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英语学科教学论

英语学科教学论A course in English Language Teaching---Key PointsUnit 1. Language and Language LearningViews on language learning: behaviourist theory, cognitive theory, constructivist theory, socio-constructivist theory.Unit 2. Communicative Principles and Task-based Language Teaching1. Task and Exercise2. PPP model3. Analyzing teaching and learning activities using principles of CLT and TBLUnit 3. The National English Curriculum1. Main aim of English language teaching described in the National English Standard2. Components of the English teaching objectives in the National English Curriculum3. Performance standards for Level 2, Level 5 and Level 7Unit 4. Lesson Planning1. Principles for good lesson planning2. Components of a lesson plan3. Understanding of Teaching aims4. Understand of Stages and ProceduresUnit 5. Classroom Management1. The role of the teacher2. The most common student groupings3. Dealing with spoken errorsUnit 6. Teaching Pronunciation1. Our realistic goal of teaching pronunciation2. Understanding of aspects of pronunciation such asintonation, liaison, loss of explosion, stress, and articulation. Designing pronunciation teaching activities according to specific aspect of pronunciation.Unit 7. Teaching Grammar1. Different ways of presenting grammar in the classroom.2. Designing mechanical practices and meaningful practicesUnit 8. Teaching Vocabulary1. Denotative meaning and connotative meaning of a word2. Receptive and Producative vocabulary3. Ways of consolidating vocabulary4. Vocabulary learning strategiesUnit 9. Teaching Listening1. Factors to be considered when designing an effective listening task2. Listenning difficulties encountered by students. Solutions for these difficulties from the teacher3. Designing listening activities for pre-listening, while listening and post listening stagesUnit 10. Teaching Speaking1. Common features of spoken language2. Characteristics of a successful speaking tasks3. Types of speaking activities, especially information-gap activitiesUnit 11. Teaching Reading1. What do effective readers do?2. Models for teaching reading: Bottom-up model, T op-down model, and Interactive model.3. Teaching activities can be done in pre-reading, while reading and post readingUnit 12. Teaching Writing1. A process approach to writing2. Designing writing tasksUnit 15. Assessment in Language Teaching1. Understanding of Testing, Assessment and Evalution2. Knowing who will involve the assessment of students3. Methods for assessmentUnit 16. Learner Differences and Learner Training1. 8 different types of learners2. Intelligences Gardner proposed。

