《英语教学法》(英语专科)复习指导
英语教学法复习说明一、复习依据1．《小学英语教学法》――从理论到实践王蔷中央电大出版社2．《小学英语教学法》导学王笃勤中央电大出版社二、主要内容第一部分有8个单元，应该重点4点：1．儿童的年龄、学习等特征2．儿童的母语习得3．多元智力理论4．儿童的学习风格第二部分是本教材的中心，也是复习的重中之重，其中包含了各种课型的教学以及歌曲、故事、游戏等在教学中的应用。
重点抓两点。
一是各课型可以采取和常采用的活动及课堂的操作程序，二是各类活动或教学手段所适应的课型教学，可以用于什么能力的培养。
比如，考查时有的题就可以覆盖面很大，包含听、说、读、写。
第三部分由两部分组成，课堂管理和备课，两部分都十分重要，课堂管理在单选及简答中都有涉及，备课单设一题，也就是试卷中的最后一题，有50分的比重，是我们复习的重点之一。
第四部分学习评估。
这一部分理论性太强，不好理解。
只要求能够分清测试、评估与评价的关系，掌握终结性评估与过程性评估的不同。
这里的不同，主要是服务对象的不同，评估方式的不同，利用手段的不同，以及结果展示的不同。
建议大家复习时除通读课本，掌握重点之外，重点要把握相关章节的“Our Comment”和“Summary”部分。
三、题型小学英语教学法考试有四部分组成，要求全部用英文作答。
1．正误判断题（20％）2．填空题（20％）3．匹配题（10％）4．活动设计（50％）复习题I.State the followings are true or false; write T or F in the brankets.1.（） In real life, language can be understood through the context, the body language, the facial expressions and the tune of the speaker.2.（）In learning a language, one does not have to understand meaning just from words of the language.3.（） Behavior receiving positive comment is likely to be repeated and behavior receiving negative comment tends to disappear forever.4.（）Lesson planning is only necessary and beneficial to new teachers; experienced teachers don’t have to make le sson plans.5.（）When working with children, the teacher should never smile and be kind to them.6.（） It is important to build a non-threatening learningenvironment for the children to experience with the language and take risks in using the language.7.（）Formative assessment focuses on the process oflearning.8.（） Children are easier to teach than adolescents or adults because they are more interested in and curious about new things.9.（）Speaking activities do not need to be always reading aloud, reciting dialogues or repeating what the teacher says.10.（） Games can provide a meaningful context for activity and help develop both a positive classroom atmosphere and a more effective learning environment.Which of the following concern target needs, and which concern learning needs. Write “T” for target needs and “L” for learning needs.1. ( ) Why are the learners taking the course?2 ( ) Why is the language needs?3. ( ) What is students’ attitude towards English?4. ( ) How will the language be used?5. ( ) What sort of techniques are likely to bore them?6. ( ) What will the content area be?7. ( ) Where will the language be used?8. ( ) What is the learning background o the students?9. ( ) What resources are available?10.( ) What are the students’interests?Which of the following are true of first language acquisition ? Tick in the blank.1. ( ) systematic study2. ( ) free learning environment3. ( ) try and error4. ( ) formal instruction5. ( ) mechanical practice6. ( ) care-take talk7. ( ) silent listening8. ( ) minimal pair practice.Which of the following are true of L1 acquisition and which are true of L2 learning? Write “A” for acquisition and “L” for learning.1. ( ) rich language environment2. ( ) conscious learning of language structures3. ( ) long time of listening before speaking4. ( ) little error correction5 ( ) more focus on form6. ( ) learning for communication7. ( ) more instrumentally motivated8. ( ) active use of languageII. Blank filling1. The initials TPR stand for .2. The teaching games that aim to practice new language itemsand develop accuracy and are often used with the whole class is games.3. When presenting new language, it is best to ask questionsto the whole class first, then to groups and finally to .4. According to Brewster, Ellis and Girard, the noisier theteacher is, the noisier the will become.5. We plan our lessons at three different levels. The first level focuses on long-term planning, the second level on short-term planning and the third on__________ planning.6. Assessment is often divided into assessment and formative assessment.7. “” means children learn when they are enjoyingthemselves without knowing that they are learning.8. Stories create opportunities for developing inchildren’s learning since they can be chosen to consolidate learning in other subjects across the curriculum.9. Pupils vary in their ways of learning. By usingrole-plays/drama we can discover their in learning and in performing different roles.10. An error occurs because the learner does not know the rulewhile a mistake is o ften caused by the learner’s or anxiety.III. What role does the teacher play in the following activities?1.The teacher gives students two minutes to skim a text, andwhen time is up, he asks students to stop and answer some questions.2.T: Do you have any hobbies?S: Yes, I like singing and dancing.T: Um, and…?S: I also collect coins.3.The teacher writes one of the five numbers on a number ofcards. Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn 2 will form group 2. Thus the students are putting into five groups in a random way.4.When a student says “ I borrowed a paper to write aletter.” the teacher says, “ Well, we don’t say a paper, we say a piece of paper.”5.When the students are doing a group-work task, the teacherjoins one or two groups for a shot period of time.6.While doing a writing task either individually or in groups,the students need to use a particular word they do not know.So they ask the student.A. source of help 1.__________________________B. controller 2.___________________________C. participant 3.___________________________D. assessor 4.___________________________E. organizer 5.____________________________F. prompter 6.____________________________IV. Design a lesson planDirections: In this part, you are to design a 15-minute speaking activity according to the material given. Make sure you include all the items of an activity described in the textbook (objective, organization, assumed time, procedure, predicted problems and solutions). You can write your design of the activity according to the table given. Make sure you give the assumed time for each step.I like singingKate: You often sing songs, Rose.Rose: Yes, I like singing. Do you like it?Kate: Yes. But I like dancing best. How about you, Lisa?Lisa: I like drawing.Kate: And you, Mary?Mary: I like reading. Look! I have a new story book here. Kate: Can we read it?Mary: Yes, let’s read it t ogether!根据以下课文，结合所学的教学理论，写一篇教案。
《英语教学法》(专科)复习指导
