英语教学法教程心得体会(共5篇)

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英语教学法教程心得体会（共5篇）英语教学法教程试题库Unit1PartIReadthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Muchofhumanbehaviorisinfluencedbytheir__________A.experiencesB.wisdomC.knowledgeD.parents2.Whatisthebasisforsyllabusdesign,teachingmethodology,teachingandaementproceduresintheclaroom?A.teachingattitudeB.definitionsoflanguageC.structuralviewoflanguageD.functionalview3.Whatdoesthestructuralviewoflanguageseelanguage?A.asystemofcategoriesbasedonthecommunicativeneedsofthelearnerB.acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC.alinguisticsystemmadeupofvarioussubsystemsD.alinguisticsystemandameansfordoingthings4.Whatdoesthefunctionalviewoflanguageseelanguage?A.asystemofcategoriesbasedonthecommunicativeneedsofthelearnerB.acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC.alinguisticsystemmadeupofvarioussubsystemsD.alinguisticsystemandameansfordoingthings5.Whatdoestheinteractionalviewoflanguageseelanguage?A.asystemofcategoriesbasedonthecommunicativeneedsofthelearnerB.acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC.alinguisticsystemmadeupofvarioussubsystemsD.alinguisticsystemandameansfordoingthings6.Whichofthe

1followingteachingmethodisbasedonthebehavioristtheory?BA.GrammartranslationB.Audio-lingualC.Task-basedteachingandlearningD.Communicativeteaching7.Whatarethecharacteristicsofaudio-lingualmethod?A.LanguageislearnedbyconstantrepetitionandthethereinforcementoftheteacherB.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.C.Studentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.D.BothAandB.8.Whichthreegroupscansummarizealltheelementsofthequalitiesofagoodteacher?A.Ethicdevotion,profeionalqualitiesandpersonalstylesB.Ethicdevotion,profeionalqualitiesandindividualfreedomC.Individualfreedom,profeionalqualitiesandpersonalstylesD.Ethicdevotion,personalstylesandindividualfreedom9.Whatarethepurposefulpreparationthatalanguageteachernormallyreceivesbeforehestartsthepracticeofteaching?A.Learningfromother’sexperiencesB.LearningthereceivedknowledgeC.Learningfromone’sownexperiencesasateacherD.Alloftheabove10.Whatqualitiesareconsideredgoodqualitiesofagoodteacher?DA.Kind,humorous,wellinformedB.Hardworking,disciplinedC.Wellprepared,dynamicandpatientD.AlloftheabovePart2Answerthefollowingquestions.1.Agoodteachershouldpoemanygoodqualities.Listthreequalitiesyouthinkarethemostimportantandexplainreasons.Unit21.Whatistheultimategoalofforeignlanguageteaching?A.EnableSStousetheforeignlanguageinworkorlife.B.EnableSStoachieveaccuracyofEnglishlanguagestructure.C.EnableSStoachievefluencyofEnglishlanguagestructure.D.EnableSStospeakstandardEnglish.

22.Whatisthepoiblesolutiontobridgethegapbetweenclaroomlanguageteachingandreal-lifelanguageuse?A.Task-basedteachingandlearningB.CommunicativelanguageteachingC.Presentation,practiceandproductionD.Engage---study---activate3.Whatislinguisticcompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning4.Whatispragmaticcompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning5.Whatisdiscoursecompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning6.Whatisstrategiccompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning7.Whatisfluencycompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslowneorunduehesitationC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning8.Whataretheprinciplesofcommunicativelanguageteaching?A.Communicationprinciple,taskprincipleandmeaningfulprincipleB.Communicationprinciple,accuracyprincipleandmeaningfulprincipleC.Communicationprinciple,fluencyprincipleandmeaning

3fulprincipleD.Communicationprinciple,taskprincipleandpurposeprinciple9.Whatarethelisteningandspeakingactivitiesintraditionalpedagogy?A.Listentotextseitherreadbytheteacherorpre-recordedonthetape;repeatwhatisheard.B.Answerthequestionsaccordingtowhatisheard;produceresponsesbasedongivencluesC.RetellwhatisheardD.Alloftheabove10.Whatarethefivecomponentsofcommunicativecompetence?A.Linguisticcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandfluencyB.Linguisticcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandaccuracyC.grammarcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandfluencyD.grammarcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandaccuracyPart2answerthefollowingquestions1.Whatarethedifferencesbetweenlanguageusedinreallifeandlanguagelearnedintheclaroomunderthetraditionalpedagogy?Unit4Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whatshouldbeincludedinaleonplan?A.AimstobeachievedB.MaterialstobecoveredC.ActivitiestobeorganizedD.Alloftheabove2.Whataretheprinciplesforgoodleonplanning?A.Aim,variety,flexibility,learnabilityandlinkageB.Aim,preparationflexibilityandlinkageC.Aim,micro-planning,macro-planningandflexibilityD.Aim,micro-planning,macro-planningandvariety3.Whataretheguidelinesforwritingteachingaimsinaleonplan?A.Clear,briefB.Specific,students-orientedC.Specific,teacher-orientedD.BothAandB

43.Whatarelanguagecontents?A.Structures,vocabulary,functionsandtopicsB.Pictures,vocabulary,communicationandtopicsC.PPT,structures,aimsandsummaryD.Structures,aims,functionsandtopics4.Whatareverycommonlyusedteachingproceduresandstages?A.Presentation,practiceandproductionB.Pre-reading,while-readingandpost-readingC.MechanicalpracticeandmeaningfulpracticeD.BothAandB4.Whatisthefunctionofoptionalactivities?A.Backupsincasetheleongoestoofastandthereareafewminutesleft.B.PreparedforgoodstudentsC.PreparedforbadstudentsD.Usedforemergency5.Whichpartistobefinishedafteraleoninaleonplan?A.TeachingaidsB.EndofaleonsummaryC.OptionalactivitiesandaignmentsD.AfterleonreflectionPart2answerthefollowingquestions1.Whatbenefitscanlanguageteachersgetfromplanningaleon?2.Explainfiveprinciplesforgoodleonplanningindetail.3.Whatdoesmacroplanninginvolve?4.Whatarecomponentsofaleonplan?unit5Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whatarethepoiblerolesofateacher?A.Controller,aeorB.Organizer,prompterC.Participant,resource-providerD.Alloftheabove2.Whatroledoesateacherplayinthefollowingactivity?Theteachergivesstudents2minutestoskimatext,andwhentimeisup,heasksstudentstostopandanswersomequestions.A.ControllerB.AeorC.OrganizerD.Prompter3.Whatroledoesateacherplayinthefollowingactivity?T:doyouhaveanyhobbies?S:yes,Ilikesinginganddancing.T:Uhm,and...?S:Ialsocollectcoins.T:Oh,really,howmany...haveyoualready...collected?A.ControllerB.Aeor

