小学英语课程与教学论复习重点21页word

第一部分：基础知识1.字母：26个字母的大小写ABCDEFGHIJKLMNOPQRSTUVWXYZabcdefghijklmnopqrstuvwxyz2.语音：元音的发音五个元音字母：AEIOU12个单元音：前元音：[i:] [ɪ] /e/ [æ]中元音：[ɜ:] [ə]后元音：[ɑ:] [ɒ] [ɔ:] [u :] [ʊ] [ʌ]双元音（8个）合口双元音（5个）[ai] [ei] [au] [əu] [ɔi]集中双元音（3个）[iə][εə][uə]3.词汇：词汇量，近反义词4.句子：大小写，标点符号第二部分：语法知识1名词：名词单复数，名词的格(一)名词单复数一般情况，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds以s. x. sh. ch结尾，加-es，如：bus-buses, box-boxes, brush-brushes, watch-watches以“辅音字母+y”结尾，变y为i, 再加-es，如：family-families, strawberry-strawberries以“f或fe”结尾，变f或fe为v, 再加-es，如：knife-knives不规则名词复数：man-men, woman-women, policeman-policemen, policewoman-policewomen, mouse-mice child-children, foot-feet, tooth-teeth, fish-fish, people-people, Chinese-Chinese, Japanese-Japanese不可数名词的复数就是原型：paper, juice, water, milk, rice, tea(二)名词的格有生命的东西的名词所有格：a) 单数后加’s 如: Lucy’s ruler my father’s shirtb) 以s 结尾的复数名词后加’如: his friends’bagsc) 不以s 结尾的复数后加’s children’s shoes并列名词中，如果把’s加在最后一个名词后，表示共有, 如:Tom and Mike’s car 汤姆和迈克共有的小汽车要表示所有物不是共有的，应分别在并列名词后加’sTom’s and Mike’s cars 汤姆和麦克各自的小汽车(2)表示无生命东西的名词通常用“of +名词”来表示所有关系：如:a picture of the classroom a map of China2冠词：不定冠词，定冠词种类(1)不定冠词：a / an a unit / an uncle元音开头的可数名词前用an :an egg / an apple / an orange / an eraser / an answer /an ID card / an alarm clock / an actor / an actress / an e-mail /an address / an event / an example / an opera /an houran old man / an interesting book / an exciting sport /an action movie / an art lesson /(2)定冠词：the the egg the plane定冠词的用法：特指某(些)人或某(些)物：The ruler is on the desk.复述上文提到的人或物：He has a sweater. The sweater is new.谈话双方都知道的人或物：The boys aren’t at school.在序数词前：John’s birthday is February the second.用于固定词组中：in the morning / afternoon / evening不用冠词的情况：专有名词前：China is a big country.名词前有定语：this , that , my , your , some, any , no 等：This is my baseball.复数名词表示一类人和事：Monkeys can’t swim. They are teachers.在节日，日期，月份，季节前：Today is Christmas Day. It’s Sunday.一日三餐前：We have breakfast at 6:30.球类棋类运动前：They often play football after class. He plays chess at home. * 但乐器前要用定冠词：I play the guitar very well.学科名称前：My favorite subject is music.在称呼或头衔的名词前：This is Mr Li.固定词组中：at noon at night by bus3代词、形容词、副词1).代词：人称代词，物主代词人称代词物主代词主格宾格第一人称单数I(我)memy(我的)复数we(我们)usour(我们的)第二人称单数you(你)youyour(你的)复数you(你们)youyour(你们的)第三人称单数he(他)himhis(他的)she(她)herher(她的)it(它)itits(它的)复数they(他们/她们/它们)themtheir(他们的/她们的/它们的)2).形容词，副词：比较级，最高级(一)、形容词的比较级1、形容词比较级在句子中的运用：两个事物或人的比较用比较级，比较级后面一般带有单词than。

