教学法期末复习

1、Unit 1The structural view（概念） 结构主义 p.3 考点：掌握三者的概念及区别The structural view sees language as a linguistic system made up of various subsystems.The system of language = the system of sounds + the system of words + the system of grammarThe functional view 功能主义语言学习理论The functional view sees language as a l

2、inguistic system and as a means for doing things.The interactional view 交互语言理论The interactional view sees language as a communicative tool (to build up and maintain relations between people).The interactional view sees language primarily as means for establishing and maintaining interpersonal relati

3、onships and for performing transactions between individuals.The target of language learning is learning to initiate and maintain conversation with other peopleTwo things are needed for communication2.Rules of language form (grammar & vocabulary) 3.Rules of language use in a context (Is it approp

4、riate to use this language item in this context?) 补充考点：掌握Krashen五个假设Acquisition-learning Hypothesis 习得学习假说Acquisition: an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication.Lear

5、ning: a process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge.The monitor Hypothesis 监察假说On some occasions learners make a particular effort with their language(e.g. when they are wr

6、iting sth. formal, talking to someone important, etc.). They monitor their own speech-checking it carefully before they produce it. Natural Order Hypothesis自然顺序假说: The acquisition of grammatical structures proceeds in a predictable order.The Input Hypothesis输入假说: We acquire (not learn) language by u

7、nderstanding input that is a little beyond our current level of competence.The affective filter hypothesis情感过滤假说Affect is regarded as a “filter”.The learners emotional state or attitudes are seen as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition.filter(mot

8、ivation, self-confidence, anxiety)Input . . Language acquired competence Acquisition DeviceUnit 2Communicative Language Teaching 掌握目标The goal of CLT is to develop students communicative competence , which includes both the knowledge about the language and the knowledge about how to use the language

9、appropriately in communicative situations(knowledge of what to say, when, how, where,and to whom).Five main components of communicative competence Linguistic competence:knowledge of the language itself, its form and meaning (spelling, pronunciation,vocabulary,word formation,grammatical structure, se

10、ntence structure, semantics)语言能力Pragmatic competence: the appropriate use of the language in social context(the choice of the vocabulary and structure depends on the setting , the relative status of the speakers and their relationships.)语用能力Discourse competence: ones ability to create coherent writt

11、en text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)语篇能力Strategic competence: ones ability to compensate for the communication breakdown due to la

12、ck of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. 策略能力Fluency: ones ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLT 流利度考点：

13、三者的概念Pragmatic competence；Discourse competence；Strategic competence;记住五个名词Principles of CLTCommunication principle: activities that involve real communication promote learningTask principle: activities in which language is used for carrying out meaningful tasks promote learningMeaningfulness princip

14、le: language that is meaningful to the learner supports the learning processSix criteria for evaluating communicative classroom activities P241.Communicative purpose2.Communicative desire3.Content, not form4.Variety of language5.No teacher intervention6.No materials control考点：简答题，这个活动是不是communicativ

15、e 首先列出标准，评价符合哪些标准，最后判断是与否Unit 3l New National English Curriculum in 2001 了解 新版教学大纲l 从1978到2001年的大纲规定（P.43-44）可以看到有如下几点进步：l 1.教学目标：单纯传授知识 提高学生全面素质l 2. 教学要求：单一、封闭 灵活、开放（分级：初一、初二必修，初三选修；高一高二必修，高三选修；不同学校：普通、重点、外国语学校等，有不同要求，可以超越大纲）l 3. 教学观念和方法: l 3.1 明确英语教学的目的是培养学生运用语言进行交际的能力l 3.2 提出了四项技能综合训练，不同阶段各有侧重 （听

16、说入手读写，高中侧重阅读）l 3.3 强调处理好语言教学与文化的关系l 3.4 注意发挥教师的指导作用，充分调动学生的学习主动性和积极性l 3.5 重视利用直观教具和现代化教学手段，不利创设英语环境（挂图、录音带、幻灯片、录像带、VCD 、 CD-ROM 、DVD 、软件l 4. 教材：l 4.1 教材的内容逐渐贴近学生的生活和现代社会生活，渗透思想情感的教育，渗透大量自然和社会科学知识l 4.2 采用结构、功能、话题相结合的方法，有些教材加上任务型教学活动，教材语言真实、自然、地道，教法灵活l 4.3 教材编写注意学生生理和心理发展的特征，重视从教学内容、编排体系到呈现形式等方面提高趣味性，

17、激发兴趣l 4.4 力求符合学生学习英语的认知规律，调节难易l 4.5 运用现代教学技术编制多媒体教材l 4.6 多样化：一纲多本、引进国外教材、编写不同起点的教材。l 5. 测试：笔试、口试、听力l 形成性和终结性结合Unit 4Principles for good lesson planning 评价教案的标准Aim: what students are expected to achieveeg. 1. Learn and master the new words and expressions in this period: hand in hand, appeal to, accu

