英语学科教学论期末考试整理复习课程文档格式.docx

1、ESEA: Engage-Study-Engage-ActivateIATEFL: The International Association of Teachers of English as a Foreign Language TESOL: Teachers of English to Speakers of Other Languages （P185） EFL: teacher a teacher who teaches English as a foreign language p2ESA：engage study activateTQ： teaching aids SA: mean

2、s stages where the teacher leads a question and answer session with the students SS: means pairworkTQ-SA: it means stages where the teacher leads a question and answer session with the studentsOHP: the overhead projector二Definition1.Schema: schema is a structured cluster of pre-conceived ideas about

3、 a specific theme, it helps us to organize our background knowledge about the reading material. 2. skimming and scanning：Skimming is a kind of reading skill which means getting a general idea of what the reading material is about. Scanning is a kind of reading skill which means searching for particu

4、lar bits of information.3. language acquisition and language learning：language acquisition: gaining use of a language without any conscious learning4. Stereotype: Stereotype is a popular and highly exaggerated concept of a particular group of people. Concentrating on just a few features of the parti

5、cular group, it is an image, conception, or belief which exaggerates, oversimplifies, and thus distorts the characteristics of people and their behavior. For example, one group might consider another to be backward, belligerent, sexy, or arrogant. In those traditional Chinese films, thieves and crim

6、inals are always those who have ugly faces and look violent. But in reality, people with ugly faces may also have a kind heart like the cartoon film “The Beauty and the Beast”. This kind of misconception is the result of stereotype.5. Gist listening: Listening exercise which require students to list

7、en for the main idea6. comprehensible input: language which is certainly above the students productive level, but which they can more or less understand 7. attention span: the length of time you can concentrate on some idea or activity（internet P11）8. plateau effect: the phenomenon that people somet

8、imes find they dont improve much or as fast as before.（P13）9. rough-tune: exaggerate the voice tone and gesture to help get the meaning across/ rough-toning is that unconscious simplification which both parents and teacher use by exaggerating tones of voice, speaking with less complex grammatical st

9、ructures than they would if they were talking to adults. When rough-toning, their vocabulary is generally more restricted. They dont set out to get the level of language exactly correct for their audience, but to rely on a general perception of what is being understood by the people listening to the

10、m. （P3）10. Interactional speech and transactional speechInteractional speech: communicating with someone for social purposes. It includes both establishing and maintaining social relationships. It is more unpredictable pattern.Transactional speech: communicating to get something done, including the

11、exchange of goods or services. It is a highly predictable11. Parallel writing （P81）: where students stick closely to a model they have been given, and where the model guides their own efforts. It is especially useful for the kind of formulaic writing represented by postcards, certain kinds of letter

12、s, announcements and invitations, for example12. Accuracy and fluency : Accuracy: the extent to which students speech matches what people actually say when they use the target language. Fluency: the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural

13、pauses, false starts, word searches, etc.13. overgeneralization:A process in which a learner extends the use of a grammatical rule of linguistic item beyond its accepted uses, generally by making words or structures follow a more regular pattern. For example, use mans instead of men for the plural o

14、f man.14. Development error: An error in learner language that does not result from first language influence but rather reflects the learners gradual discovery of the second language system. These errors are often similar to those made by children learning the language as their mother tongue. 15. Co

15、rpus: In linguistics, a corpus （plural corpora） or text corpus is a large and structured set of texts （now usually electronically stored and processed）. They are used to do statistical analysis and hypothesis testing, checking occurrences or validating linguistic rules on a specific universe. A corp

16、us may contain texts in a single language （monolingual corpus） or text data in multiple languages （multilingual corpus）. Multilingual corpora that have been specially formatted for side-by-side comparison are called aligned parallel corpora.16. Information gap: Two speakers have different parts of i

17、nformation making up a whole. One person has information that the other lacks. The speaker has the information which the listener does not know or the speaker wants to know information that the listener has. They have different information, and there is a gap between them. Students need to negotiate

18、. In the classroom, the same kind of information gap will have to be created if we are to encourage real communication.17. Strategy and skill: strategy:a systimatic and elaborate plan to achieve particular purposesskill:an ability that has been acquired by training三 Short questions:1. List at least

19、four principles of teaching listening. The tape recorder is just as important as the tape.Preparation is vital.Once will not be enough.Students should be encouraged to respond to the content of a listening, not just to the language.Different listening stages demand different listening tasks.Good tea

20、chers exploit listening texts to the full.2. List at least four principles of teaching speaking.Be aware of the differences between second language and foreign language learning contexts. Give students practice with both fluency and accuracy.Plan speaking tasks that involve negotiation for meaning.D

21、esign classroom activities that involve guidance and practice in both transactional and interactional speaking.3. List at least four principles of teaching reading. reading is not a passive skill students need to be engaged with what they are reading students should be encouraged to respond to the c

22、ontent of a reading text, not just to the language. prediction is a major factor in reading match the task to the topic good teachers exploit reading texts to the full4. List at least four principles of teaching writing.1）The type of writing we get students to do will depend on their age, interests

23、and level. Our decisions will be based on how much language the students know, what their interests are and what we think will not only be useful for them but also motivate them as well.2） Provide opportunities for students to write -practice writing. 3） Make feedback and correction helpful and mean

24、ingful: over-correction ; Over-correction can have a very demotivating effect. As with all types of correction, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other. One way of avoiding the over-co

25、rrection problem is for teacher to tell their students that for a particular piece of work they are only going to correct mistakes of punctuation, or spelling, or grammar etc. This has two advantages: it makes students concentrate on that particular aspect, and it cuts down on the correction.4）Writt

26、en symbolsAnother technique which many teachers use is to agree on a list of written symbols （S = spelling, WO = word order etc.）. When they come across a mistake they underline it discreetly and write the symbol in the margin.This makes correction look less damaging.5）Write a comment at the end of

27、a piece of written work.Different forms of feedback are also very important.6）Correcting is important, but it can be time-consuming and frustrating. Common sense and talking to students about it are the only solutions here.7）Correction is worthless if students just put their corrected writing away a

28、nd never look at it again.5. List at least three special features about teaching listening. 1Tapes go at the same speed for everybody. 2Students have to be encouraged to listen for general understanding first rather than trying to pick out details immediately. 3Spoken language has a number of unique

29、 features. 6.List at least four aspects that should be included in a teaching plan. It needs to contain detailed information about the students. It has to contain what the teachers/students want to do. It will say how the teacher/students should do it. It will talk about what might go wrong （and how

30、 it can be dealt with） and how the lesson fits in with lessons before and after it.6. 7. List at least four teaching methods and approaches that have influenced current teaching practice.Grammar-translation, audio-lingualism, PPP（presentation practice production） , task-based learning, communicative

31、 language teaching8. List at least four differences between teaching adults and teaching children.（P11）A. The first difference between adults and younger ages is that the former come to lessons with a long history of learning experience.B. Adolescents have their own histories.C. Adults are frequently more nervous of learning than younger pupils are.D. It is hard for the teachers of adolescents to control the class.E. The adults may have a view of the importance of learning which makes them stick to a course of study in a specifically adult way.F. The adults do not neces