《英语教学法》-讲义
英语教学法教程(课堂PPT)
9
Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
10
The Structural View
23
The Cognitive Theory
• Chomsky
– Language is not a form of behaviour, it is a complicated rule-based system.( Language is a rule-governed)
– There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced (language is generative)
• 语言的本质是由结构上相互联系的单位组 成的、用来表达一定意义的结构系统。
11
• The system of language=
•
the system of sound +
•
the system of words +
•
they system of grammar +
12
•
sente习的目标被认为是掌握该系统中各 种成分，即音位、语法单位、词汇等）
14
Impact on language teaching
• Audiolingual approach （听说法） • Total Physical Method （全身反应法） • The Silent Way （沉默法）
英语教学法教案与讲义模板
英语教学法教案与讲义模板第一章：教学方法概述1.1 教学方法的定义和重要性1.2 常见教学方法简介：直接法、间接法、任务型教学法等1.3 教学方法的选择与运用：根据学生的需求、兴趣和水平选择合适的教学方法第二章：教学目标与教学计划2.1 设定明确、具体、可衡量的教学目标2.2 制定合理、可行的教学计划：课程安排、教学内容、教学活动等2.3 教学目标的评估与反馈：定期对教学目标进行评估，调整教学计划第三章：教学内容与教学资源3.1 选择适合学生的教学内容：语言知识、语言技能、学习策略等3.2 教学资源的开发与利用：教材、多媒体资源、网络资源等3.3 教学内容的呈现与传递：清晰、生动、有趣地呈现教学内容第四章：教学活动与教学策略4.1 设计形式多样、有趣的教学活动：小组讨论、角色扮演、游戏等4.2 教学策略的运用：启发式教学、同伴教学、自主学习等4.3 教学活动的评估与反馈：对学生的参与度、进步等进行评估，及时调整教学策略第五章：课堂教学管理5.2 学生管理：对学生进行有效管理，维持课堂秩序5.3 教学评价与反馈：定期对学生的学习情况进行评价，给予及时的反馈第六章：听力教学法6.1 听力教学的重要性6.2 听力教学法的种类：自然法、听说法、交际法等6.3 听力教学活动设计：听力练习、听力游戏、听力对话等第七章：口语教学法7.1 口语教学的目标与方法7.2 口语教学活动的设计：角色扮演、小组讨论、辩论等7.3 口语教学的评估与反馈：流利度、准确性、语音语调等方面的评估第八章：阅读教学法8.1 阅读教学的目标与方法8.2 阅读教学活动的设计：快速阅读、细节理解、推理判断等8.3 阅读教学的评估与反馈：理解程度、阅读速度、阅读策略等方面的评估第九章：写作教学法9.1 写作教学的目标与方法9.2 写作教学活动的设计：日记、故事、报告等9.3 写作教学的评估与反馈：内容、结构、语言等方面的评估第十章：语法教学法10.1 语法教学的重要性10.2 语法教学法的种类：结构法、交际法、任务型教学法等10.3 语法教学活动设计：句子结构分析、语法练习、语法游戏等第十一章：词汇教学法11.1 词汇教学的重要性11.2 词汇教学法的种类：直接法、情景法、联想法等11.3 词汇教学活动设计：词汇卡片、词汇游戏、词汇联想等第十二章：文化教学法12.1 文化教学的重要性12.2 文化教学法的种类：比较法、案例法、文化体验法等12.3 文化教学活动设计：节日介绍、文化讨论、角色扮演等第十三章：第二语言习得理论13.1 第二语言习得理论的基本概念13.2 主要第二语言习得理论：行为主义、认知理论、社会互动理论等13.3 第二语言习得理论在教学中的应用：激发学习动机、调整教学策略等第十四章：教学评价与测试14.1 教学评价的重要性14.2 教学评价的方法：观察、作业、测试等14.3 测试的设计与实施：测试类型、测试内容、评分标准等第十五章：教师专业发展15.1 教师专业发展的重要性15.2 教师专业发展的途径：培训、教学研究、学术交流等15.3 教师专业发展计划：设定目标、选择发展途径、评估成果等重点和难点解析本文教案涵盖了英语教学法的各个方面，从教学方法、教学目标与计划、教学内容与资源、教学活动与策略、课堂教学管理，到听力、口语、阅读、写作、语法、词汇、文化教学，以及第二语言习得理论、教学评价与测试、教师专业发展等。
教学法理论 第3讲 语法翻译教学法
that one should take advantage of his mother tongue in FLL; the latter includes as a myriad of designations like the Direct Method, the Audio-lingual Method, the Audio-Visual Method, the CA and so on. (See Xiao, 2004:43)
requirements of schools. It preserved the basic framework of grammar and translation because they were familiar to the teachers and students. Its principal aim was to make language learning easier. (Howatt, 1999: 131) The central feature was the replacement of the traditional texts by exemplary sentences. … The 20th century structuralist approach was also founded on the supremacy of the sentence and the two methodologies have much in common.
3. What Is The Grammar Translation Method?
♦ At the height of the Communicative Approach to
language learning in the 1980s and early 1990s it became fashionable in some quarters to deride socalled "old-fashioned" methods and, in particular, something broadly labelled "Grammar Translation". There were numerous reasons for this but principally it was felt that translation itself was an academic exercise rather than one which would actually help learners to use language, and an overt focus on grammar was to learn about the target language rather than to learn it.
大学----英语教学法
Hymes’s theory: there are “rules of use without which the rules of grammar would be useless”. Besides grammatical rules, language use is governed by rules of use, which ensure that the desired or intended functions are performed and the language used is appropriate to the context.
We can see that one language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms.
Aims of the unit: How is language learned in classrooms different from
language used in real life? What is communicative competence? What are the implications of CLT to teaching and learning? What are the main features What is Task-based Language Teaching? How is Task-based Language Teaching different from PPP? Are there imitations of CLT and TBL?
《英语教学法》unit2_Communicative_Principles_and_Activiti
• For Chinese, it’s a usual informal greeting, and it has the same function as “Hello”. And whether the answer is “yes” or “no”, it’s also a greeting.
presentation, practice, production and consolidation
Aims of the unit
After learning the unit, you should be able to answer the following questions:
• 1. How is language learned in classrooms different from language used in real life?
