英语教学法1
中学英语教学法(1)
1．第1题In meaningful practice the focus is on the production, comprehension or exchange of ___.A.structuresB.sentencesC.formD.meaning您的答案：D题目分数：2.0此题得分：2.02．第2题In the traditional classroom, very often, too much attention has been paid to ___, with little or no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledgenguage usenguage functions您的答案：B题目分数：2.0此题得分：2.03．第3题One of the reasons of providing the students with a variety of speaking activities is that the variety of activities helps ___.A.keep motivation highB.de-motivate studentsC.memorise the speechD.learn the dialogues by heart您的答案：A题目分数：2.0此题得分：2.04．第4题PPP and TBL are two approaches to language teaching. PPP stands for Presentation, Practice and Production and TBL stands for___.A.Task Book LanguageB.Text Book LearningC.Teacher-Based LearningD.Task-Based Learning您的答案：D题目分数：2.0此题得分：2.05．第5题When we ask the students to do predicting tasks in listening, we should let students read/hear the listening comprehension questions ___.A.before they listenB.while they are listeningC.after their listeningD.none of the above您的答案：A题目分数：2.0此题得分：2.06．第6题Natural language, spoken or written, uses referential word such as pronouns to refers to people or things already mentioned previously in the context. Therefore, the activity …understanding references‟ can be performed in the ___ stage when teaching reading.A.pre-readingB.while-readingC.post-readingnguage-focus您的答案：B题目分数：2.0此题得分：2.07．第7题Role-playing through cue dialogues, role-playing through situation and goals, and role-playing through debates or discussion are examples of ___.A.mechanical practiceB.drilling languageC.pre-communicative activitiesD.social interaction activities您的答案：D题目分数：2.0此题得分：2.08．第8题According to Wang Qiang, pre-listening activities include predicting, setting the scene, ___, and listening for specific information.A.learning new wordsB.learning new grammarC.listening for the gistD.concluding您的答案：C题目分数：2.0此题得分：2.09．第9题The teacher provides a printed summary of a text with some wrong information, and asks the students to correct it. This kind of …false summary‟ activit y can be performed to check comprehension when teaching ___.A.speakingB.readingC.grammarD.writing您的答案：B题目分数：2.0此题得分：2.010．第10题In the traditional classroom, there is often too much focus on linguistic knowledge, with little or no attention paid to ___.A.knowledge of vocabularyB.knowledge of grammar rulesC.practising language skillsD.practising phonetics您的答案：C此题得分：2.011．第11题To help our students pass exams is one of the purposes of our English teaching. Another purpose, which is very important, is to prepare our students to ___.e English in real lifeB.obtain knowledge about languageC.make up sentencesD.get a good job in the future您的答案：A题目分数：2.0此题得分：2.012．第12题The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach ___; and we should teach language in the way it is used in the real world.A.that part of the language that will be usedB.all parts of the languageC.the language used in works of classical literatureD.spoken language only您的答案：A题目分数：2.0此题得分：2.013．第13题Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts‟ techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. Wallace (1991) uses a “reflective model” to demonstrate the development of a teacher, the process of which includes three stages moving from Stage One, language training, to the Goal of ___.A.professional competencemunicative competencenguage proficiencyD.an expert teacher您的答案：A题目分数：2.014．第14题The ___ of language sees language as a linguistic system made up of various subsystems: the sound system (phonology), the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax).A.structural viewB.functional viewC.interactional viewD.behaviorist view您的答案：A题目分数：2.0此题得分：2.015．第15题The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows.A.structuralB.constructivistC.behavioristD.cognitive您的答案：B题目分数：2.0此题得分：2.016．第16题Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.017．第17题When teaching grammar, if the teacher follows the sequence of teaching activitiesof “teacher‟s presentation of an example →explanation of the rule →students‟practice with given prompts”, Professor Wang Qiang would believe that the teacher is using the ___ method.A.inductiveB.deductiveC.guided discoveryD.task-based您的答案：B题目分数：2.0此题得分：2.018．第18题According to Wang Qiang, pre-listening activities include predicting, setting the scene, listening for the gist, and ___.A.learning new wordsB.listening for specific informationC.learning new grammarD.concluding您的答案：B题目分数：2.0此题得分：2.019．第19题In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：B题目分数：2.0此题得分：2.020．第20题Jane Willis holds that the conditions for language learning are exposure to a richbut comprehensible language put, ___ of the language to do things, motivation to process and use the exposure, and instruction in language.A.chanceseC.contextD.knowledge您的答案：B题目分数：2.0此题得分：2.021．第21题Communicative Language Teaching (CLT) has expanded the areas covered by the previous approaches or methodologies, that is, CLT covers language content (to incorporate functions), ___ (cognitive style and information processing), and product (language skills).A.learning processB.teaching methodsC.conditionsD.messages您的答案：A题目分数：2.0此题得分：2.022．第22题If we believe that when we are reading, our brain receives visual information and at the same time interprets or reconstruct the meaning, and that the reading process does not only involve the printed page but also the reader‟s knowledge of the language in general, of the world and of the text types, we would follow the ___ in our teaching.A.Bottom-Up ModelB.Top-Down ModelC.Interactive ModelD.all of the above您的答案：C题目分数：2.0此题得分：2.023．第23题Which of the following would you NOT agree with?A.People have different experiences in learning a foreign language. Some find it eB.People learn languages for different reasons.C.People have different capacities in language learning.D.People have the same understanding about language learning.您的答案：D题目分数：2.0此题得分：2.024．第24题The concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects are examples of language ___.A.functionsB.notionsC.structuresD.behavior您的答案：B题目分数：2.0此题得分：2.025．第25题In the traditional classroom, very often, too much attention has been paid to ___, with little or no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledgenguage usenguage functions您的答案：B题目分数：2.0此题得分：2.026．