英語學科教學法復習

1、Unit 1ZPD: The Zone of Proximal Development1. What is ZPD ?The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers. The

2、 zone of proximal development (ZPD) is the range of abilities that an individual can perform with assistance but cannot yet perform independently. These skills are called proximal because the individual is close to mastering them but needs more guidance and practice in order to perform these actions

3、 independently.2. Three factors of ZPD?1) The More Knowledgeable Other: The more knowledgeable other is someone who has a higher level of knowledge than the learner.2) Social Interaction: During certain periods of a childs life, they may even look to peers more than they look to adults. Kids at this

4、 age often look to their peers for information about how to act and how to dress. In order for children to learn new skills, it is suggested pairing more competent students with less skilled ones.3) Scaffolding: When children are in this zone of proximal development, providing them with the appropri

5、ate assistance and tools gives students what they need to accomplish the new task or skill. These activities, instructions, tools, and resources are known as scaffoldingUnit 21. The goal of Communicative Language Teaching (CLT) ?To bridge the gap between classroom language teaching and real-life lan

6、guage use 2. Communicative competence includes.?1) Linguistic competence:- Language itself: form & meaning 2) Pragmatic competence:- to use language appropriately in social context3) Discourse competence:- to create coherent texts & to understand them4) Strategic competence:- communication breakdown

7、 due to lack of resources Fluency:- without strain or inappropriate slowness or undue hesitation3. Three principle of CLT?1) Meaningfulness principle: Improve reading, listening and speaking skills and improve logical thinking ability2) Communication principle:Debate is a process that involves forma

8、l discussion on a particular topic3) Task principle: To present ideas in the most persuasive way4. Communicative activities?Identifying pictures Illustration exercise5. What is PPP?The Presentation, Practice and Production model of teachingPresentation of single new item; Practice of new items, dril

9、ls, exercises, dialogues practice; Production: activity, role play or ask to encourage free use of language 6. What is TBLT?TBLT means Task-Based Language Teaching.4 main component of task: a purpose, a context, a process, a productA communicative purpose: making sure the students have a reason for

10、undertaking the taskA context: this can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factorsA process: getting students to use learning strategies such as problem solving, reasoning,

11、inquiring, conceptualizing and communicating.A product: there will be some form of outcome, either visible (a written plan, a letter, a picture, etc.) or invisible (enjoying a story, learning about another country, etc.)Features of task: Attention is focused on meaning rather than form. The language

12、 use is like the real-world communicationThere is some kind of information gap between the participants7. Differences between PPP and TBLT?PPP:students are required to use resources given by teachersTBLT:Students are free to choose the linguistic resources; rely on their own linguistic resources whe

13、n completing the taskTBLT focus activities encourage students to think and analyze; PPP prefer to repeat and manipulateTBLT provide a more varied exposure to natural language than examples made to illustrate a single language item as in a PPP cycle8. What are the constraints of TBLT?1) The first is

14、that TBLT may be not effective enough to present new language items.2) Second, culture of learning 3) Third, level of difficulty4) Forth, time is also one of the constraints because teachers need to prepare tasks very carefully.Unit3 The National English Curriculum1. NFLTRA: The National Foreign Lan

15、guage Teaching & Research Association (NFLTRA) 中國教育學會外語教學專業(yè)委員會2. What did the national syllabus of ELT in 1978 mainly focus on?Basic language knowledge: listening, speaking, reading and writing3. In the 2001 National English Curriculum for Nine- year Compulsory Education syllabus, students abilities

16、 to observe, to memorize, to think are emphasized. T/F (F)4. Four Major Phases of foreign language teaching in China?A phase of restoration (1978-1985)A phase of rapid development (1986-1992)A phase of reform (1993-2000)A phase of innovation from 20005. Can you give some tips for teachers to deal wi

17、th changes and chal lenges in the process of curriculum reform ?an open mind training, Available resources, New ideas, Reflection.seminars on language teaching and observation of teaching.Change the view about language which is not a system of linguistic knowledge but a means for communication.More

18、task-based activitiesMore formative assessmentProperly apply Modern technology in teachingTransform the role pf teacher from a knowledge transmitter to a multi-role educator.Unit41. Do experienced teachers need to do lesson planning? Why?Yes. Because lesson planning is also important for experienced

19、 teachers. Lesson planning means making decisions in advance about what to teach, how to teach and the time assignment of every teaching procedure. It can help teachers to be aware of the teaching objectives of a lesson. It can help teachers to distinguish various stages of a lesson. It can give tea

20、chers opportunities to anticipate potential problems and be prepared for some possible situations. For teachers, it can help their Professional development, Self-reflection, Confidence and Time management Teaching lesson is not static. The content of lesson and the situation in class keep changing.

