2022年英语课程教学论考试重点

Unit1LanguageandLanguageLearning语言和语言学习Viewsonlanguage有关语言的观点Differentviewsonlanguagegeneratedifferentteachingmethodologies.(P2)不同的语言观产生不同的教学措施。Threedifferentviewsoflanguage:三种不同观点的语言:(1).Structuralview:languageasasystemmadeupofvarioussubsystems:thesoundsystem(phonology);thediscreteunitsofmeaning(morphology);thesystemofcombiningunitsofmeaningforcommunication(syntax)(p3)afinitenumberofsuchstructuralitems有限数量的这种构造性产品构造语言理论:语言作为一种系统由多种子系统:音响系统(语音);离散单元的意义(形态);对通信相结合的系统单位的意义(语法)(2).Functionalview:Languageisnotonlyalinguisticsystembutalsoameansfordoingthings.功能观:语言不仅是一种语言系统,但也做事情的一种方式。(3).Interactionalview:languageasacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.(p3)交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系。2.Viewsonlanguagelearningandlearningingeneral语言学习观和学习两类理论：Process-orientedtheoriesandCondition-orientedtheories(1).Behaviouristtheory:(p5)行为主义学习理论面向流程理论和条件理论behaviouralpsychologistSkinner;行为心理学家斯金纳WatsonandRaynor’stheoryofconditioning;stimulus,response,andreinforcement;theaudio-lingualmethod;thelanguageislearnedbyconstantrepetitionandreinforcementoftheteacher沃森和雷诺的调节理论,刺激响应,和强化;据说教学法;语言是不断的反复和强化学习的教师(2).Cognitivetheory:studentsareaskedtothinkratherthansimplyrepeat;(p5)NoamChomsky;乔姆斯基认知学习理论:规定学生想而不是简朴的反复;languageisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem;thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheseaninfinitenumberofsentencescanbeproduced.有数量有限的语法规则系统和知识的这些可以生成无限的句子语言是一种复杂的基于规则的系统语言习得和一种大的部分是这个系统的学习;乔姆斯基认知语言学Transformational-Generative(T-G)Grammer转换生成语法.Constructivisttheory:(P6)Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknow;建构主义学习理论:学习是一种过程,学习者建构意义基于自己的经历和已经懂得什么;applicabletolearningingeneral;合用于一般学习JohnDewey杜威teachingshouldbebuiltbasedonwhatlearnersalreadyknewandengagelearnersinlearningactivities;教学应构建基于学习者已经懂得和学习者参与学习活动tofosterinventive,creative,criticallearner;培养发明力,发明力,核心的学习者(4).Social-constructivisttheory:(P6)社会-建构主义理论Vygotsky;维果斯基emphasizesinteractionandengagementwiththetargetlanguageinasocialcontext;theconceptof‘ZoneofProximalDevelopment’(ZPD)也许发展区/临近发展区andscaffolding鹰架理论;概念和鹰架理论强调互动和社会背景与目的语言接触learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.学习是最佳的通过教师和学习者之间的动态交互和学习者之间3.qualitiesof(Whatmakes)agoodlanguageteacher(P7)品质好的语言教师ethicdevotion;professionalqualities;personalstyle;professionalcompetence道德奉献职业素质个人风格专业能力4.Developmentofteacher’sprofessionalcompetence教师专业能力的发展Figure1.1(P9):Stage1,Stage2andGoal图1.1(9页):第一阶段、第二阶段和目的Stage1:languagedevelopment阶段1:语言发展Stage2:threesub-stages:learning,practice,reflection方案变动涉及:学习实践反思Thelearningstage:1.learningfromothers’experiences;2.learningthereceivedknowledge;3.learningfromone’sownexperiences学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验5.ThemostinfluentiallanguageteachingapproachesinthepasttwodecadesCommunicativeLanguageTeaching(CTL)交际语言教学最具影响