英语教学法教程主要知识点归纳

1、英语教学法教程主要知识点归纳Unit 1Knowledge: sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills: listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。Views on language： 1、Structural view （language

2、competence）The founder： Saussure The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology） 2、sound combinations（morphology）3、 meaning for communication（syntax）Learning the language is to learn the structural items，study the inner

3、 structure and rule of language，ignore the social functions of the language。2 、Functional view Representative： Johnson、marrow、swain canal (the core: grammar) The function view not only sees language as a linguistic system but also a means for doing things Learners learn a language in order to be abl

4、e to doing things with it Use the linguistic structure to express functions3、Interactional view （communicative competence） Emphasis：appropriateness Language is a communicative tool，which main use is to build up and maintain social relations between people Learners need to know the rules for using th

5、e language in certain context The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications： 1、a good command of spoken and written language 2、formulate theory presupposition 3、language background and experience 4、know how languages are l

6、earnt 5、the ability to use methods in various situations 6、deep understanding of cultural background 7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion， professional qualities and personal stylesView on language learning1. Psycholinguistic: t

7、he relationship between language and thinking.1) Thinking in language2) Language is necessary for thought.3) Language acquisition(语言习得)4) Learners in their earlier years acquire control over essential structure of their language without special teaching and learning in a effortless and almost an unc

8、onscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2. Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input-absorb-output Language learning is not just stimulate-reflection, but the using of our

9、subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learners own knowledge and experience.S -AT-R(刺激) (反应)Stimulus: assimilation and accommodation 把外部知识纳入自身 纳入自身后也不

10、相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。Unit 21. CLT（交际英语教学）: it is an approach that considers the functional and social factors in language, emphasizes that the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through langu

11、age use.The basis: the theory of sociology and sociolinguistic.2. Language has two functions: A. the transactional functionto express the context B. the interactional(相互影响的) functionto show social relations and personal attitudeLanguage is used to perform certain communication functions; use all ski

12、lls: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills.3. Traditional pedagogy (传统教学法): focus on the forms of language.4.

13、 Traditional class VS. CLTListening: to the teacher, to the tape , , Reading: learning language get information, exact meaning, different skillsSpeaking: repeating, answering, retelling , express oneselfWriting: composition, translation write to express oneself, ones feeling, ones thought; write wha

14、t people write in the way people write.5. Linguistic Competence (= language com.)Chomsky: tacit knowledge of language structures and the ability to use the knowledge to understand and produce language.6. Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the

15、 language in communicative situation appropriately. 7. Features of CLT:1. focus on developing communicative competence2. Focus on useful and necessary language3. Pay attention to the communicative task 4. Place importance on students being fluent5. Encourage students to take part in activities6. Und

16、erstand the students are of different stand7. Aware that there is not just one kind of English8. Merits of CLT:1. likely to give the students all skills2. More relevant3. Less waste of time and effort9. Demerit of CLT:1. make great demands upon the professional training and skills of the teacher2. D

17、ifficult to cheek what student have leart3. Dont offer the teacher the security of the textbook Unit 41. What is teaching?Teaching means ensuring that the students have learnt or mastered what is being taught through a proper sequence of steps, so the teacher should carefully prepare the lessons, ar

18、range the steps, made full use of every second in class.2. Principles for good lesson planning A. Aim B. Variety C. Flexibility D. learning ability E. linkage3. Macro planning involves the following: A. the analysis of the school B. the analysis of the students (information, background) C. the analy

19、sis of the syllables (教学大纲).（principle, purpose, requirement） D. the analysis of the textbook (教材分析) Ethe teaching methods and reform(教学方法及其改革) Fthe teaching objective and arrangement(整体教学目标及安排)4. Components of a lesson plan: A. Background information B Teaching aims C. Language contents and skills

20、D. stages and procedures E. Teaching aids F. End of lesson summary G. Optional activities and assignments H. After lesson reflection5. How to make a micro plan. A. The teaching aims and demands (ability, knowledge) B. The teaching contents a. vocabulary , phrase b. structure c. grammar d. skills C.

