英语教学法教程.pdf

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1、Q半圄教师 HTEACHER NET英语教学法教程教师事业部 Uniti Language and Language Learning Unit2 Communicative Principles and Tasked-based Language Teaching Units The National English Curriculum Unit4 Lesson Planning Units Classroom Management Unit6 Teaching Pronunciation Unity Teaching Grammar Unit8 Teaching Vocabulary U

2、nit9 Teaching Listening Unitio Teaching Speaking Unitu Teaching Reading Uniti2 Teaching WritingLanguage&Language LearningThe qualities of a good language teacherHow Can One Become a Good Language TeacherLanguage&Language LearningViews on languageViews on language learningThe qualities of a good lang

3、uage teacherHow Can One Become a Good Language TeacherViews on languagePage 5Structural view结构观Ferdiand de Saussure(1857-1913)The Structural View sees language as a linguistic system made up of various subsystems:i.The sound system(phonology)(Phonemes&sounds0 e2.The discrete units of meaning produce

4、d by sound combinations(morphology)(morphemes&words)3.The system of combining units of meaning fbr communication(syntax)(phrases&sentences).TOPStructural view To learn a language is to learn structural items.When this structural view combined with thestimulus-response（S-R束激-反应）principles of behaviou

5、ristic psychology（行为主义，心理学），the audiolingual approach（听说法）emerged.Functional view功能观The functional view not only sees language as a linguistic system as well as a means for doing things.Most of our day-to-day language use involves functional activities:advising apologizing debating offeringIn order

6、to perform functions,learners need to know how to combine the grammatical rules and vocabulary to express notions观念 that perform the functions.Professor MAK HallidayInteractional view交互观 The interactional view language as a communicative tool to build up and maintain social relations between people.

7、Learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in the whole range of communicative context.样卷：50.The view of language sees language as alinguistic system made up of various subsystems:the sound system(phonology)

8、;the discrete units of meaning produced by sound combinations(morphology);and the system of combining units of meaning for communication(syntax).structural 11 年：44.The view of language sees languages as a linguistic systemmade up of various subsystems:the phonology system,the morphology system,the s

9、yntax system and so on.A.functional v structural C.interactional D.communicativeYour view of)0 language determines our way of teaching.More importantlyjt is closely related to the understanding of language learning.ooLanguage&Language LearningThe qualities of a good language teacherHow Can One Becom

10、e a Good Language Teachern.Views on Language Learning and Learning in General Process-oriented theories are concerned with how the mind organise new information such as habit formation,induction,making inference,hypothesis testing and generalization.Condition-oriented theories emphasize the nature o

11、f the human an physical context in which language learning takes place,such as the numbers of students,the kind of input learners receive,and the atmosphere.Tips:Some researchers attempt to formulate teaching approaches directly from these theories:the Natural Approach,Total Physical Response,and th

12、e Silent Way.TiWn.Views on Language Learning and Learning in General1 Behaviorist Theory行为主义理论 The behaviourist theory of language learning was initiated by behavioural psychologist Skinner.(斯金纳)理论基础：Watson and Raynors theory of condtioning.条件反射B.F.Skinner(1904-1990)(Stimulus-Response)theory or clas

13、sical conditioning.1 Behaviorist Theory0imulus _Based on the theory of conditioning,Skinner suggested that language is also a form of behavior.Behaviourism was adopted by audio-lingual method,which involves endless“listen and repeat”drilling activities.The idea:language is learned by constant repeti

14、tion and reinforcement of the teacher.样卷：53.The theory of language learning wasinitiated by the psychologist Skinner,who applied Watson and Raynor s theory of conditioning to the way humans acquire languages.behaviorist2 Cognitive Theory认知理论 The term cognitivism is often used to describe methods in

15、which students are asked to think rather than simply repeat.The cognitive theory is the result of Noam Chomskys reaction to Skinners behaviourist theory.乔姆斯基：如果学习单纯依靠外界的刺激，孩子如何能说出一个别人没说 过的句子？According to Chomsky,language is not a form of behaviour,it is an intricate rule-based system and large part

16、of language acquistion is the learning of the system.There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced.A language learner acquires language competence 语言能力 which enalbles him to produce language.10年 50.According

17、 to Chomsky,language is not a form of behavior,but an intricate rulebased system and a large part of language acquisition is the learning of the system.There are a finite number of rules in the system and with a knowledge of these an infinite number of sentences can be produced.grammatical 11 年：49.A

