第一篇：英語教學法期末考試資料

Steps for teaching a grammatical item: 1.Provide a context 2.Help students to say the target language 3.Provide a written record 4.Personalize the target language 5.Help students to guess the grammar rules of the target language 6.Help students to understand the communicative importance of grammar 7.Help students to understand the importance of grammatical accuracy The deductive method 1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices).The inductive method Students are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：

1.Say the sound alone.2.Get the students repeat the sound in chorus 3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful context

Vocabulary items presentation and practices Presentation 1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the teacher.3.Use synonyms or antonyms to explain meanings.4.Use lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.6.Use word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.for practice and consolidation--Songs and games

--semantic field and semantic mapping--key word method--vocabulary exercises--regular review

Blank filling 1.Five main components of communicative competence: Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competence

is concerned with the appropriate use of the language in social context.Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: 1.Communicative purpose 2.Communicative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language Teaching TBL=Task-based Learning 5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.7.Components of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit the comprehension level of the students.To use the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks 5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation with the learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannot be.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.

第二篇：英語教學法期末考試資料

Steps for teaching a grammatical item:

1.Provide a context

2.Help students to say the target language

3.Provide a written record

4.Personalize the target language

5.Help students to guess the grammar rules of the target language

6.Help students to understand the communicative importance of grammar

7.Help students to understand the importance of grammatical accuracy The deductive method

1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices).The inductive method

Students are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：

1.Say the sound alone.2.Get the students repeat the sound in chorus

3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful context

Vocabulary items presentation and practices

Presentation

1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the teacher.3.Use synonyms or antonyms to explain meanings.4.Use lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.6.Use word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.for practice and consolidation

--Songs and games

--semantic field and semantic mapping

--key word method

--vocabulary exercises

--regular review

Blank filling

1.Five main components of communicative competence:

Linguistic competenceis concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competencerefers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence iis similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluencymeans one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulness principle: language that is meaningful to the learner supports the learning process.3.Six criteria for evaluating how communicative classroom activities are: 1.Communicative purpose 2.Communicative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning

5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.7.Components of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit the

comprehension level of the students.Touse the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement2)Ss select group members3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks

5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation with the learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannot be.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.

第三篇：英語教學法資料

演講稿 工作總結 調研報告 講話稿 事跡材料 心得體會 策劃方案

英語教學法資料

小學英語教學法匯總

1、直觀教學法

在教學時，有些教學材料貼近于生活，能充分反映小學生的日常生活，所以教師應該有效地利用資源，如運用實物或圖片、教具等進行演示，使學生頭腦中形成比較鮮明的事物表象，豐富學生的感性認識，這樣不僅能激發學生的學習興趣，還能使他們將所學的內容應用到他們的生活中去。如在學習book , pencil 等學習用品和apple , orange 等水果時，就可以利用水果實物或圖片進行教學，使抽象的單詞直觀化，使英語的學習過程更具趣味性。

2、情境教學法

情景是教師創設或模擬的生活場景，應具有真實、生動、實用的特點，便于學生將所學語言材料進行綜合、創造性地進行表達交流。這種練習方法，有接近生活的交際功能，而且能變單調、機械的句型操練為活潑、生動的交際性練習。

情境能使抽象的語言具體化、形象化，在生動、形象的情景中學習英語，能使英語課堂教學趣味化、形象化。如學習“May I come in?”這個句子時，可以先請學生注意看和聽：教師走出教室，在教室門上敲幾下，并注視全班學生，用請求的語氣和想進來的手勢說：“May I come in？”這時學生都睜大了眼睛，全神貫注地聽“老師在說什么呢？”教師可趁勢再重復兩遍，這樣學生就自然而然地聽懂了句子的精心收集

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意思，并且能把聽到的句子“May I come in?”流利地說出。在這種情境下學會的句子，記憶牢固且能學以致用，如進老師辦公室，就會自然使用“May I come in?”

3、模仿練習法

英語學習需要學生的模仿練習，因為英語的語音、語調及書寫必須準確無誤。為此，教師在范讀字母、單詞或句子之前，應該讓學生聽老師的讀音，看老師的口形，進行認真的模仿練習。引領學生反復訓練，鼓勵學生大膽張口。

4、兒歌說唱法

對于中低年級的學生，我們可以根據其特點，將學習的內容編成一些順口易記的歌訣，如：丁丁、丁丁真能干，學習思考用head，小小eye看黑板，豎起ear認真聽，mouth、mouth長得巧，講起英語都說好，nose、nose嗅覺靈，foot、foot踢足球，arm、arm來舉重，長長leg跳繩快，雖然比賽傷了toe，領獎face樂開了花，全班拍著hand，夸他為班爭了光。學生在背歌訣時，腦、口、耳并用，還可以配以肢體表演，這樣的英語學習是愉快的，調動了學生的學習積極性，讓學生在輕松愉悅的氣氛中學習，使他們感到學習不再是一種負擔，而是一種樂趣。

教學有法，教無定法，貴在得法。我覺得小學生學英語就像學游泳一樣，必須讓學生泡在水中、潛到水里去，這樣他最后才能成為一個熟練的游泳者，自在游泳樂在其中。因此，英語教師應激發學生的學習興趣，給學生盡量多地創造聽、說、練的機會，讓學生在動中學，學

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中樂，使之獲得語言知識技能，真正達到輕松學英語、輕松用英語的目的。

