英语教学法-王蔷-复习资料

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《英语教学法教程》(王蔷)考研复习资料-名词解释

1.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to usethe foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use 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 Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communicationBottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching reading reflects the belief thatreading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe 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"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.The goal of CLTThe goal of CLT is to develop students' communicative competenceLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text. ScanningScanning means to read to locate/get specific information.1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that the teacher provides toguide the students through the process that they undergo when they are writing. What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's.Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talkingand interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.1.Process-oriented theories:强调过程are concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, s timulus, response, and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.。

王蔷《英语教学法教程》知识点单元重点归纳

Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。

Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。

2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。

王蔷《英语教学法》复习

王蔷《英语教学法教程》知识点单元重点归纳

王蔷英语教学法重点

Unit 1 Language and Learning1.1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more 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 is to learn its vocabulary and structural rules.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 (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the 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 language and 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 organizes new information. Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theory⏹ B. F. Skinner⏹ A stimulus-response theory of psychology⏹Audio-lingual method⏹The idea of this method is that language is learned by constant repetition and thereinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is that students should beallowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what is alreadyknown.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacher and thelearner 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 command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figur e 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The 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 experiences❖The practice stage (2 senses)Pseudo practice:short period of time assigned to do teaching practice as part of one’spre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formaleducation❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five 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）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 them◆Strategic 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 with facility 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 tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt 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 activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)●Communicative purpose●Communicative desire●Content, not form●Variety of language●No teacher intervention●No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different 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 fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.■ A task-established context⏹Encouraged to think, analyze, not simply to repeat, manipulate and apply⏹ A 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 practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for 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 difficultyUnit 33.1 A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20003.2 Designing principles for the National English Curriculum1)? Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.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’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as we ll as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1)? English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)? English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)? English language teachers are expected to use more task-based activities and put the students at the center of learning.4)?English language teachers are expected to use more formative assessment in addition to using tests.5)? English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning备课4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisions about whatthey hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan theactivities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationshipbetween them so that the activities of different difficulty levels can be arrangedproperly and the lesson can move smoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they can beprepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of t he teaching aids needed;6.Planning is a good practice and a sign of professionalism.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 continuing development(plan✍-✍practice ✍-✍reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do by the end of thelesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learning capabilityof the students5.Doing things that are beyond or below the students’ coping ability will diminish theirmotivation (Schumann, 1999)6.Linkage: the stages and the steps within each stage are linked with one another.4.3 what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is 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➢Teaching aims➢Teaching content and skills➢Stages and procedures➢Teaching aids➢End of lesson summary➢Optional activities and Assignment➢After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?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 following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)☐⏹environment, use various strategies to motivate learners, guide☐⏹prior knowledge; find individual interests and explore potential capabilities;acknowledge and respect individual differences; give each equal opportunity in learning;-round perspective…☐⏹Observe a problem, reflect on the reasons, think about possible solutions, implement thesolutions 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?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that a success-orientedlearning atmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems; clearinstructions given t o students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; take notesfor later feedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or what to sa y 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, agood chance for students to practise English with 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 for the students.”5.3 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of the students;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.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 study1.Whole class work☐All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair work☐Students work in pairs on an exercise or task.3.Group work☐Students work in small groups of 3-5 students.4.Individual study☐Students work on their own at their own speed.Q: How to group? (Grouping methods)1.Whole class work is normally used when presenting and explaining new language or newinformation and it should be used wisely by the teachers.2.Successful group/pair work depends on skillful organization.3.The biggest problem for group work is the selection of group members.4.While teachers are encourage to use pair wok and group work to provide more practice chance,individual study should not be forgotten.Types of student grouping and their advantages and disadvantages in P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a 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 will surely 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 behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)☐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 to work)⏹Unclear instructions⏹Lack of teacher attention⏹The teacher concentrates on lengthy explanations to one individual so that the others get bored ⏹Work is too easy or too challengingQ: What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.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;☐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. 5.6.2 What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7 Dealing with errorsQ: 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 a known system” (Brown, 2000: 218-219)☐An error has direct relation with the learner’s langua ge 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:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionQ: 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.☐Summary1.Roles of the teacher: controller, assessor, organiser, prompter, participant, resource-provider, facilitator,guide, researcher, etc.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 techniques for correcting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.6.1 The role of pronunciation☐DebateSide A: students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.Side B: Failure in pronunciation is a great hindrance to language learning.Views of teaching pronunciation vary☐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 native language.☐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 the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation is as following:☐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, of course ,these aspects are not isolated from each other, rather, they are 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 more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What is the goal of perception practice?⏹Developing the stu dents’ ability to identify and distinguish between different sounds.☐Examples of perception practice:⏹Using minimal pairs (with one sound difference): will/well; ship/sheep; light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹CompletionProduction practiceThe goal of production practice is developing students’ ability to produce sounds.1.Listen and repeat ( practice individual sounds, individual words, groups of words,sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).6.5 Practising stress and intonation☐Two types of stress:⏹word-level stress☐It is very important to stress the proper syllable in multi-syllabic words.☐The best strategy is to emphasize the importance of learning the stress as part of learning a word.⏹Phrase-level or sentence-level stress☐Each phrase or sentence has one syllable which receives greater or more prominent stress than the others.☐Some phrases or sentences may have one stressed syllable, while others may have 5-6 stressed syllables.6.5.1 Teaching methods of stress⏹The most important thing in practising stress is making the students aware of where tostress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard (underline the stress parts or write with colored chalks6.5.2 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.How can teachers help the students to improve pronunciation?e individual, pair, group and whole class work;e hands and arms to conduct practice.3.Move around the classroom when doing choral practice.4.Vary the criteria of ‘good’ to give students confidence.5.Do articulation practice more than once.6.Bring interests and variety to the practice.7.The main criteria for good pronunciation are consistency, intelligibility andcommunicative efficiency.8.Make full use of demonstrations.9.Try to use visual aids.Unit 7 Teaching Grammar7.1 The role of grammar in language learningIt is generally believed that•Grammar teaching is less important for children than for adults;•Grammar teaching is less important in listening and reading than in writing.•Grammar teaching can be seen in most formal classroom language teaching.Generally speaking, Chinese EFL learners need a certain degree of mastery of English grammar. However, it should be noted that learning grammar itself is not the ultimate goal of learning English.7.2 Grammar presentationWhat are the major types of grammar presentation method?☐Three ways of presenting grammar in the classroom:1.The deductive method 演绎法reasoning from general principles to a particular caseThe deductive method relies on reasoning, analyzing and comparing2.The inductive method 归纳法method of logical reasoning which obtains or discovers generallaws from particular facts or examples。

