(过程)Present Practice Produce (PPP)
英语教学法教程第二版(王蔷)1-5单元学习笔记
Unit1 Language and Language Learning1.1How do we learn language?（如何学习语言）Much of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages.1.2Views on language（学习观）1.3Views on language learning and learning in generalNow, the research about language learning theories can be broadly divided into two parts. They are Process-oriented theories and Condition-oriented theories. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. Here are What is done in these processes.1.4What makes a good language teacher?(好教师的素质要素)①Ethic devotion ②Professional qualities ③Personal styles1.5How can we become a good language teacher?(如何成为一名好的语言老师)The most important and difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Teacher’s professional development1.6An overview of the bookUnit2 Communication Principles and Task-based Language Teaching 2.1 Language use in real life vs. traditional pedagogy2.2 What is communicative competence?communicative competence includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situation.2.3 Implications for teaching and learning (略)2.4 Principles of Communicative Language Teaching(CLT)1）Communication principle: Activities that involves real communication promote learning.2) Task principle: Activities in which language is used for carry out meaningful tasks promote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports the learning process.2.5 CLT and the teaching of language skills2.6 Main features of Communicative activities2.7 Task-based Language Teaching(TBLT)Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching.2.7.1 Definitions of a task√√2.7.2 Four components of a task.1) A purpose: making sure the students have a reason for undertaking the task.2) A context: this can be real, simulated, or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors.3) A process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring, conceptualizing and communicating.4) A product: there well be some form of outcome, either visible(written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)2.7.3 Exercises, exercise-tasks and taskexercise exercise-task task2.8 PPP and Task-based Language TeachingMany teachers may be familiar with the Presentation, Practice and Production(PPP). A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc. Some teachers may also be familiar with the five-step teaching method, which is quite similar to the PPP model but adding revision at the beginning and consolidation at the end.2.8.1 Differences between PPP and TBL1) The way students use and experience language in TBL is rapidly different from PPP.2) TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.2.9 How to design tasks?√√2.10 Appropriateness of CLT and TBLT in the Chinese context1)The problems of CLT: ①If CLT is culturally appropriate.（Both its advantages and constraints are recognized by teachers and students.）②It is very difficult to design a syllabus with a one to one correspondence between a function and a form.2)The problems of TBLT: ①It may not be effective for presenting new language items.(Swan,2005) ②Time. Teachers have to prepare task-based activities very carefully. ③The culture of learning. Some students may find it difficult to adapt to TBLT. ④The level of difficulty. Students mayfind task-based learning quite difficult if they do not have sufficient linguistic resources to handle holistic communication.2.11 ConclusionIt is important to remember that a method is effective only when it is appropriate to the teaching context. Therefore, when a new method or approach emerges, it is unwise to simply cast away the traditional and follow the new trend. The best thing to do is to develop one’s own teaching methods based on the context where one teaches and integrates the merits of different methodologies to serve the purpose of one’s teaching objectives and the needs of one’s students.Unit3 The National English Curriculum3.1 A brief history of foreign language teaching in ChinaUnit4 Lesson Planning4.1 Why is lesson planning important?Definition: A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.Reasons: ①A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.②It helps teachers distinguish thevarious 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.③Proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson. ④Good planning gives teachers, especially novice teachers confidence in class. ⑤When planning the lesson, the teacher also becomes aware of the teaching aids that are needed for the lesson.⑥Planning is a good practice and a sign of professionalism.4.2 Principles for good lesson planning4.3 Macro planning vs. micro planning.（宏观计划vs.微观计划）The components of macro planning:(宏观计划包含的内容)1)Knowing about the profession.2)Knowing about the institution.3)Knowing about the learners.4)Knowing about the curriculum/syllabus.5)Knowing about the textbook.6)Knowing about the objectives.4.4 Components of a lesson planDifferent teachers have different teaching styles and may use different teaching procedures, so ‘every lesson is unique’(Robertson and Acklam,2000:6), and so is every lesson plan. A lesson plan include many parts.Unit5 Classroom ManagementDefinition：Classroom management is the way teachers organize what goes on in the classroom.Goal:To create an atmosphere conductive to interacting in English in meaningful ways.(Gebhard,1996)Conditions for achieving classroom management:1)The teacher plays appropriate roles.2)The teacher provides clear instructions.3)Students are grouped in a way suitable for the learning activities.4)The teacher asks appropriate questions.5)There is discipline as well as harmony in the class.6)The students errors are treated properly.5.1 The role of the teacherWhat are the teacher’s roles defined by Harmer?①controller ②assessor ③organiser ④prompter ⑤participant⑥resource-providerWhat are teacher’s new roles?①facilitators ②guides ③researchers5.2 Classroom instructionsDefinition: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities; providing explanations to a concept or language structure; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback and assigning homework, etc. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching.What are rules to follow for making instructions effective?①To use simple instructions and make them suit the comprehensionlevel of the students.②To use the mother-tongue only when it is necessary.③To be careful not to do all the talking in class.。
美国课堂Presentation-Practice-Production(教学PPT)
Image • We will be your students, please, show us how you greet your students.
