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1、《英語教學(xué)法》（上）（下）課程教學(xué)重點(diǎn)、難點(diǎn)及要求 Unit 1 導(dǎo)論 1．學(xué)習(xí)理論：行為主義學(xué)習(xí)理論，認(rèn)知學(xué)習(xí)理論和結(jié)構(gòu)學(xué)習(xí)理論； 2．Krashen有關(guān)第二語言習(xí)得的5個(gè)假說，“學(xué)習(xí)”與“習(xí)得”的不同，包括Ellis的Instructed Second Language Acquisition，以及對(duì)外語教學(xué)的啟示； 3．外語教學(xué)發(fā)展史。要求掌握各教學(xué)法的理論基礎(chǔ)、課堂操作方式、適合的教學(xué)內(nèi)容和教學(xué)對(duì)象以及優(yōu)缺點(diǎn)等； 4．課程設(shè)置，各類大綱和課程之間的關(guān)系，評(píng)估現(xiàn)行中學(xué)英語教材。掌握LARA策略，合理使用教材為教學(xué)服務(wù)； 5．需求分析理論（Needs Analysis）以

2、及在教學(xué)中的運(yùn)用； 6．教師的自我發(fā)展，包括教師職業(yè)素質(zhì)的構(gòu)成，教師自我發(fā)展的途徑； 7．教學(xué)策略理論：教學(xué)策略的內(nèi)涵和教學(xué)策略的組成。 Unit 2 交際法 1．交際教學(xué)法產(chǎn)生的背景； 2．交際的內(nèi)涵以及對(duì)教學(xué)的啟示； 3．交際教學(xué)法的原則及特征； 4．交際教學(xué)法的教學(xué)目標(biāo)； 5．交際能力的內(nèi)涵； 6．不同學(xué)者對(duì)交際教學(xué)法的詮釋； 7．交際教學(xué)中教師和學(xué)生的角色； 8．交際教學(xué)對(duì)學(xué)習(xí)材料的要求，“真實(shí)”材料的運(yùn)用； 9． 交際教學(xué)課堂活動(dòng)的安排，所采用的教學(xué)模式； 10． 交際活動(dòng)的內(nèi)容； 11． 根據(jù)自己的教材設(shè)計(jì)一堂交際教學(xué)課。 Unit 3 閱讀教學(xué)

3、 1．“閱讀”的內(nèi)涵，掌握有關(guān)閱讀的幾種觀點(diǎn)，包括心理猜測(cè)理論和互動(dòng)閱讀理論。 2．影響有效/流暢閱讀的因素； 3．有關(guān)良好閱讀者的研究； 4．閱讀教學(xué)中學(xué)生動(dòng)機(jī)的激發(fā)； 5．閱讀教學(xué)模式：top-down approach, bottom-up approach 和interactive approach；各模式的理論依據(jù)，課堂操作方式，優(yōu)缺點(diǎn)等； 6．閱讀的層次，包括read the lines, read between the lines 和 read beyond the lines (plain sense reading, deductive reading, proj

4、ective reading)。能舉例說明各閱讀層次，如何開展教學(xué)活動(dòng)培養(yǎng)三層閱讀理解能力； 7．閱讀過程：pre-reading, while-reading 和post-reading。各階段活動(dòng)如何開展，運(yùn)用的是什么教學(xué)模式，可開展哪些活動(dòng)。要求能夠就具體材料設(shè)計(jì)出各閱讀階段的教學(xué)活動(dòng)，寫成教案，進(jìn)而在班內(nèi)演示，能充分討論具體材料的各種可能性操作； 8．閱讀策略的培養(yǎng)，包括the Strategic Teaching Mode, the Cognitive Academic Language Learning Approach 和the Reciprocal Teaching App

5、roach。 Unit 4 聽力教學(xué) 1．現(xiàn)實(shí)聽與課堂聽的不同，以及對(duì)外語教學(xué)的啟示； 2．影響聽力的因素； 3．聽力教學(xué)中學(xué)生動(dòng)機(jī)的激發(fā)； 4．聽力教學(xué)模式：bottom-up approach，top-down approach 和interactive approach。掌握各類模式的操作方式； 5．聽力教學(xué)的內(nèi)容，如何教授和訓(xùn)練這些內(nèi)容； 6．聽力策略和聽力教學(xué)策略有哪些； 7．聽力材料的選擇； 8．聽力教學(xué)活動(dòng)的安排； 9．聽力教學(xué)的過程：pre-reading, while-reading 和post-reading，各階段的教學(xué)目的，操作方式和可采用的活動(dòng)。