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。

小学英语教学法一、小学生学习特点1、小学生心理特点：小学生思维特点﹑小学生注意特点﹑小学生学习动机的特点﹑小学生意志特点。

2、影响小学生学习的其他因素：年龄﹑智力﹑语言学能力﹑学习策略﹑多元智能。

3、小学生和成人学习英语的差异.小学生心理特点：1.1小学生思维特点小学生思维发展的基本特点是从以具体形象思维为主要形式,逐步过渡到以抽象逻辑思维为主要形式。

但是，这种抽象逻辑思维在很大程度上仍然是直接与感性经验相联系的，仍然具有很大成分的具体形象性。

通过小学阶段的学习，小学生逐渐具备了人类思维的整体结构，但这个思维结构还有待进一步完善和发展。

从小学阶段起，儿童逐渐开始具有思维的目的性，表现出完整的思维过程，有较丰富的思维材料和思维结果，表现出个体思维品质发展的显著差异性，儿童思维的自我监控或自我调节的能力也在日益加强。

1.2小学生注意特点小学生注意的一般特点，主要是指小学生有意注意和无意注意的发展。

主要体现在：1从无意注意占优势，逐渐发展到有意注意占主导地位。

低年级学生刚离开幼儿园不久，还不完全适应学校的学习生活，无意注意仍起重要作用。

随着年龄的增长，四五年级小学生的有意注意基本上占主导地位，他们逐步理解自己的学习责任和社会义务，逐步理解在集体生活中自己与同学及老师的关系，从而使有意注意由“被迫”状态提高到自觉状态。

2小学生的注意有明显的情绪色彩。

小学生由于大脑与神经系统活动的内抑制能力没有充分发展，一个兴奋中心的形成往往波及其他相应器官的活动，面部表情、手脚乃至全身都会配合活动，所以注意表现出明显的情绪色彩。

1.3小学生学习动机的特点学习活动行为一般是由学习动机引起的。

小学生的学习动机是有一个发展过程的。

一般地说，它的趋势是从比较短近的、狭隘的学习动机逐步向比较自觉的、远大的学习动机发展；从具体的学习动机逐步向富有原则性的、比较抽象的学习动机发展；从不稳定的学习动机逐步向比较稳定的学习动机发展。