5C.OrganizerD.Prompter4.Whatroledoesateacherplayinthefollowingactivity?Theteacherwritesoneoffivenumbers(1-5)onanumberofcards(thesamenumberasthestudents).Eachstudentdrawsonecard.Thosewhohavedrawnnumber1willformgroup,andthosewhohavedrawnnumber2willformgroup2.Thusthestudentsareputintofivegroupsinarandomway.A.ControllerB.AeorC.OrganizerD.Prompter5.Whatroledoesateacherplayinthefollowingactivity?Whenastudenthasmadeasentencewithborrow,“Iborrowedapapertowritealetter”,theteachersays,“Well,wedon’tsayapaper,wesayapieceofpaper.”A.ControllerB.AeorC.OrganizerD.Prompter6.Whatroledoesateacherplayinthefollowingactivity?Whiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularwordtheydon’tknow.Sotheyasktheteacher.A.ControllerB.AeorC.participantD.Resource-provider7.Whatroledoesateacherplayinthefollowingactivity?Theteacherasksastudentaquestion“Haveyoueverboughtclotheswithproblems?”Ifthestudentdoesn’tseemtobeready,theteachersays

6“forexample,ashirtwithout...”andpointstothebuttonsonhisownshirtorjacket.A.ControllerB.AeorC.OrganizerD.Prompter8.Whatroledoesateacherplayinthefollowingactivity?Whenthestudentshaveingroupsdecidedwheretogoforanspringouting,theteacheraskseachgrouptotelltheotherswhytheyhavemadesuchachoice.A.ControllerB.AeorC.OrganizerD.Prompter9.Whatroledoesateacherplayinthefollowingactivity?Whenstudentsaredoingagroup-worktask,theteacherjoinsoneortwogroupsforashortperiodoftime.A.ControllerB.AeorC.participantD.Resource-provider10.Whatroledoesateacherplayinthefollowingactivity?theteacherasksstudentstoproduceconversations(eitherorallyorinwriting)byusingparticularpatternsorexpreionstheyhavejustlearned.A.ControllerB.AeorC.Organizer

7D.Prompter11.Whatroledoesateacherplayinthefollowingactivity?TheteacherhasawordinhismindandasksstudentstoguebyaskingonlyYes/Noquestionsuntiltheymakethecorrectgue.A.ControllerB.AeorC.participantD.Resource-provider12.Whenisappropriatefortheteachertogiveclaroominstructionstostudents?A.Givedirectionstotasksoractivities,checkingcomprehension,givingfeedbackB.Providingexplanationstoaconceptorlanguagestructure,drawingattentionC.Settingrequirements,checkingcomprehension,aigninghomeworkD.Alloftheabove13.Whydonoviceteacheroftenhaveproblemsgivingclearinstructions?A.TheirlanguageproficiencyislowB.TheyarefreshformtheuniversityC.TheirinstructionsaretooshortD.Theyarenotabletotargettheirinstructionstothelevelofthelearners14.Whatarenotgoodrulestofollowformakinginstructionseffective?A.UsesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudentsB.UsethemothertongueonlywhenitisnecearyC.UsebodylanguagetoaistunderstandingD.Notmodelthetaskoractivitybeforelettingstudentsmoveintogroupsorpairs15.Whichofthefollowingisthetimewhenstudentsworkasawholecla?A.WhenallthestudentsareunderthecontroloftheteacherB.WhenstudentsworkinpairsonanexerciseorataskC.WhenstudentsworkinsmallgroupsD.Whenstudentsareexpectedtoworkontheirownattheirownspeed16.Whichofthefollowingisthetimewhenstudentsworkinapair?A.WhenallthestudentsareunderthecontroloftheteacherB.Whenstudentsworkinpairson

8anexerciseorataskC.WhenstudentsworkinsmallgroupsD.Whenstudentsareexpectedtoworkontheirownattheirownspeed17.Whichofthefollowingisthetimewhenstudentsworkingroups?A.WhenallthestudentsareunderthecontroloftheteacherB.WhenstudentsworkinpairsonanexerciseorataskC.WhenstudentsworkinsmallgroupsD.Whenstudentsareexpectedtoworkontheirownattheirownspeed18.Whichofthefollowingisthetimewhenstudentsstudybythemselves?A.WhenallthestudentsareunderthecontroloftheteacherB.WhenstudentsworkinpairsonanexerciseorataskC.WhenstudentsworkinsmallgroupsD.Whenstudentsareexpectedtoworkontheirownattheirownspeed19.Whichofthefollowingistheadvantageofwholeclawork?A.Itisanidealwaytoshowmaterialsanddopresentationstogether.B.Itallowsstudentstoworktogetherratherthanunderteacher’sguidance.C.Thereisalwaysagreatchanceofdifferentopinionsandcontributionstothework.D.Itislestreful.20.Whichofthefollowingistheadvantageofpairwork?A.Itisanidealwaytoshowmaterialsanddopresentationstogether.B.Itallowsstudentstoworktogetherratherthanunderteacher’sguidance.C.Itreinforcesasenseofbelongingamongagroupofmembers.D.Itisverystreful.Part2answerthefollowingquestions1.Whatsixconditionshavetobemetinordertoachieveefficientclaroommanagement?Unit6Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whichofthefollowingistrueaboutpronunciationteaching?A.Learnerswhosenativelanguagehassimilarsoundsarelelikelytohaveproblemswithpronunciation.B.Learnerswhohavemoreexposuretoenglishneedlefocusonpronunciation.C.BeginningChineselearnersofenglishneedacertaindegreeoffocusonpronunciation.D.Alloftheabove2.Whatistherealisticgoalofteachingpronunciation?A.ConsistencyB.IntellegibilityC.Communicativeefficiency

