英语复习要点
英语教学法复习要点
Unit 1 Language and Learning1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.2. What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.3.Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.A stimulus-response theory of psychologyAudio-lingual methodThe idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theoryInfluenced by Noam Chomsky (revival of structural linguistics)Language as an intricate rule-based systemA learner acquires language competence which enables him to produce language.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Constructivist theoryJean Piaget (1896—1980)The learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theoryVygotsky“Zone of Proximal Development” (ZPD); scaffolding(脚手架)Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice aspart of one’s pre-service education, usually under the supervision ofinstructorsThe real classroom teaching:what a teacher undertakes after he/shefinishes formal education❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in the classroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from its context2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’communicative competence.3. Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations4 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆Pragmatic competence （语用能力）The appropriate use of language in social context.◆Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’6.Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.7. Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)8. Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities9.Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:1. Identifying pictures2. Discovering identical pairs3. Discovering sequences or locations4. Discovering missing information5. Discovering missing features6. Discovering "secrets"municating patterns and pictures8. Communicative models9. Discovering differences10. Following directions11. Reconstructing story-sequences12. Pooling information to solve a problem(2). Social interaction activities:1. Role-playing through cued dialogues2.Role-playing through cues and information3.Role-playing through situation and goals4.Role-playing through debate or discussionrge-scale simulation activities6. Improvisation10.Six Criteria for evaluating communicative classroom activitiesmunicative purpose2. Communicative desire3. Content, not form4.Variety of language5.No teacher intervention6. No materials control9.What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.10.Four components of a task1. A purpose2. A context3. A process4. A product11. Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.12. Differences between PPP and TBLT1The way students use and experience language in TBLT is radically different from PPP. 1.Free of language control2. genuine need to use language to communicate3.A free exchange of ideas4.Appropriateness & accuracy of language form in general, not production of a single form5.A genuine need for accuracy and fluency2.TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy (+fluency)In TBL Integrated skills practiced13. How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials14. CLT and TBLT in the Chinese contextProblems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learnersConstraints of TBLT1.The first is it may not be effective for presenting new language items2.The second constraint is Time as teachers have to prepare task-based activities very carefully.3.The third is the culture of learning4.The forth is Level of difficultyUnit 31. A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20002. Designing principles for the National English Curriculum1)Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3. Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-longThe standards for different levels of competence5 Challenges facing English language teachers1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1.Lesson planning means making decisions in advance about whattechniques, activities and materials will be used in the class.2. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.3. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims andlanguage contents of the lesson.2). It also helps the teacher to distinguish the various stages of alesson and to see the relationship between them so that thelesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware ofthe teaching aids that are needed.5). Lesson planning helps teachers to think about the relative valueof different activities and how much time should be spent onthem.