英语教学法教程-王蔷主编.docx

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1、总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。Principles of communicative language teaching（CLT）Communication princ

2、iple：activities that involve real communication promote learningTask principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need

3、to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the processWritin

4、g：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguagecontent(toincorporatefunctions);CLT just has only expanded the areas Learning process (cognitive style and information proc

5、essing); and Product (language skills).Task-basedLanguageTeaching(TBLT)Task-basedLanguageteachingis,infact,afurtherdevelopmentofCommunicativeLanguageTeaching.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.Ithasstressedtheimportancetocombineform-focusedteachi

6、ngwithcommunication-focusedteachingFour components of a taskA purpose: making sure the students have a reason for undertaking the task. If the students dont understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or i

7、maginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors.A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.A product: th

8、ere will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.）ThePPPModel&The5-stepteachingmethod3p：StepI.Presentation StepII.Practice StepIII.Production 5-stepModel：StepI.Revision StepII.Presentation St

9、epII.Presentation StepIV.Practice StepV.ConsolidationDifferences between PPP and TBL： 1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect.Steps of designing a

10、 tasks：Step1Thinkaboutstudentsneeds,interest,andabilitiesStep2BrainstormpossibletasksStep3EvaluatingthelistStep4ChoosethelanguageitemsStep5PreparingthematerialsClosedquestionsrefertothosewithonlyonesinglecorrectanswer;openquestionsmayinvitemanydifferentanswers;Displayquestionsarethosethattheanswersa

11、realreadyknowntotheteacherandtheyareusedforcheckingifstudentsknowtheanswer,too.Conversely,genuinequestionsarequestionswhichareusedtofindoutnewinformationandsincetheyoftenreflectrealcontexts,theyarethereforemorecommunicative.lower-orderquestionsrefertothosethatsimplyrequirerecallingofinformationormem

12、orizationoffacts;higherorderquestionsrequiremorereasoning,analysis,andevaluation.6.4PractisingsoundsPerceptionpractice1Usingminimalpairs2.Whichorder?3.Sameordifferent?4.Oddoneout5.CompletionProductionpractice：1Listenandrepeat2.Fillintheblanks3.Makeupsentences4.Usemeaningfulcontext5.Usepictures6.Uset

13、onguetwisterspractising stressUsegestures.Theteachercanindicatethestressbyclappinghandsorusingarmmovementsasifconductingmusic.Usethevoice.Theteachercanraisethevoicetoindicatestress.Thiscanbedonewithsomeexaggerationsometimes.Usetheblackboard.Theteachercanhighlightthestressbyunderliningthemorwritingth

14、emwithcoloredchalksorindifferentsize.Practisingintonation（语调）语音教学7步骤1.saythesoundalone. 2.getstudentstorepeatthesoundinchorus.3.getindividualstudentstorepeatthesound.4.explainhowtomakethesound5.saythesoundinawork6.contrastitwithothersounds7.saythesoundinmeaningfulcontextways of presenting vocabulary

15、1.trytoprovideavisualorphysicaldemonstrationwheneverpossible,usingpictures,photos,videoclips,mimeorgesturetoshowmeaning.2.provideaverbalcontexttodemonstratemeaning.thenaskstudentstellthemeaningfirstbeforeitisofferedbyteacher.3.Usesynonymsorantonymstoexplainmeanings.4.Uselexicalsetsorhyponymstoshowre

16、lationsofwordsandtheirmeaning. 5.Translateandexemplify,especiallywithtechnicalwordsandwordswi thabstractmeaning.6.Usewordformationrulesandcommonaffixestobuildnewlexicalknowledgeonwhatisalreadyknown.7.Teachvocabularyinchunks.chunksrefertoagroupofwordsthatgotogethertofrommeaning.itisalsoreferredtoaspr

17、e-fabricatedformulaicitems8.Thinkaboutthecontextinreallifewherethewordsmightbeused. newlylearnedlanguagetostudentsreallifetopromotehighmotivation9.Thinkaboutprovidingdifferentcontextforintroducingnewwords.10.Prepareforpossiblemisunderstandingorconfusionthatstudentsmayhave. Mechanicalpractice（substit

18、ution drills替换练习，transformation drills变形练习）andmeaningful/communicativepracticeUsingpromptsforpractice1.usingpictureprompts2.usingmimesorgesturesasprompts 3.usinginformationsheetasprompts4.usingkeyphrasesorkeywordsasprompts5.usingchainedphrasesforstorytelling6.usingcreatedsituations Waysofpresentingv

19、ocabulary:1.usingpictures,photos,videoclipstoshowmeaning2.provideaverbalcontexttodemonstratemeanin 3.usesynonymsorantonymstoexplainmeanings4.uselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeaning5.translateandexemplifyways of consolidating vocabularya)Labelingb)Spotthedifferencec)Describeandd

20、rawd)Playagamed)Usewordseriese)Wordbingof)Wordassociationg)Findsynonymsandantonymsh)Categoriesi)Usingwordnet-workj)UsingtheInternetresourcesformoreideasPre-listeningactivities:PredictingSettingthesceneListeningforthegistListeningforspecificinformationSummaryonpre-listeningactivitiesWhile-listeningac

21、tivitiesNospecificresponsesListenandsequenceListenandactListenanddrawListenandfillListenandtake notesSummary on while-listenning activitiesPost-listeningactivitiesMultiplechoicequestionsAnswering questionsNote-takingandgap-fillingDictogloss(合作听写)写):Preparation,Dictation, Reconstruction,Analysisandco

22、rrection1. pre-reading activities（1）PredictingPredictingbasedonthetitle，Predictingbasedonvocabulary，PredictingbasedontheT/Fquestions,setting the scene,skimming,scanning,Summary on pre-reading activities(2)SettingthesceneDiscussingcultureboundaspects,Relatingwhatstudentsalreadyknowtowhattheywanttokno

23、w,Usingvisualaids(3)Skimming&scanningn (4)Skimmingforgist,askgeneralquestions,provide3-4statements,providesubtitlesandputintherightplace(5)Scanningforspecificinformation:anumber,adefinition,aname(6)Summary on pre-reading activities While-reading(1)Fastreading(2)ReadingindetailTransitiondevice的目的：A,F

24、ocusonthemainmeaningB.SimplifysophisticatedinputC.PerformtaskswhilereadingD.HighlightthemainstructuralorganizationE.InvolveallthestudentsF.PrecedeonestepatatimeG.AbasisforfurtheroralorwrittenpracticeReadingcomprehensionquestionsA.QuestionsforliteralcomprehensionB.Questionsinvolvingreorganizationorre

25、interpretationC.QuestionsforevaluationorappreciationD.QuestionsforpersonalresponseE.QuestionsforinferencesUnderstandingreferencesMakinginferencesSummary on while-reading activities3.Post-readingPost-reading的方法：1）Discussionquestions 2）reproducing the text 3)Roleplay4）Gap-filling 5）Discussion1）Roleplay 2）Gap-filling 3)Retelling4）Writingn