中学英语教学法导言.ppt

中学英语教学法 第一次导学课 主讲：陈道明 （华南师范大学外文学院） 第一次导学课 导学内容 Introduction to the course Unit 1 Unit 2 Introduction 本课程的学习途径 本课程的学习内容 本课程的评估方法 学习建议 1、本课程的学习途径 教材 网络课件 导学课 BBS （ “交流园地”或“课程交流” ） （1）教材 英语教学法教程，王蔷主编. 高等教育出版社 2000. 第一版；2006. 第二版 （2）网络课件 登录网院主页（） 的网络教室 : /student/netclassroo m 在线学习，或者： 通过当地学习中心下载，并刻录成学习 光盘，然后用光盘在单机上学习。 网络课件中的内容 课件中的主要内容： 精讲课：视频录像 + PPT 期末考试模拟试题（附答案）两 套 课外阅读材料（参考资料）。 关于网络课件中“课外阅读”的材料 网络课件中“课外阅读”的材料内容不会 作为考试题目的知识点，但： 建议同学们，尤其是已经在当英语教师 的同学们，要在适当的时候阅读，这对 英语教学实践和教研将有裨益。 （3）导学课 共四次导学课 语音教学系统地址： 94/main/index.jhtml 可以通过网院主页 /index.html 左下方的“华师在线语音教学系统”进入 。 （4） BBS （ “交流园地”或“课程交流” ） BBS中“教学资源区” 上的主要资源： “导学课”的PPT（与网络课件的PPT 有所不同）； 自测题（网页文件，需解压）： 2、本课程的学习内容 英语教学法教程第二版和第一版的内容比较 第二版第一版 内容 Unit 1Unit 1 Language and (language) Learning 要考 Unit 2Unit 2 Communicative Principles and Activities（and Task-Based Language Teaching） 要考 Unit 3 The National English Curriculum本学期不考 Unit 4Unit 3Lesson Planning 自学，要考 Unit 5Unit 4Classroom Management自学，要考 Unit 6Unit 5Teaching Pronunciation要考 Unit 7Unit 6Teaching Grammar 要考 Unit 8Unit 7 Teaching Vocabulary 要考 第二版第一版 内容 Unit 9Unit 8Teaching Listening 要考 Unit 10Unit 9Teaching Speaking要考 Unit 11 Unit 10Teaching Speaking要考 Unit 12Unit 11Teaching Writing要考 Unit 13Unit 12Integrated Skills要考 Unit 14Moral Learning 本学期不考 Unit 15Unit 13 Assessment in Language Teaching 自学，要考 Unit 16 Learner Differences and Learner Training 本学期不考 Unit 17 Using and Creating Resources 本学期不考 Unit 18Unit 14 Evaluating and Adapting Textbooks 自学，要考 3、本课程的评估方法 登录BBS（本课程的“交流园地”） 占5%； 学习中心打分占5%； 网上作业（不计时、但有递交期限）占 20%; 期末考试占70%。 如果总评不及格，需重修。 4、学习建议 一定要利用网络课件学习； 要在线听“导学课”（共四次），或通过学习 中心下载导学课的“录像” (也可以在我给你们 开的公共邮箱下载) ，重 看录像； 在BBS上下载 “导学课”的 PPT ，复习PPT上 的内容； 学习英语教学法教程的相关章节； 在BBS上下载“自测题”，解压，做题。理解 题目的意思； 经常访问BBS，提出问题，参与讨论； 按时完成网上作业。 Unit 1 Language and Learning Views on language Views on language learning What is a good language teacher, and how can one become such? 相关学科理论 （语言学、心理 学、心理语言学 、社会语言学、 教育学等） 教学研究环境 M1M2M3 教 学 实 践 教学目标、教 学大纲与课程 设置、课程大 纲、教材 教学原则 （教学道路 或称 指导思想） 相关理论研究 者的活动领域 应用语言学工作者 的活动领域 应用语言学工 作者与外语教 师共有或合作 的领域 外语教师 的 活动领域 Views on language Three different views of language The structural view, The functional view, The interactional view The structural view The structural view sees language as a linguistic system. The system of language = the system of sounds + the system of words + the system of grammar The structural view System of Language 3 sub-systems SoundsWordsGrammar The structural view Sentences phrases Words Morphemes (the smallest meaningful unit) Phonemes (the smallest unit) The structural view Syntactic system (phrases certainty and possibility; agent and instrument; relationship between people and objects The interactional view The interactional view sees language as a communicative tool (to build up and maintain relations between people). Two things are needed for communication: Rules of language form (grammar 2) practice; 3) reflection Stage 3: Goal (professional competence) Summary of Unit 1 Views on language The structural view, the functional view, and the interactional view Views on language learning The Process-oriented theories and the Condition-oriented theories The Behaviourist theory and the Cognitive theory Qualities of a good language teacher Ethic devotion, professional quality, and personal style The three stages of becoming a good language teacher Unit 2 Communicative Principles and Task-Based Language Learning Topics to focus on Language use in real life v.s. traditional pedagogy; Communicative competence; Communicative Language Teaching; Task-based Language Teaching Language use in real life vs. traditional pedagogy The ultimate goal of foreign language teaching is: to enable the learners to use the foreign language in work or life Therefore, we should teach: that part of the language that will be used; in