英语教学法教程考研笔记

1、精选优质文档倾情为你奉上精选优质文档倾情为你奉上专心专注专业专心专注专业精选优质文档倾情为你奉上专心专注专业Unit 1 language and language teachingWhat makes a good language teacher?Ethic devotionProfessional qualitiesPersonal stylesViews on language learning and learning in general:Process-oriented theories: concerned with how the mind organizes new inf

2、ormation such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which the language learning take place, such as the number of the students and the kind of input learners receiv

3、e, and the atmosphere.How can one become a language teacher?It involves more factors and longer learning time, and may never be finished. PracticeReflectionProfessional competenceGoal Stage 1Stage 2Stage 1: all English teachers are supposed to have a sound command of English.Stage 2: learning, pract

4、ice and reflection.Learning:Learning from others experience (empirical knowledge gained through reading and observation)Learning the received knowledge (language learning theories, educational psychology, language teaching methodology, etc.)Practice Pre-service practice (pseudo practice)Real classro

5、om practiceReflection: take on reflection seriously and keep reflection Goal: (do not have an end) one can never become a perfect teacher. There is always room for improvement.Unit 2 communicative principles and task-based language teachingWhat is communicative competenceLinguistic competenceKnowled

6、ge of language itselfPragmatic competence The choice of the vocabulary and structure depends on the setting, the relative status of the speakers and their relationship.Discourse competence The ability to understand or to express a topic logically and coherently by effectively employing or comprehend

7、ing the cohesive marks, such as first, second.Strategic competence Searching for other means of expression, such as using a similar phrase Fluency the ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation)CLT: communicative language t

8、eachingPrinciples of communicative language teachingCommunication principleActivities that involve real communication promote learning.Task principle Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principleLanguage that is meaningful to the lea

9、rner support the learning process.Main features of communicative activitiesCommunicative purposeThere must be some information gap that students seek to bridgeCommunicative desireA real need to communicateContent not form They must have some massage they want to communicateVariety of languageNo teac

10、her interventionNo material controlTBLT: task- based language teachingFour components of a taskA purpose Make sure students have a reason for undertaking the taskA contextThis can be real, simulated or imaginary, and involves sociolinguistic issues such as the location and the relationship of the sp

11、eakerA processGetting students to learn some language strategies such as problem solving, reasoningA productFocus on individual language items Purposeful and contextualized communication +Then Exercise taskTBL:Pre-taskIntroduction to topic and taskTask cycleTask Planning ReportStudents hear task rec

12、ording or read text Language focusAnalysis and practiceReview and repeat taskPPPPresentation Of single new item; teachers introduces new vocabulary and grammatical structures.PracticeOf new item: drills, exercise, and dialogueProductionActivity, role play or task to encourage free use of languageHow

13、 to design tasksThink about students needs and interests and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsConstrains of CLT: Whether it will meet the needs of learners from different contextsIt is very difficult to design a one to one correspondence

14、between a function a form.Constrains of TBLTNot effective for presenting new languagesTime is limited: teachers are busyCulture of learning: some students may find it difficult to adapt to TBLTLevel of difficulty: students may find task-base language teaching quite difficult of they do not have suff

15、icient linguistic resources.Unit 4 lesson planning Why is lesson planning important?It can make teachers aware of the aims and language contents of the lesson.It helps teachers distinguish the various stages of a lesson and see the relationship between them so that activities of different difficulty

16、 levels can be arranged properly and the lesson can move smoothly from one stage to another.It gives teachers opportunity to anticipate potential problems that may arise in class, and prepare some solutions to them.It builds teachers confidence in class.Teachers can also be aware of teaching aids in

17、 class.Planning is a good practice and sign of professionalism.Principles for good class planning:AimIt means realistic goals for the lesson; the things students are able to do at the end of the class.VarietyPlanning a variety of different activities to introduce a wide selection of materials, so th

18、at learning is always interesting.Flexibility Preparing some extra and alternative activities and tasks as the class does not always go according to the plan.Learnability The contents and tasks planned for the lesson should be within the learning capability of the students.LinkageThe steps and steps

19、 in each stage are planned in such a way that they are someway linked with another one.Macro planning A planning over a longer period of time, for instance a whole-year course. It is often done by a group of teachers who are to teach the same course.Knowing about the professionWhich language area an

20、d language stage should be taught?Knowing about the institutionThe institution arrangements of the time, frequency of the classKnowing about the learners Knowing about the syllabus Knowing about the textbookKnowing about the objectivesComponents of a lesson planBackground informationWho the students

21、 are. The time and date of the class. Teaching aimsWhat students are able to achieve at the end of the lesson(Linguistic and language skills)Language contents and skillsStages and proceduresTeaching aidsTeaching aids and resources, and how teachers will use them to aid learningEnd of lesson summary

