英语教学法教程考研笔记.docx

英语教学法教程考研笔记.docx

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英语教学法教程考研笔记

Unit1languageandlanguageteaching

1.Whatmakesagoodlanguageteacher?

●Ethicdevotion

●Professionalqualities

●Personalstyles

2.Viewsonlanguagelearningandlearningingeneral:

●Process-orientedtheories:

concernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.

●Condition-orientedtheories:

emphasizethenatureofthehumanandphysicalcontextinwhichthelanguagelearningtakeplace,suchasthenumberofthestudentsandthekindofinputlearnersreceive,andtheatmosphere.

3.Howcanonebecomealanguageteacher?

Itinvolvesmorefactorsandlongerlearningtime,andmayneverbefinished.

Stage1:

allEnglishteachersaresupposedtohaveasoundcommandofEnglish.

Stage2:

learning,practiceandreflection.

●Learning:

✓Learningfromothers’experience（empiricalknowledgegainedthroughreadingandobservation）

✓Learningthereceivedknowledge（languagelearningtheories,educationalpsychology,languageteachingmethodology,etc.）

●Practice

✓Pre-servicepractice（pseudopractice）

✓Realclassroompractice

●Reflection:

takeonreflectionseriouslyandkeepreflection

Goal:

（donothaveanend）onecanneverbecomeaperfectteacher.Thereisalwaysroomforimprovement.

Unit2communicativeprinciplesandtask-basedlanguageteaching

1.Whatiscommunicativecompetence

●Linguisticcompetence

Knowledgeoflanguageitself

●Pragmaticcompetence

Thechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationship.

●Discoursecompetence

Theabilitytounderstandortoexpressatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarks,suchasfirst,second.

●Strategiccompetence

Searchingforothermeansofexpression,suchasusingasimilarphrase……

●Fluency

theabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation）

CLT:

communicativelanguageteaching

2.Principlesofcommunicativelanguageteaching

●Communicationprinciple

Activitiesthatinvolverealcommunicationpromotelearning.

●Taskprinciple

Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.

●Meaningfulnessprinciple

Languagethatismeaningfultothelearnersupportthelearningprocess.

3.Mainfeaturesofcommunicativeactivities

●Communicativepurpose

Theremustbesomeinformationgapthatstudentsseektobridge

●Communicativedesire

Arealneedtocommunicate

●Contentnotform

Theymusthavesomemassagetheywanttocommunicate

●Varietyoflanguage

●Noteacherintervention

●Nomaterialcontrol

TBLT:

task-basedlanguageteaching

4.Fourcomponentsofatask

●Apurpose

Makesurestudentshaveareasonforundertakingthetask

●Acontext

Thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocationandtherelationshipofthespeaker……

●Aprocess

Gettingstudentstolearnsomelanguagestrategiessuchasproblemsolving,reasoning……

●Aproduct

5.Focusonindividuallanguageitems–

Purposefulandcontextualizedcommunication+

Then

Exercise→task

6.TBL:

●Pre-task

Introductiontotopicandtask

●Taskcycle

✓Task

✓Planning

✓Report

✓Studentsheartaskrecordingorreadtext

●Languagefocus

✓Analysisandpractice

✓Reviewandrepeattask

7.PPP

●Presentation

Ofsinglenewitem;teachersintroducesnewvocabularyandgrammaticalstructures.

●Practice

Ofnewitem:

drills,exercise,anddialogue

●Production

Activity,roleplayortasktoencourage‘free’useoflanguage

8.Howtodesigntasks

●Thinkaboutstudents’needsandinterestsandabilities

●Brainstormpossibletasks

●Evaluatethelist

●Choosethelanguageitems

●Preparingmaterials

9.ConstrainsofCLT:

●Whetheritwillmeettheneedsoflearnersfromdifferentcontexts

●Itisverydifficulttodesignaonetoonecorrespondencebetweenafunctionaform.

10.ConstrainsofTBLT

●Noteffectiveforpresentingnewlanguages

●Timeislimited:

teachersarebusy

●Cultureoflearning:

somestudentsmayfinditdifficulttoadapttoTBLT

●Levelofdifficulty:

studentsmayfindtask-baselanguageteachingquitedifficultoftheydonothavesufficientlinguisticresources.

Unit4lessonplanning

1.Whyislessonplanningimportant?

●Itcanmaketeachersawareoftheaimsandlanguagecontentsofthelesson.

●Ithelpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothatactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.

●Itgivesteachersopportunitytoanticipatepotentialproblemsthatmayariseinclass,andpreparesomesolutionstothem.

●Itbuildsteachers’confidenceinclass.

●Teacherscanalsobeawareofteachingaidsinclass.

●Planningisagoodpracticeandsignofprofessionalism.

2.Principlesforgoodclassplanning:

●Aim

Itmeansrealisticgoalsforthelesson;thethingsstudentsareabletodoattheendoftheclass.

