英语教学论
完整版英语教学论选择题及答案
第四章1.根据卡南尔和斯温纳(Canale and Swain )的论述，交际能力包括语法能力、社会语言能力、篇章能力和—。
A.语汇能力B.词汇能力C.语言能力D.策略能力Key: D (pp. 75)2.英国语言哲学家奥斯汀认为，人在说话的时候同时施行着以言述事、以言成事和三种行为。
A.以言做事B.价值判断C.表情达意D.发出指令Key: A (pp. 77)3.韩礼德认为，语言的微观功能包括工具功能、个人功能、启发功能、想象功能、信息功能和及。
A.策略功能、思维功能B.相互关系功能、规章功能C.篇章功能、人际功能D.思维功能、篇章功能Key: B (pp. 74)4. 一些学者从社会交际功能的角度出发，探讨和的理论。
A.语言学习和交际能力B.语言使用和交际能力C.语言使用者和语言使用D.语言使用者和语言能力Key: C (pp. 75)5.海姆斯的交际能力包括：懂的形式上的可能、能判断语言形式的可行性、和。
A.能在交际中得体地使用；B.拥有社会语言能力；知道某些话语能否实际说出来拥有语篇能力C.拥有策略能力；D.拥有策略能力；拥有篇章能力；拥有社会语言能力；Key: A (pp. 75)6.英国语言哲学家奥斯汀的理论中，可以验证，可以是真实或错误的陈述的句子类型是。
A.行为句B.叙述句C.受约句D.指令句Key: B (pp. 77)7.意念大纲的诞生和理论有密切关系.A.海姆斯的交际能力理论B.奥斯汀的言语行为理论C.韩礼德的功能学派D.卡南尔和斯温纳的理论Key: B (pp. 78)8.外语学习理论可以分为两种，一种是探究外语学习普遍性和规律性的研究，另一种是。
A.从语言本身结构的研究；B.从社会属性方面的研究；C.跟其他学科关系的研究；D.不同类型学习者学习特殊性和规律性的研究；Key: D (pp. 78)9.华生提出的行为主义心理学公式是。
A.刺激---- 反应B.输入---- 反应C.刺激一一理解一一反应D.输入一一理解一一反应Key: A (pp. 79)10.按照行为主义的观点，所有学习，不论是言语还是非言语学习，都要经过一个过程。
英语教学论讲义【舒白梅】
内部资料．．．．请勿外传．．．．英语教学论讲义舒白梅华中师范大学前言外语教学的目的是帮助外语学习者尽快地掌握所学语言，并能成功地使用所学语言进行交际。
为了达到这一目的，应用语言学家和外语教师都在竭力寻求最佳的外语教学方法。
外语教学法就是研究外语教学的方法与过程，揭示外语教学的性质与规律的一门科学。
它除了研究外语教学的途径、方法和技巧以及原则和理论基础外，还要研究外语教学中的程序、步骤和实际操作，探讨如何使教师能根据实际情况在自己的教学中选用和创造最恰当的方法，达到最佳的教学效果。
外语教学过程是一个包含了大量动态变化的发展过程，外语教学自身体系和外语教学规律体系都是复杂的。
它涉及到大纲、课程、教师、学生、教学环境等诸多方面。
因此，我们在此书中不仅讨论了教师如何教的问题，还讨论了学生如何学的问题，重点讨论了如何为学习者提供有利的、丰富的语言环境和在课堂内外如何创设这样的环境。
内容涉及教学理论、学习理论、语言知识的学习和交际能力的培养、课堂组织、教学评估等。
还探讨了任何进行启发式，交互式，合作式教学，如何促进学生的自主学习与继续学习能力，如何利用和开发现代化教育技术，以及教师职业素质的培养与发展等问题。
力求在吸收国内外外语教学领域最新成果的基础上结合中国实际，满足学习者的需要和社会需求，同时反映外语教师的总体和个体需要。
本书的读者对象是师范院校英语专业的学生和从事外语教学和研究的外语教育工作者。
鉴于这些职前与在职的各级外语人员的需要，本书除了讨论外语教学的理论与实践外，还在每章后设有“问题与任务”，旨在帮助读者加深对内容的理解，并运用所学指导实践。
本书用英语撰写，这样使用者在学习本学科专业知识的同时还可以从语言知识与运用方面得到提高，在备课和教学时也更容易和直接些。
参与本书编写的是华中师范大学英语系的部分教师。
舒白梅教授和向宗平老师担任主编，具体分工如下：李正林负责第一、二章的编写，文斌负责第三章的编写，向宗平负责第四、五、六章的编写，王勇负责第七章的编写，舒白梅负责第八章的编写，张国华负责第九章的编写，陈浪负责第十章的编写。
(完整版)英语教学论
2．认知心理学 （Cognitivism）
二、哲学 （Philosophical）
• 1．经典人文主义（Classical Humanism）
• 2．重建主义（Restructionism）
• 3、Progressivism（渐进主义）
思考题：
• 思考题： • 交际课堂教学模式探讨
第三部分：《新课标》解读
教学目的： 1、了解《新课标》的研制
情况。 2、了解《新课标》的理念
第四部分：任务型教学的理论 与实践（TBLT）
教学目的： 1、了解任务型教学的理论
依据。 2、掌握任务型教学课堂操 作模式。
第四部分：任务型教学的理论 与实践（TBLT）
• 1、王才仁：《英语教学交际论》。广西教育出版社， 1996年。
• 2、胡春洞、戴忠信：《英语阅读论》。广西教育出 版社，1998年。
• 3、高兰生、陈辉岳：《英语测试论》。广西教育出 版社，1996年。
• 4、聂希庸、曹宝健：《中学英语教学》。光明日报 出版社，1998年。
• 5、程晓堂：《任务型语言教学》。高等教育出版社， 2004年。
• 6、田式国：《英语教学理论与实践》。高等教育出 版社，2001年。
•
第一部分：外语学习论
教学目的：
1、了解人学习语言的机制和 原理。 2、了解心理学、哲学、语言 学对外语教学的影响
第一讲 外语学习论
20 世 纪 80 年 代 之 前 ， 人 们 研 究 “ Teaching”， 之 后 转 向 了 “ Learning”。 影 响 最 大 的学科有以下四个：心理学、 哲学、语言学、环境学。
（五）交际法（Communicative Approach） 又 称交际途径
鲁子问英语教学论英文版考研课后习题和答案
鲁子问英语教学论英文版考研课后习题和答案鲁子问《英语教学论》（英文版）课后习题详解目录Chapter 1 Concepts for English Teaching in SchoolsChapter 2 ELT Methods and Approaches in and outside China Chapter 3 Elements of English Teaching in SchoolsChapter 4 Principles of English Teaching in SchoolsChapter 5 Strategies of English Teaching in SchoolsChapter 6 Instructional Design for English TeachingChapter 7 Process of English Teaching in SchoolsChapter 8 Activities of Teaching English in SchoolsChapter 9 Teaching English Language Knowledge in Schools Chapter 10 Teaching English Listening and Speaking in Schools Chapter 11 Teaching English Reading and Writing in Schools Chapter 12 Teaching English Learning Strategies in Schools Chapter 13 Teaching English Culture and Affection in Schools Chapter 14 Educational Technology and Resources for English Teac hing in SchoolsChapter 15 Assessment and Testing for English in SchoolsChapter 16 Evaluation on Teaching English in SchoolsChapter 17 Research on English Teaching in SchoolsChapter 18 Professional Development of English Teachers in School s•试看部分内容Chapter 1 Concepts for English Teaching in Schools Section 11. Based on the theories in this unit, what are the main educationalfactors that cause teacher L’s wholehearted enthusiasm to meet w ith cold indifference from his students?Key: In the first place, teaching is an interactive activity in which bo th teachers and students become more developed. Teacher L condu cts a completely exam-oriented teaching, which is boring and mund ane. He is ignorant of students’learning needs and there is no int eraction between them. Secondly, in language teaching, the more i mportant factor is students’positive and active approach to learni ng. Teacher L obviously doesn’t care about students’motivation a nd incentive; he crams learning materials and exam content in the students, regardless of students’emotional response. Lastly, teaching should be teacher-led but students-centered activity. Here teacher L takes teaching as teacher-led and exam-centered. He is putting th e cart before the horse. Only by focusing on students’learning ne eds and motivation can they perform well in exams and achieve lea rning goals.2. In your opinion, what kind of classroom teaching activity conform s to the essence of education?Key: The essence of teaching is to lead students to develop and th e teacher’s job is to help students to find answers by themselves a nd to explore language learning methods by themselves. Therefore, the teaching activity that conforms to the essence of education is a series of questions thrown to students to help deduce proper ans wers.Section 21. What do you think are the main causes for the misunderstanding in the argument “English teaching in elementary and middle schoo ls in China cannot be communicative competence oriented”? Key: It ignores the fact that language is the tool for communication and communication is the function of language. It is through inter personal communication that language remains active and vigorous. Therefore, one of the teaching goals of elementary and middle school English should be to develop student’s communicative compet ence. If communication is removed from the goals of English teachi ng, then language learning becomes a boring process of memorizat ion. There’s no fun in it. Besides, without focusing on communicati on, language learning will be far from effective, since communicatio n is the best way to learn all languages.2. After reflection on your own English study, identify what your ma in learning problems are.Key: The main learning problems may include: 1) fear of speaking E nglish, especially in public; 2) lack of motivation; 3) imbalance of fu n and homework.Section 31. What do you think is the major mistake in the viewpoint “one’s vocabulary size is the indicator of whether one’s English learning i s successful”?Key: This statement overemphasizes the role of vocabulary. It shoul d be noted that vocabulary constitutes only a part of language; the re is also grammar. Even if one has a good mastery of vocabulary and grammar, there are still culture and style to bear in mind. A su ccessful English learner should have certain awareness of culture wit h a good command of vocabulary and grammar. S/he should be ab le to adjust his or her style on different occasions; his or her knowledge of English should be able to satisfy his or her needs successfu lly.2. What do you think the essential difference between an English la nguage curriculum and an English literacy curriculum is? How do yo u understand the instrumental nature of English curriculum and the humanist nature of English curriculum in the National Curriculum S tandards for English in Schools in China (MOE, 2001)?Key: 1) The essential difference is that an English language curriculu m is to develop students’overall competence in English. Its teachi ng and learning process is to cultivate students’proficiency in the basic four skills: listening, speaking, reading and writing. By the end of the learning, students should be able to communicate effectivel y in English, have certain knowledge of English culture and develop some value and abilities. However, an English literacy curriculum is to focus on students’reading ability. The main job involved is to teach students to read and perhaps to write. The teaching