英语教学法教程考试用.pdf

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1、Unit oneUnit one1.2 views on language1.2 views on languageStructuralStructural viewview:the structural view of language sees language as a linguisticsystem made up of various subsystems:the sound system(phonology);the discreteunits of meaning produced by sound combinations(morphology);and the system

2、 ofcombining units of meaning for communication.FunctionalFunctional viewview:the functional view not only sees language as a linguistic systembut also a means for doing things.In order to perform functions,learners need toknow how to combine the grammatical rules and the vocabulary to express notio

3、nsthat perform the functions.InteractionalInteractionalviewview:theinteractionalviewconsiderslanguagetobeacommunicative tool whose main use is to build up and maintain social relationsbetween people.1.3 views on language learning and learning in general1.3 views on language learning and learning in

4、generalBehavioristBehaviorist theory:theory:(Skinner(Skinner andand Pavlov)Pavlov)the key point of the theory ofconditioning is that”you can train an animal todo anything if you follow a certainprocedure which has three major stages,stimulus,response,and reinforcement”.Cognitive theory:ChomskyCognit

5、ive theory:Chomsky thinks that language is not a form of behavior,it is anintricate rule-based system and a large part of language acquisition is the learning ofthis system.There are a finite number of grammatical rules in the system and withknowledge of these an infinite number of sentences can be

6、produced.A languagelearner acquires language competence which enables him to produce language.Constructivist theory:(John Dewey and Jean Piaget)Constructivist theory:(John Dewey and Jean Piaget)the constructivist theorybelieves that learning is a process in which the learner constructs meaning based

7、 onhis/her own experiences and what he/her already knows.Socio-constructivistSocio-constructivisttheory:theory:(Vygotsky)(Vygotsky)heemphasizesinteractionandengagement with the target language in a social context based on the concept of“Zone“Zone of Proximal Development of Proximal Development”(”(ZP

8、D)and scaffolding.ZPD)and scaffolding.1.41.4 What makes a good language teacherWhat makes a good language teacher?There are a variety of elements that contribute to the qualities of a good languageteacher:ethic devotion,professional qualities and personal styles.ethic devotion,professional qualities

9、 and personal styles.1.5 teacher1.5 teacher s professional developments professional developmentOthersexperienceLanguageProfessionaldevelopmentPracticeReflectionReceivedcompetenceknowledgeOwnexperienceStage 1GoalStage 2Unit twoUnit two2.22.2 communicativecommunicative competences:competences:(Hedge)

10、(Hedge)1)1)LinguisticLinguistic competencecompetence isconcerned with knowledge of the language itself,its form and meaning.2)2)PragmaticPragmatic competencecompetence is concerned with the appropriate use of the language insocial context.3)Discourse competence3)Discourse competence refers to ones a

11、bility to create coherentwritten text or conversation and the ability to understand them.4)4)StrategicStrategiccompetencecompetence refers to strategies one employs when there is communicationbreakdown due to lack of resources.5)5)FluencyFluency means one s ability to link units ofspeech together wi

12、th facility and without strain or inappropriate slowness or unduehesitation.2.42.4 principles of communicative language teaching(CLT)principles of communicative language teaching(CLT)1)1)CommunicationCommunication principleprinciple:activities that involve real communication promotelearning.2)2)Task

13、Task principleprinciple:activities in which language is used for carrying outmeaningful tasks promote learning.3)Meaningfulness principle3)Meaningfulness principle:language that ismeaningful to the learner supports the learning process.2.7 task-based language teaching(TBLT)2.7 task-based language te

14、aching(TBLT)Task-based language teaching is a further development of CLT.It shares the samebeliefs,as language should be learned as close as possible to how it is used in reallife.However,it has stressed the importance to combine form-focused teaching withcommunication-focused teaching.Unit threeUni

15、t threeFramework of objectives in the new National English CurriculumFramework of objectives in the new National English CurriculumOverall language ability:Language:phonetics,grammar,vocabulary,functions,topicsLanguage skills:listening,speaking,reading,writingLearning:cognitive,self management,commu

