王蔷英语教学法重点

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英语教学法教程第二版(王蔷)1-5单元学习笔记

Unit1 Language and Language Learning1.1How do we learn language?（如何学习语言）Much of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages.1.2Views on language（学习观）1.3Views on language learning and learning in generalNow, the research about language learning theories can be broadly divided into two parts. They are Process-oriented theories and Condition-oriented theories. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. Here are What is done in these processes.1.4What makes a good language teacher?(好教师的素质要素)①Ethic devotion ②Professional qualities ③Personal styles1.5How can we become a good language teacher?(如何成为一名好的语言老师)The most important and difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Teacher’s professional development1.6An overview of the bookUnit2 Communication Principles and Task-based Language Teaching 2.1 Language use in real life vs. traditional pedagogy2.2 What is communicative competence?communicative competence includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situation.2.3 Implications for teaching and learning (略)2.4 Principles of Communicative Language Teaching(CLT)1）Communication principle: Activities that involves real communication promote learning.2) Task principle: Activities in which language is used for carry out meaningful tasks promote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports the learning process.2.5 CLT and the teaching of language skills2.6 Main features of Communicative activities2.7 Task-based Language Teaching(TBLT)Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching.2.7.1 Definitions of a task√√2.7.2 Four components of a task.1) A purpose: making sure the students have a reason for undertaking the task.2) A context: this can be real, simulated, or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors.3) A process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring, conceptualizing and communicating.4) A product: there well be some form of outcome, either visible(written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)2.7.3 Exercises, exercise-tasks and taskexercise exercise-task task2.8 PPP and Task-based Language TeachingMany teachers may be familiar with the Presentation, Practice and Production(PPP). A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc. Some teachers may also be familiar with the five-step teaching method, which is quite similar to the PPP model but adding revision at the beginning and consolidation at the end.2.8.1 Differences between PPP and TBL1) The way students use and experience language in TBL is rapidly different from PPP.2) TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.2.9 How to design tasks?√√2.10 Appropriateness of CLT and TBLT in the Chinese context1)The problems of CLT: ①If CLT is culturally appropriate.（Both its advantages and constraints are recognized by teachers and students.）②It is very difficult to design a syllabus with a one to one correspondence between a function and a form.2)The problems of TBLT: ①It may not be effective for presenting new language items.(Swan,2005) ②Time. Teachers have to prepare task-based activities very carefully. ③The culture of learning. Some students may find it difficult to adapt to TBLT. ④The level of difficulty. Students mayfind task-based learning quite difficult if they do not have sufficient linguistic resources to handle holistic communication.2.11 ConclusionIt is important to remember that a method is effective only when it is appropriate to the teaching context. Therefore, when a new method or approach emerges, it is unwise to simply cast away the traditional and follow the new trend. The best thing to do is to develop one’s own teaching methods based on the context where one teaches and integrates the merits of different methodologies to serve the purpose of one’s teaching objectives and the needs of one’s students.Unit3 The National English Curriculum3.1 A brief history of foreign language teaching in ChinaUnit4 Lesson Planning4.1 Why is lesson planning important?Definition: A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.Reasons: ①A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.②It helps teachers distinguish thevarious stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.③Proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson. ④Good planning gives teachers, especially novice teachers confidence in class. ⑤When planning the lesson, the teacher also becomes aware of the teaching aids that are needed for the lesson.⑥Planning is a good practice and a sign of professionalism.4.2 Principles for good lesson planning4.3 Macro planning vs. micro planning.（宏观计划vs.微观计划）The components of macro planning:(宏观计划包含的内容)1)Knowing about the profession.2)Knowing about the institution.3)Knowing about the learners.4)Knowing about the curriculum/syllabus.5)Knowing about the textbook.6)Knowing about the objectives.4.4 Components of a lesson planDifferent teachers have different teaching styles and may use different teaching procedures, so ‘every lesson is unique’(Robertson and Acklam,2000:6), and so is every lesson plan. A lesson plan include many parts.Unit5 Classroom ManagementDefinition：Classroom management is the way teachers organize what goes on in the classroom.Goal:To create an atmosphere conductive to interacting in English in meaningful ways.(Gebhard,1996)Conditions for achieving classroom management:1)The teacher plays appropriate roles.2)The teacher provides clear instructions.3)Students are grouped in a way suitable for the learning activities.4)The teacher asks appropriate questions.5)There is discipline as well as harmony in the class.6)The students errors are treated properly.5.1 The role of the teacherWhat are the teacher’s roles defined by Harmer?①controller ②assessor ③organiser ④prompter ⑤participant⑥resource-providerWhat are teacher’s new roles?①facilitators ②guides ③researchers5.2 Classroom instructionsDefinition: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities; providing explanations to a concept or language structure; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback and assigning homework, etc. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching.What are rules to follow for making instructions effective?①To use simple instructions and make them suit the comprehensionlevel of the students.②To use the mother-tongue only when it is necessary.③To be careful not to do all the talking in class.。

英语教学法重点术语英汉对照(王蔷)

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, and reinforcement 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 context A 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 communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise →　exercise-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-oriented education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 andparticipation 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 o cabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6thgradersGraduate from primary school情感目标语言目标能力目标Level 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 thelesson.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 bemodified 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; surpris 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 listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways 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 Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; 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) 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.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 thestudents ‘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 have Ways 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 视觉线索回应4) Listener’ s response调节5) Speaker’ s adjustmentPrinciples 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 Speaking Principles 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 provide sufficient language input and practice for the studentsDesigning 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 textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive 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 question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe 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-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible 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 time21。

王蔷《英语教学法》复习

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。

英语教学法王蔷第二版unit18笔记

英语教学法王蔷第二版unit18笔记
摘要：
一、王蔷英语教学法简介
二、Unit 18 主要内容概述
三、Lesson Planning 原则与实践
四、教案编写注意事项
五、总结与建议
正文：
【一、王蔷英语教学法简介】
王蔷英语教学法是我国英语教育领域一位著名专家的研究成果。