the way that is used in the real world. Gaps between the use of language in real life and the traditional foreign language teaching pedagogy: (pp. 14-15) In real life: ? The traditional pedagogy: ? The consequence: ? In real life: Language is used to perform certain communicative functions. The traditional pedagogy: focuses on forms rather than on functions. The consequence: The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations. In real life: We use all skills, including the receptive skills and the productive skills. The traditional pedagogy tends to focus on one or two language skills and ignore the others. The consequence: The learners cannot use the language in an integrated way. In real life: Language is always used in a certain context. The traditional pedagogy tends to isolate language from its context. e.g. the passive The consequence:The students are puzzled about how to use the language in a particular context. Communicative competence The goal of CLT is to develop students communicative competence. Communicative Competence According to Hedge (2000:46-55), 5 main components of CC: Linguistic competence: knowledge about language form and meaning Pragmatic competence: appropriate use of the language (Hymes: when to speak, when not, what to talk about with whom, when, where and in what manner) Discourse competence: ability to create coherent written text or conversation and the ability to understand them (Canale and Swain, 1980) Strategic competence: strategies employed when there is communication breakdown Fluency Communicative competence Implications to for language teaching Linguistic competence Teachers need to help learners - achieve accuracy in the grammatical forms of the language - Pragmatic competence Teachers need to help learners - learn the relationship between grammatical forms and functions - Discourse competence Teachers need to help learners - take turns in speaking, use discourse markers and learn how to open and close conversations - Strategic competence Teachers need to help learners - to take risks in using the language Fluency Teachers need to help learners - Communicative Language Teaching (CLT) Richards and Rodgers (1986:72) three principles of CLT: Communicative principle; Task principle; Meaningfulness principle CLT and the teaching of language skills Students should have opportunities to listen to and produce what is meaningful, authentic, unpredictable and creative if possible; In CLT reading is to extract meaning or information and the learning of grammar and vocabulary is to facilitate such a process; Students should have the chance to write to express their own feelings or describe their own experience. Communicative activities Littlewood (1981): Functional communicative activities; Identifying pictures Discovering identical pairs Discovering sequence or location etc. Social interactional activities. Role-playing through cued dialogues Role-playing through cues and information Large-scale simulation activities Improvisation (即兴表演) etc. Littlewood. 1981. Communicative Language Teaching. Cambridge University Press. Reading and writing are also communicative skills which are worth no less attention than listening and speaking. Rod Ellis (1990) six criteria for communicative activities Communicative purpose; (information gap) Communicative desire; (real need) (Focus on ) Content, not form; (message) Variety of language; (not just one language form, free to improvise/create) No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the product or on communicative purpose rather than on the language.) No material control. For examples please refer to Wang Qiangs book: 2000: pp. 20-23 2006: pp. 24-26 Task-based Language Teaching (to be continued) See you next time! 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