2022年2022年英語(yǔ)教學(xué)法復(fù)習(xí)重點(diǎn)

1、精選學(xué)習(xí)資料 - - - 歡迎下載1. views on language: a. structural view 結(jié)構(gòu)主義 b. functional view 交際法 c. interactional view 交往法 1) the structuralview 結(jié)構(gòu)主義觀點(diǎn):language as a linguisticsystem made up of various subsystems: from phonological、 morphological、 lexical、 etc. to sentences. each language has a finite number o

2、f such structural items.to learn a language means to learn these structural items so as to be able to understand and produce language.2) the functionalview 交際法的觀點(diǎn)language as a linguisticsystem but also as a means fordoing things. mostof our day-to-day language use involves functional activities: off

3、ering、 suggesting、 advising、 apologizing、 etc.3) the interactional view交往法的觀點(diǎn)language is a communicative tool、 whose main use is to build up and maintain socialrelations between people. learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the

4、 rules for using them in a whole range of communicative contexts.the interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so、 and where、 when and how it is appropriate to do it. in order to know this、 the learner has to study the p

5、atterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. the qualities of teachers 老師素養(yǎng) ： ethic devotion;professional qualities;personal styles.3. communicative competence交際才能組成的5 部分 :a. linguistic competenceb. pragmatic competencec. discou

6、rse competenced. strategic competencee. fluency4. principles of communicative language teaching: a. communication principle b. task principle c. meaningfulness principle 5.classification of communicative activities 交際活動(dòng)的分類(lèi) : a. functional communicative activities b. social interaction activities6 th

7、e role of teacher 老師的角色：a. controllerb. assessor c. organizerd. promptere. participant f. resource-provider7. classroom instructions: classroom instructions refer to the type of language teachers use to organize or guide learning. they includegivingdirectionstotasks oractivities、providingexplanation

8、s to a concept or language structure、 setting requirements、 checking comprehension、 drawing attention、 motivating learners、 giving feedback、 and assigning homework、 etc.8. students grouping:a. whole class workb. pair workc. group workd. individual study 6781.three ways to show the stress pattern wor

9、ds、 phrases and sentence:s1use gesture;2use the voice;3use the blackboard. 2.factors contribute to successful practice:1 pre-learning 2 volume and repetition 3 success-orientation 4 heterogeneity 5 teacher assistance 6 interest3. grammar practice is usually divided into 2 categories: mechanical prac

10、tice & meaningful/communicative practice.4. mechanical practice involves activities that aimed at form accuracy.5. what does it mean to know a word. knowing a word mans 1 knowing its pronunciation and stress; 2 knowing its spelling & grammatical properties; 3 knowing its meaning; 4 knowing h

11、ow & when to use it to express the intended meaning.910111. principles for teaching listening 1.focus on bine listening with other skills.3.focus on the comprehension of meaning.4.grade difficulty level appropriately.2. factors that affect the difficulty level of listening tasks、 bu

12、t they fall into 3 main categories: 1type of language used.2 ）task or purpose in listening.3 ）context in which the listening occurs.3. models for teaching reading: 1bottom-up model.2top-down model 3interactive model4. the characteristic are common in successful speaking tasks:1 maximumforeigntalk;2e

13、ven participation;3high motivation;4right language level.5. littlewood divides communicative speaking activities into 2 types:communicative activities: functional communicationactivities and social interaction activities. it also includes pre-communicative activities: structural activities andquasi-

14、communicative activities. pre-communicative activities are intended to prepare learners for communicative activities.6. pre-reading activities: predicting;setting the scene; skimming;scanning. skimmingmeans reading quicklyto get the gist、e.g.the main idea of the text. scanning which means to read to

15、 locate specific information.7. some speaking activities： 1controlled activities: mainly focus on form and accuracy; 2semi-controlled activities: focus onmeaning and communication; 3communicative activities.8. ur points out thatfactors that affect the success of role-plays are: 1the teacher s enthus

16、iasm;2careful instr;3ucctiloenasr situations and roles; 4and making sure that the students have the language they will need to carry out the role-play.1. the main procedures of process writing 過(guò)程寫(xiě)作 include:creating a motivationto write;brainstorming;mapping;freewriting; outlining; drafting; editing;

