英语教学法考试重点

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englishteaching英语教学法教程期末考试必考的知识点

englishteaching英语教学法教程期末考试必考的知识点Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit 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;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisitiontheory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: gra mmar involves drawing the learner’s attention to contrast the differences between the target language and other language. Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way ne wly learned structures are used in the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning(freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they use So the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use. Ways of consolidating vocabulary:labelling,spot thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘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.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are otherwords,listening comprehension involves ‘knowle dge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for thegist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answeringquestions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to acceptrepetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predicting Effective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive info rmation with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use otherresources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpret Questions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching ofwriting should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’sself-assessment project work portfolios。

外语系教学法-考试要点及题样

外语系教学法考试要点及样题一、教学内容1．教学法流派（1）语法翻译法（2）直接法（3）听说法（4）认知法（5）自然途径（重点）（6）交际法（重点）（7）任务型教学法2．课堂教学（1）课堂教学的三个层次的练习活动（2）课堂教学设计（重点）（3）怎样教听、说、读、写（读的教学是重点）（4）怎样教语音、语法、词汇、课文（5）信息加工理论：Bottom-up Model, Top-down model, the Interactive model（6）输入、输出理论（7）语言学习、习得理论3．教材、大纲和课标（1）现行教材的编写体例（2）现行的教学大纲（3）英语课程标准（了解其理念、外语教学的目标、新的学习方式）√4．情感因素和智力因素（1）动机、态度、焦虑、自尊、兴趣（2）学能理论5．评价和测试（1）了解评价的趋势：综合性评价和形成性评价（2）水平测试（proficiency test）、成绩测试(achievement test)、诊断测试(diagnostic test) （3）好的测试的特点和要求：信度（reliability）、效度(validity)、可操作性(practicality)、区分度（discrimination）信度（reliability）---信度指考试的可靠性，也即考试结果的稳定性。

针对同一个考生，考同样一份试卷，如果几次（不同时间）考试得到的分数相差很远，那么这个考试是不可靠的。

在客观性试题占主导的考试中，信度要达到0。

90以上。

“托福”的信度大致为0。

95。

效度(validity)---效度指的是一个考试测量了它所要测量的东西的程度。

可操作性(practicality)---指考试要方便于实施。

区分度（discrimination）---指某一试题对于不同水平考生区分的能力。

二、教材1．王蔷，《英语教学法教程》2．何广铿，《英语教学法基础》三、考试大纲1.选择题15%2.填空题20%3.简答题15%4.是非判断题20%5.教学设计及教案写作30%四、样题(另附)广东教育学院业余班英语教学法样卷I. Choose the best answer for each of the following blanks: 15%1. ( ) Affective factors involved in language learning includes the followingexcept _________.a.ageb. attitudec.motivationd. self-esteem2. ( ) Which of the following belongs to mechanical practice?a. repetitionb. dramac. role playd. game3. ( ) ______ suggested that a student can acquire language on their own,provided that they get a great deal of comprehensible input.a. Krashenb. Hallidayc. Chomskyd. Bloomfield4. ( ) If we need to provide students with background knowledge, we should use______.a. Bottom-up Modelb. Top-down Modelc. Interactive Modeld. Integrated Model5. ( ) TOFLE belongs to________ test.a. diagnosticb. aptitudec. placementd. proficiency6. ( ) The purpose of a reading course is to enable students _____________.a. to get informationb. to develop reading skillc.to widen cultural eyesightd. All the above mentioned7. ( ) ________ emphasizes learning language rule and learning a languagecreatively.a. The Direct Methodb. The Cognitive Approachc. The Natural Approachd. The Situational Method8. ( ) The students should play the role of _________ in Communicative Approach.a. authorityb. communicatorc. facilitatord. receiver9. ( ) We owe Discovery Learning to the famous cognitive scholar ______ .a. Piagetb. Brunerc. Kellyd. Skinner10. ( ) The Audio-Lingual Method is based on the theory of _______.a. Acquisitionb. Behaviorismc. Cognitivismd. Socio-linguisticsII. Blank-filling:20%1.The nature of Task-based Language Teaching is _________ by doing.2.The goals of Communicative Approach is __________________________________________________________________________________.ually one’s aptitude towards learning a language includes__________ codingability, ___________ coding ability, ___________ and the ability of inductive reasoning.4.Pronunciation can be taught through _______________. V ocabulary should betaught in ____________ and grammar should be taught _____________. Text can be taught in ____________ Method.5.The test to determine how much one has learned according to a certain syllabus,textbook and classroom instruction is a kind of _____________ test.6.Learning is a _______ process while acquisition is a _______ process. Inclassroom learning, a sympathetic teacher and ___________ atmosphere is very supportive.7.Our teaching principles advocate teaching English ________________.8.According to Behaviorism, the process of learning a language is_________,________ and reinforcement.9.The most effective way of teaching reading is to use _______________Model.municative activities have three features: ___________________,______________________, _______________________.III. Answer the following questions briefly: 15%1.What are the five necessary components of a task according to David Nunan?2.What is the process/nature of reading according to Goodman?3. What does the formula i+1mean?IV. True or False judgment:20%1.When we are devising an English lesson, we’d better devise tasks or activities thatthe students will have in real world. ( )2. Learning strategies include resources-using strategies. ( )3．In order to achieve development, teachers should be encouraged to carry out reflective teaching. ( )4. When we are having an English class, we usually combine the strong points of severalteaching approaches or methods rather than use a single one.( )5. Grammar-Translation Method is totally out of use now. ( )6……V. Design a 45-minute lesson plan according to the given material, specifying learner types, lesson objectives, teaching contents, teaching procedure, tasks or activities, time allocation, teacher and student roles, etc. After that, using about 100 words to rationalize and assess your design from the perspectives of (1) lesson objectives; (2) teaching methods; (3)task or activity variation, (4)teacher and student roles.: (30%)PerspectivesOne day a father and his rich family took his young son on a trip to the country with the firm purpose to show him how poor people can be. They spent a day anda night in the farm of a very poor family. When they got back from their trip thefather asked his son, “How was the trip?”“Very good, Dad!”“Did you see how poor people can be ?” the father asked.“Yeah!”“And what did you learn?”The son answered, “ I saw that we have a dog at home, and they have four. We have a pool that reaches to the middle of the garden, they have a creek that has no end. We have imported lamps in the garden, they have the stars. Our patio reaches to the front yard, they have a whole horizon.”When the little boy was finishing, his father was speechless.His son added, “Thanks, Dad, for showing me how poor we are!” Isn’t that true that it all depends on the way you look at things? If you have love, friends, family, health, good humor and a positive attitude toward life, you’ve got everything!Answer Sheet for MethodologyClass____________ Name__________I.Multiple choice: 15%1. 2. 3. 4. 5. 6. 7. 8. 9. 10.II.Fill in the blank: 20%1.__________________2. __________________________________________________.3. ____________, ________________, ____________________.4．___________, ________________, ______________, _________________.5. ______________________________.6．__________, __________, ___________..7．___________________.8．______________, __________________.9．_______________________.10．___________, _______________, ___________.III.Answer the questions: 15%1.2.3.IV.True of False judgment: 10% 1. 2. 3. 4. 5.V. Teaching design. 30%。

英语教学法教程考试用

Unit one1.2 views on languageStructural view: the structural view of language sees language as a linguisticsystem made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system ofcombining units of meaning for communication.Functional view: the functional view not only sees language as a linguistic system but also a means for doing things. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Interactional view: the interactional view considers language to be acommunicative tool whose main use is to build up and maintain social relations between people.1.3 views on language learning and learning in generalBehaviorist theory: (Skinner and Pavlov)the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”. Cognitive theory: Chomsky thinks that language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language. Constructivist theory: (John Dewey and Jean Piaget) the constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/her already knows.Socio-constructivist theory: (Vygotsky)he emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.1.4What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good languageteacher: ethic devotion, professional qualities and personal styles.1.5 teacher’s professional developmentOther’sexperienceLanguageProfessional development Practice ReflectionReceivedcompetenceknowledgeOwnexperienceStage 1 GoalStage 2Unit two2.2communicative competences: (Hedge)1)Linguistic competence is concerned with knowledge of the language itself, its form and meaning.2) Pragmatic competence is concerned with the appropriate use of the language in social context. 3) Discourse compe te nce refers to one’s ability to create coherentwritten text or conversation and the ability to understand them. 4) Strategic competence refers to strategies one employs when there is communicationbreakdown due to lack of resources. 5) Fluency means one’s ability to link units ofspeech together with facility and without strain or inappropriate slowness or undue hesitation.2.4principles of communicative language teaching (CLT)1) Communication principle: activities that involve real communication promote learning. 2) Task principle: activities in which language is used for carrying out meaningful tasks promote learning. 3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.2.7 task-based language teaching (TBLT)Task-based language teaching is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit threeFramework of objectives in the new National English CurriculumOverall language ability:Language: phonetics, grammar, vocabulary, functions, topicsLanguage skills: listening, speaking, reading, writingLearning: cognitive, self management, communication, resourcingAffect: international, perspectives, patriotism, confidence, motivationCultural: knowledge, understanding, awarenessUnit 44.2 principles for good lesson planningAim means the realistic goals for the lesson.Variety means planning a number of different types of activities and introducing awide selection of materials for the students.Flexibility means preparing some extra and alternative tasks and activities. Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.4.4 components of a lesson plan1. Background information: the first thing the teacher needs to detail is who the students are.2. Teaching aims: the next thing the teacher needs to know is that what he/shewants the students to achieve after the class.3. Language contents and skills: teachers should know what language contentswill be taught and what language skills will be practiced in the lesson.4. Stage s and proce dure s: teaching stages refer to the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. (Starter, presentation, practice, production, revision)5. Teaching aids: it means the resources needed for the lesson.6. End of lesson summary: the teacher needs to take some time to summarizewhat is learnt in the class.7. Optional activitie s and assignme nts: teacher needs to prepare some optionalactivities and decides on the type of assignment for the students after the lesson.8. after lesson reflection: homework ect.Unit 66.1 factors affect pronunciation learning: learner’s native language; age; exposure; innate phonetic ability; motivation and concern for good pro pronunciation.6.2 Our realistic goal of teaching pronunciation: consistency,the pronunciation should be smooth and natural.Intelligibility, the pronunciation should be understandable to the listeners. Communicative efficiency,the pronunciation should help convey the meaning that is intended by the speaker.Unit 77.1 GrammarForm: how Meaning:is it what doesformed?it means?Use: whenand why isit used?Diane Larsen-Freeman7.2 grammar presentation1. The deductive method: it relies on reasoning, analyzing and comparing.2. The inductive method: the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.3. The guided discovery method:students are introduced to discover rules by themselves. The process of discovery is guided and assisted by the teacher and the rules are then elicited and taught explicitly.Unit 88.2 What does it mean to know a word?1. Its pronunciation and stress.2. Its spelling and grammatical properties.3. Its meaning.4. Its use.8.3 ways of presenting vocabulary1. Provide a visual or physical demonstration2. Provide a verbal context.3. Use synonyms or antonyms.4. Use lexical sets or hyponyms to show relations.5. Translate and exemplify6. Use words formation rules and common affixes to build new lexical knowledge.7. Teaching in chunks.8. Think about the context that the word might be used.9. Think about providing different context.10. Prepare for possible misunderstanding or confusion.。

