英语教学法教程.ppt

英语教学法教程 教师事业部 王蔚瑜 TableofContents Unit1LanguageandLanguageLearningUnit2CommunicativePrinciplesandTasked basedLanguageTeachingUnit3TheNationalEnglishCurriculumUnit4LessonPlanningUnit5ClassroomManagementUnit6TeachingPronunciationUnit7TeachingGrammarUnit8TeachingVocabularyUnit9TeachingListeningUnit10TeachingSpeakingUnit11TeachingReadingUnit12TeachingWriting Viewsonlanguage 1 Viewsonlanguagelearning 2 Thequalitiesofagoodlanguageteacher 3 4 Page 3 Unit1 Language LanguageLearning HowCanOneBecomeaGoodLanguageTeacher 4 Viewsonlanguage 1 Viewsonlanguagelearning 2 Thequalitiesofagoodlanguageteacher 3 4 Page 4 Unit1 Language LanguageLearning HowCanOneBecomeaGoodLanguageTeacher 4 Structuralview Functionalview Interactionalview Page 5 Viewsonlanguage Structuralview结构观 TheStructuralViewseeslanguageasalinguisticsystemmadeupofvarioussubsystems 1 Thesoundsystem phonology Phonemes sounds 2 Thediscreteunitsofmeaningproducedbysoundcombinations morphology morphemes words 3 Thesystemofcombiningunitsofmeaningforcommunication syntax phrases sentences FerdianddeSaussure 1857 1913 BOTTOM TOP Structuralview Tolearnalanguageistolearnstructuralitems Whenthisstructuralviewcombinedwiththestimulus response S R刺激 反应 principlesofbehaviouristicpsychology 行为主义心理学 theaudio lingualapproach 听说法 emerged Functionalview功能观 advisingapologizingdebatingoffering Thefunctionalviewnotonlyseeslanguageasalinguisticsystemaswellasameansfordoingthings Mostofourday to daylanguageuseinvolvesfunctionalactivities Inordertoperformfunctions learnersneedtoknowhowtocombinethegrammaticalrulesandvocabularytoexpressnotions观念thatperformthefunctions Theinteractionalviewlanguageasacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople Learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminthewholerangeofcommunicativecontext Interactionalview交互观 样卷 50 The viewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems thesoundsystem phonology thediscreteunitsofmeaningproducedbysoundcombinations morphology andthesystemofcombiningunitsofmeaningforcommunication syntax structural 11年 44 The viewoflanguageseeslanguagesasalinguisticsystemmadeupofvarioussubsystems thephonologysystem themorphologysystem thesyntaxsystemandsoon A functionalB structuralC interactionalD communicative Yourviewoflanguagedeterminesyourwayofteaching Moreimportantly itiscloselyrelatedtotheunderstandingoflanguagelearning Viewsonlanguage 1 Viewsonlanguagelearning 2 Thequalitiesofagoodlanguageteacher 3 4 Page 14 Unit1 Language LanguageLearning HowCanOneBecomeaGoodLanguageTeacher 4 ViewsonLanguageLearningandLearninginGeneral Process orientedtheoriesareconcernedwithhowthemindorganisenewinformationsuchashabitformation induction makinginference hypothesistestingandgeneralization Condition orientedtheoriesemphasizethenatureofthehumananphysicalcontextinwhichlanguagelearningtakesplace suchasthenumbersofstudents thekindofinputlearnersreceive andtheatmosphere Tips Someresearchersattempttoformulateteachingapproachesdirectlyfromthesetheories theNaturalApproach TotalPhysicalResponse andtheSilentWay 了解即可 ViewsonLanguageLearningandLearninginGeneral 1BehavioristTheory行为主义理论 B F Skinner 1904 1990 ThebehaviouristtheoryoflanguagelearningwasinitiatedbybehaviouralpsychologistSkinner 斯金纳 理论基础 WatsonandRaynor stheoryofconditioning 条件反射 S R Stimulus Response theoryorclassicalconditioning response reinforcement habitformation stimulus S R R Basedonthetheoryofconditioning Skinnersuggestedthatlanguageisalsoaformofbehavior