英语教学法重点难点集团标准化工作小组 #Q8QGGQT-GX8G08Q8-GNQGJ8-MHHGN#
《英语教学法》（上）（下）课程教学重点、难点及要求
Unit 1 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有关第二语言习得的5个假说，“学习”与“习得”的不同，包括Ellis的Instructed Second Language Acquisition，以及对外语教学的启示；
3．外语教学发展史。要求掌握各教学法的理论基础、课堂操作方式、适合的教学内容和教学对象以及优缺点等；
4．课程设置，各类大纲和课程之间的关系，评估现行中学英语教材。掌握LARA策略，合理使用教材为教学服务；
5．需求分析理论（Needs Analysis）以及在教学中的运用；
6．教师的自我发展，包括教师职业素质的构成，教师自我发展的途径；
7．教学策略理论：教学策略的内涵和教学策略的组成。
Unit 2 交际法
1．交际教学法产生的背景；
2．交际的内涵以及对教学的启示；
3．交际教学法的原则及特征；
4．交际教学法的教学目标；
5．交际能力的内涵；
6．不同学者对交际教学法的诠释；
7．交际教学中教师和学生的角色；
8．交际教学对学习材料的要求，“真实”材料的运用；
9．交际教学课堂活动的安排，所采用的教学模式；
10．交际活动的内容；
11．根据自己的教材设计一堂交际教学课。
Unit 3 阅读教学
1．“阅读”的内涵，掌握有关阅读的几种观点，包括心理猜测理论和互动阅读理论。
2．影响有效/流畅阅读的因素；
3．有关良好阅读者的研究；
4．阅读教学中学生动机的激发；
5．阅读教学模式：top-down approach, bottom-up approach 和interactive approach；各模式的理论依据，课堂操作方式，优缺点等；
6．阅读的层次，包括read the lines, read between the lines 和 read beyond the lines (plain sense reading, deductive reading, projective reading)。能举例说明各阅读层次，如何开展教学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，运用的是什么教学模式，可开展哪些活动。要求能够就具体材料设计出各阅读阶段的教学活动，写成教案，进而在班内演示，能充分讨论具体材料的各种可能性操作；
8．阅读策略的培养，包括the Strategic Teaching Mode, the Cognitive Academic Language Learning Approach 和the Reciprocal Teaching Approach。
Unit 4 听力教学
1．现实听与课堂听的不同，以及对外语教学的启示；
2．影响听力的因素；
3．听力教学中学生动机的激发；
4．听力教学模式：bottom-up approach，top-down approach 和interactive approach。掌握各类模式的操作方式；
5．听力教学的内容，如何教授和训练这些内容；
6．听力策略和听力教学策略有哪些；
7．听力材料的选择；
8．听力教学活动的安排；
9．听力教学的过程：pre-reading, while-reading 和post-reading，各阶段的教学目的，操作方式和可采用的活动。要求根据具体学习材料写出每一阶段的教案并在班内演示，充分讨论各种操作方式的适用性，有效性等。
Unit 5 口语教学
1．现实生活中的口头交际特点以及对外语教学的启示；
2．会话技巧及其培养；
3．口语课的教学内容；
4．口语课的教学原则；
5．口语课的课堂教学模式，包括3P模式和task-based approach；
6．口语课的课堂教学程序：presentation, practice 和production。掌握展示的内容、技巧方法和有效的教学活动。要求能根据具体的学习材料设计各阶段的教案。
《英语教学法》(下)
Unit 6 写作教学
1. “good writing”的6大特点；
2. 写作教学的原则；
3. 写作教学的模式：结果定向(product-oriented approach)，内容定向(content-oriented approach)，过程定向(process-oriented approach)和交际定向(communication-oriented approach)；
4. 写作的基本要求；
5. 过程定向写作模式的写作教学过程：pre-writing, drafting, revising and editing, 和second drafting；
6. 写作与其它活动的结合。
Unit 7 语法教学
1．显性语法教学和隐性语法教学；
2、语法教学的原则（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，在教学中如何体现；
3、语法教学的模式：演绎教学模式(deductive approach)、归纳教学模式(inductive approach)和基于任务的教学模式(task-based approach) ；
4、语法教学的程序：presentation，practice ，production和evaluation；
5、阅读和听说课中的语法教学。
Unit 8 词汇教学
1.词汇教学的内容（意义，语法，信息和运用）；
2、单词的记忆方法以及对教学的启示；
3、词汇的选择，即教学中词汇选择的标准；
4、词汇教学的过程教学模式：“展示”“运用”和“测评”；
5、词汇学习的策略和词汇记忆技巧；
6、词汇教学中学生学习动机的激发；
7、要求能根据具体语言材料撰写词汇教学教案，设计出词汇教学的活动。
Unit 9 备课
1.“lesson”所包含的内容（至少5部分）；
2、影响“教案设计”的因素（物理因素，人文因素和大纲因素）；
3、教案设计中应考虑的因素（至少8条）；
4、“教案”的组成部分；
5、教案设计中对教材的处理；
6、教案的两种格式：图表式和文字叙述式；
7、教案的语言要求；
8、将本单元教案的撰写与听、说、阅读、写作等具体课型联系起来，要求根据具体的课程材料写出教案。
Unit 10 and Unit 11 课堂管理（上）（下）
1、影响课堂组织的因素；
2、课堂组织的内容；
3、课堂组织中教师的角色；
4、课堂组织中课堂交互模式；
5、教师指令给予的原则；
6、课堂教学中教师如何“纠错”；
7、如何创造舒适的学习环境及如何激发学生的动机；；
8、课堂教学中的提问在课堂组织中的运用，提问的策略；
9、如何处理不守纪律的学生及学生之间的不平衡；
10、应能举出课堂组织的各种实例，综合各个学生的意见，讨论处理方式的得体性，挖掘其对语言学习，语言教学，以及教育和心理学知识的运用；
11、如何在教案中展示课堂组织的方式。
Unit 12 测试
1．测试类型；
2．测试设计的基本原则；
3．设计阅读、词汇、语法、听力、写作等各项能力的测试；
4．阶段测试与教学的关系；
5．学习进度情况测试。
英语教学法（2）样题
Section I. Basic Theories and Principles (30 points)
Directions: Choose the best answer from . or C for each question. 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, in 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 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.
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 writing.
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 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 students 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 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 example.
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.
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 design 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, language, 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 create 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 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 Answer 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 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 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 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 look 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 teacher’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 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 their 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 instruction:
