英语教学法考试重点缩印Word文档格式.doc
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英语教学法考试重点缩印Word文档格式.doc
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10、设计任务时的四种问题foursetsofquestionwhendesigningtasks:
①whatistheobjectiveofthetask②whatisthecontentofthetask③howisthetasktobecarriedout④inwhatsituationisthetasktobecarriedout
11、设计任务的步骤①thinkingaboutstudents’needs,interests,andabilities②brainstormpossibletasks③evaluatethelist④choosethelanguageitems⑤preparingmaterials
12、语言教学的目标(课程目标)OverallLanguageAbility①languageknowledge:
phonetics,grammar,vocabulary,functions,topics②languageskills:
listening,speaking,reading,writing③learningstrategy:
cognitive,selfmanagement,communication,resourcing④affectandattitude:
international,perspectives,patriotism,confidence,motivation⑤culturalawareness:
knowledge,understanding,awareness.
13、教学计划lessonplan:
alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Inotherwords,teachersneedtothinkabout①theaimstobeachieved,②materialstobecovered,③activitiestobeorganized,and④techniquesandresourcestobeusedinordertoachievetheaimsofthelesson.
14、好教学计划的原则principlesforgoodlessonplanning①aim②variety③flexibility④learnability⑤linkage
15、宏观计划内容whatdoesmacroplanninginvolve①knowingabouttheprofession②knowingabouttheinstitution③knowingaboutthelearners④knowingaboutthecurriculum/syllabus⑤knowingaboutthetextbook⑥knowingabouttheobjectives
16、微观计划的组成microplanning(componentsofalessonplan):
backgroundinformation,teachingaims,languagecontentsandskills,stagesandprocedures,teachingaids,assignments,andteacher’safter-lessonreflection.
17、3P.①语言知识structure-basedlesson:
presentation,practice,production.②语言技能skill-orientedlesson:
pre-,while-,post-.
18、课堂管理classroommanagement:
classroommanagementisthewayteachersorganisewhatgoesonintheclassroom.Itcontributesdirectlytotheefficiencyofteachingandlearningasthemosteffectiveactivitiescanbemadealmostuselessiftheteacherdoesnotorganizethemefficiently.AsthegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.
19、有效的课堂管理的六个条件:
①theteacherplaysappropriateroles.②theteacherprovidesclearinstructions.③studentsaregroupedinawaysuitableforthelearningactivities.④theteacherasksappropriatequestions.⑤thereisdisciplineaswellasharmonyintheclass.⑥thestudents’errorsaretreatedproperly.
20、教师角色rolesofteachers①controller:
controlthepace;
controltime;
controlthewholeclass.②assessor:
assessthestudents’work;
correctmistake;
organizefeedback.③organiser:
designandorganizetasks④prompter:
giveappropriateprompts;
⑤participant:
joinstudents⑥resource-provider:
instructionmaterials.⑦newroles:
facilitator;
guide;
researcher.
21、课堂指令classroominstructions:
classroominstructionsrefertothetypeoflanguageteachersusetoorganizeorguidelearning.Theyinclude①givingdirectionstotasksoractivities,②providingexplanationstoaconceptorlanguagestructure,③settingrequirements,④checkingcomprehension,⑤drawingattention,⑥motivatinglearners,⑦givingfeedback,and⑧assigninghomework.
22、有效的课堂指令规则rulestofollowformakinginstructionseffective:
①usesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents.②usethemother-tongueonlywhenitisnecessary.③givestudentstimetogetusedtolisteningtoEnglishinstructionsandhelpthemmakeanefforttounderstandthem.
23、学生分组类型studentsgrouping:
①wholeclasswork②pairwork③groupwork④individualstudy
24、课堂纪律Disciplineinthelanguageclassroom:
disciplineherereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.
25、课堂纪律的要素Whatcontributestodiscipline:
①classroommanagement②teachers’behavior③students’motivation
26、对无纪律课堂的措施measures①actimmediately②stoptheclass③rearrangetheclass④changetheactivity⑤talktostudentsafterclass⑥createacodeofbehavior
27、课堂问题的建议adviceaboutproblemsinclass①dealwithitquietly②don’ttakethingspersonally③don’tusethreats
28、课堂上的问问题questioningintheclassroom:
teachersusequestions①tofocusstudents’attention,②toinvitethinkingandimagination,③tocheckunderstanding,④tostimulaterecallofinformation,⑤tochallengestudents,and⑥toassesslearning.Questionsshouldbewiseandpurposeful,contributingtotheoverallobjectivesofthelesson,stimulatingthedevelopmentofknowledgeandthinking,aswellashelpingtomaintaininteraction.
