(完整word版)英语教学论复习
《英语学科教学论》精品复习材料
《英语学科教学论》精品复习材料语言教学法的流派I. The Grammar-translation Method 语法翻译法背景：中世纪，拉丁语是欧洲文化教育、著书立说的国际语言及官方的语言。
后来，人们学习拉丁语的主要目的是阅读用拉丁语写的书籍和训练心智。
在18、19世纪，法语、英语兴起，人们就沿用教授拉丁语这类古典语言的翻译法。
后来，传统的翻译法逐步发展为今日的语法翻译法。
语法翻译法认为，学习外语首要的是学习语法。
因为学习语法既有助于理解、翻译外语，又有助于磨练治理，培养学生的逻辑思维能力。
对课文的理解其前提条件是正确理解课文中的语法能力。
语法翻译法倡导阅读领先，着重培养阅读与翻译能力，在此基础上，再兼顾听说训练。
Basic Idea:1.The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study.基本思想：1。
外语学习的目的是为了读它的文学或为了从外语学习中产生的精神学科和智力发展而学习语言。
2.Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.2。
阅读和写作是主要的焦点，很少或根本没有系统的关注是听或说。
3. V ocabulary selection is based solely on the reading texts used. In a typical Grammar-Translation text, a list of vocabulary items is presented with their translation equivalents. Words are taught through bilingual word lists, dictionary study andmemorization. 3。
(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
(完整word版)安庆师范学院《英语教学理论及方法》考试试题(含答案)
English Language Teaching Methodology Test(A)I。
Multiple Choices （30％)Directions：In this part，you are given fifteen questions or incomplete sentences which are followed by four choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question or complete the sentence。
Mark the corresponding letter on the Answer Sheet for the objective items （30 points; 2 points each).1。
The _________ view of language considers language as a communicative tool，whose main use is to build up and maintain social relations between people.A. structuralB. functionalC. mentalistD. interactional2。
The key point of is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that has never been said by others before?A。
Skinner’s behaviorist theoryB. Chomsky’s cognitive theoryC。
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 ofverbal 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.were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory 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 emphasizestext 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 communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation Implications 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 that ‘language is acquire through communication’. 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 problemSome 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 formA need to do something 2. Communicative desireA need to know something.---’an information gap’1. Communictive purposeThe six criteria7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing. It stresses teaching with communication-focused teaching.The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if 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 negotiationbetween 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 for 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 do3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, 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 forLockstep 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 cannotcommunicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could 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 thinkthey 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 by themselves and it does not promote team spirit.It may not be very motivating for students.To 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 mistake 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.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 outCompletionSame or different?Unit 7 Teaching Grammar1. Read the following statements about grammar in English learning and decide if you agree with them or not.1) Students need to be given detailed grammar rules if they want to learn a foreign language successfully.2) Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.3) If students get enough chance to practice using a foreign language, they do not need to learn grammar.4) Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.5) Grammar should be taught to help students to analyze difficult structures in texts.6)Teaching and learning grammar should focus on practice rather than the study of grammar itself.7) Grammar should be taught and practiced in context.8) Knowing grammar is not enough for real communication.an isolated way; Little attention is paid to meaning; The practice is often mechanical.However, the deductive method is not without merits. It could be very successful with selected and motivated students. It could save time when students are confronted with a grammar rule which is complex but which has to be learned. It may help to increase student’ confidence in those examinations which are written with accuracy as the main criterion of success.The inductive methodThe teacher provides learner with authentic language data and induces the learners to realize grammar without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. After presentation, the students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.It is believed that the rules will become evident if the students are given enough appropriate examples.It is believed that the inductive method is more effective inmodels and drills the new grammarcorrects mistakes (self-correction)uses a variety of controlled practice activities, of increasing difficultymakes students thinkuses exercises in the text bookgoes over any problem areasP3The teacher: lets the students produce the language organises free activities with a clear structure and aims monitors and corrects any mistakes later, with studentsWhich P? （Presentation, practice or production）1) Students write a diary about what they did last week (using the past simple). Production2) The teacher uses a timeline to show how to use the past continuous. Presentation3) Students discuss what food they would cook for a foreign friend (using the third conditional).Production4) Students fill in the gaps with the correct form of the present tense. Practice5) The teacher uses flashcards to elicit the correct form of the passive. Practice6) The teacher writes example sentences in a substitution table to show how to form the present perfect. PracticeUnit 8 Teaching Vocabulary1. What does knowing a word involve?1) The form2) How it is pronounced3) How it is spelt4) Denotative meaning5) The connotations that the item may have6) The situations when the word is or is not used7) How the word is related to others8) Collocation or the way that words occur together9) What the affixes may indicate about the meaning? (the prefixesand suffixes)2.Implication for teaching vocabularyWe now understand that knowing a word involves far more than just remembering its pronunciation and translated meaning. As teachers, we need to develop vocabulary learning activities based on our understanding of the lexical system of English to help students learn vocabulary more effectively. The following are some of the implications we can draw: Both denotative and connotative meaning need to be learned;Words are better understood in context;A group of related words is likely to be more memorable than a list of unrelated items, i.e. words learned with synonyms, antonyms or hyponyms;Knowledge of word formation is a useful source for developing vocabulary.Exploring sense relations among/between words help with learning and remembering words.Teachers and learners need to be aware of the difference between receptive and productive vocabulary.3. Receptive vocabulary and productive vocabulary.Receptive /passive vocabulary refers to words that one is able torecognize and comprehend in reading or listening but unable to use automatically in speaking or writing.Productive/active vocabulary refers to those that one is not only able to recognize but also able to use in speech and writing.4. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible, using pictures, stick drawings, photos, video clips, mime or gestures to show meaning.2) Provide a verbal context to demonstrate meaning. Then ask the students to give meaning first before it is offered by the teacher.