福建师范大学22春“英语”《英语教学法》期末考试高频考点版(带答案)试卷号：5

福建师范大学22春“英语”《英语教学法》期末考试高频考点版（带答案）一.综合考核(共50题)1.Diamonds are the hardest substance ________ in nature.A.findB.foundC.findingD.to find参考答案：B2.影响交际策略的因素是：语言水平、个性、学习环境和任务的难易度。

()A.错误B.正确参考答案：B3.在西欧，十九世纪末到二十世纪四十年代的外语教学，翻译法占统治地位。

()A.错误B.正确参考答案：A4.评价学生可以采用以下哪些途径：()A.面谈B.学习周记C.学习档案D.测试E.节目汇演参考答案：ABCDIt is usually warm in my hometown in March, but it _____ be rather cold sometime.A.mustB.canC.shouldD.would参考答案：B6.课堂教学的分析和评估有助于教师了解自己上课的效果，发现优缺点，总结经验和教训，也有助于教师明确原定课时教案之所以能实现或不能实现的原因。

()A.错误B.正确参考答案：B7.What type of learners can benefit most from real object instruction?A.Inpidual learners.B.Tactile learners.C.Auditory learners.D.Visual learners.参考答案：D8.对于不读书、上课不听课乃至离家出走的学生，你的看法和对策是：()A.这类学生受到家庭和社会的影响，已经“定型”，只要不出大事，能维持到毕业就行了B.老师费尽心机做工作，好不到几天又故态复萌，这些学生最好回家或转走C.这些学生因为学习差，染上了不良习惯，父母不爱，同学不喜欢，老师要多爱他们，理解他们的难处，坚持关心、帮助他们D.联系家长对他们每天的生活言行严加管束参考答案：C9.参考答案：是指人们以一系列经验事物或知识素材为依据，寻找出其服从的基本规律或共同规律，并假设同类事物中的其他事物也服从这些规律，从而将这些规律作为预测同类事物的其他事物的基本原理一种认知方法。

王蔷英语教学法重点

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, learnersneed 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 touse them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented 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 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 shouldbe 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 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 assigned to do teaching practice as partof one’s pre-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 its context2.2 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 in communication.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 verycarefully.⏹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 nota 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 4. Lesson Planning备课4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisions aboutwhat they hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to planthe activities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationshipbetween them so that the activities of different difficulty levels can be arrangedproperly and the lesson can move smoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they canbe prepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of t he teaching aids needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways:☐To enable the teacher to improve class timing;☐Lesson plans are also an aid to continuing development(plan✍-✍practice ✍-✍reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do by the endof the lesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learningcapability of the students5.Doing things that are beyond or below the students’ coping ability will diminishtheir motivation (Schumann, 1999)6.Linkage: the stages and the steps within each stage are linked with one another.4.3 what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.❑Macro planning involves the following：Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:➢Background information➢ Teaching aims➢ Teaching content and skills➢ Stages and procedures➢ Teaching aids➢ End of lesson summary➢ Optional activities and Assignment➢ After lesson reflectionUnit 5 Classroom Management5.1 What is 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)☐☐⏹environment, use various strategies to motivate learners, guideand assessing their learnin g and develop their learning strategies…☐⏹capabilities; acknowledge and respect individual differences; give each equal opportunitystudents’ development fairly from an all-round perspective…☐⏹the reasons, think about possible solutions, implement thesolutions and evaluate the results…Q: How much control is needed?⏹Appropriate degree of control⏹Different activities need a different degrees of control.⏹The more communicative an activity, the less control it needs.Q: What does the teacher do as an assessor?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-orientedlearning atmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems; clearinstructions given to students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; takenotes for later feedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or what to saynext…⏹When a student doesn’t seem to be ready for an answer,…⏹When a student finishes with a very short answer,…Q: why to participate in student’s activities?⏹Monitoring + participating changes the role from an authority to a conversationalist,a good chance for students to practise English with a superior…Q: What do you think of the jug-and-mug metaphor?Although 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?Classroom instructions refer to the type of language teachers use to organize or guide learning.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 or 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 ofmethodology, 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 getbored⏹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 ne eded 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.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 treatwith undisciplined acts5.Questioning: different classifications; questioning techniques6.Error correction: error and mistake; different ways and techniques forcorrecting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can be acquired 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 differentsounds.☐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.。

(完整版)英语教学法知识点整理

1，Structural view of language sees languages as a linguistic system made up of various subsystems (Larsen—Freeman&Long）: Phonology, morphology, syntax。

语言的结构观把语言看作是由各种子系统组成的语言系统(弗里曼&朗）:音位学、形态学、句法。

2，Functional view： communicative needs of the learner （Johnson and Marrow)， the functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities： offering, suggesting， advising，and apologizing.功能观：学习者的交际需求(约翰逊和马罗），功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段.我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。

3，Interactional view： the interactional view considers language to bea communicative tool， whose main use is to build up and maintain socialrelations between people。

互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。

4，Behaviourist theory： the way human acquires language (Harmer). Based on their experiments，Watson and Raynor formulated a stimulus—response theory of psychology。

英语教学法考试重点(推荐文档)

❤判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.❤What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.❤教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.❤真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.❤交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.❤Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.❤交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。

英语教学法期末考试资料

Steps for teaching a grammatical item: 1.1.Provide a context 2.2.Help students to say the target language 3.3.Provide a written record 4.4.Personalize the target language 5.5.Help students to guess the grammar rules of the target language 6.6.Help students to understand the communicative importance of grammar 7.7.Help students to understand the importance of grammatical accuracy The deductive method1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices). The inductive methodStudents are given the structure in context and are asked to work out the rules for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound ：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful contextV ocabulary items presentation and practicesPresentation1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning firstbefore it is offered by the teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil,bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge in what isalready known.7.T each vocabulary in chunks. Chunks refer to a group of words that go together to formmeaning. It is also referred to as meaning. It is also referred to as ‘‘pre-fabricated formulaic items pre-fabricated formulaic items’’.8.Think about the context in real life where the word might be used. Relate newly learnedlanguage to students language to students’’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.for practice and consolidation-- Songs and games-- semantic field and semantic mapping-- key word method-- vocabulary exercises-- regular reviewBlank filling1. Five main components of communicative competence:Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competence refers to one refers to one’’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one means one’’s ability to s ability to ““link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2. Three principles of communicative language teaching(CLT): (1)Communication principle:Activities that involve real communication promote learning. (2) T ask principle:Activities in which language is used for carrying out meaningful tasks promote learning. (3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.3. Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3. Content, not form4. Variety of language5.No teacher intervention6.No materials control.4. PPP=Presentation, Practice, Production. (be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=T TBLT=Task-based Language T ask-based Language T ask-based Language Teaching eaching TBL=T ask-based Learning 5. How to design tasks? Five steps:1.Think about students students’’needs, interests, and abilities. 2.Brainstorm possible tasks. 3.Evaluate the list.4.Choose the language items. 5.Preparing materials.6. Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.7. Components of a lesson plan: Background information, T 7. Components of a lesson plan: Background information, Teaching aims, Language contents eaching aims, Language contents and skills, Stages and procedures, T and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities eaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8. The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, T Resource-provider, Teacher eacher eacher’’s new roles: facilitator, guider, researcher.9. Classroom instructions: the type of language teachers use to organise or guide learning. How to make Classroom instructions effective: T to make Classroom instructions effective: To use simple instructions and make them suit the o use simple instructions and make them suit thecomprehension level of the students. T o use the mother-tongue only when it necessary.10. Student grouping: Whole class room, Pair work, Group work, Individual study.11. How to group: For pair work: Always follow a similar procedure; Assign roles clearly around the class; Demonstrate rather than explain; Keep an eye out for wanting interest. For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks 5)Group by draw lots.12. What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known An error has direct relation with the learner’’s language competence. Errors do not system. An error has direct relation with the learnerresult from carelessness or hesitation, but lack of knowledge in the target language. A mistake can be self-corrected; an error cannot be.13. 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.14. 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 studentstudent’’s performance.15. How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss 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.。