5、表演法

如在“In the morning”這一單元后，我們的表演要求就是：把一天從早晨醒來到上學這一階段的生活用英語表演出來。每個小組四名同學，分別扮演爸爸、媽媽、Jimmy、Betty，為了表現的逼真，學生們帶來了牙刷、口杯、梳子、鬧鐘、牛奶、面包和雞蛋等道具，甚至還有媽媽用的圍裙。當演出開始時，隨著鬧鐘音樂的響起，同學們開始了精彩的表演。除了新學的單詞：起床、刷牙、洗臉、梳頭、吃早點、去上學，他們主動地選用了課文中的歌曲來伴奏。這樣使得整個課堂氣氛十分活潑。在劇中，每個同學的對話雖然不多，但每個人都意識到自己正在使用剛學到的知識，并扮演著一定的角色，所以都很認真的對待演出。而且，在演出后他們也很有成就感。而沒有走上臺的同學也被帶動，紛紛舉手表示下次要演。

6、競賽法

青少年活潑、好強、好表現，教師應充分利用學生這一特點，努力在英語課堂上為學生創造說和做的機會，使他們處于學習的主人地位。把競爭機制引入課堂，把游戲搬進課堂，不僅拉近了師生間的距離，而且能使學生整個身心處于積極主動的學習狀態。詞匯教學中常用的游戲方法有“找朋友”，“猜測游戲”、“單詞接龍”等；競賽的形式也有多種，如“看誰舉例多”、“看誰最快完成”等等。游戲、競賽可用于詞匯教學的各個環節，前面所介紹的幾種教法中也可將游戲或競賽

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滲透其中，但教師要注意合理控制時間，且要避免只追求趣味而忽略效果。

7、講授法

英語并不像我們的母語──漢語那樣從小就開始學說、理解和運用。而英語對于我們小學生來說就顯得特別難學。所以，教師進行一定的講解，講述和講讀是十分有效的。但是，講授法并不是照本宣科，單板、生硬地向學生灌輸，而是講授要有一定的啟發性，更要穿插一些其他的教法與之結合起來。

8、演示法

演示可以使學生獲得豐富的感性材料，加深對事物的印象，特別是教學一些字母、單詞時，利用實物、圖片、表情動作等創設大量的視覺情景，對兒童反復進行大量的可理解性語言輸入，進行反復多遍的聽說活動。豐富學生的感性認識，增強演示效果，而盡可能快的使學生的認識上升到理性階段，形成理性階段，形成概念，掌握事物的本質。例如：在學習字母時要充分利用卡片；在新授單詞的時候可以用實物來演示，例如“pen”“bag”“book”等。在新授的Is it a...”時，可以直接利用學生手中的實物來進行對話，并且鼓勵每一個孩子積極參加到學習中去，要以滿腔的熱情去對待每一個孩子，對他們學習中的每一個進步及時給予肯定、表揚、獎勵等，讓所有的學生在對自身學習的滿足中提高學習的積極性。

9、交際教學法

是根據意念項目和交際功能發展學生交際能力的系統教法。其目的是

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為了讓學生能夠運用言語進行交流，重要的是使學生能夠考慮到進行相互交流的人們的作用和地位，考慮到所涉及的題目和情景，從而能恰如其分地運用語言。

10、自然法教學

這種方法允許學生根據自己對已學知識的熟練程度來參加活動。

11、暗示法

旨在快速培養學生之高級翻譯 和會話能力。

12、游戲教學法

用游戲形式復習單詞、句型，練習新語言點，使學生寓學于樂，在活潑、輕忪、愉快的氣氛中自然而然地獲得英語知識與技能。游戲要求簡短易行，有趣味，而且要與本課教學內容緊密相關。

13、三位一體教學法

是根據字母、音素、音標三者的內在聯系業務和交叉關系將三者融為一體進行教學的方法。

14、活動教學法

就是按照學生身心發展過程中的不同階段來設計、布置情境，提供材料，讓學生積極參與自由操作、觀察思考。通過活動讓學生自己認識事物、發現問題，得出答案，發掘學生潛能。

15、全身反應法

調動學生的感覺器官，讓學生通過全身各個部位的不同動作達到記憶的目的。在低年級英語教學中，用具體形象的手勢、動作來輔助英語學習，激發學生學習興趣，提高學習效果。

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16、多媒體輔助教學法

教師還可以利用插圖來創設情景，培養學生的創新精神。插圖是語言的形象再現，語言是插圖的理性表述。例如，在練習句型What is it like?時，教師可以出示一幅圖，圖中有兩個小朋友在對話，其中一個手里拿著一支長的、藍色的鉛筆。請學生根據圖畫的內容編一段對話。學生會運用所學過的知識，編成各種對話。反之，也可以讓學生根據一段對話或小短文來畫畫。借用電教媒體創造生活情景也符合小學生具體形象思維的特點，能引起學生的無意識注意，避免大腦皮層的疲勞，從而使他們輕松愉快地投入到學習中去。在講“早餐”一課時，我為學生們選了迪斯尼英語中的片段，由于是動畫，孩子們看得津津有味，不自覺地跟著說起來。當片子放完之后，我逐一掏出袋子里的牛奶、三明治時，他們竟能脫口而出：milk., sandwich。有的甚至能說出：“I have milk for breakfast.” 這樣完整的句子?？梢妼W生已在無意之中已熟練地掌握了這些內容。

中小學英語教學法(轉載)

討論法group discussing teaching method

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問答法asking and answering teaching method

歸納法inductive teaching method

演繹法deductive teaching method

直觀教學法audio-visualteaching method 情境教學法situationalteaching method 模仿練習法imitating and practising teaching method 兒歌說唱法chanting teaching method 競賽法competiting teaching method 講授法traditional teaching method 演示法demonstrating teaching method 交際教學法communicating teaching method 自然法natural teaching method 教學暗示法action Suggesting by teaching method 游戲教學法gaming teaching method 字母、音素、音標三位一體教學法LPP teaching method 全身反應法TPR teaching method 多媒體輔助教學法multimedia assisting teaching method