• Have you had your lunch?
• The traditional teaching steps:
• Step 1 Teacher: Read the sentence, and then get the students to read the sentence after the teacher.
Differences between real life learning and traditional pedagogy :
• Real life learning focuses on:
• ● Communicative functions • ● All skills • ● Certain context
tense used in the sentence: The present perfect tense, and
王蔷教学法讲义
王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。
主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。
【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。
(完整版)《英语教学法》Unit_4_Lesson_Planning
• Language teachers benefit from lesson planning in :
lesson planning?p.52-53 • What types of lessons do you know?
• Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.
• ● Size of classroom: restricts some types of
activities
• ● Teaching aids: sufficient or not • ● Time of day: influences the types of
activities used (p.m. or a.m.)
• Procedures are the detailed steps in each teaching stage.
What teaching model is the easiest procedure to teach a new
structure-based lesson?
• PPP model, which includes presentation, practice and production.
英语教学法教案与讲义模板
英语教学法教案与讲义模板一、引言1. 课程目标：通过本课程的学习，使学生了解和掌握英语教学的基本方法和技巧，提高英语教学效果。
2. 课程内容：本课程将介绍英语教学法的基本概念、教学技巧、课堂管理、教学评价等方面的内容。
3. 教学方法：采用讲授、讨论、实践相结合的方式进行教学。
二、英语教学法的基本概念1. 直接法（Direct Method）定义：直接法是一种以目标语言作为唯一教学媒介的教学方法，强调听、说、读、写的技能的综合运用。
特点：真实、自然、直观、实践性强。
2. 交际法（Communicative Approach）定义：交际法是一种以语言功能为纲，培养学生在实际语境中运用语言的能力的教学方法。
特点：注重实际应用、强调师生互动、学生主体。
三、教学技巧1. 启发式教学（Heuristic Teaching）定义：启发式教学是一种以学生为中心，引导学生主动探索、发现和解决问题的教学方法。
方法：提问、讨论、案例分析等。
2. 任务型教学（Task-Based Language Teaching）定义：任务型教学是一种以完成实际任务为目标，培养学生综合语言运用能力的方法。
方法：小组讨论、角色扮演、项目研究等。
四、课堂管理方法：尊重学生、关心学生、公平对待学生。
2. 课堂纪律管理3. 小组合作学习方法：合理分组、明确任务、引导学生积极参与。
五、教学评价1. 形成性评价（Formative Assessment）定义：形成性评价是在教学过程中对学生的学习进展和教师的教学效果进行评价的方法。
方法：课堂提问、作业批改、学生反馈等。
2. 终结性评价（Summative Assessment）定义：终结性评价是在教学活动结束后对学生的学习成果和教师的教学效果进行评价的方法。
方法：考试、测验、课程报告等。
六、教学活动的设计1. 热身活动（Warm-up Activities）目的：激发学生的学习兴趣，调动课堂气氛。
(完整版)《英语教学法》Unit_6_Teaching_Pronunciation
The Critical Period Hypothesis: if human don’t learn a foreign language before a certain age, then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker. This is true for acquiring native-like pronunciation, but there is less evidence that it is true for acquiring the grammar or the vocabulary of a foreign language. Everyone agrees that all people who learn a foreign language after puberty (12-13) will always have an accent. It will be easy for the nativespeaker to identify that the person is not a nativespeaker of that language.
Unit 6 Teaching Pronunciation
The main points in this unit: Some ideas about:
1. the role of pronunciation 2. The goal of teaching pronunciation 3. Aspects of pronunciation Teaching skills in: 1. practicing sounds 2. practicing stress and intonation
(完整版)《英语教学法》Unit_3_The_National_English_Curriculum
Unit 3 The National English Curriculum1.Teaching Aims:students get some ideas of the history of English teaching in China, know about the situation of middle school English teaching as well as the ideas of the new English Curriculum standard.2.Teaching Content:a. the history of English teaching in Chinab. some information of ELT in Chinac. variety of English teaching in the worldd. the new English curriculum3.Teaching Procedures:a. the history of English teaching in China•20世纪中国中小学课程标准（教学大纲）英语发展概况•1904年，《奏定中学堂章程》把“外国语”列为中学堂科目。
•1912年，教育部公布了《小学校令》，在《教科及编制》一章中提及可加设英语或别种外国语。
外国语安排在高小第三学年，每周3小时，教学“读法、书法、作法、语法”。
同年，教育部公布《中学校令施行规则》，规定外国语以英语为主。
1916年，教育部公布《高等小学校令施行细则》，在高小开设两个学年的外语，每周2小时，要旨“在使儿童略识外国语文以供实用”。
•1923年，制订了《新学制课程纲要初级中学外国语课程纲要（暂以英文为例）》。
同年，颁布《新学制课程纲要高级中学公共必修的外国语课程纲要》。
1929年，制订了《初级中学英语暂行课程标准》和《高级中学普通科英语暂行课程标准》。
《英语教学法教程(第二版)》讲义
