英语教学论教程 王蔷
王蔷的英语教学法教程的简介
王蔷的英语教学法教程的简介
本教程将介绍王蔷老师在英语教学方面的独特方法和经验。王蔷老师是一名富有经验的英语教师，她在长期的教学实践中总结出了许多适用于不同年龄段和不同英语水平的学生的教学方法。
教程将涵盖以下内容：
1. 王蔷老师的教学理念：了解学生的需求、关注学生的情感体验、激发学生的学习兴趣和主动性。
2. 教学方法：包括多媒体教学、情景教学、游戏教学、角色扮演教学等，这些方法丰富了教学手段，增加了学生的学习乐趣和效果。
3. 课程设计：王蔷老师注重将英语教学与实际生活相结合，让学生在学习中更容易理解和掌握知识。本教程将提供一些具体的课程设计案例，帮助教师更好地设计英语课程。
4. 教学评估：王蔷老师认为教学评估是教学过程中必不可少的一环，教师需要通过评估了解学生的学习状况和反馈信息，及时调整教学策略。
本教程旨在向广大英语教师介绍王蔷老师的教学经验和方法，帮助教师更好地提高自己的教学水平，提升学生的英语学习效果。
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英语教学法教程王蔷第2版考研重点笔记和课后题答案
英语教学法教程王蔷第2版考研重点笔记和课后题答案
英语教学法教程王蔷第2版考研重点笔记和课后题答案
王蔷《英语教学法教程》（第2版）笔记和课后习题（含考研真题）详解
内容简介
《英语教学法教程》（第2版）（王蔷主编，高等教育出版社）为普通高等教育“十五”国家级规划教材，适用于师范院校英语专业学生，也可用于中学英语教师的继续教育课程和各类英语教师的在职培训课程。该书被很多院校指定为英语专业考研必读书和学术研究参考书。作为该教材的学习辅导书，本书具有以下几个方面的特点：1．梳理章节脉络，浓缩内容精华。每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进行了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容几乎浓缩了经典教材的知识精华。
2．中英双语对照，凸显难点要点。本书章节笔记采用了中英文对照的形式，强化对重要难点知识的理解和运用。
3．解析课后习题，提供详尽答案。本书收录了课文中的所有习题，并在参考教材附录的基础上对习题答案进行了完善和补充。
4．精选考研真题，补充难点习题。本书精选名校近年考研真题及相关习题，并提供答案和详解。所选真题和习题基本体现了各个章节的考点和难点，但又不完全局限于教材内容，是对教材内容极好的补充。
试看部分内容
语言和语言学习
1.1 复习笔记
本章要点：
1. The way we learn language s
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
王蔷《英语教学法教程》笔记和课后习题详解
王蔷《英语教学法教程》笔记和课后习题详解
《英语教学法教程》（第2版）（王蔷主编，⾼等教育出版社）为普通⾼等教育“⼗五”国家级规划教材，适⽤于师范院校英语专业学⽣，也可⽤于中学英语教师的继续教育课程和各类英语教师的在职培训课程。该书被很多院校指定为英语专业考研必读书和学术研究参考书。作为该教材的学习辅导书，本书具有以下⼏个⽅⾯的特点：
1．梳理章节脉络，浓缩内容精华。每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进⾏了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容⼏乎浓缩了经典教材的知识精华。
2．中英双语对照，凸显难点要点。本书章节笔记采⽤了中英⽂对照的形式，强化对重要难点知识的理解和运⽤。
3．解析课后习题，提供详尽答案。本书收录了课⽂中的所有习题，并在参考教材附录的基础上对习题答案进⾏了完善和补充。
4．精选考研真题，补充难点习题。本书精选名校近年考研真题及相关习题，并提供答案和详解。所选真题和习题基本体现了各个章节的考点和难点，但⼜不完全局限于教材内容，是对教材内容极好的补充。
试读（部分内容）
第1章 语⾔和语⾔学习
1.1 复习笔记
本章要点：
1. The way we learn languages
我们习得语⾔的⽅式
2. Views on language
语⾔观点
3. The structural view of language
结构主义语⾔理论
4. The functional view of language
功能主义语⾔理论
5. The interactional view of language
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-1
Unit 1 Language and Language Learning
Aims of the unit
In 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.
