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

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王蔷《英语教学法教程》笔记和课后习题详解

王蔷《英语教学法教程》笔记和课后习题详解《英语教学法教程》（第2版）（王蔷主编，⾼等教育出版社）为普通⾼等教育“⼗五”国家级规划教材，适⽤于师范院校英语专业学⽣，也可⽤于中学英语教师的继续教育课程和各类英语教师的在职培训课程。

该书被很多院校指定为英语专业考研必读书和学术研究参考书。

作为该教材的学习辅导书，本书具有以下⼏个⽅⾯的特点：1．梳理章节脉络，浓缩内容精华。

每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进⾏了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容⼏乎浓缩了经典教材的知识精华。

2．中英双语对照，凸显难点要点。

本书章节笔记采⽤了中英⽂对照的形式，强化对重要难点知识的理解和运⽤。

3．解析课后习题，提供详尽答案。

本书收录了课⽂中的所有习题，并在参考教材附录的基础上对习题答案进⾏了完善和补充。

4．精选考研真题，补充难点习题。

本书精选名校近年考研真题及相关习题，并提供答案和详解。

所选真题和习题基本体现了各个章节的考点和难点，但⼜不完全局限于教材内容，是对教材内容极好的补充。

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

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(英语教育资源的开发与利用)【圣才出品】

第17章英语教育资源的开发与利用17.1 复习笔记本章要点：1. Resources available for teaching可用的教学资源2. Finding or creating some resources yourself自己发现或创造资源3. Exploring hidden resources探索隐性资源4. Creating your own resources for teaching and learning创造自己的教学资源本章考点：可用的教学资源有哪些；自己发现或创造资源；探索隐性资源；创造自己的教学资源。

本章内容索引：Ⅰ. Resources available for teaching1. Definition of Resources2. Finding or creating some resources yourselfⅡ. Exploring hidden resourcesⅢ. ConclusionⅠ.Rsources available for teaching（可用的教学资源）1. Definition of Resources（教学资源的定义）It refers to books, any person, animals, or any object, that make teaching and learning easier, clearer and more interesting. Obviously, in teaching English, we will need different kinds of resources to make our teaching more effective. Some publishers nowadays provide teachers with a package of materials which include flashcards, pictures, storybooks, tapes or CD-ROMs.教学资源主要包括课本、人、动物以及任何让教学更简单、更清晰、更有趣的物体。

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

第13章综合技能13.1 复习笔记本章要点：1. Reasons for integrating the four skills整合四项技能的原因2. Ways to integrate the four skills整合这四项技能的方法3.Implications for teaching整合这四项技能对教学的启示4. Limitations of integrating the four skills整合这四项技能的缺陷本章考点：整合四项技能的原因；如何整合这四项技能；整合这四项技能对教学的启示；整合这四项技能的缺陷。

本章内容索引：Ⅰ. Reasons for integrating the four skillsⅡ. Ways to integrate the four skillsⅢ. Implications for teaching1. Focus on discourse2. Adjusting the textbook contents3. Adjusting the timetableⅣ. Limitations of integrating the four skillsⅤ. ConclusionⅠ. Reasons for integrating the four skills|（整合四项技能的原因）【考点：整合四项技能的原因】In our daily lives, we are constantly performing tasks that involve a natural integration of language skills simply because skills are rarely used in isolation. One’s overall competence in a foreign language involves performing effectively a combination of the skills.我们在现实生活中完成的任务需要综合四项技能。