英语教学法复习说明一、复习依据1．《小学英语教学法》――从理论到实践王蔷中央电大出版社2．《小学英语教学法》导学王笃勤中央电大出版社二、主要内容第一部分有8个单元，应该重点4点：1．儿童的年龄、学习等特征2．儿童的母语习得3．多元智力理论4．儿童的学习风格第二部分是本教材的中心，也是复习的重中之重，其中包含了各种课型的教学以及歌曲、故事、游戏等在教学中的应用。
重点抓两点。
一是各课型可以采取和常采用的活动及课堂的操作程序，二是各类活动或教学手段所适应的课型教学，可以用于什么能力的培养。
比如，考查时有的题就可以覆盖面很大，包含听、说、读、写。
第三部分由两部分组成，课堂管理和备课，两部分都十分重要，课堂管理在单选及简答中都有涉及，备课单设一题，也就是试卷中的最后一题，有50分的比重，是我们复习的重点之一。
第四部分学习评估。
这一部分理论性太强，不好理解。
只要求能够分清测试、评估与评价的关系，掌握终结性评估与过程性评估的不同。
这里的不同，主要是服务对象的不同，评估方式的不同，利用手段的不同，以及结果展示的不同。
建议大家复习时除通读课本，掌握重点之外，重点要把握相关章节的“Our Comment”和“Summary”部分。
三、题型小学英语教学法考试有四部分组成，要求全部用英文作答。
1．正误判断题（20％）2．填空题（20％）3．匹配题（10％）4．活动设计（50％）复习题I.State the followings are true or false; write T or F in the brankets.1.（）In real life, language can be understood through the context, the body language, the facial expressions and the tune of the speaker.2.（）In learning a language, one does not have to understand meaning just from words of the language.3.（）Behavior receiving positive comment is likely to be repeated and behavior receiving negative comment tends to disappear forever.4.（）Lesson planning is only necessary and beneficial to new teachers; experienced teachers don’t have to make lesson plans.5.（）When working with children, the teacher should never smile and be kind to them.6.（）It is important to build a non-threatening learning environment for the children to experience with the language and take risks in using the language.7.（）Formative assessment focuses on the process of learning.8.（）Children are easier to teach than adolescents or adults because they are more interested in and curious about new things.9.（）Speaking activities do not need to be always reading aloud, reciting dialogues or repeating what the teacher says.10.（）Games can provide a meaningful context for activity and help develop both a positive classroom atmosphere and a more effective learning environment.Which of the following concern target needs, and which concern learning needs. Write “T” for target needs and “L” for learning needs.1. ( ) Why are the learners taking the course?2 ( ) Why is the language needs?3. ( ) What is students’ attitude towards English?4. ( ) How will the language be used?5. ( ) What sort of techniques are likely to bore them?6. ( ) What will the content area be?7. ( ) Where will the language be used?8. ( ) What is the learning background o the students?9. ( ) What resources are available?10.( ) What are the students’interests?Which of the following are true of first language acquisition ? Tick in the blank.1. ( ) systematic study2. ( ) free learning environment3. ( ) try and error4. ( ) formal instruction5. ( ) mechanical practice6. ( ) care-take talk7. ( ) silent listening8. ( ) minimal pair practice.Which of the following are true of L1 acquisition and which are true of L2 learning? Write “A” for acquisition and “L” for learning.1. ( ) rich language environment2. ( ) conscious learning of language structures3. ( ) long time of listening before speaking4. ( ) little error correction5 ( ) more focus on form6. ( ) learning for communication7. ( ) more instrumentally motivated8. ( ) active use of languageII. Blank filling1. The initials TPR stand for .2. The teaching games that aim to practice new language items anddevelop accuracy and are often used with the whole class is games.3. When presenting new language, it is best to ask questions to the wholeclass first, then to groups and finally to .4. According to Brewster, Ellis and Girard, the noisier the teacher is, thenoisier the will become.5. We plan our lessons at three different levels. The first level focuses on long-term planning, the second level on short-term planning and the third on__________ planning.6. Assessment is often divided into assessment and formative assessment.7. “ ” means children learn when they are enjoyingthemselves without knowing that they are learning.8. Stories create opportunities for developing in children’slearning since they can be chosen to consolidate learning in other subjects across the curriculum.9. Pupils vary in their ways of learning. By using role-plays/drama wecan discover their in learning and in performing different roles.10. An error occurs because the learner does not know the rule while amistake is often caused by the learner’s or anxiety.III. What role does the teacher play in the following activities?1.The teacher gives students two minutes to skim a text, and whentime is up, he asks students to stop and answer some questions.2.T: Do you have any hobbies?S: Yes, I like singing and dancing.T: Um, and…?S: I also collect coins.3.The teacher writes one of the five numbers on a number of cards.Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn 2 will form group 2. Thus the students are putting into five groups in a random way.4.When a student says “ I borrowed a paper to write a letter.” theteacher says, “ Well, we don’t say a paper, we say a piece of paper.”5.When the students are doing a group-work task, the teacher joinsone or two groups for a shot period of time.6.While doing a writing task either individually or in groups, thestudents need to use a particular word they do not know. So they ask the student.A. source of help 1.__________________________B. controller 2.___________________________C. participant 3.___________________________D. assessor 4.___________________________E. organizer 5.____________________________F. prompter 6.____________________________IV. Design a lesson planDirections: In this part, you are to design a 15-minute speaking activityaccording to the material given. Make sure you include all the items of anactivity described in the textbook (objective, organization, assumed time,procedure, predicted problems and solutions). You can write your designof the activity according to the table given. Make sure you give theassumed time for each step.I like singingKate: You often sing songs, Rose.Rose: Yes, I like singing. Do you like it?Kate: Yes. But I like dancing best. How about you, Lisa?Lisa: I like drawing.Kate: And you, Mary?Mary: I like reading. Look! I have a new story book here.Kate: Can we read it?Mary: Yes, let’s read it together!根据以下课文，结合所学的教学理论，写一篇教案。
《英语教学法(2)》复习资料
