最新英语教学法教程复习笔记精华版
英语课程教学法复习笔记
英语课程教学法复习笔记第1章语言和语言学习1.1复习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：1.How do we learn languages?我们如何习得语言？2.\^ews 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.What are the 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 建构主义理论11.Socio-constructivist theory 社会建构主义理论12.What makes a good language teacher?如何才能成为一个好的语言老师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；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 . How do we learn languages?II.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.The behaviorist theory2.Cognitive theory3.Constructivist theory4.Socio-constructivist theoryIV.What makes a good language teacher?V.How can one become a good language teacher?VI. An overview of the bookphysical context in which language learning takes place, such as the number of students, the kind of input learners receive, andthe atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, T otal Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions.Some researchers attempt to formulate teaching approaches directly from these theories.1.The behaviorist theory( Skinner)a stimulus-response theory of psychologyProposed by behavioral psychologist Skinner. He suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.The key point of the theory of conditioning is that “you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement，，One influential result is the audio-lingual method, which involves endless ‘listen and repeat’ drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.2.Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.A language learner acquires language competence which enables him to produce language.Though Chomsky’s theor y is not directly applied in language teaching, it has had a great impact on the profession.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.3.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his / her own experiences and what he / she already knows.It is believed that education is used to develop the mind, not just to rote recall what is learned.John Dewey believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners.4.Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasises interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development，(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.质和实体语境，如学生的数量、氛围等。
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。
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。
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。
最新教学法笔记精校版How-to-Teach-English
How to Teach English笔记整理Unit One How to be a good teacherWhat makes a good teacher?How should teachers talk to students?How should teachers give instructions?Who should talk in class?What are the best kinds of lesson?How important is it to follow a pre-arranged plan?What makes a good teacher?Focus on moral education;Teachers’ character and personality;Care more about their students’ learning than their own teaching.How to be a good teacherHow should teachers talk to students?Rough-tuning:Unconscious simplification which both parents and teachers make;The modification of language that is suitable to students of different levelPhysical movement:Gestures, expressions, mimeHow should teachers give instructions?Rules: simple & logicalCheck:ask one to repeat your instructionask someone to translation your instruction into the students’ native languageWho should talk in class?Maximise STT (Student Talking Time)Minimise TTT (Teacher Talking Time)Who should talk in class?What is good TTT?Good TTT must follow the rule of “comprehensive input”The Input hypothesis is Stephen Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'.According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence.For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.What are the best kinds of lesson?Try your best to break boredom:Change your clothes;Bahaving calmly and slowly one day if you are normally noisy and energitec;Variety of your class:Keep balance between predictable safety and unexpected variety.How important is it to follow a pre-arranged plan?A balance has to be struck between teachers attempting to achieve what they set out to achieve on the one hand and responding to what students are saying or doing on the other.Be flexible if your plan is interrupted by students.How important is the students’ motivation?What is motivation?Motivation refers to elements that push students to do learning activities.According to the source of motivation, it can be divided into intrinsic motivation and extrinsic motivation.Gardener and Lamber classified motivation of foreign language acquisition into instrumental motivation(工具型动机) and integrative motivation(融入型动机) from the perspective of social linguistics.Learners with instrumental motivation aim to reach their goal and treat the language just as one kind of tool, such as finding a good job and so on.Learners with integrative motivation desire to mix with the culture of the second/ foreign language and always show deep interest in the culture and people influenced by this language.How important is the students’ motivation?Conclusions of Gardner and Lamber’s theory:Highly motivated students do better than ones without any motivation at all.Integrative motivation was more powerful than Instrumental motivation.How important is the students’ motivation?How to provoke students’ interest and involvement in the class?Choice of topic, activity and linguistic content that students are interested in;Incentive mechanism: verbal commendation, honor, material reward, examinationHow to help students?Homework;Reading assignment;Practical activitiesWho is responsible for