英语学科教学论期末考试整理复习课程.docx

英语学科教学论期末考试整理复习课程.docx

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英语学科教学论期末考试整理复习课程

yingyu英语学科教学整理

1．缩写

PPP:

presentation,practice,andproduction

TTT:

TeacherTalkingTime

STT:

StudentTalkingTime

EAP：

EnglishforAcademicPurposes

ESP：

EnglishforSpecificPurposes

ESEA:

Engage-Study-Engage-Activate

IATEFL:

TheInternationalAssociationofTeachersofEnglishasaForeignLanguage

TESOL:

TeachersofEnglishtoSpeakersofOtherLanguages（P185）

EFL:

teacherateacherwhoteachesEnglishasaforeignlanguagep2

ESA：

engagestudyactivate

TQ：

teachingaids

SA:

meansstageswheretheteacherleadsaquestionandanswersessionwiththestudents

SS:

meanspairwork

TQ---SA:

itmeansstageswheretheteacherleadsaquestionandanswersessionwiththestudents

OHP:

theoverheadprojector

二．Definition

1.Schema:

schemaisastructuredclusterofpre-conceivedideasaboutaspecifictheme,ithelpsustoorganizeourbackgroundknowledgeaboutthereadingmaterial.

2.skimmingandscanning：

Skimmingisakindofreadingskillwhichmeansgettingageneralideaofwhatthereadingmaterialisabout.Scanningisakindofreadingskillwhichmeanssearchingforparticularbitsofinformation.

3.languageacquisitionandlanguagelearning：

languageacquisition:

gaininguseofalanguagewithoutanyconsciouslearning

4.Stereotype:

Stereotypeisapopularandhighlyexaggeratedconceptofaparticulargroupofpeople.Concentratingonjustafewfeaturesoftheparticulargroup,itisanimage,conception,orbeliefwhichexaggerates,oversimplifies,andthusdistortsthecharacteristicsofpeopleandtheirbehavior.Forexample,onegroupmightconsideranothertobebackward,belligerent,sexy,orarrogant.InthosetraditionalChinesefilms,thievesandcriminalsarealwaysthosewhohaveuglyfacesandlookviolent.Butinreality,peoplewithuglyfacesmayalsohaveakindheartlikethecartoonfilm“TheBeautyandtheBeast”.Thiskindofmisconceptionistheresultofstereotype.

5.Gistlistening:

Listeningexercisewhichrequirestudentstolistenforthemainidea

6.comprehensibleinput:

languagewhichiscertainlyabovethestudents’productivelevel,butwhichtheycanmoreorlessunderstand

7.attentionspan:

thelengthoftimeyoucanconcentrateonsomeideaoractivity（internetP11）

8.plateaueffect:

thephenomenonthatpeoplesometimesfindtheydon’timprovemuchorasfastasbefore.（P13）

9.rough-tune:

exaggeratethevoicetoneandgesturetohelpgetthemeaningacross/rough-toningisthatunconscioussimplificationwhichbothparentsandteacherusebyexaggeratingtonesofvoice,speakingwithlesscomplexgrammaticalstructuresthantheywouldiftheyweretalkingtoadults.Whenrough-toning,theirvocabularyisgenerallymorerestricted.Theydon’tsetouttogettheleveloflanguageexactlycorrectfortheiraudience,buttorelyonageneralperceptionofwhatisbeingunderstoodbythepeoplelisteningtothem.（P3）

10.Interactionalspeechandtransactionalspeech

Interactionalspeech:

communicatingwithsomeoneforsocialpurposes.Itincludesbothestablishingandmaintainingsocialrelationships.Itismoreunpredictablepattern.

Transactionalspeech:

communicatingtogetsomethingdone,includingtheexchangeofgoodsorservices.Itisahighlypredictable

11.Parallelwriting（P81）:

wherestudentsstickcloselytoamodeltheyhavebeengiven,andwherethemodelguidestheirownefforts.Itisespeciallyusefulforthekindofformulaicwritingrepresentedbypostcards,certainkindsofletters,announcementsandinvitations,forexample

12.Accuracyandfluency:

Accuracy:

theextenttowhichstudents’speechmatcheswhatpeopleactuallysaywhentheyusethetargetlanguage.Fluency:

theextenttowhichspeakersusethelanguagequicklyandconfidently,withfewhesitationsorunnaturalpauses,falsestarts,wordsearches,etc.

13.overgeneralization:

Aprocessinwhichalearnerextendstheuseofagrammaticalruleoflinguisticitembeyonditsaccepteduses,generallybymakingwordsorstructuresfollowamoreregularpattern.Forexample,usemansinsteadofmenforthepluralofman.

14.Developmenterror:

Anerrorinlearnerlanguagethatdoesnotresultfromfirstlanguageinfluencebutratherreflectsthelearner'sgradualdiscoveryofthesecondlanguagesystem.Theseerrorsareoftensimilartothosemadebychildrenlearningthelanguageastheirmothertongue.

15.Corpus:

Inlinguistics,acorpus（pluralcorpora）ortextcorpusisalargeandstructuredsetoftexts（nowusuallyelectronicallystoredandprocessed）.Theyareusedtodostatisticalanalysisandhypothesistesting,checkingoccurrencesorvalidatinglinguisticrulesonaspecificuniverse.Acorpusmaycontaintextsinasinglelanguage（monolingualcorpus）ortextdatainmultiplelanguages（multilingualcorpus）.Multilingualcorporathathavebeenspeciallyformattedforside-by-sidecomparisonarecalledalignedparallelcorpora.