9D.Alloftheabove3.Whichofthefollowingdonotbelongtominimalpair?A.WillwellB.TilltellC.FillfellD.Wellwell4.Whichofthefollowingbelongtopronunciationperceptionpractice?A.usingminimalpairs,oddoneoutB.Whichorder,completionC.SameordifferentD.Alloftheabove5.Whichtypedoesthefollowingproductionpracticebelongto?Thestudentsrepeatwhattheteachersays.Thisactivitycanpracticeindividualsounds,individualwords,groupsofwords,andsentences.A.ListenandrepeatB.FillintheblanksC.MakeupsentencesD.Usingmeaningfulcontext6.Whichtypedoesthefollowingproductionpracticebelongto?Shesellsseashellsontheseashore.A.MakeupsentencesB.UsingmeaningfulcontextC.UsingpicturesD.Usingtonguetwisters7.Whatarethewaysofpracticingstre?A.UsegesturesB.UsethevoiceC.UsetheblackboardD.Alloftheabove8.Whatdoesthefallingintonationonthestatement“heismovedtoGlasgow.”indicate?A.IamtellingyousomethingyoudonotknowB.IhavenotfinishedyetC.IamaskingagenuinequestionD.Iknowyouhavetoldmebefore9.Whatdoesthefallingintonationonthequestion“wheredoyoulive?”indicate?A.IamtellingyousomethingyoudonotknowB.IhavenotfinishedyetC.IamaskingagenuinequestionD.Iknowyouhavetolemebefore10.Whatisreflectedasimportantinthefollowingexample?A.Wouldyoupleaseturndowntheradioalittlebit?B.Sorry.↘

10（no,Idonotwantto.）OrB.Sorry?↗（whatdidyousay?）A.StreB.IntonationC.SoundsD.PitchPart2answerthefollowingquestions1.WhycannotmostlearnersofenglishasaforeignlanguageacquirenativelikeEnglishpronunciation?Unit7Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whichofthefollowingstatementisnottrue?A.GrammaticalcompetenceiseentialforcommunicationB.ThereisapositiveroleofinstructionforgrammarlearningC.GrammarteachingcanenhancelearnerproficiencyD.Grammarlearningiscompletelyuseleforchildren.2.Whichofthefollowingisnotgrammarpresentationmethod?A.DeductivemethodB.InductivemethodC.GuideddiscoverymethodD.Communicativeteachingmethod3.Whichofthefollowingstepsaretypicalforthedeductivegrammarteachingmethod?A.Giveexamples→explainrules→studentsdopracticeactivitiesB.Authenticlanguagedataisprovided→induceslearnerstorealizegrammarrules→applythenewstructuretoproducesentencesC.Explicitrulesaregivetostudents→Authenticlanguagedataisprovided→applythenewstructuretoproducesentencesD.Alloftheabove4.Whataretwogrammarpracticeactivities?A.MechanicalpracticeandmeaningfulpracticeB.VolumepracticeandcommunicativepracticeC.InterestpracticeandmeaningfulpracticeD.Mechanicalpracticeandsucceorientedpractice5.Whataretwobroadcategoriesofknowledge?A.ImplicitknowledgeandexplicitknowledgeB.ObviousknowledgeandunobviousknowledgeC.InductiveknowledgeanddeductiveknowledgeD.RefereedknowledgeandinferredknowledgeUnit8Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whichofthefollowi

11ngstatementisnottrueaboutvocabulary?A.avocabularyitemcanbemorethanonewordB.Vocabularycannotbetaught.Itmustbelearnedbytheindividuals.C.WordsisbestlearnedincontextD.AnEnglish-Englishdictionaryisanimportantaidforstudents.2.Whatdoesitmeantoknowaword?A.knowledgeitspronunciationandstreB.knowitsspellingandgrammaticalpropertiesC.knowitsmeaningandknowwhenandhowtouseitD.alloftheabove3.whatmeaningisreferredtoifwesaythemeaningof“dog”isananimalwithfourlegsandatail,oftenkeptasapetortrainedforwork?AdenotativemeaningB.connotativemeaningC.extendedmeaningD.inspiredmeaning4.Whatmeaningisreferredtoifwesaythemeaningof“dog”isfriendshipandloyalty?AdenotativemeaningB.connotativemeaningC.literalmeaningD.labeledmeaning5.Whatisreferredtoifwesay“seeamovie,watchaplay,lookatapicture”?A.denotativemeaningB.connotativemeaningC.collocationsD.synonyms6.Whatdothefollowingexamplesindicate?Big,huge;enormous,immense;male,masculineA.synonymsB.antonymsC.hyponymsD.collocations7.Whataretwocategoriesofvocabulary?A.receptivevocabularyandproductivevocabularyB.innatevocabularyandlearnedvocabularyC.familiarvocabularyandunfamiliarvocabularyD.newvocabularyandoldvocabulary..英语教学法教程试题库Unit1PartIReadthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Muchofhumanbehaviorisinfluencedbytheir__________A.experiencesB.wisdomC.knowledgeD.parents2.Whatisthebasisforsyllabusdesign,teachingmethodology,teachingandaementproceduresintheclaroom?A.teachingattitudeB.definitionsoflanguageC.structuralviewoflanguageD.f

