中学英语教学法复习提要
西南大学《中学英语教学法》复习思考题及答案
西南高校《中学英语教学法》复习思索题及答案（0161）《中学英语教学法》复习思索题一、推断正误题（8分）The following statements are about the facts presented in the textbook, please indicate in the brackets before the statements whether they are true( T ) or ( F ). ( ) 1. Role play and improvisation are social interaction activities.( ) 2. Discovering missing information and discovering differences and following directions are all functional communicative activities.( ) 3. Stress in pronunciation is sometimes as important as grammar.( ) 4. Students need to be able to write phonetic transcripts of words.( ) 5. Adult learners need to focus on pronunciation, but young learners don?t. ( ) 6. Students need to know phonetics in order to learn English.( ) 7. Students need to be given detailed grammar rules if they are to learn a foreign language successfully. ( ) 8. If the students get enough chance to practise using a foreign language, they do not need to learn grammar.( ) 9. Teaching and learning grammar should focus on practice rather than the study of grammar itself.( ) 10. Grammar should be taught an practised in context.( ) 11. The best way to explain vocabulary is to translate.( ) 12. Words must be learned in language contexts.( ) 13. Knowing a word means that you know the pronunciation and meaning of it. ( ) 14. Students? errors are a very useful way of showing what they have and have not lear nt. So instead of seeing errors negatively, as a sign of failure, we see them positively as an indication of what we still need toteach.( ) 15. Testing implies evaluation based on a collection of information about what students know and can do.( ) 16. Classroom climate is strongly affected by the teachers? attitude and behaviour.( ) 17. In the Communicative Approach, a teacher is described as an “instructor”and students as “listeners” in class.( ) 18. The students? native language has no particular role in the Communicative Approach. The target language should be used not only during communicative activities, but also in explaining the activities to thestudents or in assigning homework.( ) 19. Words which we want students to understand, but which they will not need to use themselves. We call this passive vocabulary.( ) 20. Students? errors are a sign of failure, so we must correct every mistake they make.( ) 21. Culture is received greater attention in the Communicative Approach. ( ) 22. Spoken language is generally produced in informal, simple or common vocabulary.() 23. All new words in a lesson are equally important.( ) 24.Classroom climate is strongly affected by both the teachers? attitude and the students? behavior.( ) 25. V ocabulary can be divided into productive and receptive.( ) 26. Communicative competence refers to knowledge of the grammar and vocabulary of the language.( ) 27. Post-reading work usually contributes to the development of all the language skills and may involve using other skills than just reading.( ) 28. Written language is generally produced in fairly simple sentence structures.( ) 29. In the Communicative Approach, both teachers and students have multiple roles.( ) 30. Spoken language is sometimes produced in incomplete sentences.( )31. The skill practised in the pre-reading stage is anticipation.( ) 32. Communicative activities can be divided into functional communicative activities and social interaction activities.( ) 33. One way to teach reading is following the framework: presentation, practice and production. Each stage has a different goal and deals with different reading strategies.( ) 34. Students are given the structure in context and are asked to work out the rule for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure. This is called the inductive method.( ) 35. Reading is an active process, during which the reader tries to understand the meaning of a given text. ( )36. If the aim of activity is to check that students can use the verbs correctly, you have to correct any major errors, especially those involving the verbs you have taught, or the activity will lose its point. ( ) 37. The skill practised in the pre-reading stage is inference.( ) 38. Words which we want students to understand, but which they will not need to use themselves. We call this active vocabulary.