英语教学法上册
P.10
问3.What effect did the formation of the European Common Market have on the teachingof foreign languages in Europe?(答案见P.13 feedback 3即功能概念法产生的背景)
4.What is a functional-notional syllabus?（答案见P.13 feedback 4 第一句不要）
P.49 What is Communicative Competence?
Dell Hymes added the term “communicative competence ”to the language of Applied Linguistics , it includes appropriacy, accuracy, fluency. In short, a child becomes able to use the language to do things for himself, and to measurehis success or failure by the response of others. This competence is called communicative competence.
P.50 Task 6 下方的feedback 那个表格（交际能力发展因素）
P.60 Which features distinguish spoken text from written text? (口头语与书面文本的区别)【答案均可在书P.60中找到原句】
1.Some would say spoken language is simpler than written language.
2.It is argued by researchers that in terms of productive skills(writing and speaking skills), the two modes of language, written and spoken, indicate two different kinds of complexity: the spoken language is complex in the way clauses are linked together, while the written language is complex at the level of clause.
3.The second feature to distinguish written language from spoken language is the heavier lexical density, which makes writing seem more complex.
4.The third feature is the tendency to use nouns instead of verbs in written language.
5.The fourth important difference comes from the fact that writing is often less dependent on immediate context that speech.
P.66 名词解释Authenticity
---------We usually describe a text in a foreign language as authentic if it is written for native speakers to read or spoken for native speakers to listen to. It is not simplified in any way for the convenience of learners of the language. This can include a very wide variety of texts, authenticity in the language classroom includes the use of authentic materials, designing authentic classroom activities, and the teacher speaking authentically to the students.
P.79 The Nature of Communicative Activities (问答题)
答案见P.80-P.81 feedback 1—6斜体字
英语教学法下册
P.63 feedback 2个名词解释
①Deductive Grammar Teaching
②Inductive Grammar Teaching
P.107 2个名词解释
Denotation------The most specific or direct meaning of a word, in contrast to its figurative, implied or associated meanings. (For example ,the word “professional” has its denotation of “belong to one profession”.) Connotation------A quality or idea that a word makes you think of is more that its basic meaning. (For example, the word “professional”has its connotation of “being skillful ” and “excellence”.)
P.111 What does “Knowing a word ” mean? (答案见P.111 feedback) P.112 2个名词解释
Active words --------- Active words are in our active knowledge, we are able to use them in speaking and writing.
Passive words ---------- Passive words are in our passive knowledge. We can recognize them in written and spoken context and understand from the contexts what they mean.
P.138 1个名词解释
Register ----------- Resgister means language style. It includes three aspects: formal, neutral and informal. For example: kids-children-offspring. Kids is informal, “children”is neutral, “offspring” is formal.
P.167 What are the benefits of a lesson plan? (答案见该页第二个Feedback )
P.168 What are the main factors that influence a lesson plan?
There are 3 kinds of factors that influence on lesson plans, they are physical conditions, human factors, syllabus&testing. Physical conditions: class size, length of a lesson, time of day, size of classroom, practical constraints. Human factors: different personalities of teachers, varied needs and attitudes of students, the students’ present level, the students’language learning background. Syllabus&testing: change of syllabus might lead to the adjustment of a teaching plan; a lesson plan sometimes has to be readjusted in order to meet the needs of different examinations.(参见书上P.169-170 feedback)
P.218 名词解释
Classroom management -------(书上P.218 feedback 第六行开始Classroom management is precisely….至该段结束。)
P.241 How to estabish a good relationship between students and teachers?
1.We should treat our students the way we ourselves want to be treated, and we should not treat our students in any way that we ourselves do not want to be treated. (可参见书上P.242 黑粗体字部分)
2.The following conditions positively affect the relationship between people and thus have a stimulating effect on one’s performance(7):
﹡feeling mutual respect and trust
﹡feeling we make useful contributions
﹡feeling that what we do makes sense
﹡feeling appreciated and encouraged
﹡not feeling embarrassed by our shortcomings
﹡not feeling treatened by aggression （可参见书上P.242）
3.Building up a good relationship with your students cannot be achieved in a few hours’ time: a relationship and building it up lasts as long as you are teacher and students. And even longer.