objective and learning purpose is narrowed down to master a set of words; communication is absent in this curriculum.2) It’s instrumental in that it views English as a tool for communic ation. To achieve effective communication, not only vocabulary and grammar but culture is embodied in the teaching goals. Besides, it i s instrumental in that it sets English as a tool help understand oneself and the world. The job is not only to learn language but to dev elop and better oneself. It is humanist in that it concerns not only the learning of language but the development of children. Chapter 2 ELT Methods and Approaches in and outside China Section 11. Based on what you just learned, give suggestions to Miss M to help solve her problem of having nothing to teach after the second week of the term.Key: Miss M should follow certain theories in teaching. She should work out the teaching plan at the beginning of the term and adjust her teaching to the usual pace. Most importantly, she should take into consideration of students’learning realities, including questions like: how do students like her teaching method? Have students ach ieved the supposed goals after the teaching? Does her teaching me et students’present language level? Has the teaching covered less than expected or something unnecessary? She should first conduct a needs analysis of students, then works out the teaching plan base d on the needs and finally assess teaching and learning after a cert ain period.2. What do you think is the best language teaching approach or m ethod?Key: The Communicative Approach is the best language approach in that it covers the most important aspect of language learning: lan guage is learned to communicate, to exchange meaning and inform ation and to share feelings. It is the language in use that injects lif e and vitality into language and that makes it a more real existence of life. Language teaching and learning should be centered on co mmunication, which should be regarded as a proper method and th e final goal.Section 21. What is the problem with Mr. N’s complaints that the course bo ok does not explain much about grammar, does not have enough grammar exercises, and has too many activities?Key: The problem is the contradiction between the design of textbo ok and the actual assessment of teaching and learning. The design of the textbook is based on the task-based approach: students are supposed to achieve learning goals through the completion of a ser ies of tasks. The main activity involved is communication. However, Mr. N has to find lots of grammar materials outside the textbook f or students because little is mentioned in the book and what is me ntioned cannot meet the requirements of exams, which includes lots of grammar and little completion of tasks. There is certainly a gap between the textbook design and the assessment and this causesmuch challenge for both teachers and students. To bridge up the g ap, either should be adjusted to adapt to the other.2. Consider the style of a teacher you know. Do you think his/her t eaching is in line with the National Curriculum Standards? Please gi ve reasons and examples.Key: My high school English teacher’s teaching is not consistent wi th the National Curriculum Standards. In the first place, the focus of his teaching is on vocabulary and grammar. English lessons are fill ed with mechanical and meaningless drills instead of meaningful tas ks. Besides, his teaching does not allow too much communication. T hroughout the class, he spent much time explaining grammatical po ints and little time is devoted to communication. Finally, his teachin g doesn’t encourage holistic development for he was always haste ning for exams and ignoring students’learning needs. There was n o time for value-imparting or affection-influencing. All these contrad ict with the National Curriculum Standards.。
英语教学论
英语教学论《英语教学论》科目大纲（科目代码：922）一、考核要求《英语教学论》主要考核学生对英语教学的基本概念和知识、英语教学方法与流派的历史发展与演变、语言习得理论的了解和掌握。
要求考生在本科阶段学习和已有教学实践经验总结的基础上，对第一语言习得与第二语言习得机制的相关理论有初步了解，对英语教学中的核心概念有基本认识，对第二语言教学的发展演变和主要流派有所了解，并初步掌握语言教学技能和方法，具有一定的分析问题和解决问题的能力。
二、考核评价目标《英语教学论》的评价目标是：1）检测学生对语言本质以及语言教学基本概念的认识是否清晰；2）检测学生对第一语言、第二语言习得理论以及外语教学理论是否了解；3)检测学生是否对影响第二语言/外语学习成败的认知、情感以及社会文化方面的因素有初步认识；4）检测学生是初步掌握了主要的语言教学方法与流派；5）检测学生能否初步具有运用理论分析、解决问题的能力。
三、考核内容考核内容主要是外语教学流派、第二语言（外语）教学基本知识、基本概念和基本理论。
以下是具体考试范围。
Chapter 1 Language, learning, and teachingThe concept of language, the differences between L1 and L2, L2 and FL, thedistinction between learning and acquisition.Chapter 2 First language acquisition theoriesBehavioristic approaches, the nativist approach, functional approaches, thedistinction between competence and performance.Chapter 3 Comparing and contrasting first and second language acquisition.The parameters for comparing and contrasting the first language acquisitionand second language acquisition，Critical period hypothesis.Chapter 4 Human learning theoriesOperant conditioning, meaningful learning, Roger’s Humanistic psychology,transfer, interference, overgeneralizationChapter 5 Learning styles and strategiesDefinition and classification of learning styles and strategies, communicationstrategies, strategy training.Chapter 6 Personality factors in language learningInhibition, motivation, anxiety, risk-taking, self-esteem, empathyChapter 7 Sociolcultural factorsCultural stereotypes, acculturation, language, thought and culture,pidginization.Chapter 8 Contrastive analysis, interlanguage and error analysisThe contrastive analysis hypothesis, markedness and universal grammar,interlanguage, error analysis, fossilization.Chapter 9 Communicative competenceDefinition of communicative competence, language functionsChapter 10 Language testingDefinition of test, kinds of tests, discrete point and integrative testing. Chapter 11 Theories of second language acquisitionInput hypothesis, Attention-processing model, analysis/automaticity model. Chapter 12 Language teaching methodsGrammar-translation method, direct method, audio-lingual method, community language learning, suggestopedia, the silent way, totalphysical response, communicative language teaching.四、考试形式考试形式为笔试。
《英语教学论》课程教学大纲
《英语教学论》课程教学大纲（Syllabus for English Teaching Methodology）一、课程说明课程编码：19400070、课程总学时45学时（25/20）、周学时3（2/1）、学分：2分、开课学期：第6学期。
1．课程性质《英语教学论》课程是高等师范院校英语教育专业一门必修课程，旨通过该课程的学习,引导英语师范生学习课程教学改革新理念, 树立交际语言教学观;学习语言学、心理学、二语习得等外语教学理论和外语学习理论，学习不同的英语教学法思想，掌握英语课堂交际语言教学技能；组织学生参加英语教学实践活动、帮助学生理论联系实际教学，培养学生实践教学和反思教学能力，逐步提高对英语教学的认识能力，为师范生将来从事英语教育事业奠定良好的理论和实践基础。
2．适用专业与学时分配适用于英语教育专业。
教学内容与时间安排表3．课程教学目的与要求I．教学目的：通过《英语教学论》课程的学习，帮助英语师范生具有新课程教学改革的理念和职业规范与师德,掌握一定的外语教学理论和外语学习理论,了解交互性语言教学的课堂教学理论基础,培养英语教学实践经历和反思教学的的能力，促进师范生在学术上的可持续发展的基本素质。
II．教学要求：教师通过多媒体讲授英语教学理论、教学流派、课程标准和教学原则等知识后，组织师范生进行小组为单位的教学内容演示等教学实践活动,提高师范生对英语教学本质的认识，使他们一定的理论高度，具备反思教学的可持续发展的能力,逐步完善自己的英语教学能力。
4．本门课程与其它课程关系本课程是在第6学期开设的专业基础必修课，学生已经学习了英语专业的一些基础课程以及一些相关的通识课之后才开设，本门课程的开设对巩固和提高英语教师专业学生的专业素质会起到积极作用。
它既能够优化教育理论课程，如心理学、教育学等，同时也能够检验学生对所学英语专业知识的把握程度及综合运用英语语言的能力。
5．推荐教材及参考书推荐教材：1.Paul Davies, Eric Pearse Success in English Teaching Shanghai Foreign Language Education Press, 20052.王蔷：《英语教学法教程》，高等教育出版社，2000年。
高职《英语教学论》课程标准
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码：承担单位：制定：制定日期：审核：审核日期：批准：批准日期：1、课程性质：本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务：主要针对小学英语教学岗位开设，主要任务是培养学生在小学英语教学岗位的教育教学能力，要求学生掌握英语语言教学中使用的方法和技巧，并了解其理论依据；提高学生对语言教学原则、教学规律的理解，并且引导学生将这些原则应用于教学中，使其能够胜任未来的小学英语教学工作。
3、课程衔接：在课程设置上，前导课程有基础英语、教育学、心理学，后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习，学生应熟练掌握英语教学的基本理论和基本方法，并能针对小学英语课堂教学实际，将英语教学理论与小学教学实践相结合，从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下：1、知识和技能目标：（1）了解语言与语言学习的基本概念；（2）理解英语教学的主要理论；（3）掌握英语教学设计的一般方法；（4）掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标：（1）能够正确描述教学目标、重点与难点，分析教学内容，并能根据学生特点和教学条件设计有效的英语教学活动；（2）积极开展英语课堂教学微技能整合，探索英语教学的有效途径；（3）能利用所学技能进行教学设计；（4）能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标：（1）能够认识到教学能力是英语教师专业素质的必要组成部分；（2）能够认识到科学教学方法的有效应用对于优化教学过程，培养创新型人才的重要作用；（3）具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体，根据小学英语教学岗位工作任务要求，确定学习目标及学习任务内容；本课程采取行动导向项目教学教学模式，以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
