英语教学法-英汉对照ACourseinEnglishLanguageTeaching

A Course in English Language Teaching
Unit 1 Language and Learning
Views on language语言观
Structural view结构主义as a linguistic system
functional view功能主义as a linguistic system but also a means for doing things,base on communicative functions
Interactional view交互性as a communicative tool
Views on language learning and learning in general
1)Process-oriented theories过程指向论
concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.
2)Condition-oriented theories 强调条件理论
emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.
Behaviourist theory 行为主义理论=audio-lingual method听说教学法
A stimulus-response theory of psychology
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. Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论
Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.
Socio-constructivist theory 社会结构主义理论
Emphasises interacion and engagement with the target language in a social context A good language teacher
Ethic devotion,professional qualities and personal styles
品德节操，职业素质和个性特征
Learning, practice, and reflection
Unit 2 Communicative Principles and Activities
CLT=Communicative Language Teaching 交际语言教学法
TBLT=Task-based Language Teaching 任务型教学法
PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competence
Entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation
Five main components of communicative competence
Linguistic competence 语言能力
Pragmatic competence 语用能力
Discourse competence语篇能力
Strategic competence策略能力
Fluency 语言顺畅
CLT
Goal :
to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.
Principles :
Communicative principle
Task principle
Meaningfulness principle
Main features:
(1)Functional communicative activities: 功能互动活动
Identifying pictures
Discovering identical pairs
Discovering sequences 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: 社会交往活动
Role-playing through cued dialogues
Role-playing through cues and information
Role-playing through situation and goals
Role-playing through debate or discussion
Large-scale simulation activities 模仿
Improvisation 即兴创作
Notes:
No specific activities almost about listening and speaking
Six criteria for evaluating how communicative classroom activities are: Communicative purpose: information gap
Communicative desire: real need
Content, not form: message
Variety of language
No teacher intervention 干涉
No materials control
TBLT
Definition:
Refers to an approach based on the use of task as the core unit of instruction in language
TBLT:pre-task, task cycle, language focus
Definition of a task:
A task is a piece of work undertaken for oneself or for others, freely or for some reward.
Four components of a task:
A purpose: focus on content,not form
A context: information gap
A process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational results
Exercises, exercise-tasks and tasks:
Focus on individual language items
→purposeful&contextualised communication
Exercise → exerci se-task → task
How to design tasks:
Think about students’ needs, interests, and abilities
Brainstorm possible tasks
Evaluate the list
Choose the language items
Preparing materials
PPP model
At the presentation stage:
The teacher introduces new vocabulary and grammatical structures in whatever ways appropriate
At the the practice stage:
The lesson moves from controlled practice to guided practice and exploitation of the texts when necessary
At the production stage:
The students are encouraged to use what they have learned and practised to perform communication tasks.
Notes:
Grammar-Translation Method: 语法翻译法
reading and writing
The Audio-Lingual Method: 听说教学法
speaking and listening; dialogues and drills 对话和操练
Unit 3 the National English Curriculum 课程标准
It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.
The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:
1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育
2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异
3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放
4.Pay close attention to the learning pro-cess, and advocate experiential learning and
participation 强调学习过程，倡导体验参与
5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展
6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道
Framework of objectives in the new National English Curriculum ：
课程总目标
Overall language ability:
Learning 学习策略
Affect 情感态度
Cultural 文化意识
Language 语言知识
Language skills 语言技能 Learning : Cognitive; Self management; Communication; Resourcing Affect: International; Perspective; Patriotism; Confidence; Motivation
Cultural: Knowledge; understanding; Awareness
Language: Phonetics; Grammar; V ocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; Writing
The design of the new National English Curriculum
Level 1: Grade 3-4
Level 2: Grade 5-6; basic requirements for 6th graders
Graduate from primary school
情感目标
语言目标 能力目标
Level 3: Grade 7/ Junior 1
Level 4: Grade 8/ Junior 2
Level 5: Grade 9/ Junior 3
Graduate from junior high school
Above is during Compulsory Education
Level 6&Level 7: required of every senior high school students
2 tracks of elective course:
Track 1: level 8& level 9
Track 2: from the beginning of senior 1
Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.
Unit 4 Lesson Planning
A lesson plan:教案
A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.
Benefits from lesson planning：
1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.
