英語(yǔ)教學(xué)法教程主要知識(shí)點(diǎn)歸納

1、合用文檔Unit1Knowledge:sththatcanbelearnedSkills:sththatonlycanbegainedthroughpracticeortraining,Languageskills:listening,speaking,readingandwritingLanguageisasystemofarbitraryvocalsymbolsusedforhumancommunication。Viewsonlanguage：1、Structuralview（languagecompetence）Thefounder：SaussureThestructuralviewof

2、languageseeslanguageasalinguisticsystemmadeupofvarioussubsystems：1、thesoundsystem（phonology）2、soundcombinations（morphology）3、meaningforcommunication（syntax）Learningthelanguageistolearnthestructuralitems，studytheinnerstructureandruleoflanguage，ignorethesocialfunctionsofthelanguage。、FunctionalviewRepr

3、esentative：Johnson、marrow、swaincanal(thecore:grammar)ThefunctionviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthingsLearnerslearnalanguageinordertobeabletodoingthingswithitUsethelinguisticstructuretoexpressfunctions3、Interactionalview（communicativecompetence）Emphasis：appropriateness

4、Languageisacommunicativetool，whichmainuseistobuildupandmaintainsocialrelationsbetweenpeopleLearnersneedtoknowtherulesforusingthelanguageincertaincontextThestructuralviewlimitsknowingalanguagetoknowingitsstructuralrulesandvocabularyLanguageteacherqualifications：1、agoodcommandofspokenandwrittenlanguag

5、e2、formulatetheorypresupposition3、languagebackgroundandexperience4、knowhowlanguagesarelearnt5、theabilitytousemethodsinvarioussituations6、deepunderstandingofculturalbackground7、understandingtheprinciplesofteachingTheseelementscanbecategorizedintothreegroups：ethicdevotion，professionalqualitiesandperso

6、nalstylesViewonlanguagelearningPsycholinguistic:therelationshipbetweenlanguageandthinking.ThinkinginlanguageLanguageisnecessaryforthought.Languageacquisition(語(yǔ)言習(xí)得)Learnersintheirearlieryearsacquirecontroloveressentialstructureoftheirlanguagewithoutspecialteachingandlearninginaeffortlessandalmostanun

7、consciousway(liketheformationofahabit)peoplepreferfirstlanguageacquisitiontofirstlanguagelearning.文案大全合用文檔2.Cognitivetheory:theruleforpeopletoawaretocognizesth.Cognitiveprocesses:Process:inputabsorboutputLanguagelearningisnotjuststimulate-reflection,buttheusingofoursubjectivecapabilities,theusingofo

8、urcognitiveabilitytothinkthelanguageandstudyingitactively.Constructivisttheory:learningisaprocessofmeaningconstructionbasedonlearnersownknowledgeandexperience.SATR(刺激)(反應(yīng))Stimulus:assimilationandaccommodation把外面知識(shí)納入自己納入自己后也不切合，就要對(duì)原有知識(shí)進(jìn)行改變，也就是一種原有知道和外面知識(shí)保持聯(lián)系的創(chuàng)新的過(guò)程。Unit2CLT（交際英語(yǔ)授課）:itisanapproachthatc

9、onsidersthefunctionalandsocialfactorsinlanguage,emphasizesthattheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.Thebasis:thetheoryofsociologyandsociolinguistic.2.Languagehastwofunctions:A.thetransactionalfunctiontoexpressth

10、econtextB.theinteractional(相互影響的)functiontoshowsocialrelationsandpersonalattitudeLanguageisusedtoperformcertaincommunicationfunctions;useallskills:A.Receptiveskill:listeningandreadingB.Productiveskill:speakingandwriting;usedinacertainsocialcontext:teachthepartoflanguageinrealliferatherthanallthelang

11、uagestudentsdevelopallthelanguageskills.Traditionalpedagogy(傳統(tǒng)授課法):focusontheformsoflanguage.TraditionalclassVS.CLTListening:totheteacher,tothetapesth.unpredictable,sth.authentic,sth.meaningfulReading:learninglanguagegetinformation,exactmeaning,differentskillsSpeaking:repeating,answering,retellingst

