《英语教学法教程》(王蔷)考研复习重点笔记.pdf

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1、 1 Unit 1 language and language teaching 1.What makes a good language teacher?Ethic devotion Professional qualities Personal styles 2.Views on language learning and learning in general:Process-oriented theories:concerned with how the mind organizes new information such as habit formation,induction,m

2、aking inference,hypothesis testing and generalization.Condition-oriented theories:emphasize the nature of the human and physical context in which the language learning take place,such as the number of the students and the kind of input learners receive,and the atmosphere.3.How can one become a langu

3、age teacher?It involves more factors and longer learning time,and may never be finished.Stage 1:all English teachers are supposed to have a sound command of English.Stage 2:learning,practice and reflection.Learning:Learning from others experience(empirical knowledge gained through reading and observ

4、ation)Learning the received knowledge(language learning theories,educational psychology,language teaching methodology,etc.)Practice Pre-service practice(pseudo practice)Real classroom practice Reflection:take on reflection seriously and keep reflection Goal:(do not have an end)one can never become a

5、 perfect teacher.There is always room for improvement.Practice ReflectioProfessional competence Stage 1 Stage 2 Goal 2 Unit 2 communicative principles and task-based language teaching 1.What is communicative competence Linguistic competence Knowledge of language itself Pragmatic competence The choic

6、e of the vocabulary and structure depends on the setting,the relative status of the speakers and their relationship.Discourse competence The ability to understand or to express a topic logically and coherently by effectively employing or comprehending the cohesive marks,such as first,second.Strategi

7、c competence Searching for other means of expression,such as using a similar phrase Fluency the ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation)CLT:communicative language teaching 2.Principles of communicative language teaching

8、Communication principle Activities that involve real communication promote learning.Task principle Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle Language that is meaningful to the learner support the learning process.3.Main features

9、of communicative activities Communicative purpose There must be some information gap that students seek to bridge Communicative desire A real need to communicate Content not form They must have some massage they want to communicate Variety of language No teacher intervention No material control TBLT

10、:task-based language teaching 4.Four components of a task A purpose 3 Make sure students have a reason for undertaking the task A context This can be real,simulated or imaginary,and involves sociolinguistic issues such as the location and the relationship of the speaker A process Getting students to

11、 learn some language strategies such as problem solving,reasoning A product 5.Focus on individual language items Purposeful and contextualized communication+Then Exercise task 6.TBL:Pre-task Introduction to topic and task Task cycle Task Planning Report Students hear task recording or read text Lang

12、uage focus Analysis and practice Review and repeat task 7.PPP Presentation Of single new item;teachers introduces new vocabulary and grammatical structures.Practice Of new item:drills,exercise,and dialogue Production Activity,role play or task to encourage free use of language 8.How to design tasks

13、Think about students needs and interests and abilities Brainstorm possible tasks Evaluate the list Choose the language items Preparing materials 9.Constrains of CLT:Whether it will meet the needs of learners from different contexts 4 It is very difficult to design a one to one correspondence between

14、 a function a form.10.Constrains of TBLT Not effective for presenting new languages Time is limited:teachers are busy Culture of learning:some students may find it difficult to adapt to TBLT Level of difficulty:students may find task-base language teaching quite difficult of they do not have suffici

15、ent linguistic resources.5 Unit 4 lesson planning 1.Why is lesson planning important?It can make teachers aware of the aims and language contents of the lesson.It helps teachers distinguish the various stages of a lesson and see the relationship between them so that activities of different difficult

16、y levels can be arranged properly and the lesson can move smoothly from one stage to another.It gives teachers opportunity to anticipate potential problems that may arise in class,and prepare some solutions to them.It builds teachers confidence in class.Teachers can also be aware of teaching aids in

17、 class.Planning is a good practice and sign of professionalism.2.Principles for good class planning:Aim It means realistic goals for the lesson;the things students are able to do at the end of the class.Variety Planning a variety of different activities to introduce a wide selection of materials,so