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 station 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. 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 twenty minutes. My advice to you then, it to go by tube.
Type of the activity . 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 working 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 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 . using word field, answer questions, information-gap, role-play, etc.)
Objective(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)
英语教学法（2）样题参考答案
Section I. Basic Theories and Principles (30 points)
1. 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 provided 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 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. The 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 process 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 structure. 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 students 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 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 these 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 and 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 the 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. The 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 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 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, 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. 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 facilitate 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 environment 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 encouragement 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: Mini-lesson Plan 40 points
Type of the activity . 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 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. (供参考)
Type of the activity . brainstorming, information-gap, role-play, problem-solving, 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 organization 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 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 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 writing 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 organization of ideas in pairs or groups. Make the students aware that the text usually begins with a general introduction, then followed by detailed information for each alternative, and last with a suggestion or advice supported with reasons.
22. （供参考）
Type of the activity . using word field, answer questions, information-gap, role-play, etc.) Using word fields, sentence-making Objective(s) of the activity 1. Understand the meaning of temperature-related words
2. Distinguish the differences in degree of these temperature-related words
3. Use these words competently
Classroom organization of the activity Pair work 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 20-25 mins
Teaching aid(s) Blackboard illustration of vocabulary steps and cardboards with one word on each of them
Predicated problem(s) Students may tend to use Chinese in vocabulary exercise.
Solution(s) Tell the students try to avoid using Chinese as much as possible while doing vocabulary exercise.
Procedures 1) Ask the students to work out the meaning of these words by looking them up in a dictionary.
2) Draw a series of steps on the blackboard. Write “cool” on a middle step. Ask the students to work in groups to decide words on the other steps that are colder or warmer than the word “cool”.3) Invite 7 students to pick up a word each. Then instruct them to line up according the degree of temperature of the words they are holding. The teacher may invite several groups of students to do so or may shift order from left or right to from right to left. The teacher should give the correct order in the end.4) Ask the students to work in pairs to practice use of these words. One may produce a cardboard, and the other try to make a sentence using this word. Then the two shift turns until they finish practicing all the words.
