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UnitlLanguageandLanguageLearning
1.1Howdowelearnlanguage?(如何学习语言)
Muchofhumanbehaviorisinfluencedbytheirexperiences.Theway
languageteachersteachintheclassroomistosomeextentinfluencedby
thewaytheylearnedlanguages.
1.2Viewsonlanguage(学习观)
Structural结构观Tolearnalanguagemeanstolearnthese
viewstructuralitemssoastobeabletounderstand
andproducelanguage.
Functional功能观Thefunctionalviewnotonlyseeslanguageasa
viewlinguisticsystembutalsoameansfordoing
things.Therefore,learnerslearnalanguagein
ordertobeabletodothingswithit.
International互动交Theinteractionalviewconsiderslanguagetobe
view互观acommunicativetool,whosemainuseisto
buildupandmaintainsocialrelationsbetween
people.Therefore,learnersnotonlyneedto
knowthegrammarandvocabularyofthe
languagebutasimportantlytheyneedtoknow
therulesforusingtheminawholerangeof
communicativecontexts.
1.3Viewsonlanguagelearningandlearningingeneral
Now,theresearchaboutlanguagelearningtheoriescanbebroadly
dividedintotwoparts.TheyareProcess-orientedtheoriesand
Condition-orientedtheories.Someresearchersattempttoformulate
teachingapproachesdirectlyfromthesetheories.Forexample,the
NaturalApproach,TotalphysicalResponse,andtheSilentWayare
basedononeormoredimensionsofprocessesandconditions.Hereare
Whatisdoneintheseprocesses.
Behaviourist行为主InthistheoryallBehavioural
theory义理论complexformsofpsychologist
behavior-motions,Skinner(斯
habits,andsuch-areseen金纳----行
ascomposedofsimple为心理学家
muscularandglandular)
elementsthatcanbe
observedandmeasured.
Cognitive认知语ThetermcognitivismisNoam
theory言学理oftenusedlooselytoChomsky(诺
论describemethodsinwhich姆.乔姆斯基
studentsareaskedtothink——美国哲
ratherthansimplyrepeat.学家)
Languageisnotaformof
behavior,itisanintricate
rule-basedsystemanda
largepartoflanguage
acquisitionisthelearning
ofthissyetem.
Constructivist结构主ThetheorybelievesthatJohnDewey
theory义理论learningisaprocessin(约翰・杜威
whichthelearner——美国哲
constructsmeaningbased学家,教育
onhis/herown家)
experiencesandwhat
he/shealreadyknows.
Socio-社会结Thetheoryemphasizes\^gotsky(维
constructivist构主义interactionand果茨基/维
theory理论engagementwiththe果斯基----
targetlanguageinasocial前苏联心理
contextbaseonthe学家)
conceptof"Zoneof
ProximalDevelopment9
(ZPD)andscaffolding.
1.4Whatmakesagoodlanguageteacher?(好教师的素质要素)
①Ethicdevotion©Professionalqualities©Personalstyles
1.5Howcanwebecomeagoodlanguageteacher?(如彳可成为一名好的语
言老师)
Themostimportantanddifficultpartofthemakingofagood
languageteacheristhedevelopmentofprofessionalcompetence,
whichisthestateorqualityofbeingadequatelyqualifiedforthe
profession,andarmedwithaspecificrangeofskills,strategies,
knowledge,andability.
Teacher9sprofessionaldevelopment
Stagel(第LanguageAllEnglishteacherare
一步)developmentsupposedtohaveasound
commandofEnglish.
Stage2(第LearningLearningfromother9s
二步)experiences.(Empirical
knowledgegainedthrough
readingandobservations).
Learningthereceived
knowledge.(Languagelearning
theories,educational
psychology,languageteaching
methodology,etc.)
Learningfromone'sown
experiencesasalearner.
Practice①Pseudopractice.
②Therealclassroomteaching.
Reflection①Reflectaftertheyfinisha
certainperiodofpractice.
②Reflectwhiletheyaredoing
thepractice.
GoalProfessionalProfessionalcompetenceisa
competence'movingtargetorhorizon,
towardswhichprofessionals
travelalltheirprofessionallife
butwhichisneverfinally
attained.9(Wallace,1991:58)
1.6Anoverviewofthebook
UnitlServesasanintroductionforsettingthescenefor
thismethodologycourse.