《英语教学法教学法教程》王蔷(第二版)学习重点总结

英语教学法教学法教程（王蔷-第二版）重点总结Unit 1 Language and Learning1.1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more 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 is to learn its vocabulary and structural rules.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 (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the 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 language and 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 organizes new information. Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theory⏹ B. F. Skinner⏹ A stimulus-response theory of psychology⏹Audio-lingual method⏹The idea of this method is that language is learned by constant repetition and thereinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is that students should beallowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what is already known.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacher and the learnerand between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The 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 experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as part of one’spre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formaleducation❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five 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）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 them◆Strategic 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 with facility 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 tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt 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 activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)●Communicative purpose●Communicative desire●Content, not form●Variety of language●No teacher intervention●No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different 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 fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.■ A task-established context⏹Encouraged to think, analyze, not simply to repeat, manipulate and apply⏹ A 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 practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for 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 difficultyUnit 33.1 A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20003.2 Designing principles for the National English Curriculum1)Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.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’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning备课4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisions about whatthey hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan theactivities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationshipbetween them so that the activities of different difficulty levels can be arrangedproperly and the lesson can move smoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they can beprepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of the teaching aids needed;6.Planning is a good practice and a sign of professionalism.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 continuing development(plan←-→practice ←-→reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do by the end of thelesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learning capabilityof the studentsDoing things that are beyond or below the students’ coping ability will diminish theirmotivation (Schumann, 1999)5.Linkage: the stages and the steps within each stage are linked with one another.4.3 what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is 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➢Teaching aims➢Teaching content and skills➢Stages and procedures➢Teaching aids➢End of lesson summary➢Optional activities and Assignment➢After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)☐⏹Create a positive learning environment, use various strategies to motivate learners, guide☐⏹acknowledge and respect individual differences; give each equal opportunity in learning;-round perspective…☐⏹Observe a problem, reflect on the reasons, think about possible solutions, implement thesolutions 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?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that a success-orientedlearning atmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems; clearinstructions given to students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; take notesfor 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, agood chance for students to practise English with 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 for the students.”5.3 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of the students;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.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 study1.Whole class work☐All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair work☐Students work in pairs on an exercise or task.3.Group work☐Students work in small groups of 3-5 students.4.Individual study☐Students work on their own at their own speed.Q: How to group? (Grouping methods)1.Whole class work is normally used when presenting and explaining new language or newinformation and it should be used wisely by the teachers.2.Successful group/pair work depends on skillful organization.3.The biggest problem for group work is the selection of group members.4.While teachers are encourage to use pair wok and group work to provide more practice chance,individual study should not be forgotten.Types of student grouping and their advantages and disadvantages in P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a 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 will surely 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 behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)☐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 to work)⏹Unclear instructions⏹Lack of teacher attention⏹The teacher concentrates on lengthy explanations to one individual so that the others get bored ⏹Work is too easy or too challengingQ: What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.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;☐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. 5.6.2 What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7 Dealing with errorsQ: 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 a known 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:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionQ: 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.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 techniques for correcting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.6.1 The role of pronunciation☐DebateSide A: students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.Side B: Failure in pronunciation is a great hindrance to language learning.Views of teaching pronunciation vary☐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 native language.☐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 the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation is as following:☐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, of course ,these aspects are not isolated from each other, rather, they are 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 more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What 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/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹CompletionProduction practiceThe goal of production practice is developing students’ ability to produce sounds.1.Listen and repeat ( practice individual sounds, individual words, groups of words,sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).6.5 Practising stress and intonation☐Two types of stress:⏹word-level stress☐It is very important to stress the proper syllable in multi-syllabic words.☐The best strategy is to emphasize the importance of learning the stress as part of learning a word.⏹Phrase-level or sentence-level stress☐Each phrase or sentence has one syllable which receives greater or more prominent stress than the others.☐Some phrases or sentences may have one stressed syllable, while others may have 5-6 stressed syllables.6.5.1 Teaching methods of stress⏹The most important thing in practising stress is making the students aware of where tostress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard (underline the stress parts or write with colored chalks。

王蔷英语教学法重点

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】第16章学习者个体差异与学习策略培养16.1 复习笔记本章要点：1. Understanding learner differences了解学习者的个体差异2. Eight different types of learners⼋种不同类型的学习者3. Multiple intelligence多元智能4. Learner training in language teaching语⾔教学中学习策略的培养5. Three areas for preparing learners to become autonomous 从三个⽅⾯让学习者成为⾃主学习者6. Two stages for learner training学习策略培养的两个阶段7. Some ideas adapted in learner training培养学习策略的⽅法本章考点：了解学习者的个体差异；⼋种不同类型的学习者；多元智能；语⾔教学中学习策略的培养；从三个⽅⾯让学习者成为⾃主学习者；学习策略培养的两个阶段；培养学习策略的⽅法。

本章内容索引：Ⅰ. Understanding learner differences1. Eight different types of learners2. Multiple intelligenceⅡ. Learner training in language teaching1. An understanding of learner training2. Three areas for preparing learners to become autonomous3. Two stages for learner training4. Some ideas adapted in learner trainingⅢ. ConclusionⅠ. Understanding learner differences（了解学习者的个体差异）【考点：学习者的个体差异；⼋种不同类型的学习者；多元智能】People learn in different ways. Some people learn better from seeing things and using diagrams while other people enjoy reading and writing more than seeing movies or watching television. Different people have different learning styles.⼈们的学习⽅式不同，⼀些⼈通过观察事物和图表获得更好的学习体验，⽽其他⼈⽐起看电影或电视则更喜欢阅读、写作。

英语教学法王蔷笔记

英语教学法王蔷笔记摘要：一、王蔷《英语教学法教程》概述二、英语学习的基本方法1.语言与学习的的关系2.学习语言的个体差异三、英语教学方法及步骤1.制定明确的教学目标2.情景教学法的应用3.常见英语教学方法的介绍四、总结与展望正文：一、英语学习的基本方法1.语言与学习的的关系语言是人类交流的基本工具，学习语言是一个持续的过程。