这个过程，反映了小学生学习行为的动机及其整个学习活动的水平。

1: language and language teachingWhat is language?nguage is a system of arbitrary vocal symbols used for humancommunication.2.The answer to this question is the basis for syllabus design, teachingmethods, teaching and assessment procedures in the classroom.3.Different views on language generate different teaching methodologies. Common Views on language1.Structural view （language competence）—The founder: Saussure—The structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): phonology, morphology, and syntax.—The target of language learning is seen to be the mastery of elements of this system, which are generally defined in terms of phonological units(e.g., phonemes),grammatical units (e.g., clauses, phrases, sentences),grammatical operations (e.g., adding, shifting, joining, or transforming elements), and lexical items (e.g., function words and structure words).—Learning the language is to learn the structural items, study the inner structure and rule of language, ignore the social functions of the language.2.Functional view—Representative: Johnson, Marrow, swain canal (the core: grammar)—It views language as a vehicle for the expression of functional meaning, a means of doing things/ combining grammatical rules and vocabulary to express idea.3.Interactional view （communicative competence）—Emphasis: appropriateness—It views language as a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.—Language is seen as a communicative tool for the creation and maintenance of social relations.—Learners need to know the rules for using the language in certain contexts What makes a good language teacher?1. A good language teacher does not solely depend on his/her command of thelanguage. There are a variety of element that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional quality and personal styles.How can one become a good language teacher?Wallace’s (1991) ‘reflective model’1.Stage 1: language development2.Stage 2: learning, practice, reflection1)The learning stage is the purposeful preparation that a language normallyreceives before the practice. This preparation can include:Learning from others’ experienceLearning the received knowledgeLearning from one’s own experiences2)The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructorsThe real classroom teaching:what a teacher undertakes after he/she finishes formal education3)Teachers benefit from practice if they keep on reflecting on what they havebeen doing3.Goal: professional competence2: theory of language learning and language learners1.Fluency1)Different levels of fluency：[1]time-filling[2]quality of speech[3]appropriacy of speech[4]aesthetic capability2)In terms of second or foreign language environment, fluency means a level ofproficiency in communication (Richards, 1992).3)Four kinds of abilities:[1]the ability to produce spoken language with ease;[2]the ability to speak with a good but not necessarily perfect command ofintonation, vocabulary, and grammar;[3]the ability to communicate ideas effectively;[4]the ability to produce continuous speech without causingcomprehensible difficulties or a breakdown in communication.2.Accuracy1)Accuracy refers to the ability to produce grammatically correct sentencesbut may not include the ability to speak or write fluently.3.Interaction1)Interaction pushes learners to produce more accurate and appropriatelanguage, which itself provides input for other students. (Hedge, 2002)2)Forms of Interaction[1]Teacher—Students[2]Students—StudentsPair workGroup work3)Advantages of group work and pair work:[1]Students are more involved.[2]More language practices[3]Generating interactive language.[4]Offering an embracing affective climate.[5]Developing co-operative learning[6]Promoting learner responsibility and autonomy.4)Problems of group work and pair work[1]The teacher is no longer in control of the class.[2]The class is noisy.[3]Students will use their native language.[4]Students' errors will be reinforced in small groups.[5]Teacher cannot monitor all groups at once.[6]Some learners prefer to work alone.[7]There are dominant or silent speakers (chauffeurs and hitchhikers).[8]Students talk about other things.[9]No time to practice fully or finish the task.5)Typical group work tasks[1]Games[2]Role-play and simulations[3]Drama[4]Projects[5]Interview[6]Brainstorming [7]Information gap[8]Jigsaw[9]Problem-solving anddecision-making[10]Opinion exchange6)Before the start of group work/pair work tasks[1]Introduce the technique[2]Justify the use of pairs or small groups for the technique[3]Model the technique[4]Give explicit, detailed instructionsa restatement of the purposerules to followstay with your groupshare ideas and informationlisten to other people's ideashelp each otherEnglish onlyestablish a time frameassign roles (if any) to students[5]Divide the class into groups[6]Check for clarification[7]Set the task in motionDo not sit at your desk and grade papers.Do not leave the room and take a break.Do not spend undue amount of time with one group at the expense of others.Do not correct students' errors unless asked to do so.Do not assume a dominating or disruptive role while monitoring groups.reportingdemonstratingworking on points which needs improving4.Learning and communication strategies1)Learning strategies are steps taken by students to enhance their ownlearning. Appropriate language learning strategies result in improved proficiency and greater self-confidence. --Oxford, 19902)Learning strategies (O’Malley et al, 1983)[1]Metacognitive strategiesMetacognitive strategies are used to oversee, regulate or self-direct language learning, which include how learners regulate theirlearning by planning, monitoring and evaluating their learningactivities. --Rubin, 1987advance organizer directed attention selective attention self-managementadvance preparation self-monitoringdelayed production self-evaluationself-reinforcement[2]Cognitive strategiesCognitive strategies refer to the steps or operations used in learning or problem-solving that require direct analysis, transformation, or synthesis of learning materials. --O’Malley et al, 1983repetition grouping note-taking deduction auditory key wordcontextualization elaborationtransferinferencing[3]Social mediation strategiesSocial mediation strategies/Communication strategies are those activities learners engage in which afford them opportunities to beexposed to and practice their knowledge.cooperation question for clarification 3)Compensatory strategies[1]enable learners to use the new language for either comprehension orproduction despite limitations in knowledge.[2]Compensatory strategies are intended to make up for an inadequaterepertoire of grammar and, especially, of vocabulary.[3]Knowledge sources for comprehension(1) Knowledge needed⏹Schematic knowledge: Schematic knowledge or schemas(schemata) refers to one’s general knowledge about the worldand about text types, which are cognitive constructs for theorganization of information in our long-term memory.background knowledge: actual, socioculturalprocedural knowledge: how knowledge is used in discourse⏹Contextual knowledgeknowledge of situation: physical setting, participants, etc.knowledge of co-text: what has been, will be said⏹Systemic knowledge: syntactic, semantic, morphological(2) Roles of the knowledge⏹allowing for effective guess (system knowledge)⏹building meanings by drawing on a wider range of sources(including semantic and contextual knowledge. Soundrecognition is not enough.)⏹making effective inference (previous knowledge)⏹Cutting down the range of possible meanings (situationalcontext)⏹meaning understanding is required bottom-up and top-downprocessesprehensible output1)Output can serve a consciousness-raising function by helping learners tonotice gaps in their interlanguages.2)Output helps learners to test hypotheses.3)Learners sometimes talk about their own output, identifying problemswith it and discussing ways in which they can be put right.6.Enlightenment1)Teachers should encourage students to test hypotheses and to notice gapsin interactive processes.2)Students are supposed to learn English by using English and interactingwith others.3. communicative principles and task-based language teaching1.CLT（交际英语教学）:1)Definition: Communicative Language Teaching is an approach that focuseson linguistic functions and on training communicative competence of the learners. It includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.2)The basis: the theory of sociology and sociolinguistic.3)Communicative Competence: Four aspects included (Hymes, 1979):[1]knowing whether or not something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguistic competence.