考试设计教案的模板可参考所发材料中P.226的教学设计
英语教学法考试重点精 选文档 TTMS system office room 【TTMS16H-TTMS2A-TTMS8Q8-
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:
英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世
纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；
英语教学法与测试 课程编码：209009 课程英文名称：En glish Teachi ng Methodology and Evaluati on 课程类别：英语专业学科基础选修课开课对象：英语专业三年级学生 开课学期：第六学期学分：2 总学时：32 教材： 王蔷，2000.《英语教学法教程》北京：高等教育出版社 参考书： 1. Jeremy Harmer. 1983. The Practice of En glish Lan guage Teachi ng. London: Lon gma n. 2. Tang Lixing. 198 3. TEFL in China: Methods and Teaching. Shanghai: Shanghai Foreign Lan guage Educati on Press. 3. Richards, J. C. & David Nuan. 2000. Second Language Teacher Education. Beijing: Foreign Lan guage Teach ing and Research Press. 4. Fang Yi & Rui Yuping. 1998. Way Out. Chongqing: Chongqing Publish House. 一、课程的性质、目的和任务 英语教学法与测试是英语专业语言学方向课程之一，主要内容为英语教学与测试理论、课堂教学设计的方法、课堂教学技巧等。本课程还介绍与英语教学法与测试相关的假设、热点论题和现有的教学模式。课程的主要目的在于引导学生了解英语教学与测试的主要理论，掌握课堂设计和课堂教学的设计和操作技巧，使学生能够针对特定的学生、根据特定的学生备课和教学。 二、课程的基本要求： 要求学生通过本课程的学习，基本了解英语教学和测试的基本方法，了解有关的重要理 论和其主要内容，熟悉一些主要术语；了解英语教学和测试的主要研究方向和前沿动态。掌握英语教学的主要方法，应用到将来的教学实践中去。 三、课程基本内容和学时分配 1. The Development, system and present status of English teaching methodology and the relati on betwee n it and other discipli nes (2h); 2. Foreig n Ian guage lear ning theories (2h); 3. Con trast an alysis and error an alysis (2h); 4. Major schools of foreig n Ian guage teach ing in the world (2h); 5. Teachers and stude nts in En glish Ian guage teach ing (2h); 6. ELT and men tal developme nt (2h); 7. En glish teach ing syllabus and textbook in middle schools (2h); 8. Prin ciples of ELT in middle schools (2h); 9. Classroom teach ing of En glish (2h); 10. Teachi ng of En glish kno wledge (2h); 11. Practice methods of En glish lin guistic compete nee (2h); 12. Electrical teachi ng of En glish (2h); 13. Second classroom activities of English (2h); 14. Artistic teachi ng of En glish (2h); 15. English test and evaluation (2h); 16. Research of ELT (2h). 四、习题及课外教学要求：
（开放专科）英语教学法期末复习资料 Ⅰ. Choose the best answer Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question. 1. Which of the following is characteristic of children in learning a foreign language? A. They pay more attention to meaning than to form. B. They have a clear purpose in learning a foreign language. C. They can monitor their own learning. D. They can concentrate for a long time in class. 2. Which of the following is focused on writing? A. Labeling pictures according to their contents. B. Sequencing the pictures according to the story. C. Matching the pictures with the headings. D. Commenting on the pictures. 3. Which of the following activities helps train logical thinking best*. A. Story telling. B. Finding patterns. C. Interviewing. D. Mind mapping. 4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence? A. Performance in a discussion. B. Posters. C. Learning diaries. D. Performance in an interview. 5. What does the following practise? I want you to send ^ it out in ^ a minute. I have collected a ^ lot^ of monkey stamps. A. Stress. B. Intonation. C. Pronunciation. D. Liaison. 6. Which of the following can help to present A. Realia. B. Miming. C. Examples. D. Pictures. 7. What strategy does "creating a situation for students to use the words" help to train? A. Association. B. Association. C. Contextualization. D. Collocation. 8. Which of the following activities can be used at the practice stage of vocabulary instruction? A. Completion exercises. B. Reading to discover the meaning of words. C. Cross-word puzzles. D. Teacher explaining the usage of words. 9. Which of the following is a communication activity? A. Bingo. B. Information transfer. C. Substitution. D. Twenty questions. 10. Which of the following can train oral proficiency? A. Flow chart dialogue. B. Distant dictation. C. Sequencing pictures. D. Labeling pictures. 11. Which of the following activities help to train reading? A. Drawing according to oral instructions. B. Designing praising cards.