●Variety

Planningavarietyofdifferentactivitiestointroduceawideselectionofmaterials,sothatlearningisalwaysinteresting.

●Flexibility

Preparingsomeextraandalternativeactivitiesandtasksastheclassdoesnotalwaysgoaccordingtotheplan.

●Learnability

Thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.

●Linkage

Thestepsandstepsineachstageareplannedinsuchawaythattheyaresomewaylinkedwithanotherone.

3.Macroplanning

Aplanningoveralongerperiodoftime,forinstanceawhole-yearcourse.Itisoftendonebyagroupofteacherswhoaretoteachthesamecourse.

●Knowingabouttheprofession

Whichlanguageareaandlanguagestageshouldbetaught?

●Knowingabouttheinstitution

Theinstitutionarrangementsofthetime,frequencyoftheclass……

●Knowingaboutthelearners

●Knowingaboutthesyllabus

●Knowingaboutthetextbook

●Knowingabouttheobjectives

4.Componentsofalessonplan

●Backgroundinformation

Whothestudentsare.Thetimeanddateoftheclass.

●Teachingaims

Whatstudentsareabletoachieveattheendofthelesson

（Linguisticandlanguageskills）

●Languagecontentsandskills

●Stagesandprocedures

●Teachingaids

Teachingaidsandresources,andhowteacherswillusethemtoaidlearning

●Endoflessonsummary

Takesometimetosummarizewhatislearnedinclass.

●Optionalactivitiesandassignments

●Afterlessonreflection

Unit5classroomarrangement

1.Efficientclassroomarrangementcanbeachievedwhenthesesixconditionsaremet:

●Theteacherplaysappropriateroles.

●Theteacherprovidesclearinstructions

●Studentsaregroupedinawaysuitableforthelearningactivities.

●Theteacherasksappropriatequestions.

●Thereisdisciplineaswellasharmonyintheclass.

●Thestudents’errorsaretreatedproperly.

2.Thedifferentrolesofteachers:

●Controller

✓Theteachercontrolsthepacesothattheactivitiesrunsmoothlyandefficiently.

✓Themorecommunicativetheactivityis,thelesscontrolitneeds.

●Assessor

✓Correctingmistakes

✓Organizingfeedback

●Organizer

Designandorganizethetasks

●Prompter

Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,theteachergiveappropriateprompts.（and……/anythingelse?

/yes,butwhy?

）

●Participant

●Resource-provider

3.Rulestofollowformakinginstructionseffective:

●Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents.（Also,makeyourcommentsassimpleandasnaturalaspossible）

●Tousemothertongueonlywhenit’snecessary.

●Thebestthingtodoistomodelthetask/activitybeforelettingstudentsmoveintogroupsandpairs.

●Demonstrationismoreeffectivethanwords.

4.Studentgrouping:

●Wholeclasswork:

✓Advantages:

ØEveryonefeelsbeingtogetherwithothers.

ØItisgoodforteacherstoinstructionandexplanationtogether,andalsoanidealwaytoshowmaterialsanddopresentationtogether.

✓Disadvantages:

ØIndividualityisnotfavouredinthissense.

ØNoteveryonehasanopportunitytoexpresshimself.

ØSomestudentsfeelnervousandanxiouswhentheyareaskedtopresentinfrontofclass.

ØItfavorsthetransmissionofknowledgefromteachertostudentsratherthanstudentsdiscoveringthingsbythemselves.

ØItisnotagoodwaytoenhancerealcommunication.Studentscannotcommunicatewithothersinthissense.

●Pairwork

✓Advantages

ØItdramaticallyincreasestudents’speakingtimeinclass.

ØItallowsstudentstoworktogetherratherthanunderteachers’guidance.

ØItallowsteacherstoworkwiththeweakpairswhenothersareworkingontheirown.

ØItcanpromotecooperationbetweenstudents.

✓Disadvantages

ØItisoftenverynoisyandteachersareafraidoflosingcontroloftheclass.

ØSomestudentsmaytalkinnativelanguageorsomethingnotrelatedtothetopic.Itisnotveryeasyforteacherstomonitoreverypair.

ØSomestudentsmaynotliketoworkwithpeers,andthey,thinktheycanonlylearnfromtheirteachers.

ØSotheyrefusetoparticipateintheactivities.

ØThechoiceofpairisaproblem.Somestudentsdon’tliketoworkwithaparticularpartnerwhilesomeonemaydominateallthetime.

●Groupworking

Somegroupsmayfinishthetaskfastwhilesomemaybeveryslow.Teachersmayhavetopreparesomeoptionalactivitiesforthequickgroupandbereadytohelptheslowergroupsallthetime.

●Individualstudy

Teachersneedtopreparedifferenttasksfordifferentgroups.

5.Measuresfordisciplinedactsandbadlybehavingstudents:

●Actingimmediately

Indisciplinedactsshouldbeimmediatelystopped,sothatlessdamageismade