英语教学法教程知识点总结(1-12单元)
英语教学法（上）（下）课程教学重点
英语教学法（上）（下）课程教学重点《英语教学法》（上）（下）课程教学重点、难点及要求Unit 1 导论1．学习理论：行为主义学习理论，认知学习理论和结构学习理论；2．Krashen有关第二语言习得的5个假说，“学习”与“习得”的不同，包括Ellis的Instructed Second Language Acquisition，以及对外语教学的启示；3．外语教学发展史。
要求掌握各教学法的理论基础、课堂操作方式、适合的教学内容和教学对象以及优缺点等；4．课程设置，各类大纲和课程之间的关系，评估现行中学英语教材。
掌握LARA策略，合理使用教材为教学服务；5．需求分析理论（Needs Analysis）以及在教学中的运用；6．教师的自我发展，包括教师职业素质的构成，教师自我发展的途径；7．教学策略理论：教学策略的内涵和教学策略的组成。
Unit 2 交际法1．交际教学法产生的背景；2．交际的内涵以及对教学的启示；3．交际教学法的原则及特征；4．交际教学法的教学目标；5．交际能力的内涵；6．不同学者对交际教学法的诠释；7．交际教学中教师和学生的角色；8．交际教学对学习材料的要求，“真实”材料的运用；9．交际教学课堂活动的安排，所采用的教学模式；10．交际活动的内容；11．根据自己的教材设计一堂交际教学课。
1．“阅读”的内涵，掌握有关阅读的几种观点，包括心理猜测理论和互动阅读理论。
2．影响有效/流畅阅读的因素；3．有关良好阅读者的研究；4．阅读教学中学生动机的激发；5．阅读教学模式：top-down approach, bottom-up approach 和interactive approach；各模式的理论依据，课堂操作方式，优缺点等；6．阅读的层次，包括read the lines, read between the lines 和read beyond the lines (plain sense reading, deductive reading, projective reading)。
小学英语教学法教程第二版期末复习知识点
《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2）By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializing process,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、opportunities for experimenting with language S:Rich context and input ,opportunities for using the language ,interaction withothers ,etc.are important in learning any languages .3、Children’s characteristics/suggestions for teachers(p10)4、Ways to nurture children’s motivation (p11五点会判断即可)5、P12 discussion point、p20 1.5.1 (理解、会判断即可)6、How do you understand humanistic education?(p21-22) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages andbecome independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at using different teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children .Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标)AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43小学英语教学阶段目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children’s learning? (p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English （p69-70）5、Lesson planning (p71)Reasons p71-72 (a-l)Advantages p71 discussion point (第一段)first of all, ,moreover, ,thirdly, ,last,6、Principles of lesson planning （p76）(1)clear aims or objectives(2)enough variety(3)with flexibility7、Why don’t we teach children in English?(p79 三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions（p89-90）10、Some tips for engaging pupils to ask questions in class（p94小11、Some suggestions on creating good learning atmosphere黑点部分）12、P95 discussion point(教师备课时应考虑的因素（小黑点部分）、课堂中有学生制造麻烦时可以采取的办法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organize it. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a failure performance to a known system .A mistake has nothing to do with the language competence, it results fromcarelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can’t be self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register) Word information(parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131)Using real objectsUsing pictures or illustrationsProviding demonstration or giving examplesInvolving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to see how they are used”.In other words,they need to “see or hear those words in action”.Therefore,the best way to present new words is to provide a meaningful context and.give children the chance to observe,to think ,to act4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion p oint 第三段Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎)or inductive（归纳）P139 两个例子分别是演绎法和归纳法的教学，要会判断这两种方法。
英语教学法期末复习重点
英语教学法期末复习重点Revision ContentsUnit 1 Language and Learningnature of languageon language and their implications to language teachingon language learningof Proximal Developmentof a good language teacherUnit 2 municative Principles and Activitiesis municative petence? Try to list some of its ponents.in municative language teaching/ strong version and week version some of the municative activities.is a task and TBLT? Is it appropriate in China?Unit Planning1 The definition of leon planningof leon planningkinds of leon planning and their ponentsfor good leon planningUnit 5 Claroom Managementis claroom management?does claroom management involve?affecting claroom managementrole of the teacher during clato give claroom instructions effectively?of interaction model or student grouping in claroom and their advantages and disadvantagesof questions and criteria for effective questioningto deal with undisciplined acts?Unit 6 Teaching Pronunciation goal of teaching pronunciation methods of practicing sounds.Unit 7 Teaching Grammarpresentation methodscategories of grammar practiceUnit 8 Teaching Vocabularyin learning vocabularyto present vocabulary.Unit 9 Teaching Listeningdo people proce information in listening prehension?can we teach listening more effectively?Unit 10 Teaching Speakingproblems do we have in our oral English claes?of speaking activitiesUnit 11 Teaching readingThe three stages of teaching readingUnit 12 Teaching Writingis the main idea of municative approach to writing?is the main idea of the proce approach to writing?Unit 15aement。