《英语教学论》教案
《英语教学论》教案一、前言1. 教学目标：通过本章的学习，使学生了解英语教学的基本概念、教学法及其发展历程，为后续教学实践打下理论基础。
2. 教学内容：英语教学的基本概念、教学法及其发展历程。
3. 教学方法：讲授、讨论、案例分析。
4. 教学重点：英语教学的基本概念、教学法及其在实际教学中的应用。
5. 教学难点：教学法的内涵及其在实际教学中的运用。
二、英语教学的基本概念1. 教学目标：使学生掌握英语教学的基本概念，如教学目标、教学内容、教学过程等。
2. 教学内容：a. 教学目标的制定b. 教学内容的选取与组织c. 教学过程的设计与实施d. 教学评价的方法与原则3. 教学方法：讲授、讨论。
4. 教学重点：教学目标、教学内容、教学过程、教学评价的概念及其相互关系。
5. 教学难点：教学目标、教学内容、教学过程、教学评价在实际教学中的运用。
三、英语教学法及其发展历程1. 教学目标：使学生了解英语教学法的基本类型及其发展历程，掌握各类教学法的特点与应用。
a. 直接法b. 间接法c. 交际法d. 任务型教学法e. 信息技术辅助教学法f. 教学法的发展历程3. 教学方法：讲授、讨论、案例分析。
4. 教学重点：各类教学法的特点与应用。
5. 教学难点：各类教学法在实际教学中的整合与运用。
四、教学计划与教学大纲1. 教学目标：使学生掌握教学计划与教学大纲的编制方法，能够根据教学目标编写教学计划与教学大纲。
2. 教学内容：a. 教学计划的编制b. 教学大纲的编制c. 教学计划与教学大纲的实施与调整3. 教学方法：讲授、讨论、案例分析。
4. 教学重点：教学计划与教学大纲的编制方法及其在实际教学中的应用。
5. 教学难点：教学计划与教学大纲在实际教学中的实施与调整。
五、教学评价1. 教学目标：使学生了解教学评价的基本概念、方法及其在英语教学中的应用。
a. 教学评价的基本概念b. 教学评价的方法c. 教学评价的原则d. 教学评价在英语教学中的应用3. 教学方法：讲授、讨论、案例分析。
英语教学论
1, Communicative language learning (CL T)1，定义CLT is an approach to the teaching second and foreign language that emphasizes interaction as both the means and the ultimate(最终的) goal of learning a language，also can called as Functional Approach(功能法) or National Approach(意念法).2，优点(1), Attaches great importance to the actual needs of the students;(重视学生的实际需要)(2), Attention to the cultivation of communicative competence, which is beneficial to students in a certain social environment properly using the target language for communication.(重视交际能力的培养，有利于学生在一定的社会环境中恰当地使用目的语进行交际)3，缺点(1) It’s not easy to judge and ensure its function and thoughts.(2) It’s not easy to compile(编写) textbook.2, Task-based language teaching (TBLT)1，定义Task-based language teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language.2，特点1, Emphasis -Target language2, Focus on – the learning Process & language itself3, It is student-centered class4, It pays attention to real situations3，优点(1), c an stimulate students’ interest,2(2), students have more opportunities to express their own opinions and feelings.(3)，It can improve their exploration, participation, communication and cooperation ability.4，缺点(1) The classroom efficiency is low.(2) It is difficult to guarantee the big class teaching task.(3) It is rely on teachers’ teaching ability and teaching level.3, The Oral Approach and Situational Language Teaching1, 背景Situational Language Teaching was originally called Oral Approach, which was developed by British applied linguists from the 1930's to 1960’s; the two leaders of this movement were Harold Palmer and A.S. Hornby.2, 定义The Oral Approach and Situational Language Teaching is a languageteaching method derived from the Direct Method and developed by British applied linguists between 1930s and 1960s. The Method is no longer in fashion, but some techniques from the Method can still be found in language teaching activities and especially in many textbooks.3, 目标(1) to teach a practical command of the four basic skills of language, through Structure.(2)accuracy in both pronunciation and grammar.(3) errors to be avoided.(4)automatic control of basic structures and sentence patterns through speech.4, 方法:Theory of Language Behaviorist habit-learning theory:Three conditions:1. Receiving knowledge and materials2. Fixing them in memory by repetition3. Using them in actual practiceLearning language is to learn speech habitsUse of blind imitative drills5, 角色Learner roles: Listen and repeat / more active participationTeacher roles: Serves as a model, Conductor of an orchestraThe roles of instructional materials: SLT is dependent on both a textbook and visual aids.1. Begin with spoken English, oral before written form2. The target language is the language of the classroom3. New language points: Introduced and practiced4. Selection: Cover the general service vocabulary5. Simple forms at first and then complex ones6. Rich vocabulary and basic grammar (Reading and Writing)6, 优点It strong emphasis on oral practice, grammar and sentence patterns conforms to the intuitions of many practically oriented classroom teachers.7, 缺点Children do not acquire their mother tongue through repetition and habit formation.8, 特点The essential features of SLT are seen in the "P-P-P" lesson model that thousands of teachers who studied for the RSA/ Cambridge Certificate in TEFL were required to master in the 1980s and early 1990s, with a lesson having three phrases: Presentation, Practice, and Production.4,The Audio-lingual Method1, 定义The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before writing and reading.2，特点It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.3，基本原则(1)Emphasis on the teaching of listening and speaking.(2)Use of dialogues as the chief means of presenting the language.(3)Mainly practice techniques: imitation, memorization, pattern drills.(4)Mother tongue is discouraged in the classroom.5,Total Physical Response (TPR)1，定义In the teaching activities, teacher creates a happy relaxed environment. Meanwhile students respond with whole-body actions. The right brain is silent, nonverbal, but it can make adaptation action to express them through instruction.2，特点TPR emphasizes the importance of listening and watching. The teacher issued instructions and they complete the action.This method is suitable for little children to study foreign language; as a result of they have interests for everything around them.3，优点TPR makes complex knowledge easier than before. For example, teachers can have a dialogue with our students and build the English context in order to simplify knowledge6，暗示法Suggestopedia定义：The approach was based on the effect of suggestion in learning, the concept of which is that positive suggestion would make the learner more receptive to stimulate learning特点1，To create a cheerful, relaxing atmosphere2，The authoritative behavior of the teacher and the authority of the material3，Emphasis on memorization of vocabulary pairs4，Infantilization(稚化): Role playing games, songs and gymnastic exercises help students regain their self-confidence.5，Double-planeness: learners learn from the effect of direct instruction and the environment where the instruction takes place.优点Creating a relaxing and comfortable environmentReducing students’ pressure in learning languageAvoid boredom and making class interestingImp roving students’ motivation of learning缺点Not all teachers are qualified for this methodRequiring money to decorate the classroomThe number of students is limitedLasting a long time for teaching every day8，团体学习法Community Language Learning (CLL)1,定义Community Language Learning is an approach in which students work together to develop what aspects of a language they would like to learn.It is based on the Counseling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.2,特点(1)The CLL emphasizes the sense of community in the learning group, it encourages interaction as a vehicle of learning, and it considers as a priority the students' feelings and the recognition of struggles in language acquisition. There is no syllabus or textbook tofollow and it is the students themselves who determine the content of the lesson by means of meaningful conversations in which they discuss real messages. Notably, it incorporates translation, transcription, and recording techniques.(2)Student’s role-client(3)Teacher’s role-counselor3,优点A brave speakerNo fixed teaching materialsAcquire answer the questionsIntrospection4,缺点Demand too high on teacherRely on9，自然学习法The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s.It aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasizes communication, and places decreased importance on conscious grammar study and explicit correction of student errors. Efforts are also made to make the learning environment as stress-free as possible.In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.优点(1)The classroom consisting of acquisition activities can be an excellent environment for beginners.(2)Comprehensible and meaningful practice activities are emphasized and the situation at their level.(3)The teacher creates speeches which enable students to interact using the target language.(4) Communication as the primary function of language and emphasis on meaning.(5)Students are not forced to respond in the target language immediately.(6)The teacher knows students’ needs and concentrates on appropriate and useful areas.(7)Materials come from our daily life rather than from textbooks.缺点(1)It ignores many factors essential in second language course design.(2)It ignores the importance of vocabulary.(3)It not necessary to analyze grammatical structure & rulesautomatically provided in the input.(4)It is suitable for the beginners, not apply to the high level students.。