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify, especially with technical words or words with abstract meaning.6) Use word formation rules and common affixes to build new lexical knowledge on what is already known.7) Teach vocabulary in chunks. Chunks refer to a group of words that go together to form meaning. It is also referred to as ‘prefabricated formulaic items’ (Lewis, 2002:121)8) Think about the context in real life where the word might be used. Relate newly-learned language to students’ real life to promote high motivation.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.6.What does a teacher do after presentation?Try to provide opportunities for students to use multiple senses such as visual, auditory, action, etc, to get familiar with the newly learned words.Engage the students in variety of activities, such speaking, listening, reading, writing or acting, using multiple senses.To create meaningful and personalized tasks for the students to use the words in their own ways.Remember, a word can not be learned by only being presented to the students, often it has to be encountered at least seven times in different contexts/tasks before it can be learned by the students.5. How to consolidate vocabulary?Labeling: Students are given a picture. They are to write the names of objects indicated in the picture.Spotting the difference: Students are put into pairs. Each member of the pair receives a picture which is slightly different from his partner’s. Students hide the pictures from one another and then, by a process of describing, questioning and answering, discover what the differences are.Describe and draw: Students are put in pairs. One student has a picture, the other a blank piece of paper and a pencil. The student with a picture must tell his/her partner what to draw so that the drawing ends up the same as the original picture. The student must not show the picture until the drawing is completed.Playing a gameUsing words series: Students construct the series following an example.Word bingoWord association: The teacher says a key word, e.g. traveling. The students then have to write down all the words they can think of connected with traveling. They have a time limit. When time is up, the person with the highest number of acceptable words is the winner.Synonyms and antonyms: The students are given a list of words。
初中英语教学能手基础理论复习材料.docx
1.1 了解教育学的发展历程I一、教育学的萌芽阶段。
《学记》、孔子、昆体良、苏格拉底、柏拉图、亚里士多徳等著作及人物的教育思想。
教育还没有分化成为一门独立的学科。
二、教育学的独立形态阶段。
捷克夸美纽斯《大教学论》是教育学作为一门独立学科产生的标志。
德国康德最早将教育学在大学里讲授。
德国赫尔巴特《普通教育学》标志科学教育学的产生。
这一阶段教育学具有独立形态，成为一门独立科学。
三、教育学的多样化阶段。
杜威进步主义教育流派。
梅伊曼实验教育学1古代教育（1）不同国家古代学校教育的形态。
A古代中国教育B古代印度教育C古代埃及教育D古代希腊、罗马教育。
（2 ）古代教育的特点：阶级性、道统性、刻板性、象征性、专制性。
2文艺复兴后的欧洲教育。
以人性反对神性、以科学理性反对蒙昧主义、以个性解放反对封建专制，以平等反对等级观念对当时和后世的教育产生了重要的影响3近代教育（1 ）国家加强了对教育的重视和干预，公立教育崛起（2 ）教育的世俗化（3）初等义务教育的普遍实施（4）重视教育立法，以法治教。
4、2 0世纪以后的教育（1 ）教育的终身化（2 ）教育的全民化（3 ）教育的多元化（4）教育的民主化（5）教育技术的现代化注^要是受到遗传、成熟、环境和个人实践活动的影响。
学校教育是一种特殊的环境，他对个体的发展有着特殊的意义。
2.1青少年身心发展的规律（1）个体身心的发展的顺序性。
（2）个体身心发展的阶段性。
（3）个体身心发展的不平衡性。
（4）个体身心发展的互补性。
（5）个体身心发展的个别差异性。
3.11教育与经帝教育直接或间接地受到生产力发展水平的制约，另一方面，教育又对经济的发展具有巨大的推动作用。
教育对经济发展的推动作用主要通过两条道路实现:（1）教育再生产劳动力（2）教育再生产科学技术3.21教育与政洽1政治经济制度对教育的作用（1）政治经济制度决定教育的领导权（2）政治经济制度决定受教育的权利（3）政治经济制度决定着教育目的的性质和思想品德教育的内容。
英语课程教学论考试重点
Unit 1 Language and Language Learning 语言和语言学习1.Views on language 有关语言的观点Different views on language generate different teaching methodologies. (P2)不同的语言观产生不同的教学方法。
Three different views of language: 三种不同观点的语言:(1). Structural view: language as a system made up of various subsystems: the sound system (phonology); the discrete units of meaning (morphology); the system of combining units of meaning for communication (syntax) (p3) a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)(2). Functional view: Language is not only a linguistic system but alsoa means for doing things. 功能观:语言不仅是一种语言系统,但也做事情的一种方式。
(3). Interactional view: language as a communicative tool to build up and maintain social relations between people. (p3)交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。
(完整word版)英语教学法教程知识点总结(1-12单元),推荐文档
FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)●The natural approach(NA)●The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and alarge part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage. Variety: planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability:within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.●The first is to use simple instructions and make them suit the comprehensive level of thestudents.●The second rule is to use the mother-tongue only when it is necessary.●Give students time to get used to listening to English instructions and help the make an effortto understand them.●Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。
(完整版)英语教学法知识点整理
1, Structural view of Ian guage sees Ian guages as a lin guistic system made up of various subsystems (Larser-Freeman&Long):Phono logy, morphology, syn tax.语言的结构观把语言看作是由各种子系统组成的语言系统(弗里曼&朗)：音位学、形态学、句法。
2, Fun cti onal view: com muni cative n eeds of the lear ner (Joh nson and Marrow), the functional view not only sees Ianguages as alinguistic system but also a means for doing things. Most of ourday-to-day Ianguage use invoIves functional activities: offering,suggesti ng, advis ing, and apologiz ing.功能观：学习者的交际需求(约翰逊和马罗)，功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段。
我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。
3，In teractio nal view: the in teractio nal view con siders Ian guage to bea com muni cative tool, whose main use is to build up and maintainsocial relati ons betwee n people.互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。
4，Behaviourist theory: the way huma n acquires Ian guage (Harmer).Based on their experime nts, Wats on and Raynor formulated astimulus-response theory of psychology. The key point of thetheory of conditioning is that “you can train an animal to doanything（within reason） if you follow a certain procedure whichhas three major stages, stimulus, resp on se, and reinforcement ”（Harmer）行为主义理论：人类获取语言的方式（哈默）。
(完整)小学英语教学法教程第二版期末复习知识点,推举文档
(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。
英语教学法复习提纲（5篇）
英语教学法复习提纲（5篇）第一篇：英语教学法复习提纲A Course in English Language TeachingA General Review1.What is language? Do you know the views on language and the views on language learning? What are they?2.What is macro planning?3.What does communicative competence imply?4.Why is lesson planning necessary?5.Do you know principles for good lesson planning? What are they?6.What are the components of a lesson plan?7.What roles do teachers play in the classroom?8.Can you name the most common students grouping?9.Can you explain the deductive method（演绎法）and the inductive method（归纳法）for grammar teaching?10.What activities can we do to consolidate vocabulary?11.What do we listen to in everyday life?12.What are the characteristics of the listening process?13.What are the principles for teaching listening?14.What are the principles for designing speaking activities?15.What are the principles and models for teaching reading?16.What are the common types of activities in teaching reading?17.Can you explain “A communicative approach to writing” and “A process approach to writing”?18.Why should we integrate the four skills?19.How can we integrate the four skills?What do you think are the purposes of assessment?第二篇：英语教学法复习提纲小学英语教学法复习提纲第一章1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习目标；（5）精力集中时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时才会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学习英语的兴趣和动机，培养良好的学习习惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的日常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品德教育，个性得到健康和谐的发展。
11F英语教育专业英语教学法复习提纲.docx
