最新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(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。
英语教学法教程王蔷笔记unit7
英语教学法教程王蔷笔记unit7Unit 7: Teaching English Grammar1. Introduction to Grammar Teaching- Grammar is an essential component of language learning as it provides the rules and structure necessary for effective communication.- When teaching grammar, it is important to create a supportive and interactive learning environment where students can practice and apply the rules in meaningful contexts.2. Presenting Grammar- There are various approaches to presenting grammar, including deductive and inductive methods.- The deductive method involves providing explicit explanations and rules before students engage in practice activities.- The inductive method encourages students to discover grammar rules through guided practice and analysis of examples.3. Teaching Grammar in Context- It is essential to teach grammar in meaningful contexts to make it relevant and applicable to students' daily lives.- Use authentic materials, such as news articles or videos, to introduce and teach grammar concepts in real-world contexts.- Incorporate communicative activities that require students to use the grammar rules in speaking or writing tasks.4. Engaging Grammar Practice- Provide a variety of practice activities to cater to different learning styles and abilities.- Include both controlled and freer practice activities.- Controlled practice activities involve structured exercises that focus on accuracy, such as gap-filling or matching exercises.- Freer practice activities allow students to use the grammar rules creatively in more open-ended tasks, such as role-plays or discussions.5. Providing Feedback- Feedback is crucial in helping students improve their understanding and application of grammar rules.- Provide immediate feedback during practice activities, including correction and clarification of errors.- Use a combination of teacher-led and peer feedback to encourage student participation and active learning.6. Assessing Grammar Skills- Assessing grammar skills should go beyond traditional tests and quizzes.- Include a variety of assessment tools, such as presentations, projects, or portfolios, that allow students to demonstrate their understanding and application of grammar rules in different contexts.- Use rubrics or checklists to provide clear criteria for assessment and feedback.7. Conclusion- Teaching English grammar requires a learner-centered approach that emphasizes meaningful context and active engagement.- By providing a supportive and interactive learning environment, teachers can help students develop a strong foundation in grammar skills and enhance their overall English language proficiency.。
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1~3章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。
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。
最新英语教学法教程知识点总结(1-12单元)
FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)●The natural approach(NA)●The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and alarge part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is 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. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: 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. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage. Variety: 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, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability:within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.●The first is to use simple instructions and make them suit the comprehensive level of thestudents.●The second rule is to use the mother-tongue only when it is necessary.●Give students time to get used to listening to English instructions and help the make an effortto understand them.●Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus 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. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。
英语教学法王蔷笔记
英语教学法王蔷笔记摘要：一、王蔷《英语教学法教程》概述二、英语学习的基本方法1.语言与学习的的关系2.学习语言的个体差异三、英语教学方法及步骤1.制定明确的教学目标2.情景教学法的应用3.常见英语教学方法的介绍四、总结与展望正文：一、英语学习的基本方法1.语言与学习的的关系语言是人类交流的基本工具，学习语言是一个持续的过程。
个体通过与他人的互动、参与各种语言活动，逐渐掌握语言技能。
2.学习语言的个体差异不同的人在学习语言过程中，由于认知能力、学习动机、语言环境等因素的不同，呈现出个体差异。
教师应关注学生的个性化需求，制定因材施教的教学策略。
二、英语教学方法及步骤1.制定明确的教学目标教学目标是课堂教学的出发点和回归点。
教师应根据学生的实际情况，制定具体、明确的教学目标，确保教学过程的有效性。
2.情景教学法的应用情景教学法是一种以生活场景为依托的教学方法。
教师应创设真实、生动、实用的情景，帮助学生将所学语言材料进行综合、创造性地表达交流。
3.常见英语教学方法的介绍（1）Task-Based Language Teaching（TBLT）：以任务为导向的教学方法，强调学生在完成任务的过程中自然地学习语言。
（2）五步教学法：包括引入、练习、输出、反馈和巩固五个步骤，逐步引导学生掌握语言技能。
（3）五指教学法：一种针对听、说、读、写、译五个语言技能的教学方法，注重均衡发展学生的语言能力。
（4）3P教学法：包括呈现、实践、产出的教学过程，强调在实践中学习语言。
（5）交际型教学：以培养学生的交际能力为核心，注重语言运用的实际场景。
三、总结与展望王蔷的《英语教学法教程》为英语教师提供了丰富的教学理论和实践方法。
通过关注学生的个体差异、制定明确的教学目标，以及运用多样的教学方法，教师可以提高英语教学质量，培养学生的语言交际能力。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(国家英语课程标准)【圣才出品】
第3章国家英语课程标准3.1 复习笔记本章要点：1. Syllabus and curriculum教学大纲和课程设置2. A brief history of foreign language teaching in China中国外语教学简史3. Designing principles for the National English Curriculum国家英语课程设置原则4. Goals and objectives of English language teaching英语语言教学的目标5. Design of the National English Curriculum国家英语课程的设置6. Challenges facing English language teachers英语语言教师所面临的挑战本章考点：教学大纲和课程设置；中国外语教学简史；国家英语课程设置原则；英语语言教学的目标；英语语言教师所面临的挑战和解决办法。
本章内容索引：Ⅰ. A brief history of foreign language teaching in China1. The differences between syllabus and curriculum2. Foreign language teaching in ChinaⅡ. Designing principles for the National English CurriculumⅢ. Goals and objectives of English language teachingⅣ. Design of the National English CurriculumⅤ. Performance standards for different levels of competenceⅥ. Challenges facing English language teachersⅦ. ConclusionⅠ. A brief history of foreign language teaching in China（中国外语教学简史）1. The differences between syllabus and curriculum教学大纲和课程设置的不同A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.教学大纲具体规定了课堂教学内容，通常包括对于教学目标和教学内容，有时还包括教学方法的建议。
英语教学法教程手稿重点笔记
英语教学法教程手稿重点笔记第一篇：英语教学法教程手稿重点笔记第三章、外语教学法的主要流派（八种）1.语法--翻译法A.从19世纪开始用于教学现代语言B.把目标语（外语）看成是一个规则系统，能在文本域句子中了解到，并与母语规则和意义有联系。
C.主要课堂教学活动：对整篇课文大意的译述，吧课文逐句从外语译成母语的活动，对课文中语法规则作演绎式的讲解，以及直接阅读课文以加深对课文的理解等活动。
E.重视词汇与语法的学习，强调阅读与写作能力的培养。
重视语言准确性的培养。
F.选材：外语的文学原著或简写本或改写本G.教师是课堂教学的权威，重视的传授者和课堂教学的组织者。
H.母语是教学语言，外语的意思是靠译成母语来理解。
2.直接法A.在19世纪末创立B.只使用目标语进行教学；意义通过语言、动作、物体等手段结合情景来表达；先教说，再教读与写；用归纳法讲授语法。
C.主要课堂教学活动：全外语教学--模仿、朗读和问答式主要的教学活动形式--作答均以完整的句子说出问句或答句。
E.培养学生使用外语进行交际的能力。
初级阶段重点在口语能力的培养F.选材：日常用语，以情景或某一话题为基础G.教师与学生是搭档关系，学生间可以进行对话并讨论问题H.全外语式教学，不在外语课堂上使用母语3.情景法（口语情景法）A.在20世纪30年代至60年代，英国应用语言学家创立（帕尔默&霍恩比）B.语言观是英国的结构主义，口语是语言的基础，结构式讲话能力的核心，应用情景中通过口头练习来学习语言结构。