自考英语教学法知识点总结
自考英语教学法知识点总结： 中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。 智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。非智力因素包括：动机，兴趣，情感，意志，性格等。 语言是指语言系统，也就是语音，词汇，语法系统。 言语是指人们使用语言所进行的表示和理解的话语活动，也就是说听，说，读，写活动。 教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。 语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。 语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。 句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常见性的。 分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。 综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。 话语结构就是说话的套路，说的各句子之间的联系规律。
泛读就是广泛地阅读，大量地阅读，快速地阅读。 默读泛指一切不出声地读，默读既包括不出声地“声读”，也包括直接理解文字地“视读”。 实行纵式阅读：真正的默读一般都是快速阅读，在阅读过程中，人的目光主要表现为上下移动，因而阅读有慢速的横向或横式转变为纵向或纵式。 写的含义：在教学中写有两个方面的含义，一是书写或书法，包括字母，单词，句子，标点符号，国际音标的正确写法；二是写作，即笔头表示，如作文，写信，写日记等。 心理控制法：即惊异，悬念，满足。 密度：指单位时间所授教学内容。 广度：这包括两个方面，一是学生的活动面要广，二是教学内容所涉及的面要广。 深度：就是课堂教学内容要有一定的难度。 灵活度：指在练习中学生所表现的理解的多层次程度和表示的多样化程度。 独立度：指教师指导的程度和学生独立的程度。 测试：主要是用来了解，检查和鉴定学习者掌握英语的实际水平的一种手段。 资质倾向测试：是指对学习者的天赋的测定，目的在于了解被测者今后学习外语时是否具有些较强的潜在的学习能力。 诊断测试：目的在于了解被测者在外语学习上的困难或缺陷或发现讲授上的薄弱环节，以便采取相应的补救措施。 综合性测试：目的在于测定被测者的语言知识和言语技能综合运用的能
《英语教学法》模拟试题1及答案 1. Which of the following is true of second language learning A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. What does the following practise * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. 》 D. Intonation. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker
中学英语教学法 1．第1题 According to Clark, Scarino ａnd Brownell, the main components of a task include ____. A.exercises, exercise-tasks ａnd tasks B.new language items, time ａnd learning culture C.a purpose, a context, a process ａnd a product/outcome D.pre-task, task cycle ａnd language focus 您的答案：C 题目分数：2.0 此题得分：2.0 2．第2题 As far as vocabulary teaching is concerned, which of the following is NOT the uncertainty that still remains? A.which vocabulary items should be taught ａnd learned. B.how vocabulary can be taught ａnd learned most effectively. C.whether vocabulary should be taught ｏr not. D.What constitute a vocabulary item. 您的答案：C 题目分数：2.0 此题得分：2.0 3．第3题 According to the Cognitive theory, a language learner acquires language ____ which enables him to produce language. A.structures B.habbits C.skills https://www.doczj.com/doc/a11705606.html,petence 您的答案：D 题目分数：2.0 此题得分：2.0 4．第4题 Which of the following are not one of the principles of communicative language teaching proposed by Richards ａnd Rodgers (1986)? https://www.doczj.com/doc/a11705606.html,munication principle B.Task principle C.Meaningfulness principle
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.