Unit2IntroducethebasicprinciplesofCLTandactivities
followedbyanintroductiontotask-based
approach.
Unit3AnewunitwhichfocusesonthenewNational
EnglishCurriculum.
Unit4,5Lessonplanningand
classroommanagement.
Unit6,7,8Theteachingoflanguage
components.(pronunciation,grammarand
vocabulary)
Unit9,10,ll,12Theteachingoffourskills.(listening,speaking,
readingandwriting)
Unitl3Integrationoffourskills.
Unitl4Moraleducation
Unit15Languageassessment
Unitl6,17Learnersdifferencesandlearnertraining.
Usingandcreatingresources.
Unitl8Themostbasicthingsintheevaluation,selection
andadaptationoftextbooksusedinlanguage
teachingandlearning.
Unit2CommunicationPrinciplesandTask-basedLanguageTeaching
2.1Languageuseinreallifevs.traditionalpedagogy
InreallifeIntheclassroom
HowislanguageLanguageisusedtoFocusontwolanguage
used?/taught?performcertainskillsandignoretheothers.
communicative
functions.
WhatpartsofLanguageisusedinaTendstoisolatelanguage
languagearecertaincontext.fromitscontext.
used/taught?
2.2Whatiscommunicativecompetence?
communicativecompetenceincludesboththeknowledgeaboutthe
languageandtheknowledgeabouthowtousethelanguageappropriately
incommunicativesituation.
FivemaincomponentsofCommunicativecompetence
Linguistic语言能力Itinvolvesspelling,pronunciation,
competencevocabulary,wordformation,
grammaticalstructure,sentence
structureandsemantics.
Pragmatic语用能力Itconcernedwiththeappropriateuse
competenceofthelanguageinsocialcontext.
Thatmeans"Whentospeak,when
not,whattotalkaboutwithwhom,
when,whereandinwhat
manner.9(Hedge)
Discourse语篇能力Itisone'sabilitytoexpressorto
competenceunderstandatopiclogicallyand
coherently.Suchas:6first9,"second9,
6atlast9,'toputinotherwords9,4by
thesametoken9andsoon.
Strategic策略能力Itmeansonecancompensateforthis
competencebysearchingforothermeansof
expression,suchasusingasimilar
phrase,usinggestures,orusinga
longerexplanation.
Fluency流利性Itmeansone'sabilityto"linkunitsof
speechtogetherwithfacilityand
withoutstrainorinappropriate
slownessorundue
hesitation9(Hedge)suchas:4inmy
opinion9,4bythesametoken9,'to
makealongstoryshort9,etc.
2.3Implicationsforteachingandlearning(略)
2.4PrinciplesofCommunicativeLanguageTeaching(CLT)
1)Communicationprinciple:Activitiesthatinvolvesrealcommunication
promotelearning.
2)Taskprinciple:Activitiesinwhichlanguageisusedforcarryout
meaningfultaskspromotelearning.
3)Meaningfulnessprinciple:Languagethatismeaningfultothelearner
supportsthelearningprocess.
2.5CLTandtheteachingoflanguageskills
InacommunicativeInatraditionalclassroom(In
classroom(CLT)traditionalpedagogy)
Listening&StudentsshouldhavetheStudentslistentotextseither
Speakingchancetolistentoandreadbytheteacherorpre
producewhatisrecordedonthetape;repeat
meaningful,authentic,whatisheard;answer
unpredictable,andquestionsaccordingtowhat
creativeifpossible.isheard;produceresponses
basesongivencues;retell
whatisheard,etc.
ReadingReadingistoextractReadingistolearnlanguage,
meaningorinformationnamelyvocabulary,
andthelearningofgrammar,etc.Thereading
grammarandskillinvolvedmightbe
vocabularyistodecoding,structural
facilitatesuchaprocess.analyzing,etc.
Studentsusedifferent
skills,suchasskimming,
scanning,etc.
WritingStudentsshouldhavetheWritingignoresits
chancetowritetocommunicativegoals.
expresstheirownStudentsjustimitatethe
feelingsordescribetheirsamplesofwriting.
ownexperiences,thus
makingthepracticeof
writingmeaningfuland
authentic.
2.6MainfeaturesofCommunicativeactivities
ThestyleofcommunicativeMainfeaturesofcommunicative
activitiesactivitiesforevaluation
Functionalcommunicative1)Communicativepurpose
activities2)Communicativedesire.
