《英语教学法教程》
英语教学法教程何广铿名词解释
英语教学法教程何广铿名词解释一、英语教学法1.1 英语教学法是指教师在教学过程中运用的一系列教学方法和策略，旨在帮助学生有效学习和获得英语语言能力。
1.2 英语教学法包括从教学内容的选择到具体的课堂教学活动设计，以及对学生学习过程的指导和评价等一系列教学环节。
1.3 英语教学法有许多不同的流派和理论，常见的有传统语法-翻译法、直接法、音标法、交际法、任务型教学法等，每种教学法都有其独特的理论基础和适用场景。
二、何广铿2.1 何广铿（H.G. Widdowson）是英国知名语言学家和教育家，曾任教于伦敦大学，对英语教学法和语言教学理论有着深远的影响。
2.2 何广铿的研究领域主要包括语言教学与学习理论、语料库语言学、语言教材编写等，其著作《语言学与英语教学》《变化与稳定》等对当代语言教学理论有重大贡献。
2.3 何广铿提出的“交际教学法”理论受到广泛关注和认可，强调语言教学应以交际实践为核心，注重学生的语言运用能力和交际能力。
三、何广铿对英语教学法的贡献3.1 何广铿强调了交际教学法的重要性，促进了英语教学法的进步和发展。
3.2 何广铿提倡以语言为交际实践的视角来看待语言教学，强调语言教学应注重学生的语言运用能力和交际能力的培养。
3.3 何广铿的理论为英语教学法的变革提供了理论支持和实践指导，对于推动语言教学的创新和发展起到了重要作用。
四、结语4.1 何广铿的学术贡献为英语教学法的发展做出了重要贡献，其提出的交际教学法理论影响深远，对于推动英语教学法的创新和发展意义重大。
4.2 在今后的语言教学实践中，我们应当根据何广铿的理论，结合具体的教学情境，灵活运用各种英语教学法，创造良好的教学氛围，激发学生学习兴趣，促进学生语言能力的全面发展。
五、交际教学法的实5.1 何广铿提出的交际教学法理论强调语言教学应注重学生的交际能力，因此在实际的英语教学中，教师需要通过一系列的教学活动来促进学生的交际能力的培养。
5.2 在课堂教学中，教师可以组织各种形式的对话活动，让学生在真实的交际情境中进行语言交流，这不仅可以帮助学生培养实际运用语言的能力，还能激发学生对英语学习的兴趣，提高学习效果。
英语教学法教程全册配套PPT教学课件
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.
英语教学法教程(课堂PPT)
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Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
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The Structural View
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The Cognitive Theory
• Chomsky
– Language is not a form of behaviour, it is a complicated rule-based system.( Language is a rule-governed)
– There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced (language is generative)
• 语言的本质是由结构上相互联系的单位组 成的、用来表达一定意义的结构系统。
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• The system of language=
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the system of sound +
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the system of words +
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they system of grammar +
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sente习的目标被认为是掌握该系统中各 种成分，即音位、语法单位、词汇等）
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Impact on language teaching
• Audiolingual approach （听说法） • Total Physical Method （全身反应法） • The Silent Way （沉默法）
王蔷《英语教学法教程》知识点单元重点归纳
Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。
Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。
2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。
王蔷-英语教学法教程-第二版-Unit10精选全文完整版
可编辑修改精选全文完整版第10章Teaching Speaking一、Characteristics of spoken language1. Two main factors affect the improvement of speaking ability1) Surroundings;2) Psychology2. The characteristics of spoken language:1) Speaking is a skill that can be imitated and practiced2) Speech is spontaneous: The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases.3) Speaking is time-constraint: Another aspect of producing spoken language is the time-constraint.The students must be able to produce unplanned utterances in real time, otherwise people will not have the patience to listen to them.According to Bygate, there are four common features of spoken language:①Using less complex syntax②Taking short cuts, e.g. incomplete sentences③Using fixed conventional phrases/chunks④Using devices such as fillers, hesitation device to give time to think before speaking二、Principles for teaching speakingGeneral principles of teaching speaking that teachers should be aware of：（1）Balancing accuracy-based with fluency-based practicesStructure-based practice: a focus on forms—grammar, vocabulary and so on/linguistic competence.Fluency-based practices: to develop fluency/to encourage students to use the language more freely and stimulate real language use.Balance: teaching context, students’ level of proficiency and resources available.On one hand, we need to allow time for grammar and vocabulary learning so that students have sufficient linguistic competence. One the other hand, we need to provide sufficient opportunities for students to develop fluency.（2）Contextualizing practicePeople use different language in different contexts. It is important for students to have a chance to experience the language in meaningful contexts.Teachers need to identify a situation in which a target structure is commonly used.Students can use the language to carry out a simulated task in the classroom.In this way, both meaning and the usage of the structure can be naturally obtained.（3）Personalizing practiceWe all remember things best when they are relevant and close to our personal experiences or when we can express our personal views.As a teacher, we need to help students learn better by personalizing the content and context so that students can talk or write about their own life experiences and their personal opinions, and ask questions for which they are interested in finding out answers.（4）Building up confidenceIt is important for the teacher to create a relaxed and supportive environment and help them build up their confidence. Don’t be afraid of making mistakes.（5）Maximizing meaningful interactionsThe typical classroom interaction is teacher-student interaction initiated by the teacher.Its drawbacks: leaves students in a passive position; students will speak or act only when they are given a question or nominated to do so; not allowing maximum participation among all the students.As one of the main objectives of teaching speaking is to develop students’ ability to initiate a topic, to ask questions, to take turns in speaking, to change topics and to have some control over the communication, it is best practiced within small groups or in pairs. When we design speaking practices, we need to ensure that the interaction is meaningful and participation is maximum.（6）Helping students develop speaking strategiesSpeaking involves strategies, such as initiating a conversation, turn taking, asking for clarification, asking for repetition, getting others’ attention, getting help from others, and ending a conversation, etc.The classroom is the best place where students can become aware of the speaking strategies and practice them consciously in order to use them successfully in real life situations.（7）Using classroom learning environmentMaking the best use of classroom learning environment to provide sufficient language input and practice for the students.In china, students have the opportunity to hear and speak the language only in the classroom. So creating an English speaking environment to maximize learning opportunity is crucial for students.三、Designing speaking tasks1. Two factors considered in designing speaking tasks①When we design speaking tasks, one important consideration is the language proficiency level of the students. If we ask them to do tasks that are above their level, they will simply become frustrated and demotivated.②On the other hand, it is good to give the students tasks at times that challenge them, because if speaking tasks are all was too easy, they can also become demotivated.2. Common characteristics in successful speaking tasks（1）Maximum foreign talkThe students talk a lot in the foreign language. One common problem in speaking activities is that students often produce one or two simple utterances in the foreign language and spend the rest of the time chatting in their native language. Another common problem is that the teacher talks too much of the time, thus taking away valuable practice time from the students.（2）Even participationWhether the task takes place among the whole class or in small groups, a successful task should encourage speaking from as many different students as possible. The task should be designed in a way so that the outspoken students do not dominate discussions. When necessary, the teacher may interfere to guarantee equal opportunities for students of different levels.（3）High motivationMotivation is one of the most important variables in successful language learning.Teachers can do a lot to increase and maintain the motivation of students by the types of tasks that they organize in class.Students are eager to speak, when the topic is interesting or there is a clear objective that must be reached. Againgreat care should be taken to make sure the task is in line with the students’ ability to deal with. If the task is too easy, the students may think it is childish and thus lose interest.（4）Right language levelIn a successful speaking task, the language is at the right level. The task must be designed so that students can complete the task successfully with the language that they have. If the students lack too much vocabulary the task will become frustrating and the students are likely to give up or revert back to the native language.四、Types of speaking tasksIt is important to give the students a variety of speaking activities so that they will be able to cope with different situations in reality. Variety also helps keep motivation high.1．Two major purposes for listeningOne is to get information and the other is for social reasons. The same is true of speaking.2. Two types of communicative speaking activities:Littlewood summarized the speaking activities as below:Pre-communicative activities are intended to prepare leaners for communicative activities. Structural activities and quasi-communicative activities under the heading of Pre-communicative activities.Functional communicative activities and social interaction activities under the heading of communicative activities3．