6、要求根據(jù)具體學(xué)習(xí)材料寫出每一階段的教案并在班內(nèi)演示，充分討論各種操作方式的適用性，有效性等。 Unit 5 口語教學(xué) 1．現(xiàn)實(shí)生活中的口頭交際特點(diǎn)以及對(duì)外語教學(xué)的啟示； 2．會(huì)話技巧及其培養(yǎng)； 3．口語課的教學(xué)內(nèi)容； 4．口語課的教學(xué)原則； 5．口語課的課堂教學(xué)模式，包括3P模式和task-based approach； 6．口語課的課堂教學(xué)程序：presentation, practice 和production。掌握展示的內(nèi)容、技巧方法和有效的教學(xué)活動(dòng)。要求能根據(jù)具體的學(xué)習(xí)材料設(shè)計(jì)各階段的教案。 《英語教學(xué)法》(下) Unit 6 寫作教學(xué) 1. “good wri

7、ting”的6大特點(diǎn)； 2. 寫作教學(xué)的原則； 3. 寫作教學(xué)的模式：結(jié)果定向(product-oriented approach)，內(nèi)容定向(content-oriented approach)，過程定向(process-oriented approach)和交際定向(communication-oriented approach)； 4. 寫作的基本要求； 5. 過程定向?qū)懽髂Ｊ降膶懽鹘虒W(xué)過程：pre-writing, drafting, revising and editing, 和second drafting； 6. 寫作與其它活動(dòng)的結(jié)合。 Unit 7 語法教學(xué)

8、 1．顯性語法教學(xué)和隱性語法教學(xué)； 2、語法教學(xué)的原則（動(dòng)機(jī)原則，效率原則，變化原則，全面原則，程序原則，交際原則和手段原則）是什么，在教學(xué)中如何體現(xiàn)； 3、語法教學(xué)的模式：演繹教學(xué)模式(deductive approach)、歸納教學(xué)模式(inductive approach)和基于任務(wù)的教學(xué)模式(task-based approach) ； 4、語法教學(xué)的程序：presentation，practice ，production和evaluation； 5、閱讀和聽說課中的語法教學(xué)。 Unit 8 詞匯教學(xué) 1.????? 詞匯教學(xué)的內(nèi)容（意義，語法，信息和運(yùn)用）；

9、 2、單詞的記憶方法以及對(duì)教學(xué)的啟示； 3、詞匯的選擇，即教學(xué)中詞匯選擇的標(biāo)準(zhǔn)； 4、詞匯教學(xué)的過程教學(xué)模式：“展示”“運(yùn)用”和“測(cè)評(píng)”； 5、詞匯學(xué)習(xí)的策略和詞匯記憶技巧； 6、詞匯教學(xué)中學(xué)生學(xué)習(xí)動(dòng)機(jī)的激發(fā)； 7、要求能根據(jù)具體語言材料撰寫詞匯教學(xué)教案，設(shè)計(jì)出詞匯教學(xué)的活動(dòng)。 Unit 9 備課 1.??? “l(fā)esson”所包含的內(nèi)容（至少5部分）； 2、影響“教案設(shè)計(jì)”的因素（物理因素，人文因素和大綱因素）； 3、教案設(shè)計(jì)中應(yīng)考慮的因素（至少8條）； 4、“教案”的組成部分； 5、教案設(shè)計(jì)中對(duì)教材的處理； 6、教案的兩種格式：圖表式和文字?jǐn)?/p>

10、述式； 7、教案的語言要求； 8、將本單元教案的撰寫與聽、說、閱讀、寫作等具體課型聯(lián)系起來，要求根據(jù)具體的課程材料寫出教案。 Unit 10 and Unit 11 課堂管理（上）（下） 1、影響課堂組織的因素； 2、課堂組織的內(nèi)容； 3、課堂組織中教師的角色； 4、課堂組織中課堂交互模式； 5、教師指令給予的原則； 6、課堂教學(xué)中教師如何“糾錯(cuò)”； 7、如何創(chuàng)造舒適的學(xué)習(xí)環(huán)境及如何激發(fā)學(xué)生的動(dòng)機(jī)；； 8、課堂教學(xué)中的提問在課堂組織中的運(yùn)用，提問的策略； 9、如何處理不守紀(jì)律的學(xué)生及學(xué)生之間的不平衡； 10、應(yīng)能舉出課堂組織的各種實(shí)例，綜合各

