王蔷《英语教学法》复习

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《英语教学法教程》复习提纲(王蔷)

Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects: Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learningprocesses to be activated?6. Although these two questions have never been satisfactorily answered,a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories andcondition-oriented theories.1) Process-oriented theories are concerned with how the mindprocesses new information, such as habit formation, induction,making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human andphysical context in which language learning takes place, such as thenumber of students, what kind of input learners receive, and thelearning atmosphere.7. Two theories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe 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"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个人修养Adjectives which describe further qualitiesWallace’s(1991)"Reflective model" to demonstrate the development of professional competence(两种测试法：叙述/填表)Wallace’s(1991)"Reflective model"Stage 1 Stage 2GoalFrom the above model, we can see the development of professionalcompetence for a language teacher involves Stage 1, Stage 2, andGoal. The first stage is language training. All English teachers aresupposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involvesthree sub-stages:learning, practice, and reflection. The learningstage is actually the specific preparation(that a language teachershould make before they go to practice.)This preparation can be:1). learn from others' experience (empirical knowledge来自经验的知识)2). learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educational psychology,language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and receivedknowledge are useful when the teachers go to practice. This is thecombination of "craft" and "applied science". The learning stage isfollowed by practice. The term "practice" can be used in two senses.In one sense, it is a short period of time assigned for student teachersto do teaching practice as part of their education, usually under thesupervision监督of their instructors. This practice is also calledpseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education.Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable thestudents to use the foreign language in work or life when necessary.11. The goal of CLTThe goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguisticcompetence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic andcreative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should begiven tasks to perform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning (i.e. whatpeople do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying outmeaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learnersupports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:Unit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.20. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims and languagecontents of the lesson.2). It also helps the teacher to distinguish the various stages of a lessonand to see the relationship between them so that the lesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware of theteaching aids that are needed.5). Lesson planning helps teachers to think about the relative value ofdifferent activities and how much time should be spent on them.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which were lesssuccessful.21. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels: Macro planning and micro planning:The former is planning over time, for instance, the planning for a month,a term, or the whole course.The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar), vocabulary, functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing.30. Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice toguided practice and further to the exploitation of the texts whennecessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted in reading lessons:Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, which havepre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacherneeds to consider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit from students;5) when and how to use visual aids to help with the presentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a). b). c)….(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a). b). c)….3. STRUCTURE/GRAMMAR: a). b). c)….III.TEACHING AIDS:IV. PROCEDURES ( It should be specific )1. WARM-UP (3 minutes): a). b).2. PRESENTATION (approx. 7 mins): a). b). c)….3. EXPLOITATION (approx. 10 mins): a). b). c)….4. PERFORMANCE (approx. 15 mins): a). b). c)….5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediately after the lesson). a). b).c)….Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing. III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bringa/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE (approx.15 mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in thelanguage classroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪but gentle byHarmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹毛疵, focusing on Ss’ success progress) Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teacher shouldn’t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher shouldwithhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answers Pair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots，All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-access centers,2. Materials aimed atself-instruction,3. Flexible time arrangement 41. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).Use the institution制度42. In order not to hurt the Ss, Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take things pe rsonally 对事不对人3).Do not use threatsUnit 5 Teaching Pronunciation43. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers’ meaning44. Three aspects of pronunciation to teach? Stress, intonation, rhythm45. One common problem in learning English of Ss: (Neglect stress and intonation)46. Ways of practicing sounds and their definitions:Focusing on a sound 单音练习:(sounds difficult to learn)Perception practice 知觉/领会性练习:( identify /distinguish different sounds)Production practice 生成性练习: (develop Ss’ ability to produce sounds)47. Six types of production practice activities:(1). Listen and repeat(2). Filling the blanks(3). Make up sentences(4). Use meaningful context(5). Use pictures(6). Use tongue twister48. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words: Use gestures, use thevoice, use the blackboard49. Practicing intonation:1). There are many subtle ways: surprise, complaint, ‘sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation: rising/falling arrows; draw linesUnit 6. Teaching Grammar50. What are grammar presentation methods? 演示法Deductive method演义/推论法; Inductive method归纳/诱导法51. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examplesFor example: (plural) “-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies3). Advantages:To be successful with selected and motivated主动的students;To save time;To help to increase students’ confidence in some exam.4). Disadvantages: To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.52. Inductive method1).Definition: It relies on inducing诱导2). Steps: give examples-----induce rules3). For example:(plural)“-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies4). Advantages: Inductive method is more effective in that studentsdiscover the grammar rules themselves while engaged in language use, 53. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision,whose primary objective(aim/task) is to consolidate learning "(Ur, 1988:11).54. Ur’s six factors contribute to su ccessful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.55. Two categories of grammar practice: Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills in mechanical practice: the students substitute apart in a structure so that they get to know how that part functions in a sentence. Sometimes certain prompts are given.For example (p64):(2) Transformation drills in mechanical practice::the students changea given structure in a way so that they are exposed to another similarstructure. The type of exercise also helps the students to have a deeper understanding of how the structures are formed and how they are used.For example (p65):2). Meaningful practice.In meaningful practice the focus is on the production, comprehension or exchange meaning though the students "keep an eye on" the waynewly learned structures are used in the process. Meaningful practice usually comes after mechanical practice.56. Using prompts for meaningful practice: (提示/刺激物，题词). This kind of practice is usually meaningful practice1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.produce language based on pictures and key phrases (words)provided by the teacher.For example(p69).5). Using chained phrases for story telling. Here is an example.7 o'clock -- got up -- had breakfast -- hurried to school -- school closed-- surprised --?6). Using created situations.Unit 7 Teaching Vocabulary57. The role of vocabulary uncertainty still remains regarding(about)What constitutes（组/构成）a vocabulary item,Which vocabulary items should be taught and learned, andHow vocabulary can be taught and learned most effectively.58. Seven suggestions helping teachers to present new words:1). Prepare examples to show meaning.2). Ask students to tell the meaning first.3). Think about how to show the meaning of a word with related wordssuch as synonyms, antonyms etc.4). Think about how to check students' understanding.5). Think about the context in real life where the word might be used.6). Think about possible misunderstanding or confusion that student may have.59. How do you present and explain vocabulary if you are a teacher?(Ways to present and explain vocabulary):l) Draw pictures, diagrams and maps to show meanings or connection of meanings;2) Use real objects (realia) to show meanings;3) Mime or act to show meanings, e.g. brushing teeth, playingPing-Pong;4) Use synonyms or antonyms to explain meanings;5) Use lexical sets, e.g. cook: fry, boil, bake, and grill;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.60. When does vocabulary learning become more fun and effective?(When students study vocabulary together, say in groups, through various activities, under the teacher's supervision, when students understand themeaning of the new vocabulary)61. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling标注词汇:2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) World bingo:9) Odd man out:10) Synonyms and antonyms:11) Using word categories word:12) Using word net-work62. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use learned vocabulary:Which clues can contribute to the discovery (revealing) of meaning.（1) The topic;（2) The grammatical structure;（3) The possible meaning connection between the given word and other words;（4）The linguistic pattern where the word appears.Unit 8 Teaching Listening63. Reasons for poor listening:1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of training in how to use the equipment;4) Listening is not included on many important tests;5) Lack of real-life situations where language learners need to understand spoken English;6) Lessons tend to test rather than to train students' listening skills.64. Why listening can be more difficult than reading:1) Different speakers produce the same sounds in different ways,2) The listener has little or no control over the speed of the input of spoken material;3) Spoken material is often heard only once. In most cases, we cannot goback and listen again4) The listener cannot pause to work out the meaning5) Speech is more likely to be distorted by background noise or the media that transmit sounds.6) The listener sometimes has to deal simultaneously with another taskwhile listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating equipment while listening to instructions.65. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.67. The following are situations where Chinese people need to listen toEnglish. Choose eight situations that you think are the most frequent:[] telephone conversations about business *[] radio news in English *[] lessons or lectures given in English *[] conversations with foreigners*[] instructions in English *[] watching television in English*[] watching movies in English [] shop assistants who sell goods to foreigners[] deal with tourists [] international tradefairs[] interviews with foreign-enterprises 企业[] negotiations withforeign businesses*[] socialize with foreigners *[] hotel and restaurant services*[] listening to English songs68. If you look back at the list of listening situations, you may judge thesituations according to the following criteria:1). Formal or informal?2). Rehearsed（背诵/排练/练习）or non-rehearsed?3). Can the listener interact with the speaker or not?69. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment调节70. Two major purposes in listening.*The first is for social reasons;(Like when we have a casual conversation with friends oracquaintances to maintain or build social relationships).*The second is for exchanging information.(The second kind is more difficult, according to Anderson and Lynch (1988), and needs more emphasis in the language classroom,especially at intermediate中级and advanced levels).71. Principles of teaching listening:1). Focus on process: How to process the information:* They have to hear what is being said,* They have to pay attention,* They have to construct a meaningful message in their mind byrelating what they hear to what they already know.2). Combine listening and speaking:Why is it so important?Most of the time in real life, these two skills are needed at the sametime. (There are two problems with this approach手段.* It does not give students chance to practice listening and speaking skills together.* The listening comprehension questions do not train the students howto listen or how to develop effective listening strategies，and onlytest the students,3). Focus on comprehending meaning:4). Grade (分。

