英语教学法考试重点精选文档

合集下载

国家教师资格考试英语学科知识与教学能力考试重点

国家教师资格考试英语学科知识与教学能力考试重点引言：国家教师资格考试是对教师专业素质的全面评估，旨在提高教师教育水平，促进教师队伍建设。

在国家教师资格考试中，英语学科知识与教学能力考试是其中重要的一部分。

本文将重点介绍国家教师资格考试英语学科知识与教学能力考试的重点内容，帮助考生明确学习方向，提高备考效果。

一、英语学科知识考点1. 英语听力：该部分主要考察考生的听力理解能力和听力应对策略。

考生需要通过听力材料，理解并回答相关问题。

2. 英语语言知识与运用：这是英语学科知识考点的核心内容，包括词汇、语法、句子结构等方面的知识。

考生需要熟练掌握英语的基本词汇和相关语法知识，能够正确理解和运用在教学中。

3. 英语阅读：该部分主要考察考生的阅读理解能力和阅读应对策略。

考生需要通过阅读材料，理解并回答相关问题。

4. 英语写作：该部分主要考察考生的写作能力和写作应对策略。

考生需要写作英语短文或书信等，表达自己的观点和理解。

二、教学能力考点1. 教学设计：考生需要具备良好的教学设计能力，能够根据教学目标和学生实际情况进行教学内容的设计，包括教学步骤、教学方法等方面。

2. 教学组织实施：考生需要具备良好的教学组织能力，能够合理安排教学时间、掌握教学节奏和教学形式，使教学过程有序进行。

3. 教学反思与评价：考生需要具备良好的教学反思能力，能够对教学过程进行自我评价，并进行教学改进。

三、备考指导1. 熟悉考试大纲：考生需要认真阅读并理解国家教师资格考试英语学科知识与教学能力考试的考试大纲，明确考试要求和重点内容。

2. 整理学习材料：根据考试大纲，整理相关的学习资料，包括教材、参考书、模拟题等。

合理安排学习时间，有针对性地进行学习。

3. 系统复习：根据考试的知识点和考点，进行系统的复习。

可以采用分组、分类等方式整理知识点，加深记忆。

4. 模拟训练：在备考过程中，进行模拟训练。

可以选择历年真题进行模拟考试，对照考纲和参考答案，查漏补缺，提高应试能力。

英语教学法考试重点（1）

英语教学法考试重点（1）Views on language learning and learning in general(1)Behaviorist theory Eg;you can train an animal to do anything if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement(2)Cognitive theory\(3)Constructive theory(4)Socio-constructivist theory Eg:learning is the best achieved through the dynamics interactions between the teacher and the learners.What makes a good teacher?(1)ethic devotion(2)Professional qualities(3)Personal stylesHow can one become a good language teacher?(1)the development of professional competence (most difficult)(2)A specific range od skills strategies,,knowledges and ability(3)Have a sound command of English(4)Learning practice and reflection.learning from others experience.leaning the received knowledge leaning from one’s own experience as a learner.Language use in real life VS traditional pedagogy(1)in real life,language is used to perform certain communicative functions. Eg: to give directions,to exchange information or to make a complaint. In traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on two language skills and ignore the others. Eg:the grammar-translation methos emphasized on reading and writing skills and virtuallyignored listening speaking skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolated language from its context. Eg:when the English passive voice is introduced,the teacher always focuses on the explanation of how the objects in an active sentence is moved to the front of a passive sentence. And how the verb is changed to an auxiliary plus an -ed form of the base form of the verb.What is communicative competence ?(1)linguistic competence(2)Pragmatic competence(3)Discourse competence(4)Strategic competence(5)FluencyTask based language teachingTask definitionIs a piece of work undertaken for oneself or for others,freely or for some reward.Is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that process Four components of a taskA purpose :make sure the students have a reason for undertaking the taskA context :this can be real simulated or imaginary and involves sociolinguistic issues such as the location theparticipants and their relationship,the time,and other important factors.A process;getting the students to use learning strategies such as problem solving reasoning inquiring conceptual and communicatingA product : there will be some form of outcome either visible or invisibleExercises tasksFocus form meaningSituation no situation real life situationOutcome correct form accomplishment of taskLanguage practice of assigned form choice of form and contentError immediate correction delayed correctionPrinciples for good lesson planning(1)Aims means a realistic goals for the lesson the teacher needs to have a clear idea of what he or she would like to achieve for the lesson or what outcomes are expected from the lesson Aims are not the things teachers intend to do during the lesson,but the things that students are able to do bu the end od the lesson.(2)Variety means planning a number of different types of activities.(3)Flexibility means preparing some extra and alternatives tasks and activities as the class does not always go according to the plan(4)Learnability means the contents and tasks planned for the lesson should be within the learning capabilities of the students.(5)Linkage means linked with each otherHarmer suggest the following measures for indisciplined actsand badly behaving students(1)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 behaviorDealing with errors(1)dealing with spoken errors(2)When to correct generally it is best to interrupt students during fluency work unless communication breaks down.if the students has got most of his language right but has made a trivial mistakes it is sometimes wise to let the mistakes pass if there are some common mistakes that other students might also have problems with,the teacher can take a note in his or her mind and try to do the correction after the students’ performance.(3)How to correct indirect teacher correction is encouraged to avoid damaging students’self esteem and confidence. Ask a question to invite the students to say it again with a hint of a problem. Sometimes the whole class can be invited to correct the mistakes.Characteristics of the listening process(1)spontaneity(2)Context(3)Visual clues(4)Listeners ‘s response(5)Speakers’ adjustmentA process approach to writing(1)Focus on the process of writing that leads to the final written process(2)Help students writers understand their own composing process(3)Help them built repetoires of strategies for previewing drafting and rewriting(4)Palace central importance on the process of reversion(5)Give students time to write and rewrite(6)Let the students discover what they want to say as they write(7)Give students the feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention(8)Encourage feedback both from the instructors and peers(9)Include individual conferences between teacher and student during the process of composition。