该教学法强调语言学习的实践性、互动性和语境性，提倡采用任务型教学法、合作学习等方法，使学生在真实的语言环境中习得语言。

【二、Unit 18 主要内容概述】
Unit 18 主题为“Lesson Planning”，重点讨论了如何编写一份有效的英语教学教案。

内容包括教案的基本结构、教学目标设定、教学策略选择等。

【三、Lesson Planning 原则与实践】
1.明确教学目标：根据学生的实际情况和需求，设定具有挑战性、可实现性的教学目标。

2.选择适当的教学内容：结合课程标准和教学大纲，选择适合学生的教学内容。

3.设计合理的教学活动：确保教学活动具有趣味性、互动性和针对性。

4.制定有效的教学评估策略：通过形式多样的评估手段，了解学生学习情况，为教学调整提供依据。

【四、教案编写注意事项】
1.保持简洁明了：教案内容应简洁易懂，避免冗长复杂的表述。

2.注重细节：教案中应包含详细的教学步骤、时间分配和课堂管理策略。

3.灵活调整：根据课堂实际情况，适时调整教学计划和教学方法。

【五、总结与建议】
编写一份成功的英语教学教案，需要充分考虑学生的需求、教学目标和教学方法。

通过实践和反思，不断优化教案，提高教学效果。

王蔷教学法讲义

王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。

主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。

【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople 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.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。

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

英语教学法王蔷第二版unit18笔记

英语教学法王蔷第二版unit18笔记摘要：一、前言二、英语教学法的发展1.传统教学法2.交际教学法3.任务型教学法三、交际教学法的理论基础1.社会语言学2.话语分析3.功能语言学四、交际教学法的主要特点1.培养语言交际能力2.以学生为中心3.语境教学五、交际教学法的课堂实践1.任务设计2.课堂活动3.教师角色六、交际教学法的评价1.优点2.不足3.对我国英语教学的启示七、结论正文：英语教学法是研究英语教学规律和方法的一门学科。

随着社会的发展和英语教学的改革，英语教学法也在不断发展和完善。

从传统的教学法到交际教学法，再到任务型教学法，英语教学法经历了几个重要阶段。

交际教学法是一种以培养学生的语言交际能力为主要目标的教学法。

它源于20 世纪70 年代，由英国学者哈奇（Halliday）和威多森（Widdowson）提出。

交际教学法的理论基础主要包括社会语言学、话语分析和功能语言学。

社会语言学关注语言在社会语境中的使用，话语分析则关注语言交际过程中的信息传递和协商，功能语言学则强调语言的功能和语境。

交际教学法的主要特点在于培养学生的语言交际能力，强调学生在教学过程中的主体地位，以及通过语境教学来提高学生的语言运用能力。

在交际教学法的课堂上，教师以学生为中心，鼓励学生参与各种语言活动，培养他们的语言交际技能。

任务设计是交际教学法的重要组成部分，教师需要根据学生的实际需求和教学目标，设计富有挑战性和实际意义的任务，引导学生通过完成任务来提高语言能力。

尽管交际教学法在国际上得到了广泛应用和认可，但它也存在一些不足之处。

例如，交际教学法过于强调学生的主动性和自主性，可能导致部分学生过度依赖教师和课堂，缺乏自主学习的意识和能力。

此外，交际教学法在实际应用过程中，可能会受到教学资源、教学时间和教学目标等因素的制约。

在我国，交际教学法对英语教学产生了深远的影响。

它促使英语教学从传统的知识传授转向培养学生的实际语言运用能力，提高了英语教学的效果。

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。

英语教学法重点术语英汉对照(王蔷)

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, and reinforcement. 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 context A 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 communicating A product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exercise-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-oriented education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 andparticipation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ArrayCultural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; TopicsLanguage 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 thelesson.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 bemodified 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 listenersCommunicative efficiency交际效率性: To help convey the speakers’ meaning Ways 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 Students’ ability to produce sounds): Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; 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 adjustment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 Speaking Principles 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 provide sufficient language input and practice for the studentsDesigning 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 textPrinciples and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge firstInteractive 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 question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe 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-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible 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 time21。

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 theirimplications 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-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 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 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 deve lop students’ communicative competence.2. What is communicative compentence? Try to list some of its components and 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 contextDiscourse 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 unduehesitationImplications 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 textsin 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 pictures Communicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and information Role-playing through situation and goals Role-playing through debate and discussion Large-scale simulation activities improvisation6. Main features communicative activities7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing. It stresses the importance to combine form-focused teaching with communication-focused teaching.The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken 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 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 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 gain self-confidence in learning. Its overall objectiveis 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. Classroomteaching 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’ c omprehensive 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 is described in terms of what students can do with the language. It is thus designed toreflect the progressive nature of students’ language d evelopment 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,pa rticipating, 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 begea red 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 performanc e 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, up dated 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 andutilizing resources for learning.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aimsto 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 reflectionon 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 theteacher’s guidance.It allows teacher’s time to wor k 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 liketo 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 abilityin this sense. Teachers need to prepare different tasks for differentstudents.3. 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 questionsQuestions have been classified using different criteria, mainly based on the level of thinking involved in answering thequestions.Closed v.s open--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display v.s genuine--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more communicative.Lower-ordered v.s high-ordered--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.7. How to deal with errors?The distinction between mistakes and errors:。

《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。

王蔷教学法第二版中文对照

王蔷教学法第二版中文对照摘要：一、王蔷英语教学法第二版的概述二、王蔷英语教学法第二版的主要内容三、王蔷英语教学法第二版的特点四、王蔷英语教学法第二版的适用对象五、王蔷英语教学法第二版的价值正文：一、王蔷英语教学法第二版的概述王蔷英语教学法第二版是一本针对英语教学的教材，旨在帮助教师和学生更好地理解和应用英语教学法。

本书详细介绍了英语教学的基本原理和实践方法，包括语言学习、教学方法、课程设计等内容。

二、王蔷英语教学法第二版的主要内容王蔷英语教学法第二版共分为多个单元，每个单元都有明确的主题和目标。

以下是本书的主要内容：1.Unit 1: Language and Language Learning本单元主要讨论了语言学习的基本概念、语言学习的类型、学习者的个体差异等内容。

