英語(yǔ)教學(xué)法考試重點(diǎn)

?判斷主張并簡(jiǎn)要說明理由：Structuralview:Thestructurelanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:phonology,morphologyandsyntax.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Functionalview:Thefunctionalviewisnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings,suchasofferingsuggesting,etc.Leanersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Internationalview:Theinternationalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Leanersnotonlyneedtoknowthegrammarandvocabularybutalsoneedtoknowtherulesforusingtheminacommunicativecontexts.”Whatmakesagoodlanguageteacher?Theseelementscanbecategorizedintothreegroups:ethicdevotion,professionalqualitiesandpersonalstyles.”教師的專業(yè)能力是如何發(fā)展起來的(Howcanbeagoodteacher/Thedevelopmentofprofessionalcompetence)答：Thedevelopmentofprofessionalcompetenceincludingthreeparts:Stage1,Stage2andGoal.Thefirststageislanguagedevelopment.AllEnglishteacheraresupposedtohaveasoundcommandofEnglish,andlanguageisalwayschanging,languagedevelopmentcannevercometoanend.Thesecondstageisthemostimportantstageanditismorecomplicatedbecauseitinvolvesthreesub-stages:learning,practice,andreflection.(1)Thelearningstageisthepurposefulpreparationbeforeateacherstartsthepracticeofteaching.Itincludesthreeparts:learningfromother'sexperience,learningthereceivedknowledgeandlearningfromone'sexperiences.Bothexperienceknowledgeandreceivedknowledgeareusefulwhenateachergoestonpractice.(2)Theterm'practice'canbeusedintwosenses.Onesenseisalsocalledpseudopractice.Theothersenseistherealclassroomteaching.(3)Teacherbenefitfrompracticeiftheykeeponreflectingonwhatthey'vedone,Notonlyaftertheyfinishtheirpractice,butalsowhiletheyaredoingthepractice,Aftersomeperiodofpracticeandreflection,ateachershouldbeabletoreachhisorherprofessionalcompetence.Asanfinalitshouldn'tanend,onemustbekeeplearning,practicingandreflecting.”真實(shí)應(yīng)用語(yǔ)言&課堂語(yǔ)言的不同(Thedifferencesbetweenlanguageusedinreallifeandlanguagetaughtintheclassroom.)Languageusedinreallifediffersfromlanguagelearnedunderthetraditionallanguageteachingpedagpgyinthefollowingaspects:word專業(yè)資料-可復(fù)制編輯-歡迎下載Inreallife,languageisusedtoperformcertaincommunicationfunctions;inatraditionallanguageclassroom,theteachingfocusisoftenonformsratherthanfunctions.Forvariousreasons,traditionalpedagogytendstofocusononeortwolanguageskillsandignoreothers.Inreallanguageuseweuseallskills,includingreceptiveskillsandproductiveskills.Inrealitylanguageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatelanguagefromitscontext.?交際教學(xué)法的目標(biāo)ThegoalofCLTistodevelopstudents'communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandthelanguageabouthowtousethelanguageappropriatelyincommunicativesituations.★★★交際的五個(gè)方面(名詞解釋or簡(jiǎn)答)Therearefivemaincomponentsofcommunicativecompetence.Namely,linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,andfluency.Linguisticcompetenceisconcernedwithknowledgeitself,itsformandmeaning.(Itinvolvesspelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,andsemantics.Itisanintegralpartofcommunicativecompetence.)context.(Thatistosay,thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakers,andtheirrelationships.)PragmaticcompetencePragmaticcompetenceisconcernedwiththeappropriateuseofthelanguageinsocialDiscoursecompetencereferstoone'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.