英语学科教学论

英语学科教学论第一篇：英语学科教学论(一)1.What is the goal of foreign language teaching?To help the learner master the target language in the shortest possible timeBy mastering the target language, we mean that the learner is able to have successful communications with others in the target language.2.What is the nature of FLTM?FLTM is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.It examines the practices and procedures in foreign language teaching;studies approaches, methods and techniques;and studies principles and beliefs that underline them.3.Why do we call FLTM is an interdisciplinary science?It involves a lot of disciplines such as philosophy, linguistics, psychology, pedagogy, Anthropology, Sociology.So we call it an interdisciplinary science4.What are the main features of traditional linguistics?(purpose, beliefs, approach and contents)Purpose: to help understand classic worksbeliefs: the written form of language superior to the spoken form.approach:a prescriptive approachContents: Classification of all the words into 8 parts of speech and the study of the syntax of Greek5.What are the main features of American structuralism?(beliefs, approach and contents)beliefs: speech was primary and writing was secondary.approach:a descriptive and inductive approachContents:1.A language was a habit of verbal behavior which consisted of a series of stimuli and responses.2.To acquire a language was to form a habit of verbal behavior and learning a language was learning a habit.6.What is Chomsky’s explanation of the first language acquisition process?Linguists should study the linguistic competence, not the performance, of the native speaker and try to set up a system of rules that will generate an infinite number of grammatical sentences.7.What is the main feature of functional linguistics?the meaning of any single word is to a high degree dependent on its context.The context of situation must have an important position in a descriptive linguistic model.Linguistic events should be accounted for at three primary levels: substance)the material of language), form(organization)and context(relations of the form to non-linguistic features of the situation).Three dimensions: field, tenor, and mode.8.What is the basic theory of Gestalt psychology?Contents: the area of perception, aiming at the exploration of the relationship between parts and whole in people’s perceptual experience.beliefs: people perceives objects and scenes as organized wholes before they noticed their component parts9.What is the basic theory of psychoanalysis?Contents: the analysis of the unconscious mind.beliefs: unconscious mental processes influence conscious thought and action.10.What is the basic theory of behaviorism?Important figures:1.John B.Watson(American psychologist)Contents: nonhuman animal’s behavior and the externalenvironmental conditions.beliefs: Behavior was the only proper subject of study in psychology ,because only behavior, not the mind, could be observed publicly and objectivelyImportant figures:2.B.F.Skinner, the leader of behaviorismContents: learningTo characterize learning in terms of stimuli and responsesTo identify basic learning processesBeliefs: learning processes can be divided into two kinds: classical conditioning and operant conditioning.11.What is the basic theory of cognitive psychology?contents：to explain observable behavior by reference to hypothetical mental structures.beliefs: experimental subjects do not simply make passive, mechanic responses to stimuli.Rather they are very active in identifying the meaning of stimuli and in expecting the consequences of their responses.12.What are the main six theories of second language acquisition? What are the main features? The habit-formation theory习惯-形成理论According to behaviorists, language is regarded as a set of linguistic habits and the linguistic habits are formed through identifying and strengthening the associations between stimuli and responses.Learning a second language means the formation of a new set of linguistic habits.Imitation and practice play an important role in the process of habit-formation.Errors should be predicted, avoided and should be corrected.Positive transfer/ negative transfer/ contrastive analysisThe hypothesis of linguistic universals 语言共性说There exists certain linguistic properties which are true to all the natural languages in the world.Noam Chomsky : a particular language;core grammar and peripheral grammarHoseph H.Greenberg: different languagesThe acculturation theory 文化认同说Individuals of one culture have to go through the process of modification in attitudes, knowledge, and behavior in order to function well in another culture.Social and psychological distances determine the degree of acculturation success The discourse theory话语交际说In the late 1970sE.Hatch:focus his research on the process of second language acquisitionOnly through communication discourses can the learner acquire the second languageThe monitor theory 监调理论The cognitive theory 认知理论Cognitive psychology: learning is a cognitive processThe second language learning should be regarded as the acquisition of a complex cognitive skill, and its internal representations include procedures for selecting appropriate vocabulary,grammatical rules, and pragmatic conventions governing language use.Learners’ language performance improves along with the reconstructing of the internal representations.The task of language acquisition is very complex because it involves constant practice and integration of different aspects of the task until automaticity is reached(二)1.What are the main features and objectives of the Grammar-Translation Method?1).Main features:① Main content: grammar② Arrangement of the teaching materials: grammar system③ Purpose of teaching activities: mastering grammaticalrules.④ Major focus: reading and writing⑤ Main medium of instruction: the native language⑥ Principal practice technique: translation2).objectives:To enable the learners to read and translate its literature by requiring students to memorize grammatical rules.2.What are the main features and objectives of the Direct Method?1).Main features:① Arrangement of the teaching m aterials: situations or topics② Purpose of teaching activities: developing oral communication skills③ Major focus: speaking and listening④ Main medium of instruction: the target language2).Objectives:To develop the students’ ability to communicate in the target language.T o enable the students to think in the target languageTo develop the four basic language skillsTo help students to have correct pronunciation from the beginning of the course.3.What are the main features and objectives of the Oral Approach?1).Main features:① Language teaching begins with the spoken language.② New language points are introduced and practiced situationally.③ Vocabulary selection procedures are followed to ensure that an essential general servicevocabulary(基本的常用词汇）is c overed.④ Items of grammar are graded following the principle that simple forms should be taughtbefore complex ones and should be taught inductively.⑤ Reading and writing are introduced once a sufficient lexical and grammatical basis isestablished.⑥Main m edium of instruction: the target language2).objectives:To enable the learners to get a practical command of the four basic skills of language.Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.4.What are the main features and objectives of the Audio-lingual Method?1).Main features:① separation of language skills into listening, speaking, reading and writing, and emphasison the teaching of listening and speaking before reading and writing.② Use o f dialogues as the chief means of presenting the language.③ Emphasis on certain practice techniques: mimicry(imitation), memorization and patterndrills.(mim-mem method)① Discouraging the use of the mother tongue in the classroom② Use of language laboratory.2).objectives:To enable the learners to use the target language communicatively.The primary stress is laid on oral proficiency, which means the students should achieve accurate pronunciation and correct grammar.5.What are the main features and objectives of The Cognitive Approach？1).Main features:④It insists that learning is based on understanding and language learning is a creativeprocess.So meaningful learning and meaningful practice are emphasized.⑤ It gives equal importance to all the fou r skills.But listening and reading should precedespeaking and writing.⑥ It holds that mistakes are unavoidable in the creative use of language.What the teacher should do is to analyze the mistakes so that they could find the cause and do some remedial work accordingly.2).objectives: To develop in the students the same type of abilities possessed by native speakers.6.What are the main features and objectives of The Communicative Approach?1).Main features:① An emphasis on learning to communicate through in teraction in the target language.② The introduction of the authentic texts into the learning situation.③ The provision of opportunities for learners to focus, not only on language but also on thelearning process itself④ An enhancement of the learner’s ow n personal experiences as important contributingelements to classroom learning.