中学英语教学法 Unit_1 Language and Learning
(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
英语教学法作业习题集1
Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. 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.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able 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. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as 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. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested 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.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repea t. 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. According to Chomsky, language is not a form of behaviour, 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 knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3）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 or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) 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 learners’ interests and curiosity for learning.4）Socio-constructivist theoryVygotsky (前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」) and scaffolding「鹰架/支架/脚手架」. That is to say, 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 peers’ support, the learner can move to a hig her level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goals and objectives of English language teaching?The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the challenges facing English language teachers?1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them so thatthe lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise in class sothat they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how much timeshould be spent on them. The teacher soon learns to judge lesson stages and phases with greater accuracy.7) The plan, with the teacher’s comments and corrections, provides a useful, time-saving reference when theteacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility— means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’ coping ability will diminish their motivation.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The teacher should get to know the institution’s arrangements regarding time, length, fre quency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What are the 3P’s model and 3-stage model?The 3P’s mod el refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few words as possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence. A lso, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of th e speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which do n ot convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh, ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rulesthemselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method: is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.2.What are the major types of grammar practice activities?Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling; 2) Spotting the differences;3) Describing and drawing; 4) Playing a game;5) Using word series; 6) Word bingo;7) Word association; 8) Finding synonyms and antonyms;9) Using word categories; 10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other body language as well as the surrounding environment.e) listener’s response: most of the listening in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaning recognitions2)Top-down model: listening for the gist and making use of the contextual clues and background knowledge toconstruct meaning are emphasized.3)Interactive model: listening involves both bottom-up processing (recognizing sounds of words, phrases orstructures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities:listening for the gist; listening for specific information; no specific responses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling; dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do not dominate discussion.3) High motivation: various interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist or main idea; Scanning: reading to look for specific information; Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach:The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning. 3. What types of activities can we use in teaching reading?Pre-reading Stage: The aims of the pre-reading stage is to arousing the students’ interest in the topic or type of text; motivating students to read the text by providing a purpose for reading; preparing the students for the content of the text.The activities for the pre-reading stage:1)predicting2)setting the sceneWhile-reading Stage: this stage mainly focuses on the exploitation of the text. It aims to help the reader understand the co ntent and structure of the text, as well as the author’s purpose in writing it.The activities:1) Skimming to get the gist of the text 2) Scanning to locate specific information3) Transferring information from the text to a diagram, table, form, map, graph or picture4) Taking notes on the main points, or on specific points of the text5) Answering factual questions on the text6) Answering inference questions on the text (reading between the lines)7) Putting the events in the correct order8) Stating if statements given about the text are true or false9) Working out the meaning of words and phrases in the text from the context10)Examing referents in the text and stating what they refer to11)Putting the paragraphs of a jumbled text back in the correct order12)Giving sections of a text appropriate headings13)Giving the text an appropriate titlePost-reading Stage: it is to consolidate or reflect on what has been read in the text; the other is to relate the text to the students’ own knowledge, interests, or views. It is not directly connect with the text, but usually “grows out ” of it.Activities:1) Oral discussion of the topic of the text2) Role-play a different situation from that of the text but using the same/different characters3) Writing a summary of the main content of the text 4) Commenting on the content of the text5) Retelling the story of the text 6) Finishing the story (either predicting an ending or changing the ending) 4. What is transition device? What are the transition devices that are often used in teaching reading?Transition device refers to the way to transfer information from one form to another. Transition devices are used in teaching reading because they can help second language learners to comprehend meaning while reading.The transition devices that are often used in teaching reading include: tables, pictures, drawings, maps, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles (providing subtitles), notes (taking notes while reading), etc。
英语教学法重点术语英汉对照(王蔷)