englishteaching英语教学法教程期末考试必考的知识点

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 comparing teaching 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 studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation 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 acquisitiontheory)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: gra mmar 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 ne wly 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 concept Receptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they use So 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 thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning 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,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples 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 otherwords,listening comprehension involves ‘knowle dge 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 thegist 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,answeringquestions,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 acceptrepetitions,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 motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative 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, predicting Effective 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 info rmation 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 otherresources(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 reinterpret Questions 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 te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill 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 ofwriting 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’sself-assessment project work portfolios。

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 both the 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, buta 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：balancing accuracy-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; itsspelling and grammatical properties; its meaning; how and when to use it to express the intended meaning.16.V ocabulary 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 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. 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.V ocabulary learning strategies：review regularly, guess meaning from context, organize vocabulary effectively, use a 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 teachingreading 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。

英语教学法复习资料

英语教学法复习资料英语教学法复习资料在当今全球化的时代，英语已经成为一门必备的语言技能。

因此，英语教学法的研究和实践变得尤为重要。

本文将回顾一些常见的英语教学法，帮助读者巩固他们的知识，并提供一些实用的教学技巧。

一、交际法交际法是一种以交流为中心的教学法。

它强调学生在真实的语境中使用英语，以提高他们的交际能力。

在交际法中，教师应该创造一个积极互动的学习环境，鼓励学生参与各种交际活动，如角色扮演、小组讨论和真实情境模拟等。

通过这种方式，学生可以更好地理解和运用英语。

二、语法翻译法语法翻译法是一种传统的英语教学法。

它注重语法规则的学习和应用，并通过翻译来帮助学生理解和运用这些规则。

在语法翻译法中，教师通常会使用课文翻译、句子翻译和篇章翻译等练习，以帮助学生提高他们的语法和翻译能力。

然而，这种教学法也存在一些问题，如过度依赖母语和缺乏真实语境等。

三、听说法听说法是一种以听力和口语为核心的教学法。

它强调学生在真实的听力和口语活动中提高他们的听力理解和口语表达能力。

在听说法中，教师应该提供大量的听力材料，如录音和视频，以帮助学生培养他们的听力技巧。

同时，教师还应该鼓励学生参与各种口语活动，如对话练习、演讲和辩论等。

通过这种方式，学生可以更好地理解和运用英语。

四、任务型教学法任务型教学法是一种以任务为导向的教学法。

它注重学生在解决实际问题的过程中学习和应用英语。

在任务型教学法中，教师应该设计一系列有挑战性的任务，以激发学生的学习兴趣和动机。

同时，教师还应该提供必要的语言支持和反馈，以帮助学生完成任务。

通过这种方式，学生可以更好地运用英语解决问题，并提高他们的学习效果。

五、多媒体教学法多媒体教学法是一种以多媒体技术为支持的教学法。

它通过使用电脑、投影仪和互联网等工具，提供丰富多样的学习资源，以帮助学生更好地理解和运用英语。

在多媒体教学法中，教师可以使用动画、音频和视频等多媒体材料，以增加学生的学习兴趣和参与度。

英语教学法复习资料

英语教学法复习资料英语教学法是一门重要的教育学科，不仅对英语教学具有重要指导意义，同时也是所有教学法的基础。

对于众多英语学者而言，英语教学法的学习和掌握是取得英语学习成果的重要途径。

那么，接下来我将为大家分享一些英语教学法复习资料，希望对大家的学习有所帮助。

一、传统教学法传统教学法主要强调老师的教学，学生被动听课，关注学生知识的数量，忽视学生的能力培养。

该教学法在学生们的语言技能上有限度的帮助，不适应进入市场的英语学者的要求。

二、交际教学法交际教学法是一种以交际为景点的教学法。

学生和教师之间进行交互式的对话，学生受到更多的训练和触发，让他们在实际生活中学会正确运用英语，使学习者的英语掌握的不仅是口语能力，还有听、写、读的能力。

三、任务教学法任务教学法强调学生要作出自己的决策，在老师的指导下进行任务。

这种教学法强调学生的技能和能力的发展，采用任务和生活场景，培养学生的英语运用能力。

四、建构主义教学法建构主义教学法主要强调学生从自己的角度去理解和掌握知识，让学习者主动地采取一定的观点和各种方法去理解和掌握知识。

学生采用的是他们自己的这些经验、观点和知识来处理和整理材料。

以上四点只是英语教学法中的一些例子，教学法的种类是无限的。

教师可以很好的结合各种教学法进行教学，以使学生的英语知识和学习方式更加全面和多样化。

总之，要成为一个出色的英语教师或者学者，我们需要了解和掌握多种教学法，以此融会贯通，结合自己的教学实践，创造出一种深入人心，适合学生需要的英语阅读、写作、听力、口语教学方案。