[2]knowing whether something is understandable to human beings.[3]knowing whether something is in line with social norms;[4]knowing whether or not something is in fact done: Do people actually uselanguage this way?4)Features of Communicative Language Teaching[1]It stresses the need to allow students opportunities for authentic andcreative use of the language.[2]It focuses on meaning rather than form.[3]It suggests that learning should be relevant to the needs of the students.[4]It advocates task-based language teaching. Students should be given tasksto perform or problems to solve in the classroom.5)Principles[1]Communication principle[2]Task principle[3]Meaningfulness principle6)Criteria for evaluating communicative activities[1]Communicative purpose[2]Communicative desire[3]Content, not form[4]Variety of language[5]No teacher intervention[6]No material controls7)Merits of CLT:[1]likely to give the students all skills[2]More relevant[3]Less waste of time and effort8)Demerit of CLT:[1]make great demands upon the professional training and skills of theteacher[2]Difficult to cheek what student have learnt[3]Don't offer the teacher the security of the textbook9)Traditional class VS CLT[1]Listening: to the teacher, to the tape →sth. unpredictable, sth. authentic,sth. meaningful[2]Reading: learning language →get information, exact meaning, differentskills[3]Speaking: repeating, answering, retelling →sth. creating, express oneself[4]Writing: composition, translation →write to express oneself, one’s feeling,one’s thought; write what people write in the way people write.10)Linguistic Competence: tacit knowledge of language structures and theability to use the knowledge to understand and produce language. (Chomsky) 11)Communicative Competence: Both knowledge about the language and theknowledge about how to use the language in communicative situationappropriately.2.Task-based Language Teaching (TBLT)1)TBLT vs. CLT[1]TBLT is, in fact, a further development of CLT.[2]It shares the same beliefs, as language should be learned as close aspossible to how it is used in real life.[3]However, it has stressed the importance to combine form-focusedteaching with communication-focused teaching.2)model[1]Pre-task[2]Task cycleTask: do the taskPlanning: prepare to report/rehearseReportHearing task recording or read text[3]Language focusAnalysisPractice3)What is a task?[1]A task is essentially goal-oriented; it requires the group, or pair, to achievean objective that is usually expressed by an observable result, such as brief note or lists, rearrangement of jumbled items, a drawing, a spoken summary.[2]This result should be attainable only by interaction between participants:so, within the definition of the task you often find instructions such as ‘reach a consensus’, or ‘find out everyone’s opinions’.[3]Four Components of a Task: purpose, context, process, product[4]Differences among Exercises, Exercise-tasks and Tasks:Tasks are the activities which let students focus on the complete act of communication.Exercises are the activities which let students focus their attention on the individual aspects of language, such as vocabulary, grammar orindividual skills.Exercise-tasks are the activities which helps the students to master the individual aspects of language by using them in certain kinds ofcontexts.[5]The Principles in Designing Tasks:authenticity principleform-function principletask dependency principleleaning by doingscaffolding[6]steps in designing tasks:Think about students' needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPrepare materials[7]Types of Taskslistingordering and sortingcomparingproblem solvingsharing personal experiencecreative tasksjigsaw tasksdecision-making tasksopinion exchange tasks3.PPP (Presentation, Practice, Production)1)Differences between PPP and TBLT[1]The way students use and experience language in TBLT is radicallydifferent 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 formA genuine need for accuracy and fluency[2]TBLT can provide a context for grammar teaching and form-focusedactivities. PPP is different in this aspect.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBLT cycle lead from Fluency to accuracy (+fluency)In TBLT Integrated skills practiced4.Total Physical Response1)Total Physical Response (TPR) is a language teaching method developed byJames Asher who advocates the coordination of speech and action.2)Language is taught through physical (motor) activity.3)Features:[1]TPR reveals structuralist or grammar-based views of language.According to Asher, the verb, especially the verb in the imperative, asthe central linguistic motif around which language use and learning areorganized.[2]The language learning theory in TPR is behaviorism. Learning iseffective and meaningful through stimulus-response action.[3]The objective of a TPR course is to develop learners’ communicativeability through the use of action-based drills in the imperative form.[4]TPR syllabus is a sentence-based one with teaching items of grammarand vocabulary. However, the focus is not on the structure, but onmeaning in a way that grammar points and vocabulary items areselected according to situations in which they are used.[5]The learning and teaching activities in TPR are imperative drills such asorders, commands or instructions, which are used to elicit physicalactions and activity on the learner.[6]TPR learners are listeners and performers. They are required torespond and monitor and evaluate their own progress.[7]The teacher in TPR is active, directing the classroom interaction andturn taking to make sure everything goes well.4)Merits[1]Physical activity helps retain the language.[2]Learning is made a matter of effortless process.[3]It gives due attention to right-brained learning, which is supposed toprecede left-brain language processing.[4]It facilitates students to communicate uninhibitedly.5)Demerits[1]It may not appeal to learners as they advance in their competence.[2]A lot of complex language structures cannot be effectively incorporatedinto the imperative.[3]Learners’ needs for unrehearsed language cannot be met by suchdramatic nature of language learning.[4]It does not have basic textbooks, which may be difficult for bothteachers and learners.4. The English curriculum and coursebooks1.Curriculum: Curriculum refers to the programme of studies of an educationalinstitution. It refers to the substance of what is taught in a given subject: (a) defining objectives, (b) determining content, (c) indicating some sort of sequence or progression.2.Syllabus: A syllabus provides a focus for what should be studied, along with arational for how the content should be selected and ordered.1)Characteristics of a Syllabus:[1]consists of a comprehensive list of content items (words, structures,topics) and process items (tasks, methods)[2]is ordered (easier, more essential items first)[3]has explicit objectives (usually expressed in the introduction)[4]is a public document[5]may indicate a time schedule[6]may indicate a preferred methodology or approach[7]may recommend materials3.coursebook:1)definition: A coursebook is a textbook of which the teacher and, usually,each student has a copy, and which is in principle to be followed systematically as the basis for a language course. Coursebooks are best seen as a resource in achieving aims and objectives that have already been set in terms of learner needs.2)Role of coursebooks:[1]Coursebooks should not determine the aims themselves or becomeaims.[2]The role of the coursebook is to be at the service of teachers andlearners but not to be their master.[3]The aims of the coursebook should correspond as closely as possible tothe aims of the teacher, and both should seek to meet the needs of thelearners to the highest degree.3)英语教学材料包括教科书以及教师用书、练习册、活动手册、读物、音视频材料、挂图、卡片、教学实物、软件等。

