王蔷《英语教学法教程》笔记
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(交际教学原则与任务型语言教学)【圣才出品】
第2章交际教学原则与任务型语言教学2.1 复习笔记本章要点：1. Language use in real life vs. traditional pedagogy语言在日常生活中的使用与传统教学法2. The differences between language used in real life and language taught in the classroom日常生活语言与课堂语言的不同3. Definition of communicative competence and its five components交际能力的定义和它的五个组成部分4. Principles of Communicative Language Teaching交际语言教学的原则5. CLT and the teaching of language skills交际语言教学与语言能力教学6. Main features of communicative activities交际活动的主要特点7. T ask-based Language Teaching任务型语言教学8. Four components of a task任务的四个部分9. PPP and T ask-based Language Teaching介绍，练习和产出与任务型语言教学10. The steps to design tasks设计任务的步骤11. Appropriateness of CLT and TBLT in the Chinese context交际语言教学的恰当性和中文环境的任务型语言教学本章考点：语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(英语教育资源的开发与利用)【圣才出品】
第17章英语教育资源的开发与利用17.1 复习笔记本章要点：1. Resources available for teaching可用的教学资源2. Finding or creating some resources yourself自己发现或创造资源3. Exploring hidden resources探索隐性资源4. Creating your own resources for teaching and learning创造自己的教学资源本章考点：可用的教学资源有哪些；自己发现或创造资源；探索隐性资源；创造自己的教学资源。
本章内容索引：Ⅰ. Resources available for teaching1. Definition of Resources2. Finding or creating some resources yourselfⅡ. Exploring hidden resourcesⅢ. ConclusionⅠ.Rsources available for teaching（可用的教学资源）1. Definition of Resources（教学资源的定义）It refers to books, any person, animals, or any object, that make teaching and learning easier, clearer and more interesting. Obviously, in teaching English, we will need different kinds of resources to make our teaching more effective. Some publishers nowadays provide teachers with a package of materials which include flashcards, pictures, storybooks, tapes or CD-ROMs.教学资源主要包括课本、人、动物以及任何让教学更简单、更清晰、更有趣的物体。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(综合技能)【圣才出品】
第13章综合技能13.1 复习笔记本章要点：1. Reasons for integrating the four skills整合四项技能的原因2. Ways to integrate the four skills整合这四项技能的方法3.Implications for teaching整合这四项技能对教学的启示4. Limitations of integrating the four skills整合这四项技能的缺陷本章考点：整合四项技能的原因；如何整合这四项技能；整合这四项技能对教学的启示；整合这四项技能的缺陷。
本章内容索引：Ⅰ. Reasons for integrating the four skillsⅡ. Ways to integrate the four skillsⅢ. Implications for teaching1. Focus on discourse2. Adjusting the textbook contents3. Adjusting the timetableⅣ. Limitations of integrating the four skillsⅤ. ConclusionⅠ. Reasons for integrating the four skills|（整合四项技能的原因）【考点：整合四项技能的原因】In our daily lives, we are constantly performing tasks that involve a natural integration of language skills simply because skills are rarely used in isolation. One’s overall competence in a foreign language involves performing effectively a combination of the skills.我们在现实生活中完成的任务需要综合四项技能。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(口语教学)【圣才出品】
第10章口语教学10.1 复习笔记本章要点：1. Characteristics of spoken language口语的特点2. Four common features of spoken language口语的四个共同特征3. Activities help prepare students for real-life speech in English 为学生做好日常口语准备的活动4. General principles of teaching speaking口语教学的普遍原则5. Two factors considered in designing speaking tasks设计口语任务要考虑的两个因素6. Common characteristics in successful speaking task成功的口语任务的共性7. Two types of communicative speaking activities两种不同类型的交际口语活动8. Some kinds of speaking activities几种不同类型的口语活动9. Advantages of using group in speaking tasks使用分组教学的优势本章考点：口语的特点及对教学的暗示；口语的四个共同特征；为学生做好日常口语准备的活动；口语教学的普遍原则；设计口语任务要考虑的两个因素；成功的口语任务的共性；两种不同类型的交际口语活动；几种不同类型的口语活动；使用分组教学的优势。
本章内容索引：Ⅰ. Differences between spoken and written language1. Characteristics of spoken language2. Four common features of spoken language3. Activities helpful to prepare students for real-life speech in English4. Some implications to teachingⅡ. Principles for teaching speakingⅢ. Designing speaking tasks1. Two factors considered in designing speaking tasks2. Common characteristics in successful speaking tasksⅣ.Types of speaking tasks1. Two major purposes for listening2. Two types of communicative speaking activities3. Some kinds of speaking activities4. Other speaking activitiesⅤ.Organizing speaking tasksⅥ.ConclusionⅠ.Differences between spoken and written language （口语与书面语的区别）【考点：口语的特点及对教学的暗示】Speaking is a skill that the students will be judged upon most in real-life situations.口语是用来判断学生在实际生活中使用最多的技能。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第11~13章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第11~13章【圣才出品】第11章阅读教学11.1 复习笔记本章要点：1. Reading aloud and silent reading朗读和默读2. Features of effective readers有效率的读者的特征3. Strategies involved in reading comprehension 阅读理解策略4. Two broad levels in reading两种阅读⽔平5. The role of vocabulary in reading词汇在阅读中的作⽤6. Sight vocabulary视觉词汇7. Three models of teaching reading三种阅读教学模式8. Three stages involved in T eaching Reading阅读教学的三个阶段9. Pre-reading activities读前活动10. While-reading activities读中活动11. Purposes of transition device转换⼿法的⽬的12. The classification of Reading comprehension questions阅读理解题的分类13. Types of post-reading activities读后活动类型本章考点：朗读和默读；有效率的读者的特征；阅读理解策略；两种阅读⽔平；词汇在阅读中的作⽤；视觉词汇；三种阅读教学模式；阅读教学的三个阶段；读前活动；读中活动；转换⼿法的⽬的；阅读理解题的分类；读后活动类型。
本章内容索引：Ⅰ. Reflecting on your own reading experiencesⅡ. The way of reading1. Reading aloud and silent reading2. Features of effective readersⅢ. The content of readingⅣ. Strategies involved in reading comprehension1. Definition of reading2. Two broad levels in readingⅤ. The role of vocabulary in reading1. The importance of vocabulary2. Sight vocabularyⅥ. Principles and models for teaching reading1. Three models of teaching reading2. Three stages involved in teaching reading Ⅶ. Pre-reading activities1. Definition of pre-reading activities2. Predicting3. Setting the scene4. Skimming5. Scanning6. Summary on pre-reading activitiesⅧ. Whi le-reading activities1. Information transfer2. Purposes of transition device3. Reading comprehension questions4. Understanding references5. Making inferences6. Summary on while-reading activitiesⅨ. Post-reading activities1. Objectives2. Requirements3. Types of post-reading activitiesⅩ. ConclusionⅠ. Reflecting on your own reading experiences （反思⾃⼰的阅读经验）All of us began reading in our first language at a very early age and we all have experiences of being influenced by certain authors or particular books.我们在很⼩的时候开始⽤母语阅读了，我们都受到某些作者或书籍的影响。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(语音教学)【圣才出品】
