09春英语本科英语教学法(1)形成性考核

..精品.英语教学法〔1〕形成性考核参考答案Unit1IntroductionP1:PersonalaimsYes.Iam.I’vebeenteachingforquiteafewyears.Ithinkitishelpful.IlearntheEnglishTeachingMethodologycoursein,ordertoteachmystudentsbetterandlearnmoreknowledge.PlanningIspendthreehoursonthiscourse.Iwilldosomeexercisesaboutthiscourse.Experienceofprofession-relatedstudyYes.Iam.Ithinkthatteachingexperienceshavebecomeimportantinourlife.Becauselearningalanguageisanintellectualchallenge.SoEnglishislearntinordertotraincertainintellectualskills.P3．ApproachesHistoryFocusofTeachingSyllabusTheGrammar-TranslationMethodThegrammaroftheclassicallanguagehadtobedescribedandbrokendownintolearnablechunksverbswereconjugal.Vocabulary,grammarpointsdrawoutandlearnwiththemothertonguetranslation.ItwasdesignedarogrammaticalstructuEachlessonwouldt(grammarstructurestartingwithsimpleAFunctionalE—UreyleanLeanlyinNotoftheindividualgrammarsofeachoftheThesituationsthat

NotionalApproach1957language,butoftheComalfunctionsonhadtoputermightfindhimselfin.TheAudio-lingualMethodInthe1950s—1970sTheuserofalanguagealsoneededtoknowwhotousethemwithandinwhichsituations.Expressionsappropritothesituation.P5:ApproachesHistoryFocusofTeachingSyllabusTotalPhysicalResponseInthe1960sThepretenseresearchershadtenured.MerelybycopyingwhasaidorwrittenCommunityLanguageLearningInthe70sinNorthAmericaandinEuropeConcernedthelearnerasawholepersonImaginetheoppositesituationTheCommunicativeApproachInthe1960sComprehensiveteachingandlearningmethodologyEmphasesonmorecomprehensivethrowincompetenceP7．Activity2Whattypeofsyllabusareyouusingforyourteaching?Grammarmethod.andadvantages:Studentscanmastergrammarsverywell.TheycangetmorecreditsYoursyllabus:I'majuniormiddleschoolteacher.IfollowthenationalsyllabusofourtextbookbutnowIwillusethegoodteachingmethod

Disadvantages:Manystudentscan'tspeakandwriteEnglishfluentlyandquicklythatI'mlearning.单元学习记录Whathaveyoulearntfromthisunit?IknowtheconsistsofCTLoffunctionsofadvantagesofteachingmethod..Whathasbeenusefultoyou?Tellmealotabout“Howtoteachmystudents”.Whatdoyouthinkyoucanapplytoyourteaching?Activitiesmore.Usingthecompetenciesmethodology..Howdoyouintendtodothis?BesidemyEnglishlessonsaretaughtbymeverywell,Itakemoreattentiontomyuniversitycurses.Arethereanyproblemsthatyouhaveencounteredinthisunit?Yesforexample.WhereIcanfindsomereferencegeniturematerialsformystudents.Howdoyouintendtodealwiththoseproblems?Iwillgotothebookshopandgotothelibrary.DidyouatanypointchangeyourattitudetowardssomeaspectofteachingorlearningEnglish?YesIwanttoknowhowtheotherschoolteachtheirstudentsbyusingCTL.Isthereanythingmoreyouwouldliketoknow?Yes,ofcourse.Forexample,IshouldgivemoretimetomystudentstoletthembyusingCTL.Haveyoudoneanyfurtherreading？Yes,ofcourse.IwillreadvarietyEnglishTeachingMethodologybooksasforastcanget.Unit2Unit2I．Syllabus:schoolexpressingangryClassroomactivities：municationCommunication..nowLearncomegenuineLearnerRole:classroomreal—lifesituationTeacherRole:.anizeTheRoleofInstructionalMaterials:activitiesrole—playreal—lifeP11---12II．单元学习记录Whathaveyoulearntfromthisunit?.Ihaveageneralideaofwhatitmeanstodeveloplearnerscommunicativecompetenceandwhatthatinvolves.UnderstandthebasicprinciplesofcommunicativelanguageteachingWhathasbeenusefultoyou?1.Beabletofollowthegeneralguidelinesfortheteachingoflanguageskills2.Beabletouseinformation—gapandrole—playingactivitiestopracticethelearnerscommunicativeskillsWhatdoyouthinkyoucanapplytoyourteaching?Beawareoftheimportantofknowledgeaboutlanguageprocessingandbeabletoapplyyourunderstandingofittotheteachingofallthelanguageskills,aswellastotheselectionofsupplementarymaterialsHowdoyouintendtodothis?ThemorepracticeIgivemystudentsincommunicatinginEnglish,themoreabouttheywillbeabletouseEnglishintherealwordandtopasstheexamination.Arethereanyproblemsthatyouhaveencounteredinthisunit?ThelanguageisnaturaltosuchstudentswillreadhowspeakersofthelanguageuseitHowdoyouintendtodealwiththoseproblems?Authenticityinthelanguageclassroomincludestheuseofauthenticmaterialsdesignauthenticclassroomactivitiesandspeakingalltothestudents.DidyouatanypointchangeyourattitudetowardssomeaspectofteachingorlearningEnglish?Yes,ofcourse.Forexample,Ishouldgivemoretimetomystudentstoletthemstudythinkbythemselves.Isthereanythingmoreyouwouldliketoknow?Yes.MostlyIwanttowatchareallessonofETL.Unit3FocusonReadingThetextyourmini—lessonplanisbasedon:Itisbasedonnewword:tanked

