《英语教学法》上下课程教学重点难点及要求.docx
- 文档编号:6576778
- 上传时间:2023-01-08
- 格式:DOCX
- 页数:11
- 大小:24.04KB
《英语教学法》上下课程教学重点难点及要求.docx
《《英语教学法》上下课程教学重点难点及要求.docx》由会员分享,可在线阅读,更多相关《《英语教学法》上下课程教学重点难点及要求.docx(11页珍藏版)》请在冰豆网上搜索。
《英语教学法》上下课程教学重点难点及要求
《英语教案法》<上)<下)课程教案重点、难点及要求
Unit1导论
1.学习理论:
行为主义学习理论,认知学习理论和结构学习理论;
2.Krashen有关第二语言习得地5个假说,“学习”与“习得”地不同,包括Ellis地InstructedSecondLanguageAcquisition,以及对外语教案地启示;
3.外语教案发展史.要求掌握各教案法地理论基础、课堂操作方式、适合地教案内容和教案对象以及优缺点等;
4.课程设置,各类大纲和课程之间地关系,评估现行中学英语教材.掌握LARA策略,合理使用教材为教案服务;
5.需求分析理论 6.教师地自我发展,包括教师职业素质地构成,教师自我发展地途径; 7.教案策略理论: 教案策略地内涵和教案策略地组成. Unit2交际法 1.交际教案法产生地背景; 2.交际地内涵以及对教案地启示; 3.交际教案法地原则及特征; 4.交际教案法地教案目标; 5.交际能力地内涵; 6.不同学者对交际教案法地诠释; 7.交际教案中教师和学生地角色; 8.交际教案对学习材料地要求,“真实”材料地运用; 9.交际教案课堂活动地安排,所采用地教案模式; 10.交际活动地内容; 11.根据自己地教材设计一堂交际教案课. Unit3阅读教案 1.“阅读”地内涵,掌握有关阅读地几种观点,包括心理猜测理论和互动阅读理论. 2.影响有效/流畅阅读地因素; 3.有关良好阅读者地研究; 4.阅读教案中学生动机地激发; 5.阅读教案模式: top-downapproach,bottom-upapproach和interactiveapproach;各模式地理论依据,课堂操作方式,优缺点等; 6.阅读地层次,包括readthelines,readbetweenthelines和readbeyondthelines(plainsensereading,deductivereading,projectivereading>.能举例说明各阅读层次,如何开展教案活动培养三层阅读理解能力; 7.阅读过程: pre-reading,while-reading和post-reading.各阶段活动如何开展,运用地是什么教案模式,可开展哪些活动.要求能够就具体材料设计出各阅读阶段地教案活动,写成教案,进而在班内演示,能充分讨论具体材料地各种可能性操作; 8.阅读策略地培养,包括theStrategicTeachingMode,theCognitiveAcademicLanguageLearningApproach和theReciprocalTeachingApproach. Unit4听力教案 1.现实听与课堂听地不同,以及对外语教案地启示; 2.影响听力地因素; 3.听力教案中学生动机地激发; 4.听力教案模式: bottom-upapproach,top-downapproach和interactiveapproach.掌握各类模式地操作方式; 5.听力教案地内容,如何教授和训练这些内容; 6.听力策略和听力教案策略有哪些; 7.听力材料地选择; 8.听力教案活动地安排; 9.听力教案地过程: pre-reading,while-reading和post-reading,各阶段地教案目地,操作方式和可采用地活动.要求根据具体学习材料写出每一阶段地教案并在班内演示,充分讨论各种操作方式地适用性,有效性等. Unit5口语教案 1.现实生活中地口头交际特点以及对外语教案地启示; 2.会话技巧及其培养; 3.口语课地教案内容; 4.口语课地教案原则; 5.口语课地课堂教案模式,包括3P模式和task-basedapproach; 6.口语课地课堂教案程序: presentation,practice和production.掌握展示地内容、技巧方法和有效地教案活动.要求能根据具体地学习材料设计各阶段地教案. 《英语教案法》(下> Unit6写作教案 1.“goodwriting”地6大特点; 2.写作教案地原则; 3.写作教案地模式: 结果定向(product-orientedapproach>,内容定向(content-orientedapproach>,过程定向(process-orientedapproach>和交际定向(communication-orientedapproach>; 4.写作地基本要求; 5.过程定向写作模式地写作教案过程: pre-writing,drafting,revisingandediting,和seconddrafting; 6.写作与其它活动地结合. Unit7语法教案 1.显性语法教案和隐性语法教案; 2、语法教案地原则<动机原则,效率原则,变化原则,全面原则,程序原则,交际原则和手段原则)是什么,在教案中如何体现; 3、语法教案地模式: 演绎教案模式(deductiveapproach>、归纳教案模式(inductiveapproach>和基于任务地教案模式(task-basedapproach>; 4、语法教案地程序: presentation,practice,production和evaluation; 5、阅读和听说课中地语法教案. Unit8词汇教案 1. 词汇教案地内容<意义,语法,信息和运用); 2、单词地记忆方法以及对教案地启示; 3、词汇地选择,即教案中词汇选择地标准; 4、词汇教案地过程教案模式: “展示”“运用”和“测评”; 5、词汇学习地策略和词汇记忆技巧; 6、词汇教案中学生学习动机地激发; 7、要求能根据具体语言材料撰写词汇教案教案,设计出词汇教案地活动. Unit9备课 1. “lesson”所包含地内容<至少5部分); 2、影响“教案设计”地因素<物理因素,人文因素和大纲因素); 3、教案设计中应考虑地因素<至少8条); 4、“教案”地组成部分; 5、教案设计中对教材地处理; 6、教案地两种格式: 图表式和文字叙述式; 7、教案地语言要求; 8、将本单元教案地撰写与听、说、阅读、写作等具体课型联系起来,要求根据具体地课程材料写出教案. Unit10andUnit11课堂管理<上)<下) 1、影响课堂组织地因素; 2、课堂组织地内容; 3、课堂组织中教师地角色; 4、课堂组织中课堂交互模式; 5、教师指令给予地原则; 6、课堂教案中教师如何“纠错”; 7、如何创造舒适地学习环境及如何激发学生地动机;; 8、课堂教案中地提问在课堂组织中地运用,提问地策略; 9、如何处理不守纪律地学生及学生之间地不平衡; 10、应能举出课堂组织地各种实例,综合各个学生地意见,讨论处理方式地得体性,挖掘其对语言学习,语言教案,以及教育和心理学知识地运用; 11、如何在教案中展示课堂组织地方式. Unit12测试 1.