17、 revising; proofreading and conferencing.精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載2. principles can help teachers motivate students to write: 1 make the topic of writing as close as possible to students2 leave students enough roomforcreativityand imagination.3 prepare students wellbefore writing.4encourage collaborat

18、ivegroup writingas wellas individualwriting.5 provide opportunitiesfor students to share their writings.6精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載provide constructive and positive feedback. 7 treat students from time to time.1.我國(guó)英語(yǔ)教學(xué)的六個(gè)基本原就error s strategically. 8 give students a sense of achievement精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - -

19、- 歡迎下載原先所提倡的中學(xué)英語(yǔ)教學(xué)的基本原就：1.交際性原就2.階段側(cè)重原就3.語(yǔ)音詞匯語(yǔ)法綜合教學(xué)原就4.使用和掌握使用本族語(yǔ)的原就5.以同學(xué)為中心的原就；新課標(biāo)下重新認(rèn)定的教學(xué)原就：1.素養(yǎng)訓(xùn)練與語(yǔ)言教學(xué)一體化2.重視學(xué)問(wèn)與技能,著重進(jìn)展智力3.聽(tīng).說(shuō).讀.寫(xiě)綜合訓(xùn)練4.盡量使用英語(yǔ),適當(dāng)利用母語(yǔ)5.老師為指導(dǎo),同學(xué)為中心6.加強(qiáng)課內(nèi),留意課外3.課堂教學(xué)的五個(gè)基本環(huán)節(jié)：1組織教學(xué)； 2復(fù)習(xí)檢查； 3講練新課；4反復(fù)操練； 5布置課外作業(yè)；2.老師為指導(dǎo),同學(xué)為中心.在原先的中學(xué)英語(yǔ)教學(xué)大綱中,老師的作用被描述為“主導(dǎo)作用 ”；后來(lái)的大綱將次修改為“指導(dǎo)作用 ”；一字之差, 卻反映出教學(xué)

20、觀念上的龐大轉(zhuǎn)變；主導(dǎo)作用為以老師為主,同學(xué)為輔；當(dāng)今外語(yǔ)教學(xué)的課堂普遍強(qiáng)調(diào)以同學(xué)為中心的課堂；同學(xué)為主人,老師為服務(wù)員；服務(wù)員自然要依據(jù)主人的要求來(lái)支配各項(xiàng)教學(xué)活動(dòng)；a.幫忙同學(xué)樹(shù)立正確的學(xué)習(xí)態(tài)度.老師以一片真誠(chéng)的心對(duì)待同學(xué),就會(huì)制造和諧的人際關(guān)系,制造和諧的教學(xué)氣氛,就會(huì)吸引同學(xué)仔細(xì)學(xué)好英語(yǔ)；這樣,良好的學(xué)習(xí)態(tài)度就會(huì)不知不覺(jué)地樹(shù)立起來(lái)；b.課堂上老師的指導(dǎo)作用.依據(jù)傳統(tǒng)的教學(xué)思想；老師在課堂中只充當(dāng)一名講授者lecturer 的角色； 而當(dāng)今的外語(yǔ)教學(xué)課 堂要 求教 師集 各種 角色 于一 身 : 在復(fù) 習(xí)時(shí) 為強(qiáng)化記憶 者 memoryactivator , 在呈 現(xiàn)新 內(nèi)容 時(shí)為示范表

21、 演者demonstrator,在操練時(shí)為組織者或指揮者organizeror conductor ,在同學(xué)自己練習(xí)時(shí)為治理者manager,在鞏固環(huán)節(jié)時(shí)為幫忙者 helper ；總的看來(lái),這些角色都處于指導(dǎo)者的位置；充分發(fā)揮好這些角色的作用,一個(gè)英語(yǔ)老師就會(huì)像導(dǎo)演一樣,在課堂上指揮者同學(xué)演出一幕一幕生動(dòng)的話劇來(lái)；c.時(shí)刻留意調(diào)動(dòng)同學(xué)的學(xué)習(xí)積極性.在英語(yǔ)課堂上,英語(yǔ)老師要盡最大努力,實(shí)行種種方法,調(diào)動(dòng)和愛(ài)護(hù)同學(xué)的學(xué)習(xí)積極性；要引導(dǎo)同學(xué)積極參與各種課堂活動(dòng)和課外過(guò)冬,在同學(xué)回答疑題有困難時(shí),老師要和顏悅色地引導(dǎo)；如：t: have you ever been to beijing.s: no、