( ) 39. The typical example of functional communication activities is role play. ( ) 40. The target language should be used not only during communicative activities, but also in explaining the activities to the students or in assigning homework. ( ) 41. Y ou glance quickly through a text in order to find a specific piece of information, this skill is called scanning.( ) 42. Types of mistakes are slips, errors and attempts.( ) 43. The language you are learning is called target language.( ) 44. There is an important difference between assessment and testing.( ) 45. In many cases the term “materials” is used in place of “textbooks”, which refers to anything that is used by teachers or students to facilitate the learning of a language.( ) 46. It?s unnecessary for teachers to know how to evaluate, select and adapt textbooks.( ) 47. It is clearly whether someone can become a good language teacher solely depends on his/her command of the language.( ) 48. Foreign Language Teaching Methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.( ) 49. According to the Grammar Translation Methods, the spoken form of language is the most important aspect of language.( ) 50. Interactional view sees language as a linguistic system but also as a means for doing things.( ) 51. Functional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.( ) 52. Students are given the opportunities to use the newly presented language items in a controlled framework.This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage isintended to develop accuracy skills. This describes the presentation stage. ( ) 53. When reading a text, I start by predicting the probable meaning, then I get to read and understand the words and phrases in the text to check whether that is really what the writer means. Sometimes I go theother way round. That?s to say, I combine the above 2 ways in my reading. This is the interactive model. ( ) 54. Learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency skills. This refers to the production stage. ( ) 55. I usually start reading a text by recognising words, word connections, and phrase patterns as well as sentence patterns, then I can rapidly and automatically get meaning from the text. This is the top-downmodel.( ) 56. When reading a text, I first identify the topic, purpose and structure of the text, then I make guesses, predictions during reading. In this way, I create meaning from the text as a whole. This is the bottom-upmodel.( ) 57. Structural view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.( ) 58. 语言技能包括听、说、读、写四个方面的技能以及四种技能的综合运用力量。
英语教学法复习完整版
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Teaching methods based on this view:the Audio-lingual methodTotal Physical Responsethe Oral ApproachSituational Language Teaching.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed.The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering , suggesting , advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Some of the language learning approaches and methods based on this view of language are: communicative approachesInteractional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.a linguisticsystem ,means fordoing things Functional not only to know thegrammar and vocabulary ofthe language , but also toknow the rules for using themin a whole range ofcommunicative context. a communicati ve toolInteractional to learn these structural items a linguistic system StructuralLanguage learning Language Views2. What are the major Views on language learning ? What are their implications tolanguage teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a formof behaviour. It can be learned the same way as an animal is trained to respond tostimuli. This theory of language learning is referred to as behaviouralism, which wasadopted for some time by the language teaching profession, particularly in America.One influential result is the audio-lingual method, which involves endless“listen and repeat ” drilling activities. The idea of this method is that language islearned by constant repetition and the reinforcement of the teacher. Mistakes wereimmediately corrected, and correct utterances were immediately praised. This methodis still used in many parts of the world today .Cognitive theoryIt seems to be largely the result of Noam Chomsky ‟s reaction to Skinner ‟sbehavioural theory , which led to the revival of structural linguistics.The