力的语言Task-baskedLanguageTeaching(TBLT)任务型语言教学教学措施过去二十年Unit2CommunicativePrinciplesandTask-basedLanguageTeaching交际原则任务型语言教学1.Languageuseinreallifevs.traditionalpedagogy在现实生活中与老式的教育学Thelanguageusedinreallife在现实生活中,语言是用来执行特定的交际功能(inreallife,languageisusedtoperformcertaincommunicativefunctions)Thelanguagelearnedinclassroom在教室里学到的语言Abiggapbetweenthetwo一种很大的差距Maindifferences:(P15)1.traditionalpedagogytendstofocusonformsratherthanfunctions;2.traditionalpedagogytendstofocusononeortwolanguageskillsandignoretheothers;3.traditionalpedagogytendstoisolatelanguagefromitscontext.重要差别:1、老式教学往往关注形式而不是功能;2、老式教育学往往集中在一种或两个语言技能而忽视其她人;3、老式教学往往孤立的语言上下文。2.CLT交际语言教学弥合两人之间的差距Tobridgethegapbetweenthetwo目的是发展学生的交际能力ThegoalofCLTistodevelopstudents’communicativecompetence.Fivemaincomponentsofcommunicativecompetence(p17-18)交际能力的五个方面(1).Linguisticcompetence语言能力It’sconcernedwithknowledgeofthelanguage,itinvolvesspelling,pronunciation,vocabulary,wordformation,grammaticalstructure,sentencestructure,andsemantics.语言的知识,它涉及拼写,发音,词汇,构词、语法构造、句子构造和语义。(2).Pragmaticcompetence语用能力合适的使用语言的社会环境It’sconcernedwiththeappropriateuseofthelanguageinsocialcontext;Toknowwhentospeak,whennot,whattotalkaboutwithwhom,when,whereandinwhatmanner.懂得何时说话,何时不说,谈论与谁,何时、何地、以何种方式。(3).Discoursecompetence语篇能力Itreferstoone'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.一种人的能力来创立一致的书面文本或对话和理解的能力。Thecohesivemarkersusedinthediscourse.有凝聚力的话语中使用的标记。Thereferencewordsinthecontext.参照词汇在上下文。有凝聚力的词汇意义Cohesivewordsholdmeaningtogetherinasensibleway.在一种合理的方式。One’sabilitytoinitiate,develop,enter,interrupt,checkorconfirminaconversation.一种启动的能力,开发、进入中断,请检查或确认的谈话。(4).Strategiccompetence方略能力Itissimilartocommunicationstrategies.它类似于沟通方略。Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.它指的是战略雇佣通信故障时由于缺少资源。Bysearchingforothermeansofexpression,suchasusingasimilarphrase,usinggestures,orusingalongerexplanation.寻找其她的方式体现,如使用类似的短语,Keeptheconversationgoing.保持谈话。使用手势,或使用一种更具体的解释。Getinputfromtheotherend.从另一端获取输入。(5).Fluency流利限度Itmeansone’sabilitytolinkunitsofspeechtogetherwithfluencyandwithoutnervousnessorinappropriateslownessorunduehesitation.这意味着一种人的能力联系单位一起演讲流利和没有紧张或不恰当的缓慢或不合适的踌躇。chunksoflanguage大块的语言Lexicalphrases词汇短语Prefabricatedlanguage预制语言Linguisticcompetence(Chomsky):rulesofgrammar/grammaticalrules/grammarknowledge;theknowledgeoflanguagestructureandtheabilitytousethisknowledgetounderstandandproducelanguage.(P19)语言能力(乔姆斯基):语法规则/语法规则/语法知识;语言的知识构造和使用这些知识的能力去理解和生成语言。Communicativecompetence(Hymes):besidesgrammaticalruleslanguageuseisgovernedbyrulesofuse/knowledgeofwhattosay,when,how,whereandtowhom.交际能力(海姆斯):除了语法规则的语言的使用是由规则的使用/知识该说什么,何时、何地、如何和人。3.PrinciplesofCLT交际语言教学的原则CommunicativeLanguageTeachingcommunicationprinciple,taskprinciple,meaningfulnessprinciple交际性原则工作原理故意义原则TheweakversionofCLT:learnersfirstlearnthelanguageasastructuralsystemandthenlearnhowtouseitincommunication.