英语课程教学法复习笔记

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王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(交际教学原则与任务型语言教学)【圣才出品】

第2章交际教学原则与任务型语言教学2.1 复习笔记本章要点：1. Language use in real life vs. traditional pedagogy语言在日常生活中的使用与传统教学法2. The differences between language used in real life and language taught in the classroom日常生活语言与课堂语言的不同3. Definition of communicative competence and its five components交际能力的定义和它的五个组成部分4. Principles of Communicative Language Teaching交际语言教学的原则5. CLT and the teaching of language skills交际语言教学与语言能力教学6. Main features of communicative activities交际活动的主要特点7. T ask-based Language Teaching任务型语言教学8. Four components of a task任务的四个部分9. PPP and T ask-based Language Teaching介绍，练习和产出与任务型语言教学10. The steps to design tasks设计任务的步骤11. Appropriateness of CLT and TBLT in the Chinese context交际语言教学的恰当性和中文环境的任务型语言教学本章考点：语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。

英语课程教学法复习笔记

英语课程教学法复习笔记第1章语言和语言学习1.1复习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。

本章要点：1.How do we learn languages?我们如何习得语言？2.\^ews on language 语言观点3.The structural view of language 结构主义语言理论4.The functional view of language 功能主义语言理论5.The interactional view of language 交互语言理论6.What are the common views on language learning?关于语言学习的普遍观点7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8.The behaviorist theory 行为主义学习理论9.Cognitive theory 认知学习理论10.Constructivist theory 建构主义理论11.Socio-constructivist theory 社会建构主义理论12.What makes a good language teacher?如何才能成为一个好的语言老师13.Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：I . How do we learn languages?II.Views on language1.The structural view of language2.The functional view of language3.The interactional view of languageIII.Views on language learning and learning in general1.The behaviorist theory2.Cognitive theory3.Constructivist theory4.Socio-constructivist theoryIV.What makes a good language teacher?V.How can one become a good language teacher?VI. An overview of the bookphysical context in which language learning takes place, such as the number of students, the kind of input learners receive, andthe atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, T otal Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions.Some researchers attempt to formulate teaching approaches directly from these theories.1.The behaviorist theory( Skinner)a stimulus-response theory of psychologyProposed by behavioral psychologist Skinner. He suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.The key point of the theory of conditioning is that “you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement，，One influential result is the audio-lingual method, which involves endless ‘listen and repeat’ drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.2.Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.A language learner acquires language competence which enables him to produce language.Though Chomsky’s theor y is not directly applied in language teaching, it has had a great impact on the profession.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.3.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his / her own experiences and what he / she already knows.It is believed that education is used to develop the mind, not just to rote recall what is learned.John Dewey believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners.4.Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasises interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development，(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.质和实体语境，如学生的数量、氛围等。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第4~6章【圣才出品】

第4章教案设计与书写4.1 复习笔记本章要点：1. The significance of lesson planning课程计划的重要性2. Principles for good lesson planning做好课程计划的准则3. Macro planning vs. micro planning宏观计划和微观计划4. Components of a lesson plan课程计划的构成因素5. Sample lesson plans课程计划的样本本章考点：课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。

本章内容索引：Ⅰ. The significance of lesson planning1. Definition of lesson planning2.The necessity of lesson planning for teachers3. Benefits of lesson planningⅡ. Principles for good lesson planningⅢ. Macro planning vs. micro planning1. Two levels of lesson planning2. The advantage of a concrete teaching planⅣ. Components of a lesson plan1. Background information2. T eaching aims3. Language contents and skills4. Stages and procedures5. T eaching aids6. End of lesson summary7. Optional activities and assignments8. After lesson reflectionⅤ. Sample lesson plansⅥ. ConclusionⅠ. The significance of lesson planning（课程计划的重要意义）1. Definition of lesson planning课程计划的定义Lesson planning means making decisions in advance about what techniques,activities and materials will be used in the class.课程计划就是提前决定在课堂上使用什么技巧、材料、进行什么活动。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(口语教学)【圣才出品】

第10章口语教学10.1 复习笔记本章要点：1. Characteristics of spoken language口语的特点2. Four common features of spoken language口语的四个共同特征3. Activities help prepare students for real-life speech in English 为学生做好日常口语准备的活动4. General principles of teaching speaking口语教学的普遍原则5. Two factors considered in designing speaking tasks设计口语任务要考虑的两个因素6. Common characteristics in successful speaking task成功的口语任务的共性7. Two types of communicative speaking activities两种不同类型的交际口语活动8. Some kinds of speaking activities几种不同类型的口语活动9. Advantages of using group in speaking tasks使用分组教学的优势本章考点：口语的特点及对教学的暗示；口语的四个共同特征；为学生做好日常口语准备的活动；口语教学的普遍原则；设计口语任务要考虑的两个因素；成功的口语任务的共性；两种不同类型的交际口语活动；几种不同类型的口语活动；使用分组教学的优势。

本章内容索引：Ⅰ. Differences between spoken and written language1. Characteristics of spoken language2. Four common features of spoken language3. Activities helpful to prepare students for real-life speech in English4. Some implications to teachingⅡ. Principles for teaching speakingⅢ. Designing speaking tasks1. Two factors considered in designing speaking tasks2. Common characteristics in successful speaking tasksⅣ.Types of speaking tasks1. Two major purposes for listening2. Two types of communicative speaking activities3. Some kinds of speaking activities4. Other speaking activitiesⅤ.Organizing speaking tasksⅥ.ConclusionⅠ.Differences between spoken and written language （口语与书面语的区别）【考点：口语的特点及对教学的暗示】Speaking is a skill that the students will be judged upon most in real-life situations.口语是用来判断学生在实际生活中使用最多的技能。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。