《英语教学法教程(第二版)》讲义第1章语言和语言学习1.1复习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：1.How do we learn languages?我们如何习得语言？2.\^ews on language 语言观点3.The structural view of language 结构主义语言理论4.The functional view of language 功能主义语言理论5.The interactional view of language 交互语言理论6.What are the common views on language learning?关于语言学习的普遍观点7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8.The behaviorist theory 行为主义学习理论9.Cognitive theory 认知学习理论10.Constructivist theory 建构主义理论11.Socio-constructivist theory 社会建构主义理论12.What makes a good language teacher?如何才能成为一个好的语言老师13.Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：I . How do we learn languages?II.Views on language1.The structural view of language2.The functional view of language3.The interactional view of languageIII.Views on language learning and learning in general1.The behaviorist theory2.Cognitive theory3.Constructivist theory4.Socio-constructivist theoryIV.What makes a good language teacher?V.How can one become a good language teacher?VI. An overview of the book《英语教学法教程(第二版)》讲义《英语教学法教程(第二版)》讲义allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number ofareas, to expand and clarify points that we felt were not sufficiently clear in thefirst edition, and to improve the pedagogical usefulness of the text.1.2课后习题详解TASK1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss yourYou ST1 ST2 ST31. How many foreign languages can you speak SO far?2. When did you start learning the foreign language(s)?3. How do you feel about learning a foreign language?4. What difficulties have you experienced in learning?5 • Which skills do you find more difficult to learn?6. Have you focused on knowledge or skills? Why?7. Why do you learn the foreign language(s)?8. Do you consider yourself a successful learner? Why?9• What are your most common learning activities?10. Do you like the way you learned the foreign language(s)?TASK 2Work in groups of 4, brainstorm possible answers to the question: What is language? When you are ready, join another group and share your ideas.Key: Here are sample definitions of “language” found in dictionaries and linguistics books.•Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact. (Finocchiaro, 1964:8)•Language is any set or system of linguistic symbols as used in a more or less uniform fashion by a number of people who are thus enabled to communicate intelligibly with one another. (Random House Dictionary of the English Language 1966:806)•Language is a system of arbitrary vocal symbols used for human communication. (Wardhaugh, 1972:3)•Language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings. (Webster’s 3rd New International Dictionary of the English Language 1993:1270)•Language is a system of communication consisting of a set of small parts and a set of rules which decide the ways in which these parts can be combined to produce messages that have meaning. (Cambridge International Dictionary of English 1995:795)TASK 3Work in groups of 4. Brainstorm the answers to the two questions stated above.When you are ready, join another group and share your ideas.Key: Generally speaking, psycholinguistic and cognitive process involved in language learning are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis Resting and generalization. To activate these learning process, atmosphere is very important.《英语教学法教程(第二版)》讲义TASK 4Work in groups. Reflect on your own learning experiences from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.Key: ethic devotion(responsible, warm-hearted, etc), professional qualities(an excellent command of English) and personal styles(enthusiastic, humourous,etc) jointly contribute to making a good teacher.TASK 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1.Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.2.Add any adjectives to the list which describe farther qualities that you feel are missing.3.These adjectives are intended to describe positive qualities or styles. Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him / her.kind; dynamic; authoritative; hardworking; creative; patient well-informed; fair resourceful; attentive; warm-hearted; reflective; well-prepared; flexible; intuitive accurate; enthusiastic; humourous; caring; disciplined; professionally-trainedKey: Students’TASK 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.Key: to learn teaching theory；to practice teaching skills；to reflect teaching experience；to learn from one’s own experiences as a learner.TASK 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure IA, _1.Why are stage 1 and stage 2 interrelated by a double arrow line?2.Why are practice and reflection connected by a circle?3.Why is professional competence *a moving target or horizon, towards which professionals travel all their professional lifebut which is never finally attained?54.Where should a TEFL methodology course fill in the model?Figure 1.1Key: 1. Stages 1 and 2 are interrelated by a double arrow line because neither of the two stages is really ever terminated. Teachers should always make a point of updating their command of English because language is always changing. This can be done while they are teaching, but very often teachers take off to have farther training in English. This is especiallyimportant for teachers who do not have enough exposure to English.2.Practice and reflection are connected by a circle because they are neither independent or separate sub-stages. Teachers do not teach one week and then reflect one week. Rather, they teach and reflect on a day to day basis.3.This is because it is believed no one can ever become a perfectly competent language teacher. There is always room for improvement. There is always something better, but never something best.4.TEFL methodology is probably the deceived knowledge” located in the second stage.第2章交际教学原则与任雜语言教学2.1复习笔记本章着重讨论交际教学原则和任务型教学思想并介绍相关的教学基本概念以及交际教学和任务型教学活动。
《英语教学法教案》课件
《英语教学法教案》PPT课件第一章：教学方法概述1.1 教学方法的定义1.2 教学方法的重要性1.3 常见的教学方法介绍第二章：直接教学法2.1 直接教学法的原理2.2 直接教学法的步骤2.3 直接教学法的优缺点第三章：任务型教学法3.1 任务型教学法的理论基础3.2 任务型教学法的实施步骤3.3 任务型教学法的优缺点第四章：全身反应教学法4.1 全身反应教学法的原理4.2 全身反应教学法的实施步骤4.3 全身反应教学法的优缺点第五章：分组合作教学法5.1 分组合作教学法的原理5.2 分组合作教学法的实施步骤5.3 分组合作教学法的优缺点第六章：交际式教学法6.1 交际式教学法的理论基础6.2 交际式教学法的实施步骤6.3 交际式教学法的优缺点第七章：沉默法7.1 沉默法的原理7.2 沉默法的实施步骤7.3 沉默法的优缺点第八章：计算机辅助教学法8.1 计算机辅助教学法的原理8.2 计算机辅助教学法的实施步骤8.3 计算机辅助教学法的优缺点第九章：游戏教学法9.1 游戏教学法的原理9.2 游戏教学法的实施步骤9.3 游戏教学法的优缺点第十章：评估与反馈10.1 教学评估的重要性10.2 常见的教学评估方法10.3 教学反馈的技巧重点和难点解析一、教学方法概述难点解析：理解不同教学方法之间的差异以及如何根据学生的需求和教学目标选择合适的教学方法。
二、直接教学法难点解析：实施直接教学法时，如何有效地使用目标语言进行教学，并引导学生通过实践和应用来掌握语言知识。
三、任务型教学法难点解析：设计具有实际意义的任务，以及如何评估学生在任务中的表现，确保任务的实施能够有效地促进语言学习。
四、全身反应教学法难点解析：如何通过身体动作和表情来促进语言的学习，以及如何平衡语言输入和输出。
五、分组合作教学法难点解析：如何合理分组，以及如何引导小组成员进行有效合作，确保每个学生都能在小组活动中积极参与和学习。
六、交际式教学法难点解析：如何在课堂中模拟真实的交际情境，以及如何评估学生在交际活动中的语言运用能力。
《英语教学法》王蔷
Unit 1 Language and Learning1.1 How do we learn language？1.We learn language at different ages2.People have different experiences3.People learn languages for different reasons4.People learn languages in different ways5.People have different capabilities in language learning6.Learning can be affected by the way how language is taught7.Learning is affected by the degree of success one is expect to achieve.8.Thus the challenge confronting language teaching is how teaching methodology can ensure successfullearning by all the learners who have more differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theory⏹ B. F. Skinner A stimulus-response theory of psychology Audio-lingual method⏹The idea of this method is that language is learned by constant repetition and the reinforcement ofthe teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is that students should be allowed tocreate their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what is already known.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacher and the learner andbetween learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized intothree groups: ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflectionThe learning stage is the purposeful preparation that a language normally receives before the practice, This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiencesThe practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as part of one’s pre-serviceeducation, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formal education Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communicative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from its context2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)1.Linguistic competence （语言能力）a)The knowledge of language itself, its form and meaning.2.Pragmatic competence （语用能力）a)The appropriate use of language in social context.3.Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them4.Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.5.Fluency （流利性）One’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：Involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt p roposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“Language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(Main features of communicative activities?)municative purposemunicative desire3.Content, not form4.Variety of language5.No teacher intervention6.No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2.A context3.A process4.A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks are halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.1.Free of language control2. A genuine need to use language to communicate3. A free exchange of ideas4.Appropriateness & accuracy of language form in general, not production of a single form5. A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect:1. A task-established context2.Encouraged to think, analyze, not simply to repeat, manipulate and apply3. A more varied exposure to natural languagenguage forms not pre-selected for focus5.Learner-free selection of language6.TBL cycle lead from Fluency to accuracy (+fluency)7.In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilities→Step 2 Brainstorm possible tasks→Step 3 Evaluate the list→Step 4 Choose the language items→Step 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relates to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.⏹Constraints of TBLT⏹The first is it may not be effective for presenting new language items⏹The second constraint is Time as teachers have to prepare task-based activities very carefully.⏹The third is the culture of learning⏹The forth is Level of difficultyUnit 33.1 A brief history of foreign language teaching in China1. A phase of restoration (1978-1985)2. A phase of rapid development (1986-1992)3. A phase of reform (1993-2000)4. A phase of innovation from 20003.2 Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of theNational English Curriculum3.5 The standards for different levels ofcompetence3.6 Challenges facing English language teachers1) English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2) English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3) English language teachers are expected to use more task-based activities and put the students at the center of learning.4) English language teachers are expected to use more formative assessment in addition to using tests.5) English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning 备课4.1 Why is Lesson Planning Important A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan theactivities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationship between themso that the activities of different difficulty levels can be arranged properly and the lesson can movesmoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of the teaching aids needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways:☐To enable the teacher to improve class timing;☐Lesson plans are also an aid to continuing development(plan←-→practice ←-→reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do by the end of the lesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learning capability of thestudentsDoing things that are beyond or below the students’ coping ability will diminish their motivation(Schumann, 1999)5.Linkage: the stages and the steps within each stage are linked with one another.4.3 What are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.