英语教学法重点 English Language Teaching

第一章

1. Views on language: Structural view, Functional view, interactional view.

2. Views on language learning and learning in general: Behaviorist theory, Cognitive theory, Constructivist theory, Socio-constructivist theory.

3. Elements that contribute to the qualities of a good English teacher: Ethic devotion, professional qualities, personal styles. ④补充的excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.

4.Excellent teachers: Flexibility, Encouragement, Enthusiasm, Leading by example—e.g. risk taking, Integrity, Never stops learning, Good communication.

5. Stage 1 language development ,stage 2 learning from other`s experience learning the received knowledge learning from one`s own experience as a learner. Stage3 professional competence.

第二章

1.The ultimate goal of ELT: the ultimate of foreign language teaching is to

enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).

2Components of communicative competence:

Linguistic competence,

Pragmatic competence,

Discourse competence,

Strategic competence,

Fluency.

3 3 principles of communicative language teaching:communication principle , task principle , meaningfulness principle

4 the key assumption in CLT is that students learn the language through engaging in a variety of communicative activities,

5 6 criteria for Evaluating how communicative classroom activities are:

a. Communicative purpose:

b. Communicative desire:

c. Content, not form:

d. Variety of language:

e. No teacher intervention:

d. No material control:

6 Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)

Four components of a task: a purpose ,a context ,a process , a product.

7 Four sets of questions when designing tasks:(how to design tasks?)

--- What is the objective of the task?

--- What is the content of the task?

--- How is the task to be carried out?

--- In what situation is the task to be carried out?

7. 5个设计任务的步骤：

a. Think about students’ need, interests, and abilities

b. Brainstorm possible tasks

c. Evaluate the list

d. Choose the language items

e. Preparing materials

第三章

1. Figure 3.1 Framework of objectives in the new National English Curriculum:

Learning Strategy: Cognitive, Self-management, Communication, Resourcing

Language skills: Listening, Speaking, Reading, Writing

Language knowledge: Phonetics, Grammar, Vocabulary, Functions, Topics

Cultural awareness: Knowledge, Understanding, Awareness

Affect and attitudes: International, Perspectives, Patriotism, Confidence, Motivation Questions: What is the main aim of English language teaching?

What is it composed of?

What are the relations among all the components?

What are the major characteristics compared with the 1992 Syllabus?

The new curriculum is designed to promote the 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 to a few subcategories as shown in the diagram. 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.

2. LEVEL 2 covers Grade 5 and Grade 6

LEVEL 3 to LEVEL 5 are intended for the junior high school phase from Junior 1 to Junior 3(also named Grades 7-9)

LEVEL 6 and 7 are required of every senior high school student

LEVEL 7 is requirement for every senior high school leavers

语言教学的目标（课程目标）Overall Language Ability①language knowledge: phonetics, grammar, vocabulary, functions, topics ②language skills: listening, speaking, reading, writing ③learning strategy: cognitive, self management, communication, resourcing ④affect and attitude: international, perspectives, patriotism, confidence, motivation ⑤cultural awareness: knowledge, understanding, awareness.

第4章

1、what ‘s a lesson plan :A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.

2. P52: what can teachers benefit from lesson planning? (para. 2, totally there are 6 ideas)

Firstly, a class plan makes the teacher aware of the aims and language contents of the lesson. Secondly,it helps teacher 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 lessons can move smoothly from one stage to another.

Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.

Fourthly, good lesson planning gives teachers, especially novice teacher, confidence in class. They know what they are going to do next therefore they can pay more attention to Ss’ reaction and performance in class rather than themselves.

Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson.

Last but not least, planning is a good practice and a sign of professionalism.

