英语教学法教程重点-English Language Teaching.docx

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1、第一章1. Views on language: Structural view, Functional view, interactional view.2. Views on language learning and learning in general: Behaviorist theory, Cognitive theory, Constructivist theory, Socio-constructivist theory.3. Elements that contribute to the qualities of a good English teacher: Ethic

2、devotion, professional qualities, personal styles. 补充的 excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.4. Excellent teachers: Flexibility, Encouragement, Enthusiasm, Leading by examplee.g. risk taking, Integrity, Neve

3、r stops learning, Good communication. 5. Stage 1 language development ,stage 2 learning from others experience learning the received knowledge learning from ones own experience as a learner. Stage3 professional competence.第二章1. The ultimate goal of ELT: the ultimate of foreign language teaching is t

4、o enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).2Components of communicative competence: Linguistic competence, Pragmatic competence,Discourse competence, Strategic c

5、ompetence, Fluency.3 3 principles of communicative language teaching :communication principle , task principle , meaningfulness principle4 the key assumption in CLT is that students learn the language through engaging in a variety of communicative activities,5 6 criteria for Evaluating how communica

6、tive classroom activities are: a. Communicative purpose: b. Communicative desire:c. Content, not form: d. Variety of language: e. No teacher intervention: d. No material control:6 Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or inter

7、acting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)Four components of a task: a purpose ,a context ,a process , a product.7 Four sets of questions when designing tasks:(how to design tasks?) - What is the objective of the task?- What

8、 is the content of the task?- How is the task to be carried out?- In what situation is the task to be carried out?7. 5个设计任务的步骤： a. Think about students need, interests, and abilities b. Brainstorm possible tasks c. Evaluate the list d. Choose the language items e. Preparing materials第三章1. Figure 3.1

9、 Framework of objectives in the new National English Curriculum: Learning Strategy: Cognitive, Self-management, Communication, Resourcing Language skills: Listening, Speaking, Reading, Writing Language knowledge: Phonetics, Grammar, Vocabulary, Functions, Topics Cultural awareness: Knowledge, Unders

10、tanding, Awareness Affect and attitudes: International, Perspectives, Patriotism, Confidence, Motivation Questions: What is the main aim of English language teaching? What is it composed of? What are the relations among all the components? What are the major characteristics compared with the 1992 Sy

11、llabus? The new curriculum is designed to promote the students overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided to a few subcategories a

12、s shown in the diagram. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.2

13、. LEVEL 2 covers Grade 5 and Grade 6 LEVEL 3 to LEVEL 5 are intended for the junior high school phase from Junior 1 to Junior 3(also named Grades 7-9) LEVEL 6 and 7 are required of every senior high school student LEVEL 7 is requirement for every senior high school leavers语言教学的目标 （课程目标）Overall Langu

14、age Ability language knowledge: phonetics, grammar, vocabulary, functions, topics language skills: listening, speaking, reading, writing learning strategy: cognitive, self management, communication, resourcing affect and attitude: international, perspectives, patriotism, confidence, motivation cultu

15、ral awareness: knowledge, understanding, awareness.第4章1、what s a lesson plan :A lesson plan is a framework of a lesson in which teachers make advance decision 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,

16、materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.2. P52: what can teachers benefit from lesson planning? (para. 2, totally there are 6 ideas)Firstly, a class plan makes the teacher aware of the aims and language c

17、ontents of the lesson.Secondly, it helps teacher distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lessons can move smoothly from one stage to another.Thirdly, proper lesson planning

18、 gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.Fourthly, good lesson planning gives teachers, especially novice teacher, confidence in class. They know what they are go

19、ing to do next therefore they can pay more attention to Ss reaction and performance in class rather than themselves.Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professiona

20、lism.3. P53: principles for good lesson planning AimVarietyFlexibilityLearnabilityLinkage4. P54: what does macro planning involve? a. Knowing about the profession: the T should get to know which language areas and language skills should be taught or practiced in the course, what materials and teachi

21、ng aids are available, and what methods and techniques can be used.b. Knowing about the institution: the T should get to know the institutions arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirement.c. Knowing about the learners: the T shoul

22、d acquire information about the Ss age range, sex proportion, social background, motivation, attitudes, interests, learning needs and other individual factors.d. Knowing about the curriculum/syllabus: the teacher should be clear about the principles, purposes, requirements and targets specified by t

23、he curriculum or syllabus. She/ He should also be aware of the methodological suggestions and assessment requirement for the course.e. Knowing about the textbook: in China, teaching is generally based on a textbook provided to a teacher. Therefore, teachers should not only know the curriculum well b

24、ut also know the textbook well in terms of its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.f. Knowing about the objectives: the T should get to know what the learners are expected to achieve and abl

25、e to do after one semester or a years learning so that he/she can design suitable activities to meet the objectives.5. P55-60: 8 components of a lesson plan (micro planning)Background informationTeaching aimsLanguage contents and skillsStages and proceduresTeaching aidsEnd of lesson summaryOptional

26、activities and assignmentsAfter lesson reflections6. P59: models for teaching a new structure-based lesson and for a skill-oriented lesson (see the bold words)Models for teaching a new structure-based基于结构lesson: Presentation, Practice, ProductionModels for teaching a new skill-oriented 导向lesson: Pre

