英语教学法8.Classroom--Management
unit-5-Classroom-Management-英语教学法只是分享
5.1.3 Teacher as organiser
What to organise? – (in-class or out-of-class) activities (in TBLT)
How to organise? – Before the activity: what the activity is going to be like, anticipated problems; clear instructions given to students (with T’s demonstration) – During the activity: overhear what the students are saying, rectify wrong practices; take notes for later feedback
5.1.1 Teacher as controller
What does the teacher control? 1. What to learn • Target language items, key structures, useful words and expressions… 2. How to learn • The pace of learning, class time, discipline, (reproduction) activities, etc.
5.1 The role of the teacher
• Harmer (1983) 1. Controller 2. Assessor 3. Organiser 4. Prompter 5. Participant 6. Resource-provider …
Activity: Task 3
高职《英语教学论》课程标准
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码：承担单位：制定：制定日期：审核：审核日期：批准：批准日期：1、课程性质：本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务：主要针对小学英语教学岗位开设，主要任务是培养学生在小学英语教学岗位的教育教学能力，要求学生掌握英语语言教学中使用的方法和技巧，并了解其理论依据；提高学生对语言教学原则、教学规律的理解，并且引导学生将这些原则应用于教学中，使其能够胜任未来的小学英语教学工作。
3、课程衔接：在课程设置上，前导课程有基础英语、教育学、心理学，后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习，学生应熟练掌握英语教学的基本理论和基本方法，并能针对小学英语课堂教学实际，将英语教学理论与小学教学实践相结合，从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下：1、知识和技能目标：（1）了解语言与语言学习的基本概念；（2）理解英语教学的主要理论；（3）掌握英语教学设计的一般方法；（4）掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标：（1）能够正确描述教学目标、重点与难点，分析教学内容，并能根据学生特点和教学条件设计有效的英语教学活动；（2）积极开展英语课堂教学微技能整合，探索英语教学的有效途径；（3）能利用所学技能进行教学设计；（4）能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标：（1）能够认识到教学能力是英语教师专业素质的必要组成部分；（2）能够认识到科学教学方法的有效应用对于优化教学过程，培养创新型人才的重要作用；（3）具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体，根据小学英语教学岗位工作任务要求，确定学习目标及学习任务内容；本课程采取行动导向项目教学教学模式，以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
王蔷教学法讲义
王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。
主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。
【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople 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.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。
英语教学法教程期末考试串讲稿
Unit 1 Language and language learning1.2 views on languagein the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。
语言学习目标是掌握这些元素。
In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning. 交际/功能观，语言是表达功能性意义的载体。
虽然语法特点依然包括在内，但更强调语言的语义和交际层面。
因此语言学习目标是学习表达通讯功能和意义类别。
英语教学法unit5-Classroom Management
Classroom Management
Classroom Management
1. Definition the way teachers organize what goes on in the classroom
2. Six conditions for efficient classroom management (Content we will dealing in this unit)
Louder.
Part 3
Student Grouping
Interaction model
whole class work pair work group work individual work
➢ when to group students in those ways?
whole class work
2) Assessor
• Correcting mistakes (gentle, don’t make a fuss about students mistakes)
• Organizing feedback (not critical, focus on students’ progress, encouraging)
1.You as a teacher want your students to pay attention to the useful expressions in a daily dialogue between Jack and Mary.
2.You want your students to scan a text to teach them the cognitive strategy of acquiring specific information.
英语教学法考试重点(推荐文档)
❤判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.❤What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.❤教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.❤真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.❤交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with 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.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.❤Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.❤交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。
《英语教学法》复习题
《英语教学法》复习题一、填空题1．The theory of learning is referred to as be haviorism, which has three major stages, “sti mulus, response, and reinforcement”2．The behaviorist theory of language learning is that language is learned by constant repeti tion and the reinforcement of the teacher3．The term cognitivism is often used loosely to describe methods in which students are aske d to think rather than simply repeat.4．There are a variety of elements that contri bute to the qualities of a good language teach er. These elements can be categorized into 3 g roups: ethic devotion, professional qualities and personal styles.5. Three different views on language are the s tructural view, the functional view and the in teractional view.6. Language theories can be divided into two g roups:1)process-oriented theory 2)the conditio n-oriented theory7.The ultimate aim of foreign language teaching is to enable the learners to use the languag e in real life.8.The goal of CLT is to develop students’ com municative competence.municative competence includes knowledge of what to say, when, how, where, and to whom.10.The goal of CLT is to use language for comm unicative purpose11.The adoption of CLT is to develop learners’ language skills, namely, listening, speaking, reading and writing.12.CLT has not replaced the previous approache s or methodologies. It has only expanded the a reas: language content, learning process and l anguage product.13.Littlewood’s classification of communicati ve activities: Functional communicative activi ties and Social interaction activities.14. Language learning and teaching should be as close as possible to language USE IN REAL LIFE.15.Lesson planning should be done at two level s: Macro planning and Micro planning16.The first thing to do in lesson planning is to decide the aims of a lesson.17.The most popular teaching stages are three P’s model, which include: presentation, pract ice and production.18.Lesson planning means making decision in ad vance about what techniques, activities and ma terials used in class.19.There are four major principles behind good lesson planning: variety, flexibility, learna bility, and linkage.20.The aim of a lesson includes language point s to present, communicative skills to practic e, activities to conduct, and materials and te aching aids to be used.21.In the skill-oriented lessons, that is, ina reading or listening lesson, a 3-stage model is frequently adopted: pre-reading/listening, while-- reading/listening and post- reading/l istening.22.5-step model is more familiar to the middle school teachers: revision, presentation, dril l, practice and consolidation.23.Classroom management is the way teachers or ganize what goes on in the classroom.24.An instructor passes on knowledge by variet y of means.An organizer organizes the class so that learning activities can be carried out.25.A linguist named Harmer defined the teacher s’ roles as: controller, assessor, prompter,participant and resource provider.26.Ur reminds us not to hurt the students’ fe elings by: 1) Deal with it quie tly; 2)Don’t t ake things personally; 3)Don’t use threats27.There are many different ways to teach a so und. It’s better to teach from Perception Pra ctice(认知) to Production Practice.28.One way to teach grammar is by 3P Model: Pr esentation,Practice and Production.29.The deductive method relies or reasoning, a nalyzing and comparing.30.In the inductive method, the teacher induce s the learners to realize grammar rules withou t any form of explicit explanation.31.Grammar practice is usually divided into tw o categories, Mechanical practice and Meaningf ul practice.32.By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation dril ls are most frequently used in mechanical prac tice.33.Generally speaking, there are three stages in listening activities for language learners: 1.pre-listening 2.while-listening 3.post-list ening34.We will listen in two different ways: 1.Int ensive listening (for details) 2.Extensive lis tening (for general ideas)35.Listening in real life has the following ch aracteristics: Spontaneity, Listener’s respon se, Speaker’s adjustment, Context and Visual clues.36.Characteristics of successful speaking task s can be: 1.Maximum foreign talk 2.Even partic ipation 3.High motivation 4.Right language lev el37.The process approach focus on what studentsdo before /while /after their writing.38.Not everything can be purely communicative. Some writing activities can be between “writ ing for learning” and “writing for communica tion.39.The process of writing should be from contr olled to guided writing and to free writing40. Teaching reading in the classroom divides reading activities into basically three stages in which bottom-up and top-down techniques ar e integrate to help students in their reading comprehension and in increasing their language efficiency in general另附.Generally, lesson presenting mainly inclu des four aspects: Presenting teaching material s; Presenting teaching methods; Presenting lea rning strategies; Presenting teaching process二、简答题1．