16.Informationgap:

Twospeakershavedifferentpartsofinformationmakingupawhole.Onepersonhasinformationthattheotherlacks.Thespeakerhastheinformationwhichthelistenerdoesnotknoworthespeakerwantstoknowinformationthatthelistenerhas.Theyhavedifferentinformation,andthereisagapbetweenthem.Studentsneedtonegotiate.Intheclassroom,thesamekindofinformationgapwillhavetobecreatedifwearetoencouragerealcommunication.

17.Strategyandskill:

strategy:

asystimaticandelaborateplantoachieveparticularpurposes

skill:

anabilitythathasbeenacquiredbytraining

三．Shortquestions:

1.Listatleastfourprinciplesofteachinglistening.

Thetaperecorderisjustasimportantasthetape.

Preparationisvital.

Oncewillnotbeenough.

Studentsshouldbeencouragedtorespondtothecontentofalistening,notjusttothelanguage.

Differentlisteningstagesdemanddifferentlisteningtasks.

Goodteachersexploitlisteningtextstothefull.

2.Listatleastfourprinciplesofteachingspeaking.

Beawareofthedifferencesbetweensecondlanguageandforeignlanguagelearningcontexts.

Givestudentspracticewithbothfluencyandaccuracy.

Planspeakingtasksthatinvolvenegotiationformeaning.

Designclassroomactivitiesthatinvolveguidanceandpracticeinbothtransactionalandinteractionalspeaking.

3.Listatleastfourprinciplesofteachingreading.

①readingisnotapassiveskill

②studentsneedtobeengagedwithwhattheyarereading

③studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.

④predictionisamajorfactorinreading

⑤matchthetasktothetopic

⑥goodteachersexploitreadingtextstothefull

4.Listatleastfourprinciplesofteachingwriting.

1）Thetypeofwritingwegetstudentstodowilldependontheirage,interestsandlevel.Ourdecisionswillbebasedonhowmuchlanguagethestudentsknow,whattheirinterestsareandwhatwethinkwillnotonlybeusefulforthembutalsomotivatethemaswell.

2）Provideopportunitiesforstudentstowrite-practicewriting.

3）Makefeedbackandcorrectionhelpfulandmeaningful:

over-correction;Over-correctioncanhaveaverydemotivatingeffect.Aswithalltypesofcorrection,theteacherhastoachieveabalancebetweenbeingaccurateandtruthfulontheonehandandtreatingstudentssensitivelyandsympatheticallyontheother.Onewayofavoidingthe'over-correction'problemisforteachertotelltheirstudentsthatforaparticularpieceofworktheyareonlygoingtocorrectmistakesofpunctuation,orspelling,orgrammaretc.Thishastwoadvantages:

itmakesstudentsconcentrateonthatparticularaspect,anditcutsdownonthecorrection.

4）Writtensymbols

Anothertechniquewhichmanyteachersuseistoagreeonalistofwrittensymbols（S=spelling,WO=wordorderetc.）.Whentheycomeacrossamistaketheyunderlineitdiscreetlyandwritethesymbolinthemargin.Thismakescorrectionlooklessdamaging.

5）Writeacommentattheendofapieceofwrittenwork.

Differentformsoffeedbackarealsoveryimportant.

6）Correctingisimportant,butitcanbetime-consumingandfrustrating.Commonsenseandtalkingtostudentsaboutitaretheonlysolutionshere.

7）Correctionisworthlessifstudentsjustputtheircorrectedwritingawayandneverlookatitagain.

5.Listatleastthreespecialfeaturesaboutteachinglistening.

1　Tapesgoatthesamespeedforeverybody.

2　Studentshavetobeencouragedtolistenforgeneralunderstandingfirstratherthantryingtopickoutdetailsimmediately.

3　Spokenlanguagehasanumberofuniquefeatures.

6..Listatleastfouraspectsthatshouldbeincludedinateachingplan.

Itneedstocontaindetailedinformationaboutthestudents.

Ithastocontainwhattheteachers/studentswanttodo.

Itwillsayhowtheteacher/studentsshoulddoit.

Itwilltalkaboutwhatmightgowrong（andhowitcanbedealtwith）andhowthelessonfitsinwithlessonsbeforeandafterit.

6.

7.Listatleastfourteachingmethodsandapproachesthathaveinfluencedcurrentteachingpractice.

Grammar-translation,audio-lingualism,PPP（presentationpracticeproduction）,task-basedlearning,communicativelanguageteaching

8.Listatleastfourdifferencesbetweenteachingadultsandteachingchildren.（P11）

A.Thefirstdifferencebetweenadultsandyoungeragesisthattheformercometolessonswithalonghistoryoflearningexperience.

B.Adolescentshavetheirownhistories.

C.Adultsarefrequentlymorenervousoflearningthanyoungerpupilsare.

D.Itishardfortheteachersofadolescentstocontroltheclass.

E.Theadultsmayhaveaviewoftheimportanceoflearningwhichmakesthemsticktoacourseofstudyinaspecificallyadultway.

F.Theadultsdonotneces