英语教学法考试重点

Views on language learning and learning in general(1)Behaviorist theory Eg;you can train an animal to do anything if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement(2)Cognitive theory\(3)Constructive theory(4)Socio-constructivist theory Eg:learning is the best achieved through the dynamics interactions between the teacher and the learners.What makes a good teacher?(1)ethic devotion(2)Professional qualities(3)Personal stylesHow can one become a good language teacher?(1)the development of professional competence (most difficult)(2)A specific range od skills strategies,,knowledges and ability(3)Have a sound command of English(4)Learning practice and reflection.learning from others experience.leaning the received knowledge leaning from one’s own experience as a learner.Language use in real life VS traditional pedagogy(1)in real life,language is used to perform certain communicative functions. Eg: to give directions,to exchange information or to make a complaint. In traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on two language skills and ignore the others. Eg:the grammar-translation methos emphasized on reading and writing skills and virtuallyignored listening speaking skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolated language from its context. Eg:when the English passive voice is introduced,the teacher always focuses on the explanation of how the objects in an active sentence is moved to the front of a passive sentence. And how the verb is changed to an auxiliary plus an -ed form of the base form of the verb.What is communicative competence ?(1)linguistic competence(2)Pragmatic competence(3)Discourse competence(4)Strategic competence(5)FluencyTask based language teachingTask definitionIs a piece of work undertaken for oneself or for others,freely or for some reward.Is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that processFour components of a taskA purpose :make sure the students have a reason for undertaking the taskA 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.A process;getting the students to use learning strategies such as problem solving reasoning inquiring conceptual and communicatingA product : there will be some form of outcome either visible or invisibleExercises tasksFocus form meaningSituation no situation real life situationOutcome correct form accomplishment of taskLanguage practice of assigned form choice of form and contentError immediate correction delayed correctionPrinciples for good lesson planning(1)Aims means a realistic goals for the lesson the teacher needs to have a clear idea of what he or she would like to achieve for the lesson or what outcomes are expected from the lesson Aims are not the things teachers intend to do during the lesson,but the things that students are able to do bu the end od the lesson.(2)Variety means planning a number of different types of activities.(3)Flexibility means preparing some extra and alternatives tasks and activities as the class does not always go according to the plan(4)Learnability means the contents and tasks planned for the lesson should be within the learning capabilities of the students.(5)Linkage means linked with each otherHarmer suggest the following measures for indisciplined acts and badly behaving students(1)Act immediately(2)Stop the class(3)Rearrange the seats(4)Change the activity(5)Talk to students after class(6)Create a code of behaviorDealing with errors(1)(2)dealing with spoken errors(3)When to correct generally it is best to interrupt students during fluency work unless communication breaks down.if the students has got most of his language right but has made a trivial mistakes it is sometimes wise to let the mistakes pass if there are some common mistakes that other students might also have problems with,the teacher can take a note in his or her mind and try to do the correction after the students’ performance.(4)(5)How to correct indirect teacher correction is encouraged to avoid damaging students’ self esteem and confidence. Ask a question to invite the students to say it again with a hint of a problem. Sometimes the whole class can be invited to correct the mistakes.Characteristics of the listening process(1)(2)spontaneity(3)Context(4)Visual clues(5)Listeners ‘s response(6)Speakers’ adjustmentA process approach to writing(1)(2)Focus on the process of writing that leads to the final written process(3)Help students writers understand their own composing process(4)(5)Help them built repetoires of strategies for previewing drafting and rewriting(6)(7)Palace central importance on the process of reversion(8)Give students time to write and rewrite(9)(10)Let the students discover what they want to say as they write(11)Give students the feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention(12)(13)Encourage feedback both from the instructors and peers(14)(15)Include individual conferences between teacher and student during the process of composition。

englishteaching英语教学法教程期末考试必考的知识点Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisitiontheory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: gra mmar involves drawing the learner’s attention to contrast the differences between the target language and other language. Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way ne wly learned structures are used in the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning(freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they use So the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use. Ways of consolidating vocabulary:labelling,spot thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are otherwords,listening comprehension involves ‘knowle dge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for thegist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answeringquestions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to acceptrepetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predicting Effective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive info rmation with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use otherresources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpret Questions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching ofwriting should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’sself-assessment project work portfolios。

