英语学科教学论试卷
(一)
1.What is the goal of foreign language teaching?
To help the learner master the target language in the shortest poible time
By mastering the target language, we mean that the learner is able to have succeful communications with others in the target language.
2.What is the nature of FLTM?
FLTM is a science which studies the procees and patterns of foreign language teaching, aiming at revealing the nature and laws of foreign language teaching.
It examines the practices and procedures in foreign language teaching; studies approaches, methods and techniques;and studies principles and beliefs that underline them.
3.Why do we call FLTM is an interdisciplinary science?
It involves a lot of disciplines such as philosophy, linguistics, psychology, pedagogy, Anthropology, Sociology.So we call it an interdisciplinary science
4.What are the main features of traditional linguistics? (purpose, beliefs, approach and contents) Purpose: to help understand claic works
beliefs: the written form of language superior to the spoken form.
approach:a prescriptive approach
Contents: Claification of all the words into 8 parts of speech and the study of the syntax of Greek
5.What are the main features of American structuralism? ( beliefs, approach and contents) beliefs: speech was primary and writing was secondary.
approach:a descriptive and inductive approach
Contents:
1.A language was a habit of verbal behavior which consisted of a series of stimuli and responses.
2.To acquire a language was to form a habit of verbal behavior and learning a language was learning a habit.
6.What is Chomsky’s explanation of the first language acquisition proce?
Linguists should study the linguistic competence, not the performance, of the native speaker and try to set up a system of rules that will generate an infinite number of grammatical sentences.
7.What is the main feature of functional linguistics?
the meaning of any single word is to a high degree dependent on its context.
The context of situation must have an important position in a descriptive linguistic model.
Linguistic events should be accounted for at three primary levels: substance) the material of language) , form (organization)and context (relations of the form to non-linguistic features of the situation).
Three dimensions: field, tenor, and mode.
8.What is the basic theory of Gestalt psychology?
Contents: the area of perception, aiming at the exploration of the relationship between parts and whole in people’s perceptual experience.
beliefs: people perceives objects and scenes as organized wholes before they noticed their component parts
9.What is the basic theory of psychoanalysis?
Contents: the analysis of the unconscious mind.
beliefs: unconscious mental procees influence conscious thought and action.
10.What is the basic theory of behaviorism?
Important figures:
1.John B.Watson (American psychologist)
Contents: nonhuman animal’s behavior and the external environmental conditions.
beliefs: Behavior was the only proper subject of study in psychology ,because only behavior, not the mind, could be observed publicly and objectively
Important figures:
2.B.F.Skinner, the leader of behaviorism
Contents: learning
To characterize learning in terms of stimuli and responses
To identify basic learning procees
Beliefs: learning procees can be divided into two kinds: claical conditioning and operant conditioning.
11.What is the basic theory of cognitive psychology?
contents：to explain observable behavior by reference to hypothetical mental structures.
beliefs: experimental subjects do not simply make paive, mechanic responses to stimuli.Rather they are very active in identifying the meaning of stimuli and in expecting the consequences of their responses.
12.What are the main six theories of second language acquisition? What are the main features? The habit-formation theory 习惯-形成理论
According to behaviorists, language is regarded as a set of linguistic habits and the linguistic habits are formed through identifying and strengthening the aociations between stimuli and responses.Learning a second language means the formation of a new set of linguistic habits.Imitation and practice play an important role in the proce of habit-formation.Errors should be predicted, avoided and should be corrected.Positive transfer/ negative transfer/ contrastive analysis
The hypothesis of linguistic universals 语言共性说
There exists certain linguistic properties which are true to all the natural languages in the world.Noam Chomsky : a particular language; core grammar and peripheral grammar
Hoseph H.Greenberg: different languages
The acculturation theory 文化认同说
Individuals of one culture have to go through the proce of modification in attitudes, knowledge, and behavior in order to function well in another culture.Social and psychological distances determine the degree of acculturation succe
The discourse theory话语交际说
In the late 1970s
E.Hatch:focus his research on the proce of second language acquisition
Only through communication discourses can the learner acquire the second language
The monitor theory 监调理论
The cognitive theory 认知理论
Cognitive psychology: learning is a cognitive proce
The second language learning should be regarded as the acquisition of a complex cognitive skill, and its internal representations include procedures for selecting appropriate vocabulary,
grammatical rules, and pragmatic conventions governing language use.
Learners’ language performance improves along with the reconstructing of the internal representations.The task of language acquisition is very complex because it involves constant practice and integration of different aspects of the task until automaticity is reached
(二)
1.What are the main features and objectives of the Grammar- Translation Method?
1).Main features:
① Main content: grammar
② Arrangement of the teaching materials: grammar system
③ Purpose of teaching activities: mastering grammatical rules.
④ Major focus: reading and writing
⑤ Main medium of instruction: the native language
⑥ Principal practice technique: translation
2).objectives:
To enable the learners to read and translate its literature by requiring students to memorize grammatical rules.
2.What are the main features and objectives of the Direct Method?
1).Main features:
① Arrangement of the teaching materials: situations or topics
② Purpose of teaching activities: developing oral communication skills
③ Major focus: speaking and listening
④ Main medium of instruction: the target language
2).Objectives:
To develop the students’ ability to communicate in the target language.
To enable the students to think in the target language
To develop the four basic language skills
To help students to have correct pronunciation from the beginning of the course.
3.What are the main features and objectives of the Oral Approach?
1).Main features:
① Language teaching begins with the spoken language.
② New language points are introduced and practiced situationally.
③ Vocabulary selection procedures are followed to ensure that an eential general service
vocabulary (基本的常用词汇）is covered.
④ Items of grammar are graded following the principle that simple forms should be taught
before complex ones and should be taught inductively.
⑤ Reading and writing are introduced once a sufficient lexical and grammatical basis is
established.
⑥Main medium of instruction: the target language
2).objectives:
To enable the learners to get a practical command of the four basic skills of language.Accuracy in both pronunciation and grammar is regarded as crucial, and errors are to be avoided at all costs.
4.What are the main features and objectives of the Audio-lingual Method?
1).Main features:
① separation of language skills into listening, speaking, reading and writing, and emphasis
on the teaching of listening and speaking before reading and writing.
② Use of dialogues as the chief means of presenting the language.
③ Emphasis on certain practice techniques: mimicry (imitation), memorization and pattern
drills.
(mim-mem method)
① Discouraging the use of the mother tongue in the claroom
② Use of language laboratory.
2).objectives:
To enable the learners to use the target language communicatively.
The primary stre is laid on oral proficiency, which means the students should achieve accurate pronunciation and correct grammar.
5.What are the main features and objectives of The Cognitive Approach？
1).Main features:
④It insists that learning is based on understanding and language learning is a creative
proce.So meaningful learning and meaningful practice are emphasized.
⑤ It gives equal importance to all the four skills.But listening and reading should precede
speaking and writing.
⑥ It holds that mistakes are unavoidable in the creative use of language.What the teacher
should do is to analyze the mistakes so that they could find the cause and do some remedial work accordingly.
