英語教學(xué)法考試重點

1、英語教學(xué)法考試重點集團標(biāo)準(zhǔn)化工作小組 #Q8QGGQT-GX8G08Q8-GNQGJ8-MHHGN#判斷主張并簡要說明理由:Structural view：The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and learn a language means to learn these structural items so as to be able to understand and produce language.

2、Functional view： The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting, need to know how to combine the grammatical Riles and the vocabulary to express notions that perform the functions.Inteniational vlew：The international

3、 view considers language to be a communicative tooLwhose main use is to build up and maintain social relations between not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.What makes a good language teacherThese elements can be c

4、ategorized into three groups:ethic devotion,professional qualities and personal styles.教師的專業(yè)能力是如何發(fā)展起來的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stagel,Stage2 and Goal.I. The first stage is language Englis

5、h teacher are supposed to have a sound command of English,and language is always changingjanguage development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(l)The learning sta

6、ge is the purposeful preparation before a teacher starts the practice of includes three parts:learning from other's experienceJearning the received knowledge and learning from one's experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term practice*

7、can be used in two senses. One sense is also called pseudo other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of pr

8、actice and reflection,a teacher should be able to reach his or her professional an final it shouldn't an end,one must be keep learning.practicing and reflecting.真實應(yīng)用語言&課堂語言的不同(The differences between language used in real life andlanguage taught in the classroom.)Language used in real life d

9、iffers from language learned under the traditional language teaching pedagpgy in the following aspects:(1 )In real lifejanguage is used to perform certain communication functions;in a traditional language classroomjhe teaching focus is often on forms rather than functions.(2)For various reasonsjradi

10、tional pedagogy tends to focus on one or two language skills and ignore real language use we use all skillsjncluding receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate laneuaee from its context.J 3交際教學(xué)法的目標(biāo)The go

11、al of CLT is to develop students' communicativewhich includes both theknowledge about the language and the language about how to use the language appropriately in communicative situations. 交際的五個方面(名詞解釋or簡答)There are five main components of communicative linguistic competence,pragmatic competence

12、,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itselfjts form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and is an integral part of communicative competence.)Pragmati

13、c competence is concerned with the appropriate use of the language in social context.(That is to say.the choice of the vocabulary and stnjcture depends on the setting,the relative status of the speakers.and their relationships.)Discourse competence refers to ones ability to create coherent written t

14、ext or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate.develop,enter,intern.ipt,check,or confirm in a conversation.)Strategic competence is similar to communication refers to strategies one employs when there is communication breakdown

15、due to lack of can compensate for this by searching for other means of expression.Fluency means one's ability to link unit of speech together with facility and without strain or inappropriate or undue hesitation.Principles of communicative language teaching.(交際教學(xué)語言 CLT 原則)(1),Communication princ

16、iple:Activities that involve real communication promote learning.(2)Task principle：Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness priiiclple:lanNuaNe that is meaningful to the learner supports the learning process.交際教學(xué)法&語言技能的關(guān)系(CLT and th

17、e teaching of language skills )（聽說讀寫在交際教學(xué)法中怎樣?？赡艹雎燨R讀OR說OR寫） Communicative competence in language teaching practice is to develop learners* language skills,such as listening,speakingjeading and writing.In tiaditional pedagogyjistening and speaking activities involves use of language in a completely

18、different way from how language is used in listening skill has received special attention in_ shares a number of features with reading is not only as the counterpart of speaking but as an independent skills with its own real life,there are situation in which we act as listeners only,for example as a

19、udience for radio,television,lecture,films,etc.The reading skills is redefined to focus on the purpose of the purpose of reading is to learn languagejiamely vocabulary,grammar. CLT.reading is to extract meaning or Different reading purpose,students use different skills,such as skimming,scanning,etc.