强大版本:语言是通过沟通。ThestrongversionofCLT:languageisacquiredthroughcommunication.单薄版本:学习者一方面学习语言作为一种构造体系,然后学习如何使用它在沟通。4.CLTandtheteachingoflanguageskills语言技能的教学交际能力Communicativecompetenceistodeveloplearners’languageskills,namely,listening,speaking,readingandwriting.是培养学习者的语言能力,即听、说、阅读和写作。5.Mainfeaturesofcommunicativeactivities交际活动的重要特性TheKeyassumptioninCLTisthatstudentslearnthelanguagethroughengaginginavarietyofcommunicativeactivities.核心假设是学生学习语言通过从事多种各样Functionalcommunicativeactivities功能性交际活动的交际活动。Socialinteractionactivities(P22-23)社会互动活动6.SixcriteriaforevaluatingcommunicativeclassroomactivitiesEllis(1990)(1).Communicativepurpose交际目的六个原则评价课堂交际活动埃利斯(2).Communicativedesire交际需要(3).Content,notform注重内容，不是形式(4).Varietyoflanguage语言的多样性(5).Noteacherintervention没有教师的干涉(6).Nomaterialscontrol没有语言材料控制7.Task-basedLanguageTeaching(TBLT)任务型语言教学Task-basedlanguageteachingisafurtherdevelopmentofCommunicativeLanguageTeaching.是交际语言教学的进一步发展结合形式,集中教学与沟通combineform-focusedteachingwithcommunication-focusedteachingDefinitionsofataskon(P27)任务的定义(Willis,1996)Tasksareactivitieswherethetargetlanguageisusedbythelearnerforacommunicativepurpose(goal)inordertoachieveanoutcome.(威利斯,1996)任务活动,使用目的语言学习者交际目的(目的)为了实现一种成果。Fourcomponentsofatask(P28)任务的四个构成部分apurpose,acontext,aprocess,aproduct一种目的、内容、过程、成果Exercises;exercise-tasks;tasks练习与任务Exercises:focusonindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills关注个人方面的语言,如词汇、语法和个人技能Exercise-tasks:contextualizedpracticeoflanguageitems(oftenaparticulargrammarpoint)符合实际的语言实践项目(一般是一种特定的语法点)Task:thecompleteactofcommunication(purposeful&contextualizedcommunication)完整的沟通行为(有目的的和符合实际的沟通)PPP(P31-32)属于老式教学模式traditionalteachingmodePresentation(ofsinglenewitem)呈现(单新项目)Practice(ofnewitem:drills,exercises,dialogue)练习(新项目:演习,演习、对话)Production(Activity,roleplayortasktoencouragefreeuseoflanguage)产出(活动,角色扮演或任务鼓励免费使用语言)Thefive-stepteachingmethod五步教学法修订，表达，实践，生产，整合revision,presentation,practice,production,consolidation10.TBLT/TBL(P31)Task-basedLanguageTeaching(TBLT)任务型语言教学Task-basedLearning(TBL)任务型学习Pre-task:introductiontotopicandtask简介主题和任务Taskcycle:task/planning/report;studentsheartaskrecordingorreadtext.任务周期:任务/筹划/报告;学生听到任务记录或阅读文本Languagefocus:analysisandpractice:Reviewandrepeattask.语言重点:分析和实践:审查和反复的任务Fivestepsofdesigningtasks(P34)五个环节的设计任务(1).Thinkaboutstudents’needs,interests,andabilities考虑学生的需要爱好和能力(2).Brainstormpossibletasks头脑风暴也许的任务(3).Evaluatethelist评估列表使用如下原则:①.教育价值usingthefollowingcriteria:①.educationalvalue;②.appropriatenesstothestudents’needs,interestandabilities;③.availabilityofsuitableresources;④.timeavailable(4).Choosethelanguageitems选择的语言项目②.适合学生的需要爱好能力(5).Preparingmaterials准备材料③.合适的资源的可用性,④.可用时间11.AppropriatenessofCLTandTBLTintheChinesecontext(p35)合适的交际语言教学和任务型语言教学在中国语境Itisverydifficulttodesignasyllabuswithaonetoonecorrespondencebetweenafunctionandaform.