09春英语本科英语教学法1形成性考核全版doc.docx

09春英语本科英语教学法1形成性考核全版doc.docx

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09春英语本科英语教学法1形成性考核全版doc

英语教学法

（1）形成性考核参考答案

Unit1Introduction

P1:

Personalaims

Yes.Iam. I’vebeenteachingforquiteafewyears.Ithinkitishelpful.IlearntheEnglishTeachingMethodologycoursein,ordertoteachmystudentsbetterandlearnmoreknowledge.

Planning

  1.Ispendthreehoursonthiscourse.

  2.Iwilldosomeexercisesaboutthiscourse.

Experienceofprofession–relatedstudy

  Yes.Iam.Ithinkthatteachingexperienceshavebecomeimportantinourlife.Becauselearningalanguageisanintellectualchallenge.SoEnglishislearntinordertotraincertainintellectualskills.

P3．

Approaches

History

FocusofTeaching

Syllabus

Restrictions

TheGrammar-Translation

Method

Thegrammaroftheclassicallanguagehadtobedescribedandbrokendownintolearnablechunksverbswereconjugal.

Vocabulary,grammarpointsdrawoutandlearnwiththemothertonguetranslation.

ItwasdesignedaroundgrammaticalstructuresEachlessonwouldteachagrammarstructurestartingwithsimpleones.

Liketheverb“tobe”andprogressingthroughtomorecomplexones,suchasverbtenses.

AFunctionalNotionalApproach

E—UreyleanLeanlyin1957

Notoftheindividualgrammarsofeachofthelanguage,butoftheComalfunctionsonhadtoperform.

Thesituationsthatthecomputermightfindhimselfin.

Thelanguagetaughtwouldnotbedescribedinonlygrammaticalforms.

TheAudio-lingualMethod

Inthe1950s—1970s

Theuserofalanguagealsoneededtoknowwhotousethemwithandinwhichsituations.

Expressionsappropriatetothesituation.

Toomuchdetailoncommunicativecompetencein.

P5:

Approaches

History

FocusofTeaching

Syllabus

Restrictions

TotalPhysicalResponse

Inthe1960s

Thepretenseresearchershadtenured.

Merelybycopyingwhatissaidorwritten

Correctionofthemwilldependontheexactmeaningthe;earneristryingtoexpress

CommunityLanguageLearning

Inthe70sinNorthAmericaandinEurope

Concernedthelearnerasawholeperson

Imaginetheoppositesituation

Theemphasisisonacceptanceandencouragement

TheCommunicativeApproach 

Inthe1960s

Comprehensiveteachingandlearningmethodology

Emphasesonmorecomprehensivethrowingofcompetence

Tochoosematernitiesofteaching

P7．Activity2

Whattypeofsyllabusareyouusingforyourteaching?

Grammarmethod.andadvantages:

Studentscanmastergrammarsverywell.Theycangetmorecredits

Disadvantages:

Manystudentscan’tspeakandwriteEnglishfluentlyandquickly

Yoursyllabus:

I’majuniormiddleschoolteacher.IfollowthenationalsyllabusofourtextbookbutnowIwillusethegoodteachingmethodthatI’mlearning.

单元学习记录

Whathaveyoulearntfromthisunit?

IknowtheconsistsofCTLoffunctionsofadvantagesofteachingmethod..

Whathasbeenusefultoyou?

Tellmealotabout“Howtoteachmystudents”.

Whatdoyouthinkyoucanapplytoyourteaching?

Activitiesmore.Usingthecompetenciesmethodology..

Howdoyouintendtodothis?

BesidemyEnglishlessonsaretaughtbymeverywell,Itakemoreattentiontomyuniversitycurses.

Arethereanyproblemsthatyouhaveencounteredinthisunit?

Yesforexample.WhereIcanfindsomereferencegeniturematerialsformystudents.

Howdoyouintendtodealwiththoseproblems?

Iwillgotothebookshopandgotothelibrary.

DidyouatanypointchangeyourattitudetowardssomeaspectofteachingorlearningEnglish?

YesIwanttoknowhowtheotherschoolteachtheirstudentsbyusingCTL.

Isthereanythingmoreyouwouldliketoknow?

Yes,ofcourse.Forexample,IshouldgivemoretimetomystudentstoletthembyusingCTL.

Haveyoudoneanyfurtherreading？

Yes,ofcourse.IwillreadvarietyEnglishTeachingMethodologybooksasforastcanget.

Unit2  TheCommunicativeApproach

I．Syllabus:

 1.school

   2.expressingangry

Classroomactivities：

3..communication 

4.Communication.

5..now 

6.Learn

7.come

8.genuine

LearnerRole:

9.classroom 

10.real—lifesituation

TeacherRole:

11..material          

12.design  

13.organize

TheRoleofInstructionalMaterials:

 14.activities 

15. role—play 

16. real—life

P11---12

II．

单元学习记录

Whathaveyoulearntfromthisunit?

1.Ihaveageneralideaofwhatitmeanstodeveloplearnerscommunicativecompetenceandwhatthatinvolves

2.Understandthebasicprinciplesofcommunicativelanguageteaching

Whathasbeenusefultoyou?

1.Beabletofollowthegeneralguidelinesfortheteachingoflanguageskills

 2.Beabletouseinformation—gapandrole—playingactivitiestopracticethelearnerscommunicativeskills

Whatdoyouthinkyoucanapplytoyourteaching?