（帕尔默&霍恩比）接受语言输入--重复操练记住--在实际练习中使之变成个人技能。
（帕尔默）C.主要课堂教学活动：《新概念英语》提出情景--学习语言--听说领会--反复操练--书面练习--巩固结构E.培养学生听说读写的能力，口语是第一性的，是笔头语的基础，重视语音语法的准确性。
F.教师是语言楷模，课堂活动的设计者与指挥官，学生是模仿者G.英语是教学语言4.听说法A.在第二次世界大战期间由美国语言学家建立B.在语言学理论方面是以结构主义作为其理论的基础，以行为主义的学习理论作为依据语言技能的获得通过刺激--反应--强化的过程。
英语教学法王蔷笔记
英语教学法王蔷笔记（最新版）目录1.英语教学法的重要性2.王蔷笔记的内容概述3.王蔷笔记的主要特点4.王蔷笔记的实际应用5.王蔷笔记的优缺点分析正文英语教学法对于英语学习者和教师而言具有重要意义，它能够有效地提高学习效率和教学质量。
在众多的英语教学法中，王蔷笔记受到了广泛的关注。
本文将对王蔷笔记的内容、特点、实际应用以及优缺点进行详细的分析。
王蔷笔记是一本关于英语教学法的笔记，它系统地介绍了英语教学法的基本原理和实践方法。
内容包括英语教学法的定义、发展历程、主要流派、教学技巧等方面，为广大英语教育工作者提供了宝贵的理论依据和实践指导。
王蔷笔记的主要特点有以下几点：1.系统性：王蔷笔记从英语教学法的基本概念入手，逐步展开到各种教学技巧和方法，形成了一个完整的体系。
2.实用性：王蔷笔记注重实际应用，提供了丰富的教学案例和教学活动设计，便于教师在课堂上直接运用。
3.客观性：王蔷笔记对各种教学法进行了全面的分析和评价，既指出了其优点，也指出了其缺点，为学习者提供了全面的信息。
4.创新性：王蔷笔记在总结传统教学法的基础上，也介绍了一些新的教学理念和方法，如任务型教学法、合作学习等，为英语教学注入了新的活力。
王蔷笔记在实际应用中取得了显著的效果，许多英语教师在教学中采用了王蔷笔记推荐的教学法，提高了教学质量。
同时，学习者通过学习王蔷笔记，也能够更好地掌握英语学习方法和技巧，提高学习效果。
然而，王蔷笔记也存在一些优缺点。
优点在于其系统性强、实用性高，能够为英语教学提供全面的指导。
缺点在于部分内容较为理论化，对于初学者而言可能较难理解。
此外，王蔷笔记介绍的教学法并非都适用于所有情况，教师需要根据实际情况灵活运用。
总之，王蔷笔记是一本具有重要参考价值的英语教学法笔记，对于英语教育工作者和学习者都具有较高的实用价值。
最新《英语教学法教程》主要知识点归纳
Process-oriented theories: are concerned with how the mind organizes new information such ashabit.formation,.induction,making.inference,.hypothesis.testing.and.generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of inputlearners receives, and the atmosphere.Behaviorist theory, skinner,learning process of habit formation&conditioning,a stimulus-response theory ,imitation&repetitionSRR,audio-lingual method,external factors,the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes wereimmediately corrected, and correct utterances were immediately praised.Cognitive theory,chomsky,learning:creative process, internal factors,students areasked to thinking and allow to create their own sentence based on their understandingof certain rules ,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.Constructivisttheory,personal construction,dewey, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she alreadyknows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement w ith the targetlanguage in a social context based on the concept of “Zone of Proximal (ZPD) and scaffolding.learning is best achieved through dynamic Development” interaction between the teacher&learner&between learnersLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt 5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teaching.These elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesCommunicative Competence:Hedge,:linguistic（knowledge of the language itself,itsform and meaning）,pragmatic(the appropriate use of the language in social context),discourse(one ability to create coherent written text or conversation and theability to understand it) ,strategic(strategies one employs when there is communication breakdown due to lack of resource),fluency(ability to link units of speech together with facility and without strain or inappropriate to slowness or undue hesitation)Views on language.Structural view —The founder：Saussure—The structural view：1、of language sees language as a linguistic system made up of various subsystems the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第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。