英语教学法教程
王蔷《英语教学法教程》笔记和课后习题详解
王蔷《英语教学法教程》笔记和课后习题详解《英语教学法教程》(第2版)(王蔷主编,⾼等教育出版社)为普通⾼等教育“⼗五”国家级规划教材,适⽤于师范院校英语专业学⽣,也可⽤于中学英语教师的继续教育课程和各类英语教师的在职培训课程。
该书被很多院校指定为英语专业考研必读书和学术研究参考书。
作为该教材的学习辅导书,本书具有以下⼏个⽅⾯的特点:1.梳理章节脉络,浓缩内容精华。
每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进⾏了整理,并参考了国内名校名师讲授该教材的课堂笔记,因此,本书的内容⼏乎浓缩了经典教材的知识精华。
2.中英双语对照,凸显难点要点。
本书章节笔记采⽤了中英⽂对照的形式,强化对重要难点知识的理解和运⽤。
3.解析课后习题,提供详尽答案。
本书收录了课⽂中的所有习题,并在参考教材附录的基础上对习题答案进⾏了完善和补充。
4.精选考研真题,补充难点习题。
本书精选名校近年考研真题及相关习题,并提供答案和详解。
所选真题和习题基本体现了各个章节的考点和难点,但⼜不完全局限于教材内容,是对教材内容极好的补充。
试读(部分内容)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。
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TeachingListening
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9.5.1 Predicting
• Good listeners are good predictors. • Teachers should design activities to help ss predic t the content of what they are about to
1. Spontaneity Most of the time we listen to people speaking spontaneously and informally without rehearsing.
2. Context Is usu known to both L and S, which helps predict what we are going to hear.
3. Visual clues The visual clues such as facial expressions, gestures and other body language as well as the surrounding environment help us understand and predict what we h e a r.
3. Focus on comprehension of meaning: listening comprehension, not memory checking.
4. Grade difficulty level appropriately: 3 major factors –1)type of language used; 2) task or purpose in listening; 3) context in which the listening occurs.
英语教学法教程
英语教学法教程一、引言英语教学法是指为了有效教授和学习英语而采用的一系列教学策略和方法。
在当今全球化的时代,英语已经成为一门广泛使用的国际语言,因此掌握英语对于个人和社会的发展至关重要。
本教程将介绍几种常见的英语教学法,帮助教师提高教学效果,使学生更加有效地学习英语。
二、交际法教学法交际法教学法强调英语的交际功能,注重培养学生的听说能力。
该方法通过创造真实的交际环境和情境,激发学生的兴趣,培养他们的语言交际能力。
在教学过程中,教师应采用真实的语言材料,如真实对话、日常生活物件等,帮助学生积累词汇和语言表达能力。
同时,教师应提供丰富的交际练习,如角色扮演、对话练习等,帮助学生运用所学知识进行真实的语言交际。
三、语法翻转法教学法语法翻转法教学法是一种以学生为中心的教学方法。
在传统的英语教学中,语法往往是首先教授的内容,然后才是实际运用。
而在语法翻转法中,学生首先接触到真实的英语材料,通过理解和使用这些材料,他们能够自主发现和总结语法规则。
教师只需要在学生的学习过程中起到引导和辅助的作用。
这种教学方法能够激发学生的学习兴趣,培养他们的语法运用能力。
四、任务型教学法任务型教学法注重培养学生的语言应用能力。
在这种教学方法中,教师会给学生分配一些真实的任务,学生需要通过使用英语解决这些问题或完成相应的任务。
这些任务可以是真实的、实际的,或者是与学生生活相关的。
通过解决这些任务,学生能够在实践中学习并运用英语语言技能。
这种教学方法能够提高学生的实际语言应用能力,同时培养他们的合作和解决问题的能力。
五、多媒体教学法多媒体教学法是指在英语教学中运用多种媒体技术的教学方法。
现代的多媒体技术使得教学更加生动有趣,能够激发学生的学习兴趣。
在多媒体教学中,教师可以使用电子白板、投影仪、电脑等设备来演示和呈现教学材料,同时还可以使用录音、录像、音频等多种媒体形式来增强学生的理解和记忆。
多媒体教学法能够提供更加丰富的教学资源,帮助学生更好地理解和掌握英语知识。
大学英语教学法教程教案
课时安排:2课时教学目标:1. 知识与技能目标:(1)使学生了解英语教学法的基本概念和分类;(2)掌握英语教学法的不同流派及其特点;(3)了解英语教学法的应用和实践。
2. 过程与方法目标:(1)培养学生自主学习能力,提高学生分析问题和解决问题的能力;(2)通过小组讨论、案例分析等方式,培养学生的团队合作能力。
3. 情感态度与价值观目标:(1)激发学生对英语教学法的兴趣,提高学生的职业素养;(2)培养学生具有创新精神和实践能力。