11
Our topic :
No •Objective: Students will be able to answer and ask
No Presentationpractice-
ImProdaucgtioen
1
Objectives
✓Teachers will prepare the presentation
No section of one lesson.
✓I will share my contact information with all
__*__Help students with any new vocabulary. __*__Practice mastery (the correct answer) for your
students.
8
American greetings
• Hi! • Hey! • Hello!
No
Image • How are you?
material.
5
Presentation
No •The teacher should greet the students
•During your presentation it is important to set a joyful
Image atmosphere.
•Playing music can help students feel happy and ready to learn.
2024新课标外研社7年级英语单词表
Starterjunior high 初级中学ready/'redi/adj. 准备好(做某事)的textbook/tekstbuk/n. 教科书,教材,课本eraser /r'rer za/n. 橡皮history/'h stari/ n. 历史geography /d3 i'p grof/ n. 地理biology /bar 'o lad3 i/ n. 生物physics /'fr zI ks/n. 物理information technology 信息技术chemistry /'kemastri/ n. 化学jacket /'d3 ækr t/n. 夹克,短上衣red scarf 红领巾hat /haet/ n. 帽子grey/grer /adi. 灰色的uniform /'ju:nr fo:m/n. 制服teaching building 教学楼dining hall 食堂lab/laeb/n. 实验室hold /hauld/ v. 召开,举行; 进行event /r 'vent/n. 活动join /d3orn/v. 参与,加入(某项活动) club /kl^ b/n. 俱乐部introduce /,r ntro'dju:s/v. 介绍yourself/jo :'self/ pron. 你自己;你们自己everyone /'evriw^n/pron. 每个人,人人holiday /'hplader /n. 假期,休假日enjoy /īn'd3эI/v. 喜欢;享受...的乐nervous/'n3:vas/adi. 神经紧张的;焦虑不安的classmate /'kla:smer t/n. 同班同学hobby /'hp bi/n. 业余爱好,嗜好need /ni: d/v. 需要activity /aek'tr voti/n. 活动decoration/deka'rerfan/n. 装饰物Unit 1without /wI ð'aut/ prep. 缺乏;没有sentence /'sentons/n. 句子start /sta:t/v. 开始(做某事)point out 指出,指明mistake/mI'ster k/n. 错误polite /pa'lar t/adi. 有礼貌的,客气的mind /mar nd/n. 头脑:思想,思维hers /h3 :z/ pron. 她的dry /drar /adj. 干的,干燥的meaning/mi:nr n/n. 意义;意思;含义fact /faekt/n. 事实; 真相in fact 事实上important /r m'po:tont/adi. 重要的,重大的remember /rr'memba/v. 记住,记得really /'rr ali/ adv. 很,十分problem /'prp blam/n. 问题,难题:困难advice /od'var s/n. 意见,建议:忠告，劝告project/'prp d3 ekt/n. (学校的)课题,研究项目task /ta:sk/n. 工作,任务journey /'d33:ni/n. 旅行,旅程:历程，过程ofcourse 当然,自然together /to'geða/ adv. 一起,共同,一齐，一块儿pool/pu:I/n. 水塘,水洼sail /ser // v. 起航away /o'wer /adv. 朝另一方向thought /0o:t/n. 意见,主意,观点life /lar f/n. 生活primary school 小学protect/pra'tekt/v. 保护;防护wind/wI nd/ n. 风wide /wa d/adj. 宽的,宽阔的pain /per n/n. (肉体上的)疼,痛,疼痛gain /ger n/n. (尤指靠计划或努力得到的)好处，利益，改进through /0ru:/prep. 从一端至另一端,穿过，通过storm /sto:m/n. 暴风雨(雪)hope /haup/v. 希望,期望,指望Unit 2rockmusic 摇滚乐electric/'lektrr k/adi. 用电的:电动的guitar/gI'ta:/n. 吉他band /baend/n. 乐队,乐团fun /f^ n/n. 乐趣sound /saund/n. 声音different /'dr forant/ adi. 不同的,不一样的suddenly /'s^ dnli/adv. 突然,突如其来地hit /hr t/v. 使( 某人)突然意识到check/t「ek/v. 检查,核查rush /r^「/v. 冲,奔festival /'festaval/n. (电影、戏剧、音乐等的)节，节庆，汇演practice/'prsektr s/n. 练习stage /ster d3/n. 舞台nod /np d/ y. 点头instrument /'r nstramant/ n. 乐器everybody/'evribp di/ pron. 每个人,人人skate /sker t/v. 滑冰,溜冰volleyball /'vp libo://n. 排球( 运动)photography /fo'tp grof/ n 摄影tradition /tra'dr「an/n. 传统paper-cutting 剪纸Socialmedia 社交媒体,社会化媒体knowledge/'nplr d3/n. 知识:学问:认识wild /waz ld/adi. 野生的nature /'ner t[a/n. 大自然,自然界adventure /ad'ventГa/n. 历险,奇遇awake /o'wek/adj. 醒着的midnight/'mr dnar t/n. 午夜appear /o'pI a/v. (尤指突然)出现,呈现heart /ha: t/ n. 心(脏)almost /o:lmau st/ adv. 几乎,差不多tap /taep/v. (用手指)轻拍,轻叩,轻敲shake/∫er k/v. 摇动bit/br t/adv. 有点儿,稍微lonely /' lau nli/ adj. 孤单的,寂寞的magic/'maed3r k/adj. 有魔力的,神奇的joy /d3эī/n. 欢欣,愉快,喜悦notebook /'nau tbuk/n. 笔记本shelf/felf/n. 隔板,架子leave /i: v/v. 离开page/per d3/n. (书、报纸、文件等的)页,面ending/'endr n/n. (故事、电影、活动等的)结局,结尾Unit 3silent /'sar lont/ adj. 不作声的along /ap ŋ/prep. 顺着;沿着mountain /'mau ntr n/n. 高山,山岳road /roud/n. 路,道路,公路handsome /'haensam/adi. (男子)英俊的，漂亮的strict /strr kt/adi. 严格的,严厉的follow /'fo lou/v. 跟着,跟随postman/paustman/n. 邮递员:邮差touching/'t^t∫īn/adi. 感人的;动人的son /s^ n/n. 儿子serve /s3:v/v.为…工作;供职area/'earia/n. (国家、市镇等的)地区，区域absent/'aebsant/ adi. 不在的,缺席的seldom/'seldam/adv. 很少,罕见,不常position/pa'zIan/n. 职位,职务each /i:t∫/pron. (两个或两个以上物或人中的)每个，各carry/'kseri/v. 把(某物或某人)带至(新的地点或位置) across /a'krps/ prep. 横跨,跨越memory/'memari/n. 记忆,回忆tear /tr a/n. 眼泪:泪水growth /grau0/n. (性格、智力或情感的)发展，成长hide /har d/v. 把……藏起来,隐藏care /kea/n. 担心;忧虑hug/h^g/n. 拥抱kiss /kI s/ n. 吻reason /'ri:zon/n. 原因,理由marry /'maeri/ v. 结婚;娶; 嫁harmony /ha:mani/n. 融洽相处solve /splv/v. 解决( 问题)relationship /rr'ler∫an∫īp/n. (人或团体之间的)关系parent/'pearant/ n. 父,母race /rer s/v. 比赛，赛车finish /'fr n∫/v. 完成,做完serious /'sI arios/adj. 