英语教学法 第二版 课前问题答案总汇docWord格式.docx

英语教学法 第二版 课前问题答案总汇docWord格式.docx

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Wallace’s（1991）‘reflectivemodel

Stage1:

languagedevelopment

Stage2:

learning,practice,reflection

Goal:

professionalcompetence

Unit2CommunicativePrinciplesandActivities

1Languageuseinreallifevs.traditionalpedagogy

Languageusedinreallife

Toperformcertaincommunicativefunctions

Bothreceptiveskillsandproductiveskills

Context-related

Languagetaughtintheclassroom

Tofocusonforms（structuresorpatterns

Tofocusononeortwolanguageskillsandignoretheother

Toisolatelanguagefromitscontext

2.ThegoalofCLT

ThegoalofCLTistodevelopstudents'

communicativecompetence,

2Whatiscommunicativecompetence

boththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations

3.Fivecomponentsofcommunicativecompetence

1）Linguisticcompetence,

2）Pragmaticcompetence,

3）Discoursecompetence,

4）Strategiccompetence

5）Fluency

3.Implicationsforteachingandlearning:

（同上）

4.Principlesincommunicativelanguageteaching

1）Communicationprinciple:

Activitiesthatinvolverealcommunicationpromotelearning.

2）Taskprinciple:

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.

3）Meaningfulnessprinciple:

Languagethatismeaningfultothelearningsupportsthelearningprocess.

-_-||

4.Mainfeaturesofcommunicativeactivities

Aclassificationofcommunicativeactivities

1）Functionalcommunicativeactivities

Identifyingpictures

Discoveringidenticalpairs

Discoveringsequencesorlocations

Discoveringmissinginformation

Followingdirections

Reconstructingstory-sequences

…

2）Socialinteractionactivities

Role-playingthroughcueddialogues

Role-playingthroughdebateordiscussion

Large-scalesimulationactivities

….

Sixcriteriaforevaluatingcommunicativeactivities

1）Communicativepurpose

2）Communicativedesire

3）Content,notform

4）Varietyoflanguage

5）Noteacherintervention

6）Nomaterialscontrol

TBLT:

afurtherdevelopmentofcommunicativelanguageteaching.itsharethesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.however,itstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching

Ataskisbelievedtohavefourcomponents:

1）apurpose,2）acontext,3）aprocess,4）aproduct.

6.DifferencesbetweenPPPandTBLT

1.Thewaystudentsuseandexperiencelanguage

2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities

7.ProblemswithCLT

1.IsitpracticalintheChinesecontext?

2.Howtodesignthesyllabusforclassroomteaching?

3.Isitsuitableforallageleveloflearnersorallcompetenceleveloflearners?

7.ConstraintsofTBLT

1.Itmaynotbeeffectiveforpresentingnewlanguageitems

2.Time:

teachershavetopreparetask-basedactivitiesverycarefully.

3.Cultureoflearning

4.Levelofdifficulty

Unit3NationalEnglishCurriculum

3.1AbriefhistoryofforeignlanguageteachinginChina

1）Aphaseofrestoration（1978-1985）

2）Aphaseofrapiddevelopment（1986-1992）

3）Aphaseofreform（1993-2000）

4）Aphaseofinnovationfrom2000

2,DesigningprinciplesfortheNationalEnglishCurriculum

1）Aimforeducatingallstudents,andemphasizequality-orientededucation.

2）Promotelearner-centeredness,andrespectindividualdifferences.

3）Developcompetence-basedobjectives,andallowflexibilityandadaptability

4）Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation

5）Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.

6）Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.

3.3GoalsandobjectivesofEnglishlanguageteaching

Thenewcurriculumisdesignedtopromotestudents’overalllanguageability

3.4DesignoftheNationalEnglishCurriculum

Ninecompetence-basedlevels

Level2,For6thgraders-_-z

Level5,For9thgraders

Level7,Forseniorhighschoolleavers

Unit4LessonPlanning

1.whatisaLessonplan

aLessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit

1.Whyislessonplanningimportant?

