王蔷英语教学法英汉对照acourseinenglishlanguageteaching.docx

1、王蔷英语教学法英汉对照acourseinenglishlanguageteaching王蔷 英语教学法_英汉对照ACourseinEnglishLanguageTeachingA Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义 as a linguistic systemfunctional view功能主义 as a linguistic system but also a means for doing things,base on

2、communicative functionsInteractional view交互性 as a communicative toolViews on language learning and learning in general1) Process-oriented theories 过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.

3、2) Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-respons

4、e theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论 Learning is a process in which the learner co

5、nstructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning,

6、 practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, b

7、ut also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students communicative competence, whic

8、h includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features: (1)Functional communicative activities: 功能互动活动Identifying pictures Discov

9、ering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering secretsCommunicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(

10、2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes: No specific activities almost about listeni

11、ng and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use

12、 of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA proces

13、s:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language itemspurposeful&contextualised communicationExercise exercise-task taskHow to design tasks:Think about students needs, inter

14、ests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage: The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practic

15、e to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listen

16、ing; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educ

17、ating all students, and emphasise quality-oriented education面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocat

18、e experiential learning and participation强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of

19、 objectives in the new National English Curriculum：课程总目标Overall language ability:Learning学习策略Affect情感态度语言目标Cultural文化意识能力目标Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Kn

20、owledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel

21、 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elect

22、ive courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc. Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning

23、：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also t

24、hink about how the students can be fully engaged in the lesson. 4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. 6)

25、The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement. 8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful. Principles for good les

26、son planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these tw

27、o types of planning. Micro planing should be based on macro planning, and macro planing is apt to be modified as lesson go on. Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing ab

28、out the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标 Language objectives; Ability objectives; Moral objectives3.Language contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homewor

29、k/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments 7.After lesson reflection:Feelings about the lesson; students performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the cla

30、ss: 1 Controller, 2 Assessor评估者, 3 Organizer ,4 Prompter敦促者 , 5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer s suggestions on measures

31、for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats 4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur s advice on problems in class: 1)Deal with it quietly2)Don t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交际效率性: To help convey the speakers meaningWays