教學(xué)法期末復(fù)習(xí)

1、Unit 1The structural view (概念) 結(jié)構(gòu)主義 考點(diǎn)：掌握三者的概念及區(qū)別The structural view sees Ian guage as a lin guistic system made up of various subsystems.The system of Ian guage = the system of sounds + the system of words + the system of grammar The fun ctio nal view功能主義語(yǔ)言學(xué)習(xí)理論The functional view sees Ian guage as

2、a lin guistic system and as a means for doing thin gs.The in teractio nal view交互語(yǔ)言理論The in teract ionalview sees Ian guage as a com muni cative tool (to build up and ma in ta in relatio nsbetwee n people).The in teractio nal viewsees Ian guage primarily as mea ns for establishi ng and mai ntainingin

3、 terpers onal relati on ships and for perform ing tran sact ions betwee n in dividuals.The target of Ianguage learning is learning to initiate and maintain conversation with other peopleTwo thi ngs are n eeded for com muni cati onof Ian guage form(grammar & vocabulary)of Ian guage use in a con t

4、ext (Is it appropriate to use this la nguage item in this con text)補(bǔ)充考點(diǎn)：掌握Krashen五個(gè)假設(shè)Acquisiti on-lear ning Hypothesis習(xí)得一學(xué)習(xí)假說(shuō)Acquisiti on : an uncon scious process that invo Ives the n aturalistic developme nt of Ian guageproficiencythroughunderstandingIanguage and through using Ianguage for meaning

5、fulcom muni cati on.Learning : a process in which conscious rules about a Ianguage are developed. It results in explicit knowledge about the forms of a Ianguage and the ability to verbalize this knowledge. The mon itor Hypothesis 監(jiān)察假說(shuō)On someoccasions learners make a particular effort with their Iang

6、uage. when they are writing sth. formal, talki ng to some one importa nt, etc.). They mon itor their own speech-check ing it carefully before they produce it.Natural Order Hypothesis自然順序假說(shuō):The acquisition of grammatical structures proceeds ina predictable order.The In put Hypothesis輸入假說(shuō):We acquire (

7、not lear n) Ian guage by un dersta nding in put that isa little bey ond our curre nt level of compete nee.The affective filter hypothesis情感過(guò)濾假說(shuō)Affect is regarded as a“ filter ”.The learner ' s emotional state or attitudes are seen as an adjustable filter that freely passes impedes, or blocks in

8、put n ecessary to acquisiti on.filter(motivatio n, self-c on fide nee, an xiety)In put .Lan guageacquired compete neeAcquisiti onDeviceUnit 2Communicative Language Teaching 掌握目標(biāo)The goal of CLT is to develop students' communicative competence , which includes both theknowledge about the language

9、and the knowledge about how to use the language appropriately in communicative situations(knowledge of what to say, when, how, where,and to whom).Five main components of communicative competenceLinguistic competence:knowledge of the language itself, its form and meaning (spelling, pronunciation,voca

10、bulary,word formation,grammatical structure, sentence structure, semantics) 語(yǔ)言能力Pragmatic competence : the appropriate use of the language in social context(the choice of the vocabulary and structure depends on the setting , the relative status of the speakers and their relationships.) 語(yǔ)用能力Discourse

11、 competence: one's ability to create coherent written text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)語(yǔ)篇能力Strategic competence: one's abi

12、lity to compensate for the communication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.策略能力Fluency : one 's ability to link units of speech together with facility and without strain or

13、inappropriate slowness or undue hesitationPrinciples of CLT 流利度 考點(diǎn)：三者的概念 Pragmatic competence ； Discourse competence ；Strategic competence; 記住五個(gè) 名詞Principles of CLTCommunication principle:activities that involve real communication promote learningTask principle : activities in which language is used

14、 for carrying out meaningful tasks promote learningMeaningfulness principle : language that is meaningful to the learner supports the learning processSix criteria for evaluating communicative classroom activities P24purposedesire, not formof languageteacher intervention materials control 考點(diǎn)：簡(jiǎn)答題，這個(gè)活動(dòng)