教学重点:1. 英语教学法的基本概念和分类;2. 英语教学法的不同流派及其特点;3. 英语教学法的应用和实践。
教学难点:1. 英语教学法流派的深入理解和区分;2. 英语教学法的实践应用。
教学过程:第一课时一、导入新课1. 教师简要介绍英语教学法的重要性;2. 学生分享自己学过的英语教学法。
二、讲授新课1. 英语教学法的基本概念和分类:(1)英语教学法是指根据语言教学理论,采用科学的教学方法和手段,提高学生英语水平的教学活动;(2)英语教学法分为语法翻译法、直接法、听说法、交际法等。
2. 英语教学法的不同流派及其特点:(1)语法翻译法:注重语法知识的传授,强调语言结构的准确性;(2)直接法:强调口语训练,通过模仿、重复等方式提高学生的口语能力;(3)听说法:以听力为主,通过听力训练提高学生的语言感知能力;(4)交际法:注重语言的实际应用,强调学生之间的交流与合作。
三、课堂讨论1. 学生分组讨论,分析不同英语教学法的特点和适用范围;2. 各小组代表发言,分享讨论成果。
四、总结与作业1. 教师总结本节课的重点内容;2. 布置作业:阅读相关英语教学法书籍,撰写一篇关于英语教学法流派特点的论文。
第二课时一、复习导入1. 教师提问:上节课我们学习了哪些英语教学法流派?2. 学生回答问题,回顾上节课所学内容。
二、讲授新课1. 英语教学法的应用和实践:(1)根据教学目标和学生特点,选择合适的英语教学法;(2)结合实际教学案例,分析不同英语教学法的应用效果;(3)探讨如何将英语教学法应用于教学实践中。
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.。
英语教学法教程第二版unit10中文版opt
英语教学法教程第二版unit10中文版opt摘要:1.引言2.Unit 10 内容概述3.王蔷英语教学法简介4.教学策略与方法5.实践与应用6.总结正文:**引言**随着全球化的发展,英语作为国际交流的通用语言,在我国的地位日益重要。
为了提高英语教学质量,许多专家学者提出了不同的教学法。
本文将介绍王蔷教授的英语教学法,重点分析Unit 10的内容,以期为广大英语教育工作者提供有益的参考。
**Unit 10 内容概述**Unit 10的主题是英语教学法,涵盖了教学策略、方法、实践和应用等方面。
本单元旨在帮助教师了解各种教学方法的特点,掌握教学策略,提高课堂教学效果。
**王蔷英语教学法简介**王蔷英语教学法是以学生为中心,强调任务型教学的一种教学方法。
它提倡通过真实、有趣的任务活动,激发学生的学习兴趣,培养他们的语言运用能力。
王蔷教授在第二版的《英语教学法教程》中,详细介绍了这一理论,并提供了丰富的教学案例。
**教学策略与方法**1.任务型教学:通过设计各种实际任务,让学生在完成任务的过程中自然而然地学习语言。
2.合作学习:鼓励学生分组合作,相互讨论、交流,提高口语表达能力。
3.输入与输出相结合:注重学生语言输入(听、读)与输出(说、写)的平衡,促进语言习得。
4.个性化教学:关注学生的个体差异,因材施教。
**实践与应用**在实际教学过程中,教师可以根据Unit 10中所述的教学策略和方法,结合自己的教学实际,进行创新性教学。
例如,设计有趣的合作任务,激发学生的学习兴趣;针对不同学生特点,制定个性化教学计划;注重输入与输出相结合,提高学生的语言运用能力。
**总结**王蔷英语教学法为我们提供了一种以学生为中心、注重任务型教学的实用方法。
通过学习Unit 10,我们可以更好地把握教学方向,提高英语教学质量。
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。
英语教学法教程第二版unit10中文版opt
英语教学法教程第二版unit10中文版opt【原创版】目录1.英语教学法教程第二版 unit10 的中文版概述2.opt 的含义和用途3.opt 在英语教学中的应用4.opt 的优缺点分析5.opt 在未来英语教学中的发展前景正文一、英语教学法教程第二版 unit10 的中文版概述《英语教学法教程第二版 unit10》是英语教学领域的一本经典教材,主要介绍了英语教学法的基本原理和实践方法。
本篇文章将详细介绍unit10 的中文版,即 opt 在英语教学中的应用。
二、opt 的含义和用途opt(Ontario Proficiency Test)是加拿大安大略省英语水平测试的简称,主要用于评估非英语母语国家人士的英语能力。
opt 测试包括听力、阅读和写作三个部分,旨在帮助学生提高英语交流能力,为将来在加拿大学习、工作和生活打下坚实基础。
三、opt 在英语教学中的应用在英语教学中,opt 主要应用于以下方面:1.作为英语学习成果的评估标准,帮助教师了解学生的英语水平,为后续教学提供参考依据;2.提供真实的语言环境,让学生在模拟实际场景中提高英语应用能力;3.为学生提供详细的成绩报告,帮助他们了解自己在听、说、读、写等方面的优势和劣势,以便有针对性地进行改进。
四、opt 的优缺点分析opt 在英语教学中有很多优点,如:1.科学、客观地衡量学生的英语水平,有利于提高教学质量;2.模拟实际语言环境,有助于提高学生的交际能力;3.提供详细的成绩报告,便于学生和教师了解学习进度。
然而,opt 也存在一些不足之处,例如:1.测试内容和形式过于标准化,可能无法充分满足不同学生的需求;2.测试费用较高,可能对一些家庭造成经济负担;3.测试结果可能受学生心理素质、身体状况等因素影响,导致一定程度的不准确。
五、opt 在未来英语教学中的发展前景随着全球化的不断深入,英语在国际间的交流与合作中扮演着越来越重要的角色。
在这样的背景下,opt 作为评估英语水平的重要手段,其地位和作用将更加突出。
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。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳英语教学法是针对学习英语的教师设计的一整套教学方法和策略的综合体系。
