英语教学法考试重点缩印_精品文档.doc

1、1、 语言观 views on language structural view functional view interactional view 2、 语言学习观 views on language learning behaviorist theory cognitive theory constructivist theory socio-constructivist theory 3、 好教师的素质要素 ethic devotion professional qualities personal styles . 补充的 excellent teachers: flexibilit

2、y, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.4、 语言教学的最终目标 the ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of th

3、e language that will be used (rather than all part of the language).5、 交际能力 communicative competence linguistic competence pragmatic competence discourse competence strategic competence fluency 6、 交际语言教学的原则 principles of Communicative Language Teaching communication principle task principle meaningf

4、ulness principle 7、 评估交际教学的六个标准 6 criteria for evaluating communicate communicative purpose communicative desire content, not form variety of language no teacher intervention no materials control8、 任务型教学的特征 task-based Language Teaching skill and knowledge process of doing, thinking in English produc

5、t context purpose 9、 任务型教学的定义和四要素：a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. a purpose a context a process a product 10、 设计任务时的四种问题four set

6、s of question when designing tasks:what is the objective of the task what is the content of the task how is the task to be carried out in what situation is the task to be carried out11、 设计任务的步骤thinking about students needs, interests, and abilities brainstorm possible tasks evaluate the list choose

7、the language items preparing materials 12、 语言教学的目标 （课程目标）Overall Language Ability language knowledge: phonetics, grammar, vocabulary, functions, topics language skills: listening, speaking, reading, writing learning strategy: cognitive, self management, communication, resourcing affect and attitude:

8、 international, perspectives, patriotism, confidence, motivation cultural awareness: knowledge, understanding, awareness.13、 教学计划 lesson plan: a lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In o

9、ther words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.14、 好教学计划的原则 principles for good lesson planning aim variety flexibility learnability linkage15、 宏

10、观计划内容 what does macro planning involve knowing about the profession knowing about the institution knowing about the learners knowing about the curriculum/syllabus knowing about the textbook knowing about the objectives 16、 微观计划的组成 micro planning (components of a lesson plan):background information,

11、teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teachers after-lesson reflection.17、 3P. 语言知识structure-based lesson: presentation, practice, production.语言技能skill-oriented lesson: pre-, while-, post-.18、 课堂管理 classroom management: classroom manageme

12、nt is the way teachers organise what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosph

13、ere conductive to interacting in English in meaningful ways. 19、 有效的课堂管理的六个条件：the teacher plays appropriate roles. the teacher provides clear instructions. students are grouped in a way suitable for the learning activities. the teacher asks appropriate questions. there is discipline as well as harmo

14、ny in the class. the students errors are treated properly.20、 教师角色 roles of teachers controller: control the pace; control time; control the whole class. assessor: assess the students work; correct mistake; organize feedback. organiser: design and organize tasks prompter: give appropriate prompts; p

15、articipant: join students resource-provider： instruction materials. new roles: facilitator; guide; researcher. 21、 课堂指令 classroom instructions : classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, pro

16、viding explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework.22、 有效的课堂指令规则rules to follow for making instructions effective：use simple instructions and make them suit the comprehension level of the students. use the mother-tongue only when