英语教学法教程知识点总结(112单元)
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新概念英语第一册97-112课语法点总结
新概念英语第一册97-112课语法点总结(总10页)-本页仅作为预览文档封面，使用时请删除本页-新概念英语第一册97-112课语法点总结一．代词1.物主代词（译为“谁的”）我的你的他的她的它的我们的你们的他们的形容词性（复习）my your his her its our your their名词性（新授）mine yours his hers its ours yours theirs 注意：形容词性物主代词具有依赖性，其后必须紧跟一个名词。
注意：名词性物主代词 = 形容词性物主代词 + 名词例：This is my suitcase. 或 This suitcase is mine. 这是我的手提箱。
2.人称代词（译为“谁”）我你他她它我们你们他们主格I you he she it we you they 宾格me you him her it us you them 注意：人称代词的主格用于主语，即动作的发出者；人称代词的宾格用于宾语，即动作的承受者。
二．宾语从句1.定义在句子中起宾语作用的从句叫做宾语从句。
2.类型a.陈述句引导词：that；that可省略例：I think (that) it is a cock. 我认为它是一只公鸡。
b.一般疑问句引导词：if或whether，译为“是否”。
例：一般疑问句：Does he like English 他喜欢英语吗宾语从句：I want to know whether / if he likes English. 我想知道他是否喜欢英语。
c.特殊疑问句引导词：特殊疑问词例：特殊疑问句：Why did I die 为什么我死了宾语从句：Paul asked why he died. 章鱼保罗问为什么他死了。
3.使用三原则a.时态呼应b.语序正常；宾语从句使用陈述句语序。
判断标准：引导词后紧跟主语。
c.真理规律永不变三．直接引语和间接引语1.定义直接引语：直接引用别人的话间接引语：间接转述别人的话2.直接引语变间接引语口诀：人变变，动变变，句子的顺序变一变，关键词也要来变变。
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。
完整word版,英语教学法教程主要知识点归纳,推荐文档
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。
七年级下册英语unit_112单元全册知识点归纳与复习总结
七年级下册英语unit_112单元全册知识点归纳与复习总结七年级下册英语unit_12单元全册知识点归纳与复习总结在七年级下册的英语学习中，我们学习了unit_12单元的知识点。
本文将对这个单元的内容进行归纳与复习总结，以帮助大家回顾和巩固所学的知识。
本文主要分为以下几个部分: Listening（听力）、Speaking（口语）、Reading（阅读）、Writing（写作）和Grammar（语法）。
一、Listening（听力）在本单元的听力部分，我们学习了一些与家庭、爱好和日常活动相关的对话和短文。
通过听力练习，我们可以提高我们的听力理解能力，学会抓住重点信息。
在做听力练习时，我们需要注意细节，抓住关键词，并学会使用上下文推测词义。
二、Speaking（口语）在本单元的口语部分，我们学习了一些描述家庭成员和日常活动的表达方式。
通过口语练习，我们可以提高我们的口语交流能力，学会用简单准确的语言描述人物和事物。
在进行口语练习时，我们可以多参考课本中的例句，尽量做到语音准确、流利表达。
三、Reading（阅读）在本单元的阅读部分，我们学习了一些关于家庭、爱好和日常活动的短文。
通过阅读这些短文，我们可以提高我们的阅读理解能力，学会从文章中获取信息。
在做阅读练习时，我们需要注意文章的结构和组织方式，抓住关键信息。
四、Writing（写作）在本单元的写作部分，我们学习了一些描述家庭、爱好和日常活动的写作表达。
通过写作练习，我们可以提高我们的写作能力，学会用简单明了的语言表达自己的观点。
在进行写作练习时，我们需要注意文章的结构和组织，合理安排段落和句子。
五、Grammar（语法）在本单元的语法部分，我们学习了一些关于现在进行时和一般现在时的用法。
通过学习这些语法知识，我们可以正确地描述正在进行的动作和经常发生的动作。
在运用这些语法知识时，我们需要注意动词的变化和句子的时态一致性。
综上所述，七年级下册英语unit_12单元的内容主要包括Listening、Speaking、Reading、Writing和Grammar。
新人教版英语七年级下册112单元总结复习知识点归纳
Unit 1 Can you play the guitar? 言点梳理一、法：情：有必定意，表示人的气或情，但不可以独作，只好和其余原形一同组成，没有人称和数的化。
否认形式是在情后边加上not。
一般疑句要把情提到句子的开，即：情+主 +原形 +其余？1.必定句： He/She/I/We/They/You/Tom+情 can+原形 .2.否认句： He/She/I/We/They/You/Tom+情 can+not+ 原形3.一般疑句：情can+ He/She/I/We/They/You/Tom+ 原形？Yes，主 +can./No ，主 + can ’ t.1）表示能力，“会；能”。
eg: Can you dance?你会跳舞？2）表示求或可，“能够”。
eg: Can I ask you a question?我能够你一个？1. play the guitar/piano/violin/drums吉他/琴/小提琴/击鼓play chess 下象棋play sports 做运play soccer/basketball 踢足球、打球（器名称前加the,球名称前不加the)2. join the art club 加入俱部/swimming clubsports club 运俱部/story telling club游泳俱部故事俱部English club/ art club/ music clubjoin v.参加，加入指加入某个体，，集体，并成此中的一。
What club do you want to join ? 你想加入什么俱部？I want to join the swimming club.=I want to be in the swimming club.take part in参加，加入某活，并在此中其极作用。
Eg. take part in the meeting 参加会3. want sth. 想要某物want to do sth. 想做某事want sb to do sth想要某人做某事4. be good at（ doing...) 擅于 =do well in在某方面做得好be good with 与⋯相的好be good for ⋯有利5. like to do sth. 喜做某事like doing sth.6. Let’dossth.我干⋯ let/make sb. do sth.使某人做某事10. write stories 写故事write to sb= write a letter to sb= write sb a letter11.tell /speak/say/talk 的用法1) tell 述一件事或故事等及物tell sb. sth某人某事=tell sth to sb把某事告某人tell sb. to do sth告某人做某事tell stories 故事=tell a story tell a lie 撒2)speak v. 主假如的能力，常常接言speak English3） talk 不及物常常加介再接英talk to sb. 和⋯交 /talk with sb. 和⋯交（指两方）4） say 常常接的内容eg.Our teacher says we should study hard. say it in English 用英它12.make friends with sb. 和⋯交朋友13.play games with sb. 和⋯做游14.help sb. with sth.= help sb. (to) do sth. 帮助某人做某事15. call sb. at＋号某人打16. on /at the weekend在周末on weekends17.do Chinese kung fu打中国功夫18.be free 空的19. sing very well唱得好That sounds good.20.English-speaking students英的学生+号after school那听起来很好下学后21. Students’ Sports Center学生运中心23.also /too/eitheralso/too 用在必定句 ,also 用于句中， too 用于句尾 ,either 用于否认句句未eg.I am a student . He is a student,too. I am a student . He is also a student.I am not a student . He is not a student, either.接两个并列成分eg.I can sing and dance.(and 用于必定句）I can’ t singordance.（or用于否认句）Can you sing or dance ?(or 用于疑句“或许”）25.at the old people’ s home在养老院27.need to do sth 需要干某事 need sb. to do sth 需要某人干某事28.wanted students for School show 学校表演招聘学生v.展现；⋯．看⋯ show sb. Sth= show Sth to sb. 某人展现n.目；表演 TV show 目29. teach v.教，授 teacher n.教 teach sb.English 教某人英 teachsb. sth .= teach sth to sb.教某人某事 =教某事某人teach sb.to do sth 教某人做某事30.music n. 音 musician n. 音家31.piano (pl.) pianosUnit 2 What time do you go to school?知点梳理1.What time do you get up?What time +助 do/does + 主 +原形，某人做某事的详细。