第6章语音教学6.1 复习笔记本章要点：1. The role of pronunciation语音的角色2. Factors that determine whether students need to focus on pronunciation决定学生是否需要关注语音的因素3. Critical Period Hypothesis关键期假说4. The realistic goal of teaching pronunciation语音教学的实际目标5. Three aspects of pronunciation to teach语音教学的三个方面6. Focusing on a sound; Perception practice; Production practice单音练习; 知觉/领会性练习; 生成性练习7. Practicing stress and intonation 练习重音和语调本章考点：语音的作用；决定学生是否需要关注语音的因素；关键期假说；决定学生流利语音的因素；语音教学的实际目标；语音教学的三个方面；单音练习；知觉/领会性练习；生成性练习；两种不同类型的重音；表示重音类型的三种方式。
本章内容索引：Ⅰ. The role of pronunciationⅡ. The goal of teaching pronunciation1. Critical Period Hypothesis2. Factors that determine if the students can aquire native-like English pronunciation3. The realistic goal of teaching pronunciationⅢ. Aspects of pronunciation1. Three aspects of pronunciation to teach2. One common problem in learning pronunciationⅣ. Practicing sounds1. Focusing on a sound2. Perception practice3. Production practiceⅤ. Practicing stress and intonation1. Practicing stress2. Practicing intonationⅥ. ConclusionⅠ. The role of pronunciation（语音的作用）【考点：语音的作用；决定学生是否需要关注语音的因素】Whether pronunciation needs special attention or focus in language teaching depends on many factors, especially learner factors.语言教学中是否需要特别关注语音取决于许多因素，尤其是学习者因素。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(词汇教学)【圣才出品】
第8章词汇教学8.1 复习笔记本章要点：1. The role of vocabulary uncertainty词汇的不确定性因素2. About knowing a word学习词汇应该包含的内容3. Understanding of its denotative and connotative meaning; 理解其外延意义和内涵意义4. Understanding the sense relations among words理解词汇间的语义关系5. Receptive and productive vocabulary接受性词汇和产出性词汇6. Ways of presenting vocabulary讲授词汇的方法7. Things a teacher does after presentation教师讲完词汇后应该做什么8. Ways of consolidating vocabulary巩固词汇的方法9. Developing vocabulary learning strategies发展词汇学习策略本章考点：理解词汇和词汇学习；词汇的不确定性因素；学习词汇应该包含的内容；词汇的学习；接受性词汇和产出性词汇；讲授词汇的方法；教师讲完词汇后应该做什么；巩固词汇的方法；词汇学习的策略。
本章内容索引：Ⅰ. Understanding vocabulary and vocabulary learningⅡ. About knowing a word1. Knowing a word2. Vocabulary learningⅢ. Ways of presenting vocabulary1. The methods to present and explain vocabulary2. Things a teacher does after presentationⅣ. Ways of consolidating vocabularyⅤ. Developing vocabulary learning strategies1. Review regularly2. Guess meaning from context3. Organize vocabulary effectively4. Use a dictionary5. Manage strategy useⅥ. ConclusionⅠ. Understanding vocabulary and vocabulary learning （理解词汇和词汇学习）【考点：理解词汇和词汇学习；词汇的不确定性因素】The role of vocabulary seems to have received more consistent understanding.大家对词汇的角色的认识基本上是一致的。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第7~10章【圣才出品】
第7章语法教学7.1 复习笔记本章要点：1. The role of grammar in language learning语法在语言教学中的角色2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法3. Distinction between implicit and explicit knowledge隐性知识与显性知识的差异4. New approaches to teaching grammar新的语法教学5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice语法练习：机械性练习；意义性练习；使用提示本章考点：语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。
本章内容索引：Ⅰ. The role of grammar in language learningⅡ. Grammar presentation1. The deductive method2. The inductive method3. The guided discovery method4. Distinction between implicit and explicit knowledge5. New approaches to teaching grammarⅢ. Grammar practice1. Mechanical practice2. Meaningful practice3. Using prompts for practiceⅣ. ConclusionⅠ. The role of grammar in language learning（语法在语言教学中的角色）【考点：语法在语言教学中的角色】Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第1~3章【圣才出品】
第1章语言和语言学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语言的方式2. Views on language语言观点3. The structural view of language结构主义语言理论4. The functional view of language功能主义语言理论5. The interactional view of language交互语言理论6. Common views on language learning关于语言学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8. The behaviorist theory行为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher一个好的语言老师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】第16章学习者个体差异与学习策略培养16.1 复习笔记本章要点：1. Understanding learner differences了解学习者的个体差异2. Eight different types of learners⼋种不同类型的学习者3. Multiple intelligence多元智能4. Learner training in language teaching语⾔教学中学习策略的培养5. Three areas for preparing learners to become autonomous 从三个⽅⾯让学习者成为⾃主学习者6. Two stages for learner training学习策略培养的两个阶段7. Some ideas adapted in learner training培养学习策略的⽅法本章考点：了解学习者的个体差异；⼋种不同类型的学习者；多元智能；语⾔教学中学习策略的培养；从三个⽅⾯让学习者成为⾃主学习者；学习策略培养的两个阶段；培养学习策略的⽅法。
本章内容索引：Ⅰ. Understanding learner differences1. Eight different types of learners2. Multiple intelligenceⅡ. Learner training in language teaching1. An understanding of learner training2. Three areas for preparing learners to become autonomous3. Two stages for learner training4. Some ideas adapted in learner trainingⅢ. ConclusionⅠ. Understanding learner differences（了解学习者的个体差异）【考点：学习者的个体差异；⼋种不同类型的学习者；多元智能】People learn in different ways. Some people learn better from seeing things and using diagrams while other people enjoy reading and writing more than seeing movies or watching television. Different people have different learning styles.⼈们的学习⽅式不同，⼀些⼈通过观察事物和图表获得更好的学习体验，⽽其他⼈⽐起看电影或电视则更喜欢阅读、写作。
《英语教学法教程》(王蔷)考研笔记
Unit 1 language and language teaching1. What makes a good language teacher?● Ethic devotion● Professional qualities● Personal styles2. Views on language learning and learning in general:● Process-oriented theories: concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.● Condition-oriented theories: emphasize the nature of the human and physicalcontext in which the language learning take place, such as the number of the students and the kind of input learners receive, and the atmosphere.3. How can one become a language teacher? It involves more factors and longer learning time, and may never be finished.Stage 1: all English teachers are supposed to have a sound command of English. Stage 2: learning, practice and reflection.● Learning:✓ Learning from others’ experience (empirical knowledge gainedthrough reading and observation)✓ Learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)● Practice✓ Pre-service practice (pseudo practice)✓ Real classroom practice● Reflection: take on reflection seriously and keep reflectionGoal: (do not have an end) one can never become a perfect teacher. There is alwaysroom for improvement.language development other's experiencereceived knowledgeown experience Practice Reflectio Professional competence Stage 1 Stage 2 GoalUnit 2 communicative principles and task-based language teaching1.What is communicative competence●Linguistic competenceKnowledge of language itself●Pragmatic competenceThe choice of the vocabulary and structure depends on the setting, the relativestatus of the speakers and their relationship.