3. P53: principles for good lesson planning

Aim

Variety

Flexibility

Learnability

Linkage

4. P54: what does macro planning involve?

a. Knowing about the profession: the T should get to know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.

b. Knowing about the institution: the T should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirement.

c. Knowing about the learners: the T should acquire information about the Ss’age range, sex proportion, social background, motivation, attitudes, interests, learning needs and other individual factors.

d. Knowing about the curriculum/syllabus: the teacher should be clear about the principles, purposes, requirements and targets specified by the curriculum or syllabus. She/ He should also be aware of the methodological suggestions and assessment requirement for the cours

e.

e. Knowing about the textbook: in China, teaching is generally based on a textbook provided to a teacher. Therefore, teachers should not only know the curriculum well but also know the textbook well in terms of its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.

f. Knowing about the objectives: the T should get to know what the learners are expected to achieve and able to do after one semester or a year’s learning so that he/she can design suitable activities to meet the objectives.

5. P55-60: 8 components of a lesson plan (micro planning)

Background information

Teaching aims

Language contents and skills

Stages and procedures

Teaching aids

End of lesson summary

Optional activities and assignments

After lesson reflections

6. P59: models for teaching a new structure-based lesson and for a skill-oriented lesson (see the bold words)

Models for teaching a new structure-based基于结构lesson: Presentation, Practice, Production Models for teaching a new skill-oriented 导向lesson: Pre-reading, While-reading, Post-reading

7. 阅读教学的步骤

Pre-reading: 1. Arouse interest and introduce topics. ( lead in)

2. Teach key new words/phrases, predict content, etc. ( pre-tasks)

While-reading: 1. Focus on overall understanding.

2. Focus on detail understanding/teach new words and sentences.

Post-reading: Encourage personal response.

第五章

1. Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.

2. Efficient classroom management can be achieved when the following six conditions are met:

a. The teacher plays appropriate roles.

b. The teacher provides clear instructions.

c. Students are grouped in a way suitable for the learning activities.

d. The teacher asks appropriate questions.

e. There is discipline as well as harmony in the class.

f. The Ss’ errors are treated properly.

3. Roles of the teacher:

Controller

Assessor

Organizer

Prompter

Participant

Resource-provider

Teacher’s new roles(Guides researchers )

①controller: control the pace; control time; control the whole class. ②assessor: assess the students’ work; correct mistake; organize feedback.③organiser: design and organize tasks ④prompter: give appropriate prompts; ⑤participant: join students ⑥resource-provider：instruction materials. ⑦new roles: facilitator; guide; researcher.

4. Classroom instructions

Giving directions to tasks or activities

Providing explanation to a concept or language structure

Setting requirements

Checking comprehension

Drawing attention

Motivating learners

Giving feedback

Assigning homework

对无纪律课堂的措施measures ①act immediately ②stop the class ③rearrange the class ④change the activity ⑤talk to students after class ⑥create a code of behavior

5. Student grouping

Whole class work

Pair work

Group work

Individual study

6. Discipline here refers to a code of conduct which binds a teacher and a group of Ss together so that learning can be more effective.

7. What contribute to discipline: classroom management, T’s behavior, S’s motivation.

8. Questioning in the classroom: Ts use questions to focus Ss’ attention, to invite thinking and imaginations, to check understanding, to stimulate recall of information, to challenge Ss, and to asses learning.

课堂问题的建议advice about problems in class①deal with it quietly ②don’t take things personally ③don’t use threats

有效的课堂指令规则rules to follow for making instructions effective：①use simple instructions and make them suit the comprehension level of the students.

②use the mother-tongue only when it is necessary. ③give students time to get used to listening to English instructions and help them make an effort to understand them.

第7章

一．Grammar presentation

1. Purpose: Ss perceive理解the structure—its form and meaning—in both speech and writing,

and take it into short-term memory.

2. 3 ways used in presentation: the Deductive method演绎法, The Guided discovery method, the Inductive method归纳法.

