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中学英语教学法复习重点

一、Views of Language

1. Structural view:

2. The functional view:

3. The interactional view:

二、The behaviorist theory( Skinner)-- a stimulus-response theory of psychology

stimulus, response, and reinforcement" 2) Cognitive theory( Noam Chomsky): Focus on creativity thinking and mental process→internal factors 3、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 4、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.

三、 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

四、communicative competences: 1) Linguistic competence is concerned with knowledge of the language itself, its form and meaning. 2) Pragmatic competence is concerned with the ap propriate use of the language in social context. 3) Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them. 4) Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources. 5) Fluency means one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.。

五、principles of (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

六、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.

七、six criteria for evaluating communicative classroom activities: 1). Communicative purpose:

2). Communicative desire: 3). Content, not form: 4). Variety of language: 5). No teacher intervention:

八、principles for good lesson planning: Aim means the realistic goals for the lesson. Variety means planning a number of different types of activities and introducing a wide 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.

九、components of a lesson plan 1. Background information: 2. Teaching aims 3. Language contents and skills 4. Stages and procedures 5. Teaching aids 6. End of lesson summary 7. Optional activities and assignment 8. after lesson reflection

十、Benefit from lesson planning1). 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. 4). when planning the lesson, the teacher also becomes aware of the teaching aids that are needed. 5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. 6). The teacher soon learn to judge lesson stages and phases with greater accuracy. 7). Plans are also an aid to continuing improvement. 8). After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.

十一、Macro planning involves: 1) Knowing about the course: 2) Knowing about the institution: 3) Knowing about the learners:

4) Knowing about the syllabus:5, Knowing about the textbook

6,Knowing about the objectives

十二、Teaching stages and procedures: Three P's model: presentation, practice and production. Another 3-stages Pre-reading, while-reading post-reading stages.

十三、factors affect pronunciation learning: learner’s native language; age; exposure; innate phonetic ability; motivation and concern for good pro pronunciation.

十四、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.

Teachers’ roles: Before the class---Planner During the class---1 Controller, 2 Assessor, 3 Organizer 4 Prompter , 5 Participant, 6 Resource-provider After the class---Evaluator

十五、Students grouping：Lockstep, Pair work, Group work, Individual study:

十六、measures for undisciplined acts and badly behaving Ss: 1). Act immediately 2). Stop the class 3).Rearrange the seats 4).Change the activity 5).Talk to Ss after class 6).Use the institution

十七、The goals of teaching pronunciatio n: Consistency 连贯性: To be smooth natural Intelligibility可理解性:To be understandable to the listeners Communicative efficiency: To help convey the speakers? meaning

十八、Six types of production practice activities: (1). Listen and repeat (2). Filling the blanks (3). Make up sentences (4). Use meaningful context (5). Use pictures (6). Use tongue twister

十九、grammar presentation 1. 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. 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.

二十、categories of grammar practice1) Mechanical practice ：Substitution drills and Transformation drills 2). Meaningful practice. 3）Using prompts for meaningful practice

二一、Ways of solidation vocabulary1) Labeling: 2) Spotting the differences: 3) Describing and drawing: 4) Playing a game: 5) Using word thermometers: 6) Using word series 7)

World bingo: 9) Odd man out: 10) Synonyms and antonyms: 11) Using word categories word: 12) Using word net-work

二二、Developing vocabulary building strategies.1). Review regularly: 2). Guess meaning from context: 3). Organize vocabulary effectively: 4). Use learned vocabulary: Reasons for poor listening: 1) Lack of teaching materials (audio and video tapes); 2) Lack of equipment (tape players, VCRs, VCDs, computers); 3) Lack of training in how to use the equipment; 4) Listening is not included on many important tests; 5) Lack of real-life situations where language learners need to understand spoken English; 6) Lessons tend to test rather than to train students' listening skills.

二三、The characteristics of listening in real life1) Spontaneity 2) Context 3) Visual clues 4) Listener?s response 5) Speaker?s adjustment

二四、 Principles of teaching listening:

1). Focus on process

2). Combine listening and speaking

3). Focus on comprehending meaning:

4). Grade difficulty level appropriately:

二五、Pre-listening activities:1) Predicting 2). Setting the scene 3). Listening for the gist 4). Listening for specific information

二六、While-listening activities 1). No specific responses 2). Listen and tick 3). Listen and sequence 4). Listen and act 5). Listen and draw 6). Listen and fill 7). Listen and guess

二七、Post-listening activities1). Multiple choice questions 2). Answering questions 3). Note-taking and gap-tilling 4). Dictoloss

二八、several factors when designing speaking activities:

Maximum foreign talk:

2). Even participation

3). High motivation

4). Right language level

二九、Few types of speaking activities/tasks.