Socialinteractionactivities3)Content,notform.
4)Varietyoflanguage.
5)Noteacherintervention.
6)Nomaterialcontrol.
2.7Task-basedLanguageTeaching(TBLT)
Task-basedLanguageTeachingis,infact,afurtherdevelopmentof
CommunicativeLanguageTeaching.
2.7.1DefinitionsofataskW
KindsofteachingFocusofeachmethodTip
methods
GrammarTranslationFocusonaccuracy.(关Activities#:
Method(GTM)注精确性)tasks(活动不
CommunicativeFocusonfluency.(关等于是任务)
LanguageTeaching注流利度)
Method(CLT)
Task-basedLanguageFocusonaccuracyand
Teaching(TBLT)fluency.(既关注精确
性又关注流利度)
2.7.2Fourcomponentsofatask.
1)Apurpose:makingsurethestudentshaveareasonforundertakingthe
task.
2)Acontext:thiscanbereal,simulated,orimaginary,andinvolves
sociolinguisticissuessuchasthelocation,theparticipantsandtheir
relationship,thetime,andotherimportantfactors.
3)Aprocess:gettingthestudentstouselearningstrategiessuchasproblem
solving,reasoning,inquiring,conceptualizingandcommunicating.
4)Aproduct:therewellbesomeformofoutcome,eithervisible(written
plan,aplay,aletter,etc.)orinvisible(enjoyingastory,learningabout
anothercountry,etc.)
2.7.3Exercises,exercise-tasksandtask
I/f批注[yzl]:
exerciseexercise-tasktask
2.8PPPandTask-basedLanguageTeaching
ManyteachersmaybefamiliarwiththePresentation,Practiceand
Production(PPP).AtypicalPPPlessonwouldstartbytheteacher
introducinganewlanguageiteminacontextfollowedbysomecontrolled
practice,suchasdrilling,repetition,dialoguereading,etc.Studentsthen
moveontoproducethelanguageinamoremeaningfulway,suchasarole
play,adrama,aninterview,etc.Someteachersmayalsobefamiliarwith
thefive-stepteachingmethod,whichisquitesimilartothePPPmodelbut
addingrevisionatthebeginningandconsolidationattheend.
production
2.8.1DifferencesbetweenPPPandTBL
1)ThewaystudentsuseandexperiencelanguageinTBLisrapidly
differentfromPPP.
2)TBLcanprovideacontextforgrammarteachingandform-focused
activities.PPPisdifferentinthisaspect.
2.9Howtodesigntasks?W
Pre-taskSteplTohelplearnersdefinetheTheteachers9
area.Topicslikefamilies,schoolorroles:
workfacilitator,
Step2Tohelpstudentsrecallandlanguageguide
activatewordsandphrases.Andandcourse
introduceafewvitaltopic-relatedwordsguide
andphrases.
Step3Toensureallstudents
understandthetask,itsgoalsand
outcome.
TaskcycleStepl(Thetaskstage):Tocarryoutthe
taskbyusingwhateverlanguage
learnersknow.
Step2(Theplanningstage):Tocome
afterthetaskstagebeforethereport
stage;Toformthecentralpartofthe
taskcycle;Toplanthepresentationin
thereportstagetointroducethe
outcomeofthetask.
Step3(Thereportstage):Thenatural
conclusionofthetaskcycle;Slightly
lessofalearningopportunitythanthe
planningstage.
PosttaskStepl:Tobenefitfromactivities
(Languagefocusingonlanguageform.
focus)
Step2:Havingsomeactivitiestoget
studentsidentifyandthinkabout
particularfeaturesoflanguageformand
use;tohelpthemrecognizethese
featureswhentheymeetthemagain;to
leadtoadeeperunderstandingoftheir
meaninganduses.
硕士研究生阶段的学习笔记,比书本详细,请仔细研读运用。
2.10AppropriatenessofCLTandTBLTintheChinesecontext
l)TheproblemsofCLT:①IfCLTisculturallyappropriate.(Bothits
advantagesandconstraintsarerecognizedbyteachersandstudents.)②It
isverydifficulttodesignasyllabuswithaonetoonecorrespondence
betweenafunctionandaform.