《英语教学法（2）》复习资料一、Basic Theories and Principles （每小题2分，共40分）Directions: choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet.1.What can Cloze help to train in terms of writing?e of cohesive devicesB.indention of textsC.unity of texts2.To help students understand the structure of a text and sentence sequencing, we could use____ for students to rearrange the sentences in the right order.A.cohesive devicesB. a coherent textC.scrambled sentences3.The purpose of the outline is to enable the students to have a clear organization of ideasand a structure that can guide them ____.A.in the actual writingB.in free writingC.in controlled writing4.Which of the following writing activities reflect process-orientation?A.asking the students to write an essay parallel to the text they have learned.B.Asking the students to peer edit their first draft.C.Asking the students to arrange the scrambled sentences into a paragraph.5.To achieve fluency, when should correction be conducted?A.at the summary stage of the activity.B.the moment error occurs.C.during the course of the communication.6.Which of the following activities can be used for generating ideas?A．brainstormingB．sequencingC．categorizing7. What vocabulary learning strategies does the following activity help to train?The teacher asks the students to match the verbs in column a with the prepositions in column B A. grouping B. imagery C. collocation8. Which of the following is among the physical factors that affect lesson planning?A. teaching aidsB. students’ language learning backgroundC. testing9. Which of the following grammar instruction is inductive?B.asking students to read the passage and finding out the rules for passive voice.C.explaining the structure and usage of passive voice to the students.D.asking students to read grammar books to tell the rules of passive voice in class.10.Which of the following activities can be used at the presentation stage of vocabularyinstruction?a) a vocabulary tourb)matching words with pictures.c)Dictation11. Which of the following activities belong to application in vocabulary instruction?d)asking students to complete a vocabulary map centering on SARS.e)asking students to match the words with their concurring words.f)asking students to describe an event that happened during the SARS period.12. Which of the following tasks can help effectively memorizing the new words?g)relating new words to the context.h)copying new words many times.i)Ignoring the meanings of new words.13. What should a lesson plan be like? Choose the most suitable description from the following.j) a lesson plan is a copy of explanation of words and structures.k) a lesson plan is a transcribed procedure of classroom instruction.l) a lesson plan is a series of activities to conduct in class.14. Which of the following belongs to human factors in the composition of a lesson plan?m)students’ varied needs and attitudesn)the course requiremento)size of the class15. Which of the following is among the physical factors that affect lesson planning?p)Teaching aids.q)Students’ language learning background.r)Testing.16. What is the teacher doing in terms error correction?T: Do any of you have a pet at home?S: I have cat at home. Very big cat.T: Ok. Is your cat big or small?A.helping self-correctionB.issuing direct correctionC.tolerating correction17. What role does the teacher play in the deductive presentation of grammar?s)instructort)prompteru)participant18. What is the teacher doing in terms of classroom instruction?T: Do I make myself clear?Ss: Yes!T: Now, what should we do? …Mary?M: Get in groups and talk about ….T：And what more, Lisa?A.explaining the activityB.monitoring the activityC.checking understanding19. Which of the following activities is most suitable for whole-class work?A. role-play of a dialogue involving the use of the passive voice.B. Writing about the changes of one’s hometown.C. Presenting the passive voice.20．What activity is the following seating arrangement most suitable for?A.group discussionB.acting of a playc. individual reading of the text二、Mini-lesson plan （共60分）The requirement of each activity is as following:●Presentation: present the grammar items involved in the dialogue in an inductive way.●Practice: design form-focused activity to practice the grammar item●Application: use the grammar item in real-life activity. You may follow the table given afterthe passage. Make sure the three activities are related to each other.TextTony: So what’s your pen friend’s name, Lingling?Lingling: Sally Maxwell, and she’s from Park School in London.Tony: Has she visited China before?Lingling: No, she hasn’t. But I sent her a DVD about China and she’s watched it . And she has enjoyed my messages about my life here in Beijing. So I think she’ll like it here. Tony:What about you, Lingling? Have you ever wanted to travel around the world? Lingling: Yes, I have. I’ve always wanted to go to the USA and Europe. And Sally has invited me to stay with her in England one day. The problem is the price of the ticket. Tony: Well, guess what ! Have you looked at today’s newspaper? There’s a competition.。
英语教学法复习提纲
英语教学法复习提纲
一、背景概述
1.英语教学研究的历史背景
2.英语教学法的定义和意义
二、教学目标和教材分析
1.教学目标的分类和设定
2.教材的选择和分析
3.教学资源的利用与教材的补充
三、教学法的基本原则和分类
1.教学法的基本原则
2.传统教学法与现代教学法的比较
3.教学法的分类及其特点
四、课程设计的原则和步骤
1.课程设计的基本原则
2.课程设计的步骤和要点
3.教学设计的实例分析
五、教学方法与教学技巧
1.教学方法的选择和应用
2.意义互动教学方法的实施
3.教学技巧的训练与应用
六、评估与反馈
1.评估的概念和种类
2.教学评估的重要性和方法
3.反馈的意义和方法
七、多媒体技术在英语教学中的应用
1.多媒体技术的发展与应用
2.多媒体教学的优势和挑战
3.多媒体教学案例分析
八、教学评价和自我提升
1.教学评价的概念和目的
2.教师自我提升的途径和方法
3.教学反思和改进的实践
九、教学实践总结和启示
1.教学实践的经验总结
2.教学实践对教师职业发展的启示
3.未来英语教学的发展趋势
以上是针对英语教学法复习的提纲，可以根据自己的需要进行有针对性的复习和整理。
为了更好地掌握和应用英语教学法，建议在复习时结合实际案例和实践进行深入研究。
英语教学法复习