王蔷《英语教学法教程》知识点单元重点归纳

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 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 their languagewithout 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 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: assimilatio n ①and accommodatio n②①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。

英语教学法程》王蔷复习题

陕西师范大学《英语教学法教程》复习题Unit 1 (3)Unit 2 (3)Unit 3 (3)Unit 4 (3)Unit 5 (4)Unit 6 (4)Unit 7 (4)Unit 8 (4)Unit 9 (4)Unit 10 (5)Unit 11 (5)Unit 12 (5)Unit 13 (5)Unit 14 (7)Unit 15 (7)综合复习题 (9)第三模块复习题Unit 1Views on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the language” rather than “teach about the language”. What are the major differences between these two approaches to language teaching?3. Audiolingual approach to language learning4.Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language ina social context.5. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.6. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Unit 2What is communicative compentence? Try to list some of its components.Principles in communicative language teaching/ strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.4. Lesson PlanningWhat is lesson planning?Principles for good lesson planningComponents of a lesson planUnit 41. What is the Grammar-Translation Method?2.What is the Functional-Notional syllabus?3.What‟s the di fference between Grammar-Translation Method and the Functional-Notional Approach?4. What is Sociolinguistics? Can you give some examples in your daily life?5. What is Language acquisition and language learning?6.What is the Natural Order of language acquisition?Unit 5What is classroom management?Types of student grouping and their advantages and disadvantagesThe role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.Classification of questionsHow to deal with errors?Unit 6Critical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds.Unit 7Grammar presentation methodsGrammar practice is usually divided into two categories, mechanical practice and meaningful practice.Unit 8What does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new wordsHow to consolidate vocabulary?Developing vocabulary building strategiesUnit 9Characteristics of listening processPrinciples and models for teaching listeningAs far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.Unit 10What are the characteristics of spoken language? Discuss their implications to teaching.Information-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11The role of vocabulary in reading: sight vocabularySkills involved in reading comprehensionModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learner’s vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities?Unit 12What is the main idea of communicative approach to writing?What is the main idea of the process approach to writing?Unit 13I: What is the teacher‟s role in communicativeLanguage teaching?II: Decide which of the followings are “ traditional teaching methods” and which are communicative teaching methods”.1. The teacher tries to help them remember the meaning of each word by reading it mechanically again andagain.2. Students read the pattern drills aloud and then translate them one by one into Chinese. (or: first targetlanguage into mother tongue, then mother tongue into target language.)3. “Jigsaw” listening or reading--- the students read or listen to different texts, then they exchange with eachother the information they have gained from them.4. The teacher refers to a picture，which everyone in the class can see and asks questions about the picture.5. Mini-research and questionnaires-students walk around the class to do a mini-investigation on certain topicthey are interested in by asking the other students question.6. The students read aloud the new words and expression by imitating their teacher or by listening to the tape.7. Students make sentences following the given pattern or sentence structure.8. Students present their own ideas or opinion on certain topic.9. Students read the text aloud.10. Students speak according to the roles assigned to them in a given situation11. Students do the written exercises, such as filling in the blanks with the correct forms of the verbs, adverbs, or prepositions, or they do multiple choice exercises .12. The text would be read aloud sentence by sentence and each one would be translated.13. The language is natural, so students will learn how speakers of the language actually use it.14. Students can learn more about the language by examining the discourse (how the text is organized and language is used to hold it together) and more about the background culture, which will help them comprehend future texts.15. The teacher teaches grammar rules. The teacher explains and illustrates them by pointing to examples in the text or by thing examples from dictionaries or grammar books.16. Real life is brought into the classroom, so that students are doing in class to what they might have to do later in life.17. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing the sentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions.18. Students in pairs are given different bits of information. By sharing this separate information they can completea task.19. Students in groups do debating, arguing about the advantage and disadvantage of T.V.20. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing the sentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions.III: Look at the following …role definitions‟ and the list of some a teacher‟s functions. For each of these functions, decide which role is most appropriate ( in some cases more than one …role‟ may be involved)Rolesa. diagnosticianb. plannerc. managercontrollere. participantf. instructorg. assessorh. prompter1. to find out (as far and as consistently as possible the needs, interests, language difficulties and preferred learning styles of the students.2. to foster a group feeling(cooperation, liking, common aims, mutual confidence, etc)3. to ensure that learners have clear short and long-term learning objectives.4. to assess the progress of individual and of the class as a whole5. to ensure that learners are aware of this progress.6. to encourage students to take responsibility for their learning.7. to vary patterns of interaction within the lesson according to the precise aims and the nature/feeling of the group.8. to ensure that the students find their involvement sufficiently challenging.9. to analyse and present realistic …chunks‟ of the target language for students to process.10. to select and introduce activities and materials for language work.11. to help students develop positive, individual strategies for learning.Unit 141. What is bottom-up approach and top-down approach?2. What area the four main reading strategies? Describe their differences. When do you use these reading strategies?3. What‟s pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities.1． What is bottom-up approach and top-down approach?2． What area the four main reading strategies? Describe their differences. When do you use these reading strategies?3. what‟s pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities.Unit 15As a successful listener, he should be able to demonstrate his success by correctly reproducing the aural message, requires important information.The purpose for listening in real life are: :a. get informationb. to maintain social relationsc. to be entertained.Language and background knowledge constitute the two main sources of informationFor different purpose people use different listening skills;a. listening for a general ideab. listening for specific informationc. listening for detailed informationd. listening for inferring information ( listen to decode what is indirectly expressed, including the relationships between speaker, the moods or attitudes of the speaker, the physical setting of the text.e. note-takingGuidelines for designing effective listening tasks:a. the listening skill the students are required to developb. students‟ interests, needs, language level and potential problemsc. the class size, time available, teaching aidsDesigning tasks to develop the skill of listening for general ideaa. decide a titleb. write out the answersc. write a summaryd. look at a list of words and circle those used by the speakere. fill in