2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.
3) The teacher can also think about how the students can be fully engaged in the
lesson.
4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.
5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.
6) The teacher soon learn to judge lesson stages and phases with greater accuracy.
7) Plans are also an aid to continuing improvement.
8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.
Principles for good lesson planning:
Aim; Variety; Flexibility; Learnability; Linkage
目标性；多样性；灵活性；可学性；连接性
Two levels of lesson planning: macro planning and micro planning
宏观备课和微观备课
Macro planning: planning over a longer period of time
Micro planning: planning for a specific unit or a lesson
There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to be
modified as lesson go on.
Macro planning involves the following:
Knowing about the profession
Knowing about the institution
Knowing about the learners
Knowing about the curriculum/ syllabus教学大纲
Knowing about the textbook
Knowing about the objectives
Components of a lesson plan:
1.Background information背景资料
2.Teaching aims: 教学目标
Language objectives; Ability objectives; Moral objectives
nguage contents and skills语言的内容和技巧
Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment
4.Teaching aids 教学手段
5.End of lesson summary 总结
6.Optional activities and assignments
7.After lesson reflection:
Feelings about the lesson; students’ performances; unexpected incidents; sur prise things
Unit 5 Classroom Management
The role of the teacher:
Before the class: Planner
During the class:
1 Controller,
2 Assessor评估者,
3 Organizer ,
4 Prompter敦促者,
5 Participant参与
者, 6 Resource-provider
After the class: Evaluator
Teacher’ s new roles:
Facilitators促进者; guides; researchers
The most common students groupings:
Whole class work
Pair work
Group work
Individual study
Harmer’ s suggestions on measures for indisciplined acts and badly behaving Students:
1)Act immediately
2) Stop the class
3)Rearrange the seats
4)Change the activity
5)Talk to Ss after class
6)Use the institution制度
In order not to hurt the Students, Ur’ s advice on problems in class:
1)Deal with it quietly
2)Don’ t take things personally 对事不对人
3)Do not use threats
Unit 6 Teaching Pronunciation
The goals of teaching pronunciation:目的
Consistency连贯性: To be smooth natural
Intelligibility可理解性:To be understandable to the listeners
Communicative efficiency交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:
1.Focusing on a sound 单音练习:(sounds difficult to learn)
2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds): Which order; Same or different; Odd one out; Completion
3.Production practice 生成性练习: (develop Student s’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twisters
Three ways to show the stress of words, phrases and sentences:
Use gestures
Use the voice
Use the blackboard
Two ways to make intonation:
rising/falling arrows; draw lines
Unit 7 Teaching Grammar
Three ways of grammar presentation: 演示法
Deductive method 演绎法
It relies on reasoning, analysing and comparing
Inductive method 归纳法
The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.
Guided discovery method 引导发现法
It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.
Ur’ s six factors contribute to successful grammar practice:
1) Pre-learning.
2) V olume and repetition(容量/重复).
3) Success-orientation成功性联系.
4) Heterogeneity多样性.
5) Teacher assistance.
6) Interest.
Two categories 类别of grammar practice:
Mechanical practice 机械性练习
It involves activities that are aimed at form accuracy.
In Substitution drills 替换练习
In Transformation drills 转移变形练习
Meaningful/ communicative practice 有意义/ 交际性练习
It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process. Using prompts for meaningful practice 提示
1)Using picture prompts.
2) Using mime 哑剧or gestures as prompts.
3) Using information sheet 信息表as prompts.
4) Using key phrases or key words关键短语/ 单词as prompts.
5) Using chained phrases for story telling.
6) Using created situations.
Unit 8 Teaching Vocabulary
Knowing a word involves what:
Pronunciation and stress
Spelling and grammatical properties
Meaning
How and when to use it to express the intended meaning
Denotative meaning 指示意义
Connotative meaning 内涵意义
Collocations 搭配
Synonyms, antonyms, hyponyms 近义词，反义词，下位词
Receptive and productive vocabulary接受性和产出性词汇
Ways of presenting vocabulary: 呈现词汇的方法
1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.
2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.
e synonyms or antonyms to explain meanings
e lexical sets or hyponyms to show relations of words and their meanings
5.Translate and exemplify, especially with technical words or words with abstract meaning
e word formation rules and common affixes to build new lexical knowledge what is already known
7.Teach vocabulary in chunks.
