王蔷 英语教学法_英汉对照ACourseinEnglishLanguageTeaching(23页).doc

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1、-王蔷 英语教学法_英汉对照ACourseinEnglishLanguageTeaching-第 23 页A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义 as a linguistic systemfunctional view功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractiona

2、l view交互性 as a communicative toolViews on language learning and learning in general1) Process-oriented theories 过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2) Condition-oriented theories 强调条件

3、理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train

4、 an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论 Learning is a process in which the learner constructs meaning based on his/her o

5、wn experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Com

6、municative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how

7、 to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students communicative competence, which includes both the knowledge about

8、 the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features: (1)Functional communicative activities: 功能互动活动Identifying pictures Discovering identical pairsDiscovering se

9、quences or locationsDiscovering missing informationDiscovering missing featuresDiscovering secretsCommunicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会

10、交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes: No specific activities almost about listening and speakingSix criteria for eva

11、luating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instru

12、ction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inqui

13、ring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language itemspurposeful&contextualised communicationExercise exercise-task taskHow to design tasks:Think about students needs, interests, and abilitiesBrainstorm possi

14、ble tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage: The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitati

15、on of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit

16、 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise q

17、uality-oriented education面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning and partici

18、pation强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of objectives in the new National Eng

19、lish Curriculum：课程总目标Overall language ability:情感目标Learning学习策略Affect情感态度语言目标Cultural文化意识能力目标Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; Awarene

20、ssLanguage: Phonetics; Grammar; Vocabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: G

21、rade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill

22、courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc. Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes t

23、he teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can

24、 be fully engaged in the lesson. 4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. 6) The teacher soon learn to judge

25、 lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement. 8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful. Principles for good lesson planning:Aim; Variety; Flex

26、ibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro plan

27、ing should be based on macro planning, and macro planing is apt to be modified as lesson go on. Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about t

28、he objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标 Language objectives; Ability objectives; Moral objectives3.Language contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学

29、手段5.End of lesson summary 总结6.Optional activities and assignments 7.After lesson reflection:Feelings about the lesson; students performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class: 1 Controller, 2 Assessor评估者

30、, 3 Organizer ,4 Prompter敦促者 , 5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer s suggestions on measures for indisciplined acts and badl

31、y behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats 4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur s advice on problems in class: 1)Deal with it quietly2)Don t take things personally 对事不对人3)Do not use threatsUnit 6 Te

32、aching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers meaningWays of practicing sounds and their definitions: 1.Focusing on a sound 单音练习:(sounds

33、 difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3. Production practice 生成性练习: (develop Students ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful cont

34、ext; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation: rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on

35、reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the pro

36、cess of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur s six factors contribute to successful grammar practice:1) Pre-learning. 2) Volume and repetition(容量/重复). 3) Success-orientation成功性联系. 4) Heterogeneity多样性. 5) Teacher assist

37、ance.6) Interest. Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of mea

38、ning though the students keep an eye on the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1) Using picture prompts. 2) Using mime 哑剧or gestures as prompts. 3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词 as prompts. 5)

39、 Using chained phrases for story telling. 6) Using created situations. Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Colloca

40、tions 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to

41、 demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.3.Use synonyms or antonyms to explain meanings4.Use lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abs

42、tract meaning6.Use word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible m

43、isunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇 2) Spot the differences3) Describe and draw4) Play a game 5)using the Internet resources for more ideas 6) Use word series 单词系列7) Word bingo 9) word association 自此联想10) find synonyms and antony

44、ms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies: 1) Review regularly 2) Guess meaning from context 3) Organize vocabulary effectively 4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1)

45、Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener s response 回应5) Speaker s adjustment调节Principles and models for teaching listening:1) Focus on process2) Combine listening and speaking3) Focus on comprehending meaning 4) Grade difficulty level appropriately Three teaching stages1.Pre-list

46、ening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点 4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记 3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择 2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1) Preparation(2) Dictation 听写(3) Reconstruction. (4) Analysis and correction. Unit 10 Teaching SpeakingPrinciples for t