教学法复习
A communicative approach to writing(交际法写作概念)：
To engage them in some act of communication.This means either writing for a specific recipient ,or engaging in an act of creative writing.
What is the product-oriented writing?(结果性写作概念)：
The production-oriented method of teaching writing pays great attention to the accuracy of the final product but ignores the process.
What is the process approach to writing?(过程性写作概念)
The process approach to writing does not only pay attention to what students do while they are writing, it also attaches great importance to what they and the teacher do before they start writing and after they finish writing.
The main procedures of process writing(过程性写作的步骤)：
The main procedures of process writing include creating a motivative to write, brainstorming, mapping, freewriting, outlining ,drafting, editing, revising, proofreading and conferencing. Motivating students to write(激发学生的写作兴趣):
1.make the topic of writing as close as possible to students’s 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 writing.
6.provide constructive and positive feedback.
7.treat students’ errors strategically.
8.give students a sense of achievement from time to time.
The advantage of e-mail(E-mail写作的好处):
1.E-mail provides a prefect mechanism for students to submit drafts and for teachers to look them over at their convenience and send them back with comments.New ideas are shared promptly and can be responded to quickly.
2.the teacher can easily store all the drafts of a document for later review and analysis of the revision process.
3.send their work to each other simultaneously.An individual students can receive comments from all peers.
4.students have a feeling of real-time writing.
Two integrated skills（两种综合技能）：
Simple integration:a receptive language skill serves as a model for a productive language skill. complex integration:it’s a combination of activities involving different skills, linked thematically. Moral values:
Self-control, good health and hygiene, kindness, fairness, self-reliance, sense of duty, reliability, truthfulness, good work attitude, team work, loyalty.
The roles of the teacher:
Teacher as a role model, teacher as curriculum developer.
Assessment purposes(概念):
Assessment in ELT means to discover what the leaners know and can do at certain stage of the learning process.
Assessment is to find out what the students already know and can do rather than what they do not know and cannot do.
Methods for assessment(评价方法)：
Summative assessment is mainly based on testing.It is done mostly at the end of a learning periods or the end of a school year.
Formative assessment is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning.
The way to gather information(收集信息的方法)：
Testing, teacher’s observations, continuous assessment, self-assessment and peer assessment, project work, portfolios.
Criteria for assessment(评价的标准)：
Criterion-referenced assessment:Criterion-referenced language assessment is based on a fixed standard or a set criterion.
Norm-referenced assessment:Norm-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another students or group of students whose scores are given as the norm.
Individual-referenced assessment:Individual-referenced assessment is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability.
Different types of learners (学习者的类型)：
Visual learners : learn more effectively though the eyes (seeing).
Auditory learners: learn more effectively though the ear (hearing).
Tactile learners: learn more effectively though touch (hands-on).They learn things by doing. Kinesthetic learners: learn more effectively though body experience.
Group learners: learn more effectively though working with others.
Individual learners: learn more effectively though working alone.
Authority learners: prefer to listen to the teacher more than work with others or work alone. Reflective leaners:learn more effectively when given time to consider options.
Multiple-intelligence(多元智能理论):
Howard Gardener
1.V erbal/Linguistic Intelligence(语言言语智能):
The ability to use words effectively, both orally and in writing.
2.Musical Intelligence(音乐旋律智能):
Sensitivity to rhythm, pitch, and melody.
3.Logical/Mathematical Intelligence(逻辑数学智能):
The ability to use numbers effectively and reason well.
4.Spatial/ Visual Intelligence(空间视觉智能):Sensitivity to form, space, colour, line and shape.
5.Bodily/Kinesthetic Intelligence(身体运动智能):
The ability to use the body to express ideas and feelings, to solve problems.
6.Interpersonal Intelligence(人际关系智能):
The ability to understand another person’s mood, feelings, motivations,and intentions.
7.Intrapersonal Intelligence(自我认知智能):
The ability to understand your strengths, weaknesses, moods, desires, and intentions.
8.Naturalist Intelligence(自然观察智能):
This is the ability to appreciate the naturalist world and enjoy outdoor activities.
The way to learner training/How to help students learn(怎样培养学生的学习能力):
1.involve students in an overview of the textbook at the beginning.