●Discourse competenceThe ability to understand or to express a topic logically and coherently byeffectively employing or comprehending the cohesive marks, such as first,second.●Strategic competenceSearching for other means of expression, such as using a similar phrase ……●Fluencythe ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation)CLT: communicative language teaching2.Principles of communicative language teaching●Communication principleActivities that involve real communication promote learning.●Task principleActivities in which language is used for carrying out meaningful tasks promote learning.●Meaningfulness principleLanguage that is meaningful to the learner support the learning process.3.Main features of communicative activities●Communicative purposeThere must be some information gap that students seek to bridge●Communicative desireA real need to communicate●Content not formThey must have some massage they want to communicate●Variety of language●No teacher intervention●No material controlTBLT: task- based language teaching4.Four components of a task● A purposeMake sure students have a reason for undertaking the task● A contextThis can be real, simulated or imaginary, and involves sociolinguistic issues such as the location and the relationship of the speaker……● A processGetting students to learn some language strategies such as problem solving, reasoning……● A product5.Focus on individual language items –Purposeful and contextualized communication +ThenExercise → task6.TBL:●Pre-taskIntroduction to topic and task●Task cycle✓Task✓Planning✓Report✓Students hear task recording or read text●Language focus✓Analysis and practice✓Review and repeat task7.PPP●PresentationOf single new item; teachers introduces new vocabulary and grammatical structures.●PracticeOf new item: drills, exercise, and dialogue●ProductionActivity, role play or task to encourage ‘free’ use of language8.How to design tasks●Think about students’ needs and interests and abilities●Brainstorm possible tasks●Evaluate the list●Choose the language items●Preparing materials9.Constrains of CLT:●Whether it will meet the needs of learners from different contexts●It is very difficult to design a one to one correspondence between a function aform.10.Constrains of TBLT●Not effective for presenting new languages●Time is limited: teachers are busy●Culture of learning: some students may find it difficult to adapt to TBLT●Level of difficulty: students may find task-base language teaching quitedifficult of they do not have sufficient linguistic resources.Unit 4 lesson planning1.Why is lesson planning important?●It can make teachers aware of the aims and language contents of the lesson.●It helps teachers distinguish the various stages of a lesson and see therelationship between them so that activities of different difficulty levels can bearranged properly and the lesson can move smoothly from one stage to another.●It gives teachers opportunity to anticipate potential problems that may arise inclass, and prepare some solutions to them.●It builds teachers’ confidence in class.●Teachers can also be aware of teaching aids in class.●Planning is a good practice and sign of professionalism.2.Principles for good class planning:●AimIt means realistic goals for the lesson; the things students are able to do at theend of the class.●VarietyPlanning a variety of different activities to introduce a wide selection ofmaterials, so that learning is always interesting.●FlexibilityPreparing some extra and alternative activities and tasks as the class does notalways go according to the plan.●LearnabilityThe contents and tasks planned for the lesson should be within the learningcapability of the students.●LinkageThe steps and steps in each stage are planned in such a way that they aresomeway linked with another one.3.Macro planningA planning over a longer period of time, for instance a whole-year course. It isoften done by a group of teachers who are to teach the same course.●Knowing about the professionWhich language area and language stage should be taught?●Knowing about the institutionThe institution arrangements of the time, frequency of the class……●Knowing about the learners●Knowing about the syllabus●Knowing about the textbook●Knowing about the objectivesponents of a lesson plan●Background informationWho the students are. The time and date of the class.●Teaching aimsWhat students are able to achieve at the end of the lesson(Linguistic and language skills)●Language contents and skills●Stages and procedures●Teaching aidsTeaching aids and resources, and how teachers will use them to aid learning ●End of lesson summaryTake some time to summarize what is learned in class.●Optional activities and assignments●After lesson reflectionUnit 5 classroom arrangement1.Efficient classroom arrangement can be achieved when these six conditions are met:●The teacher plays appropriate roles.●The teacher provides clear instructions●Students are grouped in a way suitable for the learning activities.●The teacher asks appropriate questions.●There is discipline as well as harmony in the class.●The students’ errors are treated properly.2.The different roles of teachers:●Controller✓The teacher controls the pace so that the activities run smoothly and efficiently.✓The more communicative the activity is, the less control it needs.●Assessor✓Correcting mistakes✓Organizing feedback●OrganizerDesign and organize the tasks●PrompterWhen students are not sure how to start an activity, or what to do next, the teacher give appropriate prompts. (and……/anything else?/yes, but why?)●Participant●Resource-provider3.Rules to follow for making instructions effective:●To use simple instructions and make them suit the comprehension level of thestudents. (Also, make your comments as simple and as natural as possible)●To use mother tongue only when it’s necessary.●The best thing to do is to model the task/activity before letting students moveinto groups and pairs.●Demonstration is more effective than words.4.Student grouping:●Whole class work:✓Advantages:➢Everyone feels being together with others.➢It is good for teachers to instruction and explanation together, and also an ideal way to show materials and do presentation together.✓Disadvantages:➢Individuality is not favoured in this sense.➢Not everyone has an opportunity to express himself.