希望本文所分享的英语教学法复习资料能够帮助大家更好的学习和掌握英语教学法。

英语教学法重点

英语教学法重点英语教学法重点Unit 1 Language and Learning1.1 How do we learn languageWe learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learning Learning can be affected by the way how language is taught Learning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teachingmethodology can ensure successful learning by all the learners who havemore differences than the commonality.1. 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 isto learn its vocabulary and structural rules.英语教学法重点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 (useit). To perform functions, learners need to know how to combine thegrammatical rules and the vocabulary to express notions that performthe 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 languageand where, when and how it is appropriate to use them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizesnew information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theoryB. F. Skinner?英语教学法重点A stimulus-response theory of psychology?Audio-lingual method?The idea of this method is that language is learned by constant ?repetition and the reinforcement of the teacher. Mistakes wereimmediately corrected, and correct utterances were immediately praised.Cognitive theory B.Influenced by Noam Chomsky (revival of structural linguistics)?Language as an intricate rule-based system?produce to him A learner acquires language competence which enables ?language.One influential idea of cognitive approach to language teaching ?is that students should be allowed to create their own sentence basedon their own understanding of certain rules.Constructivist theory C.Jean Piaget (1896—1980)?The learner constructs meaning based on his/her own experiences ?and what is already known.Socio-constructivist theory D.英语教学法重点Vygotsky?“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.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her commandof the language. There are a variety of element that contributes to thequalities of a good language teacher. These element can be categorizedinto three groups:ethic devotion, professional quality and personalstyles.1.5 How can one become a good language teacher?Wallace's (1991) ‘reflective model' (Figure 1.1, p.9)?英语教学法重点Stage 1: language developmentStage 2: learning, practice, reflectionThe learning stage is the purposeful preparation that a languagenormally receives before the practice,This preparation can include:1. Learning from others' experience2. Learning the received knowledge3. Learning from one's own experiencesThe practice stage (2 senses)?Pseudo practice: short period of time assigned to do teaching practice as part of one's pre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formal educationTeachers benefit from practice if they keep on reflecting on ?what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching英语教学法重点2.1 How is language learned in classrooms different from languageused in real life?Language used in real lifeLanguage taught in the classroomTo focus on forms (structures or T o perform certaincommuntcative patterns)functionsUse all skills, both receptive To focus on one or two language skills skills and ignore others. and productive skillsUsed in a certain context T o isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-lifelanguage use, one solution is to adopt CLT, the goal of which is todevelop students' communicative competence.Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriatelyin communicative situationsFive 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）?英语教学法重点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 themStrategic 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 withfacility and without strain or inappropriate slowness or undue （过分的，不适当的） hesitation'2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguisticcompetence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks英语教学法重点3 Meaningfulness principle：Meaningful language to the learner Howatt proposes a weak and a strong version of CLT:。

广西高校教师资格证考试《英语教学法》练习题及答案

广西高校教师资格证考试《英语教学法》练习题及答案一、选择题1. 下列哪个是英语教学法的基本原则？A. 知识主导B. 教师主导C. 学生主导D. 竞争主导答案：C2. 针对不同学生的研究特点，英语教师可以采用的教学策略是：A. 同一教学方法B. 不同教学方法C. 教师中心教学D. 学生中心教学答案：B3. 英语教学法中的课堂控制指的是：A. 教师严格控制学生B. 学生完全自由控制C. 教师和学生相互控制D. 提供一种积极、稳定、和谐的教学环境，教师有序地组织学生的研究活动答案：D二、问答题1. 请简要说明英语教学法的概念和作用。

答案：英语教学法是指教师在英语教学中所运用的一系列教学原则、方法、手段和策略的总和。

它对于指导英语教学具有重要的作用，可以帮助教师更好地组织教学内容和教学过程，提高学生的研究效果和英语应用能力。

2. 请列举并简要说明英语教学法中的一种教学策略。

答案：其中一种教学策略是学生中心教学。

这种教学策略强调以学生为中心，关注学生的研究兴趣、需求和能力，通过激发学生的研究动机和积极性，培养他们自主探究、合作研究和解决问题的能力。

3. 简述如何提高英语教学中的课堂控制能力。

答案：提高英语教学中的课堂控制能力可以从以下几个方面入手：建立积极的教室氛围，包括热情友好的教师形象和和谐的师生关系；合理规划教学内容和教学步骤，确保教学有序进行；灵活运用教学方法和工具，提高学生参与度和研究效果；及时引导和管理学生的行为，保持课堂纪律和秩序。