Why are people learning English?• They have to pass the examin ations.• They can help foreign visito rs.•It’s necessary if they want to enter university.• Learning a foreign language is an intellectual challenge.• They can use computers more easily.• They need to keep in touch w ith what is going on in their profession world wide.• English will be very importa nt to get a job in trade.• English will be useful for t hem to travel abroad.• They will be able to read an d listen to in English. This can improve their knowledge of the world.2．What is language?Language is a means of communication with othe r people.3．What is the aim or purpose of language teac hing?Communication4．How many language teaching methods or appro aches do you know?l the grammar-translation methodl the direct methodl the audio-lingual methodl the situational language teachingl the cognitive approachl the silent wayl the total physical response methodl the communicative approachl the natural approachl the functional-notional method, etc. 5．How can you become a good language teacher?• Language training: a sound c ommand of English•Learn from others’ experien ce• Learn received knowledge, su ch as language theories, methodology, educatio n, psychology, etc.•Learn from one’s own experi ence• Practice makes perfect• Keep on reflecting on work,etc6．What is the challenge the language teacher is confronted with?People learn a foreign language1. For different reasons2. In different ways3. Having different understanding abou t language learning4. Having different capabilities in la nguage learning5. Different language levelsThus the challenge that the language teacher i s confronted with is how teaching methodology can cater for learners who have more differenc es than commonalities.7．What is the question that all approaches of language teaching should answer?The question is “What is language?”Language is a means of communication with othe r people.8．What are the three different views of langu age that language teaching and learning practi ce have been influenced by?They are the structural view, the functional v iew and the interactional view.9． How does the structural vi ew see language?• The structural view sees lan guage as a linguistic system made up of variou s subsystems. To learn a language means to lea rn these structural items so as to be able to understand and produce language.10．How does the functional view see language?• The functional view sees lan guage as a linguistic system but also as a mea ns for doing things. Learners learn a languagein order to be able to do things with functio nal activities.11．How does the interactional view see langua ge• The interactional view consi ders language as a communicative tool, whose m ain use is to build up and maintain social rel ations between people. The learner has to stud y the patterns and rules of language above the sentence level to learn how language is used in different speech context.12． What are Process-oriented theories concerned with?How the mind processes new information13． What do Condition-oriented theories emphasize?The nature of the human and physical context i n which language learning takes place14．What is “pseudo practice”?It is a short period of time assigned for stud ent teachers to do teaching practice as part o f their education, usually under the supervisi on of their instructors.15． What does linguistic competence mea n?Competence simply means knowledge of the langu age system: grammatical knowledge in other wor ds.16． What does Communicative Competence mean?Not only the form of language, but also what t o say to whom and how to say it appropriately in any given situation. To be short, communica tive competence includes knowledge of what to say, when, how, where, and to whom.17． What is lesson planning?Lesson planning means making decisions in advance about what techniques, activities and mate rials will be used in the class.18． In how many ways do language teache rs benefit from proper lesson planning?l Make the teacher aware of the aims a nd language contents of the lessonl Help the teacher to distinguish the various stages of a lesson and to see the rela tionship between theml Think about how the students can be fully engaged in the lessonl Become aware of the teaching aids th at are neededl Think about the relative value of di fferent activitiesl Think about how much time should be spent on the activitiesl Judge lesson stages and phases withgreater accuracyl Help to continue improvementl Add an evaluation to the planl Provide a useful, time-saving refere nce when the teacher next plans the same lesso n19． What factors influence a lesson?l 1.Physical conditions:l Class size: affects types of activit iesl Length of a lesson: determine how mu ch can be taughtl Size of classroom: restricts some ty pes of activitiesl Teaching aids: sufficient or notl Time of day: influences the types of activities used (p.m. or a.m.)l 2.Human factors:l different personalities of teachers decide different styles of teachingl varied needs and attitudes of studen tsl the students’ language levell the students’ learning backgroundl 3.Change (of )l The syllabusl Textbooksl The teaching system: meets the needs of the institutions and examinations20． What are the principles for good le sson planning?1)variety2）flexibility3）learnability4）linkage21． What does macro planning involve?Macro planning involves the following:a) Knowing about the courseb) Knowing about the institutionsc) Knowing about learnersd) Knowing about syllabus22． What does a lesson plan include?At least, it may have the following component s:l Teaching aimsl Language contents and skillsl Teaching stages and procedures23． What does the teaching aim of a les son include?l what language components to presentl what communicative skills to practic el what activities to conductl what materials to be usedl what teaching aids to be used24． What do language contents mean and what do language skills mean?l The former means: structures, gramma r, functions, topics and so onl The latter means: 4 communicative sk ills25． What is the difference between teac hing stages and teaching procedures?l Teaching stages are the major steps that language teachers go through in the class room. Procedures are the detailed steps in each teaching stage.26． What does a teacher need to conside r when he/she has planned to present a new str ucture?l When to focus on the structure and w hen to study it in context;l Whether to present the structure ora lly or in written form;l When to give out information and whe n to elicit from students;l When and how to use visual aids to h elp with the presentation;l What to do if students fail to under stand.27． How can we manage a classroom effic iently?Only when three conditions are metl The teacher plays appropriate roles.l The students are grouped in a way su itable for the learning activities.l There is discipline and harmony in t he class.28． What factors may influence classroo m management?At least, the following factors are very impor tant for a classroom management:l People: the relationship between the teacher and the studentsl Language: what you expect them to do (understanding and encouraging students)l Environment: classroom, the position ing of the desks and the position of the teach erl Organization: good lesson plan, clea r learning objectives, variety in activities…l Tools: textbook, Ex-book, video-reco rder, a slide projector…29． What are the most common student gr ouping?l Lockstep/class/plenary, team work, g roup work, pair work, individual