英语教学法考试重点

1、?判断主张并简要说明理由：Structuralview:Thestructurelanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:phonology,morphologyandsyntax.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Functionalview:Thefunctionalviewisnotonlyseeslanguageasalinguisticsystembu

2、talsoameansfordoingthings,suchasofferingsuggesting,etc.Leanersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Internationalview:Theinternationalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.

3、Leanersnotonlyneedtoknowthegrammarandvocabularybutalsoneedtoknowtherulesforusingtheminacommunicativecontexts.?Whatmakesagoodlanguageteacher?Theseelementscanbecategorizedintothreegroupsethicdevotion,professionalqualitiesandpersonalstyles.?教师的专业能力是如何发展起来的(Howcanbeagoodteacher/Thedevelopmentofprofessio

4、nalcompetence)答：Thedevelopmentofprofessionalcompetenceincludingthreeparts:Stage1,Stage2andGoal.I. Thefirststageislanguagedevelopment.AllEnglishteacheraresupposedtohaveasoundcommandofEnglish,andlanguageisalwayschanging,languagedevelopmentcannevercometoanend.II. Thesecondstageisthemostimportantstagean

5、ditismorecomplicatedbecauseitinvolvesthreesub-stages:learning,practice,andreflection.(1)Thelearningstageisthepurposefulpreparationbeforeateacherstartsthepracticeofteaching.Itincludesthreeparts:learningfromother'sexperience,learningthereceivedknowledgeandlearningfromone'sexperiences.Bothexper

6、ienceknowledgeandreceivedknowledgeareusefulwhenateachergoestonpractice.(2)Theterm'practice'canbeusedintwosenses.Onesenseisalsocalledpseudopractice.Theothersenseistherealclassroomteaching.(3)Teacherbenefitfrompracticeiftheykeeponreflectingonwhatthey'vedone,Notonlyaftertheyfinishtheirpract

7、ice,butalsowhiletheyaredoingthepractice,III. Aftersomeperiodofpracticeandreflection,ateachershouldbeabletoreachhisorherprofessionalcompetence.Asanfinalitshouldn'tanend,onemustbekeeplearning,practicingandreflecting.?真实应用语言&课堂语言的不同(Thedifferencesbetweenlanguageusedinreallifeandlanguagetaughtin

8、theclassroom.)Languageusedinreallifediffersfromlanguagelearnedunderthetraditionallanguageteachingpedagpgyinthefollowingaspects:(1)Inreallife,languageisusedtoperformcertaincommunicationfunctions;inatraditionallanguageclassroom,theteachingfocusisoftenonformsratherthanfunctions.(2)Forvariousreasons,tra

9、ditionalpedagogytendstofocusononeortwolanguageskillsandignoreothers.Inreallanguageuseweuseallskills,includingreceptiveskillsandproductiveskills.(3)Inrealitylanguageisalwaysusedinacertaincontext,buttraditionalpedagogytendstoisolatelanguagefromitscontext.?交际教学法的目标ThegoalofCLTistodevelopstudents'co

10、mmunicativecompetence.whichincludesboththeknowledgeaboutthelanguageandthelanguageabouthowtousethelanguageappropriatelyincommunicativesituations.交际的五个方面(名词解释or简答)Therearefivemaincomponentsofcommunicativecompetence.Namely,linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence

11、,andfluency.Linguisticcompetenceisconcernedwithknowledgeitself,itsformandmeaning.(Itinvolvesspelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,andsemantics.Itisanintegralpartofcommunicativecompetence.)Pragmaticcompetenceisconcernedwiththeappropriateuseofthelanguag

12、einsocialcontext.(Thatistosay,thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakers,andtheirrelationships.)Discoursecompetencereferstoone'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.(AccordingtoHedge,alsoincludesone'sability

13、toinitiate,develop,enter,interrupt,check,orconfirminaconversation.)Strategiccompetenceissimilartocommunicationstrategies.Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Onecancompensateforthisbysearchingforothermeansofexpression.Fluencymeansone'sabilityto'

