(完整word)英语教学法教程复习笔记精华版
英语课程教学法复习笔记
英语课程教学法复习笔记第1章语言和语言学习1.1复习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：1.How do we learn languages?我们如何习得语言？2.\^ews on language 语言观点3.The structural view of language 结构主义语言理论4.The functional view of language 功能主义语言理论5.The interactional view of language 交互语言理论6.What are the common views on language learning?关于语言学习的普遍观点7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8.The behaviorist theory 行为主义学习理论9.Cognitive theory 认知学习理论10.Constructivist theory 建构主义理论11.Socio-constructivist theory 社会建构主义理论12.What makes a good language teacher?如何才能成为一个好的语言老师13.Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：I . How do we learn languages?II.Views on language1.The structural view of language2.The functional view of language3.The interactional view of languageIII.Views on language learning and learning in general1.The behaviorist theory2.Cognitive theory3.Constructivist theory4.Socio-constructivist theoryIV.What makes a good language teacher?V.How can one become a good language teacher?VI. An overview of the bookphysical context in which language learning takes place, such as the number of students, the kind of input learners receive, andthe atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, T otal Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions.Some researchers attempt to formulate teaching approaches directly from these theories.1.The behaviorist theory( Skinner)a stimulus-response theory of psychologyProposed by behavioral psychologist Skinner. He 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.The key point of the theory of conditioning is that “you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement，，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.2.Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.A language learner acquires language competence which enables him to produce language.Though Chomsky’s theor y 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.3.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.It is believed that education is used to develop the mind, not just to rote recall what is learned.John Dewey 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.4.Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasises 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.质和实体语境，如学生的数量、氛围等。
(2021年整理)英语教学法教程笔记
英语教学法教程笔记
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英语教学法教程手稿重点笔记
第三章、外语教学法的主要流派（八种）1.语法--翻译法A.从19世纪开始用于教学现代语言B.把目标语（外语）看成是一个规则系统，能在文本域句子中了解到，并与母语规则和意义有联系。
C.主要课堂教学活动：对整篇课文大意的译述，吧课文逐句从外语译成母语的活动，对课文中语法规则作演绎式的讲解，以及直接阅读课文以加深对课文的理解等活动。
E.重视词汇与语法的学习，强调阅读与写作能力的培养。
重视语言准确性的培养。
F.选材：外语的文学原著或简写本或改写本G.教师是课堂教学的权威，重视的传授者和课堂教学的组织者。
H.母语是教学语言，外语的意思是靠译成母语来理解。
2.直接法A.在19世纪末创立B.只使用目标语进行教学；意义通过语言、动作、物体等手段结合情景来表达；先教说，再教读与写；用归纳法讲授语法。
C.主要课堂教学活动：全外语教学--模仿、朗读和问答式主要的教学活动形式--作答均以完整的句子说出问句或答句。
E.培养学生使用外语进行交际的能力。
初级阶段重点在口语能力的培养F.选材：日常用语，以情景或某一话题为基础G.教师与学生是搭档关系，学生间可以进行对话并讨论问题H.全外语式教学，不在外语课堂上使用母语3.情景法（口语情景法）A.在20世纪30年代至60年代，英国应用语言学家创立（帕尔默&霍恩比）B.语言观是英国的结构主义，口语是语言的基础，结构式讲话能力的核心，应用情景中通过口头练习来学习语言结构。
（帕尔默&霍恩比）接受语言输入--重复操练记住--在实际练习中使之变成个人技能。
（帕尔默）C.主要课堂教学活动：《新概念英语》提出情景--学习语言--听说领会--反复操练--书面练习--巩固结构E.培养学生听说读写的能力，口语是第一性的，是笔头语的基础，重视语音语法的准确性。
F.教师是语言楷模，课堂活动的设计者与指挥官，学生是模仿者G.英语是教学语言4.听说法A.在第二次世界大战期间由美国语言学家建立B.在语言学理论方面是以结构主义作为其理论的基础，以行为主义的学习理论作为依据语言技能的获得通过刺激--反应--强化的过程。
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。
英语教学法教程知识点总结(1-12单元).doc