22、never. 四種可能：一怕說(shuō)多了怕犯錯(cuò)誤：二的確未去過(guò)北京；三為由于羞口；四為或許只能回答這么多；明顯這種回答并不為老師所期望的,應(yīng)連續(xù)引導(dǎo)：t: really. you have never been to beijing. i believe you will have a chance to go there some day.好處：一顯示出師生之間的和諧關(guān)系；二同學(xué)學(xué)習(xí)積極性自然地得到了愛(ài)護(hù)；d.老師的心里裝著同學(xué)以同學(xué)為中心,不僅要在教學(xué)活動(dòng)中表達(dá)出來(lái),在日常生活中也為這樣；一個(gè)英語(yǔ)老師要明白同學(xué)學(xué)習(xí)英語(yǔ)的特點(diǎn),學(xué)習(xí)中的困難和要求,仍要明白他們的性格特點(diǎn).愛(ài)好愛(ài)好.思想狀況及家庭情

23、形；知道了這些,老師在組織課堂活動(dòng)時(shí)就會(huì)有針對(duì)性；假如一個(gè)老師能做同學(xué)的知心伴侶,就不但在教學(xué)中有了主動(dòng)權(quán),而且在教書(shū)育人上會(huì)更上一層樓；4.用英語(yǔ)釋義精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載有些單詞用英語(yǔ)說(shuō)明比用漢語(yǔ)說(shuō)明更簡(jiǎn)便,更準(zhǔn)確；例如aunt 一詞用英語(yǔ)說(shuō)明“parent's siste,r釋“姑,姨,嬸子,伯母,舅母”清晰明白；1描述法 ： museum a building where things are shown to the public.2定義法 ：以所描述事物的類(lèi)概念為中心詞,以區(qū)分于同類(lèi)其它事物的特點(diǎn)為定語(yǔ)組成的判定；例如：uncle's wif

24、e就”比漢語(yǔ)解精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載a hospital is a place where doctors and nurses work an author is a man who writes a book for reading spring is the first season in a year 3語(yǔ)境語(yǔ)意法 :制造語(yǔ)境利用交代背景,制造語(yǔ)境的方式,使同學(xué)產(chǎn)生聯(lián)想,估量詞義；這可用于說(shuō)明一些意義抽象的詞語(yǔ)；例如： hungry: if one hasnt haedalms for a long time、 he will be hungry.4類(lèi)推法 :m

25、r li was a worker he is over sixty he is too old to work he is retired now 從句子的時(shí)態(tài)及語(yǔ)境,不難懂得retired 為“退休 ”的意思；5釋綴法 : unfair_“ un” means “ unontfa”ir” means“ not fair”retell“ re” means “agraeintel”l” meanstell “agtaoin ”reading-room a room for reading we read in the reading-room 例如講 chinese 表示 “中國(guó)人 '

26、;一義時(shí), 只需講 “chinese” is from the word“cihtinmae”ans“people of china不”應(yīng)再講 “ofchina, its people, or their language （ ad”j）和“ the language of china等意義；”精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載6同義代換法 : “ a rlgae（ big ）room ”,“ nic（efine） weather, “ perhap（smaybe） he is right ”同 義 詞 一 般 只 為 近精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載義,很少有意義