Classification of speaking activities（口语活动类型）（1）Controlled activitiesMainly focus on form and accuracy. They force students to pay attention to certain structures or functions so that these can be accurately produced.（2）Semi-controlled activitiesSemi-controlled activities focus more on meaning and communication. The teacher still has some control over the language which students are expected to produce but students have more room for their production.（3）Communicative activitiesCommunicative activities allow for real information exchange, which include information gap activities, problem-solving activities, discussions, debates, interviews, fluency-focused games, etc.4. Typical speaking activities:(1) Information-gap activitiesIn information-gap activities, the students have different information and they need to obtain information from each other in order to finish a task.(2) Dialogues and role-plays①Dialogue: A dialogue is always between at least two people, so we can never predict what the other person will say next.②A role-play: A role-play means the students can pretend they are acting as someone else.(3) Activities using picturesAppropriate pictures provide cues, prompts, situations and non-verbal aid for communication.(4) Problem-solving activitiesThis type of activity tends to be productive because there is a clear objective to be reached or problem to be solved.Problem-solving activities require a higher level of language proficiency, however the difficulty level can be controlled somewhat by the topic.(5) Other speaking activities①Find someone who...Stand up and walk around the room. Ask your classmates what they like to do. Once you find someone who likes something, write down his/her name in the blank next to the activity. Continue asking until you have a different name written down for each activity. The first person to fill in all the blanks is the winner.②Change the storyEach student writes a short story or description and underlines all the verbs. The group together makes a list of 20 random verbs. Each group member reads his/her story and pauses at every verb. The group uses one of the random verbs in place of what the group member originally wrote.③Human scrabbleA game using index cards: one letter per card, two cards of each vowel, one card blank. Divide a stack of cards among a group. Teacher calls out a word in English, groups rush to hold up their cards in the right order.五、Organizing speaking tasksThe first characteristic of a successful speaking task is that students talk a lot in the foreign language. This is the strongest argument for using small group work because it increases the time for each student to practise speaking in one lesson.Design small group work for three reasons:①It increases the time for each student to practice speaking in class.②Often students are afraid of making mistakes or losing face or they feel shy speaking a foreign language in front of a whole class.③Speaking in small groups is more natural for students in real life.。
《英语教学法教程》课件—01
II. Some Reference
books:
Brown, H. D. (1994a). Principles of Language Learning and Teaching. New York: Prentice Hall.
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Methods based on this view
the Audio-lingual method Total Physical Response the Oral Approach Situational Language Teaching
The second view of language is the functional view, the view that language is a vehicle for the expression of functional meaning. The communicative movement in language teaching subscribes to this view of language. This theory emphasizes the semantic and communicative dimension rather than merely the grammatical characteristics of language, and leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar. The functional view not only sees language as a linguistic system but also a means for doing things. The English for Specific Purposes (ESP) movement begins not from a structural theory of language but from a functional account of learner needs(Robinson 1980)
英语教学法教程-王蔷主编
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
语言技能和语言知识是综合语言运用能力基础。
情感态度是影响学生学习和发展的重要因素。
学习策略是提高学习效率、发展自主学习能力的先决条件。
文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。
Principles of communicative language teaching（CLT）Communication principle：activities that involve real communication promote learningTask principle：activities in which language is used for carrying out meaningful taskspromote learningMeaningfulness principle: language that is meaningful to the learner supports the learning processListening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the processWriting：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content(to incorporate functions);CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills).Task-based Language Teaching(TBLT)Task-based Language teaching is,in fact,a further development of Communicative Language Teaching.It shares the same beliefs,as language should be learned as close as possible to how it is used in real life.It has stressed the importance to combine form-focused teaching with communication-focused teachingFour components of a taskA purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure.A context: the task can be real, simulated or imaginary,and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors.A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.）The PPP Model&The5-step teaching method3p：Step I.Presentation Step II.Practice Step III.Production5-step Model：Step I.Revision Step II.Presentation Step II.PresentationStep IV.Practice Step V.ConsolidationDifferences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect.Steps of designing a tasks：Step1Think about student’s needs,interest,and abilitiesStep2Brainstorm possible tasksStep3Evaluating the listStep4Choose the language items Step5Preparing the materialsClosed questions refer to those with only one single correct answer;open questions may invite many different answers;Display questions are those that the answers are al ready known to the teacher and they are used for checking if students know the answe r,too.Conversely,genuine questions are questions which are used to find out new inf ormation and since they often reflect real contexts,they are therefore more communic ative.lower-order questions refer to those that simply require recalling of information or memorization of facts;higher order questions require more reasoning,analysis,and evaluation.6.4Practising soundsPerception practice1．Using minimal pairs2.Which order?3.Same or different?4.Odd one pletionProduction practice：1．Listen and repeat2.Fill in the blanks3.Make up e meaningful co e e tongue twisterspractising stressUse gestures.The teacher can indicate the stress by clapping hands or using arm mo vements as if conducting music.Use the voice.The teacher can raise the voice to indicate stress.This can be done wit h some exaggeration sometimes.Use the blackboard.The teacher can highlight the stress by underlining them or writi ng them with colored chalks or in different size.Practising intonation（语调）语音教学7步骤1.say the sound alone.2.get students to repeat the sound in chorus.3.get individual students to repeat the sound.4.explain how to make the sound5.say the sound in a w ork6.contrast it with other sounds7.say the sound in meaningful contextways of presenting vocabulary1.try to provide a visual or physical demonstration whenever possible,using pictures ,photos,video clips,mime or gesture to show meaning.2.provide a verbal context to demonstrate meaning.then ask students tell the meaning first before it is offered by teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meaning.5.Translate and exemplify,especially with technical words and words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge on what is already known.7.Teach vocabulary in chunks.chunks refer to a group of words that go together to fr om meaning.it is also referred to as"pre-fabricated formulaic items"8.Think about the context in real life where the words might be used.newly learned language to students'real life to promote high motivation9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have. Mechanical practice（substitution drills替换练习，transformation drills变形练习）and meaningful/communicative practiceUsing prompts for ing picture ing mimes or gestures as promptsing information sheet as promptsing key phrases or key words as prompts5.using chained phrases for story ing created situationsWays of presenting vocabulary:ing pictures,photos,video clips…to show meaning2.provide a verbal context to demonstrate meanine synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meaning5.translate and exemplifyways of consolidating vocabularya)Labeling b)Spot the difference c)Describe and draw d)Play a game d)Use word series e)Word bingo f)Word association g)Find synonyms and antonyms h)Categori es i)Using word net-work j)Using the Internet resources for more ideasPre-listening activities:PredictingSetting the sceneListening for the gistListening for specific informationSummary on pre-listening activitiesWhile-listening activitiesNo specific responsesListen and