英语教学法复习提纲Word文档格式.docx
《英语教学法复习提纲Word文档格式.docx》由会员分享,可在线阅读,更多相关《英语教学法复习提纲Word文档格式.docx(14页珍藏版)》请在冰点文库上搜索。
![英语教学法复习提纲Word文档格式.docx](https://file1.bingdoc.com/fileroot1/2023-5/8/372e183e-31bf-491e-b162-3a45953255aa/372e183e-31bf-491e-b162-3a45953255aa1.gif)
Considerslanguagetobeacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.
1.3Viewsonlanguagelearningandlearningingeneral
Process-orientedtheories:
concernedwithhowandmindorganizesnewinformation.
Condition-orientedtheories:
emphasizesthenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace.
1)Behaviouristtheory:
languageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.(audio-lingualmethod)
2)Cognitivetheory:
Studentsareaskedtothinkratherthansimplyrepeat.Alanguagelearneracquireslanguagecompetencewhichenableshimtoproducelanguage.
3)Constructivisttheory:
Learningisaprocessinwhichthelearnerconstructsmeaningbasedonhis/herownexperiencesandwhathe/shealreadyknow.
4)Socio-constructivisttheory:
Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandtheleanerandbetweenlearners.
1.4Whatmakesagoodlanguageteacher?
Notsolelydependonhis/hercommandofthelanguage.
1)ethicdevotion;
2)professionalqualities3)personalstyles
1.5Howcanonebecomeagoodlanguageteacher?
P9图
1Languagedevelopment;
②Learning,practice;
③reflection
Unit2CommunicativePrinciplesandTask-basedLanguageTeaching
2.1Languageuseinreallifevs.traditionalpedagogy
CommunicativeLanguageTeaching(CLT):
includesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.
Task-basedLanguageTeaching(TBLT)
Veryoftenthereisabiggapbetweenthelanguageusedinreallifeandthelanguagelearninginclassrooms.
1)R:
Languageisusedtoperformcertaincommunicativefunctions.
C:
Theteachingfocusisoftenonformsratherthanfunctions.
2)R:
Useallskills.
Focusononeortwolanguageskillsandignoretheothers.
3)R:
Usedinacertaincontext.
Tendstoisolatelanguagefromitscontext.
2.2Whatiscommunicativecompetence?
Bridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse—CLT
Hedge—Fivemaincomponentsofcommunicativecompetence:
1)Linguisticcompetence:
Concernedwithknowledgeofthelanguageitself,itsformandmeaning.(ItiswrongtothinkthatCLTdoesnotaimforhighstandardoflinguisticcorrectness.
2)Pragmaticcompetence:
Concernedwiththeappropriateuseofthelanguageinsocialcontext.
3)Discoursecompetence:
Referstoone’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.
4)Strategiccompetence:
Strategiesoremployswhenthereiscommunicationbreakdownduetolackofresources.
5)Fluency:
Linkunitsorspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation.
2.3Implicationsforteachingandlearning(P20)
2.4PrinciplesofCommunicativeLanguageTeaching(CLT)
1)Communicationprinciple;
2)Taskprinciple;
3)Meaningfulnessprinciple
2.5CLTandtheteachingoflanguageskills
1)Thelisteningskill:
SpecialattentioninCLT;
Independentskillwithitsownobjectives.
2)Thereadingskill:
Focusonthepurposeofreading.
3)Thewritingskills:
Focusonitscommunicativegoalsaswell.
4)TheSpeakingskills:
Producewhatismeaningful.Authentic,unpredictable,andcreative.
2.6Mainfeaturesofcommunicativeactivities
Engageavarietyofcommunicativeactivities:
FunctionalcommunicativeactivitiesandSocialinteractionactivities.
Criteriaforevaluatinghowcommunicativeclassroomactivitiesare:
1)Communicativepurpose;
2)Communicativedesire;
3)Content,notform;
4)Varietyoflanguage;
5)Noteacherintervention;
6)Nomaterialscontrol
2.7Task-basedLanguageTeaching(TBLT)
AfurtherdevelopmentifCLT.However,ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.
1)Definitionsofatask(P27)
2)Fourcomponentsofatask:
apurpose;
acontext;
aprocess;
aproduct
3)Exercises,exercise-tasksandtasks
Exercises:
Focusonindividuallanguageitems.
Tasks:
Purposeful&
contextualizedcommunication.
