英语教学法总结

英语教学法

Unit 1 Language and language learning

1.2 Views on language（P3）

1）In the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 结构观把语言看作是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。语言学习目标是掌握这些元素。

2）In the functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning.功能观，语言是表达功能性意义的载体。虽然语法特点依然包括在内，但更强调语言的语义和交际层面。因此语言学习目标是学习表达交流功能和意义类别。

3）The last one is the interactional view of language, it sees language is the means for establishing and maintaining relationship between people, and for performing social transactions between individuals. So the target of language learning is to build up and maintain conversations with others. 交互观，语言是建立和维持人与人关系，执行社交的方法。语言学习目标，发起并维持对话

Views on language Aims for Learning Influence on

teaching

Structur al View (结构观) a linguistic system made up of

various subsystems: the sound

system, the discrete units of meaning

produced by sound combinations,

and the system of combining units of

meaning for communication

To know structural rules

and vocabulary

The audio-lingual

method (听说教学法）

Function al view (功能观) a linguistic system but also a means

for doing things (functional

activities: offering, suggesting,

advising, etc.)

1)To know how to use

the rules and vocabulary

2)To do things

Communicative

language teaching

(交际教学法）

Interacti on-al view (交互观) a communicative tool for building up

and maintain social relations

between people

1)To know how to use

the rules and vocabulary

To do things

2)To know the

appropriateness of doing

things

Communicative

language teaching

1.3 Views on language learning and learning in general (P5)

1. Behaviorist theory

Representative: Skinner (behavioral psychologist)

Theoretical foundation: stimulus-response theory (刺激反映论)

What is the stimulus-response theory?

?

?Language is a form of behavior.

?Language should be learned by constant repetition and the reinforcement of the teacher

?Mistakes should be immediately corrected and the correction should be immediately praised.

Influence on language teaching: the audio-lingual method

2. Cognitive theory

Representative: Noam Chomsky (linguist, an opponent to behaviorist theory) Views on language learning:

?Language is an intricate rule-based system.

?With a finite number of grammatical rules, an infinite number of sentences can be produced.

Influence on language teaching:

?Idea: students should be allowed to create their own sentences based on their understanding of certain rules.

3. Constructivist theory:

Representative: John Dewey (linguist)

Views on language learning:

?Learning is a process in which the learner constructs (构建) meaning based on his/her own experiences and what he/she already knows.

Influence on language teaching:

?Idea: Teaching should be built based on what learners already knew and engage them in learning activities.

4. Socio-constructivist theory:

Representative: Vygotsky (psychologist)

Views on language learning:

?Learning should focus on interaction(交互作用/互动)and engagement (接合)with the target language (目的语)in a social context based on ZPD (Zone of Proximal Development) and scaffolding .

?Learning should be achieved via the dynamic interaction between the teacher and the learner and between learners.

Influence on language teaching:

?Idea: With teachers’ scaffolding via questions and explanations, or w ith more

capable students’ support, learners can move to a higher level of understanding

1.4 Elements contribute to qualities of a good language teacher：(P7) ethic devotion; professional qualities; personal styles

论述题：

1.5 How can one become a good language teacher?（P9）

论述题：

Unit 2 Communicative principles and task-based language teaching 2.2 Communicative competence(名解/简答)(P17-19)

Communicative competence entails 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 situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom. Hedge discusses five main components of communicative competence. Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency.

1) Linguistic competence：is concerned with knowledge of the language itself, its form and meaning 语言能力是指理解语言本身，语言形式及其意义的能力。语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。

2) Pragmatic competence: is concerned with the appropriate use of the language in social context.语用能力是指学习者在特定的交际语境中合适的使用语言。

3) Discourse competence: refers to one’s ability to create coherent written text or conversation and the ability to understand them.篇章能力是指在口语或书面语中理解或创造连贯的上下文内容的能力，或称话语能力。例如：在口语或书面语中，使用“首先，其次，然后，最后”等保持上下文的连贯。

4) Strategic competence: is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression.策略能力是指如何在一个真实的交际情景下保持交际渠道通畅的能力。

5) Fluency:It means one’s ability to link units of speech together with facility and

without strain for inappropriate slowness or undue hesitation.语言流畅是指自如地把言语单元有效连结起来的能力。流畅涉及语言的输出，多指口语的输出。流畅包括三个方面：1）语义流畅，2）词汇，句法流畅，3）发音流畅。