以上为《英语教学法》的一部分练题及答案，希望对您的复有所帮助！---参考资料：根据广西高校教师资格证考试《英语教学法》相关知识整理而成。

英语教学法教程主要知识点归纳

英语教学法教程主要知识点归纳英语教学法是指教师在英语教学中所采用的教学理念、教学方法和教学手段。

英语教学法的主要目标是培养学生听、说、读、写等综合运用英语的能力，使学生能够流利地运用英语进行交流和表达。

下面是英语教学法教程的主要知识点归纳。

一、教学目标的设定教学目标是教师在教学过程中所要达到的预期效果，必须明确定义和合理设定。

教师应根据学生的年龄、英语基础、教材内容等方面的特点，设定适合学生的教学目标。

教学目标应具体、明确，要分为知识、能力、情感和态度等方面。

二、教学内容的选择教学内容是指教师在教学中所要传授给学生的知识和技能，应根据学生的实际需求选择适当的教学内容。

教学内容应有机结合教材，具有一定的逻辑性和系统性。

教师可以根据教材中的单元、话题或学生的兴趣爱好等进行选择。

三、教学方法的运用教学方法是指教师在教学过程中所采用的教学手段和策略，是实现教学目标的有效途径。

常用的教学方法包括直观教学法、示范教学法、激发教学法、合作教学法、多媒体教学法等。

教师可以根据不同的教学目标和学生的特点选择合适的教学方法。

四、教学手段的运用教学手段是指教师在教学中所使用的具体工具和材料，有助于提高学生的学习效果和学习兴趣。

教学手段包括教学用具、多媒体设备、实物、图片、录音、录像等。

教师可以根据教学内容和学生的学习需求选择合适的教学手段。

五、教学评价的方法教学评价是指教师对学生学习情况和教学效果进行评估和判断的过程。

教学评价应注重全面、准确、客观和具体。

常用的教学评价方法包括测试、作业、观察、讨论、听说读写等。

教师可以根据教学目标和学生的实际情况选择合适的教学评价方法。

六、教学设计的步骤教学设计是指教师根据教学目标和教学要求所制定的教学过程和教学计划。

教学设计应包括教学目标、教学内容、教学方法、教学手段、教学评价等方面的内容。

教学设计的步骤包括分析教学内容和学生的学习需求、确定教学目标、设计教学过程和制定教学计划。

英语教学法教程复习资料

英语教学法教程复习资料近年来，随着全球化进程的推进，英语已成为国际通用语言，越来越多的人开始学习英语。

而在英语学习过程中，掌握好合适的英语教学法，既可以提高学习效率，又可以更好的提高学习成果。

本文将为您提供一些英语教学法的复习资料。

1.基础教学法基础教学法是最基本也是最常用的英语教学法。

在这种教学法中，老师会先讲一些简单的单词和基础的语法规则，然后让学生进行语音、语法、词汇等方面的练习。

在这个过程中，鼓励学生多多练习，掌握语法规则的同时，提高英语能力。

2.词汇教学法词汇是英语学习的重中之重，因此词汇教学法也非常重要。

在这种教学法中，老师会先让学生记忆一些常用的单词，并在学习过程中慢慢引入生词，进一步提高学生的词汇量。

3.阅读教学法阅读教学法是英语学习的重点之一，它不仅可以提高学生的阅读能力，也可以加深他们对语言的理解。

在这种教学法中，老师会让学生阅读一些有趣的文章，并且分析一些生词和语法规则，让学生从中学习。

4.听力教学法听力教学法对于掌握英语听力能力非常重要。

在这种教学法中，老师会播放一些英语听力材料，让学生进行听力练习。

同时，老师会讲解一些常用的英语词汇和语法规则，让学生更好地理解听力材料。

5.口语教学法口语教学法是英语教学中最具挑战性和难度的教学法。

在这种教学法中，老师会对学生进行口语练习，并给出一些针对性的建议和指导，让学生不断改进口语表达能力。

以上就是几种常见的英语教学法，当然这些教学法并非独立的存在，老师可以根据学生的实际情况，将以上教学法进行有机结合，构建适合学生的教学方案。

总之，英语教学法不仅是学生提升英语能力的重要工具，也是教师们提高英语授课质量的重要途径。

希望本文提供的英语教学法复习资料能对广大英语学习者和教师有所帮助。

英语教学法期末复习重点

Revision ContentsUnit 1 Language and Learning1. The nature of language2. Views on language and their implications to language teaching3. Views on language learning4. Qualities of a good language teacherUnit 2 Communicative Principles and Activities1. What is communicative competence? Try to list some of its components.2. Principles in communicative language teaching/ strong version and week version3. List some of the communicative activities.4. What is a task/its componentsUnit 4. Lesson Planning1 The definition of lesson planning2. Benefits of lesson planning3. Different kinds of lesson planning and their components4. Principles for good lesson planningUnit 5 Classroom Management1.What is classroom management?2.What does classroom management involve?3.Factors affecting classroom management4.The role of the teacher during class5.How to give classroom instructions effectively?6. Types of interaction model or student grouping in classroom and their advantages and disadvantages7. Classification of questions and criteria for effective questioning8. How to deal with undisciplined acts?Unit 6 Teaching Pronunciation1. Factors affecting pronunciation (Critical Period Hypothesis)2. The goal of teaching pronunciation3. Some methods of practicing sounds.Unit 7 Teaching Grammar1. Grammar presentation methods2. Two categories of grammar practiceUnit 8 Teaching V ocabulary1. Problems in learning vocabulary2. Ways to present vocabulary.Unit 9 Teaching Listening1.Characteristics of listening process2.How do people process information in listening comprehension?3.How can we teach listening more effectively?Unit 10 Teaching Speaking1.What problems do we have in our oral English classes?2.Types of speaking activitiesUnit 11 Teaching reading1.Principles and models for teaching reading2.The three stages of teaching readingUnit 12 Teaching Writing1. What is the main idea of communicative approach to writing?2. What is the main idea of the process approach to writing?。

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。

教资背诵重点

教资背诵重点(中英文版)英文文档：Teaching Certification Examination: Key Points for MemorizationThe teaching certification examination is a crucial step in becoming a qualified teacher.To pass this examination, it is essential to understand and memorize the key points.Here are some key points to focus on for the teaching certification examination:1.Pedagogy: Understand the principles of teaching and learning, including curriculum design, instructional methods, and assessment strategies.2.Psychology: Familiarize yourself with the psychological theories and concepts that are relevant to education, such as child development, learning styles, and motivation.3.Curriculum Standards: Memorize the curriculum standards and objectives for the subject you are teaching, as well as the overall educational goals and standards set by the state or country.4.Classroom Management: Learn about effective classroom management techniques, including behavior management, discipline strategies, and creating a positive learning environment.5.Legal and Ethical Issues: Understand the legal and ethical responsibilities of teachers, including student rights, confidentiality, andprofessionalism.6.Teaching Strategies: Memorize various teaching strategies, such as cooperative learning, differentiated instruction, and technology integration, and understand when and how to use them effectively.7.Assessment and Evaluation: Learn about various assessment methods, including formative and summative assessments, and how to evaluate student progress effectively.8.Professional Development: Understand the importance of ongoing professional development and learning, including reflective practice and engaging in professional communities.By focusing on these key points, candidates can better prepare for the teaching certification examination and increase their chances of passing.It is important to study these topics thoroughly and practice applying the concepts to real-life teaching scenarios.中文文档：教师资格考试：背诵重点教师资格考试是成为合格教师的关键一步。