18、that learning is always interesting.Flexibility Preparing some extra and alternative activities and tasks as the class does not always go according to the plan.Learnability The contents and tasks planned for the lesson should be within the learning capability of the students.Linkage The steps and st

19、eps in each stage are planned in such a way that they are someway linked with another one.3.Macro planning A planning over a longer period of time,for instance a whole-year course.It is often done by a group of teachers who are to teach the same course.Knowing about the profession Which language are

20、a and language stage should be taught?Knowing about the institution The institution arrangements of the time,frequency of the class Knowing about the learners Knowing about the syllabus Knowing about the textbook Knowing about the objectives 6 4.Components of a lesson plan Background information Who

21、 the students are.The time and date of the class.Teaching aims What students are able to achieve at the end of the lesson(Linguistic and language skills)Language contents and skills Stages and procedures Teaching aids Teaching aids and resources,and how teachers will use them to aid learning End of

22、lesson summary Take some time to summarize what is learned in class.Optional activities and assignments After lesson reflection 7 Unit 5 classroom arrangement 1.Efficient classroom arrangement can be achieved when these six conditions are met:The teacher plays appropriate roles.The teacher provides

23、clear instructions Students are grouped in a way suitable for the learning activities.The teacher asks appropriate questions.There is discipline as well as harmony in the class.The students errors are treated properly.2.The different roles of teachers:Controller The teacher controls the pace so that

24、 the activities run smoothly and efficiently.The more communicative the activity is,the less control it needs.Assessor Correcting mistakes Organizing feedback Organizer Design and organize the tasks Prompter When students are not sure how to start an activity,or what to do next,the teacher give appr

25、opriate prompts.(and/anything else?/yes,but why?)Participant Resource-provider 3.Rules to follow for making instructions effective:To use simple instructions and make them suit the comprehension level of the students.(Also,make your comments as simple and as natural as possible)To use mother tongue

26、only when its necessary.The best thing to do is to model the task/activity before letting students move into groups and pairs.Demonstration is more effective than words.4.Student grouping:Whole class work:Advantages:Everyone feels being together with others.It is good for teachers to instruction and

27、 explanation together,and also an ideal way to show materials and do presentation together.Disadvantages:8 Individuality is not favoured in this sense.Not everyone has an opportunity to express himself.Some students feel nervous and anxious when they are asked to present in front of class.It favors

28、the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication.Students cannot communicate with others in this sense.Pair work Advantages It dramatically increase students speaking time in class.It allow

29、s students to work together rather than under teachers guidance.It allows teachers to work with the weak pairs when others are working on their own.It can promote cooperation between students.Disadvantages It is often very noisy and teachers are afraid of losing control of the class.Some students ma

30、y talk in native language or something not related to the topic.It is not very easy for teachers to monitor every pair.Some students may not like to work with peers,and they,think they can only learn from their teachers.So they refuse to participate in the activities.The choice of pair is a problem.

31、Some students dont like to work with a particular partner while someone may dominate all the time.Group working Some groups may finish the task fast while some may be very slow.Teachers may have to prepare some optional activities for the quick group and be ready to help the slower groups all the ti

32、me.Individual study Teachers need to prepare different tasks for different groups.5.Measures for disciplined acts and badly behaving students:Acting immediately Indisciplined acts should be immediately stopped,so that less damage is made.Stop the class If the discipline is so disruptive as to hinder

33、 the progress of the whole class,the teacher should stop the class and make it clear what is wrong.Rearrange the seats Change the activity Talk to students after class Create a code of behavior 9 The teachers and learners can work together to create some rules for the class during activities.6.Quest

34、ioning in classroom Display questions:questions that are already known to teachers and they are asking questions to check if students know the answer.Genuine questions:questions that are used to find new information.They are often more communicative.Lower-order questions:questions that simply requir

35、e recalling of information or memorization of facts.Higher-order questions:questions requiring more reasoning,analysis,and evaluation.7.Dealing with errors:Dealing with spoken errors:If the task is not focusing on accuracy or fluency,ignore it.When to correct:It is best not to interrupt students dur

