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英语说课术语汇总情况

英语说课术语汇总情况

目录一、英语说课常用教学术语...........................................................2二、英语教学术语........................................................ (3)三、英语教学法术语........................................................ (8)四、教学常用英语........................................................ (23)五、校园常用英语口语........................................................ (27)一、英语说课常用教学术语A. Brief introduction to the teaching material 教材分析Teaching Tasks 教学任务Teaching contents 教学内容B. Teaching objectives; Teaching aims; Teaching goals 教学目标1. Language knowledge objectives 知识目标2. Language skills objectives 能力目标3. Emotion objectives 情感目标C. Emphases and consolidation 重点与巩固D. Difficulties and breakthrough 难点与突破E. Ideas of language teaching 教学思想F. Teaching methods and teaching aids 教法教具G. Teaching process and distribution of time 教学过程与时间分配Teaching procedure 教学过程Teaching steps 教学环节(Warm up)1. Presentation2. Sample drills3. Explanation to the linguistic points4. Consolidation practice5. Summary6. Test7. Homework8. Distribution of timeH. Layout of blackboard writing 板书Blackboard design 板书设计Whole class work 全班活动Pair work 双人活动Group work 小组活动Learning strategies 学习策略After class reflection 课后反思Description of students Junior 2 (45students)Main structureMain vocabularyVisual aidsReviewBackground informationOptional activities and assignmentsPresentation Practice ProductionPre-reading While-reading Post-readingWarming-up 热身活动;准备活动Lead-in 导入二、英语教学术语1. Plans and objectives计划和目标aims and demands目的与要求plan for the topic课题计划analysis of teaching materials教学分析main points重点difficult points (trouble spots)难点allocation of time时间分配lesson plan课时计划teaching objectives教学目标develop skills (in listening, speaking, reading and writing)培养/发展(听、说、读、写)技能2. Types and content of lesson课型和内容old(new) lesson旧(新)课revision/ review复习(课)reading 阅读课dialogue对话课listening 听力课conversation会话(课)(writing) precis(写)概要composite lesson综合课open class(demonstration lesson)公开课3. procedure程序introduction导言(课)checkup/ checking检查(have) dictation(进行)听写listening to recording听录音model reading (by the teacher) 范读,示范朗读read in chorus声朗读watching lantern-slidespoint to … in the chart/ diagram在图/表中指示retelling (retell the story) 复述(故事)rewrite the paragraph 改写段落generalize , induce 概括、归纳row work一排(座位)同练pair work 结对儿练习group work 小组练习summing-up 总结4. Assignments and tests 作业与考查assign class work / homework 布置课内(外)作业hand in / collect the homework 交(收)作业oral / written work 口头/书面作业quiz 随堂小测验(unit) test (单元)测验mid-term exam(ination) 期中考试term(inal) exam(ination) 学期考试make-up exam(ination) 补考sit for an exam(ination) (在)参加考试mark the homework / paper 改作业/卷(给分)full marks 满分, A+excellent (superior) 优,A(优减,A-)good 良,Bnormal/ fairly good /fair 中、尚好,Cnot good / bad 差,Dfail 不及格, F教学法流派:audio-lingual approach or aural-oral method听说法;cognitive approach认知法;compromise method 折中法;deductive method演绎法;inductive method归纳法;cramming method灌输法;comparative method比较法;direct method直接法;discovery learning发现学习法;eclecticism优选法;grammar translation method语法翻译法;language teaching methods语言教学法;the natural approach自然法(途径);reading method阅读法;silent way沉默法;the communicative approach 交际法(途径);notion-al approach意念法;functional approach 功能法;comprehensive method综合法;situational method情景法;heuristic method of teaching启发式教学法;oral method口授法;didactics教授法;audio-visual method视听法;suggestopoedia 暗示法;activity method活动教学法;card system卡片教学法;group training method分组训练方法;computer aided instruction计算机辅助教学;discussion method讨论教学法;demonstration method演示法;Total Physi-cal Response全身反应法;Structural Method 结构法;Com-munity Language Learning 集体语言学习法;Zhang Sizhong’s Method of Foreign Language Teaching张思中外语教学法Teaching grammar in situations情景法语法教学Teaching grammar by charts and diagrams用图表概括教语法Teaching grammar in sentence patterns结合句型教语法Teaching of grammar by comparison比较法语法教学Teaching grammar in various ways多样化语法教学Teaching grammar in a communicative way交际式语法教学Teaching of grammar by inductive method归纳法语法教学Teaching of grammar by deductive method演绎法语法教学Teaching vocabulary in situations情境法词汇教学Teaching