英语教学法考试重点缩印Word文档格式.doc

英语教学法考试重点缩印Word文档格式.doc

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10、设计任务时的四种问题foursetsofquestionwhendesigningtasks:

①whatistheobjectiveofthetask②whatisthecontentofthetask③howisthetasktobecarriedout④inwhatsituationisthetasktobecarriedout

11、设计任务的步骤①thinkingaboutstudents’needs,interests,andabilities②brainstormpossibletasks③evaluatethelist④choosethelanguageitems⑤preparingmaterials

12、语言教学的目标（课程目标）OverallLanguageAbility①languageknowledge:

phonetics,grammar,vocabulary,functions,topics②languageskills:

listening,speaking,reading,writing③learningstrategy:

cognitive,selfmanagement,communication,resourcing④affectandattitude:

international,perspectives,patriotism,confidence,motivation⑤culturalawareness:

knowledge,understanding,awareness.

13、教学计划lessonplan:

alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Inotherwords,teachersneedtothinkabout①theaimstobeachieved,②materialstobecovered,③activitiestobeorganized,and④techniquesandresourcestobeusedinordertoachievetheaimsofthelesson.

14、好教学计划的原则principlesforgoodlessonplanning①aim②variety③flexibility④learnability⑤linkage

15、宏观计划内容whatdoesmacroplanninginvolve①knowingabouttheprofession②knowingabouttheinstitution③knowingaboutthelearners④knowingaboutthecurriculum/syllabus⑤knowingaboutthetextbook⑥knowingabouttheobjectives

16、微观计划的组成microplanning（componentsofalessonplan）:

backgroundinformation,teachingaims,languagecontentsandskills,stagesandprocedures,teachingaids,assignments,andteacher’safter-lessonreflection.

17、3P.①语言知识structure-basedlesson:

presentation,practice,production.②语言技能skill-orientedlesson:

pre-,while-,post-.

18、课堂管理classroommanagement:

classroommanagementisthewayteachersorganisewhatgoesonintheclassroom.Itcontributesdirectlytotheefficiencyofteachingandlearningasthemosteffectiveactivitiescanbemadealmostuselessiftheteacherdoesnotorganizethemefficiently.AsthegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.

19、有效的课堂管理的六个条件：

①theteacherplaysappropriateroles.②theteacherprovidesclearinstructions.③studentsaregroupedinawaysuitableforthelearningactivities.④theteacherasksappropriatequestions.⑤thereisdisciplineaswellasharmonyintheclass.⑥thestudents’errorsaretreatedproperly.

20、教师角色rolesofteachers①controller:

controlthepace;

controltime;

controlthewholeclass.②assessor:

assessthestudents’work;

correctmistake;

organizefeedback.③organiser:

designandorganizetasks④prompter:

giveappropriateprompts;

⑤participant:

joinstudents⑥resource-provider：

instructionmaterials.⑦newroles:

facilitator;

guide;

researcher.

21、课堂指令classroominstructions:

classroominstructionsrefertothetypeoflanguageteachersusetoorganizeorguidelearning.Theyinclude①givingdirectionstotasksoractivities,②providingexplanationstoaconceptorlanguagestructure,③settingrequirements,④checkingcomprehension,⑤drawingattention,⑥motivatinglearners,⑦givingfeedback,and⑧assigninghomework.

22、有效的课堂指令规则rulestofollowformakinginstructionseffective：

①usesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents.②usethemother-tongueonlywhenitisnecessary.③givestudentstimetogetusedtolisteningtoEnglishinstructionsandhelpthemmakeanefforttounderstandthem.

23、学生分组类型studentsgrouping：

①wholeclasswork②pairwork③groupwork④individualstudy

24、课堂纪律Disciplineinthelanguageclassroom:

disciplineherereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.

25、课堂纪律的要素Whatcontributestodiscipline:

①classroommanagement②teachers’behavior③students’motivation

26、对无纪律课堂的措施measures①actimmediately②stoptheclass③rearrangetheclass④changetheactivity⑤talktostudentsafterclass⑥createacodeofbehavior

27、课堂问题的建议adviceaboutproblemsinclass①dealwithitquietly②don’ttakethingspersonally③don’tusethreats

28、课堂上的问问题questioningintheclassroom：

teachersusequestions①tofocusstudents’attention,②toinvitethinkingandimagination,③tocheckunderstanding,④tostimulaterecallofinformation,⑤tochallengestudents,and⑥toassesslearning.Questionsshouldbewiseandpurposeful,contributingtotheoverallobjectivesofthelesson,stimulatingthedevelopmentofknowledgeandthinking,aswellashelpingtomaintaininteraction.