2.involve students in finding out about themselves.
3.introduce students to a number of different learning strategies.
4.help leaners set up their own learning goals and make their own plans.
5.share lesson aims with students in class and review them by the end of the lesson.
https://www.wendangku.net/doc/759231561.html,e learner diaries as a way to help student reflect on their learning.
7.guide students to make plans for learning.
https://www.wendangku.net/doc/759231561.html,e portfolios to promote more autonomous learning.
9.help students learn to use resources.
How you can create your own resources for teaching and learning (怎样开发隐性资源):
https://www.wendangku.net/doc/759231561.html,e yourself as resources
https://www.wendangku.net/doc/759231561.html,ing students as resources
3.making use of students’ drawings
4.making use of surroundings
5.shadow theatre
6.exploring emotions
7.getting students to make their own dictionaries
8.letting students to make up their own quizzes
9.making batter use of video resources
https://www.wendangku.net/doc/759231561.html,ing songs for learning
11.internet as an important resource
Two types of evaluation(评价教材的两种方法):
On-the-page evaluation:is carried out independent of its users or before it gets into the classroom.
In-the-use evaluation: is done based on the users’ opinions i.e. teachers’ as well as learners’, about how useful and effective it is for promoting learning.
Two steps of on-the-page evaluation (on-the-page evaluation 的两个步骤):
External evaluation:
①focus on the external features of a textbook .It is also called macro evaluation.
②focus on its internal features ,which maybe termed as micro evaluation.
Internal evaluation: intends to investigate the following aspects of a textbook.
Features of good textbooks(怎样的教材是好的教材):
1.good textbooks should attract the students’ curiosity, interest and attention.
2.textbooks should help students feel at ease.
3.textbooks should help students develop confidence.
4.textbooks should meet students’ needs.
5.textbooks should expose students to language in authentic use.
6.textbooks should provide students with opportunities to use the target language to achieve communicative purposes.
7.textbooks should take into account that the positive effects of language teaching are usually delayed.
8.textbooks should take into account that students differ in learning styles.
9.textbooks should take into account that students differ in effective factors.
10.textbooks should maximise learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities.
Suggestions for adapting materials(调整教材的方法):
1.Adding
2.Deleting or omitting
3.Modifying
4.Simplification
5.Reordering
Three steps of textbook adaption(调整步骤):
The first step is macro adaptation ,which is ideally done before the language programme begins. The second step of adaptation is adapting a unit.
The third step is adaptation of specific activities in a unit.
教学法复习大纲
期末复习大纲 1. Elements that contribute to the making a good teacher are _____, _____, _____. 2. Five main components of communicative competence are _____, _____, _____, ______, _____. 3. T he Ss’ overall language ability composed o f _____, _____, _____, _____, _____. 4. The components of a lesson plan are ____, ____, ____, ____, ____, ____, ____, ____. Study the following activity. Put a tick (√) in the box if you think the activity meets the Communicative desire Variety of language No materials control Answer the following questions： 1. Efficient classroom management can be achieved when some conditions are met. What are the conditions? 2. Different learners have different learning styles. What are the eight types of learners according to Reid. IV. Apply the theories（共8分） Study the following activity. Please improve it into a real task with all the 4 features of a task. V. Design activities for the following items（共45分） 1. Suppose you have made the students know the meaning and the form of the adjective comparatives, d esign a simple substitution activity to practice it. Write down your teaching process and your blackboard writing. (6分) 2. Suppose your students are going to read the following passage. A. Design 3 “True or False” statements on which your students will pr edict before they read the text. Write down the instruction in detail and provide the keys. (7) B. Ask 3 questions for fast reading, requiring the students to skim and scan in the text. Write down the instruction in detail and provide the keys. (7) C. Design an information transfer activity. Write down the instruction in detail and provide the keys. (10) D. Ask 6 questions for reading comprehension, using all of the 6 different types of questions. Write down what kind of question you are asking. Write down the instructions in detail and provide the keys. (15) TEXT Sand and Stone Two friends were walking through the desert. During the journey they had an argument, and the taller boy slapped the shorter one in the face. The shorter boy was hurt. But without saying anything, he wrote on the sand, “Today my best friend slapped me in the face.” They kept on walking till they found a pond. And they decide to take a bath there. The shorter boy got stuck in the mud and started to sink. He cried, “Help, Help!” Luckily, he was pulled to safety by his friends. After that, he carved on a stone, “Today my best friend saved my life.” The taller boy asked him, “After I hurt you, you wrote in the sand, but now you carve on the stone. Why? ” The shorter boy replied, “When someone hurts you, you should write it in the sand from which the wind can erase it easily. However, when someone does something good for you, you should carve it on a stone from which the wind can never erase it.”