本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。

教学法笔记精校版HowtoTeachEnglish

教学法笔记精校版HowtoTeachEnglishHow to Teach English笔记整理Unit One How to be a good teacherWhat makes a good teacher?How should teachers talk to students?How should teachers give instructions?Who should talk in class?What are the best kinds of lesson?How important is it to follow a pre-arranged plan?What makes a good teacher?Focus on moral education;Teachers’ character and personality;Care more about their students’ learning than their own teaching.How to be a good teacherHow should teachers talk to students?Rough-tuning:Unconscious simplification which both parents and teachers make;The modification of language that is suitable to students of different levelPhysical movement:Gestures, expressions, mimeHow should teachers give instructions?Rules: simple & logicalCheck:ask one to repeat your instructionask someone to translation your instruction into the students’native languageWho should talk in class?Maximise STT (Student Talking Time)Minimise TTT (T eacher Talking Time)Who should talk in class?What is good TTT?Good TTT must follow the rule of “comprehensive input”The Input hypothesis is Stephen Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'.According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence.For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.What are the best kinds of lesson?Try your best to break boredom:Change your clothes;Bahaving calmly and slowly one day if you are normally noisy and energitec;Variety of your class:Keep balance between predictable safety and unexpected variety.How important is it to follow a pre-arranged plan?A balance has to be struck between teachers attempting to achieve what they set out to achieve on the one hand andresponding to what students are saying or doing on the other.Be flexible if your plan is interrupted by students.How important is the students’ motivation?What is motivation?Motivation refers to elements that push students to do learning activities.According to the source of motivation, it can be divided into intrinsic motivation and extrinsic motivation.Gardener and Lamber classified motivation of foreign language acquisition into instrumental motivation(工具型动机) and integrative motivation(融入型动机) from the perspective of social linguistics.Learners with instrumental motivation aim to reach their goal and treat the language just as one kind of tool, such as finding a good job and so on.Learners with integrative motivation desire to mix with the culture of the second/ foreign language and always show deep interest in the culture and people influenced by this language.How important is the students’ motivation?Conclusions of Gardner and Lamber’s theory:Highly motivated students do better than ones without any motivation at all.Integrative motivation was more powerful than Instrumental motivation.How important is the students’ motivation?How to provoke students’ interest and involvement in the class?Choice of topic, activity and linguistic content that students are interested in;Incentive mechanism: verbal commendation, honor, materialreward, examinationHow to help students?Homework;Reading assignment;Practical activitiesWho is responsible for learning?Unit Four Lesson Planning4.4.1 Teaching aimsThe first thing to do in lesson planning is to decide the aims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.Questions:What do you think are the aims of this part of the lesson?Three different teachers are about to teach the lesson. Below are their introductions to the lesson. Which teacher has the clearest idea of the aims of the lesson?Teacher A: T oday we are going to learn Lesson 15. It’s question and answ er practice using a substitution table.Teacher B: Today we are going to practise present simple questions with “when…” and other time expressions.Teacher C: Today we are going to practise asking and answering questions using the present simple tense, so that we will learn how to talk about everyday activities.Unit 6 Teaching Pronunciation1. The role of pronunciation in language learning.2. The goal of teaching pronunciation.3.The aspects of pronunciation we need to teach.4. The ways to help student to improve pronunciation.6.1 The role of pronunciationWhy do learners make pronunciation errors?A particular sound may not exist in the mother tongue, so that the learners are not used to forming it and therefore tends to substitute the nearest equivalent he or she knows.A sound does exist in the mother tongue, but not as a separate phoneme---the learner does not perceive it as a distinct sound that makes a difference to meaning.(sheep/ship) The learners have the actual sounds right, but have not learnt the stress patterns of the word or group of words, or they are using an intonation from their mother tongue which is inappropriate to the target language.What should be taught to the beginners, pronunciation or phonetic?Pronunciation is more important than phonetic. Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.Whether pronunciation needs special attention or focus in language teaching depends on manyLearners whose native language has similar sounds to English are less likely to have problems with pronunciation.Learners who have more exposure to English need less focus on pronunciation.Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.Beginning Chinese learners of English should focus on pronunciation and their ability to identify and produce English sounds themselves, because phonetic transcripts are more abstract and less meaningful. When should we teach phonetic?Phonetic rules regarding what sounds a letter or a cluster ofletters should be pronounced are helpful for students to develop the ability to cope with English pronunciation and they should be introduced at a suitable stage. Beginners of English, specially young learners, should be avoided to teach phonetic.Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.In the example below, differe nt intonations for “Sorry” indicate different meanings. A neutral tone would6.2 The goal of teaching pronunciation1. What’s considered as a good pronunciation?A good pronunciation means:1) to pronounce correctly all the speech sounds of the language and all the combinations in their proper order not only isolated words, but also in sentences;2) to pronounce sentences fluently at the speed required by the situation with correct stresses, linking of sounds, rhythm, pauses and intonation.As a matter of fact, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.2. Why most learners of English as a foreign language cannot acquire native-like English pronunciation?Critical period hypothesisThe amount of exposure to EnglishIndividual ability.Critical Period HypothesisAccording to Chomsky’s theory, if humans do not learn a foreign language before a certain age, then due to changes such as maturation of the brain and speech organs, it becomes impossible to learn the foreign language like a native speaker.The amount of exposure to EnglishIt is another factor that determines if the students can acquire native-like English pronunciation. At the present time, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.6.3 Aspects of Pronunciation1. Single Stress i.e. important , complain, medicine2. Main stress and secondary stress i.e. interpretation3. Double stress i.e. thir teen, Chi nese4. Varieties of English i.e. advertisement (Br. E) advertisement(Am. E)5. Stress shifts i.e. import (n.), import (v.) record (n.), record (v.)6. Stress for emphasis i.e. I’m a teacher because I like people.7. Sentence stress: content words