blanksf. sequencing the main pointsconducting a listening classthe teacher can be thought of as a “director” and the students “actors”Task for director:a. gives an introductionb. monitor and observec. make comments or diagnose problemsthe t eacher‟s role in listening class is just like director. A listening class is divided into three stages: pre-listening, while-listening and post-listening stages.Pre-listening stage a period before the students start listening. The main tasks of the pre-listening stage area. introduce about the topicb. introduce the type of the textc. introduce some background informationd. make predictions about the content and make a list of words which may occur in the listening text.While-listening stageIt is the period in which the students perform the act of listening. This is the stage in which students actually carry out all the activities while the teacher observes and operates the machine.The tasks in this stage are:a. listening for general ideab. listening for specific informationc. listening for inferringActivities:a. filling details in a formb. labeling a piece of graphic materialc. taking notesd. correcting something already writtene. ticking off items in a listf. drawing the picture or diagramg. carrying out actionsh. arranging events or information in the correct sequencei. judging whether some statements about the listening text are true or falsePost-listening stage: a period after listeningTasks:a. checks student‟s answersb. points out their problemsc. explains the listening textd. oral summarye. written summaryf. create the situation for students to do role-playg. express your own view about the topic of the text.h. solve a given set of problems using the information you have learnt from the texti. hold discussion with your group on the topicj. write a letter to complain about the situation described in the listening text.k. write the same situation in your experience综合复习题Exercises for the course of English teaching methodologyI. Multiple choiceDirections：Choose the best answer for the following questions and write your answers on the answer sheet.1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?A. Structural syllabus.B. Situational syllabus.C. Functional syllabus.2. Which of the following is a communicative activity?A. Listen to the weather broadcast and fill in a form.B. Listen to the weather broadcast and talk about a picnic.C. Transfer the information from the weather broadcast into a table.3. In which of the following situations is the teacher playing the role of a prompter?A. Explain the language points and meanings of words and sentences.B. Give examples of how to do an activity after the explanation and instructions.C. Elicit ideas from students.4. Which of the following is a social interaction activity?A. Information gap.B. Role-play.C. Information transfer.5. What reading approach is based on the assumption of reading as a guessing game?A. The top-down approach.B. The bottom-up approach.C. The interactive approach6. What reading strategy does the following activity help to train?The students were asked to read each paragraph and then match the paragraph with relevant headings.A. Inferring.B. Scanning.C. Skimming.7. Which of the pre-reading activities exemplifies the bottom-up approach?A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B. The teacher raises several questions about old people and asks the students to discuss in pairs.C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old people‟s life.8. What listening skill does the following activity help to train?Listen to the folio-wing text and answer the multiple-choice question.In this dialogue, the speakers are talking about________.A) going to a picnic B) attending a concert C) having a partyA. Listening for gist.B. Listening for specific information.C. Listening for detailed information.9. Which of the following features does spoken English have?A. It is generally produced in fairly simple sentence structures.B. It is produced with little redundancy.C. It is produced with good organization.10. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction11. For better classroom management, what should the teacher do while the students are doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help12. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules14. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner15. To help students understand the structure of a text and sentence sequencing, we could use----- for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences16. The purpose of the outline------ is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing17. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. guiding discovery18. It is easier for students to remember new words if they are designed in ------and if they are ------and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficulII. DefinitionDirections: Define the following terms1. Communicative compentence2. Lesson planning3. Classroom management4. Receptive vocabulary and productive vocabulary.5. Sight vocabulary6. Information-gap activities7. Display questions8. Task9. Audiolingual approach to language learning10.ReadingIII. Blank fillingDirections: fill in blanks according to what you‟ve learn in the course of foreign language teaching.1. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language ina social context.2.The quality of a good language teacher includes ethic devotion, professional quality and personal styles.3.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.4. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.5. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.6.The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.7. Grammar practice is usually divided into two categories, mechanical practice and meaningful practice.8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.IV. Problem SolvingDirections: Below are some situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.1．In one of the lessons. Mr. Li arranged the students into groups to talk about what they want to be when they grow up. To ensure that they applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was talking in Chinese.Problems:1) Maybe the topic does not correspond with the students‟ current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interest in such a talk.2) The activity is much controlled. They may like to talk about their hobbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active.3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When students have difficulty in expressing themselves in English, they will switch to Chinese.4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part.Solutions:1）The teacher can ask the students to talk about their hobbies freely without considering the structure2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to form a hobby club.3) It‟s b etter to explain to the students the value of such kind of activity.4) The teacher can circulate around to encourage the students to talk in English.2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle schoolstudents.Problems:1) Authentic materials are desirable in cultivation of communicative competence. But they should correspond to students" ability. News reports from China Daily are too difficult for middle school students.2) The content of news reports may not be relevant to the course requirement of middle school English.Solutions:1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt the material or select those reports which are easier to read and more relevant to students" interests.2) If he can, it is better to select news reports from other newspapers which are relevant to the students" life and study.It is necessary to bear in mind the students" needs when selecting materials for classroom instruction.(第一项要求写出两点即可，而第二项要求能说出两点。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】第16章学习者个体差异与学习策略培养16.1 复习笔记本章要点：1. Understanding learner differences了解学习者的个体差异2. Eight different types of learners⼋种不同类型的学习者3. Multiple intelligence多元智能4. Learner training in language teaching语⾔教学中学习策略的培养5. Three areas for preparing learners to become autonomous 从三个⽅⾯让学习者成为⾃主学习者6. Two stages for learner training学习策略培养的两个阶段7. Some ideas adapted in learner training培养学习策略的⽅法本章考点：了解学习者的个体差异；⼋种不同类型的学习者；多元智能；语⾔教学中学习策略的培养；从三个⽅⾯让学习者成为⾃主学习者；学习策略培养的两个阶段；培养学习策略的⽅法。