Beawareoftheimportantofknowledgeaboutlanguageprocessingandbeabletoapplyyourunderstandingofittotheteachingofallthelanguageskills,aswellastotheselectionofsupplementarymaterials

Howdoyouintendtodothis?

ThemorepracticeIgivemystudentsincommunicatinginEnglish,themoreabouttheywillbeabletouseEnglishintherealwordandtopasstheexamination.

Arethereanyproblemsthatyouhaveencounteredinthisunit?

Thelanguageisnaturaltosuchstudentswillreadhowspeakersofthelanguageuseit

Howdoyouintendtodealwiththoseproblems?

Authenticityinthelanguageclassroomincludestheuseofauthenticmaterialsdesignauthenticclassroomactivitiesandspeakingalltothestudents.

DidyouatanypointchangeyourattitudetowardssomeaspectofteachingorlearningEnglish?

Yes,ofcourse.Forexample,Ishouldgivemoretimetomystudentstoletthemstudythinkbythemselves.

Isthereanythingmoreyouwouldliketoknow?

Yes.MostlyIwanttowatchareallessonofETL.

Unit3FocusonReading

Thetextyourmini—lessonplanisbasedon:

Itisbasedonnewword:

①  tanked

②It’satransitiveverb.

  ③TheAmericanexpressionis“gastank”.

  ④Theprepositionusedbeforethenountinnyis“over”.

  ⑤Yes,It’scountable

  ⑥It’susedtomeanthatifaproblemwasequallyresponsible.

2.

Typeoftheactivity

Translating

Objective（s）oftheactivity

Toletmystudentsknowaknowledge

Classroomorganizationoftheactivity

Pair—work.Activities,role—play…

Teacher’srole（s）

Organizers

Student’srole（s）

 Actor,learner

Teacherworkingtime

20minutes

Studentworkingtime

25minutes

Teachingaid（s）

Usethelanguagetheyknowinordertogetmeaningacrossandeffectively.

Predictedproblem（s）

Theacceptabilityoftheformsthatareintheparticularsituation.

Solution（s）

Givemoreexampleandcopedwiththecommunicativedemandoftheactivity.

Procedure

①tanked

  ②It’satransitiveverb.

  ③TheAmericanexpressionis“gastank”.

  ④Theprepositionusedbeforethenountinnyis“over”.

  ⑤Yes,It’scountable

  ⑥It’susedtomeanthatifaproblemwasequallyresponsible.

Ⅱ.

单元学习记录

Whathaveyoulearntfromthisunit?

I’velearntthinkmoredeeplyaboutwhatisinvolvedinreadinginaforeignlanguage,Asateacher.Ishouldhaveawidevarietyofteaching..

Whathasbeenusefultoyou?

Inordertomoralestudentstoreadwidely,andefficientlyinEnglish.Ineedtomakesuremelessonsareinterestingvariedempirictableandsuitable.

Whatdoyouthinkyoucanapplytoyourteaching?

ToamortizablestudentstoreadwidelyandefficientlyinEnglish,IneedtomakesuremylessonsareinterestinginEnglish..

Howdoyouintendtodothis?

IhavetaughtanumberofdifferenttasksdispreadtoinvolvedbecominganefficientreaderinEnglish..

Arethereanyproblemsthatyouhaveencounteredinthisunit?

HowtoexaminethelanguageskillsofreadingarewhatisinvolvedbecominganefficientreaderinEnglish..

Howdoyouintendtodealwiththoseproblems?

ToasktoreflectonmyexperimentbothasalearnerofEnglishyourself.

DidyouatanypointchangeyourattitudetowardssomeaspectofteachingorlearningEnglish?

IhavegivenmystudentssomeadviceonthenewwaysoflearningEnglish..

Isthereanythingmoreyouwouldliketoknow?

Theshortreadingpassageswedoinreallifeareidentifiedtheskills.

Uuit4FocusonListening

Ⅰ.Thetextyourmini—lessonplanisbasedon:

1. Nowlet’swatchavideoelope,Iwouldlikeyoutoanswerthequestionafteryouwatch.

2. Thistime,I’dlikeyoutorole—playthisdialogue

3. Allofyouhavedoneaverygoodjob.

Ⅱ.

Typeoftheactivity

Role—play

Objective（s）oftheactivity

Tounderstandthedialogueandcanactitout

Classroomorganizationoftheactivity

Toorganizetheactivitiessothatthestudentscanpracticeinpairs

Teacher’srole（s）

Conductor,corrector,helper

Student’srole（s）

Actor.listener

Teacherworkingtime

15

Studentworkingtime

30

Teachingaid（s）

Togivehelpwherethereisaneed

Predictedproblem（s）

Howtopractice

Solution（s）

Toprovidehowinputtoshowonexplanationhowthelanguageissued

Procedure

1. Teachingorganization

2. Revisionandgreetings

3. Introductionofthenewlesson:

1）Theteacherplaythecassetteofthedialogtle,letthestudentslisten 2）Askthestudentstoanswersomequestionsofthisdialogue3）Letthestudentsdiscusstheanswersandthemcheckthemtogether.

4. Explainthedialogue,Andthentellthestudentstheuseoftheimportantphasesandsentences

5. Practice:

Theteacherhasgreatcontrolatthisproc