很难设计教学大纲与之间的一一相应一种功能和一种表单Onefunctionofthelanguagecanbefulfilledbyseverallanguageforms.Onelanguageformmayalsohaveseveralfunctions.(CLT)一种功能可以实现语言的某些语言形式。一种语言形式也也许有几种功能。12.PotentialconstraintsofTBLT任务型语言教学的潜在限制(1).Itmaynotbeeffectiveforpresentingnewlanguageitems.(Swan,)(2).Time时间它也许不是有效的呈现新语言项目学习的文化:(3).Thecultureoflearning:somestudentsmayfinditdifficulttoadapttoTBLT.Lackofappropriateskillssuchasproblem-solving,discussing,inquiringandreasoning.某些学生也许难以适应。缺少合适的技能,如解决问题、讨论、(4).Levelofdifficulty.水平的困难查询和推理。Unit3TheNationalEnglishCurriculum国家英语课程原则1.AbriefhistoryofforeignlanguageteachinginChina在中国外语教学简史Maineventsbefore1978重要事件在1978年之前FourmajorphasesofthedevelopmentofELTinChinasince1978.(Restoration,RapidDevelopment,Reform,andInnovation)发展的四个重要阶段,英语教学在中国自1978年以来(修复、迅速发展、改革和创新)(1).Restoration(1978-1985):恢复anationalsyllabusin1978;一种国家1978年教学大纲一套新的教科书anewsetoftextbooksbythePeople’sEducationPress(PEP);由人民教育出版社grammar-basedaudio-lingualteachingmethod.基本语法和据说教学措施(2).Rapiddevelopment(1986-1992):迅速发展the1986EnglishSyllabus(arevisedone);1986年英语教学大纲(修订)therewritingofthetextbooksbyPEP.重写教科书Englishisnotonlyinstrumentalbutalsocommunicativeandeducational.Teachingshouldfocusmoreontheuseofthelanguage.英语不仅是工具也是交际和教育。教学应更注重语言的使用。(3).Reform(1993-):改革Thepolicyofnine-yearcompulsoryeducation.九年义务教育的政策。Thecommunicativeapproach.交际的措施在1993年发布的一份新的教学大纲Anewsyllabusissuedin1993.诸多教科书区域机构除了鼓舞士气的新系列AnumberoftextbooksbyregionalagenciesbesidesanewseriesbyPEP.Asynthesisofthenewandtheoldapproaches.新和旧的合成措施Amorecommunication-orientedlanguageteaching.面向更多的交流,语言教学(4).Innovation(from):创新Acallforquality-orientededucation.呼吁素质教育Areviewofthecurriculumprior.(overemphasisonthedeliveryoflanguageknowledge;ignoringSs’languageabilityandindividuallearnerdifferences;paper-and-penciltests)回忆之前的课程。(过度强调语言知识的传递,忽视了学生的语言能力和学习者个别差别;纸笔测试)AtransitiontotheNewNationalEnglishCurriculum.过渡到新的国家英语课程。thesixdesigningprinciplesfortheNationalEnglishCurriculum6种设计原则(1).Aimforeducatingallstudents,andemphasisequality-orientededucation.(2).Promotelearner-centeredness,andrespectindividualdifferences.(p42)/(p310)(3).Developcompetence-basedobjectives,andallowflexibilityandadaptability.(4).Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.(1)面向全体学生，注重素质教育。(2)突出学生主体，尊重个体差别。(5).Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.(3)整体设计目的，体现灵活开放。(6).Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.(4)强调学习过程，倡导体验参与。(5)注重过程评价，强调能力发展。(6)开发课程资源，拓展学用渠道。Theoverallaimofthecurriculumfornine-yearcompulsoryeducationistodevelopstudents’comprehensiveabilitiesinlanguageuse.Languageskills;languageknowledge;affects;cultureawarenessandlearningstrategies.九年义务教育课程的总体目的是培养学生的综合语言运用能力。语言技能,语言知识、影响、文化意识、学习方略。九年义务教育的英语课程TheEnglishcurriculumfornine-yearcompulsoryeducation.TherelatedseniorhighschoolEnglishcurriculum.有关高中英语课程。Ninecompetence-basedobjectives.9个能力本位的目的。