本章内容索引：Ⅰ. Understanding learner differences1. Eight different types of learners2. Multiple intelligenceⅡ. Learner training in language teaching1. An understanding of learner training2. Three areas for preparing learners to become autonomous3. Two stages for learner training4. Some ideas adapted in learner trainingⅢ. ConclusionⅠ. Understanding learner differences（了解学习者的个体差异）【考点：学习者的个体差异；⼋种不同类型的学习者；多元智能】People learn in different ways. Some people learn better from seeing things and using diagrams while other people enjoy reading and writing more than seeing movies or watching television. Different people have different learning styles.⼈们的学习⽅式不同，⼀些⼈通过观察事物和图表获得更好的学习体验，⽽其他⼈⽐起看电影或电视则更喜欢阅读、写作。

英语教学法王蔷笔记

英语教学法王蔷笔记摘要：一、王蔷《英语教学法教程》概述二、英语学习的基本方法1.语言与学习的的关系2.学习语言的个体差异三、英语教学方法及步骤1.制定明确的教学目标2.情景教学法的应用3.常见英语教学方法的介绍四、总结与展望正文：一、英语学习的基本方法1.语言与学习的的关系语言是人类交流的基本工具，学习语言是一个持续的过程。

个体通过与他人的互动、参与各种语言活动，逐渐掌握语言技能。

2.学习语言的个体差异不同的人在学习语言过程中，由于认知能力、学习动机、语言环境等因素的不同，呈现出个体差异。

教师应关注学生的个性化需求，制定因材施教的教学策略。

二、英语教学方法及步骤1.制定明确的教学目标教学目标是课堂教学的出发点和回归点。

教师应根据学生的实际情况，制定具体、明确的教学目标，确保教学过程的有效性。

2.情景教学法的应用情景教学法是一种以生活场景为依托的教学方法。

教师应创设真实、生动、实用的情景，帮助学生将所学语言材料进行综合、创造性地表达交流。

3.常见英语教学方法的介绍（1）Task-Based Language Teaching（TBLT）：以任务为导向的教学方法，强调学生在完成任务的过程中自然地学习语言。

