教学法期末复习

Unit1Thestructuralview(概念)结构主义p、3考点：掌握三者得概念及区别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、ThetargetoflanguagelearningislearningtoinitiateandmaintainconversationwithotherpeopleTwothingsareneededforcommunication2、Rulesoflanguageform(grammar&vocabulary)3、Rulesoflanguageuseinacontext(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(e、g、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,orblocks—inputnecessarytoacquisition、filter(motivation,self-confidence,anxiety)Input—…、、、Language―►acquiredcompetenceAcquisitionDeviceUnit2CommunicativeLanguageTeaching掌握目标教学法期末复习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PragmDiscoursecompetence:one'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem、(toexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscourse)语篇能力Strategiccompetence:one'sabilitytocompensateforthecommunicationbreakdownduetolackofresourcesbysearchingforothermeansofexpression,suchasusingasimilarphrase,usinggestures,orusingalongerexplanation、策略能力Fluency:one'sabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitationPrinciplesofCLT流利度gm考点：三者得概念Pragmaticcompetence；Discoursecompetence；Strategiccompetence;记住五个名词PrinciplesofCLTgmCommunicationprinciple:activitiesthatinvolverealcommunicationpromotelearningTaskprinciple:activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearningMeaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocessSixcriteriaforevaluatingcommunicativeclassroomactivitiesP241、Communicativepurpose2、Communicativedesire3、Content,notform4、Varietyoflanguage5、Noteacherintervention6、Nomaterialscontrol考点：简答题，这个活动就是不就是communicative首先列出标准，评价符合哪些标准，最后判断就是与否Unit3•NewNationalEnglishCurriculumin2001了解新版教学大纲•从1978到2001年得大纲规定（P、43-44）可以瞧到有如下几点进步：•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、教学观念与方法:•3、1明确英语教学得目得就是培养学生运用语言进行交际得能力教学法期末复习.3、2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).3、3强调处理好语言教学与文化得关系.3、4注意发挥教师得指导作用，充分调动学生得学习主动性与积极性.3、5重视利用直观教具与现代化教学手段，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：.4、1教材得内容逐渐贴近学生得生活与现代社会生活，渗透思想情感得教育，渗透大量自然与社会科学知识.4、2采用结构、功能、话题相结合得方法，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.4、3教材编写注意学生生理与心理发展得特征，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.4、4力求符合学生学习英语得认知规律，调节难易.4、5运用现代教学技术编制多媒体教材.4、6多样化：一纲多本、引进国外教材、编写不同起点得教材。.5、测试：笔试、口试、听力.形成性与终结性结合Unit4Principlesforgoodlessonplanning评价教案得标准Aim:whatstudentsareexpectedtoachieveeg、1、Learnandmasterthenewwordsandexpressionsinthisperiod:handinhand,appealto,accuseof...2、Abletotalkaboutadvertising目得性Variety:differenttypesofactivities,interesting&motivatinge、g、Pre-reading(discussion),while-reading(Q&A,fillinthetable),post-reading(vocabulary&translation)多样性Flexibility:preparesomeextraandalternativetasks,copewithunexpectedsituationse、g、Pre-reading(Q&A)灵活性Learnability:contents,tasksshouldbewithinthelearningcapabilityofthestudents得体性Linkage:stagesandstepsarelinkedwithoneanother连贯性Componentsofalessonplan掌握教案得组成部分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,.辅助手段教学法期末复习教学法期末复习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得步骤Thedeductivemethod演绎法:TexplainsrulesfSspracticeTheinductivemethod归纳法:TgivesauthenticlanguagedatafSsgeneralizerulesfSspracticeTheguideddiscoverymethod引导发现法:TgivescontextualizedexamplesfSsareguidedtodiscoverrulesfTexplainsfSspracticeGrammarpracticeP109考点:设计活动，不要求背诵概念Mechanicalpractice:activitiesaimedatformaccuracye、g、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-listeningUnit10Principlesforteachingspeaking•Balancingaccuracy-basedwithfluency-basedpracticesContextualisingpracticePersonalisingpracticeBuildingupconfidenceMaximisingmeaningfulinteractionsHelpingstudentsdevelopspeakingstrategies教学法期末复习Makingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents、P162设计交际性得口语活动Unit11❖Models:❖Bottom-upmodel:wordsphrasessentencesparagraphsmeaningofthewholetext❖Top-downmodel:teachthebackgroundknowledgefirst(playsamorerolethanwordsandstructures)❖Interactivemodel:languageskills(automaticrecognitionofwordsandphrases,understandingsentencestructures),one'sknowledgeoftheworldandofthetexttypesinteractwitheachotherchandcoother设计活动pre-readingwhile-readingafter-readingUnit12AprocessapproachtowritingWritingactivitiesshouldservetoencourageaprocessofbrainstorming,drafting,writing,feedback,revising,editingMainproceduresCreatingamotivationtowrite:createareasonforstudentstowrite,topicsho