英语教学法教程考研笔记汇编文档格式.docx

1、 Practice Pre-service practice （pseudo practice） Real classroom practice Reflection: 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 teachi

2、ng1. What is communicative competence Linguistic competenceKnowledge of language itself Pragmatic 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 t

3、opic logically 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 ina

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

5、te learning. Meaningfulness principleLanguage that is meaningful to the learner support the learning process.3. Main features of communicative activities Communicative purposeThere must be some information gap that students seek to bridge Communicative desireA real need to communicate Content not fo

6、rm They must have some massage they want to communicate Variety of language No teacher intervention No material controlTBLT: task- based language teaching4. Four components of a task A purpose Make sure students have a reason for undertaking the task A contextThis can be real, simulated or imaginary

7、, and involves sociolinguistic issues such as the location and the relationship of the speaker A processGetting students to learn some language strategies such as problem solving, reasoning A product5. Focus on individual language items Purposeful and contextualized communication +Then Exercise task

8、6. TBL: Pre-taskIntroduction to topic and task Task cycle Task Planning Report Students hear task recording or read text Language focus Analysis and practice Review and repeat task7. PPP Presentation Of single new item; teachers introduces new vocabulary and grammatical structures. PracticeOf new it

9、em: drills, exercise, and dialogue ProductionActivity, role play or task to encourage free use of language8. How to design tasks Think about students needs and interests and abilities Brainstorm possible tasks Evaluate the list Choose the language items Preparing materials9. Constrains of CLT: Wheth

10、er it will meet the needs of learners from different contexts It is very difficult to design a one to one correspondence between a function a form.10. Constrains of TBLT Not effective for presenting new languages Time is limited: teachers are busy Culture of learning: some students may find it diffi

11、cult to adapt to TBLT Level of difficulty: students 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 help

12、s teachers distinguish the various stages of a lesson 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 a

13、rise in class, and prepare some solutions to them. It 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 stude

14、nts are able to do at the end of the class. VarietyPlanning 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 pla

15、n. Learnability The contents and tasks planned for the lesson 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 inst

16、ance a whole-year course. It is often done by a group of teachers 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 class Knowing about the lea

17、rners Knowing about the syllabus Knowing about the textbook Knowing about the objectives4. Components of a lesson plan Background 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） L

18、anguage contents and skills Stages and procedures Teaching aidsTeaching aids and resources, and how teachers will use them to aid learning End of lesson summary Take some time to summarize what is learned in class. Optional activities and assignments After lesson reflectionUnit 5 classroom arrangeme

19、nt1. Efficient classroom arrangement can be achieved when these six conditions are met: The teacher plays appropriate roles. The teacher provides clear instructions Students are grouped in a way suitable for the learning activities. The teacher asks appropriate questions. There is discipline as well

20、 as harmony in the class. The students errors are treated properly.2. The different roles of teachers: Controller The teacher controls the pace so that the activities run smoothly and efficiently. The more communicative the activity is, the less control it needs. Assessor Correcting mistakes Organiz

21、ing feedback OrganizerDesign and organize the tasks PrompterWhen students are not sure how to start an activity, or what to do next, the teacher give appropriate prompts. （and/anything else?/yes, but why?） Participant Resource-provider3. Rules to follow for making instructions effective: To use simp

22、le instructions and make them suit the comprehension level of the students. （Also, make your comments 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. Demonstrati

23、on is more effective than words.4. Student grouping: Whole class work: Advantages: Everyone feels being 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 fav

24、oured in this sense. Not everyone has an opportunity to express himself. Some students feel nervous and anxious 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 w

25、ay to enhance real communication. Students cannot communicate with others in this sense. Pair work Advantages It 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

26、are working on their own. It can promote cooperation between students. Disadvantages It is often very noisy and teachers 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.

27、 Some students may not like to work with peers, and they, think they can only learn from their teachers. So they refuse 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