最新王薔版的英語教學(xué)法復(fù)習(xí)筆記精華版

1、unit 1 language and learning 1.1 how do we learn language？we learn language at different agespeople have different experiences people learn languages for different reasonspeople learn languages in different wayspeople have different capabilities in language learninglearning can be affected by the wa

2、y how language is taughtlearning is affected by the degree of success one is expect to achieve.thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1. 2 what are the major views

3、of language? 1) structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax. to learn a language is to learn its vocabulary and structural rules. 2) functional view:language is a linguistic system as well as a means for doing things. l

4、earners learn a language in order to be able to do things with it (use it). to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) interactional view: language is a communicative tool to build up and mainta

5、in social relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them. 1.3 views on language learningtwo broad learning theories：process-oriented theories are concerned with how the mind organizes new information.condition-oriented th

6、eories emphasize the nature of human and physical context.behaviorist theoryn b. f. skinnern a stimulus-response theory of psychologyn audio-lingual method n the idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. mistakes were immediately cor

7、rected, and correct utterances were immediately praised.b. cognitive theoryn influenced by noam chomsky (revival of structural linguistics)n language as an intricate rule-based systemn a learner acquires language competence which enables him to produce language. n one influential idea of cognitive a

8、pproach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. c. constructivist theoryn jean piaget (18961980)n the learner constructs meaning based on his/her own experiences and what is already known.d. socio-constru

9、ctivist theoryn vygotsky n “zone of proximal development” (zpd); scaffolding(腳手架)n learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.1.4 what are the qualities of a good language teacher?a good language teacher does not solely depend o

10、n his/her command of the language. there are a variety of element that contributes to the qualities of a good language teacher. these element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 how can one become a good language teacher?o wallaces (1991)

11、 reflective model (figure 1.1, p.9) stage 1: language developmentstage 2: learning, practice, reflectionv the learning stage is the purposeful preparation that a language normally receives before the practice,this preparation can include:1. learning from others experience2. learning the received kno

12、wledge3. learning from ones own experiencesv the practice stage (2 senses)pseudo practice: short period of time assigned to do teaching practice as part of ones pre-service education, usually under the supervision of instructorsthe real classroom teaching: what a teacher undertakes after he/she fini

13、shes formal educationv teachers benefit from practice if they keep on reflecting on what they have been doinggoal: professional competenceunit 2 communicative principles and task-based language teaching2.1 how is language learned in classrooms different from language used in real life?language used

14、in real lifelanguage taught in the classroomto perform certain communicative functionsto focus on forms (structures or patterns)use all skills, both receptive skills and productive skillsto focus on one or two language skills and ignore others.used in a certain contextto isolate language from its co

15、ntext2.2 what is communicative competence?to bridge the gap between classroom language teaching and real-life language use, one solution is to adopt clt, the goal of which is to develop students communicative competence. 2.2.1 definition: communicative competence include both the knowledge about the

16、 language and the knowledge about how to use the language appropriately in communicative situations2.2.2 five components of communicative competence (hedge 2000)u linguistic competence （語言能力）the knowledge of language itself, its form and meaning.u pragmatic competence （語用能力）the appropriate use of la

17、nguage in social context.u discourse competence （語篇能力）ones ability to create coherent written text or conversation and the ability to understand themu strategic competence （策略能力）strategies one employs when there is communication breakdown due to lack of resources.u fluency （流利性）one s ability to link

18、 units of speech together with facility and without strain or inappropriate slowness or undue（過分的，不適當(dāng)?shù)模?hesitation2.3implications for teaching and learningteaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 principles of

19、cltthree principles suggest by richard and rodgers：1 communication principle：involve real communication2 task principle：carry out meaningful tasks3 meaningfulness principle：meaningful language to the learnerhowatt proposes a weak and a strong version of clt:weak versionlearners first acquire languag

20、e as a structural system and then learn how to use it in communication.strong version“l(fā)anguage is acquired through communication” (howatt, 1984:279)2.5 major activity types of clta sequence of activities represented in littlewood (1981: 86)pre-communicative activitiesü structural activities

