英语教学法复习.docx
英语教学法复习
Revision contents:Unit 1 Language and LearningViews on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the l anguage”rather than “teach about the language”. What are the major differences between these two approaches to language teaching?3. Audiolingual approach to language learning4.Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.5. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.6. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Unit 2 Communicative Principles and ActivitiesWhat is communicative compentence? Try to list some of its components.Principles in communicative language teaching/ strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.4. Lesson PlanningWhat is lesson planning?Principles for good lesson planningComponents of a lesson planUnit 5 Classroom ManagementWhat is classroom management?Types of student grouping and their advantages and disadvantagesThe role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.Classification of questionsHow to deal with errors?Unit 6 Teaching PronunciationCritical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds.Unit 7 Teaching GrammarGrammar presentation methodsGrammar practice is usually divided into two categories, mechanical practice and meaningful practice.Unit 8 Teaching VocabularyWhat does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new wordsHow to consolidate vocabulary?Developing vocabulary building strategiesUnit 9 Teaching ListeningCharacteristics of listening processPrinciples and models for teaching listeningAs far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.Unit 10 Teaching SpeakingWhat are the characteristics of spoken language? Discuss their implications to teaching.Information-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11 Teaching readingThe role of vocabulary in reading: sight vocabularySkills involved in reading comprehensionModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learner’s vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities?Unit 12 Teaching WritingWhat is the main idea of communicative approach to writing?What is the main idea of the process approach to writing?Exercises for the course of English teaching methodologyI. Multiple choiceDirections：Choose the best answer for the following questions and write your answers on the answer sheet.1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?A. Structural syllabus.B. Situational syllabus.C. Functional syllabus.2. Which of the following is a communicative activity?A. Listen to the weather broadcast and fill in a form.B. Listen to the weather broadcast and talk about a picnic.C. Transfer the information from the weather broadcast into a table.3. In which of the following situations is the teacher playing the role of a prompter?A. Explain the language points and meanings of words and sentences.B. Give examples of how to do an activity after the explanation and instructions.C. Elicit ideas from students.4. Which of the following is a social interaction activity?A. Information gap.B. Role-play.C. Information transfer.5. What reading approach is based on the assumption of reading as a guessing game?A. The top-down approach.B. The bottom-up approach.C. The interactive approach6. What reading strategy does the following activity help to train?The students were asked to read each paragraph and then match the paragraph with relevant headings.A. Inferring.B. Scanning.C. Skimming.7. Which of the pre-reading activities exemplifies the bottom-up approach?A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B. The teacher raises several questions about old people and asks the students to discuss in pairs.C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old people’s life.8. What listening skill does the following activity help to train?Listen to the folio-wing text and answer the multiple-choice question.In this dialogue, the speakers are talking about________.A) going to a picnic B) attending a concert C) having a partyA. Listening for gist.B. Listening for specific information.C. Listening for detailed information.9. Which of the following features does spoken English have?A. It is generally produced in fairly simple sentence structures.B. It is produced with little redundancy.C. It is produced with good organization.10. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction11. For better classroom management, what should the teacher do while the students are doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help12. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules14. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner15. To help students understand the structure of a text and sentence sequencing, we could use----- for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences16. The purpose of the outline------ is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing17. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. guiding discovery18. It is easier for students to remember new words if they are designed in ------and if they are ------and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultII. DefinitionDirections: Define the following terms1. Communicative compentence2. Lesson planning3. Classroom management4. Receptive vocabulary and productive vocabulary.5. Sight vocabulary6. Information-gap activities7. Display questions8. Task9. Audiolingual approach to language learning10.ReadingIII. Blank fillingDirections: fill in blanks according to what you’ve learn in the course of foreign language teaching.1. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.2.The quality of a good language teacher includes ethic devotion, professional quality and personal styles.3.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.4. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.5. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.6.The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.7. Grammar practice is usually divided into two categories, mechanical practice and meaningful practice.8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.IV. Problem SolvingDirections: Below are some situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.1．In one of the lessons. Mr. Li arranged the students into groups to talk about what they want to be when they grow up. To ensure thatthey applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was talking in Chinese.Problems:1) Maybe the topic does not correspond with the students’ current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interest in such a talk.2) The activity is much controlled. They may like to talk about their hobbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active.3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When students have difficulty in expressing themselves in English, they will switch to Chinese.4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part.Solutions:1）The teacher can ask the students to talk about their hobbies freely without considering the structure2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to form a hobby club.3) It’s better to explain to the students the value of such kind of activity.4) The teacher can circulate around to encourage the students to talk in English.2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle school students. Problems:1) Authentic materials are desirable in cultivation of communicative competence. But they should correspond to students" ability. News reports from China Daily are too difficult for middle school students.2) The content of news reports may not be relevant to the course requirement of middle school English.Solutions:1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt the material or select those reports which are easier to read and more relevant to students" interests.2) If he can, it is better to select news reports from other newspapers which are relevant to the students" life and study. It is necessaryto bear in mind the students" needs when selecting materials for classroom instruction.(第一项要求写出两点即可，而第二项要求能说出两点。
英语教学法第二版 复习提纲
Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.”5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learning processes to be activated?6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1Behaviorist theoryA stimulus-response theory of psychologyAudio-lingual methodCognitive theoryLanguage as an intricate rule-based systemLanguage competence (knowledge of language system)Constructivist theoryThe learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theory“Zone of Proximal Development” (ZPD); scaffoldingEmphasizing interaction and engagement with TL in a social context4. What makes a good language teacherprofessional competenceEthic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creativePersonal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherW allace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1. The ultimate goal of foreign language teaching is to enable the students to use theforeign language in work or life when necessary.1. The goal of CLT is to develop students‟ communicative competence.2.What is communicative compentence?3.Try to list some of its components and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social contextDiscourse competence--- one‟s ability to create cohere nt written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one‟s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitation4.Implications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…‟Teachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in …real time”.5. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskpromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:A task is believed to have four components:a purpose,a context,a product.任务情景化:有需要解决的问题;需要行动或语言+非语言类任务目标化学会行动;完成语言+非语言类任务复杂性;复杂成果;难以预料短期内不明显练习情景化:无需要解决的问题;纯语言练习（理想的是，一次解决一个语言难点）目标化学会行动;完成纯语言练习复杂性;单一成果;事先预设，明显但有限度（对/错）6.Differences between PPP and TBLT1.The way students use and experience language in TBLT is radically different from PPP. Free of language controlA genuine need to use language to communicateA free exchange of ideasAppropriateness & accuracy of language form in general, not production of a single form A genuine need for accuracy and fluency2TBL can provide a context for grammar teaching and form-focused activities.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and apply A more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageFluency accuracy (+fluency)Integrated skills practisedProblems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners? Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1A phase of restoration (1978-1985)2A phase of rapid development (1986-1992)3A phase of reform (1993-2000)4A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students‟ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th gradersLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?1)Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;2)Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers‟ awareness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism21. There are four major principles behind good lesson planning:AimVariety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels:Macro planning is planning over time, for instance, the planning for a month, a term, or the whole course.micro planning: is planning for a specific lesson, which usually lasts 40 or 50 minutes. 25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectives26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.4.4 Components of a Lesson Plan1.Background information2.Teaching aimsnguage contents and skills4.Stages and procedures5.Teaching aids6.end of lesson summary7.optional activities and Assignments8.after-lesson reflection28. The aims of a lesson include:language components to present,communicative skills to practice,activities to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.1. Teachers’ roles:Before the class---PlannerDuring the class—1 Controlle2 Assessor3 Organizer4 Prompter5 Participant6 Resource-providerAfter the class---Evaluatornew roles:facilitatorsguidesresearcher s2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of thestudents.To use the mother-tongue only when it is necessary. (to explain grammar rules or rules for a game or task which may be too complicated to explain in the targetlanguage)3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior5. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don‟t take things personally 对事不对人3).Do not use threats6. What are the functions or purposes of questions?To focus students‟ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning7How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss‟ opinions and ideas are valued..6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers‟ meaning3. Three aspects of pronunciation to teach? Stress, intonation, rhythm4. One common problem in learning English of Ss: (Neglect stress and intonation)5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words:Use gestures, use the voice, use theblackboard7. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation:Use hand or arm movement to indicate change of intonaton: rising/falling arrows; draw linesUnit 7. Teaching Grammar1. What are grammar presentation methods? 演示法Deductive method演义法; Inductive method归纳法the guided discovery method (引导发现法2. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examples3). Advantages:To be successful with selected and motivated students;To save time;To help to increase students‟ confidence in some exam.4). Disadvantages:To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.3. Inductive method1).Definition: the teacher induces the learners to realise grammar rules without any form of explicit explanation2). Steps: give examples-----induce rules4). Advantages: Inductive method is more effective in that students discover thegrammar rules themselves while engaged in language use,4. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primaryobjective(aim/task) is to consolidate learning "(Ur, 1988:11).5. Ur’s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.6. Two categories of grammar practice:Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills (2) Transformation drills2). Meaningful practice.In meaningful practice the focus is on the production, comprehension orexchange meaning though the students "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practice usually comes aftermechanical practice.7. Using prompts for practice:1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.3).Using information sheet as prompts. E.g.:4). Using key phrases or key words as prompts.5). Using chained phrases for story telling.6). Using created situations.Unit 8 Teaching Vocabulary1. What does knowing a word involve?Knowing a word means knowing its pronunciation and stress;Knowing a word means knowing its spelling and grammatical properties;Knowing a word means knowing its meaning;Knowing a word means knowing how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning.The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Using word net-work13)using the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students‟ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English;2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show…3. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.4. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener‟s response5) Speaker‟s adjustment5 Two major purposes in listening.*The first is for social reasons;*The second is for exchanging information.6 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:7.dels for teaching listeningbottom-up model up- bottom modelthe teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1. What is speaking?Speaking is a skill that the students will be judged upon most in real-life situations.. 1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can‟t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.3.There are four common features of spoken language:Using less complex syntax;Taking short cuts, e.g. incomplete sentences;Using fixed conventional phrases/chunks;Using devices such as fillers, hesitation devices to give time to think before speaking.4.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.5,factors should be considered in designing speaking tasksWhen we design speaking tasks, one important consideration is the language proficiency level of the students.6.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood‟s (1981) framework for defining speaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activitiesSome speaking activities1)Controlled activities2)semi- Controlled activities3)communication activities1). Information-gap activities:2). Dialogues and role-plays3). Activities using pictures4). Problem-solving activities8,How to organise speaking activities.Using group work in speaking tasks☐Design small group work for three reasons:(1) it increases the time for each student to practise speaking in one lesson;(2) often ss are afraid of making mistakes or losing face or feel shy speaking in front of a whole class;(3) speaking in small groups is more natural in real life.☐Small group work helps ss learn to work cooperatively and helps them develop interpersonal skills—”foste ring development of tolerance, mutual respect andharmony” (Cooke & Nicholson, 1992:34)2). The advantages of using group in speaking tasksSmall group work helps students learn to work cooperatively and it helps them develop interpersonal skills. They learn how to work with a wider variety of people Development of tolerance, mutual respect and harmonyUnit 11 Teaching Reading1. Two types of reading practice in classrooms:Reading aloud and Silent reading2. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. What is readingreading is the construction of meaning from a printed or Written message..4. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questions5.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one‟s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop si ght vocabulary is to read extensively (…Familiarity breeds automaticity‟).6. Some principles for teaching reading(6):1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.7.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model8. Three stages of reading:Pre-reading activities;While-reading activities;Post-reading ActivitiesPre-reading activities;Predictinga). Predicting based on the titleb). Predicting based on vocabularyc). Predicting based on the T/F questions2). Setting the scene* Besides discussing culture bound aspects of the text, we can also set the scene by relating what students already know to what they want to know.3). SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions may help teachers to set up skimming activities:。