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which wereless successful.4. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkageDefinitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient. Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course,things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement. 5.Macro planning involves:1) Knowing about the profession:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus/curriculum:5) Knowing about the textbook6) Knowing about the objectivesponents of a lesson plan1.Background information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson2.Teaching objectives: What do you want students to know and be able to do?nguage contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.4.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1)warm-up/ a tarter/revision;(2)presentation(3)drilling(4)consolidation(5)summary and homework2) The three P’s model: presentation, practice, and production5.Teaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.6.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.7.Optional activities and assignment8.After class reflection7.The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.8. The aims of a lesson includelanguage components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Managementorganize what goes on in thethe goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).2.Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly3 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)learners, guide students in planning and assessing their learning and develop their …’prior knowledge; find individual interests and explorepotential capabilities; acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students’development fairly from anreflect on the reasons, think about possible solutions, implement the solutions and evaluate the results…Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪butgentle by Harmer)2). Organizing feedback (discouraging for the teacher to becritical不提倡吹毛疵, focusing on Ss’success progress)Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, butwhy…?(Ss. read the example)Participant:The teacher shouldn’t dominate or appear to be authoritative.Resource-provider:We have criticized the jug-and-mug method, but the teacher should withhold his/her readiness to provide resourc4 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of thestudents;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5. What are the different ways for student grouping?Whole class work, pair work, group work, individual study1.Whole class workAll the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair workStudents work in pairs on an exercise or task.3.Group workStudents work in small groups of 3-5 students.4.Individual studyStudents work on their own at their own speed.Types of student grouping and their advantages and disadvantages in P314 (task4)6.Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)7: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)1.Ss are clear about learning purpose;2.Ss are able to do the work but find it challenging;3.Ss are emotionally, physically and intellectually involved by the tasks;4.The presentation, variety and structure of the work and activities generatecuriosity and interest;5.Ss have opportunities to ask questions and try out ideas;6.Ss can see what they have achieved and how they had made progress;7.Ss get a feeling of satisfaction and enjoyment from the work.8What causes discipline problems?1.A gap in the lesson (e.g. bad planning, equipment fails to work)2.Unclear instructionsck of teacher attention4.The teacher concentrates on lengthy explanations to one individual so that the others get bored5.Work is too easy or too challenging9. What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.10 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek their own answers;☐ A secure and relaxed atmosphere of trust is needed and ss’opinions and ideas are valued.11. What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation12: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system” (Brown, 2000: 218-219)☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.13 When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.14 How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionWhich techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.