Eachlevelisdescribedintermsofwhatstudentscandowiththelanguage.Theintegrity,flexibilityandopennessofthecurriculum.每个级别的描述语言的学生能做什么。完整性、灵活性和开放性的课程。Theprincipleoflearner-centeredapproach.原则为中心的措施Educationforallstudentsandquality-orientededucation.所有学生教育和素质教育Developeffectivelearningstrategiesandautonomouslearningabilitiesbymeansofexperiencing,practicing,participating,exploringandcooperatingundertheteacher’sguidence.发展有效的学习方略和自主学习能力通过体验、实践、参与、探究和合伙教师的引导。形成性评价中扮演重要角色。Formativeassessmentplayingaprimaryrole.总结性评估应关注Summativeassessmentshouldfocusonassessingstudents’overalllanguageabilityandtheabilitytousethelanguage.评估学生的综合语言能力和运用语言的能力。3.ThechangesofgoalsandobjectivesofEnglishlanguageteaching(p45)目的目的Comparetheteachingobjectivesinthesyllabiwhichhaveappearedsince1978,andpayattentiontothechanges.比较教学大纲中的教学目的,浮现了自1978年以来,并注意更改。该框架的目的在新的国家英语课程。整体目的的5个方面theframeworkofobjectivesinthenewNationalEnglishCurriculum.OverallLanguageability:整体语言能力:语言知识:语音,语法,词汇;功能;(1).Languageknowledge:Phonetics;Grammar;Vocabulary;Functions;Topics话题(2).Languageskills:listening;Speaking;Reading;Writing语言技能:听,说,读,写(3).Learningstrategies:Cognitive;Self-management;Communication;Resourcing学习方略:认知方略;自我调控方略;交际方略;资源方略(4).Affectionandattitude:Motivation;Confidence;Patriotism;Internationalperspectives感情和态度:动机爱好;自信意志;合伙精神;国际视野(5).Culturalawareness:Knowledge;Understanding;Awarenessofcross-culturecommunication文化意识:知识;理解;跨文化交际的意识4.DesignoftheNationalEnglishCurriculum国家英语课程的设计Before,theEnglishsyllabusdidnotincludetheprimaryphase.教学大纲重要阶Nine-competencebasedlevels9段能力水平Theprimaryphase:Level1,Level2初级阶段:1级、2级Thejuniorhighschoolphase:Level3toLevel5初中阶段:3-5级水平Theseniorhighschoolphase:Level6toLevel9高中阶段:6-9级的水平Level7istherequirementforeveryseniorhighschoolleavers.是高中毕业生规定Requiredcourses(English1-5)必修课程(英语1-5)Twotracksofelectivecourses选修课程的两个轨道ElectiveTrack1(English6-11)选修课跟踪1选修课跟踪2(三大系列课程)ElectiveTrack2(threeseriesofcourses):Specializedskillscourses;ESPcourses;Cultureandliterarystudiescourses.专业技能课程;ESP课程;文化和文学研究课程5.PerformancestandardsfordifferentlevelsofcompetenceRefertotheChineseversion指中国版本不同级别的能力的性能原则6.ChallengesfacingEnglishlanguageteachers英语教师面临的挑战Facedwiththenewcurriculum,Englishteachersareexpectedtochangeinmanyways.面对新课程,英语教师将在诸多方面发生变化。WhatshouldEnglishteachersdo?英语教师应当做什么?使用更多的tochangetheirviewsaboutlanguage.变化她们对语言的见解任务型活动tobecomeamulti-roleeducator.成为一种多功能教育家学生学习的中心tousemoretask-basedactivitiesandputthestudentsinthecentreoflearning.tousemoreformative-assessmentinaddtiontousingtests.造型评估使用的测试tousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.教学技术,发明更有效的资源来学习使用语言Unit4LessonPlanning课程筹划TeachingContents教学内容(1).Importanceoflessonplanning课程筹划的重要性(2).Principlesforgoodlessonplanning好的课程规划的原则(3).Macroplanningµplanning宏观规划和微观规划(4).Componentsofalessonplan教案的构成(5).Suitableformofalessonplan合适的教学筹划(1).Importanceoflessonplanning课程筹划的重要性ALessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.