英语教学法总复习

英语学科教学论考试题型说明本次考试侧重学生对语言教学理论和方法的理解及应用，而不是对理论知识的识记。

学生在复习时应力求理解教材中的重要语言教学理念和方法，并学会运用，不要死记硬背。

由于考试题目不涉及基本定义、概念的简单识记，考试时夹带小抄不起任何作用。

I. Choose the best answer (20%, 1’×20=20’)选择题绝大多数题目给学生提供语言教学活动实例或语言学习情境，让学生运用所学教学法理论知识对这些活动、情境进行分析、鉴别和判断。

II. True or false (20%, 1’×20=20’)语言教学基本理念、方法的命题判断。

III. Problem Solving (30%, 10’ ×3=30’)三小题（同去年题型）。

提供有问题的教学情境，要求学生简要回答问题所在并提供解决方案。

IV. Mini lesson planning (30%, 10’ ×3=30’)三小题。

提供教学材料，学生根据要求做简短教学设计。

如根据所提供的教学素材写出教学目标；根据所提供的教学素材设计一项读前活动等等。

两套试题基本涉及到各种语言技能（听说读写）教学和语言知识（词汇、语法）教学。

考试范围：一到十二章。

Unit 1 Language and Learning1. Views on language:1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. 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.This view on language limits knowinga language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations betweenpeople. 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. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. Views on language learning1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor‟s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods inwhich students are asked to think rather than simply repeat. It seems to be largel y the result of Noam Chomsky‟s reaction to Skinner‟s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3. Learning theories in general1) Constructivist theory: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. Teaching should be built based on what learners have already known and engage learners in learning activities. Teachers need to design environments and interact with learners.2) Socio-constructivist theory:The socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of …Zone of Proximal Development‟(ZPD) and scaffolding. Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4. What is a good language teacher?1) The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles.(Then try to explain these three elements respectively according to your own understanding)2) Teachers‟ professional development model by Wallace (PP9-10)Unit 2 Communicative Principles and Task-based Language Teaching 1. The differences between language use in real life and thetraditional language teaching (P15)2. The goal of communicative language teaching (P16)3. Communicative Competence1) Linguistic competence:Linguistic competence is a term which is first mentioned by Noam Chomsky. It is understood as the tacit knowledge of language structure and the ability to use this knowledge to understand and produce language. For Chomsky, competence simply means knowledge of the language system: grammatical knowledge in other words.2) Communicative competence:Hedge (2000: 46-55) discusses five main components ofcommunicative competence: linguistic competence, pragmaticcompetence, discourse competence, strategic competence, andfluency. (PP17-19)Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.4. Three principles of communicative language teaching (P20)a) the communicative principle: Activities that involve realcommunication promote learning.b) the task principle: Activities in which language is used forcarrying out meaningful tasks promote learning (Johnson1982).c) the meaningfulness principle: Language that is meaningful to thelearner supports the learning process.4. Communicative activities:A sequence of activities represented in Littlewood (1981: 86):Pre-communicative activities: structural activities and quasi-communicative activitiesCommunicative activities: functional communication activities andsocial interaction activities(PP22-23, PP162-172)5. Six criteria for evaluating communicative classroom activities (PP24)6. Task-based Language Teaching (TBLT)1) Definitions of a task (PP27-28)2) Four components of a task (P28)3) The differences between tasks and exercises (PP28-30)Unit 3 The National English Curriculum1.Designing principles for the National English Curriculum (PP41-43,P310-311 Answers to Task 1)2.Goals and objectives of English language teaching (PP43-45, P312Answers to Task 3)3.Challenges facing English language teachers (PP48-49)Unit 4 Lesson Planning1. Lesson PlanningIt means making decisions in advance about what techniques, activities and materials will be used in the class.2. In what ways do the teachers benefit from the teaching plan? (P52-53)3. Principles for good lesson planning (PP53-54)4. Macro planning vs. micro planning (PP54-55)5. Components of a lesson plan (PP55-60)6. The three P’s model (P 59)Presentation: the teacher introduces the new language items to be learnt. The teacher focuses the students‟ attention on modelsentences, dialogues or other types of texts and checks theirunderstanding of the new language items.Practice:students are given the opportunities to use the newly presented language items in a controlled framework. This maydone by drills, or by repeating parts of the dialogue presentedin the presentation. This stage is intended to develop accuracyskills.Production:students give free and extensive expressions by integrating the new language items with the old throughactivities, aimed at developing fluency skills.7. The three-stage model (PP59-60):Pre-While-Post-Unit 5 Classroom Management1. Classroom management (P67)Classroom management involves teacher recognizing options, making decisions and putting them into actions.2. Teacher roles (PP68-72)3. Classroom instructions (PP73-74)4. Student grouping (PP74-77)1) whole class work (lockstep) 2) pair work3) group work 4) individual study5. Questioning in the classroom1) Classification of question types (PP83-84)2) Tips for making questioning more effective (PP85-86)6. Dealing with errors1) When to correct (P87)2) How to correct (PP87-88)Unit 6 Teaching Pronunciation1. The goal of teaching pronunciation (PP92-93)The 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.Our realistic goals of teaching pronunciation:ConsistencyIntelligibilitycommunicative efficiency2. Critical period hypothesis (PP92-93)3. Aspects of pronunciationUnit 7 Teaching Grammar1. The role of grammar in language learning (PP102-104)2. Grammar presentation methods:(PP104-106)Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would befollowed by the teacher giving several examples and then askingthe students to apply the rules themselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the studentsare left to discover or induce the rules or generalizations on theirown.The guided discovery method3. Grammar practiceMechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students payrepeated attention to a key element in a structure. Substitutionand transformation drills are most frequently used in mechanicalpractice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on”the way newly learned structures are used in