英語學(xué)科教學(xué)論A卷.doc

江蘇師范大學(xué) 外國語學(xué)院 許露露期末考試復(fù)習(xí)1、 填空1、 任務(wù)的類型 classification of task( Pica. Kanagy and Falodun, 1993):Jigsaw tasks 拼圖型任務(wù)Information-gap tasks信息差型任務(wù)Problem-solving tasks 解決問題型任務(wù)Decision-making tasks做出決定型任務(wù)Opinion exchange tasks交換意見型任務(wù)2、 詞匯的類型：Passive vocabulary/receptive vocabulary 消極詞匯。Refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking and writing.Active vocabulary/productive vocabulary 積極詞匯3、 詞匯歸類記憶：Students can bu guided to organize the words according to different categories(movie/music) or topics(job hunting) 缺一個(gè)4、 詞匯學(xué)習(xí)策略Review regularly(定期復(fù)習(xí)）Guessing meaning from context 根據(jù)上下文猜測詞義organize vocabulary effectively 有效地歸類詞匯 use a dictionary使用詞典manage strategy use策略使用5、 常用的學(xué)生分組活動：whole class work全班集體活動pair work結(jié)對活動group work 小組活動individual work個(gè)人學(xué)習(xí)6、 閱讀教學(xué)模式 bottom-up model自下而上模式,top-down model 自上而下模式and interactive model互動模式.7、 英語教學(xué)的基本原則：語音語法詞匯綜合教學(xué)原則、階段側(cè)重原則、交際性原則、以學(xué)生為中心的原則、以及利用和控制使用本族語的原則。8、 分析評議一節(jié)英語課：關(guān)于教學(xué)原則、關(guān)于教學(xué)目標(biāo)、關(guān)于教學(xué)過程、關(guān)于課型和教學(xué)環(huán)節(jié)、以及關(guān)于教具的使用、板書、教態(tài)、課堂氣氛和對偶發(fā)事件的處理等方面。2、 簡答題1、 任務(wù)型教學(xué)法的定義和優(yōu)點(diǎn)。Task-based Language Teaching(TBLT)refers to an approach based on the use of tasks in our daily life as the core unit of planning and instruction in language.所謂任務(wù)型語言教學(xué)，其核心思想就是要模擬人們生活中人們運(yùn)用語言所從事的各類活動，把語言教學(xué)與學(xué)習(xí)者在今后的日常生活中的語言應(yīng)用結(jié)合起來。（1） TBLT stressed the students learning. The tasks can contribute to whole-person development.任務(wù)型教學(xué)法強(qiáng)調(diào)學(xué)生的學(xué)習(xí)過程，學(xué)習(xí)任務(wù)可以幫助學(xué)生全身心的發(fā)展。（2） The attention to students needs,interests and abilities means that we should vary our teaching styles to take account of the different learning ways.關(guān)注學(xué)生的需求、興趣以及能力發(fā)展，教師需要采用不同學(xué)習(xí)方式來使教學(xué)風(fēng)格多樣化。（3） Have a balance between the focus on holistic communication and the focus on form.關(guān)注交流，同時(shí)也關(guān)注語言形式。（4） TBLT is a very flexible form of teaching and learning.任務(wù)型教學(xué)法的教學(xué)和學(xué)習(xí)活動非常的靈活。2、 說課的概念和內(nèi)容說課的概念:說課就是教師口頭表述具體課題的教學(xué)設(shè)想及其理論依據(jù)，也就是授課教師在備課的基礎(chǔ)上，面對同行或教研人員，講述自己的教學(xué)設(shè)計(jì)，然后由聽者評說，達(dá)到互相交流，共同提高的目的的一種教學(xué)研究和師資培訓(xùn)的活動。說課的內(nèi)容可以劃分為四大塊。即：“說課標(biāo)”（課程標(biāo)準(zhǔn)與教材分析、教學(xué)方法）、“說教材”（參考或使用的主要配套資料、教輔材料、教學(xué)設(shè)施等）、“說教法”、“說學(xué)法”（教學(xué)過程和板書設(shè)計(jì)與其它說明等）。3、 Hedge所論述的交際能力主要包括哪幾個(gè)方面？（中英文）主要有5個(gè)方面：linguistic competence（語言能力）Pragmatic competence（語用能力）discourse competence（語篇能力）strategic competence（策略能力）Fluency（流利度）4、 教案通常應(yīng)包括哪些內(nèi)容：教學(xué)目的教學(xué)提綱教學(xué)過程教學(xué)重點(diǎn)教學(xué)難點(diǎn)教學(xué)教具指定作業(yè)評鑒考查板書設(shè)計(jì)備注心得a.課題（說明本課名稱） b.教學(xué)目的（或稱教學(xué)目標(biāo)，說明本課所要完成的教學(xué)任務(wù)） 知識目標(biāo)中，常用知道“了解”、理解”等詞語來表述。 技能目標(biāo)中，常用“學(xué)會”、“掌握”、“熟練掌握”等詞語來表述。 情感目標(biāo)中，常用“體會”、“體驗(yàn)”、“感受”、“認(rèn)識”等詞語來表述。 