英语教学法重点

英语教学法重点Unit 1 Language and Learning？1.1 How do we learn languageWe learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learning Learning can be affected by the way how language is taught Learning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teachingmethodology can ensure successful learning by all the learners who havemore differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language isto learn its vocabulary and structural rules.英语教学法重点2) Functional view:Language is a linguistic system as well as a means for doing things.Learners learn a language in order to be able to do things with it (useit). To perform functions, learners need to know how to combine thegrammatical rules and the vocabulary to express notions that performthe functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a languageand where, when and how it is appropriate to use them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizesnew information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theoryB. F. Skinner?英语教学法重点A stimulus-response theory of psychology?Audio-lingual method?The idea of this method is that language is learned by constant ?repetition and the reinforcement of the teacher. Mistakes wereimmediately corrected, and correct utterances were immediately praised.Cognitive theory B.Influenced by Noam Chomsky (revival of structural linguistics)?Language as an intricate rule-based system?produce to him A learner acquires language competence which enables ?language.One influential idea of cognitive approach to language teaching ?is that students should be allowed to create their own sentence basedon their own understanding of certain rules.Constructivist theory C.Jean Piaget (1896—1980)?The learner constructs meaning based on his/her own experiences ?and what is already known.Socio-constructivist theory D.英语教学法重点Vygotsky?“Zone of Proximal Development” (ZPD); scaffolding (脚手架)?Learning is best achieved through the dynamic interaction between ?the teacher and the learner and between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her commandof the language. There are a variety of element that contributes to thequalities of a good language teacher. These element can be categorizedinto three groups:ethic devotion, professional quality and personalstyles.1.5 How can one become a good language teacher?Wallace's (1991) ‘reflective model' (Figure 1.1, p.9)?英语教学法重点Stage 1: language developmentStage 2: learning, practice, reflectionThe learning stage is the purposeful preparation that a language?normally receives before the practice,This preparation can include:1. Learning from others' experience2. Learning the received knowledge3. Learning from one's own experiencesThe practice stage (2 senses)?Pseudo practice: short period of time assigned to do teaching practice as part of one's pre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formal educationTeachers benefit from practice if they keep on reflecting on ?what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching英语教学法重点2.1 How is language learned in classrooms different from languageused in real life?Language used in real lifeLanguage taught in the classroomTo focus on forms (structures or To perform certaincommuntcative patterns)functionsUse all skills, both receptive To focus on one or two languageskills skills and ignore others. and productive skillsUsed in a certain context To isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-lifelanguage use, one solution is to adopt CLT, the goal of which is todevelop students' communicative competence.Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriatelyin communicative situationsFive components of communicative competence (Hedge 2000) Linguistic competence （语言能力）?The knowledge of language itself, its form and meaning.Pragmatic competence （语用能力）?英语教学法重点The appropriate use of language in social context.Discourse competence （语篇能力）?One's ability to create coherent written text or conversation and the ability to understand themStrategic competence （策略能力）?Strategies one employs when there is communication breakdown due to lack of resources.Fluency（流利性）?One ‘s ability to ‘link units of speech together withfacility and without strain or inappropriate slowness or undue （过分的，不适当的） hesitation'2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks英语教学法重点3 Meaningfulness principle：Meaningful language to the learner Howatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86) Pre-communicative activitiesStructural activities?Quasi-communicative activities类似,准,半?Communicative activities(PP22-23)Functional communication activities?Social interaction activities?2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)英语教学法重点Communicative purpose?Communicative desire?Content, not form?Variety of language?No teacher intervention?No materials control?2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief inthe use of language in real life, but stresses the importance to combineform-focused teaching with communication-focused teaching. Four components of a taskA purpose 1.A context 2.A process3.A product4.Exercises, exercise-tasks and tasks英语教学法重点kind This and between tasks exercises. Exercise-tasks is halfwayof activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLTradically TBLT is language use and experience in students 1 The waydifferent from PPP.*Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness & accuracy of language form in general, not production of a single form*A genuine need for accuracy and fluencyform-focused teaching and grammar context provide 2. TBL can a foractivities. PPP is英语教学法重点different in this aspect.