14、linkunitofspeechtogetherwithfacilityandwithoutstrainorinappropriateorunduehesitation.?Principlesofcommunicativelanguageteaching.(交际教学语言CLT原贝U)(l).Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.(2)Taskprinciple:Activitiesinwhichlanguageisusedforcarringoutmeaningfultasksp

15、romotelearning.(3)Meaningfulnessprinciplelanguagethatismeaningfultothelearnersupportsthelearningprocess.?交际教学法&语言技能的关系(CLTandtheteachingoflanguageskills)(听说读写在交际教学法中怎样。可能出听OR读OR说OR写)Communicativecompetenceinlanguageteachingpracticeistodeveloplearners'languageskills,suchaslistening,speaking,r

16、eadingandwriting.Intraditionalpedagogylisteningandspeakingactivitiesinvolvesuseoflanguageinacompletelydifferentwayfromhowlanguageisusedinreality.ThelisteningskillhasreceivedspecialattentioninCLT.Listeningsharesanumberoffeatureswithreadingsince.Listeningisnotonlyasthecounterpartofspeakingbutasanindep

17、endentskillswithitsownobjectives.Inreallife,therearesituationinwhichweactaslistenersonly,forexampleasaudienceforradio,television,lecture,films,etc.Thereadingskillsisredefinedtofocusonthepurposeofreading.Traditionallythepurposeofreadingistolearnlanguage,namelyvocabulary,grammar,etc!nCLT,readingistoex

18、tractmeaningorinformation.WithDifferentreadingpurpose,studentsusedifferentskills,suchasskimming,scanning,etc.InCLT,thewritingskillhasbeenexpandedtofocusonitscommunicativegoals.Studentsshouldpracticewritingwhatpeoplewriteineverydaylifeabdwritinginthewaypeoplewriteinreality.Studentsshouldwritetoexpres

19、stheirownfeelingsordescribetheirownexperiences.Inaword,CLTonlyexpandedtheareas:languagecontent,learningprocess,andproduct.CLTrequiresahigherlevelofcommunicativecompetenceonthepartoftheteacher.?Sixcriteriaforevaluatinghowcommunicativeclassroomactivities:(怎样判断XX是不是一个好的交际活动)(l)Communicativepurpose;Thea

20、ctivitymustinvolvethestudentsinperformingarealcommunicativepurpose.Inorderforthistooccurtheremustbesomekindofinformationgap"thatstudentsseektobridgewhentheyarecommunicate.(2)Communicativedesire:Theactivitymustcreateadesiretocommunicateinthestudents.(3)Content,notform:Whenthestudentsaredoingthea

21、ctivity,theymustbeconcentratingonwhattheyaresaying.Theymusthavesome"message"thattheywanttocommunicate.(4)Varietyoflanguage:Theactivitymustinvolvethestudentsinusingavarietyoflanguage,notjustonespecificlanguageform.Thestudentsshouldfeelfreetoimprovise,usingwhateverresources(5)Notteache门nterv

22、ention:Theactivitymustbedesignedtobedonebythestudentsworkingbythemselvesratherthanwiththeteacher.Thisassessmentshouldbebasedonwhetherthestudenthaveachievedthecommunicativepurpose.(6)Nomaterialscontrol:Theactivityshouldnotbedesignedtocontrolwhatlanguagethestudentsshouldbeuse.Thechoiceaboutwhatlanguag

23、etouseshouldberestwith(取决于)thestudents.?Task-basedlanguageteachingisafurtherdevelopmentofcommunicativelanguageteaching.Itsconsidersthatlanguageshouldbelearnedasclosedaspossibletohowitisinreallife.Fourcomponentsofatask:apurpose,acontext,aprocess,aproduct.PPPandTBLPresentation,PracticeandproductionAty

24、picalPPPlessonwouldstartbytheteacherintroduceanewlanguageiteminacontextfollowedbysomecontrolledpractice,suchasdrilling,repetition,dialoguereading,etc.Studentsthenmoveontoproducethelanguageinamoremeaningfulway,suchasaroleplay,adrama,aninterview,etc.(1)ThewaystudentsuseandexperienceinTBLisradicallydif

