王蔷 英语教学法英汉对照ACourseinEnglishLanguageTeaching.docx

王蔷 英语教学法英汉对照ACourseinEnglishLanguageTeaching.docx

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王蔷英语教学法英汉对照ACourseinEnglishLanguageTeaching

ACourseinEnglishLanguageTeaching

Unit1LanguageandLearning

Viewsonlanguage语言观

Structuralview结构主义asalinguisticsystem

functionalview功能主义asalinguisticsystembutalsoameansfordoingthings,baseoncommunicativefunctions

Interactionalview交互性asacommunicativetool

Viewsonlanguagelearningandlearningingeneral

1）Process-orientedtheories过程指向论

concernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.

2）Condition-orientedtheories强调条件理论

emphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.

Behaviouristtheory行为主义理论=audio-lingualmethod听说教学法

Astimulus-responsetheoryofpsychology

Youcantrainananimaltodoanything（withinreason）ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.

Cognitivetheory认知主义理论communicateapproach交际法

Constructivisttheory结构主义理论

Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperienceandwhathe/shealreadyknows.

Socio-constructivisttheory社会结构主义理论

Emphasisesinteracionandengagementwiththetargetlanguageinasocialcontext

Agoodlanguageteacher

Ethicdevotion,professionalqualitiesandpersonalstyles

品德节操，职业素质和个性特征

Learning,practice,andreflection

Unit2CommunicativePrinciplesandActivities

CLT=CommunicativeLanguageTeaching交际语言教学法

TBLT=Task-basedLanguageTeaching任务型教学法

PPP=thePresentation,PracticeandProduction呈现，操练，展出

Communicativecompetence

Entailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation

Fivemaincomponentsofcommunicativecompetence

Linguisticcompetence语言能力

Pragmaticcompetence语用能力

Discoursecompetence语篇能力

Strategiccompetence策略能力

Fluency语言顺畅

CLT

Goal:

todevelopstudents'communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.

Principles:

Communicativeprinciple

Taskprinciple

Meaningfulnessprinciple

Mainfeatures:

（1）Functionalcommunicativeactivities:

功能互动活动

Identifyingpictures

Discoveringidenticalpairs

Discoveringsequencesorlocations

Discoveringmissinginformation

Discoveringmissingfeatures

Discovering"secrets"

Communicatingpatternsandpictures

Communicativemodels

Discoveringdifferences

Followingdirections

Reconstructingstory-sequences

Poolinginformationtosolveaproblem

（2）Socialinteractionactivities:

社会交往活动

Role-playingthroughcueddialogues

Role-playingthroughcuesandinformation

Role-playingthroughsituationandgoals

Role-playingthroughdebateordiscussion

Large-scalesimulationactivities模仿

Improvisation即兴创作

Notes:

Nospecificactivitiesalmostaboutlisteningandspeaking

Sixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare:

Communicativepurpose:

informationgap

Communicativedesire:

realneed

Content,notform:

message

Varietyoflanguage

Noteacherintervention干涉

Nomaterialscontrol

TBLT

Definition:

Referstoanapproachbasedontheuseoftaskasthecoreunitofinstructioninlanguage

TBLT:

pre-task,taskcycle,languagefocus

Definitionofatask:

Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.

Fourcomponentsofatask:

Apurpose:

focusoncontent,notform

Acontext:

informationgap

Aprocess:

problemsolvingreasoning,inquiring,conceptualisingandcommunicating

Aproduct:

nocommunicationalresults

Exercises,exercise-tasksandtasks:

Focusonindividuallanguageitems

→purposeful&contextualisedcommunication

Exercise→exercise-task→task

Howtodesigntasks:

Thinkaboutstudents’needs,interests,andabilities

Brainstormpossibletasks

Evaluatethelist

Choosethelanguageitems

Preparingmaterials

PPPmodel

Atthepresentationstage:

Theteacherintroducesnewvocabularyandgrammaticalstructuresinwhateverwaysappropriate

Atthethepracticestage:

Thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessary

Attheproductionstage:

Thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicationtasks.

Notes:

Grammar-TranslationMethod:

语法翻译法

readingandwriting

TheAudio-LingualMethod:

听说教学法

speakingandlistening;dialoguesanddrills对话和操练

Unit3theNationalEnglishCurriculum课程标准

Itwasinthe1993syllablesthatthewordcommunicationwasusedintheobjectivesofteachingforthefirsttime.