个体通过与他人的互动、参与各种语言活动，逐渐掌握语言技能。

2.学习语言的个体差异不同的人在学习语言过程中，由于认知能力、学习动机、语言环境等因素的不同，呈现出个体差异。

教师应关注学生的个性化需求，制定因材施教的教学策略。

二、英语教学方法及步骤1.制定明确的教学目标教学目标是课堂教学的出发点和回归点。

教师应根据学生的实际情况，制定具体、明确的教学目标，确保教学过程的有效性。

2.情景教学法的应用情景教学法是一种以生活场景为依托的教学方法。

教师应创设真实、生动、实用的情景，帮助学生将所学语言材料进行综合、创造性地表达交流。

3.常见英语教学方法的介绍（1）Task-Based Language Teaching（TBLT）：以任务为导向的教学方法，强调学生在完成任务的过程中自然地学习语言。

（2）五步教学法：包括引入、练习、输出、反馈和巩固五个步骤，逐步引导学生掌握语言技能。

（3）五指教学法：一种针对听、说、读、写、译五个语言技能的教学方法，注重均衡发展学生的语言能力。

（4）3P教学法：包括呈现、实践、产出的教学过程，强调在实践中学习语言。

（5）交际型教学：以培养学生的交际能力为核心，注重语言运用的实际场景。

三、总结与展望王蔷的《英语教学法教程》为英语教师提供了丰富的教学理论和实践方法。

通过关注学生的个体差异、制定明确的教学目标，以及运用多样的教学方法，教师可以提高英语教学质量，培养学生的语言交际能力。

《英语教学法》(王蔷)复习

---------------------------------------------------------------最新资料推荐------------------------------------------------------《英语教学法》(王蔷)复习Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning? Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. 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. Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-today language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To1/ 66perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as 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 also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theory Based on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learnedthe same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.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.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today. Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.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.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of13/ 66data. The basic technique associated with a cognitive theory of language learning is the problem-solving task. Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows. Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities. It is believed that education is used to develop the mind, not just to rotate or recall what is learned. Teachers need to design activities to interact with learners to foster inventive, creative, critical learners. Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning. Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’support, the learner can move to a higher level of understanding---------------------------------------------------------------最新资料推荐------------------------------------------------------ and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities 1. The goal of CLT is to develop students’communicative competence. 2. What is communicative compentence? Try to list some of its components and their implication to municative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components. Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social context Discourse competence --- one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence --- strategies one employs when there is communication breakdown due to lack of resources Fluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate5/ 66slowness or undue hesitationImplications for teaching and learning: Linguistic competenceTeachers need to help learners ----achieve accuracy in the grammatical forms of the language; ----pronounce the forms accurately; ----use stress, rhythm, and intonation to express meaning; ----build a range of vocabulary; ----learn the script and spelling rules; ----achieve accuracy in syntax and word formation. Pragmatic competenceTeachers need to help learners ---learn the relationship between grammatical forms and functions; ---use stress and intonation to express attitude and emotion;2---------------------------------------------------------------最新资料推荐------------------------------------------------------ ---learn the scale of formality; ---understand and use emotive tone; ---use the grammatical rules of language; ---select language forms appropriate to topic, listener, or setting, etc. Discourse competence Teachers need to help learners ----take longer turns, use discourse markers and open and close conversations; ----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts; ----be able to cope with authentic texts. Strategic competenceTeachers need to enable learners ----to take risks in using the language; ----to use a range of communicative strategies; ----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’ FluencyTeachers need to help learners -----deal with the information gap of real discourse; -----process language and respond appropriately with a degree of ease; -----be able to respond with reasonable speed in ‘real time”. 3. What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language7/ 66and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning. 4. Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning. Task principle: Activities in which language is used for carrying out meaningful tasks promote learning. Meaningfulness principle:---------------------------------------------------------------最新资料推荐------------------------------------------------------ Language that is meaningful to the learning supports the learning process. 5. Strong version and week version A weak version: Learners first acquire language as a structural system and then learn how to use it in communication. It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.39/ 66A strong version: Strong version: The strong version claims that ‘language is acquire through communication’. Learners discoverthe structural system in the process of learning how to communicate. It regards experiences of using the language as the main means or necessary conditions for learning a languageas they provide the experience for learners to see how language is used in communication. 5. List some of the communicative activities. 1) Functional communicative activities Identifying pictures Discovering identical pairs Discovering sequence or locations Discovering missing information Discovering missing features Discovering “secrets” Communicating patterns and pictures Communicative models Discovering differences Following directions Reconstructing story-sequences Pooling information to solve a problem 2) Social interaction activities Role-playing through cued dialogues Role-playing through cues and information Role-playing through situation and goals Role-playing through debate and discussion Large-scale simulation activities improvisation 6. Main features communicative activitiesSome main features of communicative activities (Ellis 1990)The six criteria1. Communictive purposenotesA need to know something.---’an information gap’2. Communicative desire 3.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Content, not form 4. Variety of language5. No teacher interventionA need to do somethingConcentrate on what to do and what to say in the activity, not how to say certain forms. Students are free to use all kinds of language forms and skills, not just certain forms given by teacher.Students work by themselves.6. No materials controlStudents make use of materials411/ 667. The Task-based Approach A task-based approach sees the language process as one of learning through doing. It stresses the importance tocombine form-focused teaching with communication-focused teaching. The task-based approach aims at providing opportunities for the learners to experiment with and explore bothspoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which---------------------------------------------------------------最新资料推荐------------------------------------------------------ may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge7. What is a task? Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between”. -------- Long (1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose. 8. A task is13/ 66believed to have four components: a purpose, a context, a process, and a product. 9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.) 10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 3 1. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding. 2. What is a syllabus?5---------------------------------------------------------------最新资料推荐------------------------------------------------------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. 3. What is curriculum? A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum. Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. Designing principles for the National English Curriculum 1) Aim for educating all students, and emphasize quality-oriented education.The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students’ affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students’comprehensive abilities in using the15/ 66language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit. 2) Promote learner-centeredness, and respect individual differences.Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students. 3. Develop competence-based objectives, and allow flexibility and adaptability.The overall aim of the curriculum or nine-year compulsory education is to develop students’ comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects,---------------------------------------------------------------最新资料推荐------------------------------------------------------ cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students’ language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum. 4) Pay close attention to the learning process, and advocate experiential learning and participation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development.During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s guidance. 5. Attach particular importance to17/ 66formative assessment, and give special attention to the development of competence.The assessment for the nine-year compulsory education should be geared to stimulating students’interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with6---------------------------------------------------------------最新资料推荐------------------------------------------------------ formative assessment playing a primary role, paying special attention to students’ language performance and achievements during the learning process.Assessment should be made facilitative to developing students’interests and self-confidence in learning. Summative assessment should focus on assessing students’overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum. 6. Optimize learning resources, and maximize opportunities for learning and using the language.English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students’ learning.Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.Unit 4. Lesson Planning 1. What is19/ 66lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson. 2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage 3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)Micro planning: planning for a specific unit or a lesson (40 or 50 minutes) 4. Components of a lesson plan Background information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson Teaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing. Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. 1) Five-step teaching model (1) warm-up/ a tarter/revision; (2) presentation (3) drilling (4) consolidation (5) summary and homework 2) The three P’s model: presentation, practice, and production Teaching aids: real---------------------------------------------------------------最新资料推荐------------------------------------------------------ objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc. End of lesson summary: Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the721/ 66important conceptions which have developed. Homework assignment Optional activities After class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students’performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management 1. What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom. 2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study. 1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages: It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others. It is good for teachers to give---------------------------------------------------------------最新资料推荐------------------------------------------------------ instruction and explanation together and it is an ideal way to show materials and do presentations together. Disadvantages: Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense. Not everyone has the opportunity to express what they want. Some students feel nervous and anxious when they are asked to present in front of the class. It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves. It is not a good way to enhance real communication. Students cannot communicate with each other in this sense. 2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students. Advantages: It dramatically increases students’speaking time in each class. It allows students to work together rather than under the teacher’s guidance. It allows teacher’s time to work with the week pair while others are working on their own. It can promote cooperation between students. It can create a more relaxed and friendly context for students to learn. It is relatively quick and easy to organize. Disadvantages It is often very noisy and teachers are afraid of losing control of the class. Some23/ 66students may talk in native language or something not related to the topic. It is not very easy for teachers8---------------------------------------------------------------最新资料推荐------------------------------------------------------to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. Sothey refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someonemay dominate all the time.3) group work: Group work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable withthe noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may benot enough space for students to move around in classroom.Some groups may finish the task fast while some may25/ 66be very slow. So teachers need to prepare the optionalactivities for the quick group and be ready to help the slower ones all the time.4) individual study: Individual study is the stage where the students are left to work on their own and attheir own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages：It does not help a class to develop a sense of belonging. Students learn by themselves and itdoes not promote team spirit. It may not be very motivating for students. It does not benefit communicationbetween students. Students cannot develop speaking ability in this sense. Teachers need to prepare different tasksfordifferentstudents.9。