■A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and ?applyA more varied exposure to natural language?Language forms not pre-selected for focus?Learner-free selection of language?TBL cycle lead from Fluency to accuracy(+fluency)?In TBL Integrated skills practiced?2.9 How to design tasks?Step 1 Think about students' needs, interests, and abilities Step 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese contextProblems with CLT?英语教学法重点1. The very first and forceful argument is whether it is culturallyappropriate2. The second problem of CLT relate to the design the syllabus forteaching purpose in the classroom.3. The third problem is that whether such an approach is suitablefor all age level of learners or all competence level of learners.Constraints of TBLT?The first is it may not be effective for presenting new language items?The second constraint is Time as teachers have to prepare task-based?activities very carefully.The third is the culture of learning?The forth is Level of difficulty?Unit 33.1 A brief history of foreign language teaching inA phase of restoration (1978-1985)?A phase of rapid development (1986-1992)?A phase of reform (1993-2000)?A phase of innovation from 2000?英语教学法重点3.2 Designing principles for the National English Curriculum 1) Aim for educating all students, and emphasizequality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility andadaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students' overalllanguage ability, which is composed of five interrelated components,namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is furtherdivided into a few sub-categories. Language teaching is no longer aimedonly for developing language skills and knowledge, but expanded to英语教学法重点developing learners' positive attitude, motivation, confidence aswell as strategies for life-long learning along withcross-culturalknowledge, awareness and capabilities.The overall language ability required in the 2001 National EnglishCurriculum includes the following aspects language knowledge, languageskills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence英语教学法重点3.6 Challenges facing English language teachersEnglish language teachers are expected to change their views 1)means a linguistic knowledge but system about language which is not a offor communication.English language teachers are expected to change their 2) traditional role of a knowledge transmitter to a multi-role educator.task-based use more teachers language are expected to 3) Englishactivities and put the students at the center of learning.English language teachers are expected to use more formative 4)assessment in addition to using tests.English language teachers are expected to use modern 5)learning for effective teaching, creating more resources in technologyand for using the language.备课Unit 4. Lesson Planning英语教学法重点4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they wouldlike to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a numberof ways.Makes teachers aware of the aims and language contents of the 1.lesson, so as to plan the activities and choose the techniquesaccordingly;Helps teachers distinguish the various stages of a lesson and 2.see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;Gives teachers the opportunity to anticipate potential problems3.so that they can be prepared;Gives teachers, esp. novice ones, confidence in class; 4. Raises teachers' awareness of the teaching aids needed; 5. Planning is a good practice and a sign of professionalism. 6.英语教学法重点Teachers benefit from proper lesson plans in a number of other ways:To enable the teacher to improve class timing;?Lesson plans are also an aid to continuingdevelopment?(plan-practice -reflection)4.2 Principles for Good Lesson PlanningAim: the realistic goals for the lesson; what students are able 1.to do by the end of the lesson;Variety: different types of activities; a wide selection of 2.materials;Flexibility: preparing some extra and alternative tasks and 3.activitiesLearnability: the contents and tasks planned should be within 4.the learning capability of the studentsDoing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999)Linkage: the stages and the steps within each stage are linked 5.with one another.4.3 what are macro planning and micro planning?英语教学法重点Macro planningPlanning over a long period of time which is often done by a groupof teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts fromone to two weeks or forty to fifty minutes respectively. Micro planningis often an individual activity and different teachers may have different ways of writing their own lesson plans.Macro planning involves the following：?Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components: Background information?英语教学法重点Teaching aims?Teaching content and skills?Stages and procedures?Teaching aids?End of lesson summary?Optional activities and Assignment?After lesson reflection?Unit 5 Classroom Management5.1 What is classroom management?Classroom management is the way teachers organize what goes on in the classroom. (68)the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard,1996).Efficient classroom management can be achieved when the followingsix conditions are met.The teacher plays appropriate roles. 1.The teacher provides clearer instructions. 2.Students are grouped in a way suitable for the learning activities. 3.There is discipline as well as harmony in the class. 4.The teacher asks appropriate questions. 