study30． How can we group the students?Some possible ways to group the students:l Group the students according to seat ing arrangement;l Students select their own group memb ers (risky);l Strong students and weak students ar e mixed together;l Strong students and weak students ar e grouped separately to do different tasks;l Group the students by drawing lots.31． What should be our realistic goals for teaching pronunciation?l Consistency: the pronunciation shoul d be smooth and natural.l Intelligibility: the pronunciation s hould be understandable to the listeners.l Communicative efficiency: the pronun ciation should help to convey the meaning that is intended by the speaker.32． What are the purposes of listening?1.Extract information from news, lectures, and instructions…2.Maintain social relations: Greetings, prais e, talk, gossip, chat…3.Be entertained: film, a joke, poem, and TV/r adio programs…33． How to speak oral English well?1.Listen to native speakers, talk about variou s topics .2.Learn useful idioms.3.Learn common words and phrases.4.Test your vocabulary skills in everyday Engl ish.5.Practice responding, in English, to real-life conversations.6.Listen to native speakers and give responses34． What are the factors that affect th e success of role-play ?1. the teacher’ enthusiasm2. careful instruction3. clear situation and roles4.making sure the students have the language t hey will need to carry out the role-play.35． Why do we read?1.survival, e.g. the label on a medicine bottl e.2.learning and information, e.g. newspapers, m agazines, books.3.entertainment or pleasure, e.g. novels, stor ies, poems as a leisure.36． What strategic skills do students n eed in order to make reading more efficien t?1.Skimming for main idea2.Scanning for specific information3.Inferring the meaning of unknown elements:lexical itemsattitude and opinionthe purpose of an articlerelevant information4.Recognizing rhetorical structure:chronological ordercomparison and contrastcause and effectreference指代5. Predicting: guessing what is coming next6. Distinguishing the main idea from supporting details37． Why do we write in English?l ExaminationWriting in English enables us to pass examinat ionsl CommunicationWriting in English is necessary in communicating with others.l EntertainmentWriting in English can be entertaining for us.38． What are the features of process wr iting(1) Focus on the process of writing that leads to the final written product.(2) Help students write to understand their ow n composing process.(3) Help them to build repertoires of strategi es for prewriting, drafting and rewriting.(4) Give students time to write and rewrite.(5) Please central importance on the process of revision.(6) Let students discover what they want to sa y as they write.(7) Give students feedback through out the com posing process (not just on the final product)to consider as they attempt to bring their ex pression closer and closer to intention.(8)Encourage feedback both from the instructor and peers.(9) Include individual conferences between tea cher and students during the process of compos ition.39． What can we benefit from communicat ive activities?• improve motivation (reason)•provide “who le-task practic e”• allow natural learning• create a context which suppo rts learning•三、判断正误1．A PERSON WHO HAS A GOOD COMMAND OF ENGLISH is not necessarily a good teacher because he/s he might have only one of the elements of prof essional competence.2．CLT has not replaced the previous approache s or methodologies.3．Communicative activities will help learners to develop their communicative competence.4． Proper lesson planning is essential for both novice and experienced teac hers.5． Unprepared teachers receiv e much less trust and cooperation from the stu dents.6． There are principles but n o standard way to plan lessons.7． Macro planning provides ge neral guidance for language teachers.8． Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed st eps in each teaching stage.9． Individual study is the st age during the class where the students are le ft to work on their own speed.10． Individualized learning is that the learners are given a measure of freedom to cho ose how and what they learn at any particular time.11． Punishment can never be our first c hoice to deal with bad-behaved students.12． Students need to be able to read an d write phonetic transcripts of words, in orde r to learn English.13． Poor pronunciation may cause proble ms for the learning of other skills.14． Stress and intonation are not impor tant for beginning learners15． Stress in pronunciation is sometime s as important as grammar16． Teachers should not encourage stude nts to improve their pronunciation as much as possible.17． The goal of English learning is pro bably to acquire near-native pronunciation.18． If the intonation is not appropriat e, it may convey the opposite meaning.19． Children do not learn grammar rules when they acquire their 1st language, so they don’t need them either when learning a foreig n language.20． Students need to be given detailed grammar rules if they want to learn a foreign language successfully.21． Teaching and learning grammar shoul d focus on practice rather than the study of g rammar itself.22．Knowing grammar isn’t enough for r eal communication.23． Grammar should be taught and prac ticed in context.24． The more language the learners ar e exposed to or produce, the more they are lik ely to learn.25． Practice should be able to elicit different sentences and generate different lev els of answers from different learners.26． Avoid different grammatical termi nology as much as possible.27． Do not be frustrated by the stude nts’ mistakes and errors, which are inevitabl e in language learning.28．It is students’ own business to recite the words and phrases.29． Language consist of word with equivalents from one language to another30． Vocabulary cannot be taught, it mus t be learned by the individuals.31． The best way to explain vocabulary is to translate.32． Words can be taught and learned mos t effectively in groups of words which are rel ated to each other in meaning.33． Words must be learned in language contexts34． Not all words are equally importa nt35． If writing tasks focus on the produ ct rather than on the process, they do not hel p students to develop real writing skills.36． It is helpful use a dictionary to find the meaning of all new word37． Reading has only one purpose. i.e.to get information.38． When reading in a foreign language, we mentally translate everything in order to u nderstand.39． The lack of cultural knowledge may affect the rate of reading comprehension40． Teachers should help the students t o read on their own四、案例分析（例）1．Two teachers presented the word “grumble”. Below are the descriptions of how they did i t. Which way is more effective. Try to give re asons for your decision.Teacher A: a) wrote “grumble” on the blackbo ardb) Said “complain about some one or something in an annoyed way”.c) Translated the word into t he student s’ native language.d) Gave more example sentence s for the students to translate into their nat ive language.Teacher B: said “some people grumble about ev erything. For example, they grumble about the weather. If it is sunny, they say it is too ho t. If it is cool, they say it is too cold. The y are never happy with the weather”. They alw ays grumble about the weather. Then the teache r set out to check the student’s understandin g by asking what does ‘grumble’ mean?”2．Read through the following writing activiti es and decide which activities are writing for consolidating language, and which are writing for communication. Try to give reasons for yo ur decision.Activity 1Join the pairs of sentences, using when/whe re. Example:Kentucky is the state. Lincoln was born there.Kentucky is the state where Lincoln was born.• This book is about the time. Lincoln was President then.• The school is still standin g. Lincoln learnt to read and write there.• There were many poor people in the town. Lincoln grew up there.