教學(xué)法期末復(fù)習(xí)

1、Unit 1The structural view（概念） 結(jié)構(gòu)主義 p.3 考點：掌握三者的概念及區(qū)別The structural view sees language as a linguistic system made up of various subsystems.The system of language = the system of sounds + the system of words + the system of grammarThe functional view 功能主義語言學(xué)習(xí)理論The functional view sees language as a l

2、inguistic system and as a means for doing things.The interactional view 交互語言理論The interactional view sees language as a communicative tool (to build up and maintain relations between people).The interactional view sees language primarily as means for establishing and maintaining interpersonal relati

3、onships and for performing transactions between individuals.The target of language learning is learning to initiate and maintain conversation with other peopleTwo things are needed for communication2.Rules of language form (grammar & vocabulary) 3.Rules of language use in a context (Is it approp

4、riate to use this language item in this context?) 補充考點：掌握Krashen五個假設(shè)Acquisition-learning Hypothesis 習(xí)得學(xué)習(xí)假說Acquisition: an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication.Lear

5、ning: a process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge.The monitor Hypothesis 監(jiān)察假說On some occasions learners make a particular effort with their language(e.g. when they are wr

6、iting sth. formal, talking to someone important, etc.). They monitor their own speech-checking it carefully before they produce it. Natural Order Hypothesis自然順序假說: The acquisition of grammatical structures proceeds in a predictable order.The Input Hypothesis輸入假說: We acquire (not learn) language by u

7、nderstanding input that is a little beyond our current level of competence.The affective filter hypothesis情感過濾假說Affect is regarded as a “filter”.The learners emotional state or attitudes are seen as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition.filter(mot

8、ivation, self-confidence, anxiety)Input . . Language acquired competence Acquisition DeviceUnit 2Communicative Language Teaching 掌握目標(biāo)The goal of CLT is to develop students communicative competence , which includes both the knowledge about the language and the knowledge about how to use the language

9、appropriately in communicative situations(knowledge of what to say, when, how, where,and to whom).Five main components of communicative competence Linguistic competence:knowledge of the language itself, its form and meaning (spelling, pronunciation,vocabulary,word formation,grammatical structure, se

10、ntence structure, semantics)語言能力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.)語用能力Discourse competence: ones ability to create coherent writt

11、en 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)語篇能力Strategic competence: ones ability to compensate for the communication breakdown due to la

12、ck 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: ones ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLT 流利度考點：

13、三者的概念Pragmatic competence；Discourse competence；Strategic competence;記住五個名詞Principles of CLTCommunication principle: activities that involve real communication promote learningTask principle: activities in which language is used for carrying out meaningful tasks promote learningMeaningfulness princip

14、le: language that is meaningful to the learner supports the learning processSix criteria for evaluating communicative classroom activities P241.Communicative purpose2.Communicative desire3.Content, not form4.Variety of language5.No teacher intervention6.No materials control考點：簡答題，這個活動是不是communicativ

15、e 首先列出標(biāo)準(zhǔn)，評價符合哪些標(biāo)準(zhǔn)，最后判斷是與否Unit 3l New National English Curriculum in 2001 了解 新版教學(xué)大綱l 從1978到2001年的大綱規(guī)定（P.43-44）可以看到有如下幾點進步：l 1.教學(xué)目標(biāo)：單純傳授知識 提高學(xué)生全面素質(zhì)l 2. 教學(xué)要求：單一、封閉 靈活、開放（分級：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、外國語學(xué)校等，有不同要求，可以超越大綱）l 3. 教學(xué)觀念和方法: l 3.1 明確英語教學(xué)的目的是培養(yǎng)學(xué)生運用語言進行交際的能力l 3.2 提出了四項技能綜合訓(xùn)練，不同階段各有側(cè)重 （聽

16、說入手讀寫，高中側(cè)重閱讀）l 3.3 強調(diào)處理好語言教學(xué)與文化的關(guān)系l 3.4 注意發(fā)揮教師的指導(dǎo)作用，充分調(diào)動學(xué)生的學(xué)習(xí)主動性和積極性l 3.5 重視利用直觀教具和現(xiàn)代化教學(xué)手段，不利創(chuàng)設(shè)英語環(huán)境（掛圖、錄音帶、幻燈片、錄像帶、VCD 、 CD-ROM 、DVD 、軟件l 4. 教材：l 4.1 教材的內(nèi)容逐漸貼近學(xué)生的生活和現(xiàn)代社會生活，滲透思想情感的教育，滲透大量自然和社會科學(xué)知識l 4.2 采用結(jié)構(gòu)、功能、話題相結(jié)合的方法，有些教材加上任務(wù)型教學(xué)活動，教材語言真實、自然、地道，教法靈活l 4.3 教材編寫注意學(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，