英语教学法复习---最新精简新版
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.One influential result is the audio-lingual method, which involves endless “listen and repeat”drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes wereimmediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky‟s reaction to Skinner‟s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky‟s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners‟ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher‟s scaffolding through questions and explanations, or with a more capable peers‟support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students‟ communicative competence.2.What is communicative compentence? Try to list some of its components andtheir implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence --- the appropriate use of language in social context Discourse competence --- one‟s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one‟s ability to …link units of speech tog ether with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…‟FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in …real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims th at …language is acquire through c ommunication‟. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate and discussionLarge-scale simulation activitiesimprovisation7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing. It stresses the importance to combine form-focused teaching with communication-focused teaching.The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In otherwords, by …task‟ is meant the hundred and one things people do in everyday life, at work, at play and in between”.-------- Long (1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989) Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context, a process, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning) Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages and procedure: the major chunks of activities that teachers gothrough in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1) warm-up/ a tarter/revision;(2) presentation(3) drilling(4) consolidation(5) summary and homework2) The three P‟s model: presentation, practice, and productionTeaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students‟performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group work: Group work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around inclassroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual study: Individual study is the stage where the students are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages：It does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit. It may not be very motivating for students. It does not benefit communication between students. Students cannot develop speaking ability in this sense. Teachers need to prepare different tasks for differentstudents.3. The role of the teacher---- contoller, assessor, organizer, prompter, participant, resource provider4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.5. What are the functions or purposes of questions?To focus students‟ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questionsQuestions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions.Closed v.s open--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display v.s genuine--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more communicative.Lower-ordered v.s high-ordered--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.7. How to deal with errors?The distinction between mistakes and errors:A mistake: a performance error that is either a random guess or a “slip oftongue/pen”, it is a failure performance to a known system. A mis take has nothing to do with the language competence.An error has direct relation with the learners‟ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected.When to correct：accuracy-based activities；fluency-based activitiesHow to correct：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionSelf-correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it.Indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students‟ Self esteem and confidence.Unit 7 Teaching Grammar1. Read the following statements about grammar in English learning and decide if you agree with them or not.1) Students need to be given detailed grammar rules if they want to learn a foreign language successfully.2) Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.3) If students get enough chance to practice using a foreign language, they do not need to learn grammar.4) Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.5) Grammar should be taught to help students to analyze difficult structures in texts.6)Teaching and learning grammar should focus on practice rather than the study of grammar itself.7) Grammar should be taught and practiced in context.8) Knowing grammar is not enough for real communication.9) An inadequate knowledge of grammar would severely constrain the capacity for communication.10) Grammar will always be “the boring bit” of language learning.2. As research indicates, grammar instruction should be mainly implicit, supported by explicit instruction. At the beginning stage, it is better to adopt mainly the implicit approaches, and as students progress, the ratio of explicit instruction can be increased. The best approach is the combination of both implicit and explicit instruction.3. Grammar presentation methodsThe deductive method:The deductive method relies on reasoning, analysing and comparing.1) The rule is given first.2) The teacher explains the rules with examples (in the students‟ native language and use grammatical terms, comparison may be done between the newly presented structure and previously learned structures language and the native language).3) Students apply the rules to given situations(practices).The deductive method is criticized because: Grammar is taught in an isolated way; Little attention is paid to meaning; The practice is often mechanical.However, the deductive method is not without merits. It could be very successful with selected and motivated students. It could save time when students are confronted with a grammar rule which is complex but which has to be learned. It may help to increase student‟ confidence in those examinations which are written with accuracy as the main criterion of success.The inductive methodThe teacher provides learner with authentic language data and induces the learners to realize grammar without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. After presentation, the students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.It is believed that the rules will become evident if the students are given enough appropriate examples.It is believed that the inductive method is more effective in that(=because) students discover the grammar rules themselves while engaged in language use. What they discover by themselves are better remembered.But if the structure is not easy for the learners to discover themselves even with a context provided, it is better to teach the rule explicitly.The Guided Discovery MethodThe students are induced to discover rules by themselves. The process of the discovery is carefully guided by the teacher and the rules are elicited and taught explicitly4. Pennington’s synthesis approach to grammatical pedagogy--- Grammar teaching should be collocational, constructive, contextual and contrastive.5. Presenting new grammatical items by providing a reading text or a listening textPresenting grammar using listening as input suggested by Ellis (2002)Listening to comprehend: the focus is on the message with target structures imbedded.Listening to notice: listen more times to identify the target structure perhaps by completing a gapped version of the text to raise awareness.Understanding the grammar point: the focus is on helping learners develop explicit knowledge of the grammar point by discovering and analysing the rules.Checking: learners are given a written text containing errors and are asked to identify the errors and correct them.。
小学五年级的英语上册的第三单元总结复习教学教案.docx
Unit 3 What would you like?：第一Unit 1 Part A型New Lesson1.能听、、、写“ sandwich”，“salad”，“ hamburger”，“ ice cream”和“ tea ”。
2.能在的情景中灵活运用句型“What would you like to eat /教学目drink?”，“I ’d like⋯”。
3.能完成“ Role-play ”部分的任。
4.保持学生学英的趣，激学生用英行交流的情。
1.能听、、、写“sandwich ”，“salad ”，“hamburger”，“ice cream ”和“ tea ”。
教学方教学重点 2.能在的情景中Teaching, Playing法灵活运用句型“What wouldyou like to eat / drink?”，“I ’d like⋯”。
1.教准多媒体件、音能完成“ Role-play ”部分的教学用机和音、卡。
教学点任。
具 2.学生人物。
教学教学内容一、前身（ Warm-up）二次1. Free talk教学程T:Good morning, everyone. Welcomeback to school. How are you today?Ss: Fine, thank you.T:Nice to see you again.Ss: Nice to see you, too.2.教拿出学生以前学的食物，生行，如：T:What are these?Ss: They are⋯T: What ’s your favourite food?Ss: My favourite food is⋯二、前（ Preview ）1.教用多媒体件出示以前学的食物片，全班学生出相的。
2.学生同桌合作，最喜的食物。
S1: What ’s your favourite food?S2: My favourite food is⋯三、新呈（ Presentation）1. A. Let’s learn(1)教学新①生。
英语教学法复习完整版
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Teaching methods based on this view:the Audio-lingual methodTotal Physical Responsethe Oral ApproachSituational Language Teaching.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed.The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns ofverbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering , suggesting , advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Some of the language learning approaches and methods based on this view of language are: communicative approachesInteractional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory--- represented by John DeweyLearning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory ----represented by VygotskyIt emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.3. Socio-constructivist theory of language learning emphasizestext or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation Implications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ‘language is acquire through communication’. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problemSome main features of communicativeactivities (Ellis 1990)Students make use of materials6. No materials control Students work by themselves.5. No teacher interventionStudents are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of languageConcentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not formA need to do something 2. Communicative desireA need to know something.---’an information gap’1. Communictive purposeThe six criteria7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing. It stresses teaching with communication-focused teaching.The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiationbetween knowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between”.-------- Long (1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989) Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities forLockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannotcommunicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they thinkthey can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group workGroup work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual studyIndividual study is the stage where the students are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.DisadvantagesIt does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit.It may not be very motivating for students.To stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questionsQuestions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions.Closed v.s open--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display v.s genuine--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more communicative.Lower-ordered v.s high-ordered--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.7. How to deal with errors?The distinction between mistakes and errors:A mistake: a performance error that is either a random guess or a “slip of tongue/pen”, it is a failure performance to a known system. A mistake has nothing to do with the language competence.An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected.When to correct：accuracy-based activities；fluency-based activitiesHow to correct：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionSelf-correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it.Indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ Self esteem and confidence.what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers.Focus only on those sounds which are causing difficulty to the students. The following steps may be helpful in teaching the difficult sounds:1) Say the sound alone, but this may be avoided wherever possible.2) Say the sound in a word.3) Contrast it with other sounds if necessary.4) Write words on the board only when it becomes necessary to make your point clearer.5) Explain how to make the sound when necessary.6) Have students repeat the sound in chorus.7) Have individual students repeat the sound.6. List some methods of practicing sounds.Minimal pairsWhich orderOdd one outCompletionSame or different?Unit 7 Teaching Grammar1. Read the following statements about grammar in English learning and decide if you agree with them or not.1) Students need to be given detailed grammar rules if they want to learn a foreign language successfully.2) Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.3) If students get enough chance to practice using a foreign language, they do not need to learn grammar.4) Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.5) Grammar should be taught to help students to analyze difficult structures in texts.6)Teaching and learning grammar should focus on practice rather than the study of grammar itself.7) Grammar should be taught and practiced in context.8) Knowing grammar is not enough for real communication.an isolated way; Little attention is paid to meaning; The practice is often mechanical.However, the deductive method is not without merits. It could be very successful with selected and motivated students. It could save time when students are confronted with a grammar rule which is complex but which has to be learned. It may help to increase student’ confidence in those examinations which are written with accuracy as the main criterion of success.The inductive methodThe teacher provides learner with authentic language data and induces the learners to realize grammar without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. After presentation, the students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.It is believed that the rules will become evident if the students are given enough appropriate examples.It is believed that the inductive method is more effective inmodels and drills the new grammarcorrects mistakes (self-correction)uses a variety of controlled practice activities, of increasing difficultymakes students thinkuses exercises in the text bookgoes over any problem areasP3The teacher: lets the students produce the language organises free activities with a clear structure and aims monitors and corrects any mistakes later, with studentsWhich P? （Presentation, practice or production）1) Students write a diary about what they did last week (using the past simple). Production2) The teacher uses a timeline to show how to use the past continuous. Presentation3) Students discuss what food they would cook for a foreign friend (using the third conditional).Production4) Students fill in the gaps with the correct form of the present tense. Practice5) The teacher uses flashcards to elicit the correct form of the passive. Practice6) The teacher writes example sentences in a substitution table to show how to form the present perfect. PracticeUnit 8 Teaching Vocabulary1. What does knowing a word involve?1) The form2) How it is pronounced3) How it is spelt4) Denotative meaning5) The connotations that the item may have6) The situations when the word is or is not used7) How the word is related to others8) Collocation or the way that words occur together9) What the affixes may indicate about the meaning? (the prefixesand suffixes)2.Implication for teaching vocabularyWe now understand that knowing a word involves far more than just remembering its pronunciation and translated meaning. As teachers, we need to develop vocabulary learning activities based on our understanding of the lexical system of English to help students learn vocabulary more effectively. The following are some of the implications we can draw: Both denotative and connotative meaning need to be learned;Words are better understood in context;A group of related words is likely to be more memorable than a list of unrelated items, i.e. words learned with synonyms, antonyms or hyponyms;Knowledge of word formation is a useful source for developing vocabulary.Exploring sense relations among/between words help with learning and remembering words.Teachers and learners need to be aware of the difference between receptive and productive vocabulary.3. Receptive vocabulary and productive vocabulary.Receptive /passive vocabulary refers to words that one is able torecognize and comprehend in reading or listening but unable to use automatically in speaking or writing.Productive/active vocabulary refers to those that one is not only able to recognize but also able to use in speech and writing.4. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible, using pictures, stick drawings, photos, video clips, mime or gestures to show meaning.2) Provide a verbal context to demonstrate meaning. Then ask the students to give meaning first before it is offered by the teacher.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify, especially with technical words or words with abstract meaning.6) Use word formation rules and common affixes to build new lexical knowledge on what is already known.7) Teach vocabulary in chunks. Chunks refer to a group of words that go together to form meaning. It is also referred to as ‘prefabricated formulaic items’ (Lewis, 2002:121)8) Think about the context in real life where the word might be used. Relate newly-learned language to students’ real life to promote high motivation.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.6.What does a teacher do after presentation?Try to provide opportunities for students to use multiple senses such as visual, auditory, action, etc, to get familiar with the newly learned words.Engage the students in variety of activities, such speaking, listening, reading, writing or acting, using multiple senses.To create meaningful and personalized tasks for the students to use the words in their own ways.Remember, a word can not be learned by only being presented to the students, often it has to be encountered at least seven times in different contexts/tasks before it can be learned by the students.5. How to consolidate vocabulary?Labeling: Students are given a picture. They are to write the names of objects indicated in the picture.Spotting the difference: Students are put into pairs. Each member of the pair receives a picture which is slightly different from his partner’s. Students hide the pictures from one another and then, by a process of describing, questioning and answering, discover what the differences are.Describe and draw: Students are put in pairs. One student has a picture, the other a blank piece of paper and a pencil. The student with a picture must tell his/her partner what to draw so that the drawing ends up the same as the original picture. The student must not show the picture until the drawing is completed.Playing a gameUsing words series: Students construct the series following an example.Word bingoWord association: The teacher says a key word, e.g. traveling. The students then have to write down all the words they can think of connected with traveling. They have a time limit. When time is up, the person with the highest number of acceptable words is the winner.Synonyms and antonyms: The students are given a list of words。
(修改版)英语教学法复习
Unit 1 Language and Learning1.1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.⏹ A stimulus-response theory of psychology⏹Audio-lingual method⏹The idea of this method is that language is learned by constant repetition and thereinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is that students should beallowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what is alreadyknown.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacher and thelearner and between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assig ned to do teaching practice as part of one’spre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formaleducation❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆Pragmatic competence （语用能力）The appropriate use of language in social context.◆Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it incommunication.Strong version“language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)●Communicative purpose●Communicative desire●Content, not form●Variety of language●No teacher intervention●No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.*Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness & accuracy of language form in general, not production of a single form*A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.■ A task-established context⏹Encouraged to think, analyze, not simply to repeat, manipulate and apply⏹ A more varied exposure to natural language⏹Language forms not pre-selected for focus⏹Learner-free selection of language⏹TBL cycle lead from Fluency to accuracy (+fluency)⏹In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.⏹Constraints of TBLT⏹The first is it may not be effective for presenting new language items⏹The second constraint is Time as teachers have to prepare task-based activities very carefully.⏹The third is the culture of learning⏹The forth is Level of difficultyUnit 33.1 A brief history 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 20003.2 Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1) English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2) English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3) English language teachers are expected to use more task-based activities and put the students at the center of learning.4) English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 5 Classroom Management5.1 What is classroom management?Classroom management is the way teachers organize what goes on in the classroom. (68)the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)Teachers’ roles are not static. They change with the development of the society.New roles:☐⏹Create a positive learning environment, use various strategies to motivate learners, guide☐⏹acknowledge and respect individual differences; give each equal opportunity in learning;-round perspective…☐⏹Observe a problem, reflect on the reasons, think about possible solutions, implement thelts…⏹Appropriate degree of control⏹Different activities need a different degrees of control.1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that a success-orientedBefore the activity: what the activity is going to be like, anticipated problems; clear instructions given to students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; take notesWhen students are not sure how to start an activity, or what to do next, or what to say next…⏹When a student doesn’t seem to be ready for an answer,…Monitoring + participating changes the role from an authority to a conversationalist, aAlthough the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.”5.3 How to give effective classroom instructions?1.To use simple instructions and make them suit the comprehension level of the students;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups o r pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5.4 What are the different ways for student grouping?⏹Whole class work, pair work, group work, individual study1.Whole class work☐All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair work☐Students work in pairs on an exercise or task.3.Group work☐Students work in small groups of 3-5 students.4.Individual study☐Students work on their own at their own speed.Q: How to group? (Grouping methods)1.Whole class work is normally used when presenting and explaining new language or newinformation and it should be used wisely by the teachers.2.Successful group/pair work depends on skillful organization.3.The biggest problem for group work is the selection of group members.4.While teachers are encourage to use pair wok and group work to provide more practice chance,individual study should not be forgotten.Types of student grouping and their advantages and disadvantages in P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)Q: Does discipline guarantee effective learning?☐No. There might be little learning even the class is very disciplined.☐Although discipline is necessary, it is not a sufficient condition for effective learning as a thoroughly indisciplined atmosphere will surely yield no learning at all. (79)Q: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)☐Ss are clear about learning purpose;☐Ss are able to do the work but find it challenging;☐Ss are emotionally, physically and intellectually involved by the tasks;☐The presentation, variety and structure of the work and activities generate curiosity and interest;☐Ss have opportunities to ask questions and try out ideas;☐Ss can see what they have achieved and how they had made progress;☐Ss get a feeling of satisfaction and enjoyment from the work.Q: What causes discipline problems?⏹ A gap in the lesson (e.g. bad planning, equipment fails to work)⏹Unclear instructions⏹Lack of teacher attention⏹The teacher concentrates on lengthy explanations to one individual so that the others get bored ⏹Work is too easy or too challengingQ: What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.5.6 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek their own answers;☐ A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued. 5.6.2 What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7 Dealing with errorsQ: What are errors? How are they different from 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” (Brown, 2000: 218-219)☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.Q: How to deal with errors?☐In dealing with errors and mistakes we need to be clear whether the task or activity is focusing on accuracy or fluency.Q: When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.Q: How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionQ: Which techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.☐The whole class correction is used for main error types (e.g.The Big Ten)Summary1.Roles of the teacher: controller, assessor, organiser, prompter, participant, resource-provider, facilitator,guide, researcher, etc.2.Classroom instructions: simple; suit the level of students3.Grouping: whole class work, group work, pair work, individual study4.Discipline: to engage ss in learning; how to maintain discipline, how to treat with undisciplined acts5.Questioning: different classifications; questioning techniques6.Error correction: error and mistake; different ways and techniques for correcting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can beacquired more easily and beyond which time language is increasing difficult to acquire.6.1 The role of pronunciation☐DebateSide A: students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.Side B: Failure in pronunciation is a great hindrance to language learning.Views of teaching pronunciation vary☐The Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.☐Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.☐The teaching of pronunciation should focus on the ss’ ability to identify and produce English sounds themselves. (pronunciation vs. phonetics)☐Ss should not be led to focus on reading and writing phonetic transcripts of words, esp. for young students.☐Phonetic rules are helpful for ss to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.☐Stress and intonation are important and should be taught from the very beginning.6.2 The goal of teaching pronunciationThe 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.The realistic goals of teaching pronunciation is as following:☐Consistency: the pronunciation should be smooth and natural;☐Intelligibility: the pronunciation should be understandable to the listeners;☐Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.6.3 What aspects of pronunciation do we need to teach?Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.Q: How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.6.4 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What is the goal of perception practice?⏹Developing the students’ ability to identify and distinguish between different sounds.☐Examples of perception practice:⏹Using minimal pairs (with one sound difference): will/well; ship/sheep; light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹CompletionProduction practiceThe goal of production practice is developing students’ ability to produce sounds.1.Listen and repeat ( practice individual sounds, individual words, groups of words,sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).6.5 Practising stress and intonation☐Two types of stress:⏹word-level stress☐It is very important to stress the proper syllable in multi-syllabic words.☐The best strategy is to emphasize the importance of learning the stress as part of learning a word.⏹Phrase-level or sentence-level stress☐Each phrase or sentence has one syllable which receives greater or more prominent stress than the others.☐Some phrases or sentences may have one stressed syllable, while others may have 5-6 stressed syllables.6.5.1 Teaching methods of stress⏹The most important thing in practising stress is making the students aware of where tostress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard (underline the stress parts or write with colored chalks6.5.2 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.How can teachers help the students to improve pronunciation?e individual, pair, group and whole class work;e hands and arms to conduct practice.3.Move around the classroom when doing choral practice.4.Vary the criteria of ‘good’ to give students confidence.5.Do articulation practice more than once.6.Bring interests and variety to the practice.7.The main criteria for good pronunciation are consistency, intelligibility andcommunicative efficiency.8.Make full use of demonstrations.9.Try to use visual aids.Unit 7 Teaching Grammar7.1 The role of grammar in language learningIt is generally believed that•Grammar teaching is less important for children than for adults;•Grammar teaching is less important in listening and reading than in writing.•Grammar teaching can be seen in most formal classroom language teaching.Generally speaking, Chinese EFL learners need a certain degree of mastery of English grammar. However, it should be noted that learning grammar itself is not the ultimate goal of learning English.7.2 Grammar presentationWhat are the major types of grammar presentation method?☐Three ways of presenting grammar in the classroom:1.The deductive method 演绎法reasoning from general principles to a particular caseThe deductive method relies on reasoning, analyzing and comparing2.The inductive method 归纳法method of logical reasoning which obtains or discovers generallaws from particular facts or examples3.The guided discovery method 引导式发现法Similar to the inductive method in that ss are induced to discover rules by themselves;But different in that the process of the discovery is carefully guided and assisted by the teachers and the rules are then elicited and taught explicitly.Each has merits and drawbacks. The best way is to vary methods in different situations.Two key theoretical issues related to the method: the role of explicit knowledge in language learning; the value of discovery as a general method of learningImplicit and explicit knowledge☐Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort. E.g. of L1 内隐知识☐Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious ways. 外显知识7.3 Grammar practicePractice may be defined as any kind of engaging with the language on the part of the learner,usually under the teacher supervision, whose primary objective is to consolidate learning Grammar practice is usually divided into two categories, mechanical practice and meaningful☐Substitution and transformation drills are most frequently used.2.Meaningful/communicative practice (focus on form) 重形式练习☐Focus on meaning (CLT) + overt study of form☐Ss practise the target structure while negotiating meaning.3. Using prompts for practice☐The prompts can be pictures, mimes (use of facial expressions and gestures), tables, charts or key words.☐Practice based on prompts is usually considered as meaningful practice.☐Examples:ing picture promptsing mimes or gestures as promptsing information sheet as promptsing key phrases or key words as promptsing chained phrases for story tellinging created situations (to practise TL in a communicative way)What kind of practice is most effective?☐Ur (1988) predicts six factors that contribute to successful practice.1.Pre-learning: new language noticed2.Volume and repetition3.Success-orientation4.Heterogeneity of sentences and contexts异质性5.Teacher assistance6.interestConclusion1.The role of grammar in language learning: Generally speaking, Chinese EFL learners need acertain degree of mastery of English grammar. However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2.Three ways of presenting/ teaching grammar: the deductive method, the inductive method, andthe guided discovery method. Each has merits and drawbacks. The best way is to vary methods in different situations.3.Ur (1996) suggests that a good presentation of grammar should include both oral and writtenand both form and meaning. Plenty of contextualized examples are necessary; visual materials are helpful; use of complex terminology should be avoided for young learners; inductive and discovery method should be used for those structures that can be easily perceived by the learners; for complex structures it is better to teach the rule explicitly and deductively.4.Mechanical practice and meaningful practice of grammar have both advantages anddisadvantages. Two types of practice can be combined. Using prompts (pictures, mimes, tables, charts, key words, created situations) has proved to be an effective way of grammar practice.Unit 8 Teaching Vocabulary。