1). Information-gap activities:

2). Dialogues and role-plays

3). Activities using pictures

4). Problem-solving activities

5). Find someone who…

6). Bingo Activities

7). Change the story

8). No specific responses

三十、Some principles for teaching reading

Predicting

a). Predicting based on the title

b). Predicting based on vocabulary

c). Predicting based on the T/F questions

Setting the scene

Skimming

Scanning

三一、While-reading activities:* Information transfer activities * Reading comprehension questions * Understanding reference * Making inferences

Post-reading Activities *Discussion *Role -play * Gap-filling * Retelling * False summary * Writing

三二、four components of a task ：①purpose ②context ③process④product

三三、how to design task step①think about students needs,interest and abilities②brainstorm possible task ③evaluate the list ④choose the language items ⑤preparing material s

三四、principles for teaching speaking ①balancing accuracy -based with fluency-based practices ②contextualising practice③personalizing practice④building up confidence ⑤maximing meaningful interactions⑥helping students develop speaking strategies⑦making the best use of classroom learning environment to provide sufficient language input and practice for the students

三五、the aspects of language used in real life differs from language learned under the traditional language pedagogy :(difference between traditional teaching and …)①in real life ,language is used to perform certain communicative function, in a traditional language classroom ,the teaching focus is often on forms rather than function.②traditional pedagogy tends to focus on one or two language skills and ignore the others .in real language use we use all skills.③in reality language is always used in a certain context ,but traditional tends to isolate language from its context .

三六、the main procedures of process writing include:

1,creating a motivation to write 2,brainstorming 3,mapping 4,freewriting 5,outline 6,drafting 7,editing 8,revising 9,proofeading and conferencing~~

三七、classroom instructions?

(1),Economy with words,the teacher should use as few words as possible.(2),Simple and clear language at all points: language should be easy to understand (3),demonstrate what is needed (4).Check students's understanding: teacher can check individual students to make sure that students understand the instruction and know what to do, (5).use the native language when necessary (6).vary the instructions now and then .

三八、what does it mean to know a word ?

(1) spelling and pronunciation grammar usage

(2) denotative meaning literal meaning

(3) connotative meaning 言外之意

(4) collocations

(5) synonyms. antonyms hyponyms

(6) receptive and productive vocabulary

三九、how to manage a discipline class?

Sample lesson plans 1

I. AIMS: a). b). c)….(include function) II. CONTENTS

1. PRONUNCIATION

2. NEW LEXIS: a). b). c)….

3. STRUCTURE/GRAMMAR: a). b). c)…. III.TEACHING AIDS: IV. PROCEDURES ( It sho uld be specific ) 1. WARM-UP (3 minutes): a). b).

2. PRESENTATION (approx. 7 mins): a). b). c)….

3. EXPLOITATION (approx. 10 mins): a). b). c)….

4. PERFORMANCE (approx. 15 mins): a). b). c)….

5. OTHER ACTIVITIES: Check yesterday's hom ework (approx. 5 mins).

6. Set homework, page 73, ex. 4.

7. RESERVE ACTIVITY: Substitution, game-like:

V. COMMENTS: (Filled in immediately after the lesson). a). b). c)….

Sample lesson plan 2

I. AIMS: a) b) c) .(include function) II. CONTENTS

1. NEW VOCABULARY: three new lexical items

2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.

3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing. III. VISUAL AIDS: Set of flashcards with suggestions IV. PROCEDURE

1. WARM-UP: Game (3 minutes), Going on a Picnic: You bring a/the/some ...!

2. PRESENTATION (approx. 10 mins)

a) New vocabulary: (three new lexical items above) b) New structure (flash cards)

c) First model, spoken (BB drawings of speakers)

3. PRACTICE (approx.15 mins)

a) Repetition drill (backward build-ups) b) Cued substitution, chorus work

c) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)

d) Ditto. Books closed e) Public check

3. PRODUCTION (to end of lesson, 17 mins) a) Public pairs, new suggestions.

b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.

c) Acting out. Volunteer pairs. d) Write out created dialogues.

4. HOMEWORK: Complete writing of dialogues. (

5. RESERVE ACTIVITY: none)

V. COMMENTS: (Filled in immediately after the lesson).

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