21、The teaching important and difficult points D. The teaching methods and aims E. The teaching procedure a. stage 1: warm-up activities b. stage 2:( step1: presentation -step 2: pratice-step3: production) c .stage 3: lesson summary d. stage 4: assignments/optional activities e. stage 5: after class re

22、flectionUnit 5. The role of the teacher (based on the function of the teacher):1. Controller: control the pace, the time, the target language, the student.2. Assessor: two things a. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented lea

23、rning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provide: as a walking dictionary. Rules for making instructions effective:1. simp

24、le 2. natural 3. target language/body language 4. give time to get used to listening to English 5. Model the tasks/activities before doing them clear instructions. The common student groupings are: a. whole class work; b. pair work; c. group work; d. individual study. Discipline refers to a code of

25、conduct which binds a teacher and a group of students together so that learning can be more effective哪些因素影响学生纪律：s behaviora . choice of methodologyb. teachers preparation for the learnersc. interpersonal relationship with the learners2. motivation/ purpose/ desire/ surrounding. How to maintain the d

26、iscipline:1. create a code of behavior2. be consistent in applying the rules3. be friendly and talk to students4. immediately action 5. be fair to everyone deal with problems impersonally . Measures for indisciplined acts and badly behaving students:（P81）1. act immediately2. stop the class3. rearran

27、ge the seats4. change the activities5. talk to students after class6. create a code of bahaviour. Advice about problems on class: (P81)1. deal with it quietly2. dont take things personally3. dont use threats. Question in the classPurpose:1. to focus on the students attention; 2. to invite thinking a

28、nd imagination; to check the understanding; 3. to simulate the students to recall information; 4. to challenge students; 5. to assess learningTypes of question (P83)1. close question- only one answer2. open question- many different answer. Dealing with errors 1. Mistake- with nothing to do with lang

29、uage competence (caused by carelessness self-correction)2. Error- has sth to do with the language competence (caused by lacking of knowledgebe dealt with the help of the teacher and other classmates)3. Dealing with spoken errorsa. fluency activity -after the activityb. accuracy activity -while the a

30、ctivity4. How to correcta. indirect teacher correction b. direct teacher correction c. self-correctiond. peer- correctionUnit 61. The role of pronunciation 2 views:a. pronunciation will take care of itself neednt teach pronunciationb. poor pronunciation is a great hindrance in language learning For

31、Chinese: pronunciation is important depend on a. Chinese is different from Englishb. Chinese have little exposure to English2. The goal of teaching pronunciation We can never get the native-like pronunciation a. Critical Period Hypothesis b. the amount of exposurec. biological and physiological diff

32、erences our realistic goal of teaching pronunciation (P93)a. Consistency b. Intelligibility c. Communicative efficiency3. Aspects of pronunciation focus on sounds, stress and intonation, these change the meaning of a sentence The ways of teach pronunciation: Step1. Giving model Step2. Imitating Step

33、3. Checking (explaining) Step4. Giving examples Step5. Comparing Step6. Meaningful practice Unit 71 There are different ways of presenting grammar in classroom: The deductive method, the inductive method, and the discovery method.2 Pennington proposes a synthesis approach to grammatical pedagogy. Sh

34、e emphasized that grammar teaching should be “ collocational, constructive, contextual and contrast” ( 4 C )3 Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative practice The deductive method:Step: 1 presentation of the grammar rules 2 study of t

35、he examples 3 conclusion 4 drillsThe guided discovery method:Step: 1 presentation of contextualized scenarios illustrating a specific structure 2 induce students to find the rules structures 3 teach/learn the new rules structures 4 drillsThe role of Grammar 1) Grammar competence is one component of

36、communicative copentence2) Grammar makes expression formal, accuracy3) Instructive learns are found to outperform uninstructed learnersUnit 81. Item of vocabulary:words, compounds, phrases, idioms A: passive/receptive words :words that can be recognized or compared in reading and listening but can n

37、ot be used automatically in speaking and writing. B: active/productive words: words that can be recognized and also be used in speech and writing by learners.2. Aspects of learning a word:A: pronounciation (stress+sound)B: form ( spelling+grammatical properties)C: meaning (denotative meaning +connot