29、错误处理dealingwitherrors:

①whentocorrect②howtocorrect③whotocorrect

30、语法教学3P模式:

Ⅰ.presentation:

①purpose:

studentsperceivethestructure——itsformandmeaning——inbothspeechandwriting,andtakeitintoshort-termmemory.②ways:

thedeductivemethod;

theinductivemethod;

theguideddiscoverymethod:

步骤：

createacontext,clearmodel,highlightrules,checkunderstanding.Ⅱ.practice:

studentslearntousethegrammaritem.Absorbthestructurethoroughly,ortotransferwhattheyknowfromshort-termtolong-termmemory.②ways:

mechanicalpractice（substitutiondrills,transformationdrills）;

meaningfulpractice（定义：

inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess）.③要素factors:

⑴can’tbesaidtohavereallymasteredityet.⑵aimedatformaccuracy.⑶thestudentspayrepeatedattentiontoakeyelementinastructure.⑷controlled/mechanicalandsemi-controlled.⑸group.⑹ways.Ⅲ.Production:

thereisaneedformeaningfulpracticeandcommunicativeuseofthestructuretaughtsothatstudentscanbehelpedtoachievebothaccuracyandfluencyinlanguageuse.②ways:

communicativepractice（guessinggames,completingthepicture,informationsheet,findsomeonewho,pairedcuecard,roleplay,storytelling）;

task.

31、Asynthesisapproachtoteachinggrammar:

collocational,constructive,contextual,andcontrastive.

32、有效阅读者怎么做whatdoeffectivereadersdo:

①haveaclearpurposeinreading②readsilently③readphrasebyphrase,ratherthanwordbyword④concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts⑤usedifferentspeedsandstrategiesfordifferentreadingtasks⑥perceivetheinformationinthetargetlanguageratherthanmentallytranslate⑦guessthemeaningofnewwordsfromthecontext,orignorethem⑧haveandusebackgroundinformationtohelpunderstandthetext.

33、阅读策略readingstrategies:

①specifyingapurposeforreading②planningwhattodo③previewingthetext④predictingthecontentsofthetext⑤checkingpredictions⑥skimmingthetextforspecificinformation⑦distinguishingmainideasfromsupportingdetails⑧posingquestionsaboutthetext⑨findinganswerstoposedquestions⑩connectingonepartofthetexttoanother

34、Thethreemodelsforteachingreading:

①bottom-upmodel②top-downmodel③interactivemodel

35、读前pre-readingactivities:

thepurposeofpre-readingistofacilitatewhile-readingactivities.②ways:

predicting（predictingbasedonthetitle,predictingbasedonvocabulary,predictingbasedontheT/Fquestions）;

settingthescene.读中While-reading:

①fastreading:

skimming;

scanning.②readingindetail:

transitiondevice（信息转换）⑴purpose:

focusattentiononthemainmeaningofthetext;

beabletosimplifysophisticatedinputsothatitbecomesthebasisforoutput;

allowstudentstoperformtaskswhiletheyarereading;

highlightthemainstructuralorganizationofatext,andshowhowthestructurerelatestomeaning;

involveallthestudentsinclearlydefinedreadingtasks;

precedeonestepatatime;

whenaTDiscompleted,useitasabasisforfurtheroralandwrittenlanguagepractice.⑵ways:

picture;

drawings;

maps;

tables;

treediagrams;

cyclicdiagrams;

piecharts;

barcharts;

flowcharts;

chronologicalsequence;

subtitles;

notes.读后postreading①purpose⑴toconsolidateorreflectonwhathasbeenreadinthetext.⑵torelatethetexttothestudents’ownknowledgeinterestsorview.⑶togivethestudentsthechancetoconsolidatethatlanguagebyusingitfreely.②activities:

discussionquestions;

reproducingthetext;

roleplay;

gap-filli