process. Meaningfulpractice usually comes after mechanical practice.4. Further suggestions about teaching grammar:1) Teach only those rules which are simple and which do not have too many exceptions.2) Do not spend too much time on grammar points, which do notappear to be very useful or important. Just make the studentsaware of the special features.3) Wherever possible, teach grammar in context.4) When presenting grammar, try to use charts, tables, diagrams,maps, drawings and realia to aid understanding.5) Avoid difficult grammatical terminology as much as possible.6) Allow enough opportunities for practice.7) Do not be frustrated by the student s‟ mistakes and errors, whichare inevitable in language learning.Unit 8 Teaching Vocabulary1. Understanding vocabulary and vocabulary learning (P116-118)Task 22. What does knowing a word mean? (PP118-124)3. Ways of presenting vocabulary (PP124-126)3. Consolidating vocabulary (PP126-129)Unit 9 Teaching Listening1. Characteristics of the listening process: (P139)Spontaneity, context, visual clues, listener‟s response, speaker‟s adjustment2. Models of listening1) Schema theory:The term schema was first used by the psychologist Bartlett (1932), and has had an important influence in the areas of speechprocessing and language comprehension.Bartlett argued that the knowledge we carry around in our heads is organized into interrelated patterns.Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of newexperiences.2) Bottom-up model and top-down model (PP143-144)3. Major Listening Skillsi. Listening for gist: to get a general idea of what one hearsii. Listening for specific information: to pick out from the whole text what one regards as important or relevant, to concentrate only on the information one needsiii. Listening for detailed information: to obtain a detailed knowledge of a topiciv. Inferring: to “listen between the lines” (listen for what is not directly stated, to decode what is indirectly expressed, including the relationships between speakers, the moods or attitudes of the speakers, the physical setting of the text, and so on)Sources: a) intonation, b) the speaker‟s choice of words, c) the speaker‟s facial expressions, gestures or body movements v. Note-taking (to combine listening and writing)4. Principles for teaching listening (PP139-140):F o c u s o n p r o c e s s r a t h e r t h a n o n t h e r e s u l tC o m b i n e l i s t e n i n g w i t h o t h e r s k i l l sF o c u s o n t h e c o m p r e h e n s i o n o f m e a n i n gG r a d e d i f f i c u l t y l e v e l a p p r o p r i a t e l y5. Three stages for teaching listening:Pre-listening stage (PP144-146)While-listening stage (PP146-151)Post-listening stage (PP152-154)Unit 10 Teaching Speaking1. What are the characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context dependent (Background knowledge is necessary tounderstand exactly what is being expressed.)2. Principles for designing a successful speaking activity (PP161-162)Maximum foreign talkEven participationHigh motivationRight language level3. Types of speaking tasks (PP162-172)Unit 11 Teaching Reading1. The nature of reading (PP175-176 Task 2)2. What are effective readers?1)Have a clear purpose in reading2)Read silently.3)Read phrase by phrase, rather than word by word4)Concentrate on the important bits, skim the rest, and skip theinsignificant parts5)Use different speeds and strategies for different reading tasks6)Perceive the information in the target language rather than mentallytranslate7)Guess the meaning of new words from the context, or ignore them8)Use background information to help understand the text3. Three models for teaching reading: (PP184-185)Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach:The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approachestogether, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer‟s choice of vocabulary for understanding the implied meaning.4. Major reading strategies:Skimming: the reader moves his eyes over the text very quickly justin order to get the main idea of the text, or sometimes decidewhether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly aspossible in order to find out information about a particular date,such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logicaland cultural clues to discover the meaning of unknown elements.Such as the writer‟s opinions and attitudes which are not directl ystated in the text.5. Principles for teaching reading:a) The selected texts and attached tasks should be accessible to the students.b) Tasks should be clearly given in advance.c) Tasks should be designed to encourage selective and intelligentreading for the main meaning rather than test the students‟understanding of trivial details.d) Tasks should help develop student s‟ reading skills rather than testtheir reading comprehension;e) Teachers should help the students not merely to cope with oneparticular text in front of them but with their reading strategiesand reading ability in general.f) Teachers should help the students to read on their own.7. Three stages for teaching reading:Pre-reading stage (PP185-193)While-reading stage (PP194-201)Post-reading stage (PP201-204)8. Information transfer activities (PP194-198)Unit 12 Teaching Writing1. The differences between “writing for language learning”and“writing for communication”(PP208-211)2. Problems in writing tasks (P212)a) They are mainly accuracy-based.b) They are designed to practise certain target structures.c) There is insufficient preparation before the writing stage.d) There is no sense of audiencee) There is no sense of authenticity.f)There is no opportunity for creative writing, particularly forexpressing unusual or original ideas.2. Two different approaches to teaching writing:Product approach；（P208, 213）In the traditional ELT classroom, writing often goes this way: the teacher gives a topic or a selection of topics, a set ofrequirements, and a time limit. The students finish the taskwithin the time limit and hand in the final product. Thestudents‟ work is evaluated based on the accuracy of the finalproduct. The process which the students go through whiledoing the writing task is virtually ignored.Process approach （PP213-219）The 'process approach' is defined as 'an approach to the teaching of writing which stresses the creativity of the individual writer,and which pays attention to the development of good writingpractices rather than the imitation of models'. Thus, the focusshifts from the final product itself to the different stages thewriter goes through in order to create this product. by breakingdown the task as a whole into its constituent parts.3. Features of process writing (P214)4. Writing Processes （PP213-219）。

