英语教学法教程重点EnglishLanguageTeaching

第一章Viewsonlanguage:Structuralview,Functionalview,interactionalview.2.Viewsonlanguagelearningandlearningingeneral:Behavioristtheory,Cognitivetheory,Constructivisttheory,Socio-constructivisttheory.3.ElementsthatcontributetothequalitiesofagoodEnglishteacher:Ethicdevotion,professionalqualities,personalstyles.④补充的excellentteachers:flexibility,encouragement,enthusiasm,leadingbyexample,integrity,neverstoplearning,goodcommunication.4.Excellentteachers:Flexibility,Encouragement,Enthusiasm,Leadingbyexample—e.g.risktaking,Integrity,Neverstopslearning,Goodcommunication.5・Stage1languagedevelopment,stage2learningfromother'sexperiencelearningthereceivedknowledgelearningfromone'sownexperienceasalearner・Stage3professionalcompetence・第二章1.TheultimategoalofELT:theultimateofforeignlanguageteachingistoenablestudentstousetheforeignlanguageinworkorlifewhennecessary.Thusweshouldteachthatpartofthelanguagethatwillbeused(ratherthanallpartofthelanguage).2Componentsofcommunicativecompetence:Linguisticcompetence,Pragmaticcompetence,Discoursecompetence,Strategiccompetence,Fluency.33principlesofcommunicativelanguageteaching:communicationprinciple,taskprinciple,meaningfulnessprinciple4thekeyassumptioninCLTisthatstudentslearnthelanguagethroughengaginginavarietyofcommunicativeactivities,56criteriaforEvaluatinghowcommunicativeclassroomactivitiesare:■Communicativepurpose:Communicativedesire:Content,notform:Varietyoflanguage:Noteacherintervention:d.Nomaterialcontrol:6Definitionoftask:apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentioninprincipallyfocusedonmeaningratherthanform.(Nunan1989:8)Fourcomponentsofatask:apurpose,acontext,aprocess,aproduct.7Foursetsofquestionswhendesigningtasks:(howtodesigntasks?)---Whatistheobjectiveofthetask?---Whatisthecontentofthetask?---Howisthetasktobecarriedout?---Inwhatsituationisthetasktobecarriedout?5个设计任务的步骤：Thinkaboutstudents'need,interests,andabilitiesBrainstormpossibletasksEvaluatethelistChoosethelanguageitemse.Preparingmaterials第三章nrFigure3.1FrameworkofobjectivesinthenewNationalEnglishCurriculum:LearningStrategy:Cognitive,Self-management,Communication,ResourcingLanguageskills:Listening,Speaking,Reading,WritingLanguageknowledge:Phonetics,Grammar,Vocabulary,Functions,TopicsCulturalawareness:Knowledge,Understanding,AwarenessAffectandattitudes:International,Perspectives,Patriotism,Confidence,MotivationQuestions:WhatisthemainaimofEnglishlanguageteaching?Whatisitcomposedof?Whataretherelationsamongallthecomponents?Whatarethemajorcharacteristicscomparedwiththe1992Syllabus?Thenewcurriculumisdesignedtopromotethestudents‘overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedtoafewsubcategoriesasshowninthediagram.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners'positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.LEVEL2coversGrade5andGrade6LEVEL3toLEVEL5areintendedforthejuniorhighschoolphasefromJunior1toJunior3(alsonamedGrades7-9)LEVEL6and7arerequiredofeveryseniorhighschoolstudentLEVEL7isrequirementforeveryseniorhighschoolleavers语言教学的目标（课程目标）OverallLanguageAbility①languageknowledge:phonetics,grammar,vocabulary,functions,topics②languageskills:listening,speaking,reading,writing③learningstrategy:cognitive,selfmanagement,communication,resourcing④affectandattitude:international,perspectives,patriotism,confidence,motivation⑤culturalawareness:knowledge,understanding,awareness.第4章一what‘salessonplan:Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Inotherwords,teachersneedtothinkabouttheaimstobeachieved,materialstobecovered,activitiestobeorganized,andtechniquesandresourcestobeusedinordertoachievetheaimsofthelesson.P52:whatcanteachersbenefitfromlessonplanning?