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《“小學英語游戲教學法”》

游戲教學法就是在教學中盡可能將枯燥的語言現象轉變為學生樂于接受的、生動有趣的游戲形式，為學生創設良好的學習英語的氛圍，使學生玩中學，學中玩?！坝螒颉痹谛W英語課堂中扮演著重要的角色，是必不可少的成分。特別是低段的學生，注意力不能長時間集中，單調地讀會讓學生覺得英語課很枯燥。人教版小學英語教材的前言明確表明：“要注重學生學習興趣的培養，以不同方式最大限度地激發學生的學習動機”這里的“不同方式”有很多，比如：歌曲，簡筆畫，多媒體，但游戲則更能調動學生學習積極性、主動性，從而提高教學效率。本文就對游戲在小學英語課堂中的運用和教學原則作一探索。

根據現在所教的三上教材中的let’s learnlet’s do 和let’s talk我把游戲分為三類：詞匯游戲，指令游戲，句型游戲。

詞匯游戲操作方便，易于組織，既可運用于新詞匯的教授和練習，又可用于詞匯的復習。詞匯游戲常見的有三種：1.Guessing game，常用于呈現新單詞時，能使學生興致盎然。如在教授動物單詞時：It’s very big.It has a long nose.(elephant)也可以采取另一種形式，教師把單詞卡片放在自制的卡套中，露出卡片的一部分，精心收集

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T:What color is it?

S:It’s blue.T:Guess!What is it?

S1:monkey

S2:dog

??..T:Sorry.What is it?Look!It’s an elephant.學生的種種猜測，鞏固了PartA所學的動物單詞，而通過種種猜測否定之后收獲的新單詞“elephant”留給學生的印象自然也就尤為深刻了。教師還可根據上述的教學過程板書：I have ??.It’s ??.，學生的語言輸出為I have an elephant.It’s blue.這樣的設計從單詞到句子，由簡入難，有層次感。

小學英語游戲教學法發布人：圣才學習網

發布日期：2010-06-08

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《小學英語教學與教材編寫綱要》中明確指出：興趣是學好語言的關鍵，激發學生學習英語的興趣是小學階段英語教學的一項重要任務。英語教學要注意結合兒童的生理和心理的特點，要有利于引起學生學習的興趣。游戲教學法正是這一要求的新生物。英國著名教育家C．E．Echersley曾指出：“能夠引起學生學習英語的興趣的方法，就是最好的英語教學法?！彼^游戲教學法，我認為就是要在課堂中盡可能地將枯燥的語言知識轉變為學生樂于接受的、生動有趣的游戲形式，為學生創造出豐富的語言交際情景，使學生樂中學、學中樂，達到寓教于樂的目的。因此，小學期的英語教學應以游戲為主線。其特點是：小學生活潑好動愛表演，很少害羞，樂于接受新奇、趣味性強的事物，游戲教學法可以直接影響學生對學習英語的興趣，有利于學生形成正確的學習方法和良好的學習習慣，有利于化難為易，有利于減輕學生的學習負擔，符合素質教育的要求。另外，游戲教學法體現了學生的主體性，要求學生共同參與，而不是教師唱獨角戲，也就充分促進了教師主導和學生主體作用的發揮。

在英語教學中有很多種游戲，現在就我在課堂中經常用的幾種做如下介紹：

一、拍七。這個游戲就是將全班按縱行分成若干組，每組派一至二人到前面圍成一圈，教師任意指定一個學生開始說one，然后依次讓第二個說two，第三個說three?說到seven，seventeen?或七的倍數（如fourteen，twenty－one等）時，就不報數而用拍手代替，該

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拍手時報了數，或者報錯了數字，就被罰下去。游戲重新開始，直到剩下最后兩個人，給這兩個組記10分。做這個游戲，還可以與記單詞結合起，可以在該拍手時說一個剛學過的比較難記的單詞，如language等，說錯了要被罰下去，并換一個單詞重新開始游戲，這樣不僅可以幫助學生讀英語單詞，還可以復習單詞，這個游戲除了可以分組競賽外，還可以在全班進行。

二、賓狗（Bingo）。這個游戲的玩法是：每個學生準備一張紙，并在上面畫一個井字，將紙分成九格，然后教師隨便念九個學過的單詞，學生邊聽邊將單詞寫在格子中，隨便填在哪格里都好。學生填好后，教師再打擾次序逐個念這九個單詞，學生邊聽邊在聽到單詞上畫圈，當畫的圈在橫行、豎行或對角線上成為一條直線時，學生就可邊喊“賓狗（Bingo）”邊將紙舉起讓教師檢查，最先喊“賓狗”寫得準確的獲勝。這個游戲還可以用于數詞，也就是說，教師可以隨意念九個數詞來代替九個單詞，讓學生填入格子中。

三、聽單詞做動作 這個游戲的玩法與“摸鼻子差不多，在學了run，walk，sit，stand，swim，skate，play，football，play，basketball等動詞和動詞詞組后，教師可快速說出這些動詞或詞組，學生聽到便做動作，最快最準的獲勝，這個游戲同樣可以用競賽的形式進行，每組抽一名學生到前面做動作，做錯了就被淘汰，最后剩下的一人或兩人為優勝。

四、傳遞句子。每一排為一組，全班分成若干組，教師分別發給每一組最后一排的學生一張紙，上面寫個英語句子。在教師說開始后，精心收集

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最后一排的學生即用耳語把紙上的句子告訴前面的學生，這位學生再把聽到的句子告訴前面的學生?這樣依次進行下去。最后，第一排的學生把所傳的句子寫到黑板上，傳得最快，最準的組獲勝。