第一部分：基础知识1.字母：26个字母的大小写ABCDEFGHIJKLMNOPQRSTUVWXYZabcdefghijklmnopqrstuvwxyz2.语音：元音的发音五个元音字母：AEIOU12个单元音：前元音：[i:] [ɪ] /e/ [æ]中元音：[ɜ:] [ə]后元音：[ɑ:] [ɒ] [ɔ:] [u :] [ʊ] [ʌ]双元音（8个）合口双元音（5个）[ai] [ei] [au] [əu] [ɔi]集中双元音（3个）[iə][εə][uə]3.词汇：词汇量，近反义词4.句子：大小写，标点符号第二部分：语法知识1名词：名词单复数，名词的格(一)名词单复数一般情况，直接加-s，如：book-books, bag-bags, cat-cats, bed-beds以s. x. sh. ch结尾，加-es，如：bus-buses, box-boxes, brush-brushes, watch-watches以“辅音字母+y”结尾，变y为i, 再加-es，如：family-families, strawberry-strawberries以“f或fe”结尾，变f或fe为v, 再加-es，如：knife-knives不规则名词复数：man-men, woman-women, policeman-policemen, policewoman-policewomen, mouse-mice child-children, foot-feet, tooth-teeth, fish-fish, people-people, Chinese-Chinese, Japanese-Japanese不可数名词的复数就是原型：paper, juice, water, milk, rice, tea(二)名词的格有生命的东西的名词所有格：a) 单数后加’s 如: Lucy’s ruler my father’s shirtb) 以s 结尾的复数名词后加’如: his friends’bagsc) 不以s 结尾的复数后加’s children’s shoes并列名词中，如果把’s加在最后一个名词后，表示共有, 如:Tom and Mike’s car 汤姆和迈克共有的小汽车要表示所有物不是共有的，应分别在并列名词后加’sTom’s and Mike’s cars 汤姆和麦克各自的小汽车(2)表示无生命东西的名词通常用“of +名词”来表示所有关系：如:a picture of the classroom a map of China2冠词：不定冠词，定冠词种类(1)不定冠词：a / an a unit / an uncle元音开头的可数名词前用an :an egg / an apple / an orange / an eraser / an answer /an ID card / an alarm clock / an actor / an actress / an e-mail /an address / an event / an example / an opera /an houran old man / an interesting book / an exciting sport /an action movie / an art lesson /(2)定冠词：the the egg the plane定冠词的用法：特指某(些)人或某(些)物：The ruler is on the desk.复述上文提到的人或物：He has a sweater. The sweater is new.谈话双方都知道的人或物：The boys aren’t at school.在序数词前：John’s birthday is February the second.用于固定词组中：in the morning / afternoon / evening不用冠词的情况：专有名词前：China is a big country.名词前有定语：this , that , my , your , some, any , no 等：This is my baseball.复数名词表示一类人和事：Monkeys can’t swim. They are teachers.在节日，日期，月份，季节前：Today is Christmas Day. It’s Sunday.一日三餐前：We have breakfast at 6:30.球类棋类运动前：They often play football after class. He plays chess at home. * 但乐器前要用定冠词：I play the guitar very well.学科名称前：My favorite subject is music.在称呼或头衔的名词前：This is Mr Li.固定词组中：at noon at night by bus3代词、形容词、副词1).代词：人称代词，物主代词人称代词物主代词主格宾格第一人称单数I(我)memy(我的)复数we(我们)usour(我们的)第二人称单数you(你)youyour(你的)复数you(你们)youyour(你们的)第三人称单数he(他)himhis(他的)she(她)herher(她的)it(它)itits(它的)复数they(他们/她们/它们)themtheir(他们的/她们的/它们的)2).形容词，副词：比较级，最高级(一)、形容词的比较级1、形容词比较级在句子中的运用：两个事物或人的比较用比较级，比较级后面一般带有单词than。