Revision contents:Unit 1 Language and LearningViews on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the l anguage”rather than “teach about the language”. What are the major differences between these two approaches to language teaching?3. Audiolingual approach to language learning4.Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.5. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.6. 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.Unit 2 Communicative Principles and ActivitiesWhat is communicative compentence? Try to list some of its components.Principles in communicative language teaching/ strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.4. Lesson PlanningWhat is lesson planning?Principles for good lesson planningComponents of a lesson planUnit 5 Classroom ManagementWhat is classroom management?Types of student grouping and their advantages and disadvantagesThe role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.Classification of questionsHow to deal with errors?Unit 6 Teaching PronunciationCritical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds.Unit 7 Teaching GrammarGrammar presentation methodsGrammar practice is usually divided into two categories, mechanical practice and meaningful practice.Unit 8 Teaching VocabularyWhat does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new wordsHow to consolidate vocabulary?Developing vocabulary building strategiesUnit 9 Teaching ListeningCharacteristics of listening processPrinciples and models for teaching listeningAs far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.Unit 10 Teaching SpeakingWhat are the characteristics of spoken language? Discuss their implications to teaching.Information-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11 Teaching readingThe role of vocabulary in reading: sight vocabularySkills involved in reading comprehensionModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learner’s vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities?Unit 12 Teaching WritingWhat is the main idea of communicative approach to writing?What is the main idea of the process approach to writing?Exercises for the course of English teaching methodologyI. Multiple choiceDirections：Choose the best answer for the following questions and write your answers on the answer sheet.1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?A. Structural syllabus.B. Situational syllabus.C. Functional syllabus.2. Which of the following is a communicative activity?A. Listen to the weather broadcast and fill in a form.B. Listen to the weather broadcast and talk about a picnic.C. Transfer the information from the weather broadcast into a table.3. In which of the following situations is the teacher playing the role of a prompter?A. Explain the language points and meanings of words and sentences.B. Give examples of how to do an activity after the explanation and instructions.C. Elicit ideas from students.4. Which of the following is a social interaction activity?A. Information gap.B. Role-play.C. Information transfer.5. What reading approach is based on the assumption of reading as a guessing game?A. The top-down approach.B. The bottom-up approach.C. The interactive approach6. What reading strategy does the following activity help to train?The students were asked to read each paragraph and then match the paragraph with relevant headings.A. Inferring.B. Scanning.C. Skimming.7. Which of the pre-reading activities exemplifies the bottom-up approach?A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B. The teacher raises several questions about old people and asks the students to discuss in pairs.C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old people’s life.8. What listening skill does the following activity help to train?Listen to the folio-wing text and answer the multiple-choice question.In this dialogue, the speakers are talking about________.A) going to a picnic B) attending a concert C) having a partyA. Listening for gist.B. Listening for specific information.C. Listening for detailed information.9. Which of the following features does spoken English have?A. It is generally produced in fairly simple sentence structures.B. It is produced with little redundancy.C. It is produced with good organization.10. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction11. For better classroom management, what should the teacher do while the students are doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help12. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules14. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner15. To help students understand the structure of a text and sentence sequencing, we could use----- for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences16. The purpose of the outline------ is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing17. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. guiding discovery18. It is easier for students to remember new words if they are designed in ------and if they are ------and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultII. DefinitionDirections: Define the following terms1. Communicative compentence2. Lesson planning3. Classroom management4. Receptive vocabulary and productive vocabulary.5. Sight vocabulary6. Information-gap activities7. Display questions8. Task9. Audiolingual approach to language learning10.ReadingIII. Blank fillingDirections: fill in blanks according to what you’ve learn in the course of foreign language teaching.1. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.2.The quality of a good language teacher includes ethic devotion, professional quality and personal styles.3.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.4. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.5. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.6.The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.7. Grammar practice is usually divided into two categories, mechanical practice and meaningful practice.8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.IV. Problem SolvingDirections: Below are some situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.1．