12unctionalview3.Whatdoesthestructuralviewoflanguageseelanguage?A.asystemofcategoriesbasedonthecommunicativeneedsofthelearnerB.acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC.alinguisticsystemmadeupofvarioussubsystemsD.alinguisticsystemandameansfordoingthings4.Whatdoesthefunctionalviewoflanguageseelanguage?A.asystemofcategoriesbasedonthecommunicativeneedsofthelearnerB.acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC.alinguisticsystemmadeupofvarioussubsystemsD.alinguisticsystemandameansfordoingthings5.Whatdoestheinteractionalviewoflanguageseelanguage?A.asystemofcategoriesbasedonthecommunicativeneedsofthelearnerB.acommunicativetooltobuildupandmaintainsocialrelationsbetweenpeopleC.alinguisticsystemmadeupofvarioussubsystemsD.alinguisticsystemandameansfordoingthings6.Whichofthefollowingteachingmethodisbasedonthebehavioristtheory?BA.GrammartranslationB.Audio-lingualC.Task-basedteachingandlearningD.Communicativeteaching7.Whatarethecharacteristicsofaudio-lingualmethod?A.LanguageislearnedbyconstantrepetitionandthethereinforcementoftheteacherB.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.C.Studentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.D.BothAandB.8.Whichthreegroupscansummarizealltheelementsofthequalitiesofagoodteacher?A.Ethicdevotion,profeionalqualitiesandpersonalstylesB.Ethicdevotion,profeionalqualitiesandindividualfreedomC.Individualfreedom,profeionalqualitiesandpersonalstylesD.Ethicdevotion,personalstylesandindividualfreedom9.Whatarethepurposefulpreparationthatalanguageteachernormallyreceivesbeforehestartsthepracticeofteaching?word教育资料..A.Learningfromother’sexperiencesB.LearningthereceivedknowledgeC.Learningfromone’sownexperiencesasateacherD.Alloftheabove10.Whatqualitiesareconsideredgoodqualitiesofagoodt

13eacher?DA.Kind,humorous,wellinformedB.Hardworking,disciplinedC.Wellprepared,dynamicandpatientD.AlloftheabovePart2Answerthefollowingquestions.1.Agoodteachershouldpoemanygoodqualities.Listthreequalitiesyouthinkarethemostimportantandexplainreasons.Unit21.Whatistheultimategoalofforeignlanguageteaching?A.EnableSStousetheforeignlanguageinworkorlife.B.EnableSStoachieveaccuracyofEnglishlanguagestructure.C.EnableSStoachievefluencyofEnglishlanguagestructure.D.EnableSStospeakstandardEnglish.2.Whatisthepoiblesolutiontobridgethegapbetweenclaroomlanguageteachingandreal-lifelanguageuse?A.Task-basedteachingandlearningB.CommunicativelanguageteachingC.Presentation,practiceandproductionD.Engage---study---activate3.Whatislinguisticcompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning4.Whatispragmaticcompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning5.Whatisdiscoursecompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesword教育资料..D.Knowledgeoflanguageitself,itsformandmeaning6.Whatisstrategiccompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemC.Strategiesoneemploys

14whenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning7.Whatisfluencycompetenceconcernedwith?A.AppropriateuseofthelanguageinsocialcontextB.AbilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslowneorunduehesitationC.StrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesD.Knowledgeoflanguageitself,itsformandmeaning8.Whataretheprinciplesofcommunicativelanguageteaching?A.Communicationprinciple,taskprincipleandmeaningfulprincipleB.Communicationprinciple,accuracyprincipleandmeaningfulprincipleC.Communicationprinciple,fluencyprincipleandmeaningfulprincipleD.Communicationprinciple,taskprincipleandpurposeprinciple9.Whatarethelisteningandspeakingactivitiesintraditionalpedagogy?A.Listentotextseitherreadbytheteacherorpre-recordedonthetape;repeatwhatisheard.B.Answerthequestionsaccordingtowhatisheard;produceresponsesbasedongivencluesC.RetellwhatisheardD.Alloftheabove10.Whatarethefivecomponentsofcommunicativecompetence?A.Linguisticcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandfluencyB.Linguisticcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandaccuracyC.grammarcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandfluencyD.grammarcompetence,pragmaticcompetence,discoursecompetence,strategeticcompetenceandaccuracyPart2answerthefollowingquestions1.Whatarethedifferencesbetweenlanguageusedinreallifeandlanguagelearnedintheclaroomunderthetraditionalpedagogy?Unit4Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whatshouldbeincludedinaleonplan?A.Aimstobeachievedword教育资料..B.MaterialstobecoveredC.ActivitiestobeorganizedD.Alloftheabove2.Whataretheprinciplesforgoodleonplanning?A.Aim,var

15iety,flexibility,learnabilityandlinkageB.Aim,preparationflexibilityandlinkageC.Aim,micro-planning,macro-planningandflexibilityD.Aim,micro-planning,macro-planningandvariety3.Whataretheguidelinesforwritingteachingaimsinaleonplan?A.Clear,briefB.Specific,students-orientedC.Specific,teacher-orientedD.BothAandB3.Whatarelanguagecontents?A.Structures,vocabulary,functionsandtopicsB.Pictures,vocabulary,communicationandtopicsC.PPT,structures,aimsandsummaryD.Structures,aims,functionsandtopics4.Whatareverycommonlyusedteachingproceduresandstages?A.Presentation,practiceandproductionB.Pre-reading,while-readingandpost-readingC.MechanicalpracticeandmeaningfulpracticeD.BothAandB4.Whatisthefunctionofoptionalactivities?A.Backupsincasetheleongoestoofastandthereareafewminutesleft.B.PreparedforgoodstudentsC.PreparedforbadstudentsD.Usedforemergency5.Whichpartistobefinishedafteraleoninaleonplan?A.TeachingaidsB.EndofaleonsummaryC.OptionalactivitiesandaignmentsD.AfterleonreflectionPart2answerthefollowingquestions1.Whatbenefitscanlanguageteachersgetfromplanningaleon?2.Explainfiveprinciplesforgoodleonplanningindetail.3.Whatdoesmacroplanninginvolve?4.Whatarecomponentsofaleonplan?unit5Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whatarethepoiblerolesofateacher?A.Controller,aeorB.Organizer,prompterC.Participant,resource-providerD.Alloftheabove2.Whatroledoesateacherplayinthefollowingactivity?Theteachergivesstudents2minutestoskimatext,andwhentimeisup,word教育资料..heasksstudentstostopandanswersomequestions.A.ControllerB.AeorC.OrganizerD.Prompter3.Whatroledoesateacherplayinthefollowingactivity?T:doyouhaveanyhobbies?S:yes,Ilikesinginga