严重的disease /dr'zi:z/n. 疾病,病trailer /trer la/n. 拖车,挂车pull /pu//v. 拉;扯;拖refuse /rr 'fju:z/v. 拒绝,回绝result /rr'z^lt/n. 结果,后果matter /'maeta/v. 重要，要紧，有关系power/'paua/v. 给(车辆或机器)提供动力Unit 4unusual /^ n'ju:3 uol/ adj. 不平常的treat /tri:t/v. 请客,款待,招待myself/mar'self/pron. 我本人,我亲自，我自己dumpling /'d^ mplr n/n. 水饺whole /haul/ adi. 全部的,整个的become /bI'k^m/v. 成为,变成chef/ ef/ n. 厨师cucumber /'kju:k^ mba/ n. 黄瓜hang /haen/v. 悬挂balloon /ba'lu:n/ n. 气球lantern/'lsnton/n. 提灯;灯笼dish /dr∫/n. (烹制好的)菜肴,一道菜joke /d3 auk/v. 说笑话;开玩笑shocked /「pkt/ adi. 震惊的laugh /la:f/v. 发出笑声,(大)笑pork/po:k/n. 猪肉round /rau nd/adi. 圆形的,环形的shape /∫er p/n. 形,形状,外形reunion /ri: ju:njon/n 团圆,团聚piece /pi: s/n. 片;块;段;截knife /nar f/ n. 刀smell /smel/ n. 气味laughter /la:fta/n 笑;笑声fill /fr //v.(使) 充满;装满meal/mi:·餐:饭miss /mǐs/v. 思念,想念,怀念(某人);错过taste /ter st/n. 味道,滋味celebrate /'selabreIt/ v. 庆祝Celebration /ˌsel.əˈbreɪ.ʃən/ 庆祝，庆祝会culture /'k^ lt∫a/ n. 文化usually /'ju:3 uali/ adv. 通常地;惯常地Christmas /'krr smas/n. 圣诞节(期间)waste /wer st/n. (金钱、技能等的)浪费pollution /pa'lu:「an/n. 污染plastic /'plaestr k/adi. 塑料制的duty /'diu:ti/n. (道德或法律上的)义务，责任shine /∫ar n/v. 发光,发亮break /brer k/n. 中断,暂停emergency /r'm3:d3 ansi/n, 紧急情况,不测事件thirsty /03:sti/ adi. 渴的,口渴的challenge/'t[selond3/n. 挑战,具有挑战性的事物patient/'per∫ant/ n. 病人,患者situation/.srt∫u'er「an/n. 形势,情况,状况，局面regret /rī'gret/ v. 后悔(做了某事);对...感到遗憾decision /dr'sI 3an/n. 决定,抉择support /sa'po:t/n. 支持medical/'medr kal/ adi. 医学的:医疗的bright /brar t/adv. 光明地:明亮地festive /'fest v/adi. 欢乐的,欢庆的firework/far aw3:k/n. 烟火,烟花Unit 5view /vju:/n. 观点,意见pigeon /'pI d3I n/n. 鸽子surprise /sa'prar z/n. 意想不到的事knock around (在某处)悠闲地度过droppings/'drppr nz/n. (兽或鸟的)类boring /'bo:rr n/ adi. 无趣的,无聊的,乏味的feed /fi: d/v. 喂养,饲养,给..食物madly /'msedli/ adv. 发狂地;无法控制地scary/'skeari/ adj. 可怕的,骇人的,恐怖的research /'ri:s3:t∫/n. (对某一主题的)研究,探索recognise/'rekognaI z/v. 认出:认识:辨认出themselves /ðom'selvz/ pron. 他们;自己;她们自己;它们自己mirror/'mI ra/n. 镜子itself/r t'self/ pron. 自己,自身maybe /'mer bi/ adv. 也许,大概,可能( 表示不肯定) several/'sevara/ adj. 几个,数个,一些kilometre/'kr la,mi: ta/n. 千米,公里get lost 迷路speed /spi:d/n. 速度,速率amazing /o'mer zI /adi. 惊人的;了不起的enough /I'n^ f/deter. 足够的,充足的,充分的change /tfer nd3/n. 变化,改变dolphin /'dp lfr n/n. 海豚beaver /'bi: va/n. 河狸,海狸no wonder 难怪engineer/,end3 a'nr /. 工程师;设计师hero /'hr arou/n. 英雄;偶像rescue /reskju:/n. 营救,救援missing/'mI sr n/adi. 找不到的dead /ded/adj. 死的,去世的dodo /dau dau/n. 渡渡鸟as dead as a dodo 彻底死亡museum /mju:'ziam/n. 博物馆,博物院island/'ar land/n. 岛,岛屿ocean /'au∫an/ n. 海洋,大海plenty /'plenti/ pron. 丰富,充足,众多，大量friendly /'frendli/ adi. 友好的,友善的peaceful/'pi:sfol/ adi. 和平的,非暴力的arrive /o'rar v/v. 到达,抵达forest /'fp rīst/n. 森林,林区hunt /h^ nt/ v. 打猎;猎杀soon /su: n/ adv. 不久,即刻,很快die out 消失;绝迹,灭绝full /u I/ adi. 满的;满是……的fantastic /faen'taestr k/adi. 极好的,吸引人的，有趣的as happy as a clam 非常高兴的,相当满足的Unit 6within /wI ð'īn/prep. 在(建筑或地区)里quarter /'kwo:ta/n. 一刻钟,十五分钟workshop/'w3:k[pp/n., 车间,工场leaf/li:fn. 叶,叶子collect /ka'lekt/ v. 收集,采集:使集中sunlight /'s^ nlar t/n. 阳光root /ru:t/ n. 根send /send/v. 送出,发出rise /rar z/v. 升高,上升stem /stem/n. (植物的)茎,梗,柄mix /mr ks/v. (使)混合,拌和produce/pra'dju:s/v. (自然地)生产，产生，出产sugar /'∫uga/ n. 糖product/'prp d^kt/n. (自然过程或化学反应的)生成物oxygen /'p ksr d3 an/n. 氧though /ǎau/adv. 可是,不过,然而breathe /bri: /v. 呼吸dark /da:k/adi. 昏暗的:黑暗的rest /rest/n. 休息(时间)natural/'nset[ oral/ adi. 自然的,天然的enter/'ento/v. 进入sunflower/'sAn flauo/n. 向日葵seed /si:d/n. 种子,籽grow /greu/y. 生长rainforest/'rer nfprr st/n. (热带)雨林influence /'r nfluans/v. 影响,对.起作用climate /'klar mat/ n. 气候corn silk 玉米须rose/rauz/n. 玫瑰; 蔷薇cotton /'kp tn/n 棉花bamboo/.baem'bu:/n 竹,竹子popular /'pppjala/adj. 受大众喜爱的，受欢迎的health /hel0/n. 健康(状况)key /ki:/adi. 至关重要的;必不可少的;关键的teahouse /'ti: haus/n. 茶馆,茶楼,茶室news/nju:z/n. 消息coffee/'ko fi/ n. 咖啡secret/'si:krr t/n 秘密husband /'h^ zband/ n. 丈夫adult/'sed^lt/n. 成人,成年人weekend/ wi:k'end/n. 周末chat /tf set/ v. 闲聊,闲谈,聊天relax /rI 'lks/v. 放松,休息yard /ja:d/n. 庭院biscuit /'br skI t/ n. 饼干connect /ka'nekt/v. 联结,连接。
课堂用的实践“5P”教学模式
二、什么是“5P”教学模式？
第二步:呈现、感知 （Presentation） Presentation的功能是呈现新的语言知识，让学 生对要学的语言项目建立第一印象，实现初步的 信息输入。教师在呈现新的语言项目时，要充分 挖掘教学素材或资源，尽量创设真实的情景，模 拟真实生活，设法让学生更加直观、准确的感知、 理解新语言项目的音、形、意、境。 选择创设情景所用的教具、素材或情景资源时， 应遵循方便、简洁、真实、直观的原则。即可参 照以下优选顺序： 实物或实景——动画或图片— —简笔画——解说
在这样明确任务的驱动下，学生主动运用所学的语言知识，和 同伴进行有意义的沟通和交流，去解决真实的问题，真正实现了 让学生自主创新、合作探究、体验生成的学习过程，体现了“在 用中学，学了就用”的新课程理念。从根本上解决了那种只会做 题、不会表达、不会运用，哑巴英语的教学问题。
第五步：巩固、提高 （Progress）
