英语教学法考试重点缩印版(共4页)

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1、精选优质文档-倾情为你奉上1、 语言观 views on language structural view functional view interactional view 2、 语言学习观 views on language learning behaviorist theory cognitive theory constructivist theory socio-constructivist theory 3、 好教师的素质要素 ethic devotion professional qualities personal styles . 补充的 excellent teacher

2、s: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.4、 语言教学的最终目标 the ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach th

3、at part of the language that will be used (rather than all part of the language).5、 交际能力 communicative competence linguistic competence pragmatic competence discourse competence strategic competence fluency 6、 交际语言教学的原则 principles of Communicative Language Teaching communication principle task princ

4、iple meaningfulness principle 7、 评估交际教学的六个标准 6 criteria for evaluating communicate communicative purpose communicative desire content, not form variety of language no teacher intervention no materials control8、 任务型教学的特征 task-based Language Teaching skill and knowledge process of doing, thinking in E

5、nglish product context purpose 9、 任务型教学的定义和四要素：a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. a purpose a context a process a product 10、 设计任务时

6、的四种问题four sets of question when designing tasks:what is the objective of the task what is the content of the task how is the task to be carried out in what situation is the task to be carried out11、 设计任务的步骤thinking about students needs, interests, and abilities brainstorm possible tasks evaluate the

7、 list choose the language items preparing materials 12、 语言教学的目标 （课程目标）Overall Language Ability language knowledge: phonetics, grammar, vocabulary, functions, topics language skills: listening, speaking, reading, writing learning strategy: cognitive, self management, communication, resourcing affect

8、and attitude: international, perspectives, patriotism, confidence, motivation cultural awareness: knowledge, understanding, awareness.13、 教学计划 lesson plan: 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 ach

9、ieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.14、 好教学计划的原则 principles for good lesson planning aim variety flexibility learnability

10、 linkage15、 宏观计划内容 what does macro planning involve knowing about the profession knowing about the institution knowing about the learners knowing about the curriculum/syllabus knowing about the textbook knowing about the objectives 16、 微观计划的组成 micro planning (components of a lesson plan):background

11、information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teachers after-lesson reflection.17、 3P. 语言知识structure-based lesson: presentation, practice, production.语言技能skill-oriented lesson: pre-, while-, post-.18、 课堂管理 classroom management: class

12、room management is the way teachers organise what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to crea

13、te an atmosphere conductive to interacting in English in meaningful ways. 19、 有效的课堂管理的六个条件：the teacher plays appropriate roles. the teacher provides clear instructions. students are grouped in a way suitable for the learning activities. the teacher asks appropriate questions. there is discipline as

14、well as harmony in the class. the students errors are treated properly.20、 教师角色 roles of teachers controller: control the pace; control time; control the whole class. assessor: assess the students work; correct mistake; organize feedback. organiser: design and organize tasks prompter: give appropria

15、te prompts; participant: join students resource-provider： instruction materials. new roles: facilitator; guide; researcher. 21、 课堂指令 classroom instructions : classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or ac

16、tivities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework.22、 有效的课堂指令规则rules to follow for making instructions effective：use simple instructions and make them suit

17、 the comprehension level of the students. use the mother-tongue only when it is necessary. give students time to get used to listening to English instructions and help them make an effort to understand them.23、 学生分组类型students grouping：whole class work pair work group work individual study24、 课堂纪律 Di

18、scipline in the language classroom: discipline here refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.25、 课堂纪律的要素What contributes to discipline: classroom management teachers behavior students motivation26、 对无纪律课堂的措施measures act

19、 immediately stop the class rearrange the class change the activity talk to students after class create a code of behavior27、 课堂问题的建议advice about problems in class deal with it quietly dont take things personally dont use threats28、 课堂上的问问题questioning in the classroom：teachers use questions to focus

20、 students attention, to invite thinking and imagination, to check understanding, to stimulate recall of information, to challenge students, and to assess learning. Questions should be wise and purposeful, contributing to the overall objectives of the lesson, stimulating the development of knowledge

21、and thinking, as well as helping to maintain interaction.29、 错误处理 dealing with errors: when to correct how to correct who to correct30、 语法教学3P模式:.presentation: purpose: students perceive the structureits form and meaningin both speech and writing, and take it into short-term memory. ways: the deduct

22、ive method; the inductive method; the guided discovery method: 步骤：create a context, clear model, highlight rules, check understanding. .practice: purpose: students learn to use the grammar item. Absorb the structure thoroughly, or to transfer what they know from short-term to long-term memory. ways:

23、 mechanical practice(substitution drills, transformation drills); meaningful practice(定义：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).要素factors: cant be said

24、to have really mastered it yet. aimed at form accuracy. the students pay repeated attention to a key element in a structure. controlled/mechanical and semi-controlled. group. ways. . Production: purpose: there is a need for meaningful practice and communicative use of the structure taught so that st

25、udents can be helped to achieve both accuracy and fluency in language use. ways: communicative practice(guessing games, completing the picture, information sheet, find someone who, paired cue card, role play, story telling); task.31、 A synthesis approach to teaching grammar: collocational, construct

26、ive, contextual, and contrastive.32、 有效阅读者怎么做what do effective readers do: have a 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 differen

27、t reading tasks perceive the information in the target language rather than mentally translate guess the meaning of new words from the context, or ignore them have and use background information to help understand the text.33、 阅读策略reading strategies: specifying a purpose for reading planning what to

28、 do previewing the text predicting the contents of the text checking predictions skimming the text for specific information distinguishing main ideas from supporting details posing questions about the text finding answers to posed questions connecting one part of the text to another34、 The three mod

29、els for teaching reading: bottom-up model top-down model interactive model35、 读前pre-reading activities: purpose: the purpose of pre-reading is to facilitate while-reading activities. ways: predicting(predicting based on the title, predicting based on vocabulary, predicting based on the T/F questions

30、); setting the scene. 读中While-reading: fast reading: skimming; scanning. reading in detail: transition device（信息转换）purpose: focus attention on the main meaning of the text; be able to simplify sophisticated input so that it becomes the basis for output; allow students to perform tasks while they are

31、 reading; highlight the main structural organization of a text, and show how the structure relates to meaning; involve all the students in clearly defined reading tasks; precede one step at a time; when a TD is completed, use it as a basis for further oral and written language practice. ways: pictur

32、e; drawings; maps; tables; tree diagrams; cyclic diagrams; pie charts; bar charts; flowcharts; chronological sequence; subtitles; notes. 读后post reading purpose to consolidate or reflect on what has been read in the text. to relate the text to the students own knowledge interests or view. to give the

33、 students the chance to consolidate that language by using it freely. activities: discussion questions; reproducing the text; role play; gap-filling; discussion36、 阅读理解问题的类型types of reading comprehension questions questions of literal comprehension questions involving reorganization or reinterpretation questions for inferences questions for evaluation or appreciation questions for personal response. understanding references.专心-专注-专业