2.Unit 2: Teaching English as a Foreign Language本单元介绍了英语作为外语的教学方法，包括听说法、语法翻译法、直接法、自然法等。

3.Unit 3: Curriculum Design本单元讨论了课程设计的原则、方法和步骤，以及课程评价的策略。

4.Unit 4: Teaching Grammar本单元重点介绍了语法教学的基本理论和实践方法，包括语法教学的范围、目标、方法和评估。

5.Unit 5: Teaching Vocabulary本单元讨论了词汇教学的重要性、方法和策略，以及如何提高学生的词汇学习效果。

6.Unit 6: Teaching Listening and Speaking本单元介绍了听力和口语教学的原则、方法和活动设计，以及如何提高学生的听力和口语水平。

7.Unit 7: Teaching Reading and Writing本单元讨论了阅读和写作教学的方法、策略和评估，以及如何提高学生的阅读和写作能力。

8.Unit 8: Teaching Culture本单元重点介绍了文化教学的重要性、方法和策略，以及如何培养学生的跨文化交际能力。

王蔷英语教学法重点

王蔷英语教学法重点王蔷教授的英语教学法是近年来备受推崇的一种教学方法。

它以语言习得理论为依据，通过为学生提供丰富的语言环境和多元化的教学策略，激发学生的学习兴趣和主动性，从而提高其英语水平和应用能力。

王蔷英语教学法强调学生的主体性和教师的主导性。

它认为，学生是语言学习的主体，应该主动参与到语言习得过程中。

而教师则应该扮演引导者和组织者的角色，为学生提供必要的学习资源和指导。

王蔷英语教学法还注重培养学生的语言综合应用能力。

它认为，语言是一种交际工具，学生应该在学习过程中掌握听、说、读、写、译等技能，并将其应用于实际生活中。

王蔷英语教学法认为，创造一个丰富的语言环境是提高学生英语水平的关键。

教师可以通过引入真实的语言材料、组织口语活动、播放英语视频等方式，为学生营造一个浓厚的英语学习氛围。

王蔷英语教学法提倡采用多元化的教学策略，以适应不同学生的学习风格和需求。

例如，教师可以采用小组合作、角色扮演、案例分析等教学方法，激发学生的学习兴趣和主动性。

王蔷英语教学法认为，培养学生的自主学习能力是至关重要的。

教师可以通过引导学生制定学习计划、评估学习成果等方式，帮助学生建立良好的学习习惯和自我管理能力。

王蔷英语教学法在实践中得到了广泛的应用，并取得了显著的效果。

许多研究表明，采用王蔷英语教学法的学生在英语水平和应用能力方面都有明显的提高。

这种教学方法也受到了广大教师和家长的欢迎和认可。

它不仅提高了学生的英语水平，还培养了他们的团队协作能力和自主学习能力。

王蔷英语教学法是一种先进、实用的教学方法。

它通过创造丰富的语言环境和多元化的教学策略，激发学生的学习热情和主动性，从而提高学生的英语水平和应用能力。

在未来的教育实践中，我们应该进一步探索和应用这种优秀的教学方法，为学生的全面发展提供更好的支持。

《英语教学法》是教育部普通高等教育“十一五”国家级规划教材，也是高等教育社的一本教材。

该教材的作者是王蔷教授，她是中国著名的英语教学法专家，拥有丰富的教学经验和深厚的学术背景。

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。

英语教学法王蔷版本科重点

教学法期末本科重点Unit 1: language and language learningWhat is language:language is a system of signs, which is arbitrarily 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-3 Several theories on language learning （behaviourist theory ,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 teaching TBLT(在P-27): Task-based language teachingGoal of foreign language teaching: to enable students touse the foreign language in work or life when necessary Difference between language use in real life and traditional pedagogyCommunicative competence(linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency) 在P-18Sever linguistics’ ideas about exercise 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-31 Differences 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-P54 Components 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-75-76 Definition of discipline and indiscipline 在P-78 Harmer(1983) suggests the following measures for indiscipline acts and bad behaving students (act immediately, stop the class, rearrange the 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 (dealwith it quietly, do not take things personally, do not use threats.)在P81-82Lavery’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 of letters 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-92-93 Aspects of pronunciation (sounds, phonetic symbols, stress, intonation, rhythm)在P-93Practicing sounds (focusing on a sound, perception practice-using minimal pair, production practice)在P-95-98。

