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1、-Communicative competence: it includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. activities: function a a , social interaction a .PPP: A typical PPP lesson would start by the teacher introducing a new language ite
2、m in a context followed by some controlled practice,such as drilling,repetition,dialogue reading,etc.Students then move on to produce the language in a more meaningful way,such as a role play,a drama,an interview,etc.The guided discovery method : is similar ti the inductive method in that the studen
3、ts are induced ti discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. Skimming : means reading quickly to get the gist, i,e the main idea of the text.Scanning : means to
4、 read to locate specific information.The deductive method : relies on reasoning,analysing and comparing.Bottom-up model : the way one teaches reading always reflects the way one understand reading and the reading process . Some teachers teach reading by introducing new vocabulary and structures firs
5、t and then going over the text sentence by sentence and paragraph by paragraph with the students. This is then followed by questions and answers to check comprehension. Also a lot of time is spent on having students read aloud the text.How can one become a good language teacher?There are a variety o
6、f elements that contribute to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles. The most important and most difficult part of the making of a good language teacher is the development of professio
7、nal competence, which is the state or quality of being adequately qualified for the profession, and armed with specific range of skills, strategies, knowledge, and ability.It involves Stage 1,Stage 2 and Goal.The first stage is language development. The second stage is the most crucial stage and it
8、is more complicated because it involves three sub-stages: learning, practice and reflection. The learning stage include: learning from others experiences, learning the received knowledge, learning from ones own experiences as a learner.The learning stage is followed by practice. The term practice ca
9、n be used in two senses. They are pseudo practice and the real classroom teaching. The most difficult thing is to keep on reflection on ones work when one moves on to real classroom teaching. Ideally , a teacher should be able to get his/her professional competence after some period of practice and
10、reflections.How to deal with errors.There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self correction, peer correction whole class correction, etc. As a general rule, indirect teacher correction is encouraged rather than di
11、rect teacher correction to avoid damaging students self esteem and confidence . In practice, self correction is encouraged before teacher correction or peer correction because if it is a mistake. The students himself / herself will be able to correct it. If the student cant self-correct, it means th
12、ere is a lack of competence and the teacher can help with the correction or may ask other students to help correct is .Generally, it is best not to interrupt students during fluency work unless communication breaks down. However during accuracy work , we may need to intervene more because the purpose of the activity is to get what is learned right.-第 2 页-