教学法复习

To engage them in some act of communication.This means either writing for a specific recipient ,or engaging in an act of creative writing.

What is the product-oriented writing?(结果性写作概念)：

The production-oriented method of teaching writing pays great attention to the accuracy of the final product but ignores the process.

What is the process approach to writing?(过程性写作概念)

The process approach to writing does not only pay attention to what students do while they are writing, it also attaches great importance to what they and the teacher do before they start writing and after they finish writing.

The main procedures of process writing(过程性写作的步骤)：

The main procedures of process writing include creating a motivative to write, brainstorming, mapping, freewriting, outlining ,drafting, editing, revising, proofreading and conferencing.

Motivating students to write(激发学生的写作兴趣):

1.make the topic of writing as close as possible to students’s life.

2.leave students enough room for creativity and imagination.

3.prepare students well before writing.

4.encourage collaborative group writing as well as individual writing.

5.provide opportunities for students to share their writing.

6.provide constructive and positive feedback.

7.treat students’ errors strategically.

8.give students a sense of achievement from time to time.

The advantage of e-mail(E-mail写作的好处):

1.E-mail provides a prefect mechanism for students to submit drafts and for teachers to look them over at their convenience and send them back with comments.New ideas are shared promptly and can be responded to quickly.

2.the teacher can easily store all the drafts of a document for later review and analysis of the revision process.

3.send their work to each other simultaneously.An individual students can receive comments from all peers.

4.students have a feeling of real-time writing.

Two integrated skills（两种综合技能）：

Simple integration:a receptive language skill serves as a model for a productive language skill.

complex integration:it’s a combination of activities involving different skills, linked thematically.

Moral values:

Self-control, good health and hygiene, kindness, fairness, self-reliance, sense of duty, reliability, truthfulness, good work attitude, team work, loyalty.

The roles of the teacher:

Teacher as a role model, teacher as curriculum developer.

Assessment purposes(概念):

Assessment in ELT means to discover what the leaners know and can do at certain stage of the learning process.

Assessment is to find out what the students already know and can do rather than what they do not know and cannot do.

Methods for assessment(评价方法)：

Summative assessment is mainly based on testing.It is done mostly at the end of a learning periods or the end of a school year.

Formative assessment is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning.

The way to gather information(收集信息的方法)：

Testing, teacher’s observations, continuous assessment, self-assessment and peer assessment, project work, portfolios.

Criteria for assessment(评价的标准)：

Criterion-referenced assessment:Criterion-referenced language assessment is based on a fixed standard or a set criterion.

Norm-referenced assessment:Norm-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another students or group of students whose scores are given as the norm.

Individual-referenced assessment:Individual-referenced assessment is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability.

Different types of learners (学习者的类型)：

Visual learners : learn more effectively though the eyes (seeing).

Auditory learners: learn more effectively though the ear (hearing).

Tactile learners: learn more effectively though touch (hands-on).They learn things by doing.

Kinesthetic learners: learn more effectively though body experience.

Group learners: learn more effectively though working with others.

Individual learners: learn more effectively though working alone.

Authority learners: prefer to listen to the teacher more than work with others or work alone.

Reflective leaners:learn more effectively when given time to consider options.

Multiple-intelligence(多元智能理论):

Howard Gardener

1.Verbal/Linguistic Intelligence(语言言语智能):

The ability to use words effectively, both orally and in writing.

2.Musical Intelligence(音乐旋律智能):

Sensitivity to rhythm, pitch, and melody.

3.Logical/Mathematical Intelligence(逻辑数学智能):

The ability to use numbers effectively and reason well.

4.Spatial/ Visual Intelligence(空间视觉智能):Sensitivity to form, space, colour, line and shape.

5.Bodily/Kinesthetic Intelligence(身体运动智能):

The ability to use the body to express ideas and feelings, to solve problems.

6.Interpersonal Intelligence(人际关系智能):

The ability to understand another person’s mood, feelings, motivations,and intentions.

7.Intrapersonal Intelligence(自我认知智能):

The ability to understand your strengths, weaknesses, moods, desires, and intentions.

8.Naturalist Intelligence(自然观察智能):

This is the ability to appreciate the naturalist world and enjoy outdoor activities.

The way to learner training/How to help students learn(怎样培养学生的学习能力):

1.involve students in an overview of the textbook at the beginning.

2.involve students in finding out about themselves.

3.introduce students to a number of different learning strategies.

4.help leaners set up their own learning goals and make their own plans.

5.share lesson aims with students in class and review them by the end of the lesson.

6.use learner diaries as a way to help student reflect on their learning.

7.guide students to make plans for learning.

8.use portfolios to promote more autonomous learning.

9.help students learn to use resources.

How you can create your own resources for teaching and learning (怎样开发隐性资源):

1.use yourself as resources

2.using students as resources

3.making use of students’ drawings

4.making use of surroundings 5.shadow theatre 6.exploring emotions

7.getting students to make their own dictionaries

8.letting students to make up their own quizzes

9.making batter use of video resources

10.using songs for learning

11.internet as an important resource

Two types of evaluation(评价教材的两种方法):

On-the-page evaluation:is carried out independent of its users or before it gets into the classroom.

In-the-use evaluation: is done based on the users’ opinions i.e. teachers’ as well as learners’, about how useful and effective it is for promoting learning.

Two steps of on-the-page evaluation (on-the-page evaluation 的两个步骤):

External evaluation:

①focus on the external features of a textbook .It is also called macro evaluation.

②focus on its internal features ,which maybe termed as micro evaluation.

Internal evaluation: intends to investigate the following aspects of a textbook.

Features of good textbooks(怎样的教材是好的教材):

1.good textbooks should attract the students’ curiosity, interest and attention.

2.textbooks should help students feel at ease.

3.textbooks should help students develop confidence.

4.textbooks should meet students’ needs.

5.textbooks should expose students to language in authentic use.

6.textbooks should provide students with opportunities to use the target language to achieve communicative purposes.

7.textbooks should take into account that the positive effects of language teaching are usually delayed.

8.textbooks should take into account that students differ in learning styles.

9.textbooks should take into account that students differ in effective factors.

10.textbooks should maximise learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities.

Suggestions for adapting materials(调整教材的方法):

1.Adding

2.Deleting or omitting

3.Modifying

4.Simplification

5.Reordering

Three steps of textbook adaption(调整步骤):

The first step is macro adaptation ,which is ideally done before the language programme begins.

The second step of adaptation is adapting a unit.

The third step is adaptation of specific activities in a unit.