❑Macro planning involves the following：Knowing about the profession Knowing about the institutionKnowing about the learners Knowing about the curriculum/syllabusKnowing about the textbook Knowing about the objectivesA lesson plan usually has the following components:Background information Teaching aims Teaching content and skillsStages and procedures Teaching aids End of lesson summaryOptional activities and Assignment After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?Classroom management is the way teachers organize what goes on in the classroom. (68)the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met:1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for thelearning activities.4.There is discipline as well as harmony in theclass.5.The teacher asks appropriate questions.6.The students’ errors are treated properly 5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizingfeedback)anizer (students’ activities)4.Prompter (when Ss don’t know what to do…)5.Participant (in Ss’ activities)6.Resource-providerTeachers’ roles are not static. They change with the development of the society.☐New roles:Teacher as facilitators⏹To create a positive learning environment, use various strategies to motivate learners, guide students inplanning and assessing their learning and develop their learning strategies…Teacher as guide⏹To activate students’ prior knowledge; find individual interests and explore potential capabilities;acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students’ development fairly from an all-round perspective…Teacher as researcher⏹To observe a problem, reflect on the reasons, think about possible solutions, implement the solutions andevaluate the results…Q: How much control is needed?⏹Appropriate degree of control⏹Different activities need different degrees of control.⏹The more communicative an activity is, the less control it needs.Q: What does the teacher do as an assessor?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that a success-oriented learningatmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems; clear instructions given tostudents (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; take notes for laterfeedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or what to say next…⏹When a student doesn’t seem to be ready for an answer,…⏹When a student finishes with a very short answer,…Q: why to participate in student’s activities?⏹Monitoring + participating changes the role from an authority to a conversationalist, a good chance forstudents to practice English with a superior…Q: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticized, the teacher is still considered a good and convenient resource for the students.”A “jug and mug”theory of education是罗杰斯提出来的，也是他强烈批判的。
英语教学法教案与讲义模板
英语教学法教案与讲义模板一、教案概述本教案旨在为英语教师提供一个教学法教案与讲义的模板，以便更好地组织和呈现教学内容。
教案分为十五个章节，涵盖各种教学法及其应用。
本节课我们将介绍前五个章节，包括：1. 教学法概述；2. 直接法；3. 听说法；4. 全身反应法；5. 任务型教学法。
二、教学目标通过本节课的学习，学生将能够：1. 了解英语教学法的基本概念和各类教学法的特点；2. 掌握各种教学法的应用技巧；3. 设计并实施符合不同教学法的课堂活动。
三、教学内容1. 教学法概述：介绍教学法的定义、发展历程和各类教学法的分类；2. 直接法：讲解直接法的原则、优点和不足，以及如何在课堂中运用直接法；3. 听说法：介绍听说法的原理、教学步骤和练习方式；4. 全身反应法：阐述全身反应法的理念、教学技巧和适用场景；5. 任务型教学法：解析任务型教学法的特点、设计原则和课堂实践。
四、教学方法采用讲授、示范、讨论、实践等教学方法，通过讲解、案例分析、小组讨论等形式，使学生更好地理解和掌握各种教学法。
五、教学步骤1. 引入：简要介绍教学法的定义和重要性，激发学生的学习兴趣；2. 讲解：详细讲解每种教学法的原理、特点和应用，结合实际案例进行分析；3. 示范：示范各种教学法的实际操作，让学生直观地感受和理解；4. 讨论：组织学生进行小组讨论，分享各自对各类教学法的看法和经验；5. 实践：安排学生进行课堂实践，运用所学教学法设计并实施课堂活动；6. 总结：对本节课的内容进行总结，强调各类教学法的适用场景和注意事项；7. 作业：布置相关作业，巩固所学知识，为下一节课做好准备。
希望这个教案能对您的教学有所帮助。
如有需要，请随时向我请教。
六、教学评估与反馈1. 目的：通过评估学生的学习过程和结果，了解教学法的效果，为教学调整提供依据。
2. 方法：采用观察、问卷调查、学生反馈、课堂活动记录等多种方式进行评估。
3. 反馈：根据评估结果，及时给予学生反馈，鼓励他们改进学习方法，提高学习效果。
英语教学法基础课件
英语教学法基础课件一、课程背景与目标英语教学法基础课程旨在帮助未来的英语教师掌握有效的教学方法，以激发学生学习英语的兴趣，提高他们的语言技能。
本课程将介绍各种英语教学法的基本原理和实践策略，包括直接法、听说法、交际法、任务型教学法等。
通过学习，学生将能够理解不同教学法的优势与局限，并根据实际情况选择合适的教学方法。
二、课程内容与安排第一章：英语教学法的历史与发展1、介绍英语教学法的发展历程。
2、探讨现代英语教学法的趋势与挑战。
第二章：直接法与听说法1、直接法的原理与实践。
2、听说法的原理与实践。
3、案例分析：直接法与听说法在课堂教学中的应用。
第三章：交际法与任务型教学法1、交际法的原理与实践。
2、任务型教学法的原理与实践。
3、案例分析：交际法与任务型教学法在课堂教学中的应用。
第四章：英语教学方法的选择与应用1、分析不同年龄段学生的特点。
2、根据不同教学法的优势选择合适的教学方法。
3、实践操作：学生分组进行模拟课堂教学。
第五章：英语教学评估与反思1、介绍教学评估的必要性。
2、探讨教学评估的方法与技巧。
3、分析教学反思的过程与重要性。
4、实践操作：学生进行教学反思与总结。
三、课程收获与成果通过本课程的学习，学生将能够：1、了解英语教学法的发展历程及现代趋势。
2、掌握直接法、听说法、交际法和任务型教学法的原理与实践策略。
3、根据不同年龄段学生的特点选择合适的教学方法。
4、进行教学评估与反思，提高教学质量和效果。
5、培养学生的创新思维和实践能力，为未来的英语教学工作做好准备。
英语文体学基础课件一、引言英语文体学是一门研究英语语言在不同情境中的应用和表达的学科。
它不仅语言的语法和词汇，还语言的使用者如何通过语篇、语调和语境来传达意义。
本课件将介绍英语文体学的基础知识和应用，帮助学习者更好地理解和使用英语。
二、课件目标本课件旨在帮助学习者掌握英语文体学的基础知识，包括文体、语篇、语境和语调等方面的概念和特征。
英语教学法教案与讲义模板
