英语教学法教程主要知识点归纳11页word文档.docx
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英语教学法教程主要知识点归纳11页word文档
Unit1
语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。
如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。
现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。
结果教师费劲,学生头疼。
分析完之后,学生收效甚微,没过几天便忘的一干二净。
造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。
常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。
久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。
Knowledge:
sththatcanbelearned
“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。
只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。
《孟子》中的“先生何为出此言也？
”；《论语》中的“有酒食，先生馔”；《国策》中的“先生坐，何至于此？
”等等，均指“先生”为父兄或有学问、有德行的长辈。
其实《国策》中本身就有“先生长者，有德之称”的说法。
可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。
看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。
称“老师”为“先生”的记载，首见于《礼记?
曲礼》，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。
Skills:
sththatonlycanbegainedthroughpracticeortraining,
其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。
不记住那些基础知识,怎么会向高层次进军?
尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。
这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。
日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。
Languageskills:
listening,speaking,readingandwriting
Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication。
Viewsonlanguage：
1、Structuralview（languagecompetence）
—Thefounder：
Saussure
—Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems：
1、thesoundsystem（phonology）2、soundcombinations（morphology）3、meaningforcommunication（syntax）
—Learningthelanguageistolearnthestructuralitems，studytheinnerstructureandruleoflanguage，ignorethesocialfunctionsofthelanguage。
2、Functionalview
—Representative：
Johnson、marrow、swaincanal（thecore:
grammar）
—Thefunctionviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings
—Learnerslearnalanguageinordertobeabletodoingthingswithit
Usethelinguisticstructuretoexpressfunctions
3、Interactionalview（communicativecompetence）
—Emphasis：
appropriateness
—Languageisacommunicativetool，whichmainuseistobuildupandmaintainsocialrelationsbetweenpeople
—Learnersneedtoknowtherulesforusingthelanguageincertaincontext
—Thestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabulary
Languageteacherqualifications：
1、agoodcommandofspokenandwrittenlanguage
2、formulatetheorypresupposition
3、languagebackgroundandexperience
4、knowhowlanguagesarelearnt
5、theabilitytousemethodsinvarioussituations
6、deepunderstandingofculturalbackground
7、understandingtheprinciplesofteaching
Theseelementscanbecategorizedintothreegroups：
ethicdevotion，professionalqualitiesandpersonalstyles
Viewonlanguagelearning
1.Psycholinguistic:
therelationshipbetweenlanguageandthinking.
1）Thinkinginlanguage
2）Languageisnecessaryforthought.
3）Languageacquisition（语言习得）
4）Learnersintheirearlieryearsacquirecontroloveressentialstructureoftheirlanguagewithoutspecialteachingandlearninginaeffortlessandalmostanunconsciousway（liketheformationofahabit）peoplepreferfirstlanguageacquisitiontofirstlanguagelearning.
2.Cognitivetheory:
theruleforpeopletoawaretocognizesth.
Cognitiveprocesses:
Process:
input----absorb----output
Languagelearningisnotjuststimulate-reflection,buttheusingofoursubjectivecapabilities,theusingofourcognitiveabilitytothinkthelanguageandstudyingitactively.
3.Constructivisttheory:
learningisaprocessofmeaningconstructionbasedonlearner’sownknowledgeandexperience.
S----------AT------------R
（刺激）（反应）
Stimulus:
assimilation①andaccommodation②
1把外部知识纳入自身
2纳入自身后也不相符，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。
Unit2
1.CLT（交际英语教学）:
itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizesthattheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.
Thebasis:
thetheoryofsociologyandsociolinguistic.
2.Languagehastwofunctions:
A.thetransactionalfunction→toexpressthecontextB.theinteractional（相互影响的）function→toshowsocialrelationsandpersonalattitude
Languageisusedtoperformcertaincommunicationfunctions;useallskills:
A.Receptiveskill:
listeningandreadingB.Productiveskill:
speakingandwriting;usedinacertainsocialcontext:
teachthepartoflanguageinrealliferatherthanallthelanguagestudentsdevelopallthelanguageskills.
3.Traditionalpedagogy（传统教学法）:
focusontheformsoflanguage.
4.TraditionalclassVS.CLT
Listening:
totheteacher,tothetape→sth.unpredictable,sth.authentic,sth.meaningful
Reading:
learninglanguage→getinformation,exactmeaning,differentskills
Speaking:
repeating,answering,retelling→sth.creating,expressoneself
Writing:
composition,translation→writetoexpressoneself,one’sfeeling,one’sthought;writewhatpeoplewriteinthewaypeoplewrite.
5.LinguisticCompetence（=languagecom.）
Chomsky:
tacitknowledgeoflanguagestructuresandtheabilitytousetheknowledgetounderstandandproducelanguage.
6.CommunicativeCompetence
Bothknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageincommunicativesituationappropriately.
7.FeaturesofCLT:
1.focusondevelopingcommunicativecompetence
2.Focusonusefulandnecessarylanguage
3.Payattentiontothecommunicativetask
4.Placeimportanceonstudents'beingfluent
5.Encouragestudentstotakepartinactivities
6.Understandthestudentsareofdifferentstand
7.AwarethatthereisnotjustonekindofEnglish
8.MeritsofCLT:
1.likelytogivethestudentsallskills
2.Morerelevant
3.Lesswasteoftimeandeffort
9.DemeritofCLT:
1.makegreatdemandsupontheprofessionaltrainingandskillsoftheteacher
2.Difficulttocheekwhatstudenthaveleart
3.Don'toffertheteacherthesecurityofthetextbook
Unit4
1.Whatisteaching?
Teachingmeansensuringthatthestudentshavelearntormasteredwhatisbeingtaughtthroughapropersequenceofsteps,sotheteachershouldcarefullypreparethelessons,arrangethesteps,madefulluseofeverysecondinclass.
2.Principlesforgoodlessonplanning
A.AimB.VarietyC.FlexibilityD.learningabilityE.linkage
3.Macroplanninginvolvesthefollowing:
A.theanalysisoftheschool
B.theanalysisofthestudents（information,background）
C.theanalysisofthesyllables（教学大纲）.（principle,purpose,requirement）
D.theanalysisofthetextbook（教材分析）
E．theteachingmethodsandreform（教学方法及其改革）
F．theteachingobjectiveandarrangement（整体教学目标及安排）
4.Componentsofalessonplan:
A.Backgroundinformation
BTeachingaims
C.Languagecontentsandskills
D.stagesandprocedures
E.Teachingaids
F.Endoflessonsummary
G..Optionalactivitiesandassignments
H.Afterlessonreflection
5.Howtomakeamicroplan.
A.Theteachingaimsanddemands（ability,knowledge）
B.Theteachingcontents
a.vocabulary,phrase
b.structure
c.grammar
d.skills
C.Theteachingimportantanddifficultpoints
D.Theteachingmethodsandaims
E.Theteachingprocedure
a.stage1:
warm-upactivities
b.stage2:
（step1:
presentation-------step2:
pratice-------step3:
production）
c.stage3:
lessonsummary
d.stage4:
assignments/optionalactivities
e.stage5:
afterclassreflection
Unit5
Ⅰ.Theroleoftheteacher（basedonthefunctionoftheteacher）:
1.Controller:
controlthepace,thetime,thetargetlanguage,thestudent.
2.Assessor:
twothings
a.ascorrector:
correctthemistakes,organizingfeedbackthelearners
b.asevaluator:
tocreateasuccess-orientedlearning,atmosphere,morepraise,lesscriticism
3.Organizer:
taskbasedonteachingtodesigntasksandtoorganize
4.Prompter:
togiveappropriatepromptshints
5.Participant:
totakepartintheactivities
6.Resource-provide:
asawalkingdictionary
Ⅱ.Rulesformakinginstructionseffective:
1.simple2.natural3.targetlanguage/bodylanguage
4.givetimetogetusedtolisteningtoEnglish
5.Modelthetasks/activitiesbeforedoingthemclearinstructions
Ⅲ.Thecommonstudentgroupingsare:
a.wholeclasswork;b.pairwork;c.groupwork;d.individualstudy
Ⅳ.Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective
哪些因素影响学生纪律：
1.teacher’sbehavior
a.choiceofmethodology
b.teacher’spreparationforthelearners
c.interpersonalrelationshipwiththelearners
2.motivation/purpose/desire/surrounding
Ⅴ.Howtomaintainthediscipline:
1.createacodeofbehavior
2.beconsistentinapplyingtherules
3.befriendlyandtalktostudents
4.immediatelyaction
5.befairtoeveryonedealwithproblemsimpersonally
Ⅵ.Measuresforindisciplinedactsandbadlybehavingstudents:
（P81）
1.actimmediately
2.stoptheclass
3.rearrangetheseats
4.changetheactivities
5.talktostudentsafterclass
6.createacodeofbahaviour
Ⅶ.Adviceaboutproblemsonclass:
（P81）
1.dealwithitquietly
2.don’ttakethingspersonally
3.don’tusethreats
Ⅷ.Questionintheclass
Purpose:
1.tofocusonthestudents’attention;
2.toinvitethinkingandimagination;tochecktheunderstanding;
3.tosimulatethestudentstorecallinformation;
4.tochallengestudents;
5.toassesslearning
Typesofquestion（P83）
1.closequestion-onlyoneanswer
2.openquestion-manydifferentanswer
Ⅸ.Dealingwitherrors
1.Mistake-----withnothingtodowithlanguagecompetence（causedbycarelessness→self-correction）
2.Error-----hassthtodowiththelanguagecompetence（causedbylackingofknowledge→bedealtwiththehelpoftheteacherandotherclassm
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