王蔷英语教学法重点,DOC

Unit1LanguageandLearning1.1Howdowelearnlanguage？WelearnlanguageatdifferentagesPeoplehavedifferentexperiencesPeoplelearnlanguagesfordifferentreasonsPeoplelearnlanguagesindifferentwaysPeoplehavedifferentcapabilitiesinlanguagelearning⏹Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelyprais ed.B.Cognitivetheory⏹InfluencedbyNoamChomsky(revivalofstructurallinguistics)⏹Languageasanintricaterule-basedsystem⏹Alearneracquireslanguagecompetencewhichenableshimtoproducelanguage.⏹Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.C.Constructivisttheory⏹JeanPiaget(1896—1980)⏹Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.D.Socio-constructivisttheory⏹Vygotsky⏹“ZoneofProximalDevelopment”(ZPD);scaffolding(脚手架)⏹Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.1.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyof elementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorized2.2Whatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoado ptCLT,thegoalofwhichistodevelopstudents’communicativecompetence.2.2.1Definition: Communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowto usethelanguageappropriatelyincommunicativesituations2.2.2Fivecomponentsofcommunicativecompetence(Hedge2000)◆Linguisticcompetence（语言能力）Theknowledgeoflanguageitself,itsformandmeaning.◆Pragmaticcompetence（语用能力）Theappropriateuseoflanguageinsocialcontext.◆Discoursecompetence（语篇能力）◆◆✓Structuralactivities✓Quasi-communicativeactivities类似,准,半Communicativeactivities(PP22-23)▪Functionalcommunicationactivities▪Socialinteractionactivities2.6SixCriteriaforevaluatingcommunicativeclassroomactivities (mainfeaturesofcommunicativeactivities?)●Communicativepurpose●Communicativedesire●Content,notform●Varietyoflanguage●Noteacherintervention●Nomaterialscontrol2.7WhatisTask-basedLanguageTeaching?TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstr essestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.1.2.3.4.1Theway studentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.■⏹⏹⏹⏹⏹⏹InTBLIntegratedskillspracticed2.9Howtodesigntasks?Step1Thinkaboutstudents’needs,interests,andabilitiesStep2BrainstormpossibletasksStep3EvaluatethelistStep4ChoosethelanguageitemsStep5Preparingmaterials2.10CLTandTBLTintheChinesecontext☐ProblemswithCLT1.Theveryfirstandforcefulargumentiswhetheritisculturallyappropriate2.ThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.3.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcomp etenceleveloflearners.⏹ConstraintsofTBLT⏹Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems⏹ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.⏹Thethirdisthecultureoflearning⏹TheforthisLevelofdifficultyUnit3spects languageknowledge,languageskills,learningstrategies,affectsandculturalunderstandi ng.3.4DesignoftheNationalEnglishCurriculum3.5Thestandardsfordifferentlevelsofcompetence3.6ChallengesfacingEnglishlanguageteachers1)?Englishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemofl inguisticknowledgebutameansforcommunication.2)?Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmitter toamulti-roleeducator.3)?Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthe centeroflearning.4)?Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.5)?Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffecti veresourcesforlearningandforusingthelanguage.Unit4.LessonPlanning备课4.1whyisLessonPlanningImportant1.2.3.;4.5.6.☐☐1.2.3.4.5.Doingthingsthatarebeyondorbelowthestudents’copingabilitywilldiminishtheirmotivation(Schumann,1999)6.Linkage:thestagesandthestepswithineachstagearelinkedwithoneanother.4.3whataremacroplanningandmicroplanning?MacroplanningPlanningoveralongperiodoftimewhichisoftendonebyagroupofteachers,itprovidesageneralguida nceforlanguageteachersMicroplanningPlanningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively.Microplanningisoftenanindividualactivityanddifferentteachersmayhavediffe rentwaysofwritingtheirownlessonplans.❑Macroplanninginvolvesthefollowing：KnowingabouttheprofessionKnowingabouttheinstitutionKnowingaboutthelearnersKnowingaboutthecurriculum/syllabusKnowingaboutthetextbookKnowingabouttheobjectivesAlessonplanusuallyhasthefollowingcomponents:Backgroundinformation助aniser(students’activities)4.Prompter(whenssdon’tknowwhattodo…)5.Participant(inss’activities)☐⏹☐⏹Activatestudents’priorknowledge;findindividualinterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;eval-roundperspective…☐⏹andevaluatetheresults…Q:Howmuchcontrolisneeded?⏹Appropriatedegreeofcontrol⏹Differentactivitiesneedadifferentdegreesofcontrol.⏹Themorecommunicativeanactivity,thelesscontrolitneeds.Q:Whatdoestheteacherdoasanassessor?3.GivestudentstimetogetusedtolisteningtoEnglishinstructions;ebodylanguagetoassistunderstanding;5.Model thetask/activitybeforelettingstudentsintogroupsorpairs…6.Teachersarenotexpectedtodoallthetalkinginclass.Tip:Demonstrationisusuallymoreeffectivethanwords.5.4Whatarethedifferentwaysforstudentgrouping?⏹Wholeclasswork,pairwork,groupwork,individualstudy1.Wholeclasswork☐Allthestudentsareunderthecontroloftheteacher,doingthesameactivityatthesamerhythmandpace.2.Pairwork☐Studentsworkinpairsonanexerciseortask.3.Groupwork☐Studentsworkinsmallgroupsof3-5students.4.Individualstudy☐Studentsworkontheirownattheirownspeed.Q:Howtogroup?(Groupingmethods)1.Wholeclassworkisnormallyusedwhenpresentingandexplainingnewlanguageornewinformationanditshouldbeusedwiselybytheteachers.2.3.4.☐☐horoughlyindisciplinedatmospherewillsurelyyieldnolearningatall.(79)Q:Howtomaintaindiscipline?P.79Althoughdisciplineisoftendiscussedtogetherwithclassroommanagement,Classroommanagement skillsarenotsufficientifdisciplineistobeachieved，rather，avarietyofteacher’sbehaviorcontributetodiscipline,suchastheteacher’schoiceofmethodo logy,theirinterpersonalrelationshipswithstudents,theirpreparationforthelesson.Beside, student’smotivation,whichcanbeenhancedbytheteacheraction,isextremelyimportantfordisc ipline.Whenstudentsareengagedinlearning,theywillbedisciplined.