(2024版)2024年智慧树知道网课《英语教学论》课后章节测试满分答案
可编辑修改精选全文完整版绪论单元测试1【判断题】 (2分)英语学科教学论，是介绍英语知识的一门课。
A.对B.错2【判断题】 (2分)英语学科教学论，是一门介绍如何教英语的课。
A.对B.错3【判断题】 (2分)关于教英语，需要了解相关的语言和语言学习的理论。
A.错B.对4【判断题】 (2分)关于教英语，还需要了解相关的教学方法、了解课堂管理的内容、学习教学设计的理念等。
A.错B.对5【判断题】 (2分)听说读写看的教学，是关于语言技能的教学。
A.错B.对第一章测试1【单选题】 (2分)Which is not the view of language? ( )A.Interactional ViewB.Structural ViewC.Functional ViewD.Constructive View2【单选题】 (2分)Which is not the view of language Learning? ( )A.Behaviorist TheoryB.Cognitive TheoryC.Schema TheoryD.Socio-constructive Theory3【单选题】 (2分)Which is from social-constructivist theory?A.stimulusB.ZPDC.reinforcementD.automatic response4【多选题】 (2分)For new language learning, the aspects that students need to do with are ( )A.Understand the formB.Understand the meaningC.Go abroad for studyingD.Practice the language5【多选题】 (2分)Which belong to process-oriented theory? ( )A.Socio-constructivist TheoryB.Schema TheoryC.Behaviorist TheoryD.Cognitive Theory6【多选题】 (2分)Which belong to condition-oriented theory? ( )A.Constructivist TheoryB.Behaviorist TheoryC.Socio-constructivist TheoryD.Cognitive Theory7【判断题】 (2分)The structural view of language is that language is a system of structurally related ele ments for the transmission of meaning. （）A.错B.对8【判断题】 (2分)The functional view only sees language as a means for doing things. ( )A.对B.错9【判断题】 (2分)For behaviorist theory, mistakes should be immediately corrected, and the correction s hould be immediately praised. ( )A.对B.错10【判断题】 (2分)Learning should be achieved via the dynamic interaction between the teacher and th e learner and between learners. ( )A.错B.对第三章测试1【判断题】 (2分)Teacher Talk Time means teacher should talk more in class and do not leave silence g ap in class. ( )A.对B.错2【判断题】 (2分)Remembering and understanding belong to the higher order thinking ability. ( )A.对B.错3【单选题】 (2分)Which one does not belong to the Bloom’s Taxonomy (2001)? ( )A.ApplyingB.AnalyzingC.RememberingD.Summarizing4【单选题】 (2分)For cognitive level of evaluating, the teacher may ask students the question like ( ).A.What is the relationship between A and B?B.How would you use this?C.Which is more interesting?D.What is the main idea of this paragraph?5【单选题】 (2分)For cognitive level of analyzing, the teacher may ask students the question like ( ).A.Which is more interesting, A or B?B.Can you compare A and B?C.Is there a better solution to this?D.What is an alternative method for this?6【多选题】 (2分)Which belong to teacher’s role? ( )A.controllerB.assessorC.prompterD.organizer7【多选题】 (2分)Teachers as facilitators means ( ).A.to guide them in planning and assessing their own learningB.to use various strategies to motivate learnersC.to develop their learning strategiesD.to create a positive learning environment8【多选题】 (2分)What are the two things that the teacher does as an assessor? ( )A.organizing feedbackB.controlling the paceC.correcting mistakesD.making research on student’s performance9【判断题】 (2分)Even the clearest instructions can be hard to grasp so, after you've given them, it's wo rth checking that they have been understood. ( )A.对B.错10【判断题】 (2分)Allow learners in class the time and the quiet they need, because they need time to thi nk, to prepare what they are going to say and how they are going to say it. ( )A.对B.错第四章测试1【单选题】 (2分)For WHERETO teaching design principle, W refers to ( ).A.allow students to evaluate their work and its implication’sB.be tailored (personalized) to the different needs, interests, and abilities of learnersC.equip students, help them experience the key ideas and explore the issuesD.help the students know where the unit is going and what is expected2【单选题】 (2分)For WHERETO teaching design principle, R refers to ( ).A.help the students know where the unit is going and what is expectedB.allow students to evaluate their work and its implication’sC.equip students, help them experience the key ideas and explore the issuesD.provide opportunities to rethink and revise their understandings and work3【单选题】 (2分)Which belongs to teaching design principle? ( )A.WHERETOB.ESAC.SMARTD.ABCD4【多选题】 (2分)What does WHERETO teaching design principle refer? ( )A.equip students, help them experience the key ideas and explore the issuesB.help the students know where the unit is going and what is expectedC.allow students to evaluate their work and its implication’sD.hook all students and hold their interest5【多选题】 (2分)What are the frequently applied teaching models? ( )A.WHERETO ModelB.Backward Design ModelC.ASSURE ModelD.ADDIE Model6【多选题】 (2分)What are the four elements of articulating learning objectives? ( )A.ConditionB.AudienceC.DegreeD.Behavior7【判断题】 (2分)Develop student’s reading skills. This learning objective is appropriately presented. ( )A.错B.8【判断题】 (2分)SMART is the method for articulating learning objectives. ( )A.对B.错9【判断题】 (2分)Activation of prior knowledge means activating cognitive structures that relate to the to pics and tasks to be studied and completed. ( )A.错B.对10【判断题】 (2分)The purpose of teaching design is to implement teaching effectively. ( )A.B.对第五章测试1【单选题】 (2分)What is used to express meanings in many subtle ways such as surprise, complaint, s arcasm, delighted, threats, etc.? ( )A.PronunciationB.morphologyC.PhonologyD.Intonation2【单选题】 (2分)What is the best age to start learning to read through phonics? ( )A.4-6B.C.1-2D.2-33【单选题】 (2分)After learning the individual letters’ sounds, it is natural to learn the sounds o f ? ( )A.consonant lettersB.blending lettersC.all of the aboveD.vowel letters4【多选题】 (2分)Which generally should be pronounced as weak form while reading aloud? ( )A.Auxiliary wordB.C.VerbD.Preposition5【多选题】 (2分)Phonics is a method for teaching and of the English language by develo ping learners' phonemic awareness—the ability to hear, identify, and manipulate phon emes—in order to teach the correspondence between these sounds and the spelling p atterns that represent them. ( )A.speakingB.writingC.listeningD.reading6【多选题】 (2分)Sound /k/ can be spelled as ? ( )A.kB.chC.ckD.c7【判断题】 (2分)Research has shown that children who have not developed reading skills by second gr ade, will experience an overall delay in learning throughout their school life. ( )A.对B.错8【判断题】 (2分)Understanding phonics will also help children know which letters to use when they ar e writing words. ( )A.对B.错9【判断题】 (2分)A lot of people start the journey of teaching kids phonics through the traditional ways, l ike teaching them to read, and this is the best way to follow. ( )A.错B.对10【判断题】 (2分)Written language can be compared to a code, so knowing the sounds of individual lett ers and how those letters sound when they’re combined will help children code word s as they read. ( )A.对B.