英语教学法重点

1、英语教学法重点 Unit 1 Language and Learning ？1.1 How do we learn languageWe learn language at different ages People have different experiences People learn languages for different reasons People learn languages in different ways People have different capabilities in language learning Learning can be affect

2、ed by the way how language is taught Learning is affected by the degree of success one is expect to achieve. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality. 1. 2 What are t

3、he major views of language? 1) Structural view: Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules. 英语教学法重点 2) Functional view: Language is a linguistic system as well as a

4、means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. 3) Interactional view: Language is a communicative t

5、ool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. 1.3 Views on Language Learning Two broad learning theories： Process-oriented theories are concerned with how the mind organizes new infor

6、mation. Condition-oriented theories emphasize the nature of human and physical context. Behaviorist theory B. F. Skinner ? 英语教学法重点 A stimulus-response theory of psychology ?Audio-lingual method ?The idea of this method is that language is learned by constant ?repetition and the reinforcement of the

7、teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. Cognitive theory B. Influenced by Noam Chomsky (revival of structural linguistics) ? Language as an intricate rule-based system? produce to him A learner acquires language competence which enables ? langua

8、ge. One influential idea of cognitive approach to language teaching ?is that students should be allowed to create their own sentence based on their own understanding of certain rules. Constructivist theory C.Jean Piaget (18961980) ? The learner constructs meaning based on his/her own experiences ? a

9、nd what is already known. Socio-constructivist theory D. 英语教学法重点 Vygotsky ? “Zone of Proximal Development” (ZPD); scaffolding (脚手架) ?Learning is best achieved through the dynamic interaction between ?the teacher and the learner and between learners. 1.4 What are the qualities of a good language teac

10、her? A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles. 1.5 How ca

11、n one become a good language teacher? Wallaces (1991) reflective model (Figure 1.1, p.9) ? 英语教学法重点 Stage 1: language development Stage 2: learning, practice, reflection The learning stage is the purposeful preparation that a language ?normally receives before the practice,This preparation can includ

12、e: 1. Learning from others experience 2. Learning the received knowledge 3. Learning from ones own experiences The practice stage (2 senses) ? Pseudo practice: short period of time assigned to do teaching practice as part of ones pre-service education, usually under the supervision of instructors Th

13、e real classroom teaching: what a teacher undertakes after he/she finishes formal education Teachers benefit from practice if they keep on reflecting on ?what they have been doing Goal: professional competence Unit 2 Communicative Principles and Task-based language teaching 英语教学法重点2.1 How is languag

14、e learned in classrooms different from language used in real life?Language used in real lifeLanguage taught in the classroom To focus on forms (structures or To perform certain communtcative patterns)functions Use all skills, both receptive To focus on one or two language skillsskills and ignore oth

15、ers. and productive skills Used in a certain contextTo isolate language from its context 2.2 What is communicative competence? To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students communicative compet

16、ence. Definition: Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations Five components of communicative competence (Hedge 2000) Linguistic competence （语言能力） ?The knowledge of language itself,

17、its form and meaning. Pragmatic competence （语用能力） ? 英语教学法重点 The appropriate use of language in social context. Discourse competence （语篇能力） ? Ones ability to create coherent written text or conversation and the ability to understand them Strategic competence （策略能力） ? Strategies one employs when there

18、 is communication breakdown due to lack of resources. Fluency（流利性） ?One s ability to link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的） hesitation 2.3Implications for teaching and learning Teaching must enable learners to grasp the five compon

19、ents of communicative competence, but not just the linguistic competence. 2.4 Principles of CLT Three principles suggest by Richard and Rodgers： 1 Communication principle：involve real communication 2 Task principle：Carry out meaningful tasks 英语教学法重点 3 Meaningfulness principle：Meaningful language to

20、the learner Howatt proposes a weak and a strong version of CLT: Weak version Learners first acquire language as a structural system and then learn how to use it in communication. Strong version “language is acquired through communication” (Howatt, 1984:279) 2.5 Major Activity Types of CLT A sequence