(79)☐Ssareclearaboutlearningpurpose;☐Ssareabletodotheworkbutfinditchallenging;☐Ssareemotionally,physicallyandintellectuallyinvolvedbythetasks;☐Thepresentation,varietyandstructureoftheworkandactivitiesgeneratecuriosityandinter est;☐Sshaveopportunitiestoaskquestionsandtryoutideas;☐Sscanseewhattheyhaveachievedandhowtheyhadmadeprogress;☐Ssgetafeelingofsatisfactionandenjoymentfromthework.Q:Whatcausesdisciplineproblems?⏹Agapinthelesson(e.g.badplanning,equipmentfailstowork)⏹Unclearinstructions⏹⏹⏹☐⏹☐☐☐☐☐☐1.Closedandopenquestions;2.Displayandgenuinequestions;3.Lower-orderandhigh-orderquestions;4.Bloom’staxonomy分类系统(Nuttall,1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7DealingwitherrorsQ:Whatareerrors?Howaretheydifferentfrommistakes?☐Amistakerefersto“aperformanceerrorthatiseitherarandomguessora‘slipoftongue’,and itisafailure performancetoaknownsystem”(Brown,2000:218-219)☐Anerrorhasdirectrelationwiththelearner’slanguagecompetence.Errorsdonotresultfromc arelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.☐Amistakecanbeself-corrected;anerrorcannotbe.Q:Howtodealwitherrors?☐☐☐☐☐☐☐☐Summary1.ider,facilitator,guide,researcher,etc.2.Classroominstructions:simple;suitthelevelofstudents3.Grouping:wholeclasswork,groupwork,pairwork,individualstudy4.Discipline:toengagessinlearning;howtomaintaindiscipline,howtotreatwithundisciplinedacts5.Questioning:differentclassifications;questioningtechniques6.Errorcorrection:errorandmistake;differentwaysandtechniquesforcorrectingerrors Unit6TeachingPronunciationCriticalPeriodHypothesis:abiologicallydeterminedperiodoflifewhenlanguagecanbeacquiredmoreeasilyandbeyondwhichtimelanguageisincreasingdifficulttoacquire.6.1Theroleofpronunciation☐DebateSideA:studentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasth estudentsdevelopoveralllanguageability.SideB:Failureinpronunciationisagreathindrancetolanguagelearning. Viewsofteachingpronunciationvary☐TheLearnerswhohavemore exposure toEnglishneedlessfocusonpronunciationthanthosewhoonlyle arnEnglishintheclass.☐Adultlearners needmorefocusonpronunciationbecausetheyaremorelikelytosubstituteEnglishsQ:Howtoachievegoodpronunciation?☐Practicemakesperfect☐Bothmechanicalpracticeandmeaningfulpracticearebeneficial.6.4Practisingsounds(Listsomemethodsofpracticingsounds.)Mechanicaldrillingisboringanddemotivating;itisimportanttocombinedrillingpronunciat ionexerciseswithmoremeaningfulexercisesthatfocusonwhateveraspectofpronunciationist hefocusofthelesson.FocusonasoundFocusonaindividualsoundsespeciallythosesoundthataredifficulttolearnPerceptionpractice☐Whatisthegoalofperceptionpractice?⏹Developingthestudents’abilityto identifyanddistinguishbetweendifferentsounds.☐Examplesofperceptionpractice:⏹Usingminimalpairs(withonesounddifference):will/well;ship/sheep;light/night⏹Whichorder:bear,tear,ear⏹Sameordifferent?[met],[mi:t]⏹Oddoneout⏹Completionthewordsorphrases.egestures(e.g.clappinghands;usingarmmovements)ethevoice(raisethevoicetoindicatestress)etheblackboard(underlinethestresspartsorwritewithcoloredchalks6.5.2 Practicingintonation(Howtopractiseintonation?)⏹Usehandorarmmovementtoindicatechangeofintonation.⏹Userisingorfallingarrowstomarkintonation.⏹Drawlinestomarkchangeofintonation.Howcanteachershelpthestudentstoimprovepronunciation?eindividual,pair,groupandwholeclasswork;ehandsandarmstoconductpractice.3.Movearoundtheclassroomwhendoingchoralpractice.4.Varythecriteriaof‘good’togivestude ntsconfidence.5.Doarticulationpracticemorethanonce.6.Bringinterestsandvarietytothepractice.7.Themaincriteriaforgoodpronunciationareconsistency,intelligibilityandcommunicativeefficiency.8.Makefulluseofdemonstrations.9.•••☐1.T2.T法es3.TEachhasmeritsanddrawbacks.Thebestwayistovarymethodsindifferentsituations. Twokeytheoreticalissuesrelatedtothemethod:theroleofexplicitknowledgeinlanguagelearning;t hevalueofdiscoveryasageneralmethodoflearningImplicitandexplicitknowledge☐Implicitknowledge referstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseo fautomaticallywithoutmakinganyeffort.E.g.ofL1内隐知识☐Explicitknowledge referstoourconsciousknowledgeaboutthelanguage.Wecantalkaboutit,analy seitandapplyitinconsciousways.外显知识7.3GrammarpracticePracticemaybedefinedasanykindofengagingwiththelanguageonthepartofthelearner,usuallyunder theteachersupervision,whoseprimaryobjectiveistoconsolidatelearning Grammarpracticeisusuallydividedintotwocategories,mechanicalpracticeandmeaningfulpractice .Twotypesofpracticecanbecombined1.M echanicalpractice(focusonforms)纯形式练习☐Sspayrepeatedattentiontoakeyelementinastructure.☐Substitutionandtransformationdrillsaremostfrequentlyused.2.Meaningful/communicativepractice(focusonform)重形式练习☐Focusonmeaning(CLT)+overtstudyofformultimategoaloflearningEnglish.2.Threewaysofpresenting/teachinggrammar:thedeductivemethod,theinductivemethod,andtheguideddiscoverymethod.Eachhasmeritsanddrawbacks.Thebestwayistovarymethodsindifferentsitu ations.3.Ur(1996)suggeststhatagoodpresentationofgrammarshouldincludebothoralandwrittenandbothformandmeaning.Plentyofcontextualizedexamplesarenecessary;visualmaterialsarehelpful;us eofcomplexterminologyshouldbeavoidedforyounglearners;inductiveanddiscoverymethodshoul dbeusedforthosestructuresthatcanbeeasilyperceivedbythelearners;forcomplexstructuresit isbettertoteachtheruleexplicitlyanddeductively.4.Mechanicalpracticeandmeaningfulpracticeofgrammarhavebothadvantagesanddisadvantages.Twingprompts(pictures,mimes,tables,charts,keywords,crea tedsituations)hasprovedtobeaneffectivewayofgrammarpractice.Unit8TeachingVocabulary8.1Assumptionsaboutvocabularylearning1.Vocabularyitemscanbewords,compounds,phrases,sentences.2.Noteverysin glewordhasanequivalentinanotherlanguage,e.g.“the”.3.Vocabularycanbetaught.4.Bothteachersandstudentsshouldbeawareofthedifferencebetweenactiveandpassivevocabulary,andthentreatthemdifferently.5.6.7.8.9.10.☐⏹its⏹its⏹its⏹☐lations字面意义；外延Senserelationscollocations:wordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofword ssynonyms:itemsthatmeanthesame,ornearlythesameantonyms:itemsthatmeantheoppositeofawordhyponyms下义词wordswhichcanbegroupedtogetherunderthesamesuperordinate(上义词)concept Receptiveandproductivevocabulary☐Beawareofthedistinctionbetweenreceptive/passiveandproductive/activevocabulary.☐Receptivevocabularyreferstowordsthatoneisabletorecognizeandcomprehendinreadingorli steningbutunabletouseautomaticallyinspeakingorwriting.