2)TheproblemsofTBLT:①Itmaynotbeeffectiveforpresentingnew
languageitems.(Swan,2005)②Time.Teachershavetopreparetask-based
activitiesverycarefully.③Thecultureoflearning.Somestudentsmay
finditdifficulttoadapttoTBLT.®Thelevelofdijficulty.Studentsmay
findtask-basedlearningquitedifficultiftheydonothavesufficient
linguisticresourcestohandleholisticcommunication.
2.11Conclusion
Itisimportanttorememberthatamethodiseffectiveonlywhenitis
appropriatetotheteachingcontext.Therefore,whenanewmethodor
approachemerges,itisunwisetosimplycastawaythetraditionaland
followthenewtrend.Thebestthingtodoistodevelopone'sownteaching
methodsbasedonthecontextwhereoneteachesandintegratesthemerits
ofdifferentmethodologiestoservethepurposeofone'steaching
objectivesandtheneedsofone'sstudents.
Unit3TheNationalEnglishCurriculum
3.1AbriefhistoryofforeignlanguageteachinginChina
ForeignlanguageAphaseof
teachingbeforerestoration(1978-
19781985)
AphaseofAphaseofAphaseofrapid
innovationfromreform(1993-development(1986-
20002000)1992)
相关专有词汇详解
MOEMinistryofEducation
PEPPeople'sEducationPress
SEdCStateEducationCommission
NFLTRATheNationalForeignLanguageTeachingand
ResearchAssociation
JEFCJuniorEnglishforChina
SEFCSeniorEnglishforChina
Nine-year九年义务教育
Compulsory
Education
Unit4LessonPlanning
4.1Whyislessonplanningimportant?
Definition:Alessonplanisaframeworkofalessoninwhichteachers
makeadvancedecisionsaboutwhattheyhopetoachieveandhowthey
wouldliketoachieveit.
Reasons:①Aclearlessonplanmakestheteacherawareoftheaims
andlanguagecontentsofthelesson.②Ithelpsteachersdistinguishthe
variousstagesofalessonandseetherelationshipbetweenthemsothatthe
activitiesofdifferentdifficultylevelscanbearrangedproperlyandthe
lessoncanmovesmoothlyfromonestagetoanother.@Properlesson
planninggivesteacherstheopportunitytoanticipatepotentialproblems
thatmayariseinclasssothattheycanbepreparedwithsomepossible
solutionsorotheroptionsforthelesson.④Goodplanninggivesteachers,
especiallynoviceteachersconfidenceinclass.⑤Whenplanningthe
lesson,theteacheralsobecomesawareoftheteachingaidsthatareneeded
forthelesson.©Planningisagoodpracticeandasignofprofessionalism.
4.2Principlesforgoodlessonplanning
Aim目标Realisticandcleargoalsforthelesson.
Variety多样性Differenttypesofactivitiesandwherepossible
Flexibility灵活性Teachershavetheoptionstocopewiththe
expectedsituationsthroughsomeextraand
alternativestasksandactivities.
Learnability有效性Thecontentsandtasksplannedforthelesson
shouldbewithinthelearningcapabilityofthe
students.
Linkage连续性Goodlinkagemakesthelessontransitfromone
stagetothenextsmoothlyandstudents
experiencelessanxiety.
4.3Macroplanningvs.microplanning.(宏观计划vs.微观计划)
Planningfora
whole
programme
Planningfora
whole-year
course.
Planningfora
specificunit
oralesson.
Thecomponentsofmacroplanning:(宏观计划包含的内容)
1)Knowingabouttheprofession.
2)Knowingabouttheinstitution.
3)Knowingaboutthelearners.
4)Knowingaboutthecurriculum/syHabus.
5)Knowingaboutthetextbook.
6)Knowingabouttheobjectives.
4.4Componentsofalessonplan
Differentteachershavedifferentteachingstylesandmayusedifferent
teachingprocedures,so"everylessonisunique9(Robertsonand
Acklam,2000:6),andsoiseverylessonplan.Alessonplanincludemany
parts.
Background背景信息Toknowwhothestudents
informationare.(number,ages,grades,
genders,hobbies.)
Teachingaims教学目标Toknowwhathis/her
studentsareabletoachieve
bytheendofthelesson.
Languagecontentsand语言内容和技能Languagecontents:
skillsstructures(grammar),
vocabulary,functions,
topics.
Languageskills:listening,
speaking,readingand
writing
Stagesandprocedures层次和步骤Teachingstagesrefertothe
majorchunks
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