16、nication,resourcingAffect:international,perspectives,patriotism,confidence,motivationCultural:knowledge,understanding,awarenessUnit 4Unit 44.2 principles for good lesson planning4.2 principles for good lesson planningAimAim means the realistic goals for the lesson.VarietyVariety means planning a num

17、ber of different types of activities and introducing awide selection of materials for the students.FlexibilityFlexibility means preparing some extra and alternative tasks and activities.LearnabilityLearnability means the contents and tasks planned for the lesson should be withinthe learning capabili

18、ty of the students.LinkageLinkage means the stages and the steps within each stage are planned in such away that they are someway linked with one another.4.4 components of a lesson plan4.4 components of a lesson plan1.1.BackgroundBackground information:information:the first thing the teacher needs t

19、o detail is who thestudents are.2.2.TeachingTeaching aims:aims:the next thing the teacher needs to know is that what he/shewants the students to achieve after the class.3.3.Language contentsLanguage contents andand skills:skills:teachers should know what language contentswill be taught and what lang

20、uage skills will be practiced in the lesson.4.Stages and procedures:4.Stages and procedures:teaching stages refer to the major chunks of activitiesthat teachers go through in a lesson.Procedures are the detailed steps in eachteaching stage.(Starter,presentation,practice,production,revision)5.Teachin

21、g aids:5.Teaching aids:it means the resources needed for the lesson.6.6.EndEnd ofof lessonlesson summary:summary:the teacher needs to take some time to summarizewhat is learnt in the class.7.Optional activities and assignments:7.Optional activities and assignments:teacher needs to prepare some optio

22、nalactivities and decides on the type of assignment for the students after the lesson.8.after lesson reflection:8.after lesson reflection:homework ect.Unit 6Unit 66.16.1 factorsfactors affectaffect pronunciationpronunciation learning:learning:learnerlearner s s nativenative language;language;age;age

23、;exposure;exposure;innateinnate phoneticphonetic ability;ability;motivationmotivation andand concernconcern forfor goodgood propropronunciation.pronunciation.6.26.2OurOurrealisticrealisticgoalgoalofofteachingteachingpronunciation:pronunciation:consistency,consistency,thepronunciation should be smoot

24、h and natural.Intelligibility,Intelligibility,the pronunciationshould be understandable to the listeners.CommunicativeCommunicativeefficiency,efficiency,thepronunciation should help convey the meaning that is intended by the speaker.Unit 7Unit 77.1 Grammar7.1 GrammarForm:howMeaning:is itwhat doesfor

25、med?it means?Use:whenand why isit used?Diane Larsen-Freeman7.2 grammar presentation7.2 grammar presentation1.The deductive method:1.The deductive method:it relies on reasoning,analyzing and comparing.2.2.TheThe inductiveinductive method:method:the teacher provides learners with authentic languagedat

26、a and induces the learners to realize grammar rules without any form of explicitexplanation.3.3.TheThe guidedguided discoverydiscovery method:method:students are introduced to discover rules bythemselves.The process of discovery is guided and assisted by the teacher and therules are then elicited an

27、d taught explicitly.Unit 8Unit 88.2 What does it mean to know a word?8.2 What does it mean to know a word?1.Its pronunciation and stress.2.Its spelling and grammatical properties.1.Its pronunciation and stress.2.Its spelling and grammatical properties.3.Its meaning.4.Its use.3.Its meaning.4.Its use.

28、8.3 ways of presenting vocabulary8.3 ways of presenting vocabulary1.Provide a visual or physical demonstrationvisual or physical demonstration2.Provide a verbal contextverbal context.3.Use synonyms or antonyms.synonyms or antonyms.4.Use lexical sets or hyponyms lexical sets or hyponyms to show relat

29、ions.5.Translate and exemplify Translate and exemplify6.Use wordswords formationformation rulesrules andand commoncommon affixesaffixes to build new lexicalknowledge.7.Teaching in chunks chunks.8.Think about the context that the word might be used.context that the word might be used.9.Think about providing different context.providing different context.10.Prepare for possible misunderstanding or confusion.possible misunderstanding or confusion.