➢Some students feel nervous and anxious when they are asked topresent in front of class.➢It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.➢It is not a good way to enhance real communication. Students cannot communicate with others in this sense.●Pair work✓Advantages➢It dramatically increase students’ speaking time in class.➢It allows students to work together rather than under teachers’ guidance.➢It allows teachers to work with the weak pairs when others are working on their own.➢It can promote cooperation between students.✓Disadvantages➢It is often very noisy and teachers are afraid of losing control of the class.➢Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.➢Some students may not like to work with peers, and they, think they can only learn from their teachers.➢So they refuse to participate in the activities.➢The choice of pair is a problem. Some students don’t like to work witha particular partner while someone may dominate all the time.●Group workingSome groups may finish the task fast while some may be very slow. Teachers may have to prepare some optional activities for the quick group and be ready to help the slower groups all the time.●Individual studyTeachers need to prepare different tasks for different groups.5.Measures for disciplined acts and badly behaving students:●Acting immediatelyIndisciplined acts should be immediately stopped, so that less damage is made.●Stop the classIf the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.●Rearrange the seats●Change the activity●Talk to students after class●Create a code of behaviorThe teachers and learners can work together to create some rules for the class during activities.6.Questioning in classroom●Display questions: questions that are already known to teachers and they areasking questions to check if students know the answer.●Genuine questions: questions that are used to find new information. They areoften more communicative.●Lower- order questions: questions that simply require recalling of informationor memorization of facts.●Higher-order questions: questions requiring more reasoning, analysis, andevaluation.7.Dealing with errors:●Dealing with spoken errors:If the task is not focusing on accuracy or fluency, ignore it.●When to correct:It is best not to interrupt students during fluency work, unless communication breaks down. If there are some common mistakes that other students might also have problems with, the teacher can take a note in his/her mind and try to do the correction after the student’s perform.●How to correct:✓Self-correcting is encouraged.✓Indirect correction: repeating; asking other students to answer again……Unit 6 teaching pronunciations1.The role of teaching pronunciation●Students need not able to read and write IPA and to know phonetics.●Adult learners need focus on pronunciations, but young leaners don’t.●Learners who have more exposure to English need less focus on pronunciationthan those who only learn English in the class.2.Realistic goal 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 convey the meaningthat is intended by the speaker.3.Focusing on a sound:●Say the sound alone●Get students to repeat the sound in chorus.●Get individual students to repeat the sound.●Explain how to make the sound.If students can produce the sound correctly, after the teacher’s modelling, it is not necessary to explain ‘how’.●Say the sound in a word.●Contrast it with other sounds.4.Perception practice:●Using minimal pairs:will-well till-tell fill-fell lid-led (tell which one is read)●Which orderPit pet bet (1 3 2)●Same or differentMet-meet well-well●Odd one outBit bit bit pit (No.4 is different.)●Complete:_ate_ate_ate_ate_ate_ate(late mate fate date hate rate……)5.Production practice:●Listening and repeat●Fill in the blanks✓Children love to play games.✓Black and white make gray.✓After April comes May.●Make up sentencesLast fast calm dark ……Making a sentence using as many from the given words.●Use meaningful context●Using picture●Use tongue twisters6.Practicing stress:●Using gestures:By clapping hands or using an arm movements as if conducting music.●Use the voice:Raise the voice to indicate stress●Use the blackboard:Highlight the stress parts by underlining them or writing them on the blackboard.Unit7. Teaching grammar1.Different ways to presenting grammar●The deductive methodRelies on reasoning, analyzing and comparingDisadvantages:✓It teaches grammar as an isolate one✓Little attention is paid to meaning✓Practice is more mechanicalAdvantages:✓It can be successful with selected and motivated students.✓It could save time when students are confronted with grammar rule which is complex but which has to learn.●The inductive method✓The teacher provide students with authentic language date and induces the learners to realize grammar rules without any form of explicit explanation.✓Students are to apply the newly presented structure to produce sentences with given visual aids or verbal prompts.✓The teacher may elicit the grammar rule from the students.●The guided discovery method✓Students are induced to discover the rules by themselves but carefully guided and assisted by the teacher.2.Implicit knowledge and explicit knowledge●Implicit knowledge: knowledge that is unconsciously existed in our mind,which we can make use of automatically without making any effort.●Explicit knowledge: our conscious knowledge about the language.3.Successful practice●Pre-learningPractice is more effective when new language is clearly perceived and taken into short-term memory by the leaners.●V olume and repetitionThe more language the leaners are exposed to or perceived the more they are likely to learn.●Success-orientation:●Heterogeneity(异质性)Practice should be able to elicit different sentences and generate different levels of answers from different learners.●Teacher assistance●Interest4.Grammar practice:●Mechanical practice✓Substitution drillsMrs. Green has the largest house in town.(clean house/ green lawn/ pretty garden)✓Transformation drillsChange the following sentence into past tense.Now he lives in London. (last year. Paris)●Meaningful/communicative practiceRank the items on the left column according to the listed on the top.cheap healthy tasty Important BeerWaterFruitcigarettesEg. I think beer is cheaper than fruit.ing prompts for practice:●Using picture prompts●Using mimes (role play) or gestures as prompts●Using information sheet as prompts●Using key phrase or key words as prompts●Using chained phrases for story telling.Unit 8 teaching vocabulary1.What does knowing a word involve?