外语系教学法考试要点及样题一、教学内容1．教学法流派（1）语法翻译法（2）直接法（3）听说法（4）认知法（5）自然途径（重点）（6）交际法（重点）（7）任务型教学法2．课堂教学（1）课堂教学的三个层次的练习活动（2）课堂教学设计（重点）（3）怎样教听、说、读、写（读的教学是重点）（4）怎样教语音、语法、词汇、课文（5）信息加工理论：Bottom-up Model, Top-down model, the Interactive model（6）输入、输出理论（7）语言学习、习得理论3．教材、大纲和课标（1）现行教材的编写体例（2）现行的教学大纲（3）英语课程标准（了解其理念、外语教学的目标、新的学习方式）√4．情感因素和智力因素（1）动机、态度、焦虑、自尊、兴趣（2）学能理论5．评价和测试（1）了解评价的趋势：综合性评价和形成性评价（2）水平测试（proficiency test）、成绩测试(achievement test)、诊断测试(diagnostic test) （3）好的测试的特点和要求：信度（reliability）、效度(validity)、可操作性(practicality)、区分度（discrimination）信度（reliability）---信度指考试的可靠性，也即考试结果的稳定性。

针对同一个考生，考同样一份试卷，如果几次（不同时间）考试得到的分数相差很远，那么这个考试是不可靠的。

在客观性试题占主导的考试中，信度要达到0。

90以上。

“托福”的信度大致为0。

95。

效度(validity)---效度指的是一个考试测量了它所要测量的东西的程度。

可操作性(practicality)---指考试要方便于实施。

区分度（discrimination）---指某一试题对于不同水平考生区分的能力。

二、教材1．王蔷，《英语教学法教程》2．何广铿，《英语教学法基础》三、考试大纲1.选择题15%2.填空题20%3.简答题15%4.是非判断题20%5.教学设计及教案写作30%四、样题(另附)广东教育学院业余班英语教学法样卷I. Choose the best answer for each of the following blanks: 15%1. ( ) Affective factors involved in language learning includes the followingexcept _________.a.ageb. attitudec.motivationd. self-esteem2. ( ) Which of the following belongs to mechanical practice?a. repetitionb. dramac. role playd. game3. ( ) ______ suggested that a student can acquire language on their own,provided that they get a great deal of comprehensible input.a. Krashenb. Hallidayc. Chomskyd. Bloomfield4. ( ) If we need to provide students with background knowledge, we should use______.a. Bottom-up Modelb. Top-down Modelc. Interactive Modeld. Integrated Model5. ( ) TOFLE belongs to________ test.a. diagnosticb. aptitudec. placementd. proficiency6. ( ) The purpose of a reading course is to enable students _____________.a. to get informationb. to develop reading skillc.to widen cultural eyesightd. All the above mentioned7. ( ) ________ emphasizes learning language rule and learning a languagecreatively.a. The Direct Methodb. The Cognitive Approachc. The Natural Approachd. The Situational Method8. ( ) The students should play the role of _________ in Communicative Approach.a. authorityb. communicatorc. facilitatord. receiver9. ( ) We owe Discovery Learning to the famous cognitive scholar ______ .a. Piagetb. Brunerc. Kellyd. Skinner10. ( ) The Audio-Lingual Method is based on the theory of _______.a. Acquisitionb. Behaviorismc. Cognitivismd. Socio-linguisticsII. Blank-filling:20%1.The nature of Task-based Language Teaching is _________ by doing.2.The goals of Communicative Approach is __________________________________________________________________________________.ually one’s aptitude towards learning a language includes__________ codingability, ___________ coding ability, ___________ and the ability of inductive reasoning.4.Pronunciation can be taught through _______________. V ocabulary should betaught in ____________ and grammar should be taught _____________. Text can be taught in ____________ Method.5.The test to determine how much one has learned according to a certain syllabus,textbook and classroom instruction is a kind of _____________ test.6.Learning is a _______ process while acquisition is a _______ process. Inclassroom learning, a sympathetic teacher and ___________ atmosphere