27、-reading, While-reading, Post-reading7. 阅读教学的步骤Pre-reading: 1. Arouse interest and introduce topics. ( lead in) 2. Teach key new words/phrases, predict content, etc. ( pre-tasks)While-reading: 1. Focus on overall understanding. 2. Focus on detail understanding/teach new words and sentences.Post-read

28、ing: Encourage personal response.第五章1. Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As

29、 the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways. 2. Efficient classroom management can be achieved when the following six conditions are met: a. The teacher plays appropriate roles. b. The teacher provides clear instructions. c. St

30、udents are grouped in a way suitable for the learning activities. d. The teacher asks appropriate questions. e. There is discipline as well as harmony in the class. f. The Ss errors are treated properly.3. Roles of the teacher:ControllerAssessorOrganizerPrompterParticipantResource-providerTeachers n

31、ew roles(Guides researchers )controller: control the pace; control time; control the whole class. assessor: assess the students work; correct mistake; organize feedback. organiser: design and organize tasks prompter: give appropriate prompts; participant: join students resource-provider： instruction

32、 materials. new roles: facilitator; guide; researcher. 4. Classroom instructionsGiving directions to tasks or activitiesProviding explanation to a concept or language structureSetting requirementsChecking comprehensionDrawing attentionMotivating learnersGiving feedbackAssigning homework对无纪律课堂的措施meas

33、ures act immediately stop the class rearrange the class change the activity talk to students after class create a code of behavior5. Student groupingWhole class workPair workGroup workIndividual study6. Discipline here refers to a code of conduct which binds a teacher and a group of Ss together so t

34、hat learning can be more effective.7. What contribute to discipline: classroom management, Ts behavior, Ss motivation.8. Questioning in the classroom: Ts use questions to focus Ss attention, to invite thinking and imaginations, to check understanding, to stimulate recall of information, to challenge

35、 Ss, and to asses learning.课堂问题的建议advice about problems in class deal with it quietly dont take things personally dont use threats有效的课堂指令规则rules to follow for making instructions effective：use simple instructions and make them suit the comprehension level of the students. use the mother-tongue only

36、when it is necessary. give students time to get used to listening to English instructions and help them make an effort to understand them.第7章一 Grammar presentation1. Purpose: Ss perceive理解 the structureits form and meaningin both speech and writing, and take it into short-term memory.2. 3 ways used

37、in presentation: the Deductive method演绎法, The Guided discovery method, the Inductive method归纳法.3. P105. Guided discovery method的步骤 a. Create a content. （创设一个语境，用简洁、明了、易懂的语言从视和听两个方面来。有兴趣、有话题，在其中梳理语言知识。） b. Clear model. ( 典型例句，step by step.) c. Highlight rules. （使其关注语法规则。学生自己总结，老师示范帮助。例句、例词一定要是正确的，不能误

38、导学生。） d. Check understanding. （跟读“目的”）二Grammar practice1. Purpose: Ss learn to use the grammar item, absorb the structure toughly, transfer what they know from short-term to long-term memory.2. Factors contribute to successful practice(语法练习的几个要素):Pre-learningVolume and repetition大量的和反复的背诵Success-ori

39、entation成就感Teacher assistance老师的帮助Interest兴趣3. P109。语法练习(机械练习)的两种方法：Substitution替换练习, transformation句型转换练习4. P110。意义练习(半控制练习)的定义：focus on the production产出, comprehension理解 or exchange of meaning though the Ss keeping an eye on the way newly learned structures and used in the process. 5. P112起。意义练习（半

40、控制练习）的方法Using picture prompts图片的提示Using mimes or gestures as prompts模拟表演，手势的提示Using information sheet as prompts纸张上的信息提示Using key phrases or key words as prompts关键句关键字提示Using chained phrases for story telling6.production 方法：guessing game, completing the picture, information sheet, find someone who,

41、paired cue card, role play, story telling.(communicative purpose )task1 P104。三种语法呈现方式的区别Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying

42、 rules regarding the forms and positions of certain structural words. The explanations are often done in the Ss native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learn

43、ed structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.Guided discovery method: this method is

44、 similar to the inductive method in that the Ss are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicity.3。P107 Approach to teaching grammar: collocational搭配, co

45、nstructive结构, contextual语境, contrastive对比8。P115。最后两段语法教学3P模式:.presentation: purpose: students perceive the structureits form and meaningin both speech and writing, and take it into short-term memory. ways: the deductive method; the inductive method; the guided discovery method: 步骤：create a context,

46、clear model, highlight rules, check understanding. .practice: purpose: students learn to use the grammar item. Absorb the structure thoroughly, or to transfer what they know from short-term to long-term memory. ways: mechanical practice(substitution drills, transformation drills); meaningful practic

47、e(定义：in meaningful practice the focus is 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).要素factors: cant be said to have really mastered it yet. aimed at form accuracy. the students pay repeated at

48、tention to a key element in a structure. controlled/mechanical and semi-controlled. group. ways. . Production: purpose: there is a need for meaningful practice and communicative use of the structure taught so that students can be helped to achieve both accuracy and fluency in language use. ways: communicative practice(g