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09春英语本科英语教学法形成性考核
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:
Theteacherhasgreatcontrolatthisprocess,a