18、ccording to Chomsky,language is not a form of behavior,it is an intricate system and a largepart of language acquisition is the learning of this system.rule-based3 Constructivist Theory建构主义理论 The constructivist theory believes that learning is a process in which the learner constructs meaning based

19、on his experiences and what he already knows.建构主义认为，人的知识源自经验。学习是学习者主动构造内部心理表征的过程。Teaching should be built based on what learners alweady knew and engage learners in learning activities.4 Socioconstructivist Theory社会建构论 Socioconstructivist theory represented by Vygotsky emphasizes interaction and eng

20、agement with the target language in a social context based on the concept of Zone of Proximal Development（ZPD）and scaffolding.（脚手架）（类似儿童学走）最近发展区：儿童现有发展水平与即将达到的发展水平之间的发展区域。In other words,learning is best achieved through the dynamic interaction between the teacher and the learner and between learners

21、.补充:人本主义学习理论：每一个人都希望展现自己的才能，了解自己、增强自尊是 激励学习的方式，有效的学习是学习者自己发现的。社会学习理论：班杜拉认为行为习得有两种不同的过程：一种是通过直接 经验获得行为反应模式的过程，即我们所说的直接经验的 学习；另一种是通过观察示范者的行为而习得行为的过程,“通过示范所进行的学习”，即我们所说的间接经验的 学习。强调观察学习或模仿学习。10 年:44.新课程标准所倡导的任务型教学，就是以具体的任务为学习动力 或动机，以完成任务的过程为学习的过程，以展示任务成果的方式来 体现教学成就的一种教学理念。它是一在英语教学中的应用。A.行为主义学习理论 B.社会学习理

22、论 g灌构主义学习理论 D.人本主义学习理论Language&Language LearningThe qualities of a good language teacherHow Can One Become a Good Language TeacherTIT What makes a good language teacher?professionalA good language teacherLanguage&Language LearningThe qualities of a good language teacherHow Can One Become a Good Lang

23、uage TeacherTeachers professional development(Adapted from Wallace,1991:15)learning practice reflectionStage 1Stage 2Communicative Principles and Taskbased Language TeachingLanguage Use in Real Life VS traditional PedagogyWhat is Communicative Competence?What are the Implications of CLT to teaching

24、and learning?What are the Main Features of Communicative activities?Communicative Principles and Taskbased Language TeachingTask-based Language Teaching 表How is Task-based Language Teaching/Different from PPP?Are There Limitations of CLT and TBLT?1.Language Use in Real Life VS traditional Pedagogy 人

25、们发现，实际教学中，所教与所用并不对等。The ultimate goal of foreign language teaching is:to enable the learners to use the foreign language in work oMfe.Differences:perform certain communicative functions VS focus on forms rather than functions;Use all skills VS focus on one or two language skills;In a certain context

26、 VS isolate language from its context.1.Language Use in Real Life VS traditional PedagogyThe adoption of CLTHow can we bridge the gap between the traditional pedagogy and language use in real life?Communicative Principles and Taskbased Language TeachingLanguage Use in Real Life VS traditional Pedago

27、gyWhat is Communicative Competence?What are the Implications of CLT to teaching and learning?What are the Main Features of Communicative activities?2.What is Communicative Competence?The goal of CLT is to develop students1 communicative competence.交际能力指的是不仅能用语法规则来组成语法正确的句 子，而且知道何时何地向何人使用这些句子的能力。Five

28、 Main Components of CommunicativeCompetence-Hedger Linguistic competencePragmatic competenceCommunicative J-Competence Discourse competence Strategic competencefluencyFive Main Components of CommunicativeCompetence-Hedge Linguistic competence-is concerned with knowledge of thelanguage itself,its for

29、m and meaning.Pragmatic competence-is concerned with the appropriate useof language in social context.Discourse competence-ones ability to create coherent writtentext or conversation and the ability to understand them连贯性 Strategic competence-strategies one employs when there iscommunication breakdow

30、n due to lack of resources维系谈话 Fluency-ones ability to link units of speech together with facilityand without strain or inappropriate slowness or undue hesitation 11 年:45.As Canale and Swain put it,competence refers to one s ability to create conherent written text or conversation and the ability to

31、 understand them.A.linguistic B.pragmaticC.strategicpdiscourseFive Main Components of CommunicativeCompetence-Hedge The term communicative competence is often used in contrast to Chomskys term linguistic competence.For Chomsky,competence simply means knowledge of the language system5namely grammatic