2.4-2.6 Communicative language teaching (CLT)

●Three principles for CLT（简答题）(P20)

These are the three principles suggested by Richards and Rodgers: Communication principle: Activities that involve real communication promote learning. 交际原则：涉及交际的活动可以提高学习的效果。例如：问路

Task principle: Activities in which language is used for carrying out meaningful task promote learning. 任务原则：用语言完成有意义任务的活动可以提高学习的效果Meaningfulness principle: Language that is meaningful to learner supports the learning process. 意义原则：对学习者有意义的活动有利于学习过程

●Criteria for evaluating how communicative classroom activities简答题（P24）

1. Communicative purpose: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake.活动要涉及日常交际，为学习创造出一个信息沟

https://www.360docs.net/doc/6412051740.html,municative desire: Even if communication is forced on the students, they must feel a real need to communicative.要为学生创造交际的需求(real need)

3. Content, not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it. 活动的设置的要点是内容，不是形式。是和说什么有关，不是和如何说有关

4. Variety of language: The activity must involve the student in using a variety of language, not just one specific language form. 语言形式的多样化

5. No teacher intervention: The activity must be designed to be done by the students working by themselves rather than with the teacher. 教师不要干预活动的进行，不要纠错，评估

6. No material control: The activity should not be designed to control what language the students should use. The choice about language to use should rest with the students. 活动不应对学生使用的语言有要求，由学生自己选择哪种语言的使用

2.7-2.8 Task-based language teaching (TBLT)

●Definition of TBLT: (P26)

●Definition of a task: 名解(P27)

A task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.

●（P28）

this can be real, simulated or imaginary, and involves sociolinguistic

a letter, etc) or invisible (enjoying a story, learning about another country)

●Five steps in designing tasks: (P34)

Step1 Think about students’ needs, interest, and abilities

Step2 Brainstorm possible tasks

Step3 Evaluate the list

Step4 Choose the language items

Step5 Preparing materials

●PPP and Task-based language teaching

Definition of PPP: 名解（P31）

It refers to Presentation, Practice, Production. A typical PPP lesson would be started 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.

The difference between TBLT and PPP (P 31-33)

Unit 3 The National English Curriculum国家英语课程标准

The 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.

新课标的设计是为了促进学生的综合语言能力，包含五个互相关联的部分，文化意识，情感态度，学习策略，语言技能和语言知识，每个部分进一步分为不同的小类别。语言的教学不再仅仅注重发展语言技能和知识，它已经扩展到发展学习者的态度，动机，信息，以及学习策略，跨文化的知识（例子），意识和能力。

※Descriptions of Level 2, Level 5, Level 7 (P47)

Unit 4 Lesson planning

●Principles for good lesson planning: (P53)

1) Aim means the realistic goals for the lesson.

2) Variety means planning a number of different types of activities and introducing a wide selection of materials for the students.

3) Flexibility means preparing some extra and alternative tasks and activities as the class does not always go according to the plan.

4) Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.

5) Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.

●Macro planning vs. micro planning名解(P54)

Macro planning: is planning over a longer period of time, for instance, planning for a whole programme or a whole-year course. This is often done by a group of teachers who are to teach the same course. 宏观性的备课是对一个很长时期的课，例如整个课程、或一个学期的课程进行准备。(这门课的总的规划)

Micro planning: is planning 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.那么微观性的备课就是具体到每一节课，或每一个单元的备课活动。它可以分为一到两周一次，每次设计的教学时间是40-50分钟。

※Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.

●Components of a lesson plan (Samples P61-65)

1) Background information

2) Teaching aims

3) Language contents and skills

4) Stages and Procedures

5) Teaching aids

6) End of lesson summary

7) Optional activities and assignments

Unit 5 Classroom management

5.1 The role of the teacher简答(P70-72)

Harmer defines the teache r’s roles as controller, assessor, organizer, participant and resource-provider.

1) Controller: An appropriate degree of control of the teacher over the class is vital in formal language teaching. The teacher controls the pace so that activities run smoothly and efficiently. 我们这里所说的‘控制’，包括控制学生做什么，什么时候做，使用什么语言形式去做等。

2) Assessor: It is generally believed it is a major part of a teacher’s job to assess the students’work. As an assessor, the teacher does two things, that is, correcting

4) Prompter: When students are not sure how to start an activity, or what to do next, or what to say next, the teacher should give appropriate prompts.