测试类型; 2.测试设计地基本原则; 3.设计阅读、词汇、语法、听力、写作等各项能力地测试; 4.阶段测试与教案地关系; 5.学习进度情况测试. 英语教案法<2)样题 SectionI.BasicTheoriesandPrinciples(30points> Directions: ChoosethebestanswerfromA.B.orCforeachquestion.WriteyouranswerontheAnswerSheet. 1.Whatkindofcohesivedevicesisusedtolinksentencesthroughsignalingrelationshipsbetweensentencesbymeansofanaphoraorbackreference? A.Cohesivedevicesthatindicatemeaningrelationshipsbetweenorwithinsentences,suchasapartfrom,inorderto,since,however,notonly,andbutalso. B.Grammaticaldevicesthatestablishlinkstofromthecohesionofatext,suchasit,this,the,here,that,andsoon. C.Lexicaldevicesthatusetherepetitionofkeywordsorsynonymouswordstolinksentencestogether. 2.Whatwillagoodwriterusuallydointhepre-writingstageofthewritingprocess? A.Makedecisionsonthepurpose,theaudience,thecontents,andtheoutlineofthewriting. B.Concentrateongettingthecontentrightfirstandleavethedetailslikecorrectingspelling,punctuation,andgrammaruntillater. C.Developarevisingchecklisttopinpointtheweaknessesofhis/herwritingandfocusontheflawslikelytoappearintheirdrafts. 3.Writingexerciseslikecompletion,reproduction,compression,andtransformationaremainlythetypeofexercisesusedinwhichwritingtasks? A.Controlledwriting. B.Guidedwriting. C.Freewriting. 4.Whichtypeofgrammartendstoteachyouhowthegrammarisusedbythepeopleratherthanhowitshouldbeused? A.Descriptivegrammar. B.Prescriptivegrammar. C.Traditionalgrammar. 5.Whenthestudentsaregiventhestructureinanauthenticornearauthenticcontextandareaskedtoworkouttheruleforthemselves,whatkindofmethodtheirteacherisusing? A.Deductivegrammarteaching. B.Inductivegrammarteaching. C.Traditionalgrammarteaching. 6.InwhichstageofthePresentation-Practice-Productionapproachwillstudentshavethechancetousethelanguagefreelyandincorporateitintotheirexistinglanguage? A.PresentationStage. B.PracticeStage. C.ProductionStage. 7.Howcanwehelpstudentstomemorizeanewwordmoreeffectively? A.Putthenewwordinacontext,relateittoknownwords,anduseillustrations. B.Pre-teachthenewwordofatext,pronounceitcorrectly,andgroupit. C.Putthenewwordinalistofunconnectedwordswithillustrations. 8.Whichofthefollowingtechniquescanbestpresenttheword“pollution”? A.Showordrawapicture. B.Giveadefinitionoranexample. C.Demonstratethemeaningbyactingormiming. 9.Whethertwowordsgotogetherwitheachotherornotisanissueofwhat? A.Connotation. B.Register. C.Collocation. 10.Amongthefollowingfactorsthatmayaffectalessonplan,whichoneincludesclassroomsize? A.Humanfactors. B.Physicalconditions. C.Syllabusandtesting. 11.Whatarethemostimportantpartsofalessonplan? A.Textbooksandclassroomaids. B.Anticipationofproblemsandflexibilityindealingwiththem. C.Objectivesofthelessonandproceduretoachievethem. 12.Whydoweneedtodesigntaskstosupplementthetextbook? A.Textbooksusuallyarenotwellwritten. B.Textbooksneedadaptationstofittheneedsoftheirtargetstudents. C.Textbooksonlycoveralimitedamountoflanguageskills. 