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1、精品文檔，僅供學(xué)習(xí)與交流，如有侵權(quán)請(qǐng)聯(lián)系網(wǎng)站刪除 英語教學(xué)法復(fù)習(xí)說明 一、?????? 復(fù)習(xí)依據(jù) 1．《小學(xué)英語教學(xué)法》――從理論到實(shí)踐 王薔 中央電大出版社 2．《小學(xué)英語教學(xué)法》導(dǎo)學(xué) 王篤勤 中央電大出版社 二、?????? 主要內(nèi)容 第一部分 有8個(gè)單元，應(yīng)該重點(diǎn)4點(diǎn)： 1．??????????? 兒童的年齡、學(xué)習(xí)等特征 2．??????????? 兒童的母語習(xí)得 3．??????????? 多元智力理論 4．??????????? 兒童的學(xué)習(xí)風(fēng)格 第二部分 是本教材的中心，也是復(fù)習(xí)的重中之重，其中包含了各種課型的教學(xué)以及歌曲、故事、游戲等在教學(xué)中的應(yīng)用。重點(diǎn)抓

2、兩點(diǎn)。一是各課型可以采取和常采用的活動(dòng)及課堂的操作程序，二是各類活動(dòng)或教學(xué)手段所適應(yīng)的課型教學(xué)，可以用于什么能力的培養(yǎng)。比如，考查時(shí)有的題就可以覆蓋面很大，包含聽、說、讀、寫。 第三部分 由兩部分組成，課堂管理和備課，兩部分都十分重要，課堂管理在單選及簡答中都有涉及，備課單設(shè)一題，也就是試卷中的最后一題，有50分的比重，是我們復(fù)習(xí)的重點(diǎn)之一。 第四部分 ?學(xué)習(xí)評(píng)估。這一部分理論性太強(qiáng)，不好理解。只要求能夠分清測(cè)試、評(píng)估與評(píng)價(jià)的關(guān)系，掌握終結(jié)性評(píng)估與過程性評(píng)估的不同。這里的不同，主要是服務(wù)對(duì)象的不同，評(píng)估方式的不同，利用手段的不同，以及結(jié)果展示的不同。 ?? ? 建議大家復(fù)習(xí)時(shí)除通讀課

3、本，掌握重點(diǎn)之外，重點(diǎn)要把握相關(guān)章節(jié)的“Our Comment”和“Summary”部分 。 三、?????? 題型 ??? 小學(xué)英語教學(xué)法考試有四部分組成，要求全部用英文作答。 1．正誤判斷題 （20％） 2．填空題（20％） 3．匹配題（10％） 4．活動(dòng)設(shè)計(jì)（50％） 復(fù)習(xí)題 I.State the followings are true or false; write T or F in the brankets. 1.（ ） In real life, language can be understood through the context, the bod

4、y language, the facial expressions and the tune of the speaker. 2.（ ）In learning a language, one does not have to understand meaning just from words of the language. 3.（ ） Behavior receiving positive comment is likely to be repeated and behavior receiving negative comment tends to disappear fo

5、rever. 4.（ ）Lesson planning is only necessary and beneficial to new teachers; experienced teachers don’t have to make lesson plans. 5.（ ）When working with children, the teacher should never smile and be kind to them. 6.（ ） It is important to build a non-threatening learning environment for

6、 the children to experience with the language and take risks in using the language. 7.（ ） Formative assessment focuses on the process of learning. 8.（ ） Children are easier to teach than adolescents or adults because they are more interested in and curious about new things. 9.（ ）Speaking ac

7、tivities do not need to be always reading aloud, reciting dialogues or repeating what the teacher says. 10.（ ） Games can provide a meaningful context for activity and help develop both a positive classroom atmosphere and a more effective learning environment. Which of the following concern targe

8、t needs, and which concern learning needs. Write “T” for target needs and “L” for learning needs. 1. ( ) Why are the learners taking the course? 2 ( ) Why is the language needs? 3. ( ) What is students’ attitude towards English? 4. ( ) How will the language be used? 5. ( )

9、What sort of techniques are likely to bore them? 6. ( ) What will the content area be? 7. ( ) Where will the language be used? 8. ( ) What is the learning background o the students? 9. ( ) What resources are available? 10.( ) What are the students’interests? Which of the fo