（2）五步教学法：包括引入、练习、输出、反馈和巩固五个步骤，逐步引导学生掌握语言技能。

（3）五指教学法：一种针对听、说、读、写、译五个语言技能的教学方法，注重均衡发展学生的语言能力。

（4）3P教学法：包括呈现、实践、产出的教学过程，强调在实践中学习语言。

（5）交际型教学：以培养学生的交际能力为核心，注重语言运用的实际场景。

三、总结与展望王蔷的《英语教学法教程》为英语教师提供了丰富的教学理论和实践方法。

通过关注学生的个体差异、制定明确的教学目标，以及运用多样的教学方法，教师可以提高英语教学质量，培养学生的语言交际能力。

王蔷《英语教学法》复习

《英语教学法》(王蔷)复习

---------------------------------------------------------------最新资料推荐------------------------------------------------------《英语教学法》(王蔷)复习Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning? Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language. Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-today language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To1/ 66perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theory Based on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learnedthe same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.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.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today. Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.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.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of13/ 66data. The basic technique associated with a cognitive theory of language learning is the problem-solving task. Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows. Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities. It is believed that education is used to develop the mind, not just to rotate or recall what is learned. Teachers need to design activities to interact with learners to foster inventive, creative, critical learners. Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning. Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’support, the learner can move to a higher level of understanding---------------------------------------------------------------最新资料推荐------------------------------------------------------ and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities 1. The goal of CLT is to develop students’communicative competence. 2. What is communicative compentence? Try to list some of its components and their implication to municative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components. Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social context Discourse competence --- one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence --- strategies one employs when there is communication breakdown due to lack of resources Fluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate5/ 66slowness or undue hesitationImplications for teaching and learning: Linguistic competenceTeachers need to help learners ----achieve accuracy in the grammatical forms of the language; ----pronounce the forms accurately; ----use stress, rhythm, and intonation to express meaning; ----build a range of vocabulary; ----learn the script and spelling rules; ----achieve accuracy in syntax and word formation. Pragmatic competenceTeachers need to help learners ---learn the relationship between grammatical forms and functions; ---use stress and intonation to express attitude and emotion;2---------------------------------------------------------------最新资料推荐------------------------------------------------------ ---learn the scale of formality; ---understand and use emotive tone; ---use the grammatical rules of language; ---select language forms appropriate to topic, listener, or setting, etc. Discourse competence Teachers need to help learners ----take longer turns, use discourse markers and open and close conversations; ----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts; ----be able to cope with authentic texts. Strategic competenceTeachers need to enable learners ----to take risks in using the language; ----to use a range of communicative strategies; ----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’ FluencyTeachers need to help learners -----deal with the information gap of real discourse; -----process language and respond appropriately with a degree of ease; -----be able to respond with reasonable speed in ‘real time”. 3. What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language7/ 66and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning. 4. Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning. Task principle: Activities in which language is used for carrying out meaningful tasks promote learning. Meaningfulness principle:---------------------------------------------------------------最新资料推荐------------------------------------------------------ Language that is meaningful to the learning supports the learning process. 5. Strong version and week version A weak version: Learners first acquire language as a structural system and then learn how to use it in communication. It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.39/ 66A strong version: Strong version: The strong version claims that ‘language is acquire through communication’. Learners discoverthe structural system in the process of learning how to communicate. It regards experiences of using the language as the main means or necessary conditions for learning a languageas they provide the experience for learners to see how language is used in communication. 5. List some of the communicative activities. 1) Functional communicative activities Identifying pictures Discovering identical pairs Discovering sequence or locations Discovering missing information Discovering missing features Discovering “secrets” Communicating patterns and pictures Communicative models Discovering differences Following directions Reconstructing story-sequences Pooling information to solve a problem 2) Social interaction activities Role-playing through cued dialogues Role-playing through cues and information Role-playing through situation and goals Role-playing through debate and discussion Large-scale simulation activities improvisation 6. Main features communicative activitiesSome main features of communicative activities (Ellis 1990)The six criteria1. Communictive purposenotesA need to know something.---’an information gap’2. Communicative desire 3.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Content, not form 4. Variety of language5. No teacher interventionA need to do somethingConcentrate on what to do and what to say in the activity, not how to say certain forms. Students are free to use all kinds of language forms and skills, not just certain forms given by teacher.Students work by themselves.6. No materials controlStudents make use of materials411/ 667. The Task-based Approach A task-based approach sees the language process as one of learning through doing. It stresses the importance tocombine form-focused teaching with communication-focused teaching. The task-based approach aims at providing opportunities for the learners to experiment with and explore bothspoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which---------------------------------------------------------------最新资料推荐------------------------------------------------------ may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge7. What is a task? Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between”. -------- Long (1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose. 8. A task is13/ 66believed to have four components: a purpose, a context, a process, and a product. 9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.) 10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 3 1. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding. 2. What is a syllabus?5---------------------------------------------------------------最新资料推荐------------------------------------------------------A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology. 3. What is curriculum? A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum. Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. Designing principles for the National English Curriculum 1) Aim for educating all students, and emphasize quality-oriented education.The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students’ affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students’comprehensive abilities in using the15/ 66language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit. 2) Promote learner-centeredness, and respect individual differences.Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students. 3. Develop competence-based objectives, and allow flexibility and adaptability.The overall aim of the curriculum or nine-year compulsory education is to develop students’ comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects,---------------------------------------------------------------最新资料推荐------------------------------------------------------ cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students’ language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum. 4) Pay close attention to the learning process, and advocate experiential learning and participation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development.During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s guidance. 5. Attach particular importance to17/ 66formative assessment, and give special attention to the development of competence.The assessment for the nine-year compulsory education should be geared to stimulating students’interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with6---------------------------------------------------------------最新资料推荐------------------------------------------------------ formative assessment playing a primary role, paying special attention to students’ language performance and achievements during the learning process.Assessment should be made facilitative to developing students’interests and self-confidence in learning. Summative assessment should focus on assessing students’overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum. 6. Optimize learning resources, and maximize opportunities for learning and using the language.English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students’ learning.Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.Unit 4. Lesson Planning 1. What is19/ 66lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson. 2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage 3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)Micro planning: planning for a specific unit or a lesson (40 or 50 minutes) 4. Components of a lesson plan Background information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson Teaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing. Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. 1) Five-step teaching model (1) warm-up/ a tarter/revision; (2) presentation (3) drilling (4) consolidation (5) summary and homework 2) The three P’s model: presentation, practice, and production Teaching aids: real---------------------------------------------------------------最新资料推荐------------------------------------------------------ objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc. End of lesson summary: Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the721/ 66important conceptions which have developed. Homework assignment Optional activities After class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students’performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management 1. What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom. 2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study. 1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages: It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others. It is good for teachers to give---------------------------------------------------------------最新资料推荐------------------------------------------------------ instruction and explanation together and it is an ideal way to show materials and do presentations together. Disadvantages: Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense. Not everyone has the opportunity to express what they want. Some students feel nervous and anxious when they are asked to present in front of the class. It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves. It is not a good way to enhance real communication. Students cannot communicate with each other in this sense. 2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students. Advantages: It dramatically increases students’speaking time in each class. It allows students to work together rather than under the teacher’s guidance. It allows teacher’s time to work with the week pair while others are working on their own. It can promote cooperation between students. It can create a more relaxed and friendly context for students to learn. It is relatively quick and easy to organize. Disadvantages It is often very noisy and teachers are afraid of losing control of the class. Some23/ 66students may talk in native language or something not related to the topic. It is not very easy for teachers8---------------------------------------------------------------最新资料推荐------------------------------------------------------to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. Sothey refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someonemay dominate all the time.3) group work: Group work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable withthe noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may benot enough space for students to move around in classroom.Some groups may finish the task fast while some may25/ 66be very slow. So teachers need to prepare the optionalactivities for the quick group and be ready to help the slower ones all the time.4) individual study: Individual study is the stage where the students are left to work on their own and attheir own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages：It does not help a class to develop a sense of belonging. Students learn by themselves and itdoes not promote team spirit. It may not be very motivating for students. It does not benefit communicationbetween students. Students cannot develop speaking ability in this sense. Teachers need to prepare different tasksfordifferentstudents.9。

英语教学综合专硕考研王蔷《英语教学法教程》考研复习笔记

英语教学综合专硕考研王蔷《英语教学法教程》考研复习笔记一、语言和语言学习复习笔记要点：1. The way we learn languages我们习得语言的方式2. Views on language语言观点3. The structural view of language结构主义语言理论4. The functional view of language功能主义语言理论5. The interactional view of language交互语言理论6. Common views on language learning关于语言学习的普遍观点7. Process-oriented theories and condition-oriented theories强调过程的语言学习理论和强调条件的语言学习理论8. The behaviorist theory行为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher一个好的语言老师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。

本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’awareness of what is required for a good English teacher.这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。

王蔷《英语教学法教程》知识点单元重点归纳

王蔷《英语教学法教程》知识点单元重点归纳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。

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 their languagewithout 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 cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of oursubjective 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: assimilatio n ①and accommodatio n②①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。

