英语学科教学论期末考试整理.docx
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英语学科教学论期末考试整理.docx
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英语学科教学论期末考试整理
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.Theadultsdonotnecessar
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