英语教学法教程知识点总结(1-12单元)FLTM:foreignlanguageteachingmethodologyisasciencewhichstudiesthepr ocessesandpatternsofforeignlanguageteaching,aimingatrevealingthenatura landlawsofforeignlanguages.MajorapproachesinFLT:Grammar-translation method(deductive演绎法)Directmethod(inductive归纳法)Audio-lingualmethodHumanisticapproaches:thatemphasizethedevelop mentofhumanvalues,growthinself-awarenessandintheunderstandingofothe rs,sensitivitytohumanfeelingsandemotions,andactivestudentinvolvementin learningandinthewayhumanlearningtakespalaceThesilentwaySuggestoped iaCommunitylanguagelearning(CLL)Totalphysicalresponsemethod(TPR)l Thenaturalapproach(NA)lThecommunicativeapproach(CA)Anapproachis asetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingadle aning.Approachisaxiomatic.Itdescribesthenatureofthesubjectmattertobtau ght.Methodisanoverallplanfortheorderlypresentationoflanguagematerial,n opartofwhichcontradicts,andallofwhichisbasedupon,theselectedapproach. Anapproachisaxiomatic,amethodisprocedural.Withinoneapproach,thereca nbemanymethods.Atechniqueisimplementation---thatwhichactuallytakesp laceinaclassroom.Itisaparticulartrick,stratagem,orcontrivanceusedtoaccom plishanimmediateobjective.Techniquesmustbconsistentwithamethod,andt hereforeIharmonywithanapproachaswell.Viewsonlanguage:Structuralview :thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems:thesoundsystem(phonology);thediscreteunitsofmeaningp roducedbysoundcombinations(morphology);andthesystemofcombininguni tsofmeaningforcommunication(syntax).Functionalview:thefunctionalview notonlyseeslanguageasalinguisticsystembutalsomeansfordoingthings.Fun ctionalactivities:offering,suggesting,advising,apologizing,etc.Internationa lview:considerslanguagetobeacommunicativetool,whosemainuseistobuild upandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyne edtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyn eedtoknowtherulesforusingtheminawholerangeofcommunicativecontexts. Process-orientedtheories:areconcernedwithhowthemindorganizesnewinfor mationsuchashabitformation,induction,makinginference,hypothesistesting andgeneralization.Condition-orientedtheories:emphasizethenatureofthehu manandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenum berofstudents,thekindofinputlearnersreceives,andtheatmosphere.Behavior isttheory,theideaofthismethodisthatlanguageislearnedbyconstantrepletiona ndthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andc orrectutteranceswereimmediatelypraised.Cognitivetheory,languageisnotaf ormofbehavior,itisanintricaterule-basedsystemandalargepartoflanguageac quisitionisthelearningofthissystem.Constructivisttheory,believesthatlearni ngisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexpe riencesandwhathe/shealreadyknows.Socio-constructivisttheory,similartoc onstructivisttheory,socio-constructivisttheoryemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof“Zo neofProximalDevelopment”(ZPD)andscaffolding.Ethicdevotion,professio nalqualitiesandpersonalstylesCLT:communicativelanguageteachingTBLT: task-basedlanguageteachingThegoalofCLTistodevelopstudents’communicativecompetence,whichincludesboththeknowledgeaboutthelang uageandtheknowledgeabouthowtousethelanguageappropriatelyincommun icativesituations.P16Hedgediscussesfivemaincomponentsofcommunicativ ecompetence:linguisticcompetence,pragmaticcompetence,discoursecomp etence,strategiccompetence,andfluency.Howattproposesaweakandastrong versionofCLT.Weakversion:learnersfirstacquirelanguageasastructuralsyste mandthenlearnhowtouseitincommunication.