當然，這樣的游戲還有很多很多，在這就不一一列舉了。小游戲看似簡單，但用在課堂教學中卻能夠起到出人意料的效果。我在自己英語教學實踐中也深深體會到游戲教學法的作用：

一、游戲具有濃厚的趣味性。喜愛游戲是孩子的天性，適合小學生的心理與年齡的特點。英語教學中采用的游戲種類繁多、豐富多彩，如給每位參加游戲的學生取一個臨時的英文名字，或讓他（她）們扮演不同的角色；在玩評比游戲中可以把學生分成Apple Team和banana team，Lion Team和 Monkey Team，等學生感興趣的小組，最后由老師或學生為獲勝隊畫一朵可愛的小花以資鼓舞，還可以用畫畫、猜謎語、唱歌、講故事、背兒歌等形式吸引學生注意力，這樣我相信在游戲中，教師是“導演”，學生是“演員”，舞臺則屬于學生，學生的充分參與，嘗試到成功的快樂，進行有效的學習，發自內心的自覺地追求知識，既改變了老師滿堂灌的舊課堂模式，又使學生樹立起了學習的主人翁態度，體現出教師主導與學生主體作用雙重發揮。

二、游戲教學法能培養學生的上進心，增強他們學好英語的信心。學生的天性決定了參加游戲的學生總是渴望自我一方的勝利，為了勝利，他們會主動地開動腦筋，積極思考，這樣在不知不覺中，他們的上進心得以培養，自信心得以增強。而且在這樣的游戲中，就不會有平日課堂上老師苦口婆心學生仍無動于衷的情景，在這里出現了他們

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積極主動，奪得勝利的一道令人賞心悅目的風景線。

三、游戲教學法能創造出接近生活的現實情景?？谡Z交際是這套加拿大教材的主要特點，同樣交際又是兒童掌握語言的必要途徑，交際又必須以一定的情景環境為依托，并且語言的學習實際上又是不斷交際的過程。對于現在英語教學中缺乏語言環境狀況。我就利用游戲在課堂上創造出模仿有趣，生動活潑的語言情景，使學生仿若身臨其境，主動開口想說，主動進行口語交際，這樣大大地提高了學習英語的效率。語言情景教學，這樣的學中玩，玩中學教學法就頗得學生的青睞。在這種教學中，我與學生之間無形就架起了一道五彩橋，每節課上我們愉快學習，共同收獲。

四、英語游戲還能充分發揮每個學生學習英語的潛力。在我參加英語教法學習班中，老師曾不止一次地這樣說過，教之得法才能使學生“學之入門”。的確，通過游戲教學法，能充分挖掘出每個學生的內在潛力。采用游戲教學，不僅可以令每一個學生在輕松心態的驅使下，能無拘無束地發揮各自的潛在能力。而且由于游戲能立見其結果，也同樣便于學生感知個人能力，品嘗成功的喜悅。如組織學生快速記憶單詞，進行快速拼、記單詞的比賽，能發揮自己的記憶力、思維力、辨別力、否則就有落后同伴的可能。這樣的游戲無不令學生喜愛，同時也在課堂教學中受到良好效益。兒童與游戲有著天然的聯系。在課堂上適當地有意識地增添各種類型的游戲，能延長孩子注意力的保持時間，有助于學生在一種輕松和諧的氣氛中學習。

然而實踐證明，并不是在任何時刻運用游戲教學法，都會收到很

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好的教學效果。這不禁讓人思考：如何在小學英語課堂上有效的實施游戲教學法呢?我認為：

一、注意一堂課中游戲的類型搭配與時間安排。

兒童的天性愛玩、愛動，而且注意力集中不持久。寓教學于游戲中，可以使學生在輕松愉快的學習活動中掌握知識。但是我認為學生不能單靠游戲去學習，因為培養興趣主要是為了學習英語。小學生學習英語不像英美的移民學習英語，可以時刻融入到語言環境中，提高語言能力。而目前小學生每周只有100多分鐘的英語課，單靠游戲不能培養學生持久的興趣。而且有些時候游戲也會浪費學生和教師的時間。所以，游戲作為小學生學習英語語言知識、技能、培養興趣的手段，一定要注意時間與類型的安排。不能一味的用游戲代替講授。避免新鮮勁兒一過，孩子們就會厭倦。

二、游戲的難度要分層，讓學生有選擇性。

小學英語教學游戲要注意全體性原則。游戲過難或涉及面過窄，就會大大降低學生參與的積極性。教師可以根據學生學習的具體情況適應的協調學生在游戲中的分工。如：在設計角色時，最好有難有易。這樣小組表演時，學習稍差的學生也有表現的機會，不至于難以啟齒；而學習優異的學生更有發揮的余地。這樣既促使了學生的個性發展，又給了學生自主選擇、自我評價的機會。

三、把握好教師對游戲的控制度。

游戲的設計和實施要有拓展性。孩子喜歡做游戲，但孩子們更喜歡做由他們主宰的游戲。如果教師對游戲活動控制的過緊或過松，效

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果都會大打折扣。相比之下，我更喜歡和學生共同設計游戲方案，充分尊重他們的觀點和興趣，更能體現出他們的接受方式和接受能力，避免教師單獨設計的“空想”。相信孩子是最了解他們自己的，由他們參與設計的游戲一定是他們能夠理解并樂于參與的。這樣就不會存在講不清游戲規則或學生不愛參與的問題。“單詞三子棋”的游戲就是我和學生合作的成果，收到的效果也很不錯。

四、游戲的設計要注意真實性。

孩子的世界里是一張白紙，畫上了就很難摸去。由于他們的見識有限，分辨是非的能力也很差。所以我們在設計游戲時一定要注意不能與現實生活和事物大相徑庭。如：聽過這樣一節英語課：教師把monkey、rabbit、fish、tiger、bird的詞卡放在一個盒子里，又把相應的動作drink juice、jump、swim、eat meat、fly的詞卡放在另一個盒子里。請學生上來分別在每個盒子中抽一個卡片組成一句完整話，說給大家聽。孩子們很興奮?？蓡栴}出現了：Tiger is drinking juice．還可以；Fish is flying．肯定錯的；Monkey is eating meat．有的孩子就弄不清了。猴子是食肉動物嗎?老師一時也說不太清。這樣就在孩子的心靈中打下了一個問號。雖然不影響大局，但要盡量避免這種情況的發生。一旦不真實或模糊的信息留在了孩子的腦海中，就很難摸去了。因此，游戲的設計一定要依據真實性原則，給孩子正確的指導。不能就游戲論游戲。