☐Productivevocabulary:wordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeecha ndwriting.8.3Howcanwepresentnewvocabularyitems?1.Provideavisualorphysicaldemonstration;2.Provideaverbalcontexttodemonstratemeaning;esynonymsorantonyms;elexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings;5.Translateandexemplify,ifwordswithabstractmeaning;6.7.8.9.10.☐1.2.3.4.5.6.7.8.9.1.2.☐anizevocabularyeffectively(p.131)eadictionary(whatdictionary,howtouse,whattolookfor,whentouse)5.keepavocabularynotebook(indifferentformats)6.Managestrategyuse:self-evaluate;shareexperiencesVocabularylearningstrategies☐Discoverystrategies⏹Determinationstrategies:discoverthewordmeaningbyguessingfrom1)itsstructuralknowledge;2)anL1cognate同源词;3)context;4)consultingothers.⏹Socialstrategies:askingsbwhoknows☐Consolidationstrategies⏹Socialstrategies:1)cooperativegrouplearning;2)teacherscheckforaccuracy;3)interactwithNSs⏹Memory/mnemonicstrategies:1)pictures/imagery;2)relatedwords;3)unrelatedwords;4)grouping;5)word’sorthographicalorphonologicalform⏹Cognitivestrategies:repetitionandusingmechanicalmeaningtostudyvocabulary,e.g.repeatedlysayingaword;wordlistsandflashcards;takingnotesinclass;recordingwordlists;vocnoteboo ks.⏹Metacognitivestrategies元认知:tocontrolandevaluatelearningConclusion☐☐☐1.2.3.4.5.6.☐☐skills,butlisteningcanbemoredifficultthanreadingbecause:⏹Differentspeakersproducethesamesoundsindifferentways(dialects,accents,stresses,rhythms,intonations…);⏹Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial;⏹Speechislikelytobedistortedwithbackgroundnoise;9.2Whatdowelistentoineverydaylife?(Ur,1996)☐Loudspeakerannouncements☐Radionews☐Lesson,lecture☐Conversation,gossip☐Instructions☐Watchingtelevision☐Watchingmovies☐Telephoneconversations☐Interview☐Shopping☐Story-telling☐Meetings☐Negotiations☐Theatershow9.4.2 Principlesforselectingandusinglisteningactivities☐Oxford(1993:210)offered12principles:1.Thelisteningactivitymusthaveareal,communicativepurpose.2.Theactivitymustuseauthenticlanguagewithoutsignificantlyslowerorsimplerspeech.3.Pre-listeningtasks(e.g.discussingthetopic,brainstorming,presentingvoc,sharingofrelatedarticles)mustbeusedtostimulatetheappropriatebackgroundknowledgeandhelplearnersidenti fythepurposeoftheactivity.4.Thelisteningtextmustoffercontentthatispersonallyinterestingandmotivatingtolearners.5.Toallowlistenerstoinfermeaningfrombodylanguageandrelatedcontextclues,thespeakermustbevisiblewheneverpossible.6.Theactivitymustoffermanyenvironmentalcluestomeaning.7.Whenpossible,thewholelisteningtextshouldbegiven,andthendividedintopartsthatcanberepeated.8.Attheend,thewholetextshouldbegivenagain,andssshouldhaveopportunitytodiscusstheirhypothesesandhowtheytestedandalteredthem.9.Theactivityrequireslistenerstorespondinsomemeaningfulfashion,individuallyorinpairs/groups.10.Theactivitymustbefashionedsothatsswithnormalbackgroundknowledgeareabletounderstandthetopic.11.Theactivitymustbetypicalforitsownspeechtype.1.☐2.☐☐1.2.3.☐☐Weselectmostoftenonekindofactivitybeforeeachlisteningsession.☐Thepurposeistomotivatess,activatetheirschema,toaddcontext,preparessfornecessarylangu agesothattheactuallisteningitselfbecomeseasier.9.6While-listeningactivities1.Nospecificresponses⏹Bynotgivingssanytaskthefirsttimetheylistentoapassage,itcantaketheanxietyoutoflistening.2.Listenandtick(p.148)3.Listenandsequence(p.149)4.Listenandact5.Listenanddraw(Task11)6.Listenandfill(intheblanks)7.Listenandtakenotes(p.151)9.7Post-listeningactivities1.Multiple-choicequestions2.Answeringquestions(comprehensionorinference)3.Note-takingandgap-filling(e.g.mini-lectureinTEM8)4.Dictogloss(cf.dictation)1.Preparation(introducethetopic,keywords,generalquestions)2.3.4.☐rd.☐☐••••1.2.3.4.5.6.Helpingssdevelopspeakingstrategies7.Makingthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforss10.3Howtodesignspeakingtasks☐Characteristicsofsuccessfulspeakingtasks(Ur,1996)1.Maximumforeigntalk2.Evenparticipation3.Highmotivation4.Rightlanguagelevel10.4TypesofspeakingtasksItisimportanttogivethestudentsavarietyofspeakingactivitiessothattheywillbeabletocopewit hdifferentsituationsinreality.1.Classificationofspeakingactivities1)Controlledactivities:Controlledactivitiesmainlyfocusonformandaccuracy.2)Semi-controlledactivities.Semi-controlledactivitiesfocusmoreonmeaningandcommunication.3)Communicativeactivities.Communicativeactivitiesallowforrealinformationexchange,whichincludeinformationgapactivi2.6710.5HowtoorganizespeakingtasksDesignsmallgroupworkforthreereasons:(1)itincreasesthetimeforeachstudenttopractisespeakinginonelesson;(2)oftenssareafraidofmakingmistakesorlosingfaceorfeelshyspeakinginfrontofawholeclass;(3)speakinginsmallgroupsismorenaturalinreallife. Smallgroupworkhelpssslearntoworkcooperativelyandhelpsthemdevelopinterpersonalskills—”fosteringdevelopmentoftolerance,mutualrespectandharmony”(Cooke&Nicholson,1992:34)Unit11Teachingreading11.1Howdopeopleread?11.1.1 Assumptionsaboutreading1.Peoplereadfordifferentpurposes.2.Readingalouddoesnothelpssfocusonthemeaningofthetextbecausetheyhavetoconcentrateonpronunciation,intonation,pausingandtherecognitionofnewwords.3.Thepurposewillusuallydeterminewhatspecificinformationyouaregoingtolookforandtheappropriatetypeofreadingskillstobeused.4.Oureyesarealwaysjumping,from‘groupofwords’to‘groupsofwords’.5.Peoplereadatdifferentspeedandcan’t‘readtogether’.6.7.8.9.1.2.3.4.5.6.7.8.☐WereadagreatvarietyoftextsinEnglish.☐RefertoPage180foralistofthingswereadinourdailylife.☐ItisveryimportantforEFLteacherstobearinmindwhatwereadinreallifesothatwhenweselectrea dingmaterialsforourstudents,wewillensurenotonlythereisagreatvarietybutalsowecanhelppr eparesstomeettheirfutureneeds.☐EFLlearnersreadauthentictextsand/orsimulatedtextsdependingonproficiencylevel.11.4Strategiesinvolvedinreadingcomprehension11.4.1Reading and readingcomprehension☐Reading“istheconstructionofmeaningfromaprintedorwrittenmessage”.