⑤ Am attempt to link classroom language learning with language activation outside theclassroom.2).objectives:To develop the students’ communicative competence.It includes:a.Knowledge of the grammar and vocabulary of the language.b.Knowledge of rules of speakingc.Knowing how to use and respond to different types of speech acts such as requests,apologies, thanks, and invitations.d.Knowing how to use the language appropriately.(三)To develop students’ overall language ability, what are the five aspects mentioned in the National English Curriculum?Language, language skills, learning, affect and culture.第二篇：英语学科教学论试题答案英语学科论试题答案及评分标准(供参考)Section I:(30 points)1-5BCBCA6-10BBABA11-15BCACCSection II:(30 points)16.Problem: The lesson fails to help the students to improve their reading skills, because itfocuses totally on the meanings and uses of individual words or sentence patterns.Solution: The teacher is suggested to divide the class into three stages.In the pre-readingstage, the teacher can engage the students in some speaking activities to help them predict thecontents of the text.Thus arouses their interests in the text and, more importantly, gives them apurpose for reading--checking the predictions.Such activities can also activate the students’schemata about the topic that can facilitate their understanding of the text.Or it is necessary, theteacher can provide the students with the background information or list of new words to helpremove potential cultural or language barriers.In the while-reading stage, the teacher can designactivities to develop the students’ skills of skimming, scanning, reading for detail or inferring.They can help the students to comprehend the text not only at the linguistic level but also at thecontextual and rhetorical levels.The teacher can also designsome post-reading activities whichoffer the students the opportunities of using freely the language they learnt from the text inspeaking or writing contexts.17.Problem: The lesson started with the third stage of the PPP Model--the stage of productionbut skipped the two important stages before it--the stages of presentation and practice.Solution: Before the students are asked to talk freely about a topic, they should have relevant language input.Therefore, on the stage of presentation the teacher can introduce to them somevocabulary or some reading/listening materials related to the topic and introduce to them someuseful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc.Theteacher is then expected to give the students the opportunities to use the newly-presented languageitems in a controlled framework.This may be done by drills or prompted short dialogues.Thefocus of this practice stage should be on accuracy and therefore any language errors, once spotted,should be corrected immediately.Finally comes the stage of production where the students do theactivities, like the group discussion in this case, to experiment with the new language items freelyand creatively.Since this stage is intended to develop fluency, the teacher should refrain fromfrequently interrupting a student who is speaking for immediate correction.18.Problem: The teacher should not stop the tape time and again to explain a word orinformation point, because this is not the way people listenin real life.Solution: Anticipating some language or information barriers the students are likely to encounterin the process of listening, the teacher can design some pre-listening activities to get the studentsready for the contents and language of the text.An alternative is to have the students do someinferring activities while they are listening.In this way they can not only have a purpose forlistening, but also develop their ability of making inferences based on the contextual cues.19.Problem: The teacher only performed the role of a manager but neglected some othersignificant roles such as those of a prompter, assessor, resource person, etc.Solution: A qualified teacher has many roles to play in the classroom.The communicativelanguage teaching features a student-centered, task-based and Process-oriented class.This doesnot diminish the teacher’s importance in the class, but puts a higher demand on his/her functions,especially those associated with facilitating and monitoring the learning process.When the students are doing an activity, the teacher needs to move around to offer encouragement andsuggestions as a prompter, give help with ideas or language as a resource person and detectproblems for immediate or delayed correction as an assessor.In addition, the teacher acts as acontroller to maintain discipline and make sure each student is participating in the activity the wayhe/she is required to do.The teacher may also need to give examples of how to do an activity.Inthis case, he/she serves as an instructor.20.Problem: The classhag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster.Thealternative rows of students are asked to turn around, so that half the class is facing the studentbehind them.In this way, only the front-facing rows can see the information on the blackboard orposter.Alternatively, two different posters can be put up, one on the front blackboard and theother on the back wall.Then the one is visible to the front-facing students while the other can beseen by those facing the back of the room.In either situation exists an information gap.The pairscan then exchange the information until they have completed the assigned task.Section Ⅲ：Mini-lesson Plan(40 points)两题的评分标准相同，具体如下：Name of activity 1分Objective(s)of the activity 2分Type of the activity 1分Classroom organization of the activity 1Teacher’s role 1分Students’ role 1分Teacher working time 1分Student working time 1分Teaching aid(s)1分Predicated problem(s)2分Solution(s)2分Procedures 1)2分 2)2分 3)2分下面教案仅作参考：1．Name of activityReadingObjective(s)of the activityGet to know something of the fish in the oceanType of the activityThe exploitation of the textClassroom organization of the activityPersonal work/IndividualTeacher’ s roleOrganizes and guidesStudents’ roleRead with skills to find out the key information of the text.Teacher working time2 minStudent working time4 minTeaching aid(s)Some pictures, or videos, or overhead projector.Predicated problem(s)Some students may read word by word and they neglect the reading skills.Solution(s)The teacher explains the skills clearly.Procedures1)The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2)Students read with skills3)Get feedback After reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．Name of activityPut the events in the correct order.Objective(s)of the activityHelp the students understand the content and structure of the text.Type of the activityListening Classroom organization of the activityGroup work.Teacher’s roleInstructor , managerStudents’ roleActive participant in class activityTeacher working time1 minStudent working time4 minTeaching aid(s)T ape and tape recorder.Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution(s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.If students have difficulty, the teacher should offer help, showing them how to decide the time order of the events.Procedures1)The teacher assigns the work2)Studentslisten carefully and decide the order of the events.3)Get feedback When the students have finished their work, the teacher invites some to show their decision.第三篇：英语学科教学论教案英语学科教学论作业级：号：名：方09级（8）班294010305 玉洁班学姓Background information: Students: 32 freshmen of Biology Major Lesson duriation: 50 mins Teaching objections: By the end of the lesson, students should be able to: 1.2.ask and answer questions about the importance of English learning.talk about the importance of English learning with their own words and make their own dialogues.3.4.5.pse interview strategries to find out information and take notes.present the interview results confidently to other students.learn to be a good listener and brave to ask questions in English.Teaching contents: Do you think English is important to you? The biggest thing is? Make a big difference What type of career are you thinking of? Teaching aids: blackboard, chalk, tapes, white papers with dialogue` Type of the lesson: oral English Teaching procedures: Step1.Review(10 mins)a)b)Warm up:let students listen to the dialogue on the tape.Ask some easy questions about the dialogue.c)d)Let them read the dialogue and get the main idea.Learn to use some sentences to talk about the importantce of English learning.e)Students practice the dialogue with their partner and try to make a new dialogue.Step 2.Learn the new sentence structures(10 mins)a)Use the structures: Do you think English is very important to you? What type of career are you thinking of?b)Pair-work: one ask the questions, the other answers them.Step3.A task: use what is learnded to do an interview(10 mins)a)b)Group-work: an interview volunteers to present the results.Step4.More practice(15 mins)a)let student talk with their classmates.b)volunteer to present the result.c)Teacher gives feedback.Optional activities and homework:（5mins）Optional activitiy: work in pairs and find out the advantages of English learningand ask why.Homework: write a short passages to introduce the advantages of English learning.Reflection:(to be spoken immediately after the lesson). 第四篇：微格教学与英语学科教学论微格教学与英语学科教学论崔奇科学技术的飞速发展，国际间的竞争形式，对人类自身的认识加深，以及当前素质教育培养创新人才的精神实质，决定了英语学科教育改革的历史必然性，并使英语学科教学论研究向新的广度和深度发展。