20、In CLT,the writing skill has been expanded to focus on its communicative should practice writing what people write in every day life abd writing in the way people write in should write to express their own feelings or describe their own experiences.In a word.CLT only expanded the areas:language cont

21、entjearning process,and requires a higher level of communicative competence on the part of the teacher.Six criteria for evaluating how communicative classroom activities:(怎樣判斷XX是不是一個好的交際活動)(1 )Coinmunicative puii)ose：The activity must involve the students in performing a real communicative order for

22、 this to occur there must be some kind ofHinformation gapH that students seek to bridge when they are communicate.(2)Cominunk:atlve desire:The activity must create a desire to communicate in the students.(3)C(mteiit,iK)t form：When the students are doing the activityjhey must be concentrating on what

23、 they are must have some MmessageHthat they want to communicate.(4)Variety of laneuaee:The activity must involve the students in using a variety of language, not just one specific language students should feel free to improvise,using whatever resources(5)Not teacher intervention:The activity must be

24、 designed to be done by the students working by themselves rather than with the assessment should be based on whether the student have achieved the communicative purpose.(6)No materials coiitn)l:The activity should not be designed to control what language the students should be choice about what lan

25、guage to use should be rest with (取決于)the students.Taskbased laiiRuage teaching is a further development of communicative language teaching. Its considers that language should be learned as closed as possible to how it is in real life.Four components of a task:a purposes context,a process,a product.

26、PPP and TBLPresentation, Practice and productionA typical PPP lesson would start by the teacher introduce a new language item in a context followed by some controlled practice,such as drilling,repetition,dialogue reading, then move on to produce the language in a more meaningful way ,such as a role

27、play.a drama.an interview,etc.(l)The way students use and experience in TBL is radically different from PPP.一AH three components(task,planing and report) are genuinely free of language control and leaners rely on their own linguistic resources.一The task supplies a genuine need to use language to com

28、municate,and the other components follow on naturally from the task.一In all three components language is used for a genuine purpose-there are outcomes to achieve for the task and the purpose of the planning stage is to adjust their language for the report stage.The report allows a free exchange of i

29、deas,summarizing leanefs achievements.一The planing stage encourages leaners to consider appropriateness and accuracy of language form in general.一There is a genuine need to strive for accuracy and fluency as leaners prepare to "go public”for the report stage,it is not a question of either accur

30、acy or fluency at any one point in the cycle.(2) TBL can provide a context for grammar teaching and form-focused is different in this aspect.一In a PPP cycle,with the presentation of the target language coining first,this context has to be a TBL frameworkjhe context is already established by the task

31、 itself.一The process of consciousness raising used in the TBL language focus activities encourage students to think and analysejiot simply to repeatjnanipulate and apply.一Listening and reading of the TBL framework provide a more varied exposure to natural language.一The exposure in the TBL framework

32、will include a whole range of words,collocation Jexical phrases and pattern in addition to language than verb tenses and new word.一 In a PPP cycleat is the teacher who are pre-selects the language to be the TBL analysis stagejeaners are free to ask about any aspects of language they notice.A PPP cyc

33、le leads from accuracy to fluency;a TBL cycle leads from fluency to accuracy.一In TBUall four skills-listening,speaking,reading and writing-are naturally only provides a paradigm for grammar and form-focused lessons;it need to be supplemented by skills lessons to give leaners practice in listening an

34、d reading and more exposure to language.As we can see from the above discussions,PPP offers a simplified approach to language is based upon the idea that you an present language in a neat and clear your language develops by adding new forms from one lesson to the N.How to design tasks (5 個)(l)Think

35、about students' needs,interests, and abilities.What are the needs,interests and abilities of the studentsWhat kind of things do they like to doWhat can they handle(2)Brainstorm possible tasks.Brainstorm a list of communicative tasks for the topic(s) listed in your textbooks that students may be

36、interested in doing.(3)Evaluate the list.After you have brainstormed the possible tasks,you can use the following criteria to evaluate them.一Educational value.一Appropriateness to the students* needsjnterests and anilitiesAvailability of suitable resources.一Time available.You might need to modify som