learning?Unit Four Lesson Planning4.4.1 Teaching aimsThe first thing to do in lesson planning is to decide the aims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.Questions:What do you think are the aims of this part of the lesson?Three different teachers are about to teach the lesson. Below are their introductions to the lesson. Which teacher has the clearest idea of the aims of the lesson?Teacher A: Today we are going to learn Lesson 15. It’s question and answ er practice using a substitution table.Teacher B: Today we are going to practise present simple questions with “when…” and other time expressions.Teacher C: Today we are going to practise asking and answering questions using the present simple tense, so that we will learn how to talk about everyday activities.Unit 6 Teaching Pronunciation1. The role of pronunciation in language learning.2. The goal of teaching pronunciation.3.The aspects of pronunciation we need to teach.4. The ways to help student to improve pronunciation.6.1 The role of pronunciationWhy do learners make pronunciation errors?A particular sound may not exist in the mother tongue, so that the learners are not used to forming it and therefore tends to substitute the nearest equivalent he or she knows.A sound does exist in the mother tongue, but not as a separate phoneme---the learner does not perceive it as a distinct sound that makes a difference to meaning.(sheep/ship)The learners have the actual sounds right, but have not learnt the stress patterns of the word or group of words, or they are using an intonation from their mother tongue which is inappropriate to the target language.What should be taught to the beginners, pronunciation or phonetic?Pronunciation is more important than phonetic. Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.Whether pronunciation needs special attention or focus in language teaching depends on manyLearners whose native language has similar sounds to English are less likely to have problems with pronunciation.Learners who have more exposure to English need less focus on pronunciation.Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.Beginning Chinese learners of English should focus on pronunciation and their ability to identify and produce English sounds themselves, because phonetic transcripts are more abstract and less meaningful. When should we teach phonetic?Phonetic rules regarding what sounds a letter or a cluster of letters should be pronounced are helpful for students to develop the ability to cope with English pronunciation and they should be introduced at a suitable stage. Beginners of English, specially young learners, should be avoided to teach phonetic.Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.In the example below, differe nt intonations for “Sorry” indicate different meanings. A neutral tone would6.2 The goal of teaching pronunciation1. What’s considered as a good pronunciation?A good pronunciation means:1) to pronounce correctly all the speech sounds of the language and all the combinations in their proper order not only isolated words, but also in sentences;2) to pronounce sentences fluently at the speed required by the situation with correct stresses, linking of sounds, rhythm, pauses and intonation.As a matter of fact, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.2. Why most learners of English as a foreign language cannot acquire native-like English pronunciation?Critical period hypothesisThe amount of exposure to EnglishIndividual ability.Critical Period HypothesisAccording to Chomsky’s theory, if humans do not learn a foreign language before a certain age, then due to changes such as maturation of the brain and speech organs, it becomes impossible to learn the foreign language like a native speaker.The amount of exposure to EnglishIt is another factor that determines if the students can acquire native-like English pronunciation. At the present time, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.6.3 Aspects of Pronunciation1. Single Stress i.e. important , complain, medicine2. Main stress and secondary stress i.e. interpretation3. Double stress i.e. thir teen, Chi nese4. Varieties of English i.e. advertisement (Br. E) advertisement(Am. E)5. Stress shifts i.e. import (n.), import (v.) record (n.), record (v.)6. Stress for emphasis i.e. I’m a teacher because I like people.7. Sentence stress: content words vs. structural wordsIntonation1. Falling intonation(statements, special questions, exclamation, commands)2. Rising intonation(general questions, requests, remarks of concern andapology, partings)3. Combined intonation(tag questions, compound sentences)Read the following sentences:You haven’t finished, / have you?Where there is a will, / there is a way.She can speak fairly well,/ but by no means perfect.6.4 Practising soundsPerception practiceUsing minimal pairsWhich order?Same or different?Odd man outCompletionProduction practiceListen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse tongue twistersPerception practicePerception practice is aimed at developing the students’ ability to identify and distinguish betw een different sounds. Correct perception of sounds is vital for listening comprehension. Below are some examples of perception practice of English sounds.Using minimal pairs.Minimal pairs are two words which have only one different sound. The teacher reads either word2. Which order?The teacher reads each group of words in different order and the students mark the words with 1, 2, 3 .The teacher can read the words several times in different order.3. Same or differentThe teacher reads pairs of words and asks the students to tell if the pairs of words are the same