vs. structural wordsIntonation1. Falling intonation(statements, special questions, exclamation, commands)2. Rising intonation(general questions, requests, remarks of concern andapology, partings)3. Combined intonation(tag questions, compound sentences)Read the following sentences:You haven’t finished, / have you?Where there is a will, / there is a way.She can speak fairly well,/ but by no means perfect.6.4 Practising soundsPerception practiceUsing minimal pairsWhich order?Same or different?Odd man outCompletionProduction practiceListen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse tongue twistersPerception practicePerception practice is aimed at developing the students’ ability to identify and distinguish betw een different sounds. Correct perception of sounds is vital for listening comprehension. Below are some examples of perception practice of English sounds.Using minimal pairs.Minimal pairs are two words which have only one different sound. The teacher reads either word2. Which order?The teacher reads each group of words in different order and the students mark the words with 1, 2, 3 .The teacher can read the words several times in different order.3. Same or differentThe teacher reads pairs of words and asks the students to tell if the pairs of words are the same or different.The words should not be written out.Here is an example(D for “different” and S for “same”):met meet (D)well well (S)well will (D)4. Odd one outThe teacher reads a group of words a time and the students identify the different word or sound.The words are not written out.Below are some examples:bit bit bit pit (No.4 is different.)lid led lid lid (No. 2 is different.)bag bag back bag (No. 3 is different.)5. CompletionThe teacher reads a series of words which have only one different sound. The students complete the words they hear.Here is an example:_ate _ate _ate _ate _ate _ate _ate _ateFor the words:gate late mate fate date hate rate and KateProduction practiceProduction practice is aimed at developing students’ abi lity to produce sounds. Producing distinct and understandable sounds is very important for effective communication.Here are some types of production practice activities:Listen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse tongue twistersListen and repeatThe students repeat what the teacher says, the content with taps or the English songs.This activity can practice individual sounds, words, and sentences.Fill in the blanksThe students fill in the blanks in sentences with words which contain certain sound.Here is an example:a. Children love to _play_ games.b. Black and white make _grey_d. Hurry up. Don’t be _late_for school.e. We study in the same class. We are _classmates_.Make up sentencesThe students are given a group of words containing the same sound or similar sounds.They should make up sentences as many from the given words as possible.The sentences do not have to be realistically meaningful and logical.Humourous sentences are preferred.Use meaningful contextThe sounds to focus on are embedded in a meaningful context and students perform meaning tasks. Students can role play the dialogue:A: What’s wrong with you, Ann?B: I hate this horrible job.A: What job?B: Washing socks.A: What do you want to do?B: I want a holiday.Use picturesThe students produce meaningful language based on pictures.Use tongue twistersTongue twisters are fun and motivating, and the relaxing atmosphere halps students overcome inhibition. Give students a few minutes to practice by themselves, then ask them to perform in front of the whole class.Examples of tongue twistersShe sells sea shells on the seashore.Five wives drank five bottles of fine wine.Peter Piper picked a peck of pickled peppers. If Peter Piper picked a peck of pickled peppers, where is the peck of pickled peppers that Peter Piper picked?6.5 Practising stress and intonationPractising stressWord-level stress: stress the proper syllable in multi- syllabic wordsPhrase-level stressThe most important thing in practicing stress is making the students be aware of where to stress the word or phrase. Below are three ways to show the stress pattern of words, phrases and sentences.Use gestures. The teacher can indicate the stress by clapping hands or using arm movements as if conducting music.Use the voice. The teacher can raise the voice to indicate stress. This can be done with some exaggeration sometimes.Use the blackboard. The teacher can highlight the stress by underlining them or writing them with colored chalks or in different size.Practicing intonationIntonation can greatly affect the invention of the speaker’s message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness,and is very difficult to teach.Ways to indicate change of intonation:Use rising or falling arrows, such as and .Mark change of intonation is to draw lines as shown below.Unit7 Teaching GrammarIn this unit, we are going to discuss how to teach grammar. Although grammar is usually integrated with the teaching of other language components, we still consider it necessary to introduce ways to “focus on form”. We will mainly talk about the following:1. The role of grammar in ELT2. Methods for grammar presentation3. Methods for grammar practice7.1 The role of grammar in ELTDiscussion:Why do we learn grammar? (The importance of grammar)B. Can’t we learn English without learning its grammar, as we do with mother tongue?Before trying to find out how something can be done it isnecessary to decide whether it should be done, the value of grammar in foreign language teaching has been a focusof debate for decades and no conclusion is in sight.Task 1:Read the following assumption about grammar in English learning and decide if you agree with them or not. When youhave finished, compare results with your partner. Try to give your7.2 Grammar presentation methodsAs we know grammar is so complicated that we need various methods to teach it. Among the methods for teaching grammar, the deductive method and the inductive method have been discussed and used most frequently..Deductive method (演绎法)Present the rules Explain Example Apply the rules Conclusion Examplea. 强调句句型结构It + is(was) +被强调部分+ that (who) + 句子其他成分b. Take a sentence as an example to explain the structurec. For instanceIt was your sister that (whom) Tom met in the zoo yesterday.It was in the zoo that Tom met your sister yesterday.Read the two sentences and try to find the differences between them.d. Apply in the practice____________that the trade between the two countries reached its highest point.A: During the 1960s B: That it was in the 1960sC: It was in the 1960s D: It was the 1960se. EvaluateDeductive method⑴The deductive meth od relies or reasoning, analyzing and comparing.⑵How to teach:First, the teacher writes an example on the board or draws attention to an example in the textbook. Then teacher explains the underlying rules regarding the forms and positions of certainstructural words. The explanations are often done in the student’s native language and using grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures.Finally the students practice applying the rule to produce sentences with given prompts.⑶The deductive method is often criticized:a. it teaches grammar in an isolated way;b. little attention is paid to meaning;c. the practice is often mechanical.