(Bamford,1998:12 )☐Readingcomprehension involvesextractingtherelevantinformationfromthetextasefficien tlyaspossible,connectingtheinformationfromthewr ittenmessagewithone’sownknowledgetoar riveatanunderstanding.11.4.2Twolevelsofreading1.Arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;2.Acognitivetaskofinterpretingthevisualinformation,relatingthereceivedinformationwiththereader’sow ngeneralknowledge,andreconstructingthemeaningthatthewriterhadmeanttoco nvey.1.2.3.4.5.6.7.8.9.24.Judginghowwellobjectivesweremet25.Reflectingonwhathasbeenlearnedfromthetext11.5Theroleofvocabularyinreading☐Day&Bamford(1998):efficientreadingbeginswithalightening-like automaticrecognitio nofwords,whichfreesone’smindtouseotherresourcestoconstructmean ing.☐Helpingsstodeveloptheabilityofautomaticwordrecognitionisthebasisfordevelopingth eirreadingskills.☐Thewaytodevelop sightvocabulary istoreadextensively(‘Familiaritybreedsautomatici ty’).Sightvocabulary视觉词汇，一见即懂的词汇☐Wordsthatoneisabletorecognizeimmediately[bothsoundsandmeanings]areoftenreferred toassightvocabulary.☐Howtodevelopsightvocabulary?A:Toreadextensively–‘Familiaritybreedsautomaticity’(Day&Bamford,1998:16).However,thematerialschosen[forextensivereadingafterclass]mustbeattherightlevelandadegre eofmonitoringshouldbeavailabletokeepthemotivationhighsothatsscanfeelasenseofachievement bysharingtheirreadingexperienceswithothers11.6Principlesandmodelsforteachingreading1.2.3.4.5.6.1.☐2.☐☐3.☐1.ncestructures,buildingadiscoursestructure,etc.2.Integratethisdecodingprocesswithwhathe/shealreadyknowsaboutthetopic–schemasorschemata图式,‘cognitiveconstructswhichallowfortheorganizationofinformationinourlong-term memory’(Widdowson,1983)11.7Proceduresofactivities☐Pre-readingactivities(Lead-in)☐While-readingactivities☐Post-readingactivities11.7.1Typesofreadingactivitites☐Pre-readingactivities☐Purpose:tostimulatess’interests;tofacilitate while-reading activities,bypoolingexis tingknowledgeaboutthetopic,predictingthecontentsofthetext,learningkeywordsandstruc tures,etc.☐Activities:predicting,settingthescene,skimming,scanning,etc.☐While-readingactivities☐Twomainwaysofexploitingtexts:☐⏹⏹⏹Wewriteforvariousreasons,toconveymessages,tokeeparecordofwhatisinourmind,tocomm unicate,toraiseawarenessofhowlanguageworks,tobecomemorefamiliarwiththelinguisticandso cialconventionsofwritinginEnglish,etc.3.Howdowewrite?WritingcanbebothcollaborativeandsolitaryEFLwritingvs.writinginreality☐Twomajordifferences:1.‘writingaslanguagelearning’(toconsolidatelanguagethatisrecentlystudied)vs.writingforcommunication(toconveymessagesorforselfcreation)2.EFLwritingtaskslackauthenticity.EFLwritingtasksfocusontheproductratherthanprocess,ignoringplanning,drafting,rewritingstages.3.✍Weshouldmakesswanttowriteinthefirstplace,thenteachthemhowtowrite.12.2Acommunicativeapproachtowriting☐Ssaremotivatedby authentic writingtasksthathavesome communicative elements.☐Withdifferentaudiencesanddifferentpurposes,thewritingpiececouldvarygreatly.☐Writingactivitiescanbe“writingforlearning”,“writingforcommunication”andsome wherebetween.12.3Problemsinwritingtasks1.2.3.4.5.6.7.8.☐1.2.3.Mapping;4.Freewriting;5.Outlining;6.Drafting;7.Editing;8.Revising;9.Proofreading;10.Conferencing12.5Motivatingstudentstowrite1.Makethetopicofwritingascloseaspossibletoss’life.2.Leavessenoughroomforcreativityandimagination.3.Preparesswellbeforewriting.4.Encouragecollaborativegroupwritingaswellasindividualwriting.5.Provideopportunitiesforsstosharetheirwritings.6.Provideconstructiveandpositivefeedback.7.Treatss’errorsstrategically.8.Givessasenseaachievementfromtimetotime12.6Designingwritingtasks☐Writingtasksshouldbemotivatingandcommunicative.☐☐☐☐☐☐☐☐☐☐☐☐Twotypesofintegration1.Simpleintegration:integrationwithinthesamemedium(eitheroralorwritten),fromreceptivetoproductiveskillsplexintegration:constructingaseriesofactivitiesthatuseavarietyofskills 13.3Whataretheimplicationsforteaching?☐Sinceintegrationofthefourskillsisconcernedwithrealisticcommunication,weare teach ingatthediscourselevel,notjustatthelevelofsentencesorindividualwordsandphrases .13.3.1Focusondiscourse☐Implication:weneedtobeawareofthediscoursefeaturesofatextandtobeabletomakessawar eofthem.☐Discoursefeaturesinclude:1.Thewaythatthetextisorganized2.Itslayout(forwrittentext)3.Thestyleofthelanguage(formalorinformal)4.Theregister(thevocabularythatiscommonlyfoundinsuchdiscourse)13.3.2 Adjustingthetextbookcontents☐☐☐☐☐☐⏹Complexintegration,whichisacombinationofactivitiesinvolvingdifferentskills,linkedthematically.☐Whatlimitations?⏹Theroleofafocusonindividuallanguageelements,suchasvocabularyandgrammar,shouldnotbeoverlooked.⏹Integrationisdemandingofteachersintermsoffindingordesigningsuitablematerials,particularlywhenitisnecessarytotakeintoaccountthedifferingratesofprogressofssinmasteringtheindividualskills.☐Integrationrequiresskillfulteaching,butitcanbringworthwhileresults.Unit14MoralLearning14.1MorallearningandEnglish“Teachersareengineersofthesoul.”Basiceducationshouldaimforbetterdevelopmentofstuden ts,notonlyinknowledge,skillsandabilitiesbutalsoinvalues,attitudes,andemotions.Moralvalues•Selfcontrol•Goodhealthandhygeine•Kindness••••••••SharingEssays•••••••••Sportsevents•FieldtripsUnit15AssessmentinLanguageTeaching15.1Whatisassessment?Howisitdifferentfromevaluationandtesting?☐Test:usudoneattheendofalearningperiod;res ultbyamark;ss’testscoresarecomparedwi theachother☐Assessment:involvesthecollectingofinformationorevidenceofalearner’slearningpro gressandachievementoveraperiodoftimeforthepurposesofimprovingteachingandlearning.Formsofassessment:tests,commentfromT,T’sobservationnotes,ss’self-assessmentsheets,samplesofss’work,etc.ss’achievementismeasuredagainsthisownstartingpoin t.☐Evaluation:‘awholerangeofissuesinandbeyondlanguageeducation’;producesaglobalv iewofachievementbasedonmanydifferenttypesofinformation☐✍Evaluationisthemostgeneralofthethreeconcepts,fordecision-makingpurpose.Assess mentfocusonthelearningprogressandprocess-oriented,forthepurposesofimprovingteac hingandlearning.Testisoneinstrumentofassessment,focusingontheresultoflearning.15.2Thepurposeofassessment1.2.3.4.5.6.☐☐☐.☐cyacquisition.7.Clarifyandusestandardswhenassessingreading,writing,andcontentknowledge.8.Involvessandparents,aswellasotherpersonnelsuchastheESLormainstreamteacher,intheassessmentprocess.9.Makeassessmentanongoingpartofeveryday.15.6Testformats/testingtechniques☐Tenmostfrequentlyusedtestformats:1.Questionsandanswers2.TorF。