2).objectives:
To develop in the students the same type of abilities poeed by native speakers.
6.What are the main features and objectives of The Communicative Approach?
1).Main features:
① An emphasis on learning to communicate through interaction in the target language.② The introduction of the authentic texts into the learning situation.
③ The provision of opportunities for learners to focus, not only on language but also on the
learning proce itself
④ An enhancement of the learner’s own personal experiences as important contributing
elements to claroom learning.
⑤ Am attempt to link claroom language learning with language activation outside the
claroom.
2).objectives:
To develop the students’ communicative competence.It includes:
a.Knowledge of the grammar and vocabulary of the language.
b.Knowledge of rules of speaking
c.Knowing how to use and respond to different types of speech acts such as requests,
apologies, thanks, and invitations.
d.Knowing how to use the language appropriately.
(三)
To develop students’ overall language ability, what are the five aspects mentioned in the National English Curriculum?
Language, language skills, learning, affect and culture.
The design of How do you feel? 英语145
2014211144
陈伊丽 Background information: Student: 30 primary school students, Grade 6 Leon duration: 45mins Teaching objectives: By the end of the leon, students should be able to:
1.memorize the phrase such as see a doctor,do more exercise and so on through listening and speaking practices; 2.comprehend and employ structures such as What should I do? You should take a deep breath and so onthrough use of pictures and communicative activities; 3.perform different kinds of feelings confidently to other students; 4.put themselves in another’s place and give suggestions to those need help; 5.learn to care about the emotions of their family members, friends,clamates and so on; Teaching contents: phrases about suggestions What should I/he/she do? You/He/She should take a deep breath.Teaching aids:tapes, blackboard, chalk, PPT, pictures, white papers Type of the leon:phrases, listening, speaking,performing Teaching procedures: Step1.review(10 mins) a)Warm up: a song: If you’re happy, clap your hands(with flash) b)Teacher sing the sentence If you’re happy, and students sing clap your hands meanwhile do the actions.c)Students write the feelings they already know on papers and expre those feelings to their deskmates.d)Students volunteer to come to the front to expre those feelings to the cla and present the words.e)Teacher writes the words on board, summarizes and gives some advice to some negative feelings .Step2.Learn the new phrases and sentences (15 mins) a)Use the facial expreions,pictures and tapes to introduce the new phrases.Give some suggestions: What should I/he/she do? You/He/She should...b)Students learn to say the phrases through listening and repeating practices with the help of pictures and tapes.c)Role-play: One student acts as someone need help such as a patient,a student fail in the exam and so on , the other puts up with some advice to comfort him/her.Step:A task:Use what is learned to rewrite the song If you’re happy, clap your hands (10mins) a)Teacher ‘s demonstration:invite one student to come to the front.Teacher:If I am ill, what should I do? Student A: If you’re ill and you know it, see a doctor.Student A:If I am cold, what should I do? Teacher:If you’re ill and you know it, wear warm clothes.b)Pair-work:rewrite the song (4 sentences) c)Volunteers to sing the song.Step4:More practice(10 mins) Play a gueing game.Work in groups of four.Teacher gives each student one word of feeling.Each one should draw the facial expreion on the paper.Then two student look at the picture and say some things about this feeling or some suggestions to overcome it.The rest student gue the word.There are four rounds in each group.Optional activities and homework: Optional activity: work in paris and ask your partners their feelings now.If they are in bad mood, give some suggestions to them.Homework: Suppose that your grandma fell ill, you have to take an important exam and have no time to visit her.Please write a short paragraph to expre your concerns and give some suggestions to her.(about 50 words) Reflection:(to be written immediately after the leon)
英语学科教学论作业
级：
号：
名：方09级（8）班294010305 玉 洁
班学姓
Background information: Students: 32 freshmen of Biology Major Leon duriation: 50 mins Teaching objections: By the end of the leon, students should be able to: 1.2.ask and answer questions about the importance of English learning.
talk about the importance of English learning with their own words and make their own dialogues.3.4.5.pse interview strategries to find out information and take notes.present the interview results confidently to other students.learn to be a good listener and brave to ask questions in English.
Teaching contents: Do you think English is important to you? The biggest thing is? Make a big difference What type of career are you thinking of? Teaching aids: blackboard, chalk, tapes, white papers with dialogue` Type of the leon: oral English Teaching procedures: Step1.Review (10 mins) a) b) Warm up:let students listen to the dialogue on the tape.Ask some easy questions about the dialogue.
c) d) Let them read the dialogue and get the main idea.Learn to use some sentences to talk about the importantce of English learning.e) Students practice the dialogue with their partner and try to make a new dialogue.
Step 2.Learn the new sentence structures (10 mins) a) Use the structures: Do you think English is very important to you? What type of career are you thinking of? b) Pair-work: one ask the questions, the other answers them.Step 3.A task: use what is learnded to do an interview (10 mins) a) b) Group-work: an interview volunteers to present the results.Step 4.More practice (15 mins) a)
let student talk with their clamates.b)
volunteer to present the result.c)
Teacher gives feedback.
Optional activities and homework:（5mins）
Optional activitiy: work in pairs and find out the advantages of English learningand ask why.
Homework: write a short paages to introduce the advantages of English learning.Reflection: ( to be spoken immediately after the leon).
yingyu英语学科教学整理
一．缩写
PPP: presentation, practice, and production TTT : Teacher Talking Time STT: Student Talking Time EAP ：English for Academic Purposes ESP：
English for Specific Purposes ESEA: Engage-Study-Engage-Activate IATEFL: The International Aociation of Teachers of English as a Foreign Language TESOL: Teachers of English to Speakers of Other Languages (P185) EFL: teacher
a teacher who teaches English as a foreign language
p2 ESA：engage study activate TQ：
teaching aids
SA: means stages where the teacher leads a question and answer seion with the students SS: means pairwork TQ---SA: it means stages where the teacher leads a question and answer seion with the students
OHP: the overhead projector 二．Definition 1.Schema: schema is a structured cluster of pre-conceived ideas about a specific theme, it helps us to organize our background knowledge about the reading material.
2.skimming and scanning：Skimming is a kind of reading skill which means getting a general idea of what the reading material is about.Scanning is a kind of reading skill which means searching for particular bits of information.3.language acquisition and language learning：language acquisition: gaining use of a language without any conscious learning 4.Stereotype: Stereotype is a popular and highly exaggerated concept of a particular group of people.Concentrating on just a few features of the particular group, it is an image, conception, or belief which exaggerates, oversimplifies, and thus distorts the characteristics of people and their behavior.For example, one group might consider another to be backward, belligerent, sexy, or arrogant.In those traditional Chinese films, thieves and criminals are always those who have ugly faces and look violent.But in reality, people with ugly faces may also have a kind heart like the cartoon film “The Beauty and the Beast”.This kind of misconception is the result of stereotype.5.Gist listening: Listening exercise which require students to listen for the main idea 6.comprehensible input: language which is certainly above the students’ productive level, but which they can more or le understand
7.attention span: the length of time you can concentrate on some idea or activity(internet P11) 8.plateau effect: the phenomenon that people sometimes find they don’t improve much or as fast as before.(P13) 9.rough-tune: exaggerate the voice tone and gesture to help get the meaning acro/ rough-toning is that unconscious simplification which both parents and teacher use by exaggerating tones of voice, speaking with le complex grammatical structures than they would if they were talking to adults.When rough-toning, their vocabulary is generally more restricted.They don’t set out to get the level of language exactly correct for their audience, but to rely on a general perception of what is being understood by the people listening to them.