小学英语教学法期末复习题库 一、填空 1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。 2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。 3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。 4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。 5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。 6、教学是教师的教和学生的学的统一活动。就英语教学而言，教学的实质就是一种特殊的认识过程。英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。 7、学生认识的客体是英语，教师认识的客体是教学规律。教学双方都为对方提供信息，英语就是为了促进交流。 8、教学的最终任务是培养学习者的交际能力。 9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。 10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。 11、语言教学的内容包括语言知识和语言技能两个方面 12、体态语是指说话时的表情、手势、动作等。 13、在教学中写有两方面的含义：一是书写，二是写作。 14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。 15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。 16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果. 17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。 18、英语课堂教学的实质是交际。 19、遵循视听说与读写结合的原则，教学要采用听说领先、读写跟上的方法。 20. 小学阶段的英语小学目标（教学目标）是：通过听、说、玩、看等教学活动，激发和培养学生的学习兴趣，使其养成良好的学习习惯；通过学习使学生获取对英语的一些感性认识，掌握一定的语言基本技能，培养初步运用英语进行听、说的交际能力；开发智力，发展包括观察、记忆、思维和想象等内容的思维能力，培养学生建立科学的世界观、人生观、价值观、对通过英语传递的思想、文化、情感等有初步的跨文化认知的意识；培养学生的爱国主义精神以及世界公民的意识。 21、小学英语教学法是研究小学英语教学的理论和实践，是研究小学英语教学的全部过程及其规律的一个科学体系。 22、教师在教学活动之前主要应编写好三种计划：学期教学进度计划，单元教学计划，课时计划。 23、备好课，必须做好如下三方面的工作：了解学生，钻研教材，制定教学计划。 24、新课程设置是按九年一贯制设置义务教育阶段课程的方式，小学阶段以综合课程为主，
英语教学法试题（1） Information for the examinees: This examination consists of THREE sections. They are: Section I: Multiple-choice Questions (30 points, 20 minutes) Section Ⅱ: Problem Solving (30 points, 50 minutes) Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes) The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours. Section I: Multiple-choice Questions（30 points） Questions 1 -- 15 are based on this part. Directions: Choose the best answer from A, B or C for each question. Write your answer on the Answer Sheet. 1. Which of the following belongs to the communicative approach? A. focus on accuracy B. focus on fluency C. focus on strategies 2. Which of the following is characteristic of acquisition? A. form-focused B. accuracy-oriented C. meaning-focused 3. Which of the following statements about course design is NOT true? A. The general goals of a course should be specified based on the learners’ needs. B. The contents of a course should be selected to fit in with the learning experiences. C. The assessment activities should reflect those taught in a course. 4. Which of the following generally does NOT describe a CLT syllabus? A. The vocabulary and grammar structures needed for communicative objectives (e. g. telling directions, requesting information, expressing agreement, etc.). B. The skills required in typical situations (e. g. listening, speaking or writing skills). C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, in a grocery store, etc.) 5. Which of the following is most suitable for the cultivation of linguistic competence? A. sentence-making B. cue-card dialogue C. simulated dialogue 6. Which of the following activities is most likely interactive? A. mimicking B. role play C. problem solving 7. When a reader tries to guess the meaning of a new word based on the contextual clue, which one of the following approaches is he using? A. Bottom-up Approach. B. Top-down Approach C. Interactive Approach. 8. When a researcher reads an academic paper to see if it is relevant to his field of interest, which one of the reading skills is he using? A. Skimming. B. Scanning. C. Inferring. 9. Which of the following activities can be adopted at the pre-reading stage? A. re-arranging the materials B. brainstorming the topic C. writing a summary of the text 10. Which of the following activities can be used to get the main idea of a passage? A. reading to decide on the title B. reading to sequence the events C. reading to fill in the charts 11. What should the teacher try to avoid when selecting listening materials? A. The texts scripted and recorded in the studio.
《小学英语教学法教程》期末复习知识点 Unit1 children as language learners 1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ...... Discussion point : language learning is a socializing process,interaction and experimenting with the language in communication are important ways for language learning 2、What are the differences and similarities between learning L1 and L2?(p6 D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using the language ,interaction with others ,etc.are important in learning any languages . 3、Children ’s characteristics/suggestions for teachers(p10) 4、Ways to nurture children ’s motivation (p11 五点会判断即可 ) 5、P12 discussion point 、p20 1.5.1 (理解、会判断即可 ) 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
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：