27、和用法完全等同的詞,因此應(yīng)當(dāng)謹(jǐn)慎使用,不要簡(jiǎn)潔的劃等號(hào)；最好為放在詞組和句于中顯現(xiàn),以說(shuō)明在這個(gè)搭配（上下文）中,它們意義相同,可以互換；7反義否定法 :用反義詞釋義,應(yīng)留意這一對(duì)概念之間的規(guī)律關(guān)系 反對(duì)關(guān)系或沖突關(guān)系；沖突關(guān)系的一對(duì)概念,否定一面,從而確定另一面,就可用加否定詞的方式進(jìn)行說(shuō)明；例如：wrong-not right , dead not alive （ lying ）；但多數(shù)反義詞,從規(guī)律意義上嚴(yán)格地講,僅為彼此對(duì)立的關(guān)系（為a 必非b,但非a 不肯定為b ）；例如： good bad, easy difficult ,cheap expensive 等；教學(xué)上雖然可用在其反義

28、詞上加not 的方式進(jìn)行釋義,但最好能附加肯定的說(shuō)明,使其所表示的概念更明確； 8對(duì)比法 :同義詞.近義詞或反義詞的對(duì)比：the meeting begins at 8 a.m.mr. white comes at 7 a.m. he is early.mr. green comes at 9 a.m. he is late.mr. smith comes at 8 a.m. he is on time.一詞多義的對(duì)比:the little boy covered his eyes with a hand.dont covera mistake. the city covers 800 squ

29、are kilometers.9問(wèn)答法 :agree to / agree witht: who do you agree with.s: i agree with zhang hua. t: what do you agree to.s: i agree to his view.10特點(diǎn)法 ：通過(guò)揭示事物之間的內(nèi)在聯(lián)系,引起同學(xué)的聯(lián)想而懂得新詞的意義；a 事物的特點(diǎn)；it's warm in spring it's hot in summer , it's cool in autumn it's cold in winter japan（ the usa ）i

30、s a developed country china （india ） is a developing country b 先后次序；today is monday tomorrow is tuesday the day after tomorrow is wednesday c 因果條件關(guān)系we missed the train because we were late./ if you study hard ,you'll succeed./ if you don't study hard ,you'll fail d 類(lèi)屬關(guān)系trees are plants v

31、egetables are also plantsplants and animals are living things e 同位關(guān)系beijing is the capital of china washington,d c is the capital of the usa jinan is the capital of shandong province nanjing is the capital of jiangsu province hua logeng, a world-known mathematician , was a professor of qinghua unive

32、rsity 5.語(yǔ)法教學(xué)中的三種講練關(guān)系：1）精講多練：較難的,英漢兩種語(yǔ)言中有差異的語(yǔ)法規(guī)章,如動(dòng)詞時(shí)態(tài).語(yǔ)態(tài).復(fù)合句等,既為重點(diǎn)又為難點(diǎn)；2）略講多練：對(duì)于那些簡(jiǎn)潔懂得,但活用較難的常用語(yǔ)法現(xiàn)象,如主謂一樣關(guān)系.詞形變化等； 3不講多練：依據(jù)同學(xué)的漢語(yǔ)語(yǔ)法學(xué)問(wèn)和已學(xué)過(guò)的英語(yǔ)語(yǔ)法現(xiàn)象,教署估量同學(xué)可以自己懂得的那些語(yǔ)法現(xiàn)象, 如句子各種成分等,可不講但要多練；6.外語(yǔ)教學(xué)法 6 大流派 :1 翻譯法 the translation method; 2直接法 the direct method; 3 聽(tīng)說(shuō)法 the audio-lingual approach; 4 視聽(tīng)法 the audio

33、-visual approach;5 認(rèn)知法 the cognitive approach;6 交際法 the communicative approach 4 小流派： 1）緘默法 the silent way 2 ）顧問(wèn)法 the counseling learning 或集體爭(zhēng)論法 the community language learning 簡(jiǎn)稱(chēng) cll 3 ）示意法（ suggestopedia） 4）全身反應(yīng)法（ total physical response,簡(jiǎn)稱(chēng) tpr）1a. 翻譯法的特點(diǎn)為什么？ 1）語(yǔ)法體系的完整性和整體性2）語(yǔ)法翻譯法以及建立在“希臘-拉丁語(yǔ)法”規(guī)章上

