英语教学法教程主要知识点归纳 (自动保存的)

1、Unit 1Knowledge: sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills: listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。Views on language： 1、Structural view （language competence）The

2、 founder： Saussure The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology） 2、sound combinations（morphology）3、 meaning for communication（syntax）Learning the language is to learn the structural items，study the inner structure and

3、 rule of language，ignore the social functions of the language。2 、Functional view Representative： Johnson、marrow、swain canal (the core: grammar) The function view not only sees language as a linguistic system but also a means for doing things Learners learn a language in order to be able to doing thi

4、ngs with it Use the linguistic structure to express functions3、Interactional view （communicative competence） Emphasis：appropriateness Language is a communicative tool，which main use is to build up and maintain social relations between people Learners need to know the rules for using the language in

5、certain context The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications： 1、a good command of spoken and written language 2、formulate theory presupposition 3、language background and experience 4、know how languages are learnt 5、the ab

6、ility to use methods in various situations 6、deep understanding of cultural background 7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion， professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationshi

7、p between language and thinking.1) Thinking in language2) Language is necessary for thought.3) Language acquisition(语言习得)4) Learners in their earlier years acquire control over essential structure of their language without special teaching and learning in a effortless and almost an unconscious way (

8、like the formation of a habit) people prefer first language acquisition to first language learning.2. Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input-absorb-output Language learning is not just stimulate-reflection, but the using of our subjective cap

9、abilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learners own knowledge and experience.S -AT-R(刺激) (反应)Stimulus: assimilation and accommodation 把外部知识纳入自身 纳入自身后也不相符，就要对原有知识进行改变

10、，也就是一种原有知道和外部知识保持联系的创新的过程。Unit 21. CLT（交际英语教学）: it is an approach that considers the functional and social factors in language, emphasizes that the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through language use.The ba

11、sis: the theory of sociology and sociolinguistic.2. Language has two functions: A. the transactional functionto express the context B. the interactional(相互影响的) functionto show social relations and personal attitudeLanguage is used to perform certain communication functions; use all skills: A. Recept

12、ive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills.3. Traditional pedagogy (传统教学法): focus on the forms of language.4. Traditional c

13、lass VS. CLTListening: to the teacher, to the tape sth.unpredictable, sth.authentic, sth.meaningfulReading: learning language get information, exact meaning, different skillsSpeaking: repeating, answering, retelling sth.creating, express oneselfWriting: composition, translation write to express ones

14、elf, ones feeling, ones thought; write what people write in the way people write.5. Linguistic Competence (= language com.)Chomsky: tacit knowledge of language structures and the ability to use the knowledge to understand and produce language.6. Communicative CompetenceBoth knowledge about the langu

15、age and the knowledge about how to use the language in communicative situation appropriately. 7. Features of CLT:1. focus on developing communicative competence2. Focus on useful and necessary language3. Pay attention to the communicative task 4. Place importance on students being fluent5. Encourage

16、 students to take part in activities6. Understand the students are of different stand7. Aware that there is not just one kind of English8. Merits of CLT:1. likely to give the students all skills2. More relevant3. Less waste of time and effort9. Demerit of CLT:1. make great demands upon the professio

17、nal training and skills of the teacher2. Difficult to cheek what student have leart3. Dont offer the teacher the security of the textbook Unit 41. What is teaching?Teaching means ensuring that the students have learnt or mastered what is being taught through a proper sequence of steps, so the teache

18、r should carefully prepare the lessons, arrange the steps, made full use of every second in class.2. Principles for good lesson planning A. Aim B. Variety C. Flexibility D. learning ability E. linkage3. Macro planning involves the following: A. the analysis of the school B. the analysis of the stude

19、nts (information, background) C. the analysis of the syllables (教学大纲).（principle, purpose, requirement） D. the analysis of the textbook (教材分析) Ethe teaching methods and reform(教学方法及其改革) Fthe teaching objective and arrangement(整体教学目标及安排)4. Components of a lesson plan: A. Background information B Teac

20、hing aims C. Language contents and skills D. stages and procedures E. Teaching aids F. End of lesson summary G. Optional activities and assignments H. After lesson reflection5. How to make a micro plan. A. The teaching aims and demands (ability, knowledge) B. The teaching contents a. vocabulary , ph