13.Amongthefivesubcategoriesofclassroommanagement,thatispeople,language,environment,organizationandtools,whichofthefollowingelementscanbeclassifiedunderenvironment? A.Textbook,exercisebook,teacher’sbook,andblackboard. B.Interactionbetweenteacherandstudents. C.Arrangementofdesksandchairs. 14.Whatroledoesateachertaketocreateanenvironmentinwhichlearningcantakeplace? A.Instructor. B.Manager. C.Assessor. 15.Wholeclassteaching,pairwork,groupwork,andgamesareactivitiesunderwhichsubcategoryofclassroommanagement? A.People. B.Environment. C.Organization. SectionII: ProblemSolving(30points> Directions: Belowarefivesituationsintheclassroom.Eachhasaproblem.First,identifytheproblem.Second,provideyoursolutionaccordingtothecommunicativelanguageteachingprinciples.Youshouldelaborateontheproblem(s>andsolution(s>properly.WriteyouranswerontheAnswerSheet. 16.Inawritingclass,theteacherasksthestudentstowriteanarticleabouttheirhometown.Tohelpthestudents,theteacheralsoprovidesawell-writtenarticleabouthometownbyafamouswriterasasample.Studentsareinstructedtofollowthestyleandtheorganizationofideasofthesamplearticle. 17.Inagrammarclass,theteacherteachestheuseof“some”and“any”inthefollowingway: A.Explainstherulesoftheirusage. B.Providessomeexamplestoillustratetheusageofthetwowords. C.Askthestudentstodopatterndills. D.Askthestudentstoapplytherulestogivensituations. 18.Whenteachinganewreadingpassage,theteacherwritesallthenewwordsontheblackboardandasksthestudentstolookthemindictionaries.ThentheteacherexplainsthemeaningofthesenewwordsinsimpleEnglish,usuallybyprovidingsomeexamplesoftheirusage.Sometimes,theteachermayprovidetheChineseversionsforthesewords.Afterdealingwiththevocabulary,theteacherwillthenshifttheirfocustothereadingpassage. 19.Whenpreparingalesson,someteachersjustrelyontheteacher’sbook.Beforeteachingalesson,theywilljustlookupthenewwordsinthedictionaryandcopyparaphrasesfromtheteacher’sbookontothestudent’sbook.Inclass,theywilljustfollowtheinstructionsprovidedbytheteacher’sbook. 20.Thisisatraditionalclassroom.Thestudent’sdesksarearrangedneatlyinrowsandcolumns,whiletheteacher’sdeskisplacedinthefronttheclassroomonaplatform.Theteachercomesintotheclassroom.Allstudentsstanduptogreettheteacherandtheteachergreetsback.Thentheteacherstartstotalkandthestudentsstarttotakenotes.Fromtimetotime,theteacherwillasksomequestionstothewholeclass,andthosestudentswhoknowtheanswerswillrespond.Atothertime,theteacherwillpointatanindividualstudentandasksaquestion.Theteacheralsoasksthestudentstodosomereadingsorexercisesquietlyinclass.Asthestudentsfinishtheirjob,theteachercollectstheirworkandtellsthemthattheywillgetfeedbackoverthenextweek. SectionIII: Mini-lessonPlan Directions: Readthetwotextbelowandcompletetheteachingplans.WriteyouranswerontheAnswerSheet. 21.Pleasedesignawritingactivityforawritingclassbasedonthefollowinginstruction: Studythetwotexts,whicharebasedoninformationgiveninthetable.Thenwritesimil
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 英语教学法 英语 教学法 上下 课程 教学 重点难点 要求