is very supportive.7.Our teaching principles advocate teaching English ________________.8.According to Behaviorism, the process of learning a language is_________,________ and reinforcement.9.The most effective way of teaching reading is to use _______________Model.municative activities have three features: ___________________,______________________, _______________________.III. Answer the following questions briefly: 15%1.What are the five necessary components of a task according to David Nunan?2.What is the process/nature of reading according to Goodman?3. What does the formula i+1mean?IV. True or False judgment:20%1.When we are devising an English lesson, we’d better devise tasks or activities thatthe students will have in real world. ( )2. Learning strategies include resources-using strategies. ( )3．In order to achieve development, teachers should be encouraged to carry out reflective teaching. ( )4. When we are having an English class, we usually combine the strong points of severalteaching approaches or methods rather than use a single one.( )5. Grammar-Translation Method is totally out of use now. ( )6……V. Design a 45-minute lesson plan according to the given material, specifying learner types, lesson objectives, teaching contents, teaching procedure, tasks or activities, time allocation, teacher and student roles, etc. After that, using about 100 words to rationalize and assess your design from the perspectives of (1) lesson objectives; (2) teaching methods; (3)task or activity variation, (4)teacher and student roles.: (30%)PerspectivesOne day a father and his rich family took his young son on a trip to the country with the firm purpose to show him how poor people can be. They spent a day anda night in the farm of a very poor family. When they got back from their trip thefather asked his son, “How was the trip?”“Very good, Dad!”“Did you see how poor people can be ?” the father asked.“Yeah!”“And what did you learn?”The son answered, “ I saw that we have a dog at home, and they have four. We have a pool that reaches to the middle of the garden, they have a creek that has no end. We have imported lamps in the garden, they have the stars. Our patio reaches to the front yard, they have a whole horizon.”When the little boy was finishing, his father was speechless.His son added, “Thanks, Dad, for showing me how poor we are!” Isn’t that true that it all depends on the way you look at things? If you have love, friends, family, health, good humor and a positive attitude toward life, you’ve got everything!Answer Sheet for MethodologyClass____________ Name__________I.Multiple choice: 15%1. 2. 3. 4. 5. 6. 7. 8. 9. 10.II.Fill in the blank: 20%1.__________________2. __________________________________________________.3. ____________, ________________, ____________________.4．___________, ________________, ______________, _________________.5. ______________________________.6．__________, __________, ___________..7．___________________.8．______________, __________________.9．_______________________.10．___________, _______________, ___________.III.Answer the questions: 15%1.2.3.IV.True of False judgment: 10% 1. 2. 3. 4. 5.V. Teaching design. 30%。