英语教学法教程知识点总结(1-12单元).doc
英语教学法教程知识点总结(1-12单元)FLTM:foreignlanguageteachingmethodologyisasciencewhichstudiesthepr ocessesandpatternsofforeignlanguageteaching,aimingatrevealingthenatura landlawsofforeignlanguages.MajorapproachesinFLT:Grammar-translation method(deductive演绎法)Directmethod(inductive归纳法)Audio-lingualmethodHumanisticapproaches:thatemphasizethedevelop mentofhumanvalues,growthinself-awarenessandintheunderstandingofothe rs,sensitivitytohumanfeelingsandemotions,andactivestudentinvolvementin learningandinthewayhumanlearningtakespalaceThesilentwaySuggestoped iaCommunitylanguagelearning(CLL)Totalphysicalresponsemethod(TPR)l Thenaturalapproach(NA)lThecommunicativeapproach(CA)Anapproachis asetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingadle aning.Approachisaxiomatic.Itdescribesthenatureofthesubjectmattertobtau ght.Methodisanoverallplanfortheorderlypresentationoflanguagematerial,n opartofwhichcontradicts,andallofwhichisbasedupon,theselectedapproach. Anapproachisaxiomatic,amethodisprocedural.Withinoneapproach,thereca nbemanymethods.Atechniqueisimplementation---thatwhichactuallytakesp laceinaclassroom.Itisaparticulartrick,stratagem,orcontrivanceusedtoaccom plishanimmediateobjective.Techniquesmustbconsistentwithamethod,andt hereforeIharmonywithanapproachaswell.Viewsonlanguage:Structuralview :thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:thesoundsystem(phonology);thediscreteunitsofmeaningp roducedbysoundcombinations(morphology);andthesystemofcombininguni tsofmeaningforcommunication(syntax).Functionalview:thefunctionalview notonlyseeslanguageasalinguisticsystembutalsomeansfordoingthings.Fun ctionalactivities:offering,suggesting,advising,apologizing,etc.Internationa lview:considerslanguagetobeacommunicativetool,whosemainuseistobuild upandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyne edtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyn eedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts. Process-orientedtheories:areconcernedwithhowthemindorganizesnewinfor mationsuchashabitformation,induction,makinginference,hypothesistesting andgeneralization.Condition-orientedtheories:emphasizethenatureofthehu manandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenum berofstudents,thekindofinputlearnersreceives,andtheatmosphere.Behavior isttheory,theideaofthismethodisthatlanguageislearnedbyconstantrepletiona ndthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andc orrectutteranceswereimmediatelypraised.Cognitivetheory,languageisnotaf ormofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageac quisitionisthelearningofthissystem.Constructivisttheory,believesthatlearni ngisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexpe riencesandwhathe/shealreadyknows.Socio-constructivisttheory,similartoc onstructivisttheory,socio-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“Zo neofProximalDevelopment”(ZPD)andscaffolding.Ethicdevotion,professio nalqualitiesandpersonalstylesCLT:communicativelanguageteachingTBLT: task-basedlanguageteachingThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelang uageandtheknowledgeabouthowtousethelanguageappropriatelyincommun icativesituations.P16Hedgediscussesfivemaincomponentsofcommunicativ ecompetence:linguisticcompetence,pragmaticcompetence,discoursecomp etence,strategiccompetence,andfluency.Howattproposesaweakandastrong versionofCLT.Weakversion:learnersfirstacquirelanguageasastructuralsyste mandthenlearnhowtouseitincommunication.