In one of the lessons. Mr. Li arranged the students into groups to talk about what they want to be when they grow up. To ensure thatthey applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was talking in Chinese.Problems:1) Maybe the topic does not correspond with the students’ current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interest in such a talk.2) The activity is much controlled. They may like to talk about their hobbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active.3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When students have difficulty in expressing themselves in English, they will switch to Chinese.4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part.Solutions:1）The teacher can ask the students to talk about their hobbies freely without considering the structure2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to form a hobby club.3) It’s better to explain to the students the value of such kind of activity.4) The teacher can circulate around to encourage the students to talk in English.2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle school students. Problems:1) Authentic materials are desirable in cultivation of communicative competence. But they should correspond to students" ability. News reports from China Daily are too difficult for middle school students.2) The content of news reports may not be relevant to the course requirement of middle school English.Solutions:1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt the material or select those reports which are easier to read and more relevant to students" interests.2) If he can, it is better to select news reports from other newspapers which are relevant to the students" life and study. It is necessaryto bear in mind the students" needs when selecting materials for classroom instruction.(第一项要求写出两点即可，而第二项要求能说出两点。
英语教学法复习重点
1.Views on language: a. Structural view(结构主义) b. Functional view(交际法) c. Interactional view(交往法)1) The structural view结构主义观点:language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.2)The functional view交际法的观点language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.3)The interactional view交往法的观点Language is a communicative tool, whose main use is to build up and maintain social relations between people. Learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2.The qualities of teachers教师素质：ethic devotion; professional qualities; personal styles.municative competence(交际能力组成的5部分): a. linguistic competence b. pragmatic competence c. discourse competence d. strategic competence e. fluency4. Principles of communicative language teaching: a. communication principle b. task principle c. meaningfulness principle5.classification of communicative activities(交际活动的分类): a. functional communicative activities b. social interaction activities6．The role of teacher 教师的角色：a. controller b. assessor c. organizer d. prompter e. participant f. resource-provider 7. Classroom instructions: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.8. students grouping: a. whole class work b. pair work c. group work d. individual study6\7\81.Three ways to show the stress pattern words, phrases and sentences:1)Use gesture;2)Use the voice;3)Use the blackboard.2.Factors contribute to successful practice:1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interest3.Grammar practice is usually divided into 2 categories: mechanical practice & meaningful/communicative practice.4.Mechanical practice involves activities that aimed at form accuracy.5.What does it mean to know a word? Knowing a word mans 1) knowing its pronunciation and stress; 2) knowing its spelling & grammatical properties; 3) knowing its meaning; 4) knowing how & when to use it to express the intended meaning.9\10\111. Principles for teaching listening 1).focus on process.2).combine listening with other skills.3).focus on the comprehension of meaning.4).grade difficulty level appropriately.2. Factors that affect the difficulty level of listening tasks, but they fall into 3 main categories:1)type of language used.2）task or purpose in listening.3）context in which the listening occurs.3. Models for teaching reading:1)Bottom-up model.(2)Top-down model 3)Interactive model4.The characteristic are common in successful speaking tasks:1) Maximum foreign talk; 2)Even participation;3)High motivation;4)Right language level.5. Littlewood divides communicative speaking activities into 2 types: Communicative activities: functional communication activities and social interaction activities. It also includes Pre-communicative activities: structural activities andQuasi-communicative activities. Pre-communicative activities are intended to prepare learners for Communicative activities. 6. Pre-reading activities: predicting; setting the scene; skimming; scanning. Skimming means reading quickly to get the gist,e.g.the main idea of the text. Scanning which means to read to locate specific information.7.Some speaking activities：1)controlled activities: mainly focus on form and accuracy; 2)semi-controlled activities: focus on meaning and communication; 3)communicative activities.8. Ur points out that factors that affect the success of role-plays are: 1)the teacher’s enthusiasm;2)careful instructions;3)clear situations and roles; 4)and making sure that the students have the language they will need to carry out the role-play.1.The main procedures of process writing(过程写作)include: Creating a motivation to write; brainstorming; mapping; freewriting; outlining; drafting; editing; revising; proofreading and conferencing.2. Principles can help teachers motivate students to write: 1) Make the topic of writing as close as possible to students’ life.2) Leave students enough room for creativity and imagination. 3) Prepare students well before writing. 4) Encourage collaborative group writing as well as individual writing. 5) Provide opportunities for students to share their writings. 6) Provide constructive and positive feedback. 7) Treat students’’ errors strategically. 8) Give students a sense of achievement from time to time.1.我国英语教学的六个基本原则原先所倡导的中学英语教学的基本原则：1、交际性原则2、阶段侧重原则3、语音词汇语法综合教学原则4、使用和控制使用本族语的原则5、以学生为中心的原则。
英语教学法课程考核说明及期末复习
英语教学法课程考核说明英语教学法课程考核方式本课程的考核采取两种形式：形成性考核和课程终结考试。
课程总成绩为百分制，形成性考核占30%，课程终结考试占70%。
1. 形成性考核：包括对“形成性考核及学习档案”中作业的完成情况，参加面授辅导的情况以及个人学习记录情况 (详见“英语教学法形成性考核及学习档案)。
2. 课程终结考试：内容包括大纲规定掌握的基本教学知识和技能。
形式为闭卷，笔答。
考试时间为120分钟。
终结考试满分为100分，由中央电大统一命题，在同一时间全国统考。
1）命题原则本课程终结考试根据教材涵盖的知识点命题。
主要知识点为：2）试题结构部分题型分值题目数量时间（分钟）客观题部分单项选择 30分15 60钟多项选择 10分 5匹配题 20分 5主观题部分简短回答问题 20分 4 60钟教学活动设计 20分 1合计100分 30个120分钟3）考试要求本课程终结考试为闭卷考试，考生不得携带任何形式的参考资料和电子读物或工具。
3．复习时如何使用教材?第一、阅读教材,把握教材的理论。
第二、理论联系实际，这样才能真正掌握理论。