21、So experienced teachers also need to do lesson planning.2. What are the principles for good lesson planning?Aim: The teacher needs to have a clear idea of what he/she would like to achieve for the lesson.Variety: Various activities and materials to ensure high motivation and interest.Flexibility: Ex

22、tra and alternative tasks and activities.Learnability: The contents and tasks should be within the learning capability of the students.Linkage: The stages and steps are somehow linked with one another3. What does “ESA” stand for in successful teaching?Engage: To get students interested in what they

23、learn When they are engaged, they learn better.Study: There must be some new language or new experience for students to learn.The construction of language is the main focus. Successful language learning: Explicit Learning+ Implicit LearningActivate: Students should have the chance to produce languag

24、e in meaningful ways. It is a kind of rehearsal for the real world4. Think of three important components of a lesson plan and give your reasons.1) Background information-Ages; Grade; Genders; Time; Date; Duration; Specific needs analysis of the target learners.; What they know; What they need to kno

25、w2) Teaching aims3) Language contents and language skills4) Stages and procedures5) Teaching aids6) End of lesson: summary-ake learning further and deeper; Refer back to learning objectives; Create a sense of achievement and completion of tasks; Develop a habit of reflection on learning; Stimulate i

26、nterest, curiosity and anticipation of the next phrase of learning7) Optional activities and assignments-Backups in case the lesson goes too fast; Flexible to be cancelled if there is not enough time8) After lesson reflectionUnit51. How to make effective instruction ? Two general rules of giving ins

27、tructions: They must be kept as simple as possible, and must be logical.Use simple instructions and make them suit the comprehension level of the students.The second rule is to use the mother-tongue only when it is necessary.The best thing to do is to model the task/activity before letting students

28、move into group or pairs.2. The most difficult and important role that teachers have to play is Organiser3. How to choose the way of grouping according to different task requirements?Textbook P75-774. All wh questions are open questions. True or False? ( F ).5. What are the difference between mistak

29、es and errors?Errors are an inevitable part of learning processErrors tell us if extra teaching need to be done, what are misunderstood, errors help evaluate Ss learningMistakes: a mistake refers to performance error that is either a random guess of a “slip of tongue”, and it is a failure performanc

30、e to a known system. Every one makes mistakes, no matter in a native language or foreign language.Can be self-corrected, not related to language competence 語言控制能力不足引起的 操作性錯誤 嘴瓢Errors: have a direct relation with the learners language competence, which do not result from carelessness, but lack of kno

31、wledge in target languageCannot be self-corrected 系統(tǒng)性錯誤 如果不糾正會一直錯一直錯6. What are the 6 levels of Blooms Taxonomy?Unit 61. What are the two kinds of stress that are important to achieving good pronunciation?1) word-level stressIt is very important to stress the proper syllable in multisyllabic words.

32、It the wrong syllable is stressed, listeners often will not understnad what word is being pronounced.2) phrase-level or sentence-level stressEach phrase or sentence has one syllable which receives greater or more prominent stress than the others. The rules for predicting the stress of a phrase or se

33、ntence are less complex than predicting word-level stress and it depends a lot on the meaning one wants to express.2. Why intonation is important in pronunciation?Intonation can greatly affect the intention of the speakers message. Intonation is used by native speakers to express meanings in many su

34、btle ways such as surprise, complaint, sarcasm, friendliness, threats, etc. According to Kelly(2005:11), intonation is “as important as grammar or lexis. Many people would agree that this is perhaps one of the last areas of language that foreign language learners can master and is very difficult to

35、teach.In most English sentences, the pitch movement at the end is important for meaning. Student frequently find it difficult to repeat long sentences. In this case, the teacher should break the sentence down to bits and build up towards the complete sentence. Because of the importance of intonation

36、 of the end of the sentence, it is naturally better to break down from the end rather than the beginning.3. What is the Critical Period Hypothesis?The first few years of life is the crucial time in which an individual can acquire afirst languageif presented with adequate stimuli. If language input d

37、oes not occur until after this time, the individual will never achieve a full command of languageespeciallygrammatical systems.4. What should be our realistic goal of pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simp

38、ly to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers. 5. What is IPA?International Phonetic Alphabet 是一套用來標音的系統(tǒng)，以拉丁字母為基礎(chǔ)，由國際語音學學會設(shè)計來作為口語聲音的標準化標示方法。6. How can teachers help the students to improve pronunciation?1) Explain a sound: Only wh