15、是不是 communicative 首先列出標(biāo)準(zhǔn)，評(píng)價(jià)符合哪些標(biāo)準(zhǔn)，最后判斷是與否Unit 3New National English Curriculum in 2001了解 新版教學(xué)大綱從1978到2001年的大綱規(guī)定()可以看到有如下幾點(diǎn)進(jìn)步：1. 教學(xué)目標(biāo)：?jiǎn)渭儌魇谥R(shí)提高學(xué)生全面素質(zhì)2. 教學(xué)要求：?jiǎn)我弧⒎忾]靈活、開(kāi)放(分級(jí)：初一、初二必修，初三選修；高一高二必修，高三選修；不同學(xué)校：普通、重點(diǎn)、外國(guó)語(yǔ)學(xué)校等，有不同要求，可以超越大綱)3. 教學(xué)觀(guān)念和方法：明確英語(yǔ)教學(xué)的目的是培養(yǎng)學(xué)生運(yùn)用語(yǔ)言進(jìn)行交際的能力提出了四項(xiàng)技能綜合訓(xùn)練，不同階段各有側(cè)重(聽(tīng)說(shuō)入手讀寫(xiě)，高中側(cè)重閱讀)強(qiáng)調(diào)處理

16、好語(yǔ)言教學(xué)與文化的關(guān)系注意發(fā)揮教師的指導(dǎo)作用，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)主動(dòng)性和積極性重視利用直觀(guān)教具和現(xiàn)代化教學(xué)手段，不利創(chuàng)設(shè)英語(yǔ)環(huán)境(掛圖、錄音帶、幻燈片、錄像帶、VCD、CD-ROM DVD、軟件4. 教材：教材的內(nèi)容逐漸貼近學(xué)生的生活和現(xiàn)代社會(huì)生活，滲透思想情感的教育，滲透大量自然和社會(huì)科學(xué)知識(shí)采用結(jié)構(gòu)、功能、話(huà)題相結(jié)合的方法，有些教材加上任務(wù)型教學(xué)活動(dòng)，教材語(yǔ)言真實(shí)、自然、地道，教法靈活教材編寫(xiě)注意學(xué)生生理和心理發(fā)展的特征，重視從教學(xué)內(nèi)容、編排體系到呈現(xiàn)形式等方面提高趣味性，激發(fā)興趣力求符合學(xué)生學(xué)習(xí)英語(yǔ)的認(rèn)知規(guī)律，調(diào)節(jié)難易運(yùn)用現(xiàn)代教學(xué)技術(shù)編制多媒體教材多樣化：一綱多本、引進(jìn)國(guó)外教材、編寫(xiě)不同

17、起點(diǎn)的教材。5. 測(cè)試：筆試、口試、聽(tīng)力形成性和終結(jié)性結(jié)合Unit 4Prin ciples for good less on pla nning評(píng)價(jià)教案的標(biāo)準(zhǔn)Aim: what stude nts are expected to achieveeg. 1. Learn and masterthe new words and expressions in this period: hand in hand, appeal to,accuse of 2. Able to talk about advertisi ng目的性Variety: differe nt types of activiti

18、es, in terest ing & motivati ng(discussion),while-reading(Q&A, fill in the table), post-reading(vocabulary& translation)多樣性Flexibility: prepare some extra and alter native tasks, cope with un expected situati ons.Pre-readi ng (Q&A) 靈活性L(fǎng)ear nability: conten ts,tasks should be with in

19、the lear ning capability of the stude nts得體性L(fǎng)inkage : stages and steps are linked with one another連貫性Compo nents of a lesson pla n掌握教案的組成部分Backgro und in formati onTeach ing aim : what stude nts are able to achieve by the end of the less on, in clud ing lear ning strategies, affective attitude and c

20、ulture kno wledgeLanguage contents （grammar, vocabulary） and skills （communicative skillsinvoIved in listening,speak ing, read ing writi ng）Stages and proceduresPrese ntati on,practice , producti onpre-read ing, while-readi ng, post-read ing pre-liste ning, while-liste ning, post-liste ningTeaching

21、aids: computer, projector, multimedia, courseware, tape recorder , blackboard,pictures, cue- cards, 輔助手段Opti onal activities and assig nmentEnd of less on summaryAfter less on reflecti on: brief acco unt of what happe ned in class: feeli ngs about the class,students ' performanee, unexpected inc

22、idents, things went well and wrong, things to be improved 課后反思Unit 5The role of teacher （掌握 3 個(gè)概念）Assessor : as an assessor, the teacher does two things, that is, correcting mistakes andorga nising feedback.Organiser: one of the teacher ' s major tasks is to design and organise tasks that studen

23、ts can perform in the class.Prompter: the teacher should give appropriate prompts.Stude nt groupi ng（概念掌握）Whole class work refers to the time whe n all the stude nts are un der the con trol of teacher.Pair work refers to the time whe n stude nts work in pairs on an exercise or task.Group work refers