key point of Chomsky ‟s theory is reflected in his most famous question: iflanguage is a learned behaviour, how can a child produce a sentence that has neverbeen said by others before.One influential idea is that students should be allowed to create their ownsentences based on their understanding of certain rules. This idea is clearly inopposition to the Audio-Lingual Method.According to the cognitive theory , learning is a process in which the learneractively tries to make sense of data. The basic technique associated with a cognitivetheory of language learning is the problem-solving task.Constructivist theory --- represented by John DeweyLearning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners‟ interest and curiosity for learning.Socio-constructivist theory ----represented by VygotskyIt emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher‟s scaffolding through questions and explanations, or with a more capable peers‟support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.3. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.4. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.5.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students‟ communicative competence.2.What is communicative compentence? Try to list some of its components andtheir implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social context Discourse competence --- one‟s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communicationbreakdown due to lack of resourcesFluency---- one‟s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…‟FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in …real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims th at …la nguage is acquire through c ommunication‟. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate and discussionLarge-scale simulation activitiesimprovisation6. Main features communicative activities Some main features of communicativeactivities (Ellis 1990)Students make use of materials6. No materials control Students work by themselves.5. No teacher interventionStudents are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of languageConcentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not form A need to do something 2. Communicative desireA need to know something.---‟an information gap ‟1. Communictive purposenotes The six criteria7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing.It stresses the importance to combine form-focused teaching withcommunication-focused teaching.The task-based approach aims at providing opportunities for the learners toexperiment with and explore both spoken and written language through learningactivities which are designed to engage learners in the authentic, practical andfunctional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-basedlesson the teacher doesn't pre-determine what language will be studied, the lesson isbased around the completion of a central task and the language studied is determinedby what happens as the students complete it.So it aims to provide learners with a natural context for language use ．As learnerswork to complete a task ，they have abundant opportunity to interact ．Such interactionis thought to facilitate language acquisition as learners have to work to understandeach other and to express their own meaning ．By so doing ，they have to check to seeif they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken f or oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by …task‟ is meant the hundred and one things people do in everyday life, at work, at play and in between”.-------- Long (1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989) Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context, a process, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.2. What is a syllabus?A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale aboutlanguage, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, V ariety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning) Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1) warm-up/ a tarter/revision;(2) presentation(3) drilling(4) consolidation(5) summary and homework2) The three P‟s model: presentation, practice, and productionTeaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students‟performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. Itcould