⑷The method is not without merits.a. it could be very successful with selected and motivated students.b. it could save time when students are confronted with a grammar rule which is complex but which has to be learned.c. it may help to incre ase students’ confidence in those examinations which are written with accuracy as the main criterion of success.B. Inductive method（归纳法）1.Present the rule in the contest.2.Give more examples.3. Ask students to focus on the use of the structure.4. Apply the structure to produce sentences.5. Get the students to work out the rule.6. Elicit theInductive method⑴In the inductive method, the teacher induces the learners to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the studentsare given enough appropriate examples.⑵How to teach:For example, in order to present the two forms" this is” and “these are”, the teacher will first hold up a book, saying “This is a book.” He will do the sa me showing other objects.Then the teacher holds up several books and says “These are books.” After several similar examples, it is hoped students will understand “These are” is used with plural forms of nouns.Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary.Finally, but optionally, the teacher may elicit the grammar rule from the students.⑶. It is believed the in ductive method is more effective in that students discover the grammar rules themselves while engaged in language use. This is especially true with grammatical regularities which are easily perceived, understood and applied.In practice, the distinguish between the deductive method and the inductive method is not always apparent. Perhaps a blend between the two is indeed more appropriate.7.3 Grammar PracticeIt is widely believed that practice is of vital importance in the teaching and learning grammar. But what is practice? What kind of practice is most effective? How can practice be conducted in a language classroom?According to Ur. “practice may be defined as any kind of engaging with the language on the part of the learn er, usually under the teacher supervision, whose primary objective is to consolidate learning” (Ur, 1988:11).Before we make a further study of practice. We should remember that one way to teach grammar is by means of Presentation Practice ProductionPresentation stage:Introduce new language, focusing on its meaning, form and function. It’s important that the students understand the new language.Practice stage:Students work through activities from being controlled to being free in order to practice the new language in different situations. The emphasis at this stage is on accuracy.Production stage:Students have the chance to use the new language freely and incorporate it into their existing language. The emphasis at this stage is on use and fluency.Ur further predicts that the following factors contribute to successful practice:Pre-learning. Practice is more effective when new language is clearly perceived and taken into short-term memory by the learners.Volume and repetition. The more language the learners are exposed to or produce, the more they are likely to learn. The learners should have plenty of time and opportunities to listen, speak, read and write. Success-orientation. Practice is most effective if it is based on successful practice. Heterogeneity. Practice should be able to elicit different sentences and generate different levels of answers from different learners.hints and prompts.Interest. Interest is an essential feature of successful practice. Learners who are bored find it difficult to concentrate and theirattention wanders.Mechanical PracticeMechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.In SUBSTITUTION DRILLS, the students substitute a part in a structure so that they get to know that part functions in a sentence. Sometimes certain prompts are given. Below is an example:Substitute the underlined part with the proper forms of the given words.green lawn clean house pretty garden nice flowersIn this exercise, the students are expected to produce sentences like:Mrs. Green has the greenest lawn in town.Mrs. Green has the cleanest house in town.Mrs. Green has the prettiest garden in town.Mrs. Green has the nicest flowers in town.When doing substitution drills, the students also need to change the forms of the given prompts. It is believed that substitution drills that involve changes in forms are effective than those in which students simply replace the target part with another word.The transformation drills, the students change a given structure in a way so that they are exposed to another similar structure. The type of exercise helps the students to have a deeper understanding of how the structures are formed and how they are used. Below is an example of transformation:Change the following sentences into the past tense. Use the adv. given in the brackets.Now he lives in London.(last year, Paris)We have English and math today. (Yesterday, music and P.E) He gets up at seven. (This morning, eight)Last year he lived in Paris.Yesterday we had music and P.E.This morning he got up at eight.Meaningful PracticeIn meaningful practice the focus is on the production, comprehension or exchange of meanings though the students “keep an eye on ” the way newly learned structures that are used in the process.Meaningful practice usually comes after mechanical practice. For example, after the presentation and mechanical practice of adjective comparatives and superlatives.Using prompts for practiceUsing prompts has also proved to be an effective way of grammar practice.The prompts can be pictures, mimes, tables or key words. Practice based on prompts is usually meaningful practice.Using picture prompts.Using mime or gestures as promptsUsing information sheet as promptsUsing chained phrases for story tellingUsing created situations①Using picture prompts: the students are asked to produce sentences based on the pictures provided.②Using mime or gestures as prompts: the teacher can invite the students to ask questions like: “what were you doing at 7o’clock yesterday evening?”or “What do you like to do in your spare time?”instead of answering the questions direc tly the teacher acts out the answers by miming and invites the students to guess the answers.③Using information sheet as prompts: Students can be asked to describe each person using the information provided and then add and tell each other their own likes.④Using key phrase or key words as prompts: The students are asked to produce language based on pictures and key phrase provided by the teachers.How many? playgroundboysgirlschildren⑤Using chained phrase for story telling. The students try to tell a story based on given prompts. Here is an example:7 o’clock –got up –had breakfast –hurried to school –school closed –surprised--?⑥Using created situations. In classroom situations, it is very difficult to find a real need and a real purpose for genuine communication in English among the students. However, teachers can create a situation for students to practice the language in a communicative way.Unit 8 Teaching V ocabularyAims of the unit:Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.Assumptions about vocabulary and vocabulary building.Methods for presenting new vocabulary items.Ways to consolidate vocabulary;Ways to help students develop vocabulary building strategies.8.1 V ocabulary and vocabulary buildingUnlike the controversial role of grammar in foreign language learning, the role of vocabulary seems to have received more consistent understanding. However, uncertainty still remains regarding what constitutes a vocabulary item, which vocabulary items should be taught and learned, and how vocabulary can be taught and learned most effectively.Task IRead the following assumptions about vocabulary in English learning and decide if you agree with them or not.。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(词汇教学)【圣才出品】