What makes a good qualified english teacher? A plan of given material. 1 CLT :Communicative Language Teaching 2 TBLT:Task-based Language Teaching 3 PPP:Presentation,Practice and Production. 3P教学法 4 Macro Planning 宏观计划 It plans over a longer period of time，for instance, planning for a whole programme or a whole-year course. 5 6 Micro planning 微观计划 It plans for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. 7 The guided discovery method 指导发现法 It is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. 8 Implicit knowledge It refers to knowledge that unconsciously exists in our mind,which we can make use of automatically without making any effort. 9 Explicit Knowledge It refers to our conscious knowledge about the language. 10 Bottom-up model 自上而下/文本驱动模式 The way teaches reading always reflects the way one understands reading and the reading process. 11 Top-down model 图示驱动模式 One's background knowledge plays a more important role than new words and new structures in reading comprehension. 12 Interactive model 交互模式 The current theory views reading as an interactive process. That is to say,the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. 13 Assessment It involves the collecting of information or evidence of a leaner's learning progress and achievement over a period of time for the purposes of improving teaching and learning.
《英语教学法》模拟试题1及答案 1. Which of the following is true of second language learning A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. What does the following practise * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. 》 D. Intonation. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker
英语教学法主要流派 常见术语：Method, Approach, Design, Procedure, Technique 一、语法翻译法 1、语法翻译法是一种通过学习语法规则和词汇，并且按照规则用本国语和目的语进行互译来教授语言的方法。 2、教学过程 阅读/朗读——句子翻译——讲解语法/语言点——书面回答——理解性问题 3、原则和技巧 原则：（1）书面语重要，重视写作和阅读 （2）熟记语法规则和单词 （3）教师的绝对权威 （4）本族语的中介作用 技巧：（1）书面翻译/互译 （2）阅读理解性问答 （3）演绎法讲解语法规则 （4）填空、背诵、造句、作文等 4、评价： （1）使用方便 （2）学习语言知识多于语言技能掌握 （3）改良式的语法翻译法：弥补口语的听说训练、重视交际能力的培养、重视调动学生学习的主动性。 二、直接法 1、直接法是一种通过实物、图画、动作、表情等手段把外语和其对应的意思直接联系，从而达到直接理解和直接应用的外语教学法。 2、教学步骤 用目的语讲解——提问——回答 用归纳法教语法：例子——总结规则——巩固性练习——听写练习 3、原则与技巧 原则：（1）先听说后书面语言 （2）通过有意义的上下文来学习单词和句子 （3）禁止使用本族语翻译 （4）自我更正来促进语言学习 技巧：大声朗读、问答练习、自我更正、会话、填空、听写段落、画图讲解、实物演示等。 4、评价：（1）强调语言实践和运用，有利于听说 （2）学习用外语思考，重视语言的交际作用 （3）排斥本国语，有时花费很长的时间来解释，或者解释不清楚 （4）对教师口语、教学技能要求高 三、听说法 1、听说法是一种运用句型操练形式学习外语的方法。其理论基础为结构主义语言学和行为主义心理学。 2、教学步骤 听外语对话——模仿——纠正语音语调——逐句背诵——对话练习——看书面材料——语法点归纳——替换/回答练习 3、原则与技巧