Behaviourismwasadoptedbyaudio lingualmethod whichinvolvesendless listenandrepeat drillingactivities Theidea languageislearnedbyconstantrepetitionandreinforcementoftheteacher 1BehavioristTheory 样卷 53 The theoryoflanguagelearningwasinitiatedbythepsychologistSkinner whoappliedWatsonandRaynor stheoryofconditioningtothewayhumansacquirelanguages behaviorist Thetermcognitivismisoftenusedtodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat ThecognitivetheoryistheresultofNoamChomsky sreactiontoSkinner sbehaviouristtheory 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 AccordingtoChomsky languageisnotaformofbehaviour itisanintricaterule basedsystemandlargepartoflanguageacquistionisthelearningofthesystem Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheseaninfinitenumberofsentencescanbeproduced Alanguagelearneracquireslanguagecompetence语言能力whichenalbleshimtoproducelanguage 2CognitiveTheory认知理论 10 10年50 AccordingtoChomsky languageisnotaformofbehavior butanintricaterule basedsystemandalargepartoflanguageacquisitionisthelearningofthesystem Thereareafinitenumberof rulesinthesystemandwithaknowledgeoftheseaninfinitenumberofsentencescanbeproduced grammatical 11年 49 AccordingtoChomsky languageisnotaformofbehavior itisanintricate systemandalargepartoflanguageacquisitionisthelearningofthissystem rule based Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructsmeaningbasedonhisexperiencesandwhathealreadyknows 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 Teachingshouldbebuiltbasedonwhatlearnersalweadyknewandengagelearnersinlearningactivities 3ConstructivistTheory建构主义理论 Socio constructivisttheoryrepresentedbyVygotskyemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof ZoneofProximalDevelopment ZPD andscaffolding 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 Inotherwords learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners 4Socio constructivistTheory社会建构论 Summaryonlanguagelearning Behaviorism Cognitivism 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 在英语教学中的应用 A 行为主义学习理论B 社会学习理论C 建构主义学习理论D 人本主义学习理论 Viewsonlanguage 1 Viewsonlanguagelearning 2 Thequalitiesofagoodlanguageteacher 3 4 Page 29 Unit1 Language LanguageLearning HowCanOneBecomeaGoodLanguageTeacher 4 Whatmakesagoodlanguageteacher Viewsonlanguage 1 Viewsonlanguagelearning 2 Thequalitiesofagoodlanguageteacher 3 4 Page 31 Unit1 Language LanguageLearning HowCanOneBecomeaGoodLanguageTeacher 4 Teacher sprofessionaldevelopment AdaptedfromWallace 1991 15 Languagedevelopment Stage1 Others experience Receivedknowledge Ownexperience Practice Reflection Professionalcompetence Stage2 Goal learning practice reflection LanguageUseinRealLifeVStraditionalPedagogy 1 WhatisCommunicativeCompetence 2 WhataretheImplicationsofCLTtoteachingandlearning 3 4 Page 33 Unit2 CommunicativePrinciplesandTask basedLanguageTeaching WhataretheMainFeaturesofCommunicativeactivities 4 Task basedLanguageTeaching 5 HowisTask basedLanguageTeachingDifferentfromPPP 6 AreThereLimitationsofCLTandTBLT 7 4 Page 34 Unit2 CommunicativePrinciplesandTask basedLanguageTeaching 8 LanguageUseinRealLifeVStraditionalPedagogy 1 WhatisCommunicativeCompetence 2 WhataretheImplicationsofCLTtoteachingandlearning 3 4 Page 35 Unit2 CommunicativePrinciplesandTask basedLanguageTeaching WhataretheMainFeaturesofCommunicativeactivities 4 人们发现 实际教学中 所教与所用并不对等 Theultimategoalofforeignlanguageteachingis toenablethelearnerstousetheforeignlanguageinworkorlife Differences