第8章词汇教学8.1 复习笔记本章要点：1. The role of vocabulary uncertainty词汇的不确定性因素2. About knowing a word学习词汇应该包含的内容3. Understanding of its denotative and connotative meaning; 理解其外延意义和内涵意义4. Understanding the sense relations among words理解词汇间的语义关系5. Receptive and productive vocabulary接受性词汇和产出性词汇6. Ways of presenting vocabulary讲授词汇的方法7. Things a teacher does after presentation教师讲完词汇后应该做什么8. Ways of consolidating vocabulary巩固词汇的方法9. Developing vocabulary learning strategies发展词汇学习策略本章考点：理解词汇和词汇学习；词汇的不确定性因素；学习词汇应该包含的内容；词汇的学习；接受性词汇和产出性词汇；讲授词汇的方法；教师讲完词汇后应该做什么；巩固词汇的方法；词汇学习的策略。

本章内容索引：Ⅰ. Understanding vocabulary and vocabulary learningⅡ. About knowing a word1. Knowing a word2. Vocabulary learningⅢ. Ways of presenting vocabulary1. The methods to present and explain vocabulary2. Things a teacher does after presentationⅣ. Ways of consolidating vocabularyⅤ. Developing vocabulary learning strategies1. Review regularly2. Guess meaning from context3. Organize vocabulary effectively4. Use a dictionary5. Manage strategy useⅥ. ConclusionⅠ. Understanding vocabulary and vocabulary learning （理解词汇和词汇学习）【考点：理解词汇和词汇学习；词汇的不确定性因素】The role of vocabulary seems to have received more consistent understanding.大家对词汇的角色的认识基本上是一致的。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第7~10章【圣才出品】

第7章语法教学7.1 复习笔记本章要点：1. The role of grammar in language learning语法在语言教学中的角色2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法3. Distinction between implicit and explicit knowledge隐性知识与显性知识的差异4. New approaches to teaching grammar新的语法教学5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice语法练习：机械性练习；意义性练习；使用提示本章考点：语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。

本章内容索引：Ⅰ. The role of grammar in language learningⅡ. Grammar presentation1. The deductive method2. The inductive method3. The guided discovery method4. Distinction between implicit and explicit knowledge5. New approaches to teaching grammarⅢ. Grammar practice1. Mechanical practice2. Meaningful practice3. Using prompts for practiceⅣ. ConclusionⅠ. The role of grammar in language learning（语法在语言教学中的角色）【考点：语法在语言教学中的角色】Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。

英语教学法复习要点

英语教学法复习要点1.Structural view on language：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 has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behavioristic psychology, the audiolingual approach to language learning emerged.2.Interactional view on language：The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.municative competence：The goal of CLT is to develop students' communicative competence, which includes boththe knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.There are five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency4.Task in English language teaching：Task-based Language Teaching is a further development of Communicative Language Teaching. It shares the same beliefs,,as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communicative-focused teaching.5.Overall language ability：• Learning:cognitive; self management; communication; resourcing•Language learning: listening; speaking; reading; writing • Language: phonetics; grammar; vocabulary; functions; topics• Cultural: knowledge; understanding; awareness• Affect: international; perspectives; patriotism; confidence; motivationponents 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.7.The role of the teacher：controller, assessor, organizer, prompter, participant, resource-provider, facilitators, guides, researchers8.Errors and mistakes：a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected. An error has direct relation with the learners' language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given. 9.The goal of teaching pronunciation：Consistency: the pronunciation should be smooth and natural; Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.10.Principles for teaching speaking：balancingaccuracy-based with fluency-based practices; contextualising practice; personalising practice; building up confidence; maximising meaningful interactions; helping students develop speaking strategies; making the best use of classroom learning environment to provide sufficient language input and practice for the students.11.Mechanical practice：involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.12.Meaningful practice：in meaningful practice, the focus is on the production, comprehension or exchange of meaning though the students 'keep an eye on' the way newly learned structures are used in to process. Meaningful practice usually comes after mechanical practice.13.The deductive method：relies on reasoning, analyzing and comparing. Frist, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural terms. Sometimes,comparisons are made between the native language and the target language or between the newly presented structure and previously learned structure. Finally, the students practice applying the rule to produce sentences with given prompts.14.Guided discovery method：The guided discovery method is similar to the inductive method in that the students are induced to 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. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning.15.Knowing a word：Knowing a word means knowing its pronunciation and stress; its spelling and grammatical properties; its meaning; how and when to use it to express the intended meaning.16.Vocabulary consolidation activities：labelling; spot the difference; describe and draw; play a game; use word series; word bingo; word association; find synonyms and antonyms; categories; using word net-work17.Connotative meaning of a word：A connotative meaning ofa word refers to 'the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word. These would include words that may express a positive or negative attitude or subtle feelings towards something.18.Denotative meaning of a word：Denotative meaning of a word of a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sigh, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn.19.Vocabulary learning strategies：review regularly, guess meaning from context, organize vocabulary effectively, usea dictionary, manage strategy use20. Top-down model of listening：In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.21.Bottom-up model of listening：In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other word, 'we use information in the speech itself to try to comprehend the meaning'.Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases and structures. If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker.22.Sight vocabulary：Words that one is able to recognise immediately are often referred to as sight vocabulary. In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain.23.Interactive model for teaching reading：24.The transition device：The way to transfer information from one form to another is called a transition device. Some transition devices that are often used in teaching reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized.The purpose of transition device:•Focus attention on the main meaning of the text;•Be able to simplify sophisticated input so that it becomes the basis for output;•Allow students to perform tasks while they are reading;•Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning; •Involve all the students in clearly defined reading tasks;•Precede one step at a time;•When a TD is completed, use it as a basis for further oral and/or written language practice.25.A communicative approach to writing：It acknowledges that mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. This means either writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. In short, students can be motivated by authentic writing tasks that have some communicative elements.26.The process approach to writing：creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading, conferencing。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(国家英语课程标准)【圣才出品】

