大学英语教学法整理.doc

《大学英语教学法整理.doc》由会员分享，可在线阅读，更多相关《大学英语教学法整理.doc（4页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Communicative Language Teaching Language Processing and Production (语言理解和表达)1. The knowledge involved in language processingIn conclusion, when trying to work out the meaning of a piece of language or trying to express your own meaning, you need to use all the three types of knowledge: the knowledge

2、 of language(语言知识-语法、词汇、句子), discourse knowledge（语篇知识）, and background knowledge（背景知识）. 语篇教学: 如：-Your phone! -Im having a bath.可以说，语篇教学是对一个词，一个句，一段话的言外之意、相关文化、相关背景的一种学习。Differences Between Oral and Written Communication(1) Spoken language is simpler than written language.(2) Spoken language has the

3、lighter lexical density. Lexical density refers to the number of content words per clause.(3) Written language tends to use nouns instead of verbs(4) Writing is context independent, whereas speech is more closely tied to its context. Some features of spoken language: contraction (缩写) hesitation (停顿)

4、 filler ? repetition self-correction restarted utterance(重新表达) demonstrative words (指示词 this one, over there, near the door)Definition to Communicative Language Teaching1) Classroom goals are focused on all of the components of communicative competence(form /function /appropriation) and not restrict

5、ed to grammatical and linguistic competence.2) Form is not the primary framework(syllabus教学大纲) for organizing and sequencing lessons. Function（使用） is the framework through which forms are taught. 3) Accuracy is secondary to conveying a message. Fluency may take on more importance than accuracy. The

6、ultimate criterion for communicative success is the actual transmission and receiving of intended meaning.4) In the communicative classroom, students ultimately have to use the language productively(speaking and writing) and receptively(reading and listening) in unrehearsed contexts.交际语言教学（Communica

7、tive Language Teaching，即CLT）形成与70年代末、80年代初。经过近20年的发展以逐渐发展成为一种为世界语言教学界所普遍认同的教学思想、教学方向。它的理论主要来自社会语言学、心理语言学和乔姆斯基的转换生成法。其核心是教语言应当教学生怎样使用语言，用语言达到交际的目的，而不是把教会学生一套语法规则和零碎的词语用法作为语言教学的最终目标。我国的英语教学新大纲和新教材都充分体现了交际语言教学思想。Nature of Communicative Activities :有没有信息的转换1. Students must have a desire to communicate.

8、The English Language Curriculum (英语课程标准)一、 对英语教学目标的重新认识 语言知识：forms/linguistic competence (单词、句子、语法)语言技能：listening/speaking/reading/writing 情感态度：attitude/confidence学习策略/方法文化意识二、 强调学生语言运用能力的培养 1）语言学习应成为语言实践的过程 2）英语课堂为学生提供体验 3）鼓励学生用实际生活进行语言学习 4）大量实践形成语感三、 练习与任务型的课堂教学练习：是否掌握语言形式任务：是否成功完成任务（real-life tas

9、k）四、对学生学习评价的多样化The three stages of teaching reading1. Pre-reading stage (1) the aims of the pre-reading stages are three-fold (a) arousing the students interest in the topic or type of text; (b) motivating students to read the text by proving a purpose for reading; (c) preparing the students for the

10、 content of the text. (2) what the teacher can do to get the students to predict the contents of the text? examine the accompanying visual information(diagrams, maps, photographs), reflect on the title or the topic, state what they have already know about the topic, state what they would like to kno

11、w about the topic, write their own questions that they want the text to answer, answer the teachers general questions about the text type or topic(oral or written), brainstorm the topic in groups or whole class, guess the topic by looking at key words from the text(given, and if necessary taught,by

12、the teacher).2. While-reading stage (1) it aims to help the reader understand the content and structure of the text, as well as the authors purpose in writing in it. (2) we aims to train the main reading skills: skimming, scanning, reading for detail, drawing inferences about the authors purpose and

13、 intension. The typical sort of activities to train such skills are: skim reading to get the gist of the text, locating specific information transferring information from the text to a diagram, table, form, map, graph or picture, taking notes on the main points, or on specific points of the text, dr

14、awing a diagram to show the text structure, answering factual questions on the text, answering inference questions on the text(reading between the lines) putting the events in the correct order, stating if statements given about the text are true or false, working out the meaning of the words and ph

15、rases in the text from the context, examine referents in the text and stating what they refer to, putting the paragraphs of a jumbled text back in the correct order, giving sections of a text appropriate headings, giving the text an appropriate title(also possibly a post-reading activity).3. Post-re

16、ading-强调对之前所学知识的一个综合运用 (1) it has two aims: one is to consolidate or reflect on what has been read in the text; the other is to relate the text to the students own knowledge, interests, or views. (2) the kinds of post-reading activities that are usually employed are: oral discussion of the topic of

17、the text, role-play a different situation from that of the text but using the same characters, or role-play the same situations as in the text but using different characters, writing a summary of the main content of the text, comment on the content of the text, retelling the story of the text, finishing the story(oral or writing), that means either predicting an ending or changing the ending to one of your own choice listening to or reading some supplementary materials about the topic.