• Lincoln had very little free time. He could study then.Activity 1 is obviously “writing for consolid ating language”.Activity 2Letter WritingDo you think any of the courses (math, physic s, English, history, etc.) you are talking now can be improved in some way. If yes, write a short letter to the teacher and present your s uggestions.Activity 2 can involve true communication五、教学活动设计（例）1．How do we evaluate whether language teachin g activities are communicative or not?Ellis has listed six criteria for evaluating：• communicative classroom acti vities:• communicative purpose: infor mation gap• communicative desire: a real need• content, not form: on what, not how• variety of language: not jus t one specific language form• no teacher intervention: for the purpose of communication, not for the acc uracy of language• no material control: S s’ ch oiceDesign an activity that may meet some of the c riteria. The activity may only include the dir ections, contents and procedures2. Suppose you are going to teach the structure “used to do” in a deductive method. How wo uld you do it? Design a mini lesson plan in wh ich only the teaching steps must be made clear.3. What techniques or combination of technique s you would use to present the following vocab ulary items. Design a mini lesson plan in whic h only the teaching steps must be made clear.two million a reward love fight4. Use transition devices to design a while-re ading activity for the following text.Rosa Morello is from Columbia in South Americ a. She is a student. She has come to London to study English. Rosa is eighteen years old and single. She has dark hair; dark brown eyes an d is 1.65 m tall. She likes pop music, dancin g, reading and good food. She is also interest ed in travel and languages. In London, Rosa lives in a small flat with her friend Linda Morr is. The flat is in north London.六、教案撰写（略）。
教师资格证考试初中英语科目三必背知识点(本人已考过)
教学实施：2.课堂管理Classroom management(P334)(1)概念课堂管理是指教师为了有效利用时间、创设良好的学习环境、减少不良行为而采取的各种活动和措墙.3.课堂中教师角色(选择、简答，情景分析)(P336)指导者(Instmctor)：指导学生自主学习，指导学生评价自己.控制者(Controller)：控制课堂进度,活动方向、课堂纪律。
者(Assessor):纠正错误，给予反馈。
组织蕾(Organizer)：交代任务，发出指令促进者(F ac ilit a top'Prompter)：创造学习环境『激发学习动机，提供有效信息等。
参与者(Participant)：普通人员，参与活动3研究者(Research/):研究教学，撰写论文(5)课堂纪律classroom discipline概念：为了维持正常的教学秩序，办调学生的行为，保证课堂目标的实现而制定的要求学生共同遵守的课堂行为规范。
(4)提问方式(选择、简答，情境分析)展示性问题(display qiiE k加n卜答案唯一,教师知道答案，通常用来检测学生对知识、文章内容的理解。
也叫封闭性问题(close question)参考性问题(refeiMitial question)：没有固定答案p需要总结，归纳或分析。
考察学生分析问题、解袂问题的能力"也叫升放性问题(opeu questiuu)。
（2）课堂提问的作用（冏答）教学情境分析）（3）课堂提问的注意事项（简答，教学情境分析）:D增进师生交流集中学生注意引起学生兴趣促进思维发展锻炼表达能力检验学习效果（3）反馈作川：（简答，教学情境分析）学生的错误。
发学生的兴趣C持课堂交流，使教学活动能够顺利进行.调关键信息.课堂提问要有针对性（用烧目标）课堂提问要有启发性（引导学生）照堂提问要有趣味性（灵活多样）课堂提问要有广泛性（面向全体）课堂提问要有积极性（鼓励引导）（2）反馈形式之头反馈VS书面反馈（Oral VS Written）（课堂追问：批改作业等）直接反馈VS「可接反馈（Direct VS Indirect）"No.this is not Ihe right answer.LLHe is a girl…？"“Are you sure?"E读,升调等〉6 纠错Correclion<P342)在课堂活动中，纠错可视为反馈的一种方式.（1）分类接纠情<Explicit correction）指的是教师在学生出现错误时，打断学生的活动,说出正确的答案，井让学生改正.纠惜（ItnpliciT correction）学生出现错误时，教师并不立即纠正，而是间接棉假学生，使其意识到错误并改正。
英语教学法教程重点-EnglishLanguageTeaching
3. Elements that contribute to the qualities of a good English teacher:
Ethic devo on, professional quali es, personal styles. ④ 补 充 的 excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communica on.
e. No teacher interven on: d. No material control:
6 Definition of task: a piece of classroom work which involves learners in comprehending,
manipula ng, producing or interac ng in the target language while their a en on in principally focused on meaning rather than form. (Nunan 1989:8)
2. P52: what can teachers benefit from lesson planning? (para. 2, totally there
are 6 ideas) Firstly, a class plan makes the teacher aware of the aims and language contents of the lesson. Secondly, it helps teacher dis nguish the various stages of a lesson and see the rela onship between them so that the ac vi es of different difficulty levels can be arranged properly and the lessons can move smoothly from one stage to another. Thirdly, proper lesson planning gives teachers the opportunity to an cipate poten al problems that may arise in class so that they can be prepared with some possible solu ons or other op ons for the lesson. Fourthly, good lesson planning gives teachers, especially novice teacher, confidence in class. They know what they are going to do next therefore they can pay more a en on to Ss ’ reac on and performance in class rather than themselves. Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson. Last but not least, planning is a good prac ce and a sign of professionalism.
英语教学法 第二版 课前问题答案总汇
Unit 1 Language and Learning2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1)Behaviorist theory2)Cognitive theory3)Constructivist theory4)Socio-constructivist theory4. What makes a good language teacherprofessional competence1)Ethic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared2)Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creative3)Personal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherWallace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1 Language use in real life vs. traditional pedagogyLanguage used in real lifeTo perform certain communicative functionsBoth receptive skills and productive skillsContext-relatedLanguage taught in the classroomTo focus on forms (structures or patternsTo focus on one or two language skills and ignore the otherTo isolate language from its context2. The goal of CLTThe goal of CLT is to develop students' communicative competence,2 What is communicative competenceboth the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations3.Five components of communicative competence1)Linguistic competence,2)Pragmatic competence,3)Discourse competence,4)Strategic competence5)Fluency3.Implications for teaching and learning:（同上）4.Principles in communicative language teaching1)Communication principle:Activities that involve real communication promotelearning.2)Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle:Language that is meaningful to the learning supports the learning process.-_-||4.Main features of communicative activitiesA classification of communicative activities1)Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationFollowing directionsReconstructing story-sequences…2)Social interaction activitiesRole-playing through cued dialoguesRole-playing through debate or discussionLarge-scale simulation activities….Six criteria for evaluating communicative activities1)Communicative purpose2)Communicative desire3)Content, not form4)Variety of language5)No teacher intervention6)No materials controlTBLT:a further development of communicative language teaching. it share the same beliefs, as language should be learned as close as possible to how it is used in real life. however, it stressed the importance to combine form-focused teaching with communication-focused teachingA task is believed to have four components:1)a purpose,2)a context,3)a process, 4)a product.6.Differences between PPP and TBLT1.The way students use and experience language2.TBL can provide a context for grammar teaching and form-focused activities7.Problems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners?7.Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1)A phase of restoration (1978-1985)2)A phase of rapid development (1986-1992)3)A phase of reform (1993-2000)4)A phase of innovation from 20002,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 adaptability4)Pay close attention to the learning process, and advocate experiential learning and participation5) 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.