英语课程教学论考试重点

英语课程教学论考试重点
Unit 1 Language and Language Learning 语言和语言学习
1.Views on language 有关语言的观点
Different views on language generate different teaching methodologies. (P2)
不同的语言观产生不同的教学方法。

Three different views of language: 三种不同观点的语言:
(1). Structural view: language as a system made up of various subsystems: the sound system (phonology); the discrete units of meaning (morphology); the system of combining units of meaning for communication (syntax) (p3)
a finite number of such structural items 有限数量的这种结构性产品
结构语言理论:语言作为一个系统由各种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)
(2). Functional view: Language is not only a linguistic system but also a means for doing things. 功能观:语言不仅是一种语言系统,但也做事情的一种方式。

(3). Interactional view: language as a communicative tool to build up and maintain social relations between people. (p3)
交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。

2. Views on language learning and learning in general 语言学习观和学习
两类理论：Process-oriented theories and Condition-oriented theories
(1). Behaviourist theory: (p5) 行为主义学习理论面向流程理论和条件理论behavioural psychologist Skinner; 行为心理学家斯金纳Watson and Raynor’s theory of conditioning; stimulus,
response, and reinforcement; the audio-lingual method; the language is learned by constant repetition and reinforcement of the teacher 沃森和雷诺的调节理论,刺激响应,和强化;
听说教学法;语言是不断的重复和强化学习的老师
(2). Cognitive theory: students are asked to think rather than simply repeat; (p5) Noam Chomsky; 乔姆斯基认知学习理论:要求学生想而不是简单的重复; language 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. 有数量有限的语法规则系统和知识的这些可以生成无限的句子
语言是一个复杂的基于规则的系统语言习得和一个大的部分是这个系统的学习; 乔姆斯基认知语言学Transformational-Generative (T-G) Grammer 转换生成语法(3). Constructivist theory:(P6) Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know; 建构主义学习理论:学习是一个过程,学习者建构意义基于自己的经历和已经知道什么; applicable to learning in general; 适用于一般学习John Dewey 杜威teaching should be built based on what learners already knew and engage learners in learning activities; 教学应构建基于学习者已经知道和学习者参与学习活动
to foster inventive, creative, critical learner; 培养创造力,创造力,关键的学习者(4). Social-constructivist theory: (P6) 社会-建构主义理论Vygotsky; 维果斯基emphasizes interaction and engagement with the target language in a social context; the concept of ‘Zone of Proximal Development’ (ZPD) 可能发展区/临近发展区and scaffolding 鹰架理论; 概念和鹰架理论强调互动和社会背景与目标语言接触learning is best achieved through the dynamic interaction between the teacher and the
learner and between learners.
学习是最好的通过教师和学习者之间的动态交互和学习者之间
3. qualities of (What makes) a good language teacher (P7) 品质好的语言老师
ethic devotion; professional qualities; personal style; professional competence
道德奉献职业素质个人风格专业能力
4. Development of teacher’s professional competence教师专业能力的发展Figure 1.1 (P9): Stage 1, Stage 2 and Goal 图1.1(9页):第一阶段、第二阶段和目标Stage 1: language development 阶段1:语言发展
Stage 2: three sub-stages: learning, practice, reflection方案变动包括:学习实践反思The learning stage: 1. learning from others’ experiences; 2. learning the received knowledge; 3. learning from one’s own experiences
学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验
5. The most influential language teaching approaches in the past two decades Communicative Language Teaching (CTL) 交际语言教学最具影响力的语言Task-basked Language Teaching (TBLT) 任务型语言教学教学方法过去二十年Unit 2 Communicative Principles and Task-based Language T eaching
交际原则任务型语言教学
1. Language use in real life vs. traditional pedagogy 在现实生活中与传统的教育学The language used in real life 在现实生活中,语言是用来执行特定的交际功能( in real life, language is used to perform certain communicative functions)
The language learned in classroom 在教室里学到的语言
A big gap between the two 一个很大的差距
Main differences: (P15) 1. traditional pedagogy tends to focus on forms rather than functions; 2. traditional pedagogy
tends to focus on one or two language skills and ignore the others; 3. traditional pedagogy tends to isolate language from its context.
主要差异:1、传统教学往往关注形式而不是功能;2、传统教育学往往集中在一个或两个语言技能而忽略其他人;3、传统教学往往孤立的语言上下文。