英语教学法王蔷笔记

英语教学法王蔷笔记摘要：1.英语教学法的重要性2.王蔷的英语教学理念3.王蔷笔记的主要内容4.王蔷笔记对英语教学的贡献正文：英语教学法是英语教育领域中的一个重要分支，它研究如何有效地教授英语，如何提高学生的英语学习效率，以及如何帮助学生更好地掌握和运用英语。

在我国，英语教学法的研究和实践一直受到广泛的关注和重视。

其中，王蔷教授的英语教学法理念和笔记，对于我国的英语教学有着重要的影响和贡献。

王蔷教授是我国著名的英语教育专家，她主张以学生为中心，注重培养学生的英语语言运用能力，强调语言学习的实践性和实用性。

王蔷教授认为，英语教学应该注重语言的实际运用，而不仅仅是语法和词汇的学习。

因此，她提倡通过听说读写的实践活动，让学生在真实的语境中体验和学习英语。

王蔷笔记是王蔷教授多年英语教学实践经验的总结和提炼，它包括了丰富的教学方法和技巧，以及实用的教学理论和原则。

王蔷笔记的主要内容包括：以学生为中心的教学理念，注重语言实践的教学方法，以及有效的教学评价方式等。

这些内容对于英语教学具有重要的指导意义，能够帮助教师更好地进行英语教学，提高学生的学习效果。

王蔷笔记对我国的英语教学有着重要的贡献。

首先，它提出了以学生为中心的教学理念，这一理念已经成为我国英语教学的主流理念，对于提高学生的学习积极性和学习效果有着重要的作用。

其次，王蔷笔记强调语言实践的重要性，这一观点推动了我国英语教学从重语法、重词汇向重实践、重运用的转变，对于提高学生的语言运用能力有着重要的影响。

最后，王蔷笔记提出了有效的教学评价方式，这一方式能够更准确地评价学生的学习效果，对于提高教学质量和效果有着重要的作用。

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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, learnersneed 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 touse 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 shouldbe 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 is alreadyknown.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 thelearner 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 practice as partof one’s pre-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 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 its context2.2 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 verycarefully.⏹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 nota 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 decisions aboutwhat 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, so as to planthe activities 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 canbe 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 by the endof 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 will diminishtheir motivation (Schumann, 1999)6.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?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, guideand assessing their learnin g and develop their learning strategies…☐⏹capabilities; acknowledge and respect individual differences; give each equal opportunitystudents’ development fairly from an all-round perspective…☐⏹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; takenotes for later feedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or what to saynext…⏹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,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 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 ofmethodology, 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 getbored⏹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 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 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.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 treatwith 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 between differentsounds.☐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.。