be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group workGroup work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual studyIndividual study is the stage where the students are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.DisadvantagesIt does not help a class to develop a sense of belonging. Students learn bythemselves and it does not promote team spirit.It may not be very motivating for students.It does not benefit communication between students. Students cannot developspeaking ability in this sense. Ac tivity 5: Group dis c us s ionThe advantages and disadvantages of the above groupingLess dynamic classroom;No co-operation;No outside pressure;Study at own speed;Individual studyThe same as those in pair work;plays some students might dominate;Difficult to group;Communication in its real sense;More dynamic than pair work;promoting self-reliance;Group work Students stray away from the task;Using native language;Noise and indiscipline.More chance for practice;Encouraging co-operation;Relaxing atmosphere;Pair work Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;All the class are concentrating; good modeling from teacher;comfortable in choral practiceWhole-class work Disadvantages Advantages Grouping3. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource provider4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.5. What are the functions or purposes of questions?To focus students‟ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questionsQuestions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions.Closed v.s open--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display v.s genuine--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more communicative.Lower-ordered v.s high-ordered--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.7. How to deal with errors?The distinction between mistakes and errors:A mistake: a performance error that is either a random guess or a “slip of tongue/pen”, it is a failure performance to a known system. A mi stake has nothing to do with the language competence.An error has direct relation with the learners‟ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected.When to correct：accuracy-based activities；fluency-based activitiesHow to correct：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionSelf-correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it.Indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students‟ Self esteem and confidence.Unit 6 Teaching Pronunciation1.True or false?2. Factors that determine whether students need focus on pronunciation(1) Similarities of sound system between the native language and the target language.(2) Learners‟ learning context --- Learners‟ exposure to English(3) Learners‟ age---- Adults are more likely to substitute English sounds with sounds from their native language.3. Critical Period HypothesisThis hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.4. The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.(1) Consistency: The pronunciation should be smooth and natural.(2) Intelligibility: The pronunciation should be understandable to the listeners.(3) Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.5. Imagine that you want to focus on a sound that your students are having difficulty with. Which of the following steps are necessary? In what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers.Focus only on those sounds which are causing difficulty to the students. The following steps may be helpful in teaching the difficult sounds:1) Say the sound alone, but this may be avoided wherever possible.2) Say the sound in a word.3) Contrast it with other sounds if necessary.4) Write words on the board only when it becomes necessary to make your point clearer.5) Explain how to make the sound when necessary.6) Have students repeat the sound in chorus.7) Have individual students repeat the sound.6. List some methods of practicing sounds.Minimal pairsWhich orderOdd one outCompletion。
中学英语教学法复习提要
中学英语教学法复习提要一，复习要点第二章国外现代外语教学法的主要流派要求了解语法翻译法，直接法，听说法，视听法，认知法和交际法的主要特点。
第四章中学英语教学原则中学英语教学的基本原则主要有：1，寓思想教育于语言教学之中。
2，教给学生语言基础知识的目的是为了指导他们的语言实践，培养他们实际运用语言的能力。
1）英语要作为交际工具来教、来学、来用。
2）精讲语言知识、加强语言实践3）机械操练、有意义操练和交际性操练相结合3，听说读写综合训练要贯穿英语教学的全过程，但在不同阶段应有所侧重。
4，在英语教学中应尽量使用英语，适当使用母语。
5，发挥教师的主导作用，调动学生的积极性。