语法翻译法直接法（19世 纪末40年代） 情景法（50年 代） 听说法（第二 次世界大战期 间） 认知法 交际法（功能 法20实际70 年代初期） 全身反应法 （詹姆斯.阿 谢尔70年代） 任务型语言教 学模式（7、80 年代） 目标语（外语）看成 是一个规则系统语言学习被视为智力活动（规则学习、规则记忆和以大量翻译方式与母语意义相联系的操作）口语第一性，学生 应学习日常使用的 目标语。语言学习 过程可用联想心理 学解释 口语是基础，结构 是说话的核心。学 习语言的过程：接 受语言输入，重复 操练记住和在实际 练习中使之变为个 人技能 语言是一个系统。 听说法以结构主义 作其理论基础，以 行为主义的学习理 论作其依据。语言 技能获得过程：刺 激-反应-强化 语言不是一套习惯 的结构，而是一套 受规则支配的体 系。四个原则：1、 活的语言是受规则 支配的创造性活 动；2、语法规则有 其心理的现实性； 3、人类所特有的学 习语言机制；4、活 的语言是思维工具 在语言教学中，学 习者不但要学会 结构，更重要的是 要学会使用结构， 掌握语言功能。特 点强调交际中意 义的传递、语言的 使用 阿谢尔把刺激-反 应看做语言教学方 法的学习理论。我 们认为全身反应法 体现了以语法为基 础的语言观和行为 主义语言学习观 以多种语言模式作 其语言理论，语言学 习观与交际法一样。 阅读文学作品的能力使用外语进行交际听说读写的能力使用外语进行交际实际全面运用外语 培养学生外语的 交际能力 掌握初步听说能力 使用外语交际和做 事能 把课文逐句把外文翻译成母语的活动。首先，教师会用母语把文章的作者和写作背景做一个简单的介绍；其次，课文进行逐句翻译。教师会先朗读句子，然后用母语解释词、短语和句子的意义。逐句翻译和语法讲解是教学活动的中心。课堂活动除了课文朗诵和学生用英语来进行翻译外，绝大部分是在用母语教学。阅读理解练习多半以多项选择的形式出现。主张在外语教学中 外语词语应该同它 所代表的事物和意 义直接联系起来。 特点:1、全外语教 学。并广泛使用实 物、图画、手势、 表情等直观手段对 外语的词义和句子 作解释；2、模仿、 朗读和问答是主要 的教学活动形式； 3、教师要求学生在 提问或对教师的问 题作答时，均以完 整的句子说出问句 或答句。句子被视 为口头交际的基本 单位。 新概念英语的教学 活动可以概括为： 提出情景，学习语 言：听说领先，反 复操练：书面联系， 巩固结构。 教授活动可以归纳 为：教授对话，听 说领先：跟读模仿， 句句复述；强化训 练，掌握句型；巩 固口头，读写跟上。 教师可以通过不同 的方式进行表演。 句型操练可以说是 听说法很有特色的 一个训练项目。特 可以是替换句型， 也可以是句型转换 型。听说训练完成 后，教师才让学生 拿到或看到所学对 话的书面形式。 教学过程被分为三 个阶段：及语言理 解、语言能力和语 言运用。语言规则 的教授可采用发现 法，引导学生发现 和总结出语法规 则。语言能力，必 须在理解语法规律 的基础上，通过有 意识、有组织、有 意义的操练来获 得。 科特尔伍德在 1981年出版的《交 际法》一书中描述 了交集法教学活 动的类型。准交际 活动是为真是交 际做准备而设计 的教学活动，可以 是句型操练、对话 等项目。真正的交 际活动应有的三 大特点：信息沟、 选择性和消息的 反馈。交际法另一 特点是教师会尽 量使用真实的材 料近进行教学。 主要教学活动是教 师发命令和学生对 命令作出反应。口 头操练结束，学生 们可以学习阅读和 书写。当然，阅读 和书写都是口头练 习过的祈使句。 教学中都包含两种 活动类型：任务型语 言学习活动活动。强 任务派的任务型活 动是真实交际活动 和结构性交际活动， 其他语言学习活动 或称使能性任务都 不能算任务型活动； 而弱任务派任务则 包括所有的交际活 动。 重视词汇和语法的 学习，强调阅读和写作培养学生口头交际强调口语第一性 口语第一性，文字 第二性。强调听说 听说读写齐头并进 听说读写从头就 练 侧重听说，强调对 语法结构和词汇的 掌握 培养交际能力
自考英语教学法知识点总结
自考英语教学法知识点总结： 中学英语教学指导思想：是对中学英语教学的总体科学认识，包括对教学目的，教学路子的认识以及科学观，学习观，教学观等。 智力因素主要包括：思维力，记忆力，想象力，观察力，注意力等。非智力因素包括：动机，兴趣，情感，意志，性格等。 语言是指语言系统，也就是语音，词汇，语法系统。 言语是指人们使用语言所进行的表示和理解的话语活动，也就是说听，说，读，写活动。 教学路子指的是达到教学目的基本途径或总路线，包括成体系的教学法。 语感是指学习者对语言信息的敏锐感知和理解，是自动化的意识活动。教学基本原则是教学指导思想的组成部分，是指导思想的具体化，条理化，在中学英语教学法科学体系中占有重要的地位。 语法是对语言的一般描述，主要是对其组织原则的理论描述, ______学，句法学，词汇学，语义学。 “双规”化简就是运用语音规则，把大量的表面看起来相当复杂的词的读音和拼写化繁为简，化难为易。 句型也叫句式，是从口语和书面语的无数实际句子中概括出来的句子模型或模式，句型是有代表性的，常见性的。 分析性听：是指在听的活动中有明显的语言分析，另外是指把听的材料分析为各个语言层次，让学生分步听，进行听的基本功训练。 综合性听：是指在听的活动中无明显的语言分析而直接达到对内容的理解，也指在听力基本功训练基础上所进行的整篇成文的听的练习。 话语结构就是说话的套路，说的各句子之间的联系规律。