---theweakversionregardsover tteachingoflanguageformsandfunctionsasnecessarymeansforhelpinglearne rstodeveloptheabilitytousethemforcommunication.Strongversion:languag eisacquiredthroughcommunication.Thelearnersdiscoverthestructuralsyste mintheprocessofleaninghowtocommunicate.---regardsexperiencesofusingt helanguageasthemainmeansornecessaryconditionsforlearningalanguageast heyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunic municativeactivities:P24Tasksareactivitieswherethetargetlangu ageisusedbytheleanerforacommunicativepurpose(goal)inordertoachievean outcome.Fourcomponentsofatask:apurpose,acontext,aprocess,andaproduc tTasksfocusonthecompleteactofcommunication.(Purposefulaccuracywork ---needtointervenemoreHowtocorrect:directteachercorrection,indirectteachercorrection,self-correction,peercorrection,wholeclasscorrection.Goaloft eachingpronunciation:Consistency:thepronunciationshouldbesmoothandn aturalIntelligibility:thepronunciationshouldbeunderstandabletothelisteners Communicativeefficiency:thepronunciationshouldhelpconveythemeaningt hatisintendedbythespeaker.Aspectsofpronunciation:besidessoundsandpho neticsymbols,suchasstress(strongandweakform,wordstressandsentencestre ss),intonationandrhythm(variation).Perceptionpractice:usingminimalpairs, whichorder,sameordifferent?Oddandout,Completion.Productionpractice:li stenandrepeat,filltheblanks,makeupsentences,usemeaningfulcontext,usepi cture,usetonguetwisters.Grammarpresentation:Thedeductivemethod,thein ductivemethod,theguideddiscoverymethodGrammarpractice:mechanicalp racticeandmeaningful/communicativepractice.Mechanicalpractice:involve sactivitiesthatareaimedatformaccuracy.Studentspayrepeatedattentiontoake yelementinastructure.Substitutiondrillandtransformationdrills.Meaningful practice:focusontheproduction,comprehensionorexchangeofmeaningthou ghthestudentskeepaneyeonthewaynewlylearnedstructuresareusedinthepro cess.Itcomesaftermechanicalpractice.(Comparativesandsuperlatives).Usin gpictureprompts,usingmimesorgesturesasprompts,usinginformationsheeta sprompts,usingkeyphrasesorkeywordsasprompts,usingchainedphrasesfors torytelling,usingcreatedsituations.Whatdoesknowingawordinvolve?Denot ativemeaning;connotativemeaning;chunk/collocations;synonyms,antony msandhyponyms;receptiveandproductivevocabulary.Denotativemeaningofawordoralexicalitemreferstothosewordsthatweusetolabelthingsasregardsr ealobjects,suchasanameorasign,etc.inthephysicalworld.Primarymeaningof aword.Aconnotativemeaningofawordreferstotheattitudesoremotionsofalan guageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationoftheword.Collocationsrefertowordsthatco-occurwithhighfr equencyandhavebeenacceptedaswaysfortheuseofwords.Forinstance,see,lo okat,watch.Hyponymsrefertowordswhichcanbegroundedtogetherunderthe samesuperordinateconcept.Receptive/passivevocabularyreferstowordsthat oneisabletorecognizeandcomprehendinreadingorlisteningbutunabletousea utomaticallyinspeakingorwriting.Thosewordsthatoneisnotonlyabletorecog nizebutalsoabletouseinspeechandwritingareconsideredasone’sproductive/activevocabulary.Waysofpresentingvocabulary:inductiveandd eductive.Waysofconsolidatingvocabulary:labeling;spotthedifference;descr ibeanddraw;playagame;usewordsseries;wordbingo;wordassociation;findin gsynonymsandantonyms;categories;usingwordnet-work;usingtheinternetr esourcesformoreideas.Developingvocabularylearningstrategies:reviewreg ularly,guessmeaningfromcontext,organizevocabularyeffectively,useadicti onary,andmanagestrategyuse.Principlesandmodelsforteachinglistening:foc