17、激發(fā)興趣l 4.4 力求符合學(xué)生學(xué)習(xí)英語的認(rèn)知規(guī)律，調(diào)節(jié)難易l 4.5 運用現(xiàn)代教學(xué)技術(shù)編制多媒體教材l 4.6 多樣化：一綱多本、引進國外教材、編寫不同起點的教材。l 5. 測試：筆試、口試、聽力l 形成性和終結(jié)性結(jié)合Unit 4Principles for good lesson planning 評價教案的標(biāo)準(zhǔn)Aim: what students are expected to achieveeg. 1. Learn and master the new words and expressions in this period: hand in hand, appeal to, accu

18、se of 2. Able to talk about advertising 目的性Variety: different types of activities, interesting & motivatinge.g.Pre-reading (discussion), while-reading (Q&A, fill in the table), post-reading(vocabulary & translation)多樣性Flexibility: prepare some extra and alternative tasks, cope with unexp

19、ected situations e.g. Pre-reading (Q&A) 靈活性Learnability: contents,tasks should be within the learning capability of the students 得體性Linkage: stages and steps are linked with one another 連貫性Components of a lesson plan 掌握教案的組成部分Background informationTeaching aim: what students are able to achieve

20、by the end of the lesson, including learning strategies, affective attitude and culture knowledgeLanguage contents (grammar, vocabulary) and skills(communicative skills involved in listening, speaking, reading writing)Stages and procedures Presentation, practice , productionpre-reading, while-readin

21、g, post-reading pre-listening, while-listening, post-listeningTeaching aids:computer, projector, multimedia, courseware, tape recorder , blackboard,pictures, cue-cards, 輔助手段Optional activities and assignment End of lesson summary After lesson reflection: brief account of what happened in class: feel

22、ings about the class, students performance, unexpected incidents, things went well and wrong, things to be improved 課后反思Unit 5The role of teacher （掌握3個概念）Assessor：as an assessor, the teacher does two things, that is, correcting mistakes and organising feedback.Organiser: one of the teachers major ta

23、sks is to design and organise tasks that students can perform in the class.Prompter:the teacher should give appropriate prompts.Student grouping （概念掌握）Whole class work refers to the time when all the students are under the control of teacher.Pair work refers to the time when students work in pairs o

24、n an exercise or task.Group work refers to the time when students work in small groups.Individual study is the stage when students are expected to work on their own at their own speed.Questions in the classroom Classification of question types （概念掌握）w 1. Closed questions vs. open questionsClose ques

25、tions refers to those with only one single correct answer while open questions may invite many different genuine questions.w 2. Display questions vs. genuine questionsDisplay questions are those that the answers are already known to the teacher and they are used for checking if students know the ans

26、wers. Genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.w 3. Lower-order questions vs. higher-order questionsLower-order questions refer to those that simply require recalling of information or

27、 memorisation of facts while higher order questions require more reasoning, analysis, and evaluation.Unit 7Grammar presentation P105考點：設(shè)計題 掌握三種教授方式的步驟The deductive method演繹法: T explains rules Ss practiceThe inductive method歸納法: T gives authentic language data Ss generalize rules Ss practice The guid

28、ed discovery method引導(dǎo)發(fā)現(xiàn)法: T gives contextualized examples Ss are guided to discover rules T explains Ss practiceGrammar practice P109 考點:設(shè)計活動，不要求背誦概念Mechanical practice: activities aimed at form accuracye.g. substitution drills & transformation drillsMeaningful practice: focus on the production,

29、 comprehension or exchange of meaning (comes after Mechanical practice)Unit 8考點：掌握兩個概念 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 residence”. Connotation言外含義, on the

30、 other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings. “home” may suggest childhood, family memories, a sense of belongs, and other comforting thou

31、ghts.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 recognise and comprehend in reading or listening but unable to use automatically in speaking or writing.Those words that one is not only able to recognise but also able to use in speech and wr

32、iting are considered as ones productive vocabulary.Unit 9Principles and models for teaching listening Focus on process: design tasks the performance of which show how well the students have comprehended the listening materialsCombine listening with other skills: with speaking (role plays, retelling,

33、 interviewing, discussions), note-taking, writingFocus on the comprehension of meaning: not memoryGrade difficulty level appropriatelyListening processesz Bottom-up model: listening comprehension is believed to start with sound and meaning recognition. Listeners construct meaning of what they hear b

34、ased on the sound they hear.z Top-down model: listeners construct meaning by making use of the contextual clues (sth. about the speaker, the setting, the topic and purpose of the talk) and background knowledge 設(shè)計活動 P144Pre-listeningWhile-listening:Post-listeningUnit 10Principles for teaching speakin

35、g1. Balancing accuracy-based with fluency-based practices2. Contextualising practice3. Personalising practice4. Building up confidence5. Maximising meaningful interactions6. Helping students develop speaking strategies7. Making the best use of classroom learning environment to provide sufficient lan

36、guage input and practice for the students.P162 設(shè)計交際性的口語活動Unit 11v Models:v Bottom-up model: words phrases sentences paragraphs meaning of the whole textv Top-down model : teach the background knowledge first (plays a more role than words and structures)v Interactive model: language skills (automatic

37、 recognition of words and phrases, understanding sentence structures), ones knowledge of the world and of the text types interact with each other and compensate for each other 設(shè)計活動pre-reading while-reading after-reading Unit 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, topi