英语教学法复习提纲.docx

英语教学法复习提纲.docx

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英语教学法复习提纲

Unit1LanguageandLanguageLearning

1.1Howdowelearnlanguages?

Beforewediscusslanguagelearningtheories,letusfirstreflectonourownlanguagelearningexperiences.

1）startedatdifferentages;2）differentexperiences;3）fordifferentreasons;4）indifferentways;5）differentunderstandings;6）differentcapabilities;7）affectedbythewayhowlanguageistaught;bythedegreeofsuccessexpected;

Challengeconfrontinglanguageteaching:

Howteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.

1.2Viewsonlanguage

1）Structuralview:

Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems（phonology;morphology;syntax）.Tolearnalanguagemeanstolearntheseitemssoastobeabletounderstandandproducelanguage.

2）Functionalview:

Notonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.

3）Interactionalview:

Considerslanguagetobeacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.

1.3Viewsonlanguagelearningandlearningingeneral

Process-orientedtheories:

concernedwithhowandmindorganizesnewinformation.

Condition-orientedtheories:

emphasizesthenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.

1）Behaviouristtheory:

languageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.（audio-lingualmethod）

2）Cognitivetheory:

Studentsareaskedtothinkratherthansimplyrepeat.Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.

3）Constructivisttheory:

Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknow.

4）Socio-constructivisttheory:

Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandtheleanerandbetweenlearners.

1.4Whatmakesagoodlanguageteacher?

Notsolelydependonhis/hercommandofthelanguage.

1）ethicdevotion;2）professionalqualities3）personalstyles

1.5Howcanonebecomeagoodlanguageteacher?

P9图

1Languagedevelopment;②Learning,practice;③reflection

Unit2CommunicativePrinciplesandTask-basedLanguageTeaching

2.1Languageuseinreallifevs.traditionalpedagogy

CommunicativeLanguageTeaching（CLT）:

includesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.

Task-basedLanguageTeaching（TBLT）

Veryoftenthereisabiggapbetweenthelanguageusedinreallifeandthelanguagelearninginclassrooms.

1）R:

Languageisusedtoperformcertaincommunicativefunctions.

C:

Theteachingfocusisoftenonformsratherthanfunctions.

2）R:

Useallskills.

C:

Focusononeortwolanguageskillsandignoretheothers.

3）R:

Usedinacertaincontext.

C:

Tendstoisolatelanguagefromitscontext.

2.2Whatiscommunicativecompetence?

Bridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse—CLT

Hedge—Fivemaincomponentsofcommunicativecompetence:

1）Linguisticcompetence:

Concernedwithknowledgeofthelanguageitself,itsformandmeaning.（ItiswrongtothinkthatCLTdoesnotaimforhighstandardoflinguisticcorrectness.

2）Pragmaticcompetence:

Concernedwiththeappropriateuseofthelanguageinsocialcontext.

3）Discoursecompetence:

Referstoone’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.

4）Strategiccompetence:

Strategiesoremployswhenthereiscommunicationbreakdownduetolackofresources.

5）Fluency:

Linkunitsorspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation.

2.3Implicationsforteachingandlearning（P20）

2.4PrinciplesofCommunicativeLanguageTeaching（CLT）

1）Communicationprinciple;2）Taskprinciple;3）Meaningfulnessprinciple

2.5CLTandtheteachingoflanguageskills

1）Thelisteningskill:

SpecialattentioninCLT;Independentskillwithitsownobjectives.

2）Thereadingskill:

Focusonthepurposeofreading.

3）Thewritingskills:

Focusonitscommunicativegoalsaswell.

4）TheSpeakingskills:

Producewhatismeaningful.Authentic,unpredictable,andcreative.

2.6Mainfeaturesofcommunicativeactivities

Engageavarietyofcommunicativeactivities:

FunctionalcommunicativeactivitiesandSocialinteractionactivities.

Criteriaforevaluatinghowcommunicativeclassroomactivitiesare:

1）Communicativepurpose;2）Communicativedesire;3）Content,notform;4）Varietyoflanguage;5）Noteacherintervention;6）Nomaterialscontrol

2.7Task-basedLanguageTeaching（TBLT）

AfurtherdevelopmentifCLT.However,ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.

1）Definitionsofatask（P27）

2）Fourcomponentsofatask:

apurpose;acontext;aprocess;aproduct

3）Exercises,exercise-tasksandtasks

Exercises:

Focusonindividuallanguageitems.

Tasks:

Purposeful&contextualizedcommunication.

2.8PPPandTBLT

PPP:

Presentation,practiceandProduction.