11F英语教育专业英语教学法复习提纲Unit 1 Language and Learning1.1How do we learn language?(无)1. 2 What are the major views of language?I ) Structural 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.2)Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. 3)Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. 可能出题方式：单项选择题1.____ 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.A.StructuralB. FunctionalC. InteractionalD. Communicative2.____ view: Language is a linguistic system as well as a means for doing things. Learners learna language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.A.StructuralB. FunctionalC. InteractionalD. Communicative3.____ 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.A.StructuralB. FunctionalC. InteractionalD. Communicative1.3Views on Language LearningTwo broad learning theories：Process・oriented theories are concerned with how the mind organizes new information. Conditiornoriented theories emphasize the nature of human and physical context. Behaviorist theory■ B. F. Skinner■ A stimulus-response theory of psychology■Audio-lingual method■The idea of this method is that language is learned by constant repetition and the reinforcementof the teache匚Mistakes were immediately corrected, and correct utterances wereimmediately praised.B.Cognitive theory■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.C.Constructivist theory■Jean Piaget (1896—1980)■The learner constructs meaning based on his/her own experiences and what is already known.D.Socio-constructivist theory■Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.■可能出题方式：一、填空题：1 • ______theories are concerned with how the mind organizes new information.2. ______theories emphasize the nature of human and physical context.3. _______ method is based on the behaviorist theory of language learning, the idea of which that language is learned by constant repetition and the reinforcement of the teacher and mistakes are immediately corrected, and correct utterances are immediately praised.4.One influential idea of _________ approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.5.The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own __________ a nd what is already known.6.Socio-constructivist theory emphasizes that learning is best achieved through the_dynamicbetween the teacher and the learner and between learners.二、单项选择题：1. ______theory believes that the learner constructs meaning based on his/her own experiences and what is already known.A.BehavioristB. CognitiveC. Constructivist D・ Socio-constructivist2. ______theory believes that learning is best achieved through the^dynamic interaction between the teacher and the learner and between learners.A. Behaviorist B・ Cognitive C. Constructivist D. Socio-constructivist3.One influential idea of _________ approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.A. behavioristB. cognitiveC. constructivistD. socio-constructivist1.4What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teache匚These element can be categorized into three groups:ethic devotioru professional quality and personal styles.■可能出题方式(填空题)：1.A good language teacher does not only depend on his/her ________ of the language but also a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional quality and personal styles.2. A good language teacher does not only depend on his/her command of the language but also avariety of elements that contributes to the qualities of a good language teache匚These elements can be categorized into three groups: ethic devotion, ________ quality and personal styles.1.5How can one become a good language teacher?Stage 1 Stage 2 Stage□Wallacet (1991) “reflective model，(Figure l.l. p.9)Sta父e 1: laiiRiia父e developmentStage 2: learning practice- reflection❖The learning stage is the purposeful Dreparation that a language normally receives before the practice、This preparation can include:1 • Learning from others，experience2.Le“ming the received knowledge3.Learning from onet own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as part of one'spre-service education, usually under the supervision of instructorsThe real classroom ttaching: what a teacher undertakes after he/she finishes foirnaleducation❖Teachers benefit from practice if they keep on reflecting on what they have been doing Goal: professional competenct■可能出题方式(简答题)：答案见P.3081.Why are Stage 1 and Stage 2 interrelated by a double arrow line?2.Why are practice and reflection connected by a circle?3.Why is professional competence • a moving target or horizon, towards which professionalstravel all their professional life but which is never finally attained?94.Where should a TEFL methodology course (英语教学法)fill in the model?Unit 2 Communicative Principles and Task-based language teaching2.1How is language learned in classrooms different from language used in real life?（无）2.2What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students' communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence （Hedge 2000）♦ Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.Pragmatic competence （语用能力）The appropriate use of language in social context.Discourse competence（语篇能力）One's ability to create coherent written text or conversation and the ability to understand them ♦Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.♦ Fluency （流利性）One “s ability to Mink units of speech together with facility and without strain orinappropriate slowness or undue （过分的，不适为的）hesitation^■ 可能出题方式:■单项选择题1.To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to _________ .A. to develop students9li nguistic compete nee B・ to develop students9pragmatic competenceC. to develop students7 communicative competenceD. to develop students9discourse competence2.Linguistic competence （语言能力）refers to ____ ・A.the knowledge of language itself, its form and meaning.B.the appropriate use of language in social context.C.one，s ability to create coherent written text or conversation and the ability to understand them D・ strategies one employs when there is communication breakdown due to lack of resources.3.Pragmatic competence （语用能力）refers to ___ ・A.the knowledge of language itself, its form and meaning.B.the appropriate use of language in social context.C・ one，s ability to create coherent written text or conversation and the ability to understand them D・ strategies one employs when there is communication breakdown due to lack of resources.4.Discourse competence （i杏•篇白总丿J） refers to ・A.the knowledge of language itself, its form and meaning.B.the appropriate use of language in social context.C.one，s ability to create coherent written text or conversation and the ability to understand themD.strategies one employs when there is communication breakdown due to lack of resources.5.Strategic competence （策略能力）refers to ____ .A.the knowledge of language itself, its form and meaning.B.the appropriate use of language in social context.C.one's ability to create coherent written text or conversation and the ability to understand themD.strategies one employs when there is communication breakdown due to lack of resources.2e3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.■可能出题方式：一、填空题1.Teaching must enable learners to grasp the five components of _________ competence, but not just the linguistic competence.2.Teaching must enable learners to grasp the five components of communicative competence, but not just the _______ competence.二、正误判断题（T/F）（）Teaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4Principles of CLT （无）2.5Major Activity Types of CLT （无）2.6Six Criteria for evaluating communicative classroom activities（main features of communicative activities?）•Communicative purpose•Communicative desire•Content, not form•Variety of language•No teacher intervention•No materials control• 可能的出题方式:Put a tick（ V） in the box if you think the following activity meet the six criteria（标准）listed for evaluating how communicative classroom activities. Put a cross（X） if you do not think so.2.7What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching. 可能的出题方式：填空题1.TELT is a further development of ____ . It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2. ________ is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.3.TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine __________ teaching with communication-focused teaching.4.TBLT is a further development of CET. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with _____________ teaching. 2.7.1Four components of a task1 • A purpose2. A context3. A process4. A product可能的出题方式：填空题1.Clark, Scarino and Brownell (1994:40) believe that a task has four main components: a , a context, a process, and a product.2.Clark, Scarino and Brownell (1994:40) believe that a task has four main components: a purpose,a _______ , a process, and a product.3.Clark, Scarino and Brownell (1994:40) believe that a task has four main components: a purpose,a context, a _______ , and a product.4.Clark, Scarino and Brownell (1994:40) believe that a task has four main components: a purpose,a context, a process, and a _______ .2.7.2Exercises, exercise-tasks and tasksExe「cise・tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.