Unit one1.2 views on languageStructural view: the structural view of language sees language as a linguisticsystem made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system ofcombining units of meaning for communication.Functional view: the functional view not only sees language as a linguistic system but also a means for doing things. 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.Interactional view: the interactional view considers language to be acommunicative tool whose main use is to build up and maintain social relations between people.1.3 views on language learning and learning in generalBehaviorist theory: (Skinner and Pavlov)the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”. Cognitive theory: Chomsky thinks that 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 knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language. Constructivist theory: (John Dewey and Jean Piaget) the constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/her already knows.Socio-constructivist theory: (Vygotsky)he emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.1.4What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good languageteacher: ethic devotion, professional qualities and personal styles.1.5 teacher’s professional developmentOther’sexperienceLanguageProfessional development Practice ReflectionReceivedcompetenceknowledgeOwnexperienceStage 1 GoalStage 2Unit two2.2communicative competences: (Hedge)1)Linguistic competence is concerned with knowledge of the language itself, its form and meaning.2) Pragmatic competence is concerned with the appropriate use of the language in social context. 3) Discourse compe te nce refers to one’s ability to create coherentwritten text or conversation and the ability to understand them. 4) Strategic competence refers to strategies one employs when there is communicationbreakdown due to lack of resources. 5) Fluency means one’s ability to link units ofspeech together with facility and without strain or inappropriate slowness or undue hesitation.2.4principles of communicative language teaching (CLT)1) Communication principle: activities that involve real communication promote learning. 2) Task principle: activities in which language is used for carrying out meaningful tasks promote learning. 3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.2.7 task-based language teaching (TBLT)Task-based language teaching is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit threeFramework of objectives in the new National English CurriculumOverall language ability:Language: phonetics, grammar, vocabulary, functions, topicsLanguage skills: listening, speaking, reading, writingLearning: cognitive, self management, communication, resourcingAffect: international, perspectives, patriotism, confidence, motivationCultural: knowledge, understanding, awarenessUnit 44.2 principles for good lesson planningAim means the realistic goals for the lesson.Variety means planning a number of different types of activities and introducing awide selection of materials for the students.Flexibility means preparing some extra and alternative tasks and activities. Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.4.4 components of a lesson plan1. Background information: the first thing the teacher needs to detail is who the students are.2. Teaching aims: the next thing the teacher needs to know is that what he/shewants the students to achieve after the class.3. Language contents and skills: teachers should know what language contentswill be taught and what language skills will be practiced in the lesson.4. Stage s and proce dure s: teaching stages refer to the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. (Starter, presentation, practice, production, revision)5. Teaching aids: it means the resources needed for the lesson.6. End of lesson summary: the teacher needs to take some time to summarizewhat is learnt in the class.7. Optional activitie s and assignme nts: teacher needs to prepare some optionalactivities and decides on the type of assignment for the students after the lesson.8. after lesson reflection: homework ect.Unit 66.1 factors affect pronunciation learning: learner’s native language; age; exposure; innate phonetic ability; motivation and concern for good pro pronunciation.6.2 Our realistic goal of teaching pronunciation: consistency,the pronunciation should be smooth and natural.Intelligibility, the pronunciation should be understandable to the listeners. Communicative efficiency,the pronunciation should help convey the meaning that is intended by the speaker.Unit 77.1 GrammarForm: how Meaning:is it what doesformed?it means?Use: whenand why isit used?Diane Larsen-Freeman7.2 grammar presentation1. The deductive method: it relies on reasoning, analyzing and comparing.2. The inductive method: the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.3. The guided discovery method:students are introduced to discover rules by themselves. The process of discovery is guided and assisted by the teacher and the rules are then elicited and taught explicitly.Unit 88.2 What does it mean to know a word?1. Its pronunciation and stress.2. Its spelling and grammatical properties.3. Its meaning.4. Its use.8.3 ways of presenting vocabulary1. Provide a visual or physical demonstration2. Provide a verbal context.3. Use synonyms or antonyms.4. Use lexical sets or hyponyms to show relations.5. Translate and exemplify6. Use words formation rules and common affixes to build new lexical knowledge.7. Teaching in chunks.8. Think about the context that the word might be used.9. Think about providing different context.10. Prepare for possible misunderstanding or confusion.。

