外语教学心理学_复习提纲
《心理学》复习资料-教师资格证必备
《心理学》复习资料-教师资格证必备一绪论1、心理学是研究心理现象及其规律的科学。
产生标志：德国冯特1879年在莱比锡大学创立。
2、亚里士多德《灵魂论》西方最早研究心理现象的著作。
3、人的心理现象包括：（重要）⑴心理过程：①认知过程：感知、表象、思维、想象、记忆等②情感过程：情感、情绪③意志过程⑵心理状态：注意、⑶个性心理：①个性倾向性：需要、动机、兴趣、信念、理想、世界观等②个性心理特征：能力、气质、性格4、试分析人的心理的实质：人脑对客观现实的反映。
答：人的心理是客观现实在人脑中的主观映像。
（1）心理是脑的机能，脑是心理的器官。
（2）心理对客观现实的依存性，客观现实是心理源泉和内容。
反射）8、两种信号系统：①有具体的刺激物建立的条件反射系统叫第一信号系统引起的条件反射②以语言为条件刺激而建立的条件反射叫第二信号系统。
（人类特有的）9、人的心理的高级水平和主要形式：意识意识就是凭借语言而实现的心理反映，其核心因素是：语言与思维。
人的意识可以分为自我意识和对周围事物的意识。
10、心理学主要流派：①构造主义学派，冯特[美]，研究人的经验、意识内容，意识能分为不同因素，“内省法”。
②机能主义学派，詹姆士[美]，注重意识作用和意识过程的研究。
③格式塔心理学学派，韦特海默、考夫卡、苛勒。
认为心理是一个整体。
④行为主义学派，华生【美】，研究人的行为，“环境决定论”，反对研究意识。
⑤精神分析注意学派，弗洛伊德，研究人的潜意识（原始冲动、本能、欲望）⑥人本主义学派，马斯洛，对人的的潜意识、潜能的研究。
“需要层次论”⑦认知心理学，奈瑟尔。
11、⑴心理学任务：描述、解释、预测、控制、提升⑵心理学研究原则：客观性原则、发展性原则、实践性原则、系统性原则。
⑶心理学研究方法：观察法、实验法、调查法、测验法。
①观察法：在自然条件下，通过感官或借助于一定的科学仪器，有目的、有计划地对研究对象进行系统考察，从而获取经验事实的一种研究方法。
英语教学法第二版复习提纲
英语教学法第⼆版复习提纲Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.”5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learning processes to be activated?6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-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, and the learning atmosphere.2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1Behaviorist theoryA stimulus-response theory of psychologyAudio-lingual methodCognitive theoryLanguage as an intricate rule-based systemLanguage competence (knowledge of language system)Constructivist theoryThe learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theory“Zone of Proximal Development” (ZPD); scaffoldingEmphasizing interaction and engagement with TL in a social context4. What makes a good language teacherprofessional competenceEthic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creativePersonal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherW allace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1. The ultimate goal of foreign language teaching is to enable the students to use theforeign language in work or life when necessary.1. The goal of CLT is to develop students? communicative competence.2.What is communicative compentence?3.Try to list some of its components and their implication 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 meaning Pragmatic competence --- the appropriate use of language in social contextDiscourse competence--- one?s ability to create cohere nt written text or conversation and the 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 resources Fluency---- one?s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitation4.Implications 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…? Teachers 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”.5. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskpromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:A task is believed to have four components:a purpose,a context,a product.