5) Participant: Task-based teaching methods encourage the teacher to participate in students’ activities.

6) Resource-provider: The teacher is considered a good and convenient resource for the students. ( a walking dictionary)

7) Teacher’s new role: a. facilitators, this means that the teacher needs to create a positive learning environment, use various strategies to motive learners, guide them in planning and assessing their own learning and develop their learning strategies. b. guides c. researchers: They observe a problem, reflect on the reasons, think about possible solution implement the solutions and evaluate the results.

5.2 Classroom instructions 名解(P73)

Classroom instructions refer to the type of language teachers use to organize or guide learning. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching. (simple instruction;

mother-tongue)

5.3 Student grouping简答(P74)

Whole class work is where all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. 全班活动，所有学生都在教师的控制下进行学习，以同样的节奏和进度执行同一项活动。

Pair work is where the students work in pairs. 学生两两配对学习。

Group work is where the students work in small groups.小组学习。学生根据课堂活动，以3、4、或5人分为一组。分组活动和配对活动比较相似，只是小组活动的人数多于配对练习的人数。教师可以加入任一小组，但通常以参与者身份出现，而不是以组织者或评审者的身份出现。

Individual study is the stage during the class where the students are left to work on

their own and at their own speed. 独自学习。

5.4 Discipline in the language classroom (P78)

●Discipline名解refers to a code of conduct, which binds a teacher and a group of

students together so that learning can be more effective.纪律在这里是指一个行为的代码，它对一个教师和他的学生们起一种约束的作用，以促使学习更有

1. Deal with it quietly

2. Don’t take things personally

3. Don’t use threats

●The reasons of indicipline (P82)

Discipline problem can arise because of the teacher’s inadequate preparation or lack of teaching skill.

1) a gap in the lesson.(bad planning; a piece of equipment fails to work)

2) unclear instructions(students don’t know what to do and attention starts to wander)

3) lack of teacher attention

4) teacher concentrates on lengthy explanations to one individual

5) work is too easy or too challenging(students give up or attention wanders)

●Measures for indisciplined acts: (P81)

Harmer(1983) suggest that the following measures for indisciplined acts and badly behaving students:

1) 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: create some basic rules for class during activities 5.5 Classification of question types (P83)

4. Bloom’s classification

1) Knowledge: recalling facts, terms and basic concepts

2) Comprehension: understand of facts and ideas by organaising, comparing, translating, interpreting, describing and stating the main ideas.

3) Application: applying acquired knowledge, facts, techniques and rules in a different context.

4) Analysis: identifying relationships, causes or motives and finding evidence to support main ideas.

5) Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking

6) Evaluation: present and defend opinions by making an informed judgement about information or ideas based on a set of criteria.

5.6 Dealing with errors (P86-P87)

●Errors(犯错误) vs. mistakes (出差错):名解

Mistake: A mistake has nothing to do with the language competence, but a result from a temporary breakdown. It 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. (When a mistake is challenged or given enough attention, it can be self-corrected) 行为上的差错。学习者能通过检查而自我纠正

Error: 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. (Language errors cannot be self-corrected no matter how much attention is given.)由于知识的缺乏造成的错误而不是由于粗心和犹豫造成。

●Dealing with spoken errors

a. fluency activity ----after the activity

b. accuracy activity ----while the activity

●How to correct

a. indirect teacher correction

b. direct teacher correction

c. self-correction

d. peer- correction

Unit 6 Teaching pronunciation

6.1 The role of pronunciation (P90)

①2 views:

a. pronunciation will take care of itself needn’t teach pronunciation

b. poor pronunciation is a great hindrance in language learning

②For Chinese: Pronunciation is important depend on

a. Chinese is different from English

b. Chinese have little exposure to English

6.2 realistic goal of teaching pronunciation (P 93)

●Our realistic goals of teaching pronunciation are

1) Consistency: the pronunciation should be smooth and natural. (连贯性)（fluency）

2) Intelligibility: the pronunciation be understandable to the listeners.(可辨认性，可理解性)

3) Communicative efficiency:the pronunciation should help convey the meaning that is intended by the speaker.（交际的有效性）

6.3 Aspects of pronunciation (P93)

①focus on sounds, stress and intonation, these change the meaning of a sentence

②The ways of teach pronunciation: Step1. Giving model

Step2. Imitating

Step3. Checking (explaining)

Step4. Giving examples

Step5. Comparing

Step6. Meaningful practice

Unit 7 Teaching grammar

Grammar Presentation(P104-106)

There are different ways of presenting grammar in classroom: The deductive method,

on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural words. Finally, the students practice applying the rule to produce sentences with given prompts.