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain. procedure which has three major stages, stimulus, response, and reinforcement Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exercise-task → taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning andparticipation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V o cabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6thgradersGraduate from primary school情感目标语言目标能力目标Level 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in thelesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surpris thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though thestudents ‘keep an eye on’ the way newly learned structures are used in the process. Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may have Ways of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索回应4) Listener’ s response调节5) Speaker’ s adjustmentPrinciples and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching Speaking Principles for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1)Maximum foreign talk 尽可能用外语交谈2)Even participation 平等参与3)High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time21。
王蔷英语教学法_英汉对照
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义 as a linguistic systemfunctional view功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性 as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if youfollow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows. Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speaking Six criteria for evaluating how communicative classroom activities are:Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exerci se-task → taskHow to design tasks:Think about students’ needs, interests, and abilities Brainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication wasused in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育learner-centredness, and respect individual differences突出学生主体，尊重个体差异competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放close attention to the learning pro-cess, and advocate experiential learning and participation强调学习过程，倡导体验参与particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning学习策略Affect情感态度Cultural文化意识Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th graders Graduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lesson There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:information背景资料aims: 教学目标Language objectives; Ability objectives; Moral objectives contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignmentaids 教学手段of lesson summary 总结activities and assignmentslesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者 ,5 Participant参与者,6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In or der not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:on a sound 单音练习:(sounds difficult to learn)practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar pr actice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaning Denotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher. synonyms or antonyms to explain meaningslexical sets or hyponyms to show relations of words and their meaningsand exemplify, especially with technical words or words with abstract meaningword formation rules and common affixes to build new lexical knowledge what is already knownvocabulary in chunks.about the context in real life where the word might be used. about providing different context for introducing new words for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stagesactivities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解 activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notesactivities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speakingaccuracy-based with fluency-based practicespracticepracticeup confidencemeaningful interactionsstudents develop speaking strategiesthe best use of classroom learning environment to provide sufficient language input and practice for the students Designing speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Reading aloud&Silent readingThe ways of Reading effectively:a clear purpose in readingsilentlyphrase by phraseon the important bits, skim the rest, and skip theinsignificant partsdifferent speeds and strategies for different reading tasks the information in the target language rather than mentally translatethe meaning of new words from the context, or ignore themand use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures first Top-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:the topic of writing as close as possible to students’ life students enough room for creativity and imaginationstudents well before writingcollaborative group writing as well as individual writing opportunities for students to share their writingconstructive ans positive feedbackstudents’ errors strategicallystudents a sense of achievement from time to time。
【英语教学法课件】Unit1Languageandlanguagelearning
4. Howatt, A.P.R. A History of English Language Teaching第十.五页(，共《78页。 英语语言教学(jiāo
Audiolingualism
第二十五页，共78页。
听说法 (shuōf ǎ)
Audio-Lingual Method
❖ ‘Listen and repeat’ drilling activities are the most important classroom activities.
❖ Mistakes are immediately corrected and correct utterances are immediately praised.
❖ Functional view– communicative categories, communicative ability (to be able to communicate)
❖ Interactional view– to communicate appropriately (communicative strategies, cultural awareness, etc.)
❖ Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced
Unit 1 Language and Language Learning
中国教育10大谎言，老师你被哪条骗过？
老师是太阳底下最崇高的职业 我们实施的是九年制义务教育 我们正在全力推行素质教育 公民有平等接受教育的权力 再穷不能穷教育，再苦不能苦孩子 一切为了学生，为了学生一切 没有教不好的学生，只有不会教的老师。 以事业留人，以感情留人，以待遇留人 分数不是衡量学生的唯一标准 孩子将来是忘不了你的
A Course in English language Teaching
英语教学法 英语教学实践
Instructor: Ma Lina
Self-Reflection
What’s your reasons of choosing this course or teaching-orientated?
英语教学实践
教学观摩
常用的教学辅助工具的应用
教案设计
PPT制作
教学设计：导入、讲解、课堂活动、作业布置和总结
教学设计：听力、口语、词汇、语法、阅读、写作
课程考核
序号 1 2 3 4 5 6 7 8 9
实训项目名称 编写教案
设计听力、口语教学 设计词汇、语法教学 设计阅读、写作教学 设计课前导入活动 设计文化要素教学
Ⅰ. The way we learn languages我们习得语言的方式
The way language teachers teach in the classroom is influenced by the way they learned/ were taught languages.
What expectation do you have on this course?
What’s your career plan?
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
Unit 1 Language and Language Learning (introduction)
•
•
• •
3. Views on language learning and learning in general
Views on language learning: language is a form of behavior. Language should be learned by constant repetition and the reinforcement of the teacher Mistakes should be immediately corrected and the correction should be immediately praised. Influence on language teaching: the audio-lingual method
Textbook :
王蔷.《英语教学法教程》第二版，高等教育出版社， 王蔷 《英语教学法教程》第二版，高等教育出版社， 2000。 。
Syllabus
References :
束定芳，庄智象，《现代外语教学—理论、实践与方法》， 上海外语教育出版社，1996. Brown, H. D. (2004). Language assessment principles and classroom practices. New York: Pearson Education. Larsen-Freeman, D. (2000) Techniques and principles in language teaching. Oxford: Oxford University Press. Richards, J.C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
unit 1 language and language learning语言和语言学习(课堂PPT)
Emphasis Accuracy fluency
Setting
2020/4/3
formal/
informal/
controlled natural
5
2 ) How do we learn foreign language ?