21、2; quasi-communicative activities類似,準(zhǔn),半communicative activities (pp22-23)§ functional communication activities§ social interaction activities2.6 six criteria for evaluating communicative classroom activities(main features of communicative activities?)l communicative purposel communicative

22、desirel content, not forml variety of languagel no teacher interventionl no materials control2.7 what is task-based language teaching?tblt is a further development of clt. it shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with

23、 communication-focused teaching.2.7.1four components of a task1. a purpose2. a context3. a process4. a product2.7.2 exercises, exercise-tasks and tasksexercise-tasks is halfway between tasks and exercises. this kind of activity consists of contextualized practice of language item. 2.8 differences be

24、tween ppp and tblt1 the way students use and experience language in tblt is radically different from ppp.*free of language control*a genuine need to use language to communicate*a free exchange of ideas*appropriateness & accuracy of language form in general, not production of a single form*a genu

25、ine need for accuracy and fluency2. tbl can provide a context for grammar teaching and form-focused activities. ppp isdifferent in this aspect. a task-established contextn encouraged to think, analyze, not simply to repeat, manipulate and applyn a more varied exposure to natural languagen language f

26、orms not pre-selected for focusn learner-free selection of languagen tbl cycle lead from fluency to accuracy (+fluency)n in tbl integrated skills practiced 2.9 how to design tasks?step 1 think about students needs, interests, and abilitiesstep 2 brainstorm possible tasksstep 3 evaluate the liststep

27、4 choose the language itemsstep 5 preparing materials2.10 clt and tblt in the chinese contexto problems with clt1. the very first and forceful argument is whether it is culturally appropriate2. the second problem of clt relate to the design the syllabus for teaching purpose in the classroom.3. the t

28、hird problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.n constraints of tbltn the first is it may not be effective for presenting new language itemsn the second constraint is time as teachers have to prepare task-based activities v

29、ery carefully.n the third is the culture of learningn the forth is level of difficultyunit 3 3.1 a brief history of foreign language teaching in chinav a phase of restoration (1978-1985)v a phase of rapid development (1986-1992)v a phase of reform (1993-2000)v a phase of innovation from 20003.2 desi

30、gning principles for the national english curriculum1)  aim for educating all students, and emphasize quality-oriented education.2) promote learner-centeredness, and respect individual differences.3) develop competence-based objectives, and allow flexibility and adaptability.4) pay close attent

31、ion to the learning process, and advocate experiential learning and participation.5)  attach particular importance to formative assessment, and give special attention to the development of competence.6) optimize learning resources, and maximize opportunities for learning and using the language.

32、 3.3 goals and objectives of english language teachingthe new curriculum is designed to promote students overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. each component i

33、s further divided into a few sub-categories. language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awarene

34、ss and capabilities.the overall language ability required in the 2001 national english curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 design of the national english curriculum3.5 the standards for different l

35、evels of competence3.6 challenges facing english language teachers1)  english language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)  english language teachers are expected to change their tradition

36、al role of a knowledge transmitter to a multi-role educator.3)  english language teachers are expected to use more task-based activities and put the students at the center of learning.4)  english language teachers are expected to use more formative assessment in addition to using tests.5)&

37、#160; english language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.unit 4. lesson planning備課4.1 why is lesson planning important a lesson plan is a framework of a lesson in which teachers make advance decisions

38、 about what they hope to achieve and how they would like to achieve it.proper lesson plan is essential for both novice and experienced teachers. language teachers benefit from lesson planning in a number of ways. 1. makes teachers aware of the aims and language contents of the lesson, so as to plan

39、the activities and choose the techniques accordingly;2. helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3. gives t

40、eachers the opportunity to anticipate potential problems so that they can be prepared;4. gives teachers, esp. novice ones, confidence in class;5. raises teachers awareness of the teaching aids needed;6. planning is a good practice and a sign of professionalism. teachers benefit from proper lesson pl