它涵盖了英语教学的理论基础、教学设计和实施、评估和反思等方面。
在英语教学过程中,教师需要掌握和运用一些基本的英语教学法,以便更有效地促进学生的语言学习。
本文将对英语教学法的主要知识点进行归纳,以供教师们参考和学习。
一、教学目标的设定1.确定清晰的语言学习目标:教师应该明确学生应该达到的语言能力水平,并将目标分解成可量化的具体目标。
2.编写明确的教学目标:教师需要将教学目标写成具体、可测量和可理解的语言任务,以帮助学生更好地理解和实现目标。
二、教学内容的选择和组织1.构建情境化的教学内容:通过创造真实的语言情境,激发学生的学习兴趣和动机,提高学习效果。
2.根据学生的兴趣选择教学内容:教师应该根据学生的兴趣和需要,选择与他们日常生活相关的话题和素材,使学习更贴近实际。
3.结合语法、词汇和语言技能进行教学:教师应该将语法、词汇和语言技能有机地结合起来,让学生能够在实际运用中灵活运用。
三、教学方法和策略的运用1.交互型教学方法:包括师生互动、学生间互动和学生自主学习,通过口语对话和实践活动培养学生的听说能力。
2.任务型教学方法:通过设置具体的任务来激发学生的学习兴趣和动力,培养学生的语言运用能力。
3.多媒体辅助教学:结合音频、视频和网络资源,提供多样化的教学材料和活动,增强学生的学习体验和参与度。
四、教学评估与反思1.形成性评价:通过课堂观察、作业评查和小组讨论等形式对学生进行及时的反馈和评估,帮助他们发现自己的差距并采取相应的学习策略。
2.总结性评价:通过考试、测验或教育性评估工具对学生的学习成果进行系统的评估,同时为教师提供改进教学的反馈。
五、教学环境的创设1.积极、鼓励的教学氛围:创造友好、开放、尊重和包容的教学环境,鼓励学生参与和表达,培养积极的学习态度。
2.多样化的学习资源:提供丰富多样的教学资源,包括教材、课外读物、在线学习平台等,满足学生的不同学习需求。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳英语教学法是指教师在英语教学中所采用的教学理念、教学方法和教学手段。
英语教学法的主要目标是培养学生听、说、读、写等综合运用英语的能力,使学生能够流利地运用英语进行交流和表达。
下面是英语教学法教程的主要知识点归纳。
一、教学目标的设定教学目标是教师在教学过程中所要达到的预期效果,必须明确定义和合理设定。
教师应根据学生的年龄、英语基础、教材内容等方面的特点,设定适合学生的教学目标。
教学目标应具体、明确,要分为知识、能力、情感和态度等方面。
二、教学内容的选择教学内容是指教师在教学中所要传授给学生的知识和技能,应根据学生的实际需求选择适当的教学内容。
教学内容应有机结合教材,具有一定的逻辑性和系统性。
教师可以根据教材中的单元、话题或学生的兴趣爱好等进行选择。
三、教学方法的运用教学方法是指教师在教学过程中所采用的教学手段和策略,是实现教学目标的有效途径。
常用的教学方法包括直观教学法、示范教学法、激发教学法、合作教学法、多媒体教学法等。
教师可以根据不同的教学目标和学生的特点选择合适的教学方法。
四、教学手段的运用教学手段是指教师在教学中所使用的具体工具和材料,有助于提高学生的学习效果和学习兴趣。
教学手段包括教学用具、多媒体设备、实物、图片、录音、录像等。
教师可以根据教学内容和学生的学习需求选择合适的教学手段。
五、教学评价的方法教学评价是指教师对学生学习情况和教学效果进行评估和判断的过程。
教学评价应注重全面、准确、客观和具体。
常用的教学评价方法包括测试、作业、观察、讨论、听说读写等。
教师可以根据教学目标和学生的实际情况选择合适的教学评价方法。
六、教学设计的步骤教学设计是指教师根据教学目标和教学要求所制定的教学过程和教学计划。
教学设计应包括教学目标、教学内容、教学方法、教学手段、教学评价等方面的内容。
教学设计的步骤包括分析教学内容和学生的学习需求、确定教学目标、设计教学过程和制定教学计划。
实用英语教学法教程(一)
实用英语教学法教程(一)实用英语教学法教程本教程旨在介绍实用英语教学法的基本原理和实施方法,帮助教师更好地教授英语。
1. 了解实用英语教学法的概念•实用英语教学法是一种以交际为核心的英语教学方法。
•实用英语教学法注重培养学生在实际交际中语言应用能力。
2. 实用英语教学法的基本原则•交际性原则:注重培养学生的听说能力。
•实用性原则:教授与学生生活和实际需求相关的英语知识和技能。
•情境性原则:将语言教学与特定情境相结合,提高学生学习的吸引力和动机性。
3. 实施实用英语教学法的具体步骤步骤一:设计情境•选取与学生生活经验相关的情境。
•设计真实的语言环境,引发学生兴趣。
步骤二:引入新词汇和句型•通过故事、图片等方式引入新词汇和句型。
•创造真实交际情境,使学生主动使用新学内容。
步骤三:进行听说练习•设计听力练习,让学生通过听力理解并回答问题。
•进行口语练习,让学生运用所学知识进行对话。
步骤四:巩固与扩展•设计写作练习,要求学生运用所学知识书写短文。
•利用角色扮演等方式进行扩展训练,提高学生的语言应用能力。
步骤五:评估与反馈•提供针对学生表现的反馈和建议。
•定期进行评估,评估学生的听说读写能力。
4. 注意事项•确保情境设计贴近学生实际生活,提高学习的实用性。
•激发学生兴趣,提高学习的动机性。
•鼓励学生多进行实际交际,提升语言应用能力。
以上是实用英语教学法的基本教程,希望能帮助到您的教学工作!5. 实用英语教学法的教学资源和工具•网络资源:利用在线词典、语法练习网站等辅助教学。
•多媒体教具:使用电子白板、投影仪等多媒体教学工具。
•视频和音频材料:利用真实的英语口语材料提高学生听力和口语能力。
•教科书和教材:选择与实际交际相关的教材和教辅资料。
6. 实用英语教学法的教学策略•情景教学:在真实的情境中进行语言教学,提高学生的实际应用能力。
•任务驱动教学:以任务为导向,培养学生的实际交际能力和解决问题的能力。
•合作学习:通过小组合作学习,增加学生之间的互动和合作,提高学习效果。
《英语教学法教程(第二版)》讲义
