最新《英语学科教学论》精品复习材料

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教学论全部复习资料

注意以下四点：①教学是教师教学生认识客观世界的活动②教学是追求和促进学生发展的活动，这是教学的基本价值规定性③教学是教育的基本形式，是一种特殊的教育活动④教学的具体形态是变化发展和丰富多样的。

综上所述，教学乃是教师教学生学习文化知识的教育过程，是学生在教师的指导下掌握文化知识和技能，进而发展能力、增强体质、形成思想品德的过程。

2、教学的基本要素是学生、教师和教学内容学生：①学生是一种专门的社会角色，是教学活动中的学习者②学生既是教育对象，又是教学活动的主体③学生具有独特个性，身心不断发展完善教师：①教师是教学活动的主要负责人②教师是特殊的专业技术人员教学内容：①教学内容是师生活动的客体②教学内容代表着人类文明的核心成果③教学内容经过了教育化的加工处理④教学内容具有教育价值3、教学论的研究任务是揭示教学规律、确立教学价值观、优化教学技术第一章教学和教学论的历史发展进程1、杜威的教育教学思想（见40页）2、20世纪我国教学论发展的主要特征是：①教学论从传统走向现代；②科学与人文相结合，科学化取向和人文化取向是近代以来存在的两种不同的研究取向，且各有不同的理论基础；③多样个性与共性的统一。

第二章学习方法与学会学习1、学习的定义学生的学习是在各类学校的特定环境中，按照目标的要求，在教师的指导下，有目的、有计划、有组织的进行的一种自我建构和生成的经验习得过程。

2、学习的特征计划性：学习安排具有严密的计划。

间接性：学生的学习主要以获得间接经验为主。

高效性：经过教育和训练的专职教师按一定教育目的和要求，根据一定计划，有系统有组织的进行教育工作，这样就使学生的学习必在日常生活中的学习有效得多。

3、学习的要素包括学习者、刺激情境或刺激、记忆和反应。

4、学习的结果美国心理学家加涅提出了五种学习结果，依次是言语信息、认知策略、智力技能、动作技能、态度。

英语教学论复习要点（名词解释、简答）

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

教学论重点复习内容

第1章绪论1．什么是教学？教学有哪些任务？教学：指教的人指导学的人进行学习的活动；即教和学相结合或相统一的活动。

教学的任务：教学所应完成的任务是多方面的，包括思想品德的培养、系统的文化科学知识的传授、技能技巧的获得、身心各种能力，特别是智力、创新及实践能力的发展，以及健康的审美情趣乃至与社会发展相适应的完满个性的形成。

中心任务：面向全体学生，贯彻德智体全面发展的方针，实施以思想道德教育为核心的素质教育来培养社会主义新人。

2、为什么教学工作是学校的中心工作？）（1）学校是专门的教育机构，有受过专门训练的专业人员，在教育行政部门的领导下，按照一定的方针与规定，进行有组织的教育工作，其影响是巨大的，能对家庭和社会教育的影响发生主导作用；（2）学校是对学生进行全面教育的场所，教学是学校教育工作中有着特别突出的重要地位的一部分；（3）教学是学校实施教育的主要途径，其产生的教育作用最全面、最深刻、最系统、占用时间最多。

除教学外还有生产劳动、文体运动和各种竞赛，以及党、团、队等其他课外的组织、活动和措施等。

因此，教学工作被视为学校的中心工作，教学在整个教学系统中有着特别重要的地位。

3．简述教学活动的要素及各要素之间的关系。

要素：（1）学生：学生是学习的主体，是教学活动的根本因素，包括学生的身心发展水平、已有的智能结构、个性特点、能力倾向和学习前的准备情况。

（2）教学目的：教学活动是有目的的活动，教学目的是教学活动不可缺少的因素之一，不同层次、不同性质或方面的教学目的应形成一个完整的体系或结构，落实到学生身上。

（3）教学容：是教学活动中最具实质性的因素，是一定的知识、能力、思想与情感等方面的容组成的结构或体系。

具体体现在教学计划、教学大纲及教材上。

（4）教学方法：指在课外采用的各种教学方法、教学艺术、教学手段或各种教学组织形式。

（5）教学环境：任何教学活动都必须在一定的时空条件下进行，这一定的时空条件就是有形的和无形的特定的教学环境。

英语学科教学论期末考试(整理)

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

教学论重点复习内容

教学论重点复习内容 Document serial number【KKGB-LBS98YT-BS8CB-BSUT-BST108】第1章绪论1．什么是教学教学有哪些任务教学：指教的人指导学的人进行学习的活动；即教和学相结合或相统一的活动。

中心任务：面向全体学生，贯彻德智体全面发展的方针，实施以思想道德教育为核心的素质教育来培养社会主义新人。

2、为什么教学工作是学校的中心工作）（1）学校是专门的教育机构，有受过专门训练的专业人员，在教育行政部门的领导下，按照一定的方针与规定，进行有组织的教育工作，其影响是巨大的，能对家庭和社会教育的影响发生主导作用；（2）学校是对学生进行全面教育的场所，教学是学校教育工作中有着特别突出的重要地位的一部分；（3）教学是学校实施教育的主要途径，其产生的教育作用最全面、最深刻、最系统、占用时间最多。