可能的出题方式：填空题Study the following three activities carefully and decide which is a task, an exercise-task, or an exercise.Activity 1This is a/an ______________ ・Activity 2Asking for helpWork in pairs. One student looks at card A. The other looks at card B. Practise the conversation. Take notes of your partner^ words in the blanks.This is a/an ______________ .Activity 32.8Differences between PPP and TBLT （无）2.9How to design tasks?Step 1 Think about students' needs, interests, and abilities Step 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials可能的出题方式：填空题In designing a task, there are basically five steps:Step 1 Think about students5 ____ , interests, and ________ Step 2 Brainstorm possible _____Step 3 Evaluate the listStep 4 Choose the ________Step 5 Preparing _______2.10CLT and TBLT in the Chinese context （无）Unit 3 The National English Curriculum3.1A brief history of foreign language teaching in China （无）3.2Designing principles for the National English Curriculum1） Aim for educating all students, and emphasize quality-oriented education. 面向全体学生，注重素质教育。
(完整word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；知道某些话语能否实际说出来B. 拥有社会语言能力；拥有语篇能力C. 拥有策略能力；拥有篇章能力；D. 拥有策略能力；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__________。
英语教学法复习资料
英语教学法名词解释1.structural view about language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audiolingual approach to language learning emerged.2.functional view about language：In the 1960s, British linguists developed a system of categories based on the communicative needs of the learner and proposed a syllabus based on communicative functions. The functional view no only sees language as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past& future time, the expressions of certainty andpossibility, the roles of agents, instruments within a sentence, and special relationships between people and objects.3.Linguistic competence: Linguistic competence ‘is concerned with knowledge of the language itself, its form and meaning'. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics. Hedge emphasises that linguistic competence is an integral part of communicative competence and it is wrong to think that communicative language teaching does not aim for high standard of linguistic correctness.4.Pragmatic competence: Pragmatic competence is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships. The above tasks have illustrated this point. In Hymes's words, to know ‘when to speak, when not, what to talk about with whom, when, where and in what manner"5. Discourse competence: Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse such as: ‘bythe same token’, ‘to put it in other words’, ‘first’, ‘second’, ‘at last’ , and also the reference words such as ‘it’, ‘they’, ‘that’, etc. in the context. It is these cohesive words which hold meaning together in a sensible way. Discourse competence, according to Hedge, also includes one’s ability to initiate, develop, enter, interrupt, check, or confirm in a conversation.6. Strategic competence: Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. For example, if you forget how to say ‘knife’, you can use gestures to show what you mean or to explain it by saying that it is a tool one can use to cut things. In this way, they can keep the conversation going and possibly get input from the other end.7.Fluency: The last component is termed as fluency, which means one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation'. Recent research suggests that teaching learners lexical phrases or chunks of language, also termed as ‘prefabricated language’, ‘can help learners produce the language more fluently’because they can be easily retrieved from memory. Lewis also states that 'fluency is achieved largely by combiningchunks, reducing processing difficulty'. Some examples of these chunks are: ‘in my opinion’, ‘in the same token’, ‘to make a long story short’, ‘to be on the safe side’, ‘I agree with this but…’, ‘take things for granted’, ‘generally speaking’, etc.8. PPP teaching model:Presentation, Practice and Production. A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc.9. Questions Types: Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions. For example, one type of classification makes a distinction between closed and open questions. Closed questions refer to those with only one single correct answer while open questions may invite many different answers. Another classification makes a distinction between display questions and genuine questions. Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers, too. Conversely, genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative. A third classification makes a distinction betweenlower-order and higher-order questions. Lower-order questions refer to those that simply require recalling of information or memorisation of facts while higher order questions require more reasoning, analysis, and evaluation. The fourth classification is a taxonomy proposed by Bloom, which underpins the different question types.10. Bloom’s taxonomy:1. Knowledge: recalling facts, terms, and basic concepts2. Comprehension: understanding of facts and ideas by organising, comparing, translating, interpreting, describing, and stating the main ideas3. Application: applying acquired knowledge, facts, techniques and rules in a different context4. Analysis: identifying relationships, causes or motives, and finding evidence to support main ideas,5. Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking6. Evaluation: present and defend opinions by making an informed judgement about information or ideas based on a set of criteria11. Methods of correcting errors: There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction, etc. As a general rule, indirect teacher correction isencouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc. In practice, self- 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. If the student cannot self-correct, it means there is a lack of competence and the teacher can help with the correction or may ask other students to help correct it. Sometimes, the whole class can be invited to correct as well. For example, you can select the main error types. Write four or five on the blackboard. Put students in pairs for a few minutes to discuss and correct the errors. Then the whole class can do the correction together. The focus can be choice of vocabulary, use of grammar, or pronunciation. With higher level learners you can also focus on appropriate context, e.g. 'Was the expression polite enough?' ·Was it too formal?"12. Teacher as assessor: It is generally believed it is a major part of a teacher's job to assess the students' work. According to Harmer, as an assessor, the teacher does two things, that is, correcting mistakes and organising feedback. Harmer insists that correcting should be gentle.Gentle correcting involves showing that incorrectness has occurred, but not making a big fuss about it (Harmer, 1983:201). Organising feedback is an effective way to assess students ' performance so that they see the extent of their success or failure. When organising feedback, it is very discouraging for the teacher to be critical. Rather, we believe teachers should focus on students’ success or progress so that a success- oriented learning atmosphere can be created.13. Pair work: Pair work refers to the time when students work in pairs on an exercise or a task. It could be a dialogue reading, a game or an information-gap task between the two students. When students are involved in pair work, the teacher usually circulates around the classroom, answering questions or providing help when necessary. 