●Knowing its pronunciation and stress●Knowing its spelling and grammatical properties●Knowing its meaning●How and when to use it to express the intended meaning2.According to Hedge, vocabulary learning involves at least two aspect of meaning:●Understanding denotation and connotative meaning:✓Denotation meaningIt refer to those words that we use to label things as regards real objects,such as a name or a sign.✓Connotative meaningIt refers to the attitudes or emotions of a language user in choosing a wordand influence of those on the listener or reader’s interpretation of the word.For example, animal itself has a connotative meaning often related tofriendship and loyalty.●Understanding the sense relations among words✓CollocationsIt is believed that teaching word collocations is a more effective way thanjust teaching one single word at a time.✓Synonyms, antonyms, and hyponyms✓Receptive/passive and productive/active vocabulary3.Ways of presenting vocabulary:●Try to provide a visual or physical demonstration whenever possible●Provide a verbal context to demonstrate meaning●Use synonyms and antonyms and hyponyms to explain meaning●Use word formation rules and common affixes to build up new lexicalknowledge.●Pre-fabricated formulaic items: to teach vocabulary in chunks. Chunks refer toa group of words that go together to form meaning.4.Ways of consolidating vocabulary:●Labelling●Spot the difference●Describe and draw●Play a game●Use word series●Word bingo●Word association●Find synonyms and antonyms●Categories5.Developing vocabulary learning strategy●Review regularly●Guess meaning from the context●Organize vocabulary effectively●Use a dictionaryMonolingual dictionary should be encouraged than bi-lingual dictionary●Students should be guided constantly to self-evacuate the effectiveness of thestrategy.Unit 9 teaching listening1.Listening can be more difficult than reading because:●Different speaker produce different sounds in different ways. (Different dialects,and accents, stress, rhythms, intonations……)●The listener has little or no control over the speed of the input of spokenmaterial;●Spoken material is often heard only once and in most cases, we cannot go backand listen again as we can when we read.●The listener cannot pause to work out the meaning of the hard material as canbe done when reading.●Speed is more likely to be distorted by the media which transmit sounds or thebackground noise that can make it difficult to hear clearly.●The listener sometimes has to deal simultaneously with other task whilelistening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions.2.Characters of listening characters:●Spontaneity: people speaking spontaneously and informally without rehearsingwhat they are going to say ahead of time.●Context: the situation helps us predict what we are going to hear.●Visual clues: most of the time, we can see the person we are listening to. (facialexpressions, gestures, and other body language)●Listener’s response: we can interrupt the speakers and ask for repetition orclarification.●Speaker’s adjustment. (The speaker can adjust the way of speaking accordingto the listener’s reaction.)3.Many published textbooks have tended to focus on listening test rather thanfocusing on improving students’ listening performance. This approach has two problems:●It does not give students opportunities to develop listening skills with otherskills.●Listening comprehension questions only test students’ level of comprehensionbut do not train students how to listening or how to develop effective listeningstrategies.4.Principles for listening:●Focus on process: people must do many things to process information that theyare receiving. It is very important to design tasks which can show how wellstudents comprehend the listening material.●Combine listening with other skills●Focus on comprehension of meaning (traditional textbook test on students’memory)●Grade and difficulty level appropriately:✓Type of language used✓Task or purpose in listening✓Context in which the listening occurs.5.Models for teaching listening:●Bottom-up model: listening comprehension is believed to start with sound andmeaning recognitions. Listeners construct meaning of what they hear based on the sound they hear.●Top-down model: listening for the gist and making use of the contextual cluesand background knowledge to construct meaning are emphasized.●Listening involves both bottom-up model and top-down model.Comprehension is the result of integrate of the information conveyed by the text with information and concepts already known by the listener.6.Three listening stages:●Pre-listening:✓Predicting✓Setting the scene (getting background information)✓Listening for the gist (ask students one or two questions that focus on the main idea or the tone or mood of the whole passage.)✓Listening for specific information✓Most of the time, we would only use only one pre-reading task. It couldn’t take much time.●While listening:✓No specific responses: giving students any task the first time they listening to a passage. It can take anxiety out of listening.✓Listen and tick: the task would be much easier.✓Listen and sequence: can be completed without understanding every word they hear. It can build confidence.✓Listen and act: total physical response✓Listen and draw: it works very well when there is an information gap between pairs. Related vocabulary should be pre-taught.✓Listen and fill: do not overdo this task because it may make students feel that they have to understand every word.✓It is helpful to provide a task for the students to do while they are listening.This gives the students a purpose to listen and helps them focus on thelistening.●Post-listening:✓Multiple-choice questions: the teacher should balance his/her teaching in preparing students for traditional multiple-choice tests and preparing themfor using English in the real world.✓Answering questions: some types might lend themselves nicely to discuss in small groups.✓Note-taking and gap filling: while-listening and post-listening is combined. ✓Dictogloss➢Preparation: teachers introduces the topic and key words or asking general questions about the text.