任务情景化:有需要解决的问题;需要⾏动或语⾔+⾮语⾔类任务⽬标化学会⾏动;完成语⾔+⾮语⾔类任务复杂性;复杂成果;难以预料短期内不明显练习情景化:⽆需要解决的问题;纯语⾔练习（理想的是，⼀次解决⼀个语⾔难点）⽬标化学会⾏动;完成纯语⾔练习复杂性;单⼀成果;事先预设，明显但有限度（对/错）6.Differences between PPP and TBLT1.The way students use and experience language in TBLT is radically different from PPP. Free of language controlA genuine need to use language to communicateA free exchange of ideasAppropriateness & accuracy of language form in general, not production of a single form A genuine need for accuracy and fluency2TBL can provide a context for grammar teaching and form-focused activities.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and apply A more varied exposure to natural language Language forms not pre-selected for focusLearner-free selection of languageFluency accuracy (+fluency)Integrated skills practisedProblems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners? Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1A phase of restoration (1978-1985)2A phase of rapid development (1986-1992)3A phase of reform (1993-2000)4A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students? overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th gradersLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?1)Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose thetechniques accordingly;2)Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers? awareness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism21. There are four major principles behind good lesson planning:AimVariety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels:Macro planning is planning over time, for instance, the planning for a month, a term, or the whole course.micro planning: is planning for a specific lesson, which usually lasts 40 or 50 minutes. 25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectives26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.4.4 Components of a Lesson Plan1.Background information2.Teaching aims/doc/acea31f6c8d376eeaeaa31ee.html nguage contents and skills4.Stages and procedures5.Teaching aids6.end of lesson summary7.optional activities and Assignments8.after-lesson reflection28. The aims of a lesson include:language components to present,communicative skills to practice,activities to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.1. Teachers’ roles:Before the class---PlannerDuring the class—1 Controlle2 Assessor3 Organizer4 Prompter5 Participant6 Resource-providerAfter the class---Evaluatornew roles:facilitatorsguidesresearcher s2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of thestudents.To use the mother-tongue only when it is necessary. (to explain grammar rules or rules for a game or task which may be too complicated to explain in the targetlanguage)3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior5. In order not to hurt the