英语教学法教程主要知识点归纳.docx

英语教学法教程主要知识点归纳.docx

《英语教学法教程主要知识点归纳.docx》由会员分享，可在线阅读，更多相关《英语教学法教程主要知识点归纳.docx（15页珍藏版）》请在冰豆网上搜索。

英语教学法教程主要知识点归纳

Unit1

Knowledge:

sththatcanbelearned

Skills:

sththatonlycanbegainedthroughpracticeortraining,

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→bedealtwiththehelpoftheteacherandotherclassmates）

3.Dealingwithspokenerrors

a.fluencyactivity----aftertheactivity

b.accuracyactivity----whiletheactivity

4.Howtocorrect

a.indirectteachercorrection

b.directteachercorrection

c.self-correction

d.peer-correction

Unit6

1.Theroleofpronunciation

①2views:

a.pronunciationwilltakecareofitselfneedn’tteachpronunciation

b.poorpronunciationisagreathindranceinlanguagelearning

②ForChinese:

pronunciationisimportantdependon

a.ChineseisdifferentfromEnglish

b.ChinesehavelittleexposuretoEnglish

2.Thegoalofteachingpronunciation

①Wecannevergetthenative-likepronunciation

a.CriticalPeriodHypothesis

b.theamountofexposure

c.biologicalandphysiologicaldifferences

②ourrealisticgoalofteachingpronunciation（P93）

a.Consistencyb.Intelligibilityc.Communicativeefficiency

3.Aspectsofpronunciation

①