21、 of activities represented in Littlewood (1981: 86) Pre-communicative activities Structural activities ?Quasi-communicative activities类似,准,半 ?Communicative activities(PP22-23) Functional communication activities ?Social interaction activities ? 2.6 Six Criteria for evaluating communicative classroom

22、 activities (main features of communicative activities?) 英语教学法重点 Communicative purpose ? Communicative desire ? Content, not form ? Variety of language ? No teacher intervention ? No materials control ? 2.7 What is Task-based Language Teaching? TBLT is a further development of CLT. It shares the sam

23、e belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching. Four components of a task A purpose 1.A context 2. A process3. A product4. Exercises, exercise-tasks and tasks 英语教学法重点 kind This and between tasks exercises

24、. Exercise-tasks is halfway of activity consists of contextualized practice of language item. 2.8 Differences between PPP and TBLTradically TBLT is language use and experience in students 1 The way different from PPP. *Free of language control *A genuine need to use language to communicate *A free e

25、xchange of ideas *Appropriateness & accuracy of language form in general, not production of a single form *A genuine need for accuracy and fluency form-focused teaching and grammar context provide 2. TBL can a for activities. PPP is 英语教学法重点 different in this aspect. A task-established context Encour

26、aged to think, analyze, not simply to repeat, manipulate and ?apply A more varied exposure to natural language ?Language forms not pre-selected for focus ?Learner-free selection of language ?TBL cycle lead from Fluency to accuracy (+fluency) ?In TBL Integrated skills practiced ? 2.9 How to design ta

27、sks? Step 1 Think about students needs, interests, and abilities Step 2 Brainstorm possible tasks Step 3 Evaluate the list Step 4 Choose the language items Step 5 Preparing materials 2.10 CLT and TBLT in the Chinese context Problems with CLT ? 英语教学法重点 1. The very first and forceful argument is wheth

28、er it is culturally appropriate 2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom. 3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners. Constraints of TBLT ? The first i

29、s it may not be effective for presenting new language items ?The second constraint is Time as teachers have to prepare task-based ?activities very carefully. The third is the culture of learning ? The forth is Level of difficulty ? Unit 3 3.1 A brief history of foreign language teaching in A phase o

30、f restoration (1978-1985) ?A phase of rapid development (1986-1992) ? A phase of reform (1993-2000) ?A phase of innovation from 2000 ? 英语教学法重点 3.2 Designing principles for the National English Curriculum 1) Aim for educating all students, and emphasize quality-oriented education. 2) Promote learner-

31、centeredness, and respect individual differences. 3) Develop competence-based objectives, and allow flexibility and adaptability. 4) Pay close attention to the learning process, and advocate experiential learning and participation. 5) Attach particular importance to formative assessment, and give sp

32、ecial attention to the development of competence. 6) Optimize learning resources, and maximize opportunities for learning and using the language. 3.3 Goals and objectives of English language teaching The new curriculum is designed to promote students overall language ability, which is composed of fi

33、ve interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to 英语教学法

34、重点 developing learners positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowled

35、ge, language skills, learning strategies, affects and cultural understanding. 3.4 Design of the National English Curriculum 3.5 The standards for different levels of competence 英语教学法重点 3.6 Challenges facing English language teachers English language teachers are expected to change their views 1) mea

36、ns a linguistic knowledge but system about language which is not a of for communication. English language teachers are expected to change their 2) traditional role of a knowledge transmitter to a multi-role educator. task-based use more teachers language are expected to 3) English activities and put

37、 the students at the center of learning. English language teachers are expected to use more formative 4) assessment in addition to using tests. English language teachers are expected to use modern 5) learning for effective teaching, creating more resources in technology and for using the language. 备

38、课Unit 4. Lesson Planning 英语教学法重点 4.1 why is Lesson Planning Important 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. Proper lesson plan is essential for both novice and experienced teachers. Lan

39、guage teachers benefit from lesson planning in a number of ways. Makes teachers aware of the aims and language contents of the 1.lesson, so as to plan the activities and choose the techniques accordingly; Helps teachers distinguish the various stages of a lesson and 2.see the relationship between th

