英语教学法重点难点

《英语教学法》（上）（下）课程教学重点、难点及要求

Unit 1 导论

1．学习理论：行为主义学习理论，认知学习理论和结构学习理论；

2．Krashen有关第二语言习得的5个假说，“学习”与“习得”的不同，包括Ellis的Instructed Second Language Acquisition，以及对外语教学的启示；

3．外语教学发展史。要求掌握各教学法的理论基础、课堂操作方式、适合的教学内容和教学对象以及优缺点等；

4．课程设置，各类大纲和课程之间的关系，评估现行中学英语教材。掌握LARA策略，合理使用教材为教学服务；

5．需求分析理论（Needs Analysis）以及在教学中的运用；

6．教师的自我发展，包括教师职业素质的构成，教师自我发展的途径；

7．教学策略理论：教学策略的内涵和教学策略的组成。

Unit 2 交际法

1．交际教学法产生的背景；

2．交际的内涵以及对教学的启示；

3．交际教学法的原则及特征；

4．交际教学法的教学目标；

5．交际能力的内涵；

6．不同学者对交际教学法的诠释；

7．交际教学中教师和学生的角色；

8．交际教学对学习材料的要求，“真实”材料的运用；

9．交际教学课堂活动的安排，所采用的教学模式；

10．交际活动的内容；

11．根据自己的教材设计一堂交际教学课。

Unit 3 阅读教学

1．“阅读”的内涵，掌握有关阅读的几种观点，包括心理猜测理论和互动阅读理论。

2．影响有效/流畅阅读的因素；

3．有关良好阅读者的研究；

4．阅读教学中学生动机的激发；

5．阅读教学模式：top-down approach, bottom-up approach 和interactive approach；各模式的理论依据，课堂操作方式，优缺点等；

6．阅读的层次，包括read the lines, read between the lines 和read beyond the lines (plain sense reading, deductive reading, projective reading)。能举例说明各阅读层次，如何开展教学活动培养三层阅读理解能力；

7．阅读过程：pre-reading, while-reading 和post-reading。各阶段活动如何开展，运用的是什么教学模式，可开展哪些活动。要求能够就具体材料设计出各阅读阶段的教学活动，写成教案，进而在班内演示，能充分讨论具体材料的各种可能性操作；

8．阅读策略的培养，包括the Strategic Teaching Mode, the Cognitive Academic Language Learning Approach 和the Reciprocal Teaching Approach。

Unit 4 听力教学

1．现实听与课堂听的不同，以及对外语教学的启示；

2．影响听力的因素；

3．听力教学中学生动机的激发；

4．听力教学模式：bottom-up approach，top-down approach 和interactive approach。掌握各类模式的操作方式；

5．听力教学的内容，如何教授和训练这些内容；

6．听力策略和听力教学策略有哪些；

7．听力材料的选择；

8．听力教学活动的安排；

9．听力教学的过程：pre-reading, while-reading 和post-reading，各阶段的教学目的，操作方式和可采用的活动。要求根据具体学习材料写出每一阶段的教案并在班内演示，充分讨论各种操作方式的适用性，有效性等。

Unit 5 口语教学

1．现实生活中的口头交际特点以及对外语教学的启示；

2．会话技巧及其培养；

3．口语课的教学内容；

4．口语课的教学原则；

5．口语课的课堂教学模式，包括3P模式和task-based approach；

6．口语课的课堂教学程序：presentation, practice 和production。掌握展示的内容、技巧方法和有效的教学活动。要求能根据具体的学习材料设计各阶段的教案。

《英语教学法》(下)

Unit 6 写作教学

1. “good writing”的6大特点；

2. 写作教学的原则；

3. 写作教学的模式：结果定向(product-oriented approach)，内容定向(content-oriented approach)，过程定向(process-oriented approach)和交际定向(communication-oriented approach)；

4. 写作的基本要求；

5. 过程定向写作模式的写作教学过程：pre-writing, drafting, revising and editing, 和second drafting；