2. CLT 交际语言教学弥合两人之间的差距
To bridge the gap between the two 目标是发展学生的交际能力
The goal of CLT is to develop students’ communicative competence.
Five main components of communicative competence (p17-18)交际能力的五个方面(1). Linguistic competence 语言能力
It’s concerned with knowledge of the language, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics. 语言的知识,它包括拼写,发音,词汇,构词、语法结构、句子结构和语义。

(2). Pragmatic competence 语用能力适当的使用语言的社会环境It’s concerned with the appropriate use of the language in social context;
To know when to speak, when not, what to talk about with whom, when, where and in what manner. 知道何时说话,何时不说,谈论与谁,何时、何地、以何种方式。

(3). Discourse competence 语篇能力
It refers to one's ability to create coherent written text or conversation and the ability to understand them. 一个人的能力来创建一致的书面文本或对话和理解的能力。

The cohesive markers used in the discourse. 有凝聚力的话语中使用的标记。

The reference words in the context. 参考词汇在上下文。

有凝聚力的词汇意义Cohesive words hold meaning together in a
sensible way. 在一个合理的方式。

One’s ability to initiate, develop, enter, interrupt, check or confirm in a conversation. 一个启动的能力,开发、进入中断,请检查或确认的谈话。

(4). Strategic competence 策略能力
It is similar to communication strategies. 它类似于沟通策略。

It refers to strategies one employs when there is communication breakdown due to lack of resources. 它指的是战略雇佣通信故障时由于缺乏资源。

By searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. 寻找其他的方式表达,如使用类似的短语, Keep the conversation going. 保持谈话。

使用手势,或使用一个更详细的解释。

Get input from the other end. 从另一端获取输入。

(5). Fluency 流利程度
It means one’s ability to link units of speech together with flue ncy and without nervousness or inappropriate slowness or undue hesitation. 这意味着一个人的能力联系单位一起演讲流利和没有紧张或不恰当的缓慢或不适当的犹豫。

chunks of language大块的语言Lexical phrases词汇短语
Prefabricated language 预制语言
Linguistic competence (Chomsky): rules of grammar/ grammatical rules/grammar knowledge; the knowledge of language structure and the ability to use this knowledge to understand and produce language. (P19) 语言能力(乔姆斯基):语法规则/语法规则/语法知识;语言的知识结构和使用这些知识的能力去理解和生成语言。

Communicative competence (Hymes): besides grammatical rules language use is governed by rules of use /knowledge of what to say, when, how, where and to whom. 交际能力(海姆斯):除了语法规则的语言的使用是由规则的使用/知识该说什么,何时、何地、如何和人。

3. Principles of CLT 交际语言教学的原则Communicative Language T eaching communication principle, task principle, meaningfulness principle
交际性原则工作原理有意义原则
The weak version of CLT: learners first learn the language as a structural system and then learn how to use it in communication. 强大版本:语言是通过沟通。

The strong version of CLT: language is acquired through communication.
薄弱版本:学习者首先学习语言作为一种结构体系,然后学习如何使用它在沟通。

4. CLT and the teaching of language skills 语言技能的教学交际能力Communicative competence is to develop learners’ language skills, nam ely, listening, speaking, reading and writing. 是培养学习者的语言能力,即听、说、阅读和写作。

5. Main features of communicative activities 交际活动的主要特征
The Key assumption in CLT is that students learn the language through engaging in a variety of communicative activities. 关键假设是学生学习语言通过从事各种各样Functional communicative activities 功能性交际活动的交际活动。

Social interaction activities (P22-23) 社会互动活动
6. Six criteria for evaluating communicative classroom activities Ellis (1990)
(1). Communicative purpose 交际目的六个标准评价课堂交际活动埃利斯
(2). Communicative desire 交际需要
(3). Content, not form 注重内容，不是形式
(4). Variety of language 语言的多样性
(5). No teacher intervention 没有老师的干涉
(6). No materials control 没有语言材料控制
7. Task-based Language Teaching (TBLT) 任务型语言教学
Task-based language teaching is a further development of Communicative Language T eaching. 是交际语言教学的进一步发展结合形式,集中教学与沟通combine form-focused teaching with communication-focused teaching
Definitions of a task on (P27) 任务的定义
(Willis, 1996) Tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. (威利斯,1996)
任务活动,使用目标语言学习者交际目的(目标)为了实现一个结果。

