外语教学心理学复习提纲1精品
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英语教学法第⼆版复习提纲Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.”5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learning processes to be activated?6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1Behaviorist theoryA stimulus-response theory of psychologyAudio-lingual methodCognitive theoryLanguage as an intricate rule-based systemLanguage competence (knowledge of language system)Constructivist theoryThe learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theory“Zone of Proximal Development” (ZPD); scaffoldingEmphasizing interaction and engagement with TL in a social context4. What makes a good language teacherprofessional competenceEthic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creativePersonal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherW allace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1. The ultimate goal of foreign language teaching is to enable the students to use theforeign language in work or life when necessary.1. The goal of CLT is to develop students? communicative competence.2.What is communicative compentence?3.Try to list some of its components and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social contextDiscourse competence--- one?s ability to create cohere nt written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resources Fluency---- one?s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitation4.Implications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…? Teachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in …real time”.5. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskpromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:A task is believed to have four components:a purpose,a context,a product.任务情景化:有需要解决的问题;需要⾏动或语⾔+⾮语⾔类任务⽬标化学会⾏动;完成语⾔+⾮语⾔类任务复杂性;复杂成果;难以预料短期内不明显练习情景化:⽆需要解决的问题;纯语⾔练习(理想的是,⼀次解决⼀个语⾔难点)⽬标化学会⾏动;完成纯语⾔练习复杂性;单⼀成果;事先预设,明显但有限度(对/错)6.Differences between PPP and TBLT1.The way students use and experience language in TBLT is radically different from PPP. Free of language controlA genuine need to use language to communicateA free exchange of ideasAppropriateness & accuracy of language form in general, not production of a single form A genuine need for accuracy and fluency2TBL can provide a context for grammar teaching and form-focused activities.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and apply A more varied exposure to natural language Language forms not pre-selected for focusLearner-free selection of languageFluency accuracy (+fluency)Integrated skills practisedProblems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners? Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1A phase of restoration (1978-1985)2A phase of rapid development (1986-1992)3A phase of reform (1993-2000)4A phase of innovation from 20002,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 adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation5. 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.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students? overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th gradersLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?1)Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose thetechniques accordingly;2)Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers? awareness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism21. There are four major principles behind good lesson planning:AimVariety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels:Macro planning is planning over time, for instance, the planning for a month, a term, or the whole course.micro planning: is planning for a specific lesson, which usually lasts 40 or 50 minutes. 25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectives26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.4.4 Components of a Lesson Plan1.Background information2.Teaching aims/doc/acea31f6c8d376eeaeaa31ee.html nguage contents and skills4.Stages and procedures5.Teaching aids6.end of lesson summary7.optional activities and Assignments8.after-lesson reflection28. The aims of a lesson include:language components to present,communicative skills to practice,activities to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.1. Teachers’ roles:Before the class---PlannerDuring the class—1 Controlle2 Assessor3 Organizer4 Prompter5 Participant6 Resource-providerAfter the class---Evaluatornew roles:facilitatorsguidesresearcher s2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of thestudents.To use the mother-tongue only when it is necessary. (to explain grammar rules or rules for a game or task which may be too complicated to explain in the targetlanguage)3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior5. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don?t take things personally 对事不对⼈3).Do not use threats6. What are the functions or purposes of questions?To focus students? attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning7How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss? opinions and ideas are valued..6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error:Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:⽬的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers? meaning3. Three aspects of pronunciation to teach? Stress, intonation, rhythm4. One common problem in learning English of Ss: (Neglect stress and intonation)5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words:Use gestures, use the voice, use theblackboard7. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽,friendliness, threats etc.2). Two ways to make intonation:Use hand or arm movement to indicate change of intonaton: rising/falling arrows; draw lines Unit 7. Teaching Grammar1. What are grammar presentation methods? 演⽰法Deductive method演义法; Inductive method归纳法the guided discovery method (引导发现法2. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examples3). Advantages:To be successful with selected and motivated students;To save time;To help to increase students? confidence in some exam.4). Disadvantages:To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.3. Inductive method1).Definition: the teacher induces the learners to realise grammar rules without any form of explicit explanation2). Steps: give examples-----induce rules4). Advantages: Inductive method is more effective in that students discover thegrammar rules themselves while engaged in language use,4. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primaryobjective(aim/task) is to consolidate learning "(Ur, 1988:11).5. Ur’s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.6. Two categories of grammar practice:Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills (2) Transformation drills2). Meaningful practice.In meaningful practice the focus is on the production, comprehension orexchange meaning though the students "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practice usually comes aftermechanical practice.7. Using prompts for practice:1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.3).Using information sheet as prompts. E.g.:4). Using key phrases or key words as prompts.5). Using chained phrases for story telling.6). Using created situations.Unit 8 Teaching Vocabulary1. What does knowing a word involve?Knowing a word means knowing its pronunciation and stress;Knowing a word means knowing its spelling and grammatical properties;Knowing a word means knowing its meaning;Knowing a word means knowing how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning.The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Using word net-work13)using the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students? poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English;2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show…3. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are dailyconversations or stories. But in reality we listen to far more things, regardless of which language is used.4. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener?s response5) Speaker?s adjustment5 Two major purposes in listening.*The first is for social reasons;*The second is for exchanging information.6 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:7.dels for teaching listeningbottom-up model up- bottom modelthe teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1. What is speaking?Speaking is a skill that the students will be judged upon most in real-life situations.. 1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can?t be listened to again. It is expected to be understood immediately. WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.3.There are four common features of spoken language:Using less complex syntax;Taking short cuts, e.g. incomplete sentences;Using fixed conventional phrases/chunks;Using devices such as fillers, hesitation devices to give time to think before speaking.4.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students. 5,factors should be considered in designing speaking tasksWhen we design speaking tasks, one important consideration is the language proficiency level of the students.6.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood?s (1981) framework for defining speaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activitiesSome speaking activities1)Controlled activities2)semi- Controlled activities3)communication activities1). Information-gap activities:2). Dialogues and role-plays3). Activities using pictures4). Problem-solving activities8,How to organise speaking activities.Using group work in speaking tasksDesign small group work for three reasons:(1) it increases the time for each student to practise speaking in one lesson;(2) often ss are afraid of making mistakes or losing face or feel shy speaking in front of a whole class;(3) speaking in small groups is more natural in real life.Small group work helps ss learn to work cooperatively and helps them develop interpersonal skills—”foste ring development of tolerance, mutual respect andharmony” (Cooke & Nicholson, 1992:34)2). The advantages of using group in speaking tasksSmall group work helps students learn to work cooperatively and it helps them develop interpersonal skills. They learn how to work with a wider variety of people Development of tolerance, mutual respect and harmonyUnit 11 Teaching Reading1. Two types of reading practice in classrooms:Reading aloud and Silent reading2. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. What is readingreading is the construction of meaning from a printed or Written message..4. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questions5.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one?s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop si ght vocabulary is to read extensively (…Familiarity breeds automaticity?).6. Some principles for teaching reading(6):1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.7.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model8. Three stages of reading:Pre-reading activities;While-reading activities;Post-reading ActivitiesPre-reading activities;Predictinga). Predicting based on the titleb). Predicting based on vocabularyc). Predicting based on the T/F questions2). Setting the scene* Besides discussing culture bound aspects of the text, we can also set the scene by relating what students already know to what they want to know.3). SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions may help teachers to set up skimming activities:~ Ask general questions (avoid detailed ones) which allow students to focus on one or two things,~ Provide 3-4 statements one of which represents the main idea.~ Provide subtitles for different parts of a text and ask students to put them in the right place.4). Scanning。