34、的英語(yǔ)語(yǔ)法體系有利于外語(yǔ)學(xué)習(xí)者熟悉目的語(yǔ)的形式.不同的詞類(lèi),句子的組合等；3）語(yǔ)法翻譯法較好地表達(dá)了外語(yǔ)學(xué)習(xí)的本質(zhì),即兩種語(yǔ)言形式的轉(zhuǎn)換,進(jìn)而達(dá)到語(yǔ)際信息溝通的實(shí)際目的；4）語(yǔ)法翻譯法特別重視詞匯和語(yǔ)法學(xué)問(wèn)的系統(tǒng) 傳授,有利于學(xué)習(xí)這語(yǔ)言學(xué)問(wèn)的鞏固,有利于打好語(yǔ)言基礎(chǔ)；強(qiáng)調(diào)對(duì)詞匯和語(yǔ)法規(guī)章的記憶,認(rèn)為背誦語(yǔ)法規(guī)章為學(xué)習(xí)外語(yǔ)的捷徑；5）強(qiáng)調(diào)對(duì)書(shū)面語(yǔ)的分析,著重原文的學(xué)習(xí)；b.翻譯法的優(yōu)點(diǎn)：1）常常通過(guò)母語(yǔ)的翻譯和比較,強(qiáng)調(diào)語(yǔ)法學(xué)習(xí),能使同學(xué)比較深刻地懂得外語(yǔ)的抽象詞義和復(fù)雜的句子結(jié)構(gòu)； 2）使用便利,不需要什么教具和設(shè)備；3）簡(jiǎn)潔測(cè)試同學(xué),班級(jí)易于治理；c.局限性和缺點(diǎn)1）忽視語(yǔ)音和語(yǔ)調(diào)的教學(xué),同

35、學(xué)口語(yǔ)才能得不到提高；2）過(guò)分強(qiáng)調(diào)翻譯,單純通過(guò)翻譯手段教外語(yǔ)；3）過(guò)分強(qiáng)調(diào)語(yǔ)法在外語(yǔ)教學(xué)中的作用；語(yǔ)法講解從定義動(dòng)身,依據(jù)定義給例句,脫離同學(xué)的實(shí)際需要和語(yǔ)言水平；學(xué)生雖然學(xué)了許多的語(yǔ)法規(guī)章卻不能運(yùn)用；4）過(guò)分強(qiáng)調(diào)教學(xué)的主導(dǎo)作用和老師的語(yǔ)言講解作用,忽視了學(xué)習(xí)者的實(shí)際案 ,不利于他們語(yǔ)言習(xí)慣的養(yǎng)成；5）學(xué)習(xí)的語(yǔ)言材料都為一些文學(xué)作品片斷,詞匯很深,脫離同學(xué)實(shí)際；6）忽視了語(yǔ)言 教學(xué)的文化因素；語(yǔ)言運(yùn)用的內(nèi)在因素,以及語(yǔ)言在不憐憫境中使用的客觀規(guī)律；7）強(qiáng)調(diào)死記硬背,教學(xué)方式單一,實(shí)踐環(huán)節(jié)單調(diào).課堂氣氛沉悶,不易激起同學(xué)愛(ài)好；2）認(rèn)知法的特點(diǎn)：1）強(qiáng)調(diào)培育語(yǔ)言的交際才能,學(xué)習(xí)必需有意義,課文要

36、有上下文情境；廣泛使用直觀教具和現(xiàn)代化視聽(tīng)教學(xué)手段,使教學(xué)情形化.交際化；制造外語(yǔ)環(huán)境,增加同學(xué)使用外語(yǔ)的機(jī)會(huì),強(qiáng)化外語(yǔ)教學(xué)過(guò)程；2）認(rèn)為口語(yǔ)和書(shū)面語(yǔ)具有同等重要性；3）強(qiáng)調(diào)在懂得語(yǔ)言學(xué)問(wèn)和規(guī)章的基礎(chǔ)上操練外語(yǔ)；4）利用母語(yǔ)； 5）容忍錯(cuò)誤,不見(jiàn)錯(cuò)精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載就糾； 6）以同學(xué)為中心,要求在爭(zhēng)論“學(xué)”的基礎(chǔ)上爭(zhēng)論“教”；3）交際法的特點(diǎn)：1 教學(xué)內(nèi)容,以語(yǔ)言功能為綱,針對(duì)學(xué)習(xí)對(duì)象的不同需要加以支配,即專(zhuān)用英語(yǔ)english for specialpurpose 簡(jiǎn)稱(chēng) esp；2 教學(xué)過(guò)程交際化；3 認(rèn)為同學(xué)犯錯(cuò)誤為正常的,語(yǔ)誤為學(xué)習(xí)語(yǔ)言過(guò)程中一個(gè)不完善“到完善