第26题According to Clark, Scarino and Brownell, the main components of a task include ____.A.exercises, exercise-tasks and tasksB.potential ineffectiveness for presenting new language items, time and learningC.a purpose, a context, a process and a product/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：C题目分数：2.0此题得分：2.027．第27题According to Wang Qiang, information-gap activities, problem-solving, ___, “Dialo gues and role-plays”, and “Find someone who …” are some types of speaking tasks.A.reading aloud in chorusB.repeating what the teacher has saidC.reciting a dialogueD.“Change the story”您的答案：D题目分数：2.0此题得分：2.028．第28题In the inductive method of teaching grammar, the teacher induces the learners to realise grammar rules ___.A.by telling them the rulesB.by explaining in an explicit wayC.with explicit explanationD.without any explicit explanation您的答案：D题目分数：2.0此题得分：2.029．第29题According to Cheng Xiaotang (in Wang Qiang, 2006), classroom activities can be classified into ____.A.exercises, exercise-tasks and tasksB.presenting new language items, time and learning cultureC.a purpose, a context, a process and a product/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：A题目分数：2.0此题得分：2.030．第30题Two characteristics of spoken language are spontaneity and ___.A.preparationB.time-constraintC.accuracyD.fluency您的答案：B题目分数：2.0此题得分：2.031．第31题One of the problems in vocabulary learning is that students ___.e context for their vocabulary learningB.try hard to understand the wordsC.treat vocabulary items indiscriminatelye a variety of vocabulary building strategies您的答案：C题目分数：2.0此题得分：2.032．第32题According to the ___ there are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced.A.Behaviourist theoryB.Cognitive theoryC.structural viewD.functional view您的答案：B题目分数：2.0此题得分：2.033．第33题Examples of pronunciation perception practice include ___.ing pictures and tongue twistersing minimal pairs, and “Odd one out”C.brainstorming and discussionD.all of the above您的答案：B题目分数：2.0此题得分：2.034．第34题Receptive skills of language include ___.A.listening and readingB.listening and speakingC.reading and writingD.speaking and writing您的答案：A题目分数：2.0此题得分：2.035．第35题When we are teaching pronunciation, ___ and intonation should be taught from the very beginning.A.knowledge about soundsB.phonetic rulesC.phonetic transcriptsD.stress您的答案：D题目分数：2.0此题得分：2.036．第36题According to Wang Qiang the while-listening stage is ___ for the teacher to control, because this is where the students need to pay attention and process the information actively.A.the easiestB.as easy as the pre-listening stageC.as easy as the post-listening stageD.the most difficult您的答案：D题目分数：2.0此题得分：2.037．第37题Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.038．第38题In teaching grammar, substitution and ___ are examples of mechanical practice.ing chain phrases for story tellinging information sheets as promptsC.chain of eventsD.transformation drills您的答案：D题目分数：2.0此题得分：2.039．第39题The ___ view says that knowing how to do what you want to do also involves knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.A.structuralB.functionalC.interactionalD.behaviorist您的答案：C题目分数：2.0此题得分：2.040．第40题According to the ___ theory of language learning, the key point of the theory of conditioning is that …you can train an an imal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement‟ (Harmer, 1983:30).A.structuralB.behavioristC.process-orientedD.condition-oriented您的答案：B题目分数：2.0此题得分：2.041．第41题According to Littlewood (1981), discovering missing information, discovering missing features, and following directions are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C题目分数：2.0此题得分：2.042．第42题According to J. Willis (1996), tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve ___.A.linguistic competencemunicative competenceC.an outcomeD.knowledge您的答案：C题目分数：2.0此题得分：2.043．第43题A question that views on language learning involve is “____?”A.What are the psycholinguistic and cognitive processes of language learningB.Why do human beings have languageC.How a language is different from anotherD.How do people use language when they have a desire to communicate您的答案：A题目分数：2.0此题得分：2.044．第44题When teaching pronunciation, we should ___.A.never use visual aidse explanation rather than demoe dictionaries to show the soundsD.bring variety to the classroom, for example, show British & American pronunciati您的答案：D题目分数：2.0此题得分：2.045．第45题Which of the following activities would BEST help to prepare students for their real life speech in English?A.Doing a drillB.Learning a piece of text or dialogue by heartC.Reading aloudD.Interviewing someone, or being interviewed您的答案：D题目分数：2.0此题得分：2.046．第46题Pre-reading activities include ___, setting the scene, skimming, and scanning.A.predictingrmation transfer activitiesC.reading comprehension questionsD.reproducing the text您的答案：A题目分数：2.0此题得分：2.047．第47题According to Wang Qiang, “Listen and tick”, “Listen and sequence”, “Listen and act”, “Listen and draw”, and “Listen and fill” are activities in the ___ stage of teaching listening.A.pre-listeningB.while-listeningC.post-listeningD.all of the above您的答案：B题目分数：2.0此题得分：2.048．第48题As far as learning pronunciation is concerned, the realistic goals for the students are consistency, intelligibility, and ___.municative efficiencyB.accuracyC.correctnessD.fastness您的答案：A题目分数：2.0此题得分：2.049．第49题In the traditional way of teaching reading, the teacher first introduces new words and structures, then goes over the text sentence by sentence, then asks some questions about the text, and then has the students read aloud the text. In this traditional way of teaching, the teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：A题目分数：2.0此题得分：2.050．第50题Suppose a teacher is teaching his students to read an interesting story about how a doctor makes a joke of a young man. The teacher wants the students to tell part of the story with some key words from the story like “a doctor – village – annoyed; people – stop – street – advice; never paid – never – money – made up his mind –put and end”. In which stage of teaching do you think the teacher should do this?A.At the pre-reading stage.B.At the while-reading stage.C.At the post-reading stage.D.At any of the three stages.您的答案：B题目分数：2.0此题得分：0作业总得分：98。
(完整版)《英语教学法》unit_1_language_and_learning
III. Views on language learning
1) What are the psycholinguistic and cognitive process involved in language learning ?