3. P105. Guided discovery method的步骤

a. Create a content. （创设一个语境，用简洁、明了、易懂的语言从视和听两个方面来。有兴趣、有话题，在其中梳理语言知识。）

b. Clear model. ( 典型例句，step by step.)

c. Highlight rules. （使其关注语法规则。学生自己总结，老师示范帮助。例句、例词一定要是正确的，不能误导学生。）

d. Check understanding. （跟读“目的”）

二．Grammar practice

1. Purpose: Ss learn to use the grammar item, absorb the structure toughly, transfer what they know from short-term to long-term memory.

2. Factors contribute to successful practice(语法练习的几个要素):

Pre-learning

Volume and repetition大量的和反复的背诵

Success-orientation成就感

Teacher assistance老师的帮助

Interest兴趣

3. P109。语法练习(机械练习)的两种方法：Substitution替换练习, transformation句型转换练习

4. P110。意义练习(半控制练习)的定义：focus on the production产出, comprehension理解or exchange of meaning though the Ss keeping an eye on the way newly learned structures and used in the process.

5. P112起。意义练习（半控制练习）的方法

Using picture prompts图片的提示

Using mimes or gestures as prompts模拟表演，手势的提示

Using information sheet as prompts纸张上的信息提示

Using key phrases or key words as prompts关键句关键字提示

Using chained phrases for story telling

6.production方法：guessing game, completing the picture, information sheet, find someone who, paired cue card, role play, story telling.(communicative purpose )

task

1．P104。三种语法呈现方式的区别

Deductive method: The Deductive method relies on reasoning, analyzing and comparing.

First, the T writes an example on board or draws attention to an example in the textbook.

Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures.

Finally, the Ss practice applying the rule to produce sentences with given prompts.

Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.

Guided discovery method: this method is similar to the inductive method in that the Ss are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicity.

3。P107 Approach to teaching grammar: collocational搭配, constructive结构, contextual语境, contrastive对比

8。P115。最后两段

语法教学3P模式:Ⅰ.presentation: ①purpose: students perceive the structure——its form and meaning——in both speech and writing, and take it into short-term memory. ②ways: the deductive method; the inductive method; the guided discovery method: 步骤：create a context, clear model, highlight rules, check understanding. Ⅱ.practice: ①purpose: students learn to use the grammar item. Absorb the structure thoroughly, or to transfer what they know from short-term to long-term memory. ②ways: mechanical practice(substitution drills, transformation drills); meaningful practice(定义：in meaningful practice the focus is on the production, comprehension or exchange of meaning t hough the students “keep an eye on ”the way newly learned structures are used in the process).③要素factors: ?can’t be said to have really mastered it yet.?aimed at form accuracy. ?the students pay repeated attention to a key element in a structure. ?controlled/mechanical and semi-controlled. ?group. ?ways. Ⅲ. Production: ①purpose: there is a need for meaningful practice and communicative use of the structure taught so that students can be helped to achieve both accuracy and fluency in language use. ②ways: communicative practice(guessing games, completing the picture, information sheet, find someone who, paired cue card, role play, story telling); task.

第11章复习内容

1、P178: what do effective readers do ?

Have a clear purpose in reading.

Read silently.

Read phrase by phrase, rather than word by word.

Concentrate on the important bits, skim the rest, and skip the insignificant parts.

Use different speeds and strategies for different reading tasks.

Perceive the information in the target language rather than mentally translate.

Guess the meaning of new words from the context, or ignore them.

Have and use background information to help understand the text.

阅读策略reading strategies: ①specifying a purpose for reading ②planning what to do ③previewing the text ④predicting the contents of the text ⑤checking predictions ⑥skimming the text for specific information ⑦distinguishing main ideas from supporting details ⑧posing questions about the text ⑨finding answers to posed questions ⑩connecting one part of the text to another

2. P184: the three models for teaching reading: bottom-up model, top-down model, interactive model

3. P186: purpose of pre-reading

The purpose of pre-reading is to facilitate while-reading activities, purpose Ss linguistically for the tasks in reading, familiarise them with the topic of the reading text, and draw on Ss’existing knowledge. Creat expectations and arouse the S’s interest in the subject matter of the text.

