第一篇：小學(xué)英語課程與教學(xué)論試卷

小學(xué)英語教學(xué)法

A卷

I． Read the following statements and decide whether they are true or false.（）1.In communicative language teaching, the purpose of reading is to learn language, namely vocabulary, grammar, etc.（）2.Classroom management is the way teachers organize what goes on in the classroom.（）3.If students get enough chance to practise using a foreign language, they do not need to learn grammar.（）4.It is necessary to establish a classroom routine from the very beginning.（）5.A good primar school English teacher need to develop competence in at least three areas: the English language, the understanding of children and the good teaching material for teaching English to children.II.Answer the following questions.1.Why do teachers ask questions in class?

2.What basic components should a lesson plan have?

3.What are the overall objectives for Level 2?

4.What makes a good primary English teacher?

II．

Read the following situations and the teacher’s behaviour.Are the teachers motivating learners or demotivating them? What are the reasons hehind these behaviours? If you do not like any of these, can can you improve them? Situation 1: The teacher is showing a very exciting cartoon and the purpose is to ask children to pick up what is being said in the cartoon.The children get so excited that they stand up and move with the music.The teacher gets very angry and she says:------再有一個人起來我就關(guān)掉了，不看了。

Situation 2: The teacher is going to start a game.Pupils get very excited and they put up their hands high and start shouting “me, me”.The teacher stops this by saying:-------誰叫呢？再叫，5輪不叫你。OK，開始，大家不許說話，只許做動作。

Situation 3: Some pupils are making a lot of noise and some are playing with each other.The teacher suddenly stops talking and the games she is organizing.She waits silently and says: III．------我還在等一個人。

Case analysis.A teacher plans to teach the name of six animals today.When she walked into her classroom, she put six animal cards upside down on the board.She told the children that there was one animal on each card and she asked the children to guess what they are.Why does the teacher use teh cards to start her class and is there a better way to do so?

小學(xué)英語教學(xué)法

B卷

I.Multiple choices.（）1.What type of learners can benefit most from listening and drawing activies? A.Kinesthetic learners B.Spatial learners C.Individual learners D.Visual learners（）2.Which of the following doesn’t belong to affect objective? A.Confidence B.Motivation C.Patriotism D.Communicative（）3.Which of the following grammar items do the overall objectives for Levels 1 and 2 involve? A.the present participle, the simple past, the present continuous, the past perfect B.the imperative mood, the simple present, the simple past, the present continuous C.the simple past, the present continuous, the simple future, the passive voice D.the simple present, the simple past, the present continuous, the simple future（）4.What’s the requirement for vocabulary learning at the primary level? A.600-700

B.400-500

C.1000-1100

D.700-800（）5.Which of the following statements is not true? A.Children are not good at analyzing language rules.B.The sooner the children begin to learn English, the better they will learn it.C.Children know what they want.D.Children shouldn’t be given too many restrictions.III.Answer the following questions.1.What are the principles for good lesson planning?

2.Explain Howard Gardner’s Theory of Multiple Intelligence.3.What should be the overall aim for English language teaching in China?

II.Below are some ways of teaching English to children.Which is the way you favor ? And which is the way you dislike most? And why? A: I ask my child to translate 5 sentences every day.B: I often point to something and tell my child what it is in English and ask him to name it whenever he sees it.C: I play English songs every day at home and let my child watch English cartoons and listen to English stories.I never force her to speak.D: I hope my child can learn English as early as possible so I teach him one hour every day.Usually I ask him to read after me again and again until he can say it correctly.E: I often organise games for my students to do role play in the class.They learn to use the language to do shopping, order food, ask for direction, etc.III.Case analysis.Read the following classroom instructions from a novice English teacher to Grade I pupils.What problems are there and what suggestions can you give? T:同學(xué)們，我們剛剛講完句型，現(xiàn)在我們來做一項課堂活動，每組的第一個同學(xué)到我這里來，我告訴你們一句話，然后你們回去傳給下個同學(xué)，第二個同學(xué)再往下傳，咱們看看哪個組傳的速度最快，準確率最高......

第二篇：小學(xué)英語課程與教學(xué)論的教學(xué)大綱

《小學(xué)英語課程與教學(xué)論》教學(xué)大綱

課程編碼：

適用專業(yè)：小學(xué)教育（英語方向）課程類別：專業(yè)課 課程性質(zhì)：必修課

總學(xué)分： 總學(xué)時：36 理論學(xué)時：12 開課學(xué)期： 第六學(xué)期 開課單位：小學(xué)教育系

一、課程的地位與作用

本課程是為小學(xué)教育專業(yè)英語方向的師范生開設(shè)的一門專業(yè)課，是一門理論性、實踐性并重的課程，旨在幫助學(xué)生掌握英語教學(xué)的最新教育理論和主要教學(xué)方法。小學(xué)英語課程與教學(xué)論課程與小學(xué)課程與教學(xué)論課程既有融會貫通之處，又有本門學(xué)科獨特的特點，了解6-13歲兒童的思維發(fā)展和語言學(xué)習(xí)特點，才能更好地運用英語教學(xué)方法于課堂教學(xué)中，為今后從事小學(xué)英語教育和研究工作以及專業(yè)的學(xué)習(xí)打下良好的基礎(chǔ)。

二、課程的教學(xué)目的、效果

1．教學(xué)目標(biāo)

本課程是通過教學(xué)和教育、教學(xué)實踐的方法來培養(yǎng)學(xué)生，使他們懂得英語教學(xué)的基本原理，掌握教授英語的方法；明確小學(xué)英語教學(xué)的目的，具有分析教材和常規(guī)教學(xué)的能力；能夠?qū)πW(xué)英語教學(xué)中的規(guī)律作初步的研究；使學(xué)生了解國家英語新課程標(biāo)準和英語課程的基本理念；掌握基本的教學(xué)技能和課堂操作技巧；使他們具備小學(xué)英語教師所應(yīng)具備的各種素養(yǎng)。

2．教學(xué)效果

本課程的教學(xué)要達到的效果包括：學(xué)生對新課程的價值和小學(xué)新英語課程的教學(xué)內(nèi)容的熟知；對主要教學(xué)法流派的了解；加強學(xué)生教學(xué)設(shè)計能力；提高學(xué)生聽、說、讀、寫教學(xué)能力；掌握小學(xué)英語教學(xué)評價方法；全面提高小學(xué)英語教育師范生的基本素質(zhì)等。

三、主要先修課程

本課程是一門綜合性應(yīng)用學(xué)科，具有較強的實踐性。與其他英語專業(yè)課及教育學(xué)、心理學(xué)課程都有緊密聯(lián)系，彼此互相滲透，互相影響。通過本課程的學(xué)習(xí)使學(xué)生把所學(xué)

教學(xué)內(nèi)容（2）了解小學(xué)生英語學(xué)習(xí)的心理特征

了解影響小學(xué)生英語學(xué)習(xí)的主要因素

教學(xué)重點：小學(xué)生的思維特征與小學(xué)英語教學(xué)

小學(xué)生的行為特征與小學(xué)英語教學(xué)

小學(xué)生的心理特征與小學(xué)英語教學(xué)

影響小學(xué)生英語學(xué)習(xí)的情感因素

影響不學(xué)生英語學(xué)習(xí)的學(xué)習(xí)因素

教學(xué)難點：如何依據(jù)學(xué)生心理、行為、思維特征進行英語教學(xué)

如何提高小學(xué)生對英語的學(xué)習(xí)興趣

第四章

小學(xué)英語課程標(biāo)準

教學(xué)內(nèi)容（2）了解小學(xué)英語課程標(biāo)準的內(nèi)容和結(jié)構(gòu)

了解小學(xué)英語課程標(biāo)準的總體目標(biāo)和分級目標(biāo)

教學(xué)重點：小學(xué)英語課程標(biāo)準的總體目標(biāo)

小學(xué)英語課程標(biāo)準的一級分級目標(biāo) 小學(xué)英語課程標(biāo)準的二級分級目標(biāo) 小學(xué)英語課程標(biāo)準的實施建議 小學(xué)英語教育的基本原則及運用

教學(xué)難點：小學(xué)英語教育的基本原則和運用

第五章

外語教學(xué)法與小學(xué)英語教育

教學(xué)內(nèi)容（4）了解國外的外語教學(xué)發(fā)展史

了解國內(nèi)的外語教學(xué)發(fā)展史

教學(xué)重點：外語教學(xué)發(fā)展史

外語教學(xué)流派

常用的外語教學(xué)法 教學(xué)難點：聽說法的優(yōu)點和不足

語法翻譯法的優(yōu)點和不足

交際法的優(yōu)點和不足

全身反應(yīng)法的優(yōu)點和不足

直接法的優(yōu)點和不足

第六章

小學(xué)英語語言能力教學(xué)技能

第三篇：英語課程與教學(xué)論碩士閱讀書目

課程與教學(xué)論、學(xué)科教學(xué)專業(yè)（英語）碩士閱讀書目

I.語言學(xué)理論專題研究 **1.胡壯麟，《語言學(xué)教程》，北京大學(xué)出版社，1999。

**2.Robins, R.H, General Linguistics.4th ed.Harlow: Longman.1989。3.楊忠，《語言學(xué)概論》，高等教育出版社，2004。4.樂眉云《應(yīng)用語言學(xué)》（第二版），南京師范大學(xué)出版社，2004

II.第二語言習(xí)得理論研究

** 1.Ellis, R.The Study of Second Language Acquisition.Oxford: Oxford University Press.1994 2.Larsen-Freeman, D.and M.H.Long.An Introduction to Second Language Acquisition Research.3.London: Longman.1991 3.丁言仁，《第二語言習(xí)得研究與外語學(xué)習(xí)》，上海外語教育出版社，2004。

III.跨文化交際研究

** 1.McKay, Sandra & Nancy H.Hornberger, Sociolinguistics and Language Teaching.Cambridge: Cambridge University Press，1996 2.Jack C.Richards，《論語言教學(xué)環(huán)境》外語教學(xué)與研究出版社，2001 3.Larry A.Samovar, et al.Communication Between Cultures 外語教學(xué)與研究出版社，2000 4.孫勉志，《漢語環(huán)境與英語學(xué)習(xí)》，上海外語教育出版社，2001.5.Byram, Michael From Foreign Language Education to Education for Intercultural Citizenship—Essays and Reflections, Clevedon: Multilingual Matters 2008

IV.英語教學(xué)論

** 1.Brown, H.D.Teaching by Principles: An Interactive Approach to Language Pedagogy.Beijing: Foreign Language Teaching and Research Press.1994 2.張正東，《中國外語教學(xué)法理論與流派》，科學(xué)出版社，2000。3.束定芳，《現(xiàn)代外語教學(xué)----理論實踐與方法》，上海外語教育出版社，2006。

4.Keath Johnson,《外語學(xué)習(xí)與教學(xué)導(dǎo)論》，外語教學(xué)與研究出版社，2002。

5.王立非，《現(xiàn)代外語教學(xué)論》上海外語教育出版社，2000年。** 6.王薔,《英語教學(xué)法教程》第二版，高等教育出版社，2006年。

V.外語教學(xué)流派

** 1.Jack C.Richards.Theodore S.Rodgers , Approaches and Methods in Language Teaching，F(xiàn)oreign Language Teaching and Research Press.2000.2.C.J.Brimfit and K.Johnson, The Communicative Approach to Language Teaching, Shanghai Foreign Language Education Press.2005.3.Michael P.Breen and Andrew Little John, Classroom Decision-making, Shanghai Foreign Language Education Press ,2005.4.Cook.V , Second Language Learning and Language Teaching(Second edition).Foreign Language Teaching and Research Press.2000.** 5.Ur, P..A Course in Language Teaching :Practice and Theory.Foreign Language Teaching and Research Press.2000 6.Harmer, J, How to Teach English.Foreign Language Teaching and Research Press.2000.VI.英語課程論

** 1.F.Dubin & E.Olshtain, Course Design上海外語教育出版社，2001。2.鄒曉玲，《大學(xué)英語課程教學(xué)研究》，重慶大學(xué)出版社，2007。** 3.夏紀梅,《現(xiàn)代外語課程設(shè)計理論與實踐》，上海外語教育出版社，2003。4.呂良環(huán)，《外語課程與教學(xué)論》，上海外語教育出版社，2003。** 5.中華人民共和國教育部，《普通高中英語課程標(biāo)準》，北京：人民教育出版社，2006 6.Richards, Jack C.and Charles Lockhart.Reflective Teaching in Second Language Classrooms.Cambridge: Cambridge University Press, 1996.VII.英語學(xué)習(xí)策略研究 ** 1.程曉堂、鄭敏，《英語學(xué)習(xí)策略》，外語教學(xué)研究出版社，2002。2.胡鄭輝，《英語學(xué)習(xí)策略》，廈門大學(xué)出版社，2006。

** 3.Cohen, A.D.Strategies in Learning and Using a Second Language, 外語教學(xué)與研究出版社，2000。

4.Spolsky, Bernard.Conditions for Second Language Learning.Oxford University Press, 1989。

VIII.研究方法與論文寫作 **1.D?rnyei, Zoltan Research Methods in Applied Linguistics—Quantitative, Qualitative, and Mixed Methodologies, Oxford University Press, 2007 **2.文秋芳, Applied Linguistics Research Methods and Thesis Writing,外語教學(xué)與研究出版社, 2004。

**3.Wallace, J.M..Action Research for Language Teachers.Cambridge University Press外語教學(xué)與研究出版社, 1998 4.肖東發(fā)、李武,《學(xué)位論文寫作與學(xué)術(shù)規(guī)范》, 北京大學(xué)出版社, 2009。5.陳燕,《研究生學(xué)術(shù)論文寫作方法與規(guī)范》,社會科學(xué)文獻出版社, 2004。

6.Wajnryb, R..Classroom Observation Tasks.New York: Cambridge University Press1992

**16本 共計：40本

期刊

當(dāng)代教育科學(xué) **中小學(xué)教學(xué)研究 課程·教材·教法 中國教育學(xué)刊 教育研究

**中小學(xué)外語教學(xué)（北師大）**中小學(xué)英語教學(xué)與研究（華師大）中學(xué)外語教與學(xué)

TESOL Quarterly **Teaching English In China

第四篇：英語課程教學(xué)論考試重點

Unit 1 Language and Language Learning 語言和語言學(xué)習(xí)1.Views on language 有關(guān)語言的觀點

Different views on language generate different teaching methodologies.(P2)不同的語言觀產(chǎn)生不同的教學(xué)方法。

Three different views of language: 三種不同觀點的語言:

(1).Structural view: language as a system made up of various subsystems: the sound system(phonology);the discrete units of meaning(morphology);the system of combining units of meaning for communication(syntax)(p3)a finite number of such structural items 有限數(shù)量的這種結(jié)構(gòu)性產(chǎn)品

結(jié)構(gòu)語言理論:語言作為一個系統(tǒng)由各種子系統(tǒng):音響系統(tǒng)(語音);離散單元的意義(形態(tài));對通信相結(jié)合的系統(tǒng)單位的意義(語法)(2).Functional view: Language is not only a linguistic system but also a means for doing things.功能觀:語言不僅是一種語言系統(tǒng),但也做事情的一種方式。(3).Interactional view: language as a communicative tool to build up and maintain social relations between people.(p3)交互語言理論:語言作為一種交際工具來建立和維護人們之間的社會關(guān)系。2.Views on language learning and learning in general 語言學(xué)習(xí)觀和學(xué)習(xí)兩類理論：Process-oriented theories and Condition-oriented theories

(1).Behaviourist theory:(p5)行為主義學(xué)習(xí)理論

面向流程理論和條件理論 behavioural psychologist Skinner;行為心理學(xué)家斯金納

Watson and Raynor’s theory of conditioning;stimulus, response, and reinforcement;the audio-lingual method;the language is learned by constant repetition and reinforcement of the teacher 沃森和雷諾的調(diào)節(jié)理論,刺激響應(yīng),和強化;聽說教學(xué)法;語言是不斷的重復(fù)和強化學(xué)習(xí)的老師

(2).Cognitive theory: students are asked to think rather than simply repeat;(p5)Noam Chomsky;喬姆斯基

認知學(xué)習(xí)理論:要求學(xué)生想而不是簡單的重復(fù);language is an intricate rule-based system and a large part of language acquisition is the learning of this system;there are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced.有數(shù)量有限的語法規(guī)則系統(tǒng)和知識的這些可以生成無限的句子

語言是一個復(fù)雜的基于規(guī)則的系統(tǒng)語言習(xí)得和一個大的部分是這個系統(tǒng)的學(xué)習(xí);喬姆斯基認知語言學(xué) Transformational-Generative(T-G)Grammer 轉(zhuǎn)換生成語法(3).Constructivist theory:(P6)Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know;建構(gòu)主義學(xué)習(xí)理論:學(xué)習(xí)是一個過程,學(xué)習(xí)者建構(gòu)意義基于自己的經(jīng)歷和已經(jīng)知道什么;applicable to learning in general;適用于一般學(xué)習(xí)John Dewey 杜威

teaching should be built based on what learners already knew and engage learners in learning activities;

教學(xué)應(yīng)構(gòu)建基于學(xué)習(xí)者已經(jīng)知道和學(xué)習(xí)者參與學(xué)習(xí)活動 to foster inventive, creative, critical learner;培養(yǎng)創(chuàng)造力,創(chuàng)造力,關(guān)鍵的學(xué)習(xí)者(4).Social-constructivist theory:(P6)社會-建構(gòu)主義理論

Vygotsky;維果斯基 emphasizes interaction and engagement with the target language in a social context;the concept of ‘Zone of Proximal Development’(ZPD)可能發(fā)展區(qū)/臨近發(fā)展區(qū)and scaffolding 鷹架理論;概念和鷹架理論

強調(diào)互動和社會背景與目標(biāo)語言接觸 learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.學(xué)習(xí)是最好的通過教師和學(xué)習(xí)者之間的動態(tài)交互和學(xué)習(xí)者之間

3.qualities of(What makes)a good language teacher(P7)品質(zhì)好的語言老師 ethic devotion;professional qualities;personal style;professional competence 道德奉獻 職業(yè)素質(zhì) 個人風(fēng)格 專業(yè)能力

4.Development of teacher’s professional competence

教師專業(yè)能力的發(fā)展

Figure 1.1(P9): Stage 1, Stage 2 and Goal 圖1.1(9頁):第一階段、第二階段和目標(biāo) Stage 1: language development 階段1:語言發(fā)展

Stage 2: three sub-stages: learning, practice, reflection方案變動包括:學(xué)習(xí)實踐反思 The learning stage: 1.learning from others’ experiences;2.learning the received knowledge;3.learning from one’s own experiences

學(xué)習(xí)階段:借鑒別人的經(jīng)驗;學(xué)習(xí)獲得知識;從自己的學(xué)習(xí)經(jīng)驗

5.The most influential language teaching approaches in the past two decades Communicative Language Teaching(CTL)交際語言教學(xué) 最具影響力的語言Task-basked Language Teaching(TBLT)任務(wù)型語言教學(xué)

教學(xué)方法過去二十年

Unit 2 Communicative Principles and Task-based Language Teaching 交際原則 任務(wù)型語言教學(xué)

1.Language use in real life vs.traditional pedagogy 在現(xiàn)實生活中與傳統(tǒng)的教育學(xué) The language used in real life

在現(xiàn)實生活中,語言是用來執(zhí)行特定的交際功能(in real life, language is used to perform certain communicative functions)The language learned in classroom 在教室里學(xué)到的語言 A big gap between the two 一個很大的差距

Main differences:(P15)1.traditional pedagogy tends to focus on forms rather than functions;2.traditional pedagogy tends to focus on one or two language skills and ignore the others;3.traditional pedagogy tends to isolate language from its context.主要差異:

1、傳統(tǒng)教學(xué)往往關(guān)注形式而不是功能;

2、傳統(tǒng)教育學(xué)往往集中在一個或兩個語言技能而忽略其他人;

3、傳統(tǒng)教學(xué)往往孤立的語言上下文。2.CLT

交際語言教學(xué)

彌合兩人之間的差距

To bridge the gap between the two

目標(biāo)是發(fā)展學(xué)生的交際能力 The goal of CLT is to develop students’ communicative competence.Five main components of communicative competence(p17-18)交際能力的五個方面(1).Linguistic competence 語言能力

It’s concerned with knowledge of the language, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics.語言的知識,它包括拼寫,發(fā)音,詞匯,構(gòu)詞、語法結(jié)構(gòu)、句子結(jié)構(gòu)和語義。(2).Pragmatic competence 語用能力 適當(dāng)?shù)氖褂谜Z言的社會環(huán)境 It’s concerned with the appropriate use of the language in social context;

To know when to speak, when not, what to talk about with whom, when, where and in what manner.知道何時說話,何時不說,談?wù)撆c誰,何時、何地、以何種方式。(3).Discourse competence 語篇能力

It refers to one's ability to create coherent written text or conversation and the ability to understand them.一個人的能力來創(chuàng)建一致的書面文本或?qū)υ捄屠斫獾哪芰?。The cohesive markers used in the discourse.有凝聚力的話語中使用的標(biāo)記。The reference words in the context.參考詞匯在上下文。有凝聚力的詞匯意義 Cohesive words hold meaning together in a sensible way.在一個合理的方式。One’s ability to initiate, develop, enter, interrupt, check or confirm in a conversation.一個啟動的能力,開發(fā)、進入中斷,請檢查或確認的談話。(4).Strategic competence 策略能力

It is similar to communication strategies.它類似于溝通策略。

It refers to strategies one employs when there is communication breakdown due to lack of resources.它指的是戰(zhàn)略雇傭通信故障時由于缺乏資源。

By searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.尋找其他的方式表達,如使用類似的短語, Keep the conversation going.保持談話。使用手勢,或使用一個更詳細的解釋。Get input from the other end.從另一端獲取輸入。(5).Fluency 流利程度

It means one’s ability to link units of speech together with fluency and without nervousness or inappropriate slowness or undue hesitation.這意味著一個人的能力聯(lián)系單位一起演講流利和沒有緊張或不恰當(dāng)?shù)木徛虿贿m當(dāng)?shù)莫q豫。chunks of language大塊的語言 Lexical phrases詞匯短語 Prefabricated language 預(yù)制語言

Linguistic competence(Chomsky): rules of grammar/ grammatical rules/grammar knowledge;the knowledge of language structure and the ability to use this knowledge to understand and produce language.(P19)語言能力(喬姆斯基):語法規(guī)則/語法規(guī)則/語法知識;語言的知識結(jié)構(gòu)和使用這些知識的能力去理解和生成語言。Communicative competence(Hymes): besides grammatical rules language use is governed by rules of use /knowledge of what to say, when, how, where and to whom.交際能力(海姆斯):除了語法規(guī)則的語言的使用是由規(guī)則的使用/知識該說什么,何時、何地、如何和人。

3.Principles of CLT 交際語言教學(xué)的原則 Communicative Language Teaching communication principle, task principle, meaningfulness principle

交際性原則

工作原理

有意義原則

The weak version of CLT: learners first learn the language as a structural system and then learn how to use it in communication.強大版本:語言是通過溝通。The strong version of CLT: language is acquired through communication.薄弱版本:學(xué)習(xí)者首先學(xué)習(xí)語言作為一種結(jié)構(gòu)體系,然后學(xué)習(xí)如何使用它在溝通。4.CLT and the teaching of language skills 語言技能的教學(xué) 交際能力 Communicative competence is to develop learners’ language skills, namely, listening, speaking, reading and writing.是培養(yǎng)學(xué)習(xí)者的語言能力,即聽、說、閱讀和寫作。5.Main features of communicative activities 交際活動的主要特征

The Key assumption in CLT is that students learn the language through engaging in a variety of communicative activities.關(guān)鍵假設(shè)是學(xué)生學(xué)習(xí)語言通過從事各種各樣Functional communicative activities 功能性交際活動 的交際活動。Social interaction activities(P22-23)社會互動活動

6.Six criteria for evaluating communicative classroom activities

Ellis(1990)(1).Communicative purpose 交際目的 六個標(biāo)準評價課堂交際活動 埃利斯(2).Communicative desire 交際需要(3).Content, not form 注重內(nèi)容，不是形式(4).Variety of language 語言的多樣性

(5).No teacher intervention 沒有老師的干涉(6).No materials control 沒有語言材料控制

7.Task-based Language Teaching(TBLT)任務(wù)型語言教學(xué)

Task-based language teaching is a further development of Communicative Language Teaching.是交際語言教學(xué)的進一步發(fā)展 結(jié)合形式,集中教學(xué)與溝通 combine form-focused teaching with communication-focused teaching Definitions of a task on(P27)任務(wù)的定義

(Willis, 1996)Tasks are activities where the target language is used by the learner for a communicative purpose(goal)in order to achieve an outcome.(威利斯,1996)任務(wù)活動,使用目標(biāo)語言學(xué)習(xí)者交際目的(目標(biāo))為了實現(xiàn)一個結(jié)果。Four components of a task(P28)任務(wù)的四個組成部分

a purpose, a context, a process, a product

一個目的、內(nèi)容、過程、結(jié)果 8.Exercises;exercise-tasks;tasks 練習(xí)與任務(wù)

Exercises: focus on individual aspects of language, such as vocabulary, grammar or individual skills 關(guān)注個人方面的語言,如詞匯、語法和個人技能

Exercise-tasks: contextualized practice of language items(often a particular grammar point)符合實際的語言實踐項目(通常是一個特定的語法點)

Task: the complete act of communication(purposeful & contextualized communication)完整的溝通行為(有目的的和符合實際的溝通)9.PPP(P31-32)屬于傳統(tǒng)教學(xué)模式 traditional teaching mode Presentation(of single new item)呈現(xiàn)(單新項目)

Practice(of new item: drills, exercises, dialogue)練習(xí)(新項目:演習(xí),演習(xí)、對話)Production(Activity, role play or task to encourage free use of language)產(chǎn)出(活動,角色扮演或任務(wù)鼓勵免費使用語言)The five-step teaching method 五步教學(xué)法

修訂，表示，實踐，生產(chǎn)，整合

revision, presentation, practice, production , consolidation 10.TBLT/TBL(P31)Task-based Language Teaching(TBLT)任務(wù)型語言教學(xué) Task-based Learning(TBL)任務(wù)型學(xué)習(xí)

Pre-task: introduction to topic and task 介紹主題和任務(wù)

Task cycle: task/planning/report;students hear task recording or read text.任務(wù)周期:任務(wù)/計劃/報告;學(xué)生聽到任務(wù)記錄或閱讀文本

Language focus: analysis and practice: Review and repeat task.語言重點:分析和實踐:審查和重復(fù)的任務(wù)

Five steps of designing tasks(P34)五個步驟的設(shè)計任務(wù)

(1).Think about students’ needs, interests, and abilities 考慮學(xué)生的需要興趣和能力(2).Brainstorm possible tasks 頭腦風(fēng)暴可能的任務(wù)

(3).Evaluate the list 評估列表 使用以下標(biāo)準:①.教育價值

using the following criteria: ①.educational value;②.appropriateness to the students’ needs, interest and abilities;③.availability of suitable resources;④.time available(4).Choose the language items 選擇的語言項目 ②.適合學(xué)生的需要興趣能力(5).Preparing materials 準備材料 ③.合適的資源的可用性,④.可用時間 11.Appropriateness of CLT and TBLT in the Chinese context(p35)適當(dāng)?shù)慕浑H語言教學(xué)和任務(wù)型語言教學(xué)在中國語境

It is very difficult to design a syllabus with a one to one correspondence between a function and a form.很難設(shè)計教學(xué)大綱與之間的一一對應(yīng)一個功能和一個表單 One function of the language can be fulfilled by several language forms.One language form may also have several functions.(CLT)

一個功能可以實現(xiàn)語言的一些語言形式。一種語言形式也可能有幾個功能。12.Potential constraints of TBLT 任務(wù)型語言教學(xué)的潛在限制

(1).It may not be effective for presenting new language items.(Swan, 2005)(2).Time 時間

它可能不是有效的呈現(xiàn)新語言項目 學(xué)習(xí)的文化:

(3).The culture of learning: some students may find it difficult to adapt to TBLT.Lack of appropriate skills such as problem-solving, discussing, inquiring and reasoning.一些學(xué)生可能難以適應(yīng)。缺乏適當(dāng)?shù)募寄?如解決問題、討論、(4).Level of difficulty.水平的困難 查詢和推理。

Unit 3 The National English Curriculum 國家英語課程標(biāo)準

1.A brief history of foreign language teaching in China 在中國外語教學(xué)簡史 Main events before 1978 主要事件在1978年之前

Four major phases of the development of ELT in China since 1978.(Restoration, Rapid Development, Reform, and Innovation)發(fā)展的四個主要階段,英語教學(xué)在中國自1978年以來(修復(fù)、快速發(fā)展、改革和創(chuàng)新)(1).Restoration(1978-1985):

恢復(fù)

a national syllabus in 1978;一個國家1978年教學(xué)大綱 一套新的教科書 a new set of textbooks by the People’s Education Press(PEP);由人民教育出版社 grammar-based audio-lingual teaching method.基本語法和聽說教學(xué)方法(2).Rapid development(1986-1992): 快速發(fā)展

the 1986 English Syllabus(a revised one);1986年英語教學(xué)大綱(修訂)the rewriting of the textbooks by PEP.重寫教科書

English is not only instrumental but also communicative and educational.Teaching should focus more on the use of the language.英語不僅是工具也是交際和教育。教學(xué)應(yīng)更注重語言的使用。(3).Reform(1993-2000): 改革

The policy of nine-year compulsory education.九年義務(wù)教育的政策。

The communicative approach.交際的方法 在1993年發(fā)布的一份新的教學(xué)大綱 A new syllabus issued in 1993.很多教科書區(qū)域機構(gòu)除了鼓舞士氣的新系列 A number of textbooks by regional agencies besides a new series by PEP.A synthesis of the new and the old approaches.新和舊的合成方法

A more communication-oriented language teaching.面向更多的交流,語言教學(xué)(4).Innovation(from 2000): 創(chuàng)新

A call for quality-oriented education.呼吁素質(zhì)教育

A review of the curriculum prior 2000.(overemphasis on the delivery of language knowledge;ignoring Ss’ language ability and individual learner differences;paper-and-pencil tests)

回顧2000年之前的課程。(過分強調(diào)語言知識的傳遞,忽略了學(xué)生的語言能力和學(xué)習(xí)者個別差異;紙筆測試)A transition to the New National English Curriculum.過渡到新的國家英語課程。2.the six designing principles for the National English Curriculum 6種設(shè)計原則(1).Aim for educating all students, and emphasise quality-oriented education.(2).Promote learner-centeredness, and respect individual differences.(p42)/(p310)(3).Develop competence-based objectives, and allow flexibility and adaptability.(4).Pay close attention to the learning process, and advocate experiential learning and participation.(1)面向全體學(xué)生，注重素質(zhì)教育。(2)突出學(xué)生主體，尊重個體差異。(5).Attach particular importance to formative assessment, and give special attention to the development of competence.(3)整體設(shè)計目標(biāo)，體現(xiàn)靈活開放。

(6).Optimize learning resources, and maximize opportunities for learning and using the language.(4)強調(diào)學(xué)習(xí)過程，倡導(dǎo)體驗參與。

(5)注重過程評價，強調(diào)能力發(fā)展。

(6)開發(fā)課程資源，拓展學(xué)用渠道。The overall aim of the curriculum for nine-year compulsory education is to develop students’ comprehensive abilities in language use.Language skills;language knowledge;affects;culture awareness and learning strategies.九年義務(wù)教育課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語言運用能力。語言技能,語言知識、影響、文化意識、學(xué)習(xí)策略。九年義務(wù)教育的英語課程 The English curriculum for nine-year compulsory education.The related senior high school English curriculum.有關(guān)高中英語課程。Nine competence-based objectives.9個能力本位的目標(biāo)。

Each level is described in terms of what students can do with the language.The integrity, flexibility and openness of the curriculum.每個級別的描述語言的學(xué)生能做什么。完整性、靈活性和開放性的課程。The principle of learner-centered approach.原則為中心的方法

Education for all students and quality-oriented education.所有學(xué)生教育和素質(zhì)教育 Develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s guidence.發(fā)展有效的學(xué)習(xí)策略和自主學(xué)習(xí)能力通過體驗、實踐、參與、探究和合作老師的引導(dǎo)。形成性評價中扮演主要角色。

Formative assessment playing a primary role.總結(jié)性評估應(yīng)關(guān)注 Summative assessment should focus on assessing students’ overall language ability and the ability to use the language.評估學(xué)生的綜合語言能力和運用語言的能力。3.The changes of goals and objectives of English language teaching(p45)目的目標(biāo) Compare the teaching objectives in the syllabi which have appeared since 1978, and pay attention to the changes.比較教學(xué)大綱中的教學(xué)目標(biāo),出現(xiàn)了自1978年以來,并注意更改。該框架的目標(biāo)在新的國家英語課程。整體目標(biāo)的5個方面 the framework of objectives in the new National English Curriculum.Overall Language ability: 整體語言能力: 語言知識:語音,語法,詞匯;功能;(1).Language knowledge: Phonetics;Grammar;Vocabulary;Functions;Topics 話題(2).Language skills: listening;Speaking;Reading;Writing 語言技能:聽,說,讀,寫(3).Learning strategies: Cognitive;Self-management;Communication;Resourcing 學(xué)習(xí)策略:認知策略;自我調(diào)控策略;交際策略;資源策略

(4).Affection and attitude: Motivation;Confidence;Patriotism;International perspectives 感情和態(tài)度:動機興趣;自信意志;合作精神;國際視野(5).Cultural awareness: Knowledge;Understanding;Awareness of cross-culture communication

文化意識:知識;理解;跨文化交際的意識

4.Design of the National English Curriculum 國家英語課程的設(shè)計

Before 2001, the English syllabus did not include the primary phase.教學(xué)大綱主要階 Nine-competence based levels

9段能力水平

The primary phase: Level 1, Level 2 初級階段:1級、2級

The junior high school phase: Level 3 to Level 5 初中階段:39級的水平

Level 7 is the requirement for every senior high school leavers.是高中畢業(yè)生要求 Required courses(English 1-5)必修課程(英語1-5)Two tracks of elective courses

選修課程的兩個軌道

Elective Track 1(English 6-11)選修課跟蹤1 選修課跟蹤2(三大系列課程)Elective Track 2(three series of courses): Specialized skills courses;ESP courses;Culture and literary studies courses.專業(yè)技能課程;ESP課程;文化和文學(xué)研究課程 5.Performance standards for different levels of competence

Refer to the Chinese version 指中國版本

不同級別的能力的性能標(biāo)準 6.Challenges facing English language teachers 英語教師面臨的挑戰(zhàn)

Faced with the new curriculum, English teachers are expected to change in many ways.面對新課程,英語教師將在很多方面發(fā)生變化。

What should English teachers do? 英語教師應(yīng)該做什么?

使用更多的 to change their views about language.改變他們對語言的看法

任務(wù)型活動

to become a multi-role educator.成為一個多功能教育家

學(xué)生學(xué)習(xí)的中心

to use more task-based activities and put the students in the centre of learning.to use more formative-assessment in addtion to using tests.造型評估使用的測試

to use modern technology in teaching, creating more effective resources for learning and for using the language.教學(xué)技術(shù),創(chuàng)造更有效的資源來學(xué)習(xí)使用語言

Unit 4 Lesson Planning 課程計劃 1.Teaching Contents 教學(xué)內(nèi)容

(1).Importance of lesson planning 課程計劃的重要性

(2).Principles for good lesson planning 好的課程規(guī)劃的原則(3).Macro planning & micro planning 宏觀規(guī)劃和微觀規(guī)劃(4).Components of a lesson plan 教案的組成

(5).Suitable form of a lesson plan 合適的教學(xué)計劃(1).Importance of lesson planning 課程計劃的重要性

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.(P51)教案是一個框架的一課教師預(yù)先決定他們希望獲得什么以及他們?nèi)绾蜗雽崿F(xiàn)它。Benefits from lesson planning(P52)課程計劃的好處

Be aware of the aims and language contents of a lesson;注意目標(biāo)和語言課內(nèi)容

Distinguish the various stages of a lesson and see the relationship between them;

Anticipate potential problems;預(yù)測潛在的問題 區(qū)分不同階段的一個教訓(xùn)

Give teachers confidence;給教師的信心 看到它們之間的關(guān)系

Be aware of the teaching aids;注意教學(xué)用具(2).Principles for good lesson planning(P53)好的課程規(guī)劃的原則

They are described in terms of aim, variety, flexibility, learnability, and linkage.Aim: the things that students are able to do by the end of the lesson.Variety: a number of different types of activity;a wide selection of materials Flexibility: some extra and alternative tasks and activities靈活性:額外和替代的任務(wù) Learnability: the contents and tasks should be within the learning capability of the students 可學(xué)習(xí)性原則:內(nèi)容和任務(wù)應(yīng)該在學(xué)生的學(xué)習(xí)能力

Linkage: the stages and the steps within each stage are someway linked with one another.關(guān)聯(lián)性原則:階段,在每個階段的步驟以某種方式相關(guān)。目標(biāo):學(xué)生能做的事情的教訓(xùn)。多樣性:許多不同類型活動,參加多種多樣的材料(3).Macro planning & micro planning(P54)宏觀規(guī)劃和微觀規(guī)劃

Macro planning: Planning over a long period of time 規(guī)劃在很長一段時間

Micro planning: Planning for a specific unit or a lesson 一個特定的單元或課程Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.微觀規(guī)劃應(yīng)該基于，宏觀規(guī)劃課上容易被修改。(4).Components of a lesson plan(P55)教案的組成

Different teachers have different teaching styles and may use different teaching procedures, so ‘every lesson is unique’(Robertson and Acklam, 2000:6), and so is every lesson plan.不同的老師有不同的教學(xué)風(fēng)格,可以使用不同的教學(xué)程序,所以“每課是獨一無二的”，也是每一個教案。①.What should a lesson plan include?(P56-P60)

Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection

背景信息，教學(xué)目標(biāo)，語言內(nèi)容和技能，階段和過程，教學(xué)用具，總結(jié)教訓(xùn)，教訓(xùn)后可選的活動和任務(wù)，反思 ②.Teaching aims:(P56-P57)教學(xué)目標(biāo)

language skills;knowledge;affection & attitude;Learning strategies;culture awareness 語言技能;知識;情感與態(tài)度;學(xué)習(xí)策略;文化意識

Language contents: structure(grammar), vocabulary, functions, topics etc.(P58)Language skills: communicative skills(listening, speaking, reading and writing)語言內(nèi)容:結(jié)構(gòu)(語法)、詞匯、功能、話題等。語言技能:交際技能(聽說讀寫)Stages and procedures(P58)階段和過程

Teaching stages refer to the major activities that teachers go through in a lesson.Procedures are the detailed steps in each teaching stage.指教學(xué)階段的主要活動,教師經(jīng)過一個教訓(xùn) 程序在每個教學(xué)階段的詳細步驟 A warm-up or a starter(P58)熱身或起動器

A starter is an activity or a series of activities that a teacher does at the beginning of the lesson.起動器是一種活動或一系列活動,教師在課的開始。③.A new structure-based lesson(P59)一種新的基于結(jié)構(gòu)課

The PPP model 適合此種課程

介紹:介紹新詞匯和語法結(jié)構(gòu)

Presentation: introduce new vocabulary and grammatical structures

Practice: controlled practice, guided practice

實踐:控制實踐,指導(dǎo)實踐

Production: communicative tasks

生產(chǎn):交際任務(wù) ④.A skill-oriented lesson 一個技巧性的課 The PWP model 適合此種課程

任務(wù)前:準備工作,例如設(shè)置場景, Pre-task: preparation work, such as setting the scene, warming up, or providing the key information(such as key words).熱身,或者提供的關(guān)鍵信息(如關(guān)鍵字)

While-task: activities or tasks the students must perform while they are reading or listening.任務(wù)中:學(xué)生活動或任務(wù)必須執(zhí)行在他們閱讀或傾聽

Post-task: students obtain feedback on their performance at the while-stage;some follow-up activities.任務(wù)后:學(xué)生獲得反饋性能的同時,舞臺上,一些后續(xù)行動(5).Suitable form of a lesson plan(P55)合適的教學(xué)計劃

Teaching plan for lesson ~ Teaching Contents:……

教學(xué)內(nèi)容 Teaching aims:

教學(xué)目標(biāo)

1.Students are able to … by the end of the lesson.2.……

3.……

Teaching key points:

教學(xué)重點 Teaching difficulties:

教學(xué)難點

Teaching methods:

教學(xué)方法

教學(xué)工具：卡片、圖片、錄音機、多媒體 Teaching aids: cards, pictures, tape-recorder, multi-media, etc.Teaching procedures:

教學(xué)過程

Step 1 Revision/Introduction 復(fù)習(xí)/介紹

描述,介紹/任務(wù)前/快速閱讀/略讀/瀏覽Step 2 Presentation/pre-task/fast-reading/skimming/scanning Step 3 Drill/while-task/detailed-reading 訓(xùn)練/任務(wù)中/精讀 …………

Step 6 Oral practice/interview/Discussion 口頭練習(xí)/面談/討論 Step 7 Consolidation 鞏固 Step 8 Summary

總結(jié) Homework/Assignments:

1.……

2.……

Layout of Blackboard: 板書設(shè)計

……

Reflection: ……

教學(xué)反思

2.Group Activity: Teaching aims designing 小組活動:教學(xué)目標(biāo)設(shè)計

Students can introduce themselves in English——telling other people about their names, telephone numbers, addresses, and where they are from, etc.介紹自己

Students are able to find out information about other people in English.發(fā)現(xiàn)信息

Students are able to ask other people to clarify if they do not understand.清晰

Students can talk confidently and politely with strangers.自信禮貌地與人交談

Students can make an ID card for themselves in English, 用英語自己的身份證 Homework:Choose a lesson from the books of primary school and write a lesson plan.Unit 5 Classroom Management 課堂管理

1.Classroom management is the way teachers organize what goes on in the classroom.contribute directly to the efficiency of teaching and learning.The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.目標(biāo)是創(chuàng)建一種氛圍有利于英語交流 課堂管理是教師組織在教室里發(fā)生了什么。直接導(dǎo)致了教學(xué)和學(xué)習(xí)的效率。2.Six aspects of classroom management 課堂管理的六個方面(1).Appropriate roles of the teacher 適當(dāng)?shù)慕處熃巧?2).Classroom instructions 教師課堂教學(xué)用語(3).Student grouping 學(xué)生分組(4).Classroom discipline 課堂紀律

(5).Questioning in the classroom 不同類型的問題(6).Dealing with errors 課堂糾錯

3.Multi-roles of the teacher(P68)多元化教師角色

Different approaches stipulate different roles for the teacher.為老師規(guī)定不同角色 What are the most common roles that teachers play in present-day second/foreign language teaching? 什么是最常見的角色,教師在今天的二/外語教學(xué)嗎? Planner, evaluator, controller: appropriate degree of control 規(guī)劃師 評估者 控制器 assessor: correcting mistakes;organising feedback 評估員:糾正錯誤;組織反饋 organiser: to design and organise task-based activities 組織者:設(shè)計組織任務(wù)型活動 prompter: give appropriate prompts 提詞員:給予適當(dāng)提示

participant: participate in students’ activities 參與者:參與學(xué)生的活動

resource-provider, facilitator, guides, researcher資源-提供者 主持人 指南 研究員 4.Classroom instructions 教師課堂教學(xué)用語

Classroom instructions refer to the type of language teachers use to organise or guide learning.(P73)課堂指令引用類型的語言教師使用組織或指導(dǎo)學(xué)習(xí)

①.Use of classroom instruction 利用課堂教學(xué) 指路,提供解釋;設(shè)置要求;

giving directions;providing explanation;setting requirements;checking comprehension;drawing attention;motivating learners;giving feedback;assigning homework, etc.檢查理解;注意;激勵學(xué)習(xí)者;給予反饋;分配作業(yè)等。②.Function: useful model;meaningful input;tools for organizing learning

作用

有用的模型,有意義的輸入;組織學(xué)習(xí)的工具

有經(jīng)驗的教師 ③.Experienced teachers: use simple and clear instructions to organize learning activities and form a routine of using it.簡單明確指示組織學(xué)習(xí)活動,形成常規(guī)使用 Novice teachers: not able to target their instructions to the level of the learners;long and complicated instructions.新手教師:指導(dǎo)學(xué)習(xí)者,長期和復(fù)雜的指令。④.Rules to follow: 規(guī)則: 1)使用簡單的指令,讓他們適合學(xué)生的理解水平, 1)to use simple instructions and make them suit the comprehension level of the students;try to establish a limited but realistic range of instructions and build upon them gradually.試圖建立一個有限但現(xiàn)實的一系列指令和逐步建立在他們身上。2)to use mother-tongue only when it is necessary: explain grammar rules or rules for a game or task.使用母語,只有當(dāng)它是必要的:解釋語法規(guī)則或規(guī)則游戲或任務(wù)。3)to use body language.使用肢體語言 4)to model a task/ activitiy.模型任務(wù)/活動

5)not to do all the talking in class;maximum student participation;avoid lengthy explanations.不要在課堂上說話,最大的學(xué)生參與,避免冗長的解釋。5.Student grouping 學(xué)生分組 Whole class work: all the students are under the control of the teacher.全班的活動 Pair work: students work in pairs.雙人活動:學(xué)生成對工作

Group work: students work in small groups.小組作業(yè):學(xué)生在小組工作 Individual study: students work on their own at their own speed.個人學(xué)習(xí)individual study 自習(xí)

individualised study 個性化學(xué)習(xí)6.Discipline in the language classroom 課堂紀律

①.Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.(p78)

紀律是指一個行為準則,老師和一群學(xué)生緊密聯(lián)系在一起,這樣可以更有效的學(xué)習(xí)。

②.Maitaining discipline: 先進性原則: 措施,目無法紀和行為嚴重的學(xué)生: Harmer(1983)’s measures for indisciplined acts and badly behaving students:

Act immediately, Stop the class, Rearrange the seats, Change the activity, Talk to students after class, Create a code of behaviour

立即行動，停止上課，重新安排座位，改變活動，跟學(xué)生下課后交談，創(chuàng)建一個代碼的行為

③.Ur(1996), advice about problems in class 建議在課堂上的問題

Deal with it quietly, Don’t take things personally, Don’t use threats

靜靜地處理它，不要感情用事，不要用威脅 ④.Problems of teachers 老師的問題

Inadequate preparation, Unclear instruction, Lack of teacher attention, Lengthy explanations to one individual, Level of difficulty 不充分的準備，不清楚的指令，老師缺乏關(guān)注，冗長的解釋一個人，水平的困難 7.Questioning in the classroom 不同類型的問題

The most common form of interaction between the teacher and the students in the classroom.(P83)最常見的在教室里老師和學(xué)生之間的互動。①.Functions: 作用

to focus students’ attention

集中學(xué)生的注意力

to invite thinking and imaginations 邀請的思維和想象力

to check understanding 檢查了解

to stimulate recall of information 刺激召回的信息

to challenge students 挑戰(zhàn)的學(xué)生

to assess learning 評估學(xué)習(xí)

②.Questions should be wise and purposeful.問題應(yīng)該是明智和有目的的 contribute to the overall objectives of the lesson 對課程的總體目標(biāo)作出貢獻 stimulate the development of knowledge and thinking 促進知識和思維的發(fā)展 Help to maintain effective interaction.幫助維持有效的互動 ③.Classification of question types: 問題類型的分類:

(1).Closed questions and open questions 封閉性問題和開放性問題(2).Display questions and genuine questions 展示性問題和演示性問題

(3).Lower-order questions and higher-order questions 低層次問題和高層次問題(4).A taxonomy proposed by Bloom(different question types): 布魯姆提出的分類: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation 知識性問題，理解性問題，應(yīng)用性問題，分析性，綜合性，評價性問題 8.Dealing with errors 課堂糾錯

①.distinction between an error and a mistake

A mistake is refers to a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system.…h(huán)as nothing to do with the language competence.…can be self-corrected.是指性能錯誤隨機猜測或“口誤”,并且它是一個失敗的一個已知系統(tǒng)性能。與語言能力無關(guān)?？梢宰晕壹m正

An error has direct relation with the learners’ language competence.It results from lack of knowledge in the target language.… can not be self-corrected.一個錯誤與學(xué)習(xí)者的語言能力有直接關(guān)系。它的結(jié)果缺乏知識在目標(biāo)語言。不能自我糾正。②.Dealing with spoken errors 處理口語錯誤

Whether the task or activity is focusing on accuracy or fluency.A balance between accuracy-based activities and fluency-based activities 任務(wù)或活動是否專注于精確和流暢 基于平衡精度的基于活動和流暢性的活動 ③.When to correct 何時糾錯

Not to interrupt students during fluency-based activities 不要打斷學(xué)生

trivial mistakes / common mistakes 微不足道的錯誤/常見錯誤 不管/糾正 do the correction after students’ performance

做校正后學(xué)生的表現(xiàn)

④.How to correct: 如何糾錯

直接老師修正;間接老師修正;

Direct teacher correction;indirect teacher correction;self-correction;peer correction;whole class correction

自我修正;同學(xué)互相糾錯;全班校正

Self-correction is encouraged before teacher correction or peer correction.鼓勵自我修正之前老師修正或同學(xué)互相糾錯。

Unit 6 Teaching Pronunciation 語音教學(xué)

1.the goal of teaching pronunciation 發(fā)音教學(xué)的目標(biāo)

①.Why most learners can not acquire native-like pronunciation? the Critical Period Hypothesis 關(guān)鍵時期假說 學(xué)習(xí)者不能獲得本土一樣的發(fā)音呢 the amount of exposure to English 接觸英語 different phonetic ability 不同的語音能力

②.What should be our realistic goal? 語音教學(xué)的現(xiàn)實目標(biāo) ·Consistency: smooth and natural 一致性:流暢自然 ·Intelligibility: understandable to the listeners 可理解性:可以理解的聽眾 交際性 ·Communicative efficiency: intended meaning by the speaker

演講者的目的意義 2.aspects of pronunciation 發(fā)音的方面

Sounds, Stress, Intonation, Phonetic symbols, Rhythm 聲音,重音,語調(diào),音標(biāo),節(jié)奏 Types of practice: mechanical practice, meaningful practice類型:機械和有意義練習(xí)3.practising sounds

練習(xí)聽起來

結(jié)合鉆探和更有意義的練習(xí)發(fā)音練習(xí)Combine drilling pronunciation exercises with more meaningful exercises.①.Perception practice: 感知練習(xí)

It is aimed at developing the students’ ability to identify and distinguish between different sounds.它旨在發(fā)展學(xué)生的能力識別和區(qū)分不同的聲音。包括： Using minimal pairs.Which order.Same or different? Odd one out.Completion.使用最少的一對，哪個命令，相同或不同，特別跳出，實現(xiàn)

②.Production practice: 運用練習(xí)

它旨在發(fā)展學(xué)生的能力來產(chǎn)生聲音。It is aimed at developing Students’ ability to produce sounds.包括： Listen and repeat, Fill in the blanks, Make up sentences, Use meaningful context, Use pictures, Use tongue twisters 聽并重復(fù),填空,句子,有意義的內(nèi)容,圖片,繞口令 4.Practising stress and intonation 練習(xí)重音和語調(diào)

①.Learn the stress as part of learning a word.學(xué)習(xí)重音是學(xué)習(xí)一個單詞的一部分 The stress of a phrase or sentence depends a lot on the meaning one wants to express.一個短語或句子的重音很大程度上取決于人想表達的含義。

②.Three ways to show the stress pattern of words, phrases and sentences:

Use gestures.Clapping hands or using arm movements.Use the voice.To raise the voice with exaggeration.Use the blackboard.Underlining, colored chalks or different size.三種方式顯示重音模式的單詞,短語和句子:使用手勢。鼓掌的手或手臂的運動 使用的聲音。提高夸張地發(fā)出聲音 使用黑板。強調(diào),彩色粉筆或不同的大小 ③.Practising intonation: 練習(xí)語調(diào): 可以極大地影響說話者的意圖的消息 Intonation can greatly affect the intention of the speaker’s message.Intonation is as important as grammar or lexis.(P100)語調(diào)和語法或詞匯一樣重要 Method：Use hand or arm movement.Use rising or falling arrows.Draw lines.方法：使用手或手臂運動。使用上升或下降的箭。畫線。

In most English sentences, the pitch movement at the end is important for meaning.Break the long sentences down to bits and build up towards the complete sentence.音高運動結(jié)束時重要的是意義。把長句分解成碎片并建立完整的句子。

Unit 7 Teaching grammar 語法教學(xué) 1.The role of grammar 語法的作用

Grammatical competence is essential for communication.能力是必不可少的溝通。Grammar teaching can enhance learner proficiency and accuracy and facilitate the internalization of syntactic system.(p103)語法教學(xué)可以提高學(xué)習(xí)者熟練程度和準確性,促進內(nèi)化語法系統(tǒng)。2.Ways of grammar presentation(P104)語法表達方式

The deductive method 演繹法

The inductive method 歸納法

The guided discovery method 指導(dǎo)發(fā)現(xiàn)式教學(xué) ①.The deductive method 演繹法

(1).write an example on the board 在黑板上寫一個例子

(2).Teacher explains the underlying rules 老師解釋了潛在的規(guī)則

(3).make comparisons 進行比較 實踐應(yīng)用的規(guī)則產(chǎn)生的句子給出提示(4).practice applying the rule to produce sentences with given prompts ②.The inductive method 歸納法

教師提供足夠的適當(dāng)?shù)恼鎸嵗?1).Teacher provide enough appropriate authentic examples(2).Students understand the rule by themselves 學(xué)生理解規(guī)則 學(xué)生提出的(3).Students apply the newly presented structure to produce sentences with given visual aids or verbal prompts 新結(jié)構(gòu)適用于用直觀教具或口頭提示生成句子(4).(optional)Teacher elicit the grammar rule from the students(可選)老師引出學(xué)生的語法規(guī)則

③.The guided discovery method: 指導(dǎo)發(fā)現(xiàn)式教學(xué)

(1).Teacher provide contextualised examples(on board)教師提供裨益的例子(上)(2).Teacher guide students to discover the rules of the key structure as well as its meaning 教師引導(dǎo)學(xué)生發(fā)現(xiàn)規(guī)則的關(guān)鍵結(jié)構(gòu)以及它的意義

(3).Teacher highlights the structure with colored chalks 老師強調(diào)了結(jié)構(gòu)彩色粉筆(4).Students practice the structure with prompts provided 練習(xí)提供的結(jié)構(gòu)與提示 3.explicit knowledge(conscious knowledge)(P105)顯性知識(有意識的知識)

implicit knowledge(unconscious knowledge)

隱性知識(無意識的知識)Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.隱性知識是指知識無意識存在于我們的思想,我們可以利用自動沒有做出任何努力。

Explicit knowledge refers to our conscious knowledge about the language.We can talk about it, analyse it and apply it in conscious ways.顯性知識是指我們有意識的語言知識。我們可以談?wù)撍?分析它,應(yīng)用它在意識方面。4.A synthesis approach to grammar pedagogy by Pennington(107): Grammar teaching should be collocational, constructive, contextual, and contrastive.合成方法語法教學(xué)法,彭寧頓: 語法教學(xué)應(yīng)該搭配,建設(shè)性的、上下文和對比。5.ways of grammar practice 語法練習(xí)的方法

The teacher’s job is to help Ss make the ‘leap’ from ‘form-focused accuracy to meaning-focused fluency after explicit instructions by providing a variety of practice activities.老師的工作是幫助學(xué)生“飛躍”從“重形式精度到意義流利后明確的指令通過提供各種各樣的實踐活動。

Grammar practice is divided into two categories: Mechanical practice and Meaningful practice/ Communicative practice.分為兩類:機械練習(xí)和意義練習(xí)/交際練習(xí)(1).Mechanical practice: 機械練習(xí)

重復(fù)練習(xí)，替換練習(xí)，重復(fù)轉(zhuǎn)換練習(xí)Method: repetition, substitution drills, transformation drills(2).Meaningful practice / Communicative practice 意義練習(xí)/交際練習(xí)Using prompts for practice: 使用提示:

Using pictures prompts 使用圖片提示

Using mimes or gestures as prompts 使用模擬或手勢提示

Using information sheet(table)as prompts 使用信息表(表)作為提示

Using key phrases or key words as prompts 使用關(guān)鍵詞或關(guān)鍵字提示

Using chained phrases for story telling 使用鏈接短語講故事

Using created situations 使用創(chuàng)建的情況

Unit 8 Teaching vocabulary 詞匯教學(xué)

1.What does it mean to know a word?

什么意思知道一個單詞嗎?(1).Pronunciation and stress;發(fā)音和重音;

(2).Spelling and grammar properties;拼寫和語法屬性;

(3).Meaning;意義;如何以及何時使用它來表達本來的意思。(上下文)(4).How and when to use it to express the intended meaning.(context)2.Vocabulary learning involves at least two aspects of meaning.The first aspect involves the understanding of its denotative and connotative meaning.The second aspect involves the understanding the sense relations among words.詞匯學(xué)習(xí)至少涉及兩個方面的含義。第一個方面是其外延和內(nèi)涵意義的理解。第二個方面涉及到理解詞之間的語義關(guān)系。(1).denotative meaning 指示意義、外延意義

the primary meaning of a word 一個詞主要的意義(2).Connotative meaning: 內(nèi)涵意義

It refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.它指語言的態(tài)度或情感的影響用戶在選擇一個詞和這些聽眾或讀者一詞的解釋。Connotative meaning derives from a mix of cultural, political, social, and historical sources.In different cultures the same word may have different connotative meanings.內(nèi)涵意義來源于混合的文化、政治、社會和歷史來源。在不同的文化中相同的詞可能有不同的內(nèi)涵意義。

(3).sense relations(語義關(guān)系)among words 詞之間的語義關(guān)系 高的詞共現(xiàn) Collocations(搭配): It refers to words that co-occur with high frequency and have been accepted as ways for the use of words.頻率和被接受的方式使用的單詞。Synonyms(同義詞)refer to items that mean the same or nearly the same.意思相同 Antonyms(反義詞)refer to items that mean the opposite of a word 意思相反

Hyponyms(下義詞/下位詞)refer to words which can be grouped together under the same superordinate(上義詞)concept.引用的話可以組合成相同的地位高的概念(4).Receptive/passive vocabulary refers to words that one is able to recognise and comprehend in reading or listening but unable to use automatically in speaking or writing.理解型/被動詞匯指的是詞,一個是能夠識別和理解在閱讀或聽力,但無法使用自動在說話或?qū)懽鳌?/p>

Productive words/active vocabulary refers to words that one is not only able to recognise but also able to use in speech and writing.應(yīng)用型/積極詞匯是指生產(chǎn)力說的話,一個是不僅能夠識別,也可以使用在演講和寫作。3.Ways of presenting vocabulary 呈現(xiàn)詞匯的方式

Choose a technique according to the type of vocabulary and different age level of the learners.根據(jù)詞匯的類型和選擇技術(shù)不同年齡學(xué)習(xí)者的水平。

(1).a visual or physical demonstration: pictures, photos, video clips, mime, or gestures(2).a verbal context 語言環(huán)境 視覺或身體演示:圖片、照片、視頻剪輯、(3).synonyms or antonyms 同義詞或反義詞 模擬表演或手勢(4).lexical sets or hyponyms 詞匯放置或下位詞(5).translate and exemplify 翻譯和例證

(6).word formation rules and common affixes 構(gòu)詞規(guī)則和常見的詞綴

(7).vocabulary in chunks 語塊的詞匯 將新學(xué)到的語言與學(xué)生現(xiàn)實生活相聯(lián)系(8).relate newly learned language to students’ real life

(9).provide different context 提供不同的語境 準備可能的誤解或混淆(比較)(10).prepare for possible misunderstanding or confusion(comparison)4.Ways of consolidating vocabulary 鞏固詞匯的方法

Some vocabulary consolidation activities: 一些詞匯整合活動:

(1).Labelling 標(biāo)簽(2).Spot the difference 點的區(qū)別(3).Describe and draw 描述和繪制(4).Play a game 玩一個游戲(5).Use word series 使用單詞系列(6).Word bingo 單詞游戲

(7).Word association 單詞聯(lián)想(8).Find synonyms and antonyms同義和反義詞(9).Categories 類別(10).Using word net-work 使用單詞網(wǎng)絡(luò)(11).Using the Internet resources for more ideas 利用互聯(lián)網(wǎng)資源為更多的想法 5.developing vocabulary learning strategies 發(fā)展中詞匯學(xué)習(xí)策略

(1).Review regularly: regular review helps maintain the largest amount of recall.(2).Guess meaning from context 通過上下文猜詞義 定期檢查:定期復(fù)習(xí)有助(3).Organise vocabulary effectively: organise the words according to different categories or topics.有效組織詞匯:組織根據(jù)不同類別或主題 于維持最多(4).Use a dictionary: bilingual dictionaries 使用字典:雙語 的回憶(5).Keep a vocabulary notebook

保持一個詞匯筆記本

Manage strategy use: 管理策略使用 自我評估;分享學(xué)習(xí)經(jīng)驗;介紹策略給學(xué)生 self-evaluate;share learning experiences;introduce strategies to the Students

Unit 9 Teaching Listening 聽力教學(xué)

1.Listening is one of the receptive skills in the four skills(listening, speaking, reading and writing)in English learning.聽力是一個接受能力的四項技能的英語學(xué)習(xí)One major reason for students’ poor listening skill is that listening is often neglected in language teaching.學(xué)生聽力技能差的一個主要原因是聽力是語言教學(xué)常被忽視 Our goal is to better prepare Students for listening in the real world outside the classroom.我們的目標(biāo)是更好的學(xué)生準備聽力課堂外的真實世界。2.characteristics of the listening process 聽力過程的特點

(1).Spontaneity: we listen to people speaking spontaneously and informally without rehearsing.即時性:我們聽人說自發(fā)和非正式?jīng)]有排練

(2).Context: relationship between speakers;situation.語境:說話者之間的關(guān)系;情況(3).Visual clues: facial expressions, gestures, other body language as well as the surrounding environment.視覺線索:面部表情,手勢,其他身體語言及周圍環(huán)境(4).Listener’s response: interrupt, ask for repetition or clarification.聽眾的反應(yīng):(5).Speaker’s adjustment: adjust the way of speaking, rephrase or elaborate.中斷,要求重復(fù)或澄清 說話者的調(diào)整:調(diào)整說話的方式,改述或詳細說明

2.purposes for listening.Two major purposes in listening: 聽力兩個主要目的:

to maintain or build social relationships;維持或建立社會關(guān)系

to obtain and exchange information.獲得和交換信息 3.Principles for teaching listening.(P141)聽力教學(xué)的原則

Focus on process: process of comprehending 專注于過程:理解的過程

Combine listening with other skills 把聽力和其它技能相結(jié)合 Focus on comprehension of meaning 專注于理解的意思

Grade difficulty level appropriately 級難度適當(dāng)

4.Two models of listening process:(p143)聽力教學(xué)的兩種模式

(1).Bottom-up model: listening comprehension is believed to start with sound and meaning recognitions.自下而上式：聽力理解被認為從聲音和意義認識開始。Speakers have to make sense of every sound in order to figure out the meaning of words, phrases, and structures.需要理解每一個聲音為了找出單詞的意義短語結(jié)構(gòu)(2).Top-down model: listening for gist and making use of the context clues and background knowledge to construct meaning are emphasized.Knowledge about the topic/ prior knowledge/ schematic knowledge——mental frameworks for various things and experiences we hold in our long-term memory.自上而下式：聽力的要點和利用上下文線索和強調(diào)背景知識來構(gòu)建意義。知識主題/先驗知識原理知識,心理框架為各種事情和經(jīng)驗我們認為在我們的長期記憶。5.the three teaching stages(p144)Teaching of listening followers three stages.·Pre-listening, ·While-listening, ·Post-listening 任務(wù)型教學(xué)，聽力教學(xué)的三個階段 6.Pre-listening activities: 預(yù)聽活動

(1).Predicting: use visual aids;

預(yù)測:使用視覺輔助;

ask leading questions;誘導(dǎo)性的問題;閱讀聽力前的聽力問題

Let student read the listening comprehension questions before listening(2).Setting the scene: provide the background information to activate Ss’ schema.介紹背景:提供背景信息來激活學(xué)生的模式。

(3).Listening for the gist: ask students one or two questions that focus on the main idea or the tone or mood of the whole passage.聽要點:要求學(xué)生一個或兩個問題關(guān)注的主要思想或整個通道的音調(diào)或情緒。(4).Listening for specific information: listening only for some specific information and ignore the rest of the entire message.聽特定信息:只聽特定信息忽略整個消息 7.While-listening activities: 聽力中

老師提供一個理由,對學(xué)習(xí)者的目標(biāo)或任務(wù) The teacher provides a reason, goal or task for learner.No specific responses, Listen and tick, Listen and sequence, Listen and act, Listen and draw, Listen and fill, Listen and take notes, Listen and guess 沒有具體的回復(fù),傾聽和蜱蟲,聽和序列,傾聽和行動,聽和畫,傾聽和填充,聽和做筆記,傾聽和猜 8.Post-listening activities: 聽力后

(1).Multiple-choice questions 多項選擇題(2).Answering questions 回答問題

(3).Note-taking and gap-filling 筆記和填空 準備;聽寫;重建;分析與修正(4).Dictogloss: preparation;dictation;reconstruction;analysis and correction

Unit 10 Teaching speaking 口語教學(xué)

1.Characteristics of speech in everyday life: 演講在日常生活的特點:

Spontaneous: full of false starts, repetitions, incomplete sentences, and short phrases;time-constraint: unplanned utterances.時間約束:計劃外的話語 自發(fā)性:滿是錯誤的開始,重復(fù)、不完整的句子,短語;2.Four common features of spoken language: 口語的四個共同的特征:

Using less complex syntax;用更少的復(fù)雜的語法;

Taking short cuts, e.g.incomplete sentences;采取捷徑,如不完整的句子;

Using fixed conventional phrases/chunks;

使用傳統(tǒng)固定短語/塊;

Using devices such as fillers, hesitation device to give time to think before speaking 使用設(shè)備如填料、猶豫設(shè)備給時間思考說話前。

3.Differences between spoken and written language: 口語和書面語言間的差異:

Spoken language: spontaneous;incomplete, ungrammatical sentences, etc.Written language: well-planned;well-organised sentences, etc.自發(fā)的;不完整,不符合語法的句子,等等。精心策劃、組織嚴密的句子等。4.principles for teaching speaking 口語教學(xué)的原則

(1).Balancing accuracy-based with fluency-based practices;平衡準確性流暢性練習(xí)(2).Contextualising practice;語境練習(xí)

(3).Personalising practice;個人練習(xí)(4).Building up confidence;建立信心;(7).充分利用課堂學(xué)習(xí)環(huán)境,(5).Maximising meaningful interactions;有意義的相互作用最大化;

(6).Helping students develop speaking strategies;幫助學(xué)生發(fā)展口語策略;

(7).Making the best use of classroom learning environment to provide sufficient language input and practice for the students.為學(xué)生提供足夠的語言輸入和實踐。5.characteristics of successful speaking task 成功的演講任務(wù)的特點

Maximum foreign talk 最大程度同外國人交談

Even participation 甚至參與

High motivation 高的動機

Right language level 正確的語言水平6.types of speaking tasks 口語活動的類型

(1).Pre-communicative activities: 前交際性活動

Structural activities(controlled activities);結(jié)構(gòu)性練習(xí)（控制活動）

Quasi-communicative activities(semi-controlled)準交際性活動(2).Communicative activities: 交際性活動

Functional communication activities 功能性交際活動

Social interaction activities 社會交往活動 7.Controlled activities 控制活動

Controlled activities mainly focus on form and accuracy.主要集中在形式和精度(1).Semi-controlled activities 半控制狀態(tài)的活動

(2).Communicative activities 交際活動 它包括信息差活動,解決問題的活動, It include information gap activities, problem-solving activities, discussions, debates, interviews, fluency-focused game, etc.討論,辯論,采訪,流利準確性游戲,等等。

Unit 11 Teaching reading 閱讀教學(xué)

1.What do effective readers do?(p178)如何進行有效閱讀？

Have a clear purpose in reading.有一個明確的閱讀目的。

Read silently.默讀。專注于重要的位,脫脂,并跳過無關(guān)緊要的部分。

Read phrase by phrase, rather than word by word.讀短語,而不是逐字逐句地。

Concentrate on the important bits, skim the rest, and skip the insignificant parts.Use different speeds and strategies for different reading tasks.Perceive the information in the target language rather than mentally translate.Guess the meaning of new words from the context, or ignore them.Have and use background information to help understand the text.使用不同速度和不同閱讀策略的任務(wù)。感知信息在目標(biāo)語言,而不是精神上的翻譯。從上下文猜測新單詞的意思,或忽略它們。使用背景信息來幫助理解課文。2.What do we read? 我們讀什么?

ESL: English as a Second Language EFL: English as a Foreign Language 3.Reading strategies(p181)閱讀策略

Predicting the contents of the text.預(yù)測文本的內(nèi)容

Skimming the text for the main idea.略讀課文的主要思想

Scanning the text for specific information.掃描文本為特定的信息

Posing questions about the text.提出關(guān)于文本的問題

Connecting text to background knowledge.連接文本的背景知識

Making inferences.做出推論

Paying attention to text structure.關(guān)注文本結(jié)構(gòu)

Guessing the meaning of a new word from context.通過上下文猜測新單詞意思

Using discourse markers to see relationship.使用話語標(biāo)記的關(guān)系

4.Sight vocabulary: words that one is able to recognize immediately.忽視詞匯 The best and easiest way to develop vocabulary is to read a great deal.Fluent reading depends on…

流利閱讀取決于

an adequate sight vocabulary 足夠的詞匯

a general knowledge about the target language 對目標(biāo)語言的一般知識

some knowledge about the topic 一些關(guān)于主題的知識

wide knowledge about the world 廣博的知識關(guān)于這個世界

enough knowledge about text types 足夠的知識文本類型 5.Models for teaching reading(p184)閱讀教學(xué)的模型 Bottom-up model, Top-down model, Interactive model 自下而上的模式、自上而下模型、交互模型 6.Three stages:(P185)三個階段

pre-reading, while-reading, post-reading 閱讀前，閱讀中，閱讀后(1).Pre-reading activities(p186)閱讀前的活動

Predicting, Setting the scene, Skimming, Scanning 預(yù)測,制定現(xiàn)場,略讀,掃描(2).While-reading activities(p194)閱讀中的活動

Information transfer activities 信息轉(zhuǎn)換活動

Reading comprehension questions 閱讀理解問題

Understanding references 理解指稱關(guān)系

Making inferences 推理

(3).Post-reading activities(p202)閱讀后的活動

Discussion(questions)討論（問題）

Reproducing the text(retelling)復(fù)述文章（復(fù)述）

Role play 角色扮演

Gap-filling 填空

Writing 寫作

第五篇：初中英語課程與教學(xué) 模擬試卷1

初中英語課程與教學(xué) 模擬試卷1

一、單項選擇題（本大題共15小題，每小題1分，共15分）

在每小題列出的四個備選項中只有一個是符合題目要求的，請將其代碼寫在題后的括號內(nèi)。錯選、7.正確理解和全面貫徹____________是完成英語教學(xué)任務(wù)的根本保證。A.英語教學(xué)原則 B.英語教學(xué)目標(biāo) C.英語教學(xué)模式 多選或未選均無分。

1.初中英語課程與教學(xué)是研究初中英語____________的一門學(xué)科。A.教材內(nèi)容 B.課程設(shè)置 C.教學(xué)理論 D.教學(xué)規(guī)律

2.初中英語課程與教學(xué)這一學(xué)科在其發(fā)生、發(fā)展、變化、提高的各個階段都與初中英語教學(xué)的____________密不可分.A.教材改革 B.具體實踐 C.教學(xué)理論 D.教學(xué)目標(biāo)

3.英語教學(xué)中使用的各種教學(xué)方法、方式和手段都可以在初中英語課程和教學(xué)的____________中獲得。A.課程標(biāo)準 B.教學(xué)設(shè)計 C.英語教學(xué)知識 D.專業(yè)技能訓(xùn)練

4.初中英語課程和教學(xué)自身體系的更大發(fā)展和完善，有助于我們更加接近對英語教學(xué)____________的把握。A.總體規(guī)律和根本原則 B.理論基礎(chǔ)和方法法則 C.教學(xué)技能和教學(xué)效果 D.教學(xué)設(shè)計和教學(xué)評價

5.普通語言學(xué)可以幫助人們認識和掌握英語教學(xué)的____________。A.方法和機能 B.目的和一般規(guī)律 C.難點和重點 D.母語和英語的關(guān)系

6.認知法教學(xué)模式更加重視____________。A.教材編寫和教學(xué)內(nèi)容 B.教學(xué)目標(biāo)和教學(xué)效果 C.詞匯掌握和語法理解 D.語言規(guī)則和智力發(fā)展

D.英語教學(xué)方法

8.社會語言學(xué)為____________的產(chǎn)生奠定了理論基礎(chǔ)。

A.任務(wù)型教學(xué)法 B.聽說法 C.認知法 D.交際法

9.初中英語課程和教學(xué)要把英語當(dāng)作____________來教、來學(xué)、來用。A.交際工具 B.應(yīng)試能力 C.語法理解 D.翻譯閱讀

10.要盡量讓學(xué)生在____________中學(xué)英語、聽英語、說英語、讀英語、寫英語和用英語。A.課堂教學(xué) B.真實情景 C.老師講解 D.聽說讀寫

11.在我們提倡和推進聽、說、讀、寫綜合訓(xùn)練的同時，還應(yīng)當(dāng)側(cè)重培養(yǎng)學(xué)生的____________。A.傾聽能力 B.表達能力 C.閱讀能力 D.寫作能力

12.中國英語教學(xué)要堅持____________的教學(xué)原則。

A.利用本族語 B.控制使用本族語 C.利用和控制使用本族語 D.完全使用英語

13.課堂教學(xué)要增加語言實踐活動的____________，提高效率，以減輕學(xué)生的課外負擔(dān)。A.豐富性 B.深入性 C.活潑性 D.廣度和深度

14.為學(xué)生提供更多的閱讀或獨立理解材料應(yīng)該是____________。

A.已經(jīng)學(xué)過的 B.簡單熟悉的 C.難度較高的

D.能夠理解又略高于現(xiàn)有能力的

15.語言輸出的能力就是學(xué)生對所學(xué)語言進行____________的能力。A.復(fù)用、表達 B.理解、認識 C.翻譯、閱讀 D.聽說、寫作

二、辨析題（本大題共4小題，每小題5分，共20分）

下面的陳述有對有錯，請判斷正誤并簡要地說明原因。

16．狹義的課程是指學(xué)生在學(xué)校獲得的全部經(jīng)驗，其中包括有目的、有計劃的學(xué)科設(shè)置、教學(xué)活動、教學(xué)進程、課外活動以及學(xué)校環(huán)境和氛圍的影響。

17． 《英語課程標(biāo)準》規(guī)定在初中畢業(yè)時已達到“八級”水平的學(xué)生在高中可以免學(xué)英語，把時間用在其它感興趣的科目上。18． 教材是基于一個系統(tǒng)的大綱所編成的。19． 英語的聽、說、讀、寫是語言知識所包括的部分。

三、簡答題（本大題共4小題，每小題5分，共20分）

20.簡述英語課程的基本任務(wù)。21.成功語言學(xué)習(xí)者有哪7個特點？ 22．簡述課堂教學(xué)設(shè)計（備課）的組成部分。23.簡述自上而下認識法

四、論述題（本大題共2小題，每小題15分，共30分）

24.論述現(xiàn)行初中英語教材的種類及典型特點。25.在確定學(xué)習(xí)策略訓(xùn)練的內(nèi)容時，為什么要考慮學(xué)生的年齡及其認知水平、認知風(fēng)格和學(xué)習(xí)動機等？