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th graders-_-zLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning1.what is a Lesson plana Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it1.Why is lesson planning important?1)Makes teachers aware of the aims and language contents of the lesson,2)Helps teachers distinguish the various stages of a lesson and see the relationship between them3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers’ awar eness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism2.Principles for good lesson planning1)Aim,2)Variety,3)F lexibility, 4)Learnability ,5)Linkage3.Macro planning vs. micro planningMacro planning; is planning over timemicro planning: is planning for a specific lesson3Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectivesponents of a lesson plan1)Background information2)Teaching aims3)Language contents and skills4)Stages and procedures5)Teaching aids6)end of lesson summary7)optional activities and Assignments8)after-lesson reflection5.Sample lesson plansUnit 5 Classroom Management1.What roles does the teacher playBefore the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer ,4 Prompter , 5 Participant, 6 Resource-providerAfter the class---Evaluatornew roles: facilitators, guides, researchers2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of the students. To use the mother-tongue only when it is necessary.3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4 Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior4. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take thin gs personally3).Do not use threats5How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued.6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：1)Direct teacher correction2)Indirect teacher correction3)Self correction4)Peer correction5)Whole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的1)Consistency 连贯性: To be smooth natural2)Intelligibility可理解性:To be understandable to the listeners3)Communicative efficiency: To help convey the speakers’ meaning3. Three aspects of pronunciation to teach?Stress, intonation, rhythm5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:Use gestures, use the voice, use the blackboard7. Practicing intonation:Use hand or arm movement to indicate change of intonatonrising/falling arrows;draw linesUnit 7. Teaching Grammar1.The role of grammar in language learningGenerally speaking, Chinese EFL learners need a certain degree of mastery of English grammar (grammatical competence is essential for communication). However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2.ways of presenting/ teaching grammar1the deductive method2the inductive method3the guided discovery method3. grammar practice activitiesMechanical practicemeaningful practiceTwo types of practice can be combined.Using prompts (pictures, mimesor gestures, information sheet, key phrases or key words, chaind phrases, created situations) has proved to be an effective way of grammar practice.Unit 8 Teaching Vocabulary1. What does knowing a word involve?its pronunciation and stress;its spelling and grammatical properties;its meaning;how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) 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 student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spot the differences:3) Describe and draw4) Play a game:6) Use word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Use word net-work13)use the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students’ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English 2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show3.The characteristics of listening in real life1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment4 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:4. model of teaching listening:bottom-up model up- bottom model5.the teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can’t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.2.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.3.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood’s (1981) framework for defining s peaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activities5,How to organise speaking activities.Using group work in speaking tasksUnit 11 Teaching Reading1. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use 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.3. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questio…4.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one’s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop sight vocabulary is to read extensively (‘Familiarity breeds automaticity’)5. Some principles for teaching reading(:1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.6.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model7.Three stages of reading:Pre-reading activities; *Predicting* Setting the scene* Skimming* ScanningWhile-reading activities;1)Focusing on the results of readingMultiple-choice questions;T/F questions;open questions,paraphrasing, translation2)Focusing on the process of understandingInformation transfer activities, ( with a transition device)comprehension questionsUnderstanding referencesMaking inference s …Post-reading ActivitiesTraditional: questions; paraphrasing; translationSuggestion:*Discussion*Role -play* Gap-filling* Retelling* WritingReading comprehension questions1).Questions for literal comprehension.2).Questions involving reorganization or reinterpretation.3).Question for inferences.4).Questions for evaluation or appreciation..5）question for personal responseUnit12 Teaching Writing1.What do we write?Writing is a real-life reality. We write letters, journals, notes, instructions, posters, essays, reports, menus, etc.2.Why do we write?We write for various reasons1)to convey messages,2)to keep a record of what is in our mind,3)to communicate with their teacher4)to raise awareness of how language works,5) to become more familiar with the linguistic and social conventions of writing in English, etc.3.How do we write?Writing can be both collaborative and solitarywe all have our own ways of writing.4.A communicative approach to writingSs are motivated by authentic writing tasks that have some communicative elements. Writing for a specific recipient (e.g. a friend, parent)Writing for an intended audience: creative writing intended to be read by other people 5.Problems in writing tasks1)They are mainly accuracy-based.2)They are designed to practice a certain target structures.3)There is insufficient preparation before the writing stage.4)There is no sense of audience.5)There is no sense of authenticity.6)Ss are given ideas to express rather than being invited to invent their own.7)There is no opportunity for creative writing, for expressing unusual for original ideas.8)Many of them are test-oriented.6.How to make a writing task more creative and communicative?Questions that the writer considers:Why should I write about the sports I like? (for communication)For what purpose?Who is going to read my writing? (a sense of audience)7.A process approach to writingFeatures of process writing1)Focus on the process of writing that leads to the final written product;2)Help ss understand their own composing process;3)Help ss build repertoires of strategies for prewriting, drafting, and rewriting;4)Give ss time to write and rewrite;5)Place central importance on the process of revision;6)Let ss discover what they want to say as they write;7)Give ss feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention;8)Encourage feedback both from the instructor and peers;9)Include individual conferences between T and S during the process of composition Procedures of process writing1)Creating a motivation to write;2)Brainstorming;3)Mapping;4)Free writing;5)Outlining;6)Drafting;7)Editing;8)Revising;9)Proofreading;10)Conferencing.8.Motivating students to write1)Make the topic of writing as close as possible to ss’ life.2)Leave ss enough room for creativity and imagination.3)Prepare ss well before writing.4)Encourage collaborative group writing as well as individual writing.5)Provide opportunities for ss to share their writings.6)Provide constructive and positive feedback.7)Treat ss’ errors strategically.8)Give ss a sense a achievement from time to time.9.Designing writing tasksWriting tasks should be motivating and communicative.Self-study sample tasks on pagesing the Internet to promote process writing。
《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 ar e 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 s entences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is aproces i n which the learner constructs meaning based on his/her own experiences and what he/her 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.。
classroom-management 英语教学法
could now stand up yes everyone please.
Gesture (or Stand up).