sequenceListen and actListen and drawListen and fillListen and take notesSummary on while-listenning activitiesPost-listening activitiesMultiple choice questionsAnswering questionsNote-taking and gap-fillingDictogloss(合作听写)写):Preparation,Dictation,Reconstruction,Analysis and correction1. pre-reading activities（1）PredictingPredicting based on the title，Predicting based on vocabulary，Predicting based on the T/F questions,setting the scene,skimming,scanning,Summary on pre-reading activities(2)Setting the sceneDiscussing culture bound aspects,Relating what students already know to what they want to know,Using visual aids(3)Skimming&scanning(4)Skimming for gist,ask general questions,provide3-4statements,provide subtitles and put in the right place(5)Scanning for specific information:a number,a definition,a name(6)Summary on pre-reading activitiesWhile-reading(1)Fast reading(2)Reading in detailTransition device的目的：A,Focus on the main meaning B.Simplify sophisticated inputC.Perform tasks while r eading D.Highlight the main structural organization E.Involve all the students F.Pre cede one step at a timeG.A basis for further oral or written practiceReading comprehension questionsA.Questions for literal comprehensionB.Questions involving reorganization or reinterpretationC.Questions for evaluation or appreciatio n D.Questions for personal response E.Questions for inferencesUnderstanding referencesMaking inferencesSummary on while-reading activities3.Post-readingPost-reading的方法：1）Discussion questions 2）reproducing the text 3)Role play4）Gap-filling 5）Discussion1）Role play 2）Gap-filling 3)Retelling4）Writing。
《英语教学法教程》ppt课件
• Speaking is the skill that the students will be judged upon most in real-life situations.
• Reasons: • It is an important part of everyday interaction
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Making the best use of classroom leaning environment to provide sufficient language
input and practice for the students.
In china, students have the opportunity to hear and speak the language only in the classroom. So creating an English speaking environment to
2 Time-constraint
Full of time
3 Immediate feedback Need some time before feedback
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10.2 Principles for teaching speaking
Aims: 1.Why do we teach speking? 2.What are the factors to affect the improvement of speaking ability ? 3.What are the principles for teaching speaking?
.;
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The purpose of learning speaking
《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。
王蔷主编的《英语教学法教程》第二版-unit1
Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language2.What are the common views on language3.What are the common views on language learning4.What are the qualities of a good language teacher5.How can one become a good language teacher1.1How do we learn languagesMach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discusslanguage learning theories, let us first reflect on our own language learning experience.Task 1Below 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 your findings in group of 4 and draw some conclusion.From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people havedifferent experiences in learning a foreign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways;5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught;8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what is language When you are ready, join another group and share your ideas.To give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language’rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long,1991): 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). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. 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, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary toexpress notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional 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.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do,and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguisticand cognitive processes involved in language learning 2) What are the conditions that need to be met in order for these learning processes to be activatedTask3Work in groups of 4. Brainstorm the answers to the two questions stated above.When you are ready, join another group and share your ideas.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. 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 receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if youfollow a certain procedure which has three major stages, stimulus, response, and reinforcement’ (Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the . One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival ofstructural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others beforeAccording to Chomsky, 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. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to whatlanguage is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe 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. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’ (ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.What makes a good language teacherSome people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenonTask 4Work in groups. Reflect on your own learning experience 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.It is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).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 characterizethese three aspects.1. Work in groups of 4 and decide which adjectives describeethic 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 furtherqualities that you feel are missing.3.These adjectives are intended to describe positive qualitiesor 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.(Adapted from Tasks for Language Teachers, Martin Parrot, 1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal stylescompatible with their work. These two aspects, which are beyond the scope of this book, can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacherThe most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.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 fromexperienced 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.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” to demonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.Figure Teacher’s professional development(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1. learning from others’ experiences (empirical knowledgegained through reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’ and ‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice as partof one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure . However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’ a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure .An overview of the bookThis second edition of A Course in English Language Teaching has 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 of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a goodlanguage teacher is also discussed in order to raise the participants’awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, . giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolatedfashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learnerdifferences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit.The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’ solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views on language语⾔观点3. The structural view of language结构主义语⾔理论4. The functional view of language功能主义语⾔理论5. The interactional view of language交互语⾔理论6. Common views on language learning关于语⾔学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语⾔学习理论和强调条件的语⾔学习理论8. The behaviorist theory⾏为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语⾔；结构主义语⾔理论；功能主义语⾔理论；交互语⾔理论；关于语⾔学习的普遍观点；强调过程的语⾔学习理论和强调条件的语⾔学习理论；⾏为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为⼀个好的语⾔⽼师所要具备的基本素质；教师专业技能发展图。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第1~3章【圣才出品】
第1章语言和语言学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语言的方式2. Views on language语言观点3. The structural view of language结构主义语言理论4. The functional view of language功能主义语言理论5. The interactional view of language交互语言理论6. Common views on language learning关于语言学习的普遍观点7. Process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8. The behaviorist theory行为主义学习理论9. Cognitive theory认知学习理论10. Constructivist theory建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher一个好的语言老师必备的素养13. Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义学习理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图。
本章内容索引：Ⅰ. The way we learn languagesⅡ. Views on language1. The structural view of language2. The functional view of language3. The interactional view of languageⅢ. Views on language learning and learning in general1. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这一章主要是介绍教学法的方法论，其中讨论的问题涉及语言和语言学习的观点，或者一般学习及这些观点对教师教学方式和学习者学习方式的影响，本章也讨论了一个好的英语教师应具备的素质，以提高语言教学参与者对优秀英语教师相关要求的意识。
《英语教学法教程》课件—04
3) Knowing about the learners:
• The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.