12、h.creating,expressoneselfWriting:composition,translationwritetoexpressoneself,onesfeeling,onesthought;writewhatpeoplewriteinthewaypeoplewrite.5.LinguisticCompetence(=languagecom.)Chomsky:tacitknowledgeoflanguagestructuresandtheabilitytousetheknowledgetounderstandandproducelanguage.6.CommunicativeCom

13、petenceBothknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageincommunicativesituationappropriately.7.FeaturesofCLT:1.focusondevelopingcommunicativecompetence2.Focusonusefulandnecessarylanguage3.Payattentiontothecommunicativetask4.Placeimportanceonstudentsbeingfluent文案大全合用文檔5.Encourages

14、tudentstotakepartinactivities6.Understandthestudentsareofdifferentstand7.AwarethatthereisnotjustonekindofEnglish8.MeritsofCLT:1.likelytogivethestudentsallskills2.Morerelevant3.Lesswasteoftimeandeffort9.DemeritofCLT:1.makegreatdemandsupontheprofessionaltrainingandskillsoftheteacher2.Difficulttocheekw

15、hatstudenthaveleart3.DontoffertheteacherthesecurityofthetextbookUnit41.Whatisteaching?Teachingmeansensuringthatthestudentshavelearntormasteredwhatisbeingtaughtthroughapropersequenceofsteps,sotheteachershouldcarefullypreparethelessons,arrangethesteps,madefulluseofeverysecondinclass.2.Principlesforgoo

16、dlessonplanningA.AimB.VarietyC.FlexibilityD.learningabilityE.linkageMacroplanninginvolvesthefollowing:theanalysisoftheschooltheanalysisofthestudents(information,background)theanalysisofthesyllables(授課大綱).（principle,purpose,requirement）theanalysisofthetextbook(教材解析)Etheteachingmethodsandreform(授課方法及其

17、改革)Ftheteachingobjectiveandarrangement(整體授課目的及安排)4.Componentsofalessonplan:A.BackgroundinformationBTeachingaimsC.LanguagecontentsandskillsD.stagesandproceduresE.TeachingaidsF.EndoflessonsummaryOptionalactivitiesandassignmentsAfterlessonreflectionHowtomakeamicroplan.Theteachingaimsanddemands(ability,

18、knowledge)Theteachingcontentsvocabulary,phrasestructuregrammarskillsTheteachingimportantanddifficultpointsTheteachingmethodsandaimsTheteachingprocedure文案大全合用文檔a.stage1:warm-upactivitiesb.stage2:(step1:presentationstep2:praticestep3:production)c.stage3:lessonsummaryd.stage4:assignments/optionalactivi

19、tiese.stage5:afterclassreflectionUnit5.Theroleoftheteacher(basedonthefunctionoftheteacher):Controller:controlthepace,thetime,thetargetlanguage,thestudent.Assessor:twothingsa.ascorrector:correctthemistakes,organizingfeedbackthelearnersb.asevaluator:tocreateasuccess-orientedlearning,atmosphere,morepra

20、ise,lesscriticismOrganizer:taskbasedonteachingtodesigntasksandtoorganizePrompter:togiveappropriatepromptshintsParticipant:totakepartintheactivitiesResource-provide:asawalkingdictionary.Rulesformakinginstructionseffective:1.simple2.natural3.targetlanguage/bodylanguagegivetimetogetusedtolisteningtoEng

21、lishModelthetasks/activitiesbeforedoingthemclearinstructions.Thecommonstudentgroupingsare:a.wholeclasswork;b.pairwork;c.groupwork;d.individualstudy.Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective哪些因素影響學(xué)生紀(jì)律：1.teachersbehaviora.choiceofmeth

22、odologyb.teachererpersonalrelationshipwiththelearners2.motivation/purpose/desire/surrounding.Howtomaintainthediscipline:createacodeofbehaviorbeconsistentinapplyingtherulesbefriendlyandtalktostudentsimmediatelyactionbefairtoeveryonedealwithproblemsimpersonally.Measuresforindisciplinedactsandbadlybeha