Task Below is a list of interview questions on how people learn a foreign language. First write down your own responses. Then interview three other students in your class , Discuss your findings in groups of 4 and draw some conclusions.
Why? 9. What are your most common learning activities? 10. Do you like the way you learned the foreign
languages?
8
2 ) How do we learn foreign language ?
13
Different views on language
View on language.
Structural view
Communicative view
Interactive view
14
Structural View :
It sees language as a linguistic system made up of various subsystem : from phonological, morphological, lexical, etc. to sentence . Each language has a finite number of such structural items.
中学英语教学法 单元1
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.
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
1.1 How do we learn language? Task 1 on pp. 1-2
1. How many foreign languages can you speak? 2. Did you find learning a foreign language easy? 3. What difficulties did you experience? Why? 4. Which skill did you find more difficult to learn? 5. Did you focus on knowledge or skills? Why? 6. Why did you learn the foreign language(s)? 7. Did you find it interesting to learn the foreign
Task 2 (p. 2) What is language?
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.。
王蔷英语教学法重点
Unit 1 Language and Learning1.1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use 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:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information. Condition-oriented theories emphasize the nature of human and physical context. Behaviorist theory⏹ B. F. Skinner⏹ A stimulus-response theory of psychology⏹Audio-lingual method⏹The idea of this method is that language is learned by constant repetitionand the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is thatstudents should be allowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what isalready known.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacherand the learner and between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practiceas part of one’s pre-service education, usually under the supervisionof instructorsThe real classroom teaching: what a teacher undertakes after he/shefinishes formal education❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆ Pragmatic competence （语用能力）The appropriate use of language in social context.◆ Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆ Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆ Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的） hesitation’2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities (main features of communicative activities?)●Communicative purpose● Communicative desire● Content, not form● Variety of language● No teacher intervention● No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.*Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness & accuracy of language form in general, not production of a single form*A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect.■ A task-established context⏹Encouraged to think, analyze, not simply to repeat, manipulate and apply ⏹ A more varied exposure to natural language⏹Language forms not pre-selected for focus⏹Learner-free selection of language⏹TBL cycle lead from Fluency to accuracy (+fluency)⏹In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.⏹Constraints of TBLT⏹The first is it may not be effective for presenting new language items⏹The second constraint is Time as teachers have to prepare task-based activitiesvery carefully.⏹The third is the culture of learning⏹The forth is Level of difficultyUnit 33.1 A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20003.2 Designing principles for the National English Curriculum1)? Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5)? Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as we ll as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1)? English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)? English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)? English language teachers are expected to use more task-based activities and put the students at the center of learning.4)?English language teachers are expected to use more formative assessment in addition to using tests.5)? English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning备课4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisionsabout what they hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, soas to plan the activities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see therelationship between them so that the activities of different difficultylevels can be arranged properly and the lesson can move smoothly from onestage to another;3.Gives teachers the opportunity to anticipate potential problems so thatthey can be prepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of t he teaching aids needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways: ☐To enable the teacher to improve class timing;☐Lesson plans are also an aid to continuing development(plan✍-✍practice ✍-✍reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do bythe end of the lesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learningcapability of the students5.Doing things that are beyond or below the students’ coping ability willdiminish their motivation (Schumann, 1999)6.Linkage: the stages and the steps within each stage are linked with oneanother.4.3 what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.❑Macro planning involves the following：Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:➢Background information➢ Teaching aims➢ Teaching content and skills➢ Stages and procedures➢ Teaching aids➢ End of lesson summary➢ Optional activities and Assignment➢ After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?the way teachers organize what goes on in the classroom.the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)☐⏹environment, use various strategies to motivatelearners, guide students in planning and assessing their learning and develop☐⏹prior knowledge; find individual interests and explorepotential capabilities; acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students’ development fairly from an all-round perspective…☐⏹on the reasons, think about possible solutions,implement the solutions and evaluate the results…Q: How much control is needed?⏹Appropriate degree of control⏹Different activities need a different degrees of control.⏹The more communicative an activity, the less control it needs.Q: What does the teacher do as an assessor?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that asuccess-oriented learning atmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems;clear instructions given to students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrongpractices; take notes for later feedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or whatto say next…⏹When a student doesn’t seem to be ready for an answer,…⏹When a student finishes with a very short answer,…Q: why to participate in student’s activities?