(P3) 10.Interactional speech and transactional speech Interactional speech: communicating with someone for social purposes.It includes both establishing and maintaining social relationships.It is more unpredictable pattern.Transactional speech: communicating to get something done, including the exchange of goods or services.It is a highly predictable 11.Parallel writing (P81): where students stick closely to a model they have been given, and where the model guides their own efforts.It is especially useful for the kind of formulaic writing represented by postcards, certain kinds of letters, announcements and invitations, for example 12.Accuracy and fluency : Accuracy: the extent to which students’ speech matches what people actually say when they use the target language.Fluency: the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.13.overgeneralization:A proce in which a learner extends the use of a grammatical rule of linguistic item beyond its accepted uses, generally by making words or structures follow a more regular pattern.For example, use mans instead of men for the plural of man.14.Development error: An error in learner language that does not result from first language influence but rather reflects the learner"s gradual discovery of the second language system.These errors are often similar to those made by children learning the language as their mother tongue. 15.Corpus: In linguistics, a corpus (plural corpora) or text corpus is a large and structured set of texts (now usually electronically stored and proceed).They are used to do statistical analysis and hypothesis testing, checking occurrences or validating linguistic rules on a specific universe. A corpus may contain texts in a single language (monolingual corpus) or text data in multiple languages (multilingual corpus).Multilingual corpora that have been specially formatted for side-by-side comparison are called aligned parallel corpora.16.Information gap: Two speakers have different parts of information making up a whole.One person has information that the other lacks.The speaker has the information which the listener does not know or the speaker wants to know information that the listener has.They have different information, and there is a gap between them.Students need to negotiate.In the claroom, the same kind of information gap will have to be created if we are to encourage real communication.17.Strategy and skill: strategy:a systimatic and elaborate plan to achieve particular purposes skill:an ability that has been acquired by training 三． Short questions: 1.List at least four principles of teaching listening. ① The tape recorder is just as important as the tape.② Preparation is vital.③ Once will not be enough.④ Students should be encouraged to respond to the content of a listening, not just to the language.⑤ Different listening stages demand different listening tasks.⑥ Good teachers exploit listening texts to the full.2.List at least four principles of teaching speaking.①Be aware of the differences between second language and foreign language learning contexts.
②Give students practice with both fluency and accuracy.③Plan speaking tasks that involve negotiation for meaning.④Design claroom activities that involve guidance and practice in both transactional and interactional speaking.
3.List at least four principles of teaching reading. ① reading is not a paive skill ② students need to be engaged with what they are reading ③ students should be encouraged to respond to the content of a reading text, not just to the language. ④ prediction is a major factor in reading ⑤ match the task to the topic ⑥ good teachers exploit reading texts to the full 4.List at least four principles of teaching writing.1)The type of writing we get students to do will depend on their age, interests and level.Our decisions will be based on how much language the students know, what their interests are and what we think will not only be useful for them but also motivate them as well.2) Provide opportunities for students to write -practice writing.
3) Make feedback and correction helpful and meaningful: over-correction ; Over-correction can have a very demotivating effect.As with all types of correction, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other.One way of avoiding the "over-correction" problem is for teacher to tell their students that for a particular piece of work they are only going to correct mistakes of punctuation, or spelling, or grammar etc.This has two advantages: it makes students concentrate on that particular aspect, and it cuts down on the correction.4)Written symbols Another technique which many teachers use is to agree on a list of written symbols (S = spelling, WO = word order etc.).When they come acro a mistake they underline it discreetly and write the symbol in the margin.This makes correction look le damaging.5)Write a comment at the end of a piece of written work.Different forms of feedback are also very important.6)Correcting is important, but it can be time-consuming and frustrating.Common sense and talking to students about it are the only solutions here.7)Correction is worthle if students just put their corrected writing away and never look at it again.
5.List at least three special features about teaching listening.
① Tapes go at the same speed for everybody.
② Students have to be encouraged to listen for general understanding first rather than trying to pick out details immediately.
③ Spoken language has a number of unique features.
6..List at least four aspects that should be included in a teaching plan.
It needs to contain detailed information about the students.
It has to contain what the teachers/students want to do.
It will say how the teacher/students should do it.
It will talk about what might go wrong (and how it can be dealt with) and how the leon fits in with leons before and after it.6.
7.List at least four teaching methods and approaches that have influenced current teaching practice.Grammar-translation, audio-lingualism, PPP(presentation practice production) , task-based learning, communicative language teaching
8.List at least four differences between teaching adults and teaching children.(P11) A.The first difference between adults and younger ages is that the former come to leons with a long history of learning experience.B.Adolescents have their own histories.C.Adults are frequently more nervous of learning than younger pupils are.D.It is hard for the teachers of adolescents to control the cla.E.The adults may have a view of the importance of learning which makes them stick to a course of study in a specifically adult way.F.The adults do not necearily need their learning to be camouflaged.9.List at least three reading skills that students need to acquire and explain each of them.① To scan the text for particular bits of information they are searching for.This skill means that students do not need to read every word and line, but to search for particular information. ② To skim a text to get a general idea.This skill means that students should not try to gather all details or concentrate too hard on specifics.Students need to skim to get a general idea of what the reading material is about.③ To read for detailed comprehension.When looking for details, students are expected to concentrate on the minutiae of what they are reading.
10.List at least four areas that teachers should consider when choosing textbooks.1.price 2.availability 3.layout and design 4.methodology 5.skills 6.syllabus 7.topic 8.stereotyping 9.teacher’s guide
11.List at least four seating arrangements in the cla.Orderly rows, circle, horseshoe, separate tables(P18) 12.List at least four pieces of equipment that you can make use of in an English cla. the board; the computer; the dictionary; the overhead projector pictures and cards; the tape recorder; the video playback machine; the video camera 13.List two popular information-gap activities.Two sets – set A and set B making up a whole.Each set carries part of the information needed to solve a problem. Describe and Draw One student has a picture.
The partner has to draw the picture without looking at the original.The one with the picture will give instructions and descriptions, and the “artist” will ask questions and draw.It is highly motivating, there is a real purpose for the communication (the information gap, completion of the task), and almost any language can be used.Remember to exchange the students’ roles if the activity is used more than once.14.List three types of writing rubrics.1)Non-weighted rubric
2)Weighted rubric
3)Holistic rubric
15.List the four alternatives that Neville Grant suggests when the teacher finds the text not appropriate.
Neville Grant’s suggestions
Omiion replacement addition adaptation
16.List at least four characteristics of good learners.(P10) a willingne to listen; a willingne to experiment; a willingne to ask questions; a willingne to think about how to learn; a willingne to accept correction 17.List at least two magazines you know concerning the teaching of English.