☐The whole class correction is used for main error types (e.g.The Big Ten) Unit 6 Teaching Pronunciation1.Critical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.2. The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.3The realistic goals of teaching pronunciation is as following: Consistency: the pronunciation should be smooth and natural;Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.4.Three aspects of pronunciation to teach? Stress, intonation, rhythm5. One common problem in learning English of Ss: (Neglect stress and intonation)6. What aspects of pronunciation do we need to teach? Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.7. How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.8 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learn Perception practice☐What is the goal of perception practice?⏹Developing the students’ability to identify and distinguish betweendifferent sounds.☐Examples of perception practice:⏹Using minimal pairs(with one sound difference): will/well; ship/sheep;light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹Completion9.The goal of production practice is developing students’ ability to producesounds.1.Listen and repeat ( practice individual sounds, individual words, groupsof words, sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).10. Practising stress and intonation☐Two types of stress:⏹word-level stress⏹Phrase-level or sentence-level stress11. Teaching methods of stress⏹The most important thing in practising stress is making the studentsaware of where to stress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard(underline the stress parts or write with coloredchalks12 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.13.How can teachers help the students to improve pronunciation?e individual, pair, group and whole class work;e hands and arms to conduct practice.3.Move around the classroom when doing choral practice.4.Vary the criteria of ‘good’ to give students confidence.5.Do articulation practice more than once.6.Bring interests and variety to the practice.7.The main criteria for good pronunciation are consistency, intelligibility andcommunicative efficiency.8.Make full use of demonstrations.9.Try to use visual aids.Unit 7 Teaching Grammar1. The role of grammar in language learningIt is generally believed that•Grammar teaching is less important for children than for adults;•Grammar teaching is less important in listening and reading than in writing. •Grammar teaching can be seen in most formal classroom language teaching. Generally speaking, Chinese EFL learners need a certain degree of mastery of English grammar. However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2 Grammar presentationWhat are the major types of grammar presentation method?☐Three ways of presenting grammar in the classroom:1.The deductive method 演绎法reasoning from general principles to a particularcaseThe deductive method relies on reasoning, analyzing and comparing2.The inductive method 归纳法method of logical reasoning which obtains ordiscovers general laws from particular facts or examples3.T he guided discovery method 引导式发现法Similar to the inductive method in that ss are induced to discover rules by themselves;But different in that the process of the discovery is carefully guided and assisted by the teachers and the rules are then elicited and taught explicitly.Each has merits and drawbacks. The best way is to vary methods in different。
六年级英语考试答题技巧与复习措施
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英语教学法复习要点
英语教学法复习要点Unit 1 Language and Learning1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.2. What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.3.Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theoryB. F. SkinnerA stimulus-response theory of psychologyAudio-lingual methodThe idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theoryInfluenced by Noam Chomsky (revival of structural linguistics) Language as an intricate rule-based systemA learner acquires language competence which enables him to producelanguage.One influential idea of cognitive approach to language teaching is that students should be allowed to create their ownsentence based on their own understanding of certain rules.Constructivist theoryJean Piaget (1896—1980)The learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theoryVygotsky“Zone of Proximal Development” (ZPD); scaffolding(脚⼿架)Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three5 How can one become a good language teacher?Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflectionThe learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiencesThe practice stage (2 senses)Pseudo practice:short period of time assigned to do teachingpractice as part of one’s pre-service education, usually under thesupervision of instructorsThe real classroom teaching:what a teacher undertakes after he/shefinishes formal educationTeachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching 1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in the classroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’communicative competence.3. Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations4 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语⾔能⼒）The knowledge of language itself, its form and meaning.◆ Pragmatic competence （语⽤能⼒）The appropriate use of language in social context.◆ Discourse competence （语篇能⼒）One’s ability to create coherent written text or conversation and the ability to understand them◆ Strategic competence （策略能⼒）Strategies one employs when there is communication breakdown due to lack of resources.◆ Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’6.Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.7. Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)8. Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activitiesStructural activitiesQuasi-communicative activities类似,准,半Communicative activities (PP22-23)Functional communication activitiesSocial interaction activities9.Littlewood’s (1981)classification of communicativeactivities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:1. Identifying pictures2. Discovering identical pairs3. Discovering sequences or locations4. Discovering missing information5. Discovering missing features6. Discovering "secrets"/doc/24e21abdb42acfc789eb172ded630b1c59ee9bb2.html municating patterns and pictures8. Communicative models9. Discovering differences10. Following directions11. Reconstructing story-sequences12. Pooling information to solve a problem(2). Social interaction activities:1. Role-playing through cued dialogues2.Role-playing through cues and information3.Role-playing through situation and goals4.Role-playing through debate or discussion/doc/24e21abdb42acfc789eb172ded630b1c59ee9bb2.html rge-scale simulation activities6. Improvisation10.Six Criteria for evaluating communicative classroomactivities/doc/24e21abdb42acfc789eb172ded630b1c59ee9bb2.html municative purpose2. Communicative desire3. Content, not form4.Variety of language5.No teacher intervention6. No materials control9.What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.10.Four components of a task1. A purpose2. A context3. A process4. A product11. Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.12. Differences between PPP and TBLT1The way students use and experience language in TBLT is radically different from PPP. 1.Free of language control2. genuine need to use language to communicate3.A free exchange of ideas4.Appropriateness & accuracy of language form in general, not production of a single form5.A genuine need for accuracy and fluency2.TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy (+fluency)In TBL Integrated skills practiced13. How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials14. CLT and TBLT in the Chinese contextProblems with CLT1. The very first and forceful argument is whether it is culturallyappropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learnersConstraints of TBLT1.The first is it may not be effective for presenting new language items2.The second constraint is Time as teachers have to prepare task-based activities very carefully.3.The third is the culture of learning4.The forth is Level of difficultyUnit 31. A brief history of foreign language teaching in ChinaA phase of restoration (1978-1985)A phase of rapid development (1986-1992)A phase of reform (1993-2000)A phase of innovation from 20002. Designing principles for the National English Curriculum 1)Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3. Goals and objectives of English language teachingThe new curriculum is designed to promote students’overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’positive attitude, motivation, confidence as well as strategies for life-long learning along with。
阶梯英语(二)复习要点