英语教学法教程期末考试

英语教学法教程期末考试一、引言英语教学法是指教师在英语教学过程中所采用的教学方法和策略。

期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。

本文将从教学目标的确定、教学内容的选择、教学方法的运用以及策略的设计等方面，对期末考试进行详细解析，以帮助教师更好地进行英语教学。

二、教学目标的确定在进行期末考试前，教师首先需要确定教学目标。

教学目标应当与教学内容相一致，既能够考察学生对基础知识的掌握，又能够考察学生的英语运用能力。

教师可以根据课程标准、教材要求以及学生的实际情况确定教学目标。

三、教学内容的选择在确定教学目标后，教师需要选择合适的教学内容。

教学内容应当包括基础知识和实际应用。

基础知识包括词汇、语法、听力、口语和阅读等方面的知识。

实际应用包括对话、小组讨论、写作和演讲等方面的能力。

教师可以根据教学目标的要求，选择适当的教学内容。

四、教学方法的运用在进行期末考试时，教师需要灵活运用不同的教学方法。

例如，针对听力考试，可以采用听力材料配套答题的方式；针对口语考试，可以采用角色扮演或情景对话的方式；针对阅读考试，可以采用填空或选择题的方式。

通过灵活运用不同的教学方法，可以有效地检测学生的英语能力。

五、策略的设计在进行期末考试时，教师需要设计合适的策略。

首先，教师可以设置不同难度的试题，以检测学生的知识水平。

其次，教师可以设置开放性问题，以测试学生的思维能力和创造力。

最后，教师可以设置分步骤的题目，以检验学生的解决问题的能力。

通过合理设计策略，可以全面评价学生的英语能力。

六、考试评分和反馈在进行期末考试后，教师需要对学生的答卷进行评分和反馈。

评分应当根据考试的标准和要求进行，公正客观。

反馈应当及时给予，明确指出学生的优点和不足，并提出针对性的建议和帮助。

通过评分和反馈，可以帮助学生全面了解自己的英语水平，为今后的学习提供有力支持。

七、总结期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。

93《英语教学法》课程网上考试题库

《英语教学法》课程网上考试题库第一章Introduction I & II一、选择题（每题2分）1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.A. PedagogyB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguisticsAnswer: A2. _____ is the study of second and foreign language teaching and learning.A. PragmaticsB. Applied linguisticsC. PsycholinguisticsD. Cognitive linguistics Answer: B3. Sociology is the study of language in relation to ____, such as social class, educational level and so on.A. ageB. genderC. professionD.social factorsAnswer: D4.Foreign language teaching is sometimes discussed in terms of three related aspects: approach, ____, and technique.A. methodB. aimC. methodologyD. hypothesisAnswer: A5. At the level of approach there are at least three different theoretical views of language explicitly or implicitly underlying currently popular language teaching methods: ____, functional view and interactional view.A.the linking of structuralismB. behaviorismC. structural viewD. audiolingualismAnswer: C6. ____ focus on the patterns of moves, acts and exchanges in communication.A.structural theoriesB. functional theoriesC. interactional theoriesD. behaviourismAnswer: C7.____ is the principle and techniques of teaching with no necessary reference to linguistics.A. methodB. aimC. methodologyD. hypothesisAnswer: C二、判断题（每题1.5分）1. The goal of foreign language teaching is to produce over-users of monitor.Answer: F2. The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.Answer: F3. The word approach we mean that an idea or theory is being appliedAnswer: T4.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn language.Answer: T第二章Theories of Language and Language Learning I & II & III一、选择题（每题2分）1. Language is a set of arbitrary symbols which are primarily ____, but may also be visual.A. vocalB. oralC. audibleD. comprehensibleAnswer: A2. Psycholinguistics includes the study of _______ perception, the role of memory, concepts and other processes in language use, and how social and psychological factors affect the use of language.A. listeningB. understandingC. speechD. writingAnswer: C3. The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.A. SVB. SVPC. SVOD. SVOCAnswer: C4. According to the functionalists, language has three functions: ____, expressive, and social.A. descriptiveB. phaticC. informativeD. interrogativeAnswer: A5. ____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.A.syntaxB. pragmaticsC. phoneticsD. phonologyAnswer: A6. ____ refers to varieties of language defined by their topic and context of use.A. stressB. toneC. registerD. intonationAnswer: C7. Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.A. hypernymB. synonymC. homonymD. hyponymsAnswer: D8. When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.A. abilityB. methodC. knowledgeD. skillAnswer: D9. ________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.A. meaningB. signC. soundsD. formAnswer: C10. ________ is often described as the music of speech—the way the voice goes up and down as we speak.A.intonationB. toneC. stressD. registerAnswer: A11. ________ is the pronunciation of a word or syllable with more force than the surrounding words or syllables.A. intonationB. toneC. stressD. registerAnswer: C12. The vowel is produced without (or little) restriction during its ________ and is always voiced.A. pronunciationB. speakingC. productionD. articulationAnswer: C13. Allophones are varied realizations of the same ________ .A. phoneB. morphemeC. phonemeD. tagmemeAnswer: C14. Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.A. conditionB. developmentC. growthD.behaviorAnswer: D15. The mentalists suggest that the learner processes new data in his/her mind and comes up with a succession of ________ that produce new patterns in the target language.A. rulesB. principlesC. methodsD. waysAnswer: A16. Behavioristic ideas about language learning are based mainly on a theory of learning, in which the focus is mainly on the role of the __________, both verbal and non-verbal.A. contextB. environmentC. conditionD. factorAnswer: B17. Behaviorism sees learning in terms of habit formation. The habits are formed by __________ and reinforced by repetition.A. habit formationB. imitationC. memorizationD. pattern practiceAnswer: B18. According to the behaviorists, all learning takes place through ____.A. habit formationB. memorizationC. imitationD. pattern practiceAnswer: A19. The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.A. patternB. signC. pronunciationD. useAnswer: D20. Language learning and teaching must be viewed in a __________, setting, or background.A. textbookB. societyC. classD.contextAnswer: D21. Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.A. language acquisition deviceB. innate knowledgeC. universal grammarD. basic grammarAnswer: C22.Which of the following is true of second language learning?A.Natural language exposurermal learning contextC.Structured inputD.Little error correctionAnswer: C23.Every language has a relatively small set of sounds that can distinguish meaning, or phonemes. English has ____, in most dialects.A. 44B. 42C. 40D.28Answer: A二、判断题（每题1.5分）1. Language is capable of producing new forms and meanings.Answer: T2. Minimal pairs are pairs of words that differ only in one sound.Answer: T3. One function of a language can only be expressed by one structure.Answer: F4. The vowel is produced without (or with little) restriction during its production and is always voiced.Answer: T5. Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.Answer: T6. Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.Answer: T7. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.Answer: F8. Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.Answer: T9. The most powerful signal of stress is a change of pitch on the vowel.Answer: T10. Syllables are short when they are stressed.Answer: F11. Lexical competence implies more than just knowing what a word means.Answer: T第三章Lesson Planning I & II一、选择题（每题2分）1. The making of foreign language education policy must take into consideration the ____ and educational situation of the country.A. environmentalB. economicC. politicalD. socialAnswer: B2. Syllabus determines teaching aims, objectives, contents and ____.A. approachesB. principlesC. methodsD. qualityAnswer: C3.A lesson may focus on language, ____, or function.A. topicB. skillC. structureD. methodAnswer: B4.Any lesson we teach naturally divide into different stages of activity and the main stages are: presentation, practice, production, reading, listening and ____.A.speakingB. writingC. comprehensionD. revisionAnswer: D5.The ____ of writing a lesson plan is one to give proper consideration to what the teacher is going to do in that lesson.A.aimB. processC. principleD. methodAnswer: B6.As for the general aim of a lesson, it may focus on the following ones except:A.A particular topicB.A particular structureC.A skillD.The main stages of the lessonAnswer: D二、判断题（每题1.5分）1. Lesson plans are useful only before the lesson.Answer: F2. There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson.Answer: T3. A real good lesson plan should be long and complicated with detailed lesson notes.Answer: F第四章The Grammar - Translation Method一、选择题（每题2分）1. At one time _____was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.A. communicative approachB. the audiolingual methodC. the direct methodD. the grammar-translation methodAnswer: D2. An ultimate purpose of learning a foreign language in a Grammar-Translation classroom is to enable the learners to read and ____ its literature.A. writeB. translateC. speakD. listenAnswer: B3.____ is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities.A. The Grammar-Translation MethodB. The Audiolingual MethodC. The Communicative ApproachD. The Direct MethodAnswer: A4.The fundamental purpose of learning Latin was to study the classical ____ , which was worshipped in the Renaissance.A. languageB. cultureC. customD. heritageAnswer: B5.Different questions are designed for students to answer to check the understanding of the reading passage. One type of questions are questions of ____ to which answers are directly and explicitly available in the text.A. inferenceB. personal responseC. literal comprehensionD. detailed informationAnswer: C6. Under the guidance of Grammar-Translation Method, the teacher uses the ____ language of the students as the main medium of instruction in the classroom.A.nativeB. secondC. foreignD. accentAnswer: A二、判断题（每题1.5分）1. It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.Answer: F2. In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.Answer: T3. The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.Answer: T4. The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties whichcould be trained separately.Answer: T第五章The Audiolingual Method一、选择题（每题2分）1. The Audiolingual Method uses ________ as the main form of language presentation and drills as the main training techniques.A. dialoguesB. passagesC. sentencesD. phrasesAnswer: A2. _______develops the separation of the language skills into a pedagogical device.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D3.Structural linguistics views language as a system of structurally related elements for the expression of meaning. These elements are phonemes, morphemes, words, _______, and sentence types.A. structuresB. phrasesC. clausesD. sentencesAnswer: A4.The structural linguists believed that the primary medium of language is _______.A.visualB. auditoryC. writtenD. oralAnswer: D5.The use of drills and pattern practice is a distinctive feature of _______.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D6._______ is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: D二、判断题（每题1.5分）1. Dialogues and drills form the basis of audiolingual classroom practice.Answer: T2.The Audiolingual Method uses passages as the main form of language presentation. Answer: F3.When a teacher uses the Audiolingual Method in the class, mother tongue is discouraged. Answer: T第六章The Communicative Approach一、选择题（每题2分）1. The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.A. functionalB. structuralC. interactionalD. communicativeAnswer: A2. The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.A. functionalB. structuralC. interactionalD. communicativeAnswer: B3. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is ________________ .A. functionalB. structuralC. communicative competenceD. interactionalAnswer: C4. “Knowing English” must mean knowing how to __________ in English.A. speakB. learnC. writeD. communicateAnswer: D5. Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ________.A. formB. functionC. structureD. usageAnswer: C6. Closely related to Communicative Language Teaching is ________, the study of the use of language in communication.A. pragmaticsB. linguisticsC. phoneticsD. phonologyAnswer: A7. Which of the following is a communication game?A.BingoB.Word chainC.Rearranging and describingD.Cross-word puzzleAnswer: C二、判断题（每题1.5分）1. The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.Answer: T2. Today both language teaching experts and classroom teachers agree that the communicative approach is the best.Answer: F3. Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T4.Functional linguistics is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.Answer: T5.According to Canale and Swain (1980), communicative competence entails three dimensions. Answer: F第七章The Direct Method一、选择题（每题2分）1. The neogrammarians, represented by Hermann Paul, formed the main ________ base of the Direct Method.A.linguisticB. psychologicalC. language teachingD. phonologicalAnswer: A2. Direct association of language with objects and persons of the immediate environment is emphasized in ________ .A. the Communicative ApproachB. the Grammar-Translation MethodC. the Direct MethodD. the Audiolingual MethodAnswer: C3. The syllabus used in the Direct Method is arranged semantically according to _______.A. teaching aimB. teaching methodsC. teaching materialD. situations or topicsAnswer: D4.The teaching of all four basic language skills is not neglected, but _______ exercises should be based upon what the students practice orally first.A. reading and writingB. reading and speakingC. speaking and listeningD. speaking and writingAnswer: A5. In order to reinforce and test what the students have learned, _______is frequently used in the Direct Method.A.dictationB. testC. quizD. examinationAnswer: A6.The rapid development of _______, psychology and education greatly stimulated the establishment of the Direct Method.A.pragmaticsB. applied linguisticsC. linguisticsD. phonologyAnswer: C二、判断题（每题1.5分）1. The Direct Method was developed as a reaction against the Grammar-Translation Method and out of the need for better language learning.Answer: T2.This method aims at developing the students' ability to write in the target language.Answer: F3. Correct pronunciation and grammar are emphasized by the Direct Methodologists.Answer: T第八章Four New Approaches一、选择题（每题2分）1. When we use the word _____ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.A. methodB. approachC. techniqueD. methodologyAnswer: B2. A ________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.A. approachB. techniqueC. waysD. methodAnswer: D3. A ________ is based on systematic principles and procedures, i.e., it is an application of views on how a language is best taught and learned.A. methodB. approachC. techniqueD. methodologyAnswer: A二、判断题（每题1.5分）1. The Total Physical Response method emphasizes comprehension and the use of physical actions to teach a foreign language at an introductory level.Answer: T2.The Silent Way is based on the principle that successful learning involves commitment of the self to language acquisition through the use of silent awareness and then active trial.Answer: T3. Community Language Learning advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.Answer: T第九章The Teaching and Learning of Pronunciation一、选择题（每题2分）1. There is a lack of consistency between ____ and pronunciation in English.A. spellingB. writingC. listeningD. meaningAnswer: A2. Pronunciation teaching should include the static forms such as individual sounds and word stresses, as well the _______ forms such as intonation, sentence stress and rhythm.A. systemicB. implicitC. explicitD.dynamicAnswer: D3.When we produce _______ , there is no obstruction or narrowing in the air passage, no audible friction, especially in the mouth, or air stream.A. consonantsB. vowelsC. pure vowelsD. diphthongsAnswer: B4.A _______ is the smallest distinctive sound unit or minimum unit of distinctive sound feature.A.morphemeB. allophoneC. phonemeD. tagmemeAnswer: C5.The importance of pronunciation lies in mastering the _______distinctions and the different meanings that are signaled by the phonetic features.A.grammaticalB. syntacticC. functionalD. LexicalAnswer: A6. _______ advocates a holistic approach to language learning, since "true" human learning is both cognitive and affective.A. The Silent WayB. The Total Physical Response MethodC. The Direct MethodD. The Community Language LearningAnswer: D二、判断题（每题1.5分）1. The teacher will have to concentrate on the important phonemic contrasts and select allophonic variations to ensure intelligibility, not to achieve a total set of native-speaker-like variations. Answer: T2. In any language, speech sounds are classified into two kinds: vowels and consonants. Answer: T3.The teaching of pronunciation needs to be related to the learners' ability to develop reading competence.Answer: F4.The structure of the sound system involves not only the vowels and consonants --- the segmental features, but also stress and intonation --- the supra-segmental features.Answer: T第十章The Teaching and Learning of Vocabulary一、选择题（每题2分）1. The two basic guidelines on the choice of vocabulary are: _______, students’ need and level.A. difficultyB. meaningC. frequencyD. usageAnswer: C2. The structural view holds that language is a ______ of structurally related elements for the coding of meaning.A. unitB. partC. systemD. cohortAnswer: C3. There are three main forms of word building or word formation which are characteristic of English: ______, compounding and conversion.A.affixationB. prefixionC. suffixionD. derivationAnswer: A4. ______refers to words which the students understand, can pronounce correctly and use constructively in speaking and writing.A. active vocabularyB. passive vocabularyC. new vocabularyD. old vocabularyAnswer: A5.______ is a device for creating and extending meaning, and it is is an imaginative way of describing something by referring to something else which is the same in a particular way.A. personificationB. ironyC. euphemismD. metaphorAnswer: D6. _______refers to a single word form that has several different meanings which are not closely related.A. superordinateA.synonymB.polysemyC.homonymyAnswer: D二、判断题（每题1.5分）1. Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.Answer: T2.Knowing a word involves knowing its meaning, its form and its structure.Answer: F3. It is a relationship between the content of a message, its sender and receiver, its situation and purpose, and how it is communicated.Answer: T4.To understand a word fully, a student must know not only what it refers to, but also where the boundaries are that separate it from words of related meaning.Answer: T第十一章The Teaching and Learning of Grammar一、选择题（每题2分）1.______ is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.A. lexiconB. syntaxC. grammarD. cohesionAnswer: C2.______ is an approach to language teaching in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language. A.deductive learning B. inductive learningC. inference learningD. summarized learningAnswer: A3.______ engages learners in language use, formulating their own meanings in contexts over which they have considerable control, and in so doing, drawing on grammar as an on going resource.A. skill teachingB. product teachingC. process teachingD. theory teachingAnswer: C4.Repetition (choral or individual) is the most often used technique for ______.A.lead-inB. elicitationC. explanationD. accurate reproductionAnswer: D5. The aim of the ______ is to get the learners to perceive the structure --- its form and meaning --- in both speech and writing and to take it into short-term memory.A.isolationB. explanationC. presentationD. practiceAnswer: C二、判断题（每题1.5分）1. It usually takes into account the meanings and functions sentences have in the overall system of the language.Answer: T2.A product perspective on grammar is dynamic.Answer: F3. Accuracy work is only used to give the practice in grammar and vocabulary.Answer: F4. Techniques for lead-in could be brainstorming, questions, discussions, and so on.Answer: T第十二章Teaching Listening一、选择题（每题2分）1. When we listen for a particular purpose, to find information we need to know, the kind of listening we are involved in is called _______ listening.A. centralB. focusedC. bottom-upD. top-downAnswer: B2.Sometimes we listen with no particular purpose in mind, and often without much concentration. This kind of listening is called _______.A. casual listeningB. focused listeningC. extensive listeningD. intensive listeningAnswer: A3.We cannot develop speaking skills unless we also develop _______ skills.A.listeningB. readingC. writingD. understandingAnswer: A4. What should a teacher try to avoid when selecting listening materials?A.The texts scripted and recorded in the studioB.The texts with implicated concepts beyond the comprehension of studentsC. The texts delivered through the accents other than RP or Standard American PronunciationD. The texts including structures and vocabulary beyond the ability level of the students Answer: B二、判断题（每题1.5分）1. An important part of the skill of listening is being able to predict what the speaker is going to say next.Answer: T2. If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.Answer: F3. Listening activities can only be conducted with the whole class.Answer: F4. When the students listen to recorded materials there is very little opportunity for immediate interaction.Answer: T第十三章Teaching Reading一、选择题（每题2分）1. _______ is the activity we normally engage in when we read books, newspapers, road signs, etc. It involves looking at the sentences and understanding the message they convey.A. reading aloudB. reading for meaningC. silent readingD. reading for informationAnswer: B2. A teacher can use a range of techniques before reading a text which will make it easier for students to understand the text and to help them focus attention on it as they read, and they are: presenting new vocabulary, introducing the text and_______.A. giving guiding questionsB. going through the textC. checking detailed comprehensionD. focusing on important new vocabularyAnswer: A3.When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using?A.skimmingB. scanningC. inferringD. inductionAnswer: A4.Which of the following activities can be adopted at the pre-reading stage?A.rearranging the materialsB. brainstorming the topicC. writing a summary of the textD. giving a quizAnswer: B5. Which of the following activities can be used to get the main idea of a passage?A.reading to decide on the titleB.reading to sequence the eventsC.reading to fill in the chartsD.reading to summary the passageAnswer: A二、判断题（每题1.5分）1. There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.Answer: F2. To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.Answer: F3. In order to understand a text well, it is absolutely necessary to understand every word in the first place.Answer: F4. Through reading the students not only learn new language, but also develop their reading skills. Answer: T第十四章Teaching Speaking一、选择题（每题2分）1. In real communication we have a ________ for using the language and we use a variety of language form to achieve our communicative purposes.A. purposeB. methodC. wayD. principleAnswer: A2. Natural conversation outside the classroom is ________ .A. intentionalB. spontaneousC. dynamicD. staticAnswer: B3. Fluency activities usually form what is called the ________ stage of the lesson.A. preparationB. endingC. revision D productionAnswer: D。