错第六章测试1【单选题】 (2分)What does the first aspect of vocabulary learning involve according to Hedge (200 0)? ( )A.The sense relations among words.B.Connotative meaning.C.Denotative meaning.D.Denotative and connotative meaning.2【单选题】 (2分)Which is not the appropriate way of consolidating vocabulary? ( )A.Play a game.B.Categories.C.Spot the difference.D.Guessing.3【单选题】 (2分)Which is not a collocation? ( )A.See a movie.B.Watch a play.C.Movie.D.Look at a picture.4【多选题】 (2分)According to Hedge (2000), what does the second aspect of vocabulary learning invol ve? ( )A.Spelling and PronunciationB.Collocations.C.Synonyms, antonyms and hyponyms.D.Receptive and productive vocabulary.5【多选题】 (2分)What does knowing a word involve? ( )A.How and when to use it to express the intended meaning.B.Its meaning.C.Its spelling and grammatical properties.D.Its pronunciation and stress.6【多选题】 (2分)Which belong to vocabulary learning strategies? ( )A.Use a dictionary.B.Review regularly.C.Guessing from context.D.Presenting vocabulary.7【判断题】 (2分)Denotative meaning refers to those words that we use to label things as regards real o bjects, such as a name or a sign, etc. in the physical world. ( )A.错B.对8【判断题】 (2分)Antonyms refer to the sameness or close similarity of meaning or we can say that wor ds are close in meaning. ( )A.对B.错9【判断题】 (2分)Receptive/passive vocabulary refers to words that one is able to recognize and compr ehend in reading or listening but unable to use automatically in speaking or writing. ( )A.错B.对10【判断题】 (2分)Collocations refer to words that co-occur with high frequency and have been accepte d as ways for the use of words. ( )A.对B.错第七章测试1【单选题】 (2分)Deductive reasoning is essentially a approach which moves from the more gen eral to the more specific. ( )A.gameB.down-topC.traditionalD.top-down2【单选题】 (2分)is an approach that removes you, the teacher, from the main role of “explainer” and ex tends to the students the opportunity to question and discover the target grammar. ( )A.The guided discovery methodB.Mechanical practiceC.Deductive methodD.Inductive method3【单选题】 (2分)usually comes after mechanical practice. ( )A.The guided discovery methodB.Meaningful practiceC.Deductive methodD.Inductive method4【多选题】 (2分)Although a little less effective than inductive teaching, benefits to the deductive approa ch are: ( )A.It encourages faster learning of material and understand the meaningB.Time in the classroom is spent only on the language principle.C.Most material can be easily taught this way.D.Students can have lots of interaction with others in a meaningful context.5【多选题】 (2分)Although inductive teaching takes longer than deductive, many educators agree it i s a very efficient method in the long run. Benefits include: ( )A.Students rely on their critical thinking to figure out the language.B.Students can gain deeper understanding of the language.C.Students can get more interaction and participation among each other.D.No material can be easily taught this way.6【多选题】 (2分)Using prompts has proved to be an effective way of grammar practice. The prompts ca n be: ( )A.picturesB.tablesC.key wordsD.mines7【判断题】 (2分)The deductive and inductive teaching methods can be illustrated in this picture. ( )A.对B.错8【判断题】 (2分)That the students are asked to produce language based on pictures and key phrase s provided by the teacher is using chained phrases for storytelling. ( )A.对B.错9【判断题】 (2分)In mechanical practice the focus is on the production, comprehension or exchange o f meaning through the students “keep an eye on” the way newly learned structures ar e used in the process. ( )A.对B.错10【判断题】 (2分)Grammar practice is usually divided into two categories, mechanical practice and mea ningful practice. ( )A.错B.对第八章测试1【单选题】 (2分)Which is not involved in bottom-up processing while listening? ( )A.Recognizing phrases.B.Referring meaning from background knowledge.C.Recognizing structures.D.Recognizing sounds of words.2【单选题】 (2分)Which is not the stage of listening teaching? ( )A.While-listening.B.Predicting.C.Pre-listening.D.Post-listening.3【单选题】 (2分)Which is not the main listening difficulty of learners? ( )A.Quickly forget what is heard.B.Neglect the next part when thinking about meaning.C.Able to form a mental representation from words heard.D.Do not recognize words they know.4【多选题】 (2分)What are two models that are frequently used to describe different processes of listeni ng? ( )A.Top-up model.B.Top-down model.C.Bottom-up model.D.Bottom-down model.5【多选题】 (2分)Which belong to principles for teaching listening? ( )A.Focus on process.B.Combine listening with other skills.C.Focus on the comprehension of meaning.D.Grade difficulty level appropriately.6【多选题】 (2分)What are three main categories that affect the difficulty level of listening tasks accordin g to Anderson and lynch (1988)? ( )A.Context in which the listening occurs.B.Bottom-up and top-down approaches.C.Type of language used.D.Task or purpose in listening.7【判断题】 (2分)Bottom-up and top-down these two processes are mutually dependent. ( ）A.对B.错8【判断题】 (2分)It is important to develop listening skills together with other skills because ordinarily list ening is not an isolated skill. ( )A.错B.对9【判断题】 (2分)Multiple-choice tests play a decisive role in helping students develop good listening ha bits and strategies. ( )A.错B.对10【判断题】 (2分)In the top-down model, listening for gist and making use of the contextual clues and ba ckground knowledge to construct meaning are emphasized. ( )A.对B.错第九章测试1【单选题】 (2分)Which is not the principle for teaching speaking? ( )A.Maximizing meaning interactions.B.Problem-solving activities.C.Personalizing practice.D.Contextualizing practice.2【单选题】 (2分)Which practice is not structure-based with a focus on forms? ( )A.Grammar learning.B.Syntax learning.C.Providing sufficient opportunities for students to develop fluency.D.Vocabulary learning.3【单选题】 (2分)Which of the following activities is often used to develop students’ speaking accurac y? ( )A.Acting out the dialogue in the text.B.Having discussions in groups.C.Describing people in pair.D.Identifying and correcting oral mistakes.4【多选题】 (2分)Like all the other skills, what strategies does speaking involve?( )A.Turn taking.B.Asking for clarification.C.Initiating a conversation.D.Ending a conversation.5【多选题】 (2分)Which belong to common features of spoken language according to Bygate (1987)? ( )A.Using devices such as fillers, hesitation device to give time to think before speaking.B.Taking short cuts, e.g. incomplete sentences.C.Using less complex syntax.D.Using fixed conventional phrases or chunks.6【多选题】 (2分)Which belong to typical speaking tasks? ( )A.Problem-solving activities.B.Dialogues and role-plays.C.Doing translation exercises.D.Information-gap activities.7【判断题】 (2分)Maintaining a balance between accuracy-based and fluency-based practices is essenti al in teaching speaking.( )A.对B.错8【判断题】 (2分)Speaking is the skill that the students will be judged upon most in simulated situation s. ( )A.错B.对9【判断题】 (2分)Problem-solving activities tend to be productive because there is a clear objective to b e reached or problem to be solved and require a higher level of language proficienc y. ( )A.错B.对10【判断题】 (2分)Designing speaking activities that maximize students’ opportunity to speak is one of th e central tasks for language teachers. ( )A.错B.对第十章测试1【单选题】 (2分)Which is not the teaching step of viewing teaching? ( )A.What message does the image transmit?B.What do you feel?C.What can you touch?D.What can you see?2【单选题】 (2分)Which is not the three-dimension paradigm by Serafini (2014)? ( )A.StructuralB.IntellectualC.IdeologicalD.Perceptual3【单选题】 (2分)What is the definition of Visual literacy? ( )A.With technology, images and visual presentations are flourishing more than ever.B.It means student's ability to “use, interpret, analyze, and think critically about visual images and the signi ficance of what they are seeing”.C.This involves exploring how ideas and emotions are expressed and the use of lighting to create an emoti onal or physiological point.D.Visual literacy is based on the idea that can be "read" and that meaning can be through a process of re ading.4【多选题】 (2分)Which are the teaching steps of viewing teaching? ( )A.What can you touch?B.What is the image trying to tell us?C.What can you see?D.What do you feel?5【多选题】 (2分)What are the pedagogical questions that the teacher can use in class to develop learn ers’ visual literacy? ( )A.How could you change/improve this image?B.What more can we find out?C.What does this image say to us?D.Where has this image come from?6【多选题】 (2分)What can be used as visual literacy clues to facilitate identifying the visual products? ( )A.ColorB.ShapeC.GestureD.Lighting7【判断题】 (2分)We need to consider the active viewer as well and engage the students' creative or cur ative responses to the image. ( )A.