1、 （二）直接法（Direct （十）沉默法（heSilent（一內小（樣卷100分3030學40內?。泳?00分3030學4023教學評價 了解評價的種類(評價性評價)、特點3課堂教學 具備較強的英語課堂教學能力，能熟悉地運用多種教學方法駕馭英語課堂教（能力層級B1（2小一、外語教學流（一）語法翻譯法（Grammar-Translation 一、外語教學流（一）語法翻譯法（Grammar-Translation l教授語法學家所確定的所謂“規范”（二）直接法（Direct ，優點：1. 采用各種直觀教具，廣泛運用接近實際生活的教學方式，有助于培養用外語思維的能力；2. 缺點：1. 排斥母語，

2、使學生對一些抽象和復雜的概念難以理解；2. 沒有明晰的語法解釋，導致學生說出的話語法錯誤較多；3. （三）聽說法（Auduiolingual 204060（三）聽說法（Auduiolingual 204060慣(a set of habits)。優點：1. 培養學生敢于大膽主動地使用所學語言進行交談，口語能力較強；2. 句型操缺點：1. 大量的模仿和機械操練不利于發展學生的創造性思維；2. 脫離語言內容和語境的句型操練不利于學生對語言的靈活運用。3. （四）視聽法（The Audio-Visual 優點：1. 情境的創設能夠加速外語與事物的聯系，有助于理解所學語言；2. 教學。3. （五）交際

3、法(Communicative 交際法也叫功能法(FunctionalApproach)或意念法(NotionalApproach)70年代優點：1. 重視學生的實際需要；2. 重視交際能力的培養，有利于學生在一定的社會環缺點：1. 如何確定和統計功能、意念項目，有待進探討；2. （六）優點：1. 重視學生的實際需要；2. 重視交際能力的培養，有利于學生在一定的社會環缺點：1. 如何確定和統計功能、意念項目，有待進探討；2. （六）任務型教學法(Task- 。（七）認知法(Cognitive 優點：1. 2. 在理解語言知識的基礎上進行操練，有利于激發學生的學習缺點：1. 2. （八）全身反應

4、法（TPR Total Physical 60 70 年代，創始人是阿舍爾A優點：1讓語言動起來60 70 年代，創始人是阿舍爾A優點：1讓語言動起來（九）社團語言學習法（Community Language Learning （十）沉默法（he Silent 棒（ods表（十一）暗示法 SAT二、第二外語 （一）心理學 （一）心理學（Paraeters/ariantsellectual（languageacquisition（二）哲學經典人文主義（ClassicalHumanism）（三）語言學（Linguistical）的影 （Reinfocement內在論 （Innate T）相互作用論

5、（ eractionTheory）中介語理論（ erlanguage） 文化移入說（Acculturation）-by 循序漸進（Graduality）Palmer ( 帕默輸入說（Input（四）環境對外語教學的影Critical“13”isthecritical新課程標（四）環境對外語教學的影Critical“13”isthecritical新課程標準（一）概的是指對某一課程在某個/（2001 全日制義務教育英語課程標準（實驗稿）新課程標準（New English Curriculum）學生是課堂的主體，教師要從知識的傳授者轉變為學生學習的促在新課標的指引下，教師應該改變教學觀念, 注重培

6、養學生能力, 學習, .在新課標的指引下，教師應該改變教學觀念, 注重培養學生能力, 學習, .（二）課程目，和。 ，和。 、（三）內容標、（三）內容標（四）實施建 2評價折合的分數：E=50V=40G=30A=20九年級分別完成三、四、五級2.？6.的相、。四、英語課程與教四、英語課程與教學（一，（1）（2）（3）（4）（1）（2）為（二）教學目1.同時還包括對學生端正學習目的、態度和人生觀,3. 150？（三）教學方法和教學模式的確?；ㄋ模┙叹邷室鹱⒁?明確地告訴學習者教學目標-刺激對先前學習的回憶-呈示刺激材料- 提供學（五）教學活動的設（(六)教學評。，（(六)教學評。，形形形形（