复习提纲第一、四种主要英语语言测试法1、写作-翻译法(The essay-translation approach)——前科学阶段特征:1)对测试的技能或专长没有专门要求,主要是依靠教师的主观判断力2)试卷通常包括翻译、写作和语法分析等项目3)试卷内容带有较浓厚的文学或文化色彩4)试题一般采用书面回答形式,试卷需人工评阅。
2、结构主义/心理测量法(The structuralist-psychometric approach)3、综合法(The integrative approach)特征:1)语言测试要在一定上下文(context)中进行不在测试中刻意迟求区分各单项语言鼓能或能力.而足强调两项或两项以上语言鼓能的综合评估。
4、交际法(The communicative approach)特点:1)考试内设计信息沟information gap,要求学生通过各种已馈入的信息来获取未知信息。
2)考试任务或项目的关联性,即一个项目的完成要建立在前一项目的基础上。
3)考试强调针对性。
4)侧重史广泛地测试语言能力,包括语言知识、语言功能、话言使用的介适性等等。
5)考试采用定性评估方式,以取代定吊评估方式或作为其补充。
第二、几个重要的量1、测量——三个要素:1)事物及其属性,这是测量的对象或目标。
2)指派数字或符号,就是用数字或符号来代表某一事物或事物的某一属性的量。
3)法则,是指测量所依据的规则和方法,是测量的关键。
2、测试——包含以下三个基本要素:1)行为样本:是指对语百能力表现行为的有效的抽样。
2)客观的测量:是指测量的标难是否符合实际。
3)标准化的测量:是指在测试题目的编制、测试的实施、记分以及对分数的解释等方面有一套严密的系统的程序3、评价:对(学生)作出评价时,我们可以从质量和数量两个方面进行描述,或只描述其中一个方面。
所谓质量方面的描述是指对学生的行为作出定性的描述,如某某学生的口头表达能力优秀等;数量方面的描述则是指某次测验的分数等。
英语复习提纲英语是一门全球通用的语言,在现代社会中具有重要的地位。
无论是学术研究、国际交流还是职业发展,掌握英语都是必不可少的。
然而,由于时间和精力的限制,我们需要有一个系统的复习提纲来帮助我们高效地学习英语。
本文将提供一个全面的英语复习提纲,以帮助读者制定合理的学习计划。
一、听力理解听力是英语学习的基础,也是日常交流中必不可少的技能。
为了提高听力能力,我们可以采取以下措施:1. 听英语广播和新闻:通过听英语广播和新闻,我们可以提高对英语语音和语调的理解能力,同时了解国际事务和文化。
2. 听英语歌曲和电影:通过欣赏英语歌曲和电影,我们可以提高对英语的敏感度和理解能力,同时学习地道的口语表达。
3. 听英语教材和录音:通过听英语教材和录音,我们可以熟悉各种语法结构和词汇用法,同时提高听力的速度和准确性。
二、口语表达口语是英语学习的重要组成部分,也是与他人交流的主要方式。
为了提高口语表达能力,我们可以采取以下措施:1. 多与他人交流:与他人交流是提高口语表达能力的最有效方法。
可以通过参加英语角、与外国友人交流或者参加语言交流活动来提高口语表达能力。
2. 多模仿和练习:通过模仿和练习,我们可以提高语音和语调的准确性,同时学习地道的口语表达。
3. 创造语境:通过创造语境,我们可以提高对不同场景下口语表达的适应能力。
可以通过角色扮演、口语训练等方式来提高口语表达能力。
三、阅读理解阅读是英语学习中提高词汇量和语法理解能力的重要途径。
为了提高阅读理解能力,我们可以采取以下措施:1. 阅读英语报纸和杂志:通过阅读英语报纸和杂志,我们可以了解国际时事和文化,同时提高阅读理解能力。
2. 阅读英语小说和故事:通过阅读英语小说和故事,我们可以提高对不同文学风格和表达方式的理解能力,同时扩大词汇量。
3. 阅读英语教材和练习册:通过阅读英语教材和练习册,我们可以系统地学习和巩固各种语法结构和词汇用法,同时提高阅读速度和准确性。
外语教学心理学真题第四大题名词解释题41.词的表象在记忆中恢复的词的形象称为词的表象。
词的表象总是视、听、动觉的,亦即词的心理结构中包含着词的听觉表象、视觉表象和动觉表象。
42.图式图式是皮亚杰用于人们为对付环境中各种特殊情境而发展的思维结构,构成可能有组织或有结构的行为型的认知能力。
43复用复用指的是在记忆中再现某种材料,也就是在没有言语信息输入的情况下主动地再现材料。
44随意注意是指具有自觉的目的,而且要求作一定的意志努力的注意。
45重现指过去经历过而当时并未呈现的刺激,在脑中重新呈现出来的记忆过程。
第五大题简答题46语感的心理特征有哪些?第一,语感不是普遍适用的;第二,语感是后天获得的;第三,语感是逐渐形成的。
47何谓类概念,何谓种概念?请举例说明词的中心意义或者说一般意义或基本意义相应于词所表的类概念所有的个别意义则相应于实际使用时属于该词所表类概念中的种概念。
中心意义与具体意义的具体关系48 采用归纳法进行语法教学有何特点?归纳法1. 什么是语法归纳法?归纳的过程即由特殊到一般的过程。
采用归纳法进行语法教学,在学习者就特定结构的使用进行练习之前,先让他们接触一定的数量的实例,使从中概括出该结构的有关规则。
2.归纳法的好处:按归纳的方法进行学习,可避免单纯抽象的讲解,学习者通过接触具体生活的语言实例,能够很容易地找出某些规律,容易懂,容易记。
49 外语词的被习得有哪些表现?1其意义被认知和理解(不是猜出),不受语境影响;2可自然而适合情境的使用,语音、语法正确。
50 克拉欣的输入假设克拉欣关于输入的假设主要强调:1与习得有关,与学习无关。
2通过理解略高于现有能力水品的语言进行习得。
这须借助语境来实现。
3熟练的口语是逐渐形成的,非直接领会。
4当监护人对习得者谈话,使之理解信息时,输入自动包含习得者准备习得的语法结构i+1。
第六大题论述题51.如何帮助学生有效习得词汇?1词汇可以分出来集中学习。
英语教学法复习提纲
一、背景概述
1.英语教学研究的历史背景
2.英语教学法的定义和意义
二、教学目标和教材分析
1.教学目标的分类和设定
2.教材的选择和分析
3.教学资源的利用与教材的补充
三、教学法的基本原则和分类
1.教学法的基本原则
2.传统教学法与现代教学法的比较
3.教学法的分类及其特点
四、课程设计的原则和步骤
1.课程设计的基本原则
2.课程设计的步骤和要点
3.教学设计的实例分析
五、教学方法与教学技巧
1.教学方法的选择和应用
2.意义互动教学方法的实施
3.教学技巧的训练与应用
六、评估与反馈
1.评估的概念和种类
2.教学评估的重要性和方法
3.反馈的意义和方法
七、多媒体技术在英语教学中的应用
1.多媒体技术的发展与应用
2.多媒体教学的优势和挑战
3.多媒体教学案例分析
八、教学评价和自我提升
1.教学评价的概念和目的
2.教师自我提升的途径和方法
3.教学反思和改进的实践
九、教学实践总结和启示
1.教学实践的经验总结
2.教学实践对教师职业发展的启示
3.未来英语教学的发展趋势
以上是针对英语教学法复习的提纲,可以根据自己的需要进行有针对性的复习和整理。
为了更好地掌握和应用英语教学法,建议在复习时结合实际案例和实践进行深入研究。
外语教学心理学名词解释音素:语音的最小结构。
音节:是由一个或过个音素构成。
词素:是语言最小的意义单位,可由一个或多个音节组成。
词:是用以构成句子或话语的最小单位,必须至少由一个自由词组成。
复用:指的是在记忆中再现某种材料,也就是在没有言语信息输入的情况下主动的再现材料。
图式:是语义记忆中的结构,有意识记:亦称“随意识记”,指具有预定目的,按一定方法、步骤,经必要的意志努力所进行的识记。
无意识记:亦称“不随意识记”指没有预定目的,不经任何努力的识记。
无意识记有明显的选择性。
机械识记:是依靠机制重复进行的识记。
主要是根据材料的外部联系,采取简单的重复。
再认:也称认知,指原始刺激再度呈现时仍然认识的心理过程。
重现:亦称回忆或再现,指过去经历过儿当时并未呈现的刺激,在脑中重新呈现出来的记忆过程。
词的表象:在记忆中恢复的词的形象。
说明主要信息的一般安排。
概念的外延:指的是由概念反应其本质的那些客体数量。
语言结构:是指某种语言因素的排列规律。
感觉记忆:指感知停止后瞬间即逝的记忆。
外语词汇教学的心理分析使学生正确理解词义最合理的方法应当是根据此的特点,分别采用翻译,直观演示,构词分析、同义词、反义词、上下文等手段,并重视就词所表概念进行必要的讲解。
主要在于让学生就所学的词形成正确的概念。
词汇的习得表现在1,其意义被认知和理解(不是猜出)不受语境影响;2.可自然而适合情景地使用,语音、语法正确。
词汇习得的教学法考虑1.词汇可分出来集中学习2.词汇释义应采取有效手段,力求简单而准确。
3.词汇学习在形、音、义全面掌握要求下应特别重视语音4.为丰富词汇,必须多方面词汇联想外语语音、语法教学心理分析。
高二外语会考复习提纲
一、听力理解
- 听懂日常对话和短文,抓住关键信息
- 增强听力技巧和应对策略
- 练听力材料并进行模拟考试
二、口语表达
- 提高口语流利度和准确度
- 扩大词汇量和句型应用
- 练常见话题的口语表达和对话技巧
三、阅读理解
- 阅读各种文体的文章,包括新闻报道、广告、传单等- 掌握阅读技巧,如快速浏览、扫读、细读等方法
- 多做题目练,提高阅读理解能力
四、写作能力
- 研究基本写作结构和写作技巧
- 练写作各类文体,如信件、短文、日记等
- 积累并灵活运用词汇和句型
五、语法应用
- 复基本语法规则,如时态、语态、倒装等
- 熟悉并应用常用语法结构和句型
- 解答语法练题,加深理解和掌握
六、词汇记忆
- 扩大词汇量,掌握常见单词和短语
- 多做词汇练题,加深记忆和理解
- 阅读、听力、写作中灵活运用词汇
七、查缺补漏
- 整理研究笔记和知识点,查缺补漏
- 解决已学知识的疑惑和问题
- 寻找辅助研究资源,如教辅书籍、网上课程等
八、模拟考试
- 进行模拟考试,熟悉考试形式和时间限制
- 分析模拟考试结果,找出薄弱环节并加以改进
- 不断重复模拟考试,提高应试能力
以上提纲是高二外语会考复习的基本内容,可以根据个人实际情况进行调整和补充。
在复习过程中,要坚持每天学习,合理安排时间,并结合各个方面进行综合复习,提高综合能力。
加油!。
Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day1language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order forthese learning processes to be activated?6. Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories.2。
幼儿教育心理学复习提纲
亲爱的小朋友们,今天我们来聊聊那个让无数家长头疼的问题——如何培养好孩子。
别急,让我来给你们上一课,让你们轻松应对育儿路上的各种“坑”。
我们要明白,孩子们的心灵就像一块白纸,需要我们用正确的色彩去描绘。
比如,他们喜欢唱歌跳舞,那就让他们尽情发挥;如果他们对数字特别感兴趣,那就多给他们点数学游戏,让他们在玩中学。
记得有一次,小明妈妈问我:“老师,我家小明总是不愿意写作业。
”我笑了笑说:“这很正常,每个孩子都有自己的兴趣和节奏。
你试着让他选择自己喜欢的方式来做作业,比如画画、拼积木,这样他可能会更开心哦!”结果,小明不仅作业写得飞快,还
成了班上的小明星呢!