5.The students' errors are treated properly 6.5.2 What roles does the teacher play?Controller (what to learn; how to learn) 1.Assessor (correcting mistakes; organizing feedback) 2.Organiser (students' activities)3.Prompter (when ss don't know what to do (4)Participant (in ss' activities)5.Resource-provider6.Teachers' roles are not static. They change with the developmentof the society.New roles:?Teacher as facilitator?Create a positive learning environment, use various strategies to?motivate learners, guide students in planning and assessing theirlearning and develop their learning strategies…Teacher as guide?Activate students' prior knowledge; find individual interests and?explore potential capabilities; acknowledge and respect individualdifferences; give each equal opportunity in learning; evaluate students' development fairly from an all-round perspective…Teacher as researcher?Observe a problem, reflect on the reasons, think about possible?solutions, implement the solutions and evaluate the results…Q: How much control is needed?Appropriate degree of control?Different activities need a different degrees of control.? The more communicative an activity, the less control it needs.?Q: What does the teacher do as an assessor? Correcting mistakes 1.The correcting should be gentle, not harsh.?Organizing feedback 2.The feedback should be focused on students' success or progress so?that a success-oriented learning atmosphere can be created.英语教学法重点Q: How to organise?Before the activity: what the activity is going to be like, ?anticipated problems; clear instructions given to students (withT's demonstration)During the activity: overhear what the students are saying, rectify?wrong practices; take notes for later feedbackQ: When to prompt?When students are not sure how to start an activity, or what to do?next, or what to say next…When a student doesn't seem to be ready for an answer,…?When a student finishes with a very short answer,…?Q: why to participate in student's activities?Monitoring + participating changes the role from an authority to?a conversationalist, a good chance for students to practise Englishwith a superior…Q: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource forthestudents.”英语教学法重点5.3 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers useto organize or guide learning.To use simple instructions and make them suit the comprehension level1.of the students;To use the mother-tongue only when it is necessary; 2.Give students time to get used to listening to English instructions; 3.Use body language to assist understanding; 4.Model thetask/activity before letting students into groups or5.pairs…Teachers are not expected to do all the talking in class. 6.Tip: Demonstration is usually more effective than words.5.4 What are the different ways for student grouping?Whole class work, pair work, group work, individual study? Whole class work 1.All the students are under the control of the teacher, doing the same?activity at the same rhythm and pace.Pair work 2.英语教学法重点Students work in pairs on an exercise or task.?Group work 3.Students work in small groups of 3-5 students.?Individual study 4.Students work on their own at their own speed.?Q: How to group? (Grouping methods)Whole class work is normally used when presenting and explaining newnguage or new information and it should be used wisely by theteachers.Successful group/pair work depends on skillful organization.2.The biggest problem for group work is the selection of group members.3.While teachers are encourage to use pair wok and group work to provide4.more practice chance, individual study should not be forgotten.Types of student grouping and their advantages and disadvantagesin P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?英语教学法重点Discipline refers to a code of conduct which binds a teacher anda group of students together so that learning can be more effective.(78)Q: Does discipline guarantee effective learning?No. There might be little learning even the class is very?disciplined.Although discipline is necessary, it is not a sufficient condition?for effective learning as a thoroughly indisciplined atmosphere willsurely yield no learning at all. (79)Q: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher's behaviorcontribute to discipline, such as the teacher's choice of methodology, their interpersonal relationships with students,preparation for the lesson. Beside, student's motivation, which canbe enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined.(79)英语教学法重点Ss are clear about learning purpose;?Ss are able to do the work but find it challenging;?Ss are emotionally, physically and intellectually involved by the?tasks;The presentation, variety and structure of the work and activities?generate curiosity and interest;Ss have opportunities to ask questions and try out ideas;? Ss can see what they have achieved and how they had made progress;?Ss get a feeling of satisfaction and enjoyment from the work.?Q: What causes discipline problems?A gap in the lesson (e.g. bad planning, equipment fails toUnclear instructions?Lack of teacher attention?The teacher concentrates on lengthy explanations to one individual?so that the others get boredWork is too easy or too challenging?Q: What measures can we take for undisciplined acts and badly behaving students?英语教学法重点Harmer (1983) p.81?Act immediately. 1.Stop the class.2.Rearrange the seats.3.Change the activity.4.Talk to students after class.5.Create a code of behavior. 6.'s (1996) advice?Deal with it quietly. 1.Don't take things personally. 2.Don't use threats. 