1) Knowing about the course:
The teacher should get to know which language areas and language skills should be taught or practised in a course, what materials and teaching aids are available, and what methods and techniques can be Planning
Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.
英语教学法教程教案
英语教学法教程教案第一章：英语教学法概述1.1 教学法的定义解释教学法的概念和重要性探讨不同教学法的特点和应用1.2 英语教学法的历史与发展回顾英语教学法的发展历程分析不期的教学方法和理念1.3 英语教学法的现状与趋势探讨当前英语教学法的现状预测未来英语教学法的发展趋势第二章：交际式教学法2.1 交际式教学法的理论基础介绍交际式教学法的理论背景分析交际式教学法的核心原则2.2 交际式教学法的教学目标阐述交际式教学法的教学目标探讨交际式教学法在英语教学中的应用2.3 交际式教学法的教学活动设计介绍交际式教学法的教学活动设计方法示范设计一个交际式教学活动的步骤第三章：任务型教学法3.1 任务型教学法的理论基础解释任务型教学法的理论背景探讨任务型教学法的教学理念3.2 任务型教学法的教学目标阐述任务型教学法的教学目标分析任务型教学法在英语教学中的应用3.3 任务型教学法的教学活动设计介绍任务型教学法的教学活动设计方法示范设计一个任务型教学活动的步骤第四章：直接法4.1 直接法的理论基础解释直接法的概念和理论背景探讨直接法在英语教学中的应用4.2 直接法的教学目标阐述直接法的教学目标分析直接法在英语教学中的优势和局限性4.3 直接法的教学活动设计介绍直接法的教学活动设计方法示范设计一个直接教学活动的步骤第五章：全身反应法5.1 全身反应法的理论基础解释全身反应法的概念和理论背景探讨全身反应法在英语教学中的应用5.2 全身反应法的教学目标阐述全身反应法的教学目标分析全身反应法在英语教学中的优势和局限性5.3 全身反应法的教学活动设计介绍全身反应法的教学活动设计方法示范设计一个全身反应教学活动的步骤第六章：沉默法6.1 沉默法的理论基础解释沉默法的概念和理论背景探讨沉默法在英语教学中的应用6.2 沉默法的教学目标阐述沉默法的教学目标分析沉默法在英语教学中的优势和局限性6.3 沉默法的教学活动设计介绍沉默法的教学活动设计方法示范设计一个沉默教学活动的步骤第七章：视觉教学法7.1 视觉教学法的理论基础解释视觉教学法的概念和理论背景探讨视觉教学法在英语教学中的应用7.2 视觉教学法的教学目标阐述视觉教学法的教学目标分析视觉教学法在英语教学中的优势和局限性7.3 视觉教学法的教学活动设计介绍视觉教学法的教学活动设计方法示范设计一个视觉教学活动的步骤第八章：游戏教学法8.1 游戏教学法的理论基础解释游戏教学法的概念和理论背景探讨游戏教学法在英语教学中的应用8.2 游戏教学法的教学目标阐述游戏教学法的教学目标分析游戏教学法在英语教学中的优势和局限性8.3 游戏教学法的教学活动设计介绍游戏教学法的教学活动设计方法示范设计一个游戏教学活动的步骤第九章：信息技术在英语教学中的应用9.1 信息技术在英语教学中的作用探讨信息技术在英语教学中的重要性分析信息技术的应用方式和效果9.2 信息技术的教学工具和资源介绍常用的信息技术教学工具和资源分析各种工具和资源的特点和适用场景9.3 信息技术的教学活动设计介绍信息技术教学活动设计的方法示范设计一个利用信息技术开展的教学活动步骤第十章：英语教学评估与反馈10.1 英语教学评估的重要性解释教学评估的概念和重要性探讨评估在英语教学中的作用和意义10.2 教学评估的方法和工具介绍常用的教学评估方法和工具分析各种方法和工具的特点和适用场景10.3 教学反馈的技巧与策略探讨如何有效地给予教学反馈示范有效的教学反馈技巧和策略重点和难点解析一、英语教学法概述重点和难点解析：理解不同教学法的特点和应用，以及它们在英语教学中的重要性。
英语教学法教程 课件
There is a Chinese saying that'Teachers are engineers of the soul'. This suggests that we are not just responsible for students' moral development. The word 'education' comes from the Latin verb educare, which means to'bring out'. In other words, teachers should try to bring out the full potential of their students as human beings, so they can live meaningful, fulfilling and responsible lives. At first glance, English language teaching may not seem an important area for moral learning. It is a foreign language and is sometimes associated with social values that are not shared by Chinese people. On the other hand, English lessons can provide excellent opportunities for a focus on moral values
Didactic model: students are explicitly and regelarly taught moral behaviour, as determined by the teacher.