小学英语教学法测试的素材多源于教材，注意教材中的反馈、论述，消化它，变成自己的东西。
《小学英语教学法》直播课 2004-3-31陈观众朋友们，你们好。
这里是中央广播电视大学直播课堂，您正在收看的是“小学英语教学法”的直播辅导课，我是中央电大外语部，陈杨。
今天给我们主讲的老师是北京石油化工学院的王笃勤老师。
王老师，欢迎您。
王谢谢。
陈直播课堂设有热线电话，欢迎观看我们节目的观众随时打电话，踊跃参与我们的节目。
热线电话的号码是66419051，66414706。
王“英语教学法”是中央广播电视大学英语专业的必修课。
本课程的教学对象是中央广播电视大学英语专业专科教育方向的学员，在职小学英语教师或准备从事小学英语教学的工作者。
这门课程有文字教材两本：《小学英语教学法—从理论到实践》（主教材）和《小学英语教学法导学》。
英语教学法期末复习资料
英语教学法期末复习资料（开放专科）英语教学法期末复习资料Ⅰ. Choose the best answerDirections: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question.1. Which of the following is characteristic of children in learning a foreign language?A. They pay more attention to meaning than to form.B. They have a clear purpose in learning a foreign language.C. They can monitor their own learning.D. They can concentrate for a long time in class.2. Which of the following is focused on writing?A. Labeling pictures according to their contents.B. Sequencing the pictures according to the story.C. Matching the pictures with the headings.D. Commenting on the pictures.3. Which of the following activities helps train logical thinking best*.A. Story telling.B. Finding patterns.C. Interviewing.D. Mind mapping.4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence?A. Performance in a discussion.B. Posters.C. Learning diaries.D. Performance in an interview.5. What does the following practise?I want you to send ^ it out in ^ a minute.I have collected a ^ lot^ of monkey stamps.A. Stress.B. Intonation.C. Pronunciation.D. Liaison.6. Which of the following can help to presentA. Realia.B. Miming.D. Pictures.7. What strategy does "creating a situation for students to use the words" help to train?A. Association.B. Association.C. Contextualization.D. Collocation.8. Which of the following activities can be used at the practice stage of vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.D. Teacher explaining the usage of words.9. Which of the following is a communication activity?A. Bingo.B. Information transfer.C. Substitution.D. Twenty questions.10. Which of the following can train oral proficiency?A. Flow chart dialogue.B. Distant dictation.C. Sequencing pictures.D. Labeling pictures.11. Which of the following activities help to train reading?A. Drawing according to oral instructions.B. Designing praising cards.C. Commenting on pictures,D. Matching the pictures with different stories.12. Which of the following seating arrngements is most suitable for group discussion?13. What is the teacher doing by saying "Now you are going to do this in pairs. "?A. Setting up tasks.B. Controlling discipline.C. Demonstrating.D. Getting feedback.14. Which of the following activities is most suitable for whole-class work?A. Presenting new language.C. Information gap.D. Writing summaries.15. Which of the following belongs to physical factors that affect the designing of a lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.16. What type of learners can benefit most from acting activities?A. Kinesthetic learners.B. Auditory learners.C. Individual learners.D. visual learners'"17. What learning strategy does the following activity help to train?Put the words in the relevant columns.Bananas, dogs, sheep, oranges.A. Grouping.B. Collocation.C. Association.D. Imagery.18. Which of the following can train listening?A. Sequencing the pictures.B. Writing captions for pictures.C. TPR.D. Matching titles with different paragraphs.19. Which of the following activities involves writing?A. Labeling pictures.B. Matching pictures with labels.C. Dramatization.D. Role play.20 How do chiIdren learn their first language?:A. By imitationsB. By being corrected by parents.C. By learning language rules.D. By, acting and performing.21. What's the teacher doing by saying "Now you are going to do this in pairs. ?A. Checking understanding.B. Giving prompt.C. Setting tasks.D. Getting feedback22. Which of the:following activities can be best done with pair work?A. Information gap;B. Guessing gamesC. Watching videos.D. Role-play.23. Which Of the following helps assess language performance?A. Asking students to reflect on what activities attract them most.B. Asking students about their attitudes towards a Certain gameC. Asking students to draw pictures according to description?D. Asking the students to do a quiz at the end of the lesson.24. Which of the following is suitable for Speaking?A. TPR actions.B. Recognizing pictures.C. Information-gap.D. Matching pictures with descriptions.25. In which of the following activities does the teacher play the role,of prompter?A. Give suggestions during an activityB. Read out the new words to the students.C. Take part in the pupils’ conversation.D. Encourage students to go on with their talk.26. Which of the following belongs to projects?A. Guessing what someone is eating.B. Creating a poster.C. Listening and identifying.D. Information gap.27. What kind of classroom arrangement is most suitable for the following activites? The teacher asks the pupils to discuss what they are going to do at the weekend.A. Pair work.B. Group work.C. Whole-class work.D. Individual work.28. What is the teaching doing in the following part of instruction7T: All right, I think it is the time.A. Introducing the activity.B. Giving a start.C. Checking understandingD. Concluding an activity.29, What is the teacher doing in terms of error correction?S: I seed a very good 'film on TV yesterday.T: Y ou SA W a very good film yesterday?A. Helping, correct the mistakeB. Giving a hint that the student has used the wrong tense,C. Asking the student to correct the mistake himselfD. Asking the student whether he really saw the film.30: What does children% short attention span imply for classroom instruction?.A. We should not make any activity too long.B. We should not waste time explaining complicated language rules.C. We should provide good models for children to imitate.D. We should select to those topics relevant to students’ experience.II．