---theweakversionregardsover tteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearne rstodeveloptheabilitytousethemforcommunication.Strongversion:languag eisacquiredthroughcommunication.Thelearnersdiscoverthestructuralsyste mintheprocessofleaninghowtocommunicate.---regardsexperiencesofusingt helanguageasthemainmeansornecessaryconditionsforlearningalanguageast heyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunic municativeactivities:P24Tasksareactivitieswherethetargetlangu ageisusedbytheleanerforacommunicativepurpose(goal)inordertoachievean outcome.Fourcomponentsofatask:apurpose,acontext,aprocess,andaproduc tTasksfocusonthecompleteactofcommunication.(Purposefulaccuracywork ---needtointervenemoreHowtocorrect:directteachercorrection,indirectteachercorrection,self-correction,peercorrection,wholeclasscorrection.Goaloft eachingpronunciation:Consistency:thepronunciationshouldbesmoothandn aturalIntelligibility:thepronunciationshouldbeunderstandabletothelisteners Communicativeefficiency:thepronunciationshouldhelpconveythemeaningt hatisintendedbythespeaker.Aspectsofpronunciation:besidessoundsandpho neticsymbols,suchasstress(strongandweakform,wordstressandsentencestre ss),intonationandrhythm(variation).Perceptionpractice:usingminimalpairs, whichorder,sameordifferent?Oddandout,Completion.Productionpractice:li stenandrepeat,filltheblanks,makeupsentences,usemeaningfulcontext,usepi cture,usetonguetwisters.Grammarpresentation:Thedeductivemethod,thein ductivemethod,theguideddiscoverymethodGrammarpractice:mechanicalp racticeandmeaningful/communicativepractice.Mechanicalpractice:involve sactivitiesthatareaimedatformaccuracy.Studentspayrepeatedattentiontoake yelementinastructure.Substitutiondrillandtransformationdrills.Meaningful practice:focusontheproduction,comprehensionorexchangeofmeaningthou ghthestudentskeepaneyeonthewaynewlylearnedstructuresareusedinthepro cess.Itcomesaftermechanicalpractice.(Comparativesandsuperlatives).Usin gpictureprompts,usingmimesorgesturesasprompts,usinginformationsheeta sprompts,usingkeyphrasesorkeywordsasprompts,usingchainedphrasesfors torytelling,usingcreatedsituations.Whatdoesknowingawordinvolve?Denot ativemeaning;connotativemeaning;chunk/collocations;synonyms,antony msandhyponyms;receptiveandproductivevocabulary.Denotativemeaningofawordoralexicalitemreferstothosewordsthatweusetolabelthingsasregardsr ealobjects,suchasanameorasign,etc.inthephysicalworld.Primarymeaningof aword.Aconnotativemeaningofawordreferstotheattitudesoremotionsofalan guageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationoftheword.Collocationsrefertowordsthatco-occurwithhighfr equencyandhavebeenacceptedaswaysfortheuseofwords.Forinstance,see,lo okat,watch.Hyponymsrefertowordswhichcanbegroundedtogetherunderthe samesuperordinateconcept.Receptive/passivevocabularyreferstowordsthat oneisabletorecognizeandcomprehendinreadingorlisteningbutunabletousea utomaticallyinspeakingorwriting.Thosewordsthatoneisnotonlyabletorecog nizebutalsoabletouseinspeechandwritingareconsideredasone’sproductive/activevocabulary.Waysofpresentingvocabulary:inductiveandd eductive.Waysofconsolidatingvocabulary:labeling;spotthedifference;descr ibeanddraw;playagame;usewordsseries;wordbingo;wordassociation;findin gsynonymsandantonyms;categories;usingwordnet-work;usingtheinternetr esourcesformoreideas.Developingvocabularylearningstrategies:reviewreg ularly,guessmeaningfromcontext,organizevocabularyeffectively,useadicti onary,andmanagestrategyuse.Principlesandmodelsforteachinglistening:foc usonprocess,combinelisteningwithotherskills(listeningcanbepracticewithn ot-taking,andanswers,roleplays,retelling,interviewing,discussions,orawriti ngtask),focusonthecomprehensionofmeaning,gradedifficultylevelappropri ately,principlesforselectingandusinglisteningactivities.Twoapproachesarefrequentlyusedtodescribedifferentprocessesoflistening.Bottom-upmodelan dTop-downmodel.Bottom-upmodel:从细节入手startwithsoundandmeaningrecognitions.Listenersconstructmeaningofwhat theyhearbasedonthesoundtheyhear,expectthelistenershaveaveryeffectivesh ort-termmemoryastheyhavetomakesenseofeverysoundinordertofigureoutt hemeaningofwords,phrase,andstructures.Ifthereareunfamiliarsounds,listen erswillfinditverydifficulttokeepupwithspeaker.