(para.2,totallythereare6ideas)Firstly,aclassplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.Secondly,ithelpsteacherdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessonscanmovesmoothlyfromonestagetoanother.Thirdly,properlessonplanninggivesteacherstheopportunitytoanticipatepotentialproblemsthatmayariseinclasssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.Fourthly,goodlessonplanninggivesteachers,especiallynoviceteacher,confidenceinclass.TheyknowwhattheyaregoingtodonextthereforetheycanpaymoreattentiontoSs'reactionandperformanceinclassratherthanthemselves.Fifthly,whenplanningtheclass,theTalsobecomesawareoftheteachingaidsthatareneededforthelesson.Lastbutnotleast,planningisagoodpracticeandasignofprofessionalism.P53:principlesforgoodlessonplanningAimVarietyFlexibilityLearnabilityLinkageP54:whatdoesmacroplanninginvolve?Knowingabouttheprofession:theTshouldgettoknowwhichlanguageareasandlanguageskillsshouldbetaughtorpracticedinthecourse,whatmaterialsandteachingaidsareavailable,andwhatmethodsandtechniquescanbeused.Knowingabouttheinstitution:theTshouldgettoknowtheinstitution'sarrangementsregardingtime,length,frequencyoflessons,physicalconditionsofclassrooms,andexamrequirement.Knowingaboutthelearners:theTshouldacquireinformationabouttheSs'agerange,sexproportion,socialbackground,motivation,attitudes,interests,learningneedsandotherindividualfactors.Knowingaboutthecurriculum/syllabus:theteachershouldbeclearabouttheprinciples,purposes,requirementsandtargetsspecifiedbythecurriculumorsyllabus.She/Heshouldalsobeawareofthemethodologicalsuggestionsandassessmentrequirementforthecourse.Knowingaboutthetextbook:inChina,teachingisgenerallybasedonatextbookprovidedtoateacher.Therefore,teachersshouldnotonlyknowthecurriculumwellbutalsoknowthetextbookwellintermsofitsphilosophyofteaching,organizationoflearningcontents,majortopics,recommendedteachingmethodology,unitcomponentsandwaysofassessment.Knowingabouttheobjectives:theTshouldgettoknowwhatthelearnersareexpectedtoachieveandabletodoafteronesemesterorayear'slearningsothathe/shecandesignsuitableactivitiestomeettheobjectives.5.P55-60:8componentsofalessonplan(microplanning)BackgroundinformationTeachingaimsLanguagecontentsandskillsStagesandproceduresTeachingaidsEndoflessonsummaryOptionalactivitiesandassignmentsAfterlessonreflectionsP59:modelsforteachinganewstructure-basedlessonand

foraskill-orientedlesson(seetheboldwords)Modelsforteachinganewstructure-based基于结构lesson:Presentation,Practice,ProductionModelsforteachinganewskill-oriented导向lesson:Pre-reading,While-reading,Post-reading7.阅读教学的步骤Pre-reading:1.Arouseinterestandintroducetopics.(leadin)2.Teachkeynewwords/phrases,predictcontent,etc.(pre-tasks)While-reading:1.Focusonoverallunderstanding.2.Focusondetailunderstanding/teachnewwordsandsentences.Post-reading:Encouragepersonalresponse.第五章1.Classroommanagement1.Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.Itcontributesdirectlytotheefficiencyofteachingandlearningasthemosteffectiveactivitiescanbemadealmostuselessiftheteacherdoesnotorganizethemefficiently.AsthegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.Efficientclassroommanagementcanbeachievedwhenthefollowingsixconditionsaremet:Theteacherplaysappropriateroles.Theteacherprovidesclearinstructions.Studentsaregroupedinawaysuitableforthelearningactivities.Theteacherasksappropriatequestions.Thereisdisciplineaswellasharmonyintheclass.TheSs'errorsaretreatedproperly.Rolesoftheteacher:ControllerAssessorOrganizerPrompterParticipantResource-providerTeacher'snewroles(Guidesresearchers)controller:controlthepace;controltime;controlthewholeclass.assessor:assessthestudents'work;correctmistake;organizefeedback.③organiser:designandorganizetasks④prompter:giveappropriateprompts;©participant:joinstudents©resource-provider:instructionmaterials.