五、游戲也需要時尚性。

教學中常遇到很多游戲是我們幾乎堂堂課都“玩”的。但已經不

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能說是“玩”了，它已經沒有了游戲的價值，似乎就是一個程序，學生也沒有什么興趣，有時甚至都有些厭煩了。這不禁使我想到在信息技術飛速發展的時代，人們的大腦轉速達到了前所未有的快?？焖俚乃季S需要一種承載的平臺。當學生們在電視中、媒體中沉迷于那些不斷推陳出新的益智游戲或電腦游戲時，還會為這些課堂上傳承了一代又一代的游戲形式而興奮嗎?教學游戲也需要時尚性！當然有很經典的操練性游戲是經久不衰的。但也需要我們在保留的基礎上再加工。即使是再經典的產物也需要時代的催化劑。要想把孩子的眼球和大腦從電視、電腦的娛樂游戲中拉回來，我們就要旁征博引、推陳出新，利用多種教學媒體和手段，使課堂游戲成為學生真正想玩、樂玩的游戲，讓課堂游戲也跟上時代的步伐。

小學英語教學的對象一般是9－14歲的學生，這個時期的孩子好奇、好玩、好動、好強、喜歡表揚。愛玩是孩子的天性。游戲滿足了兒童的天性，在游戲中激發他們的思維是他們最愿意接受的。游戲解決了兒童“學與玩”的矛盾，它可以滿足兒童自我表現欲望強烈的需求。若能將知識融于游戲中，在課堂教學中把游戲和教學結合起來，使教學游戲化，讓學生在情趣盎然的游戲中練習所學的知識，在蹦蹦跳跳中學英語，那么學生就會學得快，記得牢，也不會覺得學習內容枯燥，樂于參與，自然也樂于學習。因此，游戲成為兒童普遍喜愛的活動。游戲教學的實質是把枯燥的學習內容和機械操練變成了充滿趣味性的各種活動，從而有效地達成教學目標。它把英語語言知識的學習與英語語言技能的訓練有機地結合在娛樂活動中，既可以改變英語

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教學枯燥呆板的局面，又可以培養學生學習英語的興趣，激發兒童求知欲，還可以發展學生的智力與非智力因素，起到“以趣激情、寓教于樂”的作用。

淺談游戲教學法在小學英語教學中的意義

●尤溪縣文峰小學朱文燕

興趣是學好語言的老師。小學英語教學能用傳統的老師教學生學的教學模式，要以激發學生學習興趣為出發點，在教學過程中總結一套適合小學生的教學方法?！缎W英語課程標準》也指出，興趣是學好語言的關鍵，隨著時代的發展小學英語在教學中是一項重要課程，培養小學生學習英語的興趣是小學階段英語教學的一項重要任務。從心理學的角度來說，小學生的好奇心強，模仿性強，生性好動，集中注意力時間短，無意注意仍占優勢，課堂上集中注意力的時間為20分鐘左右。當課堂教學能引起學生的學習興趣時，就可使學生在學習中集中注意，更好地感知技藝、思維和想像，從而獲得較多、較牢固的知識和技能。

從課堂教學的角度來說，游戲教學可以增添活躍的課堂氣氛，且通過聽聽、唱唱、演演等學習游戲，誘發他們的求知欲，激發他們的興趣。同時，還可以培養他們的記憶、觀察、想像和組織語言的能力，訓練他們靈活運用語言的能力。

游戲教學法應用于小學英語課堂教學中的理論依據。

1、游戲教學法符合小學生的身心特征

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小學生好奇，好模仿，好動，且集中注意的時間短大約為20分鐘左右，游戲教學法剛好符合小學生的這種特點。在教學中可以應用演示法、情景法等教學方法來激發學生學習英語的積極性。在教學中同時引進競爭機制，組織英語游戲比賽活動，在活動中運用語言，從而激發學生學習英語的主動性，進而使學生形成正確的學習方法和良好的學習習慣。

2、游戲教學法有利于激發學生學習英語的興趣

游戲可以增添課堂氣氛，用游戲導入新課能激發學生的學習熱情，課未游戲為課堂教學錦上添花，同時游戲活動為課堂教學創造良好的語言表達環境，學生在課堂上與其他同學相互討論溝通使語言的發展充滿了多元性和趣味性。例如，通過角色扮演，兒童可以理解文字的含義，通過對話，兒童可以練習表達能力。在游戲中兒童可以輕松地掌握語言，從而激發學生學習英語的興趣。

3、運用游戲教學法能很好地體現主體性和愉快性教學原則

“主體性教學原則”是實施素質教育必須堅持的一種教學原則。在實施游戲教學的英語課堂中，教師始終堅持引導學生積極主動地參與游戲活動，可想而知，游戲教學在英語課棠上能很好地體現主體性教學原則。愉快性教育原則是素質教育所倡導的一種教學原則，它強調師生要以愉悅的心態參與教學活動，從教學活動中感受快樂的學習，使教師“樂其所教”，學生“樂其所學”，從而達到教學的目標。我認為，游戲教學法是直接體現愉快性教學原則的教學法之一。所設計的游戲越有趣而簡單，學生參與游戲的熱情越高，學習英語的興趣越濃，精心收集

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教學效果就越好。

下面我就來簡單舉例其中幾個環節我設計過的例子：

1、導入環節。

利用恰當的游戲導入新課，能有效激發學生學習英語的興趣，集中學生的注意力，有助于順利完成整節課的教學任務。如我在上一節學過的問候課文，我是這樣導入的：

T：Helo,everyone.Let’s simg a song.O.K.？

Ss:O.K.!