usonprocess,combinelisteningwithotherskills(listeningcanbepracticewithn ot-taking,andanswers,roleplays,retelling,interviewing,discussions,orawriti ngtask),focusonthecomprehensionofmeaning,gradedifficultylevelappropri ately,principlesforselectingandusinglisteningactivities.Twoapproachesarefrequentlyusedtodescribedifferentprocessesoflistening.Bottom-upmodelan dTop-downmodel.Bottom-upmodel:从细节入手startwithsoundandmeaningrecognitions.Listenersconstructmeaningofwhat theyhearbasedonthesoundtheyhear,expectthelistenershaveaveryeffectivesh ort-termmemoryastheyhavetomakesenseofeverysoundinordertofigureoutt hemeaningofwords,phrase,andstructures.Ifthereareunfamiliarsounds,listen erswillfinditverydifficulttokeepupwithspeaker.---recognizingsoundsofwor ds,phrasesorstructures.Top-downmodel:着重概要listeningforgistandmakinguseofthecontextualcluesandbackgroundknowle dgetoconstructmeaningareemphasized.Listenerscanunderstandbetterifthey alreadyhavesomeknowledgeintheirmindaboutthetopic.Suchknowledgeisal sotermedaspriorknowledgeorschematicknowledge---mentalframeworksfo rvariousthingsandexperienceweholdinourlong-termmemory.---referringm eaningfrombroadcontextualcluesandbackgroundknowledge.Threeteaching stages:pre-listening—warmingup;while-listening---listeningcomprehensio n;post-listening---checkinganswers.TeachingspeakingLesscomplexsyntax, shortcuts,incompletesentences,devicessuchasfillers,hesitationdevicetogive timetothinkingbefore。
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。
英语教学法王蔷笔记
英语教学法王蔷笔记摘要：一、王蔷《英语教学法教程》概述二、英语学习的基本方法1.语言与学习的的关系2.学习语言的个体差异三、英语教学方法及步骤1.制定明确的教学目标2.情景教学法的应用3.常见英语教学方法的介绍四、总结与展望正文：一、英语学习的基本方法1.语言与学习的的关系语言是人类交流的基本工具，学习语言是一个持续的过程。
个体通过与他人的互动、参与各种语言活动，逐渐掌握语言技能。
2.学习语言的个体差异不同的人在学习语言过程中，由于认知能力、学习动机、语言环境等因素的不同，呈现出个体差异。
教师应关注学生的个性化需求，制定因材施教的教学策略。
二、英语教学方法及步骤1.制定明确的教学目标教学目标是课堂教学的出发点和回归点。
教师应根据学生的实际情况，制定具体、明确的教学目标，确保教学过程的有效性。
2.情景教学法的应用情景教学法是一种以生活场景为依托的教学方法。
教师应创设真实、生动、实用的情景，帮助学生将所学语言材料进行综合、创造性地表达交流。
3.常见英语教学方法的介绍（1）Task-Based Language Teaching（TBLT）：以任务为导向的教学方法，强调学生在完成任务的过程中自然地学习语言。
（2）五步教学法：包括引入、练习、输出、反馈和巩固五个步骤，逐步引导学生掌握语言技能。
（3）五指教学法：一种针对听、说、读、写、译五个语言技能的教学方法，注重均衡发展学生的语言能力。
（4）3P教学法：包括呈现、实践、产出的教学过程，强调在实践中学习语言。
（5）交际型教学：以培养学生的交际能力为核心，注重语言运用的实际场景。
三、总结与展望王蔷的《英语教学法教程》为英语教师提供了丰富的教学理论和实践方法。
通过关注学生的个体差异、制定明确的教学目标，以及运用多样的教学方法，教师可以提高英语教学质量，培养学生的语言交际能力。
(完整word版)英语教学法教程知识点总结(1-12单元),推荐文档
FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)●The natural approach(NA)●The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc. International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and alarge part of language acquisition is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production(the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage. Variety: planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology. Learnability:within capability of the students, not be too easy or beyond or below the students’ coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.●The first is to use simple instructions and make them suit the comprehensive level of thestudents.●The second rule is to use the mother-tongue only when it is necessary.●Give students time to get used to listening to English instructions and help the make an effortto understand them.●Use body language to assist understanding and stick to it each time you teach the class. Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation 3. Questions for inference (what is implied but not explicitly stated) 4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose) 5. Questions for personal responseIntensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading.Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imaginationNot have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approachA Productive approach to writing 成果法/a prose model approach---fruitlessA Process approach to writing 过程法: The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of process writing include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。