09级小学英语教学法课程的复习
《小学英语教学法》课程复习首先总结《小学英语教学法》课程的主要内容，介绍一下每一部分内容应该掌握的程度，复习的方法等。
本教材共有七部分组成，第一部分要求掌握小学英语教学的特点，从而因材施教；第二部分是国家英语课程；第三部分是课堂管理;第四部分为各种课型的教学，包括语音词汇等；第五部分是评价，最后是教材选择和教师的发展。
第一部分第一部分重点应该掌握4点：1．儿童的年龄、学习等特征2．儿童的母语习得3．多元智力理论4．儿童学习与青少年以及成人学习的异同5．小学教师的素质以儿童的特征为例，根据教材所列儿童具有8大特征1.short attention span2.good at imitation3.easily attracted4.no clear purpose for learning5.curious, imaginative, creative6.poor at analytical learning7.enjoy doing things with hands and bodies8.low language proficiency对于这些特征一是掌握其概念，二是掌握其运用。
所谓运用指根据这些特点应如何开展教学。
比如，结合学生语言能力相对偏低的特点，课堂上教师用语要尽可能地简短，多使用身势语等辅助手段帮助学生理解。
考试中既有对概念的考查，也有对其运用的考查。
如下面这道多选题：Which of the following shows the features of children?a.short attention spanb.clear purpose of motivationc.strong interest in songs, stories and picturesd.good at imitation当然，如果只知道上面我们提到的这8点还不能完全解答这一问题，因为儿童的特点在教材中不止一次提到，这就要求同学要善于总结，在阅读有关歌曲、故事章节时，同学就会注意到儿童对故事、歌曲等都比较喜欢，自然也就可以判断C 是正确的。
英语教学法期末复习资料
英语教学法期末复习资料（开放专科）英语教学法期末复习资料Ⅰ. Choose the best answerDirections: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question.1. Which of the following is characteristic of children in learning a foreign language?A. They pay more attention to meaning than to form.B. They have a clear purpose in learning a foreign language.C. They can monitor their own learning.D. They can concentrate for a long time in class.2. Which of the following is focused on writing?A. Labeling pictures according to their contents.B. Sequencing the pictures according to the story.C. Matching the pictures with the headings.D. Commenting on the pictures.3. Which of the following activities helps train logical thinking best*.A. Story telling.B. Finding patterns.C. Interviewing.D. Mind mapping.4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence?A. Performance in a discussion.B. Posters.C. Learning diaries.D. Performance in an interview.5. What does the following practise?I want you to send ^ it out in ^ a minute.I have collected a ^ lot^ of monkey stamps.A. Stress.B. Intonation.C. Pronunciation.D. Liaison.6. Which of the following can help to presentA. Realia.B. Miming.D. Pictures.7. What strategy does "creating a situation for students to use the words" help to train?A. Association.B. Association.C. Contextualization.D. Collocation.8. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.D. Teacher explaining the usage of words.9. Which of the following is a communication activity?A. Bingo.B. Information transfer.C. Substitution.D. Twenty questions.10. Which of the following can train oral proficiency?A. Flow chart dialogue.B. Distant dictation.C. Sequencing pictures.D. Labeling pictures.11. Which of the following activities help to train reading?A. Drawing according to oral instructions.B. Designing praising cards.C. Commenting on pictures,D. Matching the pictures with different stories.12. Which of the following seating arrngements is most suitable for group discussion?13. What is the teacher doing by saying "Now you are going to do this in pairs. "?A. Setting up tasks.B. Controlling discipline.C. Demonstrating.D. Getting feedback.14. Which of the following activities is most suitable for whole-class work?A. Presenting new language.C. Information gap.D. Writing summaries.15. Which of the following belongs to physical factors that affect the designing of a lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.16. What type of learners can benefit most from acting activities?A. Kinesthetic learners.B. Auditory learners.C. Individual learners.D. visual learners'"17. What learning strategy does the following activity help to train?Put the words in the relevant columns.Bananas, dogs, sheep, oranges.A. Grouping.B. Collocation.C. Association.D. Imagery.18. Which of the following can train listening?A. Sequencing the pictures.B. Writing captions for pictures.C. TPR.D. Matching titles with different paragraphs.19. Which of the following activities involves writing?A. Labeling pictures.B. Matching pictures with labels.C. Dramatization.D. Role play.20 How do chiIdren learn their first language?:A. By imitationsB. By being corrected by parents.C. By learning language rules.D. By, acting and performing.21. What's the teacher doing by saying "Now you are going to do this in pairs. ?A. Checking understanding.B. Giving prompt.C. Setting tasks.D. Getting feedback22. Which of the:following activities can be best done with pair work?A. Information gap;B. Guessing gamesC. Watching videos.D. Role-play.23. Which Of the following helps assess language performance?A. Asking students to reflect on what activities attract them most.B. Asking students about their attitudes towards a Certain gameC. Asking students to draw pictures according to description?D. Asking the students to do a quiz at the end of the lesson.24. Which of the following is suitable for Speaking?A. TPR actions.B. Recognizing pictures.C. Information-gap.D. Matching pictures with descriptions.25. In which of the following activities does the teacher play the role,of prompter?A. Give suggestions during an activityB. Read out the new words to the students.C. Take part in the pupils’ conversation.D. Encourage students to go on with their talk.26. Which of the following belongs to projects?A. Guessing what someone is eating.B. Creating a poster.C. Listening and identifying.D. Information gap.27. What kind of classroom arrangement is most suitable for the following activites? The teacher asks the pupils to discuss what they are going to do at the weekend.A. Pair work.B. Group work.C. Whole-class work.D. Individual work.28. What is the teaching doing in the following part of instruction7T: All right, I think it is the time.A. Introducing the activity.B. Giving a start.C. Checking understandingD. Concluding an activity.29, What is the teacher doing in terms of error correction?S: I seed a very good 'film on TV yesterday.T: Y ou SA W a very good film yesterday?A. Helping, correct the mistakeB. Giving a hint that the student has used the wrong tense,C. Asking the student to correct the mistake himselfD. Asking the student whether he really saw the film.30: What does children% short attention span imply for classroom instruction?.A. We should not make any activity too long.B. We should not waste time explaining complicated language rules.C. We should provide good models for children to imitate.D. We should select to those topics relevant to students’ experience.II．MatchingDirections: In this part, you are given five questions, Each question is followed by two columns of options. Y ou are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D, and write the answers on the answer sheet. Make sure each option can only match with one another.1. Match the learning styles on the left with the type of activities on the right.1) Group learners. A. Cutting paper.2) Individual learners. B. Watching videos.3) V isual learners. C. Discussing weekend plans.4) Tactile learners. D. Doing reading practice.2. Match the teacher's actions on both sides.1) S: I seed a film yesterday. A. Helping the student to correct hisT: Mum? own mistakes.2) S: I seed a film yesterday. B. Giving hints that there are mistakesT: Y ou SEED a film yesterday? in his speech.3) S: I seed a film yesterday. C. Encouraging others to correct theT: Y ou should say "saw", not mistake."seed".4) S: I seed a film yesterday. D. Correcting the student's mistakesT: What did Tom do? Anyone, who directly.can tell us?3. Match the activities on the left with the focus of instruction on the right.1) Complete the sentences according to the pictures. A. Listening.2) Put the sentences in the correct order according to B. Speaking.the pictures.3) Decide on the right pictures according to the C. Reading.recording.4) Discuss hobbies according to the pictures. D. Writing.4. Match the activities with the relevant classroom arrangement.1) Chain retelling of a story. A. Whole class work.2) Flow-chat dialogue. B. Individual work.3) Forming a basketball team. C. Pair work.4) Sentence completion D. Group work.5. Match the questions with the items they assess.1) What problems do you still have? A. Language performance.2) How well did you prepare before class? B. Progress.3) How well did you work in your group C. Classroom participation.work?4) Flow well did you do in the vocabulary quiz? D. Self-regulation.6. Match the learning styles on the left with the type of activities on the right.1) Group learners A. Discussion2) Reflective learners B. Making judgments3) Individual learners C. Copying4) Tactile learners D. Ding handcrafts7. Match the type Of intelligence on the left with the stuitable activities on the right.1) Interpersonal intelligence.? A. Active imagination2) Musical intelligence, B. Rhythmic patterns3) Naturalistic intelligence C. Sensing others’ motives,4) Spatial intelligence D. Photographing8. Match the items of phonetics on the left with the realizations on the right1) Articulation A. Not at all2) Intonation B. She sells seashells by the seashore3) Liaison C.. Want to do a good4) Loss of explosion D. Do you speak ,English?9. Match the type of vacabulary learning strategies on the left with the activities that help totrain them on the right.1) Collocation A. Ask the students to find .the words from takedialogue and: guess their meanings2) ContextB. B. AsktheStudentstolistentoarecort and read after it.3) Grouping C. Ask the students to the words I n the right category.4) Imitation D. Ask the students to match the prepositions with the nouns.10.Match the type of activities on the left with :the focus on the right?1）Simon says A. Reading2) Look and say B. Writing;3) Sentence completion C. Speaking4) Drawing according, to instruction D. ListeningⅢ. Multiple choice questionsDirections: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one(s) you think suitable. Y on may have more than one answer to each question.1. Which of the following roles do the primary school teachers play?A. A helper.B. A motivator.C. A friend.D. An organizer.2. Which of the following are/is characteristic of children?A. Not afraid of making mistakes.B. Analytical in learning.C. More instrumentally motivated.D. Good at generalizing.3. Which of the following explain(s) how children acquire their first language?A. By experimenting with the language.B. By interacting with people around them.C. By mimicking.D. By attending lessons.4. Which of the following features the learning of a foreign language?A. Natural learning context.B. Structured input.C. Conscious learning.D. Little error correction.5. Which of the following give(s) the right explanation of Chinese and English phonetic systems?A. English differentiates stressed syllables and unstressed syllables, and so does Chinese.B. Both English and Chinese have many vowels.C. Both English and Chinese have a lot of combined consonants.D. English words often have two or more syllables, but Chinese characters have only one.6.. If the class is too passive and lifeless, what will you do?A. Ask the students to read out the text together.B. Ask the students to copy the text.C. Ask students to act out the dialogue.D. Ask the students to do guessing games7. What is practiced in the following activity?Now, work in pairs and ask your partner what he or she has in his or her schoolbag.A. V ocabulary.B. Speaking.C. Listening.D. Grammar.8. Which two of the' followlng should be the focus of oral instruction?A. LanguageB. Function.C. FluencyD. Knowledge9.Which of the following are true of second language learning?A. Structured input.B. Selected exposure.C: Natural contextD. Focus on communication10. Which of the following can provide data for informative assessment?A. Final-term examinationB. Classroom observation.C. Peer evaluation of studentsD. Students' learning diary.IV. Activity designing :I．In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue and make use of the pictures given. Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions). Y ou can 'rife your design of the activity according to the table given. Make sure you give the assumed me for each step.Tom: Do you miss China?Darning: Sometimes.Tom: Do you want to go to China with me?Darning: Chinatown? But this is America.om: There is a Chinatown in New Y ork! There are a lot of Chinese shops and restaurants there.Darning: Really?Tom: Y es, and there's Chinese dancing.Darning: Let's go to Chinatown now.II．the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, assumed time, predicted problems and solutions, procedures including assigning the tasks; students preparing in groups; getting feedback). Make sure you give the assumed time for each step.TEXTA：Look, there he is.B：Who?A：Robert, the guy I’ve been telling you about.B：Oh. The guy you’re going out with?A：I wish. The guy I want to go out with.B：Oh, he he’s really handsome. Um, lets go talk to him.A：Oh, OK. I’ll introduce you. I think you’ll really like him…Hi, Robert.C：Oh, hi.A：Have you met my friend, Jean?C：I’m afraid not.A：Hey, Jean, this is Robert. Robert, this is Jean.C：Nice to meet you, Jean.B：Nice to meet you . Robert.Please design a 10-minute communicative speaking activity according to the material given. In this speaking activity, you are to train the students to learn how to greet people and make introduction.1. Objectives (2%) __________________________________2. Classroom organization (2%)________________________________3. Assumed time (2%) _______________________________4. Predicted problems (2%)_______________5. Solutions (3%) _____________________________6. Procedure (9%)(1)Assigning the tasks______________________________(2) Students preparing in pairs_________________________(3) Getting feedback ________________________________III．Activity designing (20%)Directions: In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure (at least 3 procedures), assumed time, predicted problems and solutions). Make sure you give the assumed time for each step.TEXTA: Hi，Susan. Have you got any plans for the weekend?B: No, not really. Why?A: Well, Bill and I were thinking of giving a party. Would you like to come?B: I’d love to. What can I bring?A: Nothing. Just yourself. Oh, I almost forgot.Could you tell the girls in your dorm about the party？B: Sure. By the way, what time do you want people to show up？A: Around seven. And also please tell the girls not to wear anything formal.It will be a casual affair.B: Okay .Name of activity ( 1%)________________Objectives (1%)__________________________________Type of the activity (1%)____________________Classroom organization (1%)___________________________Teacher’s role（1%）___________________Students’ role （1%）___________________Assumed time (1%) ______________Predicted problems (2%)_______________Solutions (2%)_____________________________Procedure (9%)(1)Assigning the tasks______________________________(2)Students preparing in pairs__________________________(3) Getting feed back________________________________。
英语教学法复习要点