16nddancing.T:Uhm,and...?S:Ialsocollectcoins.T:Oh,really,howmany...haveyoualready...collected?A.ControllerB.AeorC.OrganizerD.Prompter4.Whatroledoesateacherplayinthefollowingactivity?Theteacherwritesoneoffivenumbers(1-5)onanumberofcards(thesamenumberasthestudents).Eachstudentdrawsonecard.Thosewhohavedrawnnumber1willformgroup,andthosewhohavedrawnnumber2willformgroup2.Thusthestudentsareputintofivegroupsinarandomway.A.ControllerB.AeorC.OrganizerD.Prompter5.Whatroledoesateacherplayinthefollowingactivity?Whenastudenthasmadeasentencewithborrow,“Iborrowedapapertowritealetter”,theteachersays,“Well,wedon’tsayapaper,wesayapieceofpaper.”A.ControllerB.AeorC.OrganizerD.Prompter6.Whatroledoesateacherplayinthefollowingactivity?Whiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularwordtheydon’tknow.Sotheyasktheteacher.A.ControllerB.AeorC.participantD.Resource-provider7.Whatroledoesateacherplayinthefollowingactivity?Theteacherasksastudentaquestion“Haveyoueverboughtclotheswithproblems?”Ifthestudentdoesn’tseemtobeready,theteachersays“forexample,ashirtwithout...”andpointstothebuttonsonhisownshirtorjacket.A.ControllerB.AeorC.OrganizerD.Prompter8.Whatroledoesateacherplayinthefollowingactivity?Whenthestudentshaveingroupsdecidedwheretogoforanspringouting,theteacheraskseachgrouptotelltheotherswhytheyhavemadesuchachoice.A.ControllerB.AeorC.OrganizerD.Prompter9.Whatroledoesateacherplayinthefollowingactivity?Whenstudentsaredoingagroup-worktask,theteacherjoinsoneortwoword教育资料..groupsforashortperiodoftime.A.ControllerB.AeorC.participantD.Resource-provider10.Whatroledoesateacherplayinthefollowingactivity?theteacherasksstudentstoproduceconversations(eitherorallyorinwriting)byusingparticularpatternsorexpreionstheyhavejustlearned.A.ControllerB.AeorC.OrganizerD.Prompter11.Whatroledoe

17sateacherplayinthefollowingactivity?TheteacherhasawordinhismindandasksstudentstoguebyaskingonlyYes/Noquestionsuntiltheymakethecorrectgue.A.ControllerB.AeorC.participantD.Resource-provider12.Whenisappropriatefortheteachertogiveclaroominstructionstostudents?A.Givedirectionstotasksoractivities,checkingcomprehension,givingfeedbackB.Providingexplanationstoaconceptorlanguagestructure,drawingattentionC.Settingrequirements,checkingcomprehension,aigninghomeworkD.Alloftheabove13.Whydonoviceteacheroftenhaveproblemsgivingclearinstructions?A.TheirlanguageproficiencyislowB.TheyarefreshformtheuniversityC.TheirinstructionsaretooshortD.Theyarenotabletotargettheirinstructionstothelevelofthelearners14.Whatarenotgoodrulestofollowformakinginstructionseffective?A.UsesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudentsB.UsethemothertongueonlywhenitisnecearyC.UsebodylanguagetoaistunderstandingD.Notmodelthetaskoractivitybeforelettingstudentsmoveintogroupsorpairs15.Whichofthefollowingisthetimewhenstudentsworkasawholecla?A.WhenallthestudentsareunderthecontroloftheteacherB.Whenstudentsworkinpairsonanexerciseorataskword教育资料..C.WhenstudentsworkinsmallgroupsD.Whenstudentsareexpectedtoworkontheirownattheirownspeed16.Whichofthefollowingisthetimewhenstudentsworkinapair?A.WhenallthestudentsareunderthecontroloftheteacherB.WhenstudentsworkinpairsonanexerciseorataskC.WhenstudentsworkinsmallgroupsD.Whenstudentsareexpectedtoworkontheirownattheirownspeed17.Whichofthefollowingisthetimewhenstudentsworkingroups?A.WhenallthestudentsareunderthecontroloftheteacherB.WhenstudentsworkinpairsonanexerciseorataskC.WhenstudentsworkinsmallgroupsD.Whenstudentsareexpectedtoworkontheirownattheirownspeed18.Whichofthefollowingisthetimewhenstudentsstudybythemselves?A.WhenallthestudentsareunderthecontroloftheteacherB.Whenstudentsworkinpairsonanexe

18rciseorataskC.WhenstudentsworkinsmallgroupsD.Whenstudentsareexpectedtoworkontheirownattheirownspeed19.Whichofthefollowingistheadvantageofwholeclawork?A.Itisanidealwaytoshowmaterialsanddopresentationstogether.B.Itallowsstudentstoworktogetherratherthanunderteacher’sguidance.C.Thereisalwaysagreatchanceofdifferentopinionsandcontributionstothework.D.Itislestreful.20.Whichofthefollowingistheadvantageofpairwork?A.Itisanidealwaytoshowmaterialsanddopresentationstogether.B.Itallowsstudentstoworktogetherratherthanunderteacher’sguidance.C.Itreinforcesasenseofbelongingamongagroupofmembers.D.Itisverystreful.Part2answerthefollowingquestions1.Whatsixconditionshavetobemetinordertoachieveefficientclaroommanagement?Unit6Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforword教育资料..eachstatementorquestion.1.Whichofthefollowingistrueaboutpronunciationteaching?A.Learnerswhosenativelanguagehassimilarsoundsarelelikelytohaveproblemswithpronunciation.B.Learnerswhohavemoreexposuretoenglishneedlefocusonpronunciation.C.BeginningChineselearnersofenglishneedacertaindegreeoffocusonpronunciation.D.Alloftheabove2.Whatistherealisticgoalofteachingpronunciation?A.ConsistencyB.IntellegibilityC.CommunicativeefficiencyD.Alloftheabove3.Whichofthefollowingdonotbelongtominimalpair?A.WillwellB.TilltellC.FillfellD.Wellwell4.Whichofthefollowingbelongtopronunciationperceptionpractice?A.usingminimalpairs,oddoneoutB.Whichorder,completionC.SameordifferentD.Alloftheabove5.Whichtypedoesthefollowingproductionpracticebelongto?Thestudentsrepeatwhattheteachersays.Thisactivitycanpracticeindividualsounds,individualwords,groupsofwords,andsentences.A.ListenandrepeatB.FillintheblanksC.MakeupsentencesD.Usingmeaningfulcontext6.Whichtypedoesthefollowingproductionpracticebelongto?Shesellsseashellsontheseashore.A.MakeupsentencesB.UsingmeaningfulcontextC.Usingpictu