Classroom instructions
2. If I were to ask you for your opinion on
smoking what do you think you might say
Uses assigned course materials, e.g. course book and associated audio-visual materials Uses assigned course materials, but supplement from other published or own materials Assembles materials from a variety of published sources, e.g. course books, supplementary materials （according to pre-conceived syllabus） Uses own materials, print-based, audio-visual （according to pre-conceived syllabus）
Classroom Management
What is classroom management ? What does classroom management involve? Factors affecting classroom management Principles to follow for classroom management
practice
王蔷 英语教学法教程 第二版 Unit5
第5章Classroom management 理论知识多1. 课堂管理定义及goalClassroom management is the way teachers organize what goes on in the classroom.The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.2. How to achieve effective classroom management?Effective classroom management can be achieved when the following six conditions are met：1) The teacher plays appropriate roles2) The teacher provides clear instructions.3) Suitable grouping of the students4) Discipline as well as harmony in the class.5) Asking appropriate questions.6) Treating students’ errors properly.第一部分教师角色一、The role of the teacher 教师角色2+6+3(1) Before the class—Planner 课前—设计者Before class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. (2) During the class课中Based on the functions the teacher performs in different activities, Harmer defines the teacher’s roles as controller, assessor, prompter, participant, organizer, and resource-provider.①Controller 管理者An appropriate degree of control of the teacher over the class is vital in formal language teaching. The teacher controls the pace so that activities run smoothly and efficiently. For example, when students do skimming and scanning tasks, it is very important for teacher to control time.②Assessor评定者It is a major part of a teacher’s job to assess the students’ work. The teacher does two things: Correcting mistakes : The correcting should be gentle, not harsh.Organizing feedback: The feedback should be focused on students’ success or progress so that a success-oriented learning atmosphere can be created.③Prompter 促进者When students are not sure how to start an activity, or what to do next, or what to say next, the teacher should give appropriate prompts. The teacher should do:Giving hints （just like time, place…）;Eliciting more （by saying “and…?” “Anything else?” Yes, but why…? ）④Participant参与者Task-based teaching methods encourage the teacher to participate in students’ activities. Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant. It is a good chance for students to practice English with a superior.⑤Organizer组织者One of the teacher’s major tasks is to design and organize tasks that students can perform in the class.⑥Resource-provider信息提供者The teacher is considered a good and convenient resource for the students. However, when students are supposed to work on their own, the teacher should withhold his readiness to provide resources.⑦Teacher’s new roles教师的新角色Teachers’ roles are not static. They change with the development of the society. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.1) Facilitators 辅助者:The teacher should function as a facilitator to students’ learning rather than simply transmitting knowledge. The teacher needs to create a positive learning environment, use various strategies to motivate learners, guide students in planning and assessing their learning and develop their learning strategies.2) Guides 指导者:During the process of education, teachers should position themselves as guides.The teacher needs to activate students’ prior knowledge; find their interests and explore potential capabilities; and evaluate their development fairly from an all-round perspective.3) Researchers 研究者:Good teachers are not only those with experience, but with rationalized thinking. Good teachers constantly reflect on what they do as a teacher and how their learners learn as learners.The teacher needs to make sense of what they do and how they affect learners; what their learners do and how learning is affected. Observe a problem, reflect on the reasons, think about possible solutions, implement the solutions and evaluate the results.(3) After the class—Evaluator课后—评估者After class the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been.第二部分课堂指导一、课堂教学指导遵循的3个原则：Classroom instructions refer to the type of language teachers use to organize or guide learning. They include all classroom language that teachers may use for teaching purposes as well as for managing teaching.There are rules to follow for making instructions effective:The first rule is to use simple instructions and make them suit the comprehension level of the students. Make your own comments as simple and as natural as possible: “really?”, “Who is next?”The second rule is to use the mother-tongue only when it is necessary, and your lessons should be in the target language. Teachers can use body language to assist understanding.The third rule is that teachers should be careful not to do all the talking in class, and demonstration is usually more effective than words.第三部分分组一、The most common student groupings 最常见的学生分组4个①Whole class work 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. It happens when the teacher is presenting new language, giving explanation, checking answers, doing accuracy-based reproduction, or summarizing learning.②Pair work refers to the time when students work in pairs on an exercise or a task. It could be a dialogue reading, a game or an information-gap task between the two students.③Group work refers to the time when students work in small groups. Each group may have 3, 4, or 5 students, depending on the activity. Effective group work depends on careful preparation and meticulous management.④Individual study is the stage when students are expected to work on their own at their own speed.It involves activities such as silent reading, doing written exercises, writing something down individually after brainstorming in a group, or individual speech preparations.二、分组的优缺点第四部分纪律一、Discipline vs. indiscipline纪律和无纪律Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. The ultimate goal of discipline is to make more effective learning possible. Indisciplined atmosphere will surely yield no learning at all. Indisciplined acts are not confined to students. Certain acts on the teacher’s part are also considered as indisciplined.二、The goal of disciplineThe ultimate goal of discipline is to make more effective learning possible, but the relationship between discipline and learning is not so straight forward as it appears.三、Characteristics of a disciplined ELT classroom.The class is under the teacher’s control.The classroom is quiet.Learning is taking place.The teacher and students show respect to each other.The teacher and students are cooperating smoothlyThe lesson is proceeding according plan四、课堂纪律的好处：It is easier to activate students in the way the teacher wants, and the time will be probably spent on learning tasks, rather than wasted.五、不良表现：学生：Students’ indisciplined acts will be numerous, such as arriving late for class, coming to class without a textbook and necessary materials, making noises in class, failing to do homework and not paying attention.教师：Certain acts on the teacher’s part are also considered as indisciplined, such as being late for class, going to class unprepared, being inconsistent, threatening students, being absent minded, etc.六、维持纪律A variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, and their preparation for the lesson.When students are engaged in learning, they will be disciplined. They become engaged when: Students are clear about learning purpose.Students are able to do the work but find it challenging.Students are emotionally, physically and intellectually involved by the tasks.The presentation, variety and structure of the work and activities generate curiosity and interest.Students have opportunities to ask questions and try out ideas.Students can see what they have achieved and how they had made progress.Students get a feeling of satisfaction and enjoyment from the work.七、What measures can we take for indisciplined acts and badly behaving students? 措施(1) Harmer suggests: 学生明白犯错，表现差1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damage ismade.2) Stop the class. If the indiscipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them.Besides, if students are moved to the front of the class they will behave better.4) Change the activity. If the class seem to be getting out of control, or if discipline occurs due toinappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to thatstudents after class.6) Create a code of behavior. The teacher and students can work together to create some basic rules for theclass during activities.(2) Ur’s gives the following advice about problems in class: 学生无意识犯错1) Deal with it quietly. If the problems involve only one student, the teacher’s action should be a quietresponse so that it will avoid other students’ attention.2) Don’t take things personally. When something happens, the teacher should try to address the problemrather than the students as the object.3) Don’t use threats. Threats are never constructive measures against indiscipline.八、What cause discipline problem? 影响纪律的因素(1) A gap in the lesson, e.g. bad planning, and a piece of equipment fails to work.