(P51)教案是一种框架的一课教师预先决定她们但愿获得什么以及她们如何想实现它。Benefitsfromlessonplanning(P52)课程筹划的好处Beawareoftheaimsandlanguagecontentsofalesson;注意目的和语言课内容Distinguishthevariousstagesofalessonandseetherelationshipbetweenthem;Anticipatepotentialproblems;预测潜在的问题辨别不同阶段的一种教训Giveteachersconfidence;给教师的信心看到它们之间的关系Beawareoftheteachingaids;注意教学用品(2).Principlesforgoodlessonplanning(P53)好的课程规划的原则Theyaredescribedintermsofaim,variety,flexibility,learnability,andlinkage.Aim:thethingsthatstudentsareabletodobytheendofthelesson.Variety:anumberofdifferenttypesofactivity;awideselectionofmaterialsFlexibility:someextraandalternativetasksandactivities灵活性:额外和替代的任务Learnability:thecontentsandtasksshouldbewithinthelearningcapabilityofthestudents可学习性原则:内容和任务应当在学生的学习能力Linkage:thestagesandthestepswithineachstagearesomewaylinkedwithoneanother.关联性原则:阶段,在每个阶段的环节以某种方式有关。目的:学生能做的事情的教训。多样性:许多不同类型活动,参与多种多样的材料(3).Macroplanningµplanning(P54)宏观规划和微观规划Macroplanning:Planningoveralongperiodoftime规划在很长一段时间Microplanning:Planningforaspecificunitoralesson一种特定的单元或课程Microplanningshouldbebasedonmacroplanning,andmacroplanningisapttobemodifiedaslessonsgoon.微观规划应当基于，宏观规划课上容易被修改。(4).Componentsofalessonplan(P55)教案的构成Differentteachershavedifferentteachingstylesandmayusedifferentteachingprocedures,so‘everylessonisunique’(RobertsonandAcklam,:6),andsoiseverylessonplan.不同的教师有不同的教学风格,可以使用不同的教学程序,因此“每课是独一无二的”，也是每一种教案。①.Whatshouldalessonplaninclude?(P56-P60)Backgroundinformation,Teachingaims,Languagecontentsandskills,Stagesandprocedures,Teachingaids,Endoflessonsummary,Optionalactivitiesandassignments,Afterlessonreflection背景信息，教学目的，语言内容和技能，阶段和过程，教学用品，总结教训，教训后可选的活动和任务，反思②.Teachingaims:(P56-P57)教学目的languageskills;knowledge;affection&attitude;Learningstrategies;cultureawareness语言技能;知识;情感与态度;学习方略;文化意识Languagecontents:structure(grammar),vocabulary,functions,topicsetc.(P58)Languageskills:communicativeskills(listening,speaking,readingandwriting)语言内容:构造(语法)、词汇、功能、话题等。语言技能:交际技能(据说读写)Stagesandprocedures(P58)阶段和过程Teachingstagesrefertothemajoractivitiesthatteachersgothroughinalesson.Proceduresarethedetailedstepsineachteachingstage.指教学阶段的重要活动,教师通过一种教训程序在每个教学阶段的具体环节Awarm-uporastarter(P58)热身或起动器Astarterisanactivityoraseriesofactivitiesthatateacherdoesatthebeginningofthelesson.起动器是一种活动或一系列活动,教师在课的开始。③.Anewstructure-basedlesson(P59)一种新的基于构造课ThePPPmodel适合此种课程简介:简介新词汇和语法构造Presentation:introducenewvocabularyandgrammaticalstructuresPractice:controlledpractice,guidedpractice实践:控制实践,指引实践Production:communicativetasks生产:交际任务④.Askill-orientedlesson一种技巧性的课ThePWPmodel适合此种课程任务前:准备工作,例如设立场景,Pre-task:preparationwork,suchassettingthescene,warmingup,orprovidingthekeyinformation(suchaskeywords).热身,或者提供的核心信息(如核心字)While-task:activitiesortasksthestudentsmustperformwhiletheyarereadingorlistening.任务中:学生活动或任务必须执行在她们阅读或倾听Post-task:studentsobtainfeedbackontheirperformanceatthewhile-stage;somefollow-upactivities.