TESOL in Context (Australia) ELT News and Views (Argentina) JALT News (Japan) Israel English Teaching Journal (Israel) UK journals: ELT Journal (published by Oxford University Pre) Modern English Teacher (published by Prentice Hall Europe) English Teaching Profeional (published by First Person Publishing) US journals: English Teaching Forum (published by the United States Information Service ) TESOL Journal
18.What are the four stages of choosing a textbook? Analysis, Piloting, Consultation, Gathering opinions 19.List at least three advantages of encouraging students to speak English in cla.
①Rehearsal: A free discuion outside the claroom and a real-life role-play inside the claroom may help students understand what communication is.
②Feedback: Speaking activities may provide feedback, which is beneficial to both students and teachers.③Engagement: Speaking activities can be highly motivating and involve more participation and enjoyment.20.What is the natural order of language acquisition?(P24) Be exposed to it Understand its meaning Understand its form Practice it
21.What is the purpose of “activate” activities?(P26) Get the students using language as freely and “communicatively” as they can.
Offer the students a chance to try out real langue use with little or no restriction—a kind of rehearsal for the real world.22.What is the purpose of “engage” activities? Arouse the students’ interest, thus involving their emotions so that they can learn better.23.List at least two principles of giving instructions.⑴ The instructions must be kept as simple as poible.⑵ The instructions must be logical.⑶ The instructions must be clear and well stated.
⑷ It is important for the teachers to check that the students have understood what they have being asked to do.
P4 24.What are the three basic level distinctions of language learners?(P13) Beginners; intermediate students; advanced students 四.Discuions: 1.What is accuracy? What is fluency? How to give students practice in both accuracy and fluency? State your point of view.Accuracy: the extent to which students’ speech matches what people actually say when they use the target language.
Fluency: the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.My point of view is to avoid interruptions and offer fluency-building practice.Making mistakes is a natural part of learning a new language.When students are repeating sentences trying to get their pronunciation exactly right, then the teacher will often correct appropriately every time there’s a problem.But if students were involved in a paionate discuion, the teacher shouldn’t interrupt.Otherwise the conversational flow may be destroyed.2.What are the key elements in a leon plan? How to design an effective leon plan and make it feasible in the proce of teaching? State your point of view.Coherence , variety。
The first thing needs to detail is who the students are: How many are there in the cla? What sexes? What are they like? Cooperative? Quiet? Difficult to contral? Experienced teachers have all this information in their heads when they plan; teachers in training will be expected to write it down.The next thing the plan has to contain is what the teachers/students want to do: study a piece of grammar, write a narrative, listen to an interview etc.
The third aspect of a plan will say how the teacher/students is/are going to do it.Will they work in pairs? Will the teacher just put on a tape or will the cla start by discuing dangerous sports for example? Once again, an objective reader of the plan should be able to identify a logical sequence of claroom events。
Lastly, the plan will talk about what might go wrong and how the leon fits in with leons before and after it.3.What should the teacher do if the students are uncooperative in the language claroom?
There are a number of things teachers can do to try and solve the problems of uncooperative claes.First of all, teachers can talk to individual members of the cla outside the claroom.They can ask them what they feel about the cla, why there’s a problem and what they think can be done about it.Second, teachers can write to individuals.The same effect can be achieved simultaneously with all students by writing them a confidential letter.In the letter, the teacher says that she thinks there’s a serious problem in the cla and that she wants to know what can be done about it.Students can be invited to write back in complete confidence.The replies which are received will show what some of the problems are.The only disadvantage to having students write to the teacher individually is that the teacher then has to write back to each of them! Third, teachers can use activities.Teachers can make it clear that some of the more enjoyable activities which students like to do will only be used when the cla is functioning properly.Otherwise, they will be forced to fall back on more formal teaching and language study.Fourth, teachers can enlist help.Teachers should not have to suffer on their own! They should talk to colleagues and, if poible, get a friend to come and observe the cla to see if they notice things that the teacher himself or herself is not aware of.Last but not least, teachers can try making a language-learning contract.Teachers can talk directly to the students about iues of teaching and learning.They can get the students’ agreement to ways of behaving and find out what they expect or need from the teacher.This is the forming of a language-learning; contract’ and subjects covered can include such things as when the students should not use their language, what teachers expect from homework, arriving on time etc.but teachers will have to bind themselves to good teacher behavior too.When the contract is concluded, it forms a behavior blueprint for everyone.If students have said that they don’t want people to talk in cla all the time, for example, then they are likely to ensure that it doesn’t happen often.4.Explain the differences between teaching adults and teaching children.A.The first difference between adults and younger ages is that the former come to leons with a long history of learning experience.They will usually have gone through at least ten years of schooling and may then have gone on to study at a higher level.Those learning experiences – both bad and good – will have helped them to form strong opinions about how teaching and learning should be carried out.They also come with their own record of succe or failure.Those who underachieved at school may subconsciously aume that they going to fail again; those who were school succees may believe that learning English will be easy.B.Adolescents have their own histories.Each failure predisposes them to more failure; each succe provokes the hope of more succe.But the younger the student the le likely it is that these educational histories are fixed.C.Adults are frequently more nervous of learning than younger pupils are.The potential for losing face becomes greater the older you get.Older students, on the other hand, who are coming back to the claroom after a long absence, may have a high degree of anxiety about the proce of learning itself.D.One of the special points is that it is easy for the teachers of adults to lo the control of the claes: the leon that slips away from them, that they cannot control because the students do not like the subject, each other, the teacher or the school – or sometimes just because they feel like it.Adults can be disruptive and exhausting too.They may not do it in the same way as younger learners but teachers of this age group will have experiences of students who spend the leon talking to their neighbor.The students also arrive in cla late and fail to do any homework.Neverthele, adults as a group have much to recommend them. E.The adults may have a view of the importance of learning which makes them stick to a course of study in a specifically adult way.The attention span that cooperative adults can offer is almost certainly greater than that of children and adolescents.F.The teachers of adults needn’t camouflage the learning.It is poible for the adults to suffer from boredom in cla, especially when they are studying on a full-time course and /or have studied in the same kind of cla for a long time.5.Explain the theoretical basis of audiolingualism and its influence on language teaching.(P30-31) Theoretical basis: behaviorist—much learning is the result of habit formation through conditioning. Influence:
Audio-lingual claes concentrared in long repetition-drill stage, in which the reacher hoped that the studentswould acquire would acquire good language habits.Audio-lingualism students were not exposed to real or realistic language.Dring is still popular during study phrase, especially for low-level students 6.Explain the boomerang sequence of claroom teaching.(P28) The boomerang sequene of cla teaching goes as the following sequence: Engage – activate – study – activate.In this sequence, the teacher is answering the need of the students.They are not taught languege until and unle they have shown(in the activate phase) that they have a need for it. Advantages: in some ways, this makes much better sense becanse the connection between what students need to learn and what they are taught is more transparent.Disadvantage: It places a greater burdebn on the teacher since he or she will have to be able to find goood teaching materail based on the problems thrownup at the activate stage, Appropriate students: students at intermediate and adcanced levels since they have quire a lot of language available for them at the avtivate stage 7.How to overcome student boredom in claroom teaching?(P5) ⑴Teachers need to violate their own behavior patterns.If a teacher normally teaches in casual clothes, he should turn up one day wearing suit.If a teacher normally sits down, she should stand up.If he or she is normally energetic as a teacher, he or she should spend a cla behaving calmly.Each time teachers break their own rules, in other words, they send a ripple（涟漪） through the cla.That ripple is a surprise and curiosity and it is a perfect starting point of student involvement.
