英语教学法考试重点(推荐文档)

❤判断主张并简要说明理由：

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.

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,s need to

know how to combine the grammatical rules and the vocabulary to express notions

that perform the functions.

International view:The international view considers language to be a communicative

tool,whose main use is to build up and maintain social relations between

s 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 teacher?

These elements can be categorized into three groups:ethic devotion,professional

qualities and personal styles.

❤教师的专业能力是如何发展起来的(How can be a good teacher/The

development of professional competence)

答：The development of professional competence including three parts:

Stage1,Stage2 and Goal.

I. The first stage is language English teacher are supposed to

have a sound command of English,and language is always changing,language

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.(1)The learning

stage is the purposeful preparation before a teacher starts the practice of

includes three parts:learning from other's experience,learning 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' 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 practice 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.

❤真实应用语言&课堂语言的不同（The differences between language used in

real life and language taught in the classroom.)

Language used in real life differs from language learned under the traditional

language teaching pedagpgy in the following aspects:

(1)In real life,language is used to perform certain communication functions;in a

traditional language classroom,the teaching focus is often on forms rather than

functions.

(2)For various reasons,traditional pedagogy tends to focus on one or two language

skills and ignore real language use we use all skills,including receptive skills

and productive skills.

(3)In reality language is always used in a certain context,but traditional pedagogy

tends to isolate language from its context.

❤交际教学法的目标

The goal of CLT is to develop students' communicative competence,which includes

both the knowledge about the language and the language about how to use the

language appropriately in communicative situations.

★★★交际的五个方面 （名词解释or简答）

There are five main components of communicative ,linguistic

competence,pragmatic competence,discourse competence,strategic competence,and

fluency.

Linguistic competence is concerned with knowledge itself,its form and meaning.(It

involves spelling, pronunciation, vocabulary, word formation, grammatical

structure,sentence structure,and is an integral part of communicative

competence.)

Pragmatic competence is concerned with the appropriate use of the language in

social context.(That is to say,the choice of the vocabulary and structure depends on

the setting,the relative status of the speakers,and their relationships.)

Discourse competence refers to one's ability to create coherent written text or

conversation and the ability to understand them.(According to Hedge,also includes

one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.)

Strategic competence is similar to communication refers to strategies

one employs when there is communication breakdown 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.(交际教学语言CLT原则）

(1).Communication principle: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 principle:language that is meaningful to the learner supports the

learning process.

❤交际教学法&语言技能的关系(CLT and the teaching of language skills )

(听说读写在交际教学法中怎样。可能出听OR 读OR说OR写）

Communicative competence in language teaching practice is to develop learners'

language skills,such as listening,speaking,reading and writing.

In traditional pedagogy,listening and speaking activities involves use of language in a

completely different way from how language is used in listening skill has

received special attention in ing shares a number of features with reading

ing 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 audience for radio,television,lecture,films,etc.

The reading skills is redefined to focus on the purpose of ionally the

purpose of reading is to learn language,namely vocabulary,grammar,

CLT,reading is to extract meaning or Different reading

purpose,students use different skills,such as skimming,scanning,etc.

In CLT,the writing skill has been expanded to focus on its communicative

ts should practice writing what people write in every day life abd writing

in the way people write in ts should write to express their own feelings

or describe their own experiences.

In a word,CLT only expanded the areas:language content,learning process,and

requires a higher level of communicative competence on the part of the

teacher.

❤Six criteria for evaluating how communicative classroom activities:

(怎样判断XX是不是一个好的交际活动）

(1)Communicative purpose;The activity must involve the students in performing a

real communicative order for this to occur there must be some kind

of"information gap" that students seek to bridge when they are communicate.

(2)Communicative desire:The activity must create a desire to communicate in the

students.

(3)Content,not form:When the students are doing the activity,they must be

concentrating on what they are must have some "message"that they want

to communicate.

(4)Variety of language: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 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 control:The activity should not be designed to control what

language the students should be choice about what language to use should be

rest with（取决于） the students.

❤Task-based language 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 purpose,a context,a process,a product.

❤PPP and TBLPresentation, Practice and production

A 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,ts then move on to produce the language in a more meaningful

way ,such as a role play,a drama,an interview,etc.

(1)The way students use and experience in TBL is radically different from PPP.

—All three components(task,planing and report) are genuinely free of language

control and leaners rely on their own linguistic resources.