Four components of a task (P28) 任务的四个组成部分
a purpose, a context, a process, a product 一个目的、内容、过程、结果
8.Exercises; exercise-tasks; tasks 练习与任务
Exercises: focus on individual aspects of language, such as vocabulary, grammar or individual skills 关注个人方面的语言,如词汇、语法和个人技能
Exercise-tasks: contextualized practice of language items (often a particular grammar point) 符合实际的语言实践项目(通常是一个特定的语法点)
Task: the complete act of communication (purposeful & contextualized communication) 完整的沟通行为(有目的的和符合实际的沟通)
9.PPP (P31-32) 属于传统教学模式traditional teaching mode
Presentation (of single new item) 呈现(单新项目)
Practice (of new item: drills, exercises, dialogue) 练习(新项目:演习,演习、对话) Production ( Activity, role play or task to encourage free use of language)
产出(活动,角色扮演或任务鼓励免费使用语言)
The five-step teaching method 五步教学法修订，表示，实践，生产，整合revision, presentation, practice, production , consolidation
10. TBLT/TBL (P31)
Task-based Language Teaching (TBLT) 任务型语言教学
Task-based Learning (TBL) 任务型学习
Pre-task: introduction to topic and task 介绍主题和任务
Task cycle: task/planning/report; students hear task recording or read text.
任务周期:任务/计划/报告;学生听到任务记录或阅读文本
Language focus: analysis and practice: Review and repeat task.
语言重点:分析和实践:审查和重复的任务
Five steps of designing tasks (P34) 五个步骤的设计任务
(1). Think about students’ needs, interests, and abilities考虑学生的需要兴趣和能力
(2). Brainstorm possible tasks 头脑风暴可能的任务
(3). Evaluate the list 评估列表使用以下标准:①. 教育价值
using the following criteria: ①. educational value; ②. appropriateness to the students’ needs, interest and abilities; ③. availability of suitable resources; ④. time available
(4). Choose the language items 选择的语言项目②. 适合学生的需要兴趣能力
(5). Preparing materials 准备材料③. 合适的资源的可用性,④.可用时间
11. Appropriateness of CLT and TBLT in the Chinese context (p35)
适当的交际语言教学和任务型语言教学在中国语境
It is very difficult to design a syllabus with a one to one correspondence between a function and a form. 很难设计教学大
纲与之间的一一对应一个功能和一个表单One function of the language can be fulfilled by several language forms.
One language form may also have several functions. (CLT)
一个功能可以实现语言的一些语言形式。

一种语言形式也可能有几个功能。

12. Potential constraints of TBLT 任务型语言教学的潜在限制
(1). It may not be effective for presenting new language items. (Swan, 2005)
(2). Time 时间它可能不是有效的呈现新语言项目学习的文化:
(3). The culture of learning: some students may find it difficult to adapt to TBLT. Lack of appropriate skills such as problem-solving, discussing, inquiring and reasoning. 一些学生可能难以适应。

缺乏适当的技能,如解决问题、讨论、(4). Level of difficulty. 水平的困难查询和推理。

Unit 3 The National English Curriculum 国家英语课程标准
1. A brief history of foreign language teaching in China 在中国外语教学简史Main events before 1978 主要事件在1978年之前Four major phases of the development of ELT in China since 1978. (Restoration, Rapid Development, Reform, and Innovation) 发展的四个主要阶段,英语教学在中国自1978年以来(修复、快速发展、改革和创新)
(1). Restoration (1978-1985) : 恢复
a national syllabus in 1978; 一个国家1978年教学大纲一套新的教科书
a new set of textbooks by the People’s Education Press (PEP); 由人民教育出版社grammar-based audio-lingual teaching method. 基本语法和听说教学方法(2). Rapid development(1986-1992): 快速发展
the 1986 English Syllabus ( a revised one); 1986年英语教学大纲(修订)
the rewriting of the textbooks by PEP. 重写教科书
English is not only instrumental but also communicative and educational.
Teaching should focus more on the use of the language.
英语不仅是工具也是交际和教育。

教学应更注重语言的使用。

(3). Reform (1993-2000): 改革
The policy of nine-year compulsory education. 九年义务教育的政策。

