英语教学法主要知识点.docx

英语教学法主要知识点.docx

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英语教学法主要知识点

Whatmakesagoodqualifiedenglishteacher?

Aplanofgivenmaterial.

1CLT:

CommunicativeLanguageTeaching

2TBLT:

Task-basedLanguageTeaching

3PPP:

Presentation,PracticeandProduction.3P教学法

4MacroPlanning宏观计划

Itplansoveralongerperiodoftime，forinstance,planningforawholeprogrammeorawhole-yearcourse.

5

6Microplanning微观计划

Itplansforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively.

7Theguideddiscoverymethod指导发现法

Itissimilartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselvesbutdifferentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.

8Implicitknowledge

Itreferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort.

9ExplicitKnowledge

Itreferstoourconsciousknowledgeaboutthelanguage.

10Bottom-upmodel自上而下/文本驱动模式

Thewayteachesreadingalwaysreflectsthewayoneunderstandsreadingandthereadingprocess.

11Top-downmodel图示驱动模式

One'sbackgroundknowledgeplaysamoreimportantrolethannewwordsandnewstructuresinreadingcomprehension.

12Interactivemodel交互模式

Thecurrenttheoryviewsreadingasaninteractiveprocess.Thatistosay,thebrainreceivesvisualinformationandatthesametime,interpretsorreconstructsthemeaningthewriterhadinmindwhenhewrotethetext.

13Assessment

Itinvolvesthecollectingofinformationorevidenceofaleaner'slearningprogressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.

14SightVocabulary即识词汇

Wordsthatoneisabletorecogniseimmediatelyareoftenreferredtoassightvocabulary.Inotherwords,yoursightvocabularywillbethosewordsthatyoucanrecognisewithbothsoundsandmeaningswithoutspecialeffortfromyourbrain.

15InformationGap信息沟

16Portfolio学习文件夹成长记录袋

Itisapurposefulcollectionofmaterialsassembledoveraperiodoftimebyalearnertoprovideevidenceofskills,abilitiesandattitudesrelatedtotheirstudy.

17MechanicalPractice

Itinvolvesactivitiesthatareaimedatformaccuracy.

18MeaningfulPractice

Itfocusontheproduction,comprehensionorexchangeofmeaningthoughthestudents'keepaneyeon'thewaynewlylearnedstructuresareusedintheprocess.

19Criterion-referencedassessment

Criterion-referencedlanguageassessmentisbasedonafixedstandardorasetcriterion.

20Norm-referencedassessment

Itisdesignedtomeasurehowtheperformanceofaparticularstudentorgroupofstudentscompareswiththeperformanceofanotherstudentsorgroupofstudentswhosescoresaregivenasthenorm.

21On-the-useevaluation

Itmeanstheevaluationwhichiscarriedoutindependentofitsusersorbeforeitgetsintotheclassroom.

22In-the-useevaluation

Forin-the-useevaluation,evaluationisdonebasedontheuser'sopinionsabouthowusefulandeffectiveitisforpromotinglearning.

1Whatisthecommunicativecompetence?

Itincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.

2PrinciplesofCLT

A.Communicativeprinciple:

Activesthatinvolverealcommunicationpromotelearning.

B.Taskprinciple:

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.

C.Meaningfulnessprinciple:

languagethatismeaningfultothelearnersupportsthelearningprocess.

3The6orientationforevaluatingthecommunicativeclassroomacting.

A.Communicativepurpose:

Theactivitymustinvolvethestudentsinperformingarealcommunicativepurposeratherthanjustpractisinglanguageforitsownsake.目的

B.Communicativedesire:

Theactivitymustcreateadesiretocommunicateinthestudents.交际欲望

C.Content,notform:

Whenthestudentsaredoingtheactivity,theymustbeconcentratingonwhattheyaresaying,nothowtheysayit.有内容，不是考虑形式

D.Varietyoflanguage:

Theactivitymustinvolvethestudentsinusingavarietyoflanguage,notjustonespecificlanguageform.

E.Noteacherintervention:

Theactivitymustbedesignedtobedonebythestudentsworkingbythemselvesratherthanwiththeteacher.干涉

F.Nomaterialscontrol:

Theactivityshouldnotbedesignedtocontrolwhatlanguagethestudentsshoulduse.