⑵The need for surprise and variety within a fifty-minute leon is also overwhelming.If, for example, students spend all of that time writing sentences, they will probably get bored.But if , in that fifty minutes, there are a number of different tasks with selection of different topics, the students are much likely to remain interested.However, variety is not the same as anarchy（混乱状态）.Despite what we have said, students tend to like a certain amount of predictability: they appreciate a safe structure which they can rely on.And too much changing and chopping(波浪汹涌)- too much varieties in a fifty minute leon- can be destabilizing.Good teachers find a balance between predictable safety and unexpected variety.
8.Explain instrumental motivation and integrative motivation.Which is of greater significance in foreign language teaching and learning?(P8) Integrative motivation is that people want to do or learn something because they love the subject or are simply interested to see what it is like.On the other hand, instrumental motivation is that people have a practical reason to do something.For example, people want to learn an instrument so they can play in an orchestra, learn English so they can watch American TV or with English people, study Tai Chi so that they can become fitter and more relaxed, or go to cookery claes so that they can prepare better meals.Integrative motivation is more powerful than instrumental motivation.9.In teaching speaking, how to transfer from control to communication in teaching speaking? ①use pairwork.pairwork and groupwork will help to provoke quiet students into talking.When they are with one or perhaps two or three other students, they are not under so much preure as they are if asked to speak in front of the whole cla.⑵Allow them to speak in a controlled way at first.asking quiet students for instant fluency may be doomed to failure, initially.It is better to do it in stages, as in the following example.The teacher can dictate sentences which the students only hav eto fill in parts of before reading them out.Thus, the teacher dictates “One of the most beautiful things I have ever seen is ...” and the students have to complete it for themselves.They then read out their sentences, e.g.“One of the most beautiful things I have ever seen is Mount Fuji at sunset” etc.In general, it may be a good idea to let students write down what they are going to say before they say it.Reading sentences aloud does not demand the kind of risk-taking fluency which spontaneous conversation does.But once students have read out their sentences, the teacher or other students can ask them question.Psychologically, they are more likely to be able to respond.③use “acting out” and reading aloud.Getting students to act out dialogues is one way of encouraging quiet students.However, acting out does not just mean reading aloud.The teacher has to work with the students like a drama coach, working out when the voice should rise and fall, where the emphasis goes, what emotion the actor should ry to convey.When the student then acts out the role, the teacher can be confident that it will sound good.
④use role-play.many teachers have found that quiet students speak more freely when they are playing a role – when they are not having to be themselves, in other words.As in our example on page 92, the use of role cards allows students to take on a new identity, one in which they can behave in uncharacteristic ways.It can be very liberating.⑤use the tape recorder.if teachers have time, they can tell students to record what they would like to say, outside the leon.The teacher then listens to the tape and points out poible errors.The student now has a chance to produce a more correct version when the leon comes round, thus avoiding the embarrament for them of making mistakes.10.What’s special about teaching adults?(P11) A.One of the special points is that it is easy for the teachers of adults to lo the control of the claes: the leon that slips away from them, that they cannot control because the students do not like the subject, each other, the teacher or the school – or sometimes just because they feel like it.Adults can be disruptive and exhausting too.They may not do it in the same way as younger learners but teachers of this age group will have experiences of students who spend the leon talking to their neighbor.The students also arrive in cla late and fail to do any homework.Neverthele, adults as a group have much to recommend them.B.Teachers of adults are much le likely to have to deal with ongoing discipline problems than secondary school teachers are.They can expect more immediate cooperation from the majority of their students.C.The teachers of adults needn’t camouflage the learning.It is poible for the adults to suffer from boredom in cla, especially when they are studying on a full-time course and /or have studied in the same kind of cla for a long time.11.How do you understand authenticity in language teaching and learning? In teaching,teachers have the ability to transform language instruction from a mechanical learning experience to a dynamic interaction to aist learners in reaching real-world goals.Rather than focus only on native-speaker norms of language production, English language instruction can provide learners with opportunities to create and act on their own texts, engage meaningfully with audiences, and develop interactions that mirror their purpose for learning.
In learning, authenticity is more than just the materials we use.Authenticity also means using language for real purposes.It means engaging students in collaborative learning, involving discuions, negotiations, and decision making.Authenticity is creating real uses for English, not just modeling native-speaker language and culture.With English increasingly being used as a lingua franca to connect second language speakers, authenticity takes on new meanings as we seek to develop learners who can face the challenge of communicating effectively in an increasingly globalized world.12.What can the teacher do if the students are not willing to talk in cla? Here are some ways that teachers can try.First, pair work will help to provoke quiet students into talking.When they are with one or perhaps two or three other students, they are not under so much preure as they are if asked to speak in front of the whole cla.Second, teachers can allow students to speak in a controlled way at first.Asking quiet students for instant fluency may be doomed to failure, initially.It is better to do it in stages.In general, it may be a good idea to let students write down what they are going to say before they say it.Reading sentences aloud does not demand the kind of risk-taking fluency which spontaneous conversation does.But once students have read out their sentences, the teacher or other students can ask those students questions.Psychologically, they are more likely to be able to respond.Third, use ‘acting out’ and reading aloud.Getting students to act out dialogue is one way of encouraging quiet students.However, acting out does not just mean reading aloud, the teacher has to work with the students like a drama coach, working out when the voice should rise and fall, where the emphasis goes, which emotion the actor should try to convey.When the student then acts out the role, the teacher can be confident that it will sound good.Besides, teachers can use role-play.Many teachers have found that quiet students speak more freely when they are playing a role – when they do not have to be themselves, in other words.
Finally, teachers can use the tape recorder.If teachers have time, they can tell students to record what they would like to say, outside the leon.The teacher then listens to the tape and points out poible errors, he students now has a chance to produce a more correct version when the leon comes round, thus avoiding the embarrament (for them) of making mistakes.
