英语教学法主要知识点

英语教学法主要知识点（可编辑）Whatmakesagoodqualifiedenglishteacher?Aplanofgivenmaterial.1CLT:CommunicativeLanguageTeaching2TBLT:Task-basedLanguageTeaching3PPP:Presentation,PracticeandProduction.3P教学法4MacroPlanning宏观计划Itplansoveralongerperiodoftime,forinstance,planningforawholeprogrammeorawhole-yearcourse.56Microplanning微观计划Itplansforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively.7Theguideddiscoverymethod指导发现法Itissimilartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselvesbutdifferentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.8ImplicitknowledgeItreferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort.9ExplicitKnowledgeItreferstoourconsciousknowledgeaboutthelanguage.10Bottom-upmodel自上而下/文本驱动模式Thewayteachesreadingalwaysreflectsthewayoneunderstandsreadingandthereadingprocess.11Top-downmodel图示驱动模式One'sbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.12Interactivemodel交互模式Thecurrenttheoryviewsreadingasaninteractiveprocess.Thatistosay,thebrainreceivesvisualinformationandatthesametime,interpretsorreconstructsthemeaningthewriterhadinmindwhenhewrotethetext.13AssessmentItinvolvesthecollectingofinformationorevidenceofaleaner'slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.14SightVocabulary即识词汇Wordsthatoneisabletorecogniseimmediatelyareoftenreferredtoassightvocabulary.Inotherwords,yoursightvocabularywillbethosewordsthatyoucanrecognisewithbothsoundsandmeaningswithoutspecialeffortfromyourbrain.15InformationGap信息沟16Portfolio学习文件夹成长记录袋Itisapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesandattitudesrelatedtotheirstudy.17MechanicalPracticeItinvolvesactivitiesthatareaimedatformaccuracy.18MeaningfulPracticeItfocusontheproduction,comprehensionorexchangeofmeaningthoughthestudents'keepaneyeon'thewaynewlylearnedstructuresareusedintheprocess.19Criterion-referencedassessmentCriterion-referencedlanguageassessmentisbasedonafixedstandardorasetcriterion.20Norm-referencedassessmentItisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentsorgroupofstudentswhosescoresaregivenasthenorm.21On-the-useevaluationItmeanstheevaluationwhichiscarriedoutindependentofitsusersorbeforeitgetsintotheclassroom.22In-the-useevaluationForin-the-useevaluation,evaluationisdonebasedontheuser'sopinionsabouthowusefulandeffectiveitisforpromotinglearning.1Whatisthecommunicativecompetence?Itincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.2PrinciplesofCLTAmunicativeprinciple:Activesthatinvolverealcommunicationpromotelearning.B.Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.C.Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.3The6orientationforevaluatingthecommunicativeclassroomactingA.Communicativepurpose:Theactivitymustinvolvethestudentsinperformingarealcommunicativepurposeratherthanjustpractisinglanguageforitsownsake.目的B.Communicativedesire:Theactivitymustcreateadesiretocommunicateinthestudents交际欲望C.Content,notform:Whenthestudentsaredoingtheactivity,theymustbeconcentratingonwhattheyaresaying,nothowtheysayit.有内容,不是考虑形式D.Varietyoflanguage:Theactivitymustinvolvethestudentsinusingavarietyoflanguage,notjustonespecificlanguageformE.Noteacherintervention:Theactivitymustbedesignedtobedonebythestudentsworkingbythemselvesratherthanwiththeteacher.干涉F.Nomaterialscontrol:Theactivityshouldnotbedesignedtocontrolwhatlanguagethestudentsshoulduse.4FourcomponentsofthetaskA.Apurpose:makingsurethestudentshaveareasonforundertakingthetaskB.Acontact:thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocation,theparticipantsandtheirrelationship,thetime,andotherimportantfactorsC.Aprocess:gettingthestudentstouselearningstrategiessuchasproblemsolvingreasoning,inquiring,conceptualisingandcommunicatingD.Aproduct:therewillbesomeformofoutcome,eithervisibleorinvisible.5PrinciplesforgoodlessonplanningA.AimItmeanstherealisticgoalsforthelessonB.Variety.Itmeansplanninganumberofdifferenttypesofactivitiesandwherepossible,introducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudentsC.Flexibility.ItmeanspreparingsomeextraandalternativetasksandactivitiessothatteachershavetheoptionstocopewiththeunexpectedsituationsratherthanbeingtheslavesofwrittenplansoronemethodologyD.Learnability.ItmeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudentsE.Linkage.Itmeansthestagesandstepswithineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.6MeasuresforindisciplinedactsA.Actimmediately.Ifpossible,indisciplinedactsshouldbeimmediatelystoppedsothatlessdamageismadeB.StoptheclassIftheindisciplinehindertheprogressofthewholeclass,theteachershouldstoptheclassandmakeitclearwhatiswrongC.Rearrangetheseats.IfstudentsaremovedtothefrontoftheclasstheywillbehavebetterD.ChangetheactivityE.Talktostudentsafterclass.Ifastudentiscontinuallymakingtrouble,theteachershouldtalktothatstudentafterclassF.Createacodeofbehaviour.Itmeanstheteacherandstudentscanworktogethertocreatesomebasicrulesfortheclassduringactivities.7HowtodealwitherrorsA.Makeadistinctionbetweenanerrorandamistake.Amistakereferstoaperformanceerrorthatiseitherarandomguessora'slipoftongue',anditisafailureperformancetoaknownsystem.Anerrorhasdirectrelationwiththelearners'languagecompetenceB.DealingwithspokenerrorsC.ChoosepropertimetocorrectD.Howtocorrect.Avoiddamagingstudents'selfesteemandconfidence.8GoalofteachingpronunciationA.Consistency:thepronunciationshouldbesmoothandnaturalB.Intelligibility:thepronunciationshouldbeunderstandabletothelistenersC.Communicativeefficiency:thepronunciationshouldhelpconveythemeaningthatisintendedbythespeaker.9Whatdoesitmeantoknowaword.A.ItmeansknowingitspronunciationandstressB.KnowingitsspellinggrammaticalpropertiesC.KnowingitsmeaningD.Knowinghowandwhentouseittoexpresstheintendedmeaning.10WaysofpresentingvocabularyA.Trytoprovidevisualorphysicaldemonstrationwheneverpossible,usingpictures,photos,videoclips,mimeorgesturestoshowmeaning.B.Provideaverbalcontexttodemonstratemeaning.C.Usesynonymsorantonymstoexplainmeanings.D.Uselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings.E.Translateandexemplify,especiallywithtechnicalwordsorwordswithabstractsmeaning.F.Usewordformationrulesandcommonaffixestobuildnewlexicalknowledgeonwhatisalreadyknown.G.Teachvocabularyinchunks.H.Thinkaboutthecontextinreallifewherethewordmightbeused.I.Thinkaboutproviding