《英语教学法》（1）期末考试试题之二答案和评分标准rmation.30%.tw.point.each2.the teaching of Ancient Greek and Latin in the west3.an intellectual activity4.topics, situations, functions, notions5.Dell Hymes6.first language acquisition7.The ‘holistic’ approachmunity Language Learning9.English for Special Purposesanization of learning experiences, determination of what to evaluate and how to evaluate11.a knowledge of the appropriateness, the functional value of the language12.inappropriateness13.a constructive process, what is presented on the page or in the sound system14.oral communication15.the vocabulary and grammar structures, the skills required in typical situations16.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches,radio announcements, new reports, plays, etc.Par.I.Decid.whethe.th.followin.statement.ar.tru.o.false.Writ..fo.tru.an..fo.false.20%.tw.point.each 1...2...3... 4...5... 6...7...8....9...10.TPart III 50%Design a reading lesson with three stages as 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part●Th.followin.ar.possibl.pre-readin.activitie.fo.th.referenc.o.markers.Student.nee.t.elaborat.th.activit.a.wel.a.giv.reasonabl.explanatio.fo.thei.choices.Thes.tw.part.shoul.b.don.i.goo.English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher’s general questions about the text type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each part●Th.followin.ar.possibl.while-readin.activitie.fo.th.referenc.o.markers.Student.nee.t.elaborat.th.activit.a.wel.a.giv.reasonabl.explanatio.fo.thei.choices.Thes.tw.part.shoul.b.don.i.goo.Englis h.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided bet ween “specific steps” and “reasons for your design”, 2.5 points for each part●Th.followin.ar.possibl.post-readin.activitie.fo.th.referenc.o.markers.Student.nee.t.elaborat.th.activit.a.wel.a.giv.reasonabl.explanatio.fo.thei.choices.Thes.tw.part.shoul.b.don.i.goo.English .●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choice●Listening to or reading some supplementary materials.。

福建师范大学22春“英语”《英语教学法》期末考试高频考点版（带答案）一.综合考核(共50题)1.Diamonds are the hardest substance ________ in nature.A.findB.foundC.findingD.to find参考答案：B2.影响交际策略的因素是：语言水平、个性、学习环境和任务的难易度。

()A.错误B.正确参考答案：B3.在西欧，十九世纪末到二十世纪四十年代的外语教学，翻译法占统治地位。

()A.错误B.正确参考答案：A4.评价学生可以采用以下哪些途径：()A.面谈B.学习周记C.学习档案D.测试E.节目汇演参考答案：ABCDIt is usually warm in my hometown in March, but it _____ be rather cold sometime.A.mustB.canC.shouldD.would参考答案：B6.课堂教学的分析和评估有助于教师了解自己上课的效果，发现优缺点，总结经验和教训，也有助于教师明确原定课时教案之所以能实现或不能实现的原因。

()A.错误B.正确参考答案：B7.What type of learners can benefit most from real object instruction?A.Inpidual learners.B.Tactile learners.C.Auditory learners.D.Visual learners.参考答案：D8.对于不读书、上课不听课乃至离家出走的学生，你的看法和对策是：()A.这类学生受到家庭和社会的影响，已经“定型”，只要不出大事，能维持到毕业就行了B.老师费尽心机做工作，好不到几天又故态复萌，这些学生最好回家或转走C.这些学生因为学习差，染上了不良习惯，父母不爱，同学不喜欢，老师要多爱他们，理解他们的难处，坚持关心、帮助他们D.联系家长对他们每天的生活言行严加管束参考答案：C9.参考答案：是指人们以一系列经验事物或知识素材为依据，寻找出其服从的基本规律或共同规律，并假设同类事物中的其他事物也服从这些规律，从而将这些规律作为预测同类事物的其他事物的基本原理一种认知方法。