英语教学法考试重点精选文档
英语教学法考试重点精 选文档 TTMS system office room 【TTMS16H-TTMS2A-TTMS8Q8-
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:
英语课程教学法复习笔记
第1章语言和语言学习 1.1复习笔记 第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。本 章要点： 1.How do we learn languages? 我们如何习得语言？ 2.\^ews on language 语言观点 3.The structural view of language 结构主义语言理论 4.The functional view of language 功能主义语言理论 5.The interactional view of language 交互语言理论 6.What are the common views on language learning? 关于语言学习的普遍观点 7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学 习理论 8.The behaviorist theory 行为主义学习理论 9.Cognitive theory 认知学习理论 10.Constructivist theory 建构主义理论 11.Socio-constructivist theory 社会建构主义理论 12.What makes a good language teacher? 如何才能成为一个好的语言老师 13.Teacher’s professional development 教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引： I . How do we learn languages? II.Views on language 1.The structural view of language 2.The functional view of language 3.The interactional view of language III.Views on language learning and learning in general 1.The behaviorist theory 2.Cognitive theory 3.Constructivist theory 4.Socio-constructivist theory IV.What makes a good language teacher? V.How can one become a good language teacher? VI. An overview of the book
英语教学法汇总
英语教学法汇总 只有努力在英语课堂教学实践中寓教于乐，才能收到事半功倍的效果。因此，我们必须优化课堂教学，教师在上课时必须精心创设情境，以布置教室、角色扮演或播放录像、录音等方式将学生引入教学情境，通过音乐、绘画创设轻松的学习氛围，激发学生的学习兴趣。 成功的英语教学所需的不是强制，而是激发学生的兴趣。我们只有不断地激发学生的学习兴趣，引导他们多参与一些积极有效的、丰富多彩的课堂活动，让学生“动”起来，让课堂“活”起来，才能使他们快快乐乐地获取知识，轻轻松松提高素质。 1、直观教学法 2、情境教学法 3、模仿练习法 4、歌谣说唱法 5、表演法 6、竞赛法 7、讲授法 8、演示法 9、交际教学法 10、自然法教学 11、暗示法 12、游戏教学法 13、三位一体教 学法 14、活动教学法 15、全身反应法 16、多媒体辅助 教学法 17、激趣法 18、任务教学法 19、艺术激趣式 教学法 20、简笔教学法 21、猜图法 22、挑战法 23．演角色 22．双簧 25、演讲比赛： 26、拍卡片说句 子 27、分组拼读单 词比赛 28、动作教学法 29、合作教学法 30、功能意念法
1、直观教学法 在教学时，有些教学材料贴近于生活，能充分反映小学生的日常生活，所以教师应该有效地利用资源，如运用实物或图片、教具等进行演示，使学生头脑中形成比较鲜明的事物表象，丰富学生的感性认识，这样不仅能激发学生的学习兴趣，还能使他们将所学的内容应用到他们的生活中去。 教具是英语教学中不可缺少的一部分，小学生的形象思维较强，教师在教学过程中应遵循儿童认识事物的发展规律，采用灵活多样的教学方式，尽可能使用直观教具(如看录象模型教学挂图实物教具等)来加强教学的直观性，使枯燥乏味的内容形象化、生动化。 如在学习book , pencil 等学习用品和apple , orange 等水果时，就可以利用水果实物或图片进行教学，使抽象的单词直观化，使英语的学习过程更具趣味性。 2、情境教学法 情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。这种练习方法，有接近生活的交际功能，而且能变单调、机械的句型操练为活泼、生动的交际性练习。情境能使抽象的语言具体化、形象化，在生动、形象的情景中学习英语，能使英语课堂教学趣味化、形象化。 如学习“May I come in?”这个句子时，可以先请学生注意看和听：教师走出教室，在教室门上敲几下，并注视全班学生，用请求的语气和想进来的手势说：“May I come in？”这时学生都睁大了眼睛，全神贯注地听“老师在说什么呢？”教师可趁势再重复两遍，这样学生就自然而然地听懂了句子的意思，并且能把听到的句子“May I come in?”流利地说出。在这种情境下学会的句子，记忆牢固且能学以致用，如进老师办公室，就会自然使用“May I come in?” 3、模仿练习法 英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。