13.What can the teacher do if the students keep using their own language in cla? Talk to them about the iues: teachers can discu with students how they should all feel about using English and/or their own language in the cla.Teachers should try to get their students’ agreement that overuse of their own language means that they will have le chance to learn English; that using their own language during speaking activities denies them chances for rehearsal and feedback.Encourage them to use English appropriately: teachers should make it clear that there is not a total ban on their own language – it depends on what’s happening.In other working on a reading text is not too much of a problem, but a speaking activate exercise will lose its purpose if not done in English.Only respond to English use: teachers can make it clear by their behavior that they want to hear English.They can ignore what students say in their own language.Create an English environment: teachers themselves should speak English for the majority of the time, so that, together with the use of listening material and video, the students are constantly exposed to how English sounds, and what it feels like.Some teachers anglicize their students’ names too.Keep reminding them: teachers should be prepared to go round the cla during a speaking exercise encouraging, cajoling, even pleading with them to use English – and offering help if neceary.This technique, often repeated, will gradually change most students’ behavior over a period of time.14.Why do students make mistakes? 1.Making mistakes is part of the natural proce of learning.a) The students’ own language may interfere.
b) Developmental errors are the result of conscious or subconscious proceing which frequently overgeneralizes a rule.2.Learning is a gradual development involving different stages.3.Students may appear to regre whereas in fact they are advancing.Accuracy sometimes does not mean full mastery.
15.What should the teacher do if students in the cla are all at different levels?
Using different materials: Teachers can form different groups.While one group is working on a piece of language study, the other group might be reading a story or doing a more advanced grammar exercise.Later, while the better group might be doing a parallel writing exercise, or sitting round a tape recorder listening to a tape.In schools where there are self-study facilities (a study center, or separate rooms), the teacher can send one group of students off to work there in order to concentrate on another.Provided the self study task is purposeful, the students who go out of the claroom will not feel cheated.If the self-study area is bid enough, it is an ideal place for different-level learning.While one group is working on a grammar activity in one center, two other students can be listening to a tape and another group again will be consulting an encyclopedia while a different set colleagues is working at a computer screen.
Do different task with the same material: where teachers use the same material with the whole cla, they can encourage students to do different tasks depending on their abilities.A reading text can have questions at three different levels, for example.The teacher tells the students to see how far they can get: the better ones will quickly finish the first two and have to work hard on the third.The weakest students may not get past the first task.In a language study exercise, the teacher can ask for simple repetition from some students, but ask others to use the new language in more complex sentences.If the teacher is getting students to give answers or opinion, she can make it clear that one word will do for some students whereas longer and more complex contributions are expected from others.Lastly, in role-plays and other speaking or group activities, she can ensure that students have roles or functions which are appropriate to their level.Ignore the problem: it is perfectly feasible to hold the belief that, within a heterogeneous group, students will find their own level.In speaking and writing activities, for example, the better students will probably be more daring, in reading and listening, they will understand more completely and more quickly.However, the danger of this position is that students will either be bored by the slowne of their colleagues or frustrated by their inability to keep up.Use the students: some teachers adopt a strategy of peer help and teaching so that better students can help weaker ones.They can work with them in pairs or groups, explaining things, or providing good models of language performance in speaking and writing.Thus when teachers put students in groups, they can ensure that weak and strong students are put together.However, this has to be done with great sensitivity so that students don’t get alienated by their over-knowledgeable peers or oppreed by their obligatory teaching role.Many teachers, faced with students at different levels, adopt a mixture of solutions like the ones we have suggested here.
16.Study the following pictures carefully.How can such materials be used in claroom teaching according to the ESA sequence? (7 points)
《英语学科教学论》精品复习材料
语言教学法的流派
I.The Grammar-translation Method 语法翻译法 背景：
中世纪，拉丁语是欧洲文化教育、著书立说的国际语言及官方的
语言。后来，人们学习拉丁语的主要目的是阅读用拉丁语写的书籍和训练心智。在18、19世纪，法语、英语兴起，人们就沿用教授拉丁语这类古典语言的翻译法。后来，传统的翻译法逐步发展为今日的语法翻译法。语法翻译法认为，学习外语首要的是学习语法。因为学习语法既有助于理解、翻译外语，又有助于磨练治理，培养学生的逻辑思维能力。对课文的理解其前提条件是正确理解课文中的语法能力。语法翻译法倡导阅读领先，着重培养阅读与翻译能力，在此基础上，再兼顾听说训练。
Basic Idea:
1.The goal of foreign language study is to learn a language in order to read its -，管理类，工作总结类，工作计划类文档，下载--
literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study.
基本思想：
1。外语学习的目的是为了读它的文学或为了从外语学习中产生的精神学科和智力发展而学习语言。
2.Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.
2。阅读和写作是主要的焦点，很少或根本没有系统的关注是听或说。
3.Vocabulary selection is based solely on the reading texts used.In a typical Grammar-Translation text, a list of vocabulary items is presented with their translation equivalents.Words are taught through bilingual word lists, dictionary study and memorization.3。词汇选择仅基于阅读文本的使用。在一个典型的语法翻译文本，一个词汇表的项目是与他们的翻译等值。词是通过双语单词表教，字典学习和记忆。
4.The -，管理类，工作总结类，工作计划类文档，下载--
sentence is the basic unit of teaching and language practice.Much of the leon is devoted to translating sentences into and out of the target language, and it is this focus on the sentence that is a distinctive feature of the 。句子是教学和语言实践的基本单位。本课的重点是把句子分成目标语言，这是一个独特的特征的方法，它是这个重点。
5.Grammar rules are taught directly by the teacher with exception to each rule noted.Then the rues are practiced through translation exercises.5。语法规则是老师直接讲授的，每个规则都有例外。然后，所实行的是通过翻译练习。
6.The student?s native language is the medium of instruction.It is used to
explain new items and to enable comparisons to be made between the foreign language and the student?s native 。学生的母语是教学的培养基。它是用来解释新的项目，并使比较之间的外国语言和学生的母语。
-，管理类，工作总结类，工作计划类文档，下载--
以语法和词汇为主要内容，以翻译和语法讲解为主要手段，以母语为主要载体，以文字为依托工具，以系统培养学生的外语理解和翻译能力为主要目标。
II.The Audio-lingual Method 听说法 背景：
二战时期，美国不重视外语教学，当因为战争需要而需派送大批青年到有关国家时，就面临快速培训青年掌握基本的外语的需求。当时对这些青年的培训都将结构主义语言学理论付诸教学实践，积累了教学经验。后来，这些经验总结提升，形成了成熟的听说法语言教学。
Theoretical Foundation:
1.Structural View of Language
结构主义语言学
The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax).Each language -，管理类，工作总结类，工作计划类文档，下载--
has a finite number of such structural items.
理论基础：
1。语言结构主义语言学结构视图
语言结构观把语言视为一种不同子系统组成的语言系统：语音系统；
声音组合产生的离散单元，以及与之相结合的通信单元系统。每一种语言都有有限数量的此类结构项目。
To learn a language means to learn these structural items so as to be able to understand produce language.When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audio lingual approach to language leaning emerged..学习一种语言意味着学习这些结构项目，以便能够理解产生语言。当这种语言结构的观点是结合行为心理学的刺激反应原理，对语言学习产生..听说法
2.Behaviorist Theory 行为主义心理学
Learning is a proce of habit formation.Stimuli, response, reinforcement.Learning a foreign -，管理类，工作总结类，工作计划类文档，下载--
language means students should do lots of repletion.2。行为主义理论行为主义心理学
学习是一种习惯形成的过程。刺激，反应，强化。学习一门外语就意味着学生要做大量的实。
Basic Idea:
1. The general objective is to enable the students to use the target
language communicatively.