Unit 1 Language and Learning1.1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learnersneed to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate touse them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theory⏹ B. F. Skinner⏹ A stimulus-response theory of psychology⏹Audio-lingual method⏹The idea of this method is that language is learned by constant repetition and thereinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is that students shouldbe allowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what is alreadyknown.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacher and thelearner and between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as partof one’s pre-service education, usually under the supervision of instructorsThe real classroom teaching:what a teacher undertakes after he/she finishes formaleducation❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from its context2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence. 2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆ Pragmatic competence （语用能力）The appropriate use of language in social context.◆ Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆ Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆ Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的） hesitation’2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)●Communicative purpose● Communicative desire● Content, not form● Variety of language● No teacher intervention● No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP. *Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness & accuracy of language form in general, not production of a single form *A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.■ A task-established context⏹Encouraged to think, analyze, not simply to repeat, manipulate and apply⏹ A more varied exposure to natural language⏹Language forms not pre-selected for focus⏹Learner-free selection of language⏹TBL cycle lead from Fluency to accuracy (+fluency)⏹In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.⏹Constraints of TBLT⏹The first is it may not be effective for presenting new language items⏹The second constraint is Time as teachers have to prepare task-based activities verycarefully.⏹The third is the culture of learning⏹The forth is Level of difficultyUnit 33.1 A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20003.2 Designing principles for the National English Curriculum1)? Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5)? Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1)? English language teachers are expected to change their views about language which is nota system of linguistic knowledge but a means for communication.2)? English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)? English language teachers are expected to use more task-based activities and put the students at the center of learning.4)?English language teachers are expected to use more formative assessment in addition to using tests.5)? English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning备课4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisions aboutwhat they hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to planthe activities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationshipbetween them so that the activities of different difficulty levels can be arrangedproperly and the lesson can move smoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they canbe prepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of t he teaching aids needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways:☐To enable the teacher to improve class timing;☐Lesson plans are also an aid to continuing development(plan✍-✍practice ✍-✍reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do by the endof the lesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learningcapability of the students5.Doing things that are beyond or below the students’ coping ability will diminishtheir motivation (Schumann, 1999)6.Linkage: the stages and the steps within each stage are linked with one another.4.3 what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning 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.❑Macro planning involves the following：Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:➢Background information➢ Teaching aims➢ Teaching content and skills➢ Stages and procedures➢ Teaching aids➢ End of lesson summary➢ Optional activities and Assignment➢ After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)☐☐⏹environment, use various strategies to motivate learners, guideand assessing their learnin g and develop their learning strategies…☐⏹capabilities; acknowledge and respect individual differences; give each equal opportunitystudents’ development fairly from an all-round perspective…☐⏹the reasons, think about possible solutions, implement thesolutions and evaluate the results…Q: How much control is needed?⏹Appropriate degree of control⏹Different activities need a different degrees of control.⏹The more communicative an activity, the less control it needs.Q: What does the teacher do as an assessor?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that a success-orientedlearning atmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems; clearinstructions given to students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; takenotes for later feedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or what to saynext…⏹When a student doesn’t seem to be ready for an answer,…⏹When a student finishes with a very short answer,…Q: why to participate in student’s activities?⏹Monitoring + participating changes the role from an authority to a conversationalist,a good chance for students to practise English with a superior…Q: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.”5.3 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of the students;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5.4 What are the different ways for student grouping?