➢Dictation: three times➢Reconstruction➢Analysis and correction✓There are many opportunities to integrate post-listening with other language style.Unit 10 teaching speaking:1.Four common features of spoken language:●Using less complex syntax●Taking short cuts, e.g. incomplete sentences●Using fixed conventional phrase/chunks●Using devices such as fillers, hesitation device to give time before speaking.2.Principles for teaching speaking:●Balancing accuracy-based with fluency-based practices●Contextualizing practice: people use language differently in different context,so it’s important to give students chance to experience language in meaningful contexts.●Personalizing practice: learn something that is close to students’ life●Building up confidence: only when students feel confident to expressthemselves, will they participate actively in the activities.●Maximizing meaningful interactions: (students practice in small groups andpairs)●Helping students develop speaking strategies●Making the best use of classroom learning environment to provide sufficientlanguage input and practice for the students.3.Other factors to consider when design speaking activities●Maximum foreign talk●Even participation●High motivation ( interesting topic/clear objective )●Right language level4.Types of speaking tasks: ( by Littlewood)Pre-communication activities: (controlled and semi-controlled)●Structural activities: pay attention to certain structures or functions so that thesecan be accurately produces.●Quasi-communication activities: focus more on meaning and communicationCommunicative activities: (communicative and more contextualization)●Functional communication activities●Social interaction activitiesStudents are more concerned on meaning.5.Example activities:●Information-gap activities●Dialogues and role-plays (✓Perform the dialogue in different moods.✓Success of role-play: the teachers’ enthusiasm; careful instruction;clear situations and roles; making sure students have the language theyneed.●Cue cards●Activities using pictures (work well with beginning level teachers for its clearobjective and a short time limit)●Problem solving activities (productive: there is a clear objective to be reachedor problem to be solved)●Find someone who●Human scramble.anizing speaking tasks:●Students talk a lot in foreign language●Designing small group speaking tasks (students are often feel shy speaking aforeign language in front the whole class)●Different groups can work at different levels. (Modify a given task to make iteasier for slower students and more challenging for more advanced students.)Unit 11 teaching writing1.What do effective readers do?●Have a clear purpose in reading●Read silently●Read phrase by phrase, rather than word by word●Concentrate on the important bits, skim the rest, and skip the insignificant parts●Use different speeds and strategies for different reading tasks●Perceive the information in the target language rather than mentally translate●Guess the meaning of new words from the context, or ignore them●Have and use background information to help understand the text2.What do we read:●If students have never had the experience of reading a particular type of text,how can they read it with ease in real life●We believe ESL/EFL reading textbook should have a variety of authenticmaterials, as much as the coverage allows3.There are two broad levels in the act of reading:● A recognition task of perceiving visual signal from the printed page througheyes● A cognitive task of interpreting the visual information, relating the receivedinformation with the reader’s own general knowledge, and reconstructing themeaning that the writer had meant to convey.4.Reading strategies:●specifying a purpose for reading●planning what to do / what steps to take●previewing the text●checking the predictions●skimming the text for the main ideas●scanning the text for specific information……5.the role of vocabulary●sight vocabulary: words that one is able to recognize immediately are oftenreferred to as sight vocabulary●The best and easiest way to develop vocabulary to read a great deal. Only whenan individual word is met and understood again and again in different contexts can it become a part of the learner’s sight vocabulary.●Instead of just using textbooks to reach the words and structures to the students,the teacher should try to introduce an extensive reading scheme whenever possible to encourage leaners to read more after class.●This automatic, rapid, and accurate process of word recognition should not beconfused with the strategy of slow, letter by letter, or syllable by syllable。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(阅读教学)【圣才出品】
第11章阅读教学11.1 复习笔记本章要点：1. Reading aloud and silent reading朗读和默读2. Features of effective readers有效率的读者的特征3. Strategies involved in reading comprehension 阅读理解策略4. Two broad levels in reading两种阅读水平5. The role of vocabulary in reading词汇在阅读中的作用6. Sight vocabulary视觉词汇7. Three models of teaching reading三种阅读教学模式8. Three stages involved in T eaching Reading阅读教学的三个阶段9. Pre-reading activities读前活动10. While-reading activities读中活动11. Purposes of transition device转换手法的目的12. The classification of Reading comprehension questions阅读理解题的分类13. Types of post-reading activities读后活动类型本章考点：朗读和默读；有效率的读者的特征；阅读理解策略；两种阅读水平；词汇在阅读中的作用；视觉词汇；三种阅读教学模式；阅读教学的三个阶段；读前活动；读中活动；转换手法的目的；阅读理解题的分类；读后活动类型。
本章内容索引：Ⅰ. Reflecting on your own reading experiencesⅡ. The way of reading1. Reading aloud and silent reading2. Features of effective readersⅢ. The content of readingⅣ. Strategies involved in reading comprehension1. Definition of reading2. Two broad levels in readingⅤ. The role of vocabulary in reading1. The importance of vocabulary2. Sight vocabularyⅥ. Principles and models for teaching reading1. Three models of teaching reading2. Three stages involved in teaching reading Ⅶ. Pre-reading activities1. Definition of pre-reading activities2. Predicting3. Setting the scene4. Skimming5. Scanning6. Summary on pre-reading activitiesⅧ. While-reading activities1. Information transfer2. Purposes of transition device3. Reading comprehension questions4. Understanding references5. Making inferences6. Summary on while-reading activitiesⅨ. Post-reading activities1. Objectives2. Requirements3. Types of post-reading activitiesⅩ. ConclusionⅠ. Reflecting on your own reading experiences （反思自己的阅读经验）All of us began reading in our first language at a very early age and we all have experiences of being influenced by certain authors or particular books.我们在很小的时候开始用母语阅读了，我们都受到某些作者或书籍的影响。