英语学科教学论unit5-Classroom-Management

V. Classroom instructions 1. It refers to the type of language teachers use to organise or guide learing.
2. What do they include? P-73
3. Rules for making instructions effective
•Less dynamic classroom; •No co-operation;
VII. Discipline in the language classroom
No discipline, no order
(1). What’s the final goal of discipline in the language classroom?
Whole class concentrating.
•Same speed for different students;
work
•Good modeling from •comfortable in choral
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Classification of question types
•Closed questions: questions with only one single correct answer. •Open questions: may invite many different answers. .
Classification of question types
•Lower-order questions: those simply require recalling of information or memorisation of facts. •Higher-ordered questions: require more reasoning ,analysis, and evaluation.

英语教学论复习要点（名词解释、简答）

Making inferencewhich is an important reading skill. It It means ‘reading between the lines’,requires the reader to use background knowledge in order to infer the implied meaning of the author.Task (in classroom activity)A task is an activity which requires learners to arrive at an outcome from giveninformation through some process of thought, and which allows teachers to control and regulate that process.Communicative ApproachCommunicative Approach is a new method for teaching English compared with other ones. It is developed on the base of Functional approach. It pays emphasis on real language communication in language teaching. With communicative approach, teachers would try to use authentic language materials, to create real situation in daily life, to make use of information gap and task-based activity todevelop students’ communicative competence.The connotation（含义）of culture in foreign language teaching(in the National English Curriculum)A language has rich cultural connotations. In foreign language teaching, culture means the history and geography, local conditions and customs, traditional conventions, life styles and modes, literary and arts, norms of the conduct and values, etc. of the country whose language is learnt.The following categories about the countries taking the target language as their native language:Communicative CompetenceCommunicative competence e ntails 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, whom, how, where, and to whom.Task-based activityTask-based activity is a kind of classroom activity often used in communicative method language teaching. After the teacher assigns a certain task and the students try to get some information to finish the task through communicating with their classmates. The students learn the language while using the language in the process of communication.Authentic language materialAuthentic language material refers to the sort of language material the native speakers would use to each other. They are written for native speakers to read or spoken for native speakers to listen to by native speakers. It is not simplified inany way for the convenience of learners of the language. Such as English novels,poems, advertisements, f ilms, speeches, programs on radio o r TV, news reports,plays, etc. We advocate English teachers should use authentic language materials as teaching materials in English teaching.Communicative approachCommunicative approach is a new method for teaching English compared with other ones. It is developed on the base of Functional approach. It paysemphasis on real language communication in language teaching. Withcommunicative approach, teachers would try to use authentic language materials,to create real situation in daily life, to make use of information gap and task-basedactivity to develop students’ communicative competence.Information gapReal communication is often initiated because of the existence of an informationgap. The speaker has got the information which the listener does not know or thespeaker wants to know information the listener has got. The gap of informationbetween the two communicators is called information gap. The purpose for peoplealso an to communicate with other people is to fill the information gap. It’ｓimportant concept in communicative approach, for information gap creates theneed and the desire to have real communication. To apply information gap tolanguage language teaching in classroom will be effective to develop students’　skills for communication.The five objectives in the new National English Curriculum are:1.) Language knowledge — phonetics; vocabulary; grammar; function and topic2). Language skills — listening; speaking; reading and writing3). Learning strategies —cognitive strategy; controlling strategy; communicativestrategy and resource strategy.4). Culture awareness — cultural knowledge; cultural understanding; awareness andcompetence of cross-cultural communication5). Affection and attitude — motivation and interest; self-confidence and strong will;spirit of cooperation; consciousness of motherland and international prospectThe relationship among the five objectives and functions of each objective undertaking.Viewed from the perspective of language learning, language skills ensure the basic ability to learn the language, language knowledge forms the basis of comprehensive language, competence, students’ affect and attitude strongly influence their learning and development, successful learning strategies improve the effectiveness of students’learning, and cultural awaren ess ensures student’s appropriate use of the language.The five teaching steps of English classroom teaching are:Classroom arrangement: ----- to call the students’ attention to the class.Reviewing and checking: -----to review and check the contents learned before，and set up a bridge between the old knowledge and the new ones.Presentation: ----- to introduce the new materials in different ways.Practicing: ---- to practice and consolidate the new materials.a. Mechanical practice ---- form-focused practice (language structure)b. Meaningful practice ---- meaning-focused practice (language usage)c. Communicative practice ---- applying-focused practice (language application)Summing up and assignment: ----- to assign the students some homework to do after class.Formative assessmentSummative assessmentLanguage skillsLanguage knowledgeAffect and attitudeLearning strategiesCultural awarenessClassroom interactionReceptive classroom activityProductive classroom activityWarm-up activityClassroom instruction 61Procedural explanation 62Content explanation 62Open question 64Closed question 64Display question 64Referential question 64Procedural question 64Convergent question 65Divergent question 65Mistake 69Error 69Word stress 80Sentence stress 80Intonation 81Morpheme 107Inductive learning method 124Deductive learning method 124(Inductive approach)(Deductive approach)Denotative meaning 138Connotative meaning 139Collocation 140Active (productive) vocabulary 144—Passive (receptive) vocabulary 144Language acquisition device 424, 454Authentic language material 参见上面的内容The abbreviations of some terms of ETM occurred in our text book. (omitted)。