⏹Monitoring + participating changes the role from an authority to aconversationalist, a good chance for students to practise English with a superior…Q: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.”5.3 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of thestudents;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5.4 What are the different ways for student grouping?⏹Whole class work, pair work, group work, individual study1.Whole class work☐All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair work☐Students work in pairs on an exercise or task.3.Group work☐Students work in small groups of 3-5 students.4.Individual study☐Students work on their own at their own speed.Q: How to group? (Grouping methods)1.Whole class work is normally used when presenting and explaining new languageor new information and it should be used wisely by the teachers.2.Successful group/pair work depends on skillful organization.3.The biggest problem for group work is the selection of group members.4.While teachers are encourage to use pair wok and group work to provide morepractice chance, individual study should not be forgotten.Types of student grouping and their advantages and disadvantages in P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)Q: Does discipline guarantee effective learning?☐No. There might be little learning even the class is very disciplined.☐Although discipline is necessary, it is not a sufficient condition for effective learning as a thoroughly indisciplined atmosphere will surely yield no learning at all. (79)Q: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)☐Ss are clear about learning purpose;☐Ss are able to do the work but find it challenging;☐Ss are emotionally, physically and intellectually involved by the tasks;☐The presentation, variety and structure of the work and activities generate curiosity and interest;☐Ss have opportunities to ask questions and try out ideas;☐Ss can see what they have achieved and how they had made progress;☐Ss get a feeling of satisfaction and enjoyment from the work.Q: What causes discipline problems?⏹A gap in the lesson (e.g. bad planning, equipment fails to work)⏹Unclear instructions⏹Lack of teacher attention⏹The teacher concentrates on lengthy explanations to one individual so that theothers get bored⏹Work is too easy or too challengingQ: What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.5.6 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek theirown answers;☐ A secure and relaxed atmosphere of trust is ne eded and ss’ opinions and ideas are valued.5.6.2 What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7 Dealing with errorsQ: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess ora ‘slip of tongue’, and it is a failure performance to a known system” (Brown,2000: 218-219)☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.Q: How to deal with errors?☐In dealing with errors and mistakes we need to be clear whether the task or activity is focusing on accuracy or fluency.Q: When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.Q: How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionQ: Which techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.Summary1.Roles of the teacher: controller, assessor, organiser, prompter,participant, resource-provider, facilitator, guide, researcher, etc.2.Classroom instructions: simple; suit the level of students3.Grouping: whole class work, group work, pair work, individual study4.Discipline: to engage ss in learning; how to maintain discipline, howto treat with undisciplined acts5.Questioning: different classifications; questioning techniques6.Error correction: error and mistake; different ways and techniques forcorrecting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.6.1 The role of pronunciation☐DebateSide A: students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.Side B: Failure in pronunciation is a great hindrance to language learning. Views of teaching pronunciation vary☐The Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.☐Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.☐The teaching of pronunciation should focus on the ss’ ability to identify and produce English sounds themselves. (pronunciation vs. phonetics)☐Ss should not be led to focus on reading and writing phonetic transcripts of words, esp. for young students.☐Phonetic rules are helpful for ss to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.☐Stress and intonation are important and should be taught from the very beginning.6.2 The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation is as following:☐Consistency: the pronunciation should be smooth and natural;☐Intelligibility: the pronunciation should be understandable to the listeners;☐Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.6.3 What aspects of pronunciation do we need to teach?Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.Q: How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.6.4 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What is the goal of perception practice?⏹Developing the students’ ability to identify and distinguish betweendifferent sounds.☐Examples of perception practice:⏹Using minimal pairs (with one sound difference): will/well; ship/sheep;light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹CompletionProduction practiceThe goal of production practice is developing students’ ability to produce sounds.1.Listen and repeat ( practice individual sounds, individual words, groupsof words, sentences (mechanical imitation)2.Fill in the blanks(in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).6.5 Practising stress and intonation☐Two types of stress:⏹word-level stress☐It is very important to stress the proper syllable in multi-syllabic words.☐The best strategy is to emphasize the importance of learning the stress as part of learning a word.⏹Phrase-level or sentence-level stress☐Each phrase or sentence has one syllable which receives greater or more prominent stress than the others.☐Some phrases or sentences may have one stressed syllable, while others may have 5-6 stressed syllables.6.5.1 Teaching methods of stress⏹The most important thing in practising stress is making the students awareof where to stress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard (underline the stress parts or write with colored chalks6.5.2 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.How can teachers help the students to improve pronunciation?e individual, pair, group and whole class work;e hands and arms to conduct practice.3.Move around the classroom when doing choral practice.4.Vary the criteria of ‘good’ to give students confidence.5.Do articulation practice more than once.6.Bring interests and variety to the practice.7.The main criteria for good pronunciation are consistency, intelligibilityand communicative efficiency.8.Make full use of demonstrations.。
新编文档-英语教学论Chapter1 Language and Language Learning-精品文档
• E.g. The small girl was bitten by the brown dog. (The dog is brown. /The dog bit the girl. / The girl is small.)