英语教学法教案与讲义模板第一章：教学目标与教学方法1.1 教学目标了解英语教学的基本目标掌握设定教学目标的方法学会如何将教学目标与教学方法相结合1.2 教学方法介绍常用的教学方法及其特点分析不同教学方法在英语教学中的应用探讨如何选择合适的教学方法第二章：教学内容与教学材料2.1 教学内容分析英语教学的主要内容探讨如何设计教学内容学习如何根据学生的需求和水平选择教学内容2.2 教学材料介绍常用的教学材料及其特点学习如何选择和使用教学材料探讨如何自制教学材料第三章：教学组织与教学评估3.1 教学组织学习如何组织英语课堂教学探讨如何管理学生的学习过程3.2 教学评估了解教学评估的目的和方法探讨如何利用评估结果改进教学第四章：教学技巧与教学策略4.1 教学技巧学习英语教学的基本技巧探讨如何运用语言教学技巧进行教学分析如何运用非语言教学技巧进行教学4.2 教学策略介绍常用的教学策略及其特点学习如何选择和使用教学策略探讨如何结合教学技巧和教学策略进行教学第五章：教学实践与教学反思5.1 教学实践分析实际英语课堂教学案例学习如何进行课堂教学实践探讨如何解决课堂教学中遇到的问题5.2 教学反思了解教学反思的重要性学习如何进行教学反思探讨如何根据教学反思改进教学第六章：课程设计与单元规划6.1 课程设计理解课程设计的概念与重要性学习如何进行英语课程的整体设计探讨如何将课程设计与教学目标相结合6.2 单元规划掌握单元规划的原则与步骤学习如何制定有效的单元教学计划分析如何将单元规划与课程设计相衔接第七章：听力教学与口语教学7.1 听力教学探讨听力教学的重要性与挑战学习有效的听力教学策略与活动分析如何评估学生的听力理解能力7.2 口语教学了解口语教学的特点与目标掌握口语教学的技巧与活动设计探讨如何提高学生的口语交际能力第八章：阅读教学与写作教学8.1 阅读教学分析阅读教学的目的与方法学习如何培养学生的阅读技巧与策略探讨如何评估学生的阅读能力8.2 写作教学理解写作教学的意义与挑战掌握写作教学的基本原则与活动分析如何提高学生的写作能力第九章：语法教学与词汇教学9.1 语法教学探讨语法教学的重要性与方法学习如何有效地进行语法教学分析如何评估学生的语法掌握情况9.2 词汇教学了解词汇教学的目标与策略掌握词汇教学的技巧与活动设计探讨如何提高学生的词汇学习能力第十章：教学研究与发展10.1 教学研究理解教学研究的重要性与类型学习如何进行教学研究的方法与步骤探讨如何应用教学研究结果10.2 教学发展掌握教师专业发展的途径与方法学习如何持续提高教学能力与专业素养分析如何适应教育改革与发展的需求重点和难点解析一、教学目标与教学方法：理解和设定明确的教学目标是教学成功的基础，掌握有效的教学方法对于实现这些目标至关重要。
《英语教学法教程(第二版)》讲义
《英语教学法教程(第二版)》讲义一、课程概述1. 英语教学理论基础2. 教学方法与策略3. 课堂活动设计与组织4. 教学评价与反馈5. 教师专业发展二、英语教学的基本原则在深入探讨教学方法之前，我们需要了解英语教学的基本原则。
这些原则是指导我们教学实践的灯塔，帮助我们更好地服务于学生。
1. 学生中心原则：始终将学生放在教学的中心，关注他们的需求、兴趣和成长。
教学活动要贴近学生实际，激发他们的学习热情。
2. 交际性原则：英语学习的最终目的是运用语言进行有效沟通。
因此，教学过程中要注重培养学生的交际能力，让他们在实际语境中练习英语。
3. 循序渐进原则：教学应遵循由浅入深、由易到难的原则，确保学生能够在逐步学习中掌握英语知识。
4. 知识与实践相结合原则：理论学习与实践应用相结合，让学生在掌握知识的同时，提高实际运用能力。
三、课堂教学策略1. 情境教学法：通过创设真实的语言环境，让学生在模拟情境中学习英语，提高他们的语言运用能力。
2. 任务型教学法：以完成任务为目标，引导学生积极参与、合作探究，培养他们的团队协作能力和解决问题的能力。
3. 激励性评价：采用正面、鼓励性的评价方式，关注学生的进步和努力，激发他们的学习积极性。
4. 多元化教学手段：结合现代教育技术，运用多媒体、网络等资源，丰富教学手段，提高教学效果。
四、课堂活动实践2. 互动环节：设计小组讨论、角色扮演等活动，让学生在互动中提高英语听说能力。
3. 语言技能训练：针对听、说、读、写四个方面，设计专项训练活动，帮助学生全面提升英语能力。
通过本讲义的学习，希望您能在英语教学的道路上越走越远，为我国英语教育事业贡献自己的力量。
五、课程资源与材料的选择1. 教材选择：选用符合教学大纲、贴近学生实际、具有时代特色的教材。
同时，注意教材的难易程度，确保学生能够接受。
2. 辅助材料：充分利用网络资源、报刊杂志、影视作品等辅助材料，丰富教学内容，提高学生的学习兴趣。
英语教学法教案与讲义模板
英语教学法教案与讲义模板一、课程简介本课程旨在帮助教师掌握英语教学法的基本理论和实践技能，提高英语教学质量和效果。
通过学习，教师能够了解不同的教学法，掌握教学设计、课堂管理、学生评估等关键环节，形成自己的教学风格。
二、教学目标1. 理解英语教学法的概念和重要性2. 掌握不同的英语教学法及其特点3. 学会教学设计的方法和技巧4. 提高课堂管理和学生评估的能力5. 培养创新教学思维和实践能力三、教学方法1. 讲授：讲解英语教学法的理论知识，分析实际案例。
2. 互动：开展小组讨论，分享教学经验和心得。
3. 实践：设计教学活动，模拟课堂情境，进行角色扮演。
4. 反馈：点评教学设计，提出改进意见，促进教学反思。
四、教学内容1. 英语教学法的概念和重要性2. 直接法、听说法、交际法等不同教学法的特点和适用场景3. 教学设计的方法和技巧，包括课程目标、教学内容、教学过程和教学评价4. 课堂管理的方法和策略，包括课堂纪律、学生参与和教学组织5. 学生评估的方式和工具，包括平时成绩、考试成绩和综合评价五、教学评估1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 教学设计：评估教师的教学设计质量和实用性。
4. 学生评价：收集学生对教学效果的评价，以便对教学进行改进。
六、教学活动1. 案例分析：分析具体的教学案例，讨论教学法的应用和效果。
2. 角色扮演：模拟课堂情境，进行角色扮演，实践不同的教学法。
3. 小组讨论：分组讨论教学问题，分享教学经验和解决方案。
4. 教学设计展示：教师展示自己的教学设计，其他教师进行评价和反馈。
七、教学资源1. 教材选择：介绍不同类型的英语教材，分析其优缺点。
2. 多媒体教学：介绍多媒体教学资源，如课件、视频和在线平台。
3. 教学资源整合：讨论如何整合不同教学资源，提高教学效果。
八、课堂管理1. 课堂纪律：讨论如何维持课堂纪律，创造积极的学习氛围。
2. 学生参与：讨论如何提高学生的参与度，激发学生的学习兴趣。
幼儿英语教学法讲义
幼儿英语教学法讲义第一章绪论教学目标:了解我国幼儿英语教学的历史和现状，知道幼儿英语教学是可行的;明白幼儿英语教学与幼儿英语教学法的关系;了解我国幼儿英语教学的目标。
教学重点:阐明幼儿英语教学的可行性;清楚介绍我国幼儿英语教学的目标。
教学方法:课堂讲授法、讨论法、范例引导法、示范法教学内容:第一节幼儿英语教学与幼儿英语教学法一、我国幼儿英语教育教学的发展历史中国的幼儿英语教育早在鸦片战争后就已经开始了。
从那时起至今经历了四个时期:(一)文化奴役时期(鸦片战争到20世纪20年代初)这个时期有三大特点:1(洋人办园。
2(教会主导性。
3(富贵特权性。
(二)中洋混杂时期(1922 年到1949 年)这个时期有五大特点:1(中、洋、官、民办园鱼龙混杂。
2(教会主导地位有所退让。
3(略有规范。
4.资产阶级化。
5(向民族化转变。
(三)英语空乏时期(1949 至1979 年改革开放前)这个时期,中国处在历史的特殊时期。
一方面,帝国主义对中国进行封锁和破坏,另一方面,中国的政治、经济、教育等以苏联模式为自己的模式,英语教育受到极大的政治局限，幼儿英语教育几乎没有开展。
(四)逐渐规范化时期(20 世纪七、八十年代之交的改革开放至今)主要特点有:1(理论上百家争鸣。
2(幼儿英语教材的编写争芳斗艳。
3(英语师资队伍初步形成雏形。
4(幼儿英语教育模式呈现五彩斑斓的景象。
5(教学方法绚丽多姿。
6(幼儿英语教育教学手段日趋现代化、电子科技化。
7(幼儿英语教育机构的性质呈现多样化态势。
在幼儿英语教育层面上,国家虽然尚未做出明确规定要求开设英语,但是,社会需要的发展和近20 年幼儿英语教育的发展,已使幼儿园英语教育的必要性和可行性成为广大学者、社会、教师的广泛共识。
二、幼儿英语教学的必要性和可行性(一)外语学习对幼儿语言、认知和社会性发展具有促进作用外语学习对幼儿语言方面发展的促进作用,具体表现在:1.促进幼儿语言能力的提高。
2.外语学习对幼儿认识方面的发展表现在:一是促进对事物的概括化、概念化能力的发展。
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《英语教学法》讲义SYLLABUSCONTENTS一、外语学习论 6课时二、外语教学法流派介绍 6课时三、《新课标》解读 3课时四、任务型教学理论与实践 3课时五、英语教师应具备的素质 2课时Course Requirements:1.attendance (30%)2.class performance(10%)3.final exam(60%)主要参考资料：1、张正东：《外语教育学》。
科学出版社，1999年。
2、张正东、李少伶：《英语教学论》。
陕西师范大学出版社，2003年。
3、张正东、杜培俸：《外语立体化教学法的原理与模式》。
科学出版社，1998年。
4、胡春洞：《英语教学法》。
高等教育出版社，1990年。
5、王才仁：《英语教学交际论》。
广西教育出版社，1996年。
6、胡春洞、戴忠信：《英语阅读论》。
广西教育出版社，1998年。
7、高兰生、陈辉岳：《英语测试论》。