⑦newroles:facilitator;guide;researcher.ClassroominstructionsGivingdirectionstotasksoractivitiesProvidingexplanationtoaconceptorlanguagestructureSettingrequirementsCheckingcomprehensionDrawingattentionMotivatinglearnersGivingfeedbackAssigninghomework对无纪律课堂的方法measures①actimmediately②stoptheclass③rearrangetheclass④changetheactivity⑤talktostudentsafterclass©createacodeofbehaviorStudentgroupingWholeclassworkPairworkGroupworkIndividualstudyDisciplineherereferstoacodeofconductwhichbindsateacherandagroupofSstogethersothatlearningcanbemoreeffective.Whatcontributetodiscipline:classroommanagement,T'sbehavior,S'smotivation.8.Questioningintheclassroom:TsusequestionstofocusSs'attention,toinvitethinkingandimaginations,tocheckunderstanding,tostimulaterecallofinformation,tochallengeSs,andtoasseslearning.议adviceaboutproblemsinclass①dealwithitquietly②don'ttakethingspersonally③don'tusethreats有效的课堂指令规那么rulestofollowformakinginstructionseffective:①usesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents・②usethemother-tongueonlywhenitisnecessary.③givestudentstimetogetusedtolisteningtoEnglishinstructionsandhelpthemmakeanefforttounderstandthem.第7章一．Grammarpresentation1・Purpose:Ssperceive明白得thestructure—itsformandmeaning—inbothspeechandwriting,andtakeitintoshort-termmemory.pun>PO)ID(・da4sAqdaps*l?s翻s).ojpoul.leaj(.fvBSSW、KE,s.KK^fESSBK“bs碼SK、)・w詈8e®?uriK^spo£oulKlaJAOOMPPOJP30Inol-Idm・«揺Bipo£aEaj>tnp£a上二POLICEKlolAOQS.Ppap-noOJIIJ.・％^理POII4OE0)>tnpaa0114:uoesuasaldu-pOJsnsAemm・z«C^BBgEgqlvue-s-sse.lollpeOJJ.U.24e4u.2」o・ssagns!s»sIKw$Rs・4<uo}E%dalpueaumoA6.EEeolaldHKwu&w^^ffi)Qw一tald3JSSowuns04侶nqfnuousloted・z•XIOUJQEE」Qr6uo-04uuartollsEO」JMOiDfAOII4pellM」ajsue」4・AE6no4alruon.!%Q上4q」osqe・EQ起」eEule」6Q£asn04Es-ss:Qsod」nd・Taj£te」d-leulul&lo•HInterest爱好P109。语法练习（机械练习）的两种方式：Substitution替换练习，transformation句型转换练习P110。意义练习（半操纵练习）的概念：focusontheproduction产出,comprehension明白得orexchangeofmeaningthoughtheSskeepinganeyeonthewaynewlylearnedstructuresandusedintheprocess.P112起。意义练习（半操纵练习）的方式Usingpictureprompts图片的提示Usingmimesorgesturesasprompts模拟演出，手势的提示Usinginformationsheetasprompts纸张上的信息提示Usingkeyphrasesorkeywordsasprompts关键句关键字提示Usingchainedphrasesforstorytellingpr°ducti°n方式：guessinggame,completingthepicture,informationsheet,findsomeonewho,pairedcuecard,roleplay,storytelling.（communicativepurpose）taskconstructiveconstructivecontextual语境，contrastive对照1.R1Q4.三种语法呈现方式的区别Deductivemethod:TheDeductivemethodreliesonreasoning,analyzingandcomparing.First,theTwritesanexampleonboardordrawsattentiontoanexampleinthetextbook.Second,theTexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralwords.TheexplanationsareoftendoneintheS'snativelanguageandusegrammaticalterms.Sometimes,comparisonsaremadebetweenthenativelanguageandthetargetlanguageorbetweenthenewlypresentedstructureandpreviouslylearnedstructures.Finally,theSspracticeapplyingtheruletoproducesentenceswithgivenprompts.Inductivemethod:theTprovideslearnerswithauthenticlanguagedataandinducesthelearnerstorealizegrammarruleswithoutanyformsofexplicitexplanation.Guideddiscoverymethod:thismethodissimilartotheinductivemethodinthattheSsareinducedtodiscoverrulesbythemselvesbutdifferentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicity.3。riq?Approachtoteachinggrammar,collocational搭配,8。P115。最后两段语法教学3p模式:I.presentation:①purpose:studentsperceivethestructure——itsformandmeaning——inbothspeechandwriting,andtakeitintoshort-termmemory.②ways:thedeductivemethod;theinductivemethod;theguideddiscoverymethod:步骤：createacontext,clearmodel,highlightrules,checkunderstanding.n.practice:①purpose:studentslearntousethegrammaritem・Absorbthestructurethoroughly,ortotransferwhattheyknowfromshort-termtolong-termmemory.