(最新整理)英語(yǔ)教學(xué)法考試重點(diǎn)

1、(完整)英語(yǔ)教學(xué)法考試重點(diǎn)(完整)英語(yǔ)教學(xué)法考試重點(diǎn) 編輯整理：尊敬的讀者朋友們：這里是精品文檔編輯中心，本文檔內(nèi)容是由我和我的同事精心編輯整理后發(fā)布的，發(fā)布之前我們對(duì)文中內(nèi)容進(jìn)行仔細(xì)校對(duì)，但是難免會(huì)有疏漏的地方，但是任然希望（(完整)英語(yǔ)教學(xué)法考試重點(diǎn)）的內(nèi)容能夠給您的工作和學(xué)習(xí)帶來(lái)便利。同時(shí)也真誠(chéng)的希望收到您的建議和反饋，這將是我們進(jìn)步的源泉，前進(jìn)的動(dòng)力。本文可編輯可修改，如果覺(jué)得對(duì)您有幫助請(qǐng)收藏以便隨時(shí)查閱，最后祝您生活愉快 業(yè)績(jī)進(jìn)步，以下為(完整)英語(yǔ)教學(xué)法考試重點(diǎn)的全部?jī)?nèi)容。判斷主張并簡(jiǎn)要說(shuō)明理由:structural view：the structure language sees

2、 language as a linguistic system made up of various subsystems：phonology，morphology and syntax。to 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

3、a means for doing things,such as offering suggesting,etc.leaners 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 an

4、d maintain social relations between people.leaners 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 qualitie

5、s and personal styles.教師的專業(yè)能力是如何發(fā)展起來(lái)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 development.all english teacher are supposed to have a sound command of

6、 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 teache

7、r starts the practice of teaching。it includes three parts:learning from others experience，learning the received knowledge and learning from ones experiences.both experience knowledge and received knowledge are useful when a teacher goes ton practice。（2)the term practice can be used in two senses。 on

8、e sense is also called pseudo practice.the other sense is the real classroom teaching。（3）teacher benefit from practice if they keep on reflecting on what theyve done，not only after they finish their practice，but also while they are doing the practice，iii. after some period of practice and reflection

9、,a teacher should be able to reach his or her professional competence.as an final it shouldnt an end,one must be keep learning，practicing and reflecting。真實(shí)應(yīng)用語(yǔ)言&課堂語(yǔ)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 lan

10、guage 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 peda

11、gogy tends to focus on one or two language skills and ignore others。in 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.交際教學(xué)法的目標(biāo)the goal

12、 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。交際的五個(gè)方面 （名詞解釋or簡(jiǎn)答)there are five main components of communicative competence.namely,linguistic compete

13、nce,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 semantics.it is an integral part

14、 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

15、s ability to create coherent written text or conversation and the ability to understand them.(according to hedge,also includes ones ability to initiate,develop，enter，interrupt，check，or confirm in a conversation.)strategic competence is similar to communication strategies。it refers to strategies one

16、employs when there is communication breakdown due to lack of resources.one can compensate for this by searching for other means of expression。fluency means ones ability to link unit of speech together with facility and without strain or inappropriate or undue hesitation.principles of communicative l

17、anguage teaching.（交際教學(xué)語(yǔ)言clt原則)(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 sup

18、ports the learning process.交際教學(xué)法語(yǔ)言技能的關(guān)系（clt and the teaching of language skills )(聽(tīng)說(shuō)讀寫(xiě)在交際教學(xué)法中怎樣?？赡艹雎?tīng)or 讀or說(shuō)or寫(xiě))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 a

19、ctivities involves use of language in a completely different way from how language is used in reality.the listening skill has received special attention in clt.listening shares a number of features with reading since。listening is not only as the counterpart of speaking but as an independent skills w

20、ith its own objectives。in 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 reading.traditionally the purpose of reading is to learn language,namely vocabulary，gram

21、mar，etc.in clt，reading is to extract meaning or information.with 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 goals。students should practice writing what people write in every day life a