(完整word版)英语教学法教程知识点总结(1-12单元)

FLTM : foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive 概括法 )Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, andactive student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)The natural approach(NA)The communicative approach (CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view : 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).Functional view : the functional view not only sees language as a linguistic system but also meansfor doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International 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.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories : emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory , the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and alarge part of language acquisition is the learning of this system.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.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on theconcept of “Zone of Proximal Development”ZPD)( and scaffolding.Ethic devotion, professional qualities and personal styles CLT:communicative language teaching TBLT: task-based languageteachingThe 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. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication.(Purposeful&contextualized communication). Exercises focus the students’attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP:for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice(the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning : is a framework of a lesson in which teachers make advance decisions aboutwhat they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage.Variety: planning a number of different students to a wide selection of materials never monotonous for the students.types of activities and where possible, introducing so that learning is always interesting, motivating andFlexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability: within capability of the students, not be too easy or beyond or below the students’coping ability.Linkage : easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically .Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter 推进者 (give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.The first is to use simple instructions and make them suit the comprehensive level of thestudents.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make aneffort to understand them.Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and Closed questions refer to those with only one s ingle correct answer while open questions may invite many different answers. Display questions are those that the answers are already knownto the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue ”,it ’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledgein the target language. Language error cannot be self-corrected no matter how much attention ispaidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility : the pronunciation should be understandable t o the listenersCommunicative efficiency : the pronunciation should help convey the meaning that is intendedby the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Oddand out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, theguided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus 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. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning;chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label thingsas regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning ofa word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosinga word and the influence of these on the listener or reader ’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as waysfor the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that oneis not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model:从细节下手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaningof words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficultto keep up with speaker. --- recognizing sounds of words, phrases or structures.Top-down model: 侧重纲要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termedas prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking:pre-communicative activities— mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities: Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act 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 revealing the received information withthe reader’s own general knowledge, and reconstructing the meaning that the writer had meantto convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary : words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading : bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/basedon the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation(making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing成就法/a prose model approach---fruitlessA Processapproach to writing 过程法 : The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of processwriting include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。