3.5.6 How to make questioning more effective?Questions should be closely linked to the learning objectives in?the lesson;Questions should be staged so that the level of challenge increases?as the lesson proceeds;There should be a balance between closed and open, lower-order and?higher-order questions;英语教学法重点Wait time is important to allow students to think through their ?answers;Ss should be provided opportunities to ask their own questions and?seek their own answers;A secure and relaxed atmosphere of trust is needed and ss' opinions?and ideas are valued.What types of questions are there?( Classification of questions)Closed and open questions; 1.Display and genuine questions;2.Lower-order and high-order questions;3.Bloom's taxonomy 分类系统(Nuttall, 1982)4.Knowledge①Comprehension②Application③Analysis④Synthesis⑤Evaluation⑥5.7 Dealing with errors英语教学法重点Q: What are errors? How are they different from mistakes?A mistake refers to “a performance error that is either a random ?guess or a ‘slip of tongue', and it is a failure performance to aknown system” (Brown, 2000: 218-219)An error has direct relation with the learner's language?competence. Errors do not result from carelessness nor hesitation,but lack of knowledge in the target language.A mistake can be self-corrected; an error cannot be.?Q: How to deal with errors?In dealing with errors and mistakes we need to be clear whether ?the task or activity is focusing on accuracy or fluency. Q: When to correct errors?Generally, it is best not to interrupt students during fluency work?unless communication breaks down.Let a trivial mistake pass if most of the language is right.? For some common mistakes, take a note in mind first and correct ?after the student's performance.Q: How to correct errors?Different ways and techniques:?英语教学法重点Direct teacher correction?Indirect teacher correction?Self-correction?Peer correction?Whole class correction?Q: Which techniques to use?As a general rule, indirect teacher correction is encouraged ?rather than direct ones to avoid damaging ss' self-esteem and confidence.In practice, self-correction is encouraged before teacher?correction or peer correction, esp. for mistakes.The whole class correction is used for main error types (e.g.The ?Big Ten)Summary1.Roles of the teacher: controller, assessor, organiser, prompter,participant, resource-provider, facilitator, guide, researcher,etc.英语教学法重点2.Classroom instructions: simple; suit the level of students3.Grouping: whole class work, group work, pair work, individual study4.Discipline: to engage ss in learning; how to maintain discipline,how to treat with undisciplined acts5.Questioning: different classifications; questioning techniques6.Error correction: error and mistake; different ways and techniquesfor correcting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period oflife when language can be acquired more easily and beyond which timelanguage is increasing difficult to acquire.6.1 The role of pronunciationDebate?Side A: students do not need to learn pronunciation becausepronunciation will take care of itself as the students develop overalllanguage ability.Side B: Failure in pronunciation is a great hindrance to languagelearning.Views of teaching pronunciation vary英语教学法重点The Learners who have more exposure to English need less focus on?pronunciation than those who only learn English in the class. Adult learners need more focus on pronunciation because they are more?likely to substitute English sounds with sounds from their nativelanguage.The teaching of pronunciation should focus on the ss' ability to?identify and produce English sounds themselves. (pronunciation vs.phonetics)Ss should not be led to focus on reading and writing phonetic ?transcripts of words, esp. for young students.Phonetic rules are helpful for ss to develop ability to cope with?English pronunciation and they should be introduced at a suitable stage.Stress and intonation are important and should be taught from the very?beginning.6.2 The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get thelearners to pronounce accurately enough to be easily and comfortablycomprehensible to other speakers.The realistic goals of teaching pronunciation is as following:英语教学法重点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.6.3 What aspects of pronunciation do we need to teach? Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm,ofcourse ,these aspects are not isolated from each other, rather, theyare interrelated.Q: How to achieve good pronunciation?Practice makes perfect?Both mechanical practice and meaningful practice are?beneficial.6.4 Practising sounds(List some methods of practicing sounds. ) Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with moremeaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.英语教学法重点Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practiceWhat is the goal of perception practice??Developing the students' ability to identify and distinguish?between different sounds.Examples of perception practice:?Using minimal pairs (with one sound difference): will/well; ?ship/sheep; light/nightWhich order: bear, tear, ear?Same or different? [met], [mi:t]?Odd one out?Completion?Production practiceThe goal of production practice is developing students' ability to produce sounds.英语教学法重点Listen and repeat ( practice individual sounds, individual words,1.groups of words, sentences (mechanical imitation)Fill in the blanks (in sentences with words which contain certain2.sounds).Make up sentences (using as many from the given words as3.possible).Use meaningful context (to perform meaningful tasks such as 4.role-play).Use pictures (to produce meaningful language). e tongue twisters (to practice pronunciation). 6.6.5 Practising stress and intonation。