王蔷英语教学法复习教学提纲

王蔷英语教学法复习Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be ableto understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees 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. Therefore, learners learn a language in order to do things with it. To perform functions, learners need toknow how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as 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 also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.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.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.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.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task. Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he/she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’communicative competence.2.What is communicative compentence? Try to list some of its componentsand their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components. Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence --- the appropriate use of language in social context Discourse competence --- one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence --- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc. Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations; ----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ‘language is acquire through communication’. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate and discussionLarge-scale simulation activitiesimprovisation 6. Main features communicative activities Some main features of communicativeactivities (Ellis 1990)Students make use of materials6. No materials control Students work by themselves.5. No teacher intervention Students are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of languageConcentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not formA need to do something 2. Communicative desireA need to know something.---’an information gap ’1. Communictive purposenotes The six criteria7. The Task-based ApproachA task-based approach sees the language process as one of learningthrough doing. It stresses the importance to combine form-focused teachingwith communication-focused teaching.The task-based approach aims at providing opportunities for the learners toexperiment with and explore both spoken and written language throughlearning activities which are designed to engage learners in the authentic,practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied,the lesson is based around the completion of a central task and the languagestudied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．Aslearners work to complete a task，they have abundant opportunity tointeract．Such interaction is thought to facilitate language acquisition aslearners have to work to understand each other and to express their ownmeaning．By so doing，they have to check to see if they have comprehendedcorrectly and，at times， they have to seek clarification．By interacting with others，they get to listen to language which may bebeyond their present ability，but which may be assimilated into their knowledgeof the target language for use at a later time．Task presented in the form of a problem-solving negotiation betweenknowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or forsome reward. Thus examples of tasks include painting a fence, dressing a child.In other words, by ‘task’ is meant the hundred and one things people do ineveryday life, at work, at play and in between”. -------- Long (1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context, a process, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.2. What is a syllabus?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.3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum. Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students’ affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gainself-confidence in learning. Its overall objective is to develop students’comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.2) Promote learner-centeredness, and respect individual differences.Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.3. Develop competence-based objectives, and allow flexibility and adaptability.The overall aim of the curriculum or nine-year compulsory education is to develop students’ comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level isdescribed in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students’ language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum.4) Pay close attention to the learning process, and advocate experiential learning and participation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development.During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s guidance.5. Attach particular importance to formative assessment, and give special attention to the development of competence.The assessment for the nine-year compulsory education should be geared to stimulating students’ interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students’language performance and achievements during the learning process.Assessment should be made facilitative to developing students’ interests and self-confidence in learning. Summative assessment should focus on assessing students’ overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.6. Optimize learning resources, and maximize opportunities for learning and using the language.English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students’ learning.Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)Micro planning: planning for a specific unit or a lesson (40 or 50 minutes) 4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. 1) Five-step teaching model(1)warm-up/ a tarter/revision;(2)presentation(3)drilling(4)consolidation(5)summary and homework2) The three P’s model: presentation, practice, and productionTeaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students’ performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group work: Group work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual study: Individual study is the stage where the students are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages：It does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit. It may not be very motivating for students. It does not benefit communication between students. Students cannot develop speaking ability in this sense. Teachers need to prepare different tasks fordifferentstudents.Ac tivity 5: Group dis c us s ion The advantages and disadvantages of the above groupingLess dynamic classroom;No co-operation;No outside pressure;Study at own speed;Individual study The same as those in pair work;plays some students might dominate;Difficult to group;Communication in its real sense;More dynamic than pair work;promoting self-reliance;Group work Students stray away from the task;Using native language;Noise and indiscipline.More chance for practice;Encouraging co-operation;Relaxing atmosphere;Pair work Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;All the class are concentrating; good modeling from teacher;comfortable in choral practiceWhole-classwork Disadvantages Advantages Grouping3. The role of the teacher ---- contoller, assessor, organizer, prompter,participant, resource provider4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.5. What are the functions or purposes of questions?To focus students ’ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questions。