第3章国家英语课程标准3.1 复习笔记本章要点：1. Syllabus and curriculum教学大纲和课程设置2. A brief history of foreign language teaching in China中国外语教学简史3. Designing principles for the National English Curriculum国家英语课程设置原则4. Goals and objectives of English language teaching英语语言教学的目标5. Design of the National English Curriculum国家英语课程的设置6. Challenges facing English language teachers英语语言教师所面临的挑战本章考点：教学大纲和课程设置；中国外语教学简史；国家英语课程设置原则；英语语言教学的目标；英语语言教师所面临的挑战和解决办法。

本章内容索引：Ⅰ. A brief history of foreign language teaching in China1. The differences between syllabus and curriculum2. Foreign language teaching in ChinaⅡ. Designing principles for the National English CurriculumⅢ. Goals and objectives of English language teachingⅣ. Design of the National English CurriculumⅤ. Performance standards for different levels of competenceⅥ. Challenges facing English language teachersⅦ. ConclusionⅠ. A brief history of foreign language teaching in China（中国外语教学简史）1. The differences between syllabus and curriculum教学大纲和课程设置的不同A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.教学大纲具体规定了课堂教学内容，通常包括对于教学目标和教学内容，有时还包括教学方法的建议。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(阅读教学)【圣才出品】

第11章阅读教学11.1 复习笔记本章要点：1. Reading aloud and silent reading朗读和默读2. Features of effective readers有效率的读者的特征3. Strategies involved in reading comprehension 阅读理解策略4. Two broad levels in reading两种阅读水平5. The role of vocabulary in reading词汇在阅读中的作用6. Sight vocabulary视觉词汇7. Three models of teaching reading三种阅读教学模式8. Three stages involved in T eaching Reading阅读教学的三个阶段9. Pre-reading activities读前活动10. While-reading activities读中活动11. Purposes of transition device转换手法的目的12. The classification of Reading comprehension questions阅读理解题的分类13. Types of post-reading activities读后活动类型本章考点：朗读和默读；有效率的读者的特征；阅读理解策略；两种阅读水平；词汇在阅读中的作用；视觉词汇；三种阅读教学模式；阅读教学的三个阶段；读前活动；读中活动；转换手法的目的；阅读理解题的分类；读后活动类型。

本章内容索引：Ⅰ. Reflecting on your own reading experiencesⅡ. The way of reading1. Reading aloud and silent reading2. Features of effective readersⅢ. The content of readingⅣ. Strategies involved in reading comprehension1. Definition of reading2. Two broad levels in readingⅤ. The role of vocabulary in reading1. The importance of vocabulary2. Sight vocabularyⅥ. Principles and models for teaching reading1. Three models of teaching reading2. Three stages involved in teaching reading Ⅶ. Pre-reading activities1. Definition of pre-reading activities2. Predicting3. Setting the scene4. Skimming5. Scanning6. Summary on pre-reading activitiesⅧ. While-reading activities1. Information transfer2. Purposes of transition device3. Reading comprehension questions4. Understanding references5. Making inferences6. Summary on while-reading activitiesⅨ. Post-reading activities1. Objectives2. Requirements3. Types of post-reading activitiesⅩ. ConclusionⅠ. Reflecting on your own reading experiences （反思自己的阅读经验）All of us began reading in our first language at a very early age and we all have experiences of being influenced by certain authors or particular books.我们在很小的时候开始用母语阅读了，我们都受到某些作者或书籍的影响。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(教学评价)【圣才出品】

第15章教学评价15.1 复习笔记本章要点：1. The differences between testing, assessment and evaluation 测试、评价和评估的区别2. Assessment purposes评价目的3. Methods for assessment评价方法4. The ways to gather students learning information收集学生学习信息的方法5. Different criteria or references of assessment评价的不同标准或参考6. Criteria to assess portfolios评估学生档案的原则7. Assessment principles评价原则8. Drawbacks of using tests for assessment测试评价的缺点9. T est items can be designed in various formats不同形式的测试项目本章考点：测试、评价和评估的区别；评价目的；评价方法；收集学生学习信息的方法；评价的不同标准或参考；如何评估学生档案；评价原则；测试评价的缺点；不同形式的测试项目。

本章内容索引：Ⅰ. Understanding assessmentⅡ. Assessment purposes1. For administrators2. For teachers3. For parents4. For studentsⅢ. Methods for assessment1. Summative assessment2. Formative assessment3. The ways to gather students’learning informationⅣ. Criteria for assessment1. Different criteria or references of assessment2. Criteria to assess portfoliosⅤ. Assessment principlesⅥ. T ests in assessment1. Drawbacks of using tests for assessment2. Test itemsⅦ. ConclusionⅠ. Understanding assessment（理解评价）【考点：测试、评价和评估的区别】The differences between testing, assessment and evaluation:测试、评价和评估的区别：Testing: It often takes the ‘pencil and paper’form and it is usually done at the end of a learning period, such as unit-test, mid-term-test, semester-test etc.测试：通常是“笔纸”形式，通常发生在一个学习阶段末尾，如单元测试、期中测试和期末测试等。