第六章中学英语的听说教学1, 常用听力训练方式 1)听与视看结合 2)听与动作结合 3)听与说结合 4)听与写结合2,训练说的常用方式 1）机械练习 2）复用练习 3）活用练习 4）交际性练习第七章英语阅读教学1，朗读训练的方式 1）范读 2）教师领读 3）听录音跟读 4）伴随情景的朗读5）齐声朗读和个别朗读2，提高阅读理解力和速度的方法 1）提高理解词义的能力 2）进行以语义为单位的阅读训练 3）提高阅读整篇文章的能力 4）提高阅读速度第十章英语语音教学1，语音教学的基本原则 1）模仿为主，加强实践 2）适当讲解，掌握发音要领 3）对比分析，突出重点 4）在英语语流中练习语音 5）调查研究，因材施教2，字母、音标、词语读音、语调教学的常用方法第十一章英语词汇教学1，词汇教学的基本原则 1）以句为单位，注意词不离句，句不离文 2）音、形、义结合 3）具体分析，区别对待 4）循序渐进，逐步扩展 5）反复练习，巩固记忆6）培养学生自学词汇的能力2，讲解词语的常用方法 1）运用直观手段 2）分析词的构成 3）利用同义词、反义词 4）利用事物间的种种联系 5）下定义 6）说明背景，创造语境第十二章英语语法教学要求了解语法教学的基本原则，教学方法以及中学生的常见语法错误第十三章英语课堂教学和常规工作1，英语课堂教学的一般过程和环节 1）组织教学 2）复习检查 3）讲练新课 4）巩固 5）布置课外作业2，英语课堂教学的常用模式1）讲练课 2）技能训练课 3）复习课3，备课1）备课的步骤 2）备课的内容 3）写教案第十四章测试要求了解英语测试的类型，方式方法，测试结果的分析与讲评。
英语教学法(胡春洞编)期末复习提要
《英语教学法》（胡春洞编）考试复习提要一、教学目的和要求：本课程的教学目的是通过学习英语教学法理论，掌握符合实际和适合中国国情的英语教学方法，指导中学英语的教学实践。
具体要求是：1、概括了解英语教学法的流派与演变、语言学理论的发展以及作为边缘学科的英语教学法与其他学科之间的关系。
2、进一步认识现行中学英语教学大纲和中学英语教学的目的、性质、任务和特点。
3、掌握中学英语教学的基本原则和方法，提高教学质量。
二、使用的教材及课时本课程的教材为《英语教学法》，主编：胡春洞，出版社：高等教育出版社。
课内总学时为22学时。
每天平均4学时。
（学时分配仅供参考。
）上课时间起于2006年7月27日止于2006年8月2日。
本课程为面授课，无录像、录音教材。
三、任课教师李震（副教授）二、教学内容、教材、授课方式及教学进度：（一）教学的主要内容1、英语教学法的性质和任务。
英语教学法作为一门边缘学科与其它学科的关系。
英语教学法是英语教师必须的修养。
2、先导英语教学法主要流派与演变和理论学理论的发展。
3、中学英语教学大纲、目的、性质和任务。
4、中学英语教学的基本原则。
5、中学英语基础知识教学的主要方法。
6、中学英语基本技能训练的主要教学方法。
7、中学英语教学的组织。
8、教学辅助手段、电化教学与直观教具。
9、测试10.、教案编写与观摩示范课。
（二）教学方法建议，本课程重点章节：1、密切联系中学英语教学实际，边学习边实践，积累经验，对照检查，逐步提高教学能力与教学质量。
2、讲授与观摩性活动互相配合，参观中学英语教学示范课，阅读分析中学英语教材，编写不同类型的教案，模拟教学，评议讨论等。
本课程的重点章节应该放在：第一编第一章绪论第一节：研究和学习中学英语教学法的目的；第三节；研究和学习英语教学法的方法；第二章教学指导思想第一节：关于英语教学目的的系统认识第三章教学基本原则第二编第四章：语音教学第五章：语法教学第六章：词汇教学第八章：课文教学第三编第九章：听的教学第十章：说的教学第十一章：读的教学第十二章：写的教学第四编第十三章：课堂教学第十五章：测试第五编第十七章：电化教学第十九章：课外教学三、测试及其它：期末考试题型如下：I.填空题（15小题，共30分。
英语教学法复习提纲Unit13
Unit13 Assessment in Language TeachingWhat’s the assessmentAssessment in ELT means to discover what the learners know andcan do at a certain stage of the learning process.117. Assessment purposes that you think apply to an ELT classroom.X 1. To discover learners' weaknessesAgree/disagree√2. To discover learners' achievements√3. To evaluate the existing curriculum√4. To check upon teachers' performance√5. To motivate learners√6. To provide an incentive for learning√7. To provide the basis for further planning of teaching: what to teach next√8. To qualify studentsX 9. To provide the basis for correction√10. To provide criteria to qualify for higher level studies√11. To provide learners with a sense of accomplishment√12. To foster the ability to learn.118. Assessment methods:(Teacher’s assessment, continuous assessment, students' self-assessment, and portfolios讲义.)1). Teacher's assessmentResearch shows that the teacher's knowledge of children and theirstrengths and weaknesses is more accurate and sound than testing(Law and Eckes, 1995:44).2). Continuous assessmentThe final grade given to the student is not his or her mark on thefinal exam paper; rather, it is some kind of combination of thegrades the learner has received for various assignments during thecourse.3). Students' self-assessmentThe students themselves are given the chance to evaluate their own performance, using clear criteria and weighting systems agreed onbeforehand.4). Portfolios.Portfolios are collections of assignments and projects that studentshave done over long period of time.119. Assessment criteria1). Criterion-referenced assessment标准考试Criterion-referenced language assessment is based on a fixedstandard or a set criterion.2). Norm-referenced assessment水平考试Norm-referenced assessment is designed to measure how theperformance of a particular student or group of students compares with the performance of another student or group of students whose scores are given as the norm.3). Individual-referenced assessment参摸考试Individual-referenced assessment is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability.Advantages DisadvantagesCriterion-referencedNorm-referencedIndividual-referenced120. Assessment principles:1) assess authentic use of language in reading, writing, speaking, and listening;2) assess literacy and language in a variety of contexts;3) assess the environment, the instruction, and the students;4) assess processes as well as products;6) analyze patterns of errors in language and literacy;7) be based on normal developmental patterns and behavior inlanguage and literacy acquisition;8) clarify and use standards when assessing reading, writing, and content knowledge;9) involve