为此，教师在范读字母、单词或句子之前，应该让学生听老师的读音，看老师的口形，进行认真的模仿练习。引领学生反复训练，鼓励学生大胆张口。 4、歌谣说唱法 对于中低年级的学生，我们可以根据其特点，将学习的内容编成一些顺口易记的歌诀。 如：丁丁、丁丁真能干，学习思考用head，小小eye看黑板，竖起ear认真听，mouth、mouth 长得巧，讲起英语都说好，nose、nose嗅觉灵，foot、foot踢足球，arm、arm来举重，长长leg 跳绳快，虽然比赛伤了toe，领奖face乐开了花，全班拍着hand，夸他为班争了光。学生在背歌诀时，脑、口、耳并用，还可以配以肢体表演，这样的英语学习是愉快的，调动了学生的学习积极性，让学生在轻松愉悦的气氛中学习，使他们感到学习不再是一种负担，而是一种乐趣。 5、表演法 英语是语言的载体、交流的工具。不同的语言其表现的形式也不同。英语只是其中一种。作为小学生，他们的模仿力很强。在英语课堂上，我们可以充分利用这一特点，激发学生的表演欲望。 例如：在学习句型what would lilk to eat? I would like some...... would you like some....yes,please(no,thanks)的过程中教师点拨了句型的理解和用法后，可以由学生自由结合表演回话，可以去讲台前，由学生作为裁判。在此过程中，学生会精心准备，认真表演，发挥出自我极限，你会发现学生对句型的语境理解的运用更加准确，记忆时间更加持久。 又如在“In the morning”这一单元后，我们的表演要求就是：把一天从早晨醒来到上学这一阶段的生活用英语表演出来。每个小组四名同学，分别扮演爸爸、妈妈、Jimmy、 Betty ，为了表现的逼真，学生们带来了牙刷、口杯、梳子、闹钟、牛奶、面包和鸡蛋等道具，甚至还有妈妈用的围裙。当演出开始时，随着闹钟音乐的响起，同学们开始了精彩的表演。除了新学的单词：起床、刷牙、洗脸、梳头、吃早点、去上学，他们主动地选用了课文中的歌曲来伴奏。这样使得整个课堂气氛十分活泼。在剧中，每个同学的对话虽然不多，但每个人都意识到自己正在使用刚学到的知识，并扮演着一定的角色，所以都很认真的对待演出。而且，在演出后他们也很有成就感。而没有走上台的同学也被带动，纷纷举手表示下次要演。 6、竞赛法 青少年活泼、好强、好表现，教师应充分利用学生这一特点，努力在英语课堂上为学生创造说和做的机会，使他们处于学习的主人地位。把竞争机制引入课堂，把游戏搬进课堂，不仅拉近了师
英语教学法第二版-复习提纲
Unit 1 Language and Learning 1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” 5. The language learning theory underlying an approach or method usually answers two questions: 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated? 6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere. 2. Three views of language Structural view: language as a linguistic system The functional view: a linguistic system but also as a means for doing things. The interactional view:a communicative tool 3. Four Language Learning Theories 1Behaviorist theory A stimulus-response theory of psychology Audio-lingual method Cognitive theory Language as an intricate rule-based system Language competence (knowledge of language system) Constructivist theory The learner constructs meaning based on his/her own experiences and what is already known. Socio-constructivist theory “Zone of Proximal Development” (ZPD); scaffolding Emphasizing interaction and engagement with TL in a social context 4. What makes a good language teacher professional competence Ethic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creative Personal styles: patient, attentive, flexible, humorous, dynamic, intuitive 5. How can one become a good language teacher Wallace’s (1991) ‘reflective model Stage 1: language development Stage 2: learning, practice, reflection Goal: professional competence Unit 2 Communicative Principles and Activities 1. The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary.