19resD.Usingtonguetwisters7.Whatarethewaysofpracticingstre?A.UsegesturesB.UsethevoiceC.UsetheblackboardD.Alloftheabove8.Whatdoesthefallingintonationonthestatement“heismovedtoGlasgow.”indicate?A.IamtellingyousomethingyoudonotknowB.IhavenotfinishedyetC.IamaskingagenuinequestionD.Iknowyouhavetoldmebeforeword教育资料..9.Whatdoesthefallingintonationonthequestion“wheredoyoulive?”indicate?A.IamtellingyousomethingyoudonotknowB.IhavenotfinishedyetC.IamaskingagenuinequestionD.Iknowyouhavetolemebefore10.Whatisreflectedasimportantinthefollowingexample?A.Wouldyoupleaseturndowntheradioalittlebit?B.Sorry.↘（no,Idonotwantto.）OrB.Sorry?↗（whatdidyousay?）A.StreB.IntonationC.SoundsD.PitchPart2answerthefollowingquestions1.WhycannotmostlearnersofenglishasaforeignlanguageacquirenativelikeEnglishpronunciation?Unit7Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whichofthefollowingstatementisnottrue?A.GrammaticalcompetenceiseentialforcommunicationB.ThereisapositiveroleofinstructionforgrammarlearningC.GrammarteachingcanenhancelearnerproficiencyD.Grammarlearningiscompletelyuseleforchildren.2.Whichofthefollowingisnotgrammarpresentationmethod?A.DeductivemethodB.InductivemethodC.GuideddiscoverymethodD.Communicativeteachingmethod3.Whichofthefollowingstepsaretypicalforthedeductivegrammarteachingmethod?A.Giveexamples→explainrules→studentsdopracticeactivitiesB.Authenticlanguagedataisprovided→induceslearnerstorealizegrammarrules→applythenewstructuretoproducesentencesC.Explicitrulesaregivetostudents→Authenticlanguagedataisprovided→applythenewstructuretoproducesentencesD.Alloftheabove4.Whataretwogrammarpracticeactivities?A.Mechanicalpracticeandmeaningfulpracticeword教育资料

20..B.VolumepracticeandcommunicativepracticeC.InterestpracticeandmeaningfulpracticeD.Mechanicalpracticeandsucceorientedpractice5.Whataretwobroadcategoriesofknowledge?A.ImplicitknowledgeandexplicitknowledgeB.ObviousknowledgeandunobviousknowledgeC.InductiveknowledgeanddeductiveknowledgeD.RefereedknowledgeandinferredknowledgeUnit8Part1Readthefollowingstatementsorquestionsandchoosethebestanswerforeachstatementorquestion.1.Whichofthefollowingstatementisnottrueaboutvocabulary?A.avocabularyitemcanbemorethanonewordB.Vocabularycannotbetaught.Itmustbelearnedbytheindividuals.C.WordsisbestlearnedincontextD.AnEnglish-Englishdictionaryisanimportantaidforstudents.2.Whatdoesitmeantoknowaword?A.knowledgeitspronunciationandstreB.knowitsspellingandgrammaticalpropertiesC.knowitsmeaningandknowwhenandhowtouseitD.alloftheabove3.whatmeaningisreferredtoifwesaythemeaningof“dog”isananimalwithfourlegsandatail,oftenkeptasapetortrainedforwork?AdenotativemeaningB.connotativemeaningC.extendedmeaningD.inspiredmeaning4.Whatmeaningisreferredtoifwesaythemeaningof“dog”isfriendshipandloyalty?AdenotativemeaningB.connotativemeaningC.literalmeaningD.labeledmeaning5.Whatisreferredtoifwesay“seeamovie,watchaplay,lookatapicture”?A.denotativemeaningB.connotativemeaningC.collocationsD.synonyms6.Whatdothefollowingexamplesindicate?Big,huge;enormous,immense;male,masculineword教育资料..A.synonymsB.antonymsC.hyponymsD.collocations7.Whataretwocategoriesofvocabulary?A.receptivevocabularyandproductivevocabularyB.innatevocabularyandlearnedvocabularyC.familiarvocabularyandunfamiliarvocabularyD.newvocabularyandoldvocabularyword教育资料《小学英语教学法教程》读后感（2篇）

21这个寒假度过的还是挺愉悦的，不仅在物质上品尝到了那熟悉的家乡风味，在精神上阅读了《小学英语教学法教程》，也感悟良多。特别是在书中读到母语与英语在小学英语课堂上的使用问题时，回想自己在给学生上课的点点滴滴。记得当初在大学上有关教学方面的课程时，书本上对我们的要求是要对学生进行全英文授课，而自己在实验学校上课的时候，尤其是在常态课时，课堂上使用全英语授课的次数不多。在小学英语课堂上，在多大程度上使用英语进行教学，在多大程度上使用母语进行教学和解答问题，是每个英语教师必须面对的问题。其实在小学英语教学中，英语和母语是既相互干扰，又相辅相成的关系。不要把英语和母语对立起来，应该认识到英语和母语都是我们了解和认识世界的一种方法和渠道。在小学的低年级阶段，母语对英语学习有明显的干扰作用。处于低年级段的学生就更是如此。他们初学英语，也初学拼音，拼音和英语都是由字母组成的，所以低年级的学生容易混淆。尤其是英语当中的二十六个字母和汉语当中的声母与韵母的差别，低年级的学生往往会把他们的读音弄反。同时英语句子的组成顺序和中文的顺序有一定的区别，这个对于学生的翻译又会有很大的影响。记得有些同学在做翻译题目时犯过这样的错误。用母语的思维把下面两个句子理解成了：Howareyou?(怎么是你？)Howoldareyou?(怎么老是你？)所以在低年级阶段进行全英文教学反而效果会更低。在小学的高年级阶段，对学生进行全英文授课很有必要。在中国学习英语，最大的障碍就是缺乏一个语言学习环境。英语的教学目的是要培养学生运用英语的能力。所以在小学英语教学中，尽量使用英语，控制使用汉语，是英语教学目的所决定的。而高年级的学生对母语已经有了一个全方位的认识了，在课堂上进行全英文授课，提供学生一个学习英语的环境，培养其预感，这样学习起来效果更佳，他们的积极性也更高。我们只有在教学中加强英语实践，多使用英语，让学生大量接触英语，并沉浸在使用英语的氛围中，才能有效地排除母语的干扰，培养运用英语的能力。在英语教学中尽量使用英语，一般可运用以下一些方法：