英语教学综合专硕考研王蔷《英语教学法教程》考研复习笔记
英语教学综合专硕考研王蔷《英语教学法教程》考研复习笔记一、语言和语言学习复习笔记要点：1. The way we learn languages我们习得语言的方式2. Views on language语言观点3. The structural view of language结构主义语言理论4. The functional view of language功能主义语言理论5. The interactional view of language交互语言理论6. Common views on language learning关于语言学习的普遍观点7. Process-oriented theories and condition-oriented theories强调过程的语言学习理论和强调条件的语言学习理论8. The behaviorist theory行为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher一个好的语言老师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’awareness of what is required for a good English teacher.这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(教学评价)【圣才出品】
第15章教学评价15.1 复习笔记本章要点：1. The differences between testing, assessment and evaluation 测试、评价和评估的区别2. Assessment purposes评价目的3. Methods for assessment评价方法4. The ways to gather students learning information收集学生学习信息的方法5. Different criteria or references of assessment评价的不同标准或参考6. Criteria to assess portfolios评估学生档案的原则7. Assessment principles评价原则8. Drawbacks of using tests for assessment测试评价的缺点9. T est items can be designed in various formats不同形式的测试项目本章考点：测试、评价和评估的区别；评价目的；评价方法；收集学生学习信息的方法；评价的不同标准或参考；如何评估学生档案；评价原则；测试评价的缺点；不同形式的测试项目。
本章内容索引：Ⅰ. Understanding assessmentⅡ. Assessment purposes1. For administrators2. For teachers3. For parents4. For studentsⅢ. Methods for assessment1. Summative assessment2. Formative assessment3. The ways to gather students’learning informationⅣ. Criteria for assessment1. Different criteria or references of assessment2. Criteria to assess portfoliosⅤ. Assessment principlesⅥ. T ests in assessment1. Drawbacks of using tests for assessment2. Test itemsⅦ. ConclusionⅠ. Understanding assessment（理解评价）【考点：测试、评价和评估的区别】The differences between testing, assessment and evaluation:测试、评价和评估的区别：Testing: It often takes the ‘pencil and paper’form and it is usually done at the end of a learning period, such as unit-test, mid-term-test, semester-test etc.测试：通常是“笔纸”形式，通常发生在一个学习阶段末尾，如单元测试、期中测试和期末测试等。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(语言教学中的德育教育)【圣才出品】
第14章语言教学中的德育教育14.1 复习笔记本章要点：1. Moral learning and English德育与英语2. Values involved in morality德育的价值观点3. Activities for moral learning德育的行为4. Suggested activities for an explicit focus on moral development发展德育行为的活动5. The roles of the teacher教师在学生德育发展方面的作用6. The roles of the school学校在学生德育发展方面的作用本章考点：德育与英语；德育的价值观点；德育的行为；发展德育行为的活动；教师在学生德育发展方面的作用；学校在学生德育发展方面的作用。
本章内容索引：Ⅰ. Moral learning and English1. Moral learning in English teaching2. Values involved in moralityⅡ. Activities for moral learningⅢ. The roles of the teacher1. T eacher as role model2. T eacher as curriculum developerⅣ. The roles of the schoolⅤ. ConclusionⅠ. Moral learning and English（德育与英语）【考点：德育与英语的关系；德育包含的价值观点】1. Moral learning in English teaching（英语教学中的德育）Teachers are not just responsible for students’intellectual or physical development; teachers are also responsible for students’moral development.教师不仅对学生的智力或身体发展负责，还对其道德发展负责。
英语教学法教程第二版(王蔷)1-5单元学习笔记
Unit1 Language and Language Learning1.1How do we learn language?（如何学习语言）Much of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages.1.2Views on language（学习观）1.3Views on language learning and learning in generalNow, the research about language learning theories can be broadly divided into two parts. They are Process-oriented theories and Condition-oriented theories. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. Here are What is done in these processes.1.4What makes a good language teacher?(好教师的素质要素)①Ethic devotion ②Professional qualities ③Personal styles1.5How can we become a good language teacher?(如何成为一名好的语言老师)The most important and difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Teacher’s professional development1.6An overview of the bookUnit2 Communication Principles and Task-based Language Teaching 2.1 Language use in real life vs. traditional pedagogy2.2 What is communicative competence?communicative competence includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situation.2.3 Implications for teaching and learning (略)2.4 Principles of Communicative Language Teaching(CLT)1）Communication principle: Activities that involves real communication promote learning.2) Task principle: Activities in which language is used for carry out meaningful tasks promote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports the learning process.2.5 CLT and the teaching of language skills2.6 Main features of Communicative activities2.7 Task-based Language Teaching(TBLT)Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching.2.7.1 Definitions of a task√√2.7.2 Four components of a task.1) A purpose: making sure the students have a reason for undertaking the task.2) A context: this can be real, simulated, or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors.3) A process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring, conceptualizing and communicating.4) A product: there well be some form of outcome, either visible(written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)2.7.3 Exercises, exercise-tasks and taskexercise exercise-task task2.8 PPP and Task-based Language TeachingMany teachers may be familiar with the Presentation, Practice and Production(PPP). A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc. Some teachers may also be familiar with the five-step teaching method, which is quite similar to the PPP model but adding revision at the beginning and consolidation at the end.2.8.1 Differences between PPP and TBL1) The way students use and experience language in TBL is rapidly different from PPP.2) TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.2.9 How to design tasks?√√2.10 Appropriateness of CLT and TBLT in the Chinese context1)The problems of CLT: ①If CLT is culturally appropriate.（Both its advantages and constraints are recognized by teachers and students.）②It is very difficult to design a syllabus with a one to one correspondence between a function and a form.2)The problems of TBLT: ①It may not be effective for presenting new language items.