英语教学法期末复习资料
（开放专科）英语教学法期末复习资料 Ⅰ. Choose the best answer Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question. 1. Which of the following is characteristic of children in learning a foreign language? A. They pay more attention to meaning than to form. B. They have a clear purpose in learning a foreign language. C. They can monitor their own learning. D. They can concentrate for a long time in class. 2. Which of the following is focused on writing? A. Labeling pictures according to their contents. B. Sequencing the pictures according to the story. C. Matching the pictures with the headings. D. Commenting on the pictures. 3. Which of the following activities helps train logical thinking best*. A. Story telling. B. Finding patterns. C. Interviewing. D. Mind mapping. 4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence? A. Performance in a discussion. B. Posters. C. Learning diaries. D. Performance in an interview. 5. What does the following practise? I want you to send ^ it out in ^ a minute. I have collected a ^ lot^ of monkey stamps. A. Stress. B. Intonation. C. Pronunciation. D. Liaison. 6. Which of the following can help to present A. Realia. B. Miming. C. Examples. D. Pictures. 7. What strategy does "creating a situation for students to use the words" help to train? A. Association. B. Association. C. Contextualization. D. Collocation. 8. Which of the following activities can be used at the practice stage of vocabulary instruction? A. Completion exercises. B. Reading to discover the meaning of words. C. Cross-word puzzles. D. Teacher explaining the usage of words. 9. Which of the following is a communication activity? A. Bingo. B. Information transfer. C. Substitution. D. Twenty questions. 10. Which of the following can train oral proficiency? A. Flow chart dialogue. B. Distant dictation. C. Sequencing pictures. D. Labeling pictures. 11. Which of the following activities help to train reading? A. Drawing according to oral instructions. B. Designing praising cards.
昂立英语教学方法汇总-THE SILENT WAY 默示教学法(1)
THE SILENT WAY 默示教學法(SW) 歷史背景與淵源 SW是由Caleb Gattegno在觀察一位歐洲學者進行數學教學後研發出來的教學法。它最主要的學習理論包括了： （1）學習者若能自己去察覺(discover)、發現、及創造(create) ，將遠比覆誦(repeat)、熟背(remember)來的好--- 普通的教學通常可分為講述模式（expository mode）和假設模式（hypothetical mode）。講述模式中所有的教學內容、型態、進度全權由教師來掌控，假設模式的教學則讓學生在實驗、摸索、嘗試中參與學習，加強了學習將度，增進內在的自信與成就感。Gattegno認為SW可以讓學習者獲得假設模式的上課效果； （2）SW所使用的教具，如依顏色來分類的彩色木條(colored cuisenaire rods)和發音卡(Fidel pronunciation charts)，是心理學中所說可以幫助學生學習和記憶的輔助媒介(associate mediator)； （3）SW採用實驗心理學中〝解決問題〞（problem-solving）的方法來進行語言教學，也就是教師不再多遍地重述教學內容，而要求學生專心主動地去觀察、摸索出L2的各層風貌。 教學觀 Gattegno認為，語言為一結構性的組合體，所以教學上可以將發音、文法等元素加以抽離於社會情境下來介紹。這也就是為何他會採用彩色笨子等教具來進行教學的原因。此外，Gattegno也非常強調學習者要學好L2的兩大特質： （1）沈默（silence）---沈默使學生能專注於所學的標的物上，進而產生組織、統合的能力。學習中常見的覆誦（repetition）反而會攪擾心思運作的狀態； （2）意識狀態（awareness）---Gattegno非常重視心理學中〝如何學好學習〞（learning to learn）這門學問。他認為，意識狀態的發展要由注意力開始，然後才透過實驗、自我修正來達到融匯吸收的境界。這點也是SW有別於其他教學理論的最大特色。 教材教法 一、教學目標 SW旨在培養學生初級的聽力和口語能力，加強發音、語調的正確性，並使學生學得實用的文法觀念以及L2正確的學習方法。
教学法复习提纲
1．In the past century, language teaching and learning practice has been influenced by three different views on language. What are they? What is their main idea of language? 1). Structural view: The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. 2). The functional view: The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc. 3).The interactional view: The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. 2. List different views on language learning. 3. What are the qualities of a good language teacher? How can one become a good language teacher? 