级：初一、初二必修，初三选修；高一高二必修，高三选修；不同学校：普通、重点、外国语学校等，有不同要求，可以超越大纲）●3、教学观念与方法:●3、1 明确英语教学得目得就是培养学生运用语言进行交际得能力●3、2 提出了四项技能综合训练，不同阶段各有侧重（听说入手读写，高中侧重阅读）●3、3 强调处理好语言教学与文化得关系●3、4 注意发挥教师得指导作用，充分调动学生得学习主动性与积极性●3、5 重视利用直观教具与现代化教学手段，不利创设英语环境（挂图、录音带、幻灯片、录像带、VCD 、CD-ROM 、DVD 、软件●4、教材：●4、1 教材得内容逐渐贴近学生得生活与现代社会生活，渗透思想情感得教育，渗透大量自然与社会科学知识●4、2 采用结构、功能、话题相结合得方法，有些教材加上任务型教学活动，教材语言真实、自然、地道，教法灵活●4、3 教材编写注意学生生理与心理发展得特征，重视从教学内容、编排体系到呈现形式等方面提高趣味性，激发兴趣●4、4 力求符合学生学习英语得认知规律，调节难易●4、5 运用现代教学技术编制多媒体教材●4、6 多样化：一纲多本、引进国外教材、编写不同起点得教材。
英语教学法复习要点
Unit 1 Language and Learning1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.2. What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.3.Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theoryB. F. SkinnerA stimulus-response theory of psychologyAudio-lingual methodThe idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theoryInfluenced by Noam Chomsky (revival of structural linguistics) Language as an intricate rule-based systemA learner acquires language competence which enables him to producelanguage.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Constructivist theoryJean Piaget (1896—1980)The learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theoryVygotsky“Zone of Proximal Development” (ZPD); scaffolding(脚手架)Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation caninclude:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice:short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under thesupervision of instructorsThe real classroom teaching:what a teacher undertakes after he/shefinishes formal education❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching 1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in the classroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’communicative competence.3. Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations4 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆ Pragmatic competence （语用能力）The appropriate use of language in social context.◆ Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆ Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆ Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’6.Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.7. Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)8. Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities9.Littlewood’s (1981)classification of communicativeactivities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:1. Identifying pictures2. Discovering identical pairs3. Discovering sequences or locations4. Discovering missing information5. Discovering missing features6. Discovering "secrets"municating patterns and pictures8. Communicative models9. Discovering differences10. Following directions11. Reconstructing story-sequences12. Pooling information to solve a problem(2). Social interaction activities:1. Role-playing through cued dialogues2.Role-playing through cues and information3.Role-playing through situation and goals4.Role-playing through debate or discussionrge-scale simulation activities6. Improvisation10.Six Criteria for evaluating communicative classroomactivitiesmunicative purpose2. Communicative desire3. Content, not form4.Variety of language5.No teacher intervention6. No materials control9.What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.10.Four components of a task1. A purpose2. A context3. A process4. A product11. Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.12. Differences between PPP and TBLT1The way students use and experience language in TBLT is radically different from PPP. 1.Free of language control2. genuine need to use language to communicate3.A free exchange of ideas4.Appropriateness & accuracy of language form in general, not production of a single form5.A genuine need for accuracy and fluency2.TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy (+fluency)In TBL Integrated skills practiced13. How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials14. CLT and TBLT in the Chinese contextProblems with CLT1. The very first and forceful argument is whether it is culturallyappropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learnersConstraints of TBLT1.The first is it may not be effective for presenting new language items2.The second constraint is Time as teachers have to prepare task-based activities very carefully.3.The third is the culture of learning4.The forth is Level of difficultyUnit 31. A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20002. Designing principles for the National English Curriculum 1)Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3. Goals and objectives of English language teachingThe new curriculum is designed to promote students’overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’positive attitude, motivation, confidence as well as strategies for life-long learning along withThe standards for different levels of competence5 Challenges facing English language teachers1) English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2) English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3) English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1.Lesson planning means making decisions in advance about whattechniques, activities and materials will be used in the class.2. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.3. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aimsand language contents of the lesson.2). It also helps the teacher to distinguish the variousstages of a lesson and to see the relationship betweenthem so that the lesson can move smoothly from one stageto another.3). The teacher can also think about how the students canbe fully engaged in the lesson.4). when planning the lesson, the teacher also becomes awareof the teaching aids that are needed.5). Lesson planning helps teachers to think about therelative value of different activities and how much timeshould be spent on them.6). The teacher soon learn to judge lesson stages and phaseswith greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation tothe plan, identifying those parts which went well andthose which were less successful.4. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkageDefinitions of variety, flexibility, learnability, andlinkage.Variety means planning a number of different types ofactivities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999). Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.5.Macro planning involves:1) Knowing about the profession:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus/curriculum:5) Knowing about the textbook6) Knowing about the objectivesponents of a lesson plan1.Background information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson2.Teaching objectives: What do you want students to know and be able to do?nguage contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.4.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1)warm-up/ a tarter/revision;(2)presentation(3)drilling(4)consolidation(5)summary and homework2) The three P’s model: presentation, practice, and production5.Teaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.6.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learningobjectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning;stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.7.Optional activities and assignment8.After class reflection7.The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.8. The aims of a lesson includelanguage components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Managementthe goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).2.Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly3 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)environment, use various strategies to motivate learners, guide students in planning and assessing their learning…’prior knowledge; find individual interests and explore potential capabilities; acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students’…reflect on the reasons, think about possible solutions, implement the solutions and evaluate the results…Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪butgentle by Harmer)2). Organizing feedback (discouraging for the teacher to becritical不提倡吹毛疵, focusing on Ss’success progress)Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying”and…?”“Anything else?”Yes,but why…?(Ss. read the example)Participant:The teacher shouldn’t dominate or appear to be authoritative.Resource-provider:We have criticized the jug-and-mug method, but the teacher should withhold his/her readiness to provide resourc4 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level ofthe students;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5. What are the different ways for student grouping?Whole class work, pair work, group work, individual study1.Whole class workAll the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair workStudents work in pairs on an exercise or task.3.Group workStudents work in small groups of 3-5 students.4.Individual studyStudents work on their own at their own speed.Types of student grouping and their advantages and disadvantages in P314 (task4)6.Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)7: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)1.Ss are clear about learning purpose;2.Ss are able to do the work but find it challenging;3.Ss are emotionally, physically and intellectually involved by thetasks;4.The presentation, variety and structure of the work and activitiesgenerate curiosity and interest;5.Ss have opportunities to ask questions and try out ideas;6.Ss can see what they have achieved and how they had made progress;7.Ss get a feeling of satisfaction and enjoyment from the work.8What causes discipline problems?1.A gap in the lesson (e.g. bad planning, equipment fails to work)2.Unclear instructionsck of teacher attention4.The teacher concentrates on lengthy explanations to one individual so that the others get bored5.Work is too easy or too challenging9. What measures can we take for undisciplined acts and badly behavingstudents?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.10 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek their own answers;☐ A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued.11. What types of questions are there?(Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation12: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system”(Brown, 2000: 218-219)☐An error has direct relation with the learner’s language competence.Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.13 When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.14 How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionWhich techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.☐The whole class correction is used for main error types (e.g.The Big Ten)Unit 6 Teaching Pronunciation1.Critical Period Hypothesis:a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.2. The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.3The realistic goals of teaching pronunciation is as following: Consistency: the pronunciation should be smooth and natural; Intelligibility: the pronunciation should be understandable to the listeners;Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.4.Three aspects of pronunciation to teach? Stress, intonation, rhythm5. One common problem in learning English of Ss: (Neglect stress and intonation)6. What aspects of pronunciation do we need to teach? Pronunciation is an umbrella term covering many aspects, beside sound andphone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.7. How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.8 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What is the goal of perception practice?