英语学科教学法复习Unit1-14

Unit 1ZPD: The Zone of Proximal Development1.What is ZPD ?The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers.The zone of proximal development (ZPD) is the range of abilities that an individual can perform with assistance but cannot yet perform independently. These skills are called "proximal" because the individual is close to mastering them but needs more guidance and practice in order to perform these actions independently.2.Three factors of ZPD?1)The "More Knowledgeable Other": The more knowledgeable other is someone who has a higher level of knowledge than the learner.2)Social Interaction: During certain periods of a child's life, they may even look to peers more than they look to adults. Kids at this age often look to their peers for information about how to act and how to dress. In order for children to learn new skills, it is suggested pairing more competent students with less skilled ones.3)Scaffolding: When children are in this zone of proximal development, providing them with the appropriate assistance and tools gives students what they need to accomplish the new task or skill. These activities, instructions, tools, and resources are known as scaffoldingUnit 21.The goal of Communicative Language Teaching (CLT) ?To bridge the gap between classroom language teaching and real-life language usemunicative competence includes......?1)Linguistic competence:- Language itself: form & meaning2)Pragmatic competence:- to use language appropriately in social context3)Discourse competence:- to create coherent texts & to understand them4)Strategic competence:- communication breakdown due to lack of resourcesFluency:- without strain or inappropriate slowness or undue hesitation3.Three principle of CLT?1)Meaningfulness principle: Improve reading, listening and speaking skills and improve logical thinking ability2)Communication principle:Debate is a process that involves formal discussion on a particular topic3)Task principle: To present ideas in the most persuasive waymunicative activities?Identifying pictures Illustration exercise5.What is PPP?The Presentation, Practice and Production model of teachingPresentation of single new item; Practice of new items, drills, exercises, dialogues practice; Production: activity, role play or ask to encourage free use of language6.What is TBLT?TBLT means Task-Based Language Teaching.4 main component of task: a purpose, a context, a process, a productA communicative purpose: making 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, the participants and their relationship, the time, and other important factorsA process: getting students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating.A product: there will be some form of outcome, either visible (a written plan, a letter, a picture, etc.) or invisible (enjoying a story, learning about another country, etc.)Features of task:Attention is focused on meaning rather than form.The language use is like the real-world communicationThere is some kind of information gap between the participants7.Differences between PPP and TBLT?PPP:students are required to use resources given by teachersTBLT:Students are free to choose the linguistic resources; rely on their own linguistic resources when completing the taskTBLT focus activities encourage students to think and analyze; PPP prefer to repeat and manipulateTBLT provide a more varied exposure to natural language than examples made to illustrate a single language item as in a PPP cycle8.What are the constraints of TBLT?1)The first is that TBLT may be not effective enough to present new language items.2)Second, culture of learning3)Third, level of difficulty4)Forth, time is also one of the constraints because teachers need to prepare tasks very carefully.Unit3 The National English Curriculum1.NFLTRA: The National Foreign Language Teaching & Research Association (NFLTRA) 中国教育学会外语教学专业委员会2.What did the national syllabus of ELT in 1978 mainly focus on?Basic language knowledge: listening, speaking, reading and writing3.In the 2001 National English Curriculum for Nine- year Compulsory Education syllabus, students' abilities to observe, to memorize, to think are emphasized. T/F (F)4.Four Major Phases of foreign language teaching in China?A phase of restoration (1978-1985)A phase of rapid development (1986-1992)A phase of reform (1993-2000)A phase of innovation from 20005.Can you give some tips for teachers to deal with changes and chal lenges in the process of curriculum reform ?an open mind training, Available resources, New ideas, Reflection.seminars on language teaching and observation of teaching.Change the view about language which is not a system of linguistic knowledge but a means for communication. More task-based activitiesMore formative assessmentProperly apply Modern technology in teachingTransform the role pf teacher from a knowledge transmitter to a multi-role educator.Unit41.Do experienced teachers need to do lesson planning? Why?Yes. Because lesson planning is also important for experienced teachers. Lesson planning means making decisions in advance about what to teach, how to teach and the time assignment of every teaching procedure. It can help teachers to be aware of the teaching objectives of a lesson. It can help teachers to distinguish various stages of a lesson. It can give teachers opportunities to anticipate potential problems and be prepared for some possible situations.For teachers, it can help their Professional development, Self-reflection, Confidence and TimemanagementTeaching lesson is not static. The content of lesson and the situation in class keep changing. So experienced teachers also need to do lesson planning.2.What are the principles for good lesson planning?Aim: The teacher needs to have a clear idea of what he/she would like to achieve for the lesson.Variety: Various activities and materials to ensure high motivation and interest.Flexibility: Extra and alternative tasks and activities.Learnability: The contents and tasks should be within the learning capability of the students.Linkage: The stages and steps are somehow linked with one another3.What does “ESA” stand for in successful teaching?Engage: To get students interested in what they learn When they are engaged, they learn better.Study: There must be some new language or new experience for students to learn.The construction of language is the main focus. Successful language learning: Explicit Learning+ Implicit LearningActivate: Students should have the chance to produce language in meaningful ways.It is a kind of rehearsal for the real world4.Think of three important components of a lesson plan and give your reasons.1)Background information---Ages; Grade; Genders; Time; Date; Duration; Specific needs analysis of the target learners.; What they know; What they need to know2)Teaching aims3)Language contents and language skills4)Stages and procedures5)Teaching aids6)End of lesson: summary---ake learning further and deeper; Refer back to learning objectives; Create a sense of achievement and completion of tasks; Develop a habit of reflection on learning; Stimulate interest, curiosity and anticipation of the next phrase of learning7)Optional activities and assignments---Backups in case the lesson goes too fast; Flexible to be cancelled if there is not enough time8)After lesson reflectionUnit51.How to make effective instruction ?Two general rules of giving instructions: They must be kept as simple as possible, and must be logical.Use simple instructions and make them suit the comprehension level of the students.The second rule is to use the mother-tongue only when it is necessary.The best thing to do is to model the task/activity before letting students move into group or pairs.2.The most difficult and important role that teachers have to play is Organiser3.How to choose the way of grouping according to different task requirements?Textbook P75-774. All –wh questions are open questions. True or False? ( F ).5. What are the difference between mistakes and errors?Errors are an inevitable part of learning processErrors tell us if extra teaching need to be done, what are misunderstood, errors help evaluate Ss’ learning Mistakes: a mistake refers to performance error that is either a random guess of a “slip of tongue”, and it is a failure performance to a known system. Every one makes mistakes, no matter in a native language or foreign language.Can be self-corrected, not related to language competence 语言控制能力不足引起的操作性错误嘴瓢Errors: have a direct relation with the learners’ language competence, which do not result from carelessness, but lack of knowledge in target languageCannot be self-corrected 系统性错误如果不纠正会一直错一直错6.What are the 6 levels of Bloom’s Taxonomy?Unit 61.What are the two kinds of stress that are important to achieving good pronunciation?1)word-level stressIt is very important to stress the proper syllable in multisyllabic words. It the wrong syllable is stressed, listeners often will not understnad what word is being pronounced.2)phrase-level or sentence-level stressEach phrase or sentence has one syllable which receives greater or more prominent stress than the others. The rules for predicting the stress of a phrase or sentence are less complex than predicting word-level stress and it depends a lot on the meaning one wants to express.2.Why intonation is important in pronunciation?Intonation can greatly affect the intention of the speaker’s message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness, threats, etc.According to Kelly(2005:11), intonation is “as important as grammar or lexis.’ Many people would agree that this is perhaps one of the last areas of language that foreign language learners can master and is very difficult to teach.In most English sentences, the pitch movement at the end is important for meaning. Student frequently find it difficult to repeat long sentences. In this case, the teacher should break the sentence down to bits and build up towards the complete sentence.Because of the importance of intonation of the end of the sentence, it is naturally better to break down from the end rather than the beginning.3.What is the Critical Period Hypothesis?The first few years of life is the crucial time in which an individual can acquire a first language if presentedwith adequate stimuli. If language input does not occur until after this time, the individual will never achievea full command of language—especially grammatical systems.4.What should be our realistic goal of pronunciation?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.5.What is IPA?International Phonetic Alphabet是一套用来标音的系统，以拉丁字母为基础，由国际语音学学会设计来作为口语声音的标准化标示方法。