40、em so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another; Gives teachers the opportunity to anticipate potential problems 3.so that they can be prepared; Gives teachers, esp. novice ones, confidence in class; 4. Rais

41、es teachers awareness of the teaching aids needed; 5. Planning is a good practice and a sign of professionalism. 6. 英语教学法重点 Teachers benefit from proper lesson plans in a number of other ways: To enable the teacher to improve class timing; ? Lesson plans are also an aid to continuing development ?(p

42、lan-practice -reflection) 4.2 Principles for Good Lesson Planning Aim: the realistic goals for the lesson; what students are able 1.to do by the end of the lesson; Variety: different types of activities; a wide selection of 2.materials; Flexibility: preparing some extra and alternative tasks and 3.a

43、ctivities Learnability: the contents and tasks planned should be within 4.the learning capability of the students Doing things that are beyond or below the students coping ability will diminish their motivation (Schumann, 1999) Linkage: the stages and the steps within each stage are linked 5.with on

44、e another. 4.3 what are macro planning and micro planning? 英语教学法重点 Macro planning Planning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachers Micro planning Planning for a specific unit or a lesson, which usually lasts from one

45、 to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans. Macro planning involves the following： ? Knowing about the profession Knowing about the institution Knowing about the

46、 learners Knowing about the curriculum/syllabus Knowing about the textbook Knowing about the objectives A lesson plan usually has the following components: Background information ? 英语教学法重点 Teaching aims ? Teaching content and skills ? Stages and procedures ? Teaching aids ?End of lesson summary ?Opt

47、ional activities and Assignment ?After lesson reflection ?Unit 5 Classroom Management 5.1 What is classroom management? Classroom management is the way teachers organize what goes on in the classroom. (68) the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in E

48、nglish in meaningful ways (Gebhard, 1996). Efficient classroom management can be achieved when the following six conditions are met. The teacher plays appropriate roles. 1.The teacher provides clearer instructions. 2. 英语教学法重点 Students are grouped in a way suitable for the learning activities. 3.Ther

49、e is discipline as well as harmony in the class. 4. The teacher asks appropriate questions. 5. The students errors are treated properly 6.5.2 What roles does the teacher play? Controller (what to learn; how to learn) 1.Assessor (correcting mistakes; organizing feedback) 2. Organiser (students activi

50、ties)3. Prompter (when ss dont know what to do)4. Participant (in ss activities)5. Resource-provider6. Teachers roles are not static. They change with the development of the society. New roles: ? Teacher as facilitator ?Create a positive learning environment, use various strategies to ?motivate lear

51、ners, guide students in planning and assessing their learning and develop their learning strategies 英语教学法重点 Teacher as guide ? Activate students prior knowledge; find individual interests and ?explore potential capabilities; acknowledge and respect individual differences; give each equal opportunity

52、 in learning; evaluate students development fairly from an all-round perspective Teacher as researcher ?Observe a problem, reflect on the reasons, think about possible ?solutions, implement the solutions and evaluate the results Q: How much control is needed? Appropriate degree of control ? Differen

53、t activities need a different degrees of control. ? The more communicative an activity, the less control it needs. ?Q: What does the teacher do as an assessor? Correcting mistakes 1.The correcting should be gentle, not harsh. ? Organizing feedback 2.The feedback should be focused on students success

54、 or progress so ?that a success-oriented learning atmosphere can be created. 英语教学法重点 Q: How to organise? Before the activity: what the activity is going to be like, ?anticipated problems; clear instructions given to students (with Ts demonstration) During the activity: overhear what the students are

55、 saying, rectify ?wrong practices; take notes for later feedback Q: When to prompt? When students are not sure how to start an activity, or what to do ?next, or what to say next When a student doesnt seem to be ready for an answer, ?When a student finishes with a very short answer, ? Q: why to parti

56、cipate in students activities? Monitoring + participating changes the role from an authority to ?a conversationalist, a good chance for students to practise English with a superior Q: What do you think of the jug-and-mug metaphor? Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.” 英语教学法重点 5.3 How to give effective classroom instructions? Classroom instructions refer to the type of language teachers use to organize or guide learning. To use simple instructions