错B.对8【判断题】 (2分)One of the most effective ways to encourage information to make that important jump f rom the limited short-term memory to the more powerful long-term memory is to pair te xt with images. ( )A.错B.对9【判断题】 (2分)As these students travel on their road to fluency in English, images can provide an eff ective bridge in that learning process. ( )A.错B.对10【判断题】 (2分)Information presented visually is processed extremely quickly by the brain. ( )A.对B.错第十一章测试1【单选题】 (2分)When expectations are set up, what kind of process of reading is ready to begin? ( )A.ForcedB.PassiveC.NegativeD.Active2【单选题】 (2分)What does bottom-up model mean? ( )A.The teacher should teach the background knowledge first, so that students equipped with such knowled ge will be able to guess meaning from the printed page.B.The teacher teaches reading by introducing vocabulary and new words first and then going over the tex t sentence by sentence.C.None of the above.D.Not only linguistic knowledge but also background knowledge is involved in reading.3【单选题】 (2分)Which is not the reading skill that the learners should be developed in reading clas s? ( )A.Making prediction based on vocabulary or titleB.Guessing the word’s meaningC.Cooperating with othersD.Making inference4【多选题】 (2分)What are the principles for reading teaching? ( )A.Prediction is a major factor in reading.B.Students should be encouraged to respond to the content of a reading text, not just to the language.C.Students need to be engaged with what they are reading.D.Good teachers exploit reading texts to the full.5【多选题】 (2分)What are the models for reading teaching? ( )A.Top-down ModelB.Discovery ModelC.Interactive ModelD.Bottom-up Model6【多选题】 (2分)Find out the reading skills that the learners should be cultivated in reading class. ( )A.Making inferenceB.SkimmingC.ScanningD.Guessing the word’s meaning7【判断题】 (2分)As with everything else in lessons, students who are not engaged with the reading tex t will not actively interested in what they are doing. ( )A.错B.对8【判断题】 (2分)In the Top-down Model, the teacher teaches reading by introducing vocabulary and ne w words first and then going over the text sentence by sentence. ( )A.错B.对9【判断题】 (2分)According to the Interactive Model of reading, when one is reading, the brain receive s visual information, and at the same time, interprets or reconstructs the meaning tha t the writer had in mind when he wrote the text. ( )A.错B.对10【判断题】 (2分)Reading comprehension involves extracting the relevant information from the text as e fficiently as possible, connecting the information from the written message with one’s o wn knowledge to arrive at an understanding. ( )A.错B.对第十二章测试1【单选题】 (2分)Which will not help teachers motivate students to write? ( )A.Encourage collaborative group writing as well as individual writing.B.Leave students less room for creativity and imagination.C.Make the topic of writing as close as possible to students' life.D.Provide constructive and positive feedback.2【单选题】 (2分)What product-oriented method of teaching writing mean? ( )A.Writing activities should serve to encourage a process of brainstorming, drafting, writing, feedback, revis ing and editing, which proceeds in a cyclical fashion resembling the writing process of a real writer.B.It pays great attention to the accuracy of the final product but ignores the process, which the students g o through to reach the final goal.C.The process approach to writing does not only pay attention to what students do while they are writing, i t also attaches great importance to what they and the teacher do before they start writing and after they f inish writing.D.What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.3【单选题】 (2分)What does process approach to writing mean? ( )A.What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.B.Encourage feedback both from themselves.C.Do not give students time to discover what they want to say as they write.D.Teaching writing pays great attention to the accuracy of the final product but ignores the process.4【多选题】 (2分)Which principles can help teachers motivate students to write? ( )A.Leave students enough room for creativity and imagination.B.Provide opportunities for students to share their writings.C.Make the topic of writing as close as possible to students' life.D.Encourage collaborative group writing as well as individual writing.5【多选题】 (2分)Which principles will motivate students to write? ( )A.Give students a sense of achievement from time to time.B.Leave students less room for creativity and imagination.C.。
英语教学论教程 王蔷ppt
Introduction
By Yang Chunling
Names of this course
❖ 1)Methodology of English Teaching ❖ 2)Methodology of English teaching at
❖ （according to Hymes, communicative competence included four aspects: grammatically acceptable， understandable，social norms，actually use）
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❖ Teaching is an attempt to help someone acquire, or change some skills, attitude, knowledge, ideas, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his students.
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❖ I. National English Curriculum. ❖ II. How to be a good English teacher? ❖ III. The significance of learning this course. ❖ IV. Topics for discussion. ❖ V. How to present this course? ❖ VI. Course requirements.
英语教学论的基本内涵
英语教学论的基本内涵选自《新编英语教学论》(鲁子问、王笃勤著，华东师范大学出版社2006年版)教师的职业就是从事教学，那么就必须准确理解教学这个核心概念，而理解这个概念却并不容易，因为教学既是一门科学，也是一门艺术。
一、教学和教学论的基本内涵（一）教学教学是一种活动。
对于教师来说，教学是指导学生学习的教育活动；对于学生来说，教学是在老师的指导下的学习活动。
在这个活动中，学生在教师指导下掌握知识和技能，同时发展能力，而且身心获得一定的发展，形成相关的思想品德。
教学是一个过程，是教师教的过程，也是学生学习、并在学习过程中全面发展的过程。
教学是有目的的活动。
教育是人类有目的的活动，教学是学校教育最主要的教育活动，具有明确的目的。
不同学科的教学虽然具有共同的教学目的，但也有各自不同的教学目标。
在不同学段、学年、学期、星期，不同的教材、单元、课文、活动，教学目的表现为不同的教学目标。
教学目标可以分为不同的领域或层次。
教学需要具体的内容。
教学是一定知识、技能的传递，是人类生存经验的传递，这些知识、技能、经验表现为具体的课程内容和教学内容。
教学内容也具有不同的内容或层次。
教学具有系统性和计划性。
教学是学校教育中有计划的系统的活动，通常表现在课程计划、教学计划上。
即使某一次的具体教学活动可能没有明确的系统性和计划性，但总体上仍然具有系统性和计划性。
当然，这种系统的计划主要是由教育行政机构、学校和教师制定的。
教学需要师生共同参与。
教学是师生双方教和学的共同活动，没有教师的有计划的教，就不可能有教学活动，但更为关键的是，没有学生积极主动的学，就更没有教学活动，教学是教和学相结合或相统一的活动。
所以从师生互动来说，教学应该是学生主导、教师引导的互动活动。
教学需要采用一定的教学方法，借助一定的教育技术。
教学有着深厚的历史积淀，形成了大量有效的方法。
现代科学技术，尤其是信息技术的发展，也为教学提供了可以借助的众多教育技术。
英语教学论的心得体会