英语学科教学论6

• We should teach language in the way it is used in the real world.
Major difference between Language use in real life and language in the classroom
1) In real life, language is used to perform certain communicative functions; in a traditional language classroom, the teaching focus is often on forms rather than functions. 2) In real language use we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing. 3) In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.
The communication principle
Activities that involve real communication promote learning.
The task principle
Activities in which language is used for carrying out meaningful tasks promote learning.

英语学科教学论期末考试整理

yingyu英语学科教学整理一．缩写PPP: presentation, practice, and productionTTT : Teacher Talking TimeSTT: Student Talking TimeEAP：English for Academic PurposesESP：English for Specific PurposesESEA: Engage-Study-Engage-ActivateIATEFL: The International Association of Teachers of English as a Foreign Language TESOL: Teachers of English to Speakers of Other Languages (P185)EFL: teacher a teacher who teaches English as a foreign language p2ESA：engage study activateTQ：teaching aidsSA: means stages where the teacher leads a question and answer session with the studentsSS: means pairworkTQ---SA: it means stages where the teacher leads a question and answer session with the studentsOHP: the overhead projector二．Definition1.Schema: schema is a structured cluster of pre-conceived ideas about a specific theme, it helps us to organize our background knowledge about the reading material.2. skimming and scanning：Skimming is a kind of reading skill which means getting a general idea of what the reading material is about. Scanning is a kind of reading skill which means searching for particular bits of information.3. language acquisition and language learning：language acquisition: gaining use of a language without any conscious learning4. Stereotype: Stereotype is a popular and highly exaggerated concept of a particular group of people. Concentrating on just a few features of the particular group, it is an image, conception, or belief which exaggerates, oversimplifies, and thus distorts the characteristics of people and their behavior. For example, one group might consider another to be backward, belligerent, sexy, or arrogant. In those traditional Chinese films, thieves and criminals are always those who have ugly faces and look violent. But in reality, people with ugly faces may also have a kind heart like the cartoon film “The Beauty and the Beast”. This kind of misconception is the result of stereotype.5. Gist listening: Listening exercise which require students to listen for the main idea6. comprehensible input: language which is certainly above the students’productive level, but which they can more or less understand7. attention span: the length of time you can concentrate on some idea or activity(internet P11)8. plateau effect: the phenomenon that people sometimes find they don’t improve much or as fast as before.(P13)9. rough-tune: exaggerate the voice tone and gesture to help get the meaning across/ rough-toning is that unconscious simplification which both parents and teacher use by exaggerating tones of voice, speaking with less complex grammatical structures than they would if they were talking to adults. When rough-toning, their vocabulary is generally more restricted. They don’t set out to get the level of language exactly correct for their audience, but to rely on a general perception of whatis being understood by the people listening to them. (P3)10. Interactional speech and transactional speechInteractional speech: communicating with someone for social purposes. It includes both establishing and maintaining social relationships. It is more unpredictable pattern.Transactional speech: communicating to get something done, including the exchange of goods or services. It is a highly predictable11.Parallel writing (P81): where students stick closely to a model they have been given, and where the model guides their own efforts. It is especially useful for the kind of formulaic writing represented by postcards, certain kinds of letters, announcements and invitations, for example 12.Accuracy and fluency : Accuracy: the extent to which students’ speech matches what people actually say when they use the target language. Fluency: the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.13.overgeneralization:A process in which a learner extends the use of a grammatical rule of linguistic item beyond its accepted uses, generally by making words or structures follow a more regular pattern. For example, use mans instead of men for the plural of man.14.Development error: An error in learner language that does not result from first language influence but rather reflects the learner's gradual discovery of the second language system. These errors are often similar to those made by children learning the language as their mother tongue. 15.Corpus: In linguistics, a corpus (plural corpora) or text corpus is a large and structured set of texts (now usually electronically stored and processed). They are used to do statistical analysis and hypothesis testing, checking occurrences or validating linguistic rules on a specific universe. A corpus may contain texts in a single language (monolingual corpus) or text data in multiple languages (multilingual corpus). Multilingual corpora that have been specially formatted forside-by-side comparison are called aligned parallel corpora.rmation gap: Two speakers have different parts of information making up a whole. One person has information that the other lacks. The speaker has the information which the listener does not know or the speaker wants to know information that the listener has. They have different information, and there is a gap between them. Students need to negotiate. In the classroom, the same kind of information gap will have to be created if we are to encourage real communication.17.Strategy and skill: strategy:a systimatic and elaborate plan to achieve particular purposes skill:an ability that has been acquired by training三．Short questions:1.List at least four principles of teaching listening.①The tape recorder is just as important as the tape.②Preparation is vital.③Once will not be enough.④Students should be encouraged to respond to the content of a listening, not just to thelanguage.⑤Different listening stages demand different listening tasks.⑥Good teachers exploit listening texts to the full.2.List at least four principles of teaching speaking.①Be aware of the differences between second language and foreign languagelearning contexts.②Give students practice with both fluency and accuracy.③Plan speaking tasks that involve negotiation for meaning.④Design classroom activities that involve guidance and practice in both transactionaland interactional speaking.3.List at least four principles of teaching reading.①reading is not a passive skill②students need to be engaged with what they are reading③students should be encouraged to respond to the content of a reading text, not just to the language.④prediction is a major factor in reading⑤match the task to the topic⑥good teachers exploit reading texts to the full4.List at least four principles of teaching writing.1)The type of writing we get students to do will depend on their age, interests and level. Our decisions will be based on how much language the students know, what their interests are and what we think will not only be useful for them but also motivate them as well.2) Provide opportunities for students to write -practice writing.3) Make feedback and correction helpful and meaningful: over-correction ; Over-correction can have a very demotivating effect. As with all types of correction, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other. One way of avoiding the 'over-correction' problem is for teacher to tell their students that for a particular piece of work they are only going to correct mistakes of punctuation, or spelling, or grammar etc. This has two advantages: it makes students concentrate on that particular aspect, and it cuts down on the correction.4)Written symbolsAnother technique which many teachers use is to agree on a list of written symbols (S = spelling, WO = word order etc.). When they come across a mistake they underline it discreetly and write the symbol in the margin.This makes correction look less damaging.5)Write a comment at the end of a piece of written work.Different forms of feedback are also very important.6)Correcting is important, but it can be time-consuming and frustrating. Common sense and talking to students about it are the only solutions here.7)Correction is worthless if students just put their corrected writing away and never look at it again.5.List at least three special features about teaching listening.①Tapes go at the same speed for everybody.②Students have to be encouraged to listen for general understanding first rather than trying to pick out details immediately.③Spoken language has a number of unique features.6..List at least four aspects that should be included in a teaching plan.It needs to contain detailed information about the students.It has to contain what the teachers/students want to do.It will say how the teacher/students should do it.It will talk about what might go wrong (and how it can be dealt with) and how the lesson fits in with lessons before and after it.6.7.List at least four teaching methods and approaches that have influenced currentteaching practice.Grammar-translation, audio-lingualism, PPP(presentation practice production) , task-based learning, communicative language teaching8.List at least four differences between teaching adults and teaching children.(P11)A.The first difference between adults and younger ages is that the former come to lessonswith a long history of learning experience.B.Adolescents have their own histories.C.Adults are frequently more nervous of learning than younger pupils are.D.It is hard for the teachers of adolescents to control the class.E.The adults may have a view of the importance of learning which makes them stick to acourse of study in a specifically adult way.F.The adults do not necessarily need their learning to be camouflaged.9.List at least three reading skills that students need to acquire and explain each of them.①To scan the text for particular bits of information they are searching for. This skill means thatstudents do not need to read every word and line, but to search for particular information.②To skim a text to get a general idea. This skill means that students should not try to gather all details or concentrate too hard on specifics. Students need to skim to get a general idea of what the reading material is about.③To read for detailed comprehension. When looking for details, students are expected to concentrate on the minutiae of what they are reading.10.List at least four areas that teachers should consider when choosing textbooks.1. price2. availability3. layout and design4. methodology5. skills6. syllabus7. topic8. stereotyping9. teacher’s guide11.List at least four seating arrangements in the class.Orderly rows, circle, horseshoe, separate tables(P18)12.List at least four pieces of equipment that you can make use of in an English class.the board; the computer; the dictionary; the overhead projector pictures and cards; the tape recorder; the video playback machine; the video camera13.List two popular information-gap activities.Two sets –set A and set B making up a whole. Each set carries part of the information needed to solve a problem.Describe and DrawOne student has a picture.The partner has to draw the picture without looking at the original.The one with the picture will give instructions and descriptions, and the “artist”will ask questions and draw.It is highly motivating, there is a real purpose for the communication (the information gap, completion of the task), and almost any language can be used. Remember to exchange the students’roles if the activity is used more than once.14.List three types of writing rubrics.1)Non-weighted rubric2)Weighted rubric3)Holistic rubric15.List the four alternatives that Neville Grant suggests when the teacher finds the text notappropriate.Neville Grant’s suggestionsOmission replacement addition adaptation16.List at least four characteristics of good learners. (P10)a willingness to listen; a willingness to experiment; a willingness to ask questions; a willingness to think about how to learn; a willingness to accept correction17.List at least two magazines you know concerning the teaching of English.TESOL in Context (Australia)ELT News and Views (Argentina)JALT News (Japan)Israel English Teaching Journal (Israel)UK journals:ELT Journal (published by Oxford University Press)Modern English Teacher (published by Prentice Hall Europe)English Teaching Professional (published by First Person Publishing)US journals:English Teaching Forum (published by the United States Information Service )TESOL Journal18.What are the four stages of choosing a textbook?Analysis, Piloting, Consultation, Gathering opinions19.List at least three advantages of encouraging students to speak English in class.①Rehearsal: A free discussion outside the classroom and a real-life role-play inside the classroommay help students understand what communication is.②Feedback: Speaking activities may provide feedback, which is beneficial to both students andteachers.③Engagement: Speaking activities can be highly motivating and involve more participation and enjoyment.20.What is the natural order of language acquisition?(P24)Be exposed to itUnderstand its meaningUnderstand its formPractice it21.What is the purpose of “activate” activities?(P26)Get the students using language as freely and “communicatively” as they can.Offer the students a chance to try out real langue use with little or no restriction—a kind of rehearsal for the real world.22.What is the purpose of “engage” activities?Arouse the students’ interest, thus involving their emotions so that they can learn better.23.List at least two principles of giving instructions.⑴The instructions must be kept as simple as possible.⑵The instructions must be logical.⑶The instructions must be clear and well stated.⑷It is important for the teachers to check that the students have understood what they havebeing asked to do. P424.What are the three basic level distinctions of language learners?(P13)Beginners; intermediate students; advanced students四. Discussions:1.What is accuracy? What is fluency? How to give students practice in both accuracy andfluency? State your point of view.Accuracy: the extent to which st udents’ speech matches what people actually say when they use the target language.Fluency: the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.My point of view is to avoid interruptions and offer fluency-building practice. Making mistakes is a natural part of learning a new language. When students are repeating sentences trying to get their pronunciation exactly right, then the teacher will often correct appropr iately every time there’s a problem. But if students were involved in a passionate discussion, the teacher shouldn’t interrupt. Otherwise the conversational flow may be destroyed.2.What are the key elements in a lesson plan? How to design an effective lesson plan andmake it feasible in the process of teaching? State your point of view.Coherence , variety。

英语课程教学论考试重点

Unit 1 Language and Language Learning 语言和语言学习1.Views on language 有关语言的观点Different views on language generate different teaching methodologies. (P2)不同的语言观产生不同的教学方法。

Three different views of language: 三种不同观点的语言:(1). Structural view: language as a system made up of various subsystems: the sound system (phonology); the discrete units of meaning (morphology); the system of combining units of meaning for communication (syntax) (p3) a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)(2). Functional view: Language is not only a linguistic system but alsoa means for doing things. 功能观:语言不仅是一种语言系统,但也做事情的一种方式。

(3). Interactional view: language as a communicative tool to build up and maintain social relations between people. (p3)交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。