英语教学法教程教案（王蔷）
英语教学法教程教案（王蔷）英语教学法教程教案A Course in English Language Teaching主讲：姚向礼教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社绪论外语教学法主要流派Teaching approaches & MethodsApproaches & methods of Language Teaching众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。
并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。
①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。
它在（15——16世纪）为语法模仿法：16世纪末到17世纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。
先后提出了自觉性原则和直观性原则。
这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670)①德国论点是通过经验与分析去学习一切。
认为只从理论途径得到的记忆才是可靠的。
词汇翻译法，自觉对比法，认真教学法。
二、联结性的教学法学派特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。
自然教学法（绝对排斥本族语的教学法）直接教学法（自然教学法发展起来的）（一种习惯）听说教学法视听教学法功能教学法（又名意念法，交际法或意念——功能—交际法三、综合性的教学法学派，来源于直接法与翻译的综合自觉实践法折衷法（又是极端）分阶段教学法一、语法翻译法(Translation Method)The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation.The mains features are as the followings.1.Classes are taught in the mother tongue,with little active use of the target lauguage.2.Much vocabulary is taught in the form of lists of isofated words.3.Long elaborate explanations of the intricacies of grammar are given.4.Little attention explanations of the intricacies of grammar are given.5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue.6.little or no attention is given to pronunciation.希腊文、拉丁文、通过翻译来学习外语。
英语教学法教程
《英语教学法教程》教学大纲1.课程代号：3.适用专业：三年制师范教育专业4.开课时间：第五学期5.总学时：32学时6.修课方式：必修7.考核方式：考试8.教材：全国普通高等学校优秀教材一等奖，普通高等教育“九五”国家级重点教材，王蔷、程晓堂编《英语教学法教程》—高等教育出版社。
课程性质、任务和基本要求1.课程的性质和任务本课程是为英语教育专业学生开设，目的在于学生不但具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际水平，而且还要掌握一定的教育基本理论和教学技能，即能够根据实际需要选择并使用恰当的教学方法和技巧，具备课堂管理的水平与评价的水平，同时具有驾驭教材的水平。
本课程主要对象是三年制英语教育专业学生，全书共有14个单元，分别介绍了英语教学的基本概念、交际教学原则和活动、备课和写教案、课堂管理的方法、语言知识的教学方法、听说读写四项基本技能的教学、综合语言技能的教学、教学评价和教材评价与使用。
每单元均有大量练习。
2.课程的教学基本要求本课程力求表达以学生为主体的教学思想，从学生的学习经历和认知基础出发，通过反思、讨论、探究和实践，启发学生的思维，发挥学生的创造水平，协助他们构建新的理解和理念，培养他们分析问题和解决问题的水平。
教学力求提供一个思考和探索研究的园地，一个资源中心，为学生实行教学探索和教学方法与技巧的创新打基础。
3.教学方法和教学形式建议英语教学法课程理论性和实践性都非常强，教师应把教育学、心理学和英语语言学融会贯通，使学生具备应有的教育、教学理念，而且，教师要充分利用多媒体教学设备，采用微格教学等多种教学方法，使学生尽可能多地获得理性理解和感性理解。
而课堂时间非常有限，这就要求学生课上、课下相结合。
4.课程教学要求的层次A.要求学生掌握语言教学基本知识B.选择并使用恰当的教学方法和技巧C.学会课堂管理与教学评价学时分配学时分配：课程教学总学时数为32学时，其中理论 16学时，实践16学时。
《英语教学法教程(第二版)》讲义
《英语教学法教程(第二版)》讲义一、课程概述1. 英语教学理论基础2. 教学方法与策略3. 课堂活动设计与组织4. 教学评价与反馈5. 教师专业发展二、英语教学的基本原则在深入探讨教学方法之前，我们需要了解英语教学的基本原则。
这些原则是指导我们教学实践的灯塔，帮助我们更好地服务于学生。
1. 学生中心原则：始终将学生放在教学的中心，关注他们的需求、兴趣和成长。
教学活动要贴近学生实际，激发他们的学习热情。
2. 交际性原则：英语学习的最终目的是运用语言进行有效沟通。
因此，教学过程中要注重培养学生的交际能力，让他们在实际语境中练习英语。
3. 循序渐进原则：教学应遵循由浅入深、由易到难的原则，确保学生能够在逐步学习中掌握英语知识。
4. 知识与实践相结合原则：理论学习与实践应用相结合，让学生在掌握知识的同时，提高实际运用能力。
三、课堂教学策略1. 情境教学法：通过创设真实的语言环境，让学生在模拟情境中学习英语，提高他们的语言运用能力。
2. 任务型教学法：以完成任务为目标，引导学生积极参与、合作探究，培养他们的团队协作能力和解决问题的能力。
3. 激励性评价：采用正面、鼓励性的评价方式，关注学生的进步和努力，激发他们的学习积极性。
4. 多元化教学手段：结合现代教育技术，运用多媒体、网络等资源，丰富教学手段，提高教学效果。
四、课堂活动实践2. 互动环节：设计小组讨论、角色扮演等活动，让学生在互动中提高英语听说能力。
3. 语言技能训练：针对听、说、读、写四个方面，设计专项训练活动，帮助学生全面提升英语能力。
通过本讲义的学习，希望您能在英语教学的道路上越走越远，为我国英语教育事业贡献自己的力量。
五、课程资源与材料的选择1. 教材选择：选用符合教学大纲、贴近学生实际、具有时代特色的教材。
同时，注意教材的难易程度，确保学生能够接受。
2. 辅助材料：充分利用网络资源、报刊杂志、影视作品等辅助材料，丰富教学内容，提高学生的学习兴趣。
英语教学法教程(第二版)Unit 1要点(英文版)
Unit 1Further reading⏹Approaches and Methods in Language Teaching: Jack C. Richards & Theodore S. Rodgers 外语教学与研究出版社，2000⏹How to be a good teacher: Scrivener, J. Learning Teaching. Heinemann 1994, Chapter 1⏹Communicative Language Teaching: Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press 1989⏹How to plan lessons: Ur, P. A Course in Language Teaching. Cambridge University Press. 1996. Module 15⏹Classroom Management: Gower, R., Phillips,D. and Walters, S. Teaching Practice Handbook new edition. Heinemann 1995⏹How to teach listening: Underwood, M. Teaching Listening Skill. Longman. 1989 .⏹How to teach speaking: Harmer, J. The Practice of English Language Teaching.new edition. Longman 1991. Chapter 8⏹How to teach reading: Grellet,F. Developing Reading Skills. Cambridge University Press . 1981 Harmer, J. The Practice of English Language Teaching . new edition. Longman. 1991. Chapter 10 How to teach writing: Tribble, C. Writing. Oxford University Press. 1996.Harmer, J. The Practice of English Language Teaching . new edition. Longman 1991. Chapter 7 & 8⏹How to use textbooks: Grant, N. Making the Most of Your Textbook. Longman. 1987.⏹Keith Johnson. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press. 2003⏹《外语教学法丛书》20本Shanghai Foreign Language Education PressThe structural viewThe structural view sees language as a linguistic system.The system of language = the system of sounds +the system of words +the system of grammarThe functional view(The functional-notional view)The functional view sees language asa linguistic systemand asa means for doing thingsThe interactional viewThe interactional view sees language asa communicative tool(to build up and maintain relations between people).⏹The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.⏹The target of language learning is learning to initiate and maintain conversation with other people Two things are needed for communication⏹Rules of language form (grammar & vocabulary)⏹Rules of language use in a context (Is it appropriate to use this language item in this context?)Views on Language LearningBehaviorismThree basic behaviorist ideas about learning⏹1. Conditioning (Pavlov and the dribbling dogs): learning is seen as a question of developing connections (known as stimulus-response bonds) between events.⏹2. Habit formation (Skinner and the sporty pigeon)⏹3. The importance of the environment (writing on a clean slate) organism: person or animal that does the learning⏹Environment: an event, a situation or another person (teacher or parent)Environment OrganismThe Cognitive theory⏹Chomsky:⏹Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.)⏹There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. (Language is generative. )Students should be asked to think rather than simply repeat.Constructivist views⏹Learning is a process in which the learner construct meaning based on his/her own experiences and what he/she already knows.⏹Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others. Most people who use the term emphasize “the learner’s contribution to meaning and learning through both individual and social activity”.Social constructivism⏹Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.V ygotsky’s theory⏹V ygotsky’ concept of the zone of proximal development: a child can solve a problem with the help (scaffolding) of an adult or more able peer.⏹V ygotsky’s work formed the basis for the cooperative learning programs .He even recommended pairing more competent students with less competent students to elevate the latter’s competence.scaffolding⏹Scaffolding: the technique of changing the level of support over the course of a teaching session; amore-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current p erformance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.Think of scaffolding in learning like the scaffolding used to construct a building. The scaffolding provides support when needed, but it is adjusted and gradually removed as the building approaches completion.Researchers found that when scaffolding is used by teachers and peers in collaborative learning, students’ learning benefits.。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第4~6章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第4~6章【圣才出品】第4章教案设计与书写4.1 复习笔记本章要点：1. The significance of lesson planning课程计划的重要性2. Principles for good lesson planning做好课程计划的准则3. Macro planning vs. micro planning宏观计划和微观计划4. Components of a lesson plan课程计划的构成因素5. Sample lesson plans课程计划的样本本章考点：课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。
本章内容索引：Ⅰ. The significance of lesson planning1. Definition of lesson planning2.The necessity of lesson planning for teachers3. Benefits of lesson planningⅡ. Principles for good lesson planningⅢ. Macro planning vs. micro planning1. Two levels of lesson planning2. The advantage of a concrete teaching planⅣ. Components of a lesson plan1. Background information2. T eaching aims3. Language contents and skills4. Stages and procedures5. T eaching aids6. End of lesson summary7. Optional activities and assignments8. After lesson reflectionⅤ. Sample lesson plansⅥ. ConclusionⅠ. The significance of lesson planning（课程计划的重要意义）1. Definition of lesson planning课程计划的定义Lesson planning means making decisions in advance about what techniques,activities and materials will be used in the class.课程计划就是提前决定在课堂上使⽤什么技巧、材料、进⾏什么活动。