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

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

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

王蔷《英语教学法教程》课后习题详解(交际教学原则与任务型语言教学)【圣才出品】

第2章交际教学原则与任务型语言教学TASK 1Work in groups and brainstorm any differences between language used in real life and language learned in the classroom under the traditional teaching pedagogy. You may reflect on your own learning experiences when you were a middle school student.Key: 1) In real life, language is used to perform certain communicative functions, while in a traditional language classroom, the teaching focus is often on forms rather than functions.2) English teaching tends to focus on one or two language skills and ignore the others. In real life, we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing.3) In reality language is always used in a certain context, but traditional English teaching tends to isolate language from its context.Generally speaking, we often use casual, words in real life, but in classrooms more formal expressions are taught.TASK 2Work in pairs. Think about at least three situations where we are likely to hear the question: “Why don’t you clos e the door?” Discuss how many functions it may have, e. g., a real question, a complaint, or something else. What implications can you draw from this regarding language teaching?Key: Situation 1: One of the speaker’s friends always leaves the door open when he comes into the room. The speaker wants to know the reason so he says this to his friend. (It is a real question.)Situation 2: The husband always leaves the bathroom door open after he uses it. The wife is saying this to her husband. (It is a complaint.)Situation 3: With permission, the student enters the language teacher’s office for conference on writing. Before the talk, the language teacher says this to the student. (It’s a suggestion.)TASK 3Suppose you want to make a suggestion to somebody. How many different ways are there to express this intention? Write down as many ways as you can think of in the box below. Then share what you have written with a partner. Then discuss in what situations you would use each of them?Key: 1. You should buy a black overcoat.2. Have you thought about buying a black overcoat?3. I think you should buy a black overcoat.4. Don’t you think it’s a good idea to buy a black overcoat?5. You’d better buy a black overcoat.6. Why don’t you buy a black overcoat?7. I suggest that you buy a black overcoat.8. If I were you, I would buy a black overcoat.TASK 4Look at the sentences in the box below. They are all in present continuous tense. What is clear is that not all of them describe something that is happening at the moment of speaking. Its meaning depends on the context where it is said. Discuss the possible meaning and function each may have and share your views in a group. What implications can you draw from this for teaching the present continuous tense?Key: The present continuous tense can be used to express something that will happen in a very short time. For example, if you hear ‘Flight CA is now landing’at airport, it means the flight is about to land. So you may start to take out your luggage and prepare to land. Likewise, ‘the train is leaving in ten minutes’doesn’t mean the train is leaving now, but means that the train will leave in ten minutes. Moreover, the present continuous tense may imply a feeling such as complaint, hate or praise, and it also can be used to describe something happening recently. For example, when you hear ‘She is always complaining whenever you talk to her’, you should not think she is complaining or about to complain. On the contrary, she may have just complained and people say this to express disapproval and disdain. Similarly, when you hear ‘He is making progress slowly’, it means that people are praising him because he is progressing every now and then. The present continuous tense here is also used to suggest a process.TASK 5Having considered the components of communicative competence, we now move to discuss its implications for teaching and learning in the language classroom. Work in groups of 4. Discuss the implication of each component of communicative competence to language teaching and learning. Write in the space provided below. Then join another group to share your views.Key:(Adapted from Hedge, 2000:56)TASK 6Use the table below and reflect on your own English learning experiences. What skills have you practicsed most? What skills have been neglected? What are your strong and weak skills? When you are ready, go into groups and pool your。

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

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

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

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第11~13章【圣才出品】

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

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

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

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

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

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

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

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

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。

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

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

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

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

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

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

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

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

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

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(语言教学中的德育教育)【圣才出品】

第14章语言教学中的德育教育14.1 复习笔记本章要点：1. Moral learning and English德育与英语2. Values involved in morality德育的价值观点3. Activities for moral learning德育的行为4. Suggested activities for an explicit focus on moral development发展德育行为的活动5. The roles of the teacher教师在学生德育发展方面的作用6. The roles of the school学校在学生德育发展方面的作用本章考点：德育与英语；德育的价值观点；德育的行为；发展德育行为的活动；教师在学生德育发展方面的作用；学校在学生德育发展方面的作用。