(AccordingtoHedge,alsoincludesone'sabilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation.)Strategiccompetenceissimilartocommunicationstrategies.Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Onecancompensateforthisbysearchingforothermeansofexpression.Fluencymeansone'sabilityto'linkunitofspeechtogetherwithfacilityandwithoutstrainorinappropriateorunduehesitation.”Principlesofcommunicativelanguageteaching?(交際教學(xué)語(yǔ)言CLT原則)(]).Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:Activitiesinwhichlanguageisusedforcarringoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.?交際教學(xué)法&語(yǔ)言技能的關(guān)系(CLTandtheteachingoflanguageskills)(聽說讀寫在交際教學(xué)法中怎樣?？赡艹雎燨R讀OR說OR寫)Communicativecompetenceinlanguageteachingpracticeistodeveloplearners'language

word專業(yè)資料-可復(fù)制編輯-歡迎下載skills,suchaslistening,speaking,readingandwriting.Intraditionalpedagogy,listeningandspeakingactivitiesinvolvesuseoflanguageinacompletelydifferentwayfromhowlanguageisusedinreality.ThelisteningskillhasreceivedspecialattentioninCLT.Listeningsharesanumberoffeatureswithreadingsince.Listeningisnotonlyasthecounterpartofspeakingbutasanindependentskillswithitsownobjectives.Inreallife,therearesituationinwhichweactaslistenersonly,forexampleasaudienceforradio,television,lecture,films,etc.Thereadingskillsisredefinedtofocusonthepurposeofreading.Traditionallythepurposeofreadingistolearnlanguage,namelyvocabulary,grammar,etc.InCLT,readingistoextractmeaningorinformation.WithDifferentreadingpurpose,studentsusedifferentskills,suchasskimming,scanning,etc.InCLT,thewritingskillhasbeenexpandedtofocusonitscommunicativegoals.Studentsshouldpracticewritingwhatpeoplewriteineverydaylifeabdwritinginthewaypeoplewriteinreality.Studentsshouldwritetoexpresstheirownfeelingsordescribetheirownexperiences.Inaword,CLTonlyexpandedtheareas:languagecontent,learningprocess,andproduct.CLTrequiresahigherlevelofcommunicativecompetenceonthepartoftheteacher.Sixcriteriaforevaluatinghowcommunicativeclassroomactivities:(怎樣判斷XX是不是一個(gè)好的交際活動(dòng))⑴Communicativepurpose;Theactivitymustinvolvethestudentsinperformingarealcommunicativepurpose.Inorderforthistooccurtheremustbesomekindof"informationgap"thatstudentsseektobridgewhentheyarecommunicate.(2)Communicatlvedesire:Theactivitymustcreateadesiretocommunicateinthestudents.⑶ContentnotfOrm:Whenthestudentsaredoingtheactivity,theymustbeconcentratingonwhattheyaresaying.Theymusthavesome"message"thattheywanttocommunicate.Varietyoflanguage:Theactivitymustinvolvethestudentsinusingavarietyoflanguage,notjustonespecificlanguageform.Thestudentsshouldfeelfreetoimprovise,usingwhateverresourcesNotteacherintervention:Theactivitymustbedesignedtobedonebythestudentsworkingbythemselvesratherthanwiththeteacher.Thisassessmentshouldbebasedonwhetherthestudenthaveachievedthecommunicativepurpose.word專業(yè)資料-可復(fù)制編輯-歡迎下載Nomaterialscontrol:Theactivityshouldnotbedesignedtocontrolwhatlanguagethestudentsshouldbeuse.Thechoiceaboutwhatlanguagetouseshouldberestwith(取決于)thestudents.?Task-basedlanguageteachingisafurtherdevelopmentofcommunicativelanguageteaching.Itsconsidersthatlanguageshouldbelearnedasclosedaspossibletohowitisinreallife.Fourcomponentsofatask:apurpose,acontext,aprocess,aproduct.?PPPandTBLPresentation,PracticeandproductionAtypicalPPPlessonwouldstartbytheteacherintroduceanewlanguageiteminacontextfollowedbysomecontrolledpractice,suchasdrilling,repetition,dialoguereading,etc.Studentsthenmoveontoproducethelanguageinamoremeaningfulway,suchasaroleplay,adrama,aninterview,etc.ThewaystudentsuseandexperienceinTBLisradicallydifferentfromPPP.