words in cultural context结合文化背景教单词Teaching of sentence patterns句型教学Mechanical drills机械操练Meaningful drills意义操练Communicative drills交际性练习Presenting patterns in situations情景呈现句型Presenting patterns by raising questions问题呈现句型Presenting patterns by pictures看图呈现句型Presenting patterns by narration叙述呈现句型Presenting patterns through action动作表情呈现句型Pattern drills by imitation模仿式句型操练Pattern drills by substitution替换式句型操练Pattern drills by conversion转换式句型操练Teaching methods and classroom techniques教学方法与课堂技巧Micro-teaching微型教学Teaching of pronunciation语音教学Teaching liaison连读教学Teaching words in sentence patterns利用句型教单词Teaching vocabulary by comparison比较法教词汇Teaching words by rules of word formation利用构词法教词汇Goals/ objectives目标Aims目的Requirements要求Role of the English Teacher 英语教师的作用Revision复习activator记忆激活者presentation呈现demonstrator示范者drill操练organizer or director组织者或指挥者practice 练习supervisor or monitor 监督者或监听者consolidation巩固helper or marker帮手或记分员能够实现的目标:achievable goals;理解检查:comprehension check;结伴学习:cooperating with others;手段:device;自我测评:evaluating one’s learning ;细读:full reading ;功能词:function word;基本思路:general tendency;小组活动:group work;分类聚词:grouping;圈划重点:highlighting;明确目的;identifying the purpose of a language task;输入假设:input theory;内省法:introspection;以学生为中心:learner-centered;学习策略:learning strategy;逻辑思维:logical thinking;排除焦虑:lowing one’s anxiety;记忆策略:memory strategy;误解misunderstanding;需要分析:needs analysis;观察(法):observation;口头报告:oral report;片面理解:partial understanding;解决问题:problem-solving;步骤:procedure;有目的的听说读写purposeful listening/ speaking/ reading/ writing;规则演绎:reasoning deductively;现场记录:recording ;查阅:scanning;争取机会:seeking practice opportunities;自选话题:selecting the topic;自我意识:self-awareness;自我评价:self evaluating;社交策略:social strategy;列单式笔记:shopping list note form;提要式笔记:standard outline note form;有声思维:think aloud三、英语教学法术语Aachievement test 成绩测试acquisition 习得,语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇,主动词汇affective filtering 情感筛选aim,objective 目的,目标analysis of errors 错误分析analytic approach 分析教学法,分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法,听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练,连锁操练choral repetition 齐声照读,齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空cognitive approach 认知法common core 语言的共同核心,语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法,交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程,教学大纲curriculum development 课程编制,课程设计cultrual objective,aim 教养目的cclical approach 循环教学法,循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD(English as a Second Dialect)英语作为第二方言WSL(English as a Second Language)英语作为第二语言ESL Programme(English as a Second Language Programme)英语(第二语言)教程ESP(English for Special Purposes)专用英语EST(English for Science and Technology)科技英语evaluation 评语,评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言,母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲Ggeneral linguistics 普通语言学gestalt style 格式塔式(学习),整体式(学习)gesture 手势getting students ready for class 组织教学global learning 整体式学习,囫囵吞枣式学习global question 综合性问题gradation 级进法,分级递升法graded direct method 循序直接法grading 级进法,分级递升法;评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法;探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法,综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读,音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院(或学校)junior year 大学三年级Kkey words 基本词,关键字kinesics 身势语,身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划,教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语,教学语言memory 记忆,记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法micro-teaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体(一种辨音练习)modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural approach 自然教学法,自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法,口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读Over learning 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业,双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pedagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学picture 图画placement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段,产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program