39、en students cant produce the sound correctly after teachers modelling2) Contrast it with other sound: Only when students obtain a certain degree of mastery of the sound3) Say the sound alone4) Get individual students to repeat the sound; Get students to repeat the sound in chorus5) Say the sound in

40、a word; Say the sound in a meaningful context6) Identify & Distinguish between Different Sounds7) Perception practice : Using minimal pairs-Pairs of words which have only one sound different from each other8) Tongue twsitersUnit 71. What is the difference between the inductive method and the guided

41、discovery method?It relies on reasoning, analysing and comparing. First,the teacher writes an exmaple on the board or draws attention to an example in the textbook.Then the teacher uses studentsnative language and grammatical terms to explain the underlying rules regarding the forms and position of

42、certain structural words.Finally, the students practise applying the rule to produce sentences with given prompts. It is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assiste

43、d by the teacher and the rules are then elicited and taught explicitly. 2. Can you list some disadvantages and advantages of the deductive method?1) It often teaches grammar in an isolated way2) Little attention is paid to the meaning3) Practice is often mechanical3. What factors contribute to succe

44、ssful practice according to Ur?Pre-learning; Volume and repetition; Success-orientation; Heterogeneity Teacher assistance Interest4. What prompts can teacher use for practice?The prompts can be pictures, mimes, using of facial expression and gestures. Tables, charts and key words. Use information sh

45、eet as prompts. Use chain phrases for story telling. Use created situation.5. What should be noticed when teacher is teaching grammar and designing grammar practice?Plenty of contextualised examples of the target structures and visual materials are neccesary for comprehensionThree ways of teaching g

46、rammar: the deductive method, the inductive method, and the guided discovery method. A good presentation should include both oral and written and both form and meaning.Chinese learners learning English as a foreign language need a certain degree of mastery of English grammar. However, it should be n

47、oted that learning grammar itself is not the ultimate goal of learning English.It is important to note that grammar presentation is concerned with how to make the students understand or discover grammar rules.It is practice that helps students develop grammatical capability.Unit 81. List at least 3

48、points what knowing a word includes.Pronunciation and stress Spelling and grammatical propertiesMeaning How and when to use it to express the intended meaning2. Tell the difference between receptive and productive vocabulary.l Receptive/passive vocabulary refers to words that one is able to recogniz

49、e and comprehend in reading or listening but unable to use automatically in speaking or writing.l Productive/active vocabulary refers to words that one is able to recognize and use in speech and writing.3. List at least three ways of consolidating vocabulary.l Try to provide a visual or physical dem

50、onstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.l Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.l Use synonyms or antonyms to explain meanings.4. The monolingual dic

51、tionary is better than the bilingual dictionary in all aspects. T or FF5. What vocabulary learning strategies can teachers help student to develop?Review regularly. Guess meaning from context. Organize vocabulary effectively. Use a dictionary.Manage strategy use.Unit 91. What are the characteristics

52、 of listening in real life?l Spontaneity. Most of the time during an average day we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.l Context. The context of listening is usually know to both the listener and speaker. The situation h

53、elps us to predict what we are going to hear. l Visual clues. Visual clues such as facial expressions, Gestures and other body language as well as surrounding environment help us understand and predict what we hear.l Listeners response. Listeners respond to the speak and can interrupt the speak and

54、ask for repetition or clarificationl Speakers adjustment. The speaker can adjust the way of speaking according to the listeners reactions. He or she can rephrase or elaborate their lecture.2. Why is listening as active a skill as speaking？l attendingl parsingl decoding l re-encodingl understanding3.

55、 What are the principles of teaching listening?l Listening should receive primary attention in the early stage of ESL instruction.l Maximize the use of material that is relevant to students real life.l Maximize the use of authentic language.l Vary the materials in terms of speakers gender, age, dial

56、ect, accent, topic, speed.l Always ask students to listen with a purpose and allow them to show their comprehension in a task.l Language material intended to be used for training listening comprehension should never be presented visually first.4. What are the models of teaching listening?Top-down mo

57、del Bottom-up model Interactive model5. Please list at least four while-listening activities.l Listen the first time without a specific taskl Listen and tickl Listen and filll Listen and drawl Listen and actUnit 101. Which one of the following activities can help students prepare for spontaneous spe

58、ech?a) Doing a drillb) Giving a prepared talkc) Learning a piece of text by heartd) Being interviewed 2. Think of three principles for teaching speaking and briefly describe them.1. Balancing accuracy-based and fluency-based practiceAllowing time for grammar and vocabulary learningProviding sufficient opportunities for students to develop fluen