or different.The words should not be written out.Here is an example(D for “different” and S for “same”):met meet (D)well well (S)well will (D)4. Odd one outThe teacher reads a group of words a time and the students identify the different word or sound.The words are not written out.Below are some examples:bit bit bit pit (No.4 is different.)lid led lid lid (No. 2 is different.)bag bag back bag (No. 3 is different.)5. CompletionThe teacher reads a series of words which have only one different sound. The students complete the words they hear.Here is an example:_ate _ate _ate _ate _ate _ate _ate _ateFor the words:gate late mate fate date hate rate and KateProduction practiceProduction practice is aimed at developing students’ ability to produce sounds. Producing distinct and understandable sounds is very important for effective communication.Here are some types of production practice activities:Listen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse tongue twistersListen and repeatThe students repeat what the teacher says, the content with taps or the English songs.This activity can practice individual sounds, words, and sentences.Fill in the blanksThe students fill in the blanks in sentences with words which contain certain sound.Here is an example:a. Children love to _play_ games.b. Black and white make _grey_d. Hurry up. Don’t be _late_for school.e. We study in the same class. We are _classmates_.Make up sentencesThe students are given a group of words containing the same sound or similar sounds.They should make up sentences as many from the given words as possible.The sentences do not have to be realistically meaningful and logical.Humourous sentences are preferred.Use meaningful contextThe sounds to focus on are embedded in a meaningful context and students perform meaning tasks. Students can role play the dialogue:A: What’s wrong with you, Ann?B: I hate this horrible job.A: What job?B: Washing socks.A: What do you want to do?B: I want a holiday.Use picturesThe students produce meaningful language based on pictures.Use tongue twistersTongue twisters are fun and motivating, and the relaxing atmosphere halps students overcome inhibition. Give students a few minutes to practice by themselves, then ask them to perform in front of the whole class.Examples of tongue twistersShe sells sea shells on the seashore.Five wives drank five bottles of fine wine.Peter Piper picked a peck of pickled peppers. If Peter Piper picked a peck of pickled peppers, where is the peck of pickled peppers that Peter Piper picked?6.5 Practising stress and intonationPractising stressWord-level stress: stress the proper syllable in multi- syllabic wordsPhrase-level stressThe most important thing in practicing stress is making the students be aware of where to stress the word or phrase. Below are three ways to show the stress pattern of words, phrases and sentences.Use gestures. The teacher can indicate the stress by clapping hands or using arm movements as if conducting music.Use the voice. The teacher can raise the voice to indicate stress. This can be done with some exaggeration sometimes.Use the blackboard. The teacher can highlight the stress by underlining them or writing them with colored chalks or in different size.Practicing intonationIntonation can greatly affect the invention of the speaker’s message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness,and is very difficult to teach.Ways to indicate change of intonation:Use rising or falling arrows, such as and .Mark change of intonation is to draw lines as shown below.Unit7 Teaching GrammarIn this unit, we are going to discuss how to teach grammar. Although grammar is usually integrated with the teaching of other language components, we still consider it necessary to introduce ways to “focus on form”. We will mainly talk about the following:1. The role of grammar in ELT2. Methods for grammar presentation3. Methods for grammar practice7.1 The role of grammar in ELTDiscussion:Why do we learn grammar? (The importance of grammar)B. Can’t we learn English without learning its grammar, as we do with mother tongue?Before trying to find out how something can be done it isnecessary to decide whether it should be done, the value ofgrammar in foreign language teaching has been a focusof debate for decades and no conclusion is in sight.Task 1:Read the following assumption about grammar in English learning and decide if you agree with them or not. When you have finished, compare results with your partner. Try to give your7.2 Grammar presentation methodsAs we know grammar is so complicated that we need various methods to teach it. Among the methods for teaching grammar, the deductive method and the inductive method have been discussed and used most frequently..Deductive method (演绎法)Present the rules Explain Example Apply the rules ConclusionExamplea. 强调句句型结构It + is(was) +被强调部分+ that (who) + 句子其他成分b. Take a sentence as an example to explain the structurec. For instanceIt was your sister that (whom) Tom met in the zoo yesterday.It was in the zoo that Tom met your sister yesterday.Read the two sentences and try to find the differences between them.d. Apply in the practice____________that the trade between the two countries reached its highest point.A: During the 1960s B: That it was in the 1960sC: It was in the 1960s D: It was the 1960se. EvaluateDeductive method⑴The deductive method relies or reasoning, analyzing and comparing.⑵How to teach:First, the teacher writes an example on the board or draws attention to an example in the textbook. Then teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and using grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures.Finally the students practice applying the rule to produce sentences with given prompts.