6. 写作与其它活动的结合。

Unit 7 语法教学

1．显性语法教学和隐性语法教学；

2、语法教学的原则（动机原则，效率原则，变化原则，全面原则，程序原则，交际原则和手段原则）是什么，在教学中如何体现；

3、语法教学的模式：演绎教学模式(deductive approach)、归纳教学模式(inductive approach)和基于任务的教学模式(task-based approach) ；

4、语法教学的程序：presentation，practice ，production和evaluation；

5、阅读和听说课中的语法教学。

Unit 8 词汇教学

1.????? 词汇教学的内容（意义，语法，信息和运用）；

2、单词的记忆方法以及对教学的启示；

3、词汇的选择，即教学中词汇选择的标准；

4、词汇教学的过程教学模式：“展示”“运用”和“测评”；

5、词汇学习的策略和词汇记忆技巧；

6、词汇教学中学生学习动机的激发；

7、要求能根据具体语言材料撰写词汇教学教案，设计出词汇教学的活动。

Unit 9 备课

1.??? “lesson”所包含的内容（至少5部分）；

2、影响“教案设计”的因素（物理因素，人文因素和大纲因素）；

3、教案设计中应考虑的因素（至少8条）；

4、“教案”的组成部分；

5、教案设计中对教材的处理；

6、教案的两种格式：图表式和文字叙述式；

7、教案的语言要求；

8、将本单元教案的撰写与听、说、阅读、写作等具体课型联系起来，要求根据具体的课程材料写出教案。

Unit 10 and Unit 11 课堂管理（上）（下）

1、影响课堂组织的因素；

2、课堂组织的内容；

3、课堂组织中教师的角色；

4、课堂组织中课堂交互模式；

5、教师指令给予的原则；

6、课堂教学中教师如何“纠错”；

7、如何创造舒适的学习环境及如何激发学生的动机；；

8、课堂教学中的提问在课堂组织中的运用，提问的策略；

9、如何处理不守纪律的学生及学生之间的不平衡；

10、应能举出课堂组织的各种实例，综合各个学生的意见，讨论处理方式的得体性，挖掘其对语言学习，语言教学，以及教育和心理学知识的运用；

11、如何在教案中展示课堂组织的方式。

Unit 12 测试

1．测试类型；

2．测试设计的基本原则；

3．设计阅读、词汇、语法、听力、写作等各项能力的测试；

4．阶段测试与教学的关系；

5．学习进度情况测试。

英语教学法（2）样题

Section I. Basic Theories and Principles (30 points)

Directions: Choose the best answer from A.B. or C for each question. Write your answer on the Answer Sheet. 1．What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference?

A. Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.

B. Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.

C. Lexical devices that use the repetition of key words or synonymous words to link sentences together.

2. What will a good writer usually do in the pre-writing stage of the writing process?

A. Make decisions on the purpose, the audience, the contents, and the outline of the writing.

B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.

C. Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.

3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks?

A. Controlled writing.

B. Guided writing.

C. Free writing.

4．Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be

used?

A. Descriptive grammar.

B. Prescriptive grammar.

C. Traditional grammar.

5. When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using?

A. Deductive grammar teaching.

B. Inductive grammar teaching.

C. Traditional grammar teaching.

6. In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing language?

A. Presentation Stage.

B. Practice Stage.

C. Production Stage.

7. How can we help students to memorize a new word more effectively?

A. Put the new word in a context, relate it to known words, and use illustrations.

B. Pre-teach the new word of a text, pronounce it correctly, and group it.

C. Put the new word in a list of unconnected words with illustrations.

8. Which of the following techniques can best present the word “pollution”?

A. Show or draw a picture.

B. Give a definition or an example.

C. Demonstrate the meaning by acting or miming.

9. Whether two words go together with each other or not is an issue of what?

A. Connotation.

B. Register.

C. Collocation.

10. Among the following factors that may affect a lesson plan, which one includes classroom size?

A. Human factors.

B. Physical conditions.

C. Syllabus and testing.

11. What are the most important parts of a lesson plan?

A. Textbooks and classroom aids.

B. Anticipation of problems and flexibility in dealing with them.

C. Objectives of the lesson and procedure to achieve them.

12. Why do we need to design tasks to supplement the textbook?

A. Textbooks usually are not well written.

B. Textbooks need adaptations to fit the needs of their target students.

C. Textbooks only cover a limited amount of language skills.

13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environment?