2) What are the conditions that need to be met in order for these learning process to be activated ?
English teaching arning
A common question asked by middle school students:
Is there any shortcut in English learning?
The answer:
If they think English is a communication tool, then they will try to teach the functional sentences, such as “Hello.” “How do you do.” “Good bye!” when greeting people; or sentences for going shopping.
Four theories of language learning:
Behaviourist theory Cognitive theory Constructivist theory Socio-constructivist theory
Behaviourist theory :
Proposed by behavioural psychologist Skinner, he suggested that language is also a form behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism. One influential result is the audio-lingual method, which involves the “ listen and repeat ” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praised
英语10种教学方法
英语10种教学方法
1. 演讲式教学法（Lecture Method）：教师通过讲解和展示知识来传授给学生。
2. 讨论式教学法（Discussion Method）：鼓励学生参与讨论，互相交流和分享意见。
3. 合作学习法（Cooperative Learning）：鼓励学生在小组中合作学习，共同解决问题和完成任务。
4. 实践经验法（Experiential Learning）：通过实际体验和实践活动来学习和掌握知识。
5. 游戏式教学法（Game-based Learning）：使用游戏元素和游戏机制来激发学生的学习兴趣和积极参与。
6. 问题解决法（Problem-solving Method）：让学生自己发现问题并提供解决方案，培养他们的批判性思维和创造性思维能力。
7. 情景教学法（Situational Teaching）：通过模拟真实情境来进行教学，使学生能够在实际情况中应用所学知识。
8. 个案教学法（Case Study Method）：使用真实案例来引导学生研究和分析问题，培养他们的决策能力和解决问题的能力。
9. 视频教学法（Video-based Learning）：通过观看视频来学习和理解知识，增强学习的直观性和趣味性。
10. 行动研究法（Action Research）：鼓励学生参与到实际问题的调查研究中，促进他们的主动学习和学以致用的能力。
王蔷主编的《英语教学法教程》第二版-Unit-1
王蔷主编的《英语教学法教程》第二版-Unit-1Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. DiscussFrom the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways;5) people have different understandings about language learning; 6) people havedifferent capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. 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 languageThe question that all approaches to language teaching should answer is, ‘what is language?’ The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what isTo give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?’rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1. Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed asyllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.1.3 Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories 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 receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The 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’(Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the U.S. One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner andbetween learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.1.4 What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all theIt is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities.Please write your answers on a separate piece of paper.2. Add any adjectives to the list which describe further qualities that you feel aremissing.3.These adjectives are intended to describe positive qualities or styles. Do youfeel that any of them could have a negative side as well? If yes, in what way?For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him\her.1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book, can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher? Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn theprofession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The following model is an adapted version to illustrate(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’experiences (empirical knowledge gained throughreading and observations)2. learning the received knowledge (language learning theories, educationalpsychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’ and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’and ‘applied science’ knowledge. The learning stage is followed by practice. The term ‘practice’can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure 1.1. However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’ a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure 1.1.1.6 An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, i.e. giving effective instructions, asking effective questions, and dealing with students’ errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is coveredin these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students. Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem toneed more ‘concrete’ solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
小学英语的教学方法有哪些精选5篇
小学英语的教学方法有哪些精选5篇小学英语教学法篇一1、直观教学法在教学时，有些教学材料贴近于生活，能充分反映小学生的日常生活，所以教师应该有效地利用资源，如运用实物或图片、教具等进行演示，使学生头脑中形成比较鲜明的事物表象，丰富学生的感性认识，这样不仅能激发学生的学习兴趣，还能使他们将所学的内容应用到他们的生活中去。
如在学习book ， pencil 等学习用品和apple ，orange 等水果时，就可以利用水果实物或图片进行教学，使抽象的单词直观化，使英语的学习过程更具趣味性。
2、情境教学法3、模仿练习法英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。
为此，教师在范读字母、单词或句子之前，应该让学生听老师的读音，看老师的口形，进行认真的模仿练习。
引领学生反复训练，鼓励学生大胆张口。
4、儿歌说唱法对于中低年级的学生，我们可以根据其特点，将学习的内容编成一些顺口易记的歌诀，如：丁丁、丁丁真能干，学习思考用head，小小eye 看黑板，竖起ear认真听，mouth、mouth长得巧，讲起英语都说好，nose、nose嗅觉灵，foot、foot踢足球，arm、arm来举重，长长leg跳绳快，虽然比赛伤了toe，领奖face乐开了花，全班拍着hand，夸他为班争了光。
学生在背歌诀时，脑、口、耳并用，还可以配以肢体表演，这样的英语学习是愉快的，调动了学生的学习积极性，让学生在轻松愉悦的气氛中学习，使他们感到学习不再是一种负担，而是一种乐趣。
教学有法，教无定法，贵在得法。
我觉得小学生学英语就像学游泳一样，必须让学生泡在水中、潜到水里去，这样他最后才能成为一个熟练的游泳者，自在游泳乐在其中。
因此，英语教师应激发学生的学习兴趣，给学生尽量多地创造听、说、练的机会，让学生在动中学，学中乐，使之获得语言知识技能，真正达到轻松学英语、轻松用英语的目的。
5、表演法如在“In the morning”这一单元后，我们的表演要求就是：把一天从早晨醒来到上学这一阶段的生活用英语表演出来。
英语教学法一 2
英语教学法(1)试题中央广播电视大学2003—2004学年度第一学期“开放本科”期末考试英语(教)专业英语教学法(1)试题2004年1月Information for the examinees:This examination consists of THREE sections. They are:Section I: Basic Theories and Principles (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Basic Theories and Principles 30 pointsQuestions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on theAnswer Sheet.1. Which of the following activities is typical of the Grammar-translation Method?A. The students listen to and act on commands in the target language.B. The students whisper their words in the mother tongue to the teacher who then trans-late them into the target language.C. The students translate some sentences in the text into their mother tongue.2. Which of the following is true according to Krashen?A. Babies learn their mother tongue.B. Language acquisition can be achieved even without conscious effort.C. A foreign language learner should develop his language skills in the order of listening,reading, speaking and writing.3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners" needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative obieetives (e. g.telling directions, requesting information, expressing agreement, etc. ).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, ina grocery store, etc. )5. Which of the following is the teacher expected to do in a communicative activity?A. To offer the students as little help as possible.B. To check if the students have understood the instructions before the activity starts.c. To correct the students" errors immediately after they occur.6. Which of the following activities is communicative.*A. The students are required to answer the questions about a text,B. The students are required to make sentences using the given words or sentence struc-tures.C. The students are required to present their ideas on a topic.7. When a reader tries to guess the meaning of a new word based on the contextual clue,which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down Approach.C. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest,which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. When a teacher instructs the students to match the topic sentences with proper para-graphs, which one of the skills is he intending to develop of his students?A. Skimming.B. Scanning.C. Inferring.10" Which of the following activities is designed to practise the skill of Listening for Gist?A. After listening, the students are required to fill in the blanks with the words in thetext.B. After listening, the students arerequired to write a summary of the text.C. After listening, the students are required to make a dialogue based on the text.11. What shouId the teacher try to avoid when selecting listening materials?A. Te texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronun-elation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other languageskills.(3. Practising students" ability of matching the pre-listingpredictions with contents ofthe text.13. Which of the factors applies to the later stage of the PPP Model?A. Accuracy.B. Class work.C. Delayed correction.14. Which is the correct order of the following three speaking activitiesalong the Control-Communication Continuum?A. Scrambled dialogue, prompted dialogue, gapped dialogue.B. Gapped dialogue, scrambled dialogue, prompted dialogue.C. Prompted dialogue, gapped dialogue, Scrambled dialogue.15. For a teacher who teaches young learners English pronunciation, whichprinciple is hesuggested to follow?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving 30 pointsQuestions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify theproblem. Second, provide your solution according to the communicative languageteaching principles. You should elaborate on the problem(s) and solution(s) prop-erly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the nero words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the keyWords or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the students " language errors whenever he cat-ches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt theneed to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, theteacher sat downand corrected the students" home assignments till the time for thisactivity was up.20. A teacher was organizing an information-gap activity with his classof sixty students. Ittook him 5 minutes to get Worksheet A and B to the proper students.Soon after he in-structed the students to keep their eyes only on their own sheets,he found somestudents were looking at others" sheets. No sooner had he stoppedthem fromdoing thatthan several others in the front began to break the rule. The wholeclass had become outof control.Section ltl: Mini-lesson Plan 40 pointsQuestions 21 and 22 are based on this part.Directions: Read the two texts below and complete the teaching plans.Write your answer on theAnswer Sheet.2t. Please design a pre-reading activity with the following text.Invitations in the USIn the US, there does not have to be any particular reason for aparty. Often it mayjust be for the fun if it. If nothing else, people may want to show off their house. Theaverage American is obsessed with home decorating, and after having spent a huge amountof time and money in fixing up the place, it is nice to have people come and admire the result.The invitation will probably come by telephone. You needn"t say yes or no on the spot,but you should provide an answer as ,soon as possible. If you are married, you can assumethat your spouse is invited; unless specified, your children are not.The dress code for a dinner party can be unpredictable, and it"s not only foreignerswho are puzzled by it. The problem is that there are very few conventions. People whowear a white shirt and tie to work every day may greet you at the door in jeans. However,if the party includes business associates, a suit is more likely to be in order. Among goodfriends, there"s less dressing up, and at a middle-class get-together, you are likely to findgentlemen without ties but weari,g good-looking sweaters and slacks. Other people, howev-er, may put orr suits aud dresses to go to friends" parties. Women ofteu dress up more than,meTz--perhaps because there are fewer opportunities left to wear a party dress. At anytime, a woman can always wear dressy pants with a blouse and fit in anywhere. In Ameri-ca, a skirt is more elegant and formal than pants. If you are suffering any doubts as towhat to wear, simply ask your hosts ("Is it dressy?”).Type of the activity (e. g. multiple-choicequestions, short-answer questions, information gap, role-play, problem-solving, etc. )Objective(s) of the activityClassroom organization of the activityTeacher’ role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicated problem(s)Solution(s)Procedures 1)2)3)4)22. Please design a post-istening activity with the following dialogue.Interviewer: Good evening, Monsieur Dupont , and welcome to the program !M. Dupont: Thank you!Interviewer: So what brings you to China, M. Dupont?M. Dupont: Well, my company has been doing research into wind farms foryears , and iscurrently building a wind farm in Canada--in fact, thebiggest wind farmin the country. We hope to develop a partnership with aChinese company tomanufacture, and build similar farms in China.Interviewer: Really! I thought that you had enough hydroelectric powerin Canada. Sowhy do you need wind farms ?M. Dupont : That"s a good question ! It"s true that we have a lot of cheappower from hy-droelectric sources in Canada.Interviewer: That"s because all the rivers and waterfalls you have there,I suppose.M. Dupont : That"s right! But wind power is even cheaper and cleaner, andwe have alsofound that a lot of other countries are very interestedin the technology wehave been developing.Interviewer: What do you mean by cleaner?M. Dupont: I mean less polluting. In Canada we are currently doing everything we can tocut down on green gas emissions--so we are constantly on the lookout for cleaner and cheaper forms of energy. We"ve found a number of people in Chinaare very interested in exploring wind power for the same reasons.Interviewer: That"s very interesting, M. Dupont. Good luck !M. Dupont: Thank you!Type of the activity (e. g. multiple-choicequestions, short-answer questions, information gap, role-play, problem-solving, etc. )Objective(s) of the activityClassroom organization of the activityTeacher’ role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicated problem(s)Solution(s)Procedures 1)2)3)4)中央广播电视大学2003—2004学年度第一学期“开放本科’’期末考试英语(教)专业英语教学法(1)试题答案及评分标准(供参考)2004年1月Section I: Basic Theories and Principles 30 points1. C2. B3. B4. C5. B6. C7. B8. A9. A 10. B11. B 12. C 13. C 14. B 15. CSection II: Problem Solving 30 points16. Problem: The lesson fails to help the students to improve their reading skills, because itfocuses totally on the meanings and uses of individual words or sentence pat-terns.Solution: The teacher is suggested to divide the class into three stages.In the pre-reading stage, the teacher can engage the studentsin some speaking