32、al knowledge.语言能 力指一个理想的说话人或听话人所拥有的内在化的语言知 识。Communicative Principles and Taskbased Language TeachingLanguage Use in Real Life VS traditional PedagogyWhat is Communicative Competence?What are the Implications of CLT to teaching and learning?What are the Main Features of Communicative activities?3.Wh

33、at are the implications of CLT to teach andlearning?Teaching must enable learners to grasp the five components of communicative competence,but not just the linguistic competence.Principles of Communicative Language Teaching Richards and Rodgers:CcMEHlMri幽交除原则 Activities that involve real communicati

34、on promote learning.Ttek 蜀Activities in which language isused for carrying out meaningful tasks promote learning M驰硒喊丽典蒯哪鲍意义原叫 Language that ismeaningful to the learner supports the learning process.Classification of communicative activities:functional communicative activities:identifying pictures,d

35、iscovering differences,reconstructing story sequences.social interaction activities:role-playing,large-scale simulation activities,improvisationCommunicative Principles and Taskbased Language Teaching痴Task-based Language Teaching 表How is Task-based Language Teaching/Different from PPP?Are There Limi

36、tations of CLT and TBLT?5.Task-based Language Teaching(TBLT)?What is the relationship between TBLT and CLT?Task-based Language Teaching is,in fact,a further development of Communicative Language Teaching.It shares the same beliefs,as language should be learned as close as possible to how it is used

37、in real life.However,CCTBLT has stressed the importance to combine form-focused teaching with communication-focused teaching.Four components of a task：A purpose,a context,a process and a product.样卷:51.learning emphasizes the task rather than the language in learning process.Tasked-based 11 年：46.Prin

38、cipally speaking,Language Teaching is in fact,a further development of Communicative Language Teaching.11 shares the same beliefs,as language should be learned as close as possible to how it is used in real life.Rask-based B.Cognitive Approach C.Product-based D.the Grammar-Translation methodCommunic

39、ative Principles and Taskbased Language Teaching痴Task-based Language Teaching 表TBLT&PPPAre There Limitations of CLT and TBLT?Page 506.How is Task-based Language Teaching Different from PPP?What is PPP model?In this model,a language classroom consists of three stages:presentation of new language item

40、 in a context-controlled practice(drilling,repetition,dialogue reading,etc)-production of the language in a meaningful way(a role-play,a drama,an interview,etc.)Five-step teaching method:revision,PPP,consolidation The difference?l.The way students use and experience the language 2.TBL can provide a

41、context for grammar teaching and fbrm-fbcused activities.PPP is different in this aspect.Communicative Principles and Taskbased Language Teaching痴Task-based Language Teaching?How is Task-based Language Teaching/Different from PPP?Are There Limitations of CLT and TBLT?7.Are There Limitations of CLT a

42、nd TBLT?CLT:了解 1.whether it is culturally appropriate 2.difficult to design a syllabus大纲 with a one to one correspondence between a function and a form 3.Whether such an approach is suitable for all age level of learners or all competence level of learners7.Are There Limitations of CLT and TBLT?TBET

43、:了解 lit may not be effective for presenting new language items.2.Time 3.Culture of learning 4.Level of difficultyUnit 3The National English CurriculumGoals and objectives of English language teachingDesign of the National English CurriculumChallenges facing English language teachersDesigning princip

44、les for the National English Curriculum1)Aim for educating all students,and emphasize quality-oriented education.2)Promote learner-centeredness,and respect individual differences.3)Develop competence-based objectives,and allow flexibility and adaptability.4)Pay close attention to the learning proces

45、s,and advocate experiential learning and participation.5)Attach particular importance to formative assessment,and give special attention to the development of competence.6)Optimize learning resources,and maximize opportunities for learning and using the language.Goals and objectives of English langu

46、age teachinaThe new curriculum is designed to promote students5 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 into a few subcategories.Langu

47、age 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 lifelong learning along with cross-cultural knowledge,awareness and capabilities.11年 50 The new standards of English

48、 curriculum particularly show concerns over studentsJ needs as well as other learning needs in order to stimulate their interests in learning,help them experience the sense of success,and gain self-confidence in learning.affective.Lesson PlanningWhy is Lesson Planning Necessary?Principles for Good L

49、esson PlanningMacro Planning VS.Micro PlanningComponents of A Lesson PlanI.Why is lesson planning necessary?A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.Page 61I.Why is lesson planning necessar

50、y?有经验的老师也要写教案，why?Because no teaching/learning situation is really static.Social and educational circumstances change,views of methodology change,and resources available change.Page 62I.Why is lesson planning necessary?Why lesson plan?(了解)1.Aware of the aims and language contents一 they can plan the