Progress的功能是“检测”和“巩固”。通过“小结”和 “检查”等评价方式来检测和巩固学生所获得的语言知识和经 验，让学生在评价中反思，在反思中进步，提升学生对知识掌 握的厚度，实现从口头到笔头的转化。
主要做好三个方面： 1、对本节课的重点知识做好归纳总结，对难点知识作画龙 点睛式的点拨和强化。 2、设计有针对性的书面练习题，供学生笔头作答。 3、安排课后作业（Homework）。
人教版新目标初中英语教材的特点：
（1）采用任务型语言教学编写模式，倡导 体验、实践、参与、合作与交流的学习方式。 （2）不排斥语法教学，要求在准确掌握基 本语言知识的基础上开展任务活动。 （3）教学内容具有真实性和适用性，需要 教师充分挖掘生活中学生熟知的教学素材。 （4）突出学生主体，尊重个体差异，要求 教师能合理整合教学内容，科学设计教学方 法。
PPP教学法在小学英语故事教学中的运用
PPP教学法在小学英语故事教学中的运用作者：辛会勤来源：《科教导刊·电子版》2018年第27期摘要本节课的授课内容为《新标准英语》（一年级起点）第五册课本最后的一个补充阅读：Reading for pleasure，The Little Red Hen.本节课运用了PPP模式，即presentation，practice，和production，之后对该课进行了辨课、研讨和讨论得出此模式体现了教学方法与故事性教学的完美融合能够正确引领教学目标，做到“以一带多”富含深意，但是本节课中的缺憾之处：即练习缺少individual的方式，课堂教学缺少了写的活动以及忽视培养学生的问问题意识。
关键词 PPP模式教学方法与故事性教学优点不足之处中图分类号：G623.2 文献标识码：A1课例背景Z老师带领我们到X 小学观看学习了一节由W老师执教的《新标准英语》（一年级起点）第五册补充阅读课Reading for pleasure，The Little Red Hen.W老师对其执教的班级先后两次执教该课，之后对该课进行了辨课、研讨和讨论。
该课授课时长为45分钟。
2教学分析2.1课程内容分析本节课的授课内容为《新标准英语》（一年级起点）第五册课本最后的一个补充阅读：Reading for pleasure，The Little Red Hen.讲述的是农场动物小红母鸡想吃蛋糕，然后自己从种植玉米苗到收玉米、磨面粉、烘焙再到吃上蛋糕的课程，期间四次向朋友们请求帮忙，但是三个朋友小老鼠、小猪、小猫都不愿意帮忙，拒绝了她，都假装在干别的事，最后他们想吃小红母鸡的蛋糕，小红母鸡也没有分他们蛋糕，说他们是懒家伙的故事情节。
2.2学情分析三年级下册的学生已经有了两年的英语学习基础，所以对老师的课题指令，互动问题都基本能听明白，并踊跃回答。
这时候就要抓住时机，通过大量的输入、频繁的互动、教学目标、课堂环节难度设计的逐步提高来培养他们连贯的语言思维能力、听文章注重点的能力和流利的口语表达能力，同时让学生上课能保持热情，保持兴趣。
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。
英语口语培训心得英语口语实训心得体会(14篇)
英语口语培训心得英语口语实训心得体会（14篇）通过这次培训学习，还使我们明白了应该树立终生学习、终身培训的意识，不断更新观念，勤于学习，与时俱进。
随着经济国际化全球化的发展，英语词汇的不断更新，社会需求对英语教师的口语、语音、技能等水平要求会越来越高，如果教师不注意加强自身的学习，势必会被动挨打，还误人子弟。
因此，英语教师须不断强化和扎实自己的基本功。
把理论和实践相结合，不断的提高自身素质，多听有经验老师的课，取其精华，并将其运用到自己的教学当中，不断反思自己教学中的不足。
本页是编辑为大家分享的14篇英语口语培训心得的相关范文，希望对大家有所启发。
英语口语学习心得体会篇一考试形式四六级英语考试口语考试的的每场考试都由两名主考官主持、三名考生参加，时间为20分钟。
考试由三部分组成：一部分主要是“热身练习”，先由考生作自我介绍，目的是使考生进入一个良好的应考状态，以充分发挥出自己的英语口语水平；然后主考官向每一个考生提问，所提问题由口语考试所决定的话题而决定。
每位考生回答一个问题。
时间约5分。
第二部分是考试的重点部分，主要考核考生用英语进行连贯的英语口语口头表达能力，以及传达信息、发表意见、参与讨论和进行辩论等口头交际能力。
主考官先向每位考生提供文字或图片等形式的提示信息，考生可准备一分钟。
然后要求考生就所得材料与信息做90秒的发言。
考官要求考生根据其发言内容，就规定话题进行小组讨论，尽量取得一致结论，时间共约10分。
第三部分由考官再次提问以进一步确定考生的口头交际能力。
时间为5分。
根据四六级考试改革进程，大学英语四、六级考试口语考试仍将与笔试分开实施，继续采用已经实施了五年的面实行的四、六级口语考试(CET-SET)。
同时，考委会将考虑计算机化口语测试，推动大学英语口语教学[2]。
评分标准A.准确性--指考生的语音、语调及所使用语法和词汇的准确程度。
B.语言范围--指考生使用的词汇和语法结构的复杂程度和范围。
英语作文课ppp模式
英语作文课ppp模式In contemporary English composition classes, educators are constantly exploring innovative teaching methods to enhance students’ writing skills. One such method that has gained popularity is the PPP model, which stands for Presentation, Practice, and Production. This model provides a structured framework that helps students understand, internalize, and apply the principles of effective writing. This essay will delve into the intricacies of the PPP model, its benefits, and its application in English composition classes.The Presentation phase is the initial stage where the teacher introduces new concepts and information to the students. This phase is crucial as it sets the foundation for the entire lesson. In an English composition class, this might involve presenting a particular writing style, a grammar rule, or a specific type of essay. The teacher typically uses variousmaterials such as textbooks, slides, and examples to convey the information effectively.During the Presentation phase, the teacher should ensure that the students understand the new material thoroughly. This can be achieved through clear explanations, demonstrations, and by providing ample examples. For instance, if the lesson is about writing a persuasive essay, the teacher might present a sample essay and highlight the key elements such as the thesis statement, supporting arguments, and conclusion. This phase is not only about delivering information but also about engaging students and making them aware of what they are expected to learn.Following the Presentation phase is the Practice phase. This is where students get the opportunity to apply what they have learned in a controlled environment. The Practice phase is essential for reinforcing the new concepts and for building confidence among students. In an English composition class,this phase might involve various exercises such as writing short paragraphs, completing grammar drills, or analyzing sample texts.The Practice phase can be divided into guided practice and independent practice. During