4Fourcomponentsofthetask

A.Apurpose:

makingsurethestudentshaveareasonforundertakingthetask

B.Acontact:

thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocation,theparticipantsandtheirrelationship,thetime,andotherimportantfactors

C.Aprocess:

gettingthestudentstouselearningstrategiessuchasproblemsolvingreasoning,inquiring,conceptualisingandcommunicating.

D.Aproduct:

therewillbesomeformofoutcome,eithervisibleorinvisible.

5Principlesforgoodlessonplanning

A.Aim.Itmeanstherealisticgoalsforthelesson.

B.Variety.Itmeansplanninganumberofdifferenttypesofactivitiesandwherepossible,introducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.

C.Flexibility.Itmeanspreparingsomeextraandalternativetasksandactivitiessothatteachershavetheoptionstocopewiththeunexpectedsituationsratherthanbeingtheslavesofwrittenplansoronemethodology.

D.Learnability.Itmeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.

E.Linkage.Itmeansthestagesandstepswithineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother.

6Measuresforindisciplinedacts

A.Actimmediately.Ifpossible,indisciplinedactsshouldbeimmediatelystoppedsothatlessdamageismade.

B.Stoptheclass.Iftheindisciplinehindertheprogressofthewholeclass,theteachershouldstoptheclassandmakeitclearwhatiswrong.

C.Rearrangetheseats.Ifstudentsaremovedtothefrontoftheclasstheywillbehavebetter.

D.Changetheactivity.

E.Talktostudentsafterclass.Ifastudentiscontinuallymakingtrouble,theteachershouldtalktothatstudentafterclass.

F.Createacodeofbehaviour.Itmeanstheteacherandstudentscanworktogethertocreatesomebasicrulesfortheclassduringactivities.

7Howtodealwitherrors

A.Makeadistinctionbetweenanerrorandamistake.Amistakereferstoaperformanceerrorthatiseitherarandomguessora'slipoftongue',anditisafailureperformancetoaknownsystem.Anerrorhasdirectrelationwiththelearners'languagecompetence.

B.Dealingwithspokenerrors

C.Choosepropertimetocorrect

D.Howtocorrect.Avoiddamagingstudents'selfesteemandconfidence.

8Goalofteachingpronunciation

A.Consistency:

thepronunciationshouldbesmoothandnatural.

B.Intelligibility:

thepronunciationshouldbeunderstandabletothelisteners.

C.Communicativeefficiency:

thepronunciationshouldhelpconveythemeaningthatisintendedbythespeaker.

9Whatdoesitmeantoknowaword.

A.Itmeansknowingitspronunciationandstress

B.Knowingitsspellinggrammaticalproperties

C.Knowingitsmeaning

D.Knowinghowandwhentouseittoexpresstheintendedmeaning.

10Waysofpresentingvocabulary

A.Trytoprovidevisualorphysicaldemonstrationwheneverpossible,usingpictures,photos,videoclips,mimeorgesturestoshowmeaning.

B.Provideaverbalcontexttodemonstratemeaning.

C.Usesynonymsorantonymstoexplainmeanings.

D.Uselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings.

E.Translateandexemplify,especiallywithtechnicalwordsorwordswithabstractsmeaning.

F.Usewordformationrulesandcommonaffixestobuildnewlexicalknowledgeonwhatisalreadyknown.

G.Teachvocabularyinchunks.

H.Thinkaboutthecontextinreallifewherethewordmightbeused.

I.Thinkaboutprovidingdifferentcontextforintroducingnewwords.

J.Prepareforpossiblemisunderstandingorconfusionthatstudentsmayhave.

11Principlesforteachingspeaking

A.Balancingaccuracy-basedwithfluency-basedpractices.

B.Contextualisingpractice

C.Personalisingpractice

D.Buildingupconfidence

E.Maximisingmeaningfulinteractions

F.Helpingstudentsdevelopspeakingstrategies

G.Makingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudents

12Themainproceduresofprocesswriting

A.Creatingamotivationtowrite

B.Brainstorming,

C.Mapping

D.Freewriting

E.Outlining

F.Drafting

G.editing

H.Revising

I.Proofreading

J.conferencing

13Methodsforassessment

A.Summativeandformativeassessment

B.Teacher'sobservations

C.Continuousassessment

D.Self-assessmentandpeerassessment

E.Projectwork学习日志

F.Portfolios学习文件夹成长记录袋

14intelligence