—Allthreecomponents(task,planingandreport)aregenuinelyfreeoflanguagecontrolandleanersrelyontheirownlinguisticresources.—Thetasksuppliesagenuineneedtouselanguagetocommunicate,andtheothercomponentsfollowonnaturallyfromthetask.—Inallthreecomponentslanguageisusedforagenuinepurpose—thereareoutcomestoachieveforthetaskandthepurposeoftheplanningstageistoadjusttheirlanguageforthereportstage.—Thereportallowsafreeexchangeofideas,summarizingleaner'sachievements.—Theplaningstageencouragesleanerstoconsiderappropriatenessandaccuracyoflanguageformingeneral.—Thereisagenuineneedtostriveforaccuracyandfluencyasleanersprepareto"gopublic"forthereportstage,itisnotaquestionofeitheraccuracyorfluencyatanyonepointinthecycle.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPisdifferentinthisaspect.—InaPPPcycle,withthepresentationofthetargetlanguagecomingfirst,thiscontexthastobeinvented.InaTBLframework,thecontextisalreadyestablishedbythetaskitself.word專業(yè)資料-可復(fù)制編輯-歡迎下載—TheprocessofconsciousnessraisingusedintheTBLlanguagefocusactivitiesencouragestudentstothinkandanalyse,notsimplytorepeat,manipulateandapply.—ListeningandreadingoftheTBLframeworkprovideamorevariedexposuretonaturallanguage.—TheexposureintheTBLframeworkwillincludeawholerangeofwords,collocation,lexicalphrasesandpatterninadditiontolanguagethanverbtensesandnewword.—InaPPPcycle,itistheteacherwhoarepre-selectsthelanguagetobetaught.DuringtheTBLanalysisstage,leanersarefreetoaskaboutanyaspectsoflanguagetheynotice.—APPPcycleleadsfromaccuracytofluency;aTBLcycleleadsfromfluencytoaccuracy.—InTBL,allfourskills--listening,speaking,readingandwriting--arenaturallyintegrated.PPPonlyprovidesaparadigmforgrammarandform-focusedlessons;itneedtobesupplementedbyskillslessonstogiveleanerspracticeinlisteningandreadingandmoreexposuretolanguage.Aswecanseefromtheabovediscussions,PPPoffersasimplifiedapproachtolanguagelearning.Itisbasedupontheideathatyouanpresentlanguageinaneatandclearway.AndyourlanguagedevelopsbyaddingnewformsfromonelessontotheN..Howtodesigntasks?(5個(gè))Thinkaboutstudents'needs,interests,andabilities.Whataretheneeds,interestsandabilitiesofthestudents?Whatkindofthingsdotheyliketodo?Whatcantheyhandle?Brainstormpossibletasks.Brainstormalistofcommunicativetasksforthetopic(s)listedinyourtextbooksthatstudentsmaybeinterestedindoing.Evaluatethelist.Afteryouhavebrainstormedthepossibletasks,youcanusethefollowingcriteriatoevaluatethem.—Educationalvalue.—Appropriatenesstothestudents'needs,interestsandanilities—Availabilityofsuitableresources.—Timeavailable.Youmightneedtomodifysomeofthetasksandreducesomeothers.Thenorderthetasksaccordingtotheirlevelsofdifficulty.Choosethelanguageitems.Youneedtoanalysethelanguageitemsrequiredbythetasksattwostages.Inthefirststage,youneedtoconsidertheleveloflinguisticdifficultyinordertodecidewhethertoaccept,rejectormodifyataskthatyouoriginallyplanned.ThesecondstageiswhenyouhavedrawnupyourFinallistoftasks.Youneedtoworkoutthepossiblelanguageknowledgeandskillsneededtoaccomplishthetask.Preparingmaterials.Atthisstage,youneedtopreparethematerialsthatthestudentsneedtocarryoutthetasks.Astasksinvolvetheholisticuseofcommunicativelanguage,thestudentsaregoingtoneedsupportinthisaspect.?