Ss,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 threats6. What are the functions or purposes of questions?To focus students? attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning7How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss? opinions and ideas are valued..6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The 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: To help convey the speakers? meaning3. Three aspects of pronunciation to teach? Stress, intonation, rhythm4. One common problem in learning English of Ss: (Neglect stress and intonation)5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words:Use gestures, use the voice, use theblackboard7. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation:Use hand or arm movement to indicate change of intonaton: rising/falling arrows; draw lines Unit 7. Teaching Grammar1. What are grammar presentation methods? 演⽰法Deductive method演义法; Inductive method归纳法the guided discovery method (引导发现法2. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examples3). Advantages:To be successful with selected and motivated students;To save time;To help to increase students? confidence in some exam.4). Disadvantages:To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.3. Inductive method1).Definition: the teacher induces the learners to realise grammar rules without any form of explicit explanation2). Steps: give examples-----induce rules4). Advantages: Inductive method is more effective in that students discover thegrammar rules themselves while engaged in language use,4. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primaryobjective(aim/task) is to consolidate learning "(Ur, 1988:11).5. 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.6. Two categories of grammar practice:Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills (2) Transformation drills2). Meaningful practice.In meaningful practice the focus is on the production, comprehension orexchange meaning though the students "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practice usually comes aftermechanical practice.7. Using prompts for practice:1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.3).Using information sheet as prompts. E.g.:4). Using key phrases or key words as prompts.5). Using chained phrases for story telling.6). Using created situations.Unit 8 Teaching Vocabulary1. What does knowing a word involve?Knowing a word means knowing its pronunciation and stress;Knowing a word means knowing its spelling and grammatical properties;Knowing a word means knowing its meaning;Knowing a word means knowing how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning.The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) 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 words.10) Prepare possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Using word net-work13)using the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students? poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English;2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show…3. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are dailyconversations or stories. But in reality we listen to far more things, regardless of which language is used.4. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener?s response5) Speaker?s adjustment5 Two major purposes in listening.*The first is for social reasons;*The second is for exchanging information.6 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:7.dels for teaching listeningbottom-up model up- bottom modelthe teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1. What is speaking?Speaking is a skill that the students will be judged upon most in real-life situations.. 1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can?t be listened to again. It is expected to be understood immediately. WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.3.There are four common features of spoken language:Using less complex syntax;Taking short cuts, e.g. incomplete sentences;Using fixed conventional phrases/chunks;Using devices such as fillers, hesitation devices to give time to think before speaking.4.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students. 5,factors should be considered in designing speaking tasksWhen we design speaking tasks, one important consideration is the language proficiency level of the students.6.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood?s (1981) framework for defining speaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activitiesSome speaking activities1)Controlled activities2)semi- Controlled activities3)communication activities1). Information-gap activities:2). Dialogues and role-plays3). Activities using pictures4). Problem-solving activities8,How to organise speaking activities.Using group work in speaking tasksDesign small group work for three reasons:(1) it increases the time for each student to practise speaking in one lesson;(2) often ss are afraid of making mistakes or losing face or feel shy speaking in front of a whole class;(3) speaking in small groups is more natural in real life.Small group work helps ss learn to work cooperatively and helps them develop interpersonal skills—”foste ring development of tolerance, mutual respect andharmony” (Cooke & Nicholson, 1992:34)2). The advantages of using group in speaking tasksSmall group work helps students learn to work cooperatively and it helps them develop interpersonal skills. They learn how to work with a wider variety of people Development of tolerance, mutual respect and harmonyUnit 11 Teaching Reading1. Two types of reading practice in classrooms:Reading aloud and Silent reading2. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. What is readingreading is the construction of meaning from a printed or Written message..4. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questions5.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one?s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop si ght vocabulary is to read extensively (…Familiarity breeds automaticity?).6. Some principles for teaching reading(6):1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.7.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model8. Three stages of reading:Pre-reading activities;While-reading activities;Post-reading ActivitiesPre-reading activities;Predictinga). Predicting based on the titleb). Predicting based on vocabularyc). Predicting based on the T/F questions2). Setting the scene* Besides discussing culture bound aspects of the text, we can also set the scene by relating what students already know to what they want to know.3). SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions may help teachers to set up skimming activities:~ Ask general questions (avoid detailed ones) which allow students to focus on one or two things,~ Provide 3-4 statements one of which represents the main idea.~ Provide subtitles for different parts of a text and ask students to put them in the right place.4). Scanning。
英语教学法复习提纲.doc
小学英语教学法复习提纲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FI标；（5）精力集屮时间比较短；（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，快乐时冰会学习；（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，激发学生学英语的兴趣和动机，培养良好的学习4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，接触一定量的口常交际用语，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徳教育，个性得到健康和谐的发展。
第二章1.英语课程改革的重点是什么？（P6）改变课程过分注重知识传授的倾向，强调形成积极主动的学习态度，使获得棊础知识和棊本技能的过程同时成为学会学习和形成正确价值观的过程。
2.基础教育阶段英语课程的任务和总体目标是什么？（P7）任务：（1）激发和培养学生学习英语的兴趣，树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。
（2）使学生掌握一定的英语基础知识和听说读写技能，形成综合语言运用能力。
（3）培养学生观察、记忆、思维、想象能力和创新精神。
（4）帮助学生了解世界和中西方文化差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
总体目标：培养学生的综合语言运用能力。
3.综合语言能力的形成建立在什么基础上？（P8）语言知识、语言技能、情感态度、学习策略、文化意识4.《课标》的分级方式和设计依据（P8）采用国际通用的分级方式，将英语课程目标按照能力水平设为九个等级。
设计依据：遵循语言学习的规律和不同年龄的学生心理、生理发展的需求和特点，也考虑到我国民族众多、地域辽阔，经济、教育发展不平衡的实际，旨在体现我国英语课程标准的整体性、开放性、灵活性。
复习提纲与大概内容
复习提纲与大概内容复习提纲主要是为了概括和总结所学内容，帮助学生回顾学习过程中的重点和难点，以便更好地复习和备考。
以下是一个关于复习提纲及其大概内容的例子：I.简介A.复习的重要性B.复习提纲的作用II.复习方法A.创造性学习1.制作思维导图2.编写总结性笔记3.制作闪卡B.练习题训练1.做过去的考试题目2.解决模拟题目3.进行问题集练习III.复习内容A.课堂笔记1.概念解释2.知识点整理3.重点和难点复习B.教科书和参考书1.章节摘要2.重要例题复习3.补充参考书中的内容C.课外资料1.相关研究论文阅读2.参加相关讲座和研讨会3.参观实验室和进行实验IV.复习计划A.制定周计划1.安排每天的学习时间2.制定每天要完成的任务3.确定复习重点和难点B.制定月计划1.安排每周的学习时间2.确定每周要完成的任务3.确定每周复习的重点和难点V.复习技巧A.提高记忆力1.制作记忆卡片2.使用记忆技巧3.运用联想记忆法B.提高理解力1.经常提问和思考2.寻找不同视角的解释3.与他人讨论和交流C.提高应用能力1.实践解决问题2.进行实验和案例分析3.参加团队项目和比赛VI.复习心态A.正面思维1.自信和积极心态2.建立信心和自尊心B.养成良好习惯1.确定学习目标2.简化学习任务3.提高学习效率C.管理压力和焦虑1.寻求支持和帮助2.进行放松和休息3.调整心态和情绪VII.复习评估A.自我评估1.定期复盘和反思2.寻找不足和优势3.调整学习计划和方法B.寻求他人评估1.寻找同伴评估2.向老师和专业导师寻求帮助3.参加模拟考试和竞赛以上是一个较为详细的复习提纲，根据具体情况可以进行调整和补充。
