英语教学法复习提纲Word文档格式.docx

1、 Considers language to be a communicative tool to build up and maintain social relations between people.1.3Views on language learning and learning in generalProcess-oriented theories: concerned with how and mind organizes new information.Condition-oriented theories: emphasizes the nature of the huma

2、n and physical context in which language learning takes place.1） Behaviourist theory: language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.（audio-lingual method）2） Cognitive theory: Stude

3、nts are asked to think rather than simply repeat. A language learner acquires language competence which enables him to produce language.3） Constructivist theory: Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know.4） Socio-const

4、ructivist theory: Learning is best achieved through the dynamic interaction between the teacher and the leaner and between learners.1.4What makes a good language teacher?Not solely depend on his/her command of the language.1） ethic devotion; 2）professional qualities 3）personal styles1.5How can one b

5、ecome a good language teacher?P9 图1 Language development; Learning, practice; reflectionUnit2Communicative Principles and Task-based Language Teaching2.1 Language use in real life vs. traditional pedagogyCommunicative Language Teaching（CLT）: includes both the knowledge about the language and the kno

6、wledge about how to use the language appropriately in communicative situations.Task-based Language Teaching（TBLT）Very often there is a big gap between the language used in real life and the language learning in classrooms.1） R: Language is used to perform certain communicative functions. C: The teac

7、hing focus is often on forms rather than functions.2）R: Use all skills. Focus on one or two language skills and ignore the others.3） R: Used in a certain context. Tends to isolate language from its context.2.2What is communicative competence?Bridge the gap between classroom language teaching and rea

8、l-life language useCLTHedgeFive main components of communicative competence:1） Linguistic competence: Concerned with knowledge of the language itself, its form and meaning.（ It is wrong to think that CLT does not aim for high standard of linguistic correctness.2） Pragmatic competence: Concerned with

9、 the appropriate use of the language in social context.3） Discourse competence: Refers to ones ability to create coherent written text or conversation and the ability to understand them.4） Strategic competence: Strategies or employs when there is communication breakdown due to lack of resources.5） F

10、luency: Link units or speech together with facility and without strain or inappropriate slowness or undue hesitation.2.3 Implications for teaching and learning（P20）2.4 Principles of Communicative Language Teaching（CLT）1） Communication principle; 2） Task principle; 3） Meaningfulness principle2.5 CLT

11、and the teaching of language skills1） The listening skill: Special attention in CLT; Independent skill with its own objectives.2） The reading skill: Focus on the purpose of reading.3） The writing skills: Focus on its communicative goals as well.4） The Speaking skills: Produce what is meaningful. Aut

12、hentic, unpredictable, and creative.2.6 Main features of communicative activities Engage a variety of communicative activities: Functional communicative activities and Social interaction activities.Criteria for evaluating how communicative classroom activities are:1） Communicative purpose; 2） Commun

13、icative desire; 3）Content, not form; 4） Variety of language; 5） No teacher intervention; 6） No materials control2.7 Task-based Language Teaching（TBLT） A further development if CLT. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.1） Definit

14、ions of a task（P27）2） Four components of a task: a purpose; a context; a process; a product3） Exercises, exercise-tasks and tasksExercises: Focus on individual language items.Tasks: Purposeful &contextualized communication.2.8 PPP and TBLTPPP: Presentation, practice and Production.Differences betwee

15、n PPP and TBLT（P32）2.9 How to design tasks?Step 1 Think about students needs, interests, and abilities.Step 2 Brainstorm possible tasksStep 3 Evaluate the listStep4 Choose the language itemsStep5 Preparing materials任务设计原则：1.结构功能话题的有机结合为主线2.言语、情境真实性原则3.阶梯型任务原则4.做中学原则2.10 Appropriateness of CLT and TB

16、LT in the Chinese contextCLT:1） Whether it is culturally appropriate2） It is difficult to design a syllabus with a one to one correspondence between a function and a form.3） whether it is suitable for all ages level of learners or all competence level of learners.TBLT:1） Not be effective; not approp

17、riate for those contexts where language exposure is not sufficient and class time is limited.2） It needs time for teachers to prepare it very carefully.3） The culture of learning.4） Level of difficultyDespite these potential drawbacks, TBLT can help students learn English in a challenging and stimul

18、ating way.Unit3 The National English Curriculum3.1 A brief history of foreign language teaching in China1） Foreign language teaching before 1978;2） A phase of restoration （1978-1985）;3） A phase of rapid development （1986-1992）;4） A phase of reform 1993-2000）5） A phase of innovation from 20003.2 Desi

19、gning principles for the National English Curriculum1） Aim for educating all students, and emphasize quality-oriented education.2） Promote learner-centredness, and respect individual differences.3） Develop competence-based objectives, and allow flexibility and adaptability.4） Pay close attention to

20、the learning process, and advocate experiential learning and participation.5） Attach particular importance to formative assessment（P43最后一段）, and give special attention to the development of competence.6） Optimize learning resources, and maximize opportunities for learning and using the language.3.3

21、Goals and objectives of English language teaching（Compare to the previous）基础教育课程改革三维目标1.知识与技能2.过程与方法3.情感，态度，价值观Overall Language Ability:LanguageLanguage SkillsCultural: Knowledge; Understanding; AwarenessLearning: Cognitive; Self management; Communication; ResourcingAffect: International; Perspectiv

22、es; Confidence; Motivation3.4 Design of the National English Curriculum （P46）（Compare to the previous） 3.5 Performance standards for different levels of competence（P47）3.6 Challenges facing English language teachers Change:1） Their views about language which is not a system of linguistic knowledge b

23、ut a means for communication.2） Their traditional role of a knowledge transmitter to a multi-role educator.3） Teachers are expected to use more task-based activities and put the students in the centre of learning.4） Use more formative assessment in addition to using tests.5） Use modern technology in

24、 teaching, creating more effective resources for learning and for using the language. P49Difficulties and problems TipsUnit4 Lesson Planning4.1 Why is lesson planning important? A lesson plan is a framework of a lesson in which teachers make a advance decisions about what they hope to and how they w

25、ould like to achieve it.Benefits:1） Aware of the aims and language contents of the lessons. Plan the activities and choose the techniques accordingly.2） Distinguish the various stages of a lesson and see the relationship between them so that the activities of different levels can be arranged properl

26、y and the lesson can move smoothly from one stage to another.3） Anticipate potential problems so that they can be prepared with some possible solutions or other options for the lesson.4） Give confidence.5） Planning is a good practice and a sign of professionalism.4.2 Principles for good lesson plann

27、ingAim means the realistic goals for the lesson. Aims are not the things teachers intend to do during the lesson, but the things that students are able to do by the end of the lesson.Variety: Activities; materialsFlexibility: Some extra and alternative tasks and activities.Learnability: Within the l

28、earning capability of the students.4.3 Macro planning vs. micro planningMacro planning: planning over a longer period of time.Micro planning: planning for a specific unit or a lesson.（P54 图）Macro planning involves the following:1） Knowing about the profession; 2） Knowing about the institution; 3） Kn

29、owing about the learners; 4） Knowing about the curriculum/syllabus; 5） Knowing about the textbook; 6） Knowing about the objectives.4.4 Components of a lesson plan（p55） （Every lesson is unique, so is every lesson plan.） Teaching contents: Teaching aims（学生为主体，不要写太多，注意情感教育）: Teaching aids: Teaching important points