王蔷英语教学法复习教学提纲

王蔷英语教学法复习Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be ableto understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need toknow how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.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.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.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.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task. Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he/she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’communicative competence.2.What is communicative compentence? Try to list some of its componentsand their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components. Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence --- the appropriate use of language in social context Discourse competence --- one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence --- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc. Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations; ----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ‘language is acquire through communication’. Learners discover the structural system in the process of learning how to communicate.It 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.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate and discussionLarge-scale simulation activitiesimprovisation 6. Main features communicative activities Some main features of communicativeactivities (Ellis 1990)Students make use of materials6. No materials control Students work by themselves.5. No teacher intervention Students are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of languageConcentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not formA need to do something 2. Communicative desireA need to know something.---’an information gap ’1. Communictive purposenotes The six criteria7. The Task-based ApproachA task-based approach sees the language process as one of learningthrough doing. It stresses the importance to combine form-focused teachingwith communication-focused teaching.The task-based approach aims at providing opportunities for the learners toexperiment with and explore both spoken and written language throughlearning activities which are designed to engage learners in the authentic,practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied,the lesson is based around the completion of a central task and the languagestudied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．Aslearners work to complete a task，they have abundant opportunity tointeract．Such interaction is thought to facilitate language acquisition aslearners have to work to understand each other and to express their ownmeaning．By so doing，they have to check to see if they have comprehendedcorrectly and，at times， they have to seek clarification．By interacting with others，they get to listen to language which may bebeyond their present ability，but which may be assimilated into their knowledgeof the target language for use at a later time．Task presented in the form of a problem-solving negotiation betweenknowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or forsome reward. Thus examples of tasks include painting a fence, dressing a child.In other words, by ‘task’ is meant the hundred and one things people do ineveryday life, at work, at play and in between”. -------- Long (1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context, a process, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.2. What is a syllabus?A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum. Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students’ affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gainself-confidence in learning. Its overall objective is to develop students’comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.2) Promote learner-centeredness, and respect individual differences.Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.3. Develop competence-based objectives, and allow flexibility and adaptability.The overall aim of the curriculum or nine-year compulsory education is to develop students’ comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level isdescribed in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students’ language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum.4) Pay close attention to the learning process, and advocate experiential learning and participation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development.During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s guidance.5. Attach particular importance to formative assessment, and give special attention to the development of competence.The assessment for the nine-year compulsory education should be geared to stimulating students’ interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students’language performance and achievements during the learning process.Assessment should be made facilitative to developing students’ interests and self-confidence in learning. Summative assessment should focus on assessing students’ overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.6. Optimize learning resources, and maximize opportunities for learning and using the language.English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students’ learning.Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)Micro planning: planning for a specific unit or a lesson (40 or 50 minutes) 4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. 1) Five-step teaching model(1)warm-up/ a tarter/revision;(2)presentation(3)drilling(4)consolidation(5)summary and homework2) The three P’s model: presentation, practice, and productionTeaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students’ performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group work: Group work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual study: Individual study is the stage where the students are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages：It does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit. It may not be very motivating for students. It does not benefit communication between students. Students cannot develop speaking ability in this sense. Teachers need to prepare different tasks fordifferentstudents.Ac tivity 5: Group dis c us s ion The advantages and disadvantages of the above groupingLess dynamic classroom;No co-operation;No outside pressure;Study at own speed;Individual study The same as those in pair work;plays some students might dominate;Difficult to group;Communication in its real sense;More dynamic than pair work;promoting self-reliance;Group work Students stray away from the task;Using native language;Noise and indiscipline.More chance for practice;Encouraging co-operation;Relaxing atmosphere;Pair work Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;All the class are concentrating; good modeling from teacher;comfortable in choral practiceWhole-classwork Disadvantages Advantages Grouping3. The role of the teacher ---- contoller, assessor, organizer, prompter,participant, resource provider4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.5. What are the functions or purposes of questions?To focus students ’ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questions。

王蔷英语教学法重点

Unit 1 Language and Learning1.1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information. Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theory⏹ B. F. Skinner⏹ A stimulus-response theory of psychology⏹Audio-lingual method⏹The idea of this method is that language is learned by constant repetition and thereinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is that students should beallowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what is already known.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacher and the learnerand between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as part of one’spre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formaleducation❖Teachers benefit from practice if they keep on reflecting on what they have beendoingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆Pragmatic competence （语用能力）The appropriate use of language in social context.◆Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)●Communicative purpose●Communicative desire●Content, not form●Variety of language●No teacher intervention●No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.*Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness & accuracy of language form in general, not production of a single form*A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.■ A task-established context⏹Encouraged to think, analyze, not simply to repeat, manipulate and apply⏹ A more varied exposure to natural language⏹Language forms not pre-selected for focus⏹Learner-free selection of language⏹TBL cycle lead from Fluency to accuracy (+fluency)⏹In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.⏹Constraints of TBLT⏹The first is it may not be effective for presenting new language items⏹The second constraint is Time as teachers have to prepare task-based activities very carefully.⏹The third is the culture of learning⏹The forth is Level of difficultyUnit 33.1 A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20003.2 Designing principles for the National English Curriculum1)Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to usingtests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning备课4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisions about whatthey hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan theactivities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationshipbetween them so that the activities of different difficulty levels can be arrangedproperly and the lesson can move smoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they can beprepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of the teaching aids needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways:☐To enable the teacher to improve class timing;☐Lesson plans are also an aid to continuing development(plan←-→practice ←-→reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do by the end of thelesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learning capabilityof the studentsDoing things that are beyond or below the students’ coping ability will diminish theirmotivation (Schumann, 1999)5.Linkage: the stages and the steps within each stage are linked with one another.4.3 what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.❑Macro planning involves the following：Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:➢Background information➢Teaching aims➢Teaching content and skills➢Stages and procedures➢Teaching aids➢End of lesson summary➢Optional activities and Assignment➢After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)☐⏹environment, use various strategies to motivate learners, guide☐⏹acknowledge and respect individual differences; give each equal opportunity in learning;-round perspective…☐⏹reflect on the reasons, think about possible solutions, implement thesolutions and evaluate the results…Q: How much control is needed?⏹Appropriate degree of control⏹Different activities need a different degrees of control.⏹The more communicative an activity, the less control it needs.Q: What does the teacher do as an assessor?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that a success-orientedlearning atmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems; clearinstructions given to students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; take notesfor later feedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or what to say next…⏹When a student doesn’t seem to be ready for an answer,…⏹When a student finishes with a very short answer,…Q: why to participate in student’s activities?⏹Monitoring + participating changes the role from an authority to a conversationalist, agood chance for students to practise English with a superior…Q: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.”5.3 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of the students;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5.4 What are the different ways for student grouping?⏹Whole class work, pair work, group work, individual study1.Whole class work☐All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair work☐Students work in pairs on an exercise or task.3.Group work☐Students work in small groups of 3-5 students.4.Individual study☐Students work on their own at their own speed.Q: How to group? (Grouping methods)1.Whole class work is normally used when presenting and explaining new language or newinformation and it should be used wisely by the teachers.2.Successful group/pair work depends on skillful organization.3.The biggest problem for group work is the selection of group members.4.While teachers are encourage to use pair wok and group work to provide more practice chance,individual study should not be forgotten.Types of student grouping and their advantages and disadvantages in P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)Q: Does discipline guarantee effective learning?☐No. There might be little learning even the class is very disciplined.☐Although discipline is necessary, it is not a sufficient condition for effective learning as a thoroughly indisciplined atmosphere will surely yield no learning at all. (79)Q: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)☐Ss are clear about learning purpose;☐Ss are able to do the work but find it challenging;☐Ss are emotionally, physically and intellectually involved by the tasks;☐The presentation, variety and structure of the work and activities generate curiosity and interest;☐Ss have opportunities to ask questions and try out ideas;☐Ss can see what they have achieved and how they had made progress;☐Ss get a feeling of satisfaction and enjoyment from the work.Q: What causes discipline problems?⏹ A gap in the lesson (e.g. bad planning, equipment fails to work)⏹Unclear instructions⏹Lack of teacher attention⏹The teacher concentrates on lengthy explanations to one individual so that the others get bored ⏹Work is too easy or too challengingQ: What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.5.6 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek their own answers;☐ A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued. 5.6.2 What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7 Dealing with errorsQ: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system” (Brown, 2000: 218-219)☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.Q: How to deal with errors?☐In dealing with errors and mistakes we need to be clear whether the task or activity is focusing on accuracy or fluency.Q: When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.Q: How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionQ: Which techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.☐The whole class correction is used for main error types (e.g.The Big Ten)Summary1.Roles of the teacher: controller, assessor, organiser, prompter, participant, resource-provider, facilitator,guide, researcher, etc.2.Classroom instructions: simple; suit the level of students3.Grouping: whole class work, group work, pair work, individual study4.Discipline: to engage ss in learning; how to maintain discipline, how to treat with undisciplined acts5.Questioning: different classifications; questioning techniques6.Error correction: error and mistake; different ways and techniques for correcting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.6.1 The role of pronunciation☐DebateSide A: students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.Side B: Failure in pronunciation is a great hindrance to language learning.Views of teaching pronunciation vary☐The Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.☐Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.☐The teaching of pronunciation should focus on the ss’ ability to identify and produce English sounds themselves. (pronunciation vs. phonetics)☐Ss should not be led to focus on reading and writing phonetic transcripts of words, esp. for young students.☐Phonetic rules are helpful for ss to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.☐Stress and intonation are important and should be taught from the very beginning.6.2 The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation is as following:☐Consistency: the pronunciation should be smooth and natural;☐Intelligibility: the pronunciation should be understandable to the listeners;☐Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.6.3 What aspects of pronunciation do we need to teach?Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.Q: How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.6.4 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What is the goal of perception practice?⏹Developing the students’ ability to identify and distinguish between different sounds.☐Examples of perception practice:⏹Using minimal pairs (with one sound difference): will/well; ship/sheep; light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹CompletionProduction practiceThe goal of production practice is developing students’ ability to produce sounds.1.Listen and repeat ( practice individual sounds, individual words, groups of words,sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).6.5 Practising stress and intonation☐Two types of stress:⏹word-level stress☐It is very important to stress the proper syllable in multi-syllabic words.☐The best strategy is to emphasize the importance of learning the stress as part of learning a word.⏹Phrase-level or sentence-level stress☐Each phrase or sentence has one syllable which receives greater or more prominent stress than the others.☐Some phrases or sentences may have one stressed syllable, while others may have 5-6 stressed syllables.6.5.1 Teaching methods of stress⏹The most important thing in practising stress is making the students aware of where tostress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard (underline the stress parts or write with colored chalks6.5.2 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.How can teachers help the students to improve pronunciation?。