guided practice, the teacher provides support and feedback as students work through the exercises. This might involve collaborative activities where students work in pairs or groups to complete a task. For example, students might work together to identify the main idea and supporting details in a given text.Independent practice, on the other hand, requires students to apply the new concepts on their own. This helps to consolidate their understanding and prepare them for the Production phase. During this stage, students might be asked to write a paragraph or an essay on their own, using the guidelines and techniques learned during the Presentation phase. Theteacher can then review their work and provide constructive feedback to help them improve.The final stage of the PPP model is the Production phase. This is where students use their acquired knowledge and skills to produce original work. In an English composition class, this phase involves writing complete essays or other longer pieces of writing. The Production phase is an opportunity for students to demonstrate their understanding and to apply their skills in a meaningful way.During the Production phase, students are encouraged to be creative and to express their ideas freely. They might be given a writing prompt or a topic to write about, and they are expected to produce a well-structured and coherent piece of writing. The teacher’s role during this phase is to provide guidance and support, but to allow students the autonomy to develop their own voice and style.The Production phase also includes peer review and self-assessment. Students can share their work with classmates and provide feedback to each other. This not only helps to improve their writing but also develops their critical thinking and analytical skills. Self-assessment encourages students to reflect on their own work and identify areas for improvement.The PPP model offers several benefits for both teachers and students in English composition classes. Firstly, it provides a clear and structured approach to teaching writing. Each phase builds on the previous one, ensuring that students develop a comprehensive understanding of the writing process.Secondly, the PPP model promotes active learning. Students are actively engaged in the learning process through various activities and exercises. This helps to keep them motivated and interested in the subject matter.Thirdly, the PPP model allows for differentiated instruction. Teachers can tailor the activities and exercises to meet the needs of different students. This ensures that all students, regardless of their proficiency level, can benefit from the lessons.Lastly, the PPP model encourages collaboration and interaction among students. Through group activities and peer review, students learn to work together and to value each other’s perspectives. This not only enhances their writing skills but also builds a sense of community in the classroom.The PPP model is an effective and versatile approach to teaching English composition. By providing a structured framework for learning, it helps students to develop their writing skills in a systematic and comprehensive manner. The Presentation, Practice, and Production phases each play a crucial role in ensuring that students understand, internalize, and apply the principles of effective writing. With its emphasis on active learning, differentiated instruction, and collaboration,the PPP model is well-suited to meet the needs of diverse learners in the modern classroom.。
教学法名词解释
1. Structural viewThe structural view is one of the commonly accepted views of language.It sees language as a linguistic system made up of various subsystems: phonology, morphology and syntax.Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audiolingual approach to language learning emerged.2. Functional viewThe functional view is one of the three views of language that have influenced language teaching and learning practice.It not only sees language as a linguistic system but also a means for doing things: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it.In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Examples of notions are the concept of present, past & future time, the expressions of certainty and possibility, the roles of agents, instruments within a sentence, and special relationships between people and objects.3. Interactional viewThe interactional view of language is one of the three views of language that have influenced language teaching and learning practice.It considers language to be a communicative tool, whose main use is to build up and maintain social relations between people.Learners not only need to know the grammar rules and vocabulary of the language but as importantly they need to know the rules of using them in a whole range of communicative context.4. Behaviorist theoryThe behaviorist theory is one of the influential theories of language learning. It was initiated by behaviorist psychologist Skinner.Based on the theory of conditioning, Skinner suggested that language is a form of behavior and it can be learned the same way as an animal is trained to respond to stimuli.5. Cognitive TheoryCognitive Theory is represented by Chomsky. In this theory, students are asked to think rather than simply repeat. According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.6. Constructivist theoryJohn Dewey provided a foundation for constuctivism. The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. It is believed that education is used to develop the mind. Teachers need to design environment and interact with learners to foster inventive, creative, critical learners.7. Socio-constructivist TheorySocio-constructivist Theory represented by Vygotsky emphasizes interaction and engagement with the target language in a social context based on the concept of 'Zone of Proximal Development' (ZPD)最近发展区and scaffolding教学支架.In other words, learning is best achieved through the interaction between the teacher and the learner and between learners（通过使用目标语在社交情境中进行师生之间和生生之间的互动可以达到最佳的学习效果）.With the teacher's scaffolding through questions and explanations, or with a more capable peer's support, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.8. Communicative competenceThe general aim of language teaching is to develop students’ communicative competence. Communicative competence is the aspect of our competence that includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.It entails 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 situation.Hedge discusses five main components of communicative competence. Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Linguistic competence: It is concerned with knowledge of the language itself, its form and meaning. Linguistic competence is an integral part of communicative competence and it is wrong to think that communicative language teaching does not aim for high standard of linguistic correctness.Pragmatic competence: It is concerned with the appropriate use of the language in social context. That is to say, the choice of vocabulary and the structure depends on the setting, the relative status of the speakers and their relationships.Discourse competence: It refers to one’s ability to create a coherent written text or conversation and the ability to understand them. It also includes one’s ability to initiate, develop, interrupt or confirm in a conversation.Strategic competence: It is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures or using a longer explanation. In this way, they can keep the conversation going and possibly get input from the other end.Fluency:It means one’s ability to link units of speech together with facilities and without strain or inappropriate slowness or undue hesitation. Teaching learners lexical phrases or chunks of language, also termed as prefabricated language can help learners produce language more fluently.9. PPPPPP (Presentation, Practice and Production) model of teaching is a traditional teaching model. （是什么）In language teaching, a typical PPP lesson would include the following steps:（怎么做）Presentation- the teacher introduces a new language item in a context.Practice -students are guided to do some controlled practice, such as drilling, repetition, dialogue reading, etc.Production- students produce the language in a more meaningful way, such as a role play, a drama, an interview, etc.PPP offers a simplified approach to language learning, which could save time when teaching new language items.