1）Makesteachersawareoftheaimsandlanguagecontentsofthelesson,

2）Helpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthem

3）Givesteacherstheopportunitytoanticipatepotentialproblemssothattheycanbeprepared;

4）Givesteachers,esp.noviceones,confidenceinclass;

5）Raisesteachers’awarenessoftheteachingaidsneeded;

6）Planningisagoodpracticeandasignofprofessionalism

2.Principlesforgoodlessonplanning

1）Aim,2）Variety,3）Flexibility,4）Learnability,5）Linkage

3.Macroplanningvs.microplanning

Macroplanning;

isplanningovertime

microplanning:

isplanningforaspecificlesson

3Macroplanninginvolves:

1）Knowingaboutthecourse:

2）Knowingabouttheinstitution:

3）Knowingaboutthelearners:

4）Knowingaboutthecurriculum/syllabus

5）Knowingaboutthetextbook

6）Knowingabouttheobjectives

4.Componentsofalessonplan

1）Backgroundinformation

2）Teachingaims

3）Languagecontentsandskills

4）Stagesandprocedures

5）Teachingaids

6）endoflessonsummary

7）optionalactivitiesandAssignments

8）after-lessonreflection

5.Samplelessonplans

Unit5ClassroomManagement

1.Whatrolesdoestheteacherplay

Beforetheclass---Planner

Duringtheclass---1Controller,2Assessor,3Organizer,4Prompter,5Participant,6Resource-provider

Aftertheclass---Evaluator

newroles:

facilitators,guides,researchers

2.Rulestofollowformakinginstructionseffective

Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents.

Tousethemother-tongueonlywhenitisnecessary.

3.WhatarethemostcommontypesofSsgrouping?

Wholeclasswork

Pairwork,

Groupwork,

Individualstudy:

4.Howtomaintaindiscipline?

P.79

Whenstudentsareengagedinlearning,theywillbedisciplined.

Q:

Howtoengagestudentsinlearning?

1）Ssareclearaboutlearningpurpose;

2）Ssareabletodotheworkbutfinditchallenging;

3）Ssareemotionally,physicallyandintellectuallyinvolvedbythetasks;

4）Thepresentation,varietyandstructureoftheworkandactivitiesgeneratecuriosityandinterest;

5）Sshaveopportunitiestoaskquestionsandtryoutideas;

6）Sscanseewhattheyhaveachievedandhowtheyhadmadeprogress;

7）Ssgetafeelingofsatisfactionandenjoymentfromthework.

4Harmer’ssuggestionsonmeasuresforundisciplinedactsandbadlybehavingSs

1）.Actimmediately

2）.Stoptheclass

3）.Rearrangetheseats

4）.Changetheactivity

5）.TalktoSsafterclass

6）.creatacodeofbehavior

4.InordernottohurttheSs,Ur’sadviceonproblemsinclass:

1）.Dealwithitquietly

2）.Don’ttakethingspersonally

3）.Donotusethreats

5Howtoaskeffectivequestion

1）Questionsshouldbecloselylinkedtothelearningobjectivesinthelesson;

2）Questionsshouldbestagedsothatthelevelofchallengeincreasesasthelessonproceeds;

3）Thereshouldbeabalancebetweenclosedandopen,lower-orderandhigher-orderquestions;

4）Waittimeisimportanttoallowstudentstothinkthroughtheiranswers;

5）Ssshouldbeprovidedopportunitiestoasktheirownquestionsandseektheirownanswers;

6）Asecureandrelaxedatmosphereoftrustisneededandss’opinionsandideasarevalued.

6.correctdealingwitherrorsandmistakes

weneedtobeclearwhetherthetaskoractivityisfocusingonaccuracyorfluency.

Howtocorrecterror：

1）Directteachercorrection

2）Indirectteachercorrection

3）Selfcorrection

4）Peercorrection

5）Wholeclasscorrection

Unit6TeachingPronunciation

1.Theroleofpronunciation

Onthevalueofteachingpronunciation,therearedifferentopinions:

1.Studentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasthestudentsdevelopoveralllanguageability.

2.Failureinpronunciationisagreathindrancetolanguagelearn.

2.Thegoalsofteachingpronunciation:

目的

1）Consistency连贯性:

Tobesmoothnatural

2）Intelligibility可理解性:

Tobeunderstandabletothelisteners

3）Communicativeefficiency:

Tohelpconveythespeakers’meaning

3.Threeaspectsofpronunciationtoteach?

Stress,intonation,rhythm

5.Waysofpracticingsounds

Perceptionpractice:

Usingminimalpairs,Whichorder,Sameordifferent,Oddoneout,Completion

Productionpractice:

Listenandrepeat,Fillintheblanks,Makeupsentences,Usemeaningfulcontext,Usepictures,Usetonguetwisters

6.Practicingstress:

Usegestures,usethevoice,usetheblackboard

7.Practicingintonation:

Usehandorarmmovementtoindicatechangeofintonaton

rising/fallingarrows;

drawlines

Unit7.TeachingGrammar

1.Theroleofgrammarinlanguagelearning

Generallyspeaking,ChineseEFLlearnersneedacertaindegreeofmasteryofEnglishgrammar（