王蔷英语教学法英汉对照ACourseinEnglishLanguageTeaching

A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, andreinforcement.Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exerci se-task → taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-orientededucation 面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences 突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability 整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning and participation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum ： 课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能 Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V ocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to be modified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者,6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Student s’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningfulcontext; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) V olume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjust ment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to providesufficient language input and practice for the students Designing speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F questionWhile-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the lines Post-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching Writing The main procedures of process writing : Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editing Revising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possi ble to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time。