21、rase b. structure c. grammar d. skills C. The teaching important and difficult points D. The teaching methods and aims E. The teaching procedure a. stage 1: warm-up activities b. stage 2:( step1: presentation -step 2: pratice-step3: production) c .stage 3: lesson summary d. stage 4: assignments/opti

22、onal activities e. stage 5: after class reflectionUnit 5. The role of the teacher (based on the function of the teacher):1. Controller: control the pace, the time, the target language, the student.2. Assessor: two things a. as corrector: correct the mistakes, organizing feed back the learnersb. as e

23、valuator: to create a success-oriented learning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provide: as a walking dictionary. Rules

24、 for making instructions effective:1. simple 2. natural 3. target language/body language 4. give time to get used to listening to English 5. Model the tasks/activities before doing them clear instructions. The common student groupings are: a. whole class work; b. pair work; c. group work; d. individ

25、ual study. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective哪些因素影响学生纪律：1.teachers behaviora . choice of methodologyb. teachers preparation for the learnersc. interpersonal relationship with the learners2. motivation/

26、purpose/ desire/ surrounding. How to maintain the discipline:1. create a code of behavior2. be consistent in applying the rules3. be friendly and talk to students4. immediately action 5. be fair to everyone deal with problems impersonally . Measures for indisciplined acts and badly behaving students

27、:（P81）1. act immediately2. stop the class3. rearrange the seats4. change the activities5. talk to students after class6. create a code of bahaviour. Advice about problems on class: (P81)1. deal with it quietly2. dont take things personally3. dont use threats. Question in the classPurpose:1. to focus

28、 on the students attention; 2. to invite thinking and imagination; to check the understanding; 3. to simulate the students to recall information; 4. to challenge students; 5. to assess learningTypes of question (P83)1. close question- only one answer2. open question- many different answer. Dealing w

29、ith errors 1. Mistake- with nothing to do with language competence (caused by carelessness self-correction)2. Error- has sth to do with the language competence (caused by lacking of knowledgebe dealt with the help of the teacher and other classmates)3. Dealing with spoken errorsa. fluency activity -

30、after the activityb. accuracy activity -while the activity4. How to correcta. indirect teacher correction b. direct teacher correction c. self-correctiond. peer- correctionUnit 61. The role of pronunciation 2 views:a. pronunciation will take care of itself neednt teach pronunciationb. poor pronuncia

31、tion is a great hindrance in language learning For Chinese: pronunciation is important depend on a. Chinese is different from Englishb. Chinese have little exposure to English2. The goal of teaching pronunciation We can never get the native-like pronunciation a. Critical Period Hypothesis b. the amo

32、unt of exposurec. biological and physiological differences our realistic goal of teaching pronunciation (P93)a. Consistency b. Intelligibility c. Communicative efficiency3. Aspects of pronunciation focus on sounds, stress and intonation, these change the meaning of a sentence The ways of teach pronu

33、nciation: Step1. Giving model Step2. Imitating Step3. Checking (explaining) Step4. Giving examples Step5. Comparing Step6. Meaningful practice Unit 71 There are different ways of presenting grammar in classroom: The deductive method, the inductive method, and the discovery method.2 Pennington propos

34、es a synthesis approach to grammatical pedagogy. She emphasized that grammar teaching should be “ collocational, constructive, contextual and contrast” ( 4 C )3 Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative practice The deductive method:Ste

35、p: 1 presentation of the grammar rules 2 study of the examples 3 conclusion 4 drillsThe guided discovery method:Step: 1 presentation of contextualized scenarios illustrating a specific structure 2 induce students to find the rules structures 3 teach/learn the new rules structures 4 drillsThe role of

36、 Grammar 1) Grammar competence is one component of communicative copentence2) Grammar makes expression formal, accuracy3) Instructive learns are found to outperform uninstructed learnersUnit 81. Item of vocabulary:words, compounds, phrases, idioms A: passive/receptive words :words that can be recogn

37、ized or compared in reading and listening but can not be used automatically in speaking and writing. B: active/productive words: words that can be recognized and also be used in speech and writing by learners.2. Aspects of learning a word:A: pronounciation (stress+sound)B: form ( spelling+grammatica