36、ing fluency work,unless communication breaks down.If there are some common mistakes that other students might also have problems with,the teacher can take a note in his/her mind and try to do the correction after the students perform.How to correct:Self-correcting is encouraged.Indirect correction:r

37、epeating;asking other students to answer again 1 0 Unit 6 teaching pronunciations 1.The role of teaching pronunciation Students need not able to read and write IPA and to know phonetics.Adult learners need focus on pronunciations,but young leaners dont.Learners who have more exposure to English need

38、 less focus on pronunciation than those who only learn English in the class.2.Realistic goal of teaching pronunciation:Consistency:the pronunciation should be smooth and natural.Intelligibility:the pronunciation should be understandable to the listeners.Communicative efficiency:the pronunciation sho

39、uld help convey the meaning that is intended by the speaker.3.Focusing on a sound:Say the sound alone Get students to repeat the sound in chorus.Get individual students to repeat the sound.Explain how to make the sound.If students can produce the sound correctly,after the teachers modelling,it is no

40、t necessary to explain how.Say the sound in a word.Contrast it with other sounds.4.Perception practice:Using minimal pairs:will-well till-tell fill-fell lid-led(tell which one is read)Which order Pit pet bet(1 3 2)Same or different Met-meet well-well Odd one out Bit bit bit pit (No.4 is different.)C

41、omplete:_ate_ate_ate_ate_ate_ate(late mate fate date hate rate)5.Production practice:Listening and repeat Fill in the blanks Children love to play games.Black and white make gray.After April comes May.Make up sentences 1 1 Last fast calm dark Making a sentence using as many from the given words.Use

42、meaningful context Using picture Use tongue twisters 6.Practicing stress:Using gestures:By clapping hands or using an arm movements as if conducting music.Use the voice:Raise the voice to indicate stress Use the blackboard:Highlight the stress parts by underlining them or writing them on the blackbo

43、ard.1 2 Unit7.Teaching grammar 1.Different ways to presenting grammar The deductive method Relies on reasoning,analyzing and comparing Disadvantages:It teaches grammar as an isolate one Little attention is paid to meaning Practice is more mechanical Advantages:It can be successful with selected and

44、motivated students.It could save time when students are confronted with grammar rule which is complex but which has to learn.The inductive method The teacher provide students with authentic language date and induces the learners to realize grammar rules without any form of explicit explanation.Stude

45、nts are to apply the newly presented structure to produce sentences with given visual aids or verbal prompts.The teacher may elicit the grammar rule from the students.The guided discovery method Students are induced to discover the rules by themselves but carefully guided and assisted by the teacher

46、.2.Implicit knowledge and explicit knowledge Implicit knowledge:knowledge that is unconsciously existed in our mind,which we can make use of automatically without making any effort.Explicit knowledge:our conscious knowledge about the language.3.Successful practice Pre-learning Practice is more effec

47、tive when new language is clearly perceived and taken into short-term memory by the leaners.Volume and repetition The more language the leaners are exposed to or perceived the more they are likely to learn.Success-orientation:Heterogeneity(异质性)Practice should be able to elicit different sentences an

48、d generate different levels of answers from different learners.Teacher assistance Interest 4.Grammar practice:1 3 Mechanical practice Substitution drills Mrs.Green has the largest house in town.(clean house/green lawn/pretty garden)Transformation drills Change the following sentence into past tense.

49、Now he lives in London.(last year.Paris)Meaningful/communicative practice Rank the items on the left column according to the listed on the top.cheap healthy tasty Important Beer Water Fruit cigarettes Eg.I think beer is cheaper than fruit.5.Using prompts for practice:Using picture prompts Using mime

50、s(role play)or gestures as prompts Using information sheet as prompts Using key phrase or key words as prompts Using chained phrases for story telling.1 4 Unit 8 teaching vocabulary 1.What does knowing a word involve?Knowing its pronunciation and stress Knowing its spelling and grammatical propertie