The communicative approach. 交际的方法在1993年发布的一份新的教学大纲A new syllabus issued in 1993. 很多教科书区域机构除了鼓舞士气的新系列
A number of textbooks by regional agencies besides a new series by PEP.
A synthesis of the new and the old approaches. 新和旧的合成方法
A more communication-oriented language teaching. 面向更多的交流,语言教学
(4). Innovation (from 2000): 创新
A call for quality-oriented education. 呼吁素质教育
A review of the curriculum prior 2000. (overemphasis on the delivery of language knowledge; ignoring Ss’ language ability and individual learner differences; paper-and-pencil tests) 回顾2000年之前的课程。

(过分强调语言知识的传递,忽略了学生的语言能力和学习者个别差异;纸笔测试)
A transition to the New National English Curriculum. 过渡到新的国家英语课程。

2.the six designing principles for the National English Curriculum 6种设计原则
(1). Aim for educating all students, and emphasise quality-oriented education.
(2). Promote learner-centeredness, and respect individual differences. (p42)/(p310)
(3). Develop competence-based objectives, and allow flexibility and adaptability.
(4). Pay close attention to the learning process, and advocate experiential learning and participation. (1)面向全体学生，注重素质教育。

(2)突出学生主体，尊重个体差异。

(5). Attach particular importance to formative assessment, and give special attention to the development of competence. (3)整体设计目标，体现灵活开放。

(6). Optimize learning resources, and maximize opportunities for learning and using the language. (4)强调学习过程，倡导体验参与。

(5)注重过程评价，强调能力发展。

(6)开发课程资源，拓展学用渠道。

The overall aim of the curriculum for nine-year compulsory education is to develop students’ comprehensive abilities in language use.
Language skills; language knowledge; affects; culture awareness and learning strategies. 九年义务教育课程的总体目标是培养学生的综合语言运用能力。

语言技能,语言知识、影响、文化意识、学习策略。

九年义务教育的英语课程The English curriculum for nine-year compulsory education.
The related senior high school English curriculum. 有关高中英语课程。

Nine competence-based objectives. 9个能力本位的目标。

Each level is described in terms of what students can do with the language.
The integrity, flexibility and openness of the curriculum.
每个级别的描述语言的学生能做什么。

完整性、灵活性和开放性的课程。

The principle of learner-centered approach. 原则为中心的
方法
Education for all students and quality-oriented education. 所有学生教育和素质教育Develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s guidence. 发展有效的学习策略和自主学习能力通过体验、实践、参与、探究和合作老师的引导。

形成性评价中扮演主要角色。

Formative assessment playing a primary role. 总结性评估应关注Summative assessment should focus on assessing students’ overall language ability and the ability to use the language. 评估学生的综合语言能力和运用语言的能力。

3. The changes of goals and objectives of English language teaching (p45) 目的目标Compare the teaching objectives in the syllabi which have appeared since 1978, and pay attention to the changes. 比较教学大纲中的教学目标,出现了自1978年以来,并注意更改。

该框架的目标在新的国家英语课程。

整体目标的5个方面the framework of objectives in the new National English Curriculum.
Overall Language ability: 整体语言能力: 语言知识:语音,语法,词汇;功能;
(1). Language knowledge: Phonetics; Grammar; V ocabulary; Functions; Topics 话题
(2). Language skills: listening; Speaking; Reading; Writing 语言技能:听,说,读,写
(3). Learning strategies: Cognitive; Self-management; Communication; Resourcing
学习策略:认知策略;自我调控策略;交际策略;资源策略
(4). Affection and attitude: Motivation; Confidence; Patriotism; International perspectives 感情和态度:动机兴趣;自信意志;合作精神;国际视野
(5). Cultural awareness: Knowledge; Understanding; Awareness of cross-culture communication 文化意识:知识;理解;跨文化交际的意识
4. Design of the National English Curriculum 国家英语课程的设计
Before 2001, the English syllabus did not include the primary phase.教学大纲主要阶Nine-competence based levels 9段能力水平
The primary phase: Level 1, Level 2 初级阶段:1级、2级
The junior high school phase: Level 3 to Level 5 初中阶段:3 - 5级水平
The senior high school phase: Level 6 to Level 9 高中阶段:6 - 9级的水平
Level 7 is the requirement for every senior high school leavers. 是高中毕业生要求Required courses (English 1-5) 必修课程(英语1 - 5)
Two tracks of elective courses 选修课程的两个轨道
Elective Track 1 (English 6-11) 选修课跟踪1 选修课跟踪2(三大系列课程) Elective Track 2 (three series of courses): Specialized skills courses; ESP courses; Culture and literary studies courses.专业技能课程;ESP课程;文化和文学研究课程5. Performance standards for different levels of competence
Refer to the Chinese version 指中国版本不同级别的能力的性能标准
6. Challenges facing English language teachers 英语教师面临的挑战
Faced with the new curriculum, English teachers are expected to change in many ways. 面对新课程,英语教师将在很多方面发生变化。