⑶The deductive method is often criticized:a. it teaches grammar in an isolated way;b. little attention is paid to meaning;c. the practice is often mechanical.⑷The method is not without merits.a. it could be very successful with selected and motivated students.b. it could save time when students are confronted with a grammar rule which is complex but which has to be learned.c. it may help to increase students’ confidence in those examinations which are written with accuracy as the main criterion of success.B. Inductive method（归纳法）1.Present the rule in the contest.2.Give more examples.3. Ask students to focus on the use of the structure.4. Apply the structure to produce sentences.5. Get the students to work out the rule.6. Elicit theInductive method⑴In the inductive method, the teacher induces the learners to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples.⑵How to teach:For example, in order to present the two forms" this is” and “these are”, the teacher will first hold up a book, saying “This is a book.” He will do the same showing other objects.Then the teacher holds up several books and says “These are books.” After several similar examples, it is hoped students will understand “These are” is used with plural forms of nouns.Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary.Finally, but optionally, the teacher may elicit the grammar rule from the students.⑶. It is believed the inductive method is more effective in that students discover the grammar rules themselves while engaged in language use. This is especially true with grammatical regularities which are easily perceived, understood and applied.In practice, the distinguish between the deductive method and the inductive method is not always apparent. Perhaps a blend between the two is indeed more appropriate.7.3 Grammar PracticeIt is widely believed that practice is of vital importance in the teaching and learning grammar. But what is practice? What kind of practice is most effective? How can practice be conducted in a language classroom?According to Ur. “practice may be defined as any kind of engaging with the language on the part of the learn er, usually under the teacher supervision, whose primary objective is to consolidate learning” (Ur, 1988:11).Before we make a further study of practice. We should remember that one way to teach grammar is by means ofPresentation Practice ProductionPresentation stage:Introduce new language, focusing on its meaning, form and function. It’s important that the students understand the new language.Practice stage:Students work through activities from being controlled to being free in order to practice the new language in different situations. The emphasis at this stage is on accuracy.Production stage:Students have the chance to use the new language freely and incorporate it into their existing language. The emphasis at this stage is on use and fluency.Ur further predicts that the following factors contribute to successful practice:Pre-learning. Practice is more effective when new language is clearly perceived and taken into short-term memory by the learners.Volume and repetition. The more language the learners are exposed to or produce, the more they are likely to learn. The learners should have plenty of time and opportunities to listen, speak, read and write. Success-orientation. Practice is most effective if it is based on successful practice. Heterogeneity. Practice should be able to elicit different sentences and generate different levels of answers from different learners.hints and prompts.Interest. Interest is an essential feature of successful practice. Learners who are bored find it difficult to concentrate and theirattention wanders.Mechanical PracticeMechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.In SUBSTITUTION DRILLS, the students substitute a part in a structure so that they get to know that part functions in a sentence. Sometimes certain prompts are given. Below is an example:Substitute the underlined part with the proper forms of the given words.green lawn clean house pretty garden nice flowersIn this exercise, the students are expected to produce sentences like:Mrs. Green has the greenest lawn in town.Mrs. Green has the cleanest house in town.Mrs. Green has the prettiest garden in town.Mrs. Green has the nicest flowers in town.When doing substitution drills, the students also need to change the forms of the given prompts. It is believed that substitution drills that involve changes in forms are effective than those in which students simply replace the target part with another word.The transformation drills, the students change a given structure in a way so that they are exposed to another similar structure. The type of exercise helps the students to have a deeper understanding of how the structures are formed and how they are used. Below is an example of transformation:Change the following sentences into the past tense. Use the adv. given in the brackets.Now he lives in London.(last year, Paris)We have English and math today. (Yesterday, music and P.E)He gets up at seven. (This morning, eight)Last year he lived in Paris.Yesterday we had music and P.E.This morning he got up at eight.Meaningful PracticeIn meaningful practice the focus is on the production, comprehension or exchange of meanings though the students “keep an eye on ” the way newly learned structures that are used in the process.Meaningful practice usually comes after mechanical practice. For example, after the presentation and mechanical practice of adjective comparatives and superlatives.Using prompts for practiceUsing prompts has also proved to be an effective way of grammar practice.The prompts can be pictures, mimes, tables or key words. Practice based on prompts is usually meaningful practice.