It’satransitiveverb.TheAmericanexpressionis“gastank〞.Theprepositionusedbeforethenountinnyis“over〞.Yes,It’scountableIt’susedtomeanthatifaproblemwasequallyresponsible.2.TypeoftheactivityTranslatingObjective(s)oftheactivityToletmystudentsknowaknowledgeClassroomorganizationoftheactivityPair—work.Activities,role—play…Teacher'srole(s)OrganizersStudent'srole(s)Actor,learnerTeacherworkingtime20minutesStudentworkingtime25minutesTeachingaid(s)UsethelanguagetheyknowinordertogetmeaningacrossPredictedproblem(s)TheacceptabilityoftheformsthatareintheparticularSolution(s)GivemoreexampleandcopedwiththecommunicativedemandProceduretankedIt'satransitiveverb.TheAmericanexpressionis“gastank”.Theprepositionusedbeforethenountinnyis“ovYes,It'scountableIt'susedtomeanthatifaproblemwasequallyrII.单元学习记录Whathaveyoulearntfromthisunit?I'velearntthinkmoredeeplyaboutwhatisinvolvedinreadinginaforeignlanguage,Asateacher.Ishouldhaveawidevarietyofteaching..Whathasbeenusefultoyou?Inordertomoralestudentstoreadwidely,andefficientlyinEnglish.Ineedtomakesuremelessonsareinterestingvariedempirictableandsuitable.Whatdoyouthinkyoucanapplytoyourteaching?ToamortizablestudentstoreadwidelyandefficientlyinEnglish,IneedtomakesuremylessonsareinterestinginEnglish..Howdoyouintendtodothis?IhavetaughtanumberofdifferenttasksdispreadtoinvolvedbecominganefficientreaderinEnglish..Arethereanyproblemsthatyouhaveencounteredinthisunit?HowtoexaminethelanguageskillsofreadingarewhatisinvolvedbecominganefficientreaderinEnglish..Howdoyouintendtodealwiththoseproblems?ToasktoreflectonmyexperimentbothasalearnerofEnglishyourself.DidyouatanypointchangeyourattitudetowardssomeaspectofteachingorlearningEnglish?IhavegivenmystudentssomeadviceonthenewwaysoflearningEnglish..Isthereanythingmoreyouwouldliketoknow?Theshortreadingpassageswedoinreallifeareidentifiedtheskills.Uuit4FocusonListeningI.Thetextyourmini—lessonplanisbasedon:Nowlet’swatchavideoelope,Iwouldlikeyoutoanswerthequestionafteryouwatch.Thistime,I’dlikeyoutorole—playthisdialogueAllofyouhavedoneaverygoodjob.II.TypeoftheactivityRole—playObjective(s)oftheactivityTounderstandthedialogueandcanactitoutClassroomorganizationoftheactivityToorganizetheactivitiessothatthestudentscanTeacher'srole(s)Conductor,corrector,helperStudent'srole(s)Actor.listenerTeacherworkingtime15Studentworkingtime30Teachingaid(s)TogivehelpwherethereisaneedPredictedproblem(s)HowtopracticeSolution(s)ToprovidehowinputtoshowonexplanationhowtheProcedure1.TeachingorganizationRevisionandgreetingsIntroductionofthenewlesson:1)Theteacherdialogtie,letthestudentslisten2)Askthestudeofthisdialogue3)LetthestudentsdiscusstheanswersExplainthedialogue,AndthentellthestudentsthandsentencesPractice:TheteacherhasgreatcontrolatthisdemonstratorII.单元学习记录Whathaveyoulearntfromthisunit?Beforeyoustart.youshouldgetthefollowingingredientsready,twopoundsoflookingapples.Whathasbeenusefultoyou?ToknowhowtoteachEnglishusinglessonsformystudents.Whatdoyouthinkyoucanapplytoyourteaching?First,letthestudent'spre—readtheinformationandthendoexercises.Howdoyouintendtodothis?TotellthestudentstoreadquicklyandmastertheimportantinformationArethereanyproblemsthatyouhaveencounteredinthisunit?1)Identifymajorreadingskill;2)Selectsuitablelisteningmaterials.Howdoyouintendtodealwiththoseproblems?1)Understandwhatreal—lifelisteninginvolves.2)DesigneffectivelisteningtasksDidyouatanypointchangeyourattitudetowardssomeaspectofteachingorlearningEnglish?YesTeachinglisteninginthreestages,Theyarepre—listening,While-listeningandpost-listening.Isthereanythingmoreyouwouldliketoknow?No.Unit5FocusonSpeaking

I..Thetextyourmini—lessonplanisbasedon:IsanextensiveknowledgeofgrammarnecessaryforlearningspokenEnglish?IsanextensivevocabularynecessaryforlearningspokenEnglishII.TypeoftheactivityGroupworkObjective(s)oftheactivityTocommunicatewitheachothercanspeakeveryidea.ClassroomorganizationoftheactivityDiscussion,listening,practiceTeacher'srole(s)Conductor,organizersStudent'srole(s)Player.actorTeacherworkingtime20'Studentworkingtime25'Teachingaid(s)AsmallblackboardPredictedproblem(s)TheywillcommunicatenotveryfluentlySolution(s)AlotofcommunicationcantakeplacewithabasiclevelofgrammarProcedureHavingtalkedsomuchaboutthenatureoforalcommunicationanditsimplicationfortwentyspeakingskillsIntheclass,theteachercangivethestudentssometopicsabouttherevanttotheclassroommaterial,andother.Theteacheronlyactsasacondu