英语教学法教程主要知识点归纳30.docx
《英语教学法教程主要知识点归纳30.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30.docx（17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30
Unit1
Knowledge:
sththatcanbelearned
Skills:
sththatonlycanbegainedthroughpracticeortraining,
Languageskills:
listening,speaking,readingandwriting
Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication。
1、Structuralview（languagecompetence）
—Thefounder：
Saussure
—Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarious
subsystems：
1、thesoundsystem（phonology）2、soundcombinations
（morphology）3、meaningforcommunication（syntax）
—Learningthelanguageistolearnthestructuralitems，studytheinnerstructureandruleoflanguage，ignorethesocialfunctionsofthelanguage。
2、Functionalview
—Representative：
Johnson、marrow、swaincanal（thecore:
grammar）
—Thefunctionviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings
—LearnerslearnalanguageinordertobeabletodoingthingswithitUsethelinguisticstructuretoexpressfunctions
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
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
ownknowledgeandexperience.
S----------AT------------R
（刺激）（反应）
Stimulus:
assimilation①andaccommodation②
’s
①把外面知识纳入自己
②纳入自己后也不切合，就要对原有知识进行改变，也就是一种原有知道和外面知
识保持联系的创新的过程。
Unit2
1.CLT（交际英语授课）:
itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizesthattheaimoflanguageteachingistohelpthelearnersacquire
communicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.
Thebasis:
thetheoryofsociologyandsociolinguistic.
2.Languagehastwofunctions:
A.thetransactionalfunction→toexpressthecontextB.
theinteractional（相互影响的）function→toshowsocialrelationsandpersonal
attitude
Languageisusedtoperformcertaincommunicationfunctions;useallskills:
A.Receptive
skill:
listeningandreadingB.Productiveskill:
speakingandwriting;usedinacertainsocial
context:
teachthepartoflanguageinrealliferatherthanallthelanguagestudentsdevelopallthelanguageskills.
3.Traditionalpedagogy（传统授课法）:
focusontheformsoflanguage.
4.TraditionalclassVS.CLT
Listening:
totheteacher,tothetape→
Reading:
learninglanguage→getinformation,exactmeaning,differentskills
Speaking:
repeating,answering,retelling→sth.creating,expressoneself
Writing:
composition,translation→writetoexpressoneself,one’sfeeling,one’sthought;write
whatpeoplewriteinthewaypeoplewrite.
5.LinguisticCompetence（=languagecom.）
Chomsky:
tacitknowledgeoflanguagestructuresandtheabilitytousetheknowledgeto
understandandproducelanguage.
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（授课大纲）.（principle,purpose,requirement）
D.theanalysisofthetextbook（教材解析）
4.Componentsofalessonplan:
A.Backgroundinformation
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：
’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→be
dealtwiththehelpoftheteacherandotherclassmates）
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:
pronunciationisimportant
dependon
a.ChineseisdifferentfromEnglish
b.ChinesehavelittleexposuretoEnglish
2.
Thegoalofteachingpronunciation
①Wecannevergetthenative-likepronunciationa.CriticalPeriodHypothesis
b.theamountofexposure
c.biologicalandphysiologicaldifferences
②ourrealisticgoalofteachingpronunciation（P93）
a.Consistencyb.Intelligibilityc.Communicativeefficiency
3.Aspectsofpronunciation
①focusonsounds,stressandintonation,thesechangethemeaningofasentence
②Thewaysofteachpronunciation:
Step1.Givingmodel
Step2.Imitating
Step3.Checking（explaining）
Step4.Givingexamples
Step5.Comparing
Step6.Meaningfu
升级会员 