10、llowing are true of first language acquisition ? Tick in the blank. 1. ( ) systematic study 2. ( ) free learning environment 3. ( ) try and error 4. ( ) formal instruction 5. ( ) mechanical practice 6. ( ) care-take talk 7. ( ) silent listening 8. ( ) minimal

11、 pair practice. Which of the following are true of L1 acquisition and which are true of L2 learning? Write “A” for acquisition and “L” for learning. 1. ( ) rich language environment 2. ( ) conscious learning of language structures 3. ( ) long time of listening before speaking 4. (

12、 ) little error correction 5 ( ) more focus on form 6. ( ) learning for communication 7. ( ) more instrumentally motivated 8. ( ) active use of language II. Blank filling 1. The initials TPR stand for . 2. The teaching games that aim to practice new language items

13、and develop accuracy and are often used with the whole class is games. 3. When presenting new language, it is best to ask questions to the whole class first, then to groups and finally to . 4. According to Brewster, Ellis and Girard, the noisier the teacher is, the noisier the

14、 will become. 5. We plan our lessons at three different levels. The first level focuses on long-term planning, the second level on short-term planning and the third on__________ planning. 6. Assessment is often divided into assessment and formative assessment. 7. “ ” mean

15、s children learn when they are enjoying themselves without knowing that they are learning. 8. Stories create opportunities for developing in children’s learning since they can be chosen to consolidate learning in other subjects across the curriculum. 9. Pupils vary in their ways of learni

16、ng. By using role-plays/drama we can discover their in learning and in performing different roles. 10. An error occurs because the learner does not know the rule while a mistake is often caused by the learner’s or anxiety. III. What role does the teacher play in the following act

17、ivities? 1. The teacher gives students two minutes to skim a text, and when time is up, he asks students to stop and answer some questions. 2. T: Do you have any hobbies? S: Yes, I like singing and dancing. T: Um, and…? S: I also collect coins. 3. The teacher writes one of the five numbers on

18、a number of cards. Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn 2 will form group 2. Thus the students are putting into five groups in a random way. 4. When a student says “ I borrowed a paper to write a letter.” the teacher says, “ Well, we

19、 don’t say a paper, we say a piece of paper.” 5. When the students are doing a group-work task, the teacher joins one or two groups for a shot period of time. 6. While doing a writing task either individually or in groups, the students need to use a particular word they do not know. So they ask th

20、e student. A. source of help 1.__________________________ B. controller 2.___________________________ C. participant 3.___________________________ D. assessor 4.___________________________ E. organizer 5.____________________________ F. prompter 6

21、.____________________________? IV. Design a lesson plan Directions: In this part, you are to design a 15-minute speaking activity according to the material given. Make sure you include all the items of an activity described in the textbook (objective, organization, assumed time, procedure, predict

22、ed problems and solutions). You can write your design of the activity according to the table given. Make sure you give the assumed time for each step. I like singing Kate: You often sing songs, Rose. Rose: Yes, I like singing. Do you like it? Kate: Yes. But I like dancing best. How about you, Li

23、sa? Lisa: I like drawing. Kate: And you, Mary? Mary: I like reading. Look! I have a new story book here. Kate: Can we read it? Mary: Yes, let’s read it together! 根據(jù)以下課文，結(jié)合所學(xué)的教學(xué)理論，寫一篇教案。要求步驟清晰，每一步驟先簡述理論，然后寫出具體操內(nèi)容。 ?It is good manners for an Arab to stand close to his friend when they are talki

24、ng . But English people do not like to be too close to one another unless there is a reason. It could be very interesting to watch an Arab and an Englishman talking together. The Arab who is friendly will stand close to his friend, but the Englishman will move back in order to deep a certain dist

25、ance away. When they finish their talk, the two may be quite a distance from the place where they were standing. People from the United States or Arab countries stand closer than people from Britain when they are talking together. City people in Britain and the States stand closer than those who

26、live in the country. When one uses a foreign language, it is important to know the meanings of gestures and movements in the foreign county. Using body language in a correct way will help communicate with people and make the stay in a foreign country easy and comfortable. Objective ? Classroom organization ? Predicted problem(s) ? Solution(s) ? Procedure 1) 2) 3) … 活動(dòng)設(shè)計(jì)要求：要把課堂每一個(gè)活動(dòng)的目的，活動(dòng)方式，活動(dòng)的操作程序，以及可能會(huì)出現(xiàn)的問題都考慮進(jìn)去，還要估算出每一步驟可能會(huì)占用的時(shí)間。 【精品文檔】第 9 頁