⏹Developing the students’ability to identify and distinguishbetween different sounds.☐Examples of perception practice:⏹Using minimal pairs(with one sound difference): will/well;ship/sheep; light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹Completion9.The goal of production practice is developing students’ ability toproduce sounds.1.Listen and repeat ( practice individual sounds, individual words,groups of words, sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certainsounds).3.Make up sentences(using as many from the given words as possible).e meaningful context(to perform meaningful tasks such asrole-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).10. Practising stress and intonation☐Two types of stress:⏹word-level stress⏹Phrase-level or sentence-level stress11. Teaching methods of stress⏹The most important thing in practising stress is making thestudents aware of where to stress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard(underline the stress parts or write with coloredchalks12 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.13.How can teachers help the students to improve pronunciation?e individual, pair, group and whole class work;e hands and arms to conduct practice.3.Move around the classroom when doing choral practice.4.Vary the criteria of ‘good’ to give students confidence.5.Do articulation practice more than once.6.Bring interests and variety to the practice.7.The main criteria for good pronunciation are consistency,intelligibility and communicative efficiency.8.Make full use of demonstrations.9.Try to use visual aids.Unit 7 Teaching Grammar1. The role of grammar in language learningIt is generally believed that•Grammar teaching is less important for children than for adults; •Grammar teaching is less important in listening and reading than in writing.•Grammar teaching can be seen in most formal classroom language teaching. Generally speaking, Chinese EFL learners need a certain degree of mastery of English grammar. However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2 Grammar presentationWhat are the major types of grammar presentation method?☐Three ways of presenting grammar in the classroom:1.The deductive method 演绎法reasoning from general principles to aparticular caseThe deductive method relies on reasoning, analyzing and comparing2.The inductive method 归纳法method of logical reasoning which obtains ordiscovers general laws from particular facts or examples3.The guided discovery method 引导式发现法Similar to the inductive method in that ss are induced to discover rules by themselves;But different in that the process of the discovery is carefully guided and assisted by the teachers and the rules are then elicited and taught explicitly.Each has merits and drawbacks. The best way is to vary methods in different。
englishteaching英语教学法教程期末考试必考的知识点
Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparingteaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let students observe,analyse,compare examples;help students induct grammar rules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presentation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisition theory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. 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 the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning (freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate conceptReceptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they useSo the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use.Ways of consolidating vocabulary:labelling,spot the difference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using word net-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guess meaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly;The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visual clues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchange informationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are other words,listening comprehension involves ‘knowledge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for the gist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answering questions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to accept repetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivation linguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicative Communicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predictingEffective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive information with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use other resources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpretQuestions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the text.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’reading skill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’s self-assessment project work portfolios。
教学法期末考试复习资料
1. Language is a system of arbitrary vocal symbols used for human communication.2. Structural View : It sees language as a linguistic system made up of various subsystem : from phonological, morphological, lexical, etc. to sentence . Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language .when this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audiolingual approach to language learning emerged.3. F unctional View :It sees language as a linguistic system but also as a means for doing things. Functional activities : offering , suggesting , advising, apologizing, etc. To perform functions , learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. For example : the concept of present, past or future time ,the expression of certainty and possibility , the role of agent4. Interactional View Language is a communicative tool , the use of which is to build up and maintain social relations between people. Learners not only need to know the grammar and vocabulary of the language , but also need to know the rules for using them in a whole range of communicative context.Language learning process-oriented theoriesHow the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theoriesemphasize 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 : stimulus, response, reinforcement.Proposed by behavioural psychologist Skinner, he suggested that language is also a form of nguage can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism.One influential result is the audio-lingual method, which involves the “listen and repeat ” drilling activities. The idea of this method: language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praisedCognitive theory :The term cognitivism is often used to describe method in which students are asked to think rather than simply repeat.Noam Chomsky’ question:If all language is a learned behaviour, how can a child produce a sentence that has never been said by others before?Language is not a form of behaviour, it is an intricate复杂的rule-based system and a large part of language acquisition获得is the learning of this system. There are a finite 有限的number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced .Constructivist theory: 建构理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.It is believed that education is used to develop the mind, not just to rote recall what is learned. Therefore, teachers must balance an understanding of the habits, characteristics as well aspersonaliti es of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.Socio-constructivist theory:similar to constructivist theory, social-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone 地区、地带of Proximal邻近的Development”(ZPD) 临近发展区and scaffolding. ['skæfəldiŋ] n. 脚手架；搭脚手架的材料In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.Chapter 2Communicative competence includes the knowledge about the language and the knowledge about how to use the language appropriately in communicative situation.Five main components of communicative competence(Hedge)Linguistic competenceIt is concerned with knowledge of the language itself, its form and meaning.More specifically, it involves spelling, pronunciation, vocabulary, word formation,grammatical structure, sentence structure, and semantics.Pragmatic competencePragmatic competence is concerned with the appropriate use of language in social context ( when to speak, when not, when talk about with whom, when,where and in what manner).That is to say, the choice of the language of the vocabulary and the structure depends on the setting, the relative status of the speakers, and their relationships.Discourse competenceIt refers to one's ability to create coherent written text or conversation and the ability tounderstand them. In other words, it is o ne’s ability to express or to understand a topiclogically and coherently by effective employing or comprehending the cohesive markers used in the discourse such as' to put in other words', at last' . etc in the context.It also include one’s ability to i nitiate开始, develop, enter, interrupt, check, or confirm in a conversation.Strategic competenceIt refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate 补偿，抵消for this by searching for other means ofexpression, such as using a similar phase, using gestures, or using a longer explanation. In this way, they can keep the conversation going and possibly get input from the other end. FluencyIt means one's ability to 'link units of speech together with facility设施；设备and without strain or inappropriate slowness or undue hesitation' (hedge, 2000:54)Fluency is achieved largely by combining chunks, reducing processing difficulty. Some examples: in my opinion, to make a long story short, generally speaking…4. Principles of Communicative Language TeachingRichard and Rodgers:1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskspromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports the learningprocess.Six criteria for evaluating how communicative classroom activities are:⏹Communicative purpose:The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake.In order for this to occur, there must be some kind of 'information gap' that students seek to bridge when they are communicating. Communicative desire:The activity must create a desire to communicate in the students. That is , even ifcommunication is focused on the students, they must feel a real need to communicate.⏹No materials control:The activity should not be designed to control what language the students should use. The choice about what language to use should rest with the students.No teacher intervention:The activity must be designed to be done by the students working by themselves rather than with the teacher. The activity should not involve the teacher correcting or evaluating how the students do the activity, although it could involve some evaluation of the final 'product' of the activity when the activity is over. This assessment should be based onwhether the students have achieved their communicative purpose, not whether the language they used was correct.Content, not form:When the students are doing the activity, they must be concentrating on what they are saying, not how they say it. They must have some 'message' that they want to communicate.⏹Variety of language:The activity must involve the students in using a variety of language, not just one specific language form. The students should feel free to improvise即兴创作, using whatever resources they choose. Chapter 3Why is lesson planning important?⏹Lesson planning means making decisions in advance about what techniques, activities andmaterials will be used in the class.