Ø Using picture prompts.Ø Using mime or gestures as promptsØ Using information sheet as promptsØ Using key words or key phrases as promptsØ Using chained phrases for story tellingØ Using created situations①Using picture prompts: the students are asked to produce sentences based on the pictures provided.②Using mime or gestures as prompts: the teacher can invite the students to ask questions like: “what were you doing at 7 o’clock yesterday evening?”or “What do you like to do in your spare time?”instead of answering the questions directly the teacher acts out the answers by miming and invites the students to guess the answers.③Using information sheet as prompts: Students can be asked to describe each person using the information provided and then add and tell each other their own likes.④Using key phrase or key words as prompts: The students are asked to produce language based on pictures and key phrase provided by the teachers.How many? playgroundboysgirlschildren⑤Using chained phrase for story telling. The students try to tell a story based on given prompts. Here is an example:7 o’clock –got up –had breakfast –hurried to school –school closed –surprised--?⑥Using created situations. In classroom situations, it is very difficult to find a real need and a real purpose for genuine communication in English among the students. However, teachers can create a situation for students to practice the language in a communicative way.Unit 8 Teaching V ocabularyAims of the unit:Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.Assumptions about vocabulary and vocabulary building.Methods for presenting new vocabulary items.Ways to consolidate vocabulary;Ways to help students develop vocabulary building strategies.8.1 V ocabulary and vocabulary buildingUnlike the controversial role of grammar in foreign language learning, the role of vocabulary seems to have received more consistent understanding. However, uncertainty still remains regarding what constitutes a vocabulary item, which vocabulary items should be taught and learned, and how vocabulary can be taught and learned most effectively.Task IRead the following assumptions about vocabulary in English learning and decide if you agree with them or not.8.2 Presenting new wordsDifferent teachers have different ways to present new words. Whatever methods are used, the following suggestions may help teachers:Prepare examples to show meaning. Examples are best if they are created by the teachers themselves rather than taken from dictionaries.Ask students to tell the meaning first.Think about how to show the meaning of a word with related words such as synonyms, antonyms etc. Think about how to check students’ understanding.Think about the context in real life where the word might be used. Relating newly learned language to real life promotes high motivation.6) Think about possible misunderstanding or confusing that students may have.8.3 Consolidating vocabularySome ways are more effective for students to consolidate their vocabulary, say in groups, through various activities and under the teacher’s supervision.Below are some vocabulary consolidating activities that can be done in class.LabellingStudents are given a picture. They are to write the names of objects indicated in the picture. A competitive element can be introduced by making the first student to finish the winner.Spotting the differencesStudents are put into pairs. Each member of the pair receives a picture which is slightly different fromone another and then, by a process of describing, questioning and answering, discover what the differences are.Describing and drawingOne student has a picture, the other a blank piece of paper and a pencil. The student having the picture must tell his partner what to draw so that the drawing ends up the same as the original picture.Playing a gameStudents are shown a picture or a tray with many objects on it, or a series of different flash cards or magazine pictures. They have one or two minutes to memorise as many of the objects as they can. The cards, pictures or tray are then taken away and the students have to say what they saw, or write down everything they can remember seeing, then compare their answers with the rest of the class.Using word thermometersThese are useful for indicating different degrees in size, speed, age, distance, emotion and etc. Students are given a list of words in jumbled order. They have to place these words in the correct place on the thermometer.Using word seriesStudents construct the series following an example.Example: Cutlery: knife, fork, spoonVehicles: , , ,Furniture: , , ,Buildings: , , ,Word bingoThe teacher thinks of an area of language (e.g. shopping) that the students have recently been studying. Students draw nine squares (3 *3 ) on a piece of paper and put nine words connected with shopping in the squares. The teacher then calls out, one at a time, words connected with shopping. If the students have the word in the squares, they cross it out. The first student to cross out all the words in the squares is the winner. The game can be played for more than one round.Word associationThe teacher says a key word, e.g. travelling. The students then have to write down all the words they can think of connected with travelling. They have a time limit, e.g. two minutes. When time is up, the person with the highest number of acceptable words in the winner.Odd man outThe teacher writes a set of words on the blackboard and asks the students to find the “odd man out”. For example, in the set “cheese, eggs, oranges, bread, soap, and meat”, the word “soap” is the “odd man out”.Synonyms and antonymsThe students are given a list of words and asked to find pairs of words, either synonyms or antonyms. The words in the box below are six pairs of synonyms and six pairs of antonyms. Can you find them?Using word categoriesStudents put the jumbled words in the middle into the boxes marked with different categories.。