英语教学法复习重点

1.Views on language: a. Structural view(结构主义) b. Functional view(交际法) c. Interactional view(交往法)1) The structural view结构主义观点:language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.2)The functional view交际法的观点language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.3)The interactional view交往法的观点Language is a communicative tool, whose main use is to build up and maintain social relations between people. Learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2.The qualities of teachers教师素质：ethic devotion; professional qualities; personal styles.municative competence(交际能力组成的5部分): a. linguistic competence b. pragmatic competence c. discourse competence d. strategic competence e. fluency4. Principles of communicative language teaching: a. communication principle b. task principle c. meaningfulness principle5.classification of communicative activities(交际活动的分类): a. functional communicative activities b. social interaction activities6．The role of teacher 教师的角色：a. controller b. assessor c. organizer d. prompter e. participant f. resource-provider 7. Classroom instructions: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.8. students grouping: a. whole class work b. pair work c. group work d. individual study6\7\81.Three ways to show the stress pattern words, phrases and sentences:1)Use gesture;2)Use the voice;3)Use the blackboard.2.Factors contribute to successful practice:1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interest3.Grammar practice is usually divided into 2 categories: mechanical practice & meaningful/communicative practice.4.Mechanical practice involves activities that aimed at form accuracy.5.What does it mean to know a word? Knowing a word mans 1) knowing its pronunciation and stress; 2) knowing its spelling & grammatical properties; 3) knowing its meaning; 4) knowing how & when to use it to express the intended meaning.9\10\111. Principles for teaching listening 1).focus on process.2).combine listening with other skills.3).focus on the comprehension of meaning.4).grade difficulty level appropriately.2. Factors that affect the difficulty level of listening tasks, but they fall into 3 main categories:1)type of language used.2）task or purpose in listening.3）context in which the listening occurs.3. Models for teaching reading:1)Bottom-up model.(2)Top-down model 3)Interactive model4.The characteristic are common in successful speaking tasks:1) Maximum foreign talk; 2)Even participation;3)High motivation;4)Right language level.5. Littlewood divides communicative speaking activities into 2 types: Communicative activities: functional communication activities and social interaction activities. It also includes Pre-communicative activities: structural activities andQuasi-communicative activities. Pre-communicative activities are intended to prepare learners for Communicative activities. 6. Pre-reading activities: predicting; setting the scene; skimming; scanning. Skimming means reading quickly to get the gist,e.g.the main idea of the text. Scanning which means to read to locate specific information.7.Some speaking activities：1)controlled activities: mainly focus on form and accuracy; 2)semi-controlled activities: focus on meaning and communication; 3)communicative activities.8. Ur points out that factors that affect the success of role-plays are: 1)the teacher’s enthusiasm;2)careful instructions;3)clear situations and roles; 4)and making sure that the students have the language they will need to carry out the role-play.1.The main procedures of process writing(过程写作)include: Creating a motivation to write; brainstorming; mapping; freewriting; outlining; drafting; editing; revising; proofreading and conferencing.2. Principles can help teachers motivate students to write: 1) Make the topic of writing as close as possible to students’ life.2) Leave students enough room for creativity and imagination. 3) Prepare students well before writing. 4) Encourage collaborative group writing as well as individual writing. 5) Provide opportunities for students to share their writings. 6) Provide constructive and positive feedback. 7) Treat students’’ errors str ategically. 8) Give students a sense of achievement from time to time.1.我国英语教学的六个基本原则原先所倡导的中学英语教学的基本原则：1、交际性原则2、阶段侧重原则3、语音词汇语法综合教学原则4、使用和控制使用本族语的原则5、以学生为中心的原则。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(语法教学)【圣才出品】

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(外语课堂管理)【圣才出品】

第5章外语课堂管理5.1 复习笔记本章要点：1. The role of teachers and teachers’new roles教师的角色和新角色2. Classroom instructions课堂教学3. Rules to follow for making instructions effective 使课堂教学有效的方法4. Student grouping学生分组5. Discipline in the language classroom语言课堂的纪律6. Strategies to maintain discipline in their classroom 维持课堂纪律的策略7. Questioning in the classroom课堂提问8. Classification of question types课堂提问的类型9. The distinction between mistakes and errorsmistakes 和errors的区别10. Deal with spoken errors处理口头错误本章考点：教师的角色：设计者；管理者；评定者；组织者等以及教师的新角色；课堂教学的定义以及使课堂教学有效的方法；学生分组的几种类型及分组方式；纪律和无纪律的概念；维持纪律的方法；课堂问题的类型及相关定义；mistakes和errors的区别；如何处理口头错误。

本章内容索引：ⅠDefiniton of classroom managementⅡ. The role of the teacher1. Before the class2. During the class3. After the classⅢ. Classroom instructionsⅣ. Student grouping1. The most common student groupings2. Grouping methodsⅤ. Discipline in the language classroom1. Discipline vs. indiscipline2. Maintaining disciplineⅥ. Questioning in the classroom1. Classification of question typesⅦ. Dealing with errors1. The distinction between mistakes and errors:2. Dealing with spoken errors3. Time for correctting4. Ways for correcttingⅧ. ConclusionⅠ. Definiton of classroom management（课堂管理的定义）Classroom Management refers to the way teachers organize what goes on in the classroom.课堂管理指的是教师组织课堂进行的方式、方法。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(听力教学)【圣才出品】