MatchingDirections: In this part, you are given five questions, Each question is followed by two columns of options. Y ou are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D, and write the answers on the answer sheet. Make sure each option can only match with one another.1. Match the learning styles on the left with the type of activities on the right.1) Group learners. A. Cutting paper.2) Individual learners. B. Watching videos.3) V isual learners. C. Discussing weekend plans.4) Tactile learners. D. Doing reading practice.2. Match the teacher's actions on both sides.1) S: I seed a film yesterday. A. Helping the student to correct hisT: Mum? own mistakes.2) S: I seed a film yesterday. B. Giving hints that there are mistakesT: Y ou SEED a film yesterday? in his speech.3) S: I seed a film yesterday. C. Encouraging others to correct theT: Y ou should say "saw", not mistake."seed".4) S: I seed a film yesterday. D. Correcting the student's mistakesT: What did Tom do? Anyone, who directly.can tell us?3. Match the activities on the left with the focus of instruction on the right.1) Complete the sentences according to the pictures. A. Listening.2) Put the sentences in the correct order according to B. Speaking.the pictures.3) Decide on the right pictures according to the C. Reading.recording.4) Discuss hobbies according to the pictures. D. Writing.4. Match the activities with the relevant classroom arrangement.1) Chain retelling of a story. A. Whole class work.2) Flow-chat dialogue. B. Individual work.3) Forming a basketball team. C. Pair work.4) Sentence completion D. Group work.5. Match the questions with the items they assess.1) What problems do you still have? A. Language performance.2) How well did you prepare before class? B. Progress.3) How well did you work in your group C. Classroom participation.work?4) Flow well did you do in the vocabulary quiz? D. Self-regulation.6. Match the learning styles on the left with the type of activities on the right.1) Group learners A. Discussion2) Reflective learners B. Making judgments3) Individual learners C. Copying4) Tactile learners D. Ding handcrafts7. Match the type Of intelligence on the left with the stuitable activities on the right.1) Interpersonal intelligence.? A. Active imagination2) Musical intelligence, B. Rhythmic patterns3) Naturalistic intelligence C. Sensing others’ motives,4) Spatial intelligence D. Photographing8. Match the items of phonetics on the left with the realizations on the right1) Articulation A. Not at all2) Intonation B. She sells seashells by the seashore3) Liaison C.. Want to do a good4) Loss of explosion D. Do you speak ,English?9. Match the type of vacabulary learning strategies on the left with the activities that help totrain them on the right.1) Collocation A. Ask the students to find .the words from takedialogue and: guess their meanings2) ContextB. B. AsktheStudentstolistentoarecort and read after it.3) Grouping C. Ask the students to the words I n the right category.4) Imitation D. Ask the students to match the prepositions with the nouns.10.Match the type of activities on the left with :the focus on the right?1）Simon says A. Reading2) Look and say B. Writing;3) Sentence completion C. Speaking4) Drawing according, to instruction D. ListeningⅢ. Multiple choice questionsDirections: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one(s) you think suitable. Y on may have more than one answer to each question.1. Which of the following roles do the primary school teachers play?A. A helper.B. A motivator.C. A friend.D. An organizer.2. Which of the following are/is characteristic of children?A. Not afraid of making mistakes.B. Analytical in learning.C. More instrumentally motivated.D. Good at generalizing.3. Which of the following explain(s) how children acquire their first language?A. By experimenting with the language.B. By interacting with people around them.C. By mimicking.D. By attending lessons.4. Which of the following features the learning of a foreign language?A. Natural learning context.B. Structured input.C. Conscious learning.D. Little error correction.5. Which of the following give(s) the right explanation of Chinese and English phonetic systems?A. English differentiates stressed syllables and unstressed syllables, and so does Chinese.B. Both English and Chinese have many vowels.C. Both English and Chinese have a lot of combined consonants.D. English words often have two or more syllables, but Chinese characters have only one.6.. If the class is too passive and lifeless, what will you do?A. Ask the students to read out the text together.B. Ask the students to copy the text.C. Ask students to act out the dialogue.D. Ask the students to do guessing games7. What is practiced in the following activity?Now, work in pairs and ask your partner what he or she has in his or her schoolbag.A. V ocabulary.B. Speaking.C. Listening.D. Grammar.8. Which two of the' followlng should be the focus of oral instruction?A. LanguageB. Function.C. FluencyD. Knowledge9.Which of the following are true of second language learning?A. Structured input.B. Selected exposure.C: Natural contextD. Focus on communication10. Which of the following can provide data for informative assessment?A. Final-term examinationB. Classroom observation.C. Peer evaluation of studentsD. Students' learning diary.IV. Activity designing :I．In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue and make use of the pictures given. Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions). Y ou can 'rife your design of the activity according to the table given. Make sure you give the assumed me for each step.Tom: Do you miss China?Darning: Sometimes.Tom: Do you want to go to China with me?Darning: Chinatown? But this is America.om: There is a Chinatown in New Y ork! There are a lot of Chinese shops and restaurants there.Darning: Really?Tom: Y es, and there's Chinese dancing.Darning: Let's go to Chinatown now.II．