1) ethic devotion,道德素质 2) professional qualities专业技能 3) personal styles个人修养 Wallace’s(1991)"Reflective model" t o demonstrate the development of professional competence(两种测试法：叙述/填表) Wallace’s(1991)"Reflective model" Stage 1 Stage 2 Goal From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal. The first stage is language training. All English teachers are supposed to have a sound command of English. Of course, language is always changing so language training can never come to an end. The second stage seems to be more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the specific preparation(that a language teacher should make before they go to practice.)This preparation can be: 1). learn from others' experience (empirical knowledge来自经验的知识) 2). learn received knowledge (such as language theories, psycholinguistics, sociolinguistics, educational psychology, language teaching methodology, etc.) 3). learn from one's own experience Both experiential knowledge (others' and one's own) and received knowledge are useful when the teachers go to practice. This is the combination of "craft" and "applied science". The learning stage is followed by practice. The term "practice" can be used in two senses. In one sense, it is a short period of time assigned for student teachers to do teaching practice as part of their education, usually under the supervision监督of their instructors. This practice is also called pseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education. 4. What is communicative competence? 5. What is CLT? Comment on CLT. 6. What is TBLT? Comment on TBLT. 7. What are the limitations of CLT & TBLT under the Chinese foreign language setting? 8. Design a teaching plan by adopting CLT. 9. Design a teaching Plan by adopting TBLT. 10. The main components of the English teaching objectives in the National English Curriculum. 11. What is a lessen plan? Why is it important? Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. Because Proper lesson planning is essential for both novice/beginner and experienced teachers. Benefit from lesson planning in a number of ways 1). A clear lesson plan makes the teacher aware of the aims and language contents of the lesson. 2). It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another. 3). The teacher can also think about how the students can be fully engaged in the lesson.
自考英语教学法知识点总结
自考英语教学法知识点总结
自考英语教学法知识点总结： 中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。 智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。非智力因素包括：动机，兴趣，情感，意志，性格等。 语言是指语言系统，也就是语音，词汇，语法系统。 言语是指人们使用语言所进行的表示和理解的话语活动，也就是说听，说，读，写活动。 教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。 语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。 语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。 句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常见性的。 分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。 综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。 话语结构就是说话的套路，说的各句子之间的联系规律。
泛读就是广泛地阅读，大量地阅读，快速地阅读。 默读泛指一切不出声地读，默读既包括不出声地“声读”，也包括直接理解文字地“视读”。 实行纵式阅读：真正的默读一般都是快速阅读，在阅读过程中，人的目光主要表现为上下移动，因而阅读有慢速的横向或横式转变为纵向或纵式。 写的含义：在教学中写有两个方面的含义，一是书写或书法，包括字母，单词，句子，标点符号，国际音标的正确写法；二是写作，即笔头表示，如作文，写信，写日记等。 心理控制法：即惊异，悬念，满足。 密度：指单位时间所授教学内容。 广度：这包括两个方面，一是学生的活动面要广，二是教学内容所涉及的面要广。 深度：就是课堂教学内容要有一定的难度。 灵活度：指在练习中学生所表现的理解的多层次程度和表示的多样化程度。 独立度：指教师指导的程度和学生独立的程度。 测试：主要是用来了解，检查和鉴定学习者掌握英语的实际水平的一种手段。 资质倾向测试：是指对学习者的天赋的测定，目的在于了解被测者今后学习外语时是否具有些较强的潜在的学习能力。 诊断测试：目的在于了解被测者在外语学习上的困难或缺陷或发现讲授上的薄弱环节，以便采取相应的补救措施。 综合性测试：目的在于测定被测者的语言知识和言语技能综合运用的能