任务后:学生获得反馈性能的同步,舞台上,某些后续行动(5).Suitableformofalessonplan(P55)合适的教学筹划Teachingplanforlesson~TeachingContents:……教学内容Teachingaims:教学目的1.Studentsareableto…bytheendofthelesson.2.……3.……Teachingkeypoints:教学重点Teachingdifficulties:教学难点Teachingmethods:教学措施教学工具：卡片、图片、录音机、多媒体Teachingaids:cards,pictures,tape-recorder,multi-media,etc.Teachingprocedures:教学过程Step1Revision/Introduction复习/简介描述,简介/任务前/迅速阅读/略读/浏览Step2Presentation/pre-task/fast-reading/skimming/scanningStep3Drill/while-task/detailed-reading训练/任务中/精读…………Step6Oralpractice/interview/Discussion口头练习/面谈/讨论Step7Consolidation巩固Step8Summary总结Homework/Assignments:1.……2.……LayoutofBlackboard:板书设计……Reflection:……教学反思2.GroupActivity:Teachingaimsdesigning小组活动:教学目的设计StudentscanintroducethemselvesinEnglish——tellingotherpeopleabouttheirnames,telephonenumbers,addresses,andwheretheyarefrom,etc.简介自己StudentsareabletofindoutinformationaboutotherpeopleinEnglish.发现信息Studentsareabletoaskotherpeopletoclarifyiftheydonotunderstand.清晰Studentscantalkconfidentlyandpolitelywithstrangers.自信礼貌地与人交谈StudentscanmakeanIDcardforthemselvesinEnglish,用英语自己的身份证Homework:Choosealessonfromthebooksofprimaryschoolandwritealessonplan.Unit5ClassroomManagement课堂管理1.Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.contributedirectlytotheefficiencyofteachingandlearning.ThegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.目的是创立一种氛围有助于英语交流课堂管理是教师组织在教室里发生了什么。直接导致了教学和学习的效率。2.Sixaspectsofclassroommanagement课堂管理的六个方面(1).Appropriaterolesoftheteacher合适的教师角色(2).Classroominstructions教师课堂教学用语(3).Studentgrouping学生分组(4).Classroomdiscipline课堂纪律(5).Questioningintheclassroom不同类型的问题(6).Dealingwitherrors课堂纠错3.Multi-rolesoftheteacher(P68)多元化教师角色Differentapproachesstipulatedifferentrolesfortheteacher.为教师规定不同角色Whatarethemostcommonrolesthatteachersplayinpresent-daysecond/foreignlanguageteaching?什么是最常用的角色,教师在今天的二/外语教学吗?Planner,evaluator,controller:appropriatedegreeofcontrol规划师评估者控制器assessor:correctingmistakes;organisingfeedback评估员:纠正错误;组织反馈organiser:todesignandorganisetask-basedactivities组织者:设计组织任务型活动prompter:giveappropriateprompts提词员:予以合适提示participant:participateinstudents’activities参与者:参与学生的活动resource-provider,facilitator,guides,researcher资源-提供者主持人指南研究员4.Classroominstructions教师课堂教学用语Classroominstructionsrefertothetypeoflanguageteachersusetoorganiseorguidelearning.(P73)课堂指令引用类型的语言教师使用组织或指引学习①.Useofclassroominstruction运用课堂教学指路,提供解释;设立规定;givingdirections;providingexplanation;settingrequirements;checkingcomprehension;drawingattention;motivatinglearners;givingfeedback;assigninghomework,etc.检查理解;注意;鼓励学习者;予以反馈;分派作业等。②.Function:usefulmodel;meaningfulinput;toolsfororganizinglearning作用有用的模型,故意义的输入;组织学习的工具有经验的教师③.Experiencedteachers:usesimpleandclearinstructionstoorganizelearningactivitiesandformaroutineofusingit.