复习提纲的重点是帮助学生系统整理和回顾所学内容，并制定科学合理的复习计划和方法，以提高复习效率和学习成果。
同时，复习提纲也有助于培养学生的自主学习能力和良好的学习习惯，增强学生的自信心和应对考试的能力。
英语复习提纲
英语复习提纲英语是一门全球通用的语言，在现代社会中具有重要的地位。
无论是学术研究、国际交流还是职业发展，掌握英语都是必不可少的。
然而，由于时间和精力的限制，我们需要有一个系统的复习提纲来帮助我们高效地学习英语。
本文将提供一个全面的英语复习提纲，以帮助读者制定合理的学习计划。
一、听力理解听力是英语学习的基础，也是日常交流中必不可少的技能。
为了提高听力能力，我们可以采取以下措施：1. 听英语广播和新闻：通过听英语广播和新闻，我们可以提高对英语语音和语调的理解能力，同时了解国际事务和文化。
2. 听英语歌曲和电影：通过欣赏英语歌曲和电影，我们可以提高对英语的敏感度和理解能力，同时学习地道的口语表达。
3. 听英语教材和录音：通过听英语教材和录音，我们可以熟悉各种语法结构和词汇用法，同时提高听力的速度和准确性。
二、口语表达口语是英语学习的重要组成部分，也是与他人交流的主要方式。
为了提高口语表达能力，我们可以采取以下措施：1. 多与他人交流：与他人交流是提高口语表达能力的最有效方法。
可以通过参加英语角、与外国友人交流或者参加语言交流活动来提高口语表达能力。
2. 多模仿和练习：通过模仿和练习，我们可以提高语音和语调的准确性，同时学习地道的口语表达。
3. 创造语境：通过创造语境，我们可以提高对不同场景下口语表达的适应能力。
可以通过角色扮演、口语训练等方式来提高口语表达能力。
三、阅读理解阅读是英语学习中提高词汇量和语法理解能力的重要途径。
为了提高阅读理解能力，我们可以采取以下措施：1. 阅读英语报纸和杂志：通过阅读英语报纸和杂志，我们可以了解国际时事和文化，同时提高阅读理解能力。
2. 阅读英语小说和故事：通过阅读英语小说和故事，我们可以提高对不同文学风格和表达方式的理解能力，同时扩大词汇量。
3. 阅读英语教材和练习册：通过阅读英语教材和练习册，我们可以系统地学习和巩固各种语法结构和词汇用法，同时提高阅读速度和准确性。
外语教学心理学真题讲课教案
外语教学心理学真题第四大题名词解释题41.词的表象在记忆中恢复的词的形象称为词的表象。
词的表象总是视、听、动觉的，亦即词的心理结构中包含着词的听觉表象、视觉表象和动觉表象。
42.图式图式是皮亚杰用于人们为对付环境中各种特殊情境而发展的思维结构，构成可能有组织或有结构的行为型的认知能力。
43复用复用指的是在记忆中再现某种材料，也就是在没有言语信息输入的情况下主动地再现材料。
44随意注意是指具有自觉的目的，而且要求作一定的意志努力的注意。
45重现指过去经历过而当时并未呈现的刺激，在脑中重新呈现出来的记忆过程。
第五大题简答题46语感的心理特征有哪些？第一，语感不是普遍适用的；第二，语感是后天获得的；第三，语感是逐渐形成的。
47何谓类概念，何谓种概念？请举例说明词的中心意义或者说一般意义或基本意义相应于词所表的类概念所有的个别意义则相应于实际使用时属于该词所表类概念中的种概念。
中心意义与具体意义的具体关系48 采用归纳法进行语法教学有何特点？归纳法1. 什么是语法归纳法？归纳的过程即由特殊到一般的过程。
采用归纳法进行语法教学，在学习者就特定结构的使用进行练习之前，先让他们接触一定的数量的实例，使从中概括出该结构的有关规则。
2.归纳法的好处：按归纳的方法进行学习，可避免单纯抽象的讲解，学习者通过接触具体生活的语言实例，能够很容易地找出某些规律，容易懂，容易记。
49 外语词的被习得有哪些表现？1其意义被认知和理解（不是猜出），不受语境影响；2可自然而适合情境的使用，语音、语法正确。
50 克拉欣的输入假设克拉欣关于输入的假设主要强调：1与习得有关，与学习无关。
2通过理解略高于现有能力水品的语言进行习得。
这须借助语境来实现。
3熟练的口语是逐渐形成的，非直接领会。
4当监护人对习得者谈话，使之理解信息时，输入自动包含习得者准备习得的语法结构i+1。
第六大题论述题51.如何帮助学生有效习得词汇？1词汇可以分出来集中学习。
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。
小学英语教材教法复习提纲
第一章绪论【内容提要】第一节小学英语教学的意义及目的一,意义二,目的第二节研究和学习小学英语教学法的意义及方法一,意义二,方法第三节小学英语教学法中的语言观,学习观,教育观,哲学观一,语言观二,学习观三,教育观四,哲学观【教学重点与难点】1.小学英语教学目标及学习教学法的方法2.小学英语教师应具备的素质【思考题】1.什么是小学英语教学法它所研究的内容是什么2.什么是小学英语教学法的语言观语言的本质特征是什么第二章小学英语教学的特点和原则【学习目标】通过本章的学习,了解儿童语言习得的理论,儿童母语和外语两种语言的学习差异,儿童心理和年龄特征对学习的影响,掌握小学英语教学原则.【内容提要】第一节小学英语教学的特点一,儿童语言习得的理论二,儿童外语的学习第二节小学英语教学的基本原则一,情境匹配原则二,扩充性原则三,交际性原则四,视听说与读写结合的原则【教学重点与难点】1.儿童的心理和年龄特征对学习的影响2.情境匹配原则和交际性原则在小学英语教学中的应用【思考题】1.儿童语言习得理论有哪些各自的特点是什么2.小学英语教学原则有哪些在小学英语教学中如何贯彻这些原则第三章外语教学法主要流派在小学英语教学中的应用【学习目标】通过本章的学习,了解外语教学法的主要流派,掌握小学英语教学中常用的几种教学方法. 【内容提要】第一节外语教学法主要流派简介一,直接法二,听说法三,情景教学法四,交际教学法五,全身反应法第二节外语教学法主要流派在小学英语教学中的具体运用一,形象直观法二,愉快游戏法三,情境表演法四,鼓励,表扬法五,真实运用任务法【教学重点与难点】愉快游戏法,情境表演法及鼓励,表扬法【思考题】结合自己的体会,谈谈还有哪些教学方法适合小学英语教学.第四、五、六章语音,语法和词汇的教学方法【学习目标】通过本章的学习,基本掌握小学英语语音,语法和词汇的教学方法.结合小学英语教材,上一节语音或语法,词汇课.【内容提要】第一节语音,语法和词汇教学的意义一,语音教学的意义二,语法教学的意义三,词汇教学的意义第二节语音教学的内容和方法一,内容二,方法第三节语法教学的方法一,归纳法二,演绎法三,比较法四,图画法第四节词汇教学的方法一,用实物教单词二,用图画教单词三,用动作教单词四,用语境教单词【教学重点与难点】1.