英语教学法教程王蔷第2版考研重点笔记和课后题答案
英语教学法教程王蔷第2版考研重点笔记和课后题答案
王蔷《英语教学法教程》（第2版）笔记和课后习题（含考研真题）详解
内容简介
《英语教学法教程》（第2版）（王蔷主编，高等教育出版社）为普通高等教育“十五”国家级规划教材，适用于师范院校英语专业学生，也可用于中学英语教师的继续教育课程和各类英语教师的在职培训课程。该书被很多院校指定为英语专业考研必读书和学术研究参考书。作为该教材的学习辅导书，本书具有以下几个方面的特点：
1．梳理章节脉络，浓缩内容精华。每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进行了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容几乎浓缩了经典教材的知识精华。
2．中英双语对照，凸显难点要点。本书章节笔记采用了中英文对照的形式，强化对重要难点知识的理解和运用。
3．解析课后习题，提供详尽答案。本书收录了课文中的所有习题，并在参考教材附录的基础上对习题答案进行了完善和补充。
4．精选考研真题，补充难点习题。本书精选名校近年考研真题及相关习题，并提供答案和详解。所选真题和习题基本体现了各个章节的考点和难点，但又不完全局限于教材内容，是对教材内容极好的补充。
•
试看部分内容
语言和语言学习
1.1 复习笔记
本章要点：
1. The way we learn language s
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
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。
英语教学法教程王蔷chapter
Knowing about
the course the institution(school); the learners the syllabus
Micro planning is usually for a special lesson./ lesson
plan
Components of a lesson plan
Chapter 1 Lesson Planning
❖ Why is lesson planning necessary? ❖ Principles for good lesson planning ❖ Macro planning vs. micro planning ❖ Components of a lesson plan ❖ Sample lesson plans
Teaching Stages and Procedures:
PPP model of teaching: Five-step language teaching:
3 –stage of teaching:
Task-based language teaching:
For teaching a new structure-based lesson, the PPP model may be the easiest procedure to follow
王蔷主编的《英语教学法教程》第二版Unit-1.doc
王蔷主编的《英语教学法教程》第二版 -Unit-1
Unit 1 Language and Language Learning
Aims of the unit
In this unit we will discusssome 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?
1.1 How do we learn languages?
Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroomis 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.
王蔷英语教学法教程读后感
王蔷英语教学法教程读后感
After reading the teaching method tutorial of Wang Qiang's English, I was deeply impressed by her innovative and effective approach to language education. 王蔷的英语教学法教程让我深受启发，她创新且有效的语言教育方法让我印象深刻。
Her emphasis on the importance of creating a student-centered learning environment resonates with me as I believe that students learn best when they are actively engaged and motivated. 她强调了创造一个以学生为中心的学习环境的重要性，这与我个人的看法相符，因为我认为学生在积极参与和有动力时学习效果最好。
Wang Qiang's use of practical, real-life examples in her teaching materials helps to bridge the gap between theory and practice, making learning English more relatable and engaging for students. 王蔷在教材中运用实际、真实生活中的例子，有助于弥合理论与实践之间的鸿沟，使学生更容易理解和参与英语学习。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】
第16章学习者个体差异与学习策略培养
16.1 复习笔记
本章要点：
1. Understanding learner differences
了解学习者的个体差异
2. Eight different types of learners
⼋种不同类型的学习者
3. Multiple intelligence
多元智能
4. Learner training in language teaching
语⾔教学中学习策略的培养
5. Three areas for preparing learners to become autonomous 从三个⽅⾯让学习者成为⾃主学习者
6. Two stages for learner training
学习策略培养的两个阶段
7. Some ideas adapted in learner training
培养学习策略的⽅法
本章考点：
了解学习者的个体差异；⼋种不同类型的学习者；多元智能；语⾔教学中学习策略的培养；从三个⽅⾯让学习者成为⾃主学习者；学习策略培养的两个阶段；培养学习策略的⽅法。
本章内容索引：
Ⅰ. Understanding learner differences
1. Eight different types of learners
2. Multiple intelligence
Ⅱ. Learner training in language teaching
1. An understanding of learner training
《英语教学法教程》(王蔷)考研笔记
Unit 1 language and language teaching
1. What makes a good language teacher?
● Ethic devotion
● Professional qualities
● Personal styles
2. Views on language learning and learning in general:
● Process-oriented theories: 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 the language learning take place, such as the number of the students and the kind of input learners receive, and the atmosphere.
3. How can one become a language teacher? It involves more factors and longer learning time, and may never be finished.
英语教学论教程 王蔷ppt
Confidence Motivation
Overall language ability
skills Listening
Speaking
Cultuarl
awareness
Knowledge Understanding Awareness
Language
knowledge
Reading
Writing
-
II. How to be a good English teacher?
❖ Not just a good command of foreign language, there are a variety of elements that contributes to the qualities of a good language teacher. They are: ethic devotion, professional qualities and personal styles. ( Parrot, 1993)
❖ (2). Use English most of the time in every class, including beginners’ class.
❖ (3). Think mostly in term of learner practice, not teacher explanation.