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 strategically. 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。

英语教学法复习资料

英语教学法名词解释1.structural view about language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audiolingual approach to language learning emerged.2.functional view about language：In the 1960s, British linguists developed a system of categories based on the communicative needs of the learner and proposed a syllabus based on communicative functions. The functional view no only sees language as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past& future time, the expressions of certainty andpossibility, the roles of agents, instruments within a sentence, and special relationships between people and objects.3.Linguistic competence: Linguistic competence ‘is concerned with knowledge of the language itself, its form and meaning'. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics. Hedge emphasises that linguistic competence is an integral part of communicative competence and it is wrong to think that communicative language teaching does not aim for high standard of linguistic correctness.4.Pragmatic competence: Pragmatic competence is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships. The above tasks have illustrated this point. In Hymes's words, to know ‘when to speak, when not, what to talk about with whom, when, where and in what manner"5. Discourse competence: Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse such as: ‘bythe same token’, ‘to put it in other words’, ‘first’, ‘second’, ‘at last’ , and also the reference words such as ‘it’, ‘they’, ‘that’, etc. in the context. It is these cohesive words which hold meaning together in a sensible way. Discourse competence, according to Hedge, also includes one’s ability to initiate, develop, enter, interrupt, check, or confirm in a conversation.6. Strategic competence: Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. For example, if you forget how to say ‘knife’, you can use gestures to show what you mean or to explain it by saying that it is a tool one can use to cut things. In this way, they can keep the conversation going and possibly get input from the other end.7.Fluency: The last component is termed as fluency, which means one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation'. Recent research suggests that teaching learners lexical phrases or chunks of language, also termed as ‘prefabricated language’, ‘can help learners produce the language more fluently’because they can be easily retrieved from memory. Lewis also states that 'fluency is achieved largely by combiningchunks, reducing processing difficulty'. Some examples of these chunks are: ‘in my opinion’, ‘in the same token’, ‘to make a long story short’, ‘to be on the safe side’, ‘I agree with this but…’, ‘take things for granted’, ‘generally speaking’, etc.8. PPP teaching model:Presentation, Practice and Production. A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc.9. Questions Types: Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions. For example, one type of classification makes a distinction between closed and open questions. Closed questions refer to those with only one single correct answer while open questions may invite many different answers. Another classification makes a distinction between display questions and genuine questions. Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers, too. Conversely, genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative. A third classification makes a distinction betweenlower-order and higher-order questions. Lower-order questions refer to those that simply require recalling of information or memorisation of facts while higher order questions require more reasoning, analysis, and evaluation. The fourth classification is a taxonomy proposed by Bloom, which underpins the different question types.10. Bloom’s taxonomy:1. Knowledge: recalling facts, terms, and basic concepts2. Comprehension: understanding of facts and ideas by organising, comparing, translating, interpreting, describing, and stating the main ideas3. Application: applying acquired knowledge, facts, techniques and rules in a different context4. Analysis: identifying relationships, causes or motives, and finding evidence to support main ideas,5. Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking6. Evaluation: present and defend opinions by making an informed judgement about information or ideas based on a set of criteria11. Methods of correcting errors: There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction, etc. As a general rule, indirect teacher correction isencouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc. In practice, self- correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it. If the student cannot self-correct, it means there is a lack of competence and the teacher can help with the correction or may ask other students to help correct it. Sometimes, the whole class can be invited to correct as well. For example, you can select the main error types. Write four or five on the blackboard. Put students in pairs for a few minutes to discuss and correct the errors. Then the whole class can do the correction together. The focus can be choice of vocabulary, use of grammar, or pronunciation. With higher level learners you can also focus on appropriate context, e.g. 'Was the expression polite enough?' ·Was it too formal?"12. Teacher as assessor: It is generally believed it is a major part of a teacher's job to assess the students' work. According to Harmer, as an assessor, the teacher does two things, that is, correcting mistakes and organising feedback. Harmer insists that correcting should be gentle.Gentle correcting involves showing that incorrectness has occurred, but not making a big fuss about it (Harmer, 1983:201). Organising feedback is an effective way to assess students ' performance so that they see the extent of their success or failure. When organising feedback, it is very discouraging for the teacher to be critical. Rather, we believe teachers should focus on students’ success or progress so that a success- oriented learning atmosphere can be created.13. Pair work: Pair work refers to the time when students work in pairs on an exercise or a task. It could be a dialogue reading, a game or an information-gap task between the two students. When students are involved in pair work, the teacher usually circulates around the classroom, answering questions or providing help when necessary. 14. Mistake: A mistake refers to a performance error that is either a random guess or ‘a slip of tongue’, and it is a failure performance to a known system. Everyone makes mistakes, no matter in a native language or in a foreign language. As we can see that a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected.15. Error: An error, on the other hand, has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Languageerrors cannot be self-corrected no matter how much attention is given.16.Indirect teacher correction:As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc.17.Minimal pairs：Minimal pairs are pairs of words which have only one sound different from each other.18. The deductive method:The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the students practise applying the rule to produce sentences with given prompts.The deductive method is often criticised because a: it teaches grammarin an isolated way; b: little attention is paid to meaning; c: practice is often mechanical. However, this method is not without merits. First, it could be very successful with selected and motivated students. Second, it could save time when students are confronted with a grammar rule which is complex but which has to be learned. Third, it may help increase students' confidence in those examinations which are written with accuracy as the main criterion of success.19.The inductive method: In the inductive method, the teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. For example, in order to present the two forms ‘this is’ and ‘these are’, the teacher will first hold up a book, saying ‘This is a book.’He/She will do the same showing other objects. Then the teacher holds up several books and says ‘These are books.’ After several similar examples, it is hoped students will understand that ‘these are’ is used with plural forms of nouns. Then students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.20.The guided discovery method: The guided discovery method issimilar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning. 21. Mechanical practice: Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice. 22. Meaningful practice: In meaningful practice the focus is on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process. Meaningful practice usually comes after mechanical practice. For example, after the presentation and mechanical practice of adjective comparatives and superlatives, the following activity can be done as meaningful practice.23. Denotative meaning: Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn. However, problems exist as we may not always be able to findequivalent concepts from one language to another. For example, the word ‘niece’ and ‘nephew’ in English refer to one’s brothers’ or sisters’daughters and sons, while in Chinese there is a distinction made between the names used to describe one's brother's children and of one’s sister 's. It is quite easy to find examples like this in many other areas. Often in such cases, new concepts will have to be added to one's vocabulary.24. Connotative meaning: A connotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word’. These would include words that may express a positive or negative attitude or subtle feelings towards something. According to Hedge, ‘connotative meaning derives from a mix of cultural, political, social, and historical sources and learners will be aware of this phenomenon in their own language’ but may not be so aware of it in the target language. A case in point would be an example given by Ur, who points out that the word ‘dog’ with its denotative meaning referring to the animal itself has a connotative meaning often related to friendship and loyalty. But in different cultures the same word may have different connotative meanings.The second aspect of meaning regarding vocabulary learning involves the understanding of sense relations among words. Lexical items of thiskind include word collocations, synonyms, antonyms, and hyponyms. 25. Collocation: Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, in English, the words ‘see’, ‘watch’, and ‘look’are similar in meaning but are often used with different collocations as we will say ‘see a movie’, ‘watch a play’ and ‘look at a picture’ . Similarly, we say ‘heavy traffic’, ‘heavy smoker’, ‘heavy rain/snow/fog’ but never ‘heavy accident’ or ‘heavy wind’. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time as Nation notes that ‘all fluent and appropriate language use requires collocational knowledge.’26.Receptive and productive vocabulary: Receptive/passive vocabulary refers to words that one is able to recognise and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognise but also able to use in speech and writing are considered as one’s productive/active vocabulary. At beginner level, most new words learned by students usually have immediate practical use, hence they quickly become one’s productive vocabulary. However, as students learn more and more words, they will find that for some words they are able to use for speaking and writing but for some other words they can only be recognised when encountered in reading. Also, for many word, after being encounteredmore and more times they gradually enters from one's receptive to one’s productive vocabulary.Nation gives a more detailed explanation about what we mean by receptive and productive vocabulary. From his point of view, receptive knowledge involves (1) being able to recognise the word when it is heard;(2) being familiar with its written form so that it is recognised when it is met in reading; (3) recognising that it is made up of some parts and being able to relate these parts to its meaning; (4) knowing that the word signals a particular meaning; (5) knowing what the word means in the particular context in which it has just occurred; (6) knowing the concept behind the word which will allow understanding in a variety of contexts; (7) knowing that there are some related words; (8) being able to recognise that the word has been used correctly in the sentence in which it occurs; (9) being able to recognise the typical collocations;(10)knowing that the word is not an uncommon one and is not a pejorative word. Productive knowledge of a word incudes receptive know ledge and extends it. It involves: (l)being able to say it with correct pronunciation including stress; (2)being able write it with correct spelling;(3) being able to construct it using the right word parts in their appropriate forms; (4) being able to produce the word to express the meaning; (5)being able to produce the word in different contexts to express the range of meanings of it;(6) being able to produce synonymsand opposites for it; (7) being able to use the word correctly in an original sentence; (8) being able to produce words that commonly occur with it; (9) being able to decide to use or not use the word to suit the degree of formality of the situation.27.Taxonomy proposed by Bloom●Knowledge: recalling facts, terms, and basic concepts●Comprehension: understanding of facts and ideas by organizing,comparing, translating, interpreting, describing, and stating the main ideas●Application: applying acquired knowledge, facts, techniques, andrules in a different context●Analysis: identifying relationships, causes or motives, and findingevidence to support main ideas●Synthesis: combining elements in a different way and proposingalternative solutions, creative thinking●Evaluation: present and defend opinions by making an informedjudgement about information or ideas based on a set of criteria. 28.（language）Errors and mistakesAn error is something you say or write considered to be incorrect or wrong. It is a failure due to the lack of the target language knowledge.A mistake is incorrect performance in speech or writing to a known language system.29. Questions●Closed and open questionsClosed questions refer to those with only one single correct answer. Open questions refer to those that may invite different answers.●Display questions and genuine questionsDisplay questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are therefore more communicative.●Lower-order and higher-order questionsLower-order questions are questions that simply require recalling of information or memorization of facts.Higher-order questions are those that require more reasoning, analysis, and evaluation.●Taxonomy proposed by Bloom做过的题一、Decide whether the following statement is true or false.1. It is a communicative activity if students are doing work focusing on the accuracy of language.（F）2. It is a communicative activity if students are making a conversation to practice a certain grammatical structure. （F）3. It is a communicative activity when students are asked to work in pair to find the differences of the pictures they hold in their hand.（T）4. It is a communicative activity when students are playing different roles through cued dialogues.（T）5. It is a communicative activity when students are asked to write a letter to their headmaster following a sample letter using certain grammatical structures .（F）6. It is a communicative activity if students are asked to recite a dialogue in the text by heart .（F）7. It is a communicative activity when students are talking to each other regardless of language restrictions.（T）8. It is a communicative activity if the teacher askes a students a question to which the student has already known the answer.（F）9. It is a communicative activity if the teacher corrects the students' grammar mistakes when they are answering a question.（F）10. It is a communicative activity when students are working in pairs exchanging information to each other.（T）二、Fill in each of the blanks with a proper word or phrase in the following table. Each word or phrase can be used only once.1. At the beginning of class, the teacher presents and explains a grammatical structure to the students so that they can practice the structure following the model the teachers gave. This activity reveals an approach of PPP .2. If a learner knows the knowledge of the target language and is able to use the language correctly in pronunciation, vocabulary and grammar, we may say that the learner has linguistic competence .3. When students are reading a text and trying to find out the logic relations between paragraphs, they are practicing their thinking quality.4. If students are asked to find out the life styles of the people in an English speaking country, they are focusing on practicing their ability of cultural awareness.5. A typical TBLT cycle leads students from fluency to accuracy. It is a process of using the target language to learn the language.6. If students are asked to practice using a word correctly in forms, we may say that this activity aims for the students to achieve the accuracy of the language.7. When students are asked to look at a diagram or cartoon in the text to figure out their implicit meaning, they are practicing the skill of viewing.8. When students are working in groups in class to discuss organizing a spring outing, they are lead to use the target language from fluency to accuracy.9. When the teacher guides students to make a study plan for themselves, he/she is willing to help them to achieve learning ability. 10. When students are participating asking and giving directions to a stranger in the target language, the activity they are doing reveals the functional view of language.三、Decide whether the following statements are true or false.1. Proper lesson planning is essential for only novice teachers, senior or experienced teachers do not need to do lesson planning.（F）2. A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.（T）3. A lesson plan is something that a teacher must strictly stick to during the lesson.（F）4. A good lesson plan is the backbone of the lesson and it can give teachers, especially novice teachers, confidence in class.（T）5. A lesson plan is a piece of work written by the teacher to entertain the headmaster of the school.（F）6. If a teacher uses the same textbook and same materials for the new students as the old ones, he/she does not need to rewrite or revise his/her lesson plan.（F）7. A lesson plan should be long enough to contain everything the teacher prepares to say and to do in class. （F）8. A lesson plan can ensure the success of the lesson if the teacher follows every step in the lesson.（F）四、Fill in the blanks with a proper word in its proper form . Each word can be used only once and three words in the blank shall be odded out. （有三个词或词组不能用在空格里。

英语教学法考试重点(1)

Views on language learning and learning in general(1)Behaviorist theory Eg;you can train an animal to do anything if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement(2)Cognitive theory\(3)Constructive theory(4)Socio-constructivist theory Eg:learning is the best achieved through the dynamics interactions between the teacher and the learners.What makes a good teacher?(1)ethic devotion(2)Professional qualities(3)Personal stylesHow can one become a good language teacher?(1)the development of professional competence (most difficult)(2)A specific range od skills strategies,,knowledges and ability(3)Have a sound command of English(4)Learning practice and reflection.learning from others experience.leaning the received knowledge leaning from one’s own experience as a learner.Language use in real life VS traditional pedagogy(1)in real life,language is used to perform certain communicative functions. Eg: to give directions,to exchange information or to make a complaint. In traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on two language skills and ignore the others. Eg:the grammar-translation methos emphasized on reading and writing skills and virtuallyignored listening speaking skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolated language from its context. Eg:when the English passive voice is introduced,the teacher always focuses on the explanation of how the objects in an active sentence is moved to the front of a passive sentence. And how the verb is changed to an auxiliary plus an -ed form of the base form of the verb.What is communicative competence ?(1)linguistic competence(2)Pragmatic competence(3)Discourse competence(4)Strategic competence(5)FluencyTask based language teachingTask definitionIs a piece of work undertaken for oneself or for others,freely or for some reward.Is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that processFour components of a taskA purpose :make sure the students have a reason for undertaking the taskA context :this can be real simulated or imaginary and involves sociolinguistic issues such as the location the participants and their relationship,the time,and other important factors.A process;getting the students to use learning strategies such as problem solving reasoning inquiring conceptual and communicatingA product : there will be some form of outcome either visible or invisibleExercises tasksFocus form meaningSituation no situation real life situationOutcome correct form accomplishment of taskLanguage practice of assigned form choice of form and contentError immediate correction delayed correctionPrinciples for good lesson planning(1)Aims means a realistic goals for the lesson the teacher needs to have a clear idea of what he or she would like to achieve for the lesson or what outcomes are expected from the lesson Aims are not the things teachers intend to do during the lesson,but the things that students are able to do bu the end od the lesson.(2)Variety means planning a number of different types of activities.(3)Flexibility means preparing some extra and alternatives tasks and activities as the class does not always go according to the plan(4)Learnability means the contents and tasks planned for the lesson should be within the learning capabilities of the students.(5)Linkage means linked with each otherHarmer suggest the following measures for indisciplined acts and badly behaving students(1)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 behaviorDealing with errors(1)dealing with spoken errors(2)When to correct generally it is best to interrupt students during fluency work unless communication breaks down.if the students has got most of his language right but has made a trivial mistakes it is sometimes wise to let the mistakes pass if there are some common mistakes that other students might also have problems with,the teacher can take a note in his or her mind and try to do the correction after the students’ performance.(3)How to correct indirect teacher correction is encouraged to avoid damaging students’self esteem and confidence. Ask a question to invite the students to say it again with a hint of a problem. Sometimes the whole class can be invited to correct the mistakes.Characteristics of the listening process(1)spontaneity(2)Context(3)Visual clues(4)Listeners ‘s response(5)Speakers’ adjustmentA process approach to writing(1)Focus on the process of writing that leads to the final written process(2)Help students writers understand their own composing process(3)Help them built repetoires of strategies for previewing drafting and rewriting(4)Palace central importance on the process of reversion(5)Give students time to write and rewrite(6)Let the students discover what they want to say as they write(7)Give students the feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention(8)Encourage feedback both from the instructors and peers(9)Include individual conferences between teacher and student during the process of composition。