24、 to the time when students work in small groups.In dividual study is the stage whe n stude nts are expected to work on their own at their own speed.Questi ons in the classroom Classificati on of questi on types（概念掌握）1. Closed questi ons vs. ope n questi onsClose questi ons refers to those with on ly

25、 one si ngle correct an swer whileope n questi ons mayin vite many differe nt genuine questi ons.2. Display questi ons vs. genuine questi onsDisplay questi onsare those that the an swers are already known to the teacher and they areused for check ing if stude nts know the an swers.Genuine questions

26、are questions which are used to find out new informationand since they oftenreflect real con texts, they are therefore more com muni cative.3. Lower-order questi ons vs. higher-order questi onsLower-orderquestionsrefer to those that simply require recalling of information ormemorisati on of facts wh

27、ile higher order questi onsrequire more reas oning, an alysis, andevaluati on.Unit 7Grammar prese ntati onThe deductive methodT expla ins rulesThe in ductive methodT gives authe ntic考點(diǎn)：設(shè)計(jì)題 掌握三種教授方式的步驟The guided discovery methodT gives con textualized examples practiceP105演繹法：Ss practice歸納法：Ianguage

28、data Ss generalize rules Ss practice 引導(dǎo)發(fā)現(xiàn)法：Ss are guided to discover rulesf T explains SsGrammar practice P109 考點(diǎn)：設(shè)計(jì)活動(dòng)，不要求背誦概念Mecha ni cal practice: activities aimed at form accuracy.substituti on drills & tran sformati on drillsMeanin gful practice : focus on the product ion, comprehe nsion or

29、excha nge of meaning (comes after Mecha ni cal practice)Unit 8考點(diǎn)：掌握兩個(gè)概念? Denotation 字面含義 refers to the literal meaning of a word, the “ dictionary definition. According to The Random House Dictionary , a “ home is “a house, apartment, or other place of reside nee ”.? Connotation 言外含義,on the other ha

30、nd, refers to the associations that are connected toa certa in word or the emoti onal suggesti ons related to that word. Theconno tative meaningsof a word exist together with the deno tative meanin gs. “ home may suggest childhood, family memories, a sense of bel on gs, and other comfort ing thought

31、s.Receptive and productive vocabulary 接受性詞匯與產(chǎn)出性詞匯Receptive vocabulary refers to words that one is able to recog nise and comprehe nd in read ingor liste ning but un able to use automatically in speak ing or writ ing.Those words that one is not only able to recog nise but also able to use in speech a

32、nd writ ing are considered as one ' s productive vocabulary.Unit 9Prin ciples and models for teachi ng liste ningFocus on process : desig n tasks the performa nee of which show how well the stude nts have comprehe nded the liste ning materialsCombi ne liste ning with other skills: with speak ing

33、 (role plays, retelli ng, in terview ing,discussi on s), no te-tak ing, writ ingFocus on the comprehe nsion of meaning : not memoryGrade difficulty level appropriatelyListe ning processesBottom-up model: listening comprehension is believed to start with sound and meaning recog niti on. Liste ners co

34、n struct mea ning of what they hear based on the sound they hear.Top-dow n model: liste ners con struct meaning by making use of the con textual clues (sth. about the speaker, the sett ing, the topic and purpose of the talk) and backgro und kno wledge 設(shè)計(jì)活動(dòng)P144Pre-liste ningWhile-liste ning:Post-list

35、e ningUnit 10Prin ciples for teach ing speak ing1. Bala ncing accuracy-based with flue ncy-based practices2. C on textualis ing practice3. Pers on alis ing practice4. Buildi ng up con fide nee5. Maximisi ng mea nin gful in teractio ns6. Help ing stude nts develop speak ing strategies7. Making the be

36、st use of classroom lear ning en vir onment to provide sufficie nt Ian guage in put and practice for the stude nts.P162設(shè)計(jì)交際性的口語(yǔ)活動(dòng)Unit 11Models:Bottom-up model : words phrases sentences paragraphs meaning of the whole textTop-down model : teach the background knowledge first (plays a more role than w

37、ords and structures)In teractivemodel: Ian guage skills (automatic recog niti onof words and phrases, un dersta ndingsentence structures), one ' s kno wledge of the world and of the text types in teract with each other and compe nsate for each other 設(shè)計(jì)活動(dòng) pre-readingwhile-readingafter-readingUnit 12A process approach to writingWriting activities should serve to encourage a process of brainstorming, drafting, writing, feedback, revising, editingMain proceduresCreating a motivation to write : create a reason for students to write, topic