初中英语教学法主要知识点全英文

What makes a good qualified english teacher?A plan of given material.1 CLT :Communicative Language Teaching2 TBLT:Task-based Language Teaching3 PPP:Presentation,Practice and Production. 3P教学法4 Macro Planning 宏观计划It plans over a longer period of time，for instance, planning for a whole programme or a whole-year course.6 Micro planning 微观计划It plans for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.7 The guided discovery method 指导发现法It is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.8 Implicit knowledgeIt refers to knowledge that unconsciously exists in our mind,which we can make use of automatically without making any effort.9 Explicit KnowledgeIt refers to our conscious knowledge about the language.10 Bottom-up model 自上而下/文本驱动模式The way teaches reading always reflects the way one understands reading and the reading process.11 Top-down model 图示驱动模式One's background knowledge plays a more important role than new words and new structures in reading comprehension.12 Interactive model 交互模式The current theory views reading as an interactive process. That is to say,the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text.13 AssessmentIt involves the collecting of information or evidence of a leaner's learning progress and achievement over a period of time for the purposes of improving teaching and learning.14 Sight V ocabulary 即识词汇Words that one is able to recognise immediately are often referred to as sight vocabulary.In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain.15 Information Gap信息沟16 Portfolio学习文件夹成长记录袋It is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills,abilities and attitudes related to their study.17 Mechanical PracticeIt involves activities that are aimed at form accuracy.18 Meaningful PracticeIt focus on the production,comprehension or exchange of meaning though the students ' keep an eye on ' the way newly learned structures are used in the process.19 Criterion-referenced assessmentCriterion-referenced language assessment is based on a fixed standard or a set criterion.20 Norm-referenced assessmentIt is designed to measure how the performance of a particular student or group of students compares with the performance of another students or group of students whose scores are given as the norm.21 On -the-use evaluationIt means the evaluation which is carried out independent of its users or before it gets into the classroom.22 In-the-use evaluationFor in-the-use evaluation,evaluation is done based on the user's opinions about how useful and effective it is for promoting learning.1 What is the communicative competence?It includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.2 Principles of CLTmunicative principle:Actives that involve real communication promote learning.B.Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.C. Meaningfulness principle: language that is meaningful to the learner supports the learning process.3 The 6 orientation for evaluating the communicative classroom acting.A. Communicative purpose:The activity must involve the students in performing a real communicative purpose rather than just practising language for its own sake. 目的B. Communicative desire:The activity must create a desire to communicate in the students. 交际欲望C. Content,not form:When the students are doing the activity, they must be concentrating on what they are saying,not how they say it.有内容，不是考虑形式D. Variety of language: The activity must involve the students in using a variety of language,not just one specific language form.E. No teacher intervention:The activity must be designed to be done by the students working by themselves rather than with the teacher.干涉F. No materials control: The activity should not be designed to control what language the students should use.4 Four components of the taskA. A purpose: making sure the students have a reason for undertaking the taskB. A contact: this can be real,simulated or imaginary,and involves sociolinguistic issues such as the location, the participants and their relationship,the time,and other important factorsC. A process:getting the students to use learning strategies such as problem solving reasoning,inquiring, conceptualising and communicating.D. A product: there will be some form of outcome, either visible or invisible.5 Principles for good lesson planningA. Aim. It means the realistic goals for the lesson.B. Variety. It 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.C. Flexibility. It means preparing some extra and alternative tasks and activities so that teachers have the options to cope with the unexpected situations rather than being the slaves of written plans or one methodology.D. Learnability. It means the contents and tasks planned for the lesson should be within the learning capability of the students.E. Linkage. It means the stages and steps within each stage are planned in such a way that they are someway linked with one another.6 Measures for indisciplined actsA. Act immediately. If possible, indisciplined acts should be immediately stopped so that less damage is made.B. Stop the class. If the indiscipline hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.C. Rearrange the seats. If students are moved to the front of the class they will behave better.D. Change the activity.E. Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class.F. Create a code of behaviour. It means the teacher and students can work together to create some basic rules for the class during activities.7 How to deal with errorsA. Make a distinction between an error and a mistake. 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. An error has direct relation with the learners' language competence.B. Dealing with spoken errorsC. Choose proper time to correctD. How to correct. Avoid damaging students' self esteem and confidence.8 Goal of teaching pronunciationA. Consistency:the pronunciation should be smooth and natural.B. Intelligibility:the pronunciation should be understandable to the listeners.C. Communicative efficiency:the pronunciation should help convey the meaning that is intended by the speaker.9 What does it mean to know a word.A. It means knowing its pronunciation and stressB. Knowing its spelling grammatical propertiesC. Knowing its meaningD. Knowing how and when to use it to express the intended meaning.10 Ways of presenting vocabularyA. Try to provide visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.B. Provide a verbal context to demonstrate meaning.C. Use synonyms or antonyms to explain meanings.D. Use lexical sets or hyponyms to show relations of words and their meanings.E. Translate and exemplify,especially with technical words or words with abstracts meaning.F. Use word formation rules and common affixes to build new lexical knowledge on what is already known.G. Teach vocabulary in chunks.H. Think about the context in real life where the word might be used.I. Think about providing different context for introducing new words.J. Prepare for possible misunderstanding or confusion that students may have.11 Principles for teaching speakingA. Balancing accuracy-based with fluency-based practices.B. Contextualising practiceC. Personalising practiceD. Building up confidenceE. Maximising meaningful interactionsF. Helping students develop speaking strategiesG. Making the best use of classroom learning environment to provide sufficient language input and practice for the students12 The main procedures of process writingA. Creating a motivation to writeB. Brainstorming,C. MappingD. FreewritingE. OutliningF. DraftingG.editingH. RevisingI. ProofreadingJ.conferencing13 Methods for assessmentA. Summative and formative assessmentB. Teacher's observationsC. Continuous assessmentD. Self-assessment and peer assessmentE. Project work学习日志F. Portfolios学习文件夹成长记录袋。