designing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问rapid reading 快速阅读,快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇,阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看,重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆review;revision 复习review(revise)and check up 复习检查review(revision)lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法,死记硬背scanning 查阅,扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段,切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法,静授法simplification 简写simplified reader 简写读本simulation 模拟,模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法,情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读,济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读,快读speelling 正字法spiral approach 螺旋式教学法,螺旋法spoken language 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音,重读structuralism 结构主义(语言学)structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法,综合法synthetical reading 综合性阅读Ttarget language 目的语,译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语(外语)教学TESL 英语(第二语言)教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法四、教学常用英语常见的语法术语摘要1.名词 noun 动词 verb 形容词 adjective 数词 numeral 代词 pronoun2.介词 preposition 副词 adverb 连词 conjunction 冠词 article 感叹词interjection3.结构:structure 简单句 simple sentences 并列句 compound sentences4.复合句complex sentences 倒装句inverted sentences 省略句ellipticalsentences5.陈述句 declarative sentences 疑问句 interrogative sentences6.祈使句 imperative sentences 感叹句 exclamatory sentences7.否定句 negative sentences 被动句 passive sentences8.虚拟语气句 subjunctive sentences 同义句 synonymous sentences9.歧义句 ambiguous sentences 委婉句 euphemisms 强调句 emphasis10.疑难句 difficult sentences 叙述句 narrative sentences 说明句 expositorysentences11.议论句 argumentative sentences 人物描写句 descriptive sentences of people12.动作描写句:descriptive sentences of actions13.环境描写句 descriptive sentences of environment14.日常口语句 sentences for everyday talk15.实用情景句 sentences of actual situations16.课堂教学句 sentences of classroom teaching17.名人语句 quotations 格言句 maxims 谚语句 proverbs18.状语adverbial 补语complement 宾语object 宾语补助语objectivecomplement19.表语 predicative 主语 subject 谓语 predicate 谓语动词 finite verb20.非谓语动词 non-finite verb 情态动词 modal verb21.并列 coordination 选择 alternative 转折 transition 对比 contrast22.原因 cause 结果 effect 解释 explanation23.动词时态 verb tenses24.一般现在时 simple present (tense)25.一般过去时 simple past (tense) 一般将来时 simple future (tense)26.过去将来时 future (tense) in the past 现在完成时 present perfect (tense)27.过去完成时 past perfect (tense) 将来完成时 future perfect (tense)28.现在进行时 present continuous (tense) 过去进行时 past continuous (tense)29.将来进行时 future continuous (tense)30.现在完成进行时 present perfect continuous (tense)31.主句 main clause 从句 subordinate clause32.限定性定语从句 restrictive attributive clause33.非限定性定语从句 non-restrictive attributive clause34.宾语从句 object clause 壮语从句 adverbial clause 主语从句 subjectclause35.表语从句 predicative clause 同位语从句 appositive clause36.双重复合句 double complex sentences37.多重复合句 multiple complex sentences38.插入语 parenthesis39.IT引导的句子 IT sentences40.THERE引导句 THERE sentences41.省略名词 omission of noun42.判断句statements 列举句enumeration 比较句comparison 让步句concession43.一般疑问句 general question 特殊疑问句 special question44.选择疑问句 alternative question 反意疑问句 disjunctive question45.陈述式疑问句 declarative question 省略疑问句 elliptical question46.一般否定 general negation 全部否定 complete negation 部分否定 partialnegation47.双重否定 double negation 否定句 negative sentences 肯定句 affirmativesentences48.主格 subjective case 宾格 objective case 所有格 possessive case49.单数与复数 singular and plural 语序 word order50.不定式 infinitive 动名词 gerund 现在分词 present participle51.主动的 active 被动的 passive 语态 voice 标点符号 punctuation mark52.抽象的 abstract 具体的 concrete 名言 saying 语气 mood53.典故 allusion 习语 idiom 俚语 slang 外来语 foreign word 行话 jargon54.直接引语 direct speech 间接引语 indirect speech 命题 proposition课堂教学句 sentences of classroom teaching开始上课 beginning of the class1.我们开始吧 Let’s start/ Let’s begin now2.让我们开始上课 Let’s begin our lesson.3.今天我们上新课,先学生词,然后读课文 We are going to have a new lesson today.We’ll learn the new words first. Then we’ll read the text.4.我们先学课文,然后提问。