What should English teachers do? 英语教师应该做什么? 使用
更多的to change their views about language. 改变他们对语言的看法任务型活动to become a multi-role educator. 成为一个多功能教育家学生学习的中心to use more task-based activities and put the students in the centre of learning.
to use more formative-assessment in addtion to using tests. 造型评估使用的测试to use modern technology in teaching, creating more effective resources for learning and for using the language. 教学技术,创造更有效的资源来学习使用语言Unit 4 Lesson Planning 课程计划
1.Teaching Contents 教学内容
(1). Importance of lesson planning 课程计划的重要性
(2). Principles for good lesson planning 好的课程规划的原则
(3). Macro planning & micro planning 宏观规划和微观规划
(4). Components of a lesson plan 教案的组成
(5). Suitable form of a lesson plan 合适的教学计划
(1). Importance of lesson planning 课程计划的重要性
A Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. (P51)
教案是一个框架的一课教师预先决定他们希望获得什么以及他们如何想实现它。

Benefits from lesson planning (P52) 课程计划的好处
Be aware of the aims and language contents of a lesson; 注意目标和语言课内容Distinguish the various stages of a lesson and see the relationship between them; Anticipate potential problems; 预测潜在的问题区分不同阶段的一个教训Give teachers confidence; 给教师的信心看到它们之间的关系Be aware of the teaching aids; 注意教学用具
(2). Principles for good lesson planning (P53) 好的课程规划的原则
They are described in terms of aim, variety, flexibility, learnability, and linkage. Aim: the things that students are able to do by the end of the lesson.
Variety: a number of different types of activity; a wide selection of materials Flexibility: some extra and alternative tasks and activities灵活性:额外和替代的任务Learnability: the contents and tasks should be within the learning capability of the students 可学习性原则:内容和任务应该在学生的学习能力
Linkage: the stages and the steps within each stage are someway linked with one another. 关联性原则:阶段,在每个阶段的步骤以某种方式相关。

目标:学生能做的事情的教训。

多样性:许多不同类型活动,参加多种多样的材料(3). Macro planning & micro planning (P54) 宏观规划和微观规划
Macro planning: Planning over a long period of time 规划在很长一段时间
Micro planning: Planning for a specific unit or a lesson 一个特定的单元或课程Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on. 微观规划应该基于，宏观规划课上容易被修改。

(4). Components of a lesson plan (P55) 教案的组成
Different teachers have different teaching styles and may use different teaching procedur es, so ‘every lesson is unique’ (Robertson and Acklam, 2000:6), and so is every lesson plan. 不同的老师有不同的教学风格,可以使用不同的教学程序,所以“每课是独一无二的”，也是每一个教案。

①. What should a lesson plan include? (P56-P60)
Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson
reflection 背景信息，教学目标，语言内容和技能，阶段和过程，教学用具，总结教训，教训后可选的活动和任务，反思
②. Teaching aims: (P56-P57) 教学目标
language skills; knowledge; affection & attitude; Learning strategies; culture awareness 语言技能;知识;情感与态度;学习策略;文化意识
Language contents: structure (grammar), vocabulary, functions, topics etc. (P58) Language skills: communicative skills (listening, speaking, reading and writing)
语言内容:结构(语法)、词汇、功能、话题等。

语言技能:交际技能(听说读写) Stages and procedures (P58) 阶段和过程
Teaching stages refer to the major activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.
指教学阶段的主要活动,教师经过一个教训程序在每个教学阶段的详细步骤A warm-up or a starter (P58) 热身或起动器
A starter is an activity or a series of activities that a teacher does at the beginning of the lesson. 起动器是一种活动或一系列活动,教师在课的开始。

