英语教学法教程考研笔记.docx

Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-date英语教学法教程考研笔记英语教学法教程考研笔记Unit 1 language and language teaching1. What makes a good language teacher?l Ethic devotionl Professional qualitiesl Personal styles2. Views on language learning and learning in general:l Process-oriented theories: concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.l Condition-oriented theories: emphasize the nature of the human and physical context in which the language learning take place, such as the number of the students and the kind of input learners receive, and the atmosphere.3. How can one become a language teacher?It involves more factors and longer learning time, and may never be finished. PracticeReflectionProfessional competenceGoal Stage 1Stage 2Stage 1: all English teachers are supposed to have a sound command of English.Stage 2: learning, practice and reflection.l Learning:ü Learning from others experience (empirical knowledge gained through reading and observation)ü Learning the received knowledge (language learning theories, educational psychology, language teaching methodology, etc.)l Practice ü Pre-service practice (pseudo practice)ü Real classroom practicel Reflection: take on reflection seriously and keep reflection Goal: (do not have an end) one can never become a perfect teacher. There is always room for improvement.Unit 2 communicative principles and task-based language teaching1. What is communicative competencel Linguistic competenceKnowledge of language itselfl Pragmatic competence The choice of the vocabulary and structure depends on the setting, the relative status of the speakers and their relationship.l Discourse competence The ability to understand or to express a topic logically and coherently by effectively employing or comprehending the cohesive marks, such as first, second.l Strategic competence Searching for other means of expression, such as using a similar phrase l Fluency the ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation)CLT: communicative language teaching2. Principles of communicative language teachingl Communication principleActivities that involve real communication promote learning.l Task principle Activities in which language is used for carrying out meaningful tasks promote learning.l Meaningfulness principleLanguage that is meaningful to the learner support the learning process.3. Main features of communicative activitiesl Communicative purposeThere must be some information gap that students seek to bridgel Communicative desireA real need to communicatel Content not form They must have some massage they want to communicatel Variety of languagel No teacher interventionl No material controlTBLT: task- based language teaching4. Four components of a taskl A purpose Make sure students have a reason for undertaking the taskl A contextThis can be real, simulated or imaginary, and involves sociolinguistic issues such as the location and the relationship of the speakerl A processGetting students to learn some language strategies such as problem solving, reasoningl A product5. Focus on individual language items Purposeful and contextualized communication +Then Exercise task6. TBL:l Pre-taskIntroduction to topic and taskl Task cycleü Task ü Planning ü Reportü Students hear task recording or read text l Language focusü Analysis and practiceü Review and repeat task7. PPPl Presentation Of single new item; teachers introduces new vocabulary and grammatical structures.l PracticeOf new item: drills, exercise, and dialoguel ProductionActivity, role play or task to encourage free use of language8. How to design tasksl Think about students needs and interests and abilitiesl Brainstorm possible tasksl Evaluate the listl Choose the language itemsl Preparing materials9. Constrains of CLT: l Whether it will meet the needs of learners from different contextsl It is very difficult to design a one to one correspondence between a function a form.10. Constrains of TBLTl Not effective for presenting new languagesl Time is limited: teachers are busyl Culture of learning: some students may find it difficult to adapt to TBLTl Level of difficulty: students may find task-base language teaching quite difficult of they do not have sufficient linguistic resources.Unit 4 lesson planning 1. Why is lesson planning important?l It can make teachers aware of the aims and language contents of the lesson.l It helps teachers distinguish the various stages of a lesson and see the relationship between them so that activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.l It gives teachers opportunity to anticipate potential problems that may arise in class, and prepare some solutions to them.l It builds teachers confidence in class.l Teachers can also be aware of teaching aids in class.l Planning is a good practice and sign of professionalism.2. Principles for good class planning:l AimIt means realistic goals for the lesson; the things students are able to do at the end of the class.l VarietyPlanning a variety of different activities to introduce a wide selection of materials, so that learning is always interesting.l Flexibility Preparing some extra and alternative activities and tasks as the class does not always go according to the plan.l Learnability The contents and tasks planned for the lesson should be within the learning capability of the students.l LinkageThe steps and steps in each stage are planned in such a way that they are someway linked with another one.3. Macro planning A planning over a longer period of time, for instance a whole-year course. It is often done by a group of teachers who are to teach the same course.l Knowing about the professionWhich language area and language stage should be taught?l Knowing about the institutionThe institution arrangements of the time, frequency of the classl Knowing about the learners l Knowing about the syllabus l Knowing about the textbookl Knowing about the objectives4. Components of a lesson planl Background informationWho the students are. The time and date of the class. l Teaching aimsWhat students are able to achieve at the end of the lesson(Linguistic and language skills)l Language contents and skillsl Stages and proceduresl Teaching aidsTeaching aids and resources, and how teachers will use them to aid learningl End of lesson summary Take some time to summarize what is learned in class.l Optional activities and assignmentsl After lesson reflectionUnit 5 classroom arrangement1. Efficient classroom arrangement can be achieved when these six conditions are met:l The teacher plays appropriate roles.l The teacher provides clear instructionsl Students are grouped in a way suitable for the learning activities.l The teacher asks appropriate questions.l There is discipline as well as harmony in the class.l The students errors are treated properly.2. The different roles of teachers:l Controllerü The teacher controls the pace so that the activities run smoothly and efficiently.