《英语教学法教程》王蔷考研笔记文档格式.docx

1、Practice Pre-service practice （pseudo practice）Real classroom practiceReflection: take on reflection seriously and keep reflection Goal: （do not have an end） one can never become a perfect teacher. There is always room for improvement.Unit 2 communicative principles and task-based language teaching1

2、.What is communicative competenceLinguistic competenceKnowledge of language itselfPragmatic competence The choice of the vocabulary and structure depends on the setting, the relative status of the speakers and their relationship.Discourse competence The ability to understand or to express a topic lo

3、gically and coherently by effectively employing or comprehending the cohesive marks, such as first, second.Strategic competence Searching for other means of expression, such as using a similar phrase Fluency the ability to link units of speech together with facility and without strain or inappropria

4、te slowness or undue hesitation）CLT: communicative language teaching2.Principles of communicative language teachingCommunication principleActivities that involve real communication promote learning.Task principle Activities in which language is used for carrying out meaningful tasks promote learning

5、.Meaningfulness principleLanguage that is meaningful to the learner support the learning process.3.Main features of communicative activitiesCommunicative purposeThere must be some information gap that students seek to bridgeCommunicative desireA real need to communicateContent not form They must hav

6、e some massage they want to communicateVariety of languageNo teacher interventionNo material controlTBLT: task- based language teaching4.Four components of a taskA purpose Make sure students have a reason for undertaking the taskA contextThis can be real, simulated or imaginary, and involves socioli

7、nguistic issues such as the location and the relationship of the speakerA processGetting students to learn some language strategies such as problem solving, reasoningA product5.Focus on individual language items Purposeful and contextualized communication +Then Exercise task6.TBL:Pre-taskIntroductio

8、n to topic and taskTask cycleTask Planning ReportStudents hear task recording or read text Language focusAnalysis and practiceReview and repeat task7.PPPPresentation Of single new item; teachers introduces new vocabulary and grammatical structures.PracticeOf new item: drills, exercise, and dialogueP

9、roductionActivity, role play or task to encourage free use of language8.How to design tasksThink about students needs and interests and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materials9.Constrains of CLT: Whether it will meet the needs of learners from

10、different contextsIt is very difficult to design a one to one correspondence between a function a form.10.Constrains of TBLTNot effective for presenting new languagesTime is limited: teachers are busyCulture of learning: some students may find it difficult to adapt to TBLTLevel of difficulty: studen

11、ts may find task-base language teaching quite difficult of they do not have sufficient linguistic resources.Unit 4 lesson planning 1.Why is lesson planning important?It can make teachers aware of the aims and language contents of the lesson.It helps teachers distinguish the various stages of a lesso

12、n and see the relationship between them so that activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.It gives teachers opportunity to anticipate potential problems that may arise in class, and prepare some solutions to them.It

13、builds teachers confidence in class.Teachers can also be aware of teaching aids in class.Planning is a good practice and sign of professionalism.2.Principles for good class planning:AimIt means realistic goals for the lesson; the things students are able to do at the end of the class.VarietyPlanning

14、 a variety of different activities to introduce a wide selection of materials, so that learning is always interesting.Flexibility Preparing some extra and alternative activities and tasks as the class does not always go according to the plan.Learnability The contents and tasks planned for the lesson

15、 should be within the learning capability of the students.LinkageThe steps and steps in each stage are planned in such a way that they are someway linked with another one.3.Macro planning A planning over a longer period of time, for instance a whole-year course. It is often done by a group of teache

16、rs who are to teach the same course.Knowing about the professionWhich language area and language stage should be taught?Knowing about the institutionThe institution arrangements of the time, frequency of the classKnowing about the learners Knowing about the syllabus Knowing about the textbookKnowing

17、 about the objectives4.Components of a lesson planBackground informationWho the students are. The time and date of the class. Teaching aimsWhat students are able to achieve at the end of the lesson（Linguistic and language skills）Language contents and skillsStages and proceduresTeaching aidsTeaching

18、aids and resources, and how teachers will use them to aid learningEnd of lesson summary Take some time to summarize what is learned in class.Optional activities and assignmentsAfter lesson reflectionUnit 5 classroom arrangement1.Efficient classroom arrangement can be achieved when these six conditio

19、ns are met:The teacher plays appropriate roles.The teacher provides clear instructionsStudents are grouped in a way suitable for the learning activities.The teacher asks appropriate questions.There is discipline as well as harmony in the class.The students errors are treated properly.2.The different

20、 roles of teachers:ControllerThe teacher controls the pace so that the activities run smoothly and efficiently.The more communicative the activity is, the less control it needs.AssessorCorrecting mistakesOrganizing feedbackOrganizerDesign and organize the tasksPrompterWhen students are not sure how

21、to start an activity, or what to do next, the teacher give appropriate prompts. （and/anything else?/yes, but why?）ParticipantResource-provider3.Rules to follow for making instructions effective:To use simple instructions and make them suit the comprehension level of the students. （Also, make your co

22、mments as simple and as natural as possible）To use mother tongue only when its necessary.The best thing to do is to model the task/activity before letting students move into groups and pairs.Demonstration is more effective than words.4.Student grouping:Whole class work:Advantages:Everyone feels bein

23、g together with others.It is good for teachers to instruction and explanation together, and also an ideal way to show materials and do presentation together.Disadvantages:Individuality is not favoured in this sense.Not everyone has an opportunity to express himself.Some students feel nervous and anx

24、ious when they are asked to present in front of class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with others in this sense.Pair workAdvantagesIt

25、 dramatically increase students speaking time in class.It allows students to work together rather than under teachers guidance.It allows teachers to work with the weak pairs when others are working on their own.It can promote cooperation between students.Disadvantages It is often very noisy and teac

26、hers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with peers, and they, think they can only learn from their teachers.So they refuse

27、 to participate in the activities.The choice of pair is a problem. Some students dont like to work with a particular partner while someone may dominate all the time.Group workingSome groups may finish the task fast while some may be very slow. Teachers may have to prepare some optional activities for the quick group and be ready to help the slower groups all the time.Individual studyTeachers need to prepare different tasks for different groups.5.Measures for disciplined acts and badly behaving students:Acting immediatelyIndisciplined acts should be immediately stopped, so that less damage is