五、案例分析題（本大題共1小題，共15分）請設(shè)計一節(jié)閱讀課的教案

（友情提示：案例分析題的本質(zhì)是考察考生對教案的設(shè)計步驟及內(nèi)容的熟練程度。案例可能是千奇百怪的，無法窮盡。因此，對于此題大家只能是以不變應(yīng)萬變，準備一個標(biāo)準教案，把步驟記住就行。）

答案

一、選擇題

1.D 2.B 3.C 4.A 5.B 6.D 7.A 8.D 9.A 10.B 11.C 12.C 13.D 14.D 15.A 二．辨析題

16．錯誤。這句話描述的應(yīng)該是廣義的課程，而不

是狹義的課程，因此，這種表述為錯誤。

17．正確。八級是高中畢業(yè)時應(yīng)達到目標(biāo)，因此，既然學(xué)生在初中畢業(yè)時已達到這個目標(biāo)，當(dāng)然可以在高中把時間用在其它學(xué)科上和感興趣的科目上，也可以參加英語選修課的學(xué)習(xí)。

18．正確。就教材的編寫而言，大綱（課標(biāo)）是教

材編寫的依據(jù)，教材是大綱（課標(biāo)）的具體體現(xiàn)。

19．錯誤。英語的聽、說、讀、寫不是語言知識所

包括的部分，而是語言技能所包括的部分。

三．簡答題

20.英語課程的基本任務(wù)主要包括五個方面：1．促

進師生的共同發(fā)展，2．促進和培養(yǎng)學(xué)生情感態(tài)度，3．培養(yǎng)學(xué)生的文化意識和跨文化交際能力，4．培養(yǎng)學(xué)生正確的學(xué)習(xí)策略，5．提高學(xué)生用英語聽、說、讀、寫的綜合能力。21．1)愿意并準確地進行猜測；2)有強烈的交流

愿望；3)膽大；4)愿意練習(xí)；5)愿意花時間監(jiān)控自己和他人的語言；6)注意語言形式；及7)注意語言意義。

22．教師在備課、寫教案時通常要先研究教材，確

定課型，根據(jù)課型確定教學(xué)目標(biāo)以及確定重點和難點，教學(xué)設(shè)計最重要的部分是設(shè)計教學(xué)過程和選用教學(xué)方法，還要考慮教具、時間分配、活動的組織形式等。概括地說，一個完整的教案通常由教學(xué)目標(biāo)、教學(xué)過程、教學(xué)方法、教學(xué)活動及組織形式、教學(xué)反思等部分組成。23．自上而下認識法是由大到小、由整體到部分的認識法。這種方法常用于處理聽和讀這兩種輸入。聽者或讀者在聽、讀之前，對要輸入的新信息做出預(yù)測并帶著預(yù)測時提出的問題去聽或讀，在聽或讀的過程中驗證猜測。這種方法強調(diào)對課文的語言點的處理應(yīng)在對課文的內(nèi)容有了整體理解之后進行。

四、論述題

24.在現(xiàn)行的初中英語教材中，最常見的有三種：第一種是人民教育出版社出版的《新目標(biāo)英語》，其特點是：語篇內(nèi)容少，活動型的內(nèi)容多；以板塊的教學(xué)形式呈現(xiàn)；語法有系統(tǒng)性；把話題、功能、結(jié)構(gòu)、任務(wù)結(jié)合在一起；把聽、說、習(xí)策略。訓(xùn)練相對抽象的管理策略時，如制定目標(biāo)、評價學(xué)習(xí)進步情況等，教師要設(shè)計一些具體步驟，引導(dǎo)學(xué)生在具體操作中體會這些管理策略的作用。

在認知風(fēng)格方面，首先讓學(xué)生了解自己的風(fēng)格特點，如屬于場獨立，還是場依存型，偏愛哪讀、寫與做結(jié)合在一起，重閱讀和寫的任務(wù)；反映地道的美國文化。該套教材不足之處：活動較為松散，板塊較瑣碎，語篇少，題材不夠多樣化。第二種是上海教育出版社出版的《牛津英語》，其特點是：在詞匯、語法、功能這幾個方面與《英語課程標(biāo)準》的要求基本相符；信息量大，綜合性強；就板塊而言，有日常用語，語法、詞匯與提示；語言地道，更接近真實性語言；任務(wù)較為直觀，交際較為現(xiàn)實；重視閱讀，且重視語篇教學(xué)。其不足之處：詞匯表編寫不細，而且沒有中文；語法沒有明示，需要教師在教學(xué)中歸納；有些任務(wù)的設(shè)計有待完善。第三種是人民教育出版社與朗文出版集團有限公司合編出版的《九年義務(wù)教育初中英語》。此套教材注重聽、說、讀、寫能力的培養(yǎng)，在每個單元里都安排了聽、說、讀、寫的訓(xùn)練內(nèi)容；課文形式多樣；注重閱讀教學(xué)，淡化語法教學(xué)，這有利于教師從以語言知識的傳授模式中解脫出來，有利于學(xué)生在教師指導(dǎo)下進行自主學(xué)習(xí)，學(xué)生通過大量的聽說和閱讀練習(xí)，歸納、理解、掌握詞匯和語法基本規(guī)則，提高了語言運用能力。這套教材的不足是：有的課文內(nèi)容不夠真實，語言不夠自然；缺乏文化背景知識介紹；語法知識點編排零亂，不夠系統(tǒng)；語言知識的系統(tǒng)性與語言交際能力之間的聯(lián)系銜接地還不夠理想。

25.學(xué)生的年齡及相應(yīng)的認知水平、認知風(fēng)格、學(xué)習(xí)動機等因素決定學(xué)習(xí)策略訓(xùn)練中可以選擇的訓(xùn)練內(nèi)容。如果訓(xùn)練對象為初中學(xué)生，這個階段的學(xué)生已經(jīng)能夠掌握抽象概念，但多數(shù)中學(xué)生還不完全具備獲得純粹以命題形式呈現(xiàn)的概念和規(guī)則的能力，有些學(xué)生可能在某些領(lǐng)域能達到這一發(fā)展水平，但在其他領(lǐng)域卻不一定能達到同樣的發(fā)展水平。因此，初中學(xué)生學(xué)習(xí)抽象概念和規(guī)則，仍需要具體經(jīng)驗的支持。也就是說，針對初中學(xué)生的學(xué)習(xí)策略訓(xùn)練，要選擇適合他們年齡特點和認知水平的策略，不能太抽象，只能選擇易于操作、不太復(fù)雜的學(xué)

些信息輸入渠道。然后，調(diào)查學(xué)生是否已經(jīng)使用了與這些風(fēng)格特點相符的學(xué)習(xí)策略。學(xué)生首先可以學(xué)習(xí)符合自己認知風(fēng)格特點的學(xué)習(xí)策略，這樣的訓(xùn)練效果較好。其次，也要鼓勵學(xué)生嘗試使用與風(fēng)格特點不符的學(xué)習(xí)策略，這一方法被稱為補償訓(xùn)練。學(xué)生要學(xué)會從不同渠道獲取信息，這樣的信息刺激會更全面、有效。

學(xué)習(xí)動機類型和動機的高低也會影響策略的選擇。具有深層動機的學(xué)生不僅僅對提高語言形式準確性的學(xué)習(xí)策略感興趣，對提高語言運用、語言交際能力的學(xué)習(xí)策略更感興趣。而具有表層動機(如有些學(xué)生對英語語言和文化并不感興趣，只求英語考試獲得好成績，考進理想的高中和大學(xué)而已)的學(xué)生可能更關(guān)心如何背單詞、學(xué)語法，以及考試技巧和策略。至于課外的語言運用，如果考試不作要求，他們就認為是浪費時間。那么，對他們進行關(guān)于功能操練策略訓(xùn)練的效果可能不如訓(xùn)練形式操練策略明顯。五．教案參考步驟 1 “熱身” / 導(dǎo)入

1.1運用圖片、音樂、故事、動畫等形式導(dǎo)入

1.2 切入主題，激活圖式

充分利用學(xué)生已有的又與課文相關(guān)的知識，用討論“話題”的形式激活他們頭腦中的“圖式結(jié)構(gòu)”（大腦中儲存的背景知識），引導(dǎo)他們根據(jù)文章標(biāo)題、插圖和有關(guān)問題做出相應(yīng)的討論并預(yù)測文章內(nèi)容。預(yù)測的結(jié)果并不重要，重要的是預(yù)測的過程，它可以使學(xué)生積極地參與到學(xué)習(xí)過程中來?？焖匍喿x

快速閱讀有兩個主要目的：一是讀懂全文大意，理解中心思想（訓(xùn)練“略讀”技能）；二是根據(jù)閱讀要求尋找所需準確的具體信息（訓(xùn)練“瀏覽”技能），忽略其他暫時不需要的信息。細讀

3.1讀懂文章，找出細節(jié)

采用“自上而下”的教學(xué)途徑，在學(xué)生理解了課文大意的前提下，教師給出細節(jié)的問題，學(xué)生帶著問題再讀課文，獲取有關(guān)what, where, when, why, who, how等文中可能涉及的基本事實，以及利用語境推測生詞詞義。這類活動常采用列表的形式，教師提問，學(xué)生回答，師生配合，共同完成列表的工作。當(dāng)然，判斷正誤（true or false）也是常用的教學(xué)活動。組織活動的形式通常是小組或全班討論；答案不求統(tǒng)一，但分析說明必須言之有理。

3.2分析課文結(jié)構(gòu)，培養(yǎng)語篇能力 在理解課文的基礎(chǔ)上，教師用多媒體、黑板等教具展示課文的組織結(jié)構(gòu)。通過分析課文的結(jié)構(gòu)，學(xué)生能夠更清楚地理解課文，更重要的是，這樣做可以幫助學(xué)生學(xué)會從整體上把握課文，了解如何圍繞主題展開討論，了解段落與段落、句與句之間的邏輯聯(lián)系，逐步地培養(yǎng)他們的語篇能力。

4語言重點 4.1語言知識要點

采用“自上而下”的教學(xué)途徑教閱讀課，對語言點的處理的時間是安排在對課文的理解之后，這樣做的目的有兩個：一是可以分散重點和難點，教師可以先集中精力幫助學(xué)生解決對課文的理解的困難，然后再解決語言點的問題；二是“先見林后見樹”的學(xué)習(xí)效果往往勝過“先見樹后見林”，因為在已熟悉的上下文中討論新的語言點更容易讓學(xué)生感知、理解、接受和掌握；如果在學(xué)生學(xué)會理解課文之前先教課文中的語言點，除了會讓學(xué)生感到這種學(xué)習(xí)過程枯燥乏味，更糟的是脫離了有意義上下文的語言點教學(xué)很難讓學(xué)生產(chǎn)生聯(lián)想，也很難記憶。語言點一般包括詞匯和習(xí)語的用法、語法結(jié)構(gòu)等。

4.2語言運用

圍繞課文開展各種形式的語言運用活動，如復(fù)述課文、問題討論、辯論、角色扮演、采訪、調(diào)查、仿寫與所學(xué)課文類似的小文章；也可練習(xí)改寫、續(xù)寫課文等。學(xué)生通過自己的親身經(jīng)歷，感受在完成有創(chuàng)造性思維、有挑戰(zhàn)性的任務(wù)之后的成功和滿足。