Introduction:Teaching English as a second language (ESL) is a challenging yet rewarding profession. Over the years, I have had the opportunity to engage with students from diverse cultural backgrounds and help them improve their language skills. Through this experience, I have gained valuable insights and reflections that I would like to share in this心得体会.1. Understanding the Students' Needs:One of the most important aspects of English language teaching is understanding the needs and backgrounds of the students. Each student comes with unique experiences, learning styles, and goals. As an educator, it is crucial to recognize these differences and tailor the teaching methods accordingly.a. Cultural Sensitivity:Cultural sensitivity plays a vital role in ESL teaching. By being aware of the students' cultural backgrounds, we can avoid misunderstandings and create a more inclusive learning environment. It is essential to respect their traditions, values, and language habits while fostering a sense of belonging.b. Learning Styles:Identifying the students' learning styles is crucial for effective teaching. Some students may be more visual, while others may prefer auditory or kinesthetic approaches. By incorporating a variety of teaching methods, we can cater to different learning styles and ensure that all students have the opportunity to succeed.2. Establishing a Positive Learning Environment:Creating a positive and supportive learning environment is essential for student motivation and success. Here are a few strategies I have found effective:a. Encouraging Participation:Encouraging students to participate actively in class discussions and activities helps build their confidence and speaking skills. By creating a safe and non-judgmental atmosphere, students are more likely to express themselves and engage with the material.b. Setting Clear Expectations:Providing clear guidelines and expectations for student behavior and performance helps create a structured and predictable learning environment. This clarity can reduce anxiety and help students focus on their learning goals.3. Utilizing Technology:Incorporating technology into ESL teaching can make the learning process more engaging and effective. Here are a few technology tools and resources I have found helpful:a. Online Platforms:Using online platforms such as Coursera, edX, and Duolingo can provide students with additional learning opportunities outside the classroom. These platforms offer a variety of courses, exercises, and interactive materials that can complement traditional teaching methods.b. Mobile Applications:Mobile applications like Duolingo, HelloTalk, and Anki can help students practice their language skills in their own time and at their own pace. These apps often feature gamification elements that make learning fun and motivating.4. Assessing Student Progress:Regularly assessing student progress is crucial for monitoring their development and adjusting teaching strategies as needed. Here are a few assessment methods I have used:a. Formative Assessments:Formative assessments, such as quizzes, discussions, and presentations, provide ongoing feedback on students' understanding and performance. These assessments help identify areas where students may need additional support or challenge.b. Summative Assessments:Summative assessments, such as final exams and project presentations, measure students' overall progress and achievement. These assessments provide a comprehensive view of their language skills and help determine their readiness for the next level.5. Continuous Professional Development:As an ESL teacher, it is essential to engage in continuous professional development to stay updated with the latest teaching methods, resources, and research. Here are a few ways to foster growth and improvement:a. Participating in Workshops and Conferences:Attending workshops and conferences allows educators to network with peers, share experiences, and learn from experts in the field. These events can provide valuable insights and inspiration for enhancing teaching practices.b. Reading Research and Journals:Staying informed about current research and trends in ESL teaching can help educators refine their methods and incorporate new strategies into their practice.Conclusion:Teaching English as a second language is a dynamic and challenging endeavor. By understanding the students' needs, establishing a positive learning environment, utilizing technology, assessing student progress, and engaging in continuous professional development, ESL teachers can create a supportive and effective learning experience. As I continue to grow and learn in my teaching journey, I am reminded of the importanceof patience, creativity, and dedication in helping students achieve their language goals.。
《英语教学论》教案
《英语教学论》教案一、教学目标1. 了解英语教学的基本原则和方法。
2. 掌握英语教学设计的基本步骤。
3. 熟悉英语教学评价的标准和手段。
4. 提高英语教学实践能力。
二、教学内容1. 英语教学的基本原则2. 英语教学方法3. 英语教学设计4. 英语教学评价5. 英语教学实践三、教学方法1. 讲授法：讲解英语教学的基本原则、方法和评价手段。
2. 案例分析法：分析典型英语教学设计案例，讨论其优点和不足。
3. 小组讨论法：分组讨论英语教学实践中遇到的问题，分享经验。
4. 模拟教学法：进行模拟教学，提高学员的英语教学能力。
四、教学安排1. 第一课时：英语教学的基本原则2. 第二课时：英语教学方法3. 第三课时：英语教学设计4. 第四课时：英语教学评价5. 第五课时：英语教学实践五、教学评价1. 课堂参与度：评估学员在课堂讨论、提问和分享经验方面的积极性。
2. 模拟教学效果：评估学员在模拟教学中的表现，包括教学内容、方法和组织能力。
3. 课后作业：评估学员对教学内容的掌握程度，以及运用所学知识解决实际问题的能力。
4. 期末考试：全面测试学员对英语教学理论和实践的掌握程度。
六、教学资源1. 教材：《英语教学论》教材，用于讲解基本理论和知识点。
2. 案例库：收集各类英语教学设计案例，用于分析和讨论。
3. 模拟教学材料：提供模拟教学所需的教材、课件等资源。
4. 视听资料：播放优秀英语教学视频，供学员学习借鉴。
5. 在线资源：推荐相关英语教学网站和论坛，便于学员课后学习和交流。
七、教学过程1. 导入：每节课开始时，用几分钟时间引导学员回顾上节课的内容，为新课的学习做好铺垫。
2. 讲解：详细讲解本节课的教学内容，通过案例分析、互动讨论等方式，帮助学员理解和掌握知识点。
3. 实践：安排模拟教学环节，让学员亲自动手实践，提高教学能力。
4. 总结：每节课结束前，对所学内容进行总结，强调重点和难点。
5. 作业布置：布置课后作业，巩固所学知识，培养学员独立思考和解决问题的能力。
英语教学论讲义【舒白梅】
内部资料．．．．请勿外传．．．．英语教学论讲义舒白梅华中师范大学前言外语教学的目的是帮助外语学习者尽快地掌握所学语言，并能成功地使用所学语言进行交际。
为了达到这一目的，应用语言学家和外语教师都在竭力寻求最佳的外语教学方法。
外语教学法就是研究外语教学的方法与过程，揭示外语教学的性质与规律的一门科学。
它除了研究外语教学的途径、方法和技巧以及原则和理论基础外，还要研究外语教学中的程序、步骤和实际操作，探讨如何使教师能根据实际情况在自己的教学中选用和创造最恰当的方法，达到最佳的教学效果。
外语教学过程是一个包含了大量动态变化的发展过程，外语教学自身体系和外语教学规律体系都是复杂的。
它涉及到大纲、课程、教师、学生、教学环境等诸多方面。
因此，我们在此书中不仅讨论了教师如何教的问题，还讨论了学生如何学的问题，重点讨论了如何为学习者提供有利的、丰富的语言环境和在课堂内外如何创设这样的环境。
内容涉及教学理论、学习理论、语言知识的学习和交际能力的培养、课堂组织、教学评估等。
还探讨了任何进行启发式，交互式，合作式教学，如何促进学生的自主学习与继续学习能力，如何利用和开发现代化教育技术，以及教师职业素质的培养与发展等问题。
力求在吸收国内外外语教学领域最新成果的基础上结合中国实际，满足学习者的需要和社会需求，同时反映外语教师的总体和个体需要。
本书的读者对象是师范院校英语专业的学生和从事外语教学和研究的外语教育工作者。
鉴于这些职前与在职的各级外语人员的需要，本书除了讨论外语教学的理论与实践外，还在每章后设有“问题与任务”，旨在帮助读者加深对内容的理解，并运用所学指导实践。
本书用英语撰写，这样使用者在学习本学科专业知识的同时还可以从语言知识与运用方面得到提高，在备课和教学时也更容易和直接些。
参与本书编写的是华中师范大学英语系的部分教师。
舒白梅教授和向宗平老师担任主编，具体分工如下：李正林负责第一、二章的编写，文斌负责第三章的编写，向宗平负责第四、五、六章的编写，王勇负责第七章的编写，舒白梅负责第八章的编写，张国华负责第九章的编写，陈浪负责第十章的编写。
自学考试《英语教学论》试题及答案
自学考试《英语教学论》试题及答案自学考试《英语教学论》试题及答案一、选择题1、下列哪个词不属于《英语教学论》中的教学用语？（） A. 教授B. 学习C. 评估D. 管理答案：D2、《英语教学论》中的“5Cs”理论是由谁提出的？（） A. Benjamin S. Bloom B. David Nunan C. Ken Goodman D. None of the above 答案：B3、在《英语教学论》中，哪一个理论强调了语言学习的社会性？（）A. Behaviorism theoryB. Cognitive theoryC. Constructivism theoryD. Social constructivism theory 答案：D4、下列哪个理论在《英语教学论》中被视为一种全面的、综合的教学法？（） A. Task-based language teaching B. Communicative language teaching C. Total physical response D. None of the above 答案：B5、下列哪个评估方法在《英语教学论》中被认为是一种自我修正的评估方法？（） A. Oral exams B. Written exams C. Portfolio assessment D. None of the above 答案：C6、下列哪个课堂活动在《英语教学论》中被认为是一种交互性活动？（） A. Group discussions B. Individual reading C. Solitary practice D. None of the above 答案：A7、下列哪个理论在《英语教学论》中强调了语言学习的个性化？（）A. Behaviorism theoryB. Cognitive theoryC. Constructivism theoryD. None of the above 答案：C8、下列哪个教学原则在《英语教学论》中被强调？（） A. Maximum practice B. Minimum guidance C. Gradual release D. None of the above 答案：D9、下列哪个理论在《英语教学论》中被称为一种行为主义理论？（）A. Task-based language teachingB. Communicative language teachingC. Total physical responseD. None of the above 答案：C10、下列哪个课堂活动在《英语教学论》中被称为一种“接受性”活动？（） A. Group discussions B. Individual reading C. Solitary practice D. None of the above 答案：B二、简答题11、请简述《英语教学论》中的“5Cs”理论的主要内容。
英语教学论3演示文稿
1.linguistcs : structural linguistics 结 构主义语言学 L .Bloomfield (Language) C.C. Frice ( the structure of English, On oral Approach), E. Nida， G.L .Trager (Outline of Linguistic analyses), 2. psychology: Behavioral psychology 行为主义心理学， J . B Watson S---R理 论 ，B. f. Skinner 的新行为主义心理学， s---r----c
D.教学过程：1、译述大意。2、进行语言分析并进 行翻译。 3、切合原意的翻译。4、直接阅读、直 接理解解。
The teaching principles of grammar translation method
1.Instruction is given in the native language of the students 2.There is little use of the target language 3.Focus is on grammatical parsing 4.There is early reading of difficult texts 5.A typical exercise is to translate sentences
2. background产生的背景 十八世纪前欧洲主要是拉丁 语，十八世纪和十九世纪英语兴起，学校开设英语和法 语，成为现代语言课程，但教学方法主要是沿用了拉丁 和希腊语的翻译教学法。翻译法有自身的发展过程，命 名的立脚点不同，有各种不同的名称。 语法法 GRAMMAR METHOD, 语法翻译法 GRAMMAR TRANSLATION METHOD, 传统法TRADITIONAL METHOD , 古典法 CLASSICAL METHOD
英语教学论Chapter1 Language and Language Learning
• 3. Linguistic Performance refers to the practical use of the language when the ideal speaker/hearer speaks or writes in homogeneous language situation.