家长们要记住,孩子们的心理健康同样重要。
别老拿别人家的孩子跟自己家的孩子比,每个人都有自己的闪光点。
我们要多夸夸他们,让他们觉得自己是最棒的。
对了,别忘了培养孩子的社交能力。
多带他们出去玩,参加各种活动,让他们学会与人相处之道。
比如说,我们可以组织一个“小小志愿者”活动,让孩子们在帮助别人的也能锻炼自己的能力。
我想说的是,家长们要耐心一点,不要总是盯着孩子的成绩不放。
成绩固然重要,但更重要的是培养他们的自信心和独立性。
只有这样,孩子们才能在未来的日子里,勇敢地面对一切挑战。
今天的复习就到这里。
希望你们都能成为孩子们的好榜样,一起努力,让这个世界变得更加美好。
加油!。
百度文库- 让每个人平等地提升自我Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learning processesto be activated?6. Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories.1) Process-oriented theories are concerned with how the mind processes newinformation, such as habit formation, induction, making inference, hypothesistesting and generalization.2) Condition-oriented theories emphasize the nature of the human and physicalcontext in which language learning takes place, such as the number of students,what kind of input learners receive, and the learning atmosphere.7. Two theories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个人修养Adjectives which describe further qualitiesEthic devotion Professional qualities personal styleswarm -hearted creative Flexible灵活的Dynamics有动力的hardworking Resourceful知识渊博的enthusiastic authoritative patientCaring well-informed见多识Attentive专心的广的kind accurate Intuitive有洞察力的speaking clearly humorouswell-prepared准备充分的disciplined Personally-trained经过专业训练的Wallace’s(1991)"Reflective model" to demonstrate the development of professi onal competence(两种测试法:叙述/填表)Wallace’s(1991)"Reflective model"Stage 1 Stage 2 Goal From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal. The first stage islanguage training. All English teachers are supposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involves threesub-stages:learning, practice, and reflection. The learning stage is actually the specific preparation(that a language teacher should make before they go topractice.)This preparation can be:1). learn from others' experience (empirical knowledge来自经验的知识)2). learn received knowledge (such as language theories, psycholinguistics,sociolinguistics, educational psychology, language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and received knowledge are useful when the teachers go to practice. This is the combination of "craft" and"applied science". The learning stage is followed by practice. The term "practice"can be used in two senses. In one sense, it is a short period of time assigned forstudent teachers to do teaching practice as part of their education, usually underthe supervision监督of their instructors. This practice is also called pseudopractice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education.Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable the students to use theforeign language in work or life when necessary.11. The goal of CLTThe goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system: grammaticalknowledge in other words.13. Hymes (1979), communicative competence includes four aspects:1) knowing whether something is formally possible (grammatically acceptable), whichis roughly equivalent to Chomsky's linguistic competence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic and creative use ofthe language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should be given tasks toperform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning . what people do withlanguage,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningfultask promote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports helearning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:Unit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.20. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims and language contents ofthe lesson.2). It also helps the teacher to distinguish the various stages of a lesson and to see therelationship between them so that the lesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fully engaged in thelesson.4). when planning the lesson, the teacher also becomes aware of the teaching aids thatare needed.5). Lesson planning helps teachers to think about the relative value of differentactivities and how much time should be spent on them.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan, identifying thoseparts which went well and those which were less successful.21. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels: Macro planning and micro planning:The former is planning over time, for instance, the planning for a month, a term, or the whole course.The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. 25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar), vocabulary, functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing.30. Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the texts when necessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is onmeaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted in reading lessons:Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, which have pre-listening,while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacher needs toconsider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit from students;5) when and how to use visual aids to help with the presentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a). b). c)….(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a). b). c)….3. STRUCTURE/GRAMMAR: a). b). c)….AIDS:IV. PROCEDURES ( It should be specific )1. WARM-UP (3 minutes): a). b).2. PRESENTATION (approx. 7 mins): a). b). c)….3. EXPLOITATION (approx. 10 mins): a). b). c)….4. PERFORMANCE (approx. 15 mins): a). b). c)….5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediatel y after the lesson). a). b). c)…. Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing.III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bring a/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in the languageclassroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪but gentle by Harmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹毛疵,focusing on Ss’ success progress)Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teacher shouldn’t dominate or appear to be authoritative.Resource-provider:We have criticized the jug-and-mug method, but the teacher should withhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answersPair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots,All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-access centers,2. Materials aimed at self-instruction,3. Flexible time arrangement41. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).Use the institution制度42. In order not to hurt the Ss, Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take things personally 对事不对人3).Do not use threatsUnit 5 Teaching Pronunciation43. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers’ meaning44. Three aspects of pronunciation to teach? Stress, intonation, rhythm45. One common problem in learning English of Ss: (Neglect stress and intonation)46. Ways of practicing sounds and their definitions:Focusing on a sound 单音练习:(sounds difficult to learn)Perception practice 知觉/领会性练习:( identify /distinguish different sounds)Production practice 生成性练习: (develop Ss’ ability t o produce sounds)47. Six types of production practice activities:(1). Listen and repeat(2). Filling the blanks(3). Make up sentences(4). Use meaningful context(5). Use pictures(6). Use tongue twister48. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words: Use gestures, use the voice, use theblackboard49. Practicing intonation:1). There are many subtle ways: surprise, complaint, ‘sarcasm讥讽,friendliness, threats etc.2). Two ways to make intonation: rising/falling arrows; draw linesUnit 6. Teaching Grammar50. What are grammar presentation methods? 演示法Deductive method演义/推论法; Inductive method归纳/诱导法51. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examplesFor example: (plural) “-s” s, x, ch. “-es” …y. –iesa book a bus a bodybooks buses bodies 3). Advantages:To be successful with selected and motivated主动的students;To save time;To help to increase students’ confidence in some exam.4). Disadvantages: To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.52. Inductive method1).Definition: It relies on inducing诱导2). Steps: give examples-----induce rules3). For example:(plural)“-s” s, x, ch. “-es” …y. –iesa book a bus a bodybooks buses bodies 4). Advantages: Inductive method is more effective in that students discover thegrammar rules themselves while engaged in language use,53. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primaryobjective(aim/task) is to consolidate learning "(Ur, 1988:11).54. Ur’s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.55. Two categories of grammar practice: Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills in mechanical practice: the students substitute a part in astructure so that they get to know how that part functions in a sentence.Sometimes certain prompts are given.For example (p64):(2) Transformation drills in mechanical practice::the students change a givenstructure in a way so that they are exposed to another similar structure. The type of exercise also helps the students to have a deeper understanding of how thestructures are formed and how they are used.For example (p65):2). Meaningful practice.In meaningful practice the focus is on the production, comprehension orexchange meaning though the students "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practice usually comes aftermechanical practice.56. Using prompts for meaningful practice: (提示/刺激物,题词). This kind of practice is usually meaningful practice1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.3).Using information sheet as prompts. .:Names Favoritesubjects FavoritesportsFavoritefoodHobbiesLi Li Math basketball pork musicSusan Chinese Ping-Pong eggs readingDavid English football Ice-cream Collecting stampslanguage based on pictures and key phrases (words) provided by the teacher.For example(p69).5). Using chained phrases for story telling. Here is an example.7 o'clock -- got up -- had breakfast -- hurried to school -- school closed-- surprised --?6). Using created situations.Unit 7 Teaching Vocabulary57. The role of vocabulary uncertainty still remains regarding(about)What constitutes(组/构成)a vocabulary item,Which vocabulary items should be taught and learned, andHow vocabulary can be taught and learned most effectively.58. Seven suggestions helping teachers to present new words:1). Prepare examples to show meaning.2). Ask students to tell the meaning first.3). Think about how to show the meaning of a word with related words such assynonyms, antonyms etc.4). Think about how to check students' understanding.5). Think about the context in real life where the word might be used.6). Think about possible misunderstanding or confusion that student may have. 59. How do you present and explain vocabulary if you are a teacher?(Ways to present and explain vocabulary):l) Draw pictures, diagrams and maps to show meanings or connection of meanings;2) Use real objects (realia) to show meanings;3) Mime or act to show meanings, . brushing teeth, playing Ping-Pong;4) Use synonyms or antonyms to explain meanings;5) Use lexical sets, . cook: fry, boil, bake, and grill;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.60. When does vocabulary learning become more fun and effective?(When students study vocabulary together, say in groups, through various activities, under the teacher's supervision, when students understand the meaning of the new vocabulary)61. Some vocabulary consolidation activities that can be done in class.(12)1) Labeling标注词汇:2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) World bingo:9) Odd man out:10) Synonyms and antonyms:11) Using word categories word:12) Using word net-work62. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use learned vocabulary:Which clues can contribute to the discovery (revealing) of meaning.(1) The topic;(2) The grammatical structure;(3) The possible meaning connection between the given word and other words;(4)The linguistic pattern where the word appears.Unit 8 Teaching Listening63. Reasons for poor listening:1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of training in how to use the equipment;4) Listening is not included on many important tests;5) Lack of real-life situations where language learners need to understand spoken English;6) Lessons tend to test rather than to train students' listening skills.64. Why listening can be more difficult than reading:1) Different speakers produce the same sounds in different ways,2) The listener has little or no control over the speed of the input of spoken material;3) Spoken material is often heard only once. In most cases, we cannot go back andlisten again4) The listener cannot pause to work out the meaning5) Speech is more likely to be distorted by background noise or the media that transmit sounds.6) The listener sometimes has to deal simultaneously with another task while listening,such as formal note-taking, writing down directions or messages from telephonecalls, or operating equipment while listening to instructions.65. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.67. The following are situations where Chinese people need to listen to English.Choose eight situations that you think are the most frequent:[] telephone conversations about business *[] radio news in English*[] lessons or lectures given in English *[] conversations with foreigners*[] instructions in English *[] watching television in English*[] watching movies in English [] shop assistants who sell goods to foreigners[] deal with tourists [] international trade fairs[] interviews with foreign-enterprises 企业[] negotiations with foreignbusinesses*[] socialize with foreigners *[] hotel and restaurant services*[] listening to English songs68. If you look back at the list of listening situations, you may judge the situationsaccording to the following criteria:1). Formal or informal?2). Rehearsed(背诵/排练/练习)or non-rehearsed?3). Can the listener interact with the speaker or not?69. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment调节70. Two major purposes in listening.*The first is for social reasons;(Like when we have a casual conversation with friends or acquaintances tomaintain or build social relationships).*The second is for exchanging information.(The second kind is more difficult, according to Anderson and Lynch (1988), and needs more emphasis in the language classroom, especially at intermediate中级and advanced levels).71. Principles of teaching listening:1). Focus on process: How to process the information:* They have to hear what is being said,* They have to pay attention,* They have to construct a meaningful message in their mind by relating what they hear to what they already know.2). Combine listening and speaking:Why is it so important?Most of the time in real life, these two skills are needed at the same time. (There are two problems with this approach手段.* It does not give students chance to practice listening and speaking skillstogether.。