T:sing“Helo”

Ss: Helo,Helo How are you？I’m fine,I’m fine.Andhelo to you.T: Good.S1:Helo,Helo How are you？I’m fine,I’m fine.Andhelo to you.S2:Helo,Helo How are you？I’m fine,I’m fine.Andhelo to you.T:Today,we are going to learn“Good morning”.這種唱歌表演的游戲方式引入新課的方法，不但活躍了課堂氣氛且復習了詞匯和句子，為學習新課做了鋪墊，這種唱演結合引入新課的方法比老師交代該節課的教學任務的做法來得自然和輕松。

2、呈現環節。

在這個環節中，特別是單詞的呈現教學，如果直接拿著卡片呈現

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就會容易使學生產生枯燥無味，課堂教學氣氛沉悶，不利于學生的學習積極性的提高。因此，有必要運用游戲教學法，充分調動學生的學習積極性，把單詞教學融入娛樂或競爭之中，使學生不感到枯燥、乏味，從而提高他們學習的積極性，提升他們的學習效率。比如，在單詞教學中，可以采用“眼力打比拼”這樣的游戲教學法。具體的方法是：在教學每個新詞時，在卡片上的單詞讓學生聽10秒，帶讀15秒，學生自己認讀10秒，寫15秒；把當堂課的新單詞呈現完后然后把卡片上的單詞后面字母遮起來露出首字母，學生在看見首字母時就要讀出這個單詞，比比誰的眼睛更利，看見首字母就能準確的讀出單詞，再適當給他們幾分鐘進行記憶；然后進行全班拼讀全部新詞，看誰的眼力強。教師備一本記錄本，一次通過的同學，眼力為100%，譽為“眼力王者”，并給一顆五角星或一些小獎品之類。沒有拼讀出來的，下節課再拼讀，兩次通過者記憶力為80%。以此類推，三次為60%。這樣就能很好地調動學生的積極性，個個爭取做眼力的強者。這種游戲能增強學生的記憶力。有的同學記憶力差一些的，就會在教師教新單詞前提前學習，做到笨鳥先飛，因此，全班同學的單詞記憶能力就能得到很大的提高，同時，這種游戲方式讓學生們忘記了那是在學習，而本能地認為是在玩，做到了在玩中學，學中玩。

3、鞏固環節。

這個環節是游戲教學法較為常用的一個環節。而其效果是讓學生在玩中不知不覺鞏固和運用了所學知識，并讓學生在愉悅的方式幫助下有效地保持所學知識。比如，我要教授外延社小學三年級上冊UNIT

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時，主要是問候語，helo,how are you？I’m fine,thank you。在鞏固環節時，我就用兩只老虎的曲調，再用以上的兩個句子為主編成歌詞，教學生哼唱。如下：

How are you？How are you？

I am fine,I am fine.How old are you？How old are you？I am nine,I am nine.這種游戲的設計，不僅能讓學生在愉悅的歌聲中不知不覺記住了所教新詞，而且能讓學生在課后繼續哼唱而又不覺得那是一種學習的負擔，更重要的是激發了學生喜歡英語的興趣，認為學英語是一種樂趣。

雖然說游戲教學法對教學有這樣的作用，但如何才能真正發揮這些作用呢？我們在運用游戲教學法時要注意到以下幾點：

一、設計游戲教學是要有針對性。要根據不同的教學目標和重難點設計不同的游戲教學法，而不是所有的課文都用同一種游戲教學，這樣就千篇一律沒有針對性。

二、要合理安排游戲的量、時間和形式。只有使游戲恰到好處，才能使課堂有起有伏，突破重難點，如果一節課都在玩游戲就耽擱了本課的教學目標，這樣的游戲在教學中就發揮不了作用。

三、組織游戲要有條有序，方式多樣。教師在玩游戲前要講清規則和要求等。由于小學生具有爭強好勝，容易激動的特點，沒有理解游戲的規則課堂就會亂成一團。這樣會嚴重影響教學的組織和效果。

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當然同一種游戲不要玩太久不然就沒有新鮮感了。同時，教師應不斷收集，設計，翻新游戲。游戲方式經常有以下類型：表演類，操作類、唱游類等。具體些就是比速度、比反應、比記憶、比觀察、比想像、比思維、猜謎、找朋友和擊鼓傳花等。

四、游戲要盡量讓全體學生體驗到成功的喜悅。教師要根據學生的實際，分層次開展游戲，要注意多表揚，多肯定。學生有了成功的體驗，才能更好地激發他們的主動性和積極性，才能逐漸樹立起學習英語的自信心。

游戲教學通常用于對所學知識鞏固，幫助教師將單調乏味的復習鞏固活動變得生動有趣，引人入勝教師在設計游戲時一定要注意合理形式多樣生動有趣游戲涉及學生的面越寬越好，不要一兩個人做，其他學生僅當觀眾，使一些平常不愛說不好動的學生得不到機會要使學生參與和配合，游戲的形式多樣化顯得非常重要，把戲不可久玩，再好玩的游戲，玩過幾次就沒有新鮮感因此教師應不斷收集游戲，設計翻新游戲。

小學英語教學是一門科學，更是一門藝術。一個優秀的小學英語教師不僅應具有扎實的英語語音基礎知識及較高的語言水準，同時還應有一定的藝術修養和精湛的課堂教學技能，學生對所學內容是否感興趣，直接關系到整堂課的教學效果。農村小學英語教師如能充分利用身邊一切可利用的條件，創造性地通過自制教具運用簡筆畫肢體語言歌曲吟唱，巧設游戲等各種形式豐富自己的課堂教學，充分調

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動學生的學習積極性，就一定會使小學英語課堂更加煥發光彩。提高孩子們學習英語的水平，靈活應用到實踐中，提高孩子們的英語能力！