泛读就是广泛地阅读，大量地阅读，快速地阅读。 默读泛指一切不出声地读，默读既包括不出声地“声读”，也包括直接理解文字地“视读”。 实行纵式阅读：真正的默读一般都是快速阅读，在阅读过程中，人的目光主要表现为上下移动，因而阅读有慢速的横向或横式转变为纵向或纵式。 写的含义：在教学中写有两个方面的含义，一是书写或书法，包括字母，单词，句子，标点符号，国际音标的正确写法；二是写作，即笔头表示，如作文，写信，写日记等。 心理控制法：即惊异，悬念，满足。 密度：指单位时间所授教学内容。 广度：这包括两个方面，一是学生的活动面要广，二是教学内容所涉及的面要广。 深度：就是课堂教学内容要有一定的难度。 灵活度：指在练习中学生所表现的理解的多层次程度和表示的多样化程度。 独立度：指教师指导的程度和学生独立的程度。 测试：主要是用来了解，检查和鉴定学习者掌握英语的实际水平的一种手段。 资质倾向测试：是指对学习者的天赋的测定，目的在于了解被测者今后学习外语时是否具有些较强的潜在的学习能力。 诊断测试：目的在于了解被测者在外语学习上的困难或缺陷或发现讲授上的薄弱环节，以便采取相应的补救措施。 综合性测试：目的在于测定被测者的语言知识和言语技能综合运用的能
英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question. 1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7.What are the characteristics of audio-lingual method? https://www.doczj.com/doc/3218905436.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised. C.Students should be allowed to create their own sentences based on their understanding of certain rules. D.Both A and B. 8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher
初中英语教学方法总结 每一个英语初学者总希望别人告诉他学好英语的窍门或捷径，通过近几年的英语教学，我认为在英语学习上无捷径可走，但有方法可寻。科学的方法，可以使我们的英语学习达到事半功倍的效果。 一、“兴趣”是学好英语的前提 兴趣是最好的老师，它能唤起学生的好奇心和迫切的求知欲。古人说：“知之者，不如好之者；好之者，不如乐之者”。兴趣爱好比智力技能更能促进学生勤奋学习，它是学好英语的首要条件。因为只有love what you do，才会get what you love。人往往一旦爱上某件事，即使不让他去做，他也非去做不可，兴趣就是在这一次次实践中产生和发展起来，而且变得越来越浓。 如何在英语教学中，培养和发展学生的兴趣呢？我认为： 首先，作为一个老师，要热爱自己所从事的事业，要热爱自己的学生，要把自己对英语、对人生、对生活的深沉的爱和理解传授给学生，要把自己最真实、最美丽、最张扬、最健康、最阳光而最富有独特激情的东西展现给学生，感染学生，让其产生共鸣，从而激起他们内心深处对语言、对生活的热爱和激情，从而转化为学习动力。 其次，运用灵活多变的教学手段，将教材所设置的情景生动形象的表现出来，利用投影仪、录音机、简笔画、实物、模型、动作、表情、小表演等多种直观手段，化静为动，化无声为有声，化难为易，调动学生多种感官，将其引入特定的情境，在具有游戏性、趣味性、故事性、探索性、竞争性等各种活动中获得乐趣，增长知识。
最后，让学生体验成功是教师进行兴趣培养的重要策略。心理学者告诉我们，一个人只要体验一次成功的喜悦，便会激起无休止的追求意念和力量。教师要充分利用学生的成功愿望，在课堂教学中争取让每个学生都能得到成功的体验，使每个学生在不断获得成功的过程中，产生快感，获得更大成功的愿望。 二、“模仿”是学好英语的基础 说到模仿我们一般想到的是发音，确实纯正的发音会给人留下美好深刻的印象，别人也会对你的英语水平刮目相看。如果发音不好，即使你以后的英语功底很深，人家也可能对你作出不公正的判断，更糟的是，它对今后的听力会带来一定的困难。所以，要不惜一切代价刻苦模仿，掌握好每一个音素，千万不要认为发音好不好无所谓，这个关攻不下，就会导致你学习中的残缺。有位成功人士谈他学英语的秘诀时说，“我没有什么特别之处，外国人怎么说，我就怎么说，外国人怎么写，我就怎么写。”世界闻名的英语专家亚力山大为英语学习也下了这样的定义，“语言是一种表演技巧，我们在思考语言的时候，不是考虑我们对它了解多少，而是我们能把它表演得多好，我们能把它用得多好”。说到底，学英语就是模仿那种腔，那种调，那种味儿。 要突破语音关，先要明白单个音素的发音方法，在此基础上把握连读、弱读等在口语表达时的语音现象，进而练习语调和节奏，练习时最好模仿原声录音，有条件的还应录下自己发音，与原声进行对比，这样容易发现自己的不足。纠正发音是一个枯燥的过程，但唯有耐心、
初中英语语法速记口诀大全 很多同学认为语法枯燥难学，其实只要用心并采用适当的学习方法，我们就可以愉快地学会英语，掌握语法规则。笔者根据有关书目和多年教学经验，搜集、组编了以下语法口诀，希望对即将参加中考的同学们有所帮助。 一、冠词基本用法 【速记口诀】 名词是秃子，常要戴帽子， 可数名词单，须用a或an， 辅音前用a，an在元音前， 若为特指时，则须用定冠， 复数不可数，泛指the不见， 碰到代词时，冠词均不现。 【妙语诠释】冠词是中考必考的语法知识之一，也是中考考查的主要对象。以上口诀包括的意思有：①名词在一般情况下不单用，常常要和冠词连用；②表示不确指的可数名词单数前要用不定冠词a或an，确指时要用定冠词the；③如复数名词表示泛指，名词前有this，these，my，some等时就不用冠词。 二、名词单数变复数规则 【速记口诀】 单数变复数，规则要记住， 一般加s，特殊有几处： 末尾字母o，大多加s， 两人有两菜，es不离口， 词尾f、fe，s前有v和e； 没有规则词，必须单独记。 【妙语诠释】①大部分单数可数名词变为复数要加s，但如果单词以/t?蘩/、/?