英语教学法复习要点1.Structural view on 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 behavioristic psychology, the audiolingual approach to language learning emerged.2.Interactional view on language：The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.municative competence：The goal of CLT is to develop students' communicative competence, which includes boththe knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.There are five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency4.Task in English language teaching：Task-based Language Teaching is a further development of Communicative Language Teaching. It shares the same beliefs,,as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communicative-focused teaching.5.Overall language ability：• Learning:cognitive; self management; communication; resourcing•Language learning: listening; speaking; reading; writing • Language: phonetics; grammar; vocabulary; functions; topics• Cultural: knowledge; understanding; awareness• Affect: international; perspectives; patriotism; confidence; motivationponents of a lesson plan：background information; teaching aims; language contents and skills; stages and procedures; teaching aids; end of lesson summary; optional activities and assignments; after-lesson reflection.7.The role of the teacher：controller, assessor, organizer, prompter, participant, resource-provider, facilitators, guides, researchers8.Errors and mistakes：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. An error has direct relation with the learners' language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given. 9.The goal of teaching pronunciation：Consistency: the pronunciation should be smooth and natural; Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.10.Principles for teaching speaking：balancingaccuracy-based with fluency-based practices; contextualising practice; personalising practice; building up confidence; maximising meaningful interactions; helping students develop speaking strategies; making the best use of classroom learning environment to provide sufficient language input and practice for the students.11.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.12.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 to process. Meaningful practice usually comes after mechanical practice.13.The deductive method：relies on reasoning, analyzing and comparing. Frist, 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 terms. Sometimes,comparisons are made between the native language and the target language or between the newly presented structure and previously learned structure. Finally, the students practice applying the rule to produce sentences with given prompts.14.Guided discovery method：The guided discovery method is similar 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.15.Knowing a word：Knowing a word means knowing its pronunciation and stress; its spelling and grammatical properties; its meaning; how and when to use it to express the intended meaning.16.Vocabulary consolidation activities：labelling; spot the difference; describe and draw; play a game; use word series; word bingo; word association; find synonyms and antonyms; categories; using word net-work17.Connotative meaning of a word：A connotative meaning ofa 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.18.Denotative meaning of a word：Denotative meaning of a word of a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sigh, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn.19.Vocabulary learning strategies：review regularly, guess meaning from context, organize vocabulary effectively, usea dictionary, manage strategy use20. Top-down model of listening：In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.21.Bottom-up model of listening：In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other word, 'we use information in the speech itself to try to comprehend the meaning'.Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases and structures. If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker.22.Sight vocabulary：Words that one is able to recognise immediately are often referred to as sight vocabulary. In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain.23.Interactive model for teaching reading：24.The transition device：The way to transfer information from one form to another is called a transition device. Some transition devices that are often used in teaching reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized.The purpose of transition device:•Focus attention on the main meaning of the text;•Be able to simplify sophisticated input so that it becomes the basis for output;•Allow students to perform tasks while they are reading;•Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning; •Involve all the students in clearly defined reading tasks;•Precede one step at a time;•When a TD is completed, use it as a basis for further oral and/or written language practice.25.A communicative approach to writing：It acknowledges that mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. This means either writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. In short, students can be motivated by authentic writing tasks that have some communicative elements.26.The process approach to writing：creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading, conferencing。
英语教学法(1)教材复习提要
5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。
英语复习教案
英语复习教案教案标题：英语复习教案教案目标：通过复习英语知识，帮助学生巩固并加深对英语基础知识、语法和词汇的理解，并提高学生的英语应用能力。
适用年级：初中八年级教案时长：5个课时教学内容：第一课时：复习基础单词和短语1. 使用图片和关键词帮助学生复习并记忆基础单词和短语。
2. 组织学生进行小组讨论，互相交流并运用这些单词和短语进行对话练习。
3. 教师在板书上列出学生需要重点掌握的单词和短语。
第二课时：复习基础语法知识1. 回顾一般现在时、一般过去时和一般将来时的构成和用法。
2. 给出一些实例，要求学生进行应用练习，并解答相关问题。
3. 引导学生进行小组讨论，使用这些时态进行对话练习。
第三课时：复习疑问句和否定句的构成1. 回顾疑问句和否定句的构成和变化规则。
2. 给出一些练习题，要求学生完成相关变化，并解答问题。
3. 组织学生进行小组活动，使用疑问句和否定句进行对话练习。
第四课时：复习基础阅读理解技巧1. 选择适当的短文，让学生进行阅读，理解和回答相关问题。
2. 引导学生学习如何寻找关键信息、分析文章结构和推测意义。
3. 组织学生进行小组讨论，分享他们的理解和答案。
第五课时：复习口语表达和听力技巧1. 给出一些情境，要求学生进行口语表达练习。
2. 播放一段听力材料，要求学生听取关键信息并回答问题。
3. 通过小组活动和全班讨论来加深学生对听力技巧的理解。
教学方法：1. 多样化的教学方法：包括图片示范、小组讨论、个人练习和整体讨论等，以满足不同学生的学习需求和能力水平。
2. 实践性学习：鼓励学生进行实践，通过应用所学知识进行口语表达、阅读理解和听力练习。
3. 合作学习：组织学生进行小组活动，促进彼此之间的互动和合作，培养他们的合作意识和团队合作能力。
教学评估：1. 在每节课的结束时进行课堂练习，以检查学生对复习内容的理解和掌握程度。
2. 通过对学生的小组讨论和口语表达进行观察和评估，了解他们的英语应用能力和语言水平的提高情况。
(完整)小学英语教学法教程第二版期末复习知识点,推举文档
(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。
英语教学法复习提纲（5篇）
英语教学法复习提纲（5篇）第一篇：英语教学法复习提纲A Course in English Language TeachingA General Review1.What is language? Do you know the views on language and the views on language learning? What are they?2.What is macro planning?3.What does communicative competence imply?4.Why is lesson planning necessary?5.Do you know principles for good lesson planning? What are they?6.What are the components of a lesson plan?7.What roles do teachers play in the classroom?8.Can you name the most common students grouping?9.Can you explain the deductive method（演绎法）and the inductive method（归纳法）for grammar teaching?10.What activities can we do to consolidate vocabulary?11.What do we listen to in everyday life?12.What are the characteristics of the listening process?13.What are the principles for teaching listening?14.What are the principles for designing speaking activities?15.What are the principles and models for teaching reading?16.What are the common types of activities in teaching reading?17.Can you explain “A communicative approach to writing” and “A process approach to writing”?18.Why should we integrate the four skills?19.How can we integrate the four skills?What do you think are the purposes of assessment?第二篇：英语教学法复习提纲小学英语教学法复习提纲第一章1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习目标；（5）精力集中时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时才会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学习英语的兴趣和动机，培养良好的学习习惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的日常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品德教育，个性得到健康和谐的发展。
英语教学法复习题
英语教学法复习题(总10页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--英语教学法复习题:一、Multiple-choice questions1. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning2. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation3. By language skills, we mean communicative skills involved in listening, speaking,reading and ( ).A. drawingB. describingC. practicingD. writing4. When did Harmer suggest the following measures for undisciplined acts and badlybehaving students ( )A 1984B 1985C 1983D 19865. What should the teaching of pronunciation focus on?A. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation6. Which is not our realistic goal of teaching pronunciation listed below?A. creativityB. consistencyC. intelligibility D communicative efficiency7. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new8. The principles for good lesson planning are in terms of aim, variety, flexibility, ( ) ,and linkage.A. typeB. learnabilityC. attitudeD. language9. ( ) means the realistic goals for the lesson.A. VarietyB. LinkageC. AimD. Lesson planning10. Linkage means the stages and the ( ) within each stage are planned in such a waythat they are someway linked with one another.A. directionsB. stepsC. goalsD. types11. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning12. Which is not the kind of stress that is important to achieving good pronunciationlisted below?A. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress13. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction14. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practicemunicative practice and effective practice15. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills16. In ( )drill, the students substitute a part in a structure so that they get to knowhow that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking17. In ( ) drill, the students change a given structure in a way so that they are exposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution18. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice19. The attitudes or motions of a language user in choosing a word and the influenceof these on the listener or reader’s interpretation of the word refer to( ).A. denotative meaningB. connotative meaningC. collocationsD. antonyms20. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering21. There are many opportunities to integrate listening with the practice of otherlanguage skills, especially at the( )stage.A. pre-listeningB. while-listening .22. Which of the following activities do you think would help prepare students forreal-life speech in English?A. reading aloudB. giving a prepare talkC. doing a drill of the above23. Which of the following principles of teaching speaking teachers should be awareof?A. Contextualizing practiceB. Personalizing practiceup confidence of the above24. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal25. Helping our students to develop the ability of automatic word recognition is the basis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking26. Which of the principles and models for teaching reading is false?A. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model27. A ( ) is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment28. Words which can be grouped together under the same super ordinate concept is( ).A. synonymsB. antonymsC. hyponymsD. all the above29. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. All the above30. Which stage do teachers use to help the students prepare to listen ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening31. The ( )stage is the most difficult for the teacher to control , because this iswhere students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.32. There is a method of teaching called ( ), which concentrates on learninglanguage by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act33. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image34. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening35. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing36. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions37. When conducting scanning activities, one of the things the teacher should bebear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %38. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. All above39. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion40. Proper lesson planning is essential for both novice and ( ) teacher.A. experiencedB. youngC. oldD. new41. The principles for good lesson planning are in terms of aim, variety, flexibility, ( ) ,and linkage.A. typeB. learnabilityC. attitudeD. language42. ( ) means the realistic goals for the lesson.A. VarietyB. LinkageC. AimD. Lesson planning43. Linkage means the stages and the ( ) within each stage are planned in such a waythat they are someway linked with one another.A. directionsB. stepsC. goalsD. types54. Ideally, lesson planning should be done at two levels: macro planning and ( ).A. teaching planningB. language teachingC. assessmentD. micro planning45. Which is not our realistic goal of teaching pronunciation listed below?A. creativityB. consistencyC. intelligibility D communicative efficiency46. In ( )drill, the students substitute a part in a structure so that they get to knowhow that part functions in a sentence.A. transformationB. comprehensionC. substitutionD. speaking47. In ( ) drill, the students change a given structure in a way so that they areexposed to other similar structures.A. transformationB. comprehensionC. speakingD. substitution48. Practice based on prompts is usually considered as ( ) practice.A. meaningful practiceB. effective practiceC. communicative practiceD. mechanical practice49. The attitudes or motions of a language user in choosing a word and the influenceof the se on the listener or reader’s interpretation of the word refer to( ).A. denotative meaningB. connotative meaningC. collocationsD. antonyms50. Words which can be grouped together under the same super ordinate concept is( ).A. synonymsB. antonymsC. hyponymsD. all the above51. Which is not the kind of stress that is important to achieving good pronunciationlisted below?A. word-level stressB. paragraph-level stressC. phrase-level stressD. sentence-level stress52. Pronunciation is difficult to teach without some drills on ( )A. gestures B .action C. sounds D. correction53. Grammar practice is usually divided into two categories, they are ( )A. mechanical practice and effective practiceB. meaningful practice and effective practiceC. communicative practice and mechanical practicemunicative practice and effective practice54. ( ) are most frequently used in mechanical practice.A. Substitution drills and speaking drillsB. Speaking drills and transformation drillsC. Transformation drills and comprehension drillsD. Substitution drills and transformation drills55. In the test format ( ), students are asked to complete paragraphs or sentencesby either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers56. ( ) is planning for a whole programme or a whole-year course.A. Micro planningB. Macron planningC. TeachingD. Language learning57. The 3-stage model is pre-reading, ( ) and post-reading.A. practiceB. writingC. while-readingD. preparation58. By language skills, we mean communicative skills involved in listening, speaking, reading and ( ).A. drawingB. describingC. practicingD. writing59. When did Harmer suggest the following measures for undisciplined acts and badly behaving students ( )A 1984B 1985C 1983D 198660. What should the teaching of pronunciation focus on?A. reading phonetic transcripts of wordsB. writing phonetic transcripts of wordsC. students’ ability to identify and produce English sounds themselvesD. acquire native-like pronunciation61. Which of the following principles of teaching speaking teachers should be awareof?A. Contextualizing practiceB. Personalizing practiceC. Building up confidenceD. all of the above62. Reading aloud and ( ) reading are two different types of reading practice.A. slowB. quickC. silentD. normal63. Helping our students to develop the ability of automatic word recognition is thebasis for developing their ( ) skills.A. writingB. listeningC. readingD. speaking64. ( ) is an excellent way to make speaking tasks communicative.A. Information-gap activitiesB. Controlled role playsC. Using clues or prompts for practicesD. Drilling, modeling and repetitions65. When conducting scanning activities, one of the things the teacher should bebear in mind is to wait until ( ) of the students finish.% B. 60% C. 70% %66. Integration of the ( ) skills/skill is concerned with realistic communication.A. readingB. listening and speakingC. writingD. All above67. ( ) is one kind of test formats that students are provided with a set ofstatements related to the read or heard texts and required to decide whether they are true or false according to the texts.A. Multiple-choice questionsB. Matching questionsC. True or false questionsD. Gap-filling of completion68. Some vocabulary consolidation activities that can be done in class are ( ).A. rebellingB. describes and drawC. word associationD. All the above69. Which stage do teachers use to help the students prepare to listen ( )A. Pre-listeningB. While-listeningC. Post-listeningD. When-listening70. The ( )stage is the most difficult for the teacher to control , because this iswhere students need to pay attention and process the information actively.A. pre-listeningB. while-listeningC. post-listeningD. mid-listening.71. There is a method of teaching called ( ), which concentrates on learninglanguage by listening physically to commands or directions .A. Open the Door the doorC. Total Physical ResponseD. Listen And Act72. The ability to surf the net and find the information needed is what todayteachers will need to develop---skill of ( ).A. screen literacyB. internet navigationC. create one;s own file of picture and cardsD. image73. Ellis (2002) suggests procedures for teaching grammar using ( ) as input.A. speakingB. readingC. writingD. listening74. The deductive method is one way of grammar presentation, it relies on( ).A. reasoning, analyzing and comparingB. reasoning, thinking and comparingC. discussing, analyzing and comparingD. thinking, analyzing and discussing75. The most typical type of post-listening task is the ( )question.A. multiple-choice comprehensionB. open-endedC. other typesD. answering76. There are many opportunities to integrate listening with the practice of otherlanguage skills, especially at the( )stage.A. pre-listeningB. while-listeningC. post-listening .77. Which of the following activities do you think would help prepare students forreal-life speech in English?A. reading aloudB. giving a prepare talkC. doing a drill of the above78. In the test format ( ), students are asked to complete paragraphs or sentencesby either filling in words they think are appropriate or choosing the best from the given choices.A. Gap-filling or completionB. DictationC. Matching questionsD. question and answers79 Which of the principles and models for teaching reading is false?A. Bottom-up modelB. Top-down modelC. Interactive modelD. Medium-model80. A ( ) is a purposeful collection of materials assembled over a period of time by alearner to provide evidence of skills, abilities related to his/her study.A. portfolioB. project workC. peer assessmentD. continuous assessment二、 True or False1. There-stage model is advised in a reading lesion, that is, pre-reading, while-reading and post-reading.2. At the production stage, the students are encouraged to use what they have learned andpracticed to perform communicative tasks.3. Although the success of a speaking task depends on many factors, the followingcharacteristics are common in successful speaking tasks (Ur,1996): maximumnative talk, even participation, high motivation.4. Whole class work can be used when presenting and explaining new language ornew information.5. The ideal systematic evaluation of a textbook would be a longitudinal one, whichincludes a pre-use evaluation, a whilst-use evaluation and a post-use evaluation. 6. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventional phases/chunks and using devices such as fillers hesitation device to give time to think beforespeaking.7. Littlewood (1981:12) divides communicative speaking activities into two types:structural activities and social interaction activities.8. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.9. Criterion-referenced assessment is designed to measure how the performance ofa particular student or group of students compares with the performance ofanother student or group of students whose scored are given as the norm.10. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas for preparinglearners to become autonomous. They are psychological preparation,methodological preparation and practice in self-direction.11. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.12. We have learned two ways of integrating skills: complex integration, wherebya receptive language skill serves as a model for a productive language skill,and simple integration, which is a combination of activities involving differentskills, kinked thematically.13. Deductive method, inductive method and guided discovery method are thefrequently used ways of presenting grammar in the classroom.44. Keeping a vocabulary notebook is seen as one way of helping students engagemore meaningfully with the new words that they are being exposed to in their language learning experiences.15. One’s overall competence in a foreign language involves performingeffectively each of the four skills (listening, speaking, reading and writing)separately.16. Making inference, which means “reading between the lines”, is an importantspeaking skill.17. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”, “andlistening without viewing”.18. The activities prediction, setting the scene, skimming and scanning are commonactivities in While-reading activities.19. Parents provide money and personnel for education. They need to knowwhether the programs they have planned are working well.20.International view considers language to be a communicative tool, whose main us e isto build up and maintain social relations between people.21. If the student has got most of his language right but has made a trivial mistake,the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. principles may be used to guide every lesson planning .They are described below in t erms of aim ,variety, flexibility, learnability, and linkage.24. Perception practice is aimed at developing the students’ ability toidentify and distinguish between different sounds.25. Since the teacher’s talk can be good models and useful input, it is best to keep the teachers’ talk at a maximum level.26. A portfolio is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills, abilities and attitudes related to their study.27. Deductive method, inductive method and guided discovery method are the frequently used ways of presenting grammar in the classroom.28. One’s overall competence in a foreign language involves performing effectively each of the four skills (listening, speaking, reading and writing) separately.learners learn more effectively through body experience while Kinesthetic learners learn more effectively through touch (hands-on).view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.31. If the student has got most of his language right but has made a trivial mistake, the teacher should interrupt him immediately.believes that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. 33. The word “education” comes from the Russian verb educare.principles may be used to guide every lesson planning .They are described below i n terms of aim ,variety, flexibility, learnability, and linkage.35. According to Bygate (1987), the four common features of spoken language areusing complex syntax, taking short cuts, using faxed conventionalphases/chunks and using devices such as fillers hesitation device to give time to think before speaking.36. There-stage model is advised in a reading lesion, that is, pre-reading, while-reading and post-reading.37. At the production stage, the students are encouraged to use what they haveLearned and practiced to perform communicative tasks.38. Although the success of a speaking task depends on many factors, thefollowing characteristics are common in successful speaking tasks (Ur,1996):maximum native talk, even participation, high motivation.39. Whole class work can be used when presenting and explaining new languageor new information.40. We have learned two ways of integrating skills: complex integration, whereby areceptive language skill serves as a model for a productive language skill, and simple integration, which is a combination of activities involving different skills, kinked thematically.41. Making inference, which means “reading between the lines”, is an importantspeaking skill.42. Some writing activities can be between “writing for learning” and “writi ng forcommunication”.43. British psychologist Howard Gardener (1983, 1993) has proposed the theory ofmultiple-intelligence which has provided a new perception for understanding human beings.44. The register means the vocabulary that is commonly found in a specific discourse.45. Assessment involves the collecting of information or evidence of a learner’s learning progress and achievement over a period of time for the purposes of improving teaching and learning.46. Research in listening has shown that good listener is good predictors.47. According to Littlewood (1981:86), Pre-communicative activities includestructural activities and Quasi-communicative activities.48. Tactile learners learn more effectively through body experience whileKinesthetic learners learn more effectively through touch (hands-on).49. Making inference, which means “reading between the lines”, is an importantspeaking skill.50. Some writing activities can be between “writing for learning” and “writing forcommunication”.51. British psychologist Howard Gardener (1983, 1993) has proposed the theoryof multiple-intelligence which has provided a new perception forunderstanding human beings.52. A portfolio is a purposeful collection of materials assembled over a period oftime by a learner to provide evidence of skills, abilities and attitudes relatedto their study.53. Criterion-referenced assessment is designed to measure how theperformance of a particular student or group of students compares withthe performance of another student or group of students whose scored aregiven as the norm.54. Dickinson and Carver (1980, cf. Ellis and :7)) identify three areas forpreparing learners to become autonomous. They are psychologicalpreparation, methodological preparation and practice in self-direction.55. Making inference, which means “reading between the lines”, is an importantspeaking skill.56. Instead of showing a video and then ask questions to check students’understanding, a video can be used to in more motivating ways to generate a lot of learning. Useful techniques include “freeze frame”, “silent viewing”,“and listening without viewing”.57. The activities prediction, setting the scene, skimming and scanning arecommon activities in While-reading activities.58. The register means the vocabulary that is commonly found in a specific discourse.59. Assessment involves the collecting of information or evidence of a learner’slearning progress and achievement over a period of time for the purposes ofimproving teaching and learning.60. Since the teacher’s talk can be good models and useful input, it is best tokeep the teachers’ talk at a maximum level.三、Questionsare the criteria for evaluating how communicative classroom activities?2. What are the most influential approaches in second/foreign languageteaching in recent years?3. According to William J. Hutchins, what moral values should we promote in our teaching?4. What are the five main components of communicative competence?5. What are the Principals of Communicative Language Teaching?6. As a language teacher, how should you design tasks?7. How do you understand TBLT and its relationship with the CLT？development of ELT since 1978 can be divided into four major are they。
英语教学法复习重点
1.Views on language: a. Structural view(结构主义) b. Functional view(交际法) c. Interactional view(交往法)1) The structural view结构主义观点:language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. 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.2)The functional view交际法的观点language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.3)The interactional view交往法的观点Language is a communicative tool, whose main use is to build up and maintain social relations between people. Learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2.The qualities of teachers教师素质：ethic devotion; professional qualities; personal styles.municative competence(交际能力组成的5部分): a. linguistic competence b. pragmatic competence c. discourse competence d. strategic competence e. fluency4. Principles of communicative language teaching: a. communication principle b. task principle c. meaningfulness principle5.classification of communicative activities(交际活动的分类): a. functional communicative activities b. social interaction activities6．The role of teacher 教师的角色：a. controller b. assessor c. organizer d. prompter e. participant f. resource-provider 7. Classroom instructions: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.8. students grouping: a. whole class work b. pair work c. group work d. individual study6\7\81.Three ways to show the stress pattern words, phrases and sentences:1)Use gesture;2)Use the voice;3)Use the blackboard.2.Factors contribute to successful practice:1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interest3.Grammar practice is usually divided into 2 categories: mechanical practice & meaningful/communicative practice.4.Mechanical practice involves activities that aimed at form accuracy.5.What does it mean to know a word? Knowing a word mans 1) knowing its pronunciation and stress; 2) knowing its spelling & grammatical properties; 3) knowing its meaning; 4) knowing how & when to use it to express the intended meaning.9\10\111. Principles for teaching listening 1).focus on process.2).combine listening with other skills.3).focus on the comprehension of meaning.4).grade difficulty level appropriately.2. Factors that affect the difficulty level of listening tasks, but they fall into 3 main categories:1)type of language used.2）task or purpose in listening.3）context in which the listening occurs.3. Models for teaching reading:1)Bottom-up model.(2)Top-down model 3)Interactive model4.The characteristic are common in successful speaking tasks:1) Maximum foreign talk; 2)Even participation;3)High motivation;4)Right language level.5. Littlewood divides communicative speaking activities into 2 types: Communicative activities: functional communication activities and social interaction activities. It also includes Pre-communicative activities: structural activities andQuasi-communicative activities. Pre-communicative activities are intended to prepare learners for Communicative activities. 6. Pre-reading activities: predicting; setting the scene; skimming; scanning. Skimming means reading quickly to get the gist,e.g.the main idea of the text. Scanning which means to read to locate specific information.7.Some speaking activities：1)controlled activities: mainly focus on form and accuracy; 2)semi-controlled activities: focus on meaning and communication; 3)communicative activities.8. Ur points out that factors that affect the success of role-plays are: 1)the teacher’s enthusiasm;2)careful instructions;3)clear situations and roles; 4)and making sure that the students have the language they will need to carry out the role-play.1.The main procedures of process writing(过程写作)include: Creating a motivation to write; brainstorming; mapping; freewriting; outlining; drafting; editing; revising; proofreading and conferencing.2. Principles can help teachers motivate students to write: 1) Make the topic of writing as close as possible to students’ life.2) Leave students enough room for creativity and imagination. 3) Prepare students well before writing. 4) Encourage collaborative group writing as well as individual writing. 5) Provide opportunities for students to share their writings. 6) Provide constructive and positive feedback. 7) Treat students’’ errors str ategically. 8) Give students a sense of achievement from time to time.1.我国英语教学的六个基本原则原先所倡导的中学英语教学的基本原则：1、交际性原则2、阶段侧重原则3、语音词汇语法综合教学原则4、使用和控制使用本族语的原则5、以学生为中心的原则。
英语教学法总复习
英语学科教学论考试题型说明本次考试侧重学生对语言教学理论和方法的理解及应用，而不是对理论知识的识记。
学生在复习时应力求理解教材中的重要语言教学理念和方法，并学会运用，不要死记硬背。
由于考试题目不涉及基本定义、概念的简单识记，考试时夹带小抄不起任何作用。
I. Choose the best answer (20%, 1’×20=20’)选择题绝大多数题目给学生提供语言教学活动实例或语言学习情境，让学生运用所学教学法理论知识对这些活动、情境进行分析、鉴别和判断。
II. True or false (20%, 1’×20=20’)语言教学基本理念、方法的命题判断。
III. Problem Solving (30%, 10’ ×3=30’)三小题（同去年题型）。
提供有问题的教学情境，要求学生简要回答问题所在并提供解决方案。
IV. Mini lesson planning (30%, 10’ ×3=30’)三小题。
提供教学材料，学生根据要求做简短教学设计。
如根据所提供的教学素材写出教学目标；根据所提供的教学素材设计一项读前活动等等。
两套试题基本涉及到各种语言技能（听说读写）教学和语言知识（词汇、语法）教学。
考试范围：一到十二章。
Unit 1 Language and Learning1. Views on language:1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. 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.This view on language limits knowinga language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations betweenpeople. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. Views on language learning1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor‟s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods inwhich students are asked to think rather than simply repeat. It seems to be largel y the result of Noam Chomsky‟s reaction to Skinner‟s behaviorist theory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3. Learning theories in general1) Constructivist theory: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. It is believed that education is used to develop the mind, not just to rote recall what is learned. Teaching should be built based on what learners have already known and engage learners in learning activities. Teachers need to design environments and interact with learners.2) Socio-constructivist theory:The socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of …Zone of Proximal Development‟(ZPD) and scaffolding. Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4. What is a good language teacher?1) The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles.(Then try to explain these three elements respectively according to your own understanding)2) Teachers‟ professional development model by Wallace (PP9-10)Unit 2 Communicative Principles and Task-based Language Teaching 1. The differences between language use in real life and thetraditional language teaching (P15)2. The goal of communicative language teaching (P16)3. Communicative Competence1) Linguistic competence:Linguistic competence is a term which is first mentioned by Noam Chomsky. It is understood as the tacit knowledge of language structure and the ability to use this knowledge to understand and produce language. For Chomsky, competence simply means knowledge of the language system: grammatical knowledge in other words.2) Communicative competence:Hedge (2000: 46-55) discusses five main components ofcommunicative competence: linguistic competence, pragmaticcompetence, discourse competence, strategic competence, andfluency. (PP17-19)Communicative competence entails 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, when, how, where, and to whom.4. Three principles of communicative language teaching (P20)a) the communicative principle: Activities that involve realcommunication promote learning.b) the task principle: Activities in which language is used forcarrying out meaningful tasks promote learning (Johnson1982).c) the meaningfulness principle: Language that is meaningful to thelearner supports the learning process.4. Communicative activities:A sequence of activities represented in Littlewood (1981: 86):Pre-communicative activities: structural activities and quasi-communicative activitiesCommunicative activities: functional communication activities andsocial interaction activities(PP22-23, PP162-172)5. Six criteria for evaluating communicative classroom activities (PP24)6. Task-based Language Teaching (TBLT)1) Definitions of a task (PP27-28)2) Four components of a task (P28)3) The differences between tasks and exercises (PP28-30)Unit 3 The National English Curriculum1.Designing principles for the National English Curriculum (PP41-43,P310-311 Answers to Task 1)2.Goals and objectives of English language teaching (PP43-45, P312Answers to Task 3)3.Challenges facing English language teachers (PP48-49)Unit 4 Lesson Planning1. Lesson PlanningIt means making decisions in advance about what techniques, activities and materials will be used in the class.2. In what ways do the teachers benefit from the teaching plan? (P52-53)3. Principles for good lesson planning (PP53-54)4. Macro planning vs. micro planning (PP54-55)5. Components of a lesson plan (PP55-60)6. The three P’s model (P 59)Presentation: the teacher introduces the new language items to be learnt. The teacher focuses the students‟ attention on modelsentences, dialogues or other types of texts and checks theirunderstanding of the new language items.Practice:students are given the opportunities to use the newly presented language items in a controlled framework. This maydone by drills, or by repeating parts of the dialogue presentedin the presentation. This stage is intended to develop accuracyskills.Production:students give free and extensive expressions by integrating the new language items with the old throughactivities, aimed at developing fluency skills.7. The three-stage model (PP59-60):Pre-While-Post-Unit 5 Classroom Management1. Classroom management (P67)Classroom management involves teacher recognizing options, making decisions and putting them into actions.2. Teacher roles (PP68-72)3. Classroom instructions (PP73-74)4. Student grouping (PP74-77)1) whole class work (lockstep) 2) pair work3) group work 4) individual study5. Questioning in the classroom1) Classification of question types (PP83-84)2) Tips for making questioning more effective (PP85-86)6. Dealing with errors1) When to correct (P87)2) How to correct (PP87-88)Unit 6 Teaching Pronunciation1. The goal of teaching pronunciation (PP92-93)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.Our realistic goals of teaching pronunciation:ConsistencyIntelligibilitycommunicative efficiency2. Critical period hypothesis (PP92-93)3. Aspects of pronunciationUnit 7 Teaching Grammar1. The role of grammar in language learning (PP102-104)2. Grammar presentation methods:(PP104-106)Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would befollowed by the teacher giving several examples and then askingthe students to apply the rules themselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the studentsare left to discover or induce the rules or generalizations on theirown.The guided discovery method3. Grammar practiceMechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students payrepeated attention to a key element in a structure. Substitutionand transformation drills are most frequently used in mechanicalpractice.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 process. Meaningfulpractice usually comes after mechanical practice.4. Further suggestions about teaching grammar:1) Teach only those rules which are simple and which do not have too many exceptions.2) Do not spend too much time on grammar points, which do notappear to be very useful or important. Just make the studentsaware of the special features.3) Wherever possible, teach grammar in context.4) When presenting grammar, try to use charts, tables, diagrams,maps, drawings and realia to aid understanding.5) Avoid difficult grammatical terminology as much as possible.6) Allow enough opportunities for practice.7) Do not be frustrated by the student s‟ mistakes and errors, whichare inevitable in language learning.Unit 8 Teaching Vocabulary1. Understanding vocabulary and vocabulary learning (P116-118)Task 22. What does knowing a word mean? (PP118-124)3. Ways of presenting vocabulary (PP124-126)3. Consolidating vocabulary (PP126-129)Unit 9 Teaching Listening1. Characteristics of the listening process: (P139)Spontaneity, context, visual clues, listener‟s response, speaker‟s adjustment2. Models of listening1) Schema theory:The term schema was first used by the psychologist Bartlett (1932), and has had an important influence in the areas of speechprocessing and language comprehension.Bartlett argued that the knowledge we carry around in our heads is organized into interrelated patterns.Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of newexperiences.2) Bottom-up model and top-down model (PP143-144)3. Major Listening Skillsi. Listening for gist: to get a general idea of what one hearsii. Listening for specific information: to pick out from the whole text what one regards as important or relevant, to concentrate only on the information one needsiii. Listening for detailed information: to obtain a detailed knowledge of a topiciv. Inferring: to “listen between the lines” (listen for what is not directly stated, to decode what is indirectly expressed, including the relationships between speakers, the moods or attitudes of the speakers, the physical setting of the text, and so on)Sources: a) intonation, b) the speaker‟s choice of words, c) the speaker‟s facial expressions, gestures or body movements v. Note-taking (to combine listening and writing)4. Principles for teaching listening (PP139-140):F o c u s o n p r o c e s s r a t h e r t h a n o n t h e r e s u l tC o m b i n e l i s t e n i n g w i t h o t h e r s k i l l sF o c u s o n t h e c o m p r e h e n s i o n o f m e a n i n gG r a d e d i f f i c u l t y l e v e l a p p r o p r i a t e l y5. Three stages for teaching listening:Pre-listening stage (PP144-146)While-listening stage (PP146-151)Post-listening stage (PP152-154)Unit 10 Teaching Speaking1. What are the characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context dependent (Background knowledge is necessary tounderstand exactly what is being expressed.)2. Principles for designing a successful speaking activity (PP161-162)Maximum foreign talkEven participationHigh motivationRight language level3. Types of speaking tasks (PP162-172)Unit 11 Teaching Reading1. The nature of reading (PP175-176 Task 2)2. What are effective readers?1)Have a clear purpose in reading2)Read silently.3)Read phrase by phrase, rather than word by word4)Concentrate on the important bits, skim the rest, and skip theinsignificant parts5)Use different speeds and strategies for different reading tasks6)Perceive the information in the target language rather than mentallytranslate7)Guess the meaning of new words from the context, or ignore them8)Use background information to help understand the text3. Three models for teaching reading: (PP184-185)Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach:The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approachestogether, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer‟s choice of vocabulary for understanding the implied meaning.4. Major reading strategies:Skimming: the reader moves his eyes over the text very quickly justin order to get the main idea of the text, or sometimes decidewhether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly aspossible in order to find out information about a particular date,such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logicaland cultural clues to discover the meaning of unknown elements.Such as the writer‟s opinions and attitudes which are not directl ystated in the text.5. Principles for teaching reading:a) The selected texts and attached tasks should be accessible to the students.b) Tasks should be clearly given in advance.c) Tasks should be designed to encourage selective and intelligentreading for the main meaning rather than test the students‟understanding of trivial details.d) Tasks should help develop student s‟ reading skills rather than testtheir reading comprehension;e) Teachers should help the students not merely to cope with oneparticular text in front of them but with their reading strategiesand reading ability in general.f) Teachers should help the students to read on their own.7. Three stages for teaching reading:Pre-reading stage (PP185-193)While-reading stage (PP194-201)Post-reading stage (PP201-204)8. Information transfer activities (PP194-198)Unit 12 Teaching Writing1. The differences between “writing for language learning”and“writing for communication”(PP208-211)2. Problems in writing tasks (P212)a) They are mainly accuracy-based.b) They are designed to practise certain target structures.c) There is insufficient preparation before the writing stage.d) There is no sense of audiencee) There is no sense of authenticity.f)There is no opportunity for creative writing, particularly forexpressing unusual or original ideas.2. Two different approaches to teaching writing:Product approach；（P208, 213）In the traditional ELT classroom, writing often goes this way: the teacher gives a topic or a selection of topics, a set ofrequirements, and a time limit. The students finish the taskwithin the time limit and hand in the final product. Thestudents‟ work is evaluated based on the accuracy of the finalproduct. The process which the students go through whiledoing the writing task is virtually ignored.Process approach （PP213-219）The 'process approach' is defined as 'an approach to the teaching of writing which stresses the creativity of the individual writer,and which pays attention to the development of good writingpractices rather than the imitation of models'. Thus, the focusshifts from the final product itself to the different stages thewriter goes through in order to create this product. by breakingdown the task as a whole into its constituent parts.3. Features of process writing (P214)4. Writing Processes （PP213-219）。
英语教学法考试复习资料
英语教学法上册P.10问3.What effect did the formation of the European Common Market have on the teachingof foreign languages in Europe?(答案见P.13 feedback 3即功能概念法产生的背景)4.What is a functional-notional syllabus?（答案见P.13 feedback 4 第一句不要）P.49 What is Communicative Competence?Dell Hymes added the term “communicative competence ”to the language of Applied Linguistics , it includes appropriacy, accuracy, fluency. In short, a child becomes able to use the language to do things for himself, and to measurehis success or failure by the response of others. This competence is called communicative competence.P.50 Task 6 下方的feedback 那个表格（交际能力发展因素）P.60 Which features distinguish spoken text from written text? (口头语与书面文本的区别)【答案均可在书P.60中找到原句】1.Some would say spoken language is simpler than written language.2.It is argued by researchers that in terms of productive skills(writing and speaking skills), the two modes of language, written and spoken, indicate two different kinds of complexity: the spoken language is complex in the way clauses are linked together, while the written language is complex at the level of clause.3.The second feature to distinguish written language from spoken language is the heavier lexical density, which makes writing seem more complex.4.The third feature is the tendency to use nouns instead of verbs in written language.5.The fourth important difference comes from the fact that writing is often less dependent on immediate context that speech.P.66 名词解释Authenticity---------We usually describe a text in a foreign language as authentic if it is written for native speakers to read or spoken for native speakers to listen to. It is not simplified in any way for the convenience of learners of the language. This can include a very wide variety of texts, authenticity in the language classroom includes the use of authentic materials, designing authentic classroom activities, and the teacher speaking authentically to the students.P.79 The Nature of Communicative Activities (问答题)答案见P.80-P.81 feedback 1—6斜体字英语教学法下册P.63 feedback 2个名词解释①Deductive Grammar Teaching②Inductive Grammar TeachingP.107 2个名词解释Denotation------The most specific or direct meaning of a word, in contrast to its figurative, implied or associated meanings. (For example ,the word “professional” has its denotation of “belong to one profession”.) Connotation------A quality or idea that a word makes you think of is more that its basic meaning. (For example, the word “professional”has its connotation of “being skillful ” and “excellence”.)P.111 What does “Knowing a word ” mean? (答案见P.111 feedback) P.112 2个名词解释Active words --------- Active words are in our active knowledge, we are able to use them in speaking and writing.Passive words ---------- Passive words are in our passive knowledge. We can recognize them in written and spoken context and understand from the contexts what they mean.P.138 1个名词解释Register ----------- Resgister means language style. It includes three aspects: formal, neutral and informal. For example: kids-children-offspring. Kids is informal, “children”is neutral, “offspring” is formal.P.167 What are the benefits of a lesson plan? (答案见该页第二个Feedback )P.168 What are the main factors that influence a lesson plan?There are 3 kinds of factors that influence on lesson plans, they are physical conditions, human factors, syllabus&testing. Physical conditions: class size, length of a lesson, time of day, size of classroom, practical constraints. Human factors: different personalities of teachers, varied needs and attitudes of students, the students’ present level, the students’language learning background. Syllabus&testing: change of syllabus might lead to the adjustment of a teaching plan; a lesson plan sometimes has to be readjusted in order to meet the needs of different examinations.(参见书上P.169-170 feedback)P.218 名词解释Classroom management -------(书上P.218 feedback 第六行开始Classroom management is precisely….至该段结束。
英语教学法复习资料.doc
英语教学法复习资料一、选择题：1. Young __A___ John was, he was able to swim across the channel within minutes.A. asB. soC. thoughD. although2. They always kept on good D with their next-door neighbors for the children’s sake.A. friendshipB. relationsC. relativesD. terms3. Do ___B____ you are told; otherwise you will be punished.A. thatB. whatC. whichD. whom4. When we hurried to the station, there happened C no bus at that time.A. to haveB. to beC. havingD. being5. ___B__ the old man’s son s wanted to know was __D___ the gold had been hidden.A. That…whatB. What…whereC. What…thatD. That…where6. We have A two seats for 8:30 flight to New York tomorrow.A. boughtB. soldC. bookedD. ordered7. Is this museum ___C____ you visited a few days ago?A. whereB. thatC. on whichD. the one8.There’s no question that the ads had a real impact __ B ___ the public.A. toB. withC. onD. of9. __A_____ the English examination I would have gone to the concert last Saturday.A. In spite ofB. But forC. Because ofD. As or10. Tom B his lessons from seven to eight last night.A. was doingB. had doneC. were takenD. had been taken11. Large quantities of water ___D_____ cooling purposes.A. are needed forB. is needed forC. are need toD. is need for12. Who will you get C the project for usA. designB. to designC. designedD. designing13.We’ll visit Europe next year ___C_____ we have enough money.A. providedB. unlessC. untilD. lest14. ----- Mom, I’m very sorry for h aving broken the plate.----- Oh, boy, DA. it doesn’t matterB. no problemC. that’s rightD. thank you15.It’s already 5 o’clock now. Don’t you think it’s about time ____C____?A. we are going homeB. we go homeC. we went homeD. we can go home16. By the time Jane gets home, her aunt B for London to attend a meeting.A. will haveB. leavesC. will have leftD. left17. With John ____D____ there’s more room in the house.A. to be awayB. been awayC. awayD. was away18. When are they C in their plan?A. handB. handedC. to handD. give19. The sales manager asked his men to inform him __B___ everything concerning the sales in time.A. /B. ofC. againstD. on20. Robert is said A abroad, but I don’t know what country he studied in.A. to have studiedB. to studyC. to be studyingD. to have been studying21. She is waiting for the doctor ___ B __ I know will not come.A. whomB. whoC. whichD. that22. Some of the water B wasted by them.A. wasB. wereC. areD. being23. When spring comes, it gets ____B____.A. warm and warmB. warm and warmerC. warmer and warmerD. more and more warm24. The coffee is wonderful！It doesn’t taste like anything I B before.A. was havingB. haveC. have ever hadD. had ever had25. You should go to the grand opening ceremony, ____B____ ?A. aren’t youB. shouldn’t youC. wouldn’t youD.don’t you26. I think we should let Maria go camping with her boyfriend. B , she’s a big girl now.A. After allB. Above allC. First of allD. For all27. How beautifully she sings! I have never heard ____C____.A. the better voiceB. a good voiceC. the best voiceD. a better voice28. The study of the wild world may help to make the world easier C .A. understoodB. to be understoodC. to understandD. understand29. He told me the news ___ D __ our team had won the game.A. aboutB. ofC. asD. that30. As a result of my laziness, I failed C my work in time.A. and finishedB. to finishC. and finishingD. to finished31. A good many proposals were raised by the delegates ___ B __ was to be expected.A. thatB. whatC. soD. as.