⏹Although the main teaching contents may be the same, the students are different, the time isdifferent, and the mood is different.Language teachers benefit from lesson planning in:1) understanding the aims and language contents of the lesson;2) distinguishing the various stages of a lesson;3) thinking about how the students can be fully engaged in the lesson;4) becoming aware of the teaching aids that are needed.5) thinking about the relative value of different activities and how much time should be spenton them.II. Principles for good lesson planning⏹Aim: the realistic goals for the lesson.the teacher need to have a clear idea of what he wouldlike to achieve for the class(the things students are able to do by the end of the class.⏹Variety: different types of activities and a wide selection of materials.,interesting, motivate ⏹Flexibility: extra and alternative tasks and activities, as the class does not go according tothe plan so that teachers have the options to cope with the unexpected situations Learnability: the contents and tasks should be within the learning capability of the students.⏹Linkage: the stages and steps are always liked with one another.What’s Macro planning?⏹Macro planning is for over a longer period of time: a whole programme or a whole-yearscourse.What’s Macro planning?⏹Macro planning involves the following:❑Knowing about the profession : what to teach❑Knowing about the institution: time arrangement, facilities, requirements, etc.❑Knowing about the learners; Knowing about the syllabus (curriculum)❑Know about the textbook. Know about the objectives.What’s micro planning?Micro planning is usually for a special lesson. it’s often called lesson planning.III. Components of a lesson planA good lesson plan can serve as a useful record of what has been covered, and provide abasis for assessing learning by the end of a unit or term.A language lesson plan usually has the following component:⏹Background information: the detail information of students: age, grade, level of English,etc.⏹Teaching aims (objectives):⏹Learners’ performance rather than the teachers’⏹From purely linguistic to an emphasis on language skills, knowledge, affects,strategies and culture awareness in order to lay a good foundation for continuingdevelopmentContents: structures, vocabulary, functions, topics and so on;Skills: listening, speaking, reading and writing.Stages and procedures⏹Teaching stages: the major chunks of activities that teachers go through in a lesson.⏹Procedures: detailed steps in each teaching stage.Teaching procedures:⏹1) warm up/ revision; 2) presentation; 3) activities/ practice 4) consolidation⏹5) summary and homeworkTeaching aids: aids or resources End of lesson summary Optional activities⏹After lesson reflectionChapter 5Teachers’ role；controller: control the pace so that the activities run smoothly and efficiently. Assessor: correcting mistakes and organising feedback:organiser:design and organise tasks that students can perform in the class. Give instruction clearly and concisely. Prompter: when students are not sure how to start an activity ,or what to do next the teacher should give appropriate prompts. Participant in the students’ activities resource-provider facilitators: Need to create a positive learning environment use various strategies to motivate learners... Guides :activate ss prior knowledge, find ss interest, explore potential capabilities researcher: sensitive to ss need and keep on improving their teaching and ss learning on the basis of research the classroom.Chapter 6I. The importance of teaching pronunciation*communicate. language teachers to have a good pronunciation.A good pronunciation means:*to pronounce correctly all the speech sounds of the language and all the combinationsin their proper order not only isolated words, but also in sentences;*to pronounce sentences fluently at the speed required by the situation with correct stresses, linking of sounds, rhythm, pauses and intonation.*As a matter of fact, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.2. Critical period hypothesis*Critical period hypothesis: if humans do not learn a foreign language before a certain age, then due to changes such as maturation of the brain and speech organs, it seems impossible to learn the foreign language like a native speaker.3. The realistic goal of teaching Pronunciation.*Consistency: (连贯性)The pronunciation should be smooth and natural.*Intelligibility:(可理解性) The pronunciation should be understandable to the listeners.*Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.IV. Practising sounds 1. Focusing on a sound*When teaching pronunciation, we need to focus on individual sounds, especially those sounds that are difficult to learn.* 2. Perception practice(理解练习) Distinguish sounds*Using minimal pairs: 2 Which order: 3 Same or different:*Odd man out:(找出一个与众不同的) Completion3. Production practice*Listen and repeat：Fill in the blanks: Make up sentences: Use meaningful context:*Use pictures:keep an eye on particular sound Use tongue twisters.4. The presentation of teaching pronunciation.1) To introduce the sound 2) Imitation, description and comparison and contrast.3) Familiarization4) ProductionV. practicing stress and intonation1. practicing stress.*Two kinds of stress:1. rising tone, falling tone 2.word-level stress; phrase-level stress.*Three ways of showing the stress pattern:*Use gestures. Clapping hands or using arm movements*Use the voice. raise the voice to indicate stress.*Use the blackboard. Underlining them or writing them with coloured chalks*Gestures. The teacher may do any of the followings to indicate the stress patterns.1)Thump重击the air when saying the stressed syllable. "Good 'morning!“2)Make a downward stroke(划)of the hand-marking the "beat" like orchestraconductor. e.g3) punch the palm of his other hand4)clap his hands. e.g. im'portant5)bang his hand against something, such as desk or the blackboard.2. Practising intonation*The most successful technique for teaching intonation is imitation or mimicry.*Linear(划线) intonation marking is a memorial device in itself.。
英语教学法复习要点
英语教学法复习要点1.Structural view on language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system(phonology);the discrete units of meaning produced by sound combinations(morphology), and the system of combining units of meaning for communication(syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behavioristic psychology, the audiolingual approach to language learning emerged.2.Interactional view on language：The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.municative competence：The goal of CLT is to develop students' communicative competence, which includes boththe knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.There are five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency4.Task in English language teaching：Task-based Language Teaching is 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. However, it has stressed the importance to combine form-focused teaching with communicative-focused teaching.5.Overall language ability：• Learning:cognitive; self management; communication; resourcing•Language learning: listening; speaking; reading; writing • Language: phonetics; grammar; vocabulary; functions; topics• Cultural: knowledge; understanding; awareness• Affect: international; perspectives; patriotism; confidence; motivationponents of a lesson plan：background information; teaching aims; language contents and skills; stages and procedures; teaching aids; end of lesson summary; optional activities and assignments; after-lesson reflection.7.The role of the teacher：controller, assessor, organizer, prompter, participant, resource-provider, facilitators, guides, researchers8.Errors and mistakes：a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected. An error has direct relation with the learners' language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given. 9.The goal of teaching pronunciation：Consistency: the pronunciation should be smooth and natural; Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.10.Principles for teaching speaking：balancingaccuracy-based with fluency-based practices; contextualising practice; personalising practice; building up confidence; maximising meaningful interactions; helping students develop speaking strategies; making the best use of classroom learning environment to provide sufficient language input and practice for the students.11.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.12.Meaningful practice：in 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 to process. Meaningful practice usually comes after mechanical practice.13.The deductive method：relies on reasoning, analyzing and comparing. Frist, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural terms. Sometimes,comparisons are made between the native language and the target language or between the newly presented structure and previously learned structure. Finally, the students practice applying the rule to produce sentences with given prompts.14.Guided discovery method：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. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning.15.Knowing a word：Knowing a word means knowing its pronunciation and stress; its spelling and grammatical properties; its meaning; how and when to use it to express the intended meaning.16.Vocabulary consolidation activities：labelling; spot the difference; describe and draw; play a game; use word series; word bingo; word association; find synonyms and antonyms; categories; using word net-work17.Connotative meaning of a word：A connotative meaning ofa word refers to 'the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word. These would include words that may express a positive or negative attitude or subtle feelings towards something.18.Denotative meaning of a word：Denotative meaning of a word of a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sigh, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn.19.Vocabulary learning strategies：review regularly, guess meaning from context, organize vocabulary effectively, usea dictionary, manage strategy use20. Top-down model of listening：In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.21.Bottom-up model of listening：In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other word, 'we use information in the speech itself to try to comprehend the meaning'.Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases and structures. If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker.22.Sight vocabulary：Words that one is able to recognise immediately are often referred to as sight vocabulary. In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain.23.Interactive model for teaching reading：24.The transition device：The way to transfer information from one form to another is called a transition device. Some transition devices that are often used in teaching reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized.The purpose of transition device:•Focus attention on the main meaning of the text;•Be able to simplify sophisticated input so that it becomes the basis for output;•Allow students to perform tasks while they are reading;•Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning; •Involve all the students in clearly defined reading tasks;•Precede one step at a time;•When a TD is completed, use it as a basis for further oral and/or written language practice.25.A communicative approach to writing：It acknowledges that mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. This means either writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. In short, students can be motivated by authentic writing tasks that have some communicative elements.26.The process approach to writing：creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading, conferencing。
英语教育专业教学法期末复习内容(1)
