英语教学法王蔷

1、1.1 How do we learn language？1. We learn language at different ages2. People have different experiences 3. People learn languages for different reasons4. People learn languages in different ways5. People have different capabilities in language learning6. Learning can be affected by the way how langu

2、age is taught7. Learning is affected by the degree of success one is expect to achieve.8. 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. 2What are the major views of lan

3、guage? 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. Learner

4、s 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 maintain soc

5、ial 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 theories

6、 emphasize the nature of human and physical context.Behaviorist theoryn B. F. SkinnerA stimulus-response theory of psychologyAudio-lingual methodn The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and

7、 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 approach to l

8、anguage 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-constructivist theo

9、ryn Vygotsky n “Zone of Proximal Development” (ZPD); scaffolding(脚手架)n Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.1.4What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her com

10、mand of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional quality and personal styles.How can one become a good language teacher?o Wallaces (1991) reflective mo

11、del (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 knowledge3. Lear

12、ning 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 finishes formal e

13、ducationv 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 in real lifeL

14、anguage taught in the classroomTo perform certain communicativefunctionsTo 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 context2.2 What

15、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. Definition: Communicative competence include both the knowledge about the language and the kn

16、owledge about how to use the language appropriately in communicative situations Five components of communicative competence (Hedge 2000)1. Linguistic competence （语言能力）a) The knowledge of language itself, its form and meaning.2. Pragmatic competence （语用能力）a) The appropriate use of language in social

17、context.3. Discourse competence （语篇能力）Ones ability to create coherent written text or conversation and the ability to understand them4. Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.5. Fluency （流利性）Ones ability to link units of speec

18、h together with facility and without strain or inappropriate slowness or undue（过分的，不适当的） 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 CLTThree princi

19、ples 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 language as a structur

20、al system and then learn how to use it in communication.Strong version“Language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities Structural activities Quasi-communicative acti

21、vities类似,准,半Communicative activities (PP22-23) Functional communication activities Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(Main features of communicative activities?)1. Communicative purpose2. Communicative desire3. Content, not form4. Variety

22、of language5. No teacher intervention6. No materials control2.7What 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 communication-focused teaching.2.

23、7.1Four components of a task1. A purpose 2.A context 3.A process 4.A product2.7.2Exercises, exercise-tasks and tasksExercise-tasksare halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item. 2.8Differences between PPP and TBLT1 The way students

24、 use and experience language in TBLT is radically different from PPP.1. Free of language control2. A genuine need to use language to communicate3. A free exchange of ideas4. Appropriateness & accuracy of language form in general, not production of a single form5. A genuine need for accuracy and flue

25、ncy2. TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect:1. A task-established context2. Encouraged to think, analyze, not simply to repeat, manipulate and apply3. A more varied exposure to natural language4. Language forms not pre-selected for

26、 focus5. Learner-free selection of language6. TBL cycle lead from Fluency to accuracy (+fluency)7. In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language i

27、temsStep 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 relates to the design the syllabus for teaching purpose in the classroom.3. The third problem is that w

28、hether 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 very carefully.n The th

29、ird is the culture of learningn The forth is Level of difficultyUnit 3 3.1 A brief history of foreign language teaching in China1. A phase of restoration (1978-1985)2. A phase of rapid development (1986-1992)3. A phase of reform (1993-2000)4. A phase of innovation from 20003.2 Designing principles f

30、or 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 attention to the learning proc

31、ess, 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. 3.3 Goals and objectives of E

32、nglish 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 is further divided into a few s

33、ub-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, awareness and capabilities.The overal

34、l language ability required in the 2001 National English Curriculum includes the following aspectslanguage knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challeng

35、es 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 traditional role of a knowledge transmitter to a mul

36、ti-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) English language teachers are expected to use modern tec

37、hnology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning备课4.1 Why is Lesson Planning Important A lesson plan is a framework of a lesson in which teachers make advancedecisions about what they hope to achieve and how they would like to ach

38、ieve 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 the activities and choose the techniques accordingly;2. Helps t

39、eachers 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 teachers the opportunity to anticipate potential problems so tha

40、t 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 plans in a number of other ways:o To enable the teacher to improv

41、e class timing;o Lesson plans are also an aid to continuing development(plan-practice -reflection)4.2 Principles for Good Lesson Planning1. Aim: the realistic goals for the lesson; what students are able to do by the end of the lesson;2. Variety: different types of activities; a wide selection of ma

42、terials;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 beyond or below the students coping ability will diminish their motivation (Schumann, 1999)5

43、. 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 teachers, it provides a general guidance for language teachersMicro planningPlanning fo

44、r 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 writing their own lesson plans.q Macro planning involves the following：Knowing about the p

45、rofessionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:Background informationTeaching aims Teaching content and skillsStages and proceduresTeaching a

46、idsEnd of lesson summaryOptional activities and AssignmentAfter lesson reflectionUnit 5 Classroom Management 5.1 What is classroom management?Classroom managementis the way teachers organize what goes on in the classroom. (68)the goal of classroom management is to create an atmosphere conducive to (

47、有助于)interacting in English in meaningful ways (Gebhard, 1996). Efficient classroom managementcan be achieved when the following six conditions are met:1. The teacher plays appropriate roles.2. The teacher provides clearer instructions.3. Students are grouped in a way suitable for the learning activi

48、ties.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 roles does the teacher play?1. Controller (what to learn; how to learn)2. Assessor (correcting mistakes; organizing feedback) 3. Organizer (stude

49、nts activities)4. Prompter (when Ss dont know what to do)5. Participant (in Ss activities)6. Resource-providerTeachers roles are not static. They change with the development of the society. o New roles:Teacher as facilitatorsn To create a positive learning environment, use various strategies to moti

50、vate learners, guide students in planning and assessing their learning and develop their learning strategiesTeacher as guiden To activate students prior knowledge; find individual interests and explore potential capabilities; acknowledge and respect individual differences; give each equal opportunit

51、y in learning; evaluate students development fairly from an all-round perspectiveTeacher as researchern To observe a problem, reflect on the reasons, think about possible solutions, implement the solutions and evaluate the resultsQ: How much control is needed?n Appropriate degree of controln Differe

52、nt activities need different degrees of control.n The more communicative an activity is, the less control it needs.Q: What does the teacher do as an assessor?1. Correcting mistakesn The correcting should be gentle, not harsh.2. Organizing feedbackn The feedback should be focused on students success

53、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, anticipated problems; clear instructions given to students (with Ts demonstration)n During the activity: overhear what the students are saying,

54、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 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 stu

55、dents activities?n Monitoring + participating changes the role from an authority to a conversationalist, a good chance for students to practice English with a superiorQ: What do you think of the jug-and-mug metaphor? Although the jug-and-mug method has been widely criticized, the teacher is still co

56、nsidered a good and convenient resource for the students.”A “jugandmug” theory of education是罗杰斯提出来的，也是他强烈批判的。理论大致是说某种教学当中教师(壶)拥有理智和事实性的知识,认为学生(杯)是消极的容器,知识可以灌入其内。是不是有点类似于填鸭式的教学方法。现在越来越强调student-centered的教学模式，这种方法的弊病应该是显而易见的。5.3 How to give effective classroom instructions?Classroom instructions refer

57、 to the type of language 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 toassist understanding;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