A. Textbook, exercise book, teacher’s book, and blackboard.

B. Interaction between teacher and students.

C. Arrangement of desks and chairs.

14. What role does a teacher take to create an environment in which learning can take place?

A. Instructor.

B. Manager.

C. Assessor.

15. Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management?

A. People.

B. Environment.

C. Organization.

Section II: Problem Solving (30 points)

Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.

16. In a writing class, the teacher asks the students to write an article about their hometown. To help the students, the teacher also provides a well-written article about hometown by a famous writer as a sample. Students are instructed to follow the style and the organization of ideas of the sample article.

17. In a grammar class, the teacher teaches the use of “some”and “any”in the following way:

A. Explains the rules of their usage.

B. Provides some examples to illustrate the usage of the two words.

C. Ask the students to do pattern dills.

D. Ask the students to apply the rules to given situations.

18. When teaching a new reading passage, the teacher writes all the new words on the blackboard and asks the students to look them in dictionaries. Then the teacher explains the meaning of these new words in simple English, usually by providing some examples of their usage. Sometimes, the teacher may provide the Chinese versions for these words. After dealing with the vocabulary, the teacher will then shift their focus to the reading passage.

19. When preparing a lesson, some teachers just rely on the teacher’s book. Before teaching a lesson, they will just look up the new words in the dictionary and copy paraphrases from the teacher’s book onto the student’s book. In class, they will just follow the instructions provided by the teacher’s book.

20. This is a traditional classroom. The student’s desks are arranged neatly in rows and columns, while the teacher’s desk is placed in the front the classroom on a platform. The teacher comes into the classroom. All students stand up to greet the teacher and the teacher greets back. Then the teacher starts to talk and the students start to take notes. From time to time, the teacher will ask some questions to the whole class, and those students who know the answers will respond. At other time, the teacher will point at an individual student and asks a question. The teacher also asks the students to do some readings or exercises quietly in class. As the students finish their job, the teacher collects their work and tells them that they will get feedback over the next week.

Section III: Mini-lesson Plan

Directions: Read the two text below and complete the teaching plans. Write your answer on the Answer Sheet. 21. Please design a writing activity for a writing class based on the following instruction:

Study the two texts, which are based on information given in the table. Then write similar texts of your own, to form part of a letter telling someone how to get to a place.

Destination Alternatives

1 2 Time for

1 2

Airport

Sports ground

Supermarket

Cinema

Hospital

Railway station Coach taxi

Tube bus

Taxi bus

On foot taxi

Bus on foot

Taxi bus

1/2 hour 20 mins

10 mins 20 mins

5 mins 10 mins

1/2 hour 5 mins

* *

* *

*Use nay suitable period of time

Text 1

You can go to the airport either by coach or by taxi. If you go by coach, it takes at least half an hour. By taxi, on the other hand, it takes only ten minutes. For that reason, I suggest the second possibility.

Text 2

There are two ways of getting to the sports ground, either by tube or by bus. By tube it only takes ten minutes, while if you go by bus, on the other hand, it may take you over twenty minutes. My advice to you then, it to go by tube.

Type of the activity (e.g. brainstorming, information-gap, role-play, problem-solving, etc.)

Objective(s) of the activity

Classroom organization of the activity

Teacher’s role(s)

Students’role(s)

Teacher working time

Student working time

Teaching aid(s)

Predicated problem(s)

Solution(s)

Procedures 1)

2)

3)

4)

22. You are going to teach some vocabulary about temperature. Please design a vocabulary activity based on the following instruction:

Look at the box below and try to find out the meaning of each word in a dictionary. Then arrange the words to show their differences in the degree of temperature. Finally, try to make a sentence using each of the words

Freezing cold chilly cool mild warm hot

Type of the activity (e.g. using word field, answer questions, information-gap, role-play, etc.)