14. Mistake: A mistake refers to a performance error that is either a random guess or ‘a slip of tongue’, and it is a failure performance to a known system. Everyone makes mistakes, no matter in a native language or in a foreign language. As we can see that a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected.15. Error: An error, on the other hand, has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Languageerrors cannot be self-corrected no matter how much attention is given.16.Indirect teacher correction:As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc.17.Minimal pairs：Minimal pairs are pairs of words which have only one sound different from each other.18. The deductive method:The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the students practise applying the rule to produce sentences with given prompts.The deductive method is often criticised because a: it teaches grammarin an isolated way; b: little attention is paid to meaning; c: practice is often mechanical. However, this method is not without merits. First, it could be very successful with selected and motivated students. Second, it could save time when students are confronted with a grammar rule which is complex but which has to be learned. Third, it may help increase students' confidence in those examinations which are written with accuracy as the main criterion of success.19.The inductive method: In the inductive method, the teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. For example, in order to present the two forms ‘this is’ and ‘these are’, the teacher will first hold up a book, saying ‘This is a book.’He/She will do the same showing other objects. Then the teacher holds up several books and says ‘These are books.’ After several similar examples, it is hoped students will understand that ‘these are’ is used with plural forms of nouns. Then students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.20.The guided discovery method: The guided discovery method issimilar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning. 21. Mechanical practice: Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice. 22. Meaningful practice: In meaningful practice the focus is on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process. Meaningful practice usually comes after mechanical practice. For example, after the presentation and mechanical practice of adjective comparatives and superlatives, the following activity can be done as meaningful practice.23. Denotative meaning: Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn. However, problems exist as we may not always be able to findequivalent concepts from one language to another. For example, the word ‘niece’ and ‘nephew’ in English refer to one’s brothers’ or sisters’daughters and sons, while in Chinese there is a distinction made between the names used to describe one's brother's children and of one’s sister 's. It is quite easy to find examples like this in many other areas. Often in such cases, new concepts will have to be added to one's vocabulary.24. Connotative meaning: A connotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word’. These would include words that may express a positive or negative attitude or subtle feelings towards something. According to Hedge, ‘connotative meaning derives from a mix of cultural, political, social, and historical sources and learners will be aware of this phenomenon in their own language’ but may not be so aware of it in the target language. A case in point would be an example given by Ur, who points out that the word ‘dog’ with its denotative meaning referring to the animal itself has a connotative meaning often related to friendship and loyalty. But in different cultures the same word may have different connotative meanings.The second aspect of meaning regarding vocabulary learning involves the understanding of sense relations among words. Lexical items of thiskind include word collocations, synonyms, antonyms, and hyponyms. 25. Collocation: Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, in English, the words ‘see’, ‘watch’, and ‘look’are similar in meaning but are often used with different collocations as we will say ‘see a movie’, ‘watch a play’ and ‘look at a picture’ . Similarly, we say ‘heavy traffic’, ‘heavy smoker’, ‘heavy rain/snow/fog’ but never ‘heavy accident’ or ‘heavy wind’. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time as Nation notes that ‘all fluent and appropriate language use requires collocational knowledge.’26.Receptive and productive vocabulary: Receptive/passive vocabulary refers to words that one is able to recognise and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognise but also able to use in speech and writing are considered as one’s productive/active vocabulary. At beginner level, most new words learned by students usually have immediate practical use, hence they quickly become one’s productive vocabulary. However, as students learn more and more words, they will find that for some words they are able to use for speaking and writing but for some other words they can only be recognised when encountered in reading. Also, for many word, after being encounteredmore and more times they gradually enters from one's receptive to one’s productive vocabulary.Nation gives a more detailed explanation about what we mean by receptive and productive vocabulary. From his point of view, receptive knowledge involves (1) being able to recognise the word when it is heard;(2) being familiar with its written form so that it is recognised when it is met in reading; (3) recognising that it is made up of some parts and being able to relate these parts to its meaning; (4) knowing that the word signals a particular meaning; (5) knowing what the word means in the particular context in which it has just occurred; (6) knowing the concept behind the word which will allow understanding in a variety of contexts; (7) knowing that there are some related words; (8) being able to recognise that the word has been used correctly in the sentence in which it occurs; (9) being able to recognise the typical collocations;(10)knowing that the word is not an uncommon one and is not a pejorative word. Productive knowledge of a word incudes receptive know ledge and extends it. It involves: (l)being able to say it with correct pronunciation including stress; (2)being able write it with correct spelling;(3) being able to construct it using the right word parts in their appropriate forms; (4) being able to produce the word to express the meaning; (5)being able to produce the word in different contexts to express the range of meanings of it;(6) being able to produce synonymsand opposites for it; (7) being able to use the word correctly in an original sentence; (8) being able to produce words that commonly occur with it; (9) being able to decide to use or not use the word to suit the degree of formality of the situation.27.Taxonomy proposed by Bloom●Knowledge: recalling facts, terms, and basic concepts●Comprehension: understanding of facts and ideas by organizing,comparing, translating, interpreting, describing, and stating the main ideas●Application: applying acquired knowledge, facts, techniques, andrules in a different context●Analysis: identifying relationships, causes or motives, and findingevidence to support main ideas●Synthesis: combining elements in a different way and proposingalternative solutions, creative thinking●Evaluation: present and defend opinions by making an informedjudgement about information or ideas based on a set of criteria. 28.（language）Errors and mistakesAn error is something you say or write considered to be incorrect or wrong. It is a failure due to the lack of the target language knowledge.A mistake is incorrect performance in speech or writing to a known language system.29. Questions●Closed and open questionsClosed questions refer to those with only one single correct answer. Open questions refer to those that may invite different answers.●Display questions and genuine questionsDisplay questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are therefore more communicative.●Lower-order and higher-order questionsLower-order questions are questions that simply require recalling of information or memorization of facts.Higher-order questions are those that require more reasoning, analysis, and evaluation.●Taxonomy proposed by Bloom做过的题一、Decide whether the following statement is true or false.1. It is a communicative activity if students are doing work focusing on the accuracy of language.（F）2. It is a communicative activity if students are making a conversation to practice a certain grammatical structure. （F）3. It is a communicative activity when students are asked to work in pair to find the differences of the pictures they hold in their hand.（T）4. It is a communicative activity when students are playing different roles through cued dialogues.（T）5. It is a communicative activity when students are asked to write a letter to their headmaster following a sample letter using certain grammatical structures .（F）6. It is a communicative activity if students are asked to recite a dialogue in the text by heart .（F）7. It is a communicative activity when students are talking to each other regardless of language restrictions.（T）8. It is a communicative activity if the teacher askes a students a question to which the student has already known the answer.（F）9. It is a communicative activity if the teacher corrects the students' grammar mistakes when they are answering a question.（F）10. It is a communicative activity when students are working in pairs exchanging information to each other.（T）二、Fill in each of the blanks with a proper word or phrase in the following table. Each word or phrase can be used only once.1. At the beginning of class, the teacher presents and explains a grammatical structure to the students so that they can practice the structure following the model the teachers gave. This activity reveals an approach of PPP .2. If a learner knows the knowledge of the target language and is able to use the language correctly in pronunciation, vocabulary and grammar, we may say that the learner has linguistic competence .3. When students are reading a text and trying to find out the logic relations between paragraphs, they are practicing their thinking quality.4. If students are asked to find out the life styles of the people in an English speaking country, they are focusing on practicing their ability of cultural awareness.5. A typical TBLT cycle leads students from fluency to accuracy. It is a process of using the target language to learn the language.6. If students are asked to practice using a word correctly in forms, we may say that this activity aims for the students to achieve the accuracy of the language.7. When students are asked to look at a diagram or cartoon in the text to figure out their implicit meaning, they are practicing the skill of viewing.8. When students are working in groups in class to discuss organizing a spring outing, they are lead to use the target language from fluency to accuracy.9. When the teacher guides students to make a study plan for themselves, he/she is willing to help them to achieve learning ability. 10. When students are participating asking and giving directions to a stranger in the target language, the activity they are doing reveals the functional view of language.三、Decide whether the following statements are true or false.1. Proper lesson planning is essential for only novice teachers, senior or experienced teachers do not need to do lesson planning.（F）2. A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.（T）3. A lesson plan is something that a teacher must strictly stick to during the lesson.（F）4. A good lesson plan is the backbone of the lesson and it can give teachers, especially novice teachers, confidence in class.（T）5. A lesson plan is a piece of work written by the teacher to entertain the headmaster of the school.（F）6. If a teacher uses the same textbook and same materials for the new students as the old ones, he/she does not need to rewrite or revise his/her lesson plan.（F）7. A lesson plan should be long enough to contain everything the teacher prepares to say and to do in class. （F）8. A lesson plan can ensure the success of the lesson if the teacher follows every step in the lesson.（F）四、Fill in the blanks with a proper word in its proper form . Each word can be used only once and three words in the blank shall be odded out. （有三个词或词组不能用在空格里。
英语教学论复习
英语教学论复习－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－－英语教学论复习一、填空1. 国外外语教学理念中有影响的主要是西方的外语教学理念，按其兴盛时期顺序大致包括：语法-翻译法、直接法、情景法、听说法、人本主义的教学法、交际教学。
2. 我们要理解教育，就必须把握教育的两个基本要素：引导与发展。
3. 中小学英语教学中的要素包括学生、教师、教学内容和教学环境等。
4. 在新课程理念指导下的教师被赋予新的角色，教师不仅仅是知识的传授者、课堂的控制者，还应该成为学生行为的评价者、活动的组织者、活动的促进者、活动的参与者、资源提供者、研究者、激励者等。
教师的角色是多重的，相互转换的。
5. 我国学者对英语教师基本素质的构成虽各持不同观点，但归纳起来主要包括以下三方面：教师的师德素质、教师的人格素质和教师的专业素质。
6. 教学有着内在的规定性，教学原则就是一种规定性的教学规范。
中小学英语教学中的基本原则包括学生中心原则、合理目标原则、有效原则、真实性原则这四项。
7. 在课堂上，教师给予学生的活动指令应该遵循几个原则，包括清晰原则、演示原则、检查原则、时机原则、先行组织原则、指令完备原则、起止清楚原则。
8. 教学资源指在教学的准备和实施过程中所能运用到的各种资源，其中包括文本资源、电子资源、人力资源等。
9. 教学设计一般包括：学习需求分析、学习内容分析、学习者分析、教学策略设计、教学过程设计、教学技术设计、评价目标确定与方法选择、形成性评价设计和总结性评价设计等内容，可以分为：分析—设计—评价—反馈四个环节，每个环节有着不同的要素。
10. 任务型课堂教学一般分为三个部分，即任务前、任务中和任务后阶段。
11. 教学过程作为教学活动具有知识传授功能、能力培养功能和素养发展功能，这三种功能在具体的教学过程中则是交叉循环出现，相互不可割裂的。
12. 中小学英语课堂教学活动大致分为教学启动、语言学习、语言运用实践、总结与结束四个类型。
英语教学法复习要点.doc
1 .Structural view on language：sees language as a linguistic system made up ofvarious subsystems: the sound system(phonology); the discrete units of meaningproduced by sound combinations (morphology), the system of combining units of meaning for communication(syntax). Each language has a finite number of suchstructural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When。
o o was combined with thestimulus-response principles of behavioristic psychology, the audiolingualapproach to language learning emerged.2, Interactional view on language： to be a communicative tool, whose main use is to build up and maintain social relations between people.learners not only need to know the grammar and vocabulary but how to use thelanguage appropriately in communicative situations.r 3, Communicative competence： The goal of CLT is to develop students* which includes both the knowledge about the language& how to use the languageappropriately in communicative situations. 5main components of...: linguistic competence, pragmatic..., discourse..., strategic..., fluency4.Task in English language teaching: TBLT is a further development of CLT.lt believeslanguage should be learned as close as possible to how it is used in real life. H,it has stressed the imp to combine form-focused teaching &Y communicative-focused teaching.5.Overall language ability：•Learning: cognitive; self management; communication; resourcing•Language learning:听说读写•Language: phonetics; gra； voca； functions; topics•Cultural: knowledge; understanding; awareness•Affect: international; perspectives; patriotism; confidence; motivationponents of a lesson plan：1, background information, 2, teaching aims // 3, language contents and skills 4, stages and procedures 5, teaching aids, 6, end of lesson summary, // 7, optional activities and assignments, 8, after-lesson reflection.7.The role of the teacher： assessor, controller, facilitators, guides, organizer,prompter, participant, resource-provider, researchers (9)8.Errors : 有关the learners* language competence. 不因carelessness nor hesitation,而是lack of knowledge in the target language. 。
华师在线网院英语教学理论复习资料(考试题库)(可编辑修改word版)
在该教学法的语言理解阶段，教师提供易于使学生B.认知法发现规则的语言材料，学生要理解教师讲授或提供C.交际法动作、物体等手段结合情景表达；3）先教说，然后教读、写；4）用归纳法讲授语法。
D.听说法答案:C的材料，发现和总结语法规则。
D.全身反应法答案:D A.语法翻译法认知法是建立在乔姆斯基的语言学理论和认知发现A.直接法在该教学方法中，在学习语言过程中，教师是语言B.直接法学习学说的基础上的。
乔姆斯基的语言学理论强调B.听说法C.认知法D.交际法分析的引导者和语言项目操练的组织者。
A.认知法C.情景法D.听说法答案:B语言的，而认知发现学习学说强调学习者主动发现规则的能力。
答案:C B.交际法对比分析学者拉多认为，在外语学习中，当外语的A.先天性和习惯性C.全身反应法在该教学法的课堂中，为要找出学生学习外语的难D.任务型语言教学模式结构和母语的结构时，学习困难和错误就会出现。
B.“习得”与“学习”的差异C.规则支配性和创造性（生成性）点(trouble spots)，教师可以把母语和外语两个系统进行对比分析。
按照对比分析，两者的不同点将构成学习上的难点。
答案:DA.相同根据Canale 和Swain 的交际能力理论，如果一个B.相近人知道如何开始对话、如何转换话题、如何结束对C.既不相同也不相近D.习得机制与语言表现答案:C根据“自上而下”的模式理论，人们的阅读理解过A.直接法B.听说法C.认知法D.交际法答案:B 话，那么我们可以认为这个人具备了。
A.语法能力B.社会语言能力C.语篇能力D.不同答案:D按照行为主义言语行为的学习模式，语言技能的获得必须通过刺激——反应——强化的过程。
在该程是一个的过程，阅读者是一个主动的参与者，他不但需要语言知识，还需要相关的背景知识。
A.解读根据Canale 和Swain 的交际能力理论，如果一个D.策略能力答案:D教学法的课堂中，学生会对教师的语言（刺激）作B.解码出反应。
新编文档-英语教学论Chapter1 Language and Language Learning-精品文档
• E.g. The small girl was bitten by the brown dog. (The dog is brown. /The dog bit the girl. / The girl is small.)
