强壮的英语教学法考试重点

2021年1月20日发(作者：5220)
判断主张并简要说明理由：

Structural view
:The structure language sees language as a linguistic system made up
of various subsystems:phonology,morphology and

learn a language means to learn
these structural items so as to be able to understand and produce language.
Functional view
: The functional view is not only sees language as a linguistic system
but also a means for doing things,such as offering suggesting, need to know how to
combine the grammatical rules and the vocabulary to express notions that perform the
functions.
International view
:The international view considers language to be a communicative
tool,whose main use is to build up and maintain social relations between

not only
need to know the grammar and vocabulary but also need to know the rules for using
them in a communicative contexts.

What makes a good language teacher

These
elements
can
be
categorized
into
three
groups:
ethic
devotion
,
professional
qualities
and
personal styles
.

教师的专业能力是如何发展起来的
(
How can be a good teacher/The development
of professional competence
)

答
：
The
development
of
professional
competence
including
three
parts:
Stage1,Stage2 and Goal.

I.

The
first
stage
is
language

English
teacher
are
supposed
to
have
a
sound
command
of
English,and
language
is
always
changing,language
development
can
never come to an end.

II.

The
second
stage
is
the
most
important
stage
and
it
is
more
complicated
because
it
involves
three
sub- stages:learning,practice,and
reflection.(1)The
learning
stage
is
the
purposeful
preparation
before
a
teacher
starts
the
practice
of

includes
three
parts:learning
from
other's
experience,learning
the
received
knowledge
and
learning from one's

experience knowledge and received knowledge are useful when
a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense
is also called pseudo

other sense

is the real classroom teaching.(3)Teacher benefit
from
practice
if
they
keep
on
reflecting
on
what
they've
done,Not
only
after
they
finish their practice,but also while they are doing the practice,

III.

After
some
period
of
practice
and
reflection,a
teacher
should
be
able
to
reach
his
or
her
professional

an
final
it
shouldn't
an
end,one
must
be
keep
learning,practicing and reflecting.
真实应用语言
&
课堂语言的不同（
The differences between language used in real
life and language taught in the classroom.)
Language
used
in
real
life
differs
from
language
learned
under
the
traditional
language teaching pedagpgy in the following aspects:
(1)In
real
life,language
is
used
to
perform
certain
communication
functions;in
a
traditional
language
classroom,the
teaching
focus
is
often
on
forms
rather
than
functions.
(2)For
various
reasons,traditional
pedagogy
tends
to
focus
on
one
or
two
language
skills
and
ignore

real
language
use
we
use
all
skills,including
receptive
skills
and
productive skills.
(3)In
reality
language
is
always
used
in
a
certain
context,but
traditional
pedagogy
tends to isolate language from its context.
交际教学法的目标

The goal of CLT is to develop students'
communicative competence
,which includes
both
the
knowledge
about
the
language
and
the
language
about
how
to
use
the
language appropriately in communicative situations.
★★★交际的五个方面

（名词解释
or
简答）

There are five main components of communicative ,linguistic competence,pragmatic
competence,discourse competence,strategic competence,and fluency.
Linguistic competence
is concerned with knowledge itself,its form and meaning.(It
involves
spelling,
pronunciation,
vocabulary,
word
formation,
grammatical
structure,sentence structure,and

is an integral part of communicative competence.)
Pragmatic
competence

is
concerned
with
the
appropriate
use
of
the
language
in
social context.(That
is
to say,the choice of the
vocabulary and structure depends on
the setting,the relative status of the speakers,and their relationships.)
Discourse
competence

refers
to
one's
ability
to
create
coherent
written
text
or
conversation
and
the
ability
to
understand
them.(According
to
Hedge,also
includes
one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.)
Strategic competence
is similar to communication

refers to strategies one employs
when there is communication breakdown due to lack of

can compensate for this by
searching for other means of expression.
Fluency
means one's ability to 'link unit of speech together with facility and without
strain or inappropriate or undue hesitation.
Principles of communicative language teaching.(
交际教学语言
CLT
原则）

(1).
Communication
principle
:Activities
that
involve
real
communication
promote
learning.
(2)
Task
principle
:Activities
in
which
language
is
used
for
carring
out
meaningful
tasks promote learning.
(3)
Meaningfulness principle
:language that is meaningful to the learner supports the
learning process.
交际教学法
&
语言技能的关系
(CLT and the teaching of language skills )
(
听说读写在交际教学法中怎样。可能出听
OR
读
OR
说
OR
写）