王蔷英语教学法资料复习

Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. 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.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees 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.Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as 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 also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning isreferred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.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.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.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.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullestpotential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’ communicative competence.2.What is communicative compentence? Try to list some of itscomponents and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence--- the appropriate use of language in social contextDiscourse competence --- one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech tog ether with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc. Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease; -----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well asAmerican sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to thelearning supports the learning process.5.Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ‘language is acquire through c ommunication’. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and pictures Communicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and information Role-playing through situation and goals Role-playing through debate and discussion Large-scale simulation activities improvisation6. Main features communicative activitiesSome main features of communicativeactivities (Ellis 1990)Students make use of materials6. No materials control Students work by themselves.5. No teacher interventionStudents are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of languageConcentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not formA need to do something 2. Communicative desire A need to know something.---’an information gap ’1. Communictive purposenotes The six criteria7. The Task-based ApproachA task-based approach sees the language process as one of learningthrough doing. It stresses the importance to combine form-focused teaching with communication-focused teaching.The task-based approach aims at providing opportunities for thelearners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. Ina task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as thestudents complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between”.-------- Long (1985)[A task is] an activity which require learners to arrive at an outcomefrom given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context, a process, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.2. What is a syllabus?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.3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.The English curriculum aims education for all students andstresses quality-oriented education. The new standards particularly show concerns over students’ affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students’comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.2) Promote learner-centeredness, and respect individual differences.Students’overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.3. Develop competence-based objectives, and allow flexibility and adaptability.The overall aim of the curriculum or nine-year compulsory education is to develop students’ comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students’language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum.4) Pay close attention to the learning process, and advocate experiential learning and participation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development.During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’sguidance.5. Attach particular importance to formative assessment, and give special attention to the development of competence.The assessment for the nine-year compulsory education should be geared to stimulating students’interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students’ language performance and achievements during the learning process.Assessment should be made facilitative to developing students’interests and self-confidence in learning. Summative assessment should focus on assessing students’ overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.6. Optimize learning resources, and maximize opportunities for learning and using the language.English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students’ learning.Teachers should make full use of various resources such as videos,television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching objectives: What do you want students to know and be able to do?Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1) warm-up/ a tarter/revision;(2) presentation(3) drilling(4) consolidation(5) summary and homework2) The three P’s model: presentation, practice, and production Teaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc. End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has beenlearned and highlight the important conceptions which have developed. Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students’performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language,give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group work: Group work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual study: Individual study is the stage where thestudents are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages：It does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit. It may not be very motivating for students. It does not benefit communication between students. Students cannot develop speaking ability in this sense. Teachers need to prepare different tasks for differentstudents.Ac tivity 5: Group dis c us s ion The advantages and disadvantages of the above groupingLess dynamic classroom;No co-operation;No outside pressure;Study at own speed;Individual study The same as those in pair work;plays some students might dominate;Difficult to group;Communication in its real sense;More dynamic than pair work;promoting self-reliance;Group work Students stray away from the task;Using native language;Noise and indiscipline.More chance for practice;Encouraging co-operation;Relaxing atmosphere;Pair work Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;All the class are concentrating; good modeling from teacher;comfortable in choral practiceWhole-classwork Disadvantages Advantages Grouping3. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource provider4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.5. What are the functions or purposes of questions?To focus students’ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questions。

王蔷《英语教学法教程》总复习资料

Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. 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.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes t he teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed.The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View:It sees 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. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the municative approaches are based on this view of language.Interactional View: It considers language as 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 also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches a nd methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.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 wereimmediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky?s reaction to Skinner?s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky?s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.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.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive processin which the learner constructs meaningbased o n his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers n eed to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners? interestand curiosity for learning.Socio-constructivist t heory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher?s scaffolding through questions and explanations, or with a more capable peers?support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students? communicative competence.2.What is communicative compentence? Try to list some of its components andtheir implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.According to Hedge, it includes five components.Linguistic competence--- knowledge of the language itself, its form and meaningPragmatic competence--- the appropriate use of language in social context Discourse competence --- one?s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one?s a bility to ,link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ,What do you call a thing that/person who…？FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ,real time”．3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: L anguage that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version:Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ,language is acquire through communication?. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets ”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate and discussionLarge-scale simulation activitiesimprovisation6. Main features communicative activities7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing. It stresses the importance to combine form-focused teaching with communication-focused teaching.The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-basedSome main features of communicativeactivities (Ellis 1990)Students make use of materials 6. No materials controlStudents work by themselves.5. No teacher intervention Students are free to use all kinds of language formsand skills, not just certain forms given by teacher.4. Variety of language Concentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not formA need to do something 2. Communicative desireA need to know something.---?an information gap ?1. Communictivepurposenotes The six criterialesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determinedby what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interactionis thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to seeif they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyondtheir present ability，but which may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation between knowledgethat the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ,task? is meant the hundred and one things people do in everyday life, at-------- Long (1985)work, at play and in between”．[A task is] an activity which require learners to arrive at an outcome from given information through some process o f thought, and which allows teachers t o controland regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context, a process, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.2. What is a syllabus?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.3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developedfor a particular country or region.4. Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students?affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students’comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.2) Promote learner-centeredness, and respect individual differences.Students?overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, d eveloping intelligence and broadening their views and visions. Teaching should take full consideration of students?individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.3. Develop competence-based objectives, and allow flexibility and adaptability.The overall aim of the curriculum or nine-year compulsory education is to develop students? comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students?language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum.4) Pay close attention to the learning process, and advocate experiential learning andparticipation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches a nd methods for the purpose of facilitating students? language development.During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher?s guidance.5. Attach particular importance to formative assessment, and give special attention to the development of competence.The assessment for the nine-year compulsory education should be geared to stimulating students? interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students? language performance and achievements during the learning process.Assessment should be made facilitative to developing students?interests and? self-confidence in learning. Summative assessment should focus on assessing students overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.6. Optimize learning resources, and maximize opportunities for learning and using the language.English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students? learning.Teachers s hould make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning) Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages a nd procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1) warm-up/ a tarter/revision;(2) presentation(3) drilling(4) consolidation(5) summary and homework2) The three P?s model: presentation, practice, and productionTeaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media,etc.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students?performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1.What is classroom management?Classroom Managementrefers to the way teachers organize what goes onin the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group work: Group work refers to the time whenstudents work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachersfeel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachersrather than peers.Some students may dominate the talk while others may be very passive or evenquiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers togroup students and there may be not enough space for students to move around inclassroom.Some groups may finish the task fast while some may be very slow. So teachersneed to prepare the optional activities for the quick group and be ready to help theslower ones all the time.4) individual study: Individual study is the stage where the students are left towork on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages ：It does not help a class to develop a sense of belonging. Studentslearn by themselves and it does not promote team spirit. It may not be very motivatingfor students. It does not benefit communication between students. Students cannotdevelop speaking ability in this sense. Teachers n eed to prepare different tasks fordifferentstudents.Ac tivity 5: Group dis cus sionThe advantages and disadvantages of the above groupingLess dynamic classroom;No co-operation;No outside pressure;Study at own speed;Individual study The same as those in pair work;playssome students might dominate;Difficult to group;Communication in its real sense;More dynamic than pair work;promoting self-reliance;Group work Students stray away from the task;Using native language;Noise and indiscipline.More chance for practice;Encouraging co-operation;Relaxing atmosphere;Pair work Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;All the class are concentrating; good modeling from teacher;comfortable in choral practice Whole-classwork Disadvantages Advantages Grouping。