7、七）板書設（八）練習的設（九）教學后。的。Language and Language Learning 1.Structuralviewonlanguage:The（九）教學后。的。Language and Language Learning 1.Structuralviewonlanguage:Thestructuralviewseeslanguageasalinguisticsystemmadeupofbsystems:phonological,morphological,lexical,etc.to.Thefunctionalviewseeslanguageasalinguisticsy

8、stembutalsoasameansngeractional view considers language as a communicative tool, whose main use is buildupandainlrelationsn WhataretheviewsonlanguageBehaviourist theory: Skinner：languageisalsoaformofbehavior.The key of the theory of conditioning t “you can train an animal to do anything if follow a

9、certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30)2)CognitiveNoam Chomsky：language is not a form of behaviour, it is anricateru large part of language acquisition is the learning of this system.ased system and The constructivist theory bemeaningbas

10、edonhis/herownexperient learning is a s in which the learner andwhatheorshealreadyJohn Dewey:teaching should be built based on wh learning activities.4）Socio-constructivistearners already knew and engage learners Vygotsky,1978)eraction and engagement with language in lcontextbasedontheconceptofZoneo

11、fProximalDevelopmentZPD可能發展區/3.WhatVygotsky,1978)eraction and engagement with language in lcontextbasedontheconceptofZoneofProximalDevelopmentZPD可能發展區/3.WhatarethequalitiesofagoodlanguageThe main elements of a good English teacher are ethic devotion, al qualities, al styles. (Then try to explain the

12、se three elements respectively according to your own 4.WhatisTask-basedLanguageTask-basedLanguageteachingis,infact,afurtherdevelopmentofCommunicativeTeaching.Itsharesthesamefs,aslanguageshouldbelearnedasclosesibletohowitused in real life. It has stressed the importance to combine form-focused teachi

13、ng with communication-focused teaching.WhatarethedesigningprinciplesfortheNationalEnglishCurriculumAimforeducatingallstudents,andemphasisequality-orientedearner-centredness,andrespectindividual.3)Developcompetence-basedobjectives,andallowflexibility4)Paycloseattentiontothelearnings,andadvocateexperi

14、entiallearningand5)Attach particular importance to formative assessment, and give developmentofl attention to 6)Optimize learning , ize opportunities for learning and using 6.WhataretheprinciplesoodlessonAimsmeanstherealisticgoalsforthetis, theteacherneedstohaveaclearof what he / she would like to a

15、chieve for the lesson or es are expected from Variety means planning a number of different types of activities and roducing students to a wide selection of materials eresting,motivationandnevermonotonousforthet learning is Flexibilitymeansplanningtouseanumberofdifferentmethodsandtechniquesnbeing a s

16、lave to one methodology. This will make teaching and learning more effective and more Learnabilitymeans the contents and tasks planned for the lesson should be within learning capability of the students. Of course, things should not be too easy ng tarebeyondorbelowthestudentsabilitywilldiminishtheir

17、Linkage-means the stages and the steps within each stage are planned in such a tthey are somehow linked with one another. Language3 learning needs recycling 7.Linkage-means the stages and the steps within each stage are planned in such a tthey are somehow linked with one another. Language3 learning

18、needs recycling 7.Whatarethe3Psand3-stage?The3Psreferstoion,practiceandAt the ion stage, the inwhateverwaysnew vocabulary and grammatical Atthetage,thelessonmovesfromcontrolledpracticetoguidedpracticeandtotheionofthetextwhenAt the production stage, the students are encouraged to use what they have l

19、earned practised to perform communicative tasks. The focus is on meaning languagen accurate use 3-stage is frequently adopted in reading lessons and listening lessons. It refers pre-reading,while-readingt-readingstages.Thepre-stageinvolvespreparationwork,as setting the scene, warming up, or providin

20、g key information (such as key words). while-stage ivities or t the students must perform while they are reading listening. Thet-stageprovidesachanceforstudentstoobtainfeedbackontheirperformanceat the while-stage. This last stage may also involve some follow-up activities, in which relatewhattheyhav

21、ereadorheardtotheirownlifeandusethelanguage8.Whatarethemainrolesteacherscanplaybefore,duringandaftertheBefore the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only sfullyhe/shehasconductedtheclassbutalsohowefficientthelearningactivitieshaveBased on the t the erforms in different activities during the class, defi