c課型與教學(xué)工具 d課時(shí)與教學(xué)方法（如：講授法、討論法、任務(wù)驅(qū)動法、交流法、互動法、練習(xí)法等） e教學(xué)重點(diǎn)（說明本課所必須解決的關(guān)鍵性問題） f教學(xué)難點(diǎn)（說明本課的學(xué)習(xí)時(shí)易產(chǎn)生困難和障礙的知識點(diǎn)）g教學(xué)過程（或稱課堂結(jié)構(gòu)，說明教學(xué)進(jìn)行的內(nèi)容、方法步驟）h作業(yè)處理（說明如何布置書面或口頭作業(yè)） i板書設(shè)計(jì)（說明上課時(shí)準(zhǔn)備寫在黑板上的內(nèi)容）j教學(xué)反思（成功的經(jīng)驗(yàn)和失敗的教訓(xùn)）三、論述題1、 請論述在任務(wù)型教學(xué)法中的任務(wù)都具有哪些特征或特點(diǎn)？1. One-way or two-way: whether the task involves a one-way exchange of information or two-way exchange.2. Convergent or divergent: whether the students achieve a common goal or several different goals.3. Collaborative or competitive: whether the students collaborate to carry a task or compete with each other on a task.4. Single or multiple outcomes: whether there is single outcome or marry different outcomes are possible.5. Concrete or abstract language: whether the task involves the use of concrete or abstract language.6. Simple or complex processing: whether the task requires relatively simple or complex cognitive processing.7. Simple or complex language: whether the linguistic demands of the task are relatively simple or complex.8. Reality-based or not reality-based whether the task mirrors a real world activity or is a pedagogical activity not found in the real world.2、如何成為一個(gè)優(yōu)秀的中學(xué)英語教師（6）To be a good English teacher does not only depend on his or her command of the language but on other elements.These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles. These three aspects constitute the professional competence of a good English teacher.However,the most important and most difficult part of being a good English teacher is not the professional competence but the development of it. The development of professional competence for a good English teacher involves two stages and a goal.The first stage is language development.All English teachers are supposed to have a sound of English. As language is the subject matter for a language teacher and also because language always changing,language development can never come to an end.The second stage involves three sub-stages:learning, practice,and reflection. The learning stage is actually the purposeful preparation which includes:learning from others experience,learning the received knowledge and learning from ones own experience as a learner. The learning stage is followed by practice that can be used in two senses. In one sense,it is a short period of time assigned to do teaching practice. The other sense of practice is the real classroom teaching. Teachers benefit from practice if they keep on reflection on what then have been doing.Ideally,a teacher should be able to attain his or her goal, that is the professional competence after some period of practice and reflection. Actually professional competence is a moving target or horizon,which professionals travel all their professional life but which is never finally attained. 四、綜合應(yīng)用 1)Teaching Objectives(3%) 2) Teaching Focus(6%)