语音教学的方法2.语法教学中的归纳法和演绎法3.掌握理解记忆单词的方法【思考题】举例说明小学英语教学法中语音,语法和词汇教学法的应用.第七章怎样教听、说、读、写【学习目标】通过本章的学习,基本掌握小学英语教学中培养学生听说读写能力的方法.通过对教学案例进行分析和讨论,明确小学英语教学中听说读写教学之间的关系.【内容提要】第一节小学英语教学中听说读写教学的意义及原则一,意义二,原则第二节小学英语教学中听说读写教学的方法一,听说技能的训练二,读写技能的训练三,听说读写的综合训练第三节小学英语教学中听说读写的游戏活动案例一,培养听说的游戏活动案例二,培养读写的游戏活动案例【教学重点与难点】1.培养听的能力的教学要点2.培养说的能力的教学要点【思考题】1.小学英语教学中听,说,读,写的意义及原则是什么2.小学英语教学中听,说,读,写的游戏活动有哪些第十章小学英语课堂教学的组织【学习目标】通过本章的学习,了解小学英语课堂教学的意义,掌握小学英语教学的基本环节,及如何备好上好小学英语课.具备驾御小学英语课堂的基本能力.【内容提要】第一节怎样备课一,备学生,备教材,备方法,备练习第二节怎样编写教案一、编写教案前的准备二、教案的编写第三节怎样上课一、课的类型二、课堂上教师与学生的角色三、教师上课应注意的问题四、课后分析、反馈及课后作业【教学重点】1.英语课堂教学的五个环节及其各环节的目的2.备课的意义和内容【教学难点】如何搞好课后的分析及评议【思考题】1.教师在课堂教学中如何发挥主导作用2.教师在上课时应注意什么问题第十一章教学辅助技术与小学英语课堂教学【学习目标】通过本章的学习,了解教学辅助手段在外语教学中的应用及使用时应注意的事项. 【内容提要】第一节教学辅助技术与小学英语课堂教学【思考题】多媒体教学辅助手段在小学英语教学中的应用.第十二章小学英语教师与科研第一节教育科研与科研型教师第二节小学英语教师参加科研活动的意义与可行性第三节小学英语教师的科研活动第四节建议。
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外语教学心理学复习提纲
名词解释：
1.动机P336
如果说学习目的是学习要获得的结果，动机则是促进目的的动因。
学习动机是直接推动学生进行学习的一种内部动力。
2.记忆P185
过去经验在人脑中的反映，也是人类对客观现实的反映。
3.复用P77
在心理学上指记忆中再现某种材料，也就是在没有言语输入的情况下主动地再现材料。
复用的特点是再现过去感知并掌握过的某种语言材料。
4.社会学习理论P23
班杜拉等人提出的社会学习理论，就企图给行为矫正原理和认识心理学作出更为平衡的综合。
采纳行为主义的塑造原理，而且与注意做中学相比，更主张人类进行的大量学习是通过观察别人的熟练反应，然后再努力模仿示范者的反应才完成的。
5.前摄抑制P209-210出现在旧的记忆取代新的记忆的过程。
后摄抑制：出现在新的记忆取代旧的记忆的过程。
6.随意注意P330指具有一定的目的，经过一定的意志努力达
成的。
不随意注意：指没有特定目的，不需要经过意志努力达成
后随意注意：是随意注意发展的结果，虽可不经意志努力实现，却与预先确定的目的相联系。
7.态度p334指个人对外在事物、活动或个人思想行为的一种
向与背，是与否的倾向性。
8.词汇检索p124人脑中存在类似于词典的内部词汇，在记忆
中寻找和提取这些词汇的信息称为词汇的检索。
9.智商p344指心理年龄和实际年龄的比。
10.图式p30
11.技能p71
12.语言教学归纳法p246
13.感觉记忆p188感知停止后瞬间即逝的记忆，是将进入的新
信息保存到其类型被认知的系统。
14.知识p70
15.语感p87-88
16.气质p346
17.命题p205-206
18.同化p30
调节
19.再现（重现、回忆）p193
20.意理识记p186
21.即时记忆广度p189
22.情感p332
23.遗忘干扰说p209
24.习得p8
25.词汇的习得p226
26.内部言语p53
27.词素p48
28.引发行为p22
应答行为
29.第一信号p82
第二信号
30.分析性阅读p291
综合性阅读p292
31.有意识记p186
无意识记
简答题：
1.习得活动一般分为哪几类？p270
2.什么是词的中心意义和具体意义？举例说明。
p217
3.简述皮亚杰的同化调节理论。
p30
4.外语词的被习得有何表现？p226
5.影响技能学习的因素有哪些？p236
6.记忆的基本过程有哪些？p185
7.语法教学的目标是什么？p245
8.简述克拉欣的输入假设的主要内容p268
9.写作中通常可采取哪些策略帮助组织思想？p322-324
10.传授和培养外语知识技能的能力的主要表现有哪些？p349
11.话到嘴边现象说明了什么？p181
12.什么是阅读教学的总体设计原则。
p301
13.语感的心理特征有哪些？影响语感形成的因素有哪些？p112
14.书写作为一种运动技能具有哪些特点？p306
15.发展口语的途径有哪些？p263
16.从心理学观点分析，词的结构包含哪些基本方面？p214 17.语言的结构层次有哪些？p47
18.采用归纳法进行语法教学有何特点？p247
19.外语教学大体上包含那几个主要方面。
p15-16
20.按照美国心理学家布鲁纳的观点，人们通过哪些方式认识事物？p31
21.班杜拉在分析观察学习时强调了那几个过程？p35
22.语言学家哈利戴热为语言有那几种功能？p51
23.加涅把学习分成了几种类型？p36
24.知觉具有哪些特点？p114
25.简述影响内部词汇检索的因素。
p125
26.动机按性质可以分为哪几种？p337
27.写作过程中有那些心理活动？p318
28.什么叫言语的产生？p57
论述题：
1.影响口语发展的因素p277
2.试分析外语学习者心理上的个别差异的表现。
p341
3.试述外语教学心理学的地位、任务和研究对象。
p11-12
4.结合教学实践谈谈如何有效掌握课堂。
p355
5.请谈谈如何帮助学生对外语学习保持积极的心理状态。
p329-339
6.联系教学实际谈谈如何帮助学生有效的习得词汇。
p229
7.联系实际论述影响阅读教学的相关因素。
p286-288
8.请谈谈阅读教学中如何贯彻因材施教原则。
p299
9.联系实际论述外语教师在外语教学中如何进行有效的言语示范。
p350
10.试分析外语学习者心理上的个别差异的表现。
p341
11.联系实际论述外语教师如何发挥外语教学能力。
p359-360。