22、Take some time to summarize what is learned in class.Optional activities and assignmentsAfter lesson reflectionUnit 5 classroom arrangementEfficient classroom arrangement can be achieved when these six conditions are met:The teacher plays appropriate roles.The teacher provides clear instructionsStud

23、ents are grouped in a way suitable for the learning activities.The teacher asks appropriate questions.There is discipline as well as harmony in the class.The students errors are treated properly.The different roles of teachers:ControllerThe teacher controls the pace so that the activities run smooth

24、ly and efficiently.The more communicative the activity is, the less control it needs.AssessorCorrecting mistakesOrganizing feedbackOrganizerDesign and organize the tasksPrompterWhen students are not sure how to start an activity, or what to do next, the teacher give appropriate prompts. (and/anythin

25、g else?/yes, but why?)ParticipantResource-providerRules to follow for making instructions effective:To use simple instructions and make them suit the comprehension level of the students. (Also, make your comments as simple and as natural as possible)To use mother tongue only when its necessary.The b

26、est thing to do is to model the task/activity before letting students move into groups and pairs.Demonstration is more effective than words.Student grouping:Whole class work:Advantages: Everyone feels being together with others.It is good for teachers to instruction and explanation together, and als

27、o an ideal way to show materials and do presentation together.Disadvantages:Individuality is not favoured in this sense.Not everyone has an opportunity to express himself.Some students feel nervous and anxious when they are asked to present in front of class.It favors the transmission of knowledge f

28、rom teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with others in this sense.Pair workAdvantagesIt dramatically increase students speaking time in class.It allows students to work together rath

29、er than under teachers guidance.It allows teachers to work with the weak pairs when others are working on their own.It can promote cooperation between students.Disadvantages It is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or som

30、ething not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with peers, and they, think they can only learn from their teachers.So they refuse to participate in the activities.The choice of pair is a problem. Some students dont like to w

31、ork with a particular partner while someone may dominate all the time.Group workingSome groups may finish the task fast while some may be very slow. Teachers may have to prepare some optional activities for the quick group and be ready to help the slower groups all the time.Individual studyTeachers

32、need to prepare different tasks for different groups.Measures for disciplined acts and badly behaving students:Acting immediatelyIndisciplined acts should be immediately stopped, so that less damage is made.Stop the classIf the discipline is so disruptive as to hinder the progress of the whole class

33、, the teacher should stop the class and make it clear what is wrong.Rearrange the seatsChange the activityTalk to students after classCreate a code of behaviorThe teachers and learners can work together to create some rules for the class during activities.Questioning in classroomDisplay questions: q

34、uestions that are already known to teachers and they are asking questions to check if students know the answer.Genuine questions: questions that are used to find new information. They are often more communicative.Lower- order questions: questions that simply require recalling of information or memor

35、ization of facts.Higher-order questions: questions requiring more reasoning, analysis, and evaluation.Dealing with errors:Dealing with spoken errors:If the task is not focusing on accuracy or fluency, ignore it.When to correct:It is best not to interrupt students during fluency work, unless communic

36、ation breaks down. If there are some common mistakes that other students might also have problems with, the teacher can take a note in his/her mind and try to do the correction after the students perform.How to correct:Self-correcting is encouraged.Indirect correction: repeating; asking other studen

37、ts to answer againUnit 6 teaching pronunciationsThe role of teaching pronunciationStudents need not able to read and write IPA and to know phonetics.Adult learners need focus on pronunciations, but young leaners dont.Learners who have more exposure to English need less focus on pronunciation than th

38、ose who only learn English in the class.Realistic goal of teaching pronunciation: Consistency: the pronunciation should be smooth and natural.Intelligibility: the pronunciation should be understandable to the listeners.Communicative efficiency: the pronunciation should help convey the meaning that i

39、s intended by the speaker.Focusing on a sound:Say the sound aloneGet students to repeat the sound in chorus.Get individual students to repeat the sound.Explain how to make the sound.If students can produce the sound correctly, after the teachers modelling, it is not necessary to explain how.Say the

40、sound in a word.Contrast it with other sounds.Perception practice:Using minimal pairs:will-well till-tell fill-fell lid-led (tell which one is read)Which orderPit pet bet (1 3 2)Same or differentMet-meet well-wellOdd one outBit bit bit pit (No.4 is different.)Complete:_ate_ate_ate_ate_ate_ate(late m

41、ate fate date hate rate)Production practice:Listening and repeatFill in the blanksChildren love to play games.Black and white make gray.After April comes May.Make up sentencesLast fast calm dark Making a sentence using as many from the given words.Use meaningful context Using pictureUse tongue twist