TheSixDesignprinciplesfortheNationalEnglishCurriculumforNine-yearCompulsoryEducation:

1.Aimforeducatingallstudents,andemphasisequality-orientededucation面向全体学生，注重素质教育

2.Promotelearner-centredness,andrespectindividualdifferences突出学生主体，尊重个体差异

3.Developcompetence-basedobjectives,andallowflexibilityandadaptability整体设计目标，体现灵活开放

4.Paycloseattentiontothelearningpro-cess,andadvocateexperientiallearningandparticipation强调学习过程，倡导体验参与

5.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence注重过程评价，强调能力发展

6.Optimizelearningresources,andmaximiseopportunitiesforlearningandusingthelanguage开发课程资源，拓展学用渠道

FrameworkofobjectivesinthenewNationalEnglishCurriculum：

课程总目标

Overalllanguageability:

情感目标

语言目标

Learning学习策略

Affect情感态度

Cultural文化意识

能力目标

Language语言知识

Languageskills语言技能

Learning:

Cognitive;Selfmanagement;Communication;Resourcing

Affect:

International;Perspective;Patriotism;Confidence;Motivation

Cultural:

Knowledge;understanding;Awareness

Language:

Phonetics;Grammar;Vocabulary;Functions;Topics

Languageskills:

Listening;Speaking;Reading;Writing

ThedesignofthenewNationalEnglishCurriculum

Level1:

Grade3-4

Level2:

Grade5-6;basicrequirementsfor6thgraders

Graduatefromprimaryschool

Level3:

Grade7/Junior1

Level4:

Grade8/Junior2

Level5:

Grade9/Junior3

Graduatefromjuniorhighschool

AboveisduringCompulsoryEducation

Level6&Level7:

requiredofeveryseniorhighschoolstudents

2tracksofelectivecourse:

Track1:

level8&level9

Track2:

fromthebeginningofsenior1

Electivecourses:

Specializedskillcourses;ESPcourses应用类;Culturalandliterarystudiescourses欣赏类etc.

Unit4LessonPlanning

Alessonplan:

教案

Aframeworkofalessoninwhichteachersmakeadvancedecisionaboutwhattheyhopetoachieveandhowtheywouldliketoachieve.

Benefitsfromlessonplanning：

1）Aclearlessonplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.

2）Italsohelpstheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother.

3）Theteachercanalsothinkabouthowthestudentscanbefullyengagedinthelesson.

4）whenplanningthelesson,theteacheralsobecomesawareoftheteachingaidsthatareneeded.

5）.Lessonplanninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.

6）Theteachersoonlearntojudgelessonstagesandphaseswithgreateraccuracy.

7）Plansarealsoanaidtocontinuingimprovement.

8）Afterthelesson,theteachercanaddanevaluationtotheplan,identifyingthosepartswhichwentwellandthosewhichwerelesssuccessful.

Principlesforgoodlessonplanning:

Aim;Variety;Flexibility;Learnability;Linkage

目标性；多样性；灵活性；可学性；连接性

Twolevelsoflessonplanning:

macroplanningandmicroplanning

宏观备课和微观备课

Macroplanning:

planningoveralongerperiodoftime

Microplanning:

planningforaspecificunitoralesson

Thereisnoclearcutbetweenthesetwotypesofplanning.Microplaningshouldbebasedonmacroplanning,andmacroplaningisapttobe

modifiedaslessongoon.

Macroplanninginvolvesthefollowing:

Knowingabouttheprofession

Knowingabouttheinstitution

Knowingaboutthelearners

Knowingaboutthecurriculum/syllabus教学大纲

Knowingaboutthetextbook

Knowingabouttheobjectives

Componentsofalessonplan:

1.Backgroundinformation背景资料

2.Teachingaims:

教学目标

Languageobjectives;Abilityobjectives;Moralobjectives

3.Languagecontentsandskills语言的内容和技巧

Stagesandprocedures:

Greetings;Awarm-up;PPPmodel/TBLTmodel;Summary;Homework/Assignment

4.Teachingaids教学手段

5.Endoflessonsummary总结

6.Optionalactivitiesandassignments

7.Afterlessonreflection:

Feelingsaboutthelesson;students’performances;unexpectedincidents;surprisethings

Unit5ClassroomManagement

Theroleoftheteacher:

Beforetheclass:

Planner

Duringtheclass:

1Controller,2Assessor评估者,3Organizer,4Prompter敦促者,5Participant参与者,6Resource-provider

Aftertheclass:

Evaluator

Teacher’snewroles:

Facilitators促进者;guides;researchers

Themostcommonstudentsgroupings:

Wholeclasswork

Pairwork

Groupwork

Individualstudy

Harmer’ssuggestionsonmeasuresforindisciplinedactsandbadlybehavingStudents:

1）Actimmediately

2）Stoptheclass

3）Rearrangetheseats

4）Changetheactivity

5）TalktoSsafterclass

6）Usetheinstitution制度

InordernottohurttheStudents,Ur’sadviceonproblemsinclass:

1）Dealwithitquietly

2）Don’ttakethingspersonally对事不对人

3）Donotusethreats

Unit6TeachingPronunciation

Thegoalsofteachingpronunciation:

目的

Consistency连贯性:

Tobesmoothnatural

Intelligibility可理解性:

Tobeunderstandabletothelisteners

Communicativeefficiency交际效率性:

Tohelpconveythespeakers’meaning

Waysofpracticingsoundsandtheirdefinitions: