《英语教学法》名词解释演示教学
教学法名词解释
名词解释（教学法）1、教学氛围：教学氛围指的是对教学活动产生直接影响的课堂内外部气氛、场景等。
2、启发式教学：以学生的全面发展和主动发展为目标，通过教师的启发诱惑与学生的主动探究，实现知情意和谐发展的过程。
3、教学模式：是在一定的教育思想观念或教学理论指导下建立起来的较为稳定的教学活动的结构框架和活动程序。
4、讲授法：讲授法是指教师运用口头语言系统连贯地向学生传授知识信息的方法。
5、演示法：演示法是指教师在课堂上通过展示各种实物、直观教具，或进行示范性实验，让学生通过观察获得感性认识，掌握知识的一种教学方法。
6、实验法：是指学生在教师的指导下，利用一定的仪器设备，通过条件控制引起的有些变化，从观察这些变化中获得知识，培养技能技巧的方法。
7、读书指导法：是指在教师的指导下学生阅读课本或课外读物，以获取知识、巩固知识、形成能力的一种方法。
8、研究性学习：是指学生基于自身兴趣，在教师指导下，从自然、社会和学生生活中选择和确定研究专题，主动获取知识、应用知识、解决问题的学习活动。
9、讨论学习法：学生在老师的指导下，为解决某个问题与他人相互研讨、切磋琢磨、相互学习的一种方法。
10、调研学习法：调研学习法就是调查研究学习法的简称，它是指学习者亲自去熟悉和了解学习对象的一种学习方法。
11、教学技能：教师在教学过程中，运用与教学有关的知识与经验，促进学生学习，达成教学目标的能力和技巧。
12、导入技能：教师在讲解新知识教学活动开始时，有意识、有目的地激发学生的兴趣，引导学生进入新的学习情境的一种能力和技巧。
13、板书技能：教师在教学过程中，根据教学的需要用黑板以凝练的文字语言或形象的图表传递信息的能力和技巧。
14、评价方法：评价方法是教学方法的重要组成部分。
它是指收集教学的信息、对评价对象进行价值判断时采用的工具和手段的总称。
15、合作评价：是指多个评价主体从多角度、多渠道获取关于学生的多方面信息以判断学生发展情况的评价活动方式。
英语教学法教程何广铿名词解释
英语教学法教程何广铿名词解释一、英语教学法1.1 英语教学法是指教师在教学过程中运用的一系列教学方法和策略，旨在帮助学生有效学习和获得英语语言能力。
1.2 英语教学法包括从教学内容的选择到具体的课堂教学活动设计，以及对学生学习过程的指导和评价等一系列教学环节。
1.3 英语教学法有许多不同的流派和理论，常见的有传统语法-翻译法、直接法、音标法、交际法、任务型教学法等，每种教学法都有其独特的理论基础和适用场景。
二、何广铿2.1 何广铿（H.G. Widdowson）是英国知名语言学家和教育家，曾任教于伦敦大学，对英语教学法和语言教学理论有着深远的影响。
2.2 何广铿的研究领域主要包括语言教学与学习理论、语料库语言学、语言教材编写等，其著作《语言学与英语教学》《变化与稳定》等对当代语言教学理论有重大贡献。
2.3 何广铿提出的“交际教学法”理论受到广泛关注和认可，强调语言教学应以交际实践为核心，注重学生的语言运用能力和交际能力。
三、何广铿对英语教学法的贡献3.1 何广铿强调了交际教学法的重要性，促进了英语教学法的进步和发展。
3.2 何广铿提倡以语言为交际实践的视角来看待语言教学，强调语言教学应注重学生的语言运用能力和交际能力的培养。
3.3 何广铿的理论为英语教学法的变革提供了理论支持和实践指导，对于推动语言教学的创新和发展起到了重要作用。
四、结语4.1 何广铿的学术贡献为英语教学法的发展做出了重要贡献，其提出的交际教学法理论影响深远，对于推动英语教学法的创新和发展意义重大。
4.2 在今后的语言教学实践中，我们应当根据何广铿的理论，结合具体的教学情境，灵活运用各种英语教学法，创造良好的教学氛围，激发学生学习兴趣，促进学生语言能力的全面发展。
五、交际教学法的实5.1 何广铿提出的交际教学法理论强调语言教学应注重学生的交际能力，因此在实际的英语教学中，教师需要通过一系列的教学活动来促进学生的交际能力的培养。
5.2 在课堂教学中，教师可以组织各种形式的对话活动，让学生在真实的交际情境中进行语言交流，这不仅可以帮助学生培养实际运用语言的能力，还能激发学生对英语学习的兴趣，提高学习效果。
教学法名词解释与大题总结
名词解释1.教学氛围：指的是对教学活动产生直接影响的课堂内外部气氛、场景等。
2.教学方法：是在教学过程中教师和学生为实现教学目的完成教学任务而采取的各种活动形式、手段和程序的总称。
3.启发式教学：就是以学生的全面发展和主动发展为目标，通过教师的启发诱导与学生的主动探究，实现知情意和谐发展的过程。
4.教学模式：是在一定的教育思想观念或教学理论指导下建立起来的较为稳定的教学活动的结构框架和活动程序。
5.讲授法：是指教师运用口头语言系统连贯地向学生传授知识信息的方法。
6.读书指导法：是在教师指导下学生阅读课本或课外读物，以获取知识、巩固知识、形成能力的一种方法。
7.演示法：是教师在课堂上通过展示各种实物、直观教具，或进行示范性实验，让学生通过观察获得感性认识，掌握知识的一种教学方法。
8.讨论学习法：是学生在教师指导下，为解决某个问题与他人相互研讨、切磋琢磨、相互学习的一种学习方法。
9.调研学习法：就是调查研究学习法的简称，它是指学生亲自去熟悉和了解学习对象的一种学习方法。
10.研究性学习：是指学生基于自身兴趣，在教师指导下，从自然、社会和学生自身生活中选择和确定研究专题，主动地获取知识、应用知识、解决问题的学习活动。
11.教学技能：是教师在教学过程中运用教学与教学有关的知识与经验，促进学生学习，达成教学目标的能力和技能。
12.板书技能：是教师在教学过程中，根据教学的需要用黑板以凝练的文字语言或形象的图表传递信息的能力和技巧。
13.评价方法：是指收集教学的信息，对评价对象进行价值判断时所采用的工具和手段的总称。
14. 纸笔测验：是根据教育目标通过编制试题，组成试卷对学生进行测试，引出学生的学习表现，然后按照一定的标准对测试结果加以衡量的一种评价方法。
15.成长记录袋：是显示学生学习成就信息的一连串表现、作品，评价结果以及其他相关记录和资料的汇集。
16. 合作评价：是指多个评价从多角度、多渠道获取关于学生的多方面信息，以判断学生发展情况的评价活动方式。
《英语教学法教程》(王蔷)考研复习资料-名词解释
1.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to usethe foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision 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.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’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 Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communicationBottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching reading reflects the belief thatreading comprehension is based on the understanding and mastery熟练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. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view 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: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus,response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.The goal of CLTThe goal of CLT is to develop students' communicative competenceLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text. ScanningScanning means to read to locate/get specific information.1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that the teacher provides toguide the students through the process that they undergo when they are writing. What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's.Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talkingand interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods: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 (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.1.Process-oriented theories:强调过程are concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件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.3.Behavioristtheory,(Skinner and waston raynor)A 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, s timulus, response, and reinforcementB 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.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.。
英语教学法教程名词解释题
Unit 1一，Views on language：1、Structural view （language competence）结构主义语言观—The founder：Saussure，lasen freeman&long—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）the discrete units of meaning 3、the system of combining units of meaning for communication（syntax）—The structural view limits knowing a language to knowing its structural rules andvocabulary2 、Functional view功能主义语言观—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things功能不仅认为语言是一个语言系统,但也做事情的一种方式—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view 交互语言观（communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context二，View on language learning语言学习观1.Process-oriented theories:强调过程are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件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.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that”you can train an animal to do anything if yo u follow a certain procedure which has three major stages,s timulus,response,and reinforcemen tB 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.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory:(Vygotsky)he emphasizes interaction and engagement with the tar get language in a social context based on the concept of“Zone of Proximal Development”(ZPD)and scaffolding.Unit 2一，What makes a good language teacher?ethic devotion,professional qualities，certain desirable personal styles.四，principles of communicative language teaching(CLT)交际语言教学法原则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 pro cess.五，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 i n 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 languag e as the main means or necessary conditions for learning a language as they provide the experienc e for learners to see how language is used in communication.六，PPP: presentation，practice，production三. Principles for good lesson planningA. AimB. VarietyC. FlexibilityD. learning abilityE. linkage四. Components of a lesson plan教案的内容A. Background informationB Teaching aimsC. Language contents and skillsD. stages and proceduresE. Teaching aidsF. End of lesson summaryG.. Optional activities and assignmentsH. After lesson reflectionUnit 5二，The role of the teacher 教师的角色1. Controller: control the pace, the time, the target language, the student.2. Assessor: two thingsa. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provider: as a walking dictionaryUnit 6一，Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.Unit 7三，pennington grammatical pedagogy:1.collocational grammar should biuld on collocational relations between individual lexical items and their subcategories2.Constructive offer learners a way to build elements that can be continually added in sequence3.Contextual it means that elements and structures are taught in relation to their context.四，mechanical practice机械操练1.substitute drills 替换the students substitute a part in a structure so that they get to know howthat part function in a sentence2.Transformation drills转换change a given structure in a way so that they are exposed to another similar structureUnit 81.A: passive/receptive words :words that can be recognized or compared in reading and listeningbut can not be used automatically in speaking and writing.B: active/productive words: words that can be recognized and also be used in speech and writing by learners.Unit 11Sight vocabulary:words that one is able to recognise immediately are often referred to assight vocabulary.Unit15Testing takes the pencil and paper form and it is usually done at the end of a learning period Assessmen t involves the collecting of in formation or evidence of a learner s teaching andlearning.Evaluation:can be concerned with a whole range of issues in and beyond languageeducation :lessons courses programs and skills can all be evaluated ,四，bloom’s taxonomy 目标分类学1.knowledge知识:recalling facts ,terms,and basic conceptsprehension理解:understanding of facts and ideas by organizing ,comparing,translating interpreting,describing and stating the main ideas3.application运用:applying acquired knowledge,facts ,techniques and rules in a different context.4.analysis分析:identifying relationships,causes or motives,and finding evidence to support main ideas.5.synthesis综合：combing elements in a different way and proposing alternative solutions,creative thinking.6.evaluation 评价：present and defend opinions by making informed judgement about informationor ideas based on a set of criteria.、Teaching objectives中心the Ss will be able to understand the main idea of an article about XX and can write a list of XX for XX.词汇be able to name the new word about XX in english using pictures as cues and be able to tell each other whatXX they like.情感be able to talk about their opinions or feelings about XX to each other.其他tell the five simple forms ofXX can role play the dialogue of XXWarming up。
教学法名词解释
教学法名词解释教学法，简单来说，就是教师为了实现教学目标，在教学过程中所采用的一系列方法和策略。
它涵盖了从教学内容的选择、教学活动的组织，到教学效果的评估等多个方面。
首先，讲授法是一种常见且基础的教学法。
教师通过口头语言向学生系统地传授知识，清晰地讲解概念、原理、规律等。
这种方法的优点在于能够在短时间内传递大量的信息，适用于对新知识的初步介绍。
但它也存在一定的局限性，如果讲授过程过于单调，可能会导致学生注意力不集中。
演示法也是常用的教学法之一。
教师通过展示实物、直观教具，进行示范性实验或采取现代化视听手段等，指导学生获得知识或巩固知识。
比如在物理课上，老师通过实验演示来展示力学原理，让学生更加直观地理解抽象的知识。
这种方法能够激发学生的学习兴趣，增强他们的感性认识，但需要教师精心准备演示材料和过程。
讨论法鼓励学生积极参与，围绕某个问题展开讨论。
在这个过程中，学生可以各抒己见，交流想法，培养批判性思维和合作能力。
教师则起到引导和协调的作用，确保讨论不偏离主题。
这种方法有助于提高学生的思维活跃度和问题解决能力，但需要教师掌控好讨论的节奏和方向。
案例教学法以实际案例为基础，引导学生分析和解决问题。
通过真实的情境，让学生将理论知识应用到实际中，培养他们的实践能力和决策能力。
比如在法律课程中，通过分析具体的案例来加深对法律条文的理解和运用。
问题解决教学法以问题为导向，让学生在解决问题的过程中学习。
教师提出问题，激发学生的好奇心和求知欲，促使他们主动探索和思考。
这种方法能够培养学生的自主学习能力和创新思维。
情境教学法创设具有一定情绪色彩的、以形象为主体的生动具体的场景，以引起学生一定的态度体验，从而帮助学生理解教材，并使学生的心理机能得到发展。
例如在语文教学中，通过创设与课文内容相关的情境，让学生更好地感受作品的情感和意境。
还有探究式教学法，强调学生自主探究和发现知识。
教师引导学生提出问题、做出假设、收集证据、得出结论。
教学方法名词解释
教学方法名词解释
教学方法是针对不同学习目标和学生需求设计的一系列教学策略和技
巧的总称。
以下是几种常见的教学方法和它们的解释：
1.前置知识激活法：通过提问、展示图像、观察实物等方式，引起学
生对即将学习的知识的兴趣，激活已有的知识和经验，为新知识的学习创
造条件。
2.演示法：教师通过演示、示范等方式，向学生展示所要学习的技能、过程或理论。
学生通过观察和模仿，掌握相关知识和技能。
3.讨论法：教师倡导学生之间的互动和思想交流，在讨论环节中，学
生可以提出问题、分享意见、辩论等，促进学生的思维发展和知识的建构。
4.合作学习法：学生通过小组合作、合作项目等形式，共同完成学习
任务。
通过与他人的合作交流，培养学生的团队合作能力和解决问题的能力。
5.问题解决法：教师提出实际问题或情境，引导学生通过分析、推理
和实践等方式，寻找解决问题的方法和策略。
培养学生的问题解决能力和
创新思维。
6.情景教学法：将学习内容置于真实或模拟的情景中，让学生在情境
中感受和实践，通过亲身经历来理解和掌握知识。
7.游戏化教学法：将游戏元素融入教学过程中，激发学生的兴趣和积
极性，通过游戏中的竞争、合作等机制，达到学习的目的。
以上仅是一小部分常见的教学方法，教师根据不同的学习内容、学生
特点和教学目标，可以选择或结合不同的教学方法来进行教学。
英语教学法(教学PPT)
• S1:Which do you prefer ,tea or coffee ?
• S2:I prefer coffee./I prefer tea./I like them all./I don't like either .
• The activity is not merely reacting to the questions .But it is not a really task .It depends on the teacher's choices.
• Input:Questionnaire on sleeping habits • Activity:1)Reading questionnaire 2)Asking
and answering questions about sleeping habits • Teacher role:monitor and facilitator;to specify what is regarded as successful completion of the task • Learner role :conversational partner
15
An example in TBLT
• 语言结构：This is ... • 语言功能：指定与介绍（indentification
and introduction） • 1.学生模拟产品讲解员（或商店售货员）向
顾客介绍产品（或商品）简单描述用途：
• This is a thermometer.It is used to measure temperetures.
• 适用于我国英语教学现状的“任务型”教学法
任务是可称之为“中间型”教学任务
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第7~10章【圣才出品】
第7章语法教学7.1 复习笔记本章要点：1. The role of grammar in language learning语法在语言教学中的角色2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法3. Distinction between implicit and explicit knowledge隐性知识与显性知识的差异4. New approaches to teaching grammar新的语法教学5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice语法练习：机械性练习；意义性练习；使用提示本章考点：语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。
本章内容索引：Ⅰ. The role of grammar in language learningⅡ. Grammar presentation1. The deductive method2. The inductive method3. The guided discovery method4. Distinction between implicit and explicit knowledge5. New approaches to teaching grammarⅢ. Grammar practice1. Mechanical practice2. Meaningful practice3. Using prompts for practiceⅣ. ConclusionⅠ. The role of grammar in language learning（语法在语言教学中的角色）【考点：语法在语言教学中的角色】Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。
《英语教学法》名词解释教学教材
《英语教学法》名词解释《英语教学法》名词解释<P3>◆Structural view (结构主义语言理论）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（功能主义语言理论）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（交互语言理论）The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.<P5-6>◆Behaviourist theory（行为主义理论）------SkinnerThe key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.◆Cognitive theory（认知理论）Chomsky thinks that language is not a form of behaviour, 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 an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.◆Constructivist theory (建构主义理论)-------John DeweyThe 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 (社会建构主义理论)Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.<P18>◆Linguistic competence（语言能力）----HedgeLinguistic competence is concerned with knowledge of the language itself, its form and meaning.◆Pragmatic competence (语用能力) ----HedgePragmatic competence is concerned with the appropriate use of the language in social context.◆Discourse competence (话语能力/ 语篇能力) ----Canale and SwainDiscourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.◆Strategic competence (策略能力)Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.<P86>◆ErrorsAn error has direct relation with the learners’ language competence.Errors result from lack of knowledge in the target language.◆MistakesA 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.Mistakes result from carelessness and hesitation.<P143>◆Bottom-up model （自下而上的模式）In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .◆Top-down model （自上而下的模式）In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning areemphasised. In other words, listening comprehension involves“ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。
英语中的教学法
英语中的教学法教学法，是指在教学过程中运用的一系列教学方法和技巧的总称。
不同的教学法适用于不同的教学目标、教学内容和教学对象。
教学法对于教学质量和效果具有重要的影响，可以提高学生的学习积极性，促进学生的认知和情感发展。
一、总览1.1了解教学法的基本概念1.2了解教学法的分类及特点二、常用教学法2.1讲授法2.2问题导入法2.3实验法2.4演示法2.5组织活动法2.6讨论法三、教学法的选择3.1教学法的选择原则3.2教学法的适用性原则3.3教学法的多样性原则四、教学法的应用4.1教学法与教学目标4.2教学法与教学内容4.3教学法与教学对象五、教学法的改进5.1教学法的反思5.2教学法的调整5.3教学法的革新六、结语6.1总结6.2展望一、总览1.1了解教学法的基本概念教学法是指在教学过程中，教师运用的一系列教学方法和技巧的总称。
教学法是教学活动的核心内容，是实施教学计划的重要手段。
教学法对于教学的质量和效果具有重要的影响，可以提高学生的学习积极性，促进学生的认知和情感发展。
1.2了解教学法的分类及特点教学法根据其基本特征和教学方法的不同，可以分为讲授法、问题导入法、实验法、演示法、组织活动法和讨论法等。
每种教学法都有其独特的特点和适用范围，可以根据具体的教学目标、教学内容和教学对象来选择合适的教学法。
二、常用教学法2.1讲授法讲授法是指教师通过口头讲解，向学生传授知识和技能的一种教学方法。
讲授法适用于教学内容较多、学生基础较差的情况。
通过讲授法可以使学生迅速了解所学知识的基本内容和框架，提高学生的学习效率和学习积极性。
2.2问题导入法问题导入法是指教师在教学中通过提出问题的方式，引导学生主动思考和探究。
通过问题导入法可以激发学生的学习兴趣，提高学生的思维能力和创新能力。
问题导入法适用于培养学生的探究精神和解决问题的能力。
2.3实验法实验法是指教师通过设计实验活动，引导学生进行实验操作和观察，以达到教学目标的一种教学方法。
英语教学法 教材
英语教学法教材
英语教学法和教材是英语教学中非常重要的两个方面。
下面我将简要介绍一些常见的英语教学法和常用的教材。
1. 英语教学法：
- 交际法（Communicative Approach）：侧重于培养学生在真实语境中运用英语进行交际的能力，注重学生的听说读写全面发展。
- 任务型教学法（Task-Based Language Teaching）：通过学生完成真实的任务来促进语言学习，提供实践机会和情境。
- 听说法（Audiolingual Method）：强调听和说的训练，通过模仿和重复练习来提高口语表达能力。
- 全语言教学法（Total Physical Response）：强调通过动作和身体语言与语言结合，以自然而有趣的方式进行语言学习。
- 个别化教学法（Individualized Instruction）：根据学生的个体差异和学习需求，灵活地调整教学内容和方法。
2. 英语教材：
- 国际英语教材：例如《New Headway》，《Interchange》，《English File》等，这些教材追求全球通用的英语标准，适用于国际交流和考试准备。
- 大学英语教材：例如《新编大学英语》，《剑桥大学四级考试》等，这些教材旨在提高学生的英语能力，涵盖听说读写各个方面。
- 职业英语教材：例如《Business English》，《English for
Specific Purposes》等，这些教材侧重于特定行业或职业领域的英语应用。
- 儿童英语教材：例如《儿童英语》，《小学英语》等，这些教材通过游戏、歌曲和趣味练习等方式激发孩子对英语学习的兴趣。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳英语教学法是指教师在英语教学中所采用的教学理念、教学方法和教学手段。
英语教学法的主要目标是培养学生听、说、读、写等综合运用英语的能力，使学生能够流利地运用英语进行交流和表达。
下面是英语教学法教程的主要知识点归纳。
一、教学目标的设定教学目标是教师在教学过程中所要达到的预期效果，必须明确定义和合理设定。
教师应根据学生的年龄、英语基础、教材内容等方面的特点，设定适合学生的教学目标。
教学目标应具体、明确，要分为知识、能力、情感和态度等方面。
二、教学内容的选择教学内容是指教师在教学中所要传授给学生的知识和技能，应根据学生的实际需求选择适当的教学内容。
教学内容应有机结合教材，具有一定的逻辑性和系统性。
教师可以根据教材中的单元、话题或学生的兴趣爱好等进行选择。
三、教学方法的运用教学方法是指教师在教学过程中所采用的教学手段和策略，是实现教学目标的有效途径。
常用的教学方法包括直观教学法、示范教学法、激发教学法、合作教学法、多媒体教学法等。
教师可以根据不同的教学目标和学生的特点选择合适的教学方法。
四、教学手段的运用教学手段是指教师在教学中所使用的具体工具和材料，有助于提高学生的学习效果和学习兴趣。
教学手段包括教学用具、多媒体设备、实物、图片、录音、录像等。
教师可以根据教学内容和学生的学习需求选择合适的教学手段。
五、教学评价的方法教学评价是指教师对学生学习情况和教学效果进行评估和判断的过程。
教学评价应注重全面、准确、客观和具体。
常用的教学评价方法包括测试、作业、观察、讨论、听说读写等。
教师可以根据教学目标和学生的实际情况选择合适的教学评价方法。
六、教学设计的步骤教学设计是指教师根据教学目标和教学要求所制定的教学过程和教学计划。
教学设计应包括教学目标、教学内容、教学方法、教学手段、教学评价等方面的内容。
教学设计的步骤包括分析教学内容和学生的学习需求、确定教学目标、设计教学过程和制定教学计划。
《英语教学法教案》课件
《英语教学法教案》PPT课件第一章：教学方法概述1.1 教学方法的定义1.2 教学方法的重要性1.3 常见的教学方法介绍第二章：直接教学法2.1 直接教学法的原理2.2 直接教学法的步骤2.3 直接教学法的优缺点第三章：任务型教学法3.1 任务型教学法的理论基础3.2 任务型教学法的实施步骤3.3 任务型教学法的优缺点第四章：全身反应教学法4.1 全身反应教学法的原理4.2 全身反应教学法的实施步骤4.3 全身反应教学法的优缺点第五章：分组合作教学法5.1 分组合作教学法的原理5.2 分组合作教学法的实施步骤5.3 分组合作教学法的优缺点第六章：交际式教学法6.1 交际式教学法的理论基础6.2 交际式教学法的实施步骤6.3 交际式教学法的优缺点第七章：沉默法7.1 沉默法的原理7.2 沉默法的实施步骤7.3 沉默法的优缺点第八章：计算机辅助教学法8.1 计算机辅助教学法的原理8.2 计算机辅助教学法的实施步骤8.3 计算机辅助教学法的优缺点第九章：游戏教学法9.1 游戏教学法的原理9.2 游戏教学法的实施步骤9.3 游戏教学法的优缺点第十章：评估与反馈10.1 教学评估的重要性10.2 常见的教学评估方法10.3 教学反馈的技巧重点和难点解析一、教学方法概述难点解析：理解不同教学方法之间的差异以及如何根据学生的需求和教学目标选择合适的教学方法。
二、直接教学法难点解析：实施直接教学法时，如何有效地使用目标语言进行教学，并引导学生通过实践和应用来掌握语言知识。
三、任务型教学法难点解析：设计具有实际意义的任务，以及如何评估学生在任务中的表现，确保任务的实施能够有效地促进语言学习。
四、全身反应教学法难点解析：如何通过身体动作和表情来促进语言的学习，以及如何平衡语言输入和输出。
五、分组合作教学法难点解析：如何合理分组，以及如何引导小组成员进行有效合作，确保每个学生都能在小组活动中积极参与和学习。
六、交际式教学法难点解析：如何在课堂中模拟真实的交际情境，以及如何评估学生在交际活动中的语言运用能力。
英语教学法课程术语解释
英语教学法课程术语解释以下是一些常见的英语教学法课程术语解释：1. TPR（Total Physical Response）：全身反应法，这是一种语言教学方法，通过身体动作教授语言。
（Team-Based Learning）：基于团队的学习，这是一种教学方法，学生分组进行讨论、合作和分享。
3. PPP（Presentation-Practice-Production）：呈现-练习-输出模式，这是语言教学的一种模式，它包括呈现新语言、练习新语言和输出新语言三个阶段。
4. CLT（Communicative Language Teaching）：交际语言教学，这是一种语言教学方法，强调使用真实场景和交流来教授语言。
5. TBLT（Task-Based Language Teaching）：任务型语言教学，这是一种语言教学方法，通过完成任务来教授语言。
6. SLA（Second Language Acquisition）：第二语言习得，这是研究人们如何学习和习得第二语言的学科。
7. FLT（Foreign Language Teaching）：外语教学，这是指对非母语的教学，可以是任何一门外语。
8. PPP（Phonics）：自然拼读法，这是一种语言教学方法，通过学习字母和字母组合的发音规则来教授阅读和写作。
9. ESL（English as a Second Language）：英语作为第二语言，这是指非英语母语者学习英语的情况。
10. EFL（English as a Foreign Language）：英语作为外语，这是指英语作为非母语被学习的情况。
以上是部分常见的英语教学法课程术语，每个术语都有其特定的含义和应用。
希望对您有所帮助。
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。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(语法教学)【圣才出品】
第7章语法教学7.1 复习笔记本章要点：1. The role of grammar in language learning语法在语言教学中的角色2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法3. Distinction between implicit and explicit knowledge隐性知识与显性知识的差异4. New approaches to teaching grammar新的语法教学5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice语法练习：机械性练习；意义性练习；使用提示本章考点：语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。
本章内容索引：Ⅰ. The role of grammar in language learningⅡ. Grammar presentation1. The deductive method2. The inductive method3. The guided discovery method4. Distinction between implicit and explicit knowledge5. New approaches to teaching grammarⅢ. Grammar practice1. Mechanical practice2. Meaningful practice3. Using prompts for practiceⅣ. ConclusionⅠ. The role of grammar in language learning（语法在语言教学中的角色）【考点：语法在语言教学中的角色】Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。
英语教学法
英语教学法一、概述英语教学法是指在英语教学过程中所采用的各种方法和技术。
随着社会的快速发展和全球化的趋势，掌握英语已经成为越来越重要的能力。
因此，英语教学法的研究和应用具有重要意义。
本文将介绍几种常见的英语教学法及其特点。
二、交际法交际法是英语教学中应用最广泛的一种教学方法。
这种方法强调学生的主动参与和真实交际，注重培养学生运用英文进行沟通交流的能力。
交际法强调语言的功能性，通过模拟真实情境进行教学，使学生能够在实际生活中灵活运用英语。
交际法的教学过程主要包括三个阶段：输入、输出和实践。
在输入阶段，教师通过各种途径向学生输入新的语言材料，包括听力、阅读等。
在输出阶段，学生需要将已学的知识进行输出，包括口语表达和写作。
在实践阶段，学生将所学的知识应用于实际情境中，进行真实的沟通和交流。
交际法注重培养学生的沟通能力和语言运用能力，强调学生的信息接收和信息传递能力。
通过真实的情境和语言活动，学生能够更好地理解和运用英语，提高自己的交际能力。
三、情感法情感法是一种注重情感教育的英语教学方法。
它认为学习英语不仅仅是学习语言的形式和结构，更重要的是要培养学生对英语的情感认同和情感体验。
情感法通过创设情感化的教学环境，调动学生学习英语的积极情感，激发学生对英语学习的兴趣。
情感法的教学方法主要包括情感化的教师角色、情感化的教学内容和情感化的教学方法。
教师应该成为学生的引导者和朋友，关注学生的情感需求，激励学生的情感投入和积极参与。
教学内容要贴近学生的生活和兴趣，创设丰富多样的情境，引发学生的情感共鸣。
教学方法要注重情感体验和情感表达，通过情感化的语言和活动，引导学生产生情感体验，使学生更加享受学习英语的过程。
情感法能够让学生更加主动参与英语学习，提高学习的积极性和主动性。
同时，情感法可以培养学生的情感表达和情感交流能力，提高学生的情绪管理和人际交往能力。
四、任务型教学法任务型教学法是一种注重任务达成的教学方法。
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《英语教学法》名词解释
<P3>
◆Structural view (结构主义语言理论）
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（功能主义语言理论）
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（交互语言理论）
The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.
<P5-6>
◆Behaviourist theory（行为主义理论）------Skinner
The key point of the theory of conditioning is that＂you can train an animal to do anything( with reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement＂.
◆Cognitive theory（认知理论）
Chomsky thinks that language is not a form of behaviour, 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 an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.
◆Constructivist theory (建构主义理论)-------John Dewey
The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.
◆Socio-constructivist theory (社会建构主义理论)
Vygotsky emphasises interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.
<P18>
◆Linguistic competence（语言能力）----Hedge
Linguistic competence is concerned with knowledge of the language itself, its form and meaning.
◆Pragmatic competence (语用能力) ----Hedge
Pragmatic competence is concerned with the appropriate use of the language in social context.
◆Discourse competence (话语能力/ 语篇能力) ----Canale and Swain
Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.
◆Strategic competence (策略能力)
Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources.
<P86>
◆Errors
An error has direct relation with the learners’language competence.Errors result from lack of knowledge in the target language.
◆Mistakes
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.Mistakes result from carelessness and hesitation.
<P143>
◆Bottom-up model （自下而上的模式）
In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, “we use information in the speech itself to try to comprehend the meaning” .
◆Top-down model （自上而下的模式）
In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasised. In other words, listening comprehension involves “ knowledge that a listener brings to a text, sometimes called “ inside the head” information, as opposed to the information that is available within the text itself” .。