名解LessonPlanning定義：Alessonplanisaframeworkofalessonthatinwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.wordword專業(yè)資料-可復(fù)制編輯-歡迎下載?教案的六個(gè)好處?perlessonplanninggivesteacherstheopportunitytoanticipatepotentialproblemsthatmayariseinclasssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.goodplanninggivesteachers,especiallynoviceteachers,confidenceinclass.whenplanningthelesson,theteacheralsobecomesawareoftheteachingaidsthatareneededforthelesson.planningisagoodpracticeandasignofprofessionalism.”好的教案的五個(gè)原則【principlesforgoodlessonplanning]1、aimmeanstherealisticgoalsforthelesson.2、Varietymeansplanninganumberofdifferenttypesofactivitiesandwherepossible,introducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.3、Flexibilitymeanspreparingsomeextraandalternativetasksandactivitiesastheclassdoesnotalwaysgoaccordingtotheplan.4、Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.5、Linkagemeansthestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.?名解?Macroplanning：planningoveralongerperiodoftime.planning:planningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively.?Componentsofalanguageplan(6點(diǎn))Alanguagelessonplanusuallyhasthefollowingcomponents:(1)backgroundinformation,(2)teachingaims,(3)languagecontentsandskills,stagesandprocedure(4)teachingaids(5)assignments(6)teacher'safter-lessonreflection.?良好導(dǎo)入的作用Astartercanbeusedtodevelopearlylevelsofengagementandmotivation;tohelpgetallstudentsquicklyontask;toinjectasenseofpaceinthelesson;tocreateanexpectationthatstudentswillthinkandparticipateinthelesson;tocreateaclimateofinteractionandinvolvement;tomakeuseofstudents'priorknowledgetointroducenewtopics.?名解classroommanagement班級(jí)管理:thewayteachersorganizewhatgoesonintheclassroom.?簡(jiǎn)答或問題解決題Thedifferentrolesthatteachersplayinthelanguageclassroom(老師的角色:應(yīng)用題)controller,controltime;equalchance;makesurethestudentsusecertaintargetlanguageitemsandtheirreproductionhasadegreeofaccuracy.assessor:correctingmistakes;anizer:organizetasks.

prompter:giveappropriatepromptswhenstudentsarenotsurehowtostartanactivity,orwhattodoorseenext.participant:participateinstudents'activitiesasanordinarystudent.resource-provider.?簡(jiǎn)答：如何使教師用語(yǔ)更加有效？[rulestofollowformakinginstructionseffective]1.2.3.?簡(jiǎn)答：如何使教師用語(yǔ)更加有效？[rulestofollowformakinginstructionseffective]1.2.3.Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents.tousethemother-tongueonlywhenitisnecessary.4.givestudentstimetogetusedtolisteningtoEnglishinstructionsandhelpthemmakeanefforttounderstandthem.4.tomodelthetask/activitybeforelettingstudentsmoveintogroupsorpairs.”理解即可studentgrouping:wholeclasswork;pairwork;groupwork;individualstudy”名解discipline:acodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.”用英語(yǔ)講課的好處:1、helpteacherbecomeaccuratefluentintheuseofEnglishforteaching.2、HelpbothteacherandstudentsgaintheconfidenceinspeakingEnglish.3、HelpthestudentstorecognizeifyouwanttouseEnglishafterclasstheymustpracticeitinclass.4、Itcanhelptheteacherprovidethegenuinesituationinclassthatarisetheclassroomfarmeaningfullanguagepractice.?簡(jiǎn)答：學(xué)生在什么情況下遵守紀(jì)律？投入學(xué)習(xí)【engagedinlearning]1、Theyareclearaboutitspurposebecausetheworkhasbeenwellexplained;2、Theworkbuildsontheirpriorattainment;theyareabletodotheworkbutfinditchallenging