Communicative
competence
in
language
teaching
practice
is
to
develop
learners'
language skills,such as listening,speaking,reading and writing.
In traditional pedagogy,
listening
and
speaking
activities involves use of language in a
completely different way from how language is used in

listening skill has received
special
attention
in

shares
a
number
of
features
with
reading

is
not
only
as
the
counterpart of speaking but as an independent skills with its own

real life,there are
situation
in
which
we
act
as
listeners
only,for
example
as
audience
for
radio,television,lecture,films,etc.
The
reading
skills is redefined to focus on the purpose of

the purpose of reading is
to learn language,namely vocabulary,grammar, CLT,reading is to extract meaning or

Different reading purpose,students use different skills,such as skimming,scanning,etc.
In CLT,the
writing
skill has been expanded to focus on its communicative

should
practice
writing
what
people
write
in
every
day
life
abd
writing
in
the
way
people
write
in

should
write
to
express
their
own
feelings
or
describe
their
own
experiences.
In
a
word,CLT
only
expanded
the
areas:language
content,learning
process,and

requires a higher level of communicative competence on the part of the teacher.
Six criteria for evaluating how communicative classroom activities:
(
怎样判断
XX
是不是一个好的交际活动）

(1)
Communicative purpose
;The activity must involve the students in performing a
real communicative

order for this to occur there must be some kind of
gap
(2)
Communicative
desire
:The
activity
must
create
a
desire
to
communicate
in
the
students.
(3)
Content,not
form
:When
the
students
are
doing
the
activity,they
must
be
concentrating
on
what
they
are

must
have
some

they
want
to
communicate.
(4)
Variety of language:
The activity must involve the students in using a variety of
language, not just one specific language

students should feel free to improvise,using
whatever resources
(5)
Not teacher intervention:
The activity must be designed to be done by the students
working by themselves rather than with the

assessment should be based on whether
the student have achieved the communicative purpose.

(6)
No
materials
control
:The
activity
should
not
be
designed
to
control
what
language the students should be

choice about what language to use should be rest
with
（取决于）

the students.
Task-based language teaching
is a further development of communicative language
teaching. Its considers that language should be learned as closed as possible to how it
is in real life.

Four components of a task:a purpose,a context,a process,a product.
PPP and TBL
Presentation, Practice

and production

A typical PPP lesson would start by the teacher introduce a new language item in a
context
followed
by
some
controlled
practice,such
as
drilling,repetition,dialogue
reading, then move on to produce the language in a more meaningful way ,such as a
role play,a drama,an interview,etc.

(1)The way students use and experience in TBL is radically different from PPP.
—
All
three
components(task,planing
and
report)
are
genuinely
free
of
language
control and leaners rely on their own linguistic resources.

—
The
task
supplies
a
genuine
need
to
use
language
to
communicate,and
the
other
components follow on naturally from the task.

—
In
all
three
components
language
is
used
for
a
genuine
purpose
—
there
are
outcomes
to
achieve
for
the
task
and
the
purpose
of
the
planning
stage
is
to
adjust
their language for the report stage.
—
The report allows a free exchange of ideas,summarizing leaner's achievements.
—
The planing stage encourages leaners to consider appropriateness and accuracy of
language form in general.
—
There is a genuine need to strive for accuracy and fluency as leaners prepare to
public
point in the cycle.

（
2
）
TBL
can
provide
a
context
for
grammar
teaching
and
form-focused

is
different in this aspect.
—
In a PPP cycle,with the presentation of the target language coming first,this context
has to be

a TBL framework,the context is already established by the task itself.



—
The
process
of
consciousness
raising
used
in
the
TBL
language
focus
activities
encourage students to think and analyse,not simply to repeat,manipulate and apply.
—
Listening
and
reading
of
the
TBL
framework
provide
a
more
varied
exposure
to
natural language.
—
The
exposure
in
the
TBL
framework
will
include
a
whole
range
of
words,collocation,lexical phrases and pattern in addition to language than verb tenses
and new word.
—

In a PPP cycle,it is the teacher who are pre-selects the language to be

the TBL
analysis stage,leaners are free to ask about any aspects of language they notice.
—
A
PPP
cycle
leads
from
accuracy
to
fluency;a
TBL
cycle
leads
from
fluency
to
accuracy.
—
In TBL,all four skills-- listening,speaking,reading and writing--are naturally

only
provides
a
paradigm
for
grammar
and
form- focused
lessons;it
need
to
be
supplemented by skills
lessons
to
give leaners practice in
listening and
reading and
more exposure to language.
As
we
can
see
from
the
above
discussions,PPP
offers
a
simplified
approach
to
language

is
based
upon
the
idea
that
you
an
present
language
in
a
neat
and
clear

your language develops by adding new forms from one lesson to the N.
How to design tasks
（
5
个）

(1)Think about students' needs,interests, and abilities.
What are the needs,interests and abilities of the studentsWhat kind of things do they