11、個(gè)學(xué)生的意見，討論處理方式的得體性，挖掘其對(duì)語言學(xué)習(xí)，語言教學(xué)，以及教育和心理學(xué)知識(shí)的運(yùn)用； 11、如何在教案中展示課堂組織的方式。 Unit 12 測(cè)試 1． 測(cè)試類型； 2． 測(cè)試設(shè)計(jì)的基本原則； 3． 設(shè)計(jì)閱讀、詞匯、語法、聽力、寫作等各項(xiàng)能力的測(cè)試； 4． 階段測(cè)試與教學(xué)的關(guān)系； 5． 學(xué)習(xí)進(jìn)度情況測(cè)試。 英語教學(xué)法（2）樣題 Section I. Basic Theories and Principles (30 points) Directions: Choose the best answer from A.B. or C for each questi

12、on. Write your answer on the Answer Sheet. 1．What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back reference? A. Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, i

13、n order to, since, however, not only, and but also. B. Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on. C. Lexical devices that use the repetition of key words or synonymous words to link sentences together. 2. What will a good

14、 writer usually do in the pre-writing stage of the writing process? A. Make decisions on the purpose, the audience, the contents, and the outline of the writing. B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.

15、 C. Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts. 3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasks? A. Controlled w

16、riting. B. Guided writing. C. Free writing. 4．Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be used? A. Descriptive grammar. B. Prescriptive grammar. C. Traditional grammar. 5. When the students are given the structure in an authentic

17、 or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is using? A. Deductive grammar teaching. B. Inductive grammar teaching. C. Traditional grammar teaching. 6. In which stage of the Presentation-Practice-Production approach will student

18、s have the chance to use the language freely and incorporate it into their existing language? A. Presentation Stage. B. Practice Stage. C. Production Stage. 7. How can we help students to memorize a new word more effectively? A. Put the new word in a context, relate it to known words, and use

19、illustrations. B. Pre-teach the new word of a text, pronounce it correctly, and group it. C. Put the new word in a list of unconnected words with illustrations. 8. Which of the following techniques can best present the word “pollution”? A. Show or draw a picture. B. Give a definition or an e

20、xample. C. Demonstrate the meaning by acting or miming. 9. Whether two words go together with each other or not is an issue of what? A. Connotation. B. Register. C. Collocation. 10. Among the following factors that may affect a lesson plan, which one includes classroom size? A. Human factors

21、. B. Physical conditions. C. Syllabus and testing. 11. What are the most important parts of a lesson plan? A. Textbooks and classroom aids. B. Anticipation of problems and flexibility in dealing with them. C. Objectives of the lesson and procedure to achieve them. 12. Why do we need to de

22、sign tasks to supplement the textbook? A. Textbooks usually are not well written. B. Textbooks need adaptations to fit the needs of their target students. C. Textbooks only cover a limited amount of language skills. 13. Among the five subcategories of classroom management, that is people, lang

23、uage, environment, organization and tools, which of the following elements can be classified under environment? A. Textbook, exercise book, teacher’s book, and blackboard. B. Interaction between teacher and students. C. Arrangement of desks and chairs. 14. What role does a teacher take to creat

24、e an environment in which learning can take place? A. Instructor. B. Manager. C. Assessor. 15. Whole class teaching, pair work, group work, and games are activities under which subcategory of classroom management? A. People. B. Environment. C. Organization. Section II: Problem Solving (30

25、 points) Directions: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answ

26、er Sheet. 16. In a writing class, the teacher asks the students to write an article about their hometown. To help the students, the teacher also provides a well-written article about hometown by a famous writer as a sample. Students are instructed to follow the style and the organization of ideas

27、of the sample article. 17. In a grammar class, the teacher teaches the use of “some” and “any” in the following way: A. Explains the rules of their usage. B. Provides some examples to illustrate the usage of the two words. C. Ask the students to do pattern dills. D. Ask the students to apply

28、the rules to given situations. 18. When teaching a new reading passage, the teacher writes all the new words on the blackboard and asks the students to look them in dictionaries. Then the teacher explains the meaning of these new words in simple English, usually by providing some examples of their

29、usage. Sometimes, the teacher may provide the Chinese versions for these words. After dealing with the vocabulary, the teacher will then shift their focus to the reading passage. 19. When preparing a lesson, some teachers just rely on the teacher’s book. Before teaching a lesson, they will just loo

30、k up the new words in the dictionary and copy paraphrases from the teacher’s book onto the student’s book. In class, they will just follow the instructions provided by the teacher’s book. 20. This is a traditional classroom. The student’s desks are arranged neatly in rows and columns, while the te