41、ans in a number of other ways:o to enable the teacher to improve class timing;o lesson plans are also an aid to continuing development(planß-àpractice ß-àreflection)4.2 principles for good lesson planning1. aim: the realistic goals for the lesson; what students are able to do by

42、the end of the lesson;2. variety: different types of activities; a wide selection of materials;3. flexibility: preparing some extra and alternative tasks and activities 4. learnability: the contents and tasks planned should be within the learning capability of the studentsdoing things that are beyon

43、d or below the students coping ability will diminish their motivation (schumann, 1999)5. linkage: the stages and the steps within each stage are linked with one another.4.3 what are macro planning and micro planning?macro planningplanning over a long period of time which is often done by a group of

44、teachers, it provides a general guidance for language teachersmicro planningplanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. micro planning is often an individual activity and different teachers may have different ways of wri

45、ting their own lesson plans.q macro planning involves the following：knowing about the professionknowing about the institutionknowing about the learnersknowing about the curriculum/syllabusknowing about the textbookknowing about the objectivesa lesson plan usually has the following components:Ø

46、background informationØ teaching aims Ø teaching content and skillsØ stages and procedures Ø teaching aidsØ end of lesson summaryØ optional activities and assignmentØ after lesson reflectionunit 5 classroom management 5.1 what is classroom management?classroom mana

47、gement is the way teachers organize what goes on in the classroom. (68)the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in english in meaningful ways (gebhard, 1996). efficient classroom management can be achieved when the following six conditions are met.1.

48、the teacher plays appropriate roles.2. the teacher provides clearer instructions.3. students are grouped in a way suitable for the learning activities.4. there is discipline as well as harmony in the class. 5. the teacher asks appropriate questions.6. the students errors are treated properly5.2 what

49、 roles does the teacher play?1. controller (what to learn; how to learn)2. assessor (correcting mistakes; organizing feedback) 3. organiser (students activities)4. prompter (when ss dont know what to do)5. participant (in ss activities)6. resource-providerteachers roles are not static. they change w

50、ith the development of the society. o new roles:o teacher as facilitator n create a positive learning environment, use various strategies to motivate learners, guide students in planning and assessing their learning and develop their learning strategieso teacher as guiden activate students prior kno

51、wledge; find individual interests and explore potential capabilities; acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students development fairly from an all-round perspectiveo teacher as researchern observe a problem, reflect on the reasons, think a

52、bout possible solutions, implement the solutions and evaluate the resultsq: how much control is needed?n appropriate degree of controln different activities need a different degrees of control.n the more communicative an activity, the less control it needs.q: what does the teacher do as an assessor?

53、1. correcting mistakesn the correcting should be gentle, not harsh.2. organizing feedbackn the feedback should be focused on students success or progress so that a success-oriented learning atmosphere can be created. q: how to organise?n before the activity: what the activity is going to be like, an

54、ticipated problems; clear instructions given to students (with ts demonstration)n during the activity: overhear what the students are saying, rectify wrong practices; take notes for later feedbackq: when to prompt?n when students are not sure how to start an activity, or what to do next, or what to

55、say nextn when a student doesnt seem to be ready for an answer,n when a student finishes with a very short answer,q: why to participate in students activities?n monitoring + participating changes the role from an authority to a conversationalist, a good chance for students to practise english with a

56、 superiorq: what do you think of the jug-and-mug metaphor? although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.”5.3 how to give effective classroom instructions?classroom instructions refer to the type of languag

57、e teachers use to organize or guide learning.1. to use simple instructions and make them suit the comprehension level of the students;2. to use the mother-tongue only when it is necessary;3. give students time to get used to listening to english instructions; 4. use body language to assist understan

58、ding;5. model the task/activity before letting students into groups or pairs6. teachers are not expected to do all the talking in class.tip: demonstration is usually more effective than words. 5.4 what are the different ways for student grouping?n whole class work, pair work, group work, individual study1. whole class worko all the students are under the contro