②ways:mechanicalpractice(substitutiondrills,transformationdrills);meaningfulpractice(概念:inmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess).®要素factors:⑴can'tbesaidtohavereallymasteredityet.(2)aimedatformaccuracy.(3)thestudentspayrepeatedattentiontoakeyelementinastructure.⑷controlled/mechanicalandsemi-controlled・(⑸group・(6)ways・m.Production:①purpose:thereisaneedformeaningfulpracticeandcommunicativeuseofthestructuretaughtsothatstudentscanbehelpedtoachievebothaccuracyandfluencyinlanguageuse・②ways:communicativepractice(guessinggames,completingthepicture,informationsheet,findsomeonewho,pairedcuecard,roleplay,storytelling);task.第11章温习内容1、P178:whatdoeffectivereadersdo?Haveaclearpurposeinreading.Readsilently.Readphrasebyphrase,ratherthanwordbyword.Concentrateontheimportantbits,skimtherest,andskiptheinsignificantparts.Usedifferentspeedsandstrategiesfordifferentreadingtasks.Perceivetheinformationinthetargetlanguageratherthanmentallytranslate.Guessthemeaningofnewwordsfromthecontext,orignorethem.Haveandusebackgroundinformationtohelpunderstandthetext.阅读策略readingstrategies：①specifyingapurposeforreading②planningwhattodo③previewingthetext④predictingthe

questionscontentsofthetext⑤checkingpredictions⑥skimmingthetextforspecificinformation⑦distinguishingmainideasfromsupportingdetails⑧posingquestionsaboutthetext©findinganswerstoposedquestionsconnectingonepartofthetexttoanotherP184:thethreemodelsforteachingreading:bottom-upmodel,top-downmodel,interactivemodelP186:purposeofpre-readingThepurposeofpre-readingistofacilitatewhile-readingactivities,purposeSslinguisticallyforthetasksinreading,familiarisethemwiththetopicofthereadingtext,anddrawonSs'existingknowledge.CreatexpectationsandarousetheS'sinterestinthesubjectmatterofthetext.P186-187:waysofpredictingPredictingbasedonthetitlePredictingbasedonvocabularyPredictingbasedontheT/Fquestions5.Waysofpre-readin:predicting,settingthesceneP189-190:waysoffastreading:skimming,scanning6.P191:tipsforconductingscanningactivitiesSetatimelimit.Giveclearinstructionsforthetask.Waituntil70%oftheSsfinish(Thinkaboutwhyso).Makeclearhowyouaregoingtogetfeedback.Makesurethatanswerstothescanningquestionsarescatteredthroughoutthetextratherthanclusteredatoneplace.P198:purposesoftransitiondevice转换手法Focusattentiononthemainmeaningofthetext.Beabletosimplifysophisticatedinputsothatitbecomesthebasisforoutput.AllowSstoperformtaskswhiletheyarereading.Highlightthemainstructuralorganizationofatext/partofatext,andshowhowthestructurerelatestomeaning.InvolvealltheSsinclearlydefinedreadingtasks.Precedeonestepatatime(i.e.Ssshoulddoeasiertasksbeforedoingmorecomplicatedones).WhenaTDiscompleted,useitasabasisforfurtheroraland/orwrittenlanguagepractice.P199:typesofreadingcomprehensionquestions(要加上P20O,2O1的understandingreferences,makinginferences)Questionsofliteralcomprehension.Questionsinvolvingreorganisationorreinterpretation.QuestionsforinferencesQuestionsforevaluationorappreciation.Questionsforpersonalresponse.Understandingreferences.P202:purposeofpostreadingToconsolidateorreflectonwhathasbeenreadintext.=reinforceandexaminethelanguagewelearnt.(Thematicallyprepared)TorelatethetexttotheSs'ownknowledgeinterest,orviews.=personalizecontentsofthereadingmaterial.(Affectivelyprepared)TogivetheSsthechancetoconsolidatethatlanguagebyusingitfreely.=practiceotherlanguageskillsusingthesametheme/topic.(Linguisticallyprepared)10.Post-readingactivities:RoleplayGap-fillingRetellingWriting读前pre-readingactivities:①purpose:thepurposeofpre-readingistofacilitatewhile-readingactivities.②ways:predicting(predictingbasedonthetitle,predictingbasedonvocabulary,predictingbasedontheT/Fquestions);settingthescene.读中While-reading:①fastreading:skimming;scanning•②readingindetail:transitiondevice［信转换)⑴purpose:focusatte