the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, assumed time, predicted problems and solutions, procedures including assigning the tasks; students preparing in groups; getting feedback). Make sure you give the assumed time for each step.TEXTA：Look, there he is.B：Who?A：Robert, the guy I’ve been telling you about.B：Oh. The guy you’re going out with?A：I wish. The guy I want to go out with.B：Oh, he he’s really handsome. Um, lets go talk to him.A：Oh, OK. I’ll introduce you. I think you’ll really like him…Hi, Robert.C：Oh, hi.A：Have you met my friend, Jean?C：I’m afraid not.A：Hey, Jean, this is Robert. Robert, this is Jean.C：Nice to meet you, Jean.B：Nice to meet you . Robert.Please design a 10-minute communicative speaking activity according to the material given. In this speaking activity, you are to train the students to learn how to greet people and make introduction.1. Objectives (2%) __________________________________2. Classroom organization (2%)________________________________3. Assumed time (2%) _______________________________4. Predicted problems (2%)_______________5. Solutions (3%) _____________________________6. Procedure (9%)(1)Assigning the tasks______________________________(2) Students preparing in pairs_________________________(3) Getting feedback ________________________________III．Activity designing (20%)Directions: In this part, you are to design a 10-minute communicative speaking activity according to the material given. The activity should be based on the material. Make sure you include all the items of an activity according to the table given (objective, organization type, procedure (at least 3 procedures), assumed time, predicted problems and solutions). Make sure you give the assumed time for each step.TEXTA: Hi，Susan. Have you got any plans for the weekend?B: No, not really. Why?A: Well, Bill and I were thinking of giving a party. Would you like to come?B: I’d love to. What can I bring?A: Nothing. Just yourself. Oh, I almost forgot.Could you tell the girls in your dorm about the party？B: Sure. By the way, what time do you want people to show up？A: Around seven. And also please tell the girls not to wear anything formal.It will be a casual affair.B: Okay .Name of activity ( 1%)________________Objectives (1%)__________________________________Type of the activity (1%)____________________Classroom organization (1%)___________________________Teacher’s role（1%）___________________Students’ role （1%）___________________Assumed time (1%) ______________Predicted problems (2%)_______________Solutions (2%)_____________________________Procedure (9%)(1)Assigning the tasks______________________________(2)Students preparing in pairs__________________________(3) Getting feed back________________________________。
王蔷《英语教学法》复习
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem:from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening beforereading and writing and the use of mother tongue in the classroom is not allowed. Theprincipal features of audiolingualism are an emphasis on structures in the language whichcan be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doingthings. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to dothings with it. To perform functions, learners need to know how to combine thegrammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is tobuild up and maintain social relations between people. Therefore, learners not only needto know the grammar and vocabulary of the language, but also need to know the rules forusing them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli.This theory of language learning is referred to as behaviouralism, which was adopted forsome time by the language teaching profession, particularly in America.One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constantrepetition and the reinforcement of the teacher. Mistakes were immediately corrected, andcorrect utterances were immediately praised. This method is still used in many parts of theworld today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never beensaid by others before.One influential idea is that students should be allowed to create their own sentencesbased on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner activelytries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learnersin learning activities.It is believed that education is used to develop the mind, not just to rotate or recallwhat is learned.Teachers need to design activities to interact with learners to foster inventive, creative,critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher andthe learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’communicative competence.2.What is communicative compentence? Try to list some of its components and theirimplication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence --- the appropriate use of language in social contextDiscourse competence --- one’s ability to create coherent written text or conversation andthe ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to。
英语教学法(1)教材复习提要
5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。
英语教学法复习提纲（5篇）
英语教学法复习提纲（5篇）第一篇：英语教学法复习提纲A Course in English Language TeachingA General Review1.What is language? Do you know the views on language and the views on language learning? What are they?2.What is macro planning?3.What does communicative competence imply?4.Why is lesson planning necessary?5.Do you know principles for good lesson planning? What are they?6.What are the components of a lesson plan?7.What roles do teachers play in the classroom?8.Can you name the most common students grouping?9.Can you explain the deductive method（演绎法）and the inductive method（归纳法）for grammar teaching?10.What activities can we do to consolidate vocabulary?11.What do we listen to in everyday life?12.What are the characteristics of the listening process?13.What are the principles for teaching listening?14.What are the principles for designing speaking activities?15.What are the principles and models for teaching reading?16.What are the common types of activities in teaching reading?17.Can you explain “A communicative approach to writing” and “A process approach to writing”?18.Why should we integrate the four skills?19.How can we integrate the four skills?What do you think are the purposes of assessment?第二篇：英语教学法复习提纲小学英语教学法复习提纲第一章1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习目标；（5）精力集中时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时才会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学习英语的兴趣和动机，培养良好的学习习惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的日常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品德教育，个性得到健康和谐的发展。