activities to help them predict the contentsof the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students" schemataabout the topic that can facilitate their understanding of the text. Or ii necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teac. hercan design activities to develop the students" skills of skimming,scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but alse at the contextual and rhetorical levels. The teacher can also design somepost-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking orwriting con texts.17. Problem; The lesson started with the third stage of the PPP Model--thestage of pro duction but skipped the two important stagesbefore it--the stages of presen tation and practice.Solution; Before the students are asked :to talk freely about a topic,they should have rele vant language input. There[ore, on thestage of presentation the teacher can intro duce to them some vocabulary or some reading/listening materials related to thetopic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. Theteacher is then expected to give the students the opportunities to usethe newly-presented language items in a controlled framework. This maybe done by drills or prompted short dialogues. The focus of this practicestage should be on accuracy and therefore any language errors, oncespotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussionin this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teachershould refrain from frequently interrupting a student who is speaking for immediate cdrrection.18. Problem: The teacher should not stop the tape time and again toexplain a word or information point, because this is not the way peoplelisten in real lifeSolution: Anticipating some language or information barriers thestudents are likely to encounter in the process of listening, the teachercan design some pre-listening activities to get the students ready forthe contents and language of the text. An alternative is to have thestudents do some inferring activities while they are listening. In thisway they can not only have a purpose for listening, but also de-vetop theirability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected some other significant roles such as those of a prompter, assessor, resource person, etc.Solution: A qualified teacher has many roles to play in the classroom. The communicativelanguage teaching features a student-centered,"task-based and Process-oriented class. This does not diminish the teacher"s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher actsas a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster.The alternative rows of students are asked to turn around, so that half the class isfacing the student behind them. In this. way, only the front-facing rows can see theinformation on the blackboard or poster. Alternatively, two different posters canbe put up, one on the front blackboard and the other on the back wall. Then theone is visible to the front-facing students while the other can be seen by those fa-cing the back of the room. In either situation exists an information gap. The pairscan then exchange the information until they have completed the assigned task.Section III: Mini-lesson Plan 40 pointsType of the activity (e. g. multiple-choicequestions, short-answer questions, information gap, role-play, problem-solving, etc. ) 1分Objective(s) of the activity 1分Classroom organization of the activity 1分Teacher’ role(s)1分Students" role(s) 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 1分Solution(s) 1分Procedures 1) 2分2) 2分3) 2分4) 2分Type of the activity role-playObjective(s) of the activity 1. To arouse the students" interest inthe text2. To motivate the students to read the text by providinga purpose for reading3. To prepare the students for the content of the text byactivating their schemata about the topicClassroom organizationof the activity pair workTeacher"s role(s) controller, manager, prompter, resource, assessorStudents" role(s) contributor, performerTeacher working time 5-10minutesStudent working time 10-15 minutesTeaching aid(s) some magazine or newspaper pictures of American families hosting parties to motivate the students.Predicated problem(s) Some pairs may finish early.Solution(s) Instruct the students in the pairs who finish early to ex-change their roles.Procedures 1) The teacher elicits the questions as well as answers questions from the students regarding the Western etiquette of going for a party, and summarizes the information preferably in a table.2) The students form pairs: Suppose A has been invited to a party to be held at his American teacher"s home, he/she is now asking B, who is his good friend and a returned Chinese overseas student from the US, for his/her advice on the etiquette concerned.3) The students play the role of A or B and make a dialogue with their partners while the teacher moves around, monitoring the process and offering help with ideas or language when necessary. The students mayrefer to the information previously elicited from their classmates.4) Some pairs perform their role-plays in front of the classand the teacher comments on their uses of language.Type of the activity problem-solvingObjective(s) of the activity 1. To encourage the students to use the language they have learned through listening to the dialogue2. To give the students a real purpose for speaking to each other3. To practice the students" skills of expressing agreement and disagreementClassroom organization of the activity group work。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。
英语中常用的教学方法
英语中常用的教学方法英语中常用的教学方法精选篇1(一)认读游戏学习26个字母如同一年级小朋友学汉语拼音一样，有一个音与形的认识过程。
课堂上模仿、认读过程一长，学生很容易厌烦。
教学中，我常用“比一比，谁的音发得最佳”的竞赛来使学生集中注意力，养成仔细听音、观察口形、认真模仿的好习惯。
巩固字母的认读游戏很多，如“快速认读字母卡片记时赛”，出示三四张一组的字母卡片，迅速拿掉，让学生按顺序说出“你看到了什么?”;出一组卡片，让学生读过后，从中任意抽掉一张，然后打乱其余几张再出现，问“哪一张不见了?”，还有各种猜字母的游戏……。
学生十分喜欢做这类游戏，而教师又利用学生的兴趣，在玩玩赛赛中巩固了所教知识，教学效果很好。
(二)听辨音游戏要培养学生正确的语音，听力反应是相当重要的。
听辨音游戏可分两类：一类是书面练习，如 Listen and circle(圈出你所听到的字母)，Listen and tick，Listen and number等;另一类可以利用字母卡片来举一反三地做出许多种游戏，如“听音举卡片”、“听音举字母排队”等。
(三)听读游戏学习字母的主要目的是培养学生的认读能力。
认读有一个熟能生巧的过程，只有反复多读，才能达到熟练。
教学中，我尽量设计游戏，让学生高兴地练。
如：读字母找到相应卡片的“找朋友”游戏，紧张而又愉快的音乐传卡片认读游戏，“大字母与小字母连线”，“听字母圈字母”、“读字母涂颜色”等游戏，都是深受学生欢迎的。
英语中常用的教学方法精选篇2一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。
翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。
翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。
王蔷主编的英语教学法教程第二版 Unit 1