The deductive method: Step 1. presentation of the grammar rules

2. study of the examples

3. conclusion

4. drills

2) The inductive method归纳法名解

In the inductive method, the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation. (The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.)

3)The guided discovery method 指导发现法

The guided discovery method is similar to the inductive method in that the students are induced to discover rules by themselves 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.指导发现法与归纳法一样，教师引导学生去自我发现语法规则，不同的是，发现的过程是由老师来引导和帮助的，得出规则后由教师明确地教给学生。

The guided discovery method:

Step: 1. presentation of contextualized scenarios illustrating a specific structure

2. induce students to find the rules structures

3. teach/learn new rules structure

4. drills

Grammar practice is usually divided into two categories: mechanical practice and meaningful/communicative practice.

Mechanical practice: It involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure.

Meaningful practice: In meaningful practice the focus is on the production, comprehension or exchange of meaning. Meaningful practice usually comes after mechanical practice.

Unit 8 Teaching vocabulary

●V ocabulary learning involves two aspects of meaning:

a. denotative and connotative meaning;

b. sense relations among words

a. Denotative meaning and connotative meaning(P119)

Denotative meaning(外延意义)- refers to those words that we use to label things as regards real objects such as a name or sign, etc. in physical world. This is usually the primary meaning of a word and may seem relatively easy to learn.

词的外延意义即所指意义（referential meaning）或认知意义（cognitive meaning），它是以客观世界的特定所指以及约定俗成的意义为基础的，也就是词典中所给出的定义。

Connotative meaning(内涵意义)- 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. But in different cultures the same word may have different connotative meaning.

所谓内涵意义是隐含于或附加在概念意义上的意义。社会、群体或个人都可以使一个词具有内涵意义，有时还是很不相同的内涵意义。这种差异既可以存在于两种语言、两种文化之间，也可以存在于一种语言和一种文化的亚文化之间。如英语里，狗的内涵涵义包括友情，忠诚，但汉语里却是相反的意思，如‘狼心狗肺’等。

b. sense relations among words

Lexical items of this kind include word collocations, synonyms, antonyms and hyponyms

●Receptive and productive vocabulary (P120)

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.

Productive (active) vocabulary: refers to those words that one is not only able to recognize but also to use in speech and writing.

接受性的词汇多数是一些学习者在某些词汇手册上背到，未进行深入学习，在听力中听到，不能马上想到含义，在写作时想用，又不知用得是否正确，只有在阅读中见到，想一想才有印象的词。接受性词汇量的大小和你的英语水平基本无关，

而只有那些听到马上想到含义，想说时马上跑到嘴边，写作时自然流露笔端的产出性词汇，才真正算是你的词汇，通常人们认为只有产出性词汇才能用来衡量一个人的英语应用水平。

●10 Ways of presenting vocabulary (P124) 略

●11 Ways of consolidating vocabulary(P126) 略

●Vocabulary learning strategies: 1) Review regularly

2) Guess meaning from context

3) Organize vocabulary effectively

4) Use a dictionary

5) Manage strategy use

Unit 9 Teaching listening

●Characteristics of the listening process: (P139)

1) spontaneity 2) context 3) visual clues 4) listener’s response 5) speaker’s

adjustment

●Principles for teaching listening (P139-P140)

1) Focus on process

2) Combine listening with other skills

3) Focus on the comprehension of meaning

4) Grade difficulty level appropriately

●Models for teaching listening(P143)名解

Bottom-up model: In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other words, we use information in the speech itself to try to comprehend the meaning. Listeners construct meaning of what they hear based on the sound they hear.

Top-down model: In the top-down model, listening for gist and making use of the contextual clues and background to construct meaning are emphasised.