31、acher’s desk is placed in the front the classroom on a platform. The teacher comes into the classroom. All students stand up to greet the teacher and the teacher greets back. Then the teacher starts to talk and the students start to take notes. From time to time, the teacher will ask some questions

32、to the whole class, and those students who know the answers will respond. At other time, the teacher will point at an individual student and asks a question. The teacher also asks the students to do some readings or exercises quietly in class. As the students finish their job, the teacher collects t

33、heir work and tells them that they will get feedback over the next week. Section III: Mini-lesson Plan Directions: Read the two text below and complete the teaching plans. Write your answer on the Answer Sheet. 21. Please design a writing activity for a writing class based on the following inst

34、ruction: Study the two texts, which are based on information given in the table. Then write similar texts of your own, to form part of a letter telling someone how to get to a place. Destination Alternatives 1 2 Time for 1 2 Airport Sports ground Supermarket Cinema Hospital Railway stati

35、on Coach taxi Tube bus Taxi bus On foot taxi Bus on foot Taxi bus 1/2 hour 20 mins 10 mins 20 mins 5 mins 10 mins 1/2 hour 5 mins * * * * *Use nay suitable period of time Text 1 You can go to the airport either by coach or by taxi. If you go by coach, it takes at least half an hour.

36、 By taxi, on the other hand, it takes only ten minutes. For that reason, I suggest the second possibility. Text 2 There are two ways of getting to the sports ground, either by tube or by bus. By tube it only takes ten minutes, while if you go by bus, on the other hand, it may take you over twent

37、y minutes. My advice to you then, it to go by tube. Type of the activity (e.g. brainstorming, information-gap, role-play, problem-solving, etc.) Objective(s) of the activity Classroom organization of the activity Teacher’s role(s) Students’ role(s) Teacher working time Student workin

38、g time Teaching aid(s) Predicated problem(s) Solution(s) Procedures 1) 2) 3) 4) 22. You are going to teach some vocabulary about temperature. Please design a vocabulary activity based on the following instruction: Look at the box below and try to find out the meaning of each word in a

39、dictionary. Then arrange the words to show their differences in the degree of temperature. Finally, try to make a sentence using each of the words Freezing cold chilly cool mild warm hot Type of the activity (e.g. using word field, answer questions, information-gap, role-play, etc.) Ob

40、jective(s) of the activity Classroom organization of the activity Teacher’s role(s) Students’ role(s) Teacher working time Student working time Teaching aid(s) Predicated problem(s) Solution(s) Procedures 1) 2) 3) 4) 　　 英語教學(xué)法（2）樣題參考答案 Section I. Basic Theories and Princi

41、ples (30 points) 1. B 2.A 3.B 4. A 5. B 6. C 7. A 8. B 9. C 10. B 11. C 12. B 13. C 14. B 15. C Section II: Problem Solving (30 points) 16. Problem: The teacher’s instruction to the students is too general and it may leave the students with too much room to choose from. There is no help provi

42、ded for the students to develop a sense of purpose and a sense of audience. Without a sense of purpose and audience, the students may either feel confused by all possible things that could be included in the writing, or just follow the contents covered in the sample article. Solution: The teacher

43、could first narrow down the topic by providing a situation for the students, such as writing a tour guide for their hometown. Then, help the students to work out possible contents that could be included in the writing, such as location, population, resources for tourism, places of interests, etc. Th

44、e teacher could also help the students to decide the writing style based on their writing purpose and targeted audience. 17. Problem: The teacher teaches grammar in a deductive way. This approach is usually mechanical and dull. The students learn the rules passively with little involvement in the p

45、rocess of working them out. Since rules are sometimes too restrictive, there are lots of exceptions that may confuse the students. This method is usually more concerned with form than use. If students meet the new structure in isolated sentences, they may not get a feel for when and how to use the s

46、tructure. They are very likely to go on using in incorrectly. Solution: Bring in the inductive grammar teaching approach. By combining the two ways of teaching grammar together, the teacher can achieve a much better result than using either way exclusively. The teacher could first give the student

47、s a context and ask them to work out the rules. After collecting the students’ suggestions, the teacher could then tell them the existing rules and explain exceptions to the rules. This way, the students will be actively involved in the thinking process and may understand the rules better. They will

48、 also be aware of the fact that grammar rules are worked out by people observing the use of language, so they may change as people’s use of language may change. 18. Problem: The students taught in this way are mainly receiving passive knowledge from the teacher. They merely learn to understand thes