一.教学法流派：1）直接法：对待学生错误的态度:the direct method ,Errors are regarded natural and avoidable and can be self-collected.2）听说法：对待学生错误的态度；audio-lingual methodErrors should be corrected once discovered or spotted.全身反应法的定义The teacher gives the instruction and the students do the action as asked.With TPR the children listen to their teacher telling them what to do and then do it认知法的特征：主张创造性学习和对规则的学习；Rules learning and creative learning are very important .3）自然途径：克拉申，输入理论；情感过滤假设：内在动机，外在动机，工具性动机，综合性动机；情感因素The Natural ApproachA.Krashen’s five theories1. Learning and acquisition theoryLearning is a conscious process while acquisition is a subconscious process.2. Input theory△Input should be comprehensible△Ideal input should meet the 4 requirements: comprehensible, relevant and interesting, adequate, notgrammatically sequenced.△i+1 formula: I stands for the learner’s present language level. The input should be a little beyond the learner’s present language level.3.The affective filter hypothesisAffective factors such as interest, motivation, attitude, anxiety, self-image,self-concept, self-esteem and so on affect the result of language learning like a filter. When the motivation is strong, the filtering effect is weak, the learning result will be better; when the anxiety and self-esteem are strong, then the filter effect will be strong too, and the learning result will be worse.Input-filter-LAD-practice-acquired ability4.Kinds of motivation:integrative motivation:indicates an interest in learning the language to meet and communicate with members of the second language community.instrumental motivation: refers to the practical and pragmatic one of learning the second language. Nowadays in China it is instrumental motivation that plays a major part.intrinsic motivation : has something to do with one’s real need extrinsic motivation.:is connected with external stimuli,including something like achievement, parents and teacher’s expectation and so on.5.Affective Factors--- motivation, self-confidence, self-esteem, anxiety, attitude interestCognitive Factors--- intelligence, aptitude sex age pesonality 6.交际法：交际教学的三个特征；Three feature of CLT（communicative approach are rmation gap. 2.feedback 3.choice.4.交际法的教学目标；the purpose of CLT is to develop student’s ability to use target language appropriately in a given social context.4）哪些活动属于交际性活动，哪些属于前交际活动；哪些属于机械性活动；Communicative activities: 1.problem-solving 2. discussion 3.debates 4.interview 5.fluency-focused games 6.ninformation gap activityPre-communicative activity:1. reading aloud 2.read after 3.immititation 4.pattern drill 5.transformation drill substitution drill (机械性活动)机械性活动属于前交际性活动，而前交际性活动属于非交际性活动。
(完整)小学英语教学法教程第二版期末复习知识点,推举文档
(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。
英语教学法复习提纲（5篇）
英语教学法复习提纲（5篇）第一篇：英语教学法复习提纲A Course in English Language TeachingA General Review1.What is language? Do you know the views on language and the views on language learning? What are they?2.What is macro planning?3.What does communicative competence imply?4.Why is lesson planning necessary?5.Do you know principles for good lesson planning? What are they?6.What are the components of a lesson plan?7.What roles do teachers play in the classroom?8.Can you name the most common students grouping?9.Can you explain the deductive method（演绎法）and the inductive method（归纳法）for grammar teaching?10.What activities can we do to consolidate vocabulary?11.What do we listen to in everyday life?12.What are the characteristics of the listening process?13.What are the principles for teaching listening?14.What are the principles for designing speaking activities?15.What are the principles and models for teaching reading?16.What are the common types of activities in teaching reading?17.Can you explain “A communicative approach to writing” and “A process approach to writing”?18.Why should we integrate the four skills?19.How can we integrate the four skills?What do you think are the purposes of assessment?第二篇：英语教学法复习提纲小学英语教学法复习提纲第一章1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习目标；（5）精力集中时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时才会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学习英语的兴趣和动机，培养良好的学习习惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的日常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品德教育，个性得到健康和谐的发展。
教学法期末考试复习重点
英语教学法期末考试复习重点(王慧)Communication principle:Activities that involve real communication promote learningT ask-based language teaching (TBLT)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. However, it has stressed the importance to combine from-focused teaching with communication-focused teaching.Communicative language teaching 3 principles: (CLT)munication principle2.task principle3.meaningfulness principlePPP:Presentation, practice, production.3 stage model:Pre- while- post-5 step model:Revision. Presentation. Dills. Practice. ConsolidationHow to design task:1.think about students’ needs, interests, abilities.2.brainstorm possible task3.evaluate the list.4.choose the language items.5.preparing materials.Principles for good lesson planning:Aim, variety, flexibility, learn ability, linkageMacro planning:Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.Micro planning:It is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty min respectively.Component of a lesson plan:Background info, teaching aim, language contents and skills, stage and procedures, teaching aids, end of lesson summary, option activities and assignments, teachers after lesson reflection.The role of the teacher:Harmer defines the teacher’s role as controller, assessor, organizer, prompter, participant and resource- provider.Student grouping:Whole class work, pair work, group work, individual study.How to correct: --Page 87Direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction, indirect teacher correction is encouraged rather than direct teacher correction to avoid demanding students’ self esteem and confidence.The goal of teaching pronunciation: (realistic goal)1.consistency: the pronunciation should be sooth and natural2.intelligibility: the pronunciation should be understandable to the listeners.municative efficiency: the pronunciation should help convey the meaning that isintended by the speaker.Aspects of pronunciation:Sound, rules, phonetic symbols, stress, intonation, rhythm.语音教学7步骤：1.say the sound alone.2.get students to repeat the sound in chorus.3.get individual students to repeat the sound.4.explain how to make the sound5.say the sound in a work6.contrast it with other sounds7.say the sound in meaningful contextGrammar presentation:1.the deductive method 教学演绎法2.the inductive method 推论法3.the guided discovery method 定向探索法语法练习的分类：Mechanical practice and meaningful/communicative practice.What does knowing a word involve:Pronunciation, stress, spelling, grammatical, properties, meaning, usage.A word is minimal free form vocabulary item is a word, phrase or sentence.Ways of presenting vocabulary:ing pictures, photos, video clips… to show meaning2.provide a verbal context to demonstrate meaninge synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meaning5.translate and exemplifyWays of consolidation vocabulary:1.spot the difference2.describe and draw3.play a gamee word5.word bingo6.word association7.find synonyms and antonyms8.categoriesing word net-working the Internet resources for more ideasCharacteristics of the listening process:1.spontaneity2.context3.visual clues4.listener’s response5.speaker’s adjustmentThree teaching stages in listening:Pre-listening, While-listening and Post-listening.Principles for teaching speaking:1.balancing accuracy-based with fluency-based practies.2.contextualizing practice3.personalizing practice4.building up confidence5.maximizing meaningful interactions6.helping students develop speaking strategies.7.making the best use of classroom learning environment to provide sufficient language inputand practice for the students. (end)Designed by Miss XieTyped by Mr. Spider。
英语教学法期末知识点总结
英语教学法期末知识点总结As the semester comes to an end, it is essential to reflect on the knowledge gained in the field of English teaching methodology. This summary aims to cover the main concepts, techniques, and approaches that have been studied throughout the semester, and to highlight their significance in the teaching and learning process.1. Communicative Language Teaching (CLT)Communicative Language Teaching (CLT) has been one of the central themes in our study of English teaching methodology. This approach emphasizes the importance of communication and interaction in language learning. It focuses on real-life situations and the use of authentic language, aiming to develop students' communicative competence. CLT encourages students to engage in meaningful communication, and to use the language in a natural and authentic way.In the context of CLT, teachers play the role of facilitators, creating opportunities for students to communicate and providing them with the necessary support and feedback. The use of activities such as role-plays, discussions, and group work is a key feature of CLT, as they enable students to practice their language skills in a meaningful and interactive way.2. Task-based Language Teaching (TBLT)Task-based Language Teaching (TBLT) is another important aspect of English teaching methodology that we have explored. TBLT focuses on the use of tasks as the central unit of language teaching. Tasks are activities that require students to use language to achieve a specific goal or purpose. They can be based on real-world situations, and they often involve problem-solving and decision-making.TBLT emphasizes the importance of meaningful language use, and it aims to develop students' ability to communicate effectively in a variety of contexts. Tasks are designed to be challenging and engaging, and they provide students with opportunities to use the language in a purposeful and communicative way. TBLT also encourages the use of authentic materials and resources, as they can help students develop their language skills ina meaningful and realistic way.3. Differentiated InstructionDifferentiated instruction is an important concept in English teaching methodology, as it emphasizes the need to tailor instruction to meet the diverse needs of students. It recognizes that students have different learning styles, abilities, and preferences, and it aims to provide them with the support and resources they need to succeed.In the context of English teaching, differentiated instruction can involve the use of varied instructional strategies, materials, and activities to accommodate the different needs of students. It can also involve the use of flexible grouping, where students are groupedaccording to their learning needs and preferences. By differentiating instruction, teachers can ensure that all students have the opportunity to learn and succeed, regardless of their individual differences.4. The Use of Technology in English TeachingThe use of technology has become an integral part of English teaching methodology. Technology can provide students with access to a wide range of resources and materials, and it can also enhance their learning experiences. In the context of English teaching, technology can be used to provide students with opportunities for independent practice, to facilitate communication and collaboration, and to provide access to authentic language use. In recent years, the use of technology in English teaching has expanded to include a wide range of tools and resources, including interactive whiteboards, multimedia resources, and online learning platforms. These technologies can provide students with engaging and interactive learning experiences, and they can also provide teachers with valuable resources for instruction and assessment.5. Assessment and Evaluation in English TeachingAssessment and evaluation are important components of English teaching methodology. They are essential for monitoring students' progress, providing feedback, and informing instructional decisions. In the context of English teaching, assessment can take many forms, including traditional tests and quizzes, as well as performance-based assessments and portfolios.In recent years, there has been an increasing emphasis on the use of authentic assessment in English teaching. Authentic assessment focuses on the assessment of real-life language use, and it aims to provide a more accurate and meaningful measure of students' language proficiency. Authentic assessment can include tasks and projects that require students to use the language in a purposeful and meaningful way, and it can provide a more accurate measure of students' ability to communicate effectively.In conclusion, the knowledge gained in the field of English teaching methodology has been extensive and diverse. The concepts, techniques, and approaches covered in this summary represent the key components of effective English teaching, and they highlight the importance of communicative, task-based, and differentiated instruction, the use of technology, and authentic assessment and evaluation in the teaching and learning process. By implementing these principles in the classroom, teachers can create engaging and effective learning experiences for their students, and they can help students develop the language skills they need to succeed in the real world.。