《英语教学法教程(第二版)》讲义第1章语言和语言学习1.1复习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点:1.How do we learn languages?我们如何习得语言?2.\^ews on language 语言观点3.The structural view of language 结构主义语言理论4.The functional view of language 功能主义语言理论5.The interactional view of language 交互语言理论6.What are the common views on language learning?关于语言学习的普遍观点7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8.The behaviorist theory 行为主义学习理论9.Cognitive theory 认知学习理论10.Constructivist theory 建构主义理论11.Socio-constructivist theory 社会建构主义理论12.What makes a good language teacher?如何才能成为一个好的语言老师13.Teacher’s professional development教师专业技能发展本章考点:我们如何习得语言;我们如何习得语言;结构主义语言理论;功能主义语言理论;交互语言理论;关于语言学习的普遍观点;强调过程的语言学习理论和强调条件的语言学习理论;行为主义学习理论;认知学习理论;建构主义理论;社会建构主义理论;成为一个好的语言老师所要具备的基本素质;教师专业技能发展图本章内容索引:I . How do we learn languages?II.Views on language1.The structural view of language2.The functional view of language3.The interactional view of languageIII.Views on language learning and learning in general1.The behaviorist theory2.Cognitive theory3.Constructivist theory4.Socio-constructivist theoryIV.What makes a good language teacher?V.How can one become a good language teacher?VI. An overview of the book《英语教学法教程(第二版)》讲义《英语教学法教程(第二版)》讲义allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number ofareas, to expand and clarify points that we felt were not sufficiently clear in thefirst edition, and to improve the pedagogical usefulness of the text.1.2课后习题详解TASK1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss yourYou ST1 ST2 ST31. How many foreign languages can you speak SO far?2. When did you start learning the foreign language(s)?3. How do you feel about learning a foreign language?4. What difficulties have you experienced in learning?5 • Which skills do you find more difficult to learn?6. Have you focused on knowledge or skills? Why?7. Why do you learn the foreign language(s)?8. Do you consider yourself a successful learner? Why?9• What are your most common learning activities?10. Do you like the way you learned the foreign language(s)?TASK 2Work in groups of 4, brainstorm possible answers to the question: What is language? When you are ready, join another group and share your ideas.Key: Here are sample definitions of “language” found in dictionaries and linguistics books.•Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact. (Finocchiaro, 1964:8)•Language is any set or system of linguistic symbols as used in a more or less uniform fashion by a number of people who are thus enabled to communicate intelligibly with one another. (Random House Dictionary of the English Language 1966:806)•Language is a system of arbitrary vocal symbols used for human communication. (Wardhaugh, 1972:3)•Language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings. (Webster’s 3rd New International Dictionary of the English Language 1993:1270)•Language is a system of communication consisting of a set of small parts and a set of rules which decide the ways in which these parts can be combined to produce messages that have meaning. (Cambridge International Dictionary of English 1995:795)TASK 3Work in groups of 4. Brainstorm the answers to the two questions stated above.When you are ready, join another group and share your ideas.Key: Generally speaking, psycholinguistic and cognitive process involved in language learning are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis Resting and generalization. To activate these learning process, atmosphere is very important.《英语教学法教程(第二版)》讲义TASK 4Work in groups. Reflect on your own learning experiences from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.Key: ethic devotion(responsible, warm-hearted, etc), professional qualities(an excellent command of English) and personal styles(enthusiastic, humourous,etc) jointly contribute to making a good teacher.TASK 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1.Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.2.Add any adjectives to the list which describe farther qualities that you feel are missing.3.These adjectives are intended to describe positive qualities or styles. Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him / her.kind; dynamic; authoritative; hardworking; creative; patient well-informed; fair resourceful; attentive; warm-hearted; reflective; well-prepared; flexible; intuitive accurate; enthusiastic; humourous; caring; disciplined; professionally-trainedKey: Students’TASK 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.Key: to learn teaching theory;to practice teaching skills;to reflect teaching experience;to learn from one’s own experiences as a learner.TASK 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure IA, _1.Why are stage 1 and stage 2 interrelated by a double arrow line?2.Why are practice and reflection connected by a circle?3.Why is professional competence *a moving target or horizon, towards which professionals travel all their professional lifebut which is never finally attained?54.Where should a TEFL methodology course fill in the model?Figure 1.1Key: 1. Stages 1 and 2 are interrelated by a double arrow line because neither of the two stages is really ever terminated. Teachers should always make a point