---recognizingsoundsofwor ds,phrasesorstructures.Top-downmodel:着重概要listeningforgistandmakinguseofthecontextualcluesandbackgroundknowle dgetoconstructmeaningareemphasized.Listenerscanunderstandbetterifthey alreadyhavesomeknowledgeintheirmindaboutthetopic.Suchknowledgeisal sotermedaspriorknowledgeorschematicknowledge---mentalframeworksfo rvariousthingsandexperienceweholdinourlong-termmemory.---referringm eaningfrombroadcontextualcluesandbackgroundknowledge.Threeteaching stages:pre-listening—warmingup;while-listening---listeningcomprehensio n;post-listening---checkinganswers.TeachingspeakingLesscomplexsyntax, shortcuts,incompletesentences,devicessuchasfillers,hesitationdevicetogive timetothinkingbefore。
英语教学法教程知识点总结
FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growthin self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)The natural approach(NA)The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly theyneed to know the rules for using them in a whole range of communicative contexts. Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testingand generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, thekind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected,and correct utterances were immediately praised.Cognitive theory,language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. Constructivist theory,believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Socio-constructivist t heory, similar to constructivist theory, socio-constructivist theory emphasizes i nteraction and engagement w ith the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingcommunicative competence, which includesThe goal of CLT is to develop students’ both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses f ive main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learnhow to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discoverthe structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for acommunicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’ attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items)Exercise-task c omes halfway between tasks and exercises, consistsof contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), p ractice (the lesson movesfrom controlled practice to guided practice and exploitation of the texts when necessary) and production (the students are encouraged to use what they are learnedand practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students.3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. Inother words, teachers n eed to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson p lanning: aim, variety, flexibility, learnability, and linkage.Variety: planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the classdoes not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans orone methodology.Learnability: within capability of the students, n ot be too easy or beyond or belowthe students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages a nd procedures, t eaching aids, assignments, a nd teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-p rovider, teacher’s new roles.There are rules to follow for making instructions effective.The first is to use simple instructions and make them suit the comprehensive level of the students.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make an effort to understand them.Use body language to assist understanding and stick to it each time you teach the class.Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed q uestions a nd open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.D isplay questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’ language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..performance; When to correct: fluency work---not to interrupt, after the student’saccuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction,self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be s mooth and naturalIntelligibility: the pronunciation should be understandable t o the listeners Communicative efficiency: the pronunciation should help convey the meaning thatis intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress),intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept.Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use inproductive/active vocabulary.speech and writing are considered as one’sWays of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use. Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening. Bottom-up model a nd Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker.---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory.---referring meaning from broad contextual clues and background knowledge. Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; p ost-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures;problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through theeyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, andscanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference(what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal response Intensive reading is an accuracy-oriented activity involving reading for detail;the main purpose is to learn language embedded in the reading texts, which areusually short. Extensive reading is a fluency activity. The main purpose is toachieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writingfor learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process t hat they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.。
最新英语教学法教程知识点总结(1-12单元)
FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)●The natural approach(NA)●The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and alarge part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage. Variety: planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability:within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.●The first is to use simple instructions and make them suit the comprehensive level of thestudents.●The second rule is to use the mother-tongue only when it is necessary.●Give students time to get used to listening to English instructions and help the make an effortto understand them.●Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。
(完整word版)英语教学法教程知识点总结(1-12单元),推荐文档
FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)●The natural approach(NA)●The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and alarge part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage. Variety: planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability:within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.●The first is to use simple instructions and make them suit the comprehensive level of thestudents.●The second rule is to use the mother-tongue only when it is necessary.●Give students time to get used to listening to English instructions and help the make an effortto understand them.●Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳英语教学法是针对学习英语的教师设计的一整套教学方法和策略的综合体系。
它涵盖了英语教学的理论基础、教学设计和实施、评估和反思等方面。
在英语教学过程中，教师需要掌握和运用一些基本的英语教学法，以便更有效地促进学生的语言学习。
本文将对英语教学法的主要知识点进行归纳，以供教师们参考和学习。
一、教学目标的设定1.确定清晰的语言学习目标：教师应该明确学生应该达到的语言能力水平，并将目标分解成可量化的具体目标。
2.编写明确的教学目标：教师需要将教学目标写成具体、可测量和可理解的语言任务，以帮助学生更好地理解和实现目标。
二、教学内容的选择和组织1.构建情境化的教学内容：通过创造真实的语言情境，激发学生的学习兴趣和动机，提高学习效果。
2.根据学生的兴趣选择教学内容：教师应该根据学生的兴趣和需要，选择与他们日常生活相关的话题和素材，使学习更贴近实际。
3.结合语法、词汇和语言技能进行教学：教师应该将语法、词汇和语言技能有机地结合起来，让学生能够在实际运用中灵活运用。
三、教学方法和策略的运用1.交互型教学方法：包括师生互动、学生间互动和学生自主学习，通过口语对话和实践活动培养学生的听说能力。
2.任务型教学方法：通过设置具体的任务来激发学生的学习兴趣和动力，培养学生的语言运用能力。
3.多媒体辅助教学：结合音频、视频和网络资源，提供多样化的教学材料和活动，增强学生的学习体验和参与度。
四、教学评估与反思1.形成性评价：通过课堂观察、作业评查和小组讨论等形式对学生进行及时的反馈和评估，帮助他们发现自己的差距并采取相应的学习策略。
2.总结性评价：通过考试、测验或教育性评估工具对学生的学习成果进行系统的评估，同时为教师提供改进教学的反馈。
五、教学环境的创设1.积极、鼓励的教学氛围：创造友好、开放、尊重和包容的教学环境，鼓励学生参与和表达，培养积极的学习态度。
2.多样化的学习资源：提供丰富多样的教学资源，包括教材、课外读物、在线学习平台等，满足学生的不同学习需求。
(2021年整理)英语教学法教程笔记
英语教学法教程笔记
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