广西教育出版社，1996年。
8、聂希庸、曹宝健：《中学英语教学》。
光明日报出版社，1998年。
9、程晓堂：《任务型语言教学》。
高等教育出版社，2004年。
10、田式国：《英语教学理论与实践》。
高等教育出版社，2001年。
11、宋桂月、金莺：《英语课程标准教师读本》。
华中师范大学出版社，2002年。
12、鲁子问：《中小学英语真实任务教学实践论》。
外语教学与研究出版社，2003年。
13、梁祝、卢福波：《小学英语新课程课堂教学案例》。
广东高等教育出版社，2003年。
14、程可拉、刘津开：《中学英语任务型教学理念与教学示例》。
华南理工大学出版社，2005年。
15、张玲棣：《高中英语课堂教学设计与案例》。
高等教育出版社，2004年。
16、于勇：《中小学课堂教学技能训练》。
当代世界出版社，2001年17、顾曰国：《英语教学法》（上下）。
外语教学与研究出版社，1998年。
18、王蔷：《英语教学法教程》。
高等教育出版社，2005年。
19、王蔷：《小学英语教学法教程》。
高等教育出版社，2003年。
20、肖惜：《英语教师职业技能训练简明教程》。
高等教育出版社。
1999年。
21、罗少茜：《英语课堂教学形成性评价研究》。
外语教学与研究出版社。
2003年。
22、Carol MORGAN and Peter NEIL:Teaching Modern Foreign Languages.Kogan Page,2001年。
23、Adrian Doff: Teach English A training course for teachers TRAINER’S HANDBOOK24、Alan Pritchard: Ways of Learning. David Fulton,2005年。
第一讲：外语学习论教学目的：1、了解人学习语言的机制和原理。
2、了解心理学、哲学、语言学对外语教学的影响。
第一讲外语学习论20世纪80年代之前，人们研究“Teaching”，之后转向了“Learning”。
影响最大的学科有以下四个：心理学、哲学、语言学、环境学。
一、心理学的影响心理学对语言学习的影响主要有以下两个阶段：1．行为主义心理学（Behaviorism）“S-R”理论：“S”是指“Stimulus（刺激）”，“R”指“Response（反应）”，这种理论即“刺激反应论”。
行为主义是美国现代心理学的主要流派之一，也是对西方心理学影响最大的流派之一。
行为主义的发展可以被区分为早期行为主义，新行为主义和新的新行为主义。
早期行为主义的代表人物以华生为首，新行为主义的主要代表人物则为斯金纳等，新的新行为主义则以班杜拉为代表。
行为主义产生于20世纪初的美国。
代表人物是华生和斯金纳。
它一反传统心理学，而主张对人的意识进行研究的观点；主张心理学不应只是研究人脑中的那种无形的橡"鬼火"一样不可捉摸的东西--意识，而应去研究那种从人的意识中折射出来的看得见、摸得着的客观东西，即人的行为。
他们认为，行为，就是有机体用以适应环境变化的各种身体反应的组合。
这些反应不外乎是肌肉的收缩和腺体的分泌，它们有的表现在身体外部，有的隐藏在身体内部，其强度有大有小。
他们认为，具体的行为反应取决于具体的刺激强度，因此，他们把"S----R"（刺激一反应）作为解释人的一切行为的公式。
行为主义理论认为，心理学的任务就在于发现刺激与反应之间的规律性联系，这样就能根据刺激而推知反应，反过来又可通过反应推知刺激，从而达到预测和控制行为的目的。
行为主义的主要观点是认为心理学不应该研究意识，只应该研究行为，把行为与意识完全对立起来。
在研究方法上，行为主义主张采用客观的实验方法，而不使用内省法。
行为主义理论的三大著名实验：Thondike（桑代克）（1874－1949），美国心理学家。
是行为主义心理学的先驱，是联结主义心理学的创始人，是动物心理学的鼻祖，另外他还创建了教育心理学，他与吴伟士共同研究学习迁移，并设计了心理测验，为美国教育测验运动的领袖之一，被誉为现代教育心理学之父。
著名的迷笼实验------饿猫取食将饿猫关入笼中，笼外放一条鱼，饿猫急于冲出笼门去吃笼外的鱼，但是要想打开笼门，饿猫必须一气完成三个分离的动作。
首先要提起两个门闩，然后是按压一块带有铰链的台板，最后是把横于门口的板条拨至垂直的位置。
经观察，猫第一次被放入迷箱时，拼命挣扎，或咬或抓，试图逃出迷箱。
终于，它偶然碰到踏板，逃出箱外，吃到了食物。
在这些努力和尝试中，它可能无意中一下子抓到门闩或踩到台板或触及横条，结果使门打开，多次实验后，饿猫的无效动作越来越少，最后一入迷笼就会立即以一种正确的方式去触及机关打开门。
桑代克记下猫逃出迷箱所需时间后，即把猫再放回迷箱内，进行下一轮尝试。
猫仍然会经过乱抓乱咬的过程，不过所需时间可能会少一些，经过如此多次连续尝试，猫逃出迷箱所需的时间越来越少，无效动作逐渐被排除，以致到了最后，猫一进迷箱内，即去按动踏板，跑出迷箱，获得食物。
根据实验，可以画出猫的学习曲线。
桑代克把猫在迷笼中不断地尝试、不断地排除错误最终学会开门出来取食的过程称为尝试错误学习，并提出了学习的“尝试-错误”理论。
Skinner（斯金纳）白鼠实验斯金纳用动物做实验的装置称为斯金纳箱（Skinner box）。
该装置是一种特殊条件的控制箱。
箱内隔光、隔音，并装有自动控制和记录的光、声系统及一套杠杆和喂食器。
只要在箱内按下杠杆，喂食器就自动供给食丸。
在进行实验时，首先调试好实验装置，保证白鼠偶尔按压杠杆后即可获得一粒食丸。
开始白鼠进入箱里时到处乱跑并向四周攀附，当它偶然触压杠杆时可以得到一粒食丸，在几次偶尔的按压杠杆后，白鼠会频繁地按压杠杆，每次都获得一粒食丸。
食物奖赏强化了白鼠按压杠杆的行为，并减弱了其他行为（如在箱子四周乱转）。
对于该装置，实验者还可以添加其他设施。
如装配电控的杠杆和食物分发器，以控制白鼠必须按压几次杠杆才可获得食丸，或者某些按压反应可以获得食丸，而其他的按压反应则不能获得食丸，或者按压活动不再出现食丸。
每次实验都能记录白鼠的行为。
斯金纳研究发现，有机体作出的反应与其随后出现的结果对行为起着控制作用，它能影响以后反应发生的概率。
操作条件作用（operant conditioning）是指在一定的刺激情境中，有机体的某种反应结果能满足其某种需要，以后在相同的情境中其反应概率就会提高的现象。
Pavlov（巴甫洛夫）狗的实验——条件反射(经典条件反射学说)巴甫洛夫做了一个相当著名的实验，他利用狗看到食物或吃东西之前会流口水的现象，在每次餵食前都先发出一些信号（一开始是摇铃，後来还包括吹口哨、使用节拍器、敲击音叉、开灯……等等），连续了几次之後，他试了一次摇铃但不餵食，发现狗虽然没有东西可以吃，却照样流口水，而在重复训练之前，狗对於「铃声响」是不会有反应的。
他从这一点推知，狗经过了连续几次的经验後，将「铃声响」视作「进食」的信号，因此引发了「进食」会产生的流口水现象。
这种现象称为条件反射，这证明动物的行为是因为受到环境的刺激，将刺激的讯号传到神经和大脑，神经和大脑作出反应而来的。
三大著名实验对语言学习的启示：①反复模仿；②大胆尝试；③习惯成自然2．认知心理学（Cognitivism）在刺激与反应中存在很多变量（Parameters/Variants），这些变量归纳起来叫做非智力因素（Non-intellectual factors）J.Piaget: schema theory+所谓图式是指围绕某一个主题组织起来的知识的表征和贮存方式。
人的一生要学习和掌握大量的知识,这些知识并不是杂乱无章地贮存在人的大脑中的,而是围绕某一主题相互联系起来形成一定的知识单元,这种单元就是图式。
比如,我们见到某种动物的图片,就能很快想起它的名称、性情、生活习性等很多有关该动物的知识。
这说明该动物的外观特征是与它的名称、性情、生活习性等有关知识是联系在一起贮存在人的大脑中的。
所以说,图式实际上是一种关于知识的认知模式。
图式理论研究的就是知识是怎样表征出来的,以及关于这种对于知识的表征如何以其特有的方式有利于知识的应用的理论。
图式一词早在康德的哲学著作中就已出现。
在近代心理学研究中,最早对图式给以理论上高度重视的是格式塔心理学。
瑞士著名的心理学家、教育家皮亚杰也十分重视图式概念,他认为“图式是指动作的结构或组织”。
现代图式理论是在信息科学、计算机科学深入到心理学领域,使心理学中关于人的认知的研究发生了深刻变化之后于本世纪70年代后期发展起来的。
概括起来,现代图式理论主要有以下要点:1.图式描述的是具有一定概括程度的知识,而不是定义。
也就是说,图式既描述事物的必要特征,又包括其非必要特征。
图式所描述的知识由一部分或几部分按一定的方式组合起来,其中的组成部分称之为变量(variable)或槽道(slot)。
例如:动物的图式包括有皮肤、能活动、吃食物、呼吸空气;鸟的图式包括有翅膀、有羽毛、能飞等。
总之,一个符号、一种物体等均可以看成是一种图式。
2.图式有简单和复杂、抽象和具体、高级和低级之分。
简单的图式可以只是一个字符,复杂的图式可以有几个子图式构成。
抽象的图式是关于意识形态和文化观念方面的图式,具体的图式则包括生活经历和事物的特征。
所谓高级图式和低级图式是指图式之间的层次或隶属关系。
比如:前面提到的动物的图式和鸟的图式,后者相对来说构成了一个较为复杂的图式。
鸟属于动物,对于鸟来说,动物的图式是高级或上位图式,而鸟的图式则是低级或下位图式。
3.图式不是各个部分简单机械相加,而是按照一定规律由各个部分构成的有机整体。
构成图式的各个部分即变量有恒定的,也有变化的;当一部分变量取一定值时,其他变量的取值也就受到了约束。