Objective(s) of the activity

Classroom organization of the activity

Teacher’s role(s)

Students’role(s)

Teacher working time

Student working time

Teaching aid(s)

Predicated problem(s)

Solution(s)

Procedures 1)

2)

3)

4)

英语教学法（2）样题参考答案

Section I. Basic Theories and Principles (30 points)

1. B

2.A

3.B

4. A

5. B

6. C

7. A

8. B

9. C 10. B

11. C 12. B 13. C 14. B 15. C

Section II: Problem Solving (30 points)

16. Problem: The teacher’s instruction to the students is too general and it may leave the students with too much room to choose from. There is no help provided for the students to develop a sense of purpose and a sense of audience. Without a sense of purpose and audience, the students may either feel confused by all possible things that could be included in the writing, or just follow the contents covered in the sample article.

Solution: The teacher could first narrow down the topic by providing a situation for the students, such as writing a tour guide for their hometown. Then, help the students to work out possible contents that could be included in the writing, such as location, population, resources for tourism, places of interests, etc. The teacher could also help the students to decide the writing style based on their writing purpose and targeted audience.

17. Problem: The teacher teaches grammar in a deductive way. This approach is usually mechanical and dull. The students learn the rules passively with little involvement in the process of working them out. Since rules are sometimes too restrictive, there are lots of exceptions that may confuse the students. This method is usually more concerned with form than use. If students meet the new structure in isolated sentences, they may not get a feel for when and how to use the structure. They are very likely to go on using in incorrectly.

Solution: Bring in the inductive grammar teaching approach. By combining the two ways of teaching grammar

together, the teacher can achieve a much better result than using either way exclusively. The teacher could first give the students a context and ask them to work out the rules. After collecting the students’suggestions, the teacher could then tell them the existing rules and explain exceptions to the rules. This way, the students will be actively involved in the thinking process and may understand the rules better. They will also be aware of the fact that grammar rules are worked out by people observing the use of language, so they may change as people’s use of language may change.

18. Problem: The students taught in this way are mainly receiving passive knowledge from the teacher. They merely learn to understand these vocabularies, rather than how to use them. The new words are not taught from a context, and there is no practice of using them in an authentic or a near authentic situation. This students will not learn these new words in an efficient way.

Solution: The students need to learn passive knowledge and active knowledge at the same time. The teacher could use various means to help the students to understand the vocabulary. For some, they can use illustrations, for some, they can use definitions, and for others, they can guess from the context. The teacher could also use different ways to help the students to use the new words. Exercises like information gap, crosswords, quiz, or recording new words all can help the students to learn vocabulary in a more efficient way.

19. Problem: Though the teacher’s book may provide very good references and guidance for the teacher, it is not enough. The textbooks we are using usually are not written just for our students. For different students, they have different needs. We need to adapt the textbook to meet the need of our students. Other factors like the physical conditions, our syllabus and system of testing may also affect our planning for a lesson. If we failed to consider all the factors that may affect our teaching, we will not achieve a good result in our teaching.

Solution: A lesson plan is very important in the success of teaching. For whatever lesson we are going to teach, we need to have a good lesson plan. First, we need to define the objectives of the lesson plan. That is what we hope to achieve. Then, we need to decide the classroom aids required, such as blackboard, white board, overhead projector, audio-visual facilities, etc. Next, we need to plan the procedure of the lesson, like what will be done, when, by whom, etc. We also need to have a contingency plan in case something unexpected may disrupt the plan. Last, we need to have a checklist to assess our implementation of the plan to see if everything is as planned and what need to be improved.

20. Problem: This class has no classroom management at all. The teacher plays a simple role as an instructor and controls every activity of the students. Desks are arranged in a teacher centered way. There is very little students’involvement in the teaching process, and no pair work or group work at all. And we see no effort of using the teaching tools to facilitate the teaching environment. There seems no natural communication between the teacher and the students.