王蔷主编的《英语教学法教程》-Unit-1 第二版．Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. DiscussFrom the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways;5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected toachieve; and more. 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 languageThe question that all approaches to language teaching should answer is, ‘what is language?' The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what isTo give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language?' rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language' , please refer to Appendix 1. Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed asyllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts. The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.1.3 Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above. When you are ready, join another group and share your ideas.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories 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 receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor's theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The 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' (Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the U.S. One influential result is the audio-lingual method, which involves endless' listen and repeat' drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky's reaction to Skinner's behaviorist theory, which led to the revival of structural linguistics. The key point of Chomsky's theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricaterule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky's theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner's interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of ProximalDevelopment' (ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher's scaffolding through questions and explanations, or with a more capable peer's support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.1.4 What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.It is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.2. Add any adjectives to the list which describe further qualities that you feel are missing.3.These adjectives are intended to describe positive qualities or styles. Do you feel that any of them could have a negative side as well? If yes, in what way?For example, an authoritative teacher may make the students feel assured,but may also make the student less free to disagree with him\her.kind dynamic authoritativehardworkingfairwell-informed creative patientreflective warm-hearted resourceful attentive intuitive flexible well-preparedhumorous enthusiastic accurateprofessionally-trained disciplined caringParrot, , Martin for Language Teachers(Adapted from Tasks1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute a has A person who competence professional of a good English teacher. the good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.and devotion, teachers have ethic is assumed that all responsible English It work. their compatible with personal supposed to make their styles they are These two aspects, which are beyond the scope of this book, can be achieved as long as the teacher himself\herself has the willingness to do so.the love and I I like my job, is: A question that many teachers often askthat answer is teacher? a good English Our students, but how can I becomethey need professional competence, which we are going to discuss in the next section.How can one become a good language teacher?1.5language a good the making of difficult The most important and most part ofor state which competence, is the teacher is the development of professionala with profession, and armed of being adequately qualified for the quality specific range of skills, strategies, knowledge, and ability.Task 6competent professionally become a and discuss how one can Work in pairs teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.a difficult than is much more 'A language teachers professional competences studenta 'and is more complicated than a s driver'skill to handle car,longer and involves more factors It of competence speaking foreign language. learning time, and may never be finished.thecan novice is, craft; is think Some people teaching a that a teacher learn profession by imitating the experts' techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model”to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.Figure 1.1 Teaches professional development(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others' experiences (empirical knowledge gained through reading and observations)2. learning the received knowledge (language learning theories, educational psychology, language teaching methodology, etc.)3.learning from one's own experiences as a learnerBoth experiential knowledge (others' and one's own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft' and‘applied science' knowledge. The learning stage is followed by practice. The term ‘practice' can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice as part of one's pre-service education, usuallyunder the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice' is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work notonly after they finish a certain period of practice, but also while they are doingthe practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, theyare likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only ifthe student teachers take reflections seriously. The most difficult thing is to keepon reflecting on one's work when one moves on to real classroom teaching. Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure 1.1. However, professional competence as an ultimate goal does not seem to have an end. Withthe ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is' a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure 1.1.are stage 1 and stage 2 interrelated by a double arrow line? 1.Why2.Why are practice and reflection connected by a circle?3.Why is professional competence' a moving target or horizon, which professional travel all their professional life but towards which is never finally attained?'4.Where should a TEFL methodology course fill in the model?1.6 An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt werenot sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers'ways of teaching and thus learners' ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants' awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, i.e. giving effective instructions, asking effective questions, and dealing with students' errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is coveredin these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, andvocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers' awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing' and‘examination' as our unit title because we believe ‘assessment' is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students. Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors' further comments. Occasionally, some tasks seem toneed more ‘concrete' solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors' suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class,we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
英语教学法 Unit_1
1
Views on language learning involve two questions:
1. What are the psycholinguistic and cognitive processes of language learning?
The Process-oriented theories concern how the mind processes new information.
e.g. habit formation, induction, making inference, hypothesis testing, generalization
The system of language = the system of sounds + the system of words + the system of grammar
The structural view
System of
Language
Sounds
Words
3 sub-systems
Three different views of language
The structural view, The functional view, The interactional view
The structural view
The structural view sees language as a linguistic system.
language(s)? 8. What were your most common learning activities? 9. Did you like the way you learned the foreign language(s)?
