英語教學法重點術(shù)語英漢對照王薔

ACourseinEnglishLanguageTeachingUnit1LanguageandLearningViewsonlanguage語言觀Structuralview結(jié)構(gòu)主義asalinguisticsystemfunctionalview功能主義asalinguisticsystembutalsoameansfordoingthings,baseoncommunicativefunctionsInteractionalview交互性asacommunicativetoolViewsonlanguagelearningandlearningingeneralProcess-orientedtheories過程指向論concernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.Condition-orientedtheories強調(diào)條件理論emphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.Behaviouristtheory行為主義理論=audio-lingualmethod聽說教學法Astimulus-responsetheoryofpsychologyYoucantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.Cognitivetheory認知主義理論communicateapproach交際法Constructivisttheory結(jié)構(gòu)主義理論Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperienceandwhathe/shealreadyknows.Socio-constructivisttheory社會結(jié)構(gòu)主義理論EmphasisesinteracionandengagementwiththetargetlanguageinasocialcontextAgoodlanguageteacherEthicdevotion,professionalqualitiesandpersonalstyles品德節(jié)操，職業(yè)素質(zhì)和個性特征Learning,practice,andreflectionUnit2CommunicativePrinciplesandActivitiesCLT=CommunicativeLanguageTeaching交際語言教學法TBLT=Task-basedLanguageTeaching任務(wù)型教學法PPP=thePresentation,PracticeandProduction呈現(xiàn)，操練，展出CommunicativecompetenceEntailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituationFivemaincomponentsofcommunicativecompetenceLinguisticcompetence語言能力Pragmaticcompetence語用能力Discoursecompetence語篇能力Strategiccompetence策略能力Fluency語言順暢CLTGoal:todevelopstudents'communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.Principles:CommunicativeprincipleTaskprincipleMeaningfulnessprincipleMainfeatures:(1)Functionalcommunicativeactivities:功能互動活動IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequencesorlocationsDiscoveringmissinginformationDiscoveringmissingfeaturesDiscovering"secrets"CommunicatingpatternsandpicturesCommunicativemodelsDiscoveringdifferencesFollowingdirectionsReconstructingstory-sequencesPoolinginformationtosolveaproblem(2)Socialinteractionactivities:社會交往活動Role-playingthroughcueddialoguesRole-playingthroughcuesandinformationRole-playingthroughsituationandgoalsRole-playingthroughdebateordiscussionLarge-scalesimulationactivities模仿Improvisation即興創(chuàng)作Notes:NospecificactivitiesalmostaboutlisteningandspeakingSixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare:Communicativepurpose:informationgapCommunicativedesire:realneedContent,notform:messageVarietyoflanguageNoteacherintervention干涉NomaterialscontrolTBLTDefinition:ReferstoanapproachbasedontheuseoftaskasthecoreunitofinstructioninlanguageTBLT:pre-task,taskcycle,languagefocusDefinitionofatask:Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Fourcomponentsofatask:Apurpose:focusoncontent,notformAcontext:informationgapAprocess:problemsolvingreasoning,inquiring,conceptualisingandcommunicatingAproduct:nocommunicationalresultsExercises,exercise-tasksandtasks:Focusonindividuallanguageitems→purposeful&contextualisedcommunicationExercise→exercise-task→taskHowtodesigntasks:Thinkaboutstudents’needs,interests,andabilitiesBrainstormpossibletasksEvaluatethelistChoosethelanguageitemsPreparingmaterialsPPPmodelAtthepresentationstage:TheteacherintroducesnewvocabularyandgrammaticalstructuresinwhateverwaysappropriateAtthethepracticestage:ThelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessaryAttheproductionstage:Thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicationtasks.Notes:Grammar-TranslationMethod:語法翻譯法readingandwritingTheAudio-LingualMethod:聽說教學法speakingandlistening;dialoguesanddrills對話和操練Unit3theNationalEnglishCurriculum課程標準Itwasinthe1993syllablesthatthewordcommunicationwasusedintheobjectivesofteachingforthefirsttime.TheSixDesignprinciplesfortheNationalEnglishCurriculumforNine-yearCompulsoryEducation:foreducatingallstudents,andemphasisequality-orientededucation面向全體學生，注重素質(zhì)教育learner-centredness,andrespectindividualdifferences突出學生主體，尊重個體差異competence-basedobjectives,andallowflexibilityandadaptability整體設(shè)計目標，體現(xiàn)靈活開放closeattentiontothelearningpro-cess,andadvocateexperientiallearningandparticipation強調(diào)學習過程，倡導體驗參與particularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence注重過程評價，強調(diào)能力發(fā)展learningresources,andmaximiseopportunitiesforlearningandusingthelanguage開發(fā)課程資源，拓展學用渠道FrameworkofobjectivesinthenewNationalEnglishCurriculum：課程總目標Overalllanguageability:情感目標Learning學習策略情感目標Affect情感態(tài)度語言目標Cultural文化意識語言目標能力目標Language語言知識能力目標Languageskills語言技能Learning:Cognitive;Selfmanagement;Communication;ResourcingAffect:International;Perspective;Patriotism;Confidence;MotivationCultural:Knowledge;understanding;AwarenessLanguage:Phonetics;Grammar;Vocabulary;Functions;TopicsLanguageskills:Listening;Speaking;Reading;WritingThedesignofthenewNationalEnglishCurriculumLevel1:Grade3-4Level2:Grade5-6;basicrequirementsfor6thgradersGraduatefromprimaryschoolLevel3:Grade7/Junior1Level4:Grade8/Junior2Level5:Grade9/Junior3GraduatefromjuniorhighschoolAboveisduringCompulsoryEducationLevel6&Level7:requiredofeveryseniorhighschoolstudents2tracksofelectivecourse:Track1:level8&level9Track2:fromthebeginningofsenior1Electivecourses:Specializedskillcourses;ESPcourses應(yīng)用類;Culturalandliterarystudiescourses欣賞類etc.Unit4LessonPlanningAlessonplan:教案Aframeworkofalessoninwhichteachersmakeadvancedecisionaboutwhattheyhopetoachieveandhowtheywouldliketoachieve.Benefitsfromlessonplanning：1)Aclearlessonplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.2)Italsohelpstheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother.3)Theteachercanalsothinkabouthowthestudentscanbefullyengagedinthelesson.4)whenplanningthelesson,theteacheralsobecomesawareoftheteachingaidsthatareneeded.5).Lessonplanninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.6)Theteachersoonlearntojudgelessonstagesandphaseswithgreateraccuracy.7)Plansarealsoanaidtocontinuingimprovement.8)Afterthelesson,theteachercanaddanevaluationtotheplan,identifyingthosepartswhichwentwellandthosewhichwerelesssuccessful.Principlesforgoodlessonplanning:Aim;Variety;Flexibility;Learnability;Linkage目標性；多樣性；靈活性；可學性；連接性Twolevelsoflessonplanning:macroplanningandmicroplanning宏觀備課和微觀備課Macroplanning:planningoveralongerperiodoftimeMicroplanning:planningforaspecificunitoralessonThereisnoclearcutbetweenthesetwotypesofplanning.Microplaningshouldbebasedonmacroplanning,andmacroplaningisapttobemodifiedaslessongoon.Macroplanninginvolvesthefollowing:KnowingabouttheprofessionKnowingabouttheinstitutionKnowingaboutthelearnersKnowingaboutthecurriculum/syllabus教學大綱KnowingaboutthetextbookKnowingabouttheobjectivesComponentsofalessonplan:information背景資料aims:教學目標Languageobjectives;Abilityobjectives;Moralobjectivescontentsandskills語言的內(nèi)容和技巧Stagesandprocedures:Greetings;Awarm-up;PPPmodel/TBLTmodel;Summary;Homework/Assignmentaids教學手段oflessonsummary總結(jié)activitiesandassignmentslessonreflection:Feelingsaboutthelesson;students’performances;unexpectedincidents;surprisethingsUnit5ClassroomManagementTheroleoftheteacher:Beforetheclass:PlannerDuringtheclass:1Controller,2Assessor評估者,3Organizer,4Prompter敦促者,5Participant參與者,6Resource-providerAftertheclass:EvaluatorTeacher’snewroles:Facilitators促進者;guides;researchersThemostcommonstudentsgroupings:WholeclassworkPairworkGroupworkIndividualstudyHarmer’ssuggestionsonmeasuresforindisciplinedactsandbadlybehavingStudents:1)Actimmediately2)Stoptheclass3)Rearrangetheseats4)Changetheactivity5)TalktoSsafterclass6)Usetheinstitution制度InordernottohurttheStudents,Ur’sadviceonproblemsinclass:1)Dealwithitquietly2)Don’ttakethingspersonally對事不對人3)DonotusethreatsUnit6TeachingPronunciationThegoalsofteachingpronunciation:目的Consistency連貫性:TobesmoothnaturalIntelligibility可理解性:TobeunderstandabletothelistenersCommunicativeefficiency交際效率性:Tohelpconveythespeakers’meaningWaysofpracticingsoundsandtheirdefinitions:onasound單音練習:(soundsdifficulttolearn)practice知覺/領(lǐng)會性練習:(identify/distinguishdifferentsounds):Whichorder;Sameordifferent;Oddoneout;CompletionProductionpractice生成性練習:(developStudents’abilitytoproducesounds):Listenandrepeat;Fillintheblanks;Makeupsentences;Usemeaningfulcontext;Usepictures;UsetonguetwistersThreewaystoshowthestressofwords,phrasesandsentences:UsegesturesUsethevoiceUsetheblackboardTwowaystomakeintonation:rising/fallingarrows;drawlinesUnit7TeachingGrammarThreewaysofgrammarpresentation:演示法Deductivemethod演繹法Itreliesonreasoning,analysingandcomparingInductivemethod歸納法Theteacherprovideslearnerswithauthenticlanguagedataandinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.Guideddiscoverymethod引導發(fā)現(xiàn)法Itissimilartotheinductivemethodbutdifferentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.Ur’ssixfactorscontributetosuccessfulgrammarpractice:1)Pre-learning.2)Volumeandrepetition(容量/重復).3)Success-orientation成功性聯(lián)系.4)Heterogeneity多樣性.5)Teacherassistance.6)Interest.Twocategories類別ofgrammarpractice:Mechanicalpractice機械性練習Itinvolvesactivitiesthatareaimedatformaccuracy.InSubstitutiondrills替換練習InTransformationdrills轉(zhuǎn)移變形練習Meaningful/communicativepractice有意義/交際性練習Itfocusesontheproduction,comprehensionorexchangeofmeaningthoughthestudents‘keepaneyeon’thewaynewlylearnedstructuresareusedintheprocess.Usingpromptsformeaningfulpractice提示Usingpictureprompts.2)Usingmime啞劇orgesturesasprompts.3)Usinginformationsheet信息表asprompts.4)Usingkeyphrasesorkeywords關(guān)鍵短語/單詞asprompts.5)Usingchainedphrasesforstorytelling.6)Usingcreatedsituations.Unit8TeachingVocabularyKnowingawordinvolveswhat:PronunciationandstressSpellingandgrammaticalpropertiesMeaningHowandwhentouseittoexpresstheintendedmeaningDenotativemeaning指示意義Connotativemeaning內(nèi)涵意義Collocations搭配Synonyms,antonyms,hyponyms近義詞，反義詞，下位詞Receptiveandproductivevocabulary接受性和產(chǎn)出性詞匯Waysofpresentingvocabulary:呈現(xiàn)詞匯的方法toprovideavisualorphysicaldemonstrationwheneverpossible,usingpictures,photos,videoclips,mimeorgesturestoshowmeaning.averbalcontexttodemonstratemeaning.Thenaskstudentstotellthemeaningfirstbeforeitisofferedbytheteacher.synonymsorantonymstoexplainmeaningslexicalsetsorhyponymstoshowrelationsofwordsandtheirmeaningsandexemplify,especiallywithtechnicalwordsorwordswithabstractmeaningwordformationrulesandcommonaffixestobuildnewlexicalknowledgewhatisalreadyknownvocabularyinchunks.aboutthecontextinreallifewherethewordmightbeused.aboutprovidingdifferentcontextforintroducingnewwordsforpossiblemisunderstandingorconfusionthatstudentsmayhaveWaysofconsolidatingvocabulary鞏固詞匯的方法1)Labeling標注詞匯2)Spotthedifferences3)Describeanddraw4)Playagame5)usingtheInternetresourcesformoreideas6)Usewordseries單詞系列7)Wordbingo9)wordassociation自此聯(lián)想10)findsynonymsandantonyms11)categories12)Usingwordnet-work網(wǎng)狀圖Developingvocabularylearningstrategies:1)Reviewregularly2)Guessmeaningfromcontext3)Organizevocabularyeffectively4)UselearnedvocabularyUnit9TeachingListeningThecharacteristicsoflisteninginreallife(adaptedfromUr,1996:106-7):1)Spontaneity自發(fā)性2)Context環(huán)境3)Visualclues視覺線索4)Listener’sresponse回應(yīng)5)Speaker’sadjustment調(diào)節(jié)Principlesandmodelsforteachinglistening:Focusonprocess2)Combinelisteningandspeaking3)Focusoncomprehendingmeaning4)GradedifficultylevelappropriatelyThreeteachingstagesactivities:聽前活動1)Predicting預測2)Settingthescene設(shè)置現(xiàn)場3)Listeningforthegist聽力要點4)Listeningforspecificinformation細節(jié)理解activities1)Nospecificresponses2)Listenandtick標記3)Listenandsequence順序4)Listenandact5)Listenanddraw6)Listenandfill填寫7)Listenandtakenotesactivities聽后活動1)Multiple-choicequestions多項選擇2)Answeringquestions3)Note-takingandgap-filling填空DictoglossPreparation(2)Dictation聽寫(3)Reconstruction.(4)Analysisandcorrection.Unit10TeachingSpeakingPrinciplesforteachingspeakingaccuracy-basedwithfluency-basedpracticespracticepracticeupconfidencemeaningfulinteractionsstudentsdevelopspeakingstrategiesthebestuseofclassroomlearningenvironmenttoprovidesufficientlanguageinputandpracticeforthestudentsDesigningspeakingtasks:Maximumforeigntalk盡可能用外語交談Evenparticipation平等參與Highmotivation高積極性Rightlanguagelevel語言水平相對應(yīng)Typesofspeakingtasks:pre-communicativeactivities交際前活動StructuralactivitiesQuasi-communicationactivitiescommunicativeactivitiesFunctionalcommunicationactivitiesSocialinteractionactivities人際互動SomeSpeakingactivitiesControlledactivitiesSemi-controlledactivitiesCommunicativeactivitiesInformation-gapactivitiesDialoguesandrole-play對話和角色扮演ActivitiesusingpicturesProblem-solvingactivitiesUnit10TeachingReadingTwotypesofreadingp