③. A new structure-based lesson (P59) 一种新的基于结构课
The PPP model 适合此种课程介绍:介绍新词汇和语法结构Presentation: introduce new vocabulary and grammatical structures
Practice: controlled practice, guided practice 实践:控制实践,指导实践Production: communicative tasks 生产:交际任务
④. A skill-oriented lesson 一个技巧性的课
The PWP model 适合此种课程任务前:准备工作,例如设置场景, Pre-task: preparation work, such as setting the scene, warming up, or providing the key information (such as key words). 热身,或者提供的关键信息(如关键字) While-task: activities or tasks the
students must perform while they are reading or listening. 任务中:学生活动或任务必须执行在他们阅读或倾听
Post-task: students obtain feedback on their performance at the while-stage; some follow-up activities. 任务后:学生获得反馈性能的同时,舞台上,一些后续行动(5). Suitable form of a lesson plan (P55) 合适的教学计划
Teaching plan for lesson ~
Teaching Contents:……教学内容
Teaching aims: 教学目标
1. Students are able to … by the end of the lesson.
2. ……
3. ……
Teaching key points: 教学重点
Teaching difficulties: 教学难点
Teaching methods: 教学方法教学工具：卡片、图片、录音机、多媒体T eaching aids: cards, pictures, tape-recorder, multi-media, etc.
Teaching procedures: 教学过程
Step 1 Revision/Introduction 复习/介绍描述,介绍/任务前/快速阅读/略读/浏览Step 2 Presentation/pre-task/fast-reading/skimming/scanning
Step 3 Drill/while-task/detailed-reading 训练/任务中/精读
…………
Step 6 Oral practice/interview/Discussion 口头练习/面谈/讨论Step 7 Consolidation 巩固
Step 8 Summary 总结
Homework/Assignments:
1.……
2.……
Layout of Blackboard: 板书设计
……
Reflection: ……教学反思
2. Group Activity: T eaching aims designing 小组活动:教学目标设计
Students can introduce themselves in English——telling other people about their names, telephone numbers, addresses, and where they are from, etc. 介绍自己Students are able to find out information about other people in English. 发现信息Students are able to ask other people to clarify if they do not understand. 清晰Students can talk confidently and politely with strangers. 自信礼貌地与人交谈Students can make an ID card for themselves in English, 用英语自己的身份证Homework:Choose a lesson from the books of primary school and write a lesson plan. Unit 5 Classroom Management 课堂管理
1.Classroom management is the way teachers organize what goes on in the classroom. contribute directly to the efficiency of teaching and learning.
The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways. 目标是创建一种氛围有利于英语交流
课堂管理是教师组织在教室里发生了什么。

直接导致了教学和学习的效率。

2. Six aspects of classroom management 课堂管理的六个方面
(1). Appropriate roles of the teacher 适当的教师角色
(2). Classroom instructions 教师课堂教学用语
(3). Student grouping 学生分组
(4). Classroom discipline 课堂纪律
(5). Questioning in the classroom 不同类型的问题
(6). Dealing with errors 课堂纠错
3. Multi-roles of the teacher (P68) 多元化教师角色
Different approaches stipulate different roles for the teacher. 为老师规定不同角色What are the most common roles that teachers play in present-day second/foreign language teaching? 什么是最常见的角色,教师在今天的二/外语教学吗? Planner, evaluator, controller: appropriate degree of control 规划师评估者控制器assessor: correcting mistakes; organising feedback 评估员:纠正错误;组织反馈organiser: to design and organise task-based activities 组织者:设计组织任务型活动prompter: give appropriate prompts 提词员:给予适当提示
participant: participate in students’ activities 参与者:参与学生的活动
resource-provider, facilitator, guides, researcher资源-提供者主持人指南研究员4. Classroom instructions 教师课堂教学用语Classroom instructions refer to the type of language teachers use to organise or guide learning. (P73) 课堂指令引用类型的语言教师使用组织或指导学习
①. Use of classroom instruction 利用课堂教学指路,提供解释;设置要求;
giving directions; providing explanation; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback; assigning homework, etc. 检查理解;注意;激励学习者;给予反馈;分配作业等。