221、尽量使用英语组织课堂教学。例如，在教学的各个环节可多使用英语课堂用语。凡能用英语表述的，如讲解、练习、测试和安排、布置家庭作业以及奖励、评讲等，都尽量用英语，避免使用汉语。例如我们学校很普遍的课堂组织用语:one，two,three,A,B,C!当希望重复的时候可以教导学生用again。当让学生读课文的时候可以告诉他这时候应该说reading。2、使用直观手段，如实物、图片、教师的动作、表情和课文情景等。学生可以跳过母语，直接把英语和客观事物联系起来。看见直观教具和表演就能与英语发生联想，巩固记忆，提高运用英语的本领。特别是在入门阶段，所教的单词一般都是词义具体的单词，所教的句子一般也紧密联系具体生活实际。因此，少用或基本不用母语是完全可能的。在小学英语教学中，英语和母语是既相互干扰，又相辅相成的关系。不要把英语和母语对立起来，应该认识到英语和母语都是我们了解和认识世界的一种方法和渠道。我们不能简单地认为英语教学中母语的运用是一种思维的干扰，相反，适当运用母语于外语教学之中，不仅可以提高课堂教学效率，而且还可以作为学生的一种学习策略加以培养，有效地提高其学习效率。母语在英语教学中既不能过多，也不能排斥。母语的恰当运用有助于降低课堂教学难度；多数学生希望能够利用母语帮助外语学习。英语教学法教程试题库小学英语教学法试题库导读：就爱阅读网友为您分享以下“小学英语教学法试题库”资讯，希望对您有所帮助，感谢您对92to.com的支持!小学英语教学法期末复习题库一、填空1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。

232、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。6、教学是教师的教和学生的学的统一活动。就英语教学而言，教学的实质就是一种特殊的认识过程。英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。7、学生认识的客体是英语，教师认识的客体是教学规律。教学双方都为对方提供信息，英语就是为了促进交流。8、教学的最终任务是培养学习者的交际能力。9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。11、语言教学的内容包括语言知识和语言技能两个方面12、体态语是指说话时的表情、手势、动作等。13、在教学中写有两方面的含义：一是书写，二是写作。14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。

2416、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果.17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。18、英语课堂教学的实质是交际。19、遵循视听说与读写结合的原则，教学要采用听说领先、读写跟上的方法。20.小学阶段的英语小学目标（教学目标）是：通过听、说、玩、看等教学活动，激发和培养学生的学习兴趣，使其养成良好的学习习惯；通过学习使学生获取对英语的一些感性认识，掌握一定的语言基本技能，培养初步运用英语进行听、说的交际能力；开发智力，发展包括观察、记忆、思维和想象等内容的思维能力，培养学生建立科学的世界观、人生观、价值观、对通过英语传递的思想、文化、情感等有初步的跨文化认知的意识；培养学生的爱国主义精神以及世界公民的意识。21、小学英语教学法是研究小学英语教学的理论和实践，是研究小学英语教学的全部过程及其规律的一个科学体系。22、教师在教学活动之前主要应编写好三种计划：学期教学进度计划，单元教学计划，课时计划。23、备好课，必须做好如下三方面的工作：了解学生，钻研教材，制定教学计划。24、新课程设置是按九年一贯制设置义务教育阶段课程的方式，小学阶段以综合课程为主，初中阶段以综合和分科并行，高中阶段以分科为主。25、教师在教学过程中应与学生积极交往、共同发展，要处理好传播知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性的学习。

2526、根据归因理论，学生把学习结果良好归因为自己努力的结果，属于内在——可控性归因。27、新课程的核心理念是——一切为了每一个孩子的发展。28、素质教育以培养学生的创新能力和实践能力为重点。29、课程改革的核心目标是实现课程功能的转变。30、课改成功的重要标志是教师教学行为和学生学习方式的改变。31、教学工作的基本环节：备课、上课、课外作业的布置和批改、课外辅导、学业成绩的评定。32、评价的根本目的是促进学生的发展。33、职业教育是以生产劳动的知识和技能为主要教学内容，以就业为主要目标的学校教育。34、教育目的的层次包括国家的教育目的、各级各类学校的培养目标和教师的教学目标。35、从课程任务角度，课程可分为基础型课程、拓展性课程和研究性课程三种类型。36、学校工作必须坚持“以教学为主，全面安排”的原则。37、班级授课制是把一定数量的学生按年龄和知识程度编成固定的班级，集体上课。我国最早采用班级授课制的是清政府于1862年设立于北京的京师同文馆。38、教学策略的基本特征有综合性、可操作性和灵活性。39、游戏教学的结构有：游戏任务、游戏行为、游戏信号物和游戏规则。40、课堂教学的基本环节：组织教学、导入、促进对新材料的感知和理解、巩固所学的知识、作业的布置和批改。41、游戏教学应遵循一定的规则：时间限制规则、角色表演规则、内容呈现规则和竞赛规则。

2642、认识法的理论基础为结构主义语言学和行为主义心理学。43、简笔画教学最为显著的特点为生动具体、形象直观。44、板书设计的原则有明确的目的性与针对性、条理性和系统性、灵活性和艺术性。45、教师和学生的共同成长是新课改的核心价值追求。46、英语学习的策略包括认知策略、调控策略、交际策略和资源策略。47、在任务型语言教学中任务的设计应遵循情境性原则、真实性原则、整合性原则、可行性原则、综合能力培养原则和结果可评价原则。48、在人类语言的交际活动中，听说占了人类语言交际活动的%，所以在小学阶段，在英语基本技能培养方面，我们应该坚持听说领先、读写跟上的原则。49、在英语口语教学中，我们可以采用复述法。复述法可以分两步来实施：第一步是机械性复述，第二步是活性复述。50、英语新课程倡导的学习方式有自主学习方式、合作学习方式和探究学习方式。51、在任务型语言教学中，课外作业应以项目为主导。52、主要的外语教学法有语法翻译法、直接法、听说法、全身反应法和交际语言教学。53、语言的学习过程是一个学生不断犯错误的过程，老师只有注意建立和谐、宽松、民主的教学氛围，学生才能增加语言实践的机会，都有提高语言的可能。54、对学生文化意识的培养包括两个方面的内容：一是文化知识的传授；二是跨文化意识的培养。二、名词解释：