教学论复习资料（双语）

教学论复习资料（双语）1.Academic-Subject-Matter Curriculum A curriculum orientation that assumes theprimary purpose of education should be to develop learners’ mastery of content from academic disciplines.2.Accountability Refers to the idea that schools and teachers should be held responsible for ensuring that learners in school master what is specified in the curriculum3.Active Teaching Teaching that is characterized by the teacher directly leading the class playing such roles as (a) presenter of new information, (b) monitor of learner progress, (c) planner of opportunities for learners to apply content, and (d) reteacher of content (as necessary).4.Advance Organizer An organizing framework presented to learners in preparation for their mastering new content that is designed to help them sort out fragmented pieces of information and organize them into specified categories5.Affective Domain Domain of learning that focuses on attitudes, feelings, interests, and values6.Allocated Time Time that is assigned for the purpose of helping students to learn specific subjects or materials.7.Assessment The purposeful gathering of data from a variety of sources regarding the attainment of educational outcomes.8.Authentic Assessment Assessment that takes place in a situation allowing the learner to replicate "real world" conditions to the maximum extent possible.9.Bilingual Education An approach in which learners are taught for at least part of the day in English and part of the dayin their home language.10.Clarity A defining characteristic of effective teachers that includes variables such as the teacher’s verbal and nonverbal style, lesson-presentation structure, and proficiency in providing cogent explanations.11.Cognitive Domain Domain of learning that focuses on intellectual dimensions of learning, including remembering and processing information12.Constructivism A perspective that holds that knowledge is constructed in the minds of learners based on their prior knowledge and previous experiences.13.Criterion-Referenced Evaluation Assessment in which the performance of someone is judged against a preestablished criterion or set of preestablished criteria.14.Curriculum The result of decisions made relating to the selection and organization of content and learning experiences.15.Classroom is supposed to provide an appropriate learning environment for the students,including the seating arrangements and location of resoueces as well as other environmentl aspects such as lighting and temperature,though exact requirements may vary greatly according to country or economic restraints.16.Curriculum design is based on some kind of guiding ideology or theoretical basis and purpose of education, educational functions and the analysis of the aims of school education results on the school curriculum in a planned, organized arrangements.17.Diagnostic Assessment A variety of assessment that is designed to identify causes of a learner’s failures18.Emotional Intelligence Refers to the ability to exerciseself-control, remain persistent, and be self-motivating19.Essentialism As applied to education, this perspective holds that there is a core of essential knowledge, mostly derived from scientific and technical fields, that all learners should master. The most valued knowledge is knowledge that is practical and useful.20.Evaluation of teaching The process of making a judgment about the worth or the value of something to the result of teaching and learning. (also see lecture notes)21.Exceptional Learner A general term to describe a learner who has special or unusual characteristics such as a learner with one or more disabilities or a learner who is gifted.22.Existentialism A view that people come into the world facing only one constraint —the inevitability of their own deaths. In the absence of any "grand design," people are expected to discover their own reasons for existing. In school programs, this perspective places much emphasis on learner’s abilities to choose what they study.23.Formative Assessment The process of gathering data during instruction in order to determine if learners are making satisfactory progress and to adjust instruction if necessary.24.Hidden Curriculum The impact of all elements of the school setting that send learners messages regarding what they ought to be doing and how they should be thinking.25.High-Stakes Assessment Refers to assessment procedures with results that may have serious consequences for those whose proficiencies are being measured and judged.26.Higher Level Questions Questions that require learners to apply, analyze, integrate, create, or synthesize and use relatively complex thinking processes.27.Induction Years A term often applied to a newcomer’s first few years in the teaching profession.28.Intelligence Quotient (IQ) Test A kind of test, originally developed by Alfred Binet and his associates in 1905, that was designed to assess individuals’ prospects for success in regular school classrooms.29.Learner-Centered Curriculum A curriculum orientation that emphasizes individual needs in planning, organizing, and delivering instructional programs30.Measurement The process of quantifying the presence or absence of a quality, trait, or attribute.31.Model of teaching is an instructional frame and process based on one kind of theories and focus on special learning objectives .it includes some special methods and strategies used for reaching its objectives some steps to implement teacher’s teaching in the classroom.32.Multiple Intelligences A learning theory propounded by Howard Gardner that holds that intelligence is not a unitary trait but rather is divided into a number of distinct categories.33.Needs-of-Society Curriculum A curriculum orientation that emphasizes equipping learners with the expertise required to respond effectively to society’s needs.34.Norm-Referenced Evaluation Judging the performance ofa person with how well others in the reference group performed.35.Pacing The rate or speed of instruction provided in a lesson.36.Perennialism As applied to education, this refers to the view that important truth and knowledge does not change over time. Educational programs should promote an understanding of unchanging principles and should avoid emphasizing vocationaltraining.37.Postmodernism A perspective that rejects traditional questions and philosophical theories because they have been too heavily influenced by narrow political agendas and other cultural baggage and, as a consequence, have failed to consider non-Western, nonscientific, nonintuitive ways of knowing.38.Problems-Approach Curriculum An approach to curriculum that assumes schools should prepare learners to solve pressing social problems39.Professional-Development School A term referring to a school-based approach designed to respond simultaneously to several pressing educational issues. A professional-development school involves teachers, administrators,university-based professionals, and future educators in tasks related to such diverse purposes as preparing future teachers in realistic environments, planning and implementing worthwhile staff-development programs, and generating and pursuing answers to research questions that are meaningful at the individual school site.40.Progressivism As applied to education, this perspective sees change as the essence of reality and promotes the view that schools should develop learners’problem-solving abilities to help them cope with it.41.Psychomotor Domain Domain of learning that focuses on physical abilities, muscle, coordination, and motor skills.42.Reconstructionism As applied to education, this perspective presumes that the schools should play an important role in the effort to reform society.43.Standardized Tests Tests that are constructed by assessments of groups (for example, from scientifically selectedsamples of all third graders) for the purpose of establishing norms (expected scores)44.Standards-Based Education A movement in education dedicated to establishing clear, measurable descriptions of what learners should know as a result of their educational experiences45.Subject-Matter Acceleration An approach to acceleration that allows learners to take courses earlier than would be typical. See also Acceleration.46.Summative Assessment Assessment that takes place at the conclusion of an instructional sequence.47.Superintendent The title of the chief executive officer of a school district.48.Task Analysis The process of examining a body of contenta teacher proposes to teach with a view to breaking it down into component subtasks and, thereby, making it easier for learners to master the material49.Teaching Portfolio A collection of evidence that documents a teacher’s accomplishments over time, in a variety of situations, and that displays evidence of his or her competence50.Tenure A condition that allows a teacher who holds it to have a right to reemployment provided certain stipulated conditions are met. Typically, teachers in districts that offer tenure must work several years before it is awarded.51.Wait Time Term applied to describe the interval between the time a teacher asksa question and a learner responds1、What is the relationship between T eaching and Theory of T eaching？T eaching:A conceptionA special social phenomenonA social practical activityA job for teachersA professionA central task in schoolsTheory of T eaching：An area of researchA subjectA course in teacher educationRelationship：Every teacher knows that education is a powerful instrument for the shaping of individual lives and society. When the teacher begins to reflect on his or her own role, that person is beginning to pass from preoccupation with the immediately practical to an examination of the theory that underlies and sustains practice. Because it is moral enterprise, teaching requires the careful blending of theory and practice. Theory without practice is insufficient;practice unguided by theory is aimless.T eaching is listening, and learning is talking. 谈谈自己的看法。