英语教学法王蔷版复习资料

英语教学法王蔷版复习资料Unit 1: language and language learningWhat is language: language is a system of signs, which isarbitrarily chosen, vocal, conventionalized, graphic, and gesture symbol for verbal communication in a given society.Design features: refer to defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission, and interchangeability.Features of language 和views on language 在P-3Several theories on language learning (behaviouristtheory ,cognitive theory,constructivist theory, socio-constructivist theory )在P5-P6A good language teacher’s features (ethic devotion, professional qualities, personal styles, language competence)Unit 2:communicative principles and TBLTCLT(goal在P-16): communicative language teachingTBLT(在P-27): Task-based language teachingGoal of foreign language teaching: to enable students to use the foreign language in work or life when necessaryDifference between language use in real life and traditional pedagogy Communicative competence (linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency) 在P-18Sever linguistics’ ideas about exercis e types and activities (Richards, Rodgers, Finocchiaro, Brumfit, Ellis, Littleword.)在P-23下TBLT:(P-27)Task:(purpose，context，process，product) Exercise-task(P-28)PPP:(presentation，practice，production)在P-31Differences between PPP and TBL(task-based learning P-31) 在P-32How to design tasks(have four steps) 在P-34Brief history of foreign language teaching in china (before1978, 1978—1985, 1986- 1992, 1993—2000, after2000)在P39-41Unit 4 Lesson planningDefinition of lesson planning在P-51, Significant在P-52Principles for good lesson planning (aim, variety, flexibility, learnability, linkage)在P-53Macro planning and micro planning 在-P54Components of a lesson planning (background information, teaching aims, language contents and skills, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection )在P56-60Unit 5 classroom managementThe role of teacher(controller，assessor，organiser, prompter,participant and resource provider, facilitator, guide, researcher )在P68-72Classroom instructions 在P-73Student grouping (whole class work, pair work, group work,individual study 在P-75) Methods在P-75-76Definition of discipline and indiscipline 在P-78Harmer (1983) suggests the following measures for indiscipline acts and bad behaving students (act immediately, stop the class, rearrangethe seats, change the activity, talk to students after class, create a code of behaviour.) 在P-81Ur gives the following way to solve these problems (deal with it quietly, do not take things personally, do not use threats.)在P81-82 Lavery’s idea about how to solve problems在P-82The use of questioning in the classroom在P-83The classification of question types (closed, open, display, genuine, lower-order, higher order questions)在P-83Unit 6 teaching pronunciationPhonetic rules regarding what sounds a letter or a cluster ofletters should be pronounced are helpful for students to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.在P-91Stress and intonation are as important as the sounds themselves and should be taught from the very beginning. 在P-91The goal of teaching pronunciation 在P-92-93Aspects of pronunciation (sounds, phonetic symbols, stress,intonation, rhythm) 在P-93Practicing sounds (focusing on a sound, perceptionpractice-using minimal pair, production practice)在P-95-98。