教学英文术语(2021年初三英语外研社版)

教学英文术语(2021年初三英语外研社版)

常用术语单词:Section 部分,mime 模仿,possessive 所有格,revise 复习,mini conversation 小对话,i.e. that is to say, unstressed words 非重读单词,grammar words 语法词,1. Demonstrate pair practice with three pairs of students 请三对学生表演。

2. Repeat difficult words chorally paying attention to pronunciation 全班齐读有难度的单词,注意发音。

3. Elicit the answers from the whole class and put them on the board引出答案,并写在黑板上。

4. Play the recording again and pause after each sentence, asking Ss to repeat chorally and individually. 播放录音,逐句停顿并让学生跟读。

5. Do plural and singular separately 单复数形式分开练习。

6. Look at the gaps and words in the box to find out what is missing. 填空题。

7. Remind Ss of the different pronunciations 提醒学生注意发音。

8. Check for any difficulty that Ss have differentiating the sounds 检查学生是否有辨音的困难。

9. get into groups of 6-8 以6-8人分小组10. put up prompts on the board 把提示词写在黑板上。

英语教学法重点术语英汉对照(王蔷)

英语教学法重点术语英汉对照(王蔷)

A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain. procedure which has three major stages, stimulus, response, and reinforcement Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操,职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现,操练,展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exercise-task → taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生,注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体,尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标,体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning andparticipation 强调学习过程,倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价,强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源,拓展学用渠道Framework of objectives in the new National English Curriculum:课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V o cabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6thgradersGraduate from primary school情感目标语言目标能力目标Level 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning:1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in thelesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性;多样性;灵活性;可学性;连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surpris thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method 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.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though thestudents ‘keep an eye on’ the way newly learned structures are used in the process. Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词,反义词,下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may have Ways of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索回应4) Listener’ s response调节5) Speaker’ s adjustmentPrinciples and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching Speaking Principles for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1)Maximum foreign talk 尽可能用外语交谈2)Even participation 平等参与3)High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑:peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time21。

英语语法术语课堂教学用语

英语语法术语课堂教学用语

英语语法术语课堂教学用语常见的语法术语摘要1.名词noun 动词verb 形容词adjective 数词numeral 代词pronoun2.介词preposition 副词adverb 连词conjunction 冠词article 感叹词interjection3.结构:structure 简单句simple sentences 并列句compoundsentences4.复合句complex sentences 倒装句inverted sentences 省略句elliptical sentences5.陈述句statement sentences 疑问句interrogative sentences6.祈使句imperative sentences 感叹句exclamatory sentences7.否定句negative sentences 被动句passive sentences8.虚拟语气句subjunctive sentences 同义句synonymoussentences9.歧义句ambiguous sentences 委婉句euphemisms 强调句emphasis10.疑难句difficult sentences 叙述句narrative sentences 说明句expository sentences11.议论句argumentative sentences 人物描写句descriptivesentences of people12.动作描写句:descriptive sentences of actions13.环境描写句descriptive sentences of environment14.日常口语句sentences for everyday talk15.实用情景句sentences of actual situations16.课堂教学句sentences of classroom teaching17.名人语句quotations 格言句maxims 谚语句proverbs18.状语adverbial 补语complement 宾语object 宾语补助语objective complement19.表语predicative 主语subject 谓语predicate 谓语动词finite verb20.非谓语动词non-finite verb 情态动词modal verb21.并列coordination 选择alternative 转折transition 对比contrast22.原因cause 结果effect 解释explanation23.动词时态verb tenses24.一般现在时simple present (tense)25.一般过去时simple past (tense) 一般将来时simple future(tense)26.过去将来时future (tense) in the past 现在完成时present perfect(tense)27.过去完成时past perfect (tense) 将来完成时future perfect(tense)28.现在进行时present continuous (tense) 过去进行时pastcontinuous (tense)29.将来进行时future continuous (tense)30.现在完成进行时present perfect continuous (tense)31.主句main clause 从句subordinate clause32.限定性定语从句restrictive attributive clause33.非限定性定语从句non-restrictive attributive clause34.宾语从句object clause 壮语从句adverbial clause 主语从句subject clause35.表语从句predicative clause 同位语从句appositive clause36.双重复合句double complex sentences37.多重复合句multiple complex sentences38.插入语parenthesis39.IT引导的句子IT sentences40.THERE引导句THERE sentences41.省略名词omission of noun42.判断句statements 列举句enumeration 比较句comparison让步句concession43.一般疑问句general question 特殊疑问句special question44.选择疑问句alternative question 反意疑问句disjunctivequestion45.陈述式疑问句declarative question 省略疑问句ellipticalquestion46.一般否定general negation 全部否定complete negation 部分否定partial negation47.双重否定double negation 否定句negative sentences 肯定句affirmative sentences48.主格subjective case 宾格objective case 所有格possessivecase49.单数与复数singular and plural 语序word order50.不定式infinitive 动名词gerund 现在分词presentparticiple51.主动的active 被动的passive 语态voice 标点符号punctuation mark52.抽象的abstract 具体的concrete 名言saying 语气mood53.典故allusion 习语idiom 俚语slang 外来语foreign word行话jargon54.直接引语direct speech 间接引语indirect speech 命题proposition课堂教学句sentences of classroom teaching开始上课beginning of the class1.我们开始吧Let’s start/ Let’s begin now2.让我们开始上课Let’s begin our lesson.3.今天我们上新课,先学生词,然后读课文We are going to have anew lesson today. We’ll learn the new words first. Then we’ll read the text.4.我们先学课文,然后提问。