students and parents, as well as other personnel such asthe ESL or main-stream teacher, in the assessment process;10) be an ongoing part of every day.121. Testing in assessment（Bellow are the most frequently used test formats）1). Questions and answersStudents are asked to answer questions according to informationprovided in reading texts or recorded materials.2). True or false questionsStudents are provided with a set of statements related to the read or heard texts and required to decide whether they are true or falseaccording to the texts.3). Multiple-choice questionsThis form can be used virtually for all language areas, such asreading, listening, vocabulary, grammar, and pronunciation.4). Gap-filling or completionStudents are asked to complete paragraphs or sentences by eitherfilling in words that they think are appropriate or choosing the best from the given choices The test goals can be of grammar, vocabulary or reading comprehension.5). Matching questionsTraditionally matching is only used for vocabulary tests,6). DictationStudents write down exactly what is read to them.7). TransformationUsually students are asked to transfer sentences from one pattern to another but keep the original meaning.8). TranslationStudents are asked to translate sentences or paragraphs from or into the target language.9). Essay writingStudents are asked to write an essay on a certain given topic. 10). InterviewsInterviews are often used to evaluate oral skills.。
初中英语语法总复习提纲1
初中英语语法学习提纲一、词类、句子成分和构词法：构词法：英语构词法主要有：合成法、派生法和转换法。
1、合成法：如：spaceship, headache, basketball, playground等等。
2、派生法：(1)派生名词：①动词+er/or②动词+ing③动词+(t)ion④形容词+ness⑤其他,如：inventor, learner, swimming, congratulation, kindness, carelessness, knowledge(2)派生形容词：①名词+y②名词+ful③动词+ing/ed④friendly⑤dangerous⑥Chinese;Japanese⑦English⑧French⑨German⑩国名+(i)an如：snowy, sunny, hopeful, beautiful, interesting, following, daily(每日的),nervous, delicious(3)派生副词：①形容词+ly ②其它,如：slowly, angrily, full→fully, good→well, possible→possibly 3、转换法：(1)形容词→动词,如：dry(干燥的)→dry(弄干), clean(干净的)→clean(打扫,弄干净),等等。
(2)动词→名词,如：look, walk, rest, work, study, swim, go, talk等等。
(3)名词→动词,如：hand(手)→(传递),face(脸)→(面对)等等。
(4)形容词→副词,如：early→early, fast→fast等等。
(5)副词→连词,如：when(什么时候)→(当……时候),等等。
(6)介词→副词,如：in(到……里)→(在里面；在家),on(在…上)→(进行,继续)二、名词：1、英语名词可分专有名词和普通名词两大类：1、专有名词专有名词如果是含有普通名词的短语,姓氏名如果采用复数形式,则表示该姓氏一家人(2、普通名词又分为可数名词和不可数名词。
英语教学法复习提纲Unit9
Unit 9 Teaching Speaking77. The nature of spoken language:/ (characteristics of spoken language) 1). What is speaking?Speaking is a skill that the students will be judged upon most in real-life situations..2). Spontaneous speech: Spontaneous speech means that it is full of falsestarts, repetitions, incomplete sentences, and short phrases.3). Another aspect of producing spoken language is thetime-constraint.The students must be able to produce unplanned utterances in real time, otherwise people will not have the patience to listen to them.4). What are the speaking activities?Considering the aspects of the nature of spoken language discussedabove, which of the following activities do you think would help toprepare students for real life speech in English?1). reading aloud(2)* 2). giving a prepared talk3). learning a piece of text or dialogue by heart(1)* 4).interviewing someone, or being interviewed5). doing a drill78. Two factors should be considered in designing speaking tasks1) When we design speaking tasks, one important consideration is thelanguage proficiency level of the students. If we ask them to dotasks that are above their level, they will simply2) become frustrated and demotivated无刺激的. On the other hand, itis good to give the students tasks at times that challenge them,because if speaking tasks are all was too easy, they can also become demotivated.79. There are several other successful factors to consider when designing speaking activities:1). Maximum foreign talk:The students talk a lot in the foreign language. One commonproblem in speaking activities is that students often produce one or two simple utterances in the foreign language and spend the rest of the time chatting in their native language. Another common problem is that the teacher talks too much of the time, thus taking awayvaluable practice time from the students.2). Even participationA successful task should encourage speaking from as many