37、e of the tasks and reduce some order the tasks according to their levels of difficulty.(4)Choose the language items.You need to analyse the language items required by the tasks at two stages.In the first stage,you need to consider the level of linguistic difficulty in order to decide whether to acce

38、pt,reject or modify a task that you originally planned.The second stage is when you have drawn up yourFinal list of need to work out the possible language knowledge and skills needed to accomplish the task.(5)Preparing materials.At this stage,you need to prepare the materials that the students need

39、to carry out the tasks involve the holistic use of communicative language,the students are going to need support in this aspect.名解 Lesson Planning 定義：A lesson plan is a framework of a lesson that in which teachers make advance decisions about what they hope to achieve and how they would like to achi

40、eve it.教案的六個好處clear lesson plan makes the teacher aware of the aims and language contents of the lesson, 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 m

41、ove smoothly from one stage to another.lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.planning gives teachers, especially novice teachers, confidence in

42、class.planning the lesson, the teacher also becomes aware of the teaching aids that are needed for the lesson.is a good practice and a sign of professionalism.好的教案的五個原則principles for good lesson planning1、 aim means the realistic goals for the lesson.2、Variety means planning a number of different ty

43、pes 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.3、Flexibility means preparing some extra and alternative tasks and activities as the class does not always go according

44、 to the plan.4、Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.5、Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.名解Macro planning: planning over

45、a longer period of time.Misoplanning for a specific unit or a lesson, which usually lasts from one to twoweeks or forty to fifty minutes respectively.Components of a language plan(6 點)A language lesson plan usually has the following components:(1 background information,(2)teaching aims,(3)language c

46、ontents and skills,stages and procedure(4)teaching aids(5)assignments(6)teacher,s after-lesson reflection.良好導(dǎo)入的作用A starter can be used to develop early levels of engagement and motivation;to help get all students quickly on task;to inject a sense of pace in the lesson;to create an expectation that s

47、tudents will think and participate in the lesson;to create a climate of interaction and involvement;to make use of students1 prior knowledge to introduce new topics.第五單元：名解 classroom management 班級管理:the way teachers organize what goes on in the classroom.簡答或問題解決題 The different roles that teachers pl

48、ay in the language classroom（老師的角色:應(yīng)用題）1. controller: control time; equal chance; make sure the students use certain target language items and their reproduction has a degree of accuracy.2. assessor: correcting mistakes; organizing feedback.3. organizer, organize tasks.4. prompter： give appropriate

49、prompts when students are not sure how to start an activity, or what to do or see next.5. participant: participate in students' activities as an ordinary student.6. resource-pro同er.名解 classroom instructions: refer to the type of language teachers use to organize or guidelearning. They include gi

50、ving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework.簡答：如何使教師用語更加有效rules to follow for making instructions effective1. To use si

51、mple instructions and make them suit the comprehension level of the students.2. to use the mother-tongue only when it is necessary.3. give students time to get used to listening to English instructions and help them make an effort to understand them.4. to model the task/activity before letting stude

52、nts move into groups or pairs.理解即可 student erouping: whole class work; pair work; group work; individual study名解 discipline： a code of conduct which binds a teacher and a group of students together sothat learning can be more effective.用英語講課的好處：1、help teacher become accurate fluent in the use of Eng

53、lish for teaching.2、Help both teacher and students gain the confidence in speaking English.3、Help the students to recognize if you want to use English after class they must practice it in class.4、It can help the teacher provide the genuine situation in class that arise the classroom far meaningful l

54、anguage practice.簡答：學(xué)生在什么情況下遵守紀(jì)律投入學(xué)習(xí)【engaged in learning】1、They are clear about its purpose because the work has been well explained;2、The work builds on their prior attainment; they are able to do the work but find it challenging;3、They are emotionally, physically and intellectually involved by the tasks;4、The presentation, variety and stnjcture of the w