二、完形填空：.In Japan, most people still feel that a woman’s place is in the home; and most women willingly accept their ( C ) role as wife, leaving the business of making a living ( C ) their husbands. For those who do want a ( B ) of their own, opportunities are limited, and working women usually have to ( D ) for lower wages, fewer promotions, less responsible ( A ).In America, on the other hand, most women, ( B ) wives and mothers, work most of their lives, but ( B ), few have had real careers. As in Japan most fields are ( D ) by men and opportunities for women have been ( A ), salaries low, chances for advancement ( C ) American women work mainly because they ( D ), in these days of inflation and luxury living. ( A ) income per family is simply not enough to ( B ). So American women actually have two jobs: one nine-to-five position outside the home, and ( D ) round-the-clock-in-the-home-job ( A ) wife, house-maid, cook, and nurse.One of the main goals of the modern women’s liberation movement, which started ( A ), was to eliminate sex discrimination in the work force, and to ( B ) careers for women that were previously ( D ) for men. Though there is still a long way to ( A ), a lot of progress has been ( A ).1. A. conservative B. usual C. traditional D. unhappy2. A. for B. no C. up to D. away with3. A. job B. career C. profession D. post4. A. settle B. request C. ask D.search5. A. titles B. status C. assignments D. positions6. A.concerning B. including C. containing D. involving7. A. at present B. until recently C. recently D.not until recently8. A. owned B. kept C. led D. dominated9. A. restricted B. bounded C. reduced D. prohibited10. A. small B. inadequate C. rare D. scarce11. A. should B. ought C. like D. have to12. A.one B. single C. only D. the one13. A.live B. live on C. feed on D. support14. A. another B. one C. other D. the other15. A. such as B. like C. as D. acting16. A. in the early 1960s B. in early the 1960sC. early in the 1960D. in the early 196017. A. lead to B. open up C. offer D. set up18. A. preserved B. observed C. concerned D. reserved19. A. go B. travel C. strive D. pull through20. A. made B. taken C. covered D. completed. The thing I like most about living on a farm is the change of ( C ), spring, summer, autumn and winter. You can see them ( B ) come and go and each one is ( B ) different. In the city you can't ( D )——you can buy ( A ) flowers in winter and eat the ( A ) vegetables all the year ( B ). Here in the country you ( A ) eat things at ( B ) times of the ( C )——for example strawberries in June and turnips in winter. You live ( A ) the seasons.( C ) we make most of our food ——we make butter and cheese, we ( D ) our own vegetables and ( D ) our own bread. We never eat ( A ) or tinned food. Everything is ( C ) so it must be better for your health. City people may think we ( B ) a lot of good things (A ) modern life, but in my ( C ) they miss a lot more than we do——they miss ( C ) life.1. A. climate B. weather C. seasons D. times2. A. both B. all C. everyone D. whole3. A. completely B. fully C. perfectly D. little4. A. understand B. realize C. know D. tell5. A. natural B. native C. normalD. summer6. A. various B. different C. same D. like7. A. off B. out C. round D. about8. A. only B. just C. simply D. purely9. A. several B. certain C. reliable D. definite10. A. season B. year C. month D. period11. A. by B. beside C. along D. with12. A. Also B. But C. However D. Still13. A. farm B. grow C. keep D. raise14. A. produce B. burn C. bake D. cook15. A. freeze B. freezing C. froze D. frozen16. A. pure B. rare C. fresh D. new17. A. miss B. lose C. leave D. skip18. A. from B. about C. with D. behind19. A. opinion B. though C. idea D. mind20. A. genuine B. sound C. actual D. real三、阅读理解82.Why don’t birds get lost in their long migratory flights? Scientists have been p uzzled over this question for many years. Now they’re beginning to fill in the blanks.Not long ago, experiments showed that birds rely on the sun to guide them during daylight hours. But what about birds that fly mainly at night? Tests with artificial stars have proved conclusively that certain night-flying birds are able to follow the star in their long-distance flights.One such bird---a warbler(鸣禽)---had spent its lifetime in a cage and never flown under the natural sky. Yet it showed an inborn ability to use the stars for guidance. The bird’s cage was placed under an artificial star-filled sky at migration time. The bird tried to fly in the same direction as that taken by his outdoor cousins. Any change in the position of the make-believe stars caused a change in the direction of his flight.Scientists think that warbler, when flying in daylight, use the sun for guidance. But the stars are apparently their principal means of navigation. What do they do when the stars are hidden by clouds? Apparently, they find their way by such landmarks as mountain ranges, coast lines, and river courses. But when it’s too dark to see these, the warblers circle helplessly, unable to get their bearings.1. The reason why birds don’t get lost in migratory flights（ B ）A. have been known to scientists for years .B. have only recently been discovered.C. are known by everyone.D. will probably remain a mystery.2. The experiment with the warbler indicated that( D )A. birds have to be taught to navigate.B. a bird that has been caged will not migrate.C. some birds cannot fly at night.D. some birds seem instinctively to follow the star when flying at night.( D )3. Under artificial stars, the bird in the cageA. tried to fly in the same direction as birds not caged .B. changed direction when the position of the stars was changed.C. would not fly at all.D. both A and B.4. Warblers migrate( C )A. from North American to the Falkland Islands.B. only once during their lifetime.C. using what is apparently an inborn navigational ability.D. when they are freed from their cages.5. This article is a good example of the way scientists( B )A. jump to conclusion.B. discover workable answers to general questions by studying particular cases.C. formulate a law and then carry out investigation.D. are frustrated by the habits of animals.1. In the night sky you might see a big white ball. This is the moon. The moon moves around the earth. It does this one time about every 291/2 days. It is smaller than the stars. But it looks bigger. That’s because it is closer to us than the stars.Sometimes the moon looks like a ball of light. Other times it looks only part of a ball. But it is really always the same. The moon’s light comes from the sun. Sometimes one part is l ighted. Other times another part is lighted. We see only the part of the moon that is lighted.The moon has no air, no wind, and no water. So nothing can live there. There are no plants or animals. It is made up mostly of rock. There are big holes all over the moon. Sometimes you can see dark places on the moon. It is really these holes that you are seeing.Let’s say you were standing on the moon and you looked up. The sky would be black. It always looks like night. And the stars in it are always out. In the day the rocks on the moon get very hot. At night they are colder than any place on the earth.People have always liked to look at the moon. In it they have seen many things. Some think they see people. Others see animals. One person might see a frog or a cat. Another might see a rabbit. Look up at the moon tonight. What do you see?1. According to the passage we know that the moon B .A. is bigger than the stars, but looks smallerB. looks smaller because it is closer to us than the starsC. is smaller than the stars, but looks biggerD. looks bigger because it is farther to us than the stars2. Which of the following statements is NOT true according to the passage C .A. The light from the sun sometimes lights only one part of the moon.B. People could see dark holes al over the moon.C. Nothing could live on the noon except animals because it is made up of rock.D. No life could be seen on the moon without air and water on it.3. From the passage we can infer that D .A. the difference between day temperature and night temperature on the moon is very bigB. people could not stand on the moon because it is very hot in the dayC. people could not stand on the moon because it is too cold at nightD. it’s impossible for people to live on the moon because there is no food there4. The author implies that the reason why people like to look at the moon is that C .A. they believe there are really people on the moonB. they think some animals are living on the moonC. they care for the frogs, cats and rabbits on the moonD. the moon can give them many imaginations5. The purpose of the writer in writing this passage is to A .A. tell us something about the moonB. require us to distinguish the moon and the starsC. emphasize the importance of the moonD. state the relationship between people and the moon2. During one summer not long ago, Americans in the Southwest were without rain for many days. The sun burned up crops. Animals went hungry on the dry land. At last, clouds appeared in the sky and sent down rain.How do such clouds form? The sun, the earth, and the air all play a part. The changes that take place before clouds can form do not always happen quickly. First, the earth is heated by the sun. This causes tiny drops of water in oceans and rivers to rise and mix with air. As the wet air rises higher, it cools off, making clouds.What causes these clouds to become rain? The tiny drops of water inside the clouds become larger as they gather more wetness from the air around them. Finally, the drops become so large that they can no longer be held up by the air. They fall to the ground as rain.The raindrops that fall are not always the same size. Some may be very large. But the smallest come down in a fine mist.Rain is needed for all life. When it falls after a long dry spell, trees, grass, and bushes may begin to look fresh and green again. These plants need water to stay healthy. The rain also causes streams to fill with water. This makes it possible for fish and other animals to live. Rain brings new life and hope to millions of people and other living things.1. The first paragraph mentions the period of time during which the weather wa s very and crops were D .A. rainy, burntB. drought, burnt upC. drought, burntD. dry, burnt up2. The phrase “play a part” means D .A. be a roleB. form as a partC. connect with each otherD. make a contribution3. Concerning how rain comes into being, which statement is true? D .A. A lot of drops of water rise and mix with air as the sun shines.B. Wet air cools off as it rises higher.C. The drops become larger and larger as they gather more wetness.D. The drops fall to the ground as they become too large to hold up.4. In the last paragraph, the word “spell” means C .A. weatherB. a periodC. timesD. none of the above5. This passage mainly explains B of clouds and rain.A. the formationB. the phenomenaC. the importanceD. the function83. Social customs and ways of behaving change. Things which were considered impolite many years ago are now acceptable. Just a few years ago, it was considered impolite behavior for a man to smoke on the street. No man who thought of himself as being a gentleman would make a fool of himself by smoking when a lady was in a room.Customs also differ from country to country. Does a man walk on the left or the right of a woman in your country? Or doesn’t it matter? What about table manners? Should you use both hands when you are eating? Should you leave one on your lap, or on the table?The Americans and the British not only speak the same language but also share a large number of social customs. For example, in both America and England people shake hands when they meeteach other for the first time. Also, most Englishmen will open a door for a woman or offer their seat to a woman, and so will most Americans. Promptness is important both in England and in America. That is, if a dinner invitation is for 7 o’clock, the dinner guest either arrives close to that time or calls up to explain his delay.The important thing to remember about social customs is not to do anything that might make other people feel uncomfortable, especially if they are your guests. There is an old story about a man who gave a formal dinner party. When the food was served, one of the guests started to eat his peas with a knife. The other guests were amused or shocked, but the host calmly picked up his knife and began eating in the same way. It would have been bad manners to make his guest feel foolish or uncomfortable.1. If one has accepted a dinner invitation, what should he do if he is to be late for the dinner?( D )A. He should find an excuse.B. He should ask for excuse.C. He should say “Sorry”.D. He should telephone to explain his being late.2. “It would have been bad manners to make his guests feel foolish or uncomfortable.” “Bad manners: means ( C )A. uglyB. dishonestC. impoliteD. shameful3. Which of the following do you think is the best title for this passage?( A )A. Social Customs and BehaviorB. Social lifeC. American and British CustomsD. Promptness Is Important4. According to the text, the best host ( A )A. tries his best to make his guests feel comfortableB. makes his guests feel excitedC. tries to avoid being naughty to his guestsD. tries to avoid being foolish5. The author of this article may agree with which of the following?( C )A. The guest who ate his peas with a knife.B. The other guests who were amused or shocked.C. The host who picked up his knife and began eating in the same way.D. None of the above.四、汉译英1.我现在无法想像没有孩子们的生活。
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11F英语教育专业英语教学法复习提纲Unit 1 Language and LearningLI How do we learn language?(无)L 2 What are the major views of language?1)Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax. To learn a language is to learn its vocabulary and structural rules.2)Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. 3)Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. 可能出题方式：单项选择题1.____ view: Language is a linguistic system made up of various subsystems: phonology,morphology, lexicology and syntax・ To learn a language is to learn its vocabulary and structural rules.A.StructuralB. FunctionalC. InteractionalD. Communicative2.____ view: Language is a linguistic system as well as a means for doing things. Learners learna language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.A.StructuralB. FunctionalC. InteractionalD. Communicative3.____ view: Language is a communicative tool to build up and maintain social relations between people・ Learners need to know the rules of a language and where, when and how it is appropriate to use them.A.StructuralB. FunctionalC. InteractionalD. Communicative1.3Views on Language LearningTwo broad learning theories:Process-oriented theories are concerned with how the mind organizes new information. Conditiornoriented theories emphasize the nature of human and physical context. Behaviorist theory■ B. F. Skinner■ A stimulus-response theory of psychology■Audio-lingual method■The idea of this method is that language is learned by constant repetition and the reinforcementof the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory■One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory■Jean Piaget (1896—1980)■The learner constructs meaning based on his/her own experiences and what is already known.D.Socio-constructivist theory■Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.■可能出题方式：一、填空题：1.______ theories are concerned with how the mind organizes new information.2.______ theories emphasize the nature of human and physical context.3._______ method is based on the behaviorist theory of language learning, the idea of which that language is learned by constant repetition and the reinforcement of the teacher and mistakes are immediately corrected, and correct utterances are immediately praised.4.One influential idea of _________ approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.5.The constmctivist theory believes that learning is a process in which the learner constructs meaning based on_his/her own _________ and what is already known.6.Socio-constructivist theory emphasizes that learning is best achieved through the_dynamicbetween the teacher and the learner and between learners.二、单项选择题：1. _____ theory believes that the learner constructs meaning based on his/her own experiences and what is already known.A.BehavioristB. CognitiveC. Constructivist D・ Socio-constructivist2.______ theory believes that learning is best achieved through the_dynamic interaction between the teacher and the learner and between learners.A.BehavioristB. CognitiveC. Constructivist D・ Socio-constructivist3.One influential idea of _________ approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.A. behavioristB. cognitive C・ constructivist D・ socio-constructivist1.4What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.■可能出题方式(填空题”1.A good language teacher does not only depend on his/her ________ of the language but also a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional quality and personal styles.2. A good language teacher does not only depend on his/her command of the language but also avariety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, ___________ quality and personal styles.L5 How can one become a good language teacher?Q Q QStage 1 Stage 2 Stage 3"□Wallace's （1991） “reflective model，（Figure 1」，p.9）Sta^e 1: lanpuafe developmentStage 2: learning practice- reflection❖The leaming stage is the purposeful preparation that a language normally receives before the practice, This preparation can include:1 • Learning from others。