⏹Whole class work, pair work, group work, individual study1.Whole class work☐All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair work☐Students work in pairs on an exercise or task.3.Group work☐Students work in small groups of 3-5 students.4.Individual study☐Students work on their own at their own speed.Q: How to group? (Grouping methods)1.Whole class work is normally used when presenting and explaining new language or newinformation and it should be used wisely by the teachers.2.Successful group/pair work depends on skillful organization.3.The biggest problem for group work is the selection of group members.4.While teachers are encourage to use pair wok and group work to provide more practice chance,individual study should not be forgotten.Types of student grouping and their advantages and disadvantages in P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)Q: Does discipline guarantee effective learning?☐No. There might be little learning even the class is very disciplined.☐Although discipline is necessary, it is not a sufficient condition for effective learning as a thoroughly indisciplined atmosphere will surely yield no learning at all.(79)Q: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice ofmethodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)☐Ss are clear about learning purpose;☐Ss are able to do the work but find it challenging;☐Ss are emotionally, physically and intellectually involved by the tasks;☐The presentation, variety and structure of the work and activities generate curiosity and interest;☐Ss have opportunities to ask questions and try out ideas;☐Ss can see what they have achieved and how they had made progress;☐Ss get a feeling of satisfaction and enjoyment from the work.Q: What causes discipline problems?⏹A gap in the lesson (e.g. bad planning, equipment fails to work)⏹Unclear instructions⏹Lack of teacher attention⏹The teacher concentrates on lengthy explanations to one individual so that the others getbored⏹Work is too easy or too challengingQ: What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.5.6 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek their own answers;☐ A secure and relaxed atmosphere of trust is ne eded and ss’ opinions and ideas are valued.5.6.2 What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7 Dealing with errorsQ: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system” (Brown, 2000: 218-219) ☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.Q: How to deal with errors?☐In dealing with errors and mistakes we need to be clear whether the task or activity is focusing on accuracy or fluency.Q: When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.Q: How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionQ: Which techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.Summary1.Roles of the teacher: controller, assessor, organiser, prompter, participant,resource-provider, facilitator, guide, researcher, etc.2.Classroom instructions: simple; suit the level of students3.Grouping: whole class work, group work, pair work, individual study4.Discipline: to engage ss in learning; how to maintain discipline, how to treatwith undisciplined acts5.Questioning: different classifications; questioning techniques6.Error correction: error and mistake; different ways and techniques forcorrecting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.6.1 The role of pronunciation☐DebateSide A: students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.Side B: Failure in pronunciation is a great hindrance to language learning.Views of teaching pronunciation vary☐The Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.☐Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.☐The teaching of pronunciation should focus on the ss’ ability to identify and produce English sounds themselves. (pronunciation vs. phonetics)☐Ss should not be led to focus on reading and writing phonetic transcripts of words, esp. for young students.☐Phonetic rules are helpful for ss to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.☐Stress and intonation are important and should be taught from the very beginning.6.2 The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation is as following:☐Consistency: the pronunciation should be smooth and natural;☐Intelligibility: the pronunciation should be understandable to the listeners;☐Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.6.3 What aspects of pronunciation do we need to teach?Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols,such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.Q: How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.6.4 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What is the goal of perception practice?⏹Developing the students’ ability to identify and distinguish between differentsounds.☐Examples of perception practice:⏹Using minimal pairs(with one sound difference): will/well; ship/sheep; light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹CompletionProduction practiceThe goal of production practice is developing students’ ability to produce sounds.1.Listen and repeat ( practice individual sounds, individual words, groups of words,sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).6.5 Practising stress and intonation☐Two types of stress:⏹word-level stress☐It is very important to stress the proper syllable in multi-syllabic words.☐The best strategy is to emphasize the importance of learning the stress as part of learning a word.⏹Phrase-level or sentence-level stress☐Each phrase or sentence has one syllable which receives greater or more prominent stress than the others.☐Some phrases or sentences may have one stressed syllable, while others may have 5-6 stressed syllables.。