小學英語游戲教學法

------------------

發布：任建忠

時間：2010-9-27 11:35:02 來源：興慶區教育局信息中心

點擊：957 小學英語教學的目的首先是激發學習英語的興趣，使學生產生愉快的學習情緒。趣味性是英語教學游戲的基本特征，同時考慮到小學生好玩、好奇、好勝的心理特點，教師在課堂上安排的游戲要新穎、有趣，充分調動學生的學習興趣。游戲的形式要多變，“把戲不可久玩”，再好玩的游戲玩過幾次也就沒有新鮮感了，學生的興趣也就很難提起來。教師要利用多中契機，不斷設計、翻新游戲以促進學生的積極參與。教師設計游戲的最終目的是要讓學生掌握語言知識，所以要注意把教材內容和學生實際相結合，增強游戲的針對性和指導性，通過游戲對學生進行語言訓練。所以在游戲中，我們要把趣味性、知識性和創造性有機地統一起來，提高學生學習英語的興趣。

在組織游戲時，教師還要注意面向全體學生。如果只有幾個學生玩，精心收集

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其他人觀望，那么游戲的效果就會大打折扣，達不到教學目的。而且，讓大部分學生在游戲過程中當觀眾的做法會挫傷他們的學習積極性。這就需要教師在設計游戲時，從游戲的角度、學生感興趣的程度等多方面下工夫。學生是游戲教學的主體，任何組織形式的設計都必須有利于學生全面參與教學和實現教育目標為宗旨。

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第四篇：04-《英語教學法》期末考試試題之一

《英語教學法》（1）期末考試試題之一（開卷考試）

Part I.Fill in the blanks with correct information: 30%

1.TEFL is the abbreviation of_________________________.2.The grammar-Translation Method focuses on ______________, ________________ and

___________

3.The Threshold Level, edited by van Ek, is a good example of ______________ syllabus.4.The study of the relationship between language and society, including the social functions

language fulfils in a society is called____________.5.Language acquisition means mastering a language ____________.6.According to Chomsky?s ___________________, language is not learnt merely by copying

what is said or written;learners have to be given the chance to experiment with language, try out things for themselves, generate their own sentences and have the opportunity to make mistakes.7.List three language teaching methods that belong to the Humanist School__________,_________, and _____________.8.List five types of syllabus: ______________, _____________, _______________,_____________, __________________.9.In Taba?s model of curriculum processes, the first stage is _______________, the second stage

is _______________ and the third stage is_______________.10.Knowing how to make correct sentences is only one part of what we mean

by__________________.11.Linguistic forms are related to __________________ functions.12.CLT is the abbreviation of __________________.13.Spoken language and written language exist to fulfill _________________-and

demonstrate________________.14.The goal of Communicative Language Teaching is to develop______________________.15.Authenticity is also a characteristic of _________________.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%

1.According to the Grammar-Translation method, the syllabus is designed around grammatical

structures.2.The main aim of a functional-notional syllabus is on communication.3.Drills alone cannot meet communicative needs in real life.4.The chief advantage of Community Language Learning is that students can say whatever

comes to their mind, not caring for their own language proficiency level.5.A textbook with such course design as Unit 1 Entertainment, Unit 2 Sport, Unit 3 Religion,etc.is based on a situational syllabus.6.Students have to grasp the relationships between communicative functions and sentences

structures so as to communicate properly in real life.7.Spoken language differs from written language in terms of communicative functions as well

as linguistic characteristics.8.The language is natural, so the authenticity of language is most important in CLT.9.By saying that the teacher is an assessor we mean that he only makes correction and grading

but not gives feedback and advice.10.Communicative activities concentrate on the content as well as the language form.Part III 50%

Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.Sustainable development: China?s choice for the 21st century

What will the earth look like in the 21st century?

As acid rain, ozone depletion, and soil erosion destroy the earth?s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term ?sustainable development? in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy.It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government, vowed China would seriously fulfill its international obligations.Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world?s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATA

The Key Points of Agenda 21 of China

Following are the main points of the Agenda.Part One: Overall Sustainable Development Strategies.This part emphasizes capacity building for sustainable development.It includes setting up China?s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development.This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief.The key aspects are to control China?s population growth and improve population quality.Part Three: Economic Sustainable Development.This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy;sustainable development of industry, transportation, and telecommunications;and sustainable

energy production and consumption.Part Four: Rational Resource Use and Environmental Protection.This part includes the protection and sustainable use of water, land and other natural resources;the protection of bio-diversity;the prevention and control of desertification;the protection of the atmosphere;and the environmentally sound management of solid wastes.Pre-reading activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

While-reading Activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

Activity 3

Specific steps:

Reasons for your design:

Post-reading activities Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

第五篇：04-《英語教學法》期末考試試題之二

《英語教學法》（1）期末考試試題之二（開卷考試）

Part I.Fill in the blanks with correct information: 30%

1.The Grammar-Translation Method came about as a result of __________________.2.People learned Ancient Greek and Latin as________________.3.In a functional-notional syllabus, the language taught would not be described in only grammatical forms, but

also___________, _________, __________ and ____________.4.The term ―communicative competence‖ was first used by _____________ in applied linguistics.5.Krashen‘s Natural Order of Language Learning was based on _____________.6.Various language learning methods arose in the 70s in particular in North America and in Europe, which concerned

the learner as a whole person, also referred to as _________.7.Imagine a situation in which students learn a language in the following way.They sit around a table with

comfortable chairs and with a tape recorder in the middle.When one wants to say something, he whispers it in his mother tongue to the teacher who is standing behind him, who then translates it into the target language and the student repeats that.This approach is called ___________.8.ESP is the abbreviation of ________________.9.In Taba‘s model of curriculum processes, the last two stages are___________ and ______________.10.Knowing how to make correct sentences has very little value on its own and has to be supplemented

by________________________ and _________________________ when it is used as a normal means of communication.11.A student with very limited language would be forgiven for errors of _____________.12.Language processing is ______________________ and what is understood involves far more than