《小学英语课程与教学论》教学大纲一、课程基本信息中文名称：小学英语课程与教学论英文名称：Curriculum and Instruction of Primary English课程编码：14110C课程类型：专业课总学时：48（理论学时：24；实践学时：24）总学分：3适用专业：小学教育专业先修课程：教育学；心理学；教育心理学；课程与教学论；大学英语开课系部：教育与心理科学系二、本课程的性质和任务小学英语课程与教学论是教育与心理科学系小学教育专业主干课程之一，是实践性很强的一门学科，在本专业的课程体系中占有重要地位。

本课程的授课对象是小学教育专业三年级的学生。

这些学生在基础阶段已掌握英语语音、语法知识，具有一定的词汇量并在听、说、读、写方面受过一定程度的训练，达到或接近大学英语四－六级水平的要求。

该课程的目标是培养具有理念新、能力强、教学基本功扎实的科研型小学英语教师。

通过本课程的学习，让学生了解外语教学的普遍规律以及这些规律在英语教学中的具体应用；帮助学生熟悉国内外各种外语教学流派的基本教学指导思想和原则，以及教学过程；培养学生学会分析英语课堂教学和根据不同情况采用不同教学方法的能力。

学生应能运用本课程所学的理论知识和掌握的教学技能开展小学英语教学实践，包括能根据教学要求制定明确的教学目标、灵活使用教材、采用合适的教学方法、设计多样化的教学活动、运用现代化教学手段、重/难点讲授清晰等，为教育实习和走上小学英语教师岗位打下坚实的基础。

三、课程教学的基本要求（一）理论教学基本要求“小学英语课程与教学论”是一门实践性很强的课程，教学中要求以培养学生的教学实际能力为主，但也不忽视对英语教学相关理论和方法的学习和理解。

通过本课程的学习，一方面引发学生对小学外语教育的意义、价值、目的、特点和方法等问题的理论思考，另一方面，通过大量的教学技能和技巧的培训，培养学生的实际从教能力和语言运用水平，力求使小学英语教师的专业化教育做到起点高、专业性强，既重理论，也重实践，着眼于小学英语教师的终身学习和可持续发展能力的培养。