—The task supplies a genuine need to use language to communicate,and the other

components follow on naturally from the task.

—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 ideas,summarizing leaner's achievements.

—The planing stage encourages leaners to consider appropriateness and accuracy of

language form in general.

—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 accuracy 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.

—In a PPP cycle,with the presentation of the target language coming first,this context

has to be a TBL framework,the context is already established by the task

itself.

—The process of consciousness raising used in the TBL language focus activities

encourage students to think and analyse,not simply to repeat,manipulate and apply.

—Listening and reading of the TBL framework provide a more varied exposure to

natural language.

—The exposure in the TBL framework will include a whole range of

words,collocation,lexical phrases and pattern in addition to language than verb tenses

and new word.

— In a PPP cycle,it is the teacher who are pre-selects the language to be

the TBL analysis stage,leaners are free to ask about any aspects of

language they notice.

—A PPP cycle leads from accuracy to fluency;a TBL cycle leads from fluency to

accuracy.

—In TBL,all 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 and

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个）

(1)Think about students' needs,interests, and abilities.

What are the needs,interests and abilities of the students?What kind of things do they

like to do?What 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 interested in doing.

(3)Evaluate the list.

After you have brainstormed the possible tasks,you can use the following criteria to

evaluate them.

—Educational value.

—Appropriateness to the students' needs,interests and anilities

—Availability of suitable resources.

—Time available.

You might need to modify some 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 accept,reject or modify a task that you originally planned.

The second stage is when you have drawn up your

Final 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 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定义：

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 achieve it.

❤教案的六个好处？

1.a 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 move

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 class.

planning the lesson, the teacher also becomes aware of the teaching aids that are needed

for the lesson.

ng is a good practice and a sign of professionalism.

❤好的教案的五个原则【principles for good lesson planning】

1、 aim means the realistic goals for the lesson.

2、 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.

3、 Flexibility means preparing some extra and alternative tasks and activities as the class does

not always go according 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 a longer period of time.

❤Micro planning: planning for a specific unit or a lesson, which usually lasts from one to two

weeks or forty to fifty minutes respectively.

❤Components of a language plan(6点)

A language lesson plan usually has the following components:

(1)background information,(2)teaching aims,(3)language contents and skills,stages

and procedure(4)teaching aids(5)assignments(6)teacher's after-lesson reflection.

❤良好导入的作用

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 students will think and participate in the lesson;

to create a climate of interaction and involvement;

to make use of students' prior knowledge to introduce new topics.

第五单元：

❤名解classroom management班级管理: the way teachers organize what goes on in the

classroom.

❤简答或问题解决题The different roles that teachers play in the language

classroom

（老师的角色:应用题）

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 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-provider.

❤名解 classroom instructions: refer to the type of language teachers use to organize or

guide learning. They include giving 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.

❤简答：如何使教师用语更加有效？[rules to follow for making instructions

effective]

1. To use simple 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 students move into groups or pairs.

❤理解即可student grouping: 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 so

that learning can be more effective.

❤用英语讲课的好处：

1、 help teacher become accurate fluent in the use of English 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 language practice.

❤简答：学生在什么情况下遵守纪律？投入学习【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 structure of the work and activities generate curiosity and

interest;

5、 They have opportunities to ask questions and try out ideas;

6、 They can see what they have achieved and how they have made progress;

7、 They get a feeling of satisfaction and enjoyment from the work.

❤名解Questioning is a critical skill for teachers because it is the most common form of

interaction between the teacher and the students in the classroom.

提问的目的：teachers use questions to focus students’ attention, to invite thinking and

imaginations, to check understanding, to stimulate recall of information, to challenge students, and

to assess learning.

❤提问技巧（提问时应注意哪些？）：questions should be wise and purposeful, contributing

to the overall objectives of the lesson, stimulating the development of knowledge and thinking, as

well as helping to maintain effective interaction.

❤如何使提问更加有效：【some tips for making questioning more effective.】

1、 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、 students 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 students’ opinions and ideas are

valued.

❤名解或判断：

Mistake: a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure

performance to a known system.

Error: has direct relation with the learners’ language competence.

❤【the ways to correct】分别说清direct 和indirect

1、 direct teacher correction; 老师直接改正法

2、 indirect teacher correction;老师间接改正法

3、 self correction;自我改正

4、 peer correction;同伴改正

5、 whole class correction.全班改正