8.Think about the context in real life where the word might be used.
9.Think about providing different context for introducing new words
10.Prepare for possible misunderstanding or confusion that students may have
Ways of consolidating vocabulary 巩固词汇的方法
1) Labeling标注词汇
2) Spot the differences
3) Describe and draw
4) Play a game
5)using the Internet resources for more ideas
6) Use word series 单词系列
7) Word bingo
9) word association 自此联想
10) find synonyms and antonyms
11) categories
12) Using word net-work 网状图
Developing vocabulary learning strategies:
1) Review regularly
2) Guess meaning from context
3) Organize vocabulary effectively
4) Use learned vocabulary
Unit 9 Teaching Listening
The characteristics of listening in real life (adapted from Ur, 1996:106-7):
1) Spontaneity 自发性
2) Context 环境
3) Visual clues 视觉线索
4) Listener’ s response 回应
5) Speaker’ s adjust ment调节
Principles and models for teaching listening:
1)Focus on process
2) Combine listening and speaking
3) Focus on comprehending meaning
4) Grade difficulty level appropriately
Three teaching stages
1.Pre-listening activities: 听前活动
1) Predicting 预测
2) Setting the scene设置现场
3) Listening for the gist 听力要点
4) Listening for specific information 细节理解
2.While-listening activities
1) No specific responses
2) Listen and tick 标记
3) Listen and sequence 顺序
4) Listen and act
5) Listen and draw
6) Listen and fill填写
7) Listen and take notes
3.Post-listening activities听后活动
1) Multiple-choice questions 多项选择
2) Answering questions
3) Note-taking and gap-filling填空
Dictogloss
(1)Preparation
(2) Dictation 听写
(3) Reconstruction.
(4) Analysis and correction.
Unit 10 Teaching Speaking Principles for teaching speaking
1.Balancing accuracy-based with fluency-based practices
2.Contextualising practice
3.Personalising practice
4.Building up confidence
5.Maximising meaningful interactions
6.Helping students develop speaking strategies
7.Making the best use of classroom learning environment to provide sufficient language input and practice for the students
Designing speaking tasks:
1) Maximum foreign talk 尽可能用外语交谈
2) Even participation 平等参与
3) High motivation 高积极性
4)Right language level 语言水平相对应
Types of speaking tasks:
1.pre-communicative activities交际前活动
Structural activities
Quasi-communication activities
municative activities
Functional communication activities
Social interaction activities 人际互动
Some Speaking activities
Controlled activities
Semi-controlled activities
Communicative activities
Information-gap activities
Dialogues and role-play对话和角色扮演
Activities using pictures
Problem-solving activities
Unit 10 Teaching Reading
Two types of reading practice in classrooms:
Reading aloud&Silent reading
The ways of Reading effectively:
1.Have a clear purpose in reading
2.Read silently
3.Read phrase by phrase
4.Concentrate on the important bits, skim the rest, and skip the insignificant parts
e different speeds and strategies for different reading tasks
6.Perceive the information in the target language rather than mentally translate
7.Guess the meaning of new words from the context, or ignore them
8.Have and use background information to help understand the text
Principles and models for teaching reading:
Bottom-up model:teaching new vocabulary and structures first
Top-down model: introducing background knowledge first
Interactive model:visual information
Three stages:
Pre-reading:
Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-reading
Reading comprehension questions 阅读理解Understanding references 理解引用
Making inferences: reading between the lines
Post-reading
Discussion question
Reproducing the text 复述故事
Role play
Gap-filling
Discussion
Retelling 复述
Writing
Unit12 Teaching Writing
The main procedures of process writing :
Creating a motivation to write
Brainstorming
Mapping 绘图
Freewriting
Outlining 列提纲
Drafting 起草
Editing 编辑：peer-editing; self-editing
Revising 修改
Proofreading 校正
Conferencing 与老师讨论
Motivating students to write:
1.Make the topic of writing as close as possi ble to students’ life
2.Leave students enough room for creativity and imagination
3.Prepare students well before writing
4.Encourage collaborative group writing as well as individual writing
5.Provide opportunities for students to share their writing
6.Provide constructive ans positive feedback
7.Treat students’ errors strategically
8.Give students a sense of achievement from time to time。