英语教学法试大纲

《英语教学法》考试大纲课程编码：课程类型：专业方向课所属教研室：外语专业教研室学时及学分：34学时；2学分考核对象：英语专业课程教学目的及任务：英语教学法课的教学任务是培养学生成为一名合格的英语教师：具备扎实的语言基本功，掌握英语语言的基本理论知识和英语教学的基本技能，即能够选择并运用恰当的教学方法与技巧进行英语教学的实践活动，同时具有课堂管理和驾驭教材的能力。

教学目标是体现以学生为主体的教育思想，从学生的学习经历和认知基础出发，通过反思、讨论、探究和实践，启发学生的思维，发挥学生的创造能力，帮助他们构建新的认识和理念，培养他们分析问题和解决问题的能力。

考试目的：本学科的考试目的主要考察学生的知识掌握（对课内教材和教师的授课内容的掌握）和教学实际操作技能（教案编写、课文试讲、简笔画技能、书写技能、英语歌曲、课件制作等）。

教材和主要参考资料：教材：Jeremy Harmer 主编《怎样教英语》外语教学与研究出版社参考书：王蔷主编《英语教学法教程》高等教育出版社考试内容及要求：Chapter 1 How to be a good teacher1. What makes a good teacher?2. How should teachers talk to students?3. How should teachers give instructions?4. Who should talk in class?5. What are the best kinds of lesson?6. How important is it to follow a pre-arranged plan?Chapter 2 How to be a good learner1. Why is it difficult to describe a good learner?2. How important is the students’ motivation?3. Who is responsible for learning?4. What characteristics do good classroom learners share?5. What’s special about teaching adults?6. What are the different levels?7. How should we teach the different levels?Chapter 3 How to manage teaching and learning1. How should teacher use their physical presence in class?2. How should teachers use their voices in class?3. How should teachers mark the stage of a lesson?4. What is the best seating arrangement for a class?5. What different student groupings can teacher use?6. How can teachers evaluate the success or failure of their lessons?Chapter 4 How to describe learning and teaching1. What do we know about language learning?2. What elements are necessary for successful language learning in classrooms?3. How do the three elements of ESA fit together in lesson sequences?4. What teaching models have influenced current teaching practices? Chapter 5 How to describe language1. Sentence constructions2. Parts of speech3. Forms and meanings4. Language functions5. Collocation6. Speaking and writing7. PronunciationChapter 6 How to teach language1. What does language study consist of?2. How should we expose students to language?3. How can we help students to understand meaning?4. How should students practice language?5. Why do students make mistakes?6. How should teachers correct students?7. Where do language study activities fit in teaching sequences? Chapter 7 How to teach reading1. Why teach reading?2. What kind of reading should students do?3. What reading skills should students acquire?4. What are the principles behind the teaching of reading?5. What do reading sequences look like?6. More reading suggestionsChapter 8 How to teach writing1. Why teach writing?2. What do writing sequences look like?3. How should teachers correct writing?4. What can be done about handwriting?5. How does writing fir into ESA?6. More writing suggestionsChapter 9 How to teach speaking1. What kind of speaking should students do?2. Why encourage students to do speaking tasks?3. What do speaking activities look like?4. How should teachers correct speaking?5. What else should teachers do during a speaking a activity?6. How do speaking activities fit into ESA?7. More speaking suggestionsChapter 10 How to teach listening1. Why teach listening?2. What kind of listening should students do?3. What is special about listening?4. What are the principles behind the teaching of listening?5. What do listening sequences look like?6. Where does video fit in?7. More listening suggestionsChapter 11 How to use textbooks1. What are the different options for textbook use?2. What do adding, adapting and replacing look like?3. Why use textbooks at all?4. How should teachers choose textbooks?Chapter 12 How to plan lessons1. Why plan at all?2. What are the aims of a plan?3. What should be in a plan?4. What questions do we need to take?5. What form should a plan take?6. How should teachers plan a sequence of lessons?Chapter 13 What if?1. What if students are all at different levels?2. What if the class is very big?3. What if students keep using their own language?4. What if students are uncooperative?5. What if students don’t want to talk?6. What if students don’t understand listening tape?7. What if some students-in-groups finish before everybody else?考试方式及试卷结构：（一）理论课考试1.考试类型：闭卷笔试2.记分方式：百分制满分为100分3.考试时量：考试课100分钟；考查课80分钟4.试题总数：约34题5.命题的指导思想和原则：命题工作是课程考试的核心环节，其基本的指导思想是：坚持课程标准，体现培养目标，确保试题质量。