49、e vocabularies, rather than how to use them. The new words are not taught from a context, and there is no practice of using them in an authentic or a near authentic situation. This students will not learn these new words in an efficient way. Solution: The students need to learn passive knowledge a

50、nd active knowledge at the same time. The teacher could use various means to help the students to understand the vocabulary. For some, they can use illustrations, for some, they can use definitions, and for others, they can guess from the context. The teacher could also use different ways to help th

51、e students to use the new words. Exercises like information gap, crosswords, quiz, or recording new words all can help the students to learn vocabulary in a more efficient way. 19. Problem: Though the teacher’s book may provide very good references and guidance for the teacher, it is not enough. T

52、he textbooks we are using usually are not written just for our students. For different students, they have different needs. We need to adapt the textbook to meet the need of our students. Other factors like the physical conditions, our syllabus and system of testing may also affect our planning for

53、a lesson. If we failed to consider all the factors that may affect our teaching, we will not achieve a good result in our teaching. Solution: A lesson plan is very important in the success of teaching. For whatever lesson we are going to teach, we need to have a good lesson plan. First, we need to

54、 define the objectives of the lesson plan. That is what we hope to achieve. Then, we need to decide the classroom aids required, such as blackboard, white board, overhead projector, audio-visual facilities, etc. Next, we need to plan the procedure of the lesson, like what will be done, when, by whom

55、, etc. We also need to have a contingency plan in case something unexpected may disrupt the plan. Last, we need to have a checklist to assess our implementation of the plan to see if everything is as planned and what need to be improved. 20. Problem: This class has no classroom management at all.

56、The teacher plays a simple role as an instructor and controls every activity of the students. Desks are arranged in a teacher centered way. There is very little students’ involvement in the teaching process, and no pair work or group work at all. And we see no effort of using the teaching tools to f

57、acilitate the teaching environment. There seems no natural communication between the teacher and the students. Solution: The purpose of classroom management is to create a positive learning environment in which the students will show a willingness to achieve the targets we have set. A good environ

58、ment needs people’s effort as well as good physical environment. A teacher should play the role of a helper rather than a controller. The desks in the classroom should be arranged to show learner-conteredness. The teacher should communicate with the students in a polite way and show great care and e

59、ncouragement towards the students. The teacher may also adapt the textbook and use audio-visual aids to make the lesson lively and interesting. Section III: Mini-lesson Plan Directions: Read the two text below and complete the teaching plans. Write your answer on the Answer Sheet. Section III:

60、Mini-lesson Plan 40 points Type of the activity (e.g. multiple-choice questions, short-answer questions, information-gap, role-play, problem-solving, etc.) 1 point Objective(s) of the activity 2 point Classroom organization of the activity 1 point Teacher’s role(s) 1 point Students’ role(s) 1

61、 point Teacher working time 1 point Student working time 1 point Teaching aid(s) 1 point Predicated problem(s) 1 point Solution(s) 1 point Procedures 1) 2 point 2) 2 point 3) 2 point 4) 2 point 21. (供參考) Type of the activity (e.g. brainstorming, information-gap, role-play, problem-sol

62、ving, etc.) Reading sample texts, brainstorming Objective(s) of the activity 1. Generate ideas based on given information; 2. Learning to organize ideas in a written text (from general information to detailed information, suggestions or advice provided and reasons for that, etc.) Classroom organi

63、zation of the activity Pair or group work Teacher’s role(s) Instructor, organizer, facilitator Students’ role(s) Active participant, helping each other Teacher working time 5-10 mins Student working time 10-15 mins Teaching aid(s) Some pictures of the destination being listed; Some cardboards

64、indicating means of transportation and estimated time for each alternative Predicated problem(s) Students may raise more authentic alternatives and estimated time for writing suggestions and advice. Solution(s) Tell the students that the information provided are just based on common knowledge and

65、are mainly served as guidance for them. Tell the students that they are encouraged to use more authentic situations to write their own texts. Procedures 1) Help students to understand the information in the text and the purpose of writing. 2) Summarize the organization of the ideas for the writ

66、ing of suggestions and advice. 3) Use teaching aids such as pictures of destinations, cardboards with means of transportation and time for each alternative to help the students prepare for their writing. The teacher may hold a picture of destination and invite students to pick the cardboard of alternatives and add suitable time for it. The students may pick several means of transport and explain the advantages and disadvantages of using them. 4) Ask students to work out each one’s organizatio