蘩/、/s/发音结尾(也就是单词如果以ch，sh，s，x等结尾)，则一般加es；②以o结尾的单词除了两人(negro，hero)两菜(tomato，potato) 加es外，其余一般加s；③以f或fe结尾的单词一般是把f，fe变为ve再加s；④英语中还有些单词没有规则，需要特殊记忆，如child—children，mouse—mice，deer—deer，sheep—sheep，Chinese—Chinese，ox—oxen，man—men，woman—women，foot—feet，tooth —teeth。 三、名词所有格用法 【速记口诀】 名词所有格，表物是“谁的”， 若为生命词，加“’s”即可行， 词尾有s，仅把逗号择； 并列名词后，各自和共有， 前者分别加，后者最后加； 若为无生命词，of所有格， 前后须倒置，此是硬规则。 【妙语诠释】①有生命的名词所有格一般加s，但如果名词以s结尾，则只加“’”；②并列名词所有格表示各自所有时，分别加“’s”，如果是共有，则只在最后名词加“’s”；③
个性化教学辅导教案 学员姓名：任课教师：所授科目：英语
一般疑问句：Be 主语其它。 如：-Are you a student -Yes. I am. / No, I'm not. 非凡疑问句：疑问词一般疑问句。如：Where is my bike 2.行为动词的变化。 否定句：主语don't( doesn't ) 动词原形( 其它)。如： I don't like bread. 当主语为第三人称单数时，要用doesn't构成否定句。如： He doesn't often play. 一般疑问句：Do( Does ) 主语动词原形其它。如： - Do you often play football - Yes, I do. / No, I don't. 当主语为第三人称单数时，要用does构成一般疑问句。如： - Does she go to work by bike - Yes, she does. / No, she doesn't. 动词s的变化规则 1．一般情况下，直接加-s，如：cook-cooks, milk-milks 2．以s. x. sh. ch. o结尾，加-es，如：guess-guesses, wash-washes, watch-watches, go-goes 3．以“辅音字母y”结尾，变y为i, 再加-es，如：study-studies 用括号内动词的适当形式填空。 1. He often ________(have) dinner at home. 2. Daniel and Tommy _______(be) in Class One. 3. We _______(not watch) TV on Monday. 4. Nick _______(not go) to the zoo on Sunday. 5. ______ they ________(like) the World Cup 6. What _______they often _______(do) on Saturdays 7. _______ your parents _______(read) newspapers every day 8. The girl _______(teach) us English on Sundays. 9. She and I ________(take) a walk together every evening. 10. There ________(be) some water in the bottle. 11. Mike _______(like) cooking. 12. They _______(have) the same hobby. 13. My aunt _______(look) after her baby carefully. 14. You always _______(do) your homework well. 15. I _______(be) ill. I’m staying in bed. 16. She _______(go) to school from Monday to Friday. 17. Liu Tao _______(do) not like PE. 18. The child often _______(watch) TV in the evening. 19. Su Hai and Su Yang _______(have) eight lessons this term. 20. －What day _______(be) it today －It’s Saturday 三、现在进行时 1.现在进行时表示现在正在进行或发生的动作，也可表示当前一段时间内的活动或现阶段正在进行的动作。 2.现在进行时的肯定句基本结构为be+动词ing. 3.现在进行时的否定句在be后加not。 4.现在进行时的一般疑问句把be动词调到句首。 5．现在进行时的非凡疑问的基本结构为： 疑问词不达意be 主语动词ing 但疑问词当主语时其结构为： 疑问词不达意be 动词ing 动词加ing的变化规则