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一名合格的英语教师，不仅要具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际能力，而且还要掌握一定的教育基本理论和教学基本技能，既能够根据实际需要选择并运用恰当的教学方法和技巧，具备课堂管理的能力与评价的能力，同时具有驾驭教材的能力。
而这些能力的形成都基于我们对语言的认识和对语言学习过程的认识。
这些正是我们制作英语教学法网络课件的目的所在。
本网络课件以《英语教学法教程》（王蔷:2000）为基本素材，又补充了新近的教学改革理念以及大量的语言教学材料供英语教师和师范类英语专业学生学习参考。
An Instruction to ELT MethodologyI. The Concept of MethodologyQuestion 1:What is Methodology and whataspect does it cover?It is a course in English LanguageTeaching.It may help you to become a good language teacher.It is aimed at introducing some teaching theories and practical methods to English teachers.It deals with language and language learning and teaching. It provides with knowledge of lesson planning and classroom management.It focuses on the teaching of language components; that is, pronunciation, vocabulary and grammar.It also focuses on the teaching of the four language skills; that is, listening, speaking, reading and writing.It shows how these language components and skills are taught and practiced in and out of the classroom.It is about language assessmentIt introduces the users of the book to the evaluation, selection and adaptation of textbooks and so on.It also shows how teachers will be able to integrate these areas, language components and the teaching of the four language skills (or five: plus translation).Question 2:Why are our children/people learning English?They have to pass the examinations.They can help foreign visitors.It’s necessary if they want to enter university. Learning a foreign language is an intellectual challenge. They can use computers more easily.They need to keep in touch with what is going on in their profession worldwide.English will be very important to get a job in trade. English will be useful for them to travel abroad.They will be able to read and listen to in English. This can improve their knowledge of the world.Of course, there are no right or wrong answers. But what they are doing in the English class is gaining skills that might help them in life.Question 3:How do/did you study English?Different students study in different ways.All roads lead to Rome/English.Question 4:How was English taught in the past?The following questions may help you to answer the former question.What happened at the beginning of each lesson?How did you have to prepare for the lesson?How did you feel during your lesson?What step did the teacher follow?What did you & the teacher do in class?How much homework did you have?What did you enjoy most about your classes?Here is something that you should always keep in mind as a teacher:Your relationship with your students and with the subject you are teaching will always have an important effect on the students learning.Question 5What is language?Language is a means of communication with other people. Question 6:So what is the aim or purpose of language teaching? Communication.Question 7:How many language teaching methods or approaches do you know? the grammar-translation methodthe direct methodthe audio-lingual methodthe situational language teachingthe cognitive approachthe silent waythe total physical response methodthe communicative approachthe natural approachthe functional-notional method, etc.II. Current Teaching Methods and ApproachesIn current language classes in China, it is very popular to apply the following teaching methods, which are more popular and practical:1.The objective teaching methodIt’s 3 key elements: Teaching Objectives, objective activities and teaching evaluation.2.Five-step Teaching Method(1) Revision (2) Presentation (3) Drill (4) Practice (5) ConsolidationEach class contains at least 3 parts:●Review learned language materials●Teach new language components: phonetics, vocabulary andgrammar.●Carry out various forms of 4 skills’ activities.3. The Integral Teaching MethodIt is quite similar to the communicative approach, which will be discussed in detail and fully in Unit 2.Question 8:What is a good language teacher?A good English teacher should have (strong) ethic devotion, (certain desirable) personal style and (necessary) professional qualities.E.D.P.S.P.Q.Question 9:How can you become a good language teacher? Language training: a sound command of EnglishLearn from others’ experienceLearn received knowledge, such as language theories, methodology, education, psychology, etc.Learn from one’s own experiencePractice makes perfectKeep on reflecting on work, etc.III. The Evaluation of a Teacher in School●Moral character●Ability●Work attendance●AchievementAnd some other social elements:A formula that may make a VIT (very important teacher):IQ ＋ EQ = VIT/VIPIV. Four Basic Skills/Abilities of a Teacher1.Lesson planning (Prepare lessons creatively and imaginatively)2.Lesson presenting (Present lessons practically and theoretically)3.Lesson teaching (Teach lessons effectively and efficiently)4.Lesson assessing (Assess lessons objectively and impartially)That is to say, first, prepare your lesson well; second, make clear about your lesson to others; third, carry out your lesson plan well and fourth evaluate your lesson appropriately.V. ConsiderationWhat have you learned in this lecture?What can be the most useful to you?What do you think you can apply to your teaching?How will you intend to deal with the problems if you have any in this course?What problems do you think you will meet with in your teaching?And how will you deal with them?VI. General assignment for this course:Be clear about how to prepare, teach, present and evaluatea lesson, and prepare for the final exam.Unit1 Language and Learning1.1 Question 1What is the challenge the languageteacher is confronted with?Learners:Different reasons/ways/understanding/capabilities/ Different language levelsThe challenge that the language teacher is confronted with is how teaching methodology can cater for learners who have more differences than commonalities.1.2 Question 2What is the question that all approaches of language teaching should answer?The question is “What is language?”Question 3What are the three different views of language that language teaching and learning practice have been influenced by? They are the structural view, the functional view and the interactional view.Question 4How does the structural view see language?How does the functional view see language?How does the interactional view see language?The structural view sees language as a linguistic system made up of various subsystems. To learn a language means to learn these structural items so as to be able to understand and produce language.The functional view sees language as a linguistic system but also as a means of doing things. Learners learn a language in order to be able to do things with functional activities. The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. The learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech context.1.3 Question 5The language learning theory underlies a teaching approach or method. This theory can be broadly divided into two kinds: What are Process-oriented theories concerned with?→How the mind processes new information.What do Condition-oriented theories emphasize?→The nature of the human and physical context in which language learning takes place.Question 6What is the behaviorist theory of language learning? Behavioral psychologist Skinner, based on the theory of conditioning, suggested language is also a form of behavior. It can be learned in the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which has three major stages, “stimulus, response, and reinforcement (Harmer)”. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher (e.g.: the audio-lingual method.)What is the Cognitive theory of language learning?The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. The key point of Chomsky’s theory is reflected in his most famous question: if all language is learned behavior, how cana child produce a sentence that has never been said by others before? So 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.Can a person whose English is very good become a qualified teacher?1.4 Question 7How many groups of elements can contribute to the qualities of a good language teacher? And what are they?3 groups: ethic devotion, professional qualities and personal styles(More adjectives:E.D Group:co-operative,responsible,devotional,diligent,dood-conducti ng,faithful,honest,frank…P.S Group: communicative sociable, imaginative, tidy and neat, active , good-tempered, friendly, graceful (handsome)...P.Q Group: knowledgeable, stimulating, inspiring, observant, skillful, equal, experienced…1.5 Question 8How many stages does the development of professional competence for a language involve? And what are they?3 stages:language training ↔others’ experience/rece ived knowledge/own experience practice ↔reflection→ professional competence (goal)Professional competence is “a moving target”, towards which professionals travel all their professional life but which is never finally attained.Question 9What is “pseudo practice”?It is a short period of time assigned for student teachers to do teaching practice as part of their education, usually under the supervision of their instructors.1.6 Question 10What is CLT?The Communicative Language Teaching MethodUnit2 Communicative Principles and Activities Question 1:What is CLT?One of the most important teachingmethod/approach: CommunicativeLanguage Teaching (CLT).The ultimate aim of foreign languageteaching is to enable the learners touse the language in real life. Butit’s a great pity that this can’t bethe real situation in the situational classrooms. For instance, when teaching this sentence:Have you had your lunch?●The traditional teaching steps:Step 1 Teacher: Read the sentence, and then get the students to read thesentence after the teacher.Step 2 Teacher: Explain the meaning and translate the sentence.Step 3 Teacher: Explain the grammatical structure or rules and tell thestudents to be clear and remember the tense used in thesentence: The present perfect tense, and the formation of thiskind of tense (have + p.p), and the form of question andnegation (Have/has+ subj.; Subj.+ have/ has + not), and theirabbreviation: haven’t/hasn’t. Step 4 Teacher: give more examples, such as:Have you had your breakfast?Answer: Yes, I have/No, I haven’t Step 5 Students: Pattern drills--read the examples aloud again and again.Step 6 Students: Do some written exercises.In this way, the structure of the sentence will be learned and remembered, and some of the students may be able to compose grammatically correct sentences, e.g.Have you had your supper?Yes, I have. /No I haven’t.But when two Chinese people meet in real life, Xiao Li says to Lao Wang:Have you had your lunch?Li means (function):● A question: If Wang has eaten the meal Wang may not , buthe may say yes)●Greeting: Hello.●Invitation: Invite Wan g to a meal (Come, it’s my treat)For Chinese, it’s a usual informal greeting, and it has the same function as “Hello”.So in communication, a certain sentence can be understood very differently in different situations.For students, knowing how to make correct sentences is only one part of language learning. In real communication, its functional value can be more important. Students have to use language in real communication so as to build up the relationship between the communicative functions and the sentence structure.2.1 Question 2What are the differences between language used in real life and traditional language teaching pedagogy?Real life:●Communicative functions●All skills●Certain contextTraditional pedagogy:●Form●One or two skill●Isolate language from context2.2 Question 3What is Communicative Competence?Read this dialogue and then answer the questions:A Student: Give me a glass of water.A Teacher: Here you are.There is something wrong with S’s request.How do you imagine Tfeels? (S is rude and impolite; if S is a child, he would be consideredspoilt.)So, to different people, use different structures, just like wearing different clothes on different occasions. The choice of language should be appropriate to the situation.So, one of the possible solution to bridge the gap between classroom language teaching and real life language use is to apply CLT.The goal of CLT is to develop students’ communicative competence, which includes the knowledge about language and the knowledge about how to use the language appropriately in real communication situations.Hymes has given a good description of communicative competence’s 4 aspects :●knowing whether or not something is formally possiblegrammatically acceptable, which is roughly equivalent to Chomsky’s linguistic competence●knowing whether something is understandable to human beings ●knowing whether something is in line with social norms●knowing whether or not something is in fact done. Do peopleactually use language this way?…which is used in contrast to Noam Chomsky’s term linguistic competence. That is to say, Communicative Competence includes not only the form of language, but also what to say to whomand how to say it appropriately in any given situation. To be short, communicative competence includes knowledge of what to say, when, how, where, and to whom.The goal of CLT is to develop students’ competence. In other words, the goal of CLT is to use language for communicative purpose.Question 4What features does communicative language teaching have?●It stresses the need to allow students opportunitiesfor authentic and creative use of the language.●It focuses on meaning rather than form.●It suggests that learning should be relevant to the needsof the students.●It advocates task-based language teaching. Students shouldbe given tasks to perform or problems to solve inclassroom.●It emphasizes a functional approach to language learning.Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the culture of that language.Function→← Culture↑Language form Question 5Which three principles of CLT have been gradually accepted?●Communication principle: Activities that involve realcommunication promote learning.●Task principle: Activities in which language is used forcarrying out meaningful tasks promote learning.●Meaningfulness principle: Language that is meaningful tothe learner supports the learning process.2.3 Question 6Are the language skills in traditional language teaching pedagogy different from those in CLT? Yes.The adoption of CLT is to develop learners’ language skills, namely, listening, speaking, reading and writing.But in traditional pedagogy (TLT), we also focus language skills.TLT:●Listening and speaking: listening to texts (e.g.),repeating, answering questions, retelling: quitedifferent from what is used in reality●Reading is to learn language, namely, vocabulary, grammar,etc. (e.g.: a S’s book)●Pseudo writing for his teacher.CLT:●Students should have the chance to listen and produce whatis meaningful, authentic, unpredictable, and creative if ever possible,●In CLT, reading is to extract the meaning or the message,and for different reading purposes, the students usedifferent skills, such as skimming and scanning,●Students should have the chance to write to express theirown feelings or describe their own experiences, thusmaking the practice of writing meaningful and authentic. In conclusion, CLT not only replaces but also expands the areas:●language content( to incorporate functions),●learning process (cognitive style and informationprocessing),●language product (language skills)2.4 Question 7What can we benefit from communicative activities? Littlewood summarized some of the contributions/benefits:●improve motivation (reason)●provide “whole-task practice”●allow natural learning●create a context which supports learningLittlewood’s classification of communicative activities:●Functional communicative activities●Social interaction activitiesQuestion 8How do we evaluate whether language teaching activities are communicative or not?Ellis has listed six criteria for evaluating communicative classroom activities:●communicative purpose/information gap●communicative desire/a real need●content, not form/on what, not how●variety of language●no teacher intervention/before the end●no material control/Ss’ choiceThe value of an activity should be judged according to what the activity is aimed at and in what context the activity is used.2.5 ConclusionDo not intend that the communicative approach is the magic tool in language teaching, but we do think language learning and teaching should be as close as possible to language USE IN REAL LIFE.Assignment:Design some communicative activities including four skills. How to design “a communicative activity”?Formula for Reference:●Time________●Stage________●Grouping________●Contents●Aims: 1) forms to be learned2) skills to bepracticed3) Functions tobe performed●Directions & Procedures●EvaluationUnit 3 Lesson Planning3.1 Question 1What is lesson planning?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. Consideration:Why lesson planning is necessary for a teacher before his/ her teaching?Question 2How do teachers benefit from proper lesson planning?In how many ways do language teachers benefit from lesson planning?Question 3What factors influence a lesson?There are 4 factors:Physical conditions:●Class size: affects types of activities●Length of a lesson: determine how much can be taught●Size of classroom: restricts some types of activities●Teaching aids: sufficient or not●Time of day: influences the types of activities used (p.m.or a.m.)Human factors:●Different personalities of teachers decide differentstyles of teaching●Varied needs and attitudes of students●The students’ language level●The students’ learning backgroundChange of the syllabus and textbooksTeaching system:●Meets the needs of the institutions and examinationsA good lesson begins with a good lesson plan to some extent. That is, good lesson planning is a beginning of your success in your classroom teaching.3.2 Question 4How can we make a good plan?What does a lesson plan consist of?1）the objective of the lesson,2）classroom aids required, procedures,3）language contents and skills,4）problems and solutions,5）evaluation and so on.There are some principles for good lesson planning. Question 5What are the principles for good lesson planning? 1）variety2）flexibility3）learnability4）linkage.3.3 Question 6What is macro planning and what is micro planning? And what is the difference between them?Question 7What does macro planning involve?Knowing about:●the course●the institutions●learners●syllabusBut in practice, we don’t often have such a macro plan in written form. We usually have:● A progress chart→a teaching plan →lesson plansIt also can be illustrated as the following:●General planning→ Medium planning → Specific planning We can also describe it in this way:● A book/Books →A unit → A lessonAll above must be in written form. But for an experienced teacher, lesson plans can be a bit brief; for a novice, it’s necessary and important to write out lesson plans in every detail. There is no other better way to go. A clear and detailed lesson plan can always help beginners create a purposeful, interesting and motivating lesson.3.4 Question 8What does a lesson plan include?At least, it may have the following components:●Teaching aims●Language contents and skills●Teaching stages and proceduresQuestion 9What does the teaching aim of a lesson include?The first thing to do in lesson planning is to decide the aims of a lesson which include:●what language components to present●what communicative skills to practice●what activities to conduct●what materials to be used●what teaching aids to be usedQuestion 10What do language contents mean and what do language skills mean?The former means: structures (grammar), grammar, functions, topics and so on; the latter means: 4 communicative skills In language teaching, it is important for the teacher to know exactly what language contents will be taught and what language skills will be practiced in the lesson.Language contents: structures (grammar), vocabulary, functions, topics and so on.Language skills: listening, speaking, reading and writing. Question 11What is the difference between teaching stages and teaching procedures?Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage.The most popular teaching stages are three P’s model, which include presentation, practice and production.Question 12In reading lessons, we apply another 3-stage model, what are they?3-stage model in reading/listening lessons:Pre-reading/ listening, while-reading/ listening andpost-reading/listening3.5Generally speaking, lesson plans can be designed in two forms: A: items B. diagramSample 1 (In diagram)Sample 2 (In items)88MLesson Plan(Title)(Class/Grade/School/Date)Teaching aims (language components and communicative skills) Teaching important/ difficult language pointsTeaching methodsTeaching time arrangementTeaching aidsTeaching stepsThe design of the blackboardHomeworkTeaching Steps:●Greeting and warm-up activity●Revision and check homework●Presentation/lead-in activities●Drills/Repetition●Practice●Consolidation/test/Production●Feedback & summary/Conclusion●Setting homework (Consideration)3.6 ConclusionFor a novice in the near future, it is best to make your lesson plans clear and detailed; and try your best to be most imaginative and creative when you make your lesson plans in order to make your teaching most efficient and effective. AssignmentWrite out a lesson plan in every detail based on one unit in school English textbook.Unit 4 Classroom Management Classroom management is such skills that we apply when we teach. It is one of the most important factors, which have effects on whether we teach efficiently and effectively. The aim of it is to create an atmosphere that will help interact in English in meaningful ways.Classroom management is the way teachers organize what goes on in the classroom.Question 1How can we manage a classroom efficiently?Only when three conditions are met:●The teacher plays appropriate roles.●The students are grouped in a way suitable for thelearning activities.●There is discipline and harmony in the class. Question 2What factors may influence classroom management?At least, the following factors are very important for a classroom management.●People: the relationship between the teacher and thestudents●Language: what you expect them to do (understandingand encouraging students)●Environment: classroom, the positioning of the desksand the position of the teacher●Organization: good lesson plan, clear learningobjectives, variety in activities…●Tools: textbook, Ex-book, video-recorder, a slideprojector…●The role of the teachers4.1 Question 3What are the roles of the teacher?A teacher has to perform a variety of roles including the role of instructor and organizer/manager as the diagram illustrates below:An instructor passes on knowledge by variety of means.An organizer organizes the class so that learning activities can be carried out.But in practice, the teacher performs both roles at the same time, as illustrated below:Question 4Which other roles do we take on when we teach?A linguist named Harmer defined the teachers’ roles as controller, assessor. Prompter, participant and resource provider. A teacher’s roles can be illustrate again below:And so, we must be aware of the fact that all the functions of the teacher are complementary to each other: they do not stand on their own.Jug-and-mug method: should be changed from 鱼 to 渔. That is to say, change from “如果教给学生一杯水，老师救应有一桶水” to “如果我有一杯水，就应教给学生一桶水，一江水，自来水.” This means making students be able to learn is more important than their being taught in class.Today’s classroom is no more such one that the teacher engages all the time to teach and the students, in a form of class, listen to the teacher carefully from the beginning to the end. For much of the time, students are divided into groups of different sizes to perform activities.子曰：不愤不启，不悱不发。