271、功能法是第二语言教学法的主要流派之一。它是以语言功能项目为纲，有针对性地培养学生的交际能力，实行交际化教学过程的一种教学法。功能法强调并十分重视语言的交际功能，主张学习语言从功能到形式。功能法的理论基础是社会语言学和功能语言学。培养学生的交际能力是功能法所要达到的教学目的。从功能法的理论基础出发，功能法体现了自身的教学原则和特点。同时，功能法也表现出不足和缺点，在教学实践中，存在取与舍的问题。2、习得指借助学习增大反应强度，增添新的反应方式。即知识的掌握。4、任务型教学是指在教学活动中设定一定的任务，让学生在完成任务的过程中习得语言知识，进而培养学生的交际能力。它是以具体任务为学习动机、以完成任务的过程为学习过程、以展示任务成果的方式体现教学成就的教学活动。5、全身反应法教师把教学内容设计成一系列指令式语言项目，然后再让学生对这些项目用身体做出反应的课堂教学方法。6、演绎式语法教学在演绎式语法教学中，教师首先展示语法规则并举例说明，然后由学生将所展示的语法规则运用于新的语言环境。演绎式语法教学方式注重的是形式而不是运用。7、反思性教学反思性教学是外语教师自身发展的有效途径，是教师独立地、自觉地调节和管理自己的教学实践活动的过程。反思性教学中，教师的研究以改进自己的教学行为、提高自己的职业能力为出发点，通过观察、思考、反思、分析自己的教学行为，在实践中不断检验、修正、调整自己的教学行为，内化相关理论和思想，从而促进自身的发展。《小学英语教学法教程》学习感受张银平我利用暑假时间拜读了王蔷老师主编的《小学英语教学法教程》一书,本书遵循新课标理念，是为小学英语教师英语教学专业化发展而编写的。内容包括七大部分。这本书本身由一批具有丰富教育经

28验的中小学等英语教师编写，主要用英文写作，内容亲切生动，它能从我们一线教师已有的知识和经验出发，再进行英语教学法的学习．使我们小学英语老师在专业学习的同时又提高英语水平。在阅读这本书的过程中，我真的是受益匪浅．不仅使自己获得理论的提高，并且也从一些实例中收获着。这也就是在培养我们小学英语老师的终身学习和可持续性发展能力，如Listening,Speaking,Reading,Writing四项技能得到提高与突破．书中指出小学生学习外语具有模仿力强,记忆力好,勇于开口等特点和优越条件,对今后进一步学好英语,培养用英语进行交际的能力,将起着及其重要的作用。因此,作为一名小学英语教师,我们的注意力和精力应该放在其语言技能的培养上,而不是放在单纯的语言知识上,要激发学生学习英语的兴趣和动机;培养学生良好的学习习惯;使学生获得英语的一些感性知识;打下较好的语音基础,学习一定量的词汇,接触一定量的日常交际用语,从而具有以听说能力为主的初步交际能力;使学生在英语学习中受到良好的思想品德教育,个性得到健康和谐的发展。作为一名小学英语教师,要搞好英语的教与学活动,运用恰当的教学方法,通过小学教学活动的趣味性,直观性,实践性使小学生爱学,会学,主动学.小学英语教学法课是一门理论和实践相结合的专业课。不是会讲英语的人就能教好英语。我们不仅要具有坚实的英语基础知识和运用语言的能力,还必须学习有关英语教学的理论,提高自身的教学能力。歌谣,充满童趣,合辙压韵,琅琅上口,迎合了少年儿童的心理与口味.简笔画,一种具有普遍推广意义的直观教学手段,它运用最简单的线条和平面形概括地勾画出物象的主要特征,用笔简练,形象简洁,应用简便.它有利于活跃课堂气氛,激发学生兴趣,化解教学难点,变抽象为具体,化复杂为简单,并能增强记忆,提高学习效果.运用歌曲和音乐学习语言也是外语教学的有效方法之一.用教唱英语歌曲的方法把儿童引入英语的广阔殿堂,无疑是符合儿童心理发展规律的,它具有以下作用:激发学习下去;提高学习效益;完善学习品质;充实文化知识等.我们可以从各类儿童英语教科书中选择一些旋律较熟,唱词简单适合的歌曲.当然还可以自己编歌.英语课外活动与课堂教学有

29着密切的联系,它与课堂教学的目的是一致的，是英语课堂教学必不可少的辅助形式.开展好课外活动可使学生储存一些学好英语的潜在能量,对课堂教学起到很好的促进作用.它有利于提供更多的语言实践机会,因材施教,开发智力,拓宽视野,培养合作精神,但在开展英语课外活动的时候要防止随意性和盲目性等.要根据学生的不同年龄,性格,兴趣和特长,采取不同的活动方式,常见的活动形式有英语竞赛、英语晚会、英语角,英语学习园地等。小学生的表现欲和荣誉感都比较强,适当地在课外开展一些竞赛活动,既能提高学生学习英语的兴趣,调动他们的积极性,又能对学生的思维,记忆,理解,反应等能力进行综合训练。小学英语教师,在具备与其他学科教师共性的素质,如敬业精神,良好的师德,广博的文化知识之外,还应具有良好的心理素质,因为在教育过程中,教师心理品质对学生心灵的影响,是任何其他教育手段无法代替的.它不仅表现为一种教育和教学工作的成败,而且作为一种巨大的教育力量潜移默化地影响着学生的人格.同时要具有系统而扎实的语言基础知识和听说读写几方面的技能和能力和较强的教学能力,包括语言的示范能力,综合教学技能等.还要有改革创新的意识,要随着时代的发展变化重新设计塑造自己的形象。读了这本书,我获益颇大,它使我明白自身的诸多不足,它给我提出了更高的要求,要不断学习,不断实践,努力提高自己各方面的素质。