英语教学法术语

英语教学法术语

英语教学法术语The Terms of English Language Teaching Methodology英语教学法术语Aachievement test 成绩测试acquisition 习得,语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇,主动词汇affective filtering 情感筛选aim,objective 目的,目标analysis of errors 错误分析analytic approach 分析教学法,分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法,听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练,连锁操练choral repetition 齐声照读,齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空coach 辅导cognitive approach 认知法common core 语言的共同核心,语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法,交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程,教学大纲curriculum development 课程编制,课程设计cultrual objective,aim 教养目的cclical approach 循环教学法,循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语EGP 通用英语ELT 英语教学English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD(English as a Second Dialect)英语作为第二方言WSL(English as a Second Language)英语作为第二语言ESL Programme(English as a Second Language Programme)英语(第二语言)教程ESP(English for Special Purposes)专用英语EST(English for Science and Technology)科技英语evaluation 评语,评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言,母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲word 功能词Ggeneral linguistics 普通语言学gestalt style 格式塔式(学习),整体式(学习)gesture 手势getting students ready for class 组织教学global learning 整体式学习,囫囵吞枣式学习global question 综合性问题gradation 级进法,分级递升法graded direct method 循序直接法grading 级进法,分级递升法;评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法;探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法,综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读,音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院(或学校)junior year 大学三年级Kkey words 基本词,关键字kinesics 身势语,身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划,教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语,教学语言memory 记忆,记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法microteaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体(一种辨音练习)model 模型modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural appoach 自然教学法,自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法,口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读overlearing 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业,双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pdeagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学picture 图画phasement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段,产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program desing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读,快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇,阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看,重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆teview;tevision 复习review(revise)and check up 复习检查review(revision)lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法,死记硬背Sscanning 查阅,扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段,切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法,静授法simplification 简写simplified reader 简写读本simulation 模拟,模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法,情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读,济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读,快读speelling 正字法spiral approach 螺旋式教学法,螺旋法spoken lauguang 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音,重读structuralism 结构主义(语言学)structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法,综合法synthetical reading 综合性阅读Ttarget language 目的语,译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语(外语)教学TESL 英语(第二语言)教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法utterance 语段Vverbal association 词语联想verbal learning 语言学习,单词学习video 电视,影象videotape 录象磁带visual perception 视觉visual aid 直观手段visit a class 听课visual memory 视觉记忆vocabulary control 词汇控制Wword association 词际联想word list 词表word study 词的研究word frequency 词汇重复率written language 书面语。

教学设计中常用的英语术语

教学设计中常用的英语术语

教学设计中常用的英语术语一、背景介绍在教学设计中,了解和正确使用英语术语是必不可少的。

这些术语掌握后,不仅能帮助教师更好地组织教学活动,还能提高教学效果。

本文将介绍教学设计中常用的英语术语,以帮助教师提升教育教学质量。

二、教学设计中常用英语术语1. Objective(目标)Objective是指教育教学活动中期望学生达到的预期结果。

在教学设计中,明确目标是至关重要的,它可以帮助教师更好地规划教学内容和课程设置。

一个好的目标应该具备明确性、可测性和可行性。

2. Assessment(评估)Assessment是指对学生学习情况进行评估和反馈的过程。

在教学设计中,合理的评估可以帮助教师了解学生的学习进展,并调整教学策略。

评估可以分为形ative assessment(形成性评估)和sumative assessment(总结性评估)两种形式。

3. Bloom’s Taxonomy(布鲁姆的认知目标分类)Bloom’s Taxonomy是一个教育领域的经典理论,用于描述学习者在认知过程中的不同能力层级。

它包括记忆(Knowledge)、理解(Comprehension)、应用(Application)、分析(Analysis)、综合(Synthesis)和评价(Evaluation)六个层级。

