英语教学法

名词解释

1.The guided discovery method: is similar to the inductive method in

that the students are induced to discover rules by themselves but

different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught

explicitly.

2.Receptive vocabulary: refers to words that one is able to recognize

and comprehend in reading or listening but unable to use

automatically in speaking or writing.

Productive vocabulary: refers to words that one is not only able to recognize but also able to use in speech and writing.

3.Bottom-up model: In the bottom-up model, listening comprehension

is believed to start with sound and meaning recognitions.

Top-down model: In the top-down model, listening for gist and

making use of the contextual clues and background knowledge to

construct meaning are emphasis.

4.Reading comprehension: Reading is the construction of meaning

from a printed or written message. Reading comprehension involves extracting the relevant information from the text as efficiently as

possible, connecting the information from the written message with one’s own knowledge to arrive at an understanding.

5.Conferencing: refers to a private meeting between the teacher and

each individual student. It’s important for teachers to talk face to face with students about their writing, pointing out their strength and

weaknesses.

简答题

1.Developing vocabulary learning strategies:

1.Review regularly(students need to be encouraged to revise the

newly learnt vocabulary on a regular basis so that they are able to

take‘ownership’ of these words and start using them confidently)

2.Guess meaning from context(students need the teacher’s help

regarding what contextual clues to look for and how these clues

can contribute to the discovery of meaning)

https://www.wendangku.net/doc/6f11182094.html,anize vocabulary effectively(considering the massive English

vocabulary, it is necessary for the teacher to guided students to

organize the words they encounter)

https://www.wendangku.net/doc/6f11182094.html,e a dictionary(choosing a bi-lingual or monolingual dictionary

for independent learning, and keeping a vocabulary notebook)

5.Manage strategy use(students should be guided constantly to

self-evaluate the effectiveness of their strategy)

2.Principles for teaching listening:

1.Focus on process(first they have to hear what is being said, then

they have to pay attention, and construct a meaningful message in

their mind by relating what they hear to what they already know)

https://www.wendangku.net/doc/6f11182094.html,bine listening with other skills, especially

speaking(listening can be practiced with note-taking, and answers, role play, retelling, interviewing, discussions, or a writing task)

3.Focus on the comprehension of meaning(It is important to design

tasks that do not ask learners to remember details that they

wouldn’t even remember in their native language)

4.Grade difficulty level appropriately(three main categories that

affect task, 1.type of language used; 2.task or purpose in listening;

3.context in which the listening occurs)

3.Four common features of spoken language:

https://www.wendangku.net/doc/6f11182094.html,ing less complex syntax

2.Taking short cuts, e.g. incomplete sentences

https://www.wendangku.net/doc/6f11182094.html,ing fixed conventional phrases/chunks

https://www.wendangku.net/doc/6f11182094.html,ing devices such as fillers, hesitation device to give time to think

before speaking

4.Differences between spoken and written language

Spoken language: spontaneous; sentences are often incomplete,

ungrammatical, and full of hesitations, false starts,

and redundancies; if it is not recorded, spoken

language can’t be listened to again, it is expected

to be understood immediately.

Written language: well planned; sentences are often carefully

constructed and well organized; written language is

comparatively speaking permanent, it can be read

as often as necessary.

5.Principles for teaching speaking

1.Balancing accuracy-based with fluency-based practices

2.Contextualizing practice

3.Personalizing practice

4.Building up confidence

5.Maximizing meaningful interactions

6.Helping students develop speaking strategies

7.Making the best use of classroom learning environment to provide

sufficient language input and practice for students

6.Reading comprehension questions:

1.Questions of literal comprehension

2.Questions involving reorganization or reinterpretation

3.Questions for inferences

4.Questions for evaluation or appreciation

5.Questions for personal response

7.Eight principles can help teachers motivate students to write:

1.Make the topic of writing as close as possible to students’ life

2.Leave students enough room for creativity and imagination

3.Prepare students well before writing

4.Encourage collaborative group writing as well as individual writing

5.Provide opportunities for students to share their writings

6.Provide constructive and positive feedback

7.Treat students’ errors strategically

8.Give students a sense of achievement from time to time

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英语教学方法

英语教学方法 Document number：NOCG-YUNOO-BUYTT-UU986-1986UT

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总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：

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