In the early stages, the focus is on oral skills, with gradual links to other skills as learning develops.The primary stre is laid on oral proficiency, which means the students should achieve accurate pronunciation and correct grammar.Very little use of the mother tongue by teachers is permitted.基本思想：
1。总的目标是使学生所使用的目标语言。在早期阶段，重点是口头技能，与其他技能的逐渐联系，学习发展。主要的压力是口头上的，这意味着学生要达到准确的发音和正确的语法。很少使用母语的教师是允许的。
2.There is little or no -，管理类，工作总结类，工作计划类文档，下载--
grammatical explanation.Grammar is taught by inductive analogy2。很少或根本没有语法解释。语法是用归纳法进行的。
Activity Type:
1. Repetition drill (重复练习):
Repetition Drill is often used to teach the lines of the dialogue.
Students are asked to repeat the teacher?s model as accurately and as quickly as poible.重复练习：
重复训练经常用来教台词。学生被要求尽可能准确地重复老师的模型。
2.Simple substitution drill (简单替换练习):
The students repeat the line from the dialogue which the teacher has
given them, substituting the cue into the line in its proper place.
-，管理类，工作总结类，工作计划类文档，下载--
英语学科论 试题答案及评分标准 (供参考)
Section I: (30 points)
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Section II: (30 points)
16.Problem: The leon fails to help the students to improve their reading skills, because it
focuses totally on the meanings and uses of individual words or sentence patterns.
Solution: The teacher is suggested to divide the cla into three stages.In the pre-readingstage, the teacher can engage the students in some speaking activities to help them predict the
contents of the text.Thus arouses their interests in the text and, more importantly, gives them a
purpose for reading--checking the predictions.Such activities can also activate the students’
schemata about the topic that can facilitate their understanding of the text.Or it is neceary, the
teacher can provide the students with the background information or list of new words to help
remove potential cultural or language barriers.In the while-reading stage, the teacher can design
activities to develop the students’ skills of skimming, scanning, reading for detail or inferring.
They can help the students to comprehend the text not only at the linguistic level but also at the
contextual and rhetorical levels.The teacher can also design some post-reading activities which
offer the students the opportunities of using freely the language they learnt from the text in
speaking or writing contexts.
17.Problem: The leon started with the third stage of the PPP Model--the stage of productionbut skipped the two important stages before it--the stages of presentation and practice.
Solution: Before the students are asked to talk freely about a topic, they should have relevant
language input.Therefore, on the stage of presentation the teacher can introduce to them some
vocabulary or some reading/listening materials related to the topic and introduce to them some
useful sentence patterns of stating opinions, presenting reasons, expreing agreement, etc.The
teacher is then expected to give the students the opportunities to use the newly-presented language
items in a controlled framework.This may be done by drills or prompted short dialogues.The
focus of this practice stage should be on accuracy and therefore any language errors, once spotted,
should be corrected immediately.Finally comes the stage of production where the students do the
activities, like the group discuion in this case, to experiment with the new language items freely
and creatively.Since this stage is intended to develop fluency, the teacher should refrain from
frequently interrupting a student who is speaking for immediate correction.
18.Problem: The teacher should not stop the tape time and again to explain a word or
information point, because this is not the way people listen in real life.
Solution: Anticipating some language or information barriers the students are likely to encounter
in the proce of listening, the teacher can design some pre-listening activities to get the students
ready for the contents and language of the text.An alternative is to have the students do some
inferring activities while they are listening.In this way they can not only have a purpose for
listening, but also develop their ability of making inferences based on the contextual cues.
19.Problem: The teacher only performed the role of a manager but neglected some othersignificant roles such as those of a prompter, aeor, resource person, etc.
Solution: A qualified teacher has many roles to play in the claroom.The communicative
language teaching features a student-centered, task-based and Proce-oriented cla.This does
not diminish the teacher’s importance in the cla, but puts a higher demand on his/her functions,
especially those aociated with facilitating and monitoring the learning proce.When the
students are doing an activity, the teacher needs to move around to offer encouragement and
suggestions as a prompter, give help with ideas or language as a resource person and detect
problems for immediate or delayed correction as an aeor.In addition, the teacher acts as a
controller to maintain discipline and make sure each student is participating in the activity the way
he/she is required to do.The teacher may also need to give examples of how to do an activity.In
this case, he/she serves as an instructor.
20.Problem: The cla hag so many students that it is not easy to control.
Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster.The
alternative rows of students are asked to turn around, so that half the cla is facing the student
behind them.In this way, only the front-facing rows can see the information on the blackboard or
poster.Alternatively, two different posters can be put up, one on the front blackboard and the
other on the back wall.Then the one is visible to the front-facing students while the other can be
seen by those facing the back of the room.In either situation exists an information gap.The pairs
can then exchange the information until they have completed the aigned task.
Section Ⅲ：
Mini-leon Plan (40 points)
两题的评分标准相同，具体如下：
Name of activity 1分Objective(s) of the activity 2分
Type of the activity 1分Claroom organization of the activity 1
Teacher’s role 1分Students’ role 1分
Teacher working time 1分Student working time 1分
Teaching aid(s) 1分Predicated problem(s) 2分
Solution(s) 2分Procedures 1) 2分 2) 2分 3) 2分
下面教案仅作参考：1．
Name of activityReading
Objective(s) of the activityGet to know something of the fish in the ocean
Type of the activityThe exploitation of the text
Claroom organization of the activityPersonal work /Individual
Teacher’ s roleOrganizes and guides
Students’ roleRead with skills to find out the key information of the text.
Teacher working time2 min
Student working time4 min
Teaching aid(s)Some pictures, or videos, or overhead projector.
Predicated problem(s)Some students may read word by word and they neglect the reading skills.
Solution(s)The teacher explains the skills clearly.
Procedures1) The teacher explains some skills, such as locating specific information, taking notes on the main points, and so on.2) Students read with skills3) Get feedback
After reading, the teacher invites some students to give some key information of the text.下面教案仅作参考：2．
Name of activityPut the events in the correct order.
Objective(s) of the activityHelp the students understand the content and structure of the text.Type of the activityListening
Claroom organization of the activityGroup work.
Teacher’s roleInstructor , manager
Students’ roleActive participant in cla activity
Teacher working time1 min
Student working time4 min
Teaching aid(s)Tape and tape recorder.
Predicated problem(s)There will be pure listeners in group work, or there will be some who tend to idle, and the students may have some difficulties in putting the events in the correct order.Solution (s)For those pure listeners and those who are off-task, the teacher can walk close to them and show them how to participate.
If students have difficulty, the teacher should offer help, showing them how to decide the time order of the events.
Procedures1) The teacher aigns the work2) Students listen carefully and decide the order of the events.3) Get feedback
When the students have finished their work, the teacher invites some to show their decision.