performcertaincommunicativefunctionsVSfocusonformsratherthanfunctions UseallskillsVSfocusononeortwolanguageskills InacertaincontextVSisolatelanguagefromitscontext 1 LanguageUseinRealLifeVStraditionalPedagogy Howcanwebridgethegapbetweenthetraditionalpedagogyandlanguageuseinreallife TheadoptionofCLT 1 LanguageUseinRealLifeVStraditionalPedagogy LanguageUseinRealLifeVStraditionalPedagogy 1 WhatisCommunicativeCompetence 2 WhataretheImplicationsofCLTtoteachingandlearning 3 4 Page 38 Unit2 CommunicativePrinciplesandTask basedLanguageTeaching WhataretheMainFeaturesofCommunicativeactivities 4 2 WhatisCommunicativeCompetence ThegoalofCLTistodevelopstudents communicativecompetence 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 FiveMainComponentsofCommunicativeCompetence Hedge Linguisticcompetence Pragmaticcompetence Discoursecompetence Strategiccompetence fluency CommunicativeCompetence Linguisticcompetence isconcernedwithknowledgeofthelanguageitself itsformandmeaning Pragmaticcompetence isconcernedwiththeappropriateuseoflanguageinsocialcontext Discoursecompetence one sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem连贯性Strategiccompetence strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources维系谈话Fluency one sabilityto linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation Page 41 FiveMainComponentsofCommunicativeCompetence Hedge 11年 45 AsCanaleandSwainputit competencereferstoone sabilitytocreateconherentwrittentextorconversationandtheabilitytounderstandthem A linguisticB pragmaticC strategicD discourse ThetermcommunicativecompetenceisoftenusedincontrasttoChomsky stermlinguisticcompetence ForChomsky competencesimplymeansknowledgeofthelanguagesystem namelygrammaticalknowledge 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 Page 43 FiveMainComponentsofCommunicativeCompetence Hedge LanguageUseinRealLifeVStraditionalPedagogy 1 WhatisCommunicativeCompetence 2 WhataretheImplicationsofCLTtoteachingandlearning 3 4 Page 44 Unit2 CommunicativePrinciplesandTask basedLanguageTeaching WhataretheMainFeaturesofCommunicativeactivities 4 3 WhataretheimplicationsofCLTtoteachandlearning Teachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence butnotjustthelinguisticcompetence PrinciplesofCommunicativeLanguageTeaching RichardsandRodgers Communicationprinciple交际原则 Activitiesthatinvolverealcommunicationpromotelearning Taskprinciple任务原则 ActivitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearningMeaningfulnessprinciple意义原则 Languagethatismeaningfultothelearnersupportsthelearningprocess Classificationofcommunicativeactivities functionalcommunicativeactivities identifyingpictures discoveringdifferences reconstructingstorysequences socialinteractionactivities role playing large scalesimulationactivities improvisation Task basedLanguageTeaching 5 HowisTask basedLanguageTeachingDifferentfromPPP 6 AreThereLimitationsofCLTandTBLT 7 4 Page 48 Unit2 CommunicativePrinciplesandTask basedLanguageTeaching 8 5 Task basedLanguageTeaching TBLT WhatistherelationshipbetweenTBLTandCLT Task basedLanguageTeachingis infact afurtherdevelopmentofCommunicativeLanguageTeaching Itsharesthesamebeliefs aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife However TBLT hasstressedtheimportancetocombineform focusedteachingwithcommunication focusedteaching Fourcomponentsofatask Apurpose acontext aprocessandaproduct 样卷 51 learningemphasizesthetaskratherthanthelanguageinlearningprocess Tasked based 11年 46 Principallyspeaking LanguageTeachingisinfact