本章内容索引：Ⅰ. Moral learning and English1. Moral learning in English teaching2. Values involved in moralityⅡ. Activities for moral learningⅢ. The roles of the teacher1. T eacher as role model2. T eacher as curriculum developerⅣ. The roles of the schoolⅤ. ConclusionⅠ. Moral learning and English（德育与英语）【考点：德育与英语的关系；德育包含的价值观点】1. Moral learning in English teaching（英语教学中的德育）Teachers are not just responsible for students’intellectual or physical development; teachers are also responsible for students’moral development.教师不仅对学生的智力或身体发展负责，还对其道德发展负责。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(教案设计与书写)【圣才出品】

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

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

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

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

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

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

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

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

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

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

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

本章内容索引：Ⅰ. Language use in real life vs. traditional pedagogyⅡ. Communicative competence1. Definition of communicative competence2. Five components of communicative competence3. Communicative competence and linguistic competenceⅢ. Implications for teaching and learningⅣ. Principles of Communicative Language Teaching （CLT）1. Principles2. Weak and strong versions of CLTⅤ. CLT and the teaching of language skillsⅥ. Main features of communicative activitiesⅦ.T ask-based Language Teaching （TBLT）1. Definition of a task2. Four components of a task3. Exercise, exercise-tasks and tasksⅧ. PPP and Task-based Language Teaching1. Presentation, Practice and Production （PPP）2. Differences between PPP and TBLⅨ. Design of tasksⅩ. Appropriateness of CLT and TBLT in the Chinese context1. Controversies and debates about CLT2. Some potential constraints of TBLTⅪ. ConclusionⅠ. Language use in real life vs. traditional pedagogy（语言在日常生活中的使用与传统教学法）【考点：语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同】The ultimate goal of foreign language teaching is to enable students to use the foreign languae in work or life when necessary. Thus we should teach that part ofthe language that will be used （rather than all parts of the language）; and we should teach language in the way it is used in the real world.外语教学的最终目标是使学生能够在生活和工作中的必要场合运用外语。

因此我们应该教能用到的语言，而不是所有的语言；而且我们应该按语言在现实世界中所使用的方式来教。

The differences between language used in real life and language taught in the classroom:日常生活语言与课堂语言的不同：①In real life, language is used to perform certain communicative functions. e.g. to give directions, to exchange information, or to make a complaint, etc.; In a traditional language classroom, the teaching focus is often on forms （structures and patterns）rather than functions.日常语言用来执行交际功能，比如下达命令、交流信息或抱怨。

传统的课堂语言更注重语言的形式（结构和模式）而非功能。

②In real language use we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing. For various reasons, traditional pedagogy tends to focus on one or two language skills and ignore the others.在日常语言中，人们会使用所有的语言能力，包括听、读类的接受能力和说、写之类的产出能力。

由于种种原因，课堂语言只注重一两种能力而忽视其他的技能。

③In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.日常语言总是用于某个情境之中的语言，而传统的教学法倾向于把语言与其语言环境分离开来。

Ⅱ. Communicative competence（交际能力）【考点：交际能力的定义和它的五个组成部分】To bridge the gap between classroom language teaching and real-life language use, one solution is the adoption of communicative language teaching.采用交际教学法可以弥补课堂语言教学和实际语言应用之间的差距。

The goal of CLT is to develop students’communicative competence.交际教学法的目标是培养学生的交际能力。

1. Definition of communicative competence（交际能力的定义）It includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.交际能力既包括语言知识能力，也包括如何在交际环境中恰当地使用语言的能力。

Speakers not only have to know functional meaning of the language but also the social context where the message is given.说话者不仅要知道语言的功能意义，还要知道语言使用的社会情境。

2. Five components of communicative competence （Hedge 2000）（交际能力的五个组成部分（赫奇，2000））Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.即语言能力、语用能力、语篇能力、策略能力以及流利程度（1）Linguistic competence 语言能力It is concerned with knowledge of the language itself, its form and meaning.语言能力指的是会使用语言知识的能力，包括形式与意义。

（2）Pragmatic competence 语用能力It refers to the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.在社会环境中恰当使用语言的能力。