英语教学法之 Unit 1
British applied linguists: emphasize on the functional and communicative potential of language
E.g. Christopher Candlin and Henry Widdowson: British functional linguists; American work in sociolinguistics; work in philosophy
Learner-centered and experience-based view of second language teaching: antecedent---an important American national curriculum commission in the 1930s
Organizational principles
Considering: (1)a communicative view of language can help the teacher to make the linguistic content of a course more relevant to learners’ needd; (2)a communicative view of language can provide the teacher with alternative ways of organizing this content into teaching units
Notional Syllabus: a significant impact on the development of Communicative Language Teaching---used by the Council of Europe for a first-level communicative language syllabus
英语教学法(1)教材复习提要
5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。
对于小学英语教学的教学方法(精选4篇)
对于小学英语教学的教学方法（精选4篇）小学全面开设英语课是外语界教学改革的一项重要改革举措，它的实施必将对现有的教育体制、教学环境、大纲制定、教材编写以及评估体系等方面提出更高的要求。
为了加深您对于小学英语教学方法的写作认知，下面作者给大家整理了4篇对于小学英语教学的教学方法，欢迎您的阅读与参考。
小学英语课堂教学方法篇一1、游戏教学法：用游戏形式复习单词、句型，练习新语言点，使学生寓学于乐，在活泼、轻忪、愉快的气氛中自然而然地获得英语知识与技能。
游戏要求简短易行，有趣味，而且要与本课教学内容紧密相关。
2、情景教学法：情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。
这种练习方法，有接近生活的交际功能，而且能变单调、机械的句型操练为活泼、生动的交际性练习。
3、动作教学法：在低年级英语教学中，用具体形象的手势、动作来辅助英语学习，激发学生学习兴趣，提高学习效果。
4、活动教学法：就是按照学生身心发展过程中的不同阶段来设计、布置情境，提供材料，让学生积极参与自由操作、观察思考。
通过活动让学生自己认识事物、发现问题，得出答案，发掘学生潜能。
5、三位一体教学法：是根据字母、音素、音标三者的内在联系业务和交叉关系将三者融为一体进行教学的方法。
6、自然法：这种方法允许学生根据自己对已学知识的熟练程度来参加活动。
7、全身反应法：调动学生的感觉器官，让学生通过全身各个部位的不同动作达到记忆的目的。
8、合作学习法：让学生通过参加Pair work和group work活动，给学生练习语言并互相学习的条件和机会。
小学英语课堂教学方法篇二1、小学英语课堂学习的现状我校有些学生在课堂上难以约束自己的行为和克服自己的习惯，课堂学习效率低下，通常上课几分钟之后才能安静，用心听课只能坚持几分钟或十多分钟，就自觉或不自觉的中断，注意力不能集中，经常课堂走神。
另外，大部分学生除了完成教师布置的学习任务外，很少有学生根据自己的实际情况规划自己的英语学习任务。
八种常见的英语教学方法
八种常见的英语教学方法1.交际法：这是重点强调学生运用英语进行实际交流的方法。
教师通过模拟真实情境，进行对话，让学生学会用英语进行日常生活用语和简单的交际语言表达。
交际法适用于初级英语学习者，能够培养学生运用英语进行简单对话的能力。
例如，教师会以买东西、问路等为例，让学生在模拟情境中练习口语表达能力。
2.语法翻译法：这是一种传统的英语教学方法，强调学生对语法规则的掌握，通过翻译文本来帮助学生理解和运用语法。
语法翻译法适用于中级至高级英语学习者，能够帮助学生理解英语的语法规则，从而提高写作和阅读能力。
3.录音教学法：这是通过录音和听力练习来帮助学生提高听力和口语技能的教学方法。
教师会播放录音材料，让学生倾听并回答相关问题，提高学生的听力理解和语音准确性。
录音教学法适用于所有英语学习者，能够帮助学生提高听力理解和语音准确性。
4.任务型教学法：这是一种注重学生实际运用英语来完成任务的教学方法。
教师会给学生一些实际的任务，如观看视频并写相关总结，学生通过完成任务来提高阅读、写作及口语能力。
任务型教学法适用于中级至高级英语学习者，能够培养学生解决问题和运用英语进行任务完成的能力。
5.听说教学法：这是一种注重学生听力和口语训练的教学方法。
教师会提供大量的听力材料和口语练习，让学生通过反复练习来提高听力和口语能力。
听说教学法适用于初级至高级英语学习者，能够帮助学生提高听力理解和口语表达能力。
6.阅读教学法：这是一种注重学生阅读理解和词汇积累的教学方法。
教师会提供大量的阅读材料，并引导学生做相关练习，以提高学生的阅读理解和词汇应用能力。
阅读教学法适用于中级至高级英语学习者，能够帮助学生提高阅读理解和词汇积累能力。
7.微教育教学法：这是一种注重个性化教学的教学方法。
教师会根据学生的不同特点和需求，为每个学生制定个性化的学习计划，并提供个性化的辅导和指导。
微教育教学法适用于任何英语学习者，能够根据学生的特点和需求，为每个学生提供个性化的学习支持。
教学法Unit1
3. Foreign Language Teaching Methodology
外语教学法 茹克叶·穆罕默德主编， 知识产权出版社，2012. 3 4. Harmer，J. How to teach English 怎样教英语 外语教学与研究出版社, 2000. 8 5. 胡春洞，《英语教学法》，高等教育出版社， 1990.
Natural Approach
• The Natural Approach emphasizes natural communication rather than formal grammar study and is tolerant of learners’errors. The core of the Natural Approch is language acquisition which is considered a subconscious process, dependent on two factors: the amount of comprehensible input the students get and the amount of input the students “allow in”.