2.8PPPandTBLT
PPP:
Presentation,practiceandProduction.
DifferencesbetweenPPPandTBLT(P32)
2.9Howtodesigntasks?
Step1Thinkaboutstudents’needs,interests,andabilities.
Step2Brainstormpossibletasks
Step3Evaluatethelist
Step4Choosethelanguageitems
Step5Preparingmaterials
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
2.10AppropriatenessofCLTandTBLTintheChinesecontext
CLT:
1)Whetheritisculturallyappropriate
2)Itisdifficulttodesignasyllabuswithaonetoonecorrespondencebetweenafunctionandaform.
3)whetheritissuitableforallagesleveloflearnersorallcompetenceleveloflearners.
TBLT:
1)Notbeeffective;
notappropriateforthosecontextswherelanguageexposureisnotsufficientandclasstimeislimited.
2)Itneedstimeforteacherstoprepareitverycarefully.
3)Thecultureoflearning.
4)Levelofdifficulty
Despitethesepotentialdrawbacks,TBLTcanhelpstudentslearnEnglishinachallengingandstimulatingway.
Unit3TheNationalEnglishCurriculum
3.1AbriefhistoryofforeignlanguageteachinginChina
1)Foreignlanguageteachingbefore1978;
2)Aphaseofrestoration(1978-1985);
3)Aphaseofrapiddevelopment(1986-1992);
4)Aphaseofreform1993-2000)
5)Aphaseofinnovationfrom2000
3.2DesigningprinciplesfortheNationalEnglishCurriculum
1)Aimforeducatingallstudents,andemphasizequality-orientededucation.
2)Promotelearner-centredness,andrespectindividualdifferences.
3)Developcompetence-basedobjectives,andallowflexibilityandadaptability.
4)Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.
5)Attachparticularimportancetoformativeassessment(P43最后一段),andgivespecialattentiontothedevelopmentofcompetence.
6)Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.
3.3GoalsandobjectivesofEnglishlanguageteaching
(Comparetotheprevious)
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
OverallLanguageAbility:
Language
LanguageSkills
Cultural:
Knowledge;
Understanding;
Awareness
Learning:
Cognitive;
Selfmanagement;
Communication;
Resourcing
Affect:
International;
Perspectives;
Confidence;
Motivation
3.4DesignoftheNationalEnglishCurriculum(P46)
(Comparetotheprevious)
3.5Performancestandardsfordifferentlevelsofcompetence(P47)
3.6ChallengesfacingEnglishlanguageteachers
●Change:
1)Theirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.
2)Theirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.
3)Teachersareexpectedtousemoretask-basedactivitiesandputthestudentsinthecentreoflearning.
4)Usemoreformativeassessmentinadditiontousingtests.
5)Usemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.
●
P49
Difficultiesandproblems
●Tips
Unit4LessonPlanning
4.1Whyislessonplanningimportant?
Alessonplanisaframeworkofalessoninwhichteachersmakeaadvancedecisionsaboutwhattheyhopetoandhowtheywouldliketoachieveit.
Benefits:
1)Awareoftheaimsandlanguagecontentsofthelessons.Plantheactivitiesandchoosethetechniquesaccordingly.
2)Distinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentlevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.
3)Anticipatepotentialproblemssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.
4)Giveconfidence.
5)Planningisagoodpracticeandasignofprofessionalism.
4.2Principlesforgoodlessonplanning
Aimmeanstherealisticgoalsforthelesson.Aimsarenotthethingsteachersintendtododuringthelesson,butthethingsthatstudentsareabletodobytheendofthelesson.
Variety:
Activities;
materials
Flexibility:
Someextraandalternativetasksandactivities.
Learnability:
Withinthelearningcapabilityofthestudents.
4.3Macroplanningvs.microplanning
Macroplanning:
planningoveralongerperiodoftime.
Microplanning:
planningforaspecificunitoralesson.
(P54图)
Macroplanninginvolvesthefollowing:
1)Knowingabouttheprofession;
2)Knowingabouttheinstitution;
3)Knowingaboutthelearners;
4)Knowingaboutthecurriculum/syllabus;
5)Knowingaboutthetextbook;
6)Knowingabouttheobjectives.
4.4Componentsofalessonplan(p55)
(Everylessonisunique,soiseverylessonplan.)
Teachingcontents:
Teachingaims(学生为主体,不要写太多,注意情感教育):
Teachingaids:
Teachingimportantpoints