了解布鲁姆的认知目标分类可以帮助教师在教学设计中有效地引导学生发展不同层次的认知能力。

4. Differentiation(差异化教学)Differentiation指的是根据不同学生的需求和能力,为他们提供个性化的学习支持和教学资源。

差异化教学可以帮助教师更好地满足学生的学习需求,提高学生的学习效果。

5. Engagement(参与度)Engagement是指学生在学习活动中的积极程度和投入程度。

教学设计中,提高学生的参与度是关键任务之一。

通过设计富有趣味性的教学内容和使用互动教学方法,可以激发学生的学习兴趣和积极性。

英语教学法重点术语英汉对照(XXX)

英语教学法重点术语英汉对照(XXX)

英语教学法重点术语英汉对照(XXX)A Course in English Language TeachingUnit 1: Language and LearningIn this unit。

we will explore different views on language and language learning。

Views on Language:There are three main views on language: the structural view。

the nal view。

and the nal view。

XXX as a linguistic system。

with rules for grammar。

syntax。

and vocabulary。

The nal view also sees language as a linguistic system。

but emphasizes that language is also a means for doing things。

based on XXX。

The XXX。

XXX。

Views on Language Learning:There are two main types of theories on language learning: process-oriented XXXProcess-XXX。

XXX。

n。

making inference。

hypothesis testing。

XXX。

n-oriented theories emphasize the nature of the human and physical context in which language learning takes place。

such as the number of students。

what kind of input learners receive。

英语教学法重点术语英汉对照(王蔷)

英语教学法重点术语英汉对照(王蔷)

A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement. Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操,职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现,操练,展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exercise-task → taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生,注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体,尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标,体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning andparticipation强调学习过程,倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence注重过程评价,强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language开发课程资源,拓展学用渠道Framework of objectives in the new National English Curriculum:课程总目标Overall language ability:Learning学习策略Affect情感态度ArrayCultural文化意识Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V ocabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning:1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in thelesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性;多样性;灵活性;可学性;连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds): Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method 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.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) V olume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses 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. Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词,反义词,下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching Speaking Principles for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1)Maximum foreign talk 尽可能用外语交谈2)Even participation 平等参与3)High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑:peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time21。

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英语教学法术语Aachievement test 成绩测试acquisition 习得,语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇,主动词汇affective filtering 情感筛选aim,objective 目的,目标analysis of errors 错误分析analytic approach 分析教学法,分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法,听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练,连锁操练choral repetition 齐声照读,齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空cognitive approach 认知法common core 语言的共同核心,语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法,交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程,教学大纲curriculum development 课程编制,课程设计cultrual objective,aim 教养目的cclical approach 循环教学法,循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD(English as a Second Dialect)英语作为第二方言WSL(English as a Second Language)英语作为第二语言ESL Programme(English as a Second Language Programme)英语(第二语言)教程ESP(English for Special Purposes)专用英语EST(English for Science and Technology)科技英语evaluation 评语,评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言,母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲Ggeneral linguistics 普通语言学gestalt style 格式塔式(学习),整体式(学习)gesture 手势getting students ready for class 组织教学global learning 整体式学习,囫囵吞枣式学习global question 综合性问题gradation 级进法,分级递升法graded direct method 循序直接法grading 级进法,分级递升法;评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法;探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法,综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读,音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院(或学校)junior year 大学三年级Kkey words 基本词,关键字kinesics 身势语,身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划,教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语,教学语言memory 记忆,记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法microteaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体(一种辨音练习)modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural appoach 自然教学法,自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法,口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读overlearing 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业,双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pdeagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学pictrue 图画phacement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段,产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program desing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读,快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇,阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看,重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆teview;tevision 复习review(revise)and check up 复习检查review(revision)lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法,死记硬背Sscanning 查阅,扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段,切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法,静授法simplification 简写simplified reader 简写读本simulation 模拟,模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法,情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读,济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读,快读speelling 正字法spiral approach 螺旋式教学法,螺旋法spoken lauguang 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音,重读structuralism 结构主义(语言学)structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法,综合法synthetical reading 综合性阅读Ttarget language 目的语,译文语言teacher’s book教师用书teacher’s manual教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语(外语)教学TESL 英语(第二语言)教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法utterance 语段Vverbal association 词语联想verbal learning 语言学习,单词学习video 电视,影象videotape 录象磁带visual perception 视觉visual aid 直观手段visit a class 听课visual memory 视觉记忆vocabulary control 词汇控制Wword association 词际联想word list 词表word study 词的研究word frequency 词汇重复率written language 书面语。

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