(完整版)英语教学法知识点整理
1, Structural view of Ian guage sees Ian guages as a lin guistic system made up of various subsystems (Larser-Freeman&Long):Phono logy, morphology, syn tax.语言的结构观把语言看作是由各种子系统组成的语言系统(弗里曼&朗)：音位学、形态学、句法。
2, Fun cti onal view: com muni cative n eeds of the lear ner (Joh nson and Marrow), the functional view not only sees Ianguages as alinguistic system but also a means for doing things. Most of ourday-to-day Ianguage use invoIves functional activities: offering,suggesti ng, advis ing, and apologiz ing.功能观：学习者的交际需求(约翰逊和马罗)，功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段。
我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。
3，In teractio nal view: the in teractio nal view con siders Ian guage to bea com muni cative tool, whose main use is to build up and maintainsocial relati ons betwee n people.互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。
4，Behaviourist theory: the way huma n acquires Ian guage (Harmer).Based on their experime nts, Wats on and Raynor formulated astimulus-response theory of psychology. The key point of thetheory of conditioning is that “you can train an animal to doanything（within reason） if you follow a certain procedure whichhas three major stages, stimulus, resp on se, and reinforcement ”（Harmer）行为主义理论：人类获取语言的方式（哈默）。
英语教学法教程手稿重点笔记
英语教学法教程手稿重点笔记第一篇：英语教学法教程手稿重点笔记第三章、外语教学法的主要流派（八种）1.语法--翻译法A.从19世纪开始用于教学现代语言B.把目标语（外语）看成是一个规则系统，能在文本域句子中了解到，并与母语规则和意义有联系。
C.主要课堂教学活动：对整篇课文大意的译述，吧课文逐句从外语译成母语的活动，对课文中语法规则作演绎式的讲解，以及直接阅读课文以加深对课文的理解等活动。
E.重视词汇与语法的学习，强调阅读与写作能力的培养。
重视语言准确性的培养。
F.选材：外语的文学原著或简写本或改写本G.教师是课堂教学的权威，重视的传授者和课堂教学的组织者。
H.母语是教学语言，外语的意思是靠译成母语来理解。
2.直接法A.在19世纪末创立B.只使用目标语进行教学；意义通过语言、动作、物体等手段结合情景来表达；先教说，再教读与写；用归纳法讲授语法。
C.主要课堂教学活动：全外语教学--模仿、朗读和问答式主要的教学活动形式--作答均以完整的句子说出问句或答句。
E.培养学生使用外语进行交际的能力。
初级阶段重点在口语能力的培养F.选材：日常用语，以情景或某一话题为基础G.教师与学生是搭档关系，学生间可以进行对话并讨论问题H.全外语式教学，不在外语课堂上使用母语3.情景法（口语情景法）A.在20世纪30年代至60年代，英国应用语言学家创立（帕尔默&霍恩比）B.语言观是英国的结构主义，口语是语言的基础，结构式讲话能力的核心，应用情景中通过口头练习来学习语言结构。
（帕尔默&霍恩比）接受语言输入--重复操练记住--在实际练习中使之变成个人技能。
（帕尔默）C.主要课堂教学活动：《新概念英语》提出情景--学习语言--听说领会--反复操练--书面练习--巩固结构E.培养学生听说读写的能力，口语是第一性的，是笔头语的基础，重视语音语法的准确性。
F.教师是语言楷模，课堂活动的设计者与指挥官，学生是模仿者G.英语是教学语言4.听说法A.在第二次世界大战期间由美国语言学家建立B.在语言学理论方面是以结构主义作为其理论的基础，以行为主义的学习理论作为依据语言技能的获得通过刺激--反应--强化的过程。
(完整)小学英语教学法教程第二版期末复习知识点,推举文档
(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳(总11页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--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、soundcombinations（morphology）3、 meaning for communication（syntax）—Learning the language is to learn the structural items，study the innerstructure 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 theirlanguage without special teaching and learning in a effortless and almost anunconscious way (like the formation of a habit) people prefer first languageacquisition 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: assimilation ① and accommodation②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。
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。