中学英语教学法复习重点.doc

学习资料收集于网络，仅供参考一、Views of Language1.Structuralview:2.Thefunctionalview:3.Theinteractionalview:二、Thebehavioristtheory(Skinner)-astimulus-responsetheoryofpsychologystimulus,response,andreinforcement2)Cognitivetheory(NoamChomsky):Focusoncreativitythinkingandmentalprocessinternalfactors 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、agoodlanguageteacher:1)ethicdevotion,道德素质2)professionalqualities专业技能3)personalstyles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 appropriate use of the language in social context. 3) Discourse competence refers to ones 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 ones 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 planning 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. 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 Ps model: presentation, practice and production. Another 3-stages Pre-reading, while-reading post-reading stages. 十三、factors affect pronunciation learning: learners 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 pronunciation: 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 life 1) Spontaneity 2) Context 3) Visual clues 4) Listeners response 5) Speakers adjustment二四、Principlesofteachinglistening:1).Focusonprocess2).Combinelisteningandspeaking3).Focusoncomprehendingmeaning:4).Gradedifficultylevelappropriately: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 activities 1). Multiple choice questions 2). Answering questions 3). Note-taking and gap-tilling 4).Dictoloss二八、several factors when designing speaking activities:Maximumforeigntalk:2).Evenparticipation3).Highmotivation4).Rightlanguagelevel二九、Fewtypesofspeakingactivities/tasks.1).Information-gapactivities:2).Dialoguesandrole-plays3).Activitiesusingpictures4).Problem-solvingactivities5).Findsomeonewho6).BingoActivities7).Changethestory8).Nospecificresponses三十、SomeprinciplesforteachingreadingPredictinga).Predictingbasedonthetitleb).Predictingbasedonvocabularyc).PredictingbasedontheT/FquestionsSettingthesceneSkimmingScanning三一、While-reading activities: * Information transfer activities * Reading comprehension questions * Understanding reference * Making inferencesPost-reading Activities *Discussion *Role -play * Gap-filling * Retelling * False summary * Writing三二、four components of a task ：purpose context processproduct三三、how to design task stepthink about students needs,interest and abilitiesbrainstorm possible task evaluate the list choose the language items preparing material s三四、principles for teaching speaking balancing accuracy -based with fluency-based practicescontextualising practicepersonalizing practicebuilding up confidence maximing meaningful interactionshelping students develop speaking strategiesmaking 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 )in 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.traditional pedagogy tends to focus on one or two language skills and ignore the others .in real language use we use all skills.in 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 studentss 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?一把尺 一双手 一个人 一群人 一堆土Samplelessonplans1小兔爱吃草，也爱吃萝卜。I.AIMS:a).b).c).(includefunction)II.CONTENTS1.PRONUNCIATION元 且 几 生 昌 月 夕 乃 口 也 心 十2.NEWLEXIS:a).b).c).3.STRUCTURE/GRAMMAR:a).b).c).III.TEACHINGAIDS:IV.PROCEDURES(Itshouldbespecific)1.WARM-UP(3minutes):a).b).2.PRESENTATION(approx.7mins):a).b).c).3.EXPLOITATION(approx.10mins):a).b).c).高兴开心快活快乐 时刻时时时常4.PERFORMANCE(approx.15mins):a).b).c).5.OTHERACTIVITIES:Checkyesterdayshomework(approx.5mins).6.S