英语教学法.docx

英语教学法.docx

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英语教学法

Unit1LanguageandLearning

1.Language:

”

2.Structuralview:

3.Thefunctionalview:

4.Theinteractionalview:

5.Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:

1）Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning?

2）Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?

6.Althoughthesetwoquestionshaveneverbeensatisfactorilyanswered,avastamountofresearchhasbeendonefromallaspects,whichcanbebroadlydividedintoprocess-orientedtheoriesandcondition-orientedtheories.

1）Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.

2）Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.

7.Twotheories:

1）Thebehavioristtheory（Skinner）--astimulus-responsetheoryofpsychology

Thekeypointofthetheoryofconditioningisthat"youcantrainananimaltodoanything（withinreason）ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement"

2）Cognitivetheory（NoamChomsky）:

Thetermcognitiveistodescribelooselymethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.

8.Avarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher:

1）ethicdevotion

2）professionalqualities

3）personalstyles

Adjectiveswhichdescribefurtherqualities

EthicdevotionProfessionalqualitiespersonalstyles

warm-heartedcreativeFlexible

hardworkingResourcefulDynamics

enthusiasticauthoritativepatient

Caringwell-informedAttentive

kindaccurateIntuitive

well-preparedspeakingclearlyhumorous

disciplinedPersonally-trained

9.Howcanonebecomeagoodlanguageteacher?

Wallace’s（1991）"Reflectivemodel"todemonstratethedevelopmentofprofessionalcompetence

Wallace’s（1991）"Reflectivemodel"

Stage1Stage2Goal

Fromtheabovemodel,wecanseethedevelopmentofprofessionalcompetenceforalanguageteacherinvolvesStage1,Stage2,andGoal.Thefirststageislanguagetraining.AllEnglishteachersaresupposedtohaveasoundcommandofEnglish.Ofcourse,languageisalwayschangingsolanguagetrainingcannevercometoanend.

Thesecondstageseemstobemorecomplicatedbecauseitinvolvesthreesub-stages:

learning,practice,andreflection.Thelearningstageisactuallythespecificpreparation（thatalanguageteachershouldmakebeforetheygotopractice.）Thispreparationcanbe:

1）.learnfromothers'experience（empiricalknowledge）

2）.learnreceivedknowledge（suchaslanguagetheories,psycholinguistics,sociolinguistics,educationalpsychology,languageteachingmethodology,etc.）

3）.learnfromone'sownexperience

Bothexperientialknowledge（others'andone'sown）andreceivedknowledgeareusefulwhentheteachersgotopractice.Thisisthecombinationof"craft"and"appliedscience".Thelearningstageisfollowedbypractice.Theterm"practice"canbeusedintwosenses.Inonesense,itisashortperiodoftimeassignedforstudentteacherstodoteachingpracticeaspartoftheireducation,usuallyunderthesupervisionoftheirinstructors.Thispracticeisalsocalledpseudopractice.Theothersenseof"practice"istherealworkthattheteacherundertakeswhenhefinisheshiseducation.

Unit2CommunicativePrinciplesandActivities

10.Theultimategoalofforeignlanguageteaching

11.ThegoalofCLT

12.Communicativecompetence:

13.Hymes（1979）,communicativecompetenceincludesfouraspects:

1）knowingwhethersomethingisformallypossible（grammaticallyacceptable）,whichisroughlyequivalenttoChomsky'slinguisticcompetence

2）knowingwhethersomethingisunderstandabletohumanbeings;

3）knowingwhethersomethingisinlinewithsocialnorms;

4）knowingwhethersomethingisinfactdone:

Dopeopleactuallyuselanguagethisway?

14.Basedontheconceptofcommunicativecompetenceandaimingatdevelopingsuchcompetence,communicativelanguageteachinghasthefollowingfeatures:

1）Itstressestheneedtoallowstudentsopportunitiesforauthenticandcreativeuseofthelanguage.

2）Itfocusesonmeaningratherthanform.

3）Itsuggeststhatlearningshouldberelevanttotheneedsofthestudents.

4）Itadvocatestask-basedlanguageteaching.Studentsshouldbegiventaskstoperformorproblemstosolveintheclassroom.

5）Itemphasizesafunctionalapproachtolanguagelearning（i.e.whatpeopledowithlanguage,suchasinviting,apologizing,greetingandintroducing,etc.）.