(2) Unclear instructions: students don’t know what to do and attention starts to wander.(3) Lack of teacher attention: teacher needs to constantly to scan the room and keep your eyes and earsopen to what is happening, especially in large groups.(4) The teacher concentrates on lengthy explanations to one individual so that the others get bored.(5) Work is too easy or too challenging so that students give up or attention wanders.九、Teachers are advised not to use the following ways to solve problems: 不建议教师做的(1) threats(2) giving lines(3) shouting loudly(4) punishing the whole class for the behavior of a few(5) giving written homework第五部分问题一、Functions of questioning: 问题的作用小和大Teachers use questions to focus students’ attention; to invite thinking and imaginations; to check understanding, to stimulate recall of information, to challenge students, and to assess learning.In addition, proper questioning can extend students’ thinking from the concrete and factual to the analytical and evaluative; can lead students through a planned sequence which progressively establishes key understandings; can promote reasoning, problem solving, and evaluation; and can promote students’ thinking about the way of their own learning.二、Classification of question types问题类型的分类3+1Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions.(1) Closed and open questions:Closed questions refer to those with only one single correct answer while open questions may invite many different answers.(2) Display and genuine questions:Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers, too. Conversely, genuine questions are those which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.(3) Lower-order and higher-order questions:Lower-order questions refer to those that simply require recalling of information or memorisation of factswhile higher-order questions require more reasoning, analysis, and evaluation.(4) Bloom classified the questions as follows:1) Knowledge; 2) Comprehension; 3) Application; 4) Analysis; 5) Synthesis; 6) Evaluation三、How to make questioning more effectives? 怎么让课堂更有效策略Questions should be closed 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;Students should be provided opportunities to ask their own questions and seek their own answers;A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.第六部分错误一、The distinction between mistakes and errorsAccording to Brown, language mistakes and language errors are two different phenomena in language learning. Mistakes refer 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. A mistake has nothing to do with the language competence. When a mistake is challenged or given enough attention, it can be self-corrected.Error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.二、如何处理错误error？First, we need to distinguish errors from mistakes. In dealing with errors we need to be clear whether the task or activity is focusing on accuracy or fluency. And in designing classroom activities, there needs to be a balance between accuracy-based activities and fluency-based activities.Second, during fluency-based activities, it is best not to interrupt students during fluency work unless communication breaks down. When most of language is right but has a trivial mistake, let the mistake pass. If there are some common mistakes that other students might also have, try to do the correction after the student’s performance. However, during accuracy-based work, we may need to intervene more because the purpose of the activity is to get what is learned right.Third, there are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction. In general, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self-esteem and confidence. Indirect teacher correction includes “a simple repetition of a correct sentence as a model”, and “using facial expression or gesture to indicate a problem” etc. In practice, self-correction is encouraged before teacher correction or peer correction, because if it is a mistake, the student himself will be able to correct it. If the student cannot self-correct, the teacher can help with the correction or may ask other students to help correct it. Sometimes, the whole class can be invited to correct as well. For example, you can select the main error types, write four or five on the blackboard, put students in pairs for a few minutes to discuss and correct the errors. Then the whole class can do the correction together.。
英语九大教学法
英语九大教学法
1. 直接教学法（Direct Instruction）：教师通过直接向学生传
授知识和技能来进行教学，包括讲解、示范、指导和练习等环节。
2. 研究性教学法（Inquiry-Based Instruction）：通过提出问题、发现问题、探索解决问题等方式激发学生的学习兴趣和主动性，培养学生的探究和解决问题的能力。
3. 合作学习法（Cooperative Learning）：通过小组合作学习，
促进学生之间的互动和合作，提高学习效果和学生的社交能力。
4. 问题解决教学法（Problem-Based Learning）：以问题为导向，通过学生自主思考和解决问题的过程，培养学生的问题解决能力和批判性思维能力。
5. 情境教学法（Situated Learning）：将学习与实际情境结合，通过真实的情境让学生在实践中学习知识和技能，提高学习的意义和效果。
6. 游戏化教学法（Gamification）：通过将学习内容转化为游
戏形式或应用游戏元素，激发学生的学习兴趣和积极性，促进学习效果的提升。
7. 多媒体教学法（Multimedia Instruction）：利用多媒体技术
和资源，如音频、视频、图像等，丰富教学内容和形式，提高学习的趣味性和互动性。
8. 反转课堂（Flipped Classroom）：将传统的课堂讲授内容转
移到课外，让学生提前通过视频、阅读等方式自主学习，课堂上则进行深入的讨论和实践。
9. 个性化教学（Personalized Learning）：根据学生的特点和需
求，量身定制教学内容和方式，满足学生个性化的学习需求，提高学习效果和学生的自主学习能力。
英语教学方法名称
英语教学方法名称
以下是一些常见的英语教学方法名称：
1. 情景教学法（Situational Teaching Method）
2. 音乐教学法（Music Teaching Method）
3. 交际教学法（Communicative Language Teaching）
4. 语言经验教学法（Language Experience Approach）
5. 任务教学法（Task-based Learning）
6. 联想教学法（Association Teaching Method）
7. 团体教学法（Group Teaching Method）
8. 游戏教学法（Play Method）
9. 直接法（Direct Method）
10. 快乐教学法（Happy Teaching）
11. 翻译法（Translating Method）
12. 讲授法（Expository Method）
13. 语法翻译法（Grammar-Translation Method）
14. 听说教学法（Audio-Lingual Method）
这些教学方法在英语教学中起着重要的作用，每种方法都有其独特的特点和适用范围。
在实际教学中，教师可以根据学生的需求和实际情况选择合适的教学方法。
英语教学法教程PPTunit5
So classroom management involves both decisions and actions. Actions are what is done in the classroom. The decisions are about whether to do these actions, when to do them, how to do them, who will do them, and so on. Thus, the essential basic skill for classroom management is to be able to recognize options available, to make appropriate decisions between the options, and to turn them into effective and efficient actions.
The teacher’s most important job might be to create the condition in which learning can take place. So the skills of creating and managing a successful class may be the key to the whole success of a course. An important part of this is to do with the teacher’s attitude, intentions and personality. However, the teacher also needs organizational skills and techniques.
英语教学法王蔷笔记
英语教学法王蔷笔记IntroductionThe field of English language teaching (ELT) is constantly evolving, with educators and researchers alike seeking innovative and effective methods to facilitate language acquisition. Wang Qiang, a prominent figure in ELT, has developed a unique approach to teaching English that has garnered significant attention. This paper aims to provide a comprehensive overview of Wang Qiang's teaching methodology, discussing its core principles, strategies, and the pedagogical underpinnings that inform his approach.Core Principles of Wang Qiang's Methodology1. Student-Centered Learning: Wang Qiang emphasizes the importance of making the learning process student-centered, where the teacher's role is to guide and facilitate rather than dictate.2. Communicative Language Teaching (CLT): His methodology is heavily influenced by CLT, which focuses on the ability to communicate in the target language in authentic situations.3. Task-Based Learning (TBL): Wang advocates for TBL, where students learn through the completion of specific tasks that require the use of language.4. Authentic Materials: The use of authentic materials, such as newspapers, films, and songs, is encouraged to provide real-world context for language use.5. Individual Learning Styles: Recognizing that each student has a unique learning style, Wang's approach aims to accommodate these differences to maximize learning outcomes.Strategies Employed in Wang Qiang's Methodology1. Interactive Teaching: Interactive activities are used to engage students and encourage participation, fostering a dynamic learning environment.2. Group Work: Collaborative learning through group projects and discussions is a key component, as it promotes peer learning and communication skills.3. Technology Integration: The use of technology, such as online resources and interactive software, is integrated to enhance learning and cater to different learning preferences.4. Formative Assessment: Regular and ongoing assessmentis used to monitor progress and provide feedback, allowingfor adjustments to be made in teaching strategies.5. Cultural Awareness: Incorporating cultural elements into lessons helps students understand the context of language use and promotes cross-cultural understanding.Pedagogical UnderpinningsWang Qiang's methodology is grounded in severaleducational theories:1. Constructivism: The belief that learners constructtheir own understanding of the world through experiences and reflection.2. Social Constructivism: Learning is a social activity where knowledge is constructed through social interaction and collaboration.3. Vygotsky's Zone of Proximal Development (ZPD): Theidea that students can learn with the help of more capable peers or teachers, performing tasks that they could not accomplish independently.4. Krashen's Input Hypothesis: The notion that language acquisition occurs when learners receive comprehensible input, slightly above their current level of