29、错误处理dealingwitherrors:
①whentocorrect②howtocorrect③whotocorrect
30、语法教学3P模式:
Ⅰ.presentation:
①purpose:
studentsperceivethestructure——itsformandmeaning——inbothspeechandwriting,andtakeitintoshort-termmemory.②ways:
thedeductivemethod;
theinductivemethod;
theguideddiscoverymethod:
步骤:
createacontext,clearmodel,highlightrules,checkunderstanding.Ⅱ.practice:
studentslearntousethegrammaritem.Absorbthestructurethoroughly,ortotransferwhattheyknowfromshort-termtolong-termmemory.②ways:
mechanicalpractice(substitutiondrills,transformationdrills);
meaningfulpractice(定义:
inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess).③要素factors:
⑴can’tbesaidtohavereallymasteredityet.⑵aimedatformaccuracy.⑶thestudentspayrepeatedattentiontoakeyelementinastructure.⑷controlled/mechanicalandsemi-controlled.⑸group.⑹ways.Ⅲ.Production:
thereisaneedformeaningfulpracticeandcommunicativeuseofthestructuretaughtsothatstudentscanbehelpedtoachievebothaccuracyandfluencyinlanguageuse.②ways:
communicativepractice(guessinggames,completingthepicture,informationsheet,findsomeonewho,pairedcuecard,roleplay,storytelling);
task.
31、Asynthesisapproachtoteachinggrammar:
collocational,constructive,contextual,andcontrastive.
32、有效阅读者怎么做whatdoeffectivereadersdo:
①haveaclearpurposeinreading②readsilently③readphrasebyphrase,ratherthanwordbyword④concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts⑤usedifferentspeedsandstrategiesfordifferentreadingtasks⑥perceivetheinformationinthetargetlanguageratherthanmentallytranslate⑦guessthemeaningofnewwordsfromthecontext,orignorethem⑧haveandusebackgroundinformationtohelpunderstandthetext.
33、阅读策略readingstrategies:
①specifyingapurposeforreading②planningwhattodo③previewingthetext④predictingthecontentsofthetext⑤checkingpredictions⑥skimmingthetextforspecificinformation⑦distinguishingmainideasfromsupportingdetails⑧posingquestionsaboutthetext⑨findinganswerstoposedquestions⑩connectingonepartofthetexttoanother
34、Thethreemodelsforteachingreading:
①bottom-upmodel②top-downmodel③interactivemodel
35、读前pre-readingactivities:
thepurposeofpre-readingistofacilitatewhile-readingactivities.②ways:
predicting(predictingbasedonthetitle,predictingbasedonvocabulary,predictingbasedontheT/Fquestions);
settingthescene.读中While-reading:
①fastreading:
skimming;
scanning.②readingindetail:
transitiondevice(信息转换)⑴purpose:
focusattentiononthemainmeaningofthetext;
beabletosimplifysophisticatedinputsothatitbecomesthebasisforoutput;
allowstudentstoperformtaskswhiletheyarereading;
highlightthemainstructuralorganizationofatext,andshowhowthestructurerelatestomeaning;
involveallthestudentsinclearlydefinedreadingtasks;
precedeonestepatatime;
whenaTDiscompleted,useitasabasisforfurtheroralandwrittenlanguagepractice.⑵ways:
picture;
drawings;
maps;
tables;
treediagrams;
cyclicdiagrams;
piecharts;
barcharts;
flowcharts;
chronologicalsequence;
subtitles;
notes.读后postreading①purpose⑴toconsolidateorreflectonwhathasbeenreadinthetext.⑵torelatethetexttothestudents’ownknowledgeinterestsorview.⑶togivethestudentsthechancetoconsolidatethatlanguagebyusingitfreely.②activities:
discussionquestions;
reproducingthetext;
roleplay;
gap-filli
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