(1) John admires sincerity.
Sincerity is admired by John.
• 3. Linguistic Performance refers to the practical use of the language when the ideal speaker/hearer speaks or writes in homogeneous language situation.
• to be able (and to what degree) to know how to use and response to different types of speech acts（feasibility）;
• to understand(and to what degree) an acceptable language form is appropriate in relation to a context in which it is used and evaluated（appropriateness）;
possible;
• 2. whether (and to what degree) something is feasible
in virtue of the means of implementation available;
• 3. whether (and to what degree) something is
Unit 1Language and Language Learning
Gouin believed that
children learned language through using language for a sequence of related actions. He emphasized presenting each item in context and using gestures to supplement verbal meaning.
Structural view It 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 system of combining units of meaning for communication (syntax). To learn language means to learn these structural items so as to be able to understand and produce language.
Functional view
It
sees languages not only as a linguistic system but also a means for doing things. Most of our day-to day language use involves functional activities. Therefore, learners learn a language in order to be able to things 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.
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The structural view
System of
Language
Sounds
Words
3 sub-systems
(phrases & sentences)
…
Morphological/Lexical system
(morphemes & words)
Phonological system
Bottom
(Phonemes )
The functional view (The functional-notional view)
The functional view sees language as
a linguistic system and as
a means for doing things.
Functions of language
e.g. offering, suggestion, advising, apologizing, etc.
language(s)? 8. What were your most common learning activities? 9. Did you like the way you learned the foreign language(s)?
Conclusions of the task
People learn a foreign language for different reasons;
e.g. number of students, what kind of input learners receive, learning atmosphere
The Behaviourist theory and
The Cognitive theory
The Behaviourist theory
The impact of Chomsky’s theory on language teaching
➢ One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.
Grammar
The structural view
Sentences phrases Words Morphemes (the smallest meaningful unit) Phonemes (the smallest unit)
Top
The structural view
Syntactic system
objects
The interactional view
The interactional view sees language as
a communicative tool (to build up and maintain relations between people).
Two things are needed for communication:
Watson an Raynor:
a stimulus-response theory of psychology
The Behaviourist theory
According to the theory: Forms of bebaviour such as motions,
habits, etc. are seen as elements that can be observed and measured.
The Condition-oriented theories
The Condition-oriented theories concern the nature of the human and physical context in which language learning takes place.
The Process-oriented theories concern how the mind processes new information.
e.g. habit formation, induction, making inference, hypothesis testing, generalization
People learn languages in different ways;
People have different understandings about language learning; and
People have different capabilities in language learning.
The Cognitive theory
Chomsky’s question:
If all language is a learned behaviour, how can a child produce a sentence that has never been said by others before?
method of a person.
1.3 Views on language learning
Views on language learning involve two questions:
1. What are the psycholinguistic and cognitive processes of language learning?
(Harmer. 1983:30)
The Behaviourist theory
Stimulus → Organism → Response Behavior
Reinforcement (behavior likely to
occur again and become a habit)
No Reinforcement (behavior not likely to
1.2 Views on language
The answer to the question ‘What is language?’ is the basis for:
syllabus design, teaching methods, teaching procedures, and teaching techniques
2. What are the conditions for the learning processes to be activated?
The Process-oriented theories and
The Condition-oriented theories
The Process-oriented theories
1.1 How do we learn language? Task 1 on pp. 1-2
1. How many foreign languages can you speak? 2. Did you find learning a foreign language easy? 3. What difficulties did you experience? Why? 4. Which skill did you find more difficult to learn? 5. Did you focus on knowledge or skills? Why? 6. Why did you learn the foreign language(s)? 7. Did you find it interesting to learn the foreign
Rules of language form (grammar & vocabulary)
Rules of language use in a context (Is it appropriate to use this language item in this context?)
Views on the nature of language have an impact on the teaching/learning
中学英语教学法 Unit 1
Language and Learning
Unit 1 Language and Learning
1. Views on language 2. Views on language learning 3. What is a good language
teacher, and how can one become such?
Three different views of language
The structural view, The functional view, The interactional view
The structural view
The structural view sees language as a linguisticFra biblioteksystem.
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.(Language is generative. )
The Behaviourist theory