第三章心理语言学的研究成果一、名词解释1.言语:言语作为用语言进行交际的过程,即人的言语活动,可划分为听、说、读、写的过程。
言语也可以是实际交际过程的结果,即一定的文字记录。
2.音素:语音的最小结构单位是音素,是说本族语者能分辨的最小语音单位。
音素可分为元音和辅音两大类。
3.音节:是由一个或多个音素构成,通常为c(辅音)v(元音)结构,也有vc 、 cvc 等结构。
4.词素:它是语言最小的意义单位,可以由一个或多个音节构成。
5.词:是用以构成句子或话语的最小单位,必须至少由一个自由词素组成。
6.实词:本身具有完整意义的词称为实词。
7.虚词:本身没有独立词汇意义,只能为某种结构提供语法意义的词称为虚词。
8.短语:词按一定的语法联系可组成有意义的短语。
短语不包含主语和谓语,往往作为句中的一个成分。
9.副句:复合句可分解为两个或更多的副句。
副句有自己的主语和谓语,可以是主句和从句,也可以是并列副句。
10.句子:包含主语和谓语而表达完整的意思。
11.话语:即构成一个相当完整的单位的语段,通常限于指单个说话者传递信息的连续话语。
话语可以是口头的,也可以是书面的。
12.言语理解:是一个将言语表层结构转换为深层结构,然后再转换为初始的言语思维最深层的语义表象的译码过程。
13.言语产生:是一个由起始动机和总的意向,经过内部言语阶段形成深层句法结构,再扩展成为以表层结构为基础的外部言语的编码过程。
14.母语:通常把人的母语称为第一语言,亦称本族语,指随父母和生活环境自然习得并用于交际的语言。
15.第二语言:是掌握本族语后通过学习而掌握的另一种语言。
第二语言可以是非本族语,也可以是外语。
二、单选题1.认为儿童的心理发展、智力发展、语言发展是内因和外因相互作用的结果的是( A )A皮亚杰 B维戈茨基 C巴甫洛夫 D乔姆斯基2.认为“言语”和“思维”都应归结为“言语的习惯”,认为言语是“大声的思维”,而思维则是“无声的自语”的是( A )A沃森 B沃夫 C维戈茨基 D巴甫洛夫3.认为语言是一种相对独立的能力,是决定思维的结构,认为不同语言具有不同的决定思维的方式的是( B )A沃森 B沃夫 C维戈茨基 D巴甫洛夫4.语言的运用,谁的意见认为即是“在人们使用句子时进行着的心理过程”( D )A皮亚杰 B维戈茨基 C巴甫洛夫 D米勒三、填空题1.奥斯古德和赛比奥克的(《心理语言学》)的问世,标志着心理语言学这一边缘学科的诞生。
英语教学法复习提纲(5篇)第一篇:英语教学法复习提纲A Course in English Language TeachingA General Review1.What is language? Do you know the views on language and the views on language learning? What are they?2.What is macro planning?3.What does communicative competence imply?4.Why is lesson planning necessary?5.Do you know principles for good lesson planning? What are they?6.What are the components of a lesson plan?7.What roles do teachers play in the classroom?8.Can you name the most common students grouping?9.Can you explain the deductive method(演绎法)and the inductive method(归纳法)for grammar teaching?10.What activities can we do to consolidate vocabulary?11.What do we listen to in everyday life?12.What are the characteristics of the listening process?13.What are the principles for teaching listening?14.What are the principles for designing speaking activities?15.What are the principles and models for teaching reading?16.What are the common types of activities in teaching reading?17.Can you explain “A communicative approach to writing” and “A process approach to writing”?18.Why should we integrate the four skills?19.How can we integrate the four skills?What do you think are the purposes of assessment?第二篇:英语教学法复习提纲小学英语教学法复习提纲第一章1.小学生学习外语的特点:(1)模仿力强、记忆力好、勇于开口;(2)活泼好动,想像力丰富,富于创造力,喜欢新事物,乐于参加活动;(3)喜欢动身、动手、动脑做事情;(4)喜欢容易达到的学习目标;(5)精力集中时间比较短;(6)注意力较易分散,自我管理能力不强(7)理解复杂的语言指令还有一定的困难;(8)学习的目的性不如成人那样强,快乐时才会学习;(9).语言规则分析能力较差2.小学英语教学的主要任务:通过听、说、看、玩、唱等一系列的教学活动,对学生进行听说读写的基本训练,激发学生学习英语的兴趣和动机,培养良好的学习习惯,使学生获得一些英语的感性知识,打下较好的语音基础,学习一定量的词汇,接触一定量的日常交际用语,从而具有以听说能力为主的初步交际能力,同时在英语学习过程中受到良好的思想品德教育,个性得到健康和谐的发展。
发展与教育心理学复习提纲I.简介A.介绍发展与教育心理学的定义B.解释心理学在教育领域的重要性II.儿童发展A.神经发育与儿童学习1.大脑的发展过程2.幼儿期和学龄期的学习差异B.成长与社会情感发展1.情绪的发展2.社交关系的建立3.儿童与同伴的互动C.认知发展与学习1.认知过程及其发展2.儿童思维的特点和演变D.学习障碍与特殊教育需求1.特殊学习障碍的类型2.个体差异和特殊需求对教育的影响III.青少年发展A.生理、心理和社会发展1.青少年身体发育的变化2.青少年自我意识的建立3.青少年与家人和同伴的关系B.青少年认知和思维发展1.抽象思维和逻辑推理能力的提升2.青少年决策能力和问题解决能力的发展C.青少年心理健康和心理问题1.青少年心理问题的类型和原因2.青少年心理健康促进策略IV.成人发展A.生涯选择和职业发展1.生涯理论和发展2.职业发展的里程碑和挑战B.成人社会和情感发展1.成人的人际关系和社会支持2.成人婚姻和亲密关系的发展C.成人认知发展1.成人思维模式的变化2.成人学习和记忆能力的保持和提升V.教育心理学理论和应用A.人本主义教育心理学和教学法1.马斯洛的人类需求层次理论2.罗杰斯的个体中心疗法和教育应用B.行为主义教育心理学和教学法1.奖励和惩罚的应用2.启发式教学和自我反馈的利用C.认知主义教育心理学和教学法1.儿童思维发展理论及其应用2.教学策略和教学评估的设计VI.教育心理学与教师实践A.教学方法和学习活动的设计1.动手实践和合作学习的利用2.个体差异的考虑B.学习环境和课堂管理1.课堂秩序和学生参与的管理2.个性化学习的设计和实施C.教师和学生关系的建立1.创造支持性和有尊重的学习氛围2.培养学生的学习动机和自主学习能力VII.总结和展望A.总结发展与教育心理学的主要内容和理论B.展望未来的研究和应用方向以上是一个关于发展与教育心理学复习的提纲,其中包括了儿童发展、青少年发展、成人发展以及教育心理学的理论和应用等方面的内容。
英语教学法复习提纲Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects: Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learningprocesses to be activated?6. Although these two questions have never been satisfactorily answered,a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories.1) Process-oriented theories are concerned with how the mindprocesses new information, such as habit formation, induction,making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human andphysical context in which language learning takes place, such as thenumber of students, what kind of input learners receive, and thelearning atmosphere.7. Four theories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychology⾏为主义理论The key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement"2)Cognitive theory( Noam Chomsky):认知理论The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.3)Constructivist theory构建主义理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.4)Socio-constructivist theory(Vygotsky ,1978)社会构建主义理论The theory emphasises interaction and engagement with the target language in a social context based on the concept of …Zone of Proximal Development?(ZPD)and scaffolding.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个⼈修养Adjectives which describe further qualitiesWallace?s(1991)"Reflective model" to demonstrate the development of professional competence(两种测试法:叙述/填表) Wallace?s(1991)"Reflective model"Stage 1 Stage 2 Goal From the above model, we can see the development of professionalcompetence for a language teacher involves Stage 1, Stage 2, andGoal. The first stage is language training. All English teachers aresupposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involvesthree sub-stages:learning, practice, and reflection. The learningstage is actually the specific preparation(that a language teachershould make before they go to practice.)This preparation can be:1). learn from others' experience (empirical knowledge来⾃经验的知识)2). learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educational psychology,language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and receivedknowledge are useful when the teachers go to practice. This is thecombination of "craft" and "applied science". The learning stage isfollowed by practice. The term "practice" can be used in two senses.In one sense, it is a short period of time assigned for student teachers to do teaching practice as part of their education, usually under thesupervision监督of their instructors. This practice is also calledpseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education. Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable thestudents to use the foreign language in work or life when necessary. 11. The goal of CLT(Communicative Language Teaching)The goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguisticcompetence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic andcreative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should begiven tasks to perform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning (i.e. whatpeople do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying outmeaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learnersupports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:6).No materials controlUnit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.20. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims and languagecontents of the lesson.2). It also helps the teacher to distinguish the various stages of a lessonand to see the relationship between them so that 2the lesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware of theteaching aids that are needed.5). Lesson planning helps teachers to think about the relative value ofdifferent activities and how much time should be spent on them.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which were lesssuccessful.21. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things shouldnot be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999). Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels: Macro planning and micro planning:The former is planning over time, for instance, the planning for a month,a term, or the whole course.The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar), vocabulary, functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing.30. Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage. 31. Three P's model: presentation, practice and production.(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice toguided practice and further to the exploitation of the texts whennecessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted in reading lessons:Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, which havepre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacherneeds to consider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit from students;5) when and how to use visual aids to help with the presentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a). b). c)….(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a). b). c)….3. STRUCTURE/GRAMMAR: a). b). c)….III.TEACHING AIDS:IV. PROCEDURES ( It should be specific )1. WARM-UP (3 minutes): a). b).2. PRESENTATION (approx. 7 mins): a). b). c)….3. EXPLOITATION (approx. 10 mins): a). b). c)….4. PERFORMANCE (approx. 15 mins): a). b). c)….5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediately after the lesson). a). b). c)….Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing.III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bringa/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE (approx.15 mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in thelanguage classroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss⼤惊⼩怪but gentle byHarmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹⽑疵, focusing on Ss? success progress) Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by say ing” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teacher shouldn?t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher shouldwithhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answers Pair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots,All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-access centers,2. Materials aimed atself-instruction,3. Flexible time arrangement 41. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).Use the institution制度42. In order not to hurt the Ss, Ur’s advice on problems in class:1).Deal with it quietly2).Don?t take things personally 对事不对⼈3).Do not use threatsUnit 5 Teaching Pronunciation43. The goals of teaching pronunciation:⽬的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the s peakers? meaning44. Three aspects of pronunciation to teach? Stress, intonation, rhythm45. One common problem in learning English of Ss: (Neglect stress and intonation)46. Ways of practicing sounds and their definitions:Focusing on a sound 单⾳练习:(sounds difficult to learn)Perception practice 知觉/领会性练习:( identify /distinguish different sounds)Production practice ⽣成性练习: (develop Ss? ability to produce sounds)47. Six types of production practice activities:(1). Listen and repeat(2). Filling the blanks(3). Make up sentences(4). Use meaningful context(5). Use pictures(6). Use tongue twister48. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words: Use gestures, use thevoice, use the blackboard49. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽,friendliness, threats etc.2). Two ways to make intonation: rising/falling arrows; draw linesUnit 6. Teaching Grammar50. What are grammar presentation methods? 演⽰法Deductive method演义/推论法; Inductive method归纳/诱导法51. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examplesFor example: (plural) “-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies3). Advantages:To be successful with selected and motivated主动的students;To save time;To help to increase students? confidence in some exam. 4). Disadvantages: To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.52. Inductive method1).Definition: It relies on inducing诱导2). Steps: give examples-----induce rules3). For example:(plural)“-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies4). Advantages: Inductive method is more effective in that studentsdiscover the grammar rules themselves while engaged in language use, 53. Ur’s definition of grammar practice: "Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primary objective(aim/task) is to consolidate learning "(Ur, 1988:11).54. Ur’s six factors contribute to successful grammar practi ce:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.55. Two categories of grammar practice: Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills in mechanical practice: the students substitute apart in a structure so that they get to know how that part functions in a sentence. Sometimes certain prompts are given. For example (p64):(2) Transformation drills in mechanical practice::the students changea given structure in a way so that they are exposed to another similarstructure. The type of exercise also helps the students to have a deeper understanding of how the structures are formed and how they are used.For example (p65):2). Meaningful practice.In meaningful practice the focus is on the production, comprehension or exchange meaning though the students "keep an eye on" the waynewly learned structures are used in the process. Meaningful practice usually comes after mechanical practice.56. Using prompts for meaningful practice: (提⽰/刺激物,题词). This kind of practice is usually meaningful practice1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.produce language based on pictures and key phrases (words)provided by the teacher.For example(p69).5). Using chained phrases for story telling. Here is an example.7 o'clock -- got up -- had breakfast -- hurried to school -- school closed-- surprised --?6). Using created situations.Unit 7 Teaching Vocabulary57. The role of vocabulary uncertainty still remains regarding(about)What constitutes(组/构成)a vocabulary item,Which vocabulary items should be taught and learned, andHow vocabulary can be taught and learned most effectively.58. Seven suggestions helping teachers to present new words:1). Prepare examples to show meaning.2). Ask students to tell the meaning first.3). Think about how to show the meaning of a word with related wordssuch as synonyms, antonyms etc.4). Think about how to check students' understanding.5). Think about the context in real life where the word might be used.6). Think about possible misunderstanding or confusion that student may have.59. How do you present and explain vocabulary if you are a teacher?(Ways to present and explain vocabulary):l) Draw pictures, diagrams and maps to show meanings or connection of meanings;2) Use real objects (realia) to show meanings;3) Mime or act to show meanings, e.g. brushing teeth, playingPing-Pong;4) Use synonyms or antonyms to explain meanings;5) Use lexical sets, e.g. cook: fry, boil, bake, and grill;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.60. When does vocabulary learning become more fun and effective?(When students study vocabulary together, say in groups, through various activities, under the teacher's supervision, when students understand the meaning of the new vocabulary)61. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling标注词汇:2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) World bingo:9) Odd man out:10) Synonyms and antonyms:11) Using word categories word:12) Using word net-work62. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use learned vocabulary:Which clues can contribute to the discovery (revealing) of meaning.(1) The topic;(2) The grammatical structure;(3) The possible meaning connection between the given word and other words;(4)The linguistic pattern where the word appears.Unit 8 Teaching Listening63. Reasons for poor listening:1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of training in how to use the equipment;4) Listening is not included on many important tests;5) Lack of real-life situations where language learners need to understand spoken English;6) Lessons tend to test rather than to train students' listening skills.64. Why listening can be more difficult than reading:1) Different speakers produce the same sounds in different ways,2) The listener has little or no control over the speed of the input of spoken material;3) Spoken material is often heard only once. In most cases, we cannot goback and listen again4) The listener cannot pause to work out the meaning5) Speech is more likely to be distorted by background noise or the media that transmit sounds.6) The listener sometimes has to deal simultaneously with another taskwhile listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating equipment while listening to instructions.65. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.67. The following are situations where Chinese people need to listen toEnglish. Choose eight situations that you think are the most frequent:[] telephone conversations about business *[] radio news in English *[] lessons or lectures given in English *[] conversations with foreigners*[] instructions in English *[] watching television in English*[] watching movies in English [] shop assistants who sell goods to foreigners[] deal with tourists [] international tradefairs[] interviews with foreign-enterprises 企业[] negotiations withforeign businesses*[] socialize with foreigners *[] hotel and restaurant services*[] listening to English songs68. If you look back at the list of listening situations, you may judge thesituations according to the following criteria:1). Formal or informal?2). Rehearsed(背诵/排练/练习)or non-rehearsed?3). Can the listener interact with the speaker or not?69. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener?s response5) Speaker?s adjustment调节70. Two major purposes in listening.*The first is for social reasons;(Like when we have a casual conversation with friends oracquaintances to maintain or build social relationships).*The second is for exchanging information.(The second kind is more difficult, according to Anderson and Lynch (1988), and needs more emphasis in the language classroom,especially at intermediate中级and advanced levels).71. Principles of teaching listening:1). Focus on process: How to process the information:* They have to hear what is being said,* They have to pay attention,* They have to construct a meaningful message in their mind byrelating what they hear to what they already know.2). Combine listening and speaking:Why is it so important?Most of the time in real life, these two skills are needed at the sametime. (There are two problems with this approach⼿段.* It does not give students chance to practice listening and speaking skills together.* The listening comprehension questions do not train the students howto listen or how to develop effective listening strategies,and onlytest the students,3). Focus on comprehending meaning:4). Grade (分。
Unit 1 Language and Learning 1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects: Language as system; Language as symbolic; Language as arbitrary; Language as vocal; Language as human; Language as communication 2. Structural view: The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. 3. The functional view: The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc. 4. The interactional view: The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. 5. The language learning theory underlying an approach or method usually answers two questions: 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated? 6. Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories. 1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere. 7. Four theories: Some researchers attempt to formulate teaching approaches directly from these theories. 1) The behaviorist theory( Skinner)-- a stimulus-response theory of psychology行为主义理论 The key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement" 2) Cognitive theory( Noam Chomsky):认知理论 The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat. 3) Constructivist theory构建主义理论 The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. 4) Socio-constructivist theory(Vygotsky ,1978)社会构建主义理论 The theory emphasises interaction and engagement with the target language in a social context based on the concept of „Zone of Proximal Development‟(ZPD)and scaffolding. 8. A variety of elements that contribute to the qualities of a good language teacher: 1) ethic devotion,道德素质 2) professional qualities专业技能 3) personal styles个人修养 Adjectives which describe further qualities
Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects: Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learningprocesses to be activated?6. Although these two questions have never been satisfactorily answered,a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories andcondition-oriented theories.1) Process-oriented theories are concerned with how the mindprocesses new information, such as habit formation, induction,making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human andphysical context in which language learning takes place, such as thenumber of students, what kind of input learners receive, and thelearning atmosphere.7. Two theories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个人修养Adjectives which describe further qualitiesWallace’s(1991)"Reflective model" to demonstrate the development of professional competence(两种测试法:叙述/填表)Wallace’s(1991)"Reflective model"Stage 1 Stage 2GoalFrom the above model, we can see the development of professionalcompetence for a language teacher involves Stage 1, Stage 2, andGoal. The first stage is language training. All English teachers aresupposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involvesthree sub-stages:learning, practice, and reflection. The learningstage is actually the specific preparation(that a language teachershould make before they go to practice.)This preparation can be:1). learn from others' experience (empirical knowledge来自经验的知识)2). learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educational psychology,language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and receivedknowledge are useful when the teachers go to practice. This is thecombination of "craft" and "applied science". The learning stage isfollowed by practice. The term "practice" can be used in two senses.In one sense, it is a short period of time assigned for student teachersto do teaching practice as part of their education, usually under thesupervision监督of their instructors. This practice is also calledpseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education。