afurtherdevelopmentofCommunicativeLanguageTeaching Itsharesthesamebeliefs aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife A Task basedB CognitiveApproachC Product basedD theGrammar Translationmethod Task basedLanguageTeaching 5 TBLT PPP 6 AreThereLimitationsofCLTandTBLT 7 4 Page 52 Unit2 CommunicativePrinciplesandTask basedLanguageTeaching 8 6 HowisTask basedLanguageTeachingDifferentfromPPP WhatisPPPmodel Inthismodel alanguageclassroomconsistsofthreestages presentationofnewlanguageiteminacontext controlledpractice drilling repetition dialoguereading etc productionofthelanguageinameaningfulway arole play adrama aninterview etc Five stepteachingmethod revision PPP consolidationThedifference 1 Thewaystudentsuseandexperiencethelanguage2 TBLcanprovideacontextforgrammarteachingandform focusedactivities PPPisdifferentinthisaspect Task basedLanguageTeaching 5 HowisTask basedLanguageTeachingDifferentfromPPP 6 AreThereLimitationsofCLTandTBLT 7 4 Page 54 Unit2 CommunicativePrinciplesandTask basedLanguageTeaching 8 7 AreThereLimitationsofCLTandTBLT CLT 了解1 whetheritisculturallyappropriate2 difficulttodesignasyllabus大纲withaonetoonecorrespondencebetweenafunctionandaform3 Whethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners 7 AreThereLimitationsofCLTandTBLT TBLT 了解1 Itmaynotbeeffectiveforpresentingnewlanguageitems 2 Time3 Cultureoflearning4 Levelofdifficulty Unit3 TheNationalEnglishCurriculum 主要内容 DesigningprinciplesfortheNationalEnglishCurriculum 1 Aimforeducatingallstudents andemphasizequality orientededucation 2 Promotelearner centeredness andrespectindividualdifferences 3 Developcompetence basedobjectives andallowflexibilityandadaptability 4 Paycloseattentiontothelearningprocess andadvocateexperientiallearningandparticipation 5 Attachparticularimportancetoformativeassessment andgivespecialattentiontothedevelopmentofcompetence 6 Optimizelearningresources andmaximizeopportunitiesforlearningandusingthelanguage GoalsandobjectivesofEnglishlanguageteaching Thenewcurriculumisdesignedtopromotestudents overalllanguageability whichiscomposedoffiveinterrelatedcomponents namely languageskills languageknowledge affects learningstrategiesandculturalunderstanding Eachcomponentisfurtherdividedintoafewsub categories Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge butexpandedtodevelopinglearners positiveattitude motivation confidenceaswellasstrategiesforlife longlearningalongwithcross culturalknowledge awarenessandcapabilities 11年50ThenewstandardsofEnglishcurriculumparticularlyshowconcernsoverstudents needsaswellasotherlearningneedsinordertostimulatetheirinterestsinlearning helpthemexperiencethesenseofsuccess andgainself confidenceinlearning affective Unit4 LessonPlanning Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit Page 63 1 Whyislessonplanningnecessary 有经验的老师也要写教案 why Becausenoteaching learningsituationisreallystatic Socialandeducationalcircumstanceschange viewsofmethodologychange andresourcesavailablechange Page 64 1 Whyislessonplanningnecessary Whylessonplan 了解 1 Awareoftheaimsandlanguagecontents theycanplantheactivitiesandchoosethetechniquesaccordingly 2 Helpstodistinguishthevariousstagesofalesson theactivitiesofdifferentdifficultylevelscanbearrangedproperly3 Givesopportunitytoanticipatepotentialproblems4 Givesconfidence5 Awareoftheteachingaidsneeded6 Planningisagoodpracticeandasignofprofessionalism7 Others enableteachertoimproveclasstiming anaidtocontinuingdevelopment afterclassreflectionandcomments