英语教学法教程主要知识点归纳-(自动保存的)
Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。
Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、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。
2 、Functional view— Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguisticsystem but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）— Emphasis：appropriateness— Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1) Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essentialstructure of their language without special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2. Cognitive theory: the rule for people to aware to cognizesth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilation ①and accommodation②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。
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 involvementin 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 isthe 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, theinductivemethod, 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 orexchange 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 asregards 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 vocabularylearning 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 perceivingvisual signals from the printed page through the eyes.2). Acognitive 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 approachAProductive approach to writing 成果法/a prose model approach---fruitlessAProcess 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.。
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。
(完整word版)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 概括法 )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, andactive 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 meansfor 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 theconcept of “Zone of Proximal Development”ZPD)( and scaffolding.Ethic devotion, professional qualities and personal styles CLT:communicative language teaching TBLT: task-based languageteachingThe 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 aboutwhat 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 students to a wide selection of materials never monotonous for the students.types of activities and where possible, introducing so that learning is always interesting, motivating andFlexibility: 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 推进者 (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 aneffort to 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 Closed 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 knownto 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 knowledgein the target language. Language error cannot be self-corrected no matter how much attention ispaidDealing 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 intendedby 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? Oddand 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, theguided 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 thingsas regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning ofa word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosinga 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 waysfor 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 oneis 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:从细节下手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 meaningof words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficultto keep up with speaker. --- recognizing sounds of words, phrases or structures.Top-down model: 侧重纲要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 termedas 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 withthe reader’s own general knowledge, and reconstructing the meaning that the writer had meantto 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/basedon 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成就法/a prose model approach---fruitlessA Processapproach 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 processwriting include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳(总11页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 1Knowledge: sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills: listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。
Views on language：1、Structural view （language competence）—The founder： Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology） 2、soundcombinations（morphology）3、 meaning for communication（syntax）—Learning the language is to learn the structural items，study the innerstructure and rule of language，ignore the social functions of the language。
2 、Functional view— Representative： Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）— Emphasis：appropriateness— Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1) Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of theirlanguage without special teaching and learning in a effortless and almost anunconscious way (like the formation of a habit) people prefer first languageacquisition to first language learning.2. Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilation ① and accommodation②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。
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。