23、vingstudents:（P81）actimmediatelystoptheclassrearrangetheseatschangetheactivitiestalktostudentsafterclasscreateacodeofbahaviour.Adviceaboutproblemsonclass:(P81)dealwithitquietly文案大全合用文檔donttakethingspersonallydontusethreats.QuestionintheclassPurpose:tofocusonthestudentsattention;toinvitethinkingandim

24、agination;tochecktheunderstanding;tosimulatethestudentstorecallinformation;tochallengestudents;toassesslearningTypesofquestion(P83)closequestion-onlyoneansweropenquestion-manydifferentanswer.Dealingwitherrors1.Mistakewithnothingtodowithlanguagecompetence(causedbycarelessnessself-correction)2.Errorha

25、ssthtodowiththelanguagecompetence(causedbylackingofknowledgebedealtwiththehelpoftheteacherandotherclassmates)3.Dealingwithspokenerrorsa.fluencyactivityaftertheactivityb.accuracyactivitywhiletheactivity4.Howtocorrecta.indirectteachercorrectionb.directteachercorrectionself-correctionpeer-correctionUni

26、t61.Theroleofpronunciation2views:nunciationwilltakecareofitselfneedntteachpronunciationb.poorpronunciationisagreathindranceinlanguagelearningForChinese:pronunciationisimportantdependona.ChineseisdifferentfromEnglishb.ChinesehavelittleexposuretoEnglish2.ThegoalofteachingpronunciationWecannevergetthen

27、ative-likepronunciationa.CriticalPeriodHypothesisb.theamountofexposurec.biologicalandphysiologicaldifferencesourrealisticgoalofteachingpronunciation(P93)a.Consistencyb.Intelligibilityc.Communicativeefficiency3.Aspectsofpronunciationfocusonsounds,stressandintonation,thesechangethemeaningofasentenceTh

28、ewaysofteachpronunciation:文案大全合用文檔Step1.GivingmodelStep2.ImitatingStep3.Checking(explaining)Step4.GivingexamplesStep5.ComparingStep6.MeaningfulpracticeUnit71Therearedifferentwaysofpresentinggrammarinclassroom:Thedeductivemethod,theinductivemethod,andthediscoverymethod.2Penningtonproposesasynthesisap

29、proachtogrammaticalpedagogy.Sheemphasizedthatgrammarteachingshouldbe“collocational,constructive,contextualandcontrast”(4C)3Grammarpracticeisusuallydividedintotwocategories,mechanicalpracticeandmeaningful/communicativepracticeThedeductivemethod:Step:1presentationofthegrammarrules2studyoftheexamplesco

30、nclusiondrillsTheguideddiscoverymethod:Step:1presentationofcontextualizedscenariosillustratingaspecificstructure2inducestudentstofindtherulesstructures3teach/learnthenewrulesstructures4drillsTheroleofGrammarGrammarcompetenceisonecomponentofcommunicativecopentenceGrammarmakesexpressionformal,accuracy

31、InstructivelearnsarefoundtooutperformuninstructedlearnersUnit8Itemofvocabulary:words,compounds,phrases,idiomspassive/receptivewords:wordsthatcanberecognizedorcomparedinreadingandlisteningbutcannotbeusedautomaticallyinspeakingandwriting.active/productivewords:wordsthatcanberecognizedandalsobeusedinsp

32、eechandwritingbylearners.Aspectsoflearningaword:pronounciation(stress+sound)form(spelling+grammaticalproperties)meaning(denotativemeaning+connotativemeaning)usage(collocation,synonyms,antonyms,hyponyms)3.Waystoshowmeaning:A:usingvisuals(realobject,pictures,drawings.etc.)B:givingexamplesC:usingthelea

33、rnieronlanguage4.Implicationsforteachingvocabulary:A:bothdenotativeandconnotativemeaningsB:incontextsC:ingroupsofreflectedwordsD:wordformationisusefulindevelopingE:vocabulary文案大全合用文檔F:differencebetweenpassiveandactiveways5.Someconcepts:A:denotativemeaningofawordreferstothatweusetolabelthingsasregard