Communicative Competence---Hymes
Views on language
• To be able (and to what degree) to know the agreement of language form and grammatical rules (grammaticality / possibility); • to be able (and to what degree) to know how to use and response to different types of speech acts（feasibility）; • to understand(and to what degree) an acceptable language form is appropriate in relation to a context in which it is used and evaluated（appropriateness）; • to be able (and to what degree) to know the frequent use of language forms现方式做保护处理对用户上传分享的文档内容本身不做任何修改或编辑并不能对任何下载内容负责
Unit one Language and Language Learning
School of Foreign Languages, Sichuan Normal University
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外国语学院成人教育英语教育特色专业建设教学指导书《英语教学论》课程教学指导书吴曼蕾编写淮阴师范学院外国语学院二0一二年九月课程介绍《英语教学论》是普通高等学校英语（教师教育）本科专业的一门必修课，具有基础理论和基本技能实践相结合的学科特点。
该课程传授英语教育教学基本理论和知识，训练英语教学基本技能，具备较高的英语教育理论素养和较强的教学工作能力，能适应21世纪教育改革发展和新一轮教学改革需要的、具有创新精神及创新能力的中小学英语教师。
学生通过课程学习，能初步形成对语言及语言学习本质的正确认识和科学的外语教学观，认识本课程中英语教学的性质及其发展演变过程，了解二十一世纪的英语课程改革，把握英语课程的理念，理解英语课程的性质及目标，掌握英语课程教学设计的基本原理，对语音、词汇、语法教学，听说读写教学和综合性学习教学等问题有所把握。
本课程还注重英语教学实践能力的培养，指导并帮助学生把教学理论与实践相结合，引导学生树立对外语教学作为一种职业和一门科学的正确态度，为其今后成为具备一定教学实践能力的合格中小学英语教师做好准备。
《英语教学论》是研究英语教学规律的一门科学。
“教学论”的含意是指一种理论“法则”(law) 或“体系”(system)，而不是狭义的单纯指具体的教学方式方法。
英语教学论研究英语教学的全过程及其规律。
教学内容主要包括：1、教学理论；2、基本教学理论的教学方法和技巧；3、英语课外活动、教学手段和测试手段。
本自学指导书主要是依据高等教育出版社出版的由王蔷主编的《英语教学法教程》（第二版）而写的，并在此基础上对内容进行了必要的增减。
目的是为了进一步便于学生们自学及教师们安排好各个；教学环节和面授内容。
该门课程的学时分配如下：总学时72，讲授20学时，自学52学时。
面授安排在第三学年进行。
这门课程是考试课程。
对教师布置的作业，学生应独立完成并按时交给教师批改。
由于本人水平有限，书中有不当之处，望使用该书的教师和同学们批评指正。
教材：王蔷《英语教学法教程》（第二版）[M]. 北京：高等教育出版社，2006主要参考书：1、《英语课程与教学论新编》，凤凰出版传媒集团江苏教育出版社， 20102、王笃勤，《英语教学策略论》，外语教学与研究出版社，20023、Jack C. Richards & Theodore S. Rodgers. Approaches and Methods inLanguage Teaching [M] Cambridge University Press, 1986.4、Tricia Hedge, 语言课堂中的教与学, 上海外语教育出版社，2002面授及自学学时分配建议表本课程总学时72，讲授20学时，自学52学时。
学时分配表如下：第一单元语言和语言教学学习目的和要求通过学习理解语言学习和语言教学中的基本定义和问题，并且展开小组讨论：让学生理解语言和语言教学的本质，并对如何成为一名合格的教师形成初步的认识。
学习重点问题的讨论1. How do we learn language？2. Views on language3. Views on language learning4. What is a good language teacher?5. How can one become a good language teacher?6. An overview of the book学习难点1. Views on language2. Views on language learning主要内容、知识点及学时本章总学时6学时其中面授2学时自学4学时Unit one Language and language learning1.1任务1、问题的讨论How many foreign languages can you speak so far?When did you start learning the foreign language?How do you feel about learning a foreign language?What difficulties have you experienced in learning?Which skills do you find more difficult to learn?Have you focused on knowledge or skills?Why do you consider yourself a successful learner? Why?What are your most common learning activities?Do you like the way you learned the foreign languages?1.2. Views on languageStructural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax. To learn a language is to learn its vocabulary and structural rules.Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functionsInteractional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.What will be your focus in teaching?Structural view——knowledge: vocabulary and grammar (sentence patterns) Functional view——communicative categories, communicative ability (to be able to communicate)Interactional view——to communicate appropriately (communicative strategies, cultural awareness, etc.)1.3 Views on Language Learning and Learning in GeneralBehaviorism is an approach to psychology that arose out of the ideas of early learning theorists who attempted to explain all learning in terms of some form of conditioning.Language is seen as a behavior to be taught. A small part of the foreign language, such as a structural pattern, is presented as a stimulus, to which the learners respond, for example, by repetition or substitution. This is followed by reinforcement by the teacher, based on 100 percent success. Learning a language is seen as acquiring a set of appropriate mechanical habits, and errors a re frowned upon as reinforcing ‘badhabits’.The role of the teacher is to develop in learners good language habits, which is done mainly by pattern drills, memorization of dialogues or choral repetition of structural patterns.‘Li sten and repeat’ drilling activities are the most important classroom activities.Mistakes are immediately corrected and correct utterances are immediately praised.Cognitive view of language and learning:If all language is learned by imitation and repetition, how can a child produce a sentence that has never been said by others before?Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced.Repr esentatives of Constructivism: Dewey‘s views and influenceLearning by doing Teach ing should be built on learners’experience and engage learners in learning activities.Teachers need to design environments and interact with learners.Social-constructivist views of language and language learning:Interaction and engagement with the target language in a social context is important. ZPD—Zone of Proximal Development (最近发展区)Scaffolding (脚手架) ——Learning is best achieved through the dynamic interaction between the teacher and the learner (question & explanation) the learners (a more capable peer‘s support)1.4 What make a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into 3 groups: ethic devotion, professional qualities and personal styles (Parrot, 1993)kind creative resourceful well-prepared accuratecaring dynamic patient attentive flexible enthusiastic disciplined authoritative warm-hearted intuitive humorous professionally-trained hardworking fair reflective1.5 How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the quality of being qualified for the profession, and armed with a specific range of skills, strategies, knowledge and ability.Some people think teaching is a craft, a novice teacher can learn the profession by imitating the expert‘s techniques, just like an apprentice.Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation.By making a compromise between these two views, Wallace (1991) uses a ‘reflective model’ to demonstrate the development of professional competence.本章作业及练习题一、单项选择题1、( ) view of language sees language as a linguistic system made up of varioussubsystems.A. structuralB. functionalC. interactional2、( ) and have been the most influential language teaching approaches in thepast two decades.A. CLTB. TBLTC. ADAD. GTM3、According to ( ), language is not a form of behavior, it is an intricate rule-basedsystem and a large part of language acquisition in the learning of the system.A. ChomskyB. SkinnerC. Halliday二、术语解释Audio-lingual method;CLT;TBLT;Cognitive Theory;Behaviorist Theory三、填空题1、There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into 3 groups: ( ) ( ) ( )2、Learning is a personal ( ) of knowledge to be learned based on the learner‘s previous experience. ( ) refers to the formal study of language rules and is a conscious process.4、Learners should be allowed to create their own sentences based on their understanding of certain rules ( ).四、简答题1、How do we learn languages?2、what are the common view on language?3、what are the common views on language learning?第二单元交际法和任务型语言教学学习目的和要求通过学习理解交际法和任务型语言教学的理论依据和操作模式，并且展开小组讨论：让学生理解语言教学的本质，并且能够根据要求写出合格的教案。