42、ersPracticing stress:Using gestures:By clapping hands or using an arm movements as if conducting music.Use the voice:Raise the voice to indicate stressUse the blackboard:Highlight the stress parts by underlining them or writing them on the blackboard.Unit7. Teaching grammarDifferent ways to presenti

43、ng grammarThe deductive methodRelies on reasoning, analyzing and comparingDisadvantages:It teaches grammar as an isolate oneLittle attention is paid to meaningPractice is more mechanicalAdvantages:It can be successful with selected and motivated students.It could save time when students are confront

44、ed with grammar rule which is complex but which has to learn.The inductive methodThe teacher provide students with authentic language date and induces the learners to realize grammar rules without any form of explicit explanation.Students are to apply the newly presented structure to produce sentenc

45、es with given visual aids or verbal prompts.The teacher may elicit the grammar rule from the students.The guided discovery methodStudents are induced to discover the rules by themselves but carefully guided and assisted by the teacher.Implicit knowledge and explicit knowledge Implicit knowledge: kno

46、wledge that is unconsciously existed in our mind, which we can make use of automatically without making any effort.Explicit knowledge: our conscious knowledge about the language.Successful practicePre-learningPractice is more effective when new language is clearly perceived and taken into short-term

47、 memory by the leaners.Volume and repetitionThe more language the leaners are exposed to or perceived the more they are likely to learn.Success-orientation:Heterogeneity(异质性)Practice should be able to elicit different sentences and generate different levels of answers from different learners.Teacher

48、 assistanceInterestGrammar practice:Mechanical practiceSubstitution drillsMrs. Green has the largest house in town.(clean house/ green lawn/ pretty garden)Transformation drillsChange the following sentence into past tense.Now he lives in London. (last year. Paris)Meaningful/communicative practiceRan

49、k the items on the left column according to the listed on the top.cheaphealthytastyImportantBeerWaterFruitcigarettesEg. I think beer is cheaper than fruit.Using prompts for practice:Using picture promptsUsing mimes (role play) or gestures as prompts Using information sheet as promptsUsing key phrase

50、 or key words as promptsUsing chained phrases for story telling.Unit 8 teaching vocabulary What does knowing a word involve?Knowing its pronunciation and stressKnowing its spelling and grammatical propertiesKnowing its meaningHow and when to use it to express the intended meaningAccording to Hedge,

51、vocabulary learning involves at least two aspect of meaning:Understanding denotation and connotative meaning:Denotation meaningIt refer to those words that we use to label things as regards real objects, such as a name or a sign.Connotative meaningIt refers to the attitudes or emotions of a language

52、 user in choosing a word and influence of those on the listener or readers interpretation of the word.For example, animal itself has a connotative meaning often related to friendship and loyalty.Understanding the sense relations among wordsCollocationsIt is believed that teaching word collocations i

53、s a more effective way than just teaching one single word at a time.Synonyms, antonyms, and hyponymsReceptive/passive and productive/active vocabularyWays of presenting vocabulary:Try to provide a visual or physical demonstration whenever possibleProvide a verbal context to demonstrate meaningUse sy

54、nonyms and antonyms and hyponyms to explain meaning Use word formation rules and common affixes to build up new lexical knowledge. Pre-fabricated formulaic items: to teach vocabulary in chunks. Chunks refer to a group of words that go together to form meaning.Ways of consolidating vocabulary:Labelli

55、ngSpot the differenceDescribe and drawPlay a gameUse word series Word bingoWord associationFind synonyms and antonymsCategoriesDeveloping vocabulary learning strategyReview regularlyGuess meaning from the contextOrganize vocabulary effectivelyUse a dictionaryMonolingual dictionary should be encourag

56、ed than bi-lingual dictionaryStudents should be guided constantly to self-evacuate the effectiveness of the strategy.Unit 9 teaching listening Listening can be more difficult than reading because:Different speaker produce different sounds in different ways. (Different dialects, and accents, stress,

57、rhythms, intonations)The listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases, we cannot go back and listen again as we can when we read.The listener cannot pause to work out the meaning of the hard material as ca

58、n be done when reading.Speed is more likely to be distorted by the media which transmit sounds or the background noise that can make it difficult to hear clearly.The listener sometimes has to deal simultaneously with other task while listening, such as formal note-taking, writing down directions or

59、messages from telephone calls, or operating while listening to instructions.Characters of listening characters:Spontaneity: people speaking spontaneously and informally without rehearsing what they are going to say ahead of time.Context: the situation helps us predict what we are going to hear.Visua

60、l clues: most of the time, we can see the person we are listening to. (facial expressions, gestures, and other body language)Listeners response: we can interrupt the speakers and ask for repetition or clarification.Speakers adjustment. (The speaker can adjust the way of speaking according to the lis