英语教学法王蔷版复习资料

英语教学法王蔷版复习资料Unit 1: language and language learningWhat is language: language is a system of signs, which isarbitrarily chosen, vocal, conventionalized, graphic, and gesture symbol for verbal communication in a given society.Design features: refer to defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission, and interchangeability.Features of language 和views on language 在P-3Several theories on language learning (behaviouristtheory ,cognitive theory,constructivist theory, socio-constructivist theory )在P5-P6A good language teacher’s features (ethic devotion, professional qualities, personal styles, language competence)Unit 2:communicative principles and TBLTCLT(goal在P-16): communicative language teachingTBLT(在P-27): Task-based language teachingGoal of foreign language teaching: to enable students to use the foreign language in work or life when necessaryDifference between language use in real life and traditional pedagogy Communicative competence (linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency) 在P-18Sever linguistics’ ideas about exercis e types and activities (Richards, Rodgers, Finocchiaro, Brumfit, Ellis, Littleword.)在P-23下TBLT:(P-27)Task:(purpose，context，process，product) Exercise-task(P-28)PPP:(presentation，practice，production)在P-31Differences between PPP and TBL(task-based learning P-31) 在P-32How to design tasks(have four steps) 在P-34Brief history of foreign language teaching in china (before1978, 1978—1985, 1986- 1992, 1993—2000, after2000)在P39-41Unit 4 Lesson planningDefinition of lesson planning在P-51, Significant在P-52Principles for good lesson planning (aim, variety, flexibility, learnability, linkage)在P-53Macro planning and micro planning 在-P54Components of a lesson planning (background information, teaching aims, language contents and skills, stages and procedures, teaching aids, end of lesson summary, optional activities and assignments, after lesson reflection )在P56-60Unit 5 classroom managementThe role of teacher(controller，assessor，organiser, prompter,participant and resource provider, facilitator, guide, researcher )在P68-72Classroom instructions 在P-73Student grouping (whole class work, pair work, group work,individual study 在P-75) Methods在P-75-76Definition of discipline and indiscipline 在P-78Harmer (1983) suggests the following measures for indiscipline acts and bad behaving students (act immediately, stop the class, rearrangethe seats, change the activity, talk to students after class, create a code of behaviour.) 在P-81Ur gives the following way to solve these problems (deal with it quietly, do not take things personally, do not use threats.)在P81-82 Lavery’s idea about how to solve problems在P-82The use of questioning in the classroom在P-83The classification of question types (closed, open, display, genuine, lower-order, higher order questions)在P-83Unit 6 teaching pronunciationPhonetic rules regarding what sounds a letter or a cluster ofletters should be pronounced are helpful for students to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.在P-91Stress and intonation are as important as the sounds themselves and should be taught from the very beginning. 在P-91The goal of teaching pronunciation 在P-92-93Aspects of pronunciation (sounds, phonetic symbols, stress,intonation, rhythm) 在P-93Practicing sounds (focusing on a sound, perceptionpractice-using minimal pair, production practice)在P-95-98。