王蔷英语教学法重点,DOC

Unit1LanguageandLearning1.1Howdowelearnlanguage？WelearnlanguageatdifferentagesPeoplehavedifferentexperiencesPeoplelearnlanguagesfordifferentreasonsPeoplelearnlanguagesindifferentwaysPeoplehavedifferentcapabilitiesinlanguagelearning⏹Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelyprais ed.B.Cognitivetheory⏹InfluencedbyNoamChomsky(revivalofstructurallinguistics)⏹Languageasanintricaterule-basedsystem⏹Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage.⏹Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.C.Constructivisttheory⏹JeanPiaget(1896—1980)⏹Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.D.Socio-constructivisttheory⏹Vygotsky⏹“ZoneofProximalDevelopment”(ZPD);scaffolding(脚手架)⏹Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.1.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyof elementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorized2.2Whatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoado ptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.2.2.1Definition: Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowto usethelanguageappropriatelyincommunicativesituations2.2.2Fivecomponentsofcommunicativecompetence(Hedge2000)◆Linguisticcompetence（语言能力）Theknowledgeoflanguageitself,itsformandmeaning.◆Pragmaticcompetence（语用能力）Theappropriateuseoflanguageinsocialcontext.◆Discoursecompetence（语篇能力）◆◆✓Structuralactivities✓Quasi-communicativeactivities类似,准,半Communicativeactivities(PP22-23)▪Functionalcommunicationactivities▪Socialinteractionactivities2.6SixCriteriaforevaluatingcommunicativeclassroomactivities (mainfeaturesofcommunicativeactivities?)●Communicativepurpose●Communicativedesire●Content,notform●Varietyoflanguage●Noteacherintervention●Nomaterialscontrol2.7WhatisTask-basedLanguageTeaching?TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstr essestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.1.2.3.4.1Theway studentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.■⏹⏹⏹⏹⏹⏹InTBLIntegratedskillspracticed2.9Howtodesigntasks?Step1Thinkaboutstudents’needs,interests,andabilitiesStep2BrainstormpossibletasksStep3EvaluatethelistStep4ChoosethelanguageitemsStep5Preparingmaterials2.10CLTandTBLTintheChinesecontext☐ProblemswithCLT1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate2.ThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcomp etenceleveloflearners.⏹ConstraintsofTBLT⏹Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems⏹ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.⏹Thethirdisthecultureoflearning⏹TheforthisLevelofdifficultyUnit3spects languageknowledge,languageskills,learningstrategies,affectsandculturalunderstandi ng.3.4DesignoftheNationalEnglishCurriculum3.5Thestandardsfordifferentlevelsofcompetence3.6ChallengesfacingEnglishlanguageteachers1)?Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemofl inguisticknowledgebutameansforcommunication.2)?Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmitter toamulti-roleeducator.3)?Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthe centeroflearning.4)?Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.5)?Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffecti veresourcesforlearningandforusingthelanguage.Unit4.LessonPlanning备课4.1whyisLessonPlanningImportant1.2.3.;4.5.6.☐☐1.2.3.4.5.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation(Schumann,1999)6.Linkage:thestagesandthestepswithineachstagearelinkedwithoneanother.4.3whataremacroplanningandmicroplanning?MacroplanningPlanningoveralongperiodoftimewhichisoftendonebyagroupofteachers,itprovidesageneralguida nceforlanguageteachersMicroplanningPlanningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively.Microplanningisoftenanindividualactivityanddifferentteachersmayhavediffe rentwaysofwritingtheirownlessonplans.❑Macroplanninginvolvesthefollowing：KnowingabouttheprofessionKnowingabouttheinstitutionKnowingaboutthelearnersKnowingaboutthecurriculum/syllabusKnowingaboutthetextbookKnowingabouttheobjectivesAlessonplanusuallyhasthefollowingcomponents:Backgroundinformation助aniser(students’activities)4.Prompter(whenssdon’tknowwhattodo…)5.Participant(inss’activities)☐⏹☐⏹Activatestudents’priorknowledge;findindividualinterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;eval-roundperspective…☐⏹andevaluatetheresults…Q:Howmuchcontrolisneeded?⏹Appropriatedegreeofcontrol⏹Differentactivitiesneedadifferentdegreesofcontrol.⏹Themorecommunicativeanactivity,thelesscontrolitneeds.Q:Whatdoestheteacherdoasanassessor?3.GivestudentstimetogetusedtolisteningtoEnglishinstructions;ebodylanguagetoassistunderstanding;5.Model thetask/activitybeforelettingstudentsintogroupsorpairs…6.Teachersarenotexpectedtodoallthetalkinginclass.Tip:Demonstrationisusuallymoreeffectivethanwords.5.4Whatarethedifferentwaysforstudentgrouping?⏹Wholeclasswork,pairwork,groupwork,individualstudy1.Wholeclasswork☐Allthestudentsareunderthecontroloftheteacher,doingthesameactivityatthesamerhythmandpace.2.Pairwork☐Studentsworkinpairsonanexerciseortask.3.Groupwork☐Studentsworkinsmallgroupsof3-5students.4.Individualstudy☐Studentsworkontheirownattheirownspeed.Q:Howtogroup?(Groupingmethods)1.Wholeclassworkisnormallyusedwhenpresentingandexplainingnewlanguageornewinformationanditshouldbeusedwiselybytheteachers.2.3.4.☐☐horoughlyindisciplinedatmospherewillsurelyyieldnolearningatall.(79)Q:Howtomaintaindiscipline?P.79Althoughdisciplineisoftendiscussedtogetherwithclassroommanagement,Classroommanagement skillsarenotsufficientifdisciplineistobeachieved，rather，avarietyofteacher’sbehaviorcontributetodiscipline,suchastheteacher’schoiceofmethodo logy,theirinterpersonalrelationshipswithstudents,theirpreparationforthelesson.Beside, student’smotivation,whichcanbeenhancedbytheteacheraction,isextremelyimportantfordisc ipline.Whenstudentsareengagedinlearning,theywillbedisciplined.(79)☐Ssareclearaboutlearningpurpose;☐Ssareabletodotheworkbutfinditchallenging;☐Ssareemotionally,physicallyandintellectuallyinvolvedbythetasks;☐Thepresentation,varietyandstructureoftheworkandactivitiesgeneratecuriosityandinter est;☐Sshaveopportunitiestoaskquestionsandtryoutideas;☐Sscanseewhattheyhaveachievedandhowtheyhadmadeprogress;☐Ssgetafeelingofsatisfactionandenjoymentfromthework.Q:Whatcausesdisciplineproblems?⏹Agapinthelesson(e.g.badplanning,equipmentfailstowork)⏹Unclearinstructions⏹⏹⏹☐⏹☐☐☐☐☐☐1.Closedandopenquestions;2.Displayandgenuinequestions;3.Lower-orderandhigh-orderquestions;4.Bloom’staxonomy分类系统(Nuttall,1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7DealingwitherrorsQ:Whatareerrors?Howaretheydifferentfrommistakes?☐Amistakerefersto“aperformanceerrorthatiseitherarandomguessora‘slipoftongue’,and itisafailure performancetoaknownsystem”(Brown,2000:218-219)☐Anerrorhasdirectrelationwiththelearner’slanguagecompetence.Errorsdonotresultfromc arelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.☐Amistakecanbeself-corrected;anerrorcannotbe.Q:Howtodealwitherrors?☐☐☐☐☐☐☐☐Summary1.ider,facilitator,guide,researcher,etc.2.Classroominstructions:simple;suitthelevelofstudents3.Grouping:wholeclasswork,groupwork,pairwork,individualstudy4.Discipline:toengagessinlearning;howtomaintaindiscipline,howtotreatwithundisciplinedacts5.Questioning:differentclassifications;questioningtechniques6.Errorcorrection:errorandmistake;differentwaysandtechniquesforcorrectingerrors Unit6TeachingPronunciationCriticalPeriodHypothesis:abiologicallydeterminedperiodoflifewhenlanguagecanbeacquiredmoreeasilyandbeyondwhichtimelanguageisincreasingdifficulttoacquire.6.1Theroleofpronunciation☐DebateSideA:studentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasth estudentsdevelopoveralllanguageability.SideB:Failureinpronunciationisagreathindrancetolanguagelearning. Viewsofteachingpronunciationvary☐TheLearnerswhohavemore exposure toEnglishneedlessfocusonpronunciationthanthosewhoonlyle arnEnglishintheclass.☐Adultlearners needmorefocusonpronunciationbecausetheyaremorelikelytosubstituteEnglishsQ:Howtoachievegoodpronunciation?☐Practicemakesperfect☐Bothmechanicalpracticeandmeaningfulpracticearebeneficial.6.4Practisingsounds(Listsomemethodsofpracticingsounds.)Mechanicaldrillingisboringanddemotivating;itisimportanttocombinedrillingpronunciat ionexerciseswithmoremeaningfulexercisesthatfocusonwhateveraspectofpronunciationist hefocusofthelesson.FocusonasoundFocusonaindividualsoundsespeciallythosesoundthataredifficulttolearnPerceptionpractice☐Whatisthegoalofperceptionpractice?⏹Developingthestudents’abilityto identifyanddistinguishbetweendifferentsounds.☐Examplesofperceptionpractice:⏹Usingminimalpairs(withonesounddifference):will/well;ship/sheep;light/night⏹Whichorder:bear,tear,ear⏹Sameordifferent?[met],[mi:t]⏹Oddoneout⏹Completionthewordsorphrases.egestures(e.g.clappinghands;usingarmmovements)ethevoice(raisethevoicetoindicatestress)etheblackboard(underlinethestresspartsorwritewithcoloredchalks6.5.2 Practicingintonation(Howtopractiseintonation?)⏹Usehandorarmmovementtoindicatechangeofintonation.⏹Userisingorfallingarrowstomarkintonation.⏹Drawlinestomarkchangeofintonation.Howcanteachershelpthestudentstoimprovepronunciation?eindividual,pair,groupandwholeclasswork;ehandsandarmstoconductpractice.3.Movearoundtheclassroomwhendoingchoralpractice.4.Varythecriteriaof‘good’togivestude ntsconfidence.5.Doarticulationpracticemorethanonce.6.Bringinterestsandvarietytothepractice.7.Themaincriteriaforgoodpronunciationareconsistency,intelligibilityandcommunicativeefficiency.8.Makefulluseofdemonstrations.9.•••☐1.T2.T法es3.TEachhasmeritsanddrawbacks.Thebestwayistovarymethodsindifferentsituations. Twokeytheoreticalissuesrelatedtothemethod:theroleofexplicitknowledgeinlanguagelearning;t hevalueofdiscoveryasageneralmethodoflearningImplicitandexplicitknowledge☐Implicitknowledge referstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseo fautomaticallywithoutmakinganyeffort.E.g.ofL1内隐知识☐Explicitknowledge referstoourconsciousknowledgeaboutthelanguage.Wecantalkaboutit,analy seitandapplyitinconsciousways.外显知识7.3GrammarpracticePracticemaybedefinedasanykindofengagingwiththelanguageonthepartofthelearner,usuallyunder theteachersupervision,whoseprimaryobjectiveistoconsolidatelearning Grammarpracticeisusuallydividedintotwocategories,mechanicalpracticeandmeaningfulpractice .Twotypesofpracticecanbecombined1.M echanicalpractice(focusonforms)纯形式练习☐Sspayrepeatedattentiontoakeyelementinastructure.☐Substitutionandtransformationdrillsaremostfrequentlyused.2.Meaningful/communicativepractice(focusonform)重形式练习☐Focusonmeaning(CLT)+overtstudyofformultimategoaloflearningEnglish.2.Threewaysofpresenting/teachinggrammar:thedeductivemethod,theinductivemethod,andtheguideddiscoverymethod.Eachhasmeritsanddrawbacks.Thebestwayistovarymethodsindifferentsitu ations.3.Ur(1996)suggeststhatagoodpresentationofgrammarshouldincludebothoralandwrittenandbothformandmeaning.Plentyofcontextualizedexamplesarenecessary;visualmaterialsarehelpful;us eofcomplexterminologyshouldbeavoidedforyounglearners;inductiveanddiscoverymethodshoul dbeusedforthosestructuresthatcanbeeasilyperceivedbythelearners;forcomplexstructuresit isbettertoteachtheruleexplicitlyanddeductively.4.Mechanicalpracticeandmeaningfulpracticeofgrammarhavebothadvantagesanddisadvantages.Twingprompts(pictures,mimes,tables,charts,keywords,crea tedsituations)hasprovedtobeaneffectivewayofgrammarpractice.Unit8TeachingVocabulary8.1Assumptionsaboutvocabularylearning1.Vocabularyitemscanbewords,compounds,phrases,sentences.2.Noteverysin glewordhasanequivalentinanotherlanguage,e.g.“the”.3.Vocabularycanbetaught.4.Bothteachersandstudentsshouldbeawareofthedifferencebetweenactiveandpassivevocabulary,andthentreatthemdifferently.5.6.7.8.9.10.☐⏹its⏹its⏹its⏹☐lations字面意义；外延Senserelationscollocations:wordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofword ssynonyms:itemsthatmeanthesame,ornearlythesameantonyms:itemsthatmeantheoppositeofawordhyponyms下义词wordswhichcanbegroupedtogetherunderthesamesuperordinate(上义词)concept Receptiveandproductivevocabulary☐Beawareofthedistinctionbetweenreceptive/passiveandproductive/activevocabulary.☐Receptivevocabularyreferstowordsthatoneisabletorecognizeandcomprehendinreadingorli steningbutunabletouseautomaticallyinspeakingorwriting.☐Productivevocabulary:wordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeecha ndwriting.8.3Howcanwepresentnewvocabularyitems?1.Provideavisualorphysicaldemonstration;2.Provideaverbalcontexttodemonstratemeaning;esynonymsorantonyms;elexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings;5.Translateandexemplify,ifwordswithabstractmeaning;6.7.8.9.10.☐1.2.3.4.5.6.7.8.9.1.2.☐anizevocabularyeffectively(p.131)eadictionary(whatdictionary,howtouse,whattolookfor,whentouse)5.keepavocabularynotebook(indifferentformats)6.Managestrategyuse:self-evaluate;shareexperiencesVocabularylearningstrategies☐Discoverystrategies⏹Determinationstrategies:discoverthewordmeaningbyguessingfrom1)itsstructuralknowledge;2)anL1cognate同源词;3)context;4)consultingothers.