英语教学法教程 (王蔷)研究生入学考试复习资料

一、选择填空1. ________relates to the truthfulness of the data.A. ValidityB. ReliabilityC. SubjectD. Object2. Which one is not the area of the institution ________.A. restrictionsB. time, length, frequencyC. classroom management skillsD. syllabus3. English is described as foreign language in all of the countries except ________.A. FranceB. JapanC. ChinaD. Australia4. What Krashen and Terrell emphasize in their approach is the primacy of________.A. formB.vocabularyC.meaningD.phonetics5. There are many situations in which we use more than one language skill, so it is valuable to integrate the four skills, to________.A. enhance the students’ communicative competenceB. combine pronunciation, vocabulary and grammarC. use body language and picturesD. use mechanical practice and meaningful practice6.According to Wang Qiang, the way a language teacher learned a language will influence the way he ________ to some extent.A. learns a languageB. learns his mother tongueC. teaches a languageD. obtains linguistic knowledge7. If a teacher wants to control what the students do as much as possible, it’s best to do________.A. whole class workB. team activitiesC. pair workD. group work8.With regard to syllabus design, the Communicative Approach lays special emphasis on ________.A. authentic materialsB. learners’ needsC. meaningful drillsD. teachers’ roles9. The generative-transformational school of linguistics emerged through the influence of _________.A. Noam ChomskyB. J. PiagetC. D. Ausubel D. J.B. Bruner10. According to the behaviorist, a _________ is formed when a correct response to a stimulus is consistently rewarded.A. meaningB. wordC. habitD. reaction11. Another linguistic theory of communication favored in Communication Language Teaching is _________ functional account of language use.A. Chomsky’sB. Hymes’sC. Candlin’sD. Halliday’s12. What Krashen and Terrell emphasize in their approach is the primacy of _____.A. formB. vocabularyC. meaningD. phonetics13. The ultimate goal of learning a foreign language in a Grammar-Translation classroom is to enable the students to ______ its literature.A. translate and writeB. readC. read and writeD. read and translate14. The Natural Approach believes that the teaching of ______ should be delayed until comprehension skills are established.A. listeningB. speakingC. readingD. writing15．Many proponents of the Communicative Approach advocate the use of _______ materials in the language classrooms.A．classic B．authenticC．modern D．oral16．Of the three procedures followed in a cognitive classroom, which can be viewed as the performance stage?A．Exercises．B．Application activities．C．Introduction of new materials．D．None of the above．17．From the mid-1970s the key concept in educational linguistics and language pedagogy is that of_______．A．Communication or communicative competenceB．motivation in learning a foreign languageC．independence and autonomy in learningD．language acquisition through the use of active trial18. To _______, it is advocated that we adopt a communicative approach to writing.A. motivate studentsB. demotivate studentsC. free students from too much workD. keep students busy19. According to Willis the conditions for language learning are exposure to a rich but comprehensible language input, use of the language to do things, _______ to process and use the exposure, and instruction in language.A. chancesB. contextC. motivationD. Knowledge20. As far as school assessment is concerned, we have teacher’s assessment, continuous assessment, _______, and portfolios.A. students’ self-assessmentB. relative’s assessmentC. informal assessmentD. formal assessment21.For most people the term “curriculum” includes those activities that educators have devised for _________, which are represented in the form of a written document.A. teachersB. designersC. LearnersD.students22. _________is the author of the book Syntactic Structures.A. Edward SapirB. Noam ChomskyC. J. R. FirthD.M.A.K. Halliday23.Traditional behaviorists believed that language learning is simply a matter of imitation and _________formation.A. learningB. habitC. practiceD. knowledge24.The term "interlanguage" was first coined by the American linguist, _________.A. Noam ChomskyB. BloomfieldC. B.F. SkinnerD. Larry,Selinker25.According to the records available, human beings have been engaged in the study of language for _________centuries.A. 10B. 15C. 20D. 2526. Views on language and _________ both influence theories on how language should be taught.A. views on language learningB. views on culture learningC. values of lifeD. styles of life27.One of the disadvantages of traditional pedagogy is _________.A. the learners are able to use all skills, including the receptive skills and the productive skillsB. the learners are not able to use the language in an integrated wayC. the learners are not able to writeD. the learners perform well in class, but they cannot read out of class28. If you ask students to translate the meaning of new words, you are _________.A.checking spellingB.checking memorizingC.checking pronunciationD.checking understanding29.Krashen believes that acquisition of a language refers to the _________ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious30. In the 19th century, the strategy in language teaching usually adopted by foreign language teachers was the _______ of grammar rules with translation.A. introductionB. interpretationC. comprehensionD. combination31. Krashen believes that acquisition of a language refers to the _______ process leading to the development of competence and is not dependent on the teaching of grammatical rules.A. consciousB. unconsciousC. overconsciousD. subconscious32. Halliday advocates that the social context of language use can be analyzed in terms of the field, tenor and mode of_____.A. contextB. discourseC. contentD. situation33. In the Natural Approach, the teacher can make use of various ways except _____ in order to help the students to be successful.A. keeping their attention on key lexical itemsB. explaining grammatical rulesC. using appropriate gesturesD. using context to help them understand34. According to Palmer and some other linguists of his time, ______ played one of the most important roles in foreign language learning.A. grammarB. phoneticsC. vocabularyD. rhetoric35. ______ refers to the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the text.A. Grammatical competenceB. Sociolinguistic competenceC. Discourse competenceD. Strategic competence36．Students’ mistakes are ________ corrected in the classrooms of the Direct Method.A．never B．immediatelyC．seldom D．carelessly37．________ is particularly interested in the relationship between sentences and the contexts and situation in which they are used.A．Transformational Grammar B．PragmaticsC．Structuralism D．The Situational Approach38．What do the three approaches (the Silent Way, Community Language Learning, and Suggestopaedia ) have in common?A．All stress the intrusion of the teacher into the learning process．B．All lay emphasis on the individual and on personal learning strategies．C．All view the learning of a second language the same as the learning of the first．D．All three are deductive in the initial stage of the language learning process．39. In English teaching classrooms very often writing is seen as “writing as language learning”, and it is believed to be _______.A. writing for communicationB. writing for real needsC. pseudo writingD. authentic writing40. Which of the following is NOT among the features of process writing?A. Help students to understand their own composing process.B. Let students discover what they want to say as they write.C. Encourage feedback both from both teacher and peers.D. Emphasize the form rather than the content.41. Which of the following is true of second language learning?A. Natural language exposure.B. Informal learning context.C. Structured input.D. Little error correction.42. What type of learners can benefit most from real object instruction?A. Individual learners.[5. Tactile learners.C. Auditory learners.D. Visual learners.43. What type of intelligence is cooperative learning best suited for?A. Interpersonal intelligence.B. Intrapersonal intelligence.C. Logical intelligence.D. Linguistic intelligence.44. What does the following practise?* Peer and I v. vent to the cinema yesterday.Peter and * I went to the cinema yesterday.Peer and I zoent to the * cinema yesterday.Peer and I zoent to the cinema * yesterday.A. Stress.B. Articulation.C. Liaison.D. Intonation.45. What learning strategy can the following help to train?Match the adjectives on the left with the nouns on the right.H cavy DayNice BabyClose BuildingLight RainTall FriendCute SmokerA. Grouping.B. Collocation.C. Imitation.D. Imagery.46. Which of the following is a communication game?A. Bingo.B. Word chain.C. Rearranging and describing.D. Cross-word puzzle.47. Which of the following can help train speaking?A. Listen and follow instructions.B. Simon says.C. Pairs finding.D. Match captions with pictures.48. Which of the following activities is most appealing to children"s characteristics?A. Cross-word puzzle.B. Formal grammar instruction.C. Reciting texts.D. Role-play.49. What"s the teacher doing by saying" Who wants to have a try?"?A. Controlling discipline.B. Giving prompt.C, Eva[uating students" work.D. Directing students~ attention to the lesson.50. Which of the following activities is the most suitable for group work?A. Guessing game.B. Story telling.C. Information-gap.D. Drama performance.51. Which of the following belongs to learning outcomes?A. Role-plays,B, Sequencing pictures.C. Surveys.D. Worksheets.52. Which of the following best describes first language acquisition?A. Care-taker talk.B. Minimal pair practice.C. Selected input.D. Timely error correction.53. Which of the following seating arrangements is most suitable for a whole class discussion?54. What is the teacher doing in terms of error correction?"S: I go to the theatre last night."T: You GO to the theatre last night?A. Correcting"the student"s mistake.B. Hinting that there is a mistake.C. Encouraging peer correction.D. Asking the Student whether he really went to the theatre.55. Which of the following questions can be used in the questionnaire for assessingparticipation?A. Did you get all the questions right in today"s class?B. Did you finish the task on time?C. Can you use the strategies we have learned today?D. What did you do in your group work today?56.One of the disadvantages of traditional pedagogy is _______.A. it focuses on form rather than on functionsB. language is used to perform certain communicative functionsC. learners are not able to make sentencesD. learners are not able to do translation二、名词解释1.Scaffolding: the technique of changing the level of support over the course of a teaching session; a more-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current performance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.2.The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).3.Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.4.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.5.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use 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 Ss practice applying the rule to produce sentences withgiven prompts.6.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.7. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication8.Bottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first andthen going over the text sentence by sentence. This way of teaching reading reflects thebelief that reading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teachingreading is said to follow a bottom-up model.9. Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teachingreading just as Goodman(1970) once said that reading was “a psycholinguistic guessinggame”10. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.11. The functional view:The functional view sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.12. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.13.The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe 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"14.Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.15.The goal of CLTThe goal of CLT is to develop students' communicative competence16.Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.17Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.18. Three P's model: presentation, practice and production.19.SkimmingSkimming means reading quickly to get the gist,i.e. the main idea of the text.20.ScanningScanning means to read to locate/get specific information.21. DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.22. Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.23.What’s called A process approach to writingDefinitionWhat really matters or makes a difference is the help that the teacher provides to guide the students through the process that they undergo when they are writing.24.What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.25.Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primaryfocus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)26. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.27. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.28. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.29. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Natural30. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.31. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program)was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.32. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.33. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.34. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .35.What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.36.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.municative CompetenceBoth knowledge about the language and the knowledge about how to use the language in communicative situation appropriately.38.Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.39.Process-oriented theories:强调过程are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.40.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.41.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that”you can train an animal to do anything if youfollow a certain procedure which has three major stages,s timulus,response,and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement ofthe teacher. Mistakes were immediately corrected, and correct utterances were immediatelypraised.42.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a finite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.43.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows44.Socio-constructivist theory:(Vygotsky)he emphasizes interaction and engagement with the t arget language in a social context based on the concept of“Zone of Proximal Development”(ZP D)and scaffolding.。