英语学科教育学复习资料

英语学科教育学复习资料英语学科教育学复习资料英语学科教育学是培养英语教师的重要学科之一，它涉及到教育学的理论与实践在英语教学中的应用。

在学习英语学科教育学时，我们需要掌握一些复习资料，以便更好地理解和应用这门学科的知识。

本文将为大家介绍一些英语学科教育学的复习资料，帮助大家更好地备考。

一、教育学基础知识在学习英语学科教育学之前，我们需要先掌握一些教育学的基础知识。

这些知识包括教育学的定义、教育学的发展历程、教育学的主要理论流派等。

我们可以通过阅读教育学教材或参考书籍来学习这些基础知识。

此外，还可以通过参加教育学相关的讲座、研讨会等活动来深入了解教育学的最新研究动态。

二、英语教学理论英语学科教育学的核心内容是英语教学理论。

在学习英语教学理论时，我们需要掌握一些重要的理论框架和概念，如语言习得理论、教学法、评估与测试等。

我们可以通过阅读相关教材和学术论文来学习这些理论知识。

此外，还可以通过观摩优秀教师的课堂教学来了解这些理论在实际教学中的应用。

三、教材与教学设计在英语学科教育学中，教材与教学设计是非常重要的内容。

我们需要了解教材的编写原则、教材的评价标准以及如何根据学生的需求和能力设计有效的教学活动。

我们可以通过阅读教材编写的相关书籍和教材评价的研究论文来学习这些知识。

此外，还可以通过参加教材编写和教学设计的培训课程来提高自己的能力。

四、教育技术与多媒体教学随着科技的发展，教育技术在英语教学中的应用越来越重要。

我们需要了解教育技术的发展趋势、教育技术的应用原则以及如何使用多媒体教学工具来提高教学效果。

我们可以通过阅读教育技术的相关书籍和学术论文来学习这些知识。

此外，还可以通过参加教育技术培训课程和实践活动来提高自己的教育技术能力。

五、教育研究方法在英语学科教育学中，教育研究方法是非常重要的。

我们需要了解教育研究的基本原理、常用的研究方法以及如何设计和实施教育研究。

我们可以通过阅读教育研究方法的相关书籍和学术论文来学习这些知识。

英语学科教学论4

1.5 Development of a good language teacher
Two views of teaching • Teaching is a craft;a novice teacher can learn the profession by
imitating the experts’ techniques • Teaching is an applied science, based on scientific knowledge and
《能力标准》
教学实践能力
综合育人能力
自主发展能力
1.5 Development of a good language teacher
Definition of professional competence: It is the state or quality of being qualified for the profession, and armed with a specific range of skills, strategies, knowledge and ability. It is the most important and most difficult part of the making of a good language teacher.
Stage 1
Stage 2
Goal
Stage 1: Language development
• A sound command of English. • Development of content Knowledge. • Language training can never come to an end.

英语学科教学论3

1.4.3 Cognitive theory
• The term cognitivism is often used to describe method in which students are asked to think rather than simply repeat.
• A language learner acquires language competence which enables him to produce language.
Dewey’s views and influence
• Learning by doing; • Teaching should be built on learners’ experience and engage
learners in learning activities; • Teachers need to design environments and interact with learners
is just beyond that which the learner is currently capable of coping.
Children’ two levels of intellectual development
Actual development level (业已达到的实际发展水平)
Proposed by behavioural psychologist Skinner, he suggested that language is also a form behaviour. It can be learned the same way as an animal is trained to respond to stimuli.

英语学科教学论期末考试整理

yingyu英语学科教学整理一．缩写PPP：presentation, practice, and productionTTT：Teacher Talking TimeSTT：Student Talking TimeEAP：English for Academic PurposesESP：English for Specific PurposesESEA：Engage—Study—Engage-ActivateIATEFL: The International Association of Teachers of English as a Foreign Language TESOL：Teachers of English to Speakers of Other Languages （P185）EFL: teacher a teacher who teaches English as a foreign language p2ESA：engage study activateTQ：teaching aidsSA：means stages where the teacher leads a question and answer session with the students SS：means pairworkTQ---SA: it means stages where the teacher leads a question and answer session with the studentsOHP: the overhead projector二．Definition1。

Schema：schema is a structured cluster of pre-conceived ideas about a specific theme，it helps us to organize our background knowledge about the reading material.2. skimming and scanning：Skimming is a kind of reading skill which means getting a general idea of what the reading material is about. Scanning is a kind of reading skill which means searching for particular bits of information。

英语教学论复习

英语教学论复习英语教学论复习一、填空1. 国外外语教学理念中有影响的主要是西方的外语教学理念，按其兴盛时期顺序大致包括：语法-翻译法、直接法、情景法、听说法、人本主义的教学法、交际教学。

2. 我们要理解教育，就必须把握教育的两个基本要素：引导与发展。

3. 中小学英语教学中的要素包括学生、教师、教学内容和教学环境等。

4. 在新课程理念指导下的教师被赋予新的角色，教师不仅仅是知识的传授者、课堂的控制者，还应该成为学生行为的评价者、活动的组织者、活动的促进者、活动的参与者、资源提供者、研究者、激励者等。

教师的角色是多重的，相互转换的。

5. 我国学者对英语教师基本素质的构成虽各持不同观点，但归纳起来主要包括以下三方面：教师的师德素质、教师的人格素质和教师的专业素质。

6. 教学有着内在的规定性，教学原则就是一种规定性的教学规范。

中小学英语教学中的基本原则包括学生中心原则、合理目标原则、有效原则、真实性原则这四项。

7. 在课堂上，教师给予学生的活动指令应该遵循几个原则，包括清晰原则、演示原则、检查原则、时机原则、先行组织原则、指令完备原则、起止清楚原则。

8. 教学资源指在教学的准备和实施过程中所能运用到的各种资源，其中包括文本资源、电子资源、人力资源等。

9. 教学设计一般包括：学习需求分析、学习内容分析、学习者分析、教学策略设计、教学过程设计、教学技术设计、评价目标确定与方法选择、形成性评价设计和总结性评价设计等内容，可以分为：分析—设计—评价—反馈四个环节，每个环节有着不同的要素。

10. 任务型课堂教学一般分为三个部分，即任务前、任务中和任务后阶段。

11. 教学过程作为教学活动具有知识传授功能、能力培养功能和素养发展功能，这三种功能在具体的教学过程中则是交叉循环出现，相互不可割裂的。

12. 中小学英语课堂教学活动大致分为教学启动、语言学习、语言运用实践、总结与结束四个类型。

13. 语音教学应遵循准确性、长期性、综合性、针对性、趣味性和交际性原则。

学科教学论2-1小学英语

• 小学英语单元设计案例与分析
THANK YOU
学科教学论（英语）
伍雪辉
一、主要外语教学法流派及其在小学英语教学中的发展和运用二、小学英语新课程的教学设计与实施三、听力、口语、写作、阅读等教学策略四、英语新课程的教学评价
一、主要外语教学法流派及其在小学英语教学中的发展和运用
• 主要外语教学方法 • 任务型语言教学 • 小学英语常用教学技巧
• • • • • • •
翻译法直接法听说法情境法全身反应法交际语言教学任务型语言教学
• 分析每一种教学流派的利弊及其对小学英语教学的启示
任务型语言教学
• 理基础：做中学——意义 • 基本特点： • 教学的注意事项
二、小学英语新课程的教学设计与实施
• 小学英语教学设计原则 • 小学英语新课程教学设计的基本策略 • 小学英语新课程课堂教学的实施