2023教资科三英语考点归纳

2023教资科三英语考点归纳一、教育心理学部分1. 学习理论：行为主义、认知主义、人本主义、建构主义等，每个理论的重点概念和代表人物需熟记。

2. 迁移理论：贾德、形式训练说、关系联想说、经验类化说、认知结构说等，理解并掌握其应用场景。

3. 教学模式：个别化教学、班级授课制、探究式教学等，每种教学模式的特点和优缺点需牢记。

二、语言学部分1. 语音和语调：正确识别单词和短语中的语音，正确表达语调（重音、语调、节奏）对于语义的影响。

2. 语法和词汇：熟练掌握语法规则，能够准确识别和正确书写英语句子，对常用词汇的含义和用法有深入理解。

3. 口语表达：熟练掌握常用的日常用语和课堂用语，能够流畅地进行口语表达。

4. 阅读教学：理解阅读技能和策略，如预测、略读、扫读等，以及如何引导学生进行有效的阅读。

5. 写作教学：熟悉常用的写作教学策略和评估方法，能够指导学生对写作进行规划和修改。

三、语言教学部分1. 教学方法：了解各种教学方法的理论基础和应用场景，如直接法、听说法、交际法等。

2. 课程设计：熟悉课程设计的原则和方法，包括课程目标的设定、教材的选择和组织、教学活动的设计等。

3. 评估与反馈：了解各种评估方法（如形成性评估、终结性评估）的优缺点和应用场景，以及如何给予有效的反馈。

4. 文化教学：了解文化在英语教学中的重要性，以及如何将文化教学融入日常教学。

5. 现代教育技术：熟悉现代教育技术的理论和实践，如多媒体教学、网络教学等，如何利用这些技术提高教学效果。

四、教育政策法规部分1. 教育基本制度：《教育法》、《教师法》、《义务教育法》等相关法律法规需熟知。

2. 教育教学政策：了解国家及地方的教育方针政策，如素质教育、课程改革等。

3. 学生管理政策：了解学生管理的相关规定，如考试管理、学籍管理、处分等。

4. 安全教育法规：重视安全教育的重要性，熟知相关法规和安全防范措施。

总之，要想取得良好的教资科三英语成绩，需要全面系统地掌握考点，并不断练习巩固。

英语教学法考试重点(推荐文档)

❤判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.❤What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.❤教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.❤真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.❤交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.❤Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.❤交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。

(完整版)英语教学法知识点整理

1，Structural view of language sees languages as a linguistic system made up of various subsystems(Larsen-Freeman&Long): Phonology, morphology, syntax.语言的结构观把语言看作是由各种子系统组成的语言系统（弗里曼 &朗）：音位学、形态学、句法。

2，Functional view: communicative needs of the learner (Johnson and Marrow ), the functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, and apologizing.功能观：学习者的交际需求（约翰逊和马罗），功能观不但把语言看作一种语言系统，而且把语言看作一种做事的手段。

我们平常使用的大部分语言都涉及功能性活动：供应、建讲和道歉。

3，Interactional view: the interactional view considers language to bea communicative tool, whose main use is to build up and maintainsocial relations between people.互动观：互动观认为语言是一种交际工具，其主要作用是建立和保护人与人之间的社会关系。

4， Behaviourist theory: the way human acquires language ( Harmer).Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. The key point of the theoryof conditioning is that “you can train an animal to doanything(within reason) if you follow a certain procedure whichhas three major stages, stimulus,response,andreinforcement” (Harmer)行为主义理论：人类获取语言的方式（哈默）。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

英语教学法考试重点精选文档TTMS system office room 【TTMS16H-TTMS2A-TTMS8Q8-判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language.Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. International view:The international view considers language to be a communicativetool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes threeparts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keeplearning,practicing and reflecting.真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.)Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。

英语教学法考试重点精选文档

国家教师资格考试英语学科知识与教学能力考试重点

最新英语教学法考试重点

英语教学法考试重点（1）

englishteaching英语教学法教程期末考试必考的知识点

英语教学法复习要点

英语教学法复习资料

英语教学法复习资料

英语教学法重点

广西高校教师资格证考试《英语教学法》练习题及答案

英语教学法教程主要知识点归纳

英语教学法教程复习资料

英语教学法期末复习重点

教学法期末考试复习重点

教资背诵重点

英语教学法总复习

(完整word版)英语教学法教程知识点总结(1-12单元)

2023教资科三英语考点归纳

英语教学法考试重点(推荐文档)

(完整版)英语教学法知识点整理