34、srealobjects.B:connotativemeaningofawordreferstotheattitudeoremotionsofalanguageuser.C:collocation:referstowordsthatconcurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.Wayofpresentingvocabulary1)provideavisualorphysicaldemonstrationwheneverpossible2)provideaverbalcontexttodemonstratemea

35、ning3)usesynonymsorantonymstoexplainmeaning4)uselexicalsetsorbyponymstoshowrelationofwordsandmeanings.5)translateandexamplify6)usewordformation.etc.Unit91.Whydolisteningcomefirst?A.studentsimpossibletoproduceasounddoesntexistintheirmothertongue.B.studentsimpossibletoproduceasoundwiththerightstress,r

36、hythm,intonationwithoutprovidingthemamodel.2.TheessenceoflisteningItisperfectlypossibletohear,buthere“hear”isnotlistening,similarlyitispossibletolisten,butnotunderstand,listeningmeanscomprehendwhatyouhear.3.Whydoeslisteningseemsodifficult?Thedifficulties:A,quicklyforgetwhatisheardB,dontrecognizethew

37、ordsyouknowC,understandthewordsbutnottheintendedmessageD,whilethinkingaboutthemeaning,neglectthenextpartE,cantformthementalrepresentationUnit10Speakingistheskillthatthestudentswillbejudgeuponmostinreal-lifesituationSpeakingistoexpressoneselfthefeelingofoneselftheexperienceofoneselfTypeofspeakingtask

38、sconclude(pre-communicativeactivities)and(Communicativeactivities)Designingspeakingtasksconcludemaximumforeigntalk,evenparticipation.highmotivation.rightlanguagelevelThefeatureofspeakingisspontaneousandtime-constraintUnit11Tosummarize,readingaloudandsilentreadingaretwotypesofreadingpractice.Readinga

39、loudhelpsstudentstopracticeoracquiregoodpronunciation,intonation,andbuildupconfidenceinspeaking.Silentreadinghelpsstudentstocomprehendthemeaningtogetinformation.Threekindsofreadingmaterials:fast/rapidreading,intensivereadingandextensivereading.Therearetwobroadlevelsintheactofreading:1.arecognitionta

40、skofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;2.acognitivetaskofinterpretingthevisual文案大全合用文檔information.Threemodelsforteachingreading:bottom-upmodel,top-downmodelandinteractivemodel.Fiveprinciplesforteachingreading:1.Accessiblereadingmaterials.2.Clearpreparedtasks.Developingstudentsre

41、adingstrategies.4.Enoughguidance.5.Promotingthestudentsreadingability.Predictingisanimportantreadingskill.Predictionscanbedonemanydifferentways:predictingbasedonthetitle,predictingbasedonvocabularyandpredictingontheT/Fquestions.Pre-readingactivities:predicting,settingthescene,skimming,andscanning.Wh

42、ile-readingstage:sophisticatedinput,transitiondevice,output,underreferenceandmakingreference.Post-readingactivities:Gap-filling,discussion,roleplay,retellingandwriting.Readingmeanstheconstructionofmeaningfromaprintedorwrittenmessage.論述題1.HowtoBeaGoodEnglishTeacher?TobeagoodEnglishteacherdoesnotonlyd

43、ependonhisorhercommandofthelanguagebutonotherelements.Theseelementscanbecategorizedintothreegroups:ethicdevotion,professionalqualitiesandpersonalstyles.ThesethreeaspectsconstitutetheprofessionalcompetenceofagoodEnglishteacher.However,themostimportantandmostdifficultpartofbeingagoodEnglishteacherisno

44、ttheprofessionalcompetencebutthedevelopmentofit.ThedevelopmentofprofessionalcompetenceforagoodEnglishteacherinvolvestwostagesandagoal.Thefirststageislanguagedevelopment.AllEnglishteachersaresupposedtohaveasoundofEnglish.Aslanguageisthesubjectmatterforalanguageteacherandalsobecauselanguagealwayschang

45、ing,languagedevelopmentcannevercometoanend.Thesecondstageinvolvesthreesub-stages:learning,practice,andreflection.Thelearningstageisactuallythepurposefulpreparationwhichincludes:learningfromothersexperience,learningthereceivedknowledgeandlearningfromonesownexperienceasalearner.Thelearningstageisfollo