(完整)小学英语教学法教程第二版期末复习知识点,推荐文档
《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2）By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializing process,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、opportunities for experimenting with language S:Rich context and input ,opportunities for using the language ,interaction withothers ,etc.are important in learning any languages .3、Children’s characteristics/suggestions for teachers(p10)4、Ways to nurture children’s motivation (p11五点会判断即可)5、P12 discussion point、p20 1.5.1 (理解、会判断即可)6、How do you understand humanistic education?(p21-22) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages andbecome independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at using different teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children .Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标)AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43小学英语教学阶段目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children’s learning? (p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English （p69-70）5、Lesson planning (p71)Reasons p71-72 (a-l)Advantages p71 discussion point (第一段)first of all, ,moreover, ,thirdly, ,last,6、Principles of lesson planning （p76）(1)clear aims or objectives(2)enough variety(3)with flexibility7、Why don’t we teach children in English?(p79 三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class（p89-90）11、Some suggestions on creating good learning atmosphere（p94小黑点部分）12、P95 discussion point(教师备课时应考虑的因素（小黑点部分）、课堂中有学生制造麻烦时可以采取的办法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organize it. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a failure performance to a known system .A mistake has nothing to do with the language competence, it results fromcarelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can’t be self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register) Word information(parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131)Using real objectsUsing pictures or illustrationsProviding demonstration or giving examplesInvolving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to see how they are used”.In other words,they need to “see or hear those words in action”.Therefore,the best way to present new words is to provide a meaningful context and give children the chance to observe,to think ,to act.4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎)or inductive（归纳）P139 两个例子分别是演绎法和归纳法的教学，要会判断这两种方法。
英语教学法复习资料.doc
英语教学法复习资料一、选择题：1. Young __A___ John was, he was able to swim across the channel within minutes.A. asB. soC. thoughD. although2. They always kept on good D with their next-door neighbors for the children’s sake.A. friendshipB. relationsC. relativesD. terms3. Do ___B____ you are told; otherwise you will be punished.A. thatB. whatC. whichD. whom4. When we hurried to the station, there happened C no bus at that time.A. to haveB. to beC. havingD. being5. ___B__ the old man’s son s wanted to know was __D___ the gold had been hidden.A. That…whatB. What…whereC. What…thatD. That…where6. We have A two seats for 8:30 flight to New York tomorrow.A. boughtB. soldC. bookedD. ordered7. Is this museum ___C____ you visited a few days ago?A. whereB. thatC. on whichD. the one8.There’s no question that the ads had a real impact __ B ___ the public.A. toB. withC. onD. of9. __A_____ the English examination I would have gone to the concert last Saturday.A. In spite ofB. But forC. Because ofD. As or10. Tom B his lessons from seven to eight last night.A. was doingB. had doneC. were takenD. had been taken11. Large quantities of water ___D_____ cooling purposes.A. are needed forB. is needed forC. are need toD. is need for12. Who will you get C the project for usA. designB. to designC. designedD. designing13.We’ll visit Europe next year ___C_____ we have enough money.A. providedB. unlessC. untilD. lest14. ----- Mom, I’m very sorry for h aving broken the plate.----- Oh, boy, DA. it doesn’t matterB. no problemC. that’s rightD. thank you15.It’s already 5 o’clock now. Don’t you think it’s about time ____C____?A. we are going homeB. we go homeC. we went homeD. we can go home16. By the time Jane gets home, her aunt B for London to attend a meeting.A. will haveB. leavesC. will have leftD. left17. With John ____D____ there’s more room in the house.A. to be awayB. been awayC. awayD. was away18. When are they C in their plan?A. handB. handedC. to handD. give19. The sales manager asked his men to inform him __B___ everything concerning the sales in time.A. /B. ofC. againstD. on20. Robert is said A abroad, but I don’t know what country he studied in.A. to have studiedB. to studyC. to be studyingD. to have been studying21. She is waiting for the doctor ___ B __ I know will not come.A. whomB. whoC. whichD. that22. Some of the water B wasted by them.A. wasB. wereC. areD. being23. When spring comes, it gets ____B____.A. warm and warmB. warm and warmerC. warmer and warmerD. more and more warm24. The coffee is wonderful！It doesn’t taste like anything I B before.A. was havingB. haveC. have ever hadD. had ever had25. You should go to the grand opening ceremony, ____B____ ?A. aren’t youB. shouldn’t youC. wouldn’t youD.don’t you26. I think we should let Maria go camping with her boyfriend. B , she’s a big girl now.A. After allB. Above allC. First of allD. For all27. How beautifully she sings! I have never heard ____C____.A. the better voiceB. a good voiceC. the best voiceD. a better voice28. The study of the wild world may help to make the world easier C .A. understoodB. to be understoodC. to understandD. understand29. He told me the news ___ D __ our team had won the game.A. aboutB. ofC. asD. that30. As a result of my laziness, I failed C my work in time.A. and finishedB. to finishC. and finishingD. to finished31. A good many proposals were raised by the delegates ___ B __ was to be expected.A. thatB. whatC. soD. as.二、完形填空：.In Japan, most people still feel that a woman’s place is in the home; and most women willingly accept their ( C ) role as wife, leaving the business of making a living ( C ) their husbands. For those who do want a ( B ) of their own, opportunities are limited, and working women usually have to ( D ) for lower wages, fewer promotions, less responsible ( A ).In America, on the other hand, most women, ( B ) wives and mothers, work most of their lives, but ( B ), few have had real careers. As in Japan most fields are ( D ) by men and opportunities for women have been ( A ), salaries low, chances for advancement ( C ) American women work mainly because they ( D ), in these days of inflation and luxury living. ( A ) income per family is simply not enough to ( B ). So American women actually have two jobs: one nine-to-five position outside the home, and ( D ) round-the-clock-in-the-home-job ( A ) wife, house-maid, cook, and nurse.One of the main goals of the modern women’s liberation movement, which started ( A ), was to eliminate sex discrimination in the work force, and to ( B ) careers for women that were previously ( D ) for men. Though there is still a long way to ( A ), a lot of progress has been ( A ).1. A. conservative B. usual C. traditional D. unhappy2. A. for B. no C. up to D. away with3. A. job B. career C. profession D. post4. A. settle B. request C. ask D.search5. A. titles B. status C. assignments D. positions6. A.concerning B. including C. containing D. involving7. A. at present B. until recently C. recently D.not until recently8. A. owned B. kept C. led D. dominated9. A. restricted B. bounded C. reduced D. prohibited10. A. small B. inadequate C. rare D. scarce11. A. should B. ought C. like D. have to12. A.one B. single C. only D. the one13. A.live B. live on C. feed on D. support14. A. another B. one C. other D. the other15. A. such as B. like C. as D. acting16. A. in the early 1960s B. in early the 1960sC. early in the 1960D. in the early 196017. A. lead to B. open up C. offer D. set up18. A. preserved B. observed C. concerned D. reserved19. A. go B. travel C. strive D. pull through20. A. made B. taken C. covered D. completed. The thing I like most about living on a farm is the change of ( C ), spring, summer, autumn and winter. You can see them ( B ) come and go and each one is ( B ) different. In the city you can't ( D )——you can buy ( A ) flowers in winter and eat the ( A ) vegetables all the year ( B ). Here in the country you ( A ) eat things at ( B ) times of the ( C )——for example strawberries in June and turnips in winter. You live ( A ) the seasons.( C ) we make most of our food ——we make butter and cheese, we ( D ) our own vegetables and ( D ) our own bread. We never eat ( A ) or tinned food. Everything is ( C ) so it must be better for your health. City people may think we ( B ) a lot of good things (A ) modern life, but in my ( C ) they miss a lot more than we do——they miss ( C ) life.1. A. climate B. weather C. seasons D. times2. A. both B. all C. everyone D. whole3. A. completely B. fully C. perfectly D. little4. A. understand B. realize C. know D. tell5. A. natural B. native C. normalD. summer6. A. various B. different C. same D. like7. A. off B. out C. round D. about8. A. only B. just C. simply D. purely9. A. several B. certain C. reliable D. definite10. A. season B. year C. month D. period11. A. by B. beside C. along D. with12. A. Also B. But C. However D. Still13. A. farm B. grow C. keep D. raise14. A. produce B. burn C. bake D. cook15. A. freeze B. freezing C. froze D. frozen16. A. pure B. rare C. fresh D. new17. A. miss B. lose C. leave D. skip18. A. from B. about C. with D. behind19. A. opinion B. though C. idea D. mind20. A. genuine B. sound C. actual D. real三、阅读理解82.Why don’t birds get lost in their long migratory flights? Scientists have been p uzzled over this question for many years. Now they’re beginning to fill in the blanks.Not long ago, experiments showed that birds rely on the sun to guide them during daylight hours. But what about birds that fly mainly at night? Tests with artificial stars have proved conclusively that certain night-flying birds are able to follow the star in their long-distance flights.One such bird---a warbler(鸣禽)---had spent its lifetime in a cage and never flown under the natural sky. Yet it showed an inborn ability to use the stars for guidance. The bird’s cage was placed under an artificial star-filled sky at migration time. The bird tried to fly in the same direction as that taken by his outdoor cousins. Any change in the position of the make-believe stars caused a change in the direction of his flight.Scientists think that warbler, when flying in daylight, use the sun for guidance. But the stars are apparently their principal means of navigation. What do they do when the stars are hidden by clouds? Apparently, they find their way by such landmarks as mountain ranges, coast lines, and river courses. But when it’s too dark to see these, the warblers circle helplessly, unable to get their bearings.1. The reason why birds don’t get lost in migratory flights（ B ）A. have been known to scientists for years .B. have only recently been discovered.C. are known by everyone.D. will probably remain a mystery.2. The experiment with the warbler indicated that( D )A. birds have to be taught to navigate.B. a bird that has been caged will not migrate.C. some birds cannot fly at night.D. some birds seem instinctively to follow the star when flying at night.