38、l properties)C: meaning (denotative meaning +connotative meaning)D: usage (collocation,synonyms,antonyms,hyponyms)3. Ways to show meaning:A:using visuals(real object,pictures,drawings.etc.)B:giving examplesC:using the learnier on language 4. Implications for teaching vocabulary: A:both denotative an

39、d connotative meaningsB:in contexts C:in groups of reflected words D:word formation is useful in developing E:vocabulary F:difference between passive and active ways 5.Some concepts:A:denotative meaning of a word refers to that we use to label things as regards real objects.B:connotative meaning of

40、a word refers to the attitude or emotions of a language user. C:collocation:refers to words that concur with high frequency and have been accepted as ways for the use of words .6. Way of presenting vocabulary 1)provide a visual or physical demonstration whenever possible 2)provide a verbal context t

41、o demonstrate meaning 3)use synonyms or antonyms to explain meaning 4)use lexical sets or by ponyms to show relation of words and meanings. 5)translate and examplify 6)use word formation.etc.Unit 91. Why do listening come first?A. students impossible to produce a sound doesnt exist in their mother t

42、ongue.B. students impossible to produce a sound with the right stress, rhythm, intonation without providing them a model.2. The essence of listeningIt is perfectly possible to hear, but here “hear” is not listening, similarly it is possible to listen, but not understand, listening means comprehend w

43、hat you hear.3. Why does listening seem so difficult?The difficulties: A, quickly forget what is heardB, dont recognize the words you knowC, understand the words but not the intended messageD, while thinking about the meaning, neglect the next partE, cant form the mental representationUnit10Speaking

44、 is the skill that the students will be judge upon most in real-life situation Speaking is to express oneselfthe feeling of oneself the experience of oneself Type of speaking tasks conclude (pre-communicative activities) and (Communicative activities)Designing speaking tasks conclude maximum foreign

45、 talk, even participation. high motivation . right language level The feature of speaking is spontaneous and time-constraint Unit 11 1. To summarize, reading aloud and silent reading are two types of reading practice.2. Reading aloud helps students to practice or acquire good pronunciation, intonati

46、on, and build up confidence in speaking. Silent reading helps students to comprehend the meaning to get information.3. Three kinds of reading materials: fast/rapid reading, intensive reading and extensive reading.4. There are two broad levels in the act of reading: 1. a recognition task of perceivin

47、g visual signals from the printed page through the eyes; 2. a cognitive task of interpreting the visual information.5. Three models for teaching reading: bottom-up model, top-down model and interactive model.6. Five principles for teaching reading: 1. Accessible reading materials. 2. Clear prepared

48、tasks. 3. Developing students reading strategies. 4. Enough guidance. 5. Promoting the students reading ability.7. Predicting is an important reading skill.8. Predictions can be done many different ways: predicting based on the title, predicting based on vocabulary and predicting on the T/F question

49、s.9. Pre-reading activities: predicting, setting the scene, skimming, and scanning.10. While-reading stage: sophisticated input, transition device, output, under reference and making reference.11. Post-reading activities: Gap-filling, discussion, role play, retelling and writing.12. Reading means th

50、e construction of meaning from a printed or written message.论述题1. How to Be a Good English Teacher? To be a good English teacher does not only depend on his or her command of the language but on other elements. These elements can be categorized into three groups: ethic devotion, professional qualiti

51、es and personal styles. These three aspects constitute the professional competence of a good English teacher.However, the most important and most difficult part of being a good English teacher is not the professional competence but the development of it. The development of professional competence fo

52、r a good English teacher involves two stages and a goal.The first stage is language development. All English teachers are supposed to have a sound of English .As language is the subject matter for a language teacher and also because language always changing, language development can never come to an

53、 end.The second stage involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation which includes: learning from others experience, learning the received knowledge and learning from ones own experience as a learner. The learning stage is fo

54、llowed by practice that can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice. The other sense of practice is the real classroom teaching. Teachers benefit from practice if they keep on reflection on what then have been doing. Ideally, a teacher shoul

55、d be able to attain his or her goal, that is the professional competence after some period of practice and reflection. Actually professional competence is a moving target or horizon, which professionals travel all their professional life but which is nevel finally attained.2. How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of sk