25、ferentfromPPP. Allthreecomponents(task,planingandreport)aregenuinelyfreeoflanguagecontrolandleanersrelyontheirownlinguisticresources. Thetasksuppliesagenuineneedtouselanguagetocommunicate,andtheothercomponentsfollowonnaturallyfromthetask. Inallthreecomponentslanguageisusedforagenuinepurposethereareo

26、utcomestoachieveforthetaskandthepurposeoftheplanningstageistoadjusttheirlanguageforthereportstage. Thereportallowsafreeexchangeofideas,summarizingleaner'sachievements. Theplaningstageencouragesleanerstoconsiderappropriatenessandaccuracyoflanguageformingeneral. Thereisagenuineneedtostriveforaccur

27、acyandfluencyasleanersprepareto"gopublic"forthereportstage,itisnotaquestionofeitheraccuracyorfluencyatanyonepointinthecycle. 2)TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPisdifferentinthisaspect. InaPPPcycle,withthepresentationofthetargetlanguagecomingfirst,thiscont

28、exthastobeinvented.InaTBLframework,thecontextisalreadyestablishedbythetaskitself. TheprocessofconsciousnessraisingusedintheTBLlanguagefocusactivitiesencouragestudentstothinkandanalyse,notsimplytorepeat,manipulateandapply. ListeningandreadingoftheTBLframeworkprovideamorevariedexposuretonaturallanguag

29、e. TheexposureintheTBLframeworkwillincludeawholerangeofwords,collocation,lexicalphrasesandpatterninadditiontolanguagethanverbtensesandnewword. InaPPPcycle,itistheteacherwhoarepre-selectsthelanguagetobetaught.DuringtheTBLanalysisstage,leanersarefreetoaskaboutanyaspectsoflanguagetheynotice. APPPcyclel

30、eadsfromaccuracytofluency;aTBLcycleleadsfromfluencytoaccuracy. InTBL,allfourskills-listening,speaking,readingandwriting-arenaturallyintegrated.PPPonlyprovidesaparadigmforgrammarandform-focusedlessons;itneedtobesupplementedbyskillslessonstogiveleanerspracticeinlisteningandreadingandmoreexposuretolang

31、uage.Aswecanseefromtheabovediscussions,PPPoffersasimplifiedapproachtolanguagelearning.Itisbasedupontheideathatyouanpresentlanguageinaneatandclearway.AndyourlanguagedevelopsbyaddingnewformsfromonelessontotheN.?Howtodesigntasks?(5个)(1)Thinkaboutstudents'needs,interests,andabilities.Whataretheneeds

32、,interestsandabilitiesofthestudents?Whatkindofthingsdotheyliketodo?Whatcantheyhandle?(2)Brainstormpossibletasks.Brainstormalistofcommunicativetasksforthetopic(s)listedinyourtextbooksthatstudentsmaybeinterestedindoing.(3)Evaluatethelist.Afteryouhavebrainstormedthepossibletasks,youcanusethefollowingcr

33、iteriatoevaluatethem.Educationalvalue.Appropriatenesstothestudents'needs,interestsandanilitiesAvailabilityofsuitableresources.Timeavailable.Youmightneedtomodifysomeofthetasksandreducesomeothers.Thenorderthetasksaccordingtotheirlevelsofdifficulty.(4)Choosethelanguageitems.Youneedtoanalysethelangu

34、ageitemsrequiredbythetasksattwostages.Inthefirststage,youneedtoconsidertheleveloflinguisticdifficultyinordertodecidewhethertoaccept,rejectormodifyataskthatyouoriginallyplanned.ThesecondstageiswhenyouhavedrawnupyourFinallistoftasks.Youneedtoworkoutthepossiblelanguageknowledgeandskillsneededtoaccompli

35、shthetask.(5)Preparingmaterials.Atthisstage,youneedtopreparethematerialsthatthestudentsneedtocarryoutthetasks.Astasksinvolvetheholisticuseofcommunicativelanguage,thestudentsaregoingtoneedsupportinthisaspect.?名解LessonPlanning定义：Alessonplanisaframeworkofalessonthatinwhichteachersmakeadvancedecisionsab

36、outwhattheyhopetoachieveandhowtheywouldliketoachieveit.?教案的六个好处？1.aclearlessonplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.1.1 thelpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandth

37、elessoncanmovesmoothlyfromonestagetoanother.3 .properlessonplanninggivesteacherstheopportunitytoanticipatepotentialproblemsthatmayariseinclasssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.4 .goodplanninggivesteachers,especiallynoviceteachers,confidenceinclass.5 .whenplan

38、ningthelesson,theteacheralsobecomesawareoftheteachingaidsthatareneededforthelesson.6 .planningisagoodpracticeandasignofprofessionalism.?好的教案的五个原则【principlesforgoodlessonplanning1、aimmeanstherealisticgoalsforthelesson.2、 Varietymeansplanninganumberofdifferenttypesofactivitiesandwherepossible,introduc

39、ingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.3、 Flexibilitymeanspreparingsomeextraandalternativetasksandactivitiesastheclassdoesnotalwaysgoaccordingtotheplan.4、 Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithin

40、thelearningcapabilityofthestudents.5、 Linkagemeansthestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.?名解?Macroplanning:planningoveralongerperiodoftime.?Microplanning:planningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesre

41、spectively.?Componentsofalanguageplan(6点)Alanguagelessonplanusuallyhasthefollowingcomponents:(1)backgroundinformation,(2)teachingaims,(3)languagecontentsandskills,stagesandprocedure(4)teachingaids(5)assignments(6)teacher'safter-lessonreflection.?良好导入的作用Astartercanbeusedtodevelopearlylevelsofenga

42、gementandmotivation;tohelpgetallstudentsquicklyontask;toinjectasenseofpaceinthelesson;tocreateanexpectationthatstudentswillthinkandparticipateinthelesson;tocreateaclimateofinteractionandinvolvement;tomakeuseofstudents'priorknowledgetointroducenewtopics.第五单元：?名解classroommanagement班级管理:thewayteach

43、ersorganizewhatgoesonintheclassroom.?简答或问题解决题Thedifferentrolesthatteachersplayinthelanguageclassroom(老师的角色：应用题)1. controller:controltime;equalchance;makesurethestudentsusecertaintargetlanguageitemsandtheirreproductionhasadegreeofaccuracy.2. assessorcorrectingmistakes;organizingfeedback.3. organizer:

44、organizetasks.4. prompter:giveappropriatepromptswhenstudentsarenotsurehowtostartanactivity,orwhattodoorseenext.5. participant:participateinstudents'activitiesasanordinarystudent.6. resource-provider.?名解classroominstructions:refertothetypeoflanguageteachersusetoorganizeorguidelearning.Theyinclude

45、givingdirectionstotasksoractivities,providingexplanationstoaconceptorlanguagestructure,settingrequirements,checkingcomprehension,drawingattention,motivatinglearners,givingfeedback,andassigninghomework.?简答：如何使教师用语更加有效？rulestofollowformakinginstructionseffective1. Tousesimpleinstructionsandmakethemsui

46、tthecomprehensionlevelofthestudents.2. tousethemother-tongueonlywhenitisnecessary.3. givestudentstimetogetusedtolisteningtoEnglishinstructionsandhelpthemmakeanefforttounderstandthem.4. tomodelthetask/activitybeforelettingstudentsmoveintogroupsorpairs.?理解即可studentgrouping:wholeclasswork;pairwork;grou

47、pwork;individualstudy?名解discipline:acodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.?用英语讲课的好处：1、 helpteacherbecomeaccuratefluentintheuseofEnglishforteaching.2、 HelpbothteacherandstudentsgaintheconfidenceinspeakingEnglish.3、 Helpthestudentstorecognizeifyouwa

48、nttouseEnglishafterclasstheymustpracticeitinclass.4、 Itcanhelptheteacherprovidethegenuinesituationinclassthatarisetheclassroomfarmeaningfullanguagepractice.?简答：学生在什么情况下遵守纪律？投入学习【engagedinlearning1、Theyareclearaboutitspurposebecausetheworkhasbeenwellexplained;2、Theworkbuildsontheirpriorattainment;theyareabletodotheworkbutfinditchallenging;3、Theyareemotionally,physicallyandintellectuallyinvolvedbythetasks;4、Thepr