( D )3. Under artificial stars, the bird in the cageA. tried to fly in the same direction as birds not caged .B. changed direction when the position of the stars was changed.C. would not fly at all.D. both A and B.4. Warblers migrate( C )A. from North American to the Falkland Islands.B. only once during their lifetime.C. using what is apparently an inborn navigational ability.D. when they are freed from their cages.5. This article is a good example of the way scientists( B )A. jump to conclusion.B. discover workable answers to general questions by studying particular cases.C. formulate a law and then carry out investigation.D. are frustrated by the habits of animals.1. In the night sky you might see a big white ball. This is the moon. The moon moves around the earth. It does this one time about every 291/2 days. It is smaller than the stars. But it looks bigger. That’s because it is closer to us than the stars.Sometimes the moon looks like a ball of light. Other times it looks only part of a ball. But it is really always the same. The moon’s light comes from the sun. Sometimes one part is l ighted. Other times another part is lighted. We see only the part of the moon that is lighted.The moon has no air, no wind, and no water. So nothing can live there. There are no plants or animals. It is made up mostly of rock. There are big holes all over the moon. Sometimes you can see dark places on the moon. It is really these holes that you are seeing.Let’s say you were standing on the moon and you looked up. The sky would be black. It always looks like night. And the stars in it are always out. In the day the rocks on the moon get very hot. At night they are colder than any place on the earth.People have always liked to look at the moon. In it they have seen many things. Some think they see people. Others see animals. One person might see a frog or a cat. Another might see a rabbit. Look up at the moon tonight. What do you see?1. According to the passage we know that the moon B .A. is bigger than the stars, but looks smallerB. looks smaller because it is closer to us than the starsC. is smaller than the stars, but looks biggerD. looks bigger because it is farther to us than the stars2. Which of the following statements is NOT true according to the passage C .A. The light from the sun sometimes lights only one part of the moon.B. People could see dark holes al over the moon.C. Nothing could live on the noon except animals because it is made up of rock.D. No life could be seen on the moon without air and water on it.3. From the passage we can infer that D .A. the difference between day temperature and night temperature on the moon is very bigB. people could not stand on the moon because it is very hot in the dayC. people could not stand on the moon because it is too cold at nightD. it’s impossible for people to live on the moon because there is no food there4. The author implies that the reason why people like to look at the moon is that C .A. they believe there are really people on the moonB. they think some animals are living on the moonC. they care for the frogs, cats and rabbits on the moonD. the moon can give them many imaginations5. The purpose of the writer in writing this passage is to A .A. tell us something about the moonB. require us to distinguish the moon and the starsC. emphasize the importance of the moonD. state the relationship between people and the moon2. During one summer not long ago, Americans in the Southwest were without rain for many days. The sun burned up crops. Animals went hungry on the dry land. At last, clouds appeared in the sky and sent down rain.How do such clouds form? The sun, the earth, and the air all play a part. The changes that take place before clouds can form do not always happen quickly. First, the earth is heated by the sun. This causes tiny drops of water in oceans and rivers to rise and mix with air. As the wet air rises higher, it cools off, making clouds.What causes these clouds to become rain? The tiny drops of water inside the clouds become larger as they gather more wetness from the air around them. Finally, the drops become so large that they can no longer be held up by the air. They fall to the ground as rain.The raindrops that fall are not always the same size. Some may be very large. But the smallest come down in a fine mist.Rain is needed for all life. When it falls after a long dry spell, trees, grass, and bushes may begin to look fresh and green again. These plants need water to stay healthy. The rain also causes streams to fill with water. This makes it possible for fish and other animals to live. Rain brings new life and hope to millions of people and other living things.1. The first paragraph mentions the period of time during which the weather wa s very and crops were D .A. rainy, burntB. drought, burnt upC. drought, burntD. dry, burnt up2. The phrase “play a part” means D .A. be a roleB. form as a partC. connect with each otherD. make a contribution3. Concerning how rain comes into being, which statement is true? D .A. A lot of drops of water rise and mix with air as the sun shines.B. Wet air cools off as it rises higher.C. The drops become larger and larger as they gather more wetness.D. The drops fall to the ground as they become too large to hold up.4. In the last paragraph, the word “spell” means C .A. weatherB. a periodC. timesD. none of the above5. This passage mainly explains B of clouds and rain.A. the formationB. the phenomenaC. the importanceD. the function83. Social customs and ways of behaving change. Things which were considered impolite many years ago are now acceptable. Just a few years ago, it was considered impolite behavior for a man to smoke on the street. No man who thought of himself as being a gentleman would make a fool of himself by smoking when a lady was in a room.Customs also differ from country to country. Does a man walk on the left or the right of a woman in your country? Or doesn’t it matter? What about table manners? Should you use both hands when you are eating? Should you leave one on your lap, or on the table?The Americans and the British not only speak the same language but also share a large number of social customs. For example, in both America and England people shake hands when they meeteach other for the first time. Also, most Englishmen will open a door for a woman or offer their seat to a woman, and so will most Americans. Promptness is important both in England and in America. That is, if a dinner invitation is for 7 o’clock, the dinner guest either arrives close to that time or calls up to explain his delay.The important thing to remember about social customs is not to do anything that might make other people feel uncomfortable, especially if they are your guests. There is an old story about a man who gave a formal dinner party. When the food was served, one of the guests started to eat his peas with a knife. The other guests were amused or shocked, but the host calmly picked up his knife and began eating in the same way. It would have been bad manners to make his guest feel foolish or uncomfortable.1. If one has accepted a dinner invitation, what should he do if he is to be late for the dinner?( D )A. He should find an excuse.B. He should ask for excuse.C. He should say “Sorry”.D. He should telephone to explain his being late.2. “It would have been bad manners to make his guests feel foolish or uncomfortable.” “Bad manners: means ( C )A. uglyB. dishonestC. impoliteD. shameful3. Which of the following do you think is the best title for this passage?( A )A. Social Customs and BehaviorB. Social lifeC. American and British CustomsD. Promptness Is Important4. According to the text, the best host ( A )A. tries his best to make his guests feel comfortableB. makes his guests feel excitedC. tries to avoid being naughty to his guestsD. tries to avoid being foolish5. The author of this article may agree with which of the following?( C )A. The guest who ate his peas with a knife.B. The other guests who were amused or shocked.C. The host who picked up his knife and began eating in the same way.D. None of the above.四、汉译英1.我现在无法想像没有孩子们的生活。
初中英语教材教法知识及考试复习资料
初中英语教材教法知识及考试复习资料
一、教材教法知识
教材是教师教授英语课程的基础，合理运用教材教法可以提高学生的研究效果。
以下是初中英语教材教法的一些重要知识点：
1. 教材选择：根据学生的实际情况和研究目标，选择适合的教材，如课程标准规定的教材或经过合理筛选的教材。
2. 教材分析：对教材进行系统性分析，了解教材的结构、内容和语言特点，以便进行有针对性的教学。
3. 教材评价：对教材进行评价，包括评估教材的综合质量和适用性，并及时调整使用教材的策略。
4. 教材的组织：合理组织教材的内容和语言点，使学生逐步掌握英语的基本知识和技能。
5. 教材的使用：合理运用教材的不同部分和教学资源，如课文、练和听力材料，提高学生的语言应用能力。
二、考试复资料
复是考试前的重要准备工作，以下是初中英语考试复的一些资
料建议：
1. 教科书：认真复教科书中的所有单元，包括课文、语法规则
和练题等。
2. 笔记：整理课堂笔记，重点复教师讲解的重要知识点和关键
例句。
3. 题册：多做课后题，加强对知识点的理解和运用能力。
4. 参考书：选择一些高质量的参考书，如语法书、词汇书和阅
读理解等专项练书籍。
5. 试题库：做一些历年的真题和模拟试题，熟悉考试的题型和要求。
6. 同学讨论：与同学进行讨论和交流，相互纠错和解答疑惑。
7. 辅导班：参加一些针对考试复的辅导班，接受专业的指导和辅导。
以上是初中英语教材教法知识及考试复习资料的相关内容，希望对您的学习有所帮助。
教学法期末复习