proficiency.Implementation of Wang Qiang's MethodologyTo implement Wang Qiang's methodology, educators should consider the following steps:1. Assessment of Learners: Begin by assessing thestudents' current language proficiency, learning styles, and interests.2. Setting Realistic Goals: Establish clear andachievable objectives for language learning that align with the students' needs and abilities.3. Designing Tasks: Create tasks that are meaningful, achievable, and require the use of English in a communicative context.4. Creating a Supportive Environment: Foster a classroom environment that is supportive, inclusive, and encouragesrisk-taking and experimentation with the language.5. Using Technology: Integrate technology to support learning, provide additional resources, and cater todifferent learning styles.6. Continuous Assessment and Feedback: Regularly assess student progress and provide constructive feedback to guide their learning journey.Challenges and ConsiderationsWhile Wang Qiang's methodology offers a comprehensive and student-focused approach to ELT, there are challenges to consider:1. Classroom Management: The interactive and student-centered nature of the methodology can be challenging to manage, particularly with large class sizes.2. Teacher Training: Teachers may require additional training to effectively implement the methodology and adaptto the diverse needs of students.3. Cultural Sensitivity: The use of authentic materials and cultural content requires sensitivity and awareness to avoid cultural insensitivity or misunderstanding.4. Resource Availability: Access to technology and authentic materials may be limited in some educational settings, which could hinder the full implementation of the methodology.ConclusionWang Qiang's English teaching methodology provides a holistic and engaging approach to language learning that is rooted in contemporary educational theories. By focusing on student-centered learning, communicative competence, and the integration of technology and authentic materials, his method aims to prepare learners for real-world language use. While challenges exist, particularly in terms of classroom management and resource availability, the potential benefits of this approach make it a valuable consideration for educators in the field of ELT.This document。
八年级英语教学中常见问题及应对方法
八年级英语教学中常见问题及应对方法Eight Common Problems in Eight Grade English Teaching and Their SolutionsIn the year 2023, as the world continues to be connected and globalized, English becomes a more important language than ever before. Thus, teaching English in middle school, especially in eight grade, plays a crucial role in students' language development. However, as with any teaching, there are certain common problems that arise in 8th-grade English classrooms. In this article, we will discuss eight common problems and offer some practical solutions.Problem 1: Limited VocabularyMany eighth-grade students lack essential vocabulary required for academic language proficiency. This makes it difficult for them to comprehend reading materials and express their ideas clearly and coherently.Solution: Encourage Active Vocabulary LearningIncreasing student vocabulary requires continuous effort on the teacher's part. Teachers can integrate contextualized vocabulary learning into the curriculum to help students retain and apply new words in context. Also, teachers can encourage students to learn actively by reading, finding unfamiliar words, and looking them up in a dictionary.Problem 2: Inadequate Reading Comprehension SkillsMany eighth-graders struggle with understanding texts. They may not be familiar with textual analysis skills, such as identifying themes or detecting author's purpose.Solution: Explicit InstructionTo address this issue, teachers need to provide explicit instruction in reading strategies. For example, teachers can teach students how to preview and predict based on text features and graphic organizers. Additionally, teachers can provide opportunities for small-group discussions, where students can practice and apply their reading strategies.Problem 3: Poor Writing SkillsMany eighth-graders have difficulty organizing their thoughts and presenting them effectively in writing.Solution: Teach Writing StrategiesTeachers can use writing prompts to challenge students to write creatively. Teachers can also teach writing strategies such as brainstorming, outlining, and editing. In addition, teachers should provide feedback on students' writing to help them improve in the future.Problem 4: DisengagementMany students are uninterested in English lessons, and some may even refuse to participate in class activities.Solution: Make English Lessons RelevantTo engage students, teachers can use real-life examples or use current events and trends to make English lessons more relevant. Teachers can also incorporate games and activities to make learning English more interactive and fun.Problem 5: Time ManagementSome teachers may struggle with the limited time allocated to cover all necessary materials.Solution: Prioritizing and PlanningTeachers can prioritize the critical concepts while planning their lesson plan. Also, they can use technology tools, such as online resources, to supplement classroom instruction while saving time in the classroom.Problem 6: Classroom ManagementManaging a classroom with 8th-graders can be challenging since students are becoming more opinionated and independent.Solution: Establishing Routines and ExpectationsTeachers can establish clear expectations for students. They can also set rules and consequences for engaging in disruptive behavior. Teachers should also praise good behavior to encourage a positive classroom environment.Problem 7: Limited Access to ResourcesLack of school resources can affect the quality of English teaching.Solution: Make Use of Available ResourcesTeachers can make use of available resources, such as online educational materials and local libraries. They canalso collaborate with their colleagues for shared educational resources.Problem 8: Differentiated InstructionSince students come from diverse backgrounds, learning styles, and support systems, it can be a challenge to provide differentiated instruction.Solution: Adapt to Individual NeedsTeachers can use formative assessments to guide their instruction and differentiate their instructional methods based on students' needs. Teachers can also use technology, such as interactive whiteboards, to increase student engagement and understanding.In conclusion, English teaching in the 8th grade comeswith its share of common problems. However, by implementingthe solutions discussed above, teachers can significantly address these challenges to enhance student learning outcomes. The key lies in putting continuous effort, being creative in lesson planning, and adapting instruction to meet students' needs.。
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IV. Student grouping
• An important feature of today’s language classroom is that students do not always study as one big group. Rather, students are put into groups of different sizes.
Classroom Management
Teaching Contents
1 What roles do teachers play in the classroom? 2 How to give effective classroom instructions? 3 What are the different ways for students grouping? 4 How to maintain discipline in the classroom? 5 How to ask effective questions? 6 How to treat students’ errors in the classroom?
II. The roles of the teacher
• Harmer defines the teacher’s roles as:
Controller
participant
resource provider
assessor
prompter
organizer
II. The roles of the teacher
teach, and what result to achieve. • During class: organizer… • After class: evaluator, who evaluates not only how
successfully he has conducted the class but also how effective the learning activities have been.
I. What’s the goal of classroom management?ective classroom management :
Teacher plays appropriate roles Teacher provides clear instructions. Suitable grouping of the students Asking appropriate questions. Discipline as well as harmony in the class. Proper error treatment.
• Controller: to control the pace so that activities run smoothly and
efficiently. Appropriate control and over-control.
• Assessor：to assess the students’ work. • Organizer: to design and organize activities/tasks • Prompter: to give appropriate prompts or hints when students are
II. The roles of the teacher
Different views on teacher’s roles: 1. Richards and Rodgers’ viewpoint • Teacher’s roles are related ultimately to
assumptions about language and language learning at the level of approach.
• The most common student groupings: – Whole class work /lockstep – pair work – group work – individual study
II. The roles of the teacher
2. Teacher’s roles:
Task 1：think about teacher’s roles before, during and after
class:
• Before class: planner, who plans what to teach, how to
I. What’s the goal of classroom management?
➢Classroom management：the way teachers organize what goes on in the classroom.
➢The goal：to create an atmosphere conductive to interacting in English in meaningful ways.
not ready to answer to do the activity.
• Participant: to participate in students’ activities / communication. • Resource provider: to provide resource/ knowledge
III. Classroom instructions
Classroom instructions refer to the language teachers use to organize or guide learning. • English or Chinese instructions? • Use simple language. • Give clear instructions • Use eye contact.