公共英语第三学期阶梯英语（二）复习要点交际用语复习练习一1. —I’m afraid I must be off now.—Oh?B. I’m very sorry.C. No, don’t go now.D. That’s OK.2. —Hello, Bob, haven’t seen you for ages, you look fine.—B. Hello, where have you been?C. I’m not fine these days.D.I met you just last week.3. —Would you be able to make a phone call for me?—,sir.A. I’m glad toC. That’ll be fineD. Yes, I would be4. —Thanks for the present. It’s really nice.—A. Yes, I think so.B. Never Mind.C. I’d love to.5. —Let’s go for a flower show. What do you say?—A. No, I wouldn’t.B. I didn’t say anything.C. Yes, I would.6. —Happy New Year!—B. Oh, no, thanks.C. Wish you, too.D. It’s the same to you.7. —I got a D in the math test.—’s too bad. B. It is not bad.C. Good for you.D. You shouldn’t have worked hard.8. — Can you turn down the radio, please?—.A. Oh, I knowC. I’ll keep it down next tim eD. Please forgive me9. — Hi, is Mary there, please?—_________B. No, she isn’t here.C. Yes, she lives here.D. Yes, what do you want?10.—Doctor, I don’t feel well.—_________A. You are f ine.B. It doesn’t matter.D. Don’t take it seriously.11. — Let me help you with your luggage.—A. Yes, please.B. I know you’ll help me.D. Yes, of course.12. ——I want to buy two 50fenstamps.B. What do you want to buy?C. Do you want to buy stamps or envelopes?D. What are you looking for?13. —Can you win the match?—A. I’m sure you will.I’m afraid not.C. No one knows.D. I don’t hope so.14. —I’m sorry I can’t follow you. Would you mind saying that slowly?—B. No, I wouldn’t.C. I’ve no idea.D. No, I would.15. ——I’ve just asked where you are from.B. Repeat.C. Excuse me!D. What’s wrong?答案：1．A。
《英语》课程复习要点
《英语（本）》课程复习要点课程名称：大学英语适用专业：专升本级各专业辅导教材：《新编大学实用英语教程》林立编著、《新编大学实用英语教程》林立编著教育科学出版复习要点：一、语音考生应能掌握下列语音规则..元音字母在单词中的读音.辅音字母在单词中的读音.常见字母组合的读音二、词汇考生应掌握约个英语单词的基本用法和相应的常用词组。
教材中课后词汇要重点掌握三、语法考生应掌握下列基本语法规则(一)词法.名词.冠词.代词.数词.形容词.副词.介词.动词.连词.感叹词(二)句法.基本句型.句子按用途分类()陈述句()疑问句()析使句()感叹句.句子按结构分类()简单句()并列句（)复合句(二)构词法.派生法.台成法.转换法四、阅读考生应能读懂各种题材(包括社会生话、人物传记、科普、史地、政经、文化等)和体裁(包括记叙文、说明文、描写文、议论文、应用文等)、生词量不超过所读材料的文字材料。
考生应能理解所读材料的主旨大意，掌握主要事实和有关细节，辨识作者的基本态度和观点，能根据有关信息进行一定的推理、判断或引申。
五、翻译考生应能理解所给出的语言情景，能够运用相关的语言知识完成所规定的句子翻译任务。
考试形式及试卷结构试卷总分：分考试时间：分钟考试方式：闭卷，笔试试卷内容比例语法与词汇约阅读理解约单词释义约补全对话话约汉译英约英译汉约详细的考查内容和要求如下：部分考察内容题号题量分值一语法与词汇二阅读理解三单词释义四补全对话五汉译英六英译汉合计教案方式与考核方式：教案方式：面授辅导、平时作业考核方式：考勤、作业和考试。
英语语法中的语法总结与复习方法
英语语法中的语法总结与复习方法语法是英语学习中重要的一部分，掌握好语法规则能够帮助我们更准确地表达意思。
然而，许多学习者在学习语法时感到困惑和无从下手。
本文将介绍一些语法总结与复习方法，帮助大家更好地学习和掌握英语语法。
一、掌握基本语法知识在开始语法学习之前，首先需要掌握基本的语法知识，包括主谓宾结构、时态、语态、修饰语等基本概念。
了解这些基础概念将有助于我们理解和分析复杂的语法规则。
二、学习语法规则学习语法需要系统地掌握各种语法规则，例如名词的单复数形式、动词的时态和语态变化、代词的使用等。
可以通过查阅语法书籍、参加语法课程或者在网上搜索相关资源来学习语法规则。
同时，要注重理解规则的应用，并进行大量的练习以巩固所学知识。
三、总结语法要点语法知识繁多，我们可以通过总结语法要点来记忆和理解。
可以将语法要点整理成表格、图表或者笔记等形式，以便于我们随时回顾和复习。
例如，可以将各种时态的构成和用法整理成表格，以帮助我们更清晰地记忆。
四、应用语法知识学习语法并不仅仅是为了记忆规则，更重要的是能够灵活运用。
在实际的英语学习和交流中，我们应该尽量多地使用语法知识，例如在写作和口语表达中积极运用各种语法结构。
通过不断的实践，我们将更加熟练地掌握和运用语法知识。
五、多做练习和巩固复习是巩固语法知识的关键。
可以通过做练习题、参加语法测验或者使用语法学习网站等方式进行复习和巩固。
同时，也可以参考语法练习书籍和教材，选择适合自己的练习内容进行学习。
通过大量的练习，我们可以更好地理解和掌握语法知识。
六、模仿和分析范例阅读英语文章和文本是提高语法水平的有效方式之一。
可以选择一些经典的英语文章，通过分析其语法结构和使用方式来提高语法意识和水平。
同时，也可以模仿这些范例，将所学的语法知识应用到自己的写作和表达中。
七、寻求帮助和互动学习语法过程中，难免会遇到难以理解或者混淆的地方。
这时，我们可以寻求老师、同学或者其他学习者的帮助，进行讨论和交流。
初中英语八种时态归纳复习要点
初中英语八种时态归纳复习要点初中英语语法时态一、一般现在时概念：经常、反复发生的动作或行为及现在的某种状况。
时间状语：always, usually, often, sometimes, every week (day, year, month), once a week, on Sundays, etc.基本结构：①be动词;②行为动词否定形式：①am/is/are+not;②此时态的谓语动词若为行为动词，则在其前加dont,如主语为第三人称单数，则用doesnt，同时还原行为动词。
一般疑问句：①把be动词放于句首;②用助动词do提问，如主语为第三人称单数，则用does，同时，还原行为动词。
初中英语语法时态二、一般过去时概念：过去某个时间里发生的动作或状态;过去习惯性、经常性的动作、行为。
时间状语：ago, yesterday, the day before yesterday, last week(year, night, month), in 1989, just now, at the age of 5, one day, long long ago, once upon a time, etc.基本结构：①be动词;②行为动词否定形式：①was/were+not;②在行为动词前加didnt，同时还原行为动词。
一般疑问句：①was或were放于句首;②用助动词do的过去式did 提问，同时还原行为动词。
初中英语语法时态三、现在进行时概念：表示现阶段或说话时正在进行的动作及行为。
时间状语：now, at this time, these days, etc.基本结构：am/is/are+doing否定形式：am/is/are+not+doing.一般疑问句：把be动词放于句首。
初中英语语法时态四、过去进行时概念：表示过去某段时间或某一时刻正在发生或进行的行为或动作。
时间状语：at this time yesterday, at that time或以when引导的谓语动词是一般过去时的时间状语等。
高三英语复习课(词汇)要点 PPT课件 图文
5. __________ from heart trouble for years,
Professor White has to take some medicine with
him wherever he goes. (2001年春季上海)
A. Suffered
B. Suffering
C. Having suffered
—Taking plenty of exercise every day. A. power B. strength C. force D. energy
2. I’m trying to break the __________ of getting up
too late. (2009年天津)
A. tradition
out of danger
risk one’s life to save the child
safe and sound have a sound sleep
Practice Makes Perfect!