(Swan,2005) ②Time. Teachers have to prepare task-based activities very carefully. ③The culture of learning. Some students may find it difficult to adapt to TBLT. ④The level of difficulty. Students mayfind task-based learning quite difficult if they do not have sufficient linguistic resources to handle holistic communication.2.11 ConclusionIt is important to remember that a method is effective only when it is appropriate to the teaching context. Therefore, when a new method or approach emerges, it is unwise to simply cast away the traditional and follow the new trend. The best thing to do is to develop one’s own teaching methods based on the context where one teaches and integrates the merits of different methodologies to serve the purpose of one’s teaching objectives and the needs of one’s students.Unit3 The National English Curriculum3.1 A brief history of foreign language teaching in ChinaUnit4 Lesson Planning4.1 Why is lesson planning important?Definition: A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.Reasons: ①A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.②It helps teachers distinguish thevarious stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.③Proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson. ④Good planning gives teachers, especially novice teachers confidence in class. ⑤When planning the lesson, the teacher also becomes aware of the teaching aids that are needed for the lesson.⑥Planning is a good practice and a sign of professionalism.4.2 Principles for good lesson planning4.3 Macro planning vs. micro planning.（宏观计划vs.微观计划）The components of macro planning:(宏观计划包含的内容)1)Knowing about the profession.2)Knowing about the institution.3)Knowing about the learners.4)Knowing about the curriculum/syllabus.5)Knowing about the textbook.6)Knowing about the objectives.4.4 Components of a lesson planDifferent teachers have different teaching styles and may use different teaching procedures, so ‘every lesson is unique’(Robertson and Acklam,2000:6), and so is every lesson plan. A lesson plan include many parts.Unit5 Classroom ManagementDefinition：Classroom management is the way teachers organize what goes on in the classroom.Goal:To create an atmosphere conductive to interacting in English in meaningful ways.(Gebhard,1996)Conditions for achieving classroom management:1)The teacher plays appropriate roles.2)The teacher provides clear instructions.3)Students are grouped in a way suitable for the learning activities.4)The teacher asks appropriate questions.5)There is discipline as well as harmony in the class.6)The students errors are treated properly.5.1 The role of the teacherWhat are the teacher’s roles defined by Harmer?①controller ②assessor ③organiser ④prompter ⑤participant⑥resource-providerWhat are teacher’s new roles?①facilitators ②guides ③researchers5.2 Classroom instructionsDefinition: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities; providing explanations to a concept or language structure; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback and assigning homework, etc. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching.What are rules to follow for making instructions effective?①To use simple instructions and make them suit the comprehensionlevel of the students.②To use the mother-tongue only when it is necessary.③To be careful not to do all the talking in class.。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(语法教学)【圣才出品】
第7章语法教学7.1 复习笔记本章要点：1. The role of grammar in language learning语法在语言教学中的角色2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法3. Distinction between implicit and explicit knowledge隐性知识与显性知识的差异4. New approaches to teaching grammar新的语法教学5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice语法练习：机械性练习；意义性练习；使用提示本章考点：语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。
本章内容索引：Ⅰ. The role of grammar in language learningⅡ. Grammar presentation1. The deductive method2. The inductive method3. The guided discovery method4. Distinction between implicit and explicit knowledge5. New approaches to teaching grammarⅢ. Grammar practice1. Mechanical practice2. Meaningful practice3. Using prompts for practiceⅣ. ConclusionⅠ. The role of grammar in language learning（语法在语言教学中的角色）【考点：语法在语言教学中的角色】Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(外语课堂管理)【圣才出品】
第5章外语课堂管理5.1 复习笔记本章要点：1. The role of teachers and teachers’new roles教师的角色和新角色2. Classroom instructions课堂教学3. Rules to follow for making instructions effective 使课堂教学有效的方法4. Student grouping学生分组5. Discipline in the language classroom语言课堂的纪律6. Strategies to maintain discipline in their classroom 维持课堂纪律的策略7. Questioning in the classroom课堂提问8. Classification of question types课堂提问的类型9. The distinction between mistakes and errorsmistakes 和errors的区别10. Deal with spoken errors处理口头错误本章考点：教师的角色：设计者；管理者；评定者；组织者等以及教师的新角色；课堂教学的定义以及使课堂教学有效的方法；学生分组的几种类型及分组方式；纪律和无纪律的概念；维持纪律的方法；课堂问题的类型及相关定义；mistakes和errors的区别；如何处理口头错误。
本章内容索引：ⅠDefiniton of classroom managementⅡ. The role of the teacher1. Before the class2. During the class3. After the classⅢ. Classroom instructionsⅣ. Student grouping1. The most common student groupings2. Grouping methodsⅤ. Discipline in the language classroom1. Discipline vs. indiscipline2. Maintaining disciplineⅥ. Questioning in the classroom1. Classification of question typesⅦ. Dealing with errors1. The distinction between mistakes and errors:2. Dealing with spoken errors3. Time for correctting4. Ways for correcttingⅧ. ConclusionⅠ. Definiton of classroom management（课堂管理的定义）Classroom Management refers to the way teachers organize what goes on in the classroom.课堂管理指的是教师组织课堂进行的方式、方法。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第4~6章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第4~6章【圣才出品】第4章教案设计与书写4.1 复习笔记本章要点：1. The significance of lesson planning课程计划的重要性2. Principles for good lesson planning做好课程计划的准则3. Macro planning vs. micro planning宏观计划和微观计划4. Components of a lesson plan课程计划的构成因素5. Sample lesson plans课程计划的样本本章考点：课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。
本章内容索引：Ⅰ. The significance of lesson planning1. Definition of lesson planning2.The necessity of lesson planning for teachers3. Benefits of lesson planningⅡ. Principles for good lesson planningⅢ. Macro planning vs. micro planning1. Two levels of lesson planning2. The advantage of a concrete teaching planⅣ. Components of a lesson plan1. Background information2. T eaching aims3. Language contents and skills4. Stages and procedures5. T eaching aids6. End of lesson summary7. Optional activities and assignments8. After lesson reflectionⅤ. Sample lesson plansⅥ. ConclusionⅠ. The significance of lesson planning（课程计划的重要意义）1. Definition of lesson planning课程计划的定义Lesson planning means making decisions in advance about what techniques,activities and materials will be used in the class.课程计划就是提前决定在课堂上使⽤什么技巧、材料、进⾏什么活动。