38、ative meaning)D: usage (collocation,synonyms,antonyms,hyponyms)3. Ways to show meaning:A:using visuals(real object,pictures,.)B:giving examplesC:using the learnier on language 4. Implications for teaching vocabulary: A:both denotative and connotative meaningsB:in contexts C:in groups of reflected wo

39、rds D:word formation is useful in developing E:vocabulary F:difference between passive and active ways concepts:A:denotative meaning of a word refers to that we use to label things as regards real objects.B:connotative meaning of a word refers to the attitude or emotions of a language user. C:colloc

40、ation:refers to words that concur with high frequency and have been accepted as ways for the use of words .6. Way of presenting vocabulary 1)provide a visual or physical demonstration whenever possible 2)provide a verbal context to demonstrate meaning 3)use synonyms or antonyms to explain meaning 4)

41、use lexical sets or by ponyms to show relation of words and meanings. 5)translate and examplify 6)use word .Unit 91. Why do listening come first?A. students impossible to produce a sound doesnt exist in their mother tongue.B. students impossible to produce a sound with the right stress, rhythm, into

42、nation without providing them a model.2. The essence of listeningIt is perfectly possible to hear, but here “hear” is not listening, similarly it is possible to listen, but not understand, listening means comprehend what you hear.3. Why does listening seem so difficult?The difficulties: A, quickly f

43、orget what is heardB, dont recognize the words you knowC, understand the words but not the intended messageD, while thinking about the meaning, neglect the next partE, cant form the mental representationUnit10Speaking is the skill that the students will be judge upon most in real-life situation Spea

44、king is to express oneselfthe feeling of oneself the experience of oneself Type of speaking tasks conclude (pre-communicative activities) and (Communicative activities)Designing speaking tasks conclude maximum foreign talk, even participation. high motivation . right language level The feature of sp

45、eaking is spontaneous and time-constraint Unit 11 1. To summarize, reading aloud and silent reading are two types of reading practice.2. Reading aloud helps students to practice or acquire good pronunciation, intonation, and build up confidence in speaking. Silent reading helps students to comprehen

46、d the meaning to get information.3. Three kinds of reading materials: fast/rapid reading, intensive reading and extensive reading.4. There are two broad levels in the act of reading: 1. a recognition task of perceiving visual signals from the printed page through the eyes; 2. a cognitive task of int

47、erpreting the visual information.5. Three models for teaching reading: bottom-up model, top-down model and interactive model.6. Five principles for teaching reading: 1. Accessible reading materials. 2. Clear prepared tasks. 3. Developing students reading strategies. 4. Enough guidance. 5. Promoting

48、the students reading ability.7. Predicting is an important reading skill.8. Predictions can be done many different ways: predicting based on the title, predicting based on vocabulary and predicting on the T/F questions.9. Pre-reading activities: predicting, setting the scene, skimming, and scanning.

49、10. While-reading stage: sophisticated input, transition device, output, under reference and making reference.11. Post-reading activities: Gap-filling, discussion, role play, retelling and writing.12. Reading means the construction of meaning from a printed or written message.论述题1. How to Be a Good

50、English Teacher? To be a good English teacher does not only depend on his or her command of the language but on other elements. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles. These three aspects constitute the professional competence

51、of a good English teacher.However, the most important and most difficult part of being a good English teacher is not the professional competence but the development of it. The development of professional competence for a good English teacher involves two stages and a goal.The first stage is language

52、 development. All English teachers are supposed to have a sound of English .As language is the subject matter for a language teacher and also because language always changing, language development can never come to an end.The second stage involves three sub-stages: learning, practice, and reflection

53、. The learning stage is actually the purposeful preparation which includes: learning from others experience, learning the received knowledge and learning from ones own experience as a learner. The learning stage is followed by practice that can be used in two senses. In one sense, it is a short peri

54、od of time assigned to do teaching practice. The other sense of practice is the real classroom teaching. Teachers benefit from practice if they keep on reflection on what then have been doing. Ideally, a teacher should be able to attain his or her goal, that is the professional competence after some

55、 period of practice and reflection. Actually professional competence is a moving target or horizon, which professionals travel all their professional life but which is nevel finally attained.2. How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability. Wallace uses the following reflecti