第9章听力教学9.1 复习笔记本章要点：1. Reasons for poor listening听力不好的原因2. Criteria of judging the list of listening situations判断听力内容的标准3. Characteristics of listening in real life真实生活听力的特点4. Two major purposes in listening听力的两个主要目的5. Principles and models for teaching listening听力教学的原则和模式6. Two approaches used to describe different processes of listening：Bottom-up model；Top-down model两种描述听力理解的方式：自下而上模式和自上而下模式7. Three teaching stages: Pre-listening; While-listening; Post-listening三个听力阶段：听前、听中和听后8. Activities of pre-listening, while-listening and post-listening听前、听中和听后所进行的活动本章考点：听力不好的原因；判断听力内容的标准；真实生活听力的特点；听力的两个主要目的；听力教学的原则和模式；两种描述听力理解的方式：自上而下模式和自下而上模式；三个听力阶段：听前、听中和听后；听前、听中和听后所进行的活动。

本章内容索引：Ⅰ. Reasons for poor listeningⅡ. Listening situations in everyday life1. One reason for students’unsatisfactory listening abilities2. Criteria of judging the list of listening situationsⅢ. Characteristics of the listening processⅣ. Principles and models for teaching listening1. Two major purposes in listening2. Principles of teaching listening3. Two approaches used to describe different processes of listening4. Three teaching stages of listeningⅤ. Pre-listening activitiesⅥ. While-listening activitiesⅦ. Post-listening activitiesⅧ. ConclusionⅠ. Reasons for poor listening （听力不好的原因）【考点：学生听力不好的原因】Understanding learners’listening problems is perhaps the first step for developing effective teaching strategies.为了有效提升听力教学策略，第一步也许是理解学习者在听力方面的问题。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第4~6章【圣才出品】

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第4~6章【圣才出品】第4章教案设计与书写4.1 复习笔记本章要点：1. The significance of lesson planning课程计划的重要性2. Principles for good lesson planning做好课程计划的准则3. Macro planning vs. micro planning宏观计划和微观计划4. Components of a lesson plan课程计划的构成因素5. Sample lesson plans课程计划的样本本章考点：课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。

(完整版)英语教学法知识点整理

1, Structural view of Ian guage sees Ian guages as a lin guistic system made up of various subsystems (Larser-Freeman&Long):Phono logy, morphology, syn tax.语言的结构观把语言看作是由各种子系统组成的语言系统(弗里曼&朗)：音位学、形态学、句法。

2, Fun cti onal view: com muni cative n eeds of the lear ner (Joh nson and Marrow), the functional view not only sees Ianguages as alinguistic system but also a means for doing things. Most of ourday-to-day Ianguage use invoIves functional activities: offering,suggesti ng, advis ing, and apologiz ing.功能观：学习者的交际需求(约翰逊和马罗)，功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段。

我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。

3，In teractio nal view: the in teractio nal view con siders Ian guage to bea com muni cative tool, whose main use is to build up and maintainsocial relati ons betwee n people.互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。

4，Behaviourist theory: the way huma n acquires Ian guage (Harmer).Based on their experime nts, Wats on and Raynor formulated astimulus-response theory of psychology. The key point of thetheory of conditioning is that “you can train an animal to doanything（within reason） if you follow a certain procedure whichhas three major stages, stimulus, resp on se, and reinforcement ”（Harmer）行为主义理论：人类获取语言的方式（哈默）。

英语教学法教程手稿重点笔记

英语教学法教程手稿重点笔记第一篇：英语教学法教程手稿重点笔记第三章、外语教学法的主要流派（八种）1.语法--翻译法A.从19世纪开始用于教学现代语言B.把目标语（外语）看成是一个规则系统，能在文本域句子中了解到，并与母语规则和意义有联系。

C.主要课堂教学活动：对整篇课文大意的译述，吧课文逐句从外语译成母语的活动，对课文中语法规则作演绎式的讲解，以及直接阅读课文以加深对课文的理解等活动。

E.重视词汇与语法的学习，强调阅读与写作能力的培养。

重视语言准确性的培养。

F.选材：外语的文学原著或简写本或改写本G.教师是课堂教学的权威，重视的传授者和课堂教学的组织者。

H.母语是教学语言，外语的意思是靠译成母语来理解。

2.直接法A.在19世纪末创立B.只使用目标语进行教学；意义通过语言、动作、物体等手段结合情景来表达；先教说，再教读与写；用归纳法讲授语法。

C.主要课堂教学活动：全外语教学--模仿、朗读和问答式主要的教学活动形式--作答均以完整的句子说出问句或答句。

E.培养学生使用外语进行交际的能力。

初级阶段重点在口语能力的培养F.选材：日常用语，以情景或某一话题为基础G.教师与学生是搭档关系，学生间可以进行对话并讨论问题H.全外语式教学，不在外语课堂上使用母语3.情景法（口语情景法）A.在20世纪30年代至60年代，英国应用语言学家创立（帕尔默&霍恩比）B.语言观是英国的结构主义，口语是语言的基础，结构式讲话能力的核心，应用情景中通过口头练习来学习语言结构。

（帕尔默&霍恩比）接受语言输入--重复操练记住--在实际练习中使之变成个人技能。

（帕尔默）C.主要课堂教学活动：《新概念英语》提出情景--学习语言--听说领会--反复操练--书面练习--巩固结构E.培养学生听说读写的能力，口语是第一性的，是笔头语的基础，重视语音语法的准确性。

F.教师是语言楷模，课堂活动的设计者与指挥官，学生是模仿者G.英语是教学语言4.听说法A.在第二次世界大战期间由美国语言学家建立B.在语言学理论方面是以结构主义作为其理论的基础，以行为主义的学习理论作为依据语言技能的获得通过刺激--反应--强化的过程。