DifferencesbetweenPPPandTBLT（P32）

2.9Howtodesigntasks?

Step1Thinkaboutstudents’needs,interests,andabilities.

Step2Brainstormpossibletasks

Step3Evaluatethelist

Step4Choosethelanguageitems

Step5Preparingmaterials

任务设计原则：

1.结构—功能—话题的有机结合为主线

2.言语、情境真实性原则

3.阶梯型任务原则

4.做中学原则

2.10AppropriatenessofCLTandTBLTintheChinesecontext

CLT:

1）Whetheritisculturallyappropriate

2）Itisdifficulttodesignasyllabuswithaonetoonecorrespondencebetweenafunctionandaform.

3）whetheritissuitableforallagesleveloflearnersorallcompetenceleveloflearners.

TBLT:

1）Notbeeffective;notappropriateforthosecontextswherelanguageexposureisnotsufficientandclasstimeislimited.

2）Itneedstimeforteacherstoprepareitverycarefully.

3）Thecultureoflearning.

4）Levelofdifficulty

Despitethesepotentialdrawbacks,TBLTcanhelpstudentslearnEnglishinachallengingandstimulatingway.

Unit3TheNationalEnglishCurriculum

3.1AbriefhistoryofforeignlanguageteachinginChina

1）Foreignlanguageteachingbefore1978;

2）Aphaseofrestoration（1978-1985）;

3）Aphaseofrapiddevelopment（1986-1992）;

4）Aphaseofreform1993-2000）

5）Aphaseofinnovationfrom2000

3.2DesigningprinciplesfortheNationalEnglishCurriculum

1）Aimforeducatingallstudents,andemphasizequality-orientededucation.

2）Promotelearner-centredness,andrespectindividualdifferences.

3）Developcompetence-basedobjectives,andallowflexibilityandadaptability.

4）Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.

5）Attachparticularimportancetoformativeassessment（P43最后一段）,andgivespecialattentiontothedevelopmentofcompetence.

6）Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.

3.3GoalsandobjectivesofEnglishlanguageteaching

（Comparetotheprevious）

基础教育课程改革三维目标

1.知识与技能

2.过程与方法

3.情感，态度，价值观

OverallLanguageAbility:

Language

LanguageSkills

Cultural:

Knowledge;Understanding;Awareness

Learning:

Cognitive;Selfmanagement;Communication;Resourcing

Affect:

International;Perspectives;Confidence;Motivation

3.4DesignoftheNationalEnglishCurriculum（P46）

（Comparetotheprevious）

3.5Performancestandardsfordifferentlevelsofcompetence（P47）

3.6ChallengesfacingEnglishlanguageteachers

●Change:

1）Theirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.

2）Theirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.

3）Teachersareexpectedtousemoretask-basedactivitiesandputthestudentsinthecentreoflearning.

4）Usemoreformativeassessmentinadditiontousingtests.

5）Usemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.

●

P49

Difficultiesandproblems

●Tips

Unit4LessonPlanning

4.1Whyislessonplanningimportant?

Alessonplanisaframeworkofalessoninwhichteachersmakeaadvancedecisionsaboutwhattheyhopetoandhowtheywouldliketoachieveit.

Benefits:

1）Awareoftheaimsandlanguagecontentsofthelessons.Plantheactivitiesandchoosethetechniquesaccordingly.

2）Distinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentlevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.

3）Anticipatepotentialproblemssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.

4）Giveconfidence.

5）Planningisagoodpracticeandasignofprofessionalism.

4.2Principlesforgoodlessonplanning

Aimmeanstherealisticgoalsforthelesson.Aimsarenotthethingsteachersintendtododuringthelesson,butthethingsthatstudentsareabletodobytheendofthelesson.

Variety:

Activities;materials

Flexibility:

Someextraandalternativetasksandactivities.

Learnability:

Withinthelearningcapabilityofthestudents.

4.3Macroplanningvs.microplanning

Macroplanning:

planningoveralongerperiodoftime.

Microplanning:

planningforaspecificunitoralesson.

（P54图）

Macroplanninginvolvesthefollowing:

1）Knowingabouttheprofession;2）Knowingabouttheinstitution;3）Knowingaboutthelearners;4）Knowingaboutthecurriculum/syllabus;5）Knowingaboutthetextbook;6）Knowingabouttheobjectives.

4.4Componentsofalessonplan（p55）

（Everylessonisunique,soiseverylessonplan.）

Teachingcontents:

Teachingaims（学生为主体，不要写太多，注意情感教育）:

Teachingaids:

Teachingimportantpoints