of updating their command of English because language is always changing. This can be done while they are teaching, but very often teachers take off to have farther training in English. This is especiallyimportant for teachers who do not have enough exposure to English.2.Practice and reflection are connected by a circle because they are neither independent or separate sub-stages. Teachers do not teach one week and then reflect one week. Rather, they teach and reflect on a day to day basis.3.This is because it is believed no one can ever become a perfectly competent language teacher. There is always room for improvement. There is always something better, but never something best.4.TEFL methodology is probably the deceived knowledge” located in the second stage.第2章交际教学原则与任雜语言教学2.1复习笔记本章着重讨论交际教学原则和任务型教学思想并介绍相关的教学基本概念以及交际教学和任务型教学活动。
英语教学法教程
《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PPT课件
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
Most of our day-to-day language use involves functional activities: advising apologizing debating offering
In order to perform functions, learners need to know how to combine the grammatical rules and vocabulary to express notions观念 that perform the functions.
Page 4
Views on language
Structural view Functional view Interactional view
Page 5
① Structural view结构观
The Structural View sees language as a linguistic system made up of various subsystems:
ቤተ መጻሕፍቲ ባይዱ
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
《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。
英语教学法教程教案
英语教学法教程教案教案标题:英语教学法教程教案教案目标:1. 理解英语教学法的基本概念和原则。
2. 掌握常用的英语教学法和教学技巧。
3. 能够运用适合学生特点的教学法进行英语教学。
教学内容:1. 英语教学法的概念和分类。
2. 交际法、听说法、阅读法和写作法等常用的英语教学法。
3. 教学技巧和策略,如课堂管理、教学资源的利用等。
教学步骤:引入:1. 创设情境,引起学生对英语教学法的兴趣。
可以通过问题、图片或小故事等方式引发学生思考。
2. 引导学生回顾已学的英语教学法知识,激活他们的背景知识。
主体:3. 介绍英语教学法的概念和分类。
通过简洁明了的语言,向学生解释英语教学法的定义和不同分类的特点。
4. 分别介绍交际法、听说法、阅读法和写作法。
对每种教学法,给出具体的定义、目标和特点,并结合实例进行说明。
5. 引导学生讨论和总结不同教学法的优缺点,以及适用的教学场景和学生特点。
拓展:6. 引导学生思考教学技巧和策略的重要性,并列举一些常用的教学技巧和策略,如课堂管理、教学资源的利用等。
7. 鼓励学生分享自己在英语教学中使用过的有效教学技巧和策略,并进行讨论和交流。
巩固:8. 设计一些小组活动或角色扮演,让学生运用所学的英语教学法和教学技巧,进行实际操作和演练。
9. 针对学生的表现,给予积极的反馈和建议。
总结:10. 总结本节课的内容,强调英语教学法的重要性和灵活运用的必要性。
11. 鼓励学生继续深入学习和探索英语教学法,并提供相关的学习资源和建议。
教学评估:12. 设计一份简单的练习或问答,以检验学生对英语教学法的理解程度。
13. 收集学生的学习反馈和意见,以便调整教学策略和方法。
教学资源:1. PowerPoint或其他多媒体工具,用于展示教学内容和示例。
2. 教材或教学参考书籍,用于提供更多的教学法案例和理论支持。
3. 练习题和评估表,用于学生的巩固和评估。
教学反思:1. 教师应根据学生的实际情况和英语水平,调整教学内容和教学方法的难易度。
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Socio-constructivist Theory
• Emphasize interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” and scaffolding(脚手架理 论).