王蔷主编的《英语教学法教程》第二版-Unit
Unit 1 Language and Language Learning
Aims of the unit
In 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.
王蔷-英语教学法教程-英汉对照-ACourseinEnglishLanguageTeaching
A Course in English Language Teaching
Unit 1 Language and Learning
Views on language语言观
Structural view结构主义
结构主义 as a linguistic system
functional view功能主义
功能主义 as a linguistic system but also a means for doing things,base on communicative functions
Interactional view交互性
交互性 as a communicative tool
Views on language learning and learning in general
1) Process-oriented theories 过程指向论
过程指向论
concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.
2) Condition-oriented theories 强调条件理论
emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.
英语教学论教程 王蔷ppt课件
Confidence Motivation
Overall language ability
skills Listening
Speaking
Cultuarl
awareness
Knowledge Understanding Awareness
Language
knowledge
Reading Writing
❖ (4). Find time for really communicative activities, not just practice of language forms.
❖ (5). Focus their teaching on learners’ needs, not just on “finish” the syllabus or course book.
7
II. How to be a good English teacher?
❖ Not just a good command of foreign language, there are a variety of elements that contributes to the qualities of a good language teacher. They are: ethic devotion, professional qualities and personal styles. ( Parrot, 1993)
英语教学法教程 王蔷 chapter 2 课件
Linkage:
the stages should be linked with one another.
Macro planning provides general guidance for language
teachers, it is not for specific lessons but rather familiarizing with the context in which language teaching is taking place, which involves :
Presentation of single “new” item (introduce new vocabulary and grammatical structures in what ways appropriate)
Practice of new item: drills,exercises,dialogue practice(the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary .)
❖ Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.
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I. National English Curriculum.
Affect
International perspectiveness Patriotism
Learning
Cognitive
Confidence
Motivation
Cultuarl
awareness
Knowledge Understanding Awareness
According to Paul Davis,(2002: 2), a successful teacher has the following qualities: (1). Have a practical command of English, not just a knowledge of grammar rules. (2). Use English most of the time in every class, including beginners’ class. (3). Think mostly in term of learner practice, not teacher explanation. (4). Find time for really communicative activities, not just practice of language forms. (5). Focus their teaching on learners’ needs, not just on “finish” the syllabus or course book.
Stage Ⅰ
Stage Ⅱ
Stage Ⅲ
III. The significance of learning this course.
a) to provide you with the rationale of English teaching at middle school, which will be proved necessary and advantageous to the reform of English teaching. b) to help you to clear the importance as well as the aims of English teaching at middle school in present China.
Ⅵ. Course requirements
1. attendance (10%) 2. class performance(20%) 3. final test(70%)
E-mail:chunlingyang2008@126.com
Goodbye!
Teaching
is an attempt to help someone acquire, or change some skills, attitude, knowledge, ideas, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his students.
IV. Topics for discussion:
1. Writing a teaching plan and talking about a class. 2. Teaching pronunciation, vocabulary, grammar. 3. Teaching listening, speaking, reading and writing 4. Classroom English, teaching manners and comments on class 5. Games, blackboard-design for English teaching
English Teaching Methodology
Introduction
By Yang Chunling
Names of this course
1)Methodology
of English Teaching 2)Methodology of English teaching at middle school/secondary school 3)Teaching English as a Foreign Language / TEFL 4) A Course in English Language Teaching
strategies
Self management Communication Resourcing
Language skilபைடு நூலகம்s Listening
Speaking
Overall language ability
Language knowledge
Reading
Writing
II. How to be a good English teacher?
Not
just a good command of foreign language, there are a variety of elements that contributes to the qualities of a good language teacher. They are: ethic devotion, professional qualities and personal styles. ( Parrot, 1993)
c) to provide you with chances to familiarize with the graded contents of the textbooks in the junior section, analysis of the textbook and to learn the syllabus for middle school English. d) to introduce some commonly used techniques and methods adopted in teaching pronunciation, grammar, vocabulary and the cultivation of the students' 4 skills.
English teaching methodology is a set of methods used for study or action in English teaching. It is the science to research the teaching rules at middle school, which will guide our teaching to develop the students' communicative competence. （according to Hymes, communicative competence included four aspects: grammatically acceptable， understandable，social norms，actually use）
Teacher’s professional development
Other’s experience Language development Received knowledge Own experience practice reflection Professional competence
Ⅴ. How to present this course.
1. lectures 2. discussions 3. watch video demonstrations 4. mini-teaching 5. practice writing teaching plan and peer teaching.
I. National English Curriculum. II. How to be a good English teacher? III. The significance of learning this course. IV. Topics for discussion. V. How to present this course? VI. Course requirements.