22、bd writing in the way people write in reality.students 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 product.clt requires a higher level of communicative competence on the part of the teacher.s

23、ix criteria for evaluating how communicative classroom activities:(怎樣判斷xx是不是一個(gè)好的交際活動(dòng)）(1) communicative purpose；the activity must involve the students in performing a real communicative purpose.in order for this to occur there must be some kind of”information gap that students seek to bridge when the

24、y 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 saying。they must have some messagethat they want to communicate.(4) variety of languag

25、e:the activity must involve the students in using a variety of language, not just one specific language form。the 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

26、 the teacher.this 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 use。the choice about what language to use should be rest with(取決于） the students.tas

27、kbased 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 typ

28、ical 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,etc。students 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

29、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

30、on naturally from the task. -in all three components language is used for a genuine purposethere 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 leaners achievements。th

31、e 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. （

32、2)tbl can provide a context for grammar teaching and form-focused activities。ppp is different in this aspect。in a ppp cycle，with the presentation of the target language coming first，this context has to be invented.in a tbl framework,the context is already established by the task itself. the process

33、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

34、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 preselects the language to be taught。during the tbl analysis stage，leaners are free to ask about any aspects of language they notice.-a ppp cycle lea

35、ds from accuracy to fluency；a tbl cycle leads from fluency to accuracy.in tbl，all four skills-listening,speaking，reading and writing-are naturally integrated。ppp only provides a paradigm for grammar and formfocused lessons;it need to be supplemented by skills lessons to give leaners practice in list

36、ening and reading and more exposure to language。as we can see from the above discussions,ppp offers a simplified approach to language learning。it is based upon the idea that you an present language in a neat and clear way。and your language develops by adding new forms from one lesson to the n。how to

37、 design tasks?(5個(gè)）（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 textb

38、ooks 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 anilitiesavailability of suitable resources。time available。you m

39、ight need to modify some of the tasks and reduce some others.then 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

40、 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 tasks。you need to work out the possible language knowledge and skills needed to accomplish the task。(5) preparing materials。at this stage,you need t

41、o prepare the materials that the students need to carry out the tasks.as tasks involve the holistic use of communicative language，the students are going to need support in this aspect. 名解lesson planning定義：a lesson plan is a framework of a lesson that in which teachers make advance decisions about wh

42、at they hope to achieve and how they would like to achieve it。教案的六個(gè)好處？1。a clear lesson plan makes the teacher aware of the aims and language contents of the lesson。2.it helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different

43、 difficulty levels can be arranged properly and the lesson can move smoothly from one stage to per 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 l

44、esson。4。good planning gives teachers, especially novice teachers， confidence in class.5.when planning the lesson, the teacher also becomes aware of the teaching aids that are needed for the lesson.6.planning is a good practice and a sign of professionalism.好的教案的五個(gè)原則【principles for good lesson planni

45、ng】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 mea

46、ns 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

47、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點(diǎn)）

48、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)teachers afterlesson reflection.良好導(dǎo)入的作用a starter can be used to develop early levels of engagement and motivatio

49、n;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.第五單元：名解classroom manag

50、ement班級(jí)管理: the way teachers organize what goes on in the classroom。簡(jiǎn)答或問(wèn)題解決題the different roles that teachers play in the language classroom（老師的角色：應(yīng)用題)1. controller： control time； equal chance; make sure the students use certain target language items and their reproduction has a degree of accuracy.2.

51、 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 cla

52、ssroom 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， givin

53、g feedback, and assigning homework.簡(jiǎn)答：如何使教師用語(yǔ)更加有效?rules to follow for making instructions effective1. 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

54、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 to

55、gether so that learning can be more effective.用英語(yǔ)講課的好處：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

56、 class。4、 it can help the teacher provide the genuine situation in class that arise the classroom far meaningful language practice.簡(jiǎn)答：學(xué)生在什么情況下遵守紀(jì)律？投入學(xué)習(xí)【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 involv