（优点）10. Task-based Language TeachingIt refers to an approach based on t he use of tasks as the core unit of instruction in language.It’s a further development of communicative language teaching and it shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It stressed the importance to combine form-focused teaching with communication-focused teaching.11. Linguistic CompetenceLinguistic Competence is one of the main components of Communicative Competence, and it is concerned with knowledge of the language itself, its form and meaning. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics.12. Pragmatic competencePragmatic competence is one of the important components of communicative competence. It is concerned with the appropriate use of the language in social context. That is to say, the choice of vocabulary and structure in language use depends on the setting（背景）, the relative status of the speakers（说话者之间的相对地位）, and their relationships（他们之间的关系亲疏）.13. Discourse competenceDiscourse competence is one of the components of communicative competence. It refers to one's ability to create coherent written text or conversation and the ability to understand them （理解和输出完整连贯的书面语篇或口头话语的能力）.In other words, it is one's ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used （通过高效地使用衔接词有逻辑性地、条理清楚地理解和表达一个话题的能力）According to Hedge, it also includes one's ability to initiate, develop, enter, interrupt, check, or confirm in a conversation. （语篇能力也包括开启一段对话、展开对话、中途插话、与对方核对观点、确认信息等交流能力）14. Strategic competenceStrategies one employs when there is communication breakdown such as paraphrasing or finding a synonym when unable to retrieve a word.15. Fluencythe ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.16. TaskA task can hold different meanings for different people. In language teaching, a task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.Generally speaking, a task has four main components: a purpose, a context, a process and a product.17. Information gap activitiesInformation gap activities are one type of communicative activities.In an information gap activity, the participants have different information and they need to obtain information from each other in order to finish a task.Therefore, the participants have a real communicative purpose and they will try to bridge the "information gap" when they are communicating.18. Lesson planA lesson plan is a framework of a lesson in which teachers make advance decisions about what they would like to achieve and how they would like to achieve it.In other words, teachers need to think about the aims to be achieved, contents and aids to be covered, stages to be arranged, timings to be planned, activities to be organised, homework to be assigned in order to achieve the aims of the lesson.19. Macro PlanningMacro Planning is planning over a longer period of time, for instance, planning for a whole programme, a whole-year course or a semester planning. This is often done by a group of teachers who are to teach the same course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall feeling or idea about the course and also get familiarized with the context in which language teaching takes place.20. Micro planningMicro planning is planning for a specific unit or a lesson which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.21. Backwash/Washback effectBackwash/Washback effect refers to the effect of tests on classroom language teaching and learning. Tests strongly affect what actually occurs in the classroom. When assessment is solely dependent on test results, teachers tend to begin teaching to the test. Teaching becomes test practice. Teachers try to find out what will be tested and how it will be tested.22. PortfoliosPortfolios aim to assess students’ ability to apply knowledge. A portfolio is a purposeful collection of materials assembled over a period of time by a learner toprovide evidence of skills, abilities and attitudes related to their study.A portfolio may include oral performance records, collection of pictures and art works reflecting the student’s learning, drawings, diagram description by the student, collection of the student’s writings, and so on.为了评价学生应用所学知识的能力，在一段时间内有意识地搜集一些能证明学生学习技能和态度的材料，把这些材料整理存档，就形成了“学生成长档案”。