differentstudents as possible.3). High motivationTeachers can do a lot to increase and maintain the motivation ofstudents by the types of tasks that they organize in class. Studentsare eager to speak, when the topic is interesting or there is a clearobjective that must be reached. Again great care should be taken to make sure the task is in line with the students' ability to deal with the task.4). Right language levelIn a successful speaking task, the language is at the right level. The task must be designed so that students can complete the tasksuccessfully with the language that they have.80. Using group work in speaking tasks1). ReasonsThe first characteristic of a successful speaking task is that students talk a lot in the foreign language. A second reason for designingspeaking tasks to be completed in small groups is that often students are afraid of criticism or losing face or they simply feel shy aboutspeak person or to a few other people.2). The advantages of using group in speaking tasksSmall group work helps students learn to work cooperatively and it helps them develop interpersonal skills.They learn how to work with a wider variety of peopleDevelopment of tolerance宽容, mutual 相互respect and harmony (1992:34).81. Purpose of speaking:Since speaking is the reciprocal/mutual of listening, the same is true of speaking. So, it makes sense to design tasks to help the students practice both listening and speaking.82. Littlewood (1981:20) divides communicative speaking activities into two types:1). Functional communication activities2). Social interaction activities.83. Few types of speaking activities/tasks.1). Information-gap activities:students have different information and they need to obtaininformation from each other in order to finish the task.2). Dialogues and role-plays(1) Dialogue:A dialogue is always between at least two people, so we can neverpredict what the other person will say next.(2) A role-playA role-play means the students can pretend they are acting as someone else.(3) The natural speech of native speakers:The natural speech of native speakers is often phrases or sentencefragments full of pauses, false starts, and repetitions as we pointed out in a previous section.(4) Disadvantages of most dialogues presented in textbooks:Not authentic or natural.Only to teach students the grammar of the languageMost dialogues are taught.Students memorize dialogues by heart.(5)What can teachers do to make dialogues more communicative?To turn the dialogues into role playsTo make dialogues more similar to real-life3). Activities using pictures Appropriate pictures provide cues,prompts, situations and non-verbal aid for communication4). Problem-solving activities84. Other speaking activities:5). Find someone who…6). Bingo ActivitiesBingo is an easy game to set up and can be used to practise manylanguage areas. Give the students a game card with 16 boxes on it (orhave them make their own). Decide what category of words you want to work on – a common one is numbers.For example, tell the students to write down one number in each box in random order from 1 to 30. This way each student will have different numbers and in different boxes, so they cannot simply look at their neighbor for the answers. The teacher calls out the numbers in random order and writes down the numbers as she/he says them. The students draw an X through the numbers as they hear them. Once a student gets four Xs in a row either horizontally, vertically, or diagonally, he/she can call out BINGO! The student reads out the numbers in that line so that the teacher can check if she/he actually called out those four numbers.7). Change the story8). No specific responses。
英语教学法复习提纲
英语教学法复习提纲
一、背景概述
1.英语教学研究的历史背景
2.英语教学法的定义和意义
二、教学目标和教材分析
1.教学目标的分类和设定
2.教材的选择和分析
3.教学资源的利用与教材的补充
三、教学法的基本原则和分类
1.教学法的基本原则
2.传统教学法与现代教学法的比较
3.教学法的分类及其特点
四、课程设计的原则和步骤
1.课程设计的基本原则
2.课程设计的步骤和要点
3.教学设计的实例分析
五、教学方法与教学技巧
1.教学方法的选择和应用
2.意义互动教学方法的实施
3.教学技巧的训练与应用
六、评估与反馈
1.评估的概念和种类
2.教学评估的重要性和方法
3.反馈的意义和方法
七、多媒体技术在英语教学中的应用
1.多媒体技术的发展与应用
2.多媒体教学的优势和挑战
3.多媒体教学案例分析
八、教学评价和自我提升
1.教学评价的概念和目的
2.教师自我提升的途径和方法
3.教学反思和改进的实践
九、教学实践总结和启示
1.教学实践的经验总结
2.教学实践对教师职业发展的启示
3.未来英语教学的发展趋势
以上是针对英语教学法复习的提纲，可以根据自己的需要进行有针对性的复习和整理。
为了更好地掌握和应用英语教学法，建议在复习时结合实际案例和实践进行深入研究。
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中学英语教学法复习提要责任教师聂光华中学英语教学法是电大师范英语专业开设的必修课。