15.RichardsandRodgers（1986:

72）threeprinciplesofCommunicativelanguageteaching

1）Communicationprinciple

2）Taskprinciple

3）Meaningfulnessprinciple

16.Littlewood’s（1981）classificationofcommunicativeactivities:

1）.Functionalcommunicativeactivities:

2）.Socialinteractionactivities:

（1）.Functionalcommunicativeactivities:

~Identifyingpictures

~Discoveringidenticalpairs

~Discoveringsequencesorlocations

~Discoveringmissinginformation

~Discoveringmissingfeatures

~Discovering"secrets"

~Communicatingpatternsandpictures

~Communicativemodels

~Discoveringdifferences

~Followingdirections

~Reconstructingstory-sequences

~Poolinginformationtosolveaproblem

（2）.Socialinteractionactivities:

~Role-playingthroughcueddialogues

~Role-playingthroughcuesandinformation

~Role-playingthroughsituationandgoals

--Role-playingthroughdebateordiscussion

~Large-scalesimulationactivities

~Improvisation

17.Ellis（1990）haslistedsixcriteriaforevaluatingcommunicativeclassroomactivities:

1）.Communicativepurpose:

2）.Communicativedesire:

3）.Content,notform:

4）.Varietyoflanguage:

5）.Noteacherintervention:

Unit4LessonPlanning

18.Lessonplanning

19.Whyislessonplanningnecessary?

20.Benefitfromlessonplanninginanumberofways

1）.Aclearlessonplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.

2）.Italsohelpstheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother.

3）.Theteachercanalsothinkabouthowthestudentscanbefullyengagedinthelesson.

4）.whenplanningthelesson,theteacheralsobecomesawareoftheteachingaidsthatareneeded.

5）.Lessonplanninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.

6）.Theteachersoonlearntojudgelessonstagesandphaseswithgreateraccuracy.

7）.Plansarealsoanaidtocontinuingimprovement.

8）.Afterthelesson,theteachercanaddanevaluationtotheplan,identifyingthosepartswhichwentwellandthosewhichwerelesssuccessful.

21.Therearefourmajorprinciplesbehindgoodlessonplanning:

1）variety,

2）flexibility,,

3）learnability,

4）linkage.

23.Definitionsofvariety,flexibility,learnability,andlinkage.

Varietymeansplanninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.

Flexibilitymeansplanningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.

Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents'copingabilitywilldiminishtheirmotivation（Schumann,1999）.

Linkagemeansthestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinforcement.

24.Lessonplanningshouldbedoneattwolevels:

Macroplanningandmicroplanning:

25.Macroplanninginvolves:

1）Knowingaboutthecourse:

2）Knowingabouttheinstitution:

3）Knowingaboutthelearners:

4）Knowingaboutthesyllabus:

26.Theadvantageofaconcreteteachingplan:

27.Whatdoesalessonplaninclude?

Thecomponents:

28.Theaimsofalessoninclude:

languagecomponentstopresent,

communicativeskillstopractice,

activitiestoconduct

materialstobeused

teachingaidstobeused.

29.Languagecomponentsandskills:

30.Teachingstagesandprocedures:

31.ThreeP'smodel:

presentation,practiceandproduction.

（Atthepresentationstage,theteacherintroducesnewvocabularyandgrammaticalstructureswithreferencetotheircontextualizeduse.

Atthepracticestage,thelessonmovesfromcontrolledpracticetoguidedpracticeandfurthertotheexploitationofthetextswhennecessary.

Attheproductionstage,thestudentsareencouragedtousewhattheyhavelearnedandpracticedtoperformcommunicativetasks.Atthislaststage,thefocusisonmeaningratherthanformalaccuracy.）

32.Another3-stagesfrequentlyadvisedandadoptedinreadinglessons:

Pre-reading,

while-reading

post-readingstages.

35.Whenpresentinganewstructure（presentationstage）,ateacherneedstoconsiderthefollowing:

1）whentofocusonthestructureand

2）whentostudyitincontext;

3）whethertopresentthestructureorallyorinwrittenform;

4）whentogiveoutinformationandwhentoelicitfromstudents;

5）whenandhowtousevisualaidstohelpwiththepresentation;

6）whattodoifstudentsfailtounderstand.