除教学外还有生产劳动、文体运动和各种竞赛，以及党、团、队等其他课外的组织、活动和措施等。

因此，教学工作被视为学校的中心工作，教学在整个教学系统中有着特别重要的地位。

3．简述教学活动的要素及各要素之间的关系。

（3）教学内容：是教学活动中最具实质性的因素，是一定的知识、能力、思想与情感等方面的内容组成的结构或体系。

具体体现在教学计划、教学大纲及教材上。

（4）教学方法：指在课内外采用的各种教学方法、教学艺术、教学手段或各种教学组织形式。

小学英语课程与教学论复习重点

第一章小学英语教育的内涵：指向学生的发展。

小学英语教育的具体内容：1、为学生的终身发展打基础。

（基础性）2、为学生的知识获取、技能学习、素质培养等打基础，具有未来性。

3、促进学生的全面发展。

（全面性）4、面向全体学生。

（全体性）5、是一门必修课，具有强制性。

（强制性）小学英语教育的性质：既有英语教育学的性质，又有小学教育学的性质；既是小学阶段的英语教育学，又是英语学科的教育学。

1、是小学教育学与学科教育学的分支学科；2、是语言教育学的分支学科；3、是培养小学生英语基础知识与能力的学科；4、是以小学英语教育学理论与实践经验为指导的学科；5、是为小学英语教学提供教与学理论的重要来源；6、是为小学英语教学改革与发展提供理论依据与实践方法的学科。

小学英语课程的内容：两级内容一级内容1、总体目标：听、说、玩、读、演2、具体内容：对英语的兴趣和好奇心、口头表达能力3、内容分析：理解简单的活动指令、参与简单的角色扮演、唱简单的歌曲歌谣、听/读懂简单故事、正确书写单词字母、视听接触语音。

二级内容1、总体目标：语言技能、语音知识2、具体内容：语言技能（听、说、读、写、玩演视听）；语音知识（语音、词汇、语法、功能、话题、情感态度、基础学习策略、文化意识）3、内容分析：有持续的兴趣和爱好英语课程设置的原则：整体性、多元性、灵活性实践要求：师范生应该能够较全面的理解具体内容与要求，并能够比较熟练地示范，如听录音后声情并茂地模仿，唱歌，说歌谣。

总之，要求学生做到的，老师必须要先做到。

中国英语教学存在的问题：问题一：费时多，收效微。

问题二：教师工作量太大，顾此失彼。

问题三：学生怕苦，兴趣不持久。

问题四：交际练习没有信息差，交际活动在不真实的语境中进行，学生在现实生活中不会运用。

问题五：家长水平有限，课后无法辅导。

问题六：教材难度大，学生消化不良。

问题七：教师英语素质不理想。

问题八：考评标准不标准，适用范围小。

问题九：缺乏真实环境语言环境，学而不用。

英语教学论复习

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

2. 我们要理解教育，就必须把握教育的两个基本要素：引导与发展。

3. 中小学英语教学中的要素包括学生、教师、教学内容和教学环境等。

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

教师的角色是多重的，相互转换的。

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

6. 教学有着内在的规定性，教学原则就是一种规定性的教学规范。

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

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

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

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

10. 任务型课堂教学一般分为三个部分，即任务前、任务中和任务后阶段。

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

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

13. 语音教学应遵循准确性、长期性、综合性、针对性、趣味性和交际性原则。

英语学科教学论6

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

英语学科教学论期末考试整理

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

英语学科教学法复习Unit1-14

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

英语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 also a 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。

英语学科教学论4

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

英语课程教学论考试重点

学科教学论复习整理

学科教学论复习整理第一篇：学科教学论复习整理一、名词解释（一）、课程标准—是各个学科的纲领性文件，发挥着教学工作的“组织者”作用，可以确保不同的教师有效的、连贯的、目标一致的开展教学工作。

（二）、课程目标—是指课程本身要实现的具体目标和意图。

（三）、课程的实施—是指把课程化付诸实践的过程，它是达到预期课程目标的基本途径。

（四）、地方课程—又称地方本位课程，是指地方各级教育主管部门根据国家课程政策，以国家课程标准为基础，在一定的教育思想和课程观念的指导下，根据地方经济，政治，文化的发展水平及其对人才的特殊要求，充分利用地方课程资源而开发，设计，实施的课程。

国家课程―亦称“国家统一课程”，它是自上而下由中央政府负责编制、实施和评价的课程。

校本课程—是由学生所在学校的教师编制、实施和评价的课程。

（五）、教学基本原则：1.直观性原则2.启发性原则3.系统性原则 4.巩固性原则 5.量力性原则 6.思想性与科学性统一原则 7.理论联系实际原则 8.因材施教原则（六）、赫钦斯的“白本名著计划”—永恒主义认为永恒的古典学科应该在学校课程中占有中心地位。

（七）教学评价—是依据教学目标，对教学工作质量所做的测量、分析和评定。

课程评价—既包括对学生学业的评价，又包括对课程本身的评价，两者是同等重要的。

二、简答题（一）、结构主义课程理论的观点强调教育和教学应重视学生的智能发展；注重教授各门学科的基本结构；主张学科基础的早期学习；提倡“发现学习法”；主张教师是结构教学中的主要辅助者。

（二）、课程目标是指课程本身要实现的具体目标和意图。

依据：①学生的心理发展逻辑；②学科的逻辑；③教育目的和各级各类学校的具体培养目标；④社会的需求。

（三）、活动课程与分科课程的区别:1.在目的方面学科课程主要向学生，传递人类长期创造和积累起来的种族经验的精华；活动课程则主要让学生获得包括直接经验和直接感知的新信息在内的个体教育性经验。

2.在编排方式上，学科课程重视学科逻辑的系统性；活动课程强调各种有教育意义的学生活动的系统性。

英语课程与教学论整理

英语课程与教学论一、名词解释5*4’二、简答题4*5’三、论述题2*15’四、综合应用题20’＋10’名词解释1.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.2.Connotative meaning: A connotative meaning of a world 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.3.Scanning: The type of pre-reading activity is scanning, which means to read to locate specific information. The key point in scanning is that the reader has something in his mind and he should ignore the irrelevant parts when reading.4.Bottom-up model: Some teacher teach reading by introducing new vocabulary and paragraph with the students. This is then followed by questions and answers to check comprehension. Also a lot of time is spent on having students read aloud the text. This way of teaching reflects the belief that reading comprehension is based on the mastery of the new words and new structures as well as a lot of reading aloud practice. It basically 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 is known to follow a bottom-up model.5.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 speakers, and their relationships.简答题1.Developing vocabulary learning strategies(1)Review regularly(2)Guess meaning from context(3)Organise vocabulary effectively(4)Use a dictionary(5)Manage strategy use2.判断原则(1)Communicative purpose: The activity must involve the students in performing a real communicative purpose rather than just practising language for its own sake. In order for this to occur there must be some kind of ‘information gap' that students seek to bridge when they are communicating.(2)Communicative desire: The activity must create a desire to communicate in the students.That is, even if communication is forced on the students, they must feel areal need to communicate.(3)Content,not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it. They must have some 'message' that they want to communicate.(4)Variety of language: The activity must involve the students in using a variety of language, not just one specific language form. The students should feel free to improvise, using whatever resources they choose.(5)No teacher intervention: The activity must be designed to be done by the students working by themselves rather than with the teacher. The activity should not involve the teacher correcting or evaluating how the students do the activity when the activity over. This assessment should be based on whether the students have achieved their communicative purpose, not whether the language they used was correct.(6)No material control: The activity should not be designed to control what language students should use. The choice about what language to use should rest with the students.ponents 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 reflection4.Characteristics of tasks in TBLT论述题1.Characteristics of tasks(1)one-way or two-way: whether the task involves one-way of exchange of information or two-way of exchange;(2)convergent or divergent: whether the students achieve a common goal or different several goals;(3)Collaborative or competitive: whether the students collaborate to carry out a task or compete with each other on a task;(4)Single or multiple outcomes: whether there a single outcome or many different outcomes are possible;(5)Concrete or abstract language: whether the task involves the use of concrete language or abstract language;(6)Simple or complex processing: whether the task requires the relatively simple or complex cognitive processing;(7)Simple or complex language: whether the linguistic demands of the task are relatively simple or complex;(8)Reality-based or not reality-based: whether the task mirrors a real-world activity or is a pedagogical activity not found in the real world.2.自由发挥综合应用题1.教案2.Decision-making test。

英语学科教学论3

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

英语学科教育学复习资料

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

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

本文将为大家介绍一些英语学科教育学的复习资料，帮助大家更好地备考。

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

这些知识包括教育学的定义、教育学的发展历程、教育学的主要理论流派等。

我们可以通过阅读教育学教材或参考书籍来学习这些基础知识。

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

二、英语教学理论英语学科教育学的核心内容是英语教学理论。

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

我们可以通过阅读相关教材和学术论文来学习这些理论知识。

此外，还可以通过观摩优秀教师的课堂教学来了解这些理论在实际教学中的应用。

三、教材与教学设计在英语学科教育学中，教材与教学设计是非常重要的内容。

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

我们可以通过阅读教材编写的相关书籍和教材评价的研究论文来学习这些知识。

此外，还可以通过参加教材编写和教学设计的培训课程来提高自己的能力。

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

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

我们可以通过阅读教育技术的相关书籍和学术论文来学习这些知识。

此外，还可以通过参加教育技术培训课程和实践活动来提高自己的教育技术能力。

五、教育研究方法在英语学科教育学中，教育研究方法是非常重要的。

我们需要了解教育研究的基本原理、常用的研究方法以及如何设计和实施教育研究。

我们可以通过阅读教育研究方法的相关书籍和学术论文来学习这些知识。