Page 65 1 Whyislessonplanningnecessary 2 PrinciplesforGoodLessonPlanning Aimmeanstherealisticgoalsforthelesson thethingsthatssareabletodobytheendofthelesson Varietymeansplanninganumberofdifferenttypesofactivitieswherepossible Flexibility灵活性meanspreparingsomeextraandalternativetasksandactivitiesastheclassdoesn talwaysgoaccordingtotheplansothatteachersalwayshavetheoptionstocopewiththeunexpectedsituations Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents Linkagemeansthestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomewaylinkedwithoneanother 彼此联系 Page 67 2 PrinciplesforGoodLessonPlanning 3 MacroPlanningVS MicroPlanning Lessonplanningshouldbedoneat2levels macroplanningandmicroplanning MacroPlanning group 1 Whatismacroplanning Planningoveralongperiodoftime forinstance planningforawholeprogrammeorawhole yearcourse 2 Whatareinvolvedinmacroplanning knowingaboutthecourse课程 knowingabouttheinstitution 制度 knowingaboutthelearners学生 knowingaboutthesyllabus curriculum大纲 课标 knowingaboutthetextbook教材 knowabouttheobjectives 学生目标 3 MacroPlanningVS MicroPlanning Lessonplanningshouldbedoneat2levels macroplanningandmicroplanning MicroPlanning individual 1 Whatismicroplanning Planningoveraspecificunitoralesson usu lastsfromonetotwoweeksorfortytofiftyminutesrespectively 2 Whatareinvolvedinmicroplanning TeachingaimsLanguagecontentsandskills Teachingstagesandprocedures教学阶段 过程 4 ComponentsofaLessonPlan Alanguagelessonplanusuallyhasthefollowingcomponent 1 Backgroundinformation thedetailinformationofstudents age grade levelofEnglish timeanddateofthelessonaswellasthetimedurationofthelessonetc 2 Teachingaims Shouldfocusonthelearners performanceratherthantheteachers TheoverallobjectivesdescribedinthenewEnglishcurriculumindicateachangeintheunderstandingofthenatureofEnglisheducation Frompurelylinguistictoanemphasisonlanguageskills knowledge affects strategiesandcultureawareness 4 ComponentsofaLessonPlan Alanguagelessonplanusuallyhasthefollowingcomponent 3 LanguageContentsandSkills Contents structures grammar vocabulary functions topicsandsoon Skills listening speaking readingandwriting 4 Stagesandprocedures Teachingstages themajorchunksofactivitiesthatteachersgothroughinalesson Procedures detailedstepsineachteachingstage Astarter warm upisanactivityoraseriesofactivitiesthatateacherdoesatthebeginningofalesson foranewstructure basedlesson PPPmodel forSkill orientedlesson readingorlistening presentation practice production pre reading listening while reading listening post reading listening TeachingProcedures 5 Teachingaids教具 aidsorresources6 Endoflessonsummary课堂小节 深化教学内容 创造成就感7 Optionalactivitiesandassignments8 Afterlessonreflection课后反思 4 ComponentsofaLessonPlan 10年 49 Planningisimportantforbothnoviceandexperiencedteachesbeforegoingintotheclassroom Agoodlessonplanhasthefeatureof whichmeanspreparingsomeextraandalternativetasksandactivitiesastheclassdoesnotalwaysgoaccordingtotheplansothatteachersalwayshavetheoptionstocopewiththeunexpectedsituationsratherthanbeingtheslavesofwrittenplansorourmethodology flexibility 11年 51 Alesson isaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit Inotherwords teachersneedtothinkabouttheaimstobeachieved materialstobecovered activitiestobeorganized andtechniquesandresourcestobeusedinordertoachievetheaimofthelesson planning Unit5 ClassroomManagement 课堂管理 教师为了使课堂教学有效进行 对上课时学生的行为和活动加以组织和控制 Controller tocontrolthepacesothatactivitiesrunsmoothlyandefficiently Assessor评估者 toassessthestudents work