2024年教师资格考试初中学科知识与教学能力英语试题与参考答案
2024年教师资格考试初中英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、Which of the following is the primary focus of teaching English as the first language to junior high school students?A)Expanding vocabulary and grammar rulesB)Cultivating basic reading and writing skillsC)Enhancing listening and speaking proficiencyD)Deepening comprehension and analytical skillsAnswer: B) Cultivating basic reading and writing skillsExplanation: The primary focus of teaching English as the first language to junior high school students should be on developing their foundational reading and writing skills. While learning new vocabulary and grammar rules, and enhancing listening and speaking abilities are important, these skills are typically more emphasized in earlier grades. At the junior high school level, students need to strengthen and apply these basic skills effectively.2、What method is most appropriate for assessing students’ writing skills in an English class?A)Multiple-choice quizzesB)Oral presentationsC)Writing samplesD)Listening comprehension testsAnswer: C) Writing samplesExplanation: Writing samples provide a comprehensive view of a student’s ability to express ideas in writing, including their vocabulary usage, grammatical accuracy, and overall coherence. This method is most appropriate for assessing students’ writing skills in an English class. Multiple-choice quizzes are better for gauging knowledge of specific facts or vocabulary, and oral presentations are useful for evaluating speaking skills. Listening comprehension tests are more relevant for assessing listening skills.3、Which of the following phrases is most suitable to introduce a new topic in an English lesson for junior high school students?A. Let’s have a quick review of the p revious topic.B. Now that we’ve discussed the basics, I’d like to move on to a new chapter.C. To get started, I will ask you some questions about the topic.D. brothers and sisters, please pay attention to what I’m going to introduce to you today.Answer: D解析：在初中英语课堂上，为了吸引学生的注意力并营造一个活跃的课堂氛围，教师通常会以“brothers and sisters, please pay attention to what I’m going tointroduce to you today”这样的语言来引入新的主题。
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A Task-based approach 作者：Richard … 文章来源：其他网站 点击数： 7689 更新时间：2006-11-6 In recent years a debate has developed over which approaches to structuring and planning and implementing lessons are more effective. This article presents and overview of a task-based learning approach (TBL) and highlights its advantages over the more traditional Present, Practice, Produce (PPP) approach.
This article also links to the following activity. Try - Speaking activities - Task based listening - planning a night out
• Present Practice Produce • The problems with PPP • A Task-based approach • The advantages of TBL • Conclusion
Top of page A Task-based approach Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages.
Pre-task The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.
Task The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.
Planning Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.
Report Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.
Analysis The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.
Practice Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.
Top of page The advantages of TBL Task-based learning has some clear advantages
• Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item. • A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural. • The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. • The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook. • It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson. • It is enjoyable and motivating. Conclusion PPP offers a very simplified approach to language learning. It is based upon the idea that you can present language in neat little blocks, adding from one lesson to the next. However, research shows us that we cannot predict or guarantee what the students will learn and that ultimately a wide exposure to language is the best way of ensuring that students will acquire it effectively. Restricting their experience to single pieces of target language is unnatural.