小学英语课程与教学理论知识篇一：小学英语课程教学论整理版判断1.（）小学英语课程是面向全体学生的课程，着眼于全人的教育2．（）全人教育应该由六个方面组成，即学问、道德、艺术、宗教、建筑和生活。

3．（）“从对话中选出重要词汇和语法进行练习”这种课堂教学实践体现了功能语言观。

4．（）“通过听和模仿，形成正确的语言习惯” 这种课堂教学实践体现了互动语言观。

5．（）第一语言也可称为母语。

6．（）狭义的第二语言指除母语之外，在官方，商业及社会中广泛应用的语言。

7．（）习得（acquisition）又叫获得，是儿童在自然的语言环境中，不经过正式的教授而自然地，下意识地获得语言的过程。

8．（）学习（learning）是指儿童在非正式的语言环境下有意识地、系统地、正规地学习语言的过程。

9．（）克拉申认为成人通过两种不同而又独立的途径学会外语。

10.（）克拉申语言习得理论认为语言学习者应获得略高于其现有语言水平的第二语言输入。

11.（）斯金纳基于动物行为反应的理论提出行为主义语言学习理论。

12.（）行为主义认为语言是一种人类行为，而不是一种思维现象。

13.（）刺激——反应理论是认知主义学习理论的基础。

14.（）根据行为主义理论的观点，儿童的语言环境对其母语习得起决定性的作用。

15.（）语言行为既受语言环境的影响，也受说话人自身心理因素的影响。

16．（）中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言。

17．（）隐性知识是以书面文字、图表和数学公式加以表述的知识。

18．（）中介语的三个特征是可渗透性、可变性和系统性。

19．（）僵化现象是指某些非目的语的语法、语音等长期存在于中介语中，并且不易改变的现象。

20．（）小学生思维特点以抽象思维为主。

21．（）在小学英语教学中，教师以培养小学生兴趣为主。

22．（）为了延长小学生注意时间，小学英语教师应采用单一的教学方式。

23.（）为了充分发挥小学生善于模仿的特点，小学英语教师要重视读写作用。

小学课程与教学论复习资料1、课程是按照一定的社会需要,根据特定的政治、经济、文化及社会价值取向，为培养、教育下一代所制定的一整套有目的、有计划、可执行的培养方案，具有目标的明确性、内容的科学性、方法的恰当性、策略的可操作性以及评价的合理性等特点。

2、广义的教学是指教的人指导学的人以一定的文化为对象进行学习的活动。

狭义的教学主要是指学校教学，是指学校中教师引导学生一起进行的，以特定文化为对象的教与学统一的活动。

3、教育旦的是指教育的总体方向，它所体现的是最普遍的、总体的、终极的教育价值。

4、培养目标是“教育目的”的下位概念，它所体现的是不同性质的教育和不同阶段的教育的价值。

换言之，培养目标就是对某一级、某一类学校培养人的质量规格的设想或规定。

5、课程目标是“培养目标”的下位概念，是指一定阶段教育的学校课程促进学生身心发展所要达到得预期结果。

6教学目标是“课程目标”的下位概念，是课程目标的进一步具体化，是指导、实施和评价教学的基本依据，是师生在学科教学活动中预期达到的教学结果、标准，既是教师教的目标，也是学生学的目标。

7、美国教育心理学家本杰明• S •布鲁姆长期从事教育目标研究，他把教育目标分成“认知领域”、“情感领域”和“动作技能领域”三个方面。

8、加涅主要从事学习心理学的研究,把学生的学习结果划分五种类型，即态度、动作技能、言语信息、智力技能和认知策略，以便教师能够根据学习结果的不同类型设计最佳的学习条件。

9、新课程倡导“知识与技能、过程与方法、情感态度与价值观”三维一体的课程目标。

10、整体设置九年一贯制的义务教育课程，小学阶段以综合课程为主。

小学低年级开设品德与生活、语文、数学、体育、艺术（或音乐、美术）等课程；小学中高年级开设品德与社会、语文、数学、科学、外语、综合实践活动、体育、艺术（或音乐、美术）等课程。

11、课程教学遵循的基本要求：（1）目标明确。

（2）内容正确。

（3）方法恰当。

（4）教学组织严密。

(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。