《英语教学法》模拟试题1及答案 Achievement Test for "Teaching English in the Primary School"3 I. Choose the best answer (30 %) Directions: In this part, you are given fifteen queslions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question. (30 points, 2 points each) 1. Which of the following is true of second language learning? A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction? A. Individual learners. [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for? A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. 4. What does the following practise? * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. D. Intonation. 5. What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend Cute Smoker A. Grouping. B. Collocation. C. Imitation.
新课改下高中历史课的有效教学方法 发表时间：2014-07-07T14:34:23.077Z 来源：《素质教育》2014年3月总第149期供稿作者：居来提·尼扎木丁[导读] 在最近几年来，素质教育的呼声越来越大，历史作为记录过去和现在的人文学科，已经成为学生必学的一门课程。 居来提·尼扎木丁新疆兵团第五师高级中学833400 摘要：在最近几年来，素质教育的呼声越来越大，历史作为记录过去和现在的人文学科，已经成为学生必学的一门课程。本文主要是对新课改下高中历史课的有效教学方法进行探析，并结合笔者自身实际的教学工作经验，提出了笔者的观点和建议，希望能为提高高中历史课教学的有效性尽一些绵薄之力。 关键词：新课改有效教学方法 高中历史课堂应该是开放的，整个课堂的学习气氛应该是生动、活跃的。为了打造高中高效的历史课堂，需要教师在课上与学生进行互动，从学生的学习需求方面着手，优化课堂教学方法，提升学生学习历史的兴趣，建立健全完善的高中历史教学课堂体系。 一、培养学生学习历史的兴趣 兴趣是激发学生投入学习精力的最关键的因素之一，只有学生产生了学习历史学科的兴趣，才能在学生兴趣培养的基础上引导学生学好历史课。作为高中历史教师，应该从学生的个性特点和兴趣爱好方面出发。对于高中阶段的学生来说，大部分学生喜欢看一些课外书籍，有些学生对历史典故、我国各个朝代的历史书籍比较喜欢，有些学生比较喜欢带有历史故事的电视剧，此时教师可以从学生的爱好方面来调动学生的学习兴趣。当教师和学生对一些历史故事、历史史实达成共鸣，学生就会感受到我国历史文化的博大精深，就会产生对历史进行探究的欲望，久而久之，学生学习历史课的兴趣增强了，整个历史教学的效率也会提高。 二、对教学内容进行创新 1.挖掘丰富的教学资源。高中历史学科记载着丰富的历史信息。历史教材主要是以文字、图片为主，学生在学习中难免会感觉枯燥无味，所以，在教学的过程中，我们要全面了解教材的内容，然后在运用教材时进行思维创新，做到不受教材的束缚。可以带领学生参观一下历史博物馆，给学生观看一些历史纪录片，这样不仅可以使教学内容更丰富，而且能让学生挖掘到更多有价值的历史学习资源。 2.将教学与实际生活结合在一起。尽管现如今历史教材的版本有很多种，但是都要与学生的学习实际相符。在实际教学过程中，教师在给学生讲解历史知识时，必须联系生活实际，使学生能够做到学以致用。同时教师还要将课上所讲的历史知识向课外进行扩展，这样可以打开学生的学习视野，让学生能够积累到更多的历史知识。 三、利用现代的多媒体技术进行教学 新课改强调教学方式的多样化，尊重学生课堂教学的主体性，培养学生自主探究的学习能力。在高中历史教学中，教师可以利用现代多媒体技术进行辅助性教学。比如说，有些教材内容只是用图片和文字来说明某一具体的历史事件，学生只能很浅显地通过观察历史图片和文字来探究历史故事。为了让学生更加直观地领略到历史长河的博大，教师可以给学生播放一些与教材内容相关的历史纪录片和历史故事情节，通过多媒体的声音、图片、解说、文字等有效地结合在一起，不仅可以让学生学习注意力集中，而且还能在很大程度上调动学生学习历史学科的浓厚兴趣。 四、对高中历史地图册进行合理运用 在高中历史教学中，教师不可以忽视有价值的教学资源，其中历史地图册就是教师教学和学生学习可参考的教学资源。通过学生观看历史地图册，可以让学生清楚每一个历史史实之间所存在的联系，同时还能让学生根据一些历史史实年代顺序找到巧妙的记忆历史知识的方法。在整个教学过程中，教师应该选择能够激发学生思考、激发学生想象、体现出师生之间互动效应的图片，以锻炼学生的学习思维能力。另外，教师还可以将学生分为几个小组，针对一些历史知识和历史问题展开讨论，鼓励学生将历史事件和历史地图册有效结合起来；也可以让学生对照地图册的内容给同学讲解历史知识，这样可以充分体现出学生学习的主体性和自主学习效果。 五、引导学生利用时间轴来巧记历史知识 我们都知道学习历史这门课程就是对过去的历史史实进行记载，以供后人了解和学习我国的历史。对于高中学生来说，学习历史这门学科，教师可以引导学生利用时间轴来让学生掌握巧记历史知识的方法，比如说每一个朝代中的历史人物在哪一年出生、做过哪些历史性事件等等。有些历史史实是有一定的时间顺序的，教师在教学中也可以将历史时间轴画在黑板上，这样可以让学生对历史知识一目了然，以便学生更轻松地学习。 综上所述，新课改下高中历史课的有效教学需要教师摒弃以往传统的教学方法，在教学内容上进行不断的创新，从学生的个性特点方面给学生创造适宜的学习环境，以培养学生的学习兴趣为主，在课上以学生的学习为中心，借助现代多媒体技术进行教学，使教学内容更加直观地展现在学生面前。 参考文献 [1]刘学海提升课堂教学效率，优化高中历史教学效益[J].科技创新导报，2014，（02）。 [2]王继明浅谈如何提高初中历史教学地位[J].中学教学参考，2014，（07）。 [3]刘俊玲新课程背景下的高中历史教学探究[J].读写算（教师版）：素质教育论坛，2014，（25）。 [4]袁红君新课程下的高中历史教学刍议[J].软件：教育现代化（电子版），2014，（06）。 [5]陈春英浅谈高中历史有效教学[J].学周刊：下旬，2014，（03）。