(1) John admires sincerity.
Sincerity is admired by John.
• 3. Linguistic Performance refers to the practical use of the language when the ideal speaker/hearer speaks or writes in homogeneous language situation.
• 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）;
possible;
• 2. whether (and to what degree) something is feasible
in virtue of the means of implementation available;
• 3. whether (and to what degree) something is
(完整word版)英语教学法教程考试用
Unit one1.2 views on languageStructural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication.Functional view: the functional view not only sees language as a linguistic system but also a means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Interactional view: the interactional view considers language to be a communicative tool whose main use is to build up and maintain social relations between people.1.3 views on language learning and learning in generalBehaviorist theory: (Skinner and Pavlov)the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”. Cognitive theory: Chomsky thinks that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language. Constructivist theory: (John Dewey and Jean Piaget) the constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/her already knows.Socio-constructivist theory: (Vygotsky)he emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.1.4What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher: ethic devotion, professional qualities and personal styles.1.5 teacher’s professional development2.2communicative competences: (Hedge)1)Linguistic competence is concerned with knowledge of the language itself, its form and meaning.2) Pragmatic competence is concerned with the appropriate use of the language in social context. 3) Discourse competence refers to one’s ability to create coherentwritten text or conversation and the ability to understand them. 4) Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources. 5) Fluency means one’s ability to link units ofspeech together with facility and without strain or inappropriate slowness or undue hesitation.2.4principles of communicative language teaching (CLT)1) Communication principle: activities that involve real communication promote learning. 2) Task principle: activities in which language is used for carrying out meaningful tasks promote learning. 3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.2.7 task-based language teaching (TBLT)Task-based language teaching is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit threeFramework of objectives in the new National English CurriculumOverall language ability:Language: phonetics, grammar, vocabulary, functions, topicsLanguage skills: listening, speaking, reading, writingLearning: cognitive, self management, communication, resourcingAffect: international, perspectives, patriotism, confidence, motivationCultural: knowledge, understanding, awarenessUnit 44.2 principles for good lesson planningAim means the realistic goals for the lesson.Variety means planning a number of different types of activities and introducing a wide selection of materials for the students.Flexibility means preparing some extra and alternative tasks and activities. Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.4.4 components of a lesson plan1. Background information: the first thing the teacher needs to detail is who the students are.2. Teaching aims: the next thing the teacher needs to know is that what he/she wants the students to achieve after the class.3. Language contents and skills: teachers should know what language contents will be taught and what language skills will be practiced in the lesson.4. Stages and procedures: teaching stages refer to the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. (Starter, presentation, practice, production, revision)5. Teaching aids: it means the resources needed for the lesson.6. End of lesson summary: the teacher needs to take some time to summarize what is learnt in the class.7. Optional activities and assignments: teacher needs to prepare some optional activities and decides on the type of assignment for the students after the lesson. 8. after lesson reflection: homework ect.Unit 66.1 factors affect pronunciation learning: learner’s native language; age; exposure; innate phonetic ability; motivation and concern for good pro pronunciation.6.2 Our realistic goal of teaching pronunciation: consistency,the pronunciation should be smooth and natural.Intelligibility, the pronunciation should be understandable to the listeners. Communicative efficiency,the pronunciation should help convey the meaning that is intended by the speaker.Unit 77.1 Grammar7.2 grammar presentation1. The deductive method: it relies on reasoning, analyzing and comparing.2. The inductive method: the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.3. The guided discovery method:students are introduced to discover rules by themselves. The process of discovery is guided and assisted by the teacher and the rules are then elicited and taught explicitly.Unit 88.2 What does it mean to know a word?1. Its pronunciation and stress.2. Its spelling and grammatical properties.3. Its meaning.4. Its use.8.3 ways of presenting vocabulary1. Provide a visual or physical demonstration2. Provide a verbal context.3. Use synonyms or antonyms.4. Use lexical sets or hyponyms to show relations.5. Translate and exemplify6. Use words formation rules and common affixes to build new lexical knowledge.7. Teaching in chunks.8. Think about the context that the word might be used.9. Think about providing different context.10. Prepare for possible misunderstanding or confusion.。
(完整word版)英语教学法复习题(word文档良心出品)
山东理工大学成人高等教育英语教学法复习题Ⅰ. Explain the following terms.1）Discourse competence2）Mistake3）Critical period hypothesis4）Implicit knowledge5）Sight vocabulary6）Pragmatic competence7）task8）active vocabulary9）Exercises10）Denotative meaning (of a word)Ⅱ.Fill in the blanks with proper words.1. The elements that contribute to the qualities of a good language teacher can be categorized into three groups: ______________ , ________________ and _______________ .2. Task-based language teaching has stressed the importance to combine _____________ teaching with __________ teaching.3. Questions have been classified using different criteria. For example, it can be classified into _________ and open questions, display questions and _____________ questions, lower-order and _____________ questions.4. There are two kinds of stress that are important to achieving good pronunciation. They are ________ stress and _________ stress.5. In meaningful practice the focus is on ____________ , ___________ or ____________.6. Our realistic goal of teaching pronunciation should be: ________ , _______ and _______.7. Receptive / passive vocabulary refers to words that one is able to _____ and _____ in reading or listening but unable to _______ in speaking or writing.8. Littlewood(1981:20)divides communicative speaking activities into two types: ____ activities and _______ activities.9. The main purpose for reading aloud is to ______ with others while silent reading is for _____ or _______ information.10. The most popul ar teaching stages are three P’s model, which include:_______,________, and___________.11. The theory of learning is referred to as behaviorism, which has three major stages, “______________ , _____________and reinforcement”.12. Grant (1987) designed a _____________ questionnaire, which can be used as checklist when teachers select textbooks for their students.III. Judge the following statements true (T) or false (F).( )1. The main aim of English language teaching is promoting the students “overall l anguageability”.( )2. Students need to be able to write International Phonetic Alphabets. (IPA)( )3. When the teacher joined the students, he should not dominate or appear to be authoritative.( )4. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( )5. The process approach to writing highlights accurate choice of words, complete sentence structure, paragraph organization and systematic model.( )6. Languages consist of "words" with equivalents from one language to another.( )7.When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.