⏹Socialstrategies:askingsbwhoknows☐Consolidationstrategies⏹Socialstrategies:1)cooperativegrouplearning;2)teacherscheckforaccuracy;3)interactwithNSs⏹Memory/mnemonicstrategies:1)pictures/imagery;2)relatedwords;3)unrelatedwords;4)grouping;5)word’sorthographicalorphonologicalform⏹Cognitivestrategies:repetitionandusingmechanicalmeaningtostudyvocabulary,e.g.repeatedlysayingaword;wordlistsandflashcards;takingnotesinclass;recordingwordlists;vocnoteboo ks.⏹Metacognitivestrategies元认知:tocontrolandevaluatelearningConclusion☐☐☐1.2.3.4.5.6.☐☐skills,butlisteningcanbemoredifficultthanreadingbecause:⏹Differentspeakersproducethesamesoundsindifferentways(dialects,accents,stresses,rhythms,intonations…);⏹Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial;⏹Speechislikelytobedistortedwithbackgroundnoise;9.2Whatdowelistentoineverydaylife?(Ur,1996)☐Loudspeakerannouncements☐Radionews☐Lesson,lecture☐Conversation,gossip☐Instructions☐Watchingtelevision☐Watchingmovies☐Telephoneconversations☐Interview☐Shopping☐Story-telling☐Meetings☐Negotiations☐Theatershow9.4.2 Principlesforselectingandusinglisteningactivities☐Oxford(1993:210)offered12principles:1.Thelisteningactivitymusthaveareal,communicativepurpose.2.Theactivitymustuseauthenticlanguagewithoutsignificantlyslowerorsimplerspeech.3.Pre-listeningtasks(e.g.discussingthetopic,brainstorming,presentingvoc,sharingofrelatedarticles)mustbeusedtostimulatetheappropriatebackgroundknowledgeandhelplearnersidenti fythepurposeoftheactivity.4.Thelisteningtextmustoffercontentthatispersonallyinterestingandmotivatingtolearners.5.Toallowlistenerstoinfermeaningfrombodylanguageandrelatedcontextclues,thespeakermustbevisiblewheneverpossible.6.Theactivitymustoffermanyenvironmentalcluestomeaning.7.Whenpossible,thewholelisteningtextshouldbegiven,andthendividedintopartsthatcanberepeated.8.Attheend,thewholetextshouldbegivenagain,andssshouldhaveopportunitytodiscusstheirhypothesesandhowtheytestedandalteredthem.9.Theactivityrequireslistenerstorespondinsomemeaningfulfashion,individuallyorinpairs/groups.10.Theactivitymustbefashionedsothatsswithnormalbackgroundknowledgeareabletounderstandthetopic.11.Theactivitymustbetypicalforitsownspeechtype.1.☐2.☐☐1.2.3.☐☐Weselectmostoftenonekindofactivitybeforeeachlisteningsession.☐Thepurposeistomotivatess,activatetheirschema,toaddcontext,preparessfornecessarylangu agesothattheactuallisteningitselfbecomeseasier.9.6While-listeningactivities1.Nospecificresponses⏹Bynotgivingssanytaskthefirsttimetheylistentoapassage,itcantaketheanxietyoutoflistening.2.Listenandtick(p.148)3.Listenandsequence(p.149)4.Listenandact5.Listenanddraw(Task11)6.Listenandfill(intheblanks)7.Listenandtakenotes(p.151)9.7Post-listeningactivities1.Multiple-choicequestions2.Answeringquestions(comprehensionorinference)3.Note-takingandgap-filling(e.g.mini-lectureinTEM8)4.Dictogloss(cf.dictation)1.Preparation(introducethetopic,keywords,generalquestions)2.3.4.☐rd.☐☐••••1.2.3.4.5.6.Helpingssdevelopspeakingstrategies7.Makingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforss10.3Howtodesignspeakingtasks☐Characteristicsofsuccessfulspeakingtasks(Ur,1996)1.Maximumforeigntalk2.Evenparticipation3.Highmotivation4.Rightlanguagelevel10.4TypesofspeakingtasksItisimportanttogivethestudentsavarietyofspeakingactivitiessothattheywillbeabletocopewit hdifferentsituationsinreality.1.Classificationofspeakingactivities1)Controlledactivities:Controlledactivitiesmainlyfocusonformandaccuracy.2)Semi-controlledactivities.Semi-controlledactivitiesfocusmoreonmeaningandcommunication.3)Communicativeactivities.Communicativeactivitiesallowforrealinformationexchange,whichincludeinformationgapactivi2.6710.5HowtoorganizespeakingtasksDesignsmallgroupworkforthreereasons:(1)itincreasesthetimeforeachstudenttopractisespeakinginonelesson;(2)oftenssareafraidofmakingmistakesorlosingfaceorfeelshyspeakinginfrontofawholeclass;(3)speakinginsmallgroupsismorenaturalinreallife. Smallgroupworkhelpssslearntoworkcooperativelyandhelpsthemdevelopinterpersonalskills—”fosteringdevelopmentoftolerance,mutualrespectandharmony”(Cooke&Nicholson,1992:34)Unit11Teachingreading11.1Howdopeopleread?11.1.1 Assumptionsaboutreading1.Peoplereadfordifferentpurposes.2.Readingalouddoesnothelpssfocusonthemeaningofthetextbecausetheyhavetoconcentrateonpronunciation,intonation,pausingandtherecognitionofnewwords.3.Thepurposewillusuallydeterminewhatspecificinformationyouaregoingtolookforandtheappropriatetypeofreadingskillstobeused.4.Oureyesarealwaysjumping,from‘groupofwords’to‘groupsofwords’.5.Peoplereadatdifferentspeedandcan’t‘readtogether’.6.7.8.9.1.2.3.4.5.6.7.8.☐WereadagreatvarietyoftextsinEnglish.☐RefertoPage180foralistofthingswereadinourdailylife.☐ItisveryimportantforEFLteacherstobearinmindwhatwereadinreallifesothatwhenweselectrea dingmaterialsforourstudents,wewillensurenotonlythereisagreatvarietybutalsowecanhelppr eparesstomeettheirfutureneeds.☐EFLlearnersreadauthentictextsand/orsimulatedtextsdependingonproficiencylevel.11.4Strategiesinvolvedinreadingcomprehension11.4.1Reading and readingcomprehension☐Reading“istheconstructionofmeaningfromaprintedorwrittenmessage”.(Bamford,1998:12 )☐Readingcomprehension involvesextractingtherelevantinformationfromthetextasefficien tlyaspossible,connectingtheinformationfromthewr ittenmessagewithone’sownknowledgetoar riveatanunderstanding.11.4.2Twolevelsofreading1.Arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;2.Acognitivetaskofinterpretingthevisualinformation,relatingthereceivedinformationwiththereader’sow ngeneralknowledge,andreconstructingthemeaningthatthewriterhadmeanttoco nvey.1.2.3.4.5.6.7.8.9.24.Judginghowwellobjectivesweremet25.Reflectingonwhathasbeenlearnedfromthetext11.5Theroleofvocabularyinreading☐Day&Bamford(1998):efficientreadingbeginswithalightening-like automaticrecognitio nofwords,whichfreesone’smindtouseotherresourcestoconstructmean ing.☐Helpingsstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingth eirreadingskills.☐Thewaytodevelop sightvocabulary istoreadextensively(‘Familiaritybreedsautomatici ty’).Sightvocabulary视觉词汇，一见即懂的词汇☐Wordsthatoneisabletorecognizeimmediately[bothsoundsandmeanings]areoftenreferred toassightvocabulary.☐Howtodevelopsightvocabulary?A:Toreadextensively–‘Familiaritybreedsautomaticity’(Day&Bamford,1998:16).However,thematerialschosen[forextensivereadingafterclass]mustbeattherightlevelandadegre eofmonitoringshouldbeavailabletokeepthemotivationhighsothatsscanfeelasenseofachievement bysharingtheirreadingexperienceswithothers11.6Principlesandmodelsforteachingreading1.2.3.4.5.6.1.☐2.☐☐3.☐1.ncestructures,buildingadiscoursestructure,etc.2.Integratethisdecodingprocesswithwhathe/shealreadyknowsaboutthetopic–schemasorschemata图式,‘cognitiveconstructswhichallowfortheorganizationofinformationinourlong-term memory’(Widdowson,1983)11.7Proceduresofactivities☐Pre-readingactivities(Lead-in)☐While-readingactivities☐Post-readingactivities11.7.1Typesofreadingactivitites☐Pre-readingactivities☐Purpose:tostimulatess’interests;tofacilitate while-reading activities,bypoolingexis tingknowledgeaboutthetopic,predictingthecontentsofthetext,learningkeywordsandstruc tures,etc.☐Activities:predicting,settingthescene,skimming,scanning,etc.☐While-readingactivities☐Twomainwaysofexploitingtexts:☐⏹⏹⏹Wewriteforvariousreasons,toconveymessages,tokeeparecordofwhatisinourmind,tocomm unicate,toraiseawarenessofhowlanguageworks,tobecomemorefamiliarwiththelinguisticandso cialconventionsofwritinginEnglish,etc.3.Howdowewrite?WritingcanbebothcollaborativeandsolitaryEFLwritingvs.writinginreality☐Twomajordifferences:1.‘writingaslanguagelearning’(toconsolidatelanguagethatisrecentlystudied)vs.writingforcommunication(toconveymessagesorforselfcreation)2.EFLwritingtaskslackauthenticity.EFLwritingtasksfocusontheproductratherthanprocess,ignoringplanning,drafting,rewritingstages.3.✍Weshouldmakesswanttowriteinthefirstplace,thenteachthemhowtowrite.12.2Acommunicativeapproachtowriting☐Ssaremotivatedby authentic writingtasksthathavesome communicative elements.☐Withdifferentaudiencesanddifferentpurposes,thewritingpiececouldvarygreatly.☐Writingactivitiescanbe“writingforlearning”,“writingforcommunication”andsome wherebetween.12.3Problemsinwritingtasks1.2.3.4.5.6.7.8.☐1.2.3.Mapping;4.Freewriting;5.Outlining;6.Drafting;7.Editing;8.Revising;9.Proofreading;10.Conferencing12.5Motivatingstudentstowrite1.Makethetopicofwritingascloseaspossibletoss’life.2.Leavessenoughroomforcreativityandimagination.3.Preparesswellbeforewriting.4.Encouragecollaborativegroupwritingaswellasindividualwriting.5.Provideopportunitiesforsstosharetheirwritings.6.Provideconstructiveandpositivefeedback.7.Treatss’errorsstrategically.8.Givessasenseaachievementfromtimetotime12.6Designingwritingtasks☐Writingtasksshouldbemotivatingandcommunicative.☐☐☐☐☐☐☐☐☐☐☐☐Twotypesofintegration1.Simpleintegration:integrationwithinthesamemedium(eitheroralorwritten),fromreceptivetoproductiveskillsplexintegration:constructingaseriesofactivitiesthatuseavarietyofskills 13.3Whataretheimplicationsforteaching?☐Sinceintegrationofthefourskillsisconcernedwithrealisticcommunication,weare teach ingatthediscourselevel,notjustatthelevelofsentencesorindividualwordsandphrases .13.3.1Focusondiscourse☐Implication:weneedtobeawareofthediscoursefeaturesofatextandtobeabletomakessawar eofthem.☐Discoursefeaturesinclude:1.Thewaythatthetextisorganized2.Itslayout(forwrittentext)3.Thestyleofthelanguage(formalorinformal)4.Theregister(thevocabularythatiscommonlyfoundinsuchdiscourse)13.3.2 Adjustingthetextbookcontents☐☐☐☐☐☐⏹Complexintegration,whichisacombinationofactivitiesinvolvingdifferentskills,linkedthematically.☐Whatlimitations?⏹Theroleofafocusonindividuallanguageelements,suchasvocabularyandgrammar,shouldnotbeoverlooked.⏹Integrationisdemandingofteachersintermsoffindingordesigningsuitablematerials,particularlywhenitisnecessarytotakeintoaccountthedifferingratesofprogressofssinmasteringtheindividualskills.☐Integrationrequiresskillfulteaching,butitcanbringworthwhileresults.Unit14MoralLearning14.1MorallearningandEnglish“Teachersareengineersofthesoul.”Basiceducationshouldaimforbetterdevelopmentofstuden ts,notonlyinknowledge,skillsandabilitiesbutalsoinvalues,attitudes,andemotions.Moralvalues•Selfcontrol•Goodhealthandhygeine•Kindness••••••••SharingEssays•••••••••Sportsevents•FieldtripsUnit15AssessmentinLanguageTeaching15.1Whatisassessment?Howisitdifferentfromevaluationandtesting?☐Test:usudoneattheendofalearningperiod;res ultbyamark;ss’testscoresarecomparedwi theachother☐Assessment:involvesthecollectingofinformationorevidenceofalearner’slearningpro gressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.Formsofassessment:tests,commentfromT,T’sobservationnotes,ss’self-assessmentsheets,samplesofss’work,etc.ss’achievementismeasuredagainsthisownstartingpoin t.☐Evaluation:‘awholerangeofissuesinandbeyondlanguageeducation’;producesaglobalv iewofachievementbasedonmanydifferenttypesofinformation☐✍Evaluationisthemostgeneralofthethreeconcepts,fordecision-makingpurpose.Assess mentfocusonthelearningprogressandprocess-oriented,forthepurposesofimprovingteac hingandlearning.Testisoneinstrumentofassessment,focusingontheresultoflearning.15.2Thepurposeofassessment1.2.3.4.5.6.☐☐☐.☐cyacquisition.7.Clarifyandusestandardswhenassessingreading,writing,andcontentknowledge.8.Involvessandparents,aswellasotherpersonnelsuchastheESLormainstreamteacher,intheassessmentprocess.9.Makeassessmentanongoingpartofeveryday.15.6Testformats/testingtechniques☐Tenmostfrequentlyusedtestformats:1.Questionsandanswers2.TorF。

英语课程教学论考试重点

Unit 1 Language and Language Learning 语言和语言学习1.Views on language 有关语言的观点Different views on language generate different teaching methodologies. (P2)不同的语言观产生不同的教学方法。

Three different views of language: 三种不同观点的语言:(1). Structural view: language as a system made up of various subsystems: the sound system (phonology); the discrete units of meaning (morphology); the system of combining units of meaning for communication (syntax) (p3) a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)(2). Functional view: Language is not only a linguistic system but alsoa means for doing things. 功能观:语言不仅是一种语言系统,但也做事情的一种方式。

(3). Interactional view: language as a communicative tool to build up and maintain social relations between people. (p3)交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。

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英语教学法考试重点Company Document number：WUUT-WUUY-WBBGB-BWYTT-1982GT判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting, need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.What makes a good language teacherThese elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of includes three parts:learning from other's experience,learning the received knowledge and learning from one's experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional an final it shouldn't an end,one must be keep learning,practicing and reflecting.真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence is similar to communication refers to strategies one employs when there is communication breakdown due to lack of can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。