Process-oriented theories: are concerned with how the mind organizes new information such as habit.formation,.induction,making.inference,.hypothesis.testing.and.generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, skinner,learning process of habit formation&conditioning,a stimulus-response theory ,imitation&repetition SRR,audio-lingual method,external factors,the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. Cognitive theory, chomsky,learning:creative process, internal factors,students are asked to thinking and allow to create their own sentence based on their understanding of certain rules ,language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Constructivist theory,personal construction,dewey, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.learning is best achieved through dynamic interaction between the teacher&learner&between learners Language teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt 5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teaching.These elements can be categorized into three groups：ethic devotion，professional qualities and personal styles Communicative Competence:Hedge,:linguistic（knowledge of the language itself,its form and meaning）,pragmatic(the appropriate use of the language in social context),discourse(one ability to create coherent written text or conversation and the ability to understand it) ,strategic(strategies one employs when there is communication breakdown due to lack of resource),fluency(ability to link units of speech together with facility and without strain or inappropriate to slowness or undue hesitation) Views on language.Structural view —The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。Functional view— Representative：Johnson、marrow、swain canal (the core: grammar) —The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with it .Use the linguistic structure to express functions.Interactional view — Emphasis：appropriateness — Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabulary CLT（交际英语教学）:to help the learners acquire communicative https://www.doczj.com/doc/3218905436.html,nguage in real life is used to perform certain communication functions; use all skills: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills. Traditional pedagogy (传统教学法): focus on the forms of language.