( )8. When the structural view of language was combined with the stimulus-response principles of Behaviouristic psychology, TBLT emerged.( )9. Portfolios may increase the workload of teachers and students, but if used properly, it shouldn’t.Ⅳ. Answer the following questions briefly.1. How do you interpret bottom-up model for teaching reading?2. What does it mean to know a word?3. What does “structural view on language” advocates?4. What do effective readers do?5. What’s the cognitive theory of language learning?6. What are the features of communicative language teaching?7. What are the three steps in helping learners learn to use resources according to Ryan?8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?参考答案I.1. Discourse competence refers to one’s ability to creat coherent written text or conversation and the ability to understand them.2. A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system’.3. Critical Period 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. implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.5. Words that one is able to recognize immediately are often referred to as sight vocabulary.6. It is concerned with the appropriateness use of the language in social context. The choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.7. Task has four main components: a purpose, a context, a process, a product.8. Active vocabulary refers to words that one is not only able to recognize and comprehend but also able to use automatically in speaking and writing.9. the activities which focus on individual aspects of language, such as vocabulary, grammar or individual skills.10. Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects in the physical world.II.1. ethic devotion, professional qualities, personal styles2. form-focused, communication-focused3. closed, genuine, higher-order4. word-level stress, phrase-level / sentence-level stress5. production, comprehension, exchange of meaning6. consistency, intelligibility, communicative efficiency7. recognise, comprehend, use automatically8. functional communication, social interaction9. share information, getting, extracting10. Presentation, practice and production11. Stimulus, response12. Three-partⅢ.1. T2. F3. T4. F5. F6. F7. F8. F9. TⅣ.1. Some teachers teach reading by introducing new vocabulary and new structuresfirst and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2. 1) Knowing a word means knowing its pronunciation and stress; 2) knowing a word means knowing its spelling and grammatical properties; 3) knowing a word means knowing its meaning; 4) knowing a word mean knowing how and when to use it to express the intended meaning.3. Watson and Raynor formulated a stimulus-response theory of psychology, in which all complex forms of behavior are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.4. They have a clear purpose in reading;read silently;read phrase by phrase,rather than word by word;concertrate on the important bits,skim the rest,and skip the insignificant parts;use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context, or ignore them; have and use background information to help understand the text.5. W hat’s the cognitive theory of language learning?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language. Though Chomsky’s theory is not direc tly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.6. What are the features of communicative language teaching?Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic and creative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates task-based language teaching. Students should be given tasks toperform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning. Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the culture of that language.7. What are the three steps in helping learners learn to use resources according to Ryan ?The first step is a consciousness-raising discussion of available resources. The teacher can ask the students to discuss and share what resources they use to extend learning outside the classroom. Then the teacher will model by presenting and practicing some techniques to exploit resources: gathering information from newspapers in readily understandable form or using photos and names in headline to predict the contents of articles. Finally, the teacher can introduce the theoretical assumptions underlying the selection of resources and techniques.8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?Verbal/Linguistic Intelligence: the ability to use words effectively, both orally and in writing.Musical Intelligence: sensitivity to rhythm, pitch, and melody.Logical/Mathematical Intelligence: the ability to use numbers effectively and reasons as well.Spatial/Visual Intelligence: sensitivity to form, space, color, line, and shape. Bodily/Kinesthetic Intelligence: the ability to use the body to express ideas and feelings, and to solve problems.Interpersonal Intelligence: the ability to understand another person’s mood, feelings, motivation, and intentions.Intrapersonal Intelligence: the ability to understand yourself, your strength, weakness, moods, desires, and intentions.9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damages is caused. The longer a disciplined problem is left unchecked, the more difficult it is to taken action.2) Stop the class. If the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them. Besides, if students are moved to the front of the class they may behave better.4) Change the activity. If the class seems to be getting out of control, or if indiscipline occurs due to inappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class. The student should be given a chance to explain why he/she behaves in this way.6) Use the instruction. When problems become extreme it will be necessary to usethe institution—the school or institute—to solve the problem.。
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1.Making inference
2.Task (in classroom activity)
municative Approach
4.The connotation（含义）of culture in foreign language teaching
municative Competence
6.Task-based activity
7.Authentic language material
municative approach
rmation gap
10.The five objectives in the new National English Curriculum are:
11.The relationship among the five objectives and functions of each objective
undertaking.
12.The five teaching steps of English classroom teaching are:
13.Formative assessment
14.Summative assessment
nguage skills
nguage knowledge
17.Affect and attitude
18.Learning strategies
19.Cultural awareness
20.Classroom interaction
21.Receptive classroom activity
22.Productive classroom activity
23.Warm-up activity
24.Classroom instruction 61
25.Procedural explanation 62
26.Content explanation 62
27.Open question 64
28.Closed question 64
29.Display question 64
30.Referential question 64
31.Procedural question 64
32.Convergent question 65
33.Divergent question 65
34.Mistake 69
35.Error 69
36.Word stress 80
37.Sentence stress 80
38.Intonation 81
39.Morpheme 107
40.Inductive learning method 124
41.Deductive learning method 124
42.(Inductive approach)
43.(Deductive approach)
44.Denotative meaning 138
45.Connotative meaning 139
46.Collocation 140
47.Active (productive) vocabulary 144
48.Passive (receptive) vocabulary 144
nguage acquisition device 424, 454
50.Authentic language material 参见上面的内容
The abbreviations of some terms of ETM occurred in our text book. (omitted)
论述题
1. How to Be a Good English Teacher?
2. How can one become a good language teacher?
3. Communicative Language Teaching(交际英语教学法）
4. Task-based Language Teaching (TBLT)
5. How to teach a good spoken English lesson?
6. 论述如何组织一堂READING课
1.What qualities that you think are important for a good English teacher?
2.Do you think interaction in the classroom important for students to learn English well? If so,how can you make your class as interactive as possible?
3.What impress you most in the New National Curriculum? Why?
4.In the teaching of listening, speaking, reading and writing, have you got some special ways you want to share with other teachers?
5.What do you think should be covered in a lesson plan? Can you design a table in which all should be included in a good lesson plan can be found there?
6.Do you usually reflect your lesson after class? In what ways?
7.What are the advantages and drawbacks of using DVD in the classroom?。