18、se of 2. Able to talk about advertising 目的性Variety: different types of activities, interesting & motivatinge.g.Pre-reading (discussion), while-reading (Q&A, fill in the table), post-reading(vocabulary & translation)多样性Flexibility: prepare some extra and alternative tasks, cope with unexp

19、ected situations e.g. Pre-reading (Q&A) 灵活性Learnability: contents,tasks should be within the learning capability of the students 得体性Linkage: stages and steps are linked with one another 连贯性Components of a lesson plan 掌握教案的组成部分Background informationTeaching aim: what students are able to achieve

20、by the end of the lesson, including learning strategies, affective attitude and culture knowledgeLanguage contents (grammar, vocabulary) and skills(communicative skills involved in listening, speaking, reading writing)Stages and procedures Presentation, practice , productionpre-reading, while-readin

21、g, post-reading pre-listening, while-listening, post-listeningTeaching aids:computer, projector, multimedia, courseware, tape recorder , blackboard,pictures, cue-cards, 辅助手段Optional activities and assignment End of lesson summary After lesson reflection: brief account of what happened in class: feel

22、ings about the class, students performance, unexpected incidents, things went well and wrong, things to be improved 课后反思Unit 5The role of teacher （掌握3个概念）Assessor：as an assessor, the teacher does two things, that is, correcting mistakes and organising feedback.Organiser: one of the teachers major ta

23、sks is to design and organise tasks that students can perform in the class.Prompter:the teacher should give appropriate prompts.Student grouping （概念掌握）Whole class work refers to the time when all the students are under the control of teacher.Pair work refers to the time when students work in pairs o

24、n an exercise or task.Group work refers to the time when students work in small groups.Individual study is the stage when students are expected to work on their own at their own speed.Questions in the classroom Classification of question types （概念掌握）w 1. Closed questions vs. open questionsClose ques

25、tions refers to those with only one single correct answer while open questions may invite many different genuine questions.w 2. Display questions vs. genuine questionsDisplay questions are those that the answers are already known to the teacher and they are used for checking if students know the ans

26、wers. Genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.w 3. Lower-order questions vs. higher-order questionsLower-order questions refer to those that simply require recalling of information or

27、 memorisation of facts while higher order questions require more reasoning, analysis, and evaluation.Unit 7Grammar presentation P105考点：设计题 掌握三种教授方式的步骤The deductive method演绎法: T explains rules Ss practiceThe inductive method归纳法: T gives authentic language data Ss generalize rules Ss practice The guid

28、ed discovery method引导发现法: T gives contextualized examples Ss are guided to discover rules T explains Ss practiceGrammar practice P109 考点:设计活动，不要求背诵概念Mechanical practice: activities aimed at form accuracye.g. substitution drills & transformation drillsMeaningful practice: focus on the production,

29、 comprehension or exchange of meaning (comes after Mechanical practice)Unit 8考点：掌握两个概念 Denotation 字面含义refers to the literal meaning of a word, the “dictionary definition.” According to The Random House Dictionary, a “home” is “a house, apartment, or other place of residence”. Connotation言外含义, on the

30、 other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings. “home” may suggest childhood, family memories, a sense of belongs, and other comforting thou

31、ghts.Receptive and productive vocabulary接受性词汇与产出性词汇Receptive 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 wr

32、iting are considered as ones productive vocabulary.Unit 9Principles and models for teaching listening Focus on process: design tasks the performance of which show how well the students have comprehended the listening materialsCombine listening with other skills: with speaking (role plays, retelling,

33、 interviewing, discussions), note-taking, writingFocus on the comprehension of meaning: not memoryGrade difficulty level appropriatelyListening processesz Bottom-up model: listening comprehension is believed to start with sound and meaning recognition. Listeners construct meaning of what they hear b

34、ased on the sound they hear.z Top-down model: listeners construct meaning by making use of the contextual clues (sth. about the speaker, the setting, the topic and purpose of the talk) and background knowledge 设计活动 P144Pre-listeningWhile-listening:Post-listeningUnit 10Principles for teaching speakin

35、g1. Balancing accuracy-based with fluency-based practices2. Contextualising practice3. Personalising practice4. Building up confidence5. Maximising meaningful interactions6. Helping students develop speaking strategies7. Making the best use of classroom learning environment to provide sufficient lan

36、guage input and practice for the students.P162 设计交际性的口语活动Unit 11v Models:v Bottom-up model: words phrases sentences paragraphs meaning of the whole textv Top-down model : teach the background knowledge first (plays a more role than words and structures)v Interactive model: language skills (automatic

37、 recognition of words and phrases, understanding sentence structures), ones knowledge of the world and of the text types interact with each other and compensate for each other 设计活动pre-reading while-reading after-reading Unit 12A process approach to writingWriting activities should serve to encourage a process of brainstorming, drafting, writing, feedback, revising, editingMain proceduresCreating a motivation to write: create a reason for students to write, topi