简朴明确批示组织学习活动,形成常规使用Noviceteachers:notabletotargettheirinstructionstothelevelofthelearners;longandcomplicatedinstructions.新手教师:指引学习者,长期和复杂的指令。④.Rulestofollow:规则:1)使用简朴的指令,让她们适合学生的理解水平,1)tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents;trytoestablishalimitedbutrealisticrangeofinstructionsandbuilduponthemgradually.试图建立一种有限但现实的一系列指令和逐渐建立在她们身上。2)tousemother-tongueonlywhenitisnecessary:explaingrammarrulesorrulesforagameortask.使用母语,只有当它是必要的:解释语法规则或规则游戏或任务。3)tousebodylanguage.使用肢体语言4)tomodelatask/activitiy.模型任务/活动5)nottodoallthetalkinginclass;maximumstudentparticipation;avoidlengthyexplanations.不要在课堂上说话,最大的学生参与,避免冗长的解释。5.Studentgrouping学生分组Wholeclasswork:allthestudentsareunderthecontroloftheteacher.全班的活动Pairwork:studentsworkinpairs.双人活动:学生成对工作Groupwork:studentsworkinsmallgroups.小组作业:学生在小组工作Individualstudy:studentsworkontheirownattheirownspeed.个人学习individualstudy自习individualisedstudy个性化学习6.Disciplineinthelanguageclassroom课堂纪律①.Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.(p78)纪律是指一种行为准则,教师和一群学生紧密联系在一起,这样可以更有效的学习。②.Maitainingdiscipline:先进性原则:措施,目无法纪和行为严重的学生:Harmer(1983)’smeasuresforindisciplinedactsandbadlybehavingstudents:Actimmediately,Stoptheclass,Rearrangetheseats,Changetheactivity,Talktostudentsafterclass,Createacodeofbehaviour立即行动，停止上课，重新安排座位，变化活动，跟学生下课后交谈，创立一种代码的行为③.Ur(1996),adviceaboutproblemsinclass建议在课堂上的问题Dealwithitquietly,Don’ttakethingspersonally,Don’tusethreats静静地解决它，不要感情用事，不要用威胁④.Problemsofteachers教师的问题Inadequatepreparation,Unclearinstruction,Lackofteacherattention,Lengthyexplanationstooneindividual,Levelofdifficulty不充足的准备，不清晰的指令，教师缺少关注，冗长的解释一种人，水平的困难7.Questioningintheclassroom不同类型的问题Themostcommonformofinteractionbetweentheteacherandthestudentsintheclassroom.(P83)最常用的在教室里教师和学生之间的互动。①.Functions:作用tofocusstudents’attention集中学生的注意力toinvitethinkingandimaginations邀请的思维和想象力tocheckunderstanding检查理解tostimulaterecallofinformation刺激召回的信息tochallengestudents挑战的学生toassesslearning评估学习②.Questionsshouldbewiseandpurposeful.问题应当是明智和有目的的contributetotheoverallobjectivesofthelesson对课程的总体目的作出奉献stimulatethedevelopmentofknowledgeandthinking增进知识和思维的发展Helptomaintaineffectiveinteraction.协助维持有效的互动③.Classificationofquestiontypes:问题类型的分类:(1).Closedquestionsandopenquestions封闭性问题和开放性问题(2).Displayquestionsandgenuinequestions展示性问题和演示性问题(3).Lower-orderquestionsandhigher-orderquestions低层次问题和高层次问题(4).AtaxonomyproposedbyBloom(differentquestiontypes):布鲁姆提出的分类:Knowledge,Comprehension,Application,Analysis,Synthesis,Evaluation知识性问题，理解性问题，应用性问题，分析性，综合性，评价性问题8.Dealingwitherrors课堂纠错①.distinctionbetweenanerrorandamistakeAmistakeisreferstoaperformanceerrorthatiseitherarandomguessora‘slipoftongue’,anditisafailureperformancetoaknownsystem.…hasnothingtodowiththelanguagecompetence.…canbeself-corrected.是指性能错误随机猜想或“口误”,并且它是一种失败的一种已知系统性能。与语言能力无关。可以自我纠正Anerrorhasdirectrelationwiththelearners’languagecompetence.Itresultsfromlackofknowledgeinthetargetlan