37、的路碑”； 4 不排斥語(yǔ)法教學(xué),也不排斥母語(yǔ)和翻譯；交際法只反對(duì)以語(yǔ)法為綱,卻不排斥語(yǔ)法教學(xué)；交際法的優(yōu)點(diǎn)： 1 培育同學(xué)把握交際才能；2 從同學(xué)實(shí)際動(dòng)身,確定學(xué)習(xí)目標(biāo), 學(xué)以致用； 3 教學(xué)過(guò)程交際化；4 促進(jìn)專(zhuān)用外語(yǔ)教學(xué)法的蓬勃進(jìn)展社會(huì)建構(gòu)主義：建構(gòu)主義 const ructivism為近年來(lái)西方國(guó)家所提倡的一種學(xué)習(xí)理論；社會(huì)建構(gòu)主義理論認(rèn)為、學(xué)習(xí)和進(jìn)展為社會(huì)合作活動(dòng)；這種活動(dòng)為無(wú)法被教會(huì)的、學(xué)問(wèn)為由學(xué)習(xí)者個(gè)人自己構(gòu)建的、而不為由他人傳遞的；同學(xué)可以通過(guò)多 種渠道 、如聽(tīng).說(shuō).讀.寫(xiě)等活動(dòng)、發(fā)覺(jué)和感知他們的生活環(huán)境、以讓他們?cè)陬^腦中去構(gòu)建自己獨(dú)到的懂得；這種建構(gòu)發(fā)生在與他人交往的環(huán)境中、為

38、社會(huì)互動(dòng)的結(jié)果； 它強(qiáng)調(diào)學(xué)習(xí)者個(gè)人從自身體會(huì)背景動(dòng)身、對(duì)客觀事物的主觀懂得和意義建構(gòu)、重視學(xué)習(xí)過(guò)程而反對(duì)現(xiàn)成學(xué)問(wèn)的簡(jiǎn)潔傳授；社會(huì)建構(gòu)主義理論認(rèn)為、在學(xué)習(xí)過(guò)程中 、有四個(gè)主要的因素:即同學(xué) 學(xué)問(wèn)建構(gòu)的主體 .老師.任務(wù)和外圍因素環(huán)境；其中最主要的為老師與同學(xué)；我們的教學(xué)改革正應(yīng)當(dāng)從這幾個(gè)方面入手、逐步開(kāi)展起來(lái)；社會(huì)建構(gòu)主義學(xué)習(xí)觀對(duì)外語(yǔ)教學(xué)改革的啟示3. 1老師教學(xué)觀念及角色的轉(zhuǎn)變傳統(tǒng)的英語(yǔ)教學(xué)為以老師為中心的、普遍存在著這樣的問(wèn)題:老師備課只備怎么“講”、考慮的只為如何更好地傳授給同學(xué)教學(xué)內(nèi)容 、很少想到怎么幫忙同學(xué)去把握所教授的內(nèi)容 、如何使同學(xué)更簡(jiǎn)潔地記住課文的重點(diǎn)知識(shí)；這樣 、即使把教學(xué)內(nèi)容爭(zhēng)論得很透.很熟、也未必能變成同學(xué)自己的認(rèn)知結(jié)構(gòu)的一部分；另外 、在傳統(tǒng)的英語(yǔ)課堂講授中、往往偏重語(yǔ)言形式的懂得 、忽視語(yǔ)言形式的社會(huì)意義及在真實(shí)生活場(chǎng)合中的得體運(yùn)用、忽視了語(yǔ)言的交際性；社會(huì)建構(gòu)主義學(xué)習(xí)觀認(rèn)為、教學(xué)為以合作學(xué)習(xí) 作為