❤判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.❤What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.❤教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.❤真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.❤交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence 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.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.❤Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.❤交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。

Steps for teaching a grammatical item: 1.1.Provide a context 2.2.Help students to say the target language 3.3.Provide a written record 4.4.Personalize the target language 5.5.Help students to guess the grammar rules of the target language 6.6.Help students to understand the communicative importance of grammar 7.7.Help students to understand the importance of grammatical accuracy The deductive method1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices). The inductive methodStudents are given the structure in context and are asked to work out the rules for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound ：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful contextV ocabulary items presentation and practicesPresentation1.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 firstbefore it is offered by the teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil,bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge in what isalready known.7.T each vocabulary in chunks. Chunks refer to a group of words that go together to formmeaning. It is also referred to as meaning. It is also referred to as ‘‘pre-fabricated formulaic items pre-fabricated formulaic items’’.8.Think about the context in real life where the word might be used. Relate newly learnedlanguage to students language to students’’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.for practice and consolidation-- Songs and games-- semantic field and semantic mapping-- key word method-- vocabulary exercises-- regular reviewBlank filling1. Five main components of communicative competence:Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competence refers to one refers to one’’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one means one’’s ability to s ability to ““link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2. Three principles of communicative language teaching(CLT): (1)Communication principle:Activities that involve real communication promote learning. (2) T ask principle:Activities in which language is used for carrying out meaningful tasks promote learning. (3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.3. Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3. Content, not form4. Variety of language5.No teacher intervention6.No materials control.4. PPP=Presentation, Practice, Production. (be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=T TBLT=Task-based Language T ask-based Language T ask-based Language Teaching eaching TBL=T ask-based Learning 5. How to design tasks? Five steps:1.Think about students students’’needs, interests, and abilities. 2.Brainstorm possible tasks. 3.Evaluate the list.4.Choose the language items. 5.Preparing materials.6. Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.7. Components of a lesson plan: Background information, T 7. Components of a lesson plan: Background information, Teaching aims, Language contents eaching aims, Language contents and skills, Stages and procedures, T and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities eaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8. The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, T Resource-provider, Teacher eacher eacher’’s new roles: facilitator, guider, researcher.9. Classroom instructions: the type of language teachers use to organise or guide learning. How to make Classroom instructions effective: T to make Classroom instructions effective: To use simple instructions and make them suit the o use simple instructions and make them suit thecomprehension level of the students. T o use the mother-tongue only when it necessary.10. Student grouping: Whole class room, Pair work, Group work, Individual study.11. How to group: For pair work: Always follow a similar procedure; Assign roles clearly around the class; Demonstrate rather than explain; Keep an eye out for wanting interest. For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks 5)Group by draw lots.12. What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known An error has direct relation with the learner’’s language competence. Errors do not system. An error has direct relation with the learnerresult from carelessness or hesitation, but lack of knowledge in the target language. A mistake can be self-corrected; an error cannot be.13. How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14. When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down. Let a trivial mistake pass if most of the language is right. For some common mistakes, take a note in mind first and correct, after the studentstudent’’s performance.15. How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss ss’’ self-esteem and confidence. In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes. The whole class correction is used for main error types.。

英语教学法教程期末考试一、引言英语教学法是指教师在英语教学过程中所采用的教学方法和策略。

期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。

本文将从教学目标的确定、教学内容的选择、教学方法的运用以及策略的设计等方面，对期末考试进行详细解析，以帮助教师更好地进行英语教学。

二、教学目标的确定在进行期末考试前，教师首先需要确定教学目标。

教学目标应当与教学内容相一致，既能够考察学生对基础知识的掌握，又能够考察学生的英语运用能力。

教师可以根据课程标准、教材要求以及学生的实际情况确定教学目标。

三、教学内容的选择在确定教学目标后，教师需要选择合适的教学内容。

教学内容应当包括基础知识和实际应用。

基础知识包括词汇、语法、听力、口语和阅读等方面的知识。

实际应用包括对话、小组讨论、写作和演讲等方面的能力。

教师可以根据教学目标的要求，选择适当的教学内容。

四、教学方法的运用在进行期末考试时，教师需要灵活运用不同的教学方法。

例如，针对听力考试，可以采用听力材料配套答题的方式；针对口语考试，可以采用角色扮演或情景对话的方式；针对阅读考试，可以采用填空或选择题的方式。

通过灵活运用不同的教学方法，可以有效地检测学生的英语能力。

五、策略的设计在进行期末考试时，教师需要设计合适的策略。

首先，教师可以设置不同难度的试题，以检测学生的知识水平。

其次，教师可以设置开放性问题，以测试学生的思维能力和创造力。

最后，教师可以设置分步骤的题目，以检验学生的解决问题的能力。

通过合理设计策略，可以全面评价学生的英语能力。

六、考试评分和反馈在进行期末考试后，教师需要对学生的答卷进行评分和反馈。

评分应当根据考试的标准和要求进行，公正客观。

反馈应当及时给予，明确指出学生的优点和不足，并提出针对性的建议和帮助。

通过评分和反馈，可以帮助学生全面了解自己的英语水平，为今后的学习提供有力支持。

七、总结期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。