教学法考点

Principles2.4 Principles of CLT (Communicative language teaching)1 Communication principle：activities involve real communication to promote learning.2 Task principle：activities in which language is used for Carrying out meaningful tasks promote learning3 Meaningfulness principle：Meaningful language to the learner supports the learning process3.2 Designing principles for the National English Curriculum[kʌ'rɪkjʊləm]课程1) Aim for educating all students, and emphasize quality-oriented education.素质教育2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives,能力本位目标and allow flexibility[,fleksɪ'bɪlɪtɪ]灵活性and adaptability. [ə,dæptə'bɪlətɪ]适应性；可变性4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative['fɔ:mətiv形成的；造型的；格式化的assessment,评定；估价and give special attention to the development of competence. 6) Optimize learning resources, and maximize opportunities for learning and using the language.考点(10分)4.2 Principles for Good Lesson Planning1.A im: the realistic goals for the lesson; whatstudents are able to do by the end of the lesson;2.V ariety: different types of activities; a wideselection of materials;3.F lexibility:[,fleksɪ'bɪlɪtɪ preparing some extraand alternative tasks and activities4.L earnability:[,lə:nə'biliti] . 可学习性；易学性the contentsand tasks planned should be within the learning capability of the studentsDoing things that are beyond or below the student s‟ coping ability will diminish their motivation (Schumann, 1999)5.L inkage:连接；结合；联接the stages and the stepswithin each stage are linked with one another.9.4 Principles for teaching listening考点9.4.1 Four principles1.F ocus on process: listening is as active a skill as speaking (attending, parsing, decoding,破译；译解re-encoding, understanding…)2.C ombine listening with other skills: listening is not an isolated skill. Listening +speaking (retelling, interviewing, discussion, answers); listening+ writing (note-taking, a writing task).3.F ocus on comprehension of meaning: listening comprehension, not memory checking.4.G rade difficulty level appropriately: 3 major factors –1)type of language used; 2) task orpurpose in listening; 3) context in which the listening occurs.了解9.4.2 Principles for selecting and using listening activitiesOxford (1993: 210) offered 12 principles: 1.The listening activity must have a real, communicative purpose.2.The activity must use authentic language without significantly slower or simpler speech.3.Pre-listening tasks (e.g. discussing the topic, brainstorming, presenting voc, sharing of related articles) must be used to stimulate the appropriate background knowledge and help learners identify the purpose of the activity.4.The listening text must offer content that is personally interesting and motivating to learners.5.To allow listeners to infer断；作出推论meaning from body language and relatedcontext clues, the speaker must be visible whenever possible.6.The activity must offer many environmental clues to meaning.7.When possible, the whole listening text should be given, and then divided into parts that can be repeated.8.At the end, the whole text should be given again, and ss should have opportunity to discuss their hypotheses and how they tested and altered them.9.The activity requires listeners to respond in some meaningful fashion, individually or in pairs/groups.10.The activity must be fashioned so that ss with normal background knowledge are able to understand the topic.11.The activity must be typical for its own speech type.The classroom climate must be non-threatening and positive.了解10.2 Principles for teaching speaking p.1591.B alancing accuracy-based withfluency-base practices2.C ontextualizing practice3.P ersonalizing practice4.B uilding up confidence5.M aximizing meaningful interactions6.H elping ss develop speaking strategies7.M aking the best use of classroom learningenvironment to provide sufficient languageinput and practice for ss考试11.6.1 Principles for teaching reading (184)1.T he selected texts and attached tasksshould be accessible to the ss.2.T asks should be clearly given in advance.3.T asks should be designed to encourageselective and intelligent reading for themain meaning rather than ss‟understanding of trivial details.4.T asks should help develop ss‟ readingskills rather than test their readingcomprehension.5.T he teacher should help ss developreading strategies and reading ability ingeneral.6.T he teacher should provide enoughguidance and assistance at the beginningbut gradually withdraw guidance as ssprogress.Goals and objectives了解 3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students‟ overall language ability, which iscomposed of five interrelated [,ɪntərɪ'leɪtɪd]相关的；互相联系的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 cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and culturalunderstanding.6.2 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. 可能是重点The realistic goals of teachingpronunciation are as following:☐Consistency:[kən'sɪst(ə)nsɪ]一致性；稠度；相容性the pronunciation should be smooth and natural;☐Intelligibility:[ɪn,telɪdʒɪ'bɪlɪtɪ]可懂度；可理解性；可理解的事物the pronunciation should be understandable可以理解的to the listeners;☐Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Models不知道考不考9.4.3 Models of listening processBottom-up model自底向上模型1.☐L istening comprehension starts with sound and meaning recognition, then to words, phrases, and structures.2.Top-down model☐L istening comprehension involves “knowledge that a listener brings to a text, sometimes called …inside the head‟ informat ion” (Hedge, 2000:232).☐L istening for gist[dʒɪst]主旨，要点；依据and making use of contextual clues and background knowledge to construct meaning are emphasized.必考11.6.2 Models for teaching reading模型教学阅读课本184 书上自己总结不敢自己总结案例分析case analyze……………………………描述一个教学流程活动设计design教案64页阅读部分stage step。