4. P186-187: ways of predicting

Predicting based on the title

Predicting based on vocabulary

Predicting based on the T/F questions

5. Ways of pre-reading: predicting, setting the scene

5. P189-190: ways of fast reading: skimming, scanning

6. P191: tips for conducting scanning activities

Set a time limit.

Give clear instructions for the task.

Wait until 70% of the Ss finish ( Think about why so ).

Make clear how you are going to get feedback.

Make sure that answers to the scanning questions are scattered throughout the text rather than clustered at one place.

7. P198: purposes of transition device转换手法

a. Focus attention on the main meaning of the text.

b. Be able to simplify sophisticated input so that it becomes the basis for output.

c. Allow Ss to perform tasks while they are reading.

d. Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning.

e. Involve all the Ss in clearly defined reading tasks.

f. Precede one step at a time (i.e. Ss should do easier tasks before doing more complicated ones).

g. When a TD is completed, use it as a basis for further oral and/or written language practice.

8. P199: types of reading comprehension questions(要加上P200,201的understanding references, making inferences)

Questions of literal comprehension.

Questions involving reorganisation or reinterpretation.

Questions for inferences

Questions for evaluation or appreciation.

Questions for personal response.

Understanding references.

9. P202: purpose of post reading

a. To consolidate or reflect on what has been read in text.=reinforce and examine the language we learnt. ( Thematically prepared )

b. To relate the text to the Ss’own knowledge interest, or views.=personalize contents of the reading material. ( Affectively prepared )

c. To give the Ss the chance to consolidate that language by using it freely.=practice other language skills using the same theme/topic. ( Linguistically prepared )

10. Post-reading activities:

Role play

Gap-filling

Retelling

Writing

读前pre-reading activities: ①purpose: the purpose of pre-reading is to facilitate while-reading activities. ②ways: predicting(predicting based on the title, predicting based on vocabulary, predicting based on the T/F questions); setting the scene. 读中While-reading:①fast reading: skimming; scanning. ②reading in detail: transition device（信息转换）?purpose: focus attention on the main meaning of the text; be

able to simplify sophisticated input so that it becomes the basis for output; allow students to perform tasks while they are reading; highlight the main structural organization of a text, and show how the structure relates to meaning; involve all the students in clearly defined reading tasks; precede one step at a time; when a TD is completed, use it as a basis for further oral and written language practice. ?ways: picture; drawings; maps; tables; tree diagrams; cyclic diagrams; pie charts; bar charts; flowcharts; chronological sequence; subtitles; notes. 读后post reading ① purpose ?to consolidate or reflect on what has been read in the text. ?to relate the text to the students’ own knowledge interests or view. ?to give the students the chance to consolidate that language by using it freely. ②activities:discussion questions; reproducing the text; role play; gap-filling; discussion

语法设计的步骤：

1. Illustrate说明a specific详细的structure in a given context by asking the following question:

2. Write the whole sentence on the blackboard.

3. Then provide more contextualized examples.

4. After several examples, teacher will wait for the students to complete the target structure by telling the adverbial of time.

5. Then teacher highlight the structure with colored chalks to draw the Ss attention to the structure.

6. After that Ss will be asked to discover the rules of the structure and meaning

机械练习（板书设计，instructions说明in detail）

Change the sentences into the past continues tense, use the words given on the brackets Substitute the underlined part with the proper form of the given words.

问题：1、2、3、

Example ：~~

3 设计情景：design a task for production(指令provide sample answer给答案)

4 3 questions for fast reading (instructions detail key)

Something special took place in a supermarket an hour ago

5 design an information transfer adiving(信息转换)

指令：read the text carefully and complete the following table

6 detail reading (what kind of question, 指令答案)

Read the text carefully and answer the following questions.