教材为杭宝桐主编的《中学英语教学法》。
该教材着重介绍了国外现代外语教学法思想的演变和外语教学法流派、中学英语教学原则，介绍了各类英语技能教学的基本原则以及教案的设计原则、课堂组织原则、课堂评估原则等。
本课程是一种理论与实践相结合的学科，在回顾外语教学法的演变、研究语言学习和习得规律、介绍先进教学理论的同时，要求学生通过阅读、听力、写作、口语、语法、词汇等课堂教学的实践，掌握教学理论，灵活运用教学理论。
本课程的考试也要体现理论与实践的结合。
为便于同学们复习，现将各章节复习要点和考试题型提示如下，并附上一份综合练习题。
一，一，复习要点第二章国外现代外语教学法的主要流派要求了解语法翻译法，直接法，听说法，视听法，认知法和交际法的主要特点。
第三章我国中学英语教学简史、大纲和课本1，熟悉《九年制义务教育全日制初级中学英语教学大纲》的教学目的、要求和内容（见本教材附录）2，熟悉九年义务教育初级中学英语教科书的主要特点。
（借阅该套教材，细读教师用书的前言部分） 1）寓思想教育于语言教学之中2）语言结构与语言功能相结合3）全面训练，培养能力4）保证基础，区别要求，减轻负担5）系列配套，增加复现，富有弹性第四章中学英语教学原则中学英语教学的基本原则主要有：1，寓思想教育于语言教学之中。
2，教给学生语言基础知识的目的是为了指导他们的语言实践，培养他们实际运用语言的能力。
1）英语要作为交际工具来教、来学、来用。
2）精讲语言知识、加强语言实践3）机械操练、有意义操练和交际性操练相结合3，听说读写综合训练要贯穿英语教学的全过程，但在不同阶段应有所侧重。
4，在英语教学中应尽量使用英语，适当使用母语。
5，发挥教师的主导作用，调动学生的积极性。
第六章中学英语的听说教学1, 常用听力训练方式1)听与视看结合2)听与动作结合3)听与说结合4)听与写结合2,训练说的常用方式1）机械练习2）复用练习3）活用练习4）交际性练习第七章英语阅读教学1，朗读训练的方式1）范读2）教师领读3）听录音跟读4）伴随情景的朗读5）齐声朗读和个别朗读2，提高阅读理解力和速度的方法1）提高理解词义的能力2）进行以语义为单位的阅读训练3）提高阅读整篇文章的能力4）提高阅读速度第八章和第九章的内容只要求一般了解第十章英语语音教学1，语音教学的基本原则1）模仿为主，加强实践2）适当讲解，掌握发音要领3）对比分析，突出重点4）在英语语流中练习语音5）调查研究，因材施教2，字母、音标、词语读音、语调教学的常用方法第十一章英语词汇教学1，词汇教学的基本原则1）以句为单位，注意词不离句，句不离文2）音、形、义结合3）具体分析，区别对待4）循序渐进，逐步扩展5）反复练习，巩固记忆6）培养学生自学词汇的能力2，讲解词语的常用方法1）运用直观手段2）分析词的构成3）利用同义词、反义词4）利用事物间的种种联系5）下定义6）说明背景，创造语境第十二章英语语法教学要求了解语法教学的基本原则，教学方法以及中学生的常见语法错误第十三章英语课堂教学和常规工作1，英语课堂教学的一般过程和环节1）组织教学2）复习检查3）讲练新课4）巩固5）布置课外作业2，英语课堂教学的常用模式1）讲练课2）技能训练课3）复习课3，备课1）备课的步骤2）备课的内容3）写教案第十四章测试要求了解英语测试的类型，方式方法，测试结果的分析与讲评。
二、考试题型举例考试的题型共有三种：1，填空2，问答3，按要求写教案三、综合练习；（一）填空1，英语测试是英语教学的重要___________________、是为及时改进教学方法而获取______________________的反馈信息的重要手段。
2，中学英语教学法研究中学英语教学的_____________ 及其______________。
3，Palmer认为：外语教学的目的是培养听、说、读、写的能力。
听和读是—————————，说和写是——————————————。
4，在西欧，十九世纪以前的外语教学，——————占统治地位。
5，由于翻译法重点放在————————上，口语只处于——————————。
6，与早期的直接法相比，后期的直接法有所变化，如不完全排斥———和————等。
7，听说法的缺点是过于_____________________，不利于学生实际掌握外语；过于________________________，忽视语言的内容和意义。
8，听说法的缺点是：——————————，不利于学生实际掌握外语；————————————，忽视语言的内容和意义。
9，视听法的教学过程有以下四个步骤：————、————、————、—————。
10，认知法的理论重视___________，把语言学习看作是——————，重视对———的理解，着眼于——————————————。
11，认知法的教学过程一般分为以下三个阶段：——————————、————————————、——————————————。
12，认知法认为学习外语不是————————、而是—————————————、————————————。
13，自然法把外语课程分为三个阶段：----------------------、————————、——————————。
14，————————是指模仿记忆和反复进行的那些练习；有意义的操练是指——————————————；交际性操练指————————————。
15，语言知识和语言实践的关系，在教学活动中直接表现为————————------与——————————的关系。
16，在教学过程中，一方面，要发挥教师的——————————；另一方面，又要————————————————。
17．英语课堂教学是教师向学生进行——————、——————、——————的主要形式，是中学生学习英语的主要途径。
18，笔试主要检查考生的__________________和_____________________的能力。
19，分列式测试是按照————、——————、—————等语言知识和—————、——————、——————、——————等言语技能分类编制试题，进行————测试。
20，主观性测试题目可以有——————————，其——————程度和—————标准取决于评卷人的———————（二）问答1，在教学中，怎样正确处理英语与母语的关系？2, 英语教学法和那些学科有联系？相互有些什么影响？3，在教学中怎样正确处理语言基础知识和言语能力的关系？4，听说法和视听法各自的教学过程是什么？各有什么优缺点？5 认知法和自然法各把外语教学过程分为哪几个阶段？6，九年制义务教育初中英语教学大纲的教学目的是什么？7，九年制义务教育初中英语课本有什么特点？8，怎样理解综合训练、阶段侧重的教学原则？9，在教学中教师应怎样发挥主导作用？怎样调动学生的积极性？10，培养学生听说能力应该遵循哪些基本原则？常用的训练方式有哪些？11，怎样提高英语阅读理解能力和阅读速度？12，常用的训练“说”的方式有哪些？13，英语语音教学的基本原则是什么？常用的方法有哪些？14，词汇教学的任务和基本原则是什么？15，简述英语课堂教学的基本环节和常用模式。
16，简述备课的步骤和内容。
17，简述英语测试的类型和常用测试方法。
18．简述国外现代外语教学法思想的演变。
（三）按要求写教案要求按照九年制义务教育初中英语教材推荐的五步教学法: 1，复习revision 2，介绍presentation 3，操练drills，4，练习practice 5，巩固consolidation（详见该教材《教师教学用书》前言），参考以下两个附录: “九年制义务教育初中英语(JEFC)教材的备课”和“教案示例”，编写1课时教案。
附录1九年制义务教育初中英语(JEFC)教材的备课有的英语教师提出,九年制义务教育初中英语教材各册都配发了教师用书,其中分课教学建议部分己对各课的教学提出了具体的建议,教师还需不需要备课?回答是肯定的,要备课。
这是因为备课是上好课的前提,英语课堂效率能否提高,在很大程度上取决于教师的备课和教案的设计。
教师备课越认真,教案设计得越全面,教师的主导作用与学生的主体作用就越能得到充分的发挥,课堂效果也就最佳。
所以,尽管教师用书对各课提出了具体教学建议,但是教师仍需钻研教学大纲,熟悉教材,明确教学要求,并且参考教师教学用书的建议,根据实际教学的情况和学生的需要备好课,只有这样才能有效地进行教学。
由于JEFC教材的编排体系为四课一单元,并且该教材注重素质教育和能力培养,听说领先,读写跟上,这些都与传统教材明显不同。
湖南省东安县教研室蔡镇中老师总结了备课的一些做法:1.坚持整体思路整体思路包含三层意思:首先,要通览全书(至少要通览本学期所学的全部内容),吃透教材。
认真学习《教学大纲》,研究教法,对某一课某一内容反复比较用何种方法,以便在施教前做到心中有数。
分清教材的重点、难点,了解各单元之间的联系、各课之间的联系、各课之间的衔接。
熟悉教材中哪些词要求"四会"、"三会"、"两会"以及哪些词只要求理解,从而做到教学工作中不平均使用力量。
其次,要以单元为整体来备课。
由于JEFC教材每四课为一单元,且每一个单元又是一个相对独立的整体,因此,备课前应先备出本单元的重点、难点,该简则筒,重点突出。
其三,在时间和内容安排上,不要死抠一课时只教一课,可根据学生的基础和教学内容的实际灵活变通。
重点和难点内容可多安排一点时间,非重点的一般内容可少安排一点时间,避免平均使力、走过场,形成"夹生饭"。
2.坚持难点分散难点分散是指全书、各单元的重难点都在各课中体现出来,因此,对每一课的备课,必须在每个单元的重难点前提下来备。
深入研读《教师教学用书》,改进教学方法。
《教师教学用书》为初中英语教师设计的统一备课笔记,要认真领会其精神实质,运用"五步教学法",根据各课的重难点,运用图表、卡片、简笔画等各种教具来加以创造、改进,备出各课的"四会"、"三会"、"两会"和只要求理解的部分来。
备课时,切忌把每个课时作为一个单位来备。
这样抓不住每单元的重点,讲课容易平均使力,重点内容易被忽视,不仅教学效果差,而且教学任务也完成不了。
例如,第一册第20单元第79课中出现了there be 句型,若教材不熟悉,不了解本单元的重点是祈使句, 那么很容易把there be当重点来讲,这样本课的第三部分,听力就无法完成。