微格教学与英语学科教学论
崔 奇
科学技术的飞速发展，国际间的竞争形式，对人类自身的认识加深，以及当前素质教育培养创新人才的精神实质，决定了英语学科教育改革的历史必然性，并使英语学科教学论研究向新的广度和深度发展。微格教学的研究成果，说明了基本的教学技能是形成综合教学能力的基础，并对教学技能的形成规律问题进行进一步的探讨，填补了对教学能力深层问题研究的空白，为英语学科教学论向更深层次和更实用的方向发展创造了条件。
一、师范院校英语学科教学论面临的主要问题
英语学科教学论是英语师范专业的一门必修的骨干课程，它是师范院校英语专业与其他外语学院英语专业区别开来的主要特征，它从一个重要的方面体现出师范院校的办学特 色。英语学科教学论是从英语教学实践里发展起来的，要回到英语教学实践中去，一方面起指导教学实践的作用，使教学实践遵循一定的理论顺利进行;另一方面要接受教学实践的验证，并在教学实践里获得进一步的发展和提高。英语学科教学论的生命力存在于英教学实践之中，但是，在师范院校英语学科教学论的发展过程中，出现了理论教学与教学实践脱节的问题。
1．问题的提出
在英语学科教学论课程中，问题的焦点集中在如何提高师范生的英语实践能力上。师范毕业生掌握大量的英语知识却不能更好地讲授给学生。长期以来，培养师范生的基本方式是:(1)教师进行课程教学;(2)师范生完成书面作业;(3)教育见习与实习。有人说，院校培养出来的学生“"半成”，需要在教学实践中深加工。这种情况的产生主要是学科教学论课程的发展没有跟上教学的发展。在相当长的时期内，人类对教育的研究一直停留在宏观研究的水平 上。宏观研究的方法给教学行为带来的描述是定性的、模糊的，从而使对教师职业行为的研究长期停留在经验型的水平上。因此，教师的成长主要依赖于经的积累或师徒式的培养，是一种漫长的、淘汰率很高的、以学生的学习失败为代价的、再生能力很差的、优化程度不高的“自然成长”方式。
2．问题的解决
采用教学技能的分类理论指导培训教师时，教师的成长机理就大为改观，它已不再是一个缓慢的过程。相对传统的教学模式，可以实现以下几个变化:
(1)在优秀教师的“自然成长”加入“人工塑适”的成份，给予操作性的技术指导，使在某一水平面上能快进快出，加速成长。
(2)变教学经验行为的积累与学习，为技术行为的培训与掌握，明确教学技术行为的要素、方法与效果评价。
(3)变整体上的一般性要求为具体的分解训练。
如上三点解决办法正是微格教学法的主要特征。
二、微格教学方法的采用
微格教学(Micro teaching)是一种利用现代化教学技术手段来培训教师的实践性较强的教学方法。通常，让学生分成若干小组，在导师指导下，每位学生进行10一20分钟教学，并当场将实况摄录下来。然后，在指导教师引导下，学生反复观看录制成的视听材料，同时 讨论、评议，最后由导师小结。微格教学是一个控制的实践系统，它丰富、发展了学科教学论课程。
微格教学的创始人(W.Allen)认为，微格教学是“一个缩小了的、可控制的教学环境，它使准备成为教师的人有可能集中掌握特定的技能、教学内容。”英国微格教学研究专家G·布朗(G·Brown)认为微格教学“是一个简化了的、细分的教学，从而使学生易于掌握。”北京教育学院微格教学课题组经过多年的实践和探索认为 “微格教学是一个控制的实践系统，它使师范生有可能集中解决某一特定的教学行为或在有控制的条件下学习，它是建筑在教育教学理论、视听理论和技术基础上，系统训练教师教学技能的方法。”
1.微格教学的基本特点
第一，技能单一集中性。传统的教师培训方法，通常用整节课的教学方法。微格教学就是将复杂的教学过程细分为容易掌握的单项技能，导入技能、讲解技能、提问技能、强化技能、演示技能、组织技能、结束技能等等，"每一项技能都成为可描述、可观察和可培训的，并能逐项进行分析研究和训练的。因为对某一项技能深入、细致地研究训练，容易达到掌握、提高的目的。
第二，目标明确可靠性。微格教学中的课堂教学技能以单一的形式逐一出现，使培训目标很明确，容易控制。课堂教学过程是各项教学技能的综合运用，只有每项细分的技能都反复培训、熟练掌握才能形成完美的综合艺术。微格教学培训系统是一个受控制的实践系统，要重视每一项教学技能的分析研究，使培训者在受控制的条件下朝明确的目标发展，最终提高课堂教学能力。
第三，反馈及时全面性。传统的教学反馈是靠听者在课堂上仔细观察和笔记，然后将观察到的和记下的情况反馈给执教者。但执教者通常会回忆不起自己上课时的某些细节，因为他们对自己的教学没有直观的感受。微格教学利用了现代视听设备作为记录手段，真实而准确记录了全过程。这样，对执教者而言，课后所接受到的反馈信息有来自于指导教师的，也有来自于听课的同伴的。更为重要的是来自于自己的教学信息，由于执教者能全面观察到本人上课的全过程，所以说微格教学的反馈是及时而全面的。
第四，角色转换多元性。微格教学冲破了传统的教师培训模式，运用了现代化的摄像技术，对于课堂教学技能研究既有理论指导，又有观察、示范、实践、反馈、评议筹内容。在微格教学的教学理论研究的技能分析示范阶段，指导教师展示的不仅仅是理论，而且有示范录像。学员所接受到的信息，既有教学技能方面的理论分析，又有可观察到的形象化的录像示范。这时，被培训者要听、要看、还要与自己原有的教学实践进行分析，为了接受多种的信息量，既调动了视听等多种感官，也激发了学习积极性。在微格教学课程中，每个人从学习者到执教者，再转为评议者，如此不断的变换角色，反复的从理论到实践，经过实践再进行理论分析、比较研究，这种角色转换多元化的培训，既体现了教学方法、教学模式的改进，又体现了新形势下的教育观念的更新。
2·微格教学对英语学科论的贡献
英语学科教学论在英语教育宏观教学活动中研究英语的教学规律，涉及教师素质的内容，往往是对教师所应具有的教学能力进行原则要求式的论述，缺乏对教学能力结构层次和培养途径的研究。传统的教师培训模式往往是采用灌输或师徒传代的方式。在教师培训中，教师要学习与专业相关的文化知识课和教学理论课，而在教育学、心理学和教学法课程中通常是理论、原则较多，被培训者只是被动的听讲，单一的扮演着学习者的角色。微格教学方法有利于被培训者的自我完善;同时被培训者通过教案的实施、讨论、改进、再实践，可以加深对教学内容体系及某些技能的理解和掌握，丰富技能的应用方法，协调完善教学技能与教内容、教学过程之间的关系，从而为教学的求艺创新奠定了基础。微格教学的研究成果说明了基本的教学技能是形成综合教学能力的基础，并对英语学科教学中 应有哪些技能，各项技能是什么以及教学技能的形成规律问题进行了较深入的研究。微格教学方法丰富、完善了英语学科教学论。
(作者系中国电教协会徽格教学专业委员会会员)
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