英语教学法考试重点精选文档

英语教学法考试重点精 选文档 TTMS system office room 【TTMS16H-TTMS2A-TTMS8Q8-

判断主张并简要说明理由： Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts. What makes a good language teacher? These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles. 教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence) 答：The development of professional competence including three parts: Stage1,Stage2 and Goal. I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end. II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice, III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting. 真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.) Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:

英语教学法考试复习资料

英语教学法上册 P.10 问3.What effect did the formation of the European Common Market have on the teachingof foreign languages in Europe?(答案见P.13 feedback 3即功能概念法产生的背景) 4.What is a functional-notional syllabus?（答案见P.13 feedback 4 第一句不要） P.49 What is Communicative Competence? Dell Hymes added the term “communicative competence ”to the language of Applied Linguistics , it includes appropriacy, accuracy, fluency. In short, a child becomes able to use the language to do things for himself, and to measurehis success or failure by the response of others. This competence is called communicative competence. P.50 Task 6 下方的feedback 那个表格（交际能力发展因素） P.60 Which features distinguish spoken text from written text? (口头语与书面文本的区别)【答案均可在书P.60中找到原句】 1.Some would say spoken language is simpler than written language. 2.It is argued by researchers that in terms of productive skills(writing and speaking skills), the two modes of language, written and spoken, indicate two different kinds of complexity: the spoken language is complex in the way clauses are linked together, while the written language is complex at the level of clause.

英语教学法与测试等课程教学大纲

英语教学法与测试 课程编码：209009 课程英文名称：En glish Teachi ng Methodology and Evaluati on 课程类别：英语专业学科基础选修课开课对象：英语专业三年级学生 开课学期：第六学期学分：2 总学时：32 教材： 王蔷，2000.《英语教学法教程》北京：高等教育出版社 参考书： 1. Jeremy Harmer. 1983. The Practice of En glish Lan guage Teachi ng. London: Lon gma n. 2. Tang Lixing. 198 3. TEFL in China: Methods and Teaching. Shanghai: Shanghai Foreign Lan guage Educati on Press. 3. Richards, J. C. & David Nuan. 2000. Second Language Teacher Education. Beijing: Foreign Lan guage Teach ing and Research Press. 4. Fang Yi & Rui Yuping. 1998. Way Out. Chongqing: Chongqing Publish House. 一、课程的性质、目的和任务 英语教学法与测试是英语专业语言学方向课程之一，主要内容为英语教学与测试理论、课堂教学设计的方法、课堂教学技巧等。本课程还介绍与英语教学法与测试相关的假设、热点论题和现有的教学模式。课程的主要目的在于引导学生了解英语教学与测试的主要理论，掌握课堂设计和课堂教学的设计和操作技巧，使学生能够针对特定的学生、根据特定的学生备课和教学。 二、课程的基本要求： 要求学生通过本课程的学习，基本了解英语教学和测试的基本方法，了解有关的重要理 论和其主要内容，熟悉一些主要术语；了解英语教学和测试的主要研究方向和前沿动态。掌握英语教学的主要方法，应用到将来的教学实践中去。 三、课程基本内容和学时分配 1. The Development, system and present status of English teaching methodology and the relati on betwee n it and other discipli nes (2h); 2. Foreig n Ian guage lear ning theories (2h); 3. Con trast an alysis and error an alysis (2h); 4. Major schools of foreig n Ian guage teach ing in the world (2h); 5. Teachers and stude nts in En glish Ian guage teach ing (2h); 6. ELT and men tal developme nt (2h); 7. En glish teach ing syllabus and textbook in middle schools (2h); 8. Prin ciples of ELT in middle schools (2h); 9. Classroom teach ing of En glish (2h); 10. Teachi ng of En glish kno wledge (2h); 11. Practice methods of En glish lin guistic compete nee (2h); 12. Electrical teachi ng of En glish (2h); 13. Second classroom activities of English (2h); 14. Artistic teachi ng of En glish (2h); 15. English test and evaluation (2h); 16. Research of ELT (2h). 四、习题及课外教学要求：

英语教学法的8大流派归纳图

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