王蔷英语教学法重点

Unit 1 Language and Learning1.1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information. Condition-oriented theories emphasize the nature of human and physical context. Behaviorist theory⏹ B. F. Skinner⏹ A stimulus-response theory of psychology⏹Audio-lingual method⏹The idea of this method is that language is learned by constant repetitionand the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is thatstudents should be allowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what isalready known.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacherand the learner and between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practiceas part of one’s pre-service education, usually under the supervisionof instructorsThe real classroom teaching: what a teacher undertakes after he/shefinishes formal education❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆ Pragmatic competence （语用能力）The appropriate use of language in social context.◆ Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆ Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆ Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的） hesitation’2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities (main features of communicative activities?)●Communicative purpose● Communicative desire● Content, not form● Variety of language● No teacher intervention● No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.*Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness & accuracy of language form in general, not production of a single form*A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect.■ A task-established context⏹Encouraged to think, analyze, not simply to repeat, manipulate and apply ⏹ A more varied exposure to natural language⏹Language forms not pre-selected for focus⏹Learner-free selection of language⏹TBL cycle lead from Fluency to accuracy (+fluency)⏹In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.⏹Constraints of TBLT⏹The first is it may not be effective for presenting new language items⏹The second constraint is Time as teachers have to prepare task-based activitiesvery carefully.⏹The third is the culture of learning⏹The forth is Level of difficultyUnit 33.1 A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20003.2 Designing principles for the National English Curriculum1)? Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5)? Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as we ll as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1)? English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)? English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)? English language teachers are expected to use more task-based activities and put the students at the center of learning.4)?English language teachers are expected to use more formative assessment in addition to using tests.5)? English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning备课4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisionsabout what they hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, soas to plan the activities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see therelationship between them so that the activities of different difficultylevels can be arranged properly and the lesson can move smoothly from onestage to another;3.Gives teachers the opportunity to anticipate potential problems so thatthey can be prepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of t he teaching aids needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways: ☐To enable the teacher to improve class timing;☐Lesson plans are also an aid to continuing development(plan✍-✍practice ✍-✍reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do bythe end of the lesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learningcapability of the students5.Doing things that are beyond or below the students’ coping ability willdiminish their motivation (Schumann, 1999)6.Linkage: the stages and the steps within each stage are linked with oneanother.4.3 what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.❑Macro planning involves the following：Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:➢Background information➢ Teaching aims➢ Teaching content and skills➢ Stages and procedures➢ Teaching aids➢ End of lesson summary➢ Optional activities and Assignment➢ After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?the way teachers organize what goes on in the classroom.the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)☐⏹environment, use various strategies to motivatelearners, guide students in planning and assessing their learning and develop☐⏹prior knowledge; find individual interests and explorepotential capabilities; acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students’ development fairly from an all-round perspective…☐⏹on the reasons, think about possible solutions,implement the solutions and evaluate the results…Q: How much control is needed?⏹Appropriate degree of control⏹Different activities need a different degrees of control.⏹The more communicative an activity, the less control it needs.Q: What does the teacher do as an assessor?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that asuccess-oriented learning atmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems;clear instructions given to students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrongpractices; take notes for later feedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or whatto say next…⏹When a student doesn’t seem to be ready for an answer,…⏹When a student finishes with a very short answer,…Q: why to participate in student’s activities?⏹Monitoring + participating changes the role from an authority to aconversationalist, a good chance for students to practise English with a superior…Q: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.”5.3 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of thestudents;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5.4 What are the different ways for student grouping?⏹Whole class work, pair work, group work, individual study1.Whole class work☐All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair work☐Students work in pairs on an exercise or task.3.Group work☐Students work in small groups of 3-5 students.4.Individual study☐Students work on their own at their own speed.Q: How to group? (Grouping methods)1.Whole class work is normally used when presenting and explaining new languageor new information and it should be used wisely by the teachers.2.Successful group/pair work depends on skillful organization.3.The biggest problem for group work is the selection of group members.4.While teachers are encourage to use pair wok and group work to provide morepractice chance, individual study should not be forgotten.Types of student grouping and their advantages and disadvantages in P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)Q: Does discipline guarantee effective learning?☐No. There might be little learning even the class is very disciplined.☐Although discipline is necessary, it is not a sufficient condition for effective learning as a thoroughly indisciplined atmosphere will surely yield no learning at all. (79)Q: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)☐Ss are clear about learning purpose;☐Ss are able to do the work but find it challenging;☐Ss are emotionally, physically and intellectually involved by the tasks;☐The presentation, variety and structure of the work and activities generate curiosity and interest;☐Ss have opportunities to ask questions and try out ideas;☐Ss can see what they have achieved and how they had made progress;☐Ss get a feeling of satisfaction and enjoyment from the work.Q: What causes discipline problems?⏹A gap in the lesson (e.g. bad planning, equipment fails to work)⏹Unclear instructions⏹Lack of teacher attention⏹The teacher concentrates on lengthy explanations to one individual so that theothers get bored⏹Work is too easy or too challengingQ: What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.5.6 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek theirown answers;☐ A secure and relaxed atmosphere of trust is ne eded and ss’ opinions and ideas are valued.5.6.2 What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7 Dealing with errorsQ: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess ora ‘slip of tongue’, and it is a failure performance to a known system” (Brown,2000: 218-219)☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.Q: How to deal with errors?☐In dealing with errors and mistakes we need to be clear whether the task or activity is focusing on accuracy or fluency.Q: When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.Q: How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionQ: Which techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.Summary1.Roles of the teacher: controller, assessor, organiser, prompter,participant, resource-provider, facilitator, guide, researcher, etc.2.Classroom instructions: simple; suit the level of students3.Grouping: whole class work, group work, pair work, individual study4.Discipline: to engage ss in learning; how to maintain discipline, howto treat with undisciplined acts5.Questioning: different classifications; questioning techniques6.Error correction: error and mistake; different ways and techniques forcorrecting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.6.1 The role of pronunciation☐DebateSide A: students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.Side B: Failure in pronunciation is a great hindrance to language learning. Views of teaching pronunciation vary☐The Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.☐Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.☐The teaching of pronunciation should focus on the ss’ ability to identify and produce English sounds themselves. (pronunciation vs. phonetics)☐Ss should not be led to focus on reading and writing phonetic transcripts of words, esp. for young students.☐Phonetic rules are helpful for ss to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.☐Stress and intonation are important and should be taught from the very beginning.6.2 The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation is as following:☐Consistency: the pronunciation should be smooth and natural;☐Intelligibility: the pronunciation should be understandable to the listeners;☐Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.6.3 What aspects of pronunciation do we need to teach?Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.Q: How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.6.4 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What is the goal of perception practice?⏹Developing the students’ ability to identify and distinguish betweendifferent sounds.☐Examples of perception practice:⏹Using minimal pairs (with one sound difference): will/well; ship/sheep;light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹CompletionProduction practiceThe goal of production practice is developing students’ ability to produce sounds.1.Listen and repeat ( practice individual sounds, individual words, groupsof words, sentences (mechanical imitation)2.Fill in the blanks(in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).6.5 Practising stress and intonation☐Two types of stress:⏹word-level stress☐It is very important to stress the proper syllable in multi-syllabic words.☐The best strategy is to emphasize the importance of learning the stress as part of learning a word.⏹Phrase-level or sentence-level stress☐Each phrase or sentence has one syllable which receives greater or more prominent stress than the others.☐Some phrases or sentences may have one stressed syllable, while others may have 5-6 stressed syllables.6.5.1 Teaching methods of stress⏹The most important thing in practising stress is making the students awareof where to stress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard (underline the stress parts or write with colored chalks6.5.2 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.How can teachers help the students to improve pronunciation?e individual, pair, group and whole class work;e hands and arms to conduct practice.3.Move around the classroom when doing choral practice.4.Vary the criteria of ‘good’ to give students confidence.5.Do articulation practice more than once.6.Bring interests and variety to the practice.7.The main criteria for good pronunciation are consistency, intelligibilityand communicative efficiency.8.Make full use of demonstrations.。

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。

王蔷《英语教学法》复习

《英语教学法教程》复习提纲(王蔷)

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