Unit 1The structural view (概念)结构主义p.3考点：掌握三者的概念及区别The structural view sees language as a linguistic system made up of various subsystems.The system of language = the system of sounds + the system of words + the system of grammarThe functional view 功能主义语言学习理论The functional view sees language as a linguistic system and as a means for doing things.The interactional view 交互语言理论The interactional view sees language as a communicative tool (to build up and maintain relations between people).The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals・The target of language learning is learning to initiate and maintain conversation with other peopleTwo things are needed for communication2.Rules of language form (grammar & vocabulary)3.Rules of language use in a context (Is it appropi iatc to use this language item in this context?)补充考点：掌握Krashen五个假设Acquisition-learning Hypothesis 习得一学习假说Acquisition：an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication.Learning: a process in which conscious rules about a language are developed・ It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge・The monitor Hypothesis 监察假说On some occasions learners make a particular effort with their language(e.g・ when they are writing sth. formal, talking to someone important, etc.). They monitor their own speech一-checking it carefully before they produce it.Natural Order Hypothesis 自然顺序假说：The acquisition of grammatical structures proceeds in a predictable order. The Input Hypothesis 输入假说：We acquire (not learn) language by understanding input that is a little beyond our current level of competence・The affective filter hypothesis 情感过滤假说Affect is regarded as a “filter"・The learner's emotional state or attitudes are seen as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition・filter(motivation, self-confidence, anxiety)Input —> .................. Language ~► acquiied competenceAcquisitionDeviceUnit 2Coinmunicative Language Teaching 掌握目标The goal of CUT is to develop students5communicative competence、wliich includes both the knowledge about thelanguage and the knowledge about how to use the language appropriately in communicative situations(knowledge of what to say, when, how, where,and to whom).Five main components of communicative competenceLinguistic competence:knowledge of the language itself, its form and meaning (spelling, pronunciation,vocabulary,word formation,grammatical structure, sentence structure, semantics)语言胄吉力Pragmatic competence: the appropriate use of the language in social context(the choice of the vocabulary and structure depends on the setting , the relative status of the speakers and their relationships.)语用能力Discourse competence: one^s ability to create coherent written text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)语篇目铉力Strategic competence: one^ ability to compensate for the communication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.策略能力Fluency: one^s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLT 流利度考点：三者的概念Pragmatic competence； Discourse competence； Strategic competence;^住五个名词Principles of CLTCommunication principle: activities that involve real communication promote learningTask principle: activities in which language is used for carrying out meaningful tasks promote learning Meaningfillness principle: language that is meaningful to the learner supports the learning processSix criteria for evaluating communicative classroom activities P241 .Communicative purposemunicative desire3.Content, not form4.Variety of language5.No teacher intervention6.No materials control考点：简答题，这个活动是不是communicative首先列出标准，评价符合哪些标准，最后判断是与否Unit 3• New National English Curriculum in 2001 了解新版教学大纲•从1978到2001年的大纲规定(P.43-44)可以看到有如下儿点进步：• 1.教学目标：单纯传授知识提高学生全面素质•2.教学要求：单一、封闭灵活、开放(分级：初一、初二必修，初三选修；高一高二必修，高三选修；不同学校：普通、重点、外国语学校等，有不同要求，可以超越大纲)•3.教学观念和方法：•3.1明确英语教学的目的是培养学生运用语言进行交际的能力•3.2提出了四项技能综合训练，不同阶段各有侧重(听说入手读写，高中侧重阅读)•3.3强调处理好语言教学与文化的关系•3.4注意发挥教师的指导作用，充分调动学生的学习主动性和积极性•3.5重视利用直观教具和现代化教学手段，不利创设英语环境(挂图、录音带、幻灯片、录像带、VCD、CD-ROM、DVD、软件•4.教材：•4.1教材的内容逐渐贴近学生的生活和现代社会生活，渗透思想情感的教育，渗透大量自然和社会科学知识•4.2采用结构、功能、话题相结合的方法，有些教材加上任务型教学活动，教材语言真实、自然、地道, 教法灵活•4.3教材编写注意学生生理和心理发展的特征，重视从教学内容、编排体系到呈现形式等方面提高趣味性，激发兴趣•4.4力求符合学生学习英语的认知规律，调节难易•4.5运用现代教学技术编制多媒体教材•4.6多样化：一纲多本、引进国外教材、编写不同起点的教材。
EnglishTeaching英语教学法教程期末考试必考的知识点
Teaching grammarGrammar teaching depends on certain variables(learner and ins t ructional ) in the language teaching/learning context Grammar presentation methods-deductive method: relies on reasoning, analyzing and comparingteaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the rules.Advantages:good for selected and motivate students;save time to explain complex rules;increase stude nts’ confidence in examination.Disadvantages:grammar is taught isolated ly;little attention is paid to meaning;the practice is often mechanical -inductive method:teaching procedure;authentic language presentation(give grammar examples);let students observe,analyse,compare examples;help students induct grammar rules,Advantages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in context.Disadvantages:the presentation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different) Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious ways.Learning and acquiring (second language acquisition theory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories. Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used. Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.Grammar practice:Pre-learning;Volume and repetition:Success-orientation.Heterogeneity .Teacher assistance.Interest 1.Mechanical practice:activities that are aimed at form accuracy.By doing mechanical practice,students pay repeated attention to a key element in a structure.form of practice:Substitution and transformation drills2. 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 the process.ing prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning (freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects Connotative meaning of a word refers to ‘the attitudes or emotion s of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something.Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time.Synonyms refer to items that mean the same, or nearly the same.Antonyms refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate conceptReceptive and Productive vocabularyPassive vocabulary: the words they know.Active vocabulary: the words they useSo the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use.Ways of consolidating vocabulary:labelling,spot the difference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using word net-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guess meaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructorsA number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions.Characteristics of the listening process,formal or informal?rehearsed or non-rehearsed?can the listener interact with the speaker or not?Listening characteristics:Spontaneity,Context,visual clues,listener’s response,speaker’s adjustmen tListening purpose:for social reasons,to obtain and exchange informationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by rela ting what they hear to what they already know;it’s also possible to hear people talking without paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriately Designing listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believ ed to start with sound and meaning recognitions.In other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasised.In other words,listening comprehension involves ‘knowledge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the informat ion that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the talk.prior knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for the gist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answering questions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing backTeaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking. Both learners and teachers need to learn to accept repetitions,rephrase,hesitations,incomplete sentences,fillers or pauses.th is doesn’t mean we don’t encourage fluent speaking.In training students’speaking skills,features of natural speech should be accepted.this doesn’t only have implication for teaching speaking but also for assessing speaking.Encourage students to speak up is the first and most important task Principles:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategiesDesigning speaking tasks:meaningful motivation linguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicative Communicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communicationThe problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and intonation.Real reading ability re-quires the reading skills of skimming, scanning, predictingEffective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written messa ge) Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive information with reader’s own knowledge Vocabulary role:efficient reading begins with a lightening-like automatic recognition of word.this initial process of accurate,rapid and automatic recognition of vocabulary frees one’s mind to use other resources(reasoning abilities,,knowledge about topic)to con struct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types.Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retentionThe way to transfer information from one form to another is called a transition deviceReading comprehension questionsQuestions for literal comprehension.directly and explicitly available in the ually answered in the words of the text itself. Questions involving reorganization or reinterpretation.obtain literal information from various parts and put it to-gether or reinterpretQuestions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or appreciation.most sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to these questions depend most on the reader’s reaction to the content of the text.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’reading skills and strategies and on maintaining students’motivat ion for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning”and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writingProblems in writing tasks：They are mainly accuracy-based.They are designed to practise a certain target structures.There is insufficient preparation before the writing stage.There is no sense of audience and authenticity.Students are given ideas to express rather than being invited to invent their own.There is no opportunity for creative writing, particular for expressing unusual or original ideas.Many of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to write.1.make the topic of writing as close as possible to students’ life.leave students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time.We have emphasized that the teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learnin g period or a school year Formative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’s self-assessment project work portfolios。
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（开放专科）英语教学法期末复习资料Ⅰ. Choose the best answerDirections: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question.1. Which of the following is characteristic of children in learning a foreign language?A. They pay more attention to meaning than to form.B. They have a clear purpose in learning a foreign language.C. They can monitor their own learning.D. They can concentrate for a long time in class.2. Which of the following is focused on writing?A. Labeling pictures according to their contents.B. Sequencing the pictures according to the story.C. Matching the pictures with the headings.D. Commenting on the pictures.3. Which of the following activities helps train logical thinking best*.A. Story telling.B. Finding patterns.C. Interviewing.D. Mind mapping.4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence?A. Performance in a discussion.B. Posters.C. Learning diaries.D. Performance in an interview.5. What does the following practise?I want you to send ^ it out in ^ a minute.I have collected a ^ lot^ of monkey stamps.A. Stress.B. Intonation.C. Pronunciation.D. Liaison.6. Which of the following can help to presentA. Realia.B. Miming.C. Examples.D. Pictures.7. What strategy does "creating a situation for students to use the words" help to train?A. Association.B. Association.C. Contextualization.D. Collocation.8. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.D. Teacher explaining the usage of words.9. Which of the following is a communication activity?A. Bingo.B. Information transfer.C. Substitution.D. Twenty questions.10. Which of the following can train oral proficiency?A. Flow chart dialogue.B. Distant dictation.C. Sequencing pictures.D. Labeling pictures.11. Which of the following activities help to train reading?A. Drawing according to oral instructions.B. Designing praising cards.C. Commenting on pictures,D. Matching the pictures with different stories.12. Which of the following seating arrngements is most suitable for group discussion?13. What is the teacher doing by saying "Now you are going to do this in pairs. "?A. Setting up tasks.B. Controlling discipline.C. Demonstrating.D. Getting feedback.14. Which of the following activities is most suitable for whole-class work?A. Presenting new language.B. Role-play.C. Information gap.D. Writing summaries.15. Which of the following belongs to physical factors that affect the designing of a lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.16. What type of learners can benefit most from acting activities?A. Kinesthetic learners.B. Auditory learners.C. Individual learners.D. visual learners'"17. What learning strategy does the following activity help to train?Put the words in the relevant columns.Bananas, dogs, sheep, oranges.A. Grouping.B. Collocation.C. Association.D. Imagery.18. Which of the following can train listening?A. Sequencing the pictures.B. Writing captions for pictures.C. TPR.D. Matching titles with different paragraphs.19. Which of the following activities involves writing?A. Labeling pictures.B. Matching pictures with labels.C. Dramatization.D. Role play.20 How do chiIdren learn their first language?:A. By imitationsB. By being corrected by parents.C. By learning language rules.D. By, acting and performing.21. What's the teacher doing by saying "Now you are going to do this in pairs. ?A. Checking understanding.B. Giving prompt.C. Setting tasks.D. Getting feedback22. Which of the:following activities can be best done with pair work?A. Information gap;B. Guessing gamesC. Watching videos.D. Role-play.23. Which Of the following helps assess language performance?A. Asking students to reflect on what activities attract them most.B. Asking students about their attitudes towards a Certain gameC. Asking students to draw pictures according to description?D. Asking the students to do a quiz at the end of the lesson.24. Which of the following is suitable for Speaking?A. TPR actions.B. Recognizing pictures.C. Information-gap.D. Matching pictures with descriptions.25. In which of the following activities does the teacher play the role,of prompter?A. Give suggestions during an activityB. Read out the new words to the students.C. Take part in the pupils’ conversation.D. Encourage students to go on with their talk.26. Which of the following belongs to projects?A. Guessing what someone is eating.B. Creating a poster.C. Listening and identifying.D. Information gap.27. What kind of classroom arrangement is most suitable for the following activites?The teacher asks the pupils to discuss what they are going to do at the weekend.A. Pair work.B. Group work.C. Whole-class work.D. Individual work.28. What is the teaching doing in the following part of instruction7T: All right, I think it is the time.A. Introducing the activity.B. Giving a start.C. Checking understandingD. Concluding an activity.29, What is the teacher doing in terms of error correction?S: I seed a very good 'film on TV yesterday.T: Y ou SA W a very good film yesterday?A. Helping, correct the mistakeB. Giving a hint that the student has used the wrong tense,C. Asking the student to correct the mistake himselfD. Asking the student whether he really saw the film.30: What does children% short attention span imply for classroom instruction?.A. We should not make any activity too long.B. We should not waste time explaining complicated language rules.C. We should provide good models for children to imitate.D. We should select to those topics relevant to students’ experience.II．MatchingDirections: In this part, you are given five questions, Each question is followed by two columns of options. Y ou are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D, and write the answers on the answer sheet. Make sure each option can only match with one another.1. Match the learning styles on the left with the type of activities on the right.1) Group learners. A. Cutting paper.2) Individual learners. B. Watching videos.3) V isual learners. C. Discussing weekend plans.4) Tactile learners. D. Doing reading practice.2. Match the teacher's actions on both sides.1) S: I seed a film yesterday. A. Helping the student to correct hisT: Mum? own mistakes.2) S: I seed a film yesterday. B. Giving hints that there are mistakesT: Y ou SEED a film yesterday? in his speech.3) S: I seed a film yesterday. C. Encouraging others to correct theT: Y ou should say "saw", not mistake."seed".4) S: I seed a film yesterday. D. Correcting the student's mistakesT: What did Tom do? Anyone, who directly.can tell us?3. Match the activities on the left with the focus of instruction on the right.1) Complete the sentences according to the pictures. A. Listening.2) Put the sentences in the correct order according to B. Speaking.the pictures.3) Decide on the right pictures according to the C. Reading.recording.4) Discuss hobbies according to the pictures. D. Writing.4. Match the activities with the relevant classroom arrangement.1) Chain retelling of a story. A. Whole class work.2) Flow-chat dialogue. B. Individual work.3) Forming a basketball team. C. Pair work.4) Sentence completion D. Group work.5. Match the questions with the items they assess.1) What problems do you still have? A. Language performance.2) How well did you prepare before class? B. Progress.3) How well did you work in your group C. Classroom participation.work?4) Flow well did you do in the vocabulary quiz? D. Self-regulation.6. Match the learning styles on the left with the type of activities on the right.1) Group learners A. Discussion2) Reflective learners B. Making judgments3) Individual learners C. Copying4) Tactile learners D. Ding handcrafts7. Match the type Of intelligence on the left with the stuitable activities on the right.1) Interpersonal intelligence.? A. Active imagination2) Musical intelligence, B. Rhythmic patterns3) Naturalistic intelligence C. Sensing others’ motives,4) Spatial intelligence D. Photographing8. Match the items of phonetics on the left with the realizations on the right1) Articulation A. Not at all2) Intonation B. She sells seashells by the seashore3) Liaison C.. Want to do a good4) Loss of explosion D. Do you speak ,English?9. Match the type of vacabulary learning strategies on the left with the activities that help totrain them on the right.1) Collocation A. Ask the students to find .the words from takedialogue and: guess their meanings2) ContextB. B. AsktheStudentstolistentoarecort and read after it.3) Grouping C. Ask the students to the words I n the right category.4) Imitation D. Ask the students to match the prepositions with the nouns.10.Match the type of activities on the left with :the focus on the right?1）Simon says A. Reading2) Look and say B. Writing;3) Sentence completion C. Speaking4) Drawing according, to instruction D. ListeningⅢ. Multiple choice questionsDirections: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one(s) you think suitable. Y on may have more than one answer to each question.1. Which of the following roles do the primary school teachers play?A. A helper.B. A motivator.C. A friend.D. An organizer.2. Which of the following are/is characteristic of children?A. Not afraid of making mistakes.B. Analytical in learning.C. More instrumentally motivated.D. Good at generalizing.3. Which of the following explain(s) how children acquire their first language?A. By experimenting with the language.B. By interacting with people around them.C. By mimicking.D. By attending lessons.4. Which of the following features the learning of a foreign language?A. Natural learning context.B. Structured input.C. Conscious learning.D. Little error correction.5. Which of the following give(s) the right explanation of Chinese and English phonetic systems?A. English differentiates stressed syllables and unstressed syllables, and so does Chinese.B. Both English and Chinese have many vowels.C. Both English and Chinese have a lot of combined consonants.D. English words often have two or more syllables, but Chinese characters have only one.6.. If the class is too passive and lifeless, what will you do?A. Ask the students to read out the text together.B. Ask the students to copy the text.C. Ask students to act out the dialogue.D. Ask the students to do guessing games7. What is practiced in the following activity?Now, work in pairs and ask your partner what he or she has in his or her schoolbag.A. V ocabulary.B. Speaking.C. Listening.D. Grammar.8. Which two of the' followlng should be the focus of oral instruction?A. LanguageB. Function.C. FluencyD. Knowledge9.Which of the following are true of second language learning?A. Structured input.B. Selected exposure.C: Natural contextD. Focus on communication10. Which of the following can provide data for informative assessment?A. Final-term examinationB. Classroom observation.C. Peer evaluation of studentsD. Students' learning diary.IV. Activity designing :I．In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue and make use of the pictures given. Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions). Y ou can 'rife your design of the activity according to the table given. Make sure you give the assumed me for each step.Tom: Do you miss China?Darning: Sometimes.Tom: Do you want to go to China with me?Darning: Chinatown? But this is America.om: There is a Chinatown in New Y ork! There are a lot of Chinese shops and restaurants there.Darning: Really?Tom: Y es, and there's Chinese dancing.Darning: Let's go to Chinatown now.II．the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, assumed time, predicted problems and solutions, procedures including assigning the tasks; students preparing in groups; getting feedback). Make sure you give the assumed time for each step.TEXTA：Look, there he is.B：Who?A：Robert, the guy I’ve been telling you about.B：Oh. The guy you’re going out with?A：I wish. The guy I want to go out with.B：Oh, he he’s really handsome. Um, lets go talk to him.A：Oh, OK. I’ll introduce you. I think you’ll really like him…Hi, Robert.C：Oh, hi.A：Have you met my friend, Jean?C：I’m afraid not.A：Hey, Jean, this is Robert. Robert, this is Jean.C：Nice to meet you, Jean.B：Nice to meet you . Robert.Please design a 10-minute communicative speaking activity according to the material given. In this speaking activity, you are to train the students to learn how to greet people and make introduction.1. Objectives (2%) __________________________________2. Classroom organization (2%)________________________________3. Assumed time (2%) _______________________________4. Predicted problems (2%)_______________5. Solutions (3%) _____________________________6. Procedure (9%)(1)Assigning the tasks______________________________(2) Students preparing in pairs_________________________(3) Getting feedback ________________________________III．Activity designing (20%)Directions: In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure (at least 3 procedures), assumed time, predicted problems and solutions). Make sure you give the assumed time for each step.TEXTA: Hi，Susan. Have you got any plans for the weekend?B: No, not really. Why?A: Well, Bill and I were thinking of giving a party. Would you like to come?B: I’d love to. What can I bring?A: Nothing. Just yourself. Oh, I almost forgot.Could you tell the girls in your dorm about the party？B: Sure. By the way, what time do you want people to show up？A: Around seven. And also please tell the girls not to wear anything formal.It will be a casual affair.B: Okay .Name of activity ( 1%)________________Objectives (1%)__________________________________Type of the activity (1%)____________________Classroom organization (1%)___________________________Teacher’s role（1%）___________________Students’ role （1%）___________________Assumed time (1%) ______________Predicted problems (2%)_______________Solutions (2%)_____________________________Procedure (9%)(1)Assigning the tasks______________________________(2)Students preparing in pairs__________________________(3) Getting feed back________________________________。