《英语教学法教程》主要知识点归纳
Process-oriented theories: are concerned with how the mind organizes new information such as habit.formation,.induction,making.inference,.hypothesis.testing.and.generalization.Co ndition-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, skinner,learning process of habit formation&conditioning,a stimulus-response theory ,imitation&repetition SRR,audio-lingual method,external factors,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,chomsky,learning:creative process, internal factors,students are asked to thinking and allow to create their own sentence based on their understanding of certain rules ,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,personal construction,dewey, 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.learning is best achieved through dynamic interaction between the teacher&learner&between learnersLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt 5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teaching.These elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesCommunicative Competence:Hedge,:linguistic（knowledge of the language itself,its form and meaning）,pragmatic(the appropriate use of the language in social context),discourse(one ability to create coherent written text or conversation and theability to understand it) ,strategic(strategies one employs when there is communication breakdown due to lack of resource),fluency(ability to link units of speech together with facility and without strain or inappropriate to slowness or undue hesitation)Views on language.Structural view —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。
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。
(完整版)英语教学法知识点整理
1，Structural view of language sees languages as a linguistic system made up of various subsystems(Larsen-Freeman&Long): Phonology, morphology, syntax.语言的结构观把语言看作是由各种子系统组成的语言系统（弗里曼 &朗）：音位学、形态学、句法。
2，Functional view: communicative needs of the learner (Johnson and Marrow ), the functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, and apologizing.功能观：学习者的交际需求（约翰逊和马罗），功能观不但把语言看作一种语言系统，而且把语言看作一种做事的手段。
我们平常使用的大部分语言都涉及功能性活动：供应、建讲和道歉。
3，Interactional view: the interactional view considers language to bea communicative tool, whose main use is to build up and maintainsocial relations between people.互动观：互动观认为语言是一种交际工具，其主要作用是建立和保护人与人之间的社会关系。
4， Behaviourist theory: the way human acquires language ( Harmer).Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. The key point of the theoryof conditioning is that “you can train an animal to doanything(within reason) if you follow a certain procedure whichhas three major stages, stimulus,response,andreinforcement” (Harmer)行为主义理论：人类获取语言的方式（哈默）。
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。
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-(自动保存的)
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 linguisticsystem 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 essentialstructure of their language without 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 cognizesth.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: assimilation ①and accommodation②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。
英语教学法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。
英语教学法教程手稿重点笔记
英语教学法教程手稿重点笔记第一篇：英语教学法教程手稿重点笔记第三章、外语教学法的主要流派（八种）1.语法--翻译法A.从19世纪开始用于教学现代语言B.把目标语（外语）看成是一个规则系统，能在文本域句子中了解到，并与母语规则和意义有联系。
C.主要课堂教学活动：对整篇课文大意的译述，吧课文逐句从外语译成母语的活动，对课文中语法规则作演绎式的讲解，以及直接阅读课文以加深对课文的理解等活动。
E.重视词汇与语法的学习，强调阅读与写作能力的培养。
重视语言准确性的培养。
F.选材：外语的文学原著或简写本或改写本G.教师是课堂教学的权威，重视的传授者和课堂教学的组织者。
H.母语是教学语言，外语的意思是靠译成母语来理解。
2.直接法A.在19世纪末创立B.只使用目标语进行教学；意义通过语言、动作、物体等手段结合情景来表达；先教说，再教读与写；用归纳法讲授语法。
C.主要课堂教学活动：全外语教学--模仿、朗读和问答式主要的教学活动形式--作答均以完整的句子说出问句或答句。
E.培养学生使用外语进行交际的能力。
初级阶段重点在口语能力的培养F.选材：日常用语，以情景或某一话题为基础G.教师与学生是搭档关系，学生间可以进行对话并讨论问题H.全外语式教学，不在外语课堂上使用母语3.情景法（口语情景法）A.在20世纪30年代至60年代，英国应用语言学家创立（帕尔默&霍恩比）B.语言观是英国的结构主义，口语是语言的基础，结构式讲话能力的核心，应用情景中通过口头练习来学习语言结构。
（帕尔默&霍恩比）接受语言输入--重复操练记住--在实际练习中使之变成个人技能。
（帕尔默）C.主要课堂教学活动：《新概念英语》提出情景--学习语言--听说领会--反复操练--书面练习--巩固结构E.培养学生听说读写的能力，口语是第一性的，是笔头语的基础，重视语音语法的准确性。
F.教师是语言楷模，课堂活动的设计者与指挥官，学生是模仿者G.英语是教学语言4.听说法A.在第二次世界大战期间由美国语言学家建立B.在语言学理论方面是以结构主义作为其理论的基础，以行为主义的学习理论作为依据语言技能的获得通过刺激--反应--强化的过程。
英语教学法重点
英语教学法重点英语教学法重点Unit 1 Language and Learning1.1 How do we learn languageWe learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learning Learning can be affected by the way how language is taught Learning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teachingmethodology can ensure successful learning by all the learners who havemore differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language isto learn its vocabulary and structural rules.英语教学法重点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 (useit). To perform functions, learners need to know how to combine thegrammatical rules and the vocabulary to express notions that performthe 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 languageand 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 organizesnew information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theoryB. F. Skinner?英语教学法重点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 of the teacher. Mistakes wereimmediately corrected, and correct utterances were immediately praised.Cognitive theory B.Influenced by Noam Chomsky (revival of structural linguistics)?Language as an intricate rule-based system?produce to him A learner acquires language competence which enables ?language.One influential idea of cognitive approach to language teaching ?is that students should be allowed to create their own sentence basedon their own understanding of certain rules.Constructivist theory C.Jean Piaget (1896—1980)?The learner constructs meaning based on his/her own experiences ?and what is already known.Socio-constructivist theory D.英语教学法重点Vygotsky?“Zone of Proximal Development” (ZPD); scaffolding (脚手架)?Learning is best achieved through the dynamic interaction between ?the teacher and the learner and between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her commandof the language. There are a variety of element that contributes to thequalities of a good language teacher. These element can be categorizedinto three groups:ethic devotion, professional quality and personalstyles.1.5 How can one become a good language teacher?Wallace's (1991) ‘reflective model' (Figure 1.1, p.9)?英语教学法重点Stage 1: language developmentStage 2: learning, practice, reflectionThe learning stage is the purposeful preparation that a languagenormally 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-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formal educationTeachers benefit from practice if they keep on reflecting on ?what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching英语教学法重点2.1 How is language learned in classrooms different from languageused in real life?Language used in real lifeLanguage taught in the classroomTo focus on forms (structures or T o perform certaincommuntcative patterns)functionsUse all skills, both receptive To focus on one or two language skills skills and ignore others. and productive skillsUsed in a certain context T o isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-lifelanguage use, one solution is to adopt CLT, the goal of which is todevelop students' communicative competence.Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriatelyin communicative situationsFive components of communicative competence (Hedge 2000) Linguistic competence （语言能力）?The knowledge of language itself, its form and meaning.Pragmatic competence （语用能力）?英语教学法重点The appropriate use of language in social context.Discourse competence （语篇能力）?One's ability to create coherent written text or conversation and the ability to understand themStrategic competence （策略能力）?Strategies one employs when there is communication breakdown due to lack of resources.Fluency（流利性）?One ‘s ability to ‘link units of speech together withfacility 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 linguisticcompetence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks英语教学法重点3 Meaningfulness principle：Meaningful language to the learner Howatt proposes a weak and a strong version of CLT:。
王蔷《英语教学法教程》知识点单元重点归纳
王蔷《英语教学法教程》知识点单元重点归纳Unit 1Knowledge:sth that can be learnedSkills:sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。
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 oursubjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner?s own knowledge and experience. S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳⼊⾃⾝②纳⼊⾃⾝后也不相符，就要对原有知识进⾏改变，也就是⼀种原有知道和外部知识保持联系的创新的过程。
(完整)小学英语教学法教程第二版期末复习知识点,推举文档
(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。
《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。
小学英语教学法教程第二版期末复习知识点
实用文档文案大全《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2）By imitations 、repetitions 、listening to stories ...... Discussion point : language learning is asocializingprocess,interaction andexperimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with languageS:Rich context and input ,opportunities for using the language ,interaction withothers ,etc.are important in learning any languages .3、Children's characteristics/suggestions for teachers(p10)4、Ways to nurture children's motivation (p11五点会判断即可)5、P12 discussion point、p20 1.5.1 (理解、会判断即可) 6、How do you understand humanistic education?(p21-22)Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children's minds and should always try to think the same level as children. Discussion point : Children need to learn to try new languages and实用文档文案大全become independent learners.7、What is a good primary English teacher like? P24: you should be competent in English ,need to be good at using different teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding ofchildren ,the techniques and methods forteaching English to children . Unit2 understanding the national English curriculum 1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标) AffectLearning strategies Language skills Language knowledge Cultural understanding2、P43小学英语教学阶段目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize what实用文档文案大全happens in the classroom .2、What influence children's learning? (p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English （p69-70）5、Lesson planning (p71) Reasons p71-72 (a-l) Advantages p71 discussion point (第一段)first ofall, ,moreover, ,thirdly, ,last, 6、Principles of lesson planning （p76）(1)clear aims or objectives (2)enough variety (3)with flexibility7、Why don't we teach children in English?(p79 三个小黑点部分) 8、Five steps towards better instructions (p82) 9、Types of question classification(p87) Closed and open questions Display and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class（p89-90）实用文档文案大全11、Some suggestions on creating good learning atmosphere（p94小黑点部分）12、P95 discussion point(教师备课时应考虑的因素（小黑点部分）、课堂中有学生制造麻烦时可以采取的办法（1）-（6）) 13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100) Whole class workPair workGroup work Individual study 15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organize it. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a failure performance to a known system .A mistake has nothing to do with the language competence, it results from实用文档文案大全carelessness or temporary breakdown and it can be self-corrected. An error has direct relation with the learners' language competence,it results from the lack of knowledge in the target language and it can't be self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is oftenpresented with pictures and illustrations. 2、What does knowing a word involve?(p130) Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register) Word information(parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives andadverbs ,position,etc. (p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or giving examples Involving learners in actionsP133 An important principle that we should bear in mind is that “students实用文档文案大全need to see words in context to see how they are used”.In other words,they need to “see or hear those words in action”.Therefore,the best way to present new words is to provide a meaningful context and give children the chance to observe,tothink ,to act.4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段Cameron and Nation 两个人的观点6、Principles in teaching grammar p138 四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎)or inductive（归纳）P139 两个例子分别是演绎法和归纳法的教学，要会判断这两种方法。
(完整word版)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 概括法 )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, andactive 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 meansfor 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 theconcept of “Zone of Proximal Development”ZPD)( and scaffolding.Ethic devotion, professional qualities and personal styles CLT:communicative language teaching TBLT: task-based languageteachingThe 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 aboutwhat 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 students to a wide selection of materials never monotonous for the students.types of activities and where possible, introducing so that learning is always interesting, motivating andFlexibility: 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 推进者 (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 aneffort 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 questions and open questions 2.display questions and Closed 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 knownto 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 knowledgein the target language. Language error cannot be self-corrected no matter how much attention ispaidDealing 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 intendedby 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? Oddand 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, theguided 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 thingsas regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning ofa word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosinga 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 waysfor 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 oneis 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:从细节下手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 meaningof words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficultto keep up with speaker. --- recognizing sounds of words, phrases or structures.Top-down model: 侧重纲要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 termedas 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 withthe reader’s own general knowledge, and reconstructing the meaning that the writer had meantto 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/basedon 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成就法/a prose model approach---fruitlessA Processapproach 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 processwriting include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。