教学法期末复习

教学法期末复习教学法期末复习教学法期末复习V:1.0精细整理，仅供参考教学法期末复习日期：20xx年X月Unit1Thestructuralview（概念）结构主义考点：掌握三者的概念及区别Thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems.Thesystemoflanguage=thesystemofsounds+thesystemofwords+thesystemofgrammarThefunctionalview功能主义语言学习理论

Thefunctionalviewseeslanguageasalinguisticsystemandasameansfordoingthings.Theinteractionalview交互语言理论Theinteractionalviewseeslanguageasacommunicativetool(tobuildupandmaintainrelationsbetweenpeople).Theinteractionalviewseeslanguageprimarilyasmeansforestablishingandmaintaininginterpersonalrelationshipsandforperformingtransactionsbetweenindividuals.ThetargetoflanguagelearningislearningtoinitiateandmaintainconversationwithotherpeopleTwothingsareneededforcommunicationoflanguageform (grammar&vocabulary)oflanguageuseinacontext(Isitappropriatetousethislanguageiteminthiscontext)

补充考点：掌握Krashen五个假设Acquisition-learningHypothesis习得—学习假说Acquisition:anunconsciousprocessthatinvolvesthenaturalisticdevelopmentoflanguageproficiencythroughunderstandinglanguageandthroughusinglanguageformeaningfulcommunication.Learning:aprocessinwhichconsciousrulesaboutalanguagearedeveloped.Itresultsinexplicitknowledgeabouttheformsofalanguageandtheabilitytoverbalizethisknowledge.ThemonitorHypothesis监察假说Onsomeoccasionslearnersmakeaparticulareffortwiththeirlanguage.whentheyarewritingsth.formal,talkingtosomeoneimportant,etc.).Theymonitortheirownspeech---checkingitcarefullybeforetheyproduceit.NaturalOrderHypothesis自然顺序假说:Theacquisitionofgrammaticalstructuresproceedsinapredictableorder.TheInputHypothesis输入假说:Weacquire(notlearn)languagebyunderstandinginputthatisalittlebeyondourcurrentlevelofcompetence.Theaffectivefilterhypothesis情感过滤假说Affectisregardedasa“filter”.Thelearner’semotionalstateorattitudesareseenasanadjustablefilterthatfreelypasses,impedes,orblocksinputnecessarytoacquisition.filter(motivation,self-confidence,anxiety)Input…...LanguageacquiredcompetenceAcquisitionDeviceUnit2CommunicativeLanguageTeaching掌握目标ThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations(knowledgeofwhattosay,when,how,where,andtowhom).FivemaincomponentsofcommunicativecompetenceLinguisticcompetence:knowledgeofthelanguageitself,itsformandmeaning(spelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,semantics)语言能力Pragmaticcompetence:theappropriateuseofthelanguageinsocialcontext(thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationships.)语用能力Discoursecompetence:one’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.(toexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscourse)语篇能力Strategiccompetence:one’sabilitytocompensateforthecommunicationbreakdownduetolackofresourcesbysearchingforothermeansofexpression,suchasusingasimilarphrase,usinggestures,orusingalongerexplanation.策略能力Fluency:one’sabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitationPrinciplesofCLT流利度考点：三者的概念Pragmaticcompetence；Discoursecompetence；Strategiccompetence;记住五个名词PrinciplesofCLTCommunicationprinciple:activitiesthatinvolverealcommunicationpromotelearningTaskprinciple:activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearningMeaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocessSixcriteriaforevaluatingcommunicativeclassroomactivitiesP24purposedesire,notformoflanguageteacherinterventionmaterialscontrol考点：简答题，这个活动是不是communicative首先列出标准，评价符合哪些标准，最后判断是与否Unit3NewNationalEnglishCurriculumin2001了解新版教学大纲从1978到2001年的大纲规定（）可以看到有如下几点进步：1.教学目标：单纯传授知识提高学生全面素质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）3.教学观念和方法: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提出了四项技能综合训练，不同阶段各有侧重（听说入手读写，高中侧重阅读）强调处理好语言教学与文化的关系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4.教材：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，激发兴趣力求符合学生学习英语的认知规律，调节难易运用现代教学技术编制多媒体教材多样化：一纲多本、引进国外教材、编写不同起点的教材。5.测试：笔试、口试、听力形成性和终结性结合Unit4Principlesforgoodlessonplanning评价教案的标准Aim:whatstudentsareexpectedtoachieveeg.1.Learnandmasterthenewwordsandexpressionsinthisperiod:handinhand,appealto,accuseof…2.Abletotalkaboutadvertising目的性Variety:differenttypesofactivities,interesting&motivating(discussion),while-reading(Q&A,fillinthetable),post-reading(vocabulary&translation)多样性Flexibility:preparesomeextraandalternativetasks,copewithunexpectedsituations.Pre-reading(Q&A)灵活性Learnability:contents,tasksshouldbewithinthelearningcapabilityofthestudents得体性Linkage:stagesandstepsarelinkedwithoneanother连贯性Componentsofalessonplan掌握教案的组成部分BackgroundinformationTeachingaim:whatstudentsareabletoachievebytheendofthelesson,includinglearningstrategies,affectiveattitudeandcultureknowledgeLanguagecontents(grammar,vocabulary)andskills(communicativeskillsinvolvedinlistening,speaking,readingwriting)StagesandproceduresPresentation,practice,productionpre-reading,while-reading,post-readingpre-listening,while-listening,post-listeningTeachingaids:computer,projector,multimedia,courseware,taperecorder,blackboard,pictures,cue-cards,…辅助手段OptionalactivitiesandassignmentEndoflessonsummaryAfterlessonreflection:briefaccountofwhathappenedinclass:feelingsabouttheclass,students’performance,unexpectedincidents,thingswentwellandwrong,thingstobeimproved课后反思Unit5Theroleofteacher（掌握3个概念）Assessor：asanassessor,theteacherdoestwothings,thatis,correctingmistakesandorganisingfeedback.Organiser:oneoftheteacher’smajortasksistodesignandorganisetasksthatstudentscanperformintheclass.Prompter:theteachershouldgiveappropriateprompts.Studentgrouping（概念掌握）Wholeclassworkreferstothetimewhenallthestudentsareunderthecontrolofteacher.Pairworkreferstothetimewhenstudentsworkinpairsonanexerciseortask.Groupworkreferstothetimewhenstudentsworkinsmallgroups.Individualstudyisthestagewhenstudentsareexpectedtoworkontheirownattheirownspeed.QuestionsintheclassroomClassificationofquestiontypes（概念掌握）1.Closedquestionsvs.openquestionsClosequestionsreferstothosewithonlyonesinglecorrectanswerwhileopenquestionsmayinvitemanydifferentgenuinequestions.2.Displayquestionsvs.genuinequestionsDisplayquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswers.Genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontexts,theyarethereforemorecommunicative.3.Lower-orderquestionsvs.higher-orderquestionsLower-orderquestionsrefertothosethatsimplyrequirerecallingofinformationormemorisationoffactswhilehigherorderquestionsrequiremorereasoning,analysis,andevaluation.Unit7GrammarpresentationP105考点：设计题掌握三种教授方式的步骤Thedeductivemethod演绎法:Texplainsrules→SspracticeTheinductivemethod归纳法:Tgivesauthenticlanguagedata→Ssgeneralizerules→SspracticeTheguideddiscoverymethod引导发现法:Tgivescontextualizedexamples→Ssareguidedtodiscoverrules→Texplains→SspracticeGrammarpracticeP109考点:设计活动，不要求背诵概念Mechanicalpractice:activitiesaimedatformaccuracy.substitutiondrills&transformationdrillsMeaningfulpractice:focusontheproduction,comprehensionorexchangeofmeaning(comesafterMechanicalpractice)Unit8考点：掌握两个概念Denotation字面含义referstotheliteralmeaningofaword,the“dictionarydefinition.”AccordingtoTheRandomHouseDictionary,a“home”is“ahouse,apartment,orotherplaceofresidence”.Connotation言外含义,ontheotherhand,referstotheassociationsthatareconnectedtoacertainwordortheemotionalsuggestionsrelatedtothatword.Theconnotativemeaningsofawordexisttogetherwiththedenotativemeanings.“home”maysuggestchildhood,familymemories,asenseofbelongs,andothercomfortingthoughts.Receptiveandproductivevocabulary接受性词汇与产出性词汇Receptivevocabularyreferstowordsthatoneisabletorecogniseandcomprehendinreadingorlisteningbutunabletouseautomaticallyinspeakingorwriting.Thosewordsthatoneisnotonlyabletorecognisebutalsoabletouseinspeechandwritingareconsideredasone’sproductivevocabulary.Unit9PrinciplesandmodelsforteachinglisteningFocusonprocess:designtaskstheperformanceofwhichshowhowwellthestudentshavecomprehendedthelisteningmaterialsCombinelisteningwithotherskills:withspeaking(roleplays,retelling,interviewing,discussions),note-taking,writingFocusonthecomprehensionofmeaning:notmemoryGradedifficultylevelappropriatelyListeningprocessesBottom-upmodel:listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognition.Listenersconstructmeaningofwhattheyhearbasedonthesoundtheyhear.Top-downmodel:listenersconstructmeaningbymakinguseofthecontextualclues(sth.aboutthespeaker,thesetting,thetopicandpurposeofthetalk)andbackgroundknowledge设计活动P144Pre-listeningWhile-listening:Post-listeningUnit10PrinciplesforteachingspeakingBalancingaccuracy-basedwithfluency-basedpracticesContextualisingpracticePersonalisingpracticeBuildingupconfidenceMaximisingmeaningfulinteractionsHelpingstudentsdevelopspeakingstrategiesMakingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents.P162设计交际性的口语活动Unit11Models:Bottom-upmodel:wordsphrasessentencesparagraphsmeaningofthewholetextTop-downmodel:teachthebackgroundknowledgefirst(playsamorerolethanwordsandstructures)Interactivemodel:languageskills(automaticrecognitionofwordsandphrases,understandingsentencestructures),one’sknowledgeoftheworldandofthetexttypesinteractwitheachotherandcompensateforeachother设计活动pre-readingwhile-readingafter-readingUnit12AprocessapproachtowritingWritingactivitiesshouldservetoencourageaprocessofbrainstorming,drafting,writing,feedback,revising,editingMainproceduresCreatingamotivationtowrite:createareasonforstudentstowrite,topics