I. 单项填空
1. —You are always full of __________. Can you tell me the secret? (2007年福建)
2. 《英语课程标准研修》：词汇在发展听、 说、读、写能力中起重要作用，影响听、说、 读、写活动成功与失败的诸多因素中，词汇 因素居主要因素的首位。
3.《英语教学心理学》：英语学习者词汇 量的大小和词汇运用的熟练程度，往往是衡量 其英语水平的重要指标之一。
4.新课程对高中毕业生要求掌握的词汇量. 扩增到3660词（八级要求，3300个单词和360 个短语或词组），让我们更清楚的看出词汇在 语言学习中的重要性。
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英语复习要点 听力：Exercise one Directions:In this part ,you will hear 5 short conversations. 1、A)Bob’ half sister B)Bob’ cousin C)Bob’s aunt D)Bob’s wife 2、A)8933466 B)8913462 C)8913526 D)8913427 3、A) Teacher and student B) Doctor and patient C)Shop assistant and customer D)Husband and wife 4、A)20 B)18 C)19 D)21 5、A)Buy some food B)Buy some fish C)Buy some flowers and fruit D)Buy some vegetables and fruit Exercise two Directions:In this part ,you will hear a long conversation. 6、A)He is very tired B)He is very busy C)He is very helpful D)He is very kind 7、A)$10 B）$20 C)$30 D)$ 40 8、A) Because he wants to go outside B)Because he wants to play with him C)Because he wants to borrow another $10 from him D)Because he wants to have dinner with him 9、A）Are you tired B)How much do you make an hour ? C) May I please borrow $10? D)Can I buy an hour of your time ? 选词填空： 1、I’ve never believed that the only way to get an education is to sit at a desk with four walls around you.The world is our classroom and our home ,a 41-foot sailing boat ,takes us there. My husband and I(1) dream (2)desire (3)added (4)intelligent (5)challenged （6）devised （7）choosing (8)topics (9)advantage (10)outweigh 2、women in the United States and in many other countries participate in a growing number of sports and games .This has not always been the case ,however. In fact, women have not been as (1) active (2)catch (3)image (4)delicacy (5)involved (6)view (7)allowed (8)considered (9)highly (10)different 完形填空： 1、We all have weaknesses and strengths -no matter who we are. Sometimes the weaknesses seem to 1)C the strengths and sometimes it’s the other way around . some people get 2)B easily. Some 3)D to manage their finances properly. Some people are 4)A communicators and struggle with relationships. (1)A、weigh B、weight C、outweigh D、under weigh (2)A、well B、sick C、excellent D、bad (3)A、struggled B、struggles C、struggling D、struggle (4)A、hopeless B、hopeful C、useless D、useful (5)A、receive B、adapt C、accept D、adult (6)A、using B、facing C、losing D、ending (7)A、tremendous B、wonderful C、real D、glorious (8)A、limit B、add C、increase D、declines (9)A、took part B、attended C、entered D、came (10) A、overcome B、go by C、overestimate D、transfer (11)A、principal B、principle C、political D、popular (12)A、randomly B、regularly C、properly D、often (13)A、on B、at C、from D、in (14)A、same B、familiar C、similar D、different (15)A、assure B、believe C、suppose D、suspect (16)A、voice B、rewards C、advice D、teaching (17)A、in spite B、in spite of C、in respect D、in respect of (18)A、profession B、job C、behavior D、effect (19)A、main B、credible C、significant D、visible (20)A、missed B、missing C、losing D、loose 2、I was raised speaking English,but I also spoke Spanish at home .when I went to school for the first time, I 1)A in ESL classes -classes of English 2)D a Second language .I was also put in the Limited Proficiency Program(水平有限的培训项目）。In all these classes ,I always got the 3）A grades .I was the best reader and speaker .There was no 4)D for me to be in any of those classes. (1)A、was enrolled B、had enrolled C、would enroll D、was enrolling (2)A、of B、with C、for D、as (3)A、highest B、fewest C、most D、lowest (4)A、evidence B、effect C、result D、reason (5)A、observed B、discovered C、invented D、realized (6)A、as a result of B、in terms of C、instead of D、for the sake of (7)A、another B、many C、other D、few (8)A、reflect on B、complain about C、watch over D、respond to (9)A、nothing B、anything C、everything D、something (10)A、through B、into C、over D、out of (11)A、while B、although C、but D、because (12)A、reward B、receive C、contribute D、award (13)A、purpose B、excuse C、plan D、suggestion （14）A、family B、neighborhood C、group D、household （15）A、way B、course C、method D、direction （16）A、stopped B、prepared C、held D、remained （17)A、until B、if C、after D、unless (18)A、let B、preferred C、transferred D、made (19)A、where B、what C、that D、which (20)A、foreign B、non-native C、native D、local
语句翻译： 1、按照他所拥有的知识来衡量，他非常富有。（in terms of) He is quite rich in terms of knowledge ,he has with himself. 2、童年艰难生活给他的磨练对于他的成功有很大的影响。（comply with) The hardship he experiences in his childhood had an great effect on his success. 3、这份表格只能由你来签字。（other than ) This form can’t be sighed buy anyone other than you self.