46、wedbypracticethatcanbeusedintwosenses.Inonesense,itisashortperiodoftimeassignedtodoteachingpractice.Theothersenseofpracticeistherealclassroomteaching.Teachersbenefitfrompracticeiftheykeeponreflectiononwhatthenhavebeendoing.Ideally,ateachershouldbeabletoattainhisorhergoal,thatistheprofessionalcompete

47、nceaftersomeperiodofpracticeandreflection.Actuallyprofessionalcompetenceisamovingtargetorhorizon,whichprofessionalstravelalltheirprofessionallifebutwhichisnevelfinallyattained.2.Howcanonebecomeagoodlanguageteacher?Themostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmento

48、fprofessionalcompetence,whichisthestateorqualityofbeingadequatelyqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledge,andability.Wallaceusesthefollowingreflectivemodeltodemonstratethedevelopmentofprofessionalcompetence.Themodelisanadaptedversiontoillustratetheprocessofbe

49、comingaprofessionallycompetentteacher.文案大全合用文檔OthersexperienceLanguageReceivedProfessionaldevelopmentPracticeReflectionknowledgecompetenceOwnexperienceStage1Stage2GoalFromtheabovemodel,wecanseethedevelopmentofprofessionalcompetenceforlanguageteacherthreestages.AllEnglishteachersaresupposedtohaveasou

50、ndcommandofEnglish.Aslanguageisthesubjectmatterforlanguageteachersandalsobecauselanguageisalwayschanging,languagedevelopmentcannevercometoanend.Thesecondstageisthemostcrucialstageanditismorecomplicatedbecauseitinvolvesthreesub-stages:learning,practiceandreflection.Learningstagewhichisthepreparationb

51、eforealanguageteacherstartsthepracticeofteaching.Thispreparationcaninclude:learningfromothersexperiencelearningthereceivedknowledgelearningfromonesownexperienceasalearner.Teachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing.However,professionalcompetenceasanultimategoaldoesnotsee

52、mtohaveanend.3.CommunicativeLanguageTeaching(交際英語(yǔ)授課法）Definition:Itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizestheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.Basis:Thetheoryofsociologyandsoc

53、iolinguistics.Principles:Communicationprinciple;Taskprinciple;Meaningfulnessprinciple.Features:Focusondevelopingcommunicativecompetence;Concentrateonusefulandnecessarylanguage;Payattentiontothecommunicativetaskstoachieve;Placeimportanceonthestudentsbeingfluent;Encouragestudentstotakepartintheactivit

54、ies;Understandthestudentsareofdifferentstandards;AwarethatthereisnotjustonekindofEnglish(Variety).4.Task-basedLanguageTeaching(TBLT)文案大全合用文檔TBLTis,infact,afurtherdevelopmentofCommunicationLanguageTeaching(CLT).Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.H

55、owever,ithasstressedtheimportanceofcombiningform-focusedteachingwithcommunication-focusedteaching.(definition)Itstressesholisticandrealisticinputandoutputandthefocusisonthestudentslearning,ratherthanonasetofdiscretelanguageknowledge,andtaskscancontributetowhole-persondevelopment-notjustlinguisticdev

56、elopment.Theattentiontostudentsneeds,interestsandabilitiesmeansthatweshouldvaryourteachingstylestotakeaccountofthedifferentwaysinwhichstudentslearn.(feature)Meritsanddemerits(4points)Basis(依據(jù))Principles(4)Goals(暫無(wú))5.HowtoteachagoodspokenEnglishlesson?TeachingspokenEnglishhaslongbeenattachedwithgreat

57、importance.Certainly,howtogiveagoodspokeEnglishlessonisofsignificance.Firstofall,distinctionsbetweenspokenEnglishandwrittenEnglishshouldbemadeclearly,soastounderstandthefeaturesofspokenlanguage.IntermsofspokenEnglish,itcontainsfourfeaturesasfollows,usinglesscomplexsyntax,takingshortcuts,usingfixedconventionalphrases,andusingdevicessuchasfillers,hesitationdevicet