The purpose of language learning
• To learn a language means to learn these structural items so as to be able to understand and produce language. • 语言学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)
Hale Waihona Puke Constructivist Theory
• Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. • Learning in general
The Behaviorist Theory
• Watson and Raynor
– Stimulus-response theory of psychology
• According to this theory, all complex forms of behaviour-motions, habits are seen as elements that can be observed and measured. • Skinner: language is a form of behaviour • Language teaching in USA: Audio-lingual Method (the listen and repeat drills)
• The impact of Chomsky’s theory on language teaching
– Students should be allowed to create their own sentences based on their understanding of certain rules. – This idea is clearly opposition to the audiolingual method.
• The structural view sees language as a linguistic system. (Language is a system of structuring related elements to code meaning, for example, grammar. Rf. A Course for ELT) • 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。
Introduction
• Brief Introduction of the Course and Course Plan
课程学习参考书目
Unit 1 Language and Learning
• View on language • Views on language learning • What makes a good language teacher?
• The system of language= • the system of sound + • the system of words + • they system of grammar +
• sentences • phrases • words • morphemes(词素) • (the smallest meaningful unit) • phonemes(音素,音位) • (the smallest unit)
Methodology of English Teaching
英语教学法
• “追求方法”:二十世纪八十年代之前 • “教无定法”:后方法时代
– 英语教学论是一门研究中小学英语教学目的、 教学内容、教学目标、教学过程、教学原则、 教学模式、教学科研的理论与实践的基本原理、 一般规律、主要方法等,以全面培养学生面向 未来的基础性的英语运用能力和基础性的综合 素质的学科。
Impact on language teaching
• Audiolingual approach (听说法) • Total Physical Method (全身反应法) • The Silent Way (沉默法)
The functional View
• The functional view sees language as a linguistic system and as a means for doing things.( Language is a vehicle to express or accomplish a certain function, such as requiring sth. Learner learn a language in order to be able to do things with it.) • 认为语言既是一个符号体系,也是一种交 际工具
Views on Language Learning
• The Process-oriented Theories (过程导向理论)
– How the mind organizes new information e.g. habit information, induction, making inference, hypothesis testing and generalization
• 语言是表达交际功能的载体。 • 强调语言的语义和交际特点,而不是语言 的语法特征 • 有意念-功能教学大纲(Notion-function Syllabus) • 交际法教学
Functions of language
• E.g. • offering • suggestion • advising • apologizing • etc.
What makes a good language teacher?
• Qualities of a good language teacher
– Ethic devotion – Professional qualities – Personal styles
• Teacher’s professional development
– Language is learned by constant repetition and reinforcement of the teacher – Mistakes were immediately corrected
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)
Interactional View
• sees language as a communicative tool ( build up and maintain relations between people) 语言是实现人际关系和进行个人之间社会 交往的工具。
• Two things are needed for communication
Notion
• Purpose of using notion:
– To perform function
• What is notion
– rules and vocabulary are constructed to express notions – Examples:
• • • • Present time, past time and future time Certainty and possibility Agent and instrument Relationship between people and objects
对语言教学本质的理解及其对教学实践的影响
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)
The Structural View
– rules of language form (grammar & vocabulary): to speak the language grammatical correctly – rules of language uses in a context :Is it appropriate to use this item in this context or given situation?