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Unit 1: language and language learning
What is language:language is a system of signs, which is arbitrarily chosen, vocal, conventionalized, graphic, and gesture symbol for verbal communication in a given society.
Design features:refer to defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission, and interchangeability. Features of language 和views on language 在P-3
Several theories on language learning （behaviourist theory ,cognitive theory, constructivist theory, socio-constructivist theory）在P5-P6 A good language teacher’s features (ethic devotion, professional qualities, personal styles, language competence)
Unit 2：communicative principles and TBLT
CLT(goal在P-16): communicative language teaching
TBLT(在P-27): Task-based language teaching
Goal of foreign language teaching: to enable students to use the foreign language in work or life when necessary
Difference between language use in real life and traditional pedagogy Communicative competence (linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency) 在P-18
Sever linguistics’ ideas about exercise types and activities (Richards, Rodgers, Finocchiaro, Brumfit, Ellis, Littleword.)在P-23下
TBLT:（P-27）
Task：（purpose，context，process，product）Exercise-task（P-28）
PPP：（presentation，practice，production）在P-31
Differences between PPP and TBL(task-based learning P-31)在P-32
How to design tasks(have four steps) 在P-34
Brief history of foreign language teaching in china (before1978, 1978—1985, 1986- 1992, 1993—2000, after2000)在P39-41
Unit 4 Lesson planning
Definition of lesson planning在P-51,Significant在P-52
Principles for good lesson planning(aim, variety, flexibility, learnability, linkage)在P-53 Macro planning and micro planning 在-P54
Components of a lesson planning (background information,
teaching aims, language contents and skills, stages and procedures, teaching aids, end of lesson summary, optional
activities and assignments, after lesson reflection )在P56-60
Unit 5 classroom management
The role of teacher(controller，assessor，organiser,
prompter, participant and resource provider, facilitator,
guide, researcher )在P68-72
Classroom instructions 在P-73
Student grouping (whole class work,pair work,group work,
individual study 在P-75) Methods在P-75-76
Definition of discipline and indiscipline 在P-78 Harmer(1983) suggests the following measures for indiscipline acts and bad behaving students (act immediately, stop the class, rearrange the seats, change the activity, talk to students after class, create a code of behaviour.) 在P-81
Ur gives the following way to solve these problems (deal with it quietly, do not take things personally, do not use threats.)在P81-82
La very’s idea about how to solve problems在P-82
The use of questioning in the classroom在P-83
The classification of question types (closed, open, display, genuine, lower-order, higher order questions)在P-83
Unit 6 teaching pronunciation
Phonetic rules regarding what sounds a letter or a cluster of letters should be pronounced are helpful for students to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.在P-91
Stress and intonation are as important as the sounds themselves and should be taught from the very beginning. 在P-91
The goal of teaching pronunciation 在P-92-93
Aspects of pronunciation(sounds, phonetic symbols,
stress, intonation, rhythm)在P-93
Practicing sounds (focusing on a sound, perception practice-using minimal pair, production practice)在P-95-98。