②. Function: useful model; meaningful input; tools for organizing learning
作用有用的模型,有意义的输入;组织学习的工具有经验的教师③. Experienced teachers: use simple and clear instructions to organize learning activities and form a routine of using it.简单明确指示组织学习活动,形成常规使用Novice teachers: not able to target their instructions to the level of the learners; long and complicated instructions. 新手教师:指导学习者,长期和复杂的指令。

④. Rules to follow: 规则: 1)使用简单的指令,让他们适合学生的理解水平,
1) to use simple instructions and make them suit the comprehension level of the students; try to establish a limited but realistic range of instructions and build upon them gradually. 试图建立一个有限但现实的一系列指令和逐步建立在他们身上。

2) to use mother-tongue only when it is necessary: explain grammar rules or rules for
a game or task. 使用母语,只有当它是必要的:解释语法规则或规则游戏或任务。

3) to use body language. 使用肢体语言
4) to model a task/ activitiy. 模型任务/活动
5) not to do all the talking in class; maximum student participation; avoid lengthy explanations. 不要在课堂上说话,最大的学生参与,避免冗长的解释。

5. Student grouping 学生分组
Whole class work: all the students are under the control of the teacher. 全班的活动Pair work: students work in pairs. 双人活动:学生成对工作
Group work: students work in small groups. 小组作业:学生在小组工作Individual study: students work on their own at their own speed. 个人学习individual study 自习individualised study 个性化学习
6. Discipline in the language classroom 课堂纪律
①. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (p78) 纪律是指一个行为准则,老师和一群学生紧密联系在一起,这样可以更有效的学习。

②. Maitaining discipline: 先进性原则: 措施,目无法纪和行为严重的学生: Harmer (1983)’s measures for indisciplined acts a nd
badly behaving students: Act immediately, Stop the class, Rearrange the seats, Change the activity, Talk to students after class, Create a code of behaviour 立即行动，停止上课，重新安排座位，改变活动，跟学生下课后交谈，创建一个代码的行为
③. Ur (1996), advice about problems in class 建议在课堂上的问题
Deal with it quietly, Don’t take things personally, Don’t use threats
静静地处理它，不要感情用事，不要用威胁
④. Problems of teachers 老师的问题
Inadequate preparation, Unclear instruction, Lack of teacher attention, Lengthy explanations to one individual, Level of difficulty 不充分的准备，不清楚的指令，老师缺乏关注，冗长的解释一个人，水平的困难
7. Questioning in the classroom 不同类型的问题
The most common form of interaction between the teacher and the students in the classroom. (P83) 最常见的在教室里老师和学生之间的互动。

①. Functions: 作用
to focus students’ attention集中学生的注意力
to invite thinking and imaginations 邀请的思维和想象力
to check understanding 检查了解
to stimulate recall of information 刺激召回的信息
to challenge students 挑战的学生
to assess learning 评估学习
②. Questions should be wise and purposeful. 问题应该是明智和有目的的contribute to the overall objectives of the lesson 对课程的总体目标作出贡献stimulate the development of knowledge and thinking 促进知识和思维的发展Help to maintain effective interaction. 帮助维持有效的互动
③. Classification of question types: 问题类型的分类:
(1). Closed questions and open questions 封闭性问题和开放性问题
(2). Display questions and genuine questions 展示性问题和演示性问题
(3). Lower-order questions and higher-order questions 低层次问题和高层次问题
(4). A taxonomy proposed by Bloom (different question types): 布鲁姆提出的分类: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
知识性问题，理解性问题，应用性问题，分析性，综合性，评价性问题
8. Dealing with errors 课堂纠错
①. distinction between an error and a mistake
A mistake is refers to a performance error that is either a r andom guess or a ‘slip of tongue’, and it is a failure performance to a known system. …has nothing to do with the language competence. …can be self-corrected. 是指性能错误随机猜测或“口误”,并且它是一个失败的一个已知系统性能。

与语言能力无关。

可以自我纠正An error has direct relation with the learners’ language competence. It results from lack of knowled ge in the target language. … can not be self-corrected. 一个错误与学习者的语言能力有直接关系。

它的结果缺乏知识在目标语言。

不能自我纠正。

②. Dealing with spoken errors 处理口语错误
Whether the task or activity is focusing on accuracy or fluency.
A balance between accuracy-based activities and fluency-based activities
任务或活动是否专注于精确和流畅基于平衡精度的基于活动和流畅性的活动③. When to correct 何时纠错。