在个体的认知发展上他将学习者现有能力和未来能学得能力之间的差距称为最近发展区zoneofproximaltdevelopmentzpd这也就是学习者已有能力与潜在能力之间的距离
A Course in English Language Teaching
Duration : two semesters This Semester : 16 weeks
• Functional view: not only a linguistic system, but also a means for doing things; such functional activities—greeting, expressing thanks, making invitations
王蔷 英语教学法教程 第二版 Unit1
第1章Language and language learning一、Views on language1. Structural view sees language as a linguistic system made up of various subsystems: phonology, morphology and syntax etc. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.2. Functional view sees language as a linguistic system as well as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3. Interactional view refers to language is a communicative tool to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative contexts.二、Views on language learning 两个方向，四个理论Two broad learning theories:Process-oriented theories are concerned with how the mind organises new information, such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories emphasise the nature of the human and physical context in which language learning takes place, such as the number of students, and the learning atmosphere.1. Behaviourist theorySkinner suggested that language is a form of behavior. It is based on a stimulus-response theory of psychology. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism.One influential result is the audio-lingual method, which involves the “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.2. Cognitive theoryAccording to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.3. Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows. And education is used to develop the mind, not just to rote recall what is learned.Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4. Socio-constructivist theorySimilar to constructivist theory, it emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” and scaffolding.In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.三、What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be classified into three parts: ethic devotion, professional qualities and personal styles四、How can one become a good language teacher?Professional competence is the state or quality of being adequately qualified for the profession, and armed with a specific range of knowledge, skills, strategies and ability. To develop professional competence, we can use the “reflective model” by Wallace.We can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal.1. The first stage is language development. All English teachers are supposed to have a sound command of English. Language is always changing, so language development can never come to an end.2. The second stage seems to be more complicated because it involves three sub-stages: learning, practice, and reflection.①The learning stage is actually the specific preparation that a language teacher should make before they go to practice. This preparation can be learn from others’ experiences, learn the received knowledge and learn from one’s own experiences.②The learning stage is followed by practice. The term “practice” can be used in two senses: In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of “practice” is the real work that a teacher undertakes after he finishes formal education.③Teachers benefit from practice if they keep on reflecting on what they have been doing. Teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.3. Professional competence as an ultimate goal does not seem to have an end. Actually professional competence is a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained.Therefore, a language teacher must keep on learning, practicing, and reflecting.。
初中英语的教学方法优秀5篇
初中英语的教学方法优秀5篇.1听说领先，形音结合篇一词汇教学一定要贯彻听说领先的原则，即教师在教单词时，先让学生听、辨音，教师所展示的不是课本里的文字，而是每个词是由几个音素、音节构成，重音在什么地方，这样才能从听的意义上掌握词汇。
（1）学习字母表就结合字母音和单词中相同读音进行拼读训练。
学习字母i时，可列出like bike mike，让学生拼读。
（2）学生在读完一个单词之后，可将辅音变换进行替换练习，如将like中的l替换成b，h，m，n，p，r，s，t，以培养学生的拼读能力。
（3）采用类推方式。
如学生已学过far，在学习farm，lark，hard这些，先让学生复习far，后让学生尝试读farm，lark，hard这些词。
（4）利用构词法进行词汇教学。
英语中的很多词汇是借助构词法变化的。
教师引导学生学会用构词法知识来辨认和记忆英语单词。
培养自主学习能力的方法篇二3.1.加强听说读写训练，培养学生能力，对学生进行听说读写训练，培养他们获得英语基础知识和初步运用英语进行交际的能力是英语教学的横心和最终目的。
任何一种语言都是在交际中体现其功能的，培养学生的交际能力离不开基础知识，而交际能力的培养是以听说读写等语言能力为依托的，掌握必要的语言知识则是获得语言能力的先决条件。
教师在教学过程中，首先，采取行之有效的方法向学生传授语言基础知识，注意形成一定的知识系统和熟练技巧，将语言知识形象化、交际化地呈现给学生，通过交际让学生理解。
其次，从多方面培养学生的语言技能，创设语言情景，有计划，有目的地对学生进行听说读写训练，使学生树立信心，消除对英语学习的陌生感和恐惧感，积极地投身到教学活动中去，将知识转变为能力。
第三，多为学生创造运用语言的机会。
如值日生报告、师生会话、分组结对会话、利用课文内容进行问答、开展第二课堂活动等，让学生在实践中提高运用语言的能力。
3.2.培养良好的学习习惯，在英语学习初期培养学生养成良好的学习习惯具有重要的意义，对英语的自主学习有很大的促进作用。
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language.
How important is the students’ motivation?
Conclusions of Gardner and Lamber’s theory:
• Highly motivated students do better than ones
without any motivation at all.
Who is responsible for learning?
How to help students?
Homework;
Reading assignment; Practical activities
Teachers’ character and personality;
Care more about their students’ learning
than their own teaching.
How should teachers talk to students?
Rough-tunning: unconscious simplification which both parents and teachers
how second language acquisition takes place. So, the Input
hypothesis is only concerned with 'acquisition', not 'learning'.
According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one
step beyond his/her current stage of linguistic
competence.For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.
Who should talk in class?
What are the best kinds of lesson?
How important is it to follow a prearranged plan?
How to be a good teacher
What makes a good teacher? Focus on moral education;
What are the best kinds of lesson?
Try your best to break boredom: Change your clothes;
Bahaving calmly and slowly one day if you
are normally noisy class: Set different tasks;
Keep balance between predictable safety
and unexpected variety.
How important is it to follow a prearranged plan?
According to the source of motivation, it can be divided into intrinsic motivation and extrinsic motivation.
How important is the students’ motivation?
• Choice of topic, activity and linguistic content that students are interested in; • Incentive mechanism: verbal commendation, honor, material reward , examination
Be flexible if your plan is interrupted by students.
How important is the students’ motivation?
What is motivation?
Motivation refers to elements that push students to do learning activities.
• Integrative motivation was more powerful than Instrumental motivation.
How important is the students’ motivation?
How to provoke students’ interest and involvement in the class?
How to Teach English
Unit One How to be a good teacher
What makes a good teacher? How should teachers talk to students? How should teachers give instructions?
make;
The modification of language that is suitable to students of different level Physical movement:
gestures, expressions, mime
How should teachers give instructions?
Gardener and Lamber classified motivation of foreign language acquisition into instrumental motivation(工具型动机) and integrative motivation(融入型动机) from the perspective of social linguistics. Learners with instrumental motivation aim to reach their goal and treat the language just as one kind of tool, such as finding a good job and so on. Learners with integrative motivation desire to mix with the culture of the second/ foreign language and always show deep interest in the culture and people influenced by this
A balance has to be struck between teachers attempting to achieve what they set out to achieve on the one hand and responding to what students are saying or doing on the other.
Maximise STT (Student Talking Time) Minimise TTT (Teacher Talking Time)
Who should talk in class?
What is good TTT? Good TTT must follow the rule of “comprehensive input”
Rules: simple & logical
Check: ask one to repeat your instruction ask someone to translation your instruction into the students’ native language
Who should talk in class?