王蔷 英语教学法英汉对照ACourseinEnglishLanguageTeaching

1、A 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 communicative functionsInteractional view交互性 as a communicative toolViews on language le

2、arning 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. 2) Condition-oriented theories 强调条件理论emphasize the nature of the human and physical cont

3、ext 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-response theory of psychologyYou can train an animal to do anything(within reason) if you follo

4、w 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 constructs meaning based on his/her own experience and what he/she already knows.Socio-con

5、structivist 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, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative

6、 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, but also what to say to whom and how to say it appropriately in any given situationFive m

7、ain 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, which includes both the knowledge about the language and the knowledge about how to use the

8、language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features: (1)Functional communicative activities: 功能互动活动Identifying pictures Discovering identical pairsDiscovering sequences or locationsDiscovering missing informationDi

9、scovering missing featuresDiscovering secretsCommunicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing t

10、hrough 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 listening and speakingSix criteria for evaluating how communicative classroom activities are: C

11、ommunicative 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 of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language

12、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 process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no

13、communicational resultsExercises, exercise-tasks and tasks:Focus on individual language itemspurposeful&contextualised communicationExercise exercise-task taskHow to design tasks:Think about students needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPr

14、eparing 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 practice to guided practice and exploitation of the texts when necessaryAt the production stage

15、: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 listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the

16、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 educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育2.Promote learn

17、er-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 advocate experiential learning and participation强调学习过程，倡导体验参与5.Attach particular importance to

18、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 objectives in the new National English Curriculum：课程总目标Overall language ability:情感目标Lea

19、rning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: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions

20、; 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 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate fr

21、om 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 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studie

22、s 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：1) A clear lesson plan makes the teacher aware of the aims and language contents of

23、 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 think about how the students can be fully engaged in the lesson. 4) when planning the

24、 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) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Pl

25、ans 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 lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two

26、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 two types of planning. Micro planing should be based on macro planning, and macro plan

27、ing 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 about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background

28、 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; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and

29、 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 class: 1 Controller, 2 Assessor评估者, 3 Organizer ,4 Prompter敦促者 , 5 Participant参与者, 6 Re

30、source-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 for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the clas

31、s3)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 pronunciati

32、on: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 of practicing sounds and their definitions: 1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:(

33、identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3. Production practice 生成性练习: (develop Students ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to s

34、how the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation: rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳

35、法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assiste

36、d by the teacher and the rules are then elicited and taught explicitly.Ur s six factors contribute to successful grammar practice:1) Pre-learning. 2) Volume and repetition(容量/重复). 3) Success-orientation成功性联系. 4) Heterogeneity多样性. 5) Teacher assistance.6) Interest. Two categories 类别of grammar practic

37、e:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students keep an eye on the way newly

38、 learned structures are used in the process.Using prompts for meaningful practice 提示1) Using picture prompts. 2) Using mime 哑剧or gestures as prompts. 3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词 as prompts. 5) Using chained phrases for story telling. 6) Using cr

39、eated situations. Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Recep

40、tive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the m

41、eaning first before it is offered by the teacher.3.Use synonyms or antonyms to explain meanings4.Use lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaning6.Use word formation rules and common af

42、fixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may haveWa

43、ys of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇 2) Spot the differences3) Describe and draw4) Play a game 5)using the Internet resources for more ideas 6) Use word series 单词系列7) Word bingo 9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing

44、 vocabulary learning strategies: 1) Review regularly 2) Guess meaning from context 3) Organize vocabulary effectively 4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Li

45、stener s response 回应5) Speaker s adjustment调节Principles and models for teaching listening:1) Focus on process2) Combine listening and speaking3) Focus on comprehending meaning 4) Grade difficulty level appropriately Three teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the

46、scene设置现场3) Listening for the gist 听力要点 4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记 3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multip

47、le-choice questions 多项选择 2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1) Preparation(2) Dictation 听写(3) Reconstruction. (4) Analysis and correction. Unit 10 Teaching SpeakingPrinciples for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising p

48、ractice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1) Maximum forei

49、gn talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4) Right language level 语言水平相对应Types of speaking tasks:1. pre-communicative activities交际前活动Structural activitiesQuasi-communication activities2. communicative activitiesFunctional communication activitiesSocial interaction activities 人

50、际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Reading aloud&Silent reading The ways of Reading effectively:1.Have a