ü The more communicative the activity is, the less control it needs.l Assessorü Correcting mistakesü Organizing feedbackl OrganizerDesign and organize the tasksl PrompterWhen students are not sure how to start an activity, or what to do next, the teacher give appropriate prompts. (and/anything else?/yes, but why?)l Participantl Resource-provider3. Rules to follow for making instructions effective:l To use simple instructions and make them suit the comprehension level of the students. (Also, make your comments as simple and as natural as possible)l To use mother tongue only when its necessary.l The best thing to do is to model the task/activity before letting students move into groups and pairs.l Demonstration is more effective than words.4. Student grouping:l Whole class work:ü Advantages: Ø Everyone feels being together with others.Ø It is good for teachers to instruction and explanation together, and also an ideal way to show materials and do presentation together.ü Disadvantages:Ø Individuality is not favoured in this sense.Ø Not everyone has an opportunity to express himself.Ø Some students feel nervous and anxious when they are asked to present in front of class.Ø It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.Ø It is not a good way to enhance real communication. Students cannot communicate with others in this sense.l Pair workü AdvantagesØ It dramatically increase students speaking time in class.Ø It allows students to work together rather than under teachers guidance.Ø It allows teachers to work with the weak pairs when others are working on their own.Ø It can promote cooperation between students.ü Disadvantages Ø It is often very noisy and teachers are afraid of losing control of the class.Ø Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Ø Some students may not like to work with peers, and they, think they can only learn from their teachers.Ø So they refuse to participate in the activities.Ø The choice of pair is a problem. Some students dont like to work with a particular partner while someone may dominate all the time.l Group workingSome groups may finish the task fast while some may be very slow. Teachers may have to prepare some optional activities for the quick group and be ready to help the slower groups all the time.l Individual studyTeachers need to prepare different tasks for different groups.5. Measures for disciplined acts and badly behaving students:l Acting immediatelyIndisciplined acts should be immediately stopped, so that less damage is made.l Stop the classIf the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.l Rearrange the seatsl Change the activityl Talk to students after classl Create a code of behaviorThe teachers and learners can work together to create some rules for the class during activities.6. Questioning in classrooml Display questions: questions that are already known to teachers and they are asking questions to check if students know the answer.l Genuine questions: questions that are used to find new information. They are often more communicative.l Lower- order questions: questions that simply require recalling of information or memorization of facts.l Higher-order questions: questions requiring more reasoning, analysis, and evaluation.7. Dealing with errors:l Dealing with spoken errors:If the task is not focusing on accuracy or fluency, ignore it.l When to correct:It is best not to interrupt students during fluency work, unless communication breaks down. If there are some common mistakes that other students might also have problems with, the teacher can take a note in his/her mind and try to do the correction after the students perform.l How to correct:ü Self-correcting is encouraged.ü Indirect correction: repeating; asking other students to answer againUnit 6 teaching pronunciations1. The role of teaching pronunciationl Students need not able to read and write IPA and to know phonetics.l Adult learners need focus on pronunciations, but young leaners dont.l Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.2. Realistic goal of teaching pronunciation: l Consistency: the pronunciation should be smooth and natural.l Intelligibility: the pronunciation should be understandable to the listeners.l Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.3. Focusing on a sound:l Say the sound alonel Get students to repeat the sound in chorus.l Get individual students to repeat the sound.l Explain how to make the sound.If students can produce the sound correctly, after the teachers modelling, it is not necessary to explain how.l Say the sound in a word.l Contrast it with other sounds.4. Perception practice:l Using minimal pairs:will-well till-tell fill-fell lid-led (tell which one is read)l Which orderPit pet bet (1 3 2)l Same or differentMet-meet well-welll Odd one outBit bit bit pit (No.4 is different.)l Complete:_ate_ate_ate_ate_ate_ate(late mate fate date hate rate)5. Production practice:l Listening and repeatl Fill in the blanksü Children love to play games.ü Black and white make gray.ü After April comes May.l Make up sentencesLast fast calm dark Making a sentence using as many from the given words.l Use meaningful context l Using picturel Use tongue twisters6. Practicing stress:l Using gestures:By clapping hands or using an arm movements as if conducting music.l Use the voice:Raise the voice to indicate stressl Use the blackboard:Highlight the stress parts by underlining them or writing them on the blackboard.Unit7. Teaching grammar1. Different ways to presenting grammarl The deductive methodRelies on reasoning, analyzing and comparingDisadvantages:ü It teaches grammar as an isolate oneü Little attention is paid to meaningü Practice is more mechanicalAdvantages:ü It can be successful with selected and motivated students.ü It could save time when students are confronted with grammar rule which is complex but which has to learn.l The inductive methodü The teacher provide students with authentic language date and induces the learners to realize grammar rules without any form of explicit explanation.ü Students are to apply the newly presented structure to produce sentences with given visual aids or verbal prompts.ü The teacher may elicit the grammar rule from the students.l The guided discovery methodü Students are induced to discover the rules by themselves but carefully guided and assisted by the teacher.2. Implicit knowledge and explicit knowledge l Implicit knowledge: knowledge that is unconsciously existed in our mind, which we can make use of automatically without making any effort.l Explicit knowledge: our conscious knowledge about the lang