___________________________________.13.Turn-taking is a characteristic of ___________________.14.A CLT syllabus will cover situations, topics, functions, _________________, and ________________.15.List some examples of authentic materials: _______________, ______________, _____________.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%

1.2.3.4.5.People learned Ancient Greek and Latin in order to communicate in real life situations.The Threshold Level was an example of the Grammar –Translation Method.Making errors will lead to bad habit formation, so we should correct them whenever they occur.Suggestopedia is believed to be the most of the humanistic methods.A textbook with such course design as Unit 1 Personal pronouns, Unit 2 Attributive clauses, Unit 3 The passive

voice, etc.is based on a skills syllabus.6.It is true that inappropriately used expressions can produce more harm than structurally poor sentences.7.Back-channel responses are used by one speaker to interrupt the other speaker.8.In CLT students do not learn in the classroom;instead they learn the language in real life.9.Good learners learn different styles of speech and writing and learn to vary their language according to the

formality of the situation.10.While the students are engaged in the communicative activity the teacher should not intervene, such as telling them

that they are making mistakes, insisting on accuracy or asking for repetition.Part III 50%

Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading1

activities you might design for it.The States Explained

Like all Dads, my father sometimes seemed to be practicing for a world‘s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ?Hey, another car from Wyoming.That‘s three this morning.‘ Or: ?Mississippi.Wonder what he‘s doing up here?‘ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, ―But this is Dad,‖ meaning me.I have to admit it.I have become my father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like ―Land of Lincoln‖ for Illinois, ―Vacationland‖ for Marina, ―Sunshine State‖ for Florida, and the crazy ―Shore Thing‖ for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‘s ―You‘ve got a friend in Pennsylvania‖, I turn to the passengers and say in an injured tone, ―Then why doesn‘t he call?‖ However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‘t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‘t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don‘t own a gun, and haven‘t the faintest desire to stick my fingers in people‘s mouths, even for very good money, these matters don‘t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than ―an unproven belief‖.All biology textbooks must carry a statement saying ―This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things.―By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‘t know what slogan Alabama has on its number plates, but ―Proud to be Backward: sounds suitable to me.Pre-reading activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

While-reading Activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

Activity 3

Specific steps:

Reasons for your design:

Post-reading activities

Activity 1

Specific steps:

Reasons for your design:

Activity 2

Specific steps:

Reasons for your design:

《英語教學法》（1）期末考試試題之二答案和評分標準

Part I.Fill in the blanks with correct information: 30%, two points each

1.the teaching of Ancient Greek and Latin in the west

2.an intellectual activity

3.topics, situations, functions, notions

4.Dell Hymes

5.first language acquisition

6.The ?holistic‘ approach

7.Community Language Learning

8.English for Special Purposes

9.organization of learning experiences, determination of what to evaluate and how to evaluate

10.a knowledge of the appropriateness, the functional value of the language

11.inappropriateness

12.a constructive process, what is presented on the page or in the sound system

13.oral communication

14.the vocabulary and grammar structures, the skills required in typical situations

15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches, radio announcements,new reports, plays, etc.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each

1.F2.F3.F4.T5.F6.T7.F8.F9.T10.T

Part III 50%

Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.[The original text is provided for the reference of markers]

The States Explained

Like all Dads, my father sometimes seemed to be practicing for a world‘s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ?Hey, another car from Wyoming.That‘s three this morning.‘ Or: ?Mississippi.Wonder what he‘s doing up here?‘ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, ―But this is Dad,‖ meaning me.I have to admit it.I have become my father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like ―Land of Lincoln‖ for Illinois, ―Vacationland‖ for Marina, ―Sunshine State‖ for Florida, and the crazy ―Shore Thing‖ for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‘s ―You‘ve got a friend in Pennsylvania‖, I turn to the passengers and say in an injured tone, ―Then why doesn‘t he call?‖ However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‘t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‘t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don‘t own a gun, and haven‘t the faintest desire to stick my fingers in people‘s mouths, even for very good money, these matters don‘t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than ―an unproven belief‖.All biology textbooks must carry a statement saying ―This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things.―By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‘t know what slogan Alabama has on its number plates, but ―Proud to be Backward: sounds suitable to me.Pre-reading activities(10%)

five points for each activity, which are further divided between “specific steps” and “reasons for your design”,2.5 points for each part

The following are possible pre-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.? Examine the accompanying visual information(diagrams, maps, photographs)

? Reflect on the title or the topic

? State what they already know about the topic

? State what they would like to know about the topic

? Write their own questions that they want the text to answer

? Answer the teacher‘s general questions about the text type or topic(oral or written)

? Brainstorm the topic in groups or whole class

? Guess the topic by looking at key words from the text

While-reading Activities(30%)

ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each part

The following are possible while-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.? Skim reading to get the gist(main idea of the text

? Locating specific information

? Transferring information from the text to a diagram, table, form, map, graph or picture

? Taking notes on the main points, or on specific points of the text

? Drawing a diagram to show the text structure

? Answering factual questions on the text

? Answering inferring questions on the text(reading between the line)

? Putting the events in correct order

? Stating if statements given about the text are true or false

? Working out the meaning of words or phrases in the text from the context

? Examining referents in the text and stating what they refer to

? Putting the paragraphs of a jumbled text back in the correct order

? Giving sections of a text appropriate headings

? Giving the text an appropriate title

Post-reading activities(10%)

five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each part

The following are possible post-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.? Oral discussion of the topic of the text

? Role-play a different situation from the text but using the same characters, or role-play the same situation as in the

text but using the different characters

? Writing a summary of the main content of the text

? Comment on the content of the text

? Retelling the story of the text

? Finishing the story(orally or ion writing), that means either predicting an ending or changing the ending to one of

your own choice

? Listening to or reading some supplementary materials.