Solution: The purpose of classroom management is to create a positive learning environment in which the students will show a willingness to achieve the targets we have set. A good environment needs people’s effort as well as good physical environment. A teacher should play the role of a helper rather than a controller. The desks in the classroom should be arranged to show learner-conteredness. The teacher should communicate with the students in a polite way and show great care and encouragement towards the students. The teacher may also adapt the textbook and use audio-visual aids to make the lesson lively and interesting.

Section III: Mini-lesson Plan

Directions: Read the two text below and complete the teaching plans. Write your answer on the Answer Sheet.

Section III: Mini-lesson Plan 40 points

Type of the activity (e.g. multiple-choice questions, short-answer questions, information-gap, role-play, problem-solving, etc.) 1 point

Objective(s) of the activity 2 point

Classroom organization of the activity 1 point

Teacher’s role(s) 1 point

Students’role(s) 1 point

Teacher working time 1 point

Student working time 1 point

Teaching aid(s) 1 point

Predicated problem(s) 1 point

Solution(s) 1 point

Procedures 1) 2 point

2) 2 point

3) 2 point

4) 2 point

21. (供参考)

Type of the activity (e.g. brainstorming, information-gap, role-play, problem-solving, etc.) Reading sample texts, brainstorming

Objective(s) of the activity 1. Generate ideas based on given information;

2. Learning to organize ideas in a written text (from general information to detailed information, suggestions or advice provided and reasons for that, etc.)

Classroom organization of the activity Pair or group work

Teacher’s role(s) Instructor, organizer, facilitator

Students’role(s) Active participant, helping each other

Teacher working time 5-10 mins

Student working time 10-15 mins

Teaching aid(s) Some pictures of the destination being listed;

Some cardboards indicating means of transportation and estimated time for each alternative

Predicated problem(s) Students may raise more authentic alternatives and estimated time for writing suggestions and advice.

Solution(s) Tell the students that the information provided are just based on common knowledge and are mainly served as guidance for them.

Tell the students that they are encouraged to use more authentic situations to write their own texts.

Procedures 1) Help students to understand the information in the text and the purpose of writing.

2) Summarize the organization of the ideas for the writing of suggestions and advice.

3) Use teaching aids such as pictures of destinations, cardboards with means of transportation and time for each alternative to help the students prepare for their writing. The teacher may hold a picture of destination and invite students to pick the cardboard of alternatives and add suitable time for it. The students may pick several means of transport and explain the advantages and disadvantages of using them.

4) Ask students to work out each one’s organization of ideas in pairs or groups. Make the students aware that the text usually begins with a general introduction, then followed by detailed information for each alternative, and last with a suggestion or advice supported with reasons.

22. （供参考）

Type of the activity (e.g. using word field, answer questions, information-gap, role-play, etc.) Using word fields, sentence-making

Objective(s) of the activity 1. Understand the meaning of temperature-related words

2. Distinguish the differences in degree of these temperature-related words

3. Use these words competently

Classroom organization of the activity Pair work or group work

Teacher’s role(s) Instructor, organizer, facilitator

Students’role(s) Active participant

Helping each other

Teacher working time 5-10 mins

Student working time 20-25 mins

Teaching aid(s) Blackboard illustration of vocabulary steps and cardboards with one word on each of them Predicated problem(s) Students may tend to use Chinese in vocabulary exercise.

Solution(s) Tell the students try to avoid using Chinese as much as possible while doing vocabulary exercise. Procedures 1) Ask the students to work out the meaning of these words by looking them up in a dictionary.

2) Draw a series of steps on the blackboard. Write “cool”on a middle step. Ask the students to work in groups to decide words on the other steps that are colder or warmer than the word “cool”.

3) Invite 7 students to pick up a word each. Then instruct them to line up according the degree of temperature of the words they are holding. The teacher may invite several groups of students to do so or may shift order from left or right to from right to left. The teacher should give the correct order in the end.

4) Ask the students to work in pairs to practice use of these words. One may produce a cardboard, and the other try to make a sentence using this word. Then the two shift turns until they finish practicing all the words.