●Three teaching stages: Pre-listening (T prepare)

While-listening (Ss listening; T guide)

Post-listening (Ss integrate, communicate)

●Activities in three stages: (P144-P153)

1. Pre-listening activities: 1) Predicting; 2) Setting the scene; 3) Listening for the

fist; 4) listening for specific information

2. While-listening activities: 1) No specific responses; 2) Listen and tick; 3) listen

and sequence; 4) listen and act; 5) listen and draw;

6)listen and fill; 7) listen and take notes

3. Pose-listening activities: 1) Multiple-choice questions; 2) Answering questions;

3)V ote-taking and gap-filling; 4) Dictogloss(合作听

写)

Unit 10 Teaching speaking

●Four common features of spoken language: (P157)

1) Using less complex syntax;

2) Taking short cuts, e.g. imcomplete sentence；

3) Using fixed conventional phrases/chunks;

4) Using devices such as fillers, hesitation device to give time to think before

speaking

●Principles for teaching speaking: (P159-P160)

1) Balancing accuracy-based with fluency-based practices;

2) Contextualising practice;

3) Personalising practice;

4) Building up confidence

5) Maximsing meaningful interactions;

6) Helping students develop speaking strategies;

7) Making the best use of classroom learning environment to provide sufficient

language input and practice for the students.

●Types of speaking tasks (P163)

1. Pre-communicative activities:drilling, modeling and repetition; focused

structured dialogues, controlled role play, using clues or prompts for practice.

https://www.360docs.net/doc/6412051740.html,municative activities:information gap activities, problem-solving

activities, discussions, debates, interviews, fluency-focused games.

Unit 11 Teaching reading

●Principles for teaching reading(P184)

1) The selected texts and attached tasks should be accessible to the students.

2) Tasks should be clearly given in advance. Preferably, tasks should motivate the

students.

3) Tasks should be designed to encourage selective and intelligent reading for the

main meaning rather than test the students’ understanding of trivial details.

4) Tasks should help develop students’ reading skills rather than test their reading

comprehension.

5) The teacher should help students not merely to cope with one particular text in

class but to apply the strategies or skills learned in class to tackle other texts they encounter outside class or in the future.

6) The teacher should provide enough guidance and assistance at the beginning to

help students read and develop reading strategies but gradually withdraw this guidance as students progress.

●Models for teaching reading名解(P184-P185)

1. Bottom-up model: It basically follows a liner process from the recognition of

letters to words, to phrase, to sentences, to paragraphs, and then to the meaning of the whole text.

2. Top-down model: Make sure of our knowledge about the topic to assist our

comprehension. Teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.

3. Interactive model: This process does not only involve the printed page but also

the reader’s knowledge of the language in general, of the world, and of the text types. During the process of reading, all these factors interact with each other and compensate for each other.

●Three stages of teaching reading and activities (P186-P204)

1. Pre-reading: 1) predicting (title, vocabulary, questions) 2) setting the scene 3)

skimming (gist) 4) scanning (specific information)

2. While-reading: 1) trasition device 2) reading comprehension questions 3)

making inference

3. Post-reading: 1) discussion question 2) reproducing the text 3) role play

4)gap-filling 5) discussion 6) retelling 7) writting

Unit 12 Teaching writing

●Two approaches to writing: Process writing vs. Product writing(名解/论述)

Product writing: pays attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal. If the students fail to produce something satisfactory, they are told to do it again. This kind of practice is fruitless because without the right approach to writing, students might produce equally unsatisfactory work again.

Process writing: In this approach, the teacher provides help to guide students through the process that they undergo when they are writing. Of course, this kind of guidance should be gradually withdrawn so that the students can finally become independent writers.

Features of process writing:

1) Focus on the process of writing that leads to the final written product;

2) Help student writes understand their own composing process;

3) Help them build repertoires(全部技能) of strategies for prewriting, drafting,

and rewriting;

4) Give students time to write and rewrite

5) Place central importance on the process of revision;

6) Let students discover what they want to say as they write;

7) Give students feedback throughout the composing process (not just on the final

product) to consider as they attempt to bring their expression closer and closer to intentions;

8) Encourage feedback both from the instructor and peers;

9) Include individual conferences between teacher and student during the process

of composition.

The main procedures of process writing:

1) Creating a motivation to write

2) Brainstorming

3) Mapping

4) Free writing

5) Outlining

6) Drafting

7) Revising

8) Proofreading

9) Conferencing

●Motivating students to write

The following principles can help teachers motivate students to write:

1) Make the topic of writing as close as possible to students’ life

2) Leave students enough room for creativity and imagination

3) Prepare students well before writing

4) Encourage collaborative group writing as well as individual writing

5) Provide opportunities for students to share their writing

6) Provide constructive and positive feedback

7) Treat students’ errors strategically

8) Give students a sense of achievement from time to time. (portfolio)