英语教学法教程(2)

1.structural view about language结构主义语言观：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system(phonology)语音系统，the discrete units of meaning produced by some combinations(morphology)语音组合, and the system of combing units of meaning for communication(syntax)句法语言的结构观点认为语言是一个语言系统由各种子系统:音响系统(语音)语音系统,离散单元的意义产生的一些组合(形态学)语音组合,和系统梳理单位沟通(语法)句的意义法。

2.functional view about language 功能主义语言观：The functional view not only sees language as a linguistic system but also a means for doing things.功能观不仅认为语言是一种语言系统，而且是一种做事的手段。

3.behaviorist theory about learning.行为主义学习理论：Language is also

a form of behavior It can learned the same way as an animal is trained to respond to stimuli.语言也是一种行为形式，它可以像训练动物对刺激做出反应一样学习。

4.linguistic competence语言能力：Linguistic competence is concerned with knowledge of the language itself, its form and meaning. It involves spelling, pronunciation, vocabulary, word formation, grammar structure, sentence structure and semantics语言能力是指对语言本身、形式和意义的认识。它包括拼写、发音、词汇、构词、语法结构、句子结构和语义义对冲强调.

5.pragmatic competence语用能力：Pragmatic competence is concerned

with the appropriate use of language in social context. (That’s to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and relationships.语用能力是指语言在社会语境中的恰当运用。(也就是说，词汇和结构的选择取决于语境、说话人的相对地位和关系)。

6.discourse competence语篇能力：Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing o r comprehending the cohesive markers used in the discourse.语篇能力是指一个人创造连贯的书面文本或对话的能力以及理解它们的能力。换句话说，它是一个人通过有效地运用或理解语篇中使用的衔接标记来逻辑连贯地表达或理解一个主题的能力。

7.Strategic competence策略能力：It refers to strategies one employs when there is communication breakdown due to lack of resources.它指的是一个人在由于缺乏资源而导致沟通障碍时所采用的策略。

8.Fluency流畅性：It means one’s ability to speech together with facility and without strain or inappropriate slowness or undue hesitation.它指的是一个人能够从容自如地讲话，没有紧张，没有不适当的迟缓或不应有的犹豫。

9.PPP teaching model 3P教学模式：A model of teaching include presentation, practice and production.

10.Open questions(开放性问题)：open questions may invite many different answers.

11.Closed questions: Closed questions refer to those with only one single correct answer.

12 .Display questions：display questions are those that the answer are already known to the teacher and they areused for checking if students know the answers.

13. Genuine question(真实性问题)：are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.

Bloom's taxonomy：

14.Knowledge：recalling facts, terms, and basic concepts.回顾事实、术语和基本概念。

https://www.sodocs.net/doc/aa9137401.html,prehension：Understanding of facts and ideas by organising, comparing,translating, describing interpreting, and stating the main ideas.通过组织、比较、翻译、描述口译和陈述主要观点来理解事实和观点。

16.Application：(运用)applying acquired Knowledge, facts, techniques and rules in different context.将学到的知识、事实、技巧和规则运用到不同的情境中。

17. Aanlysis (分析)：Identify the relationship, cause, or motivation, and find evidence to support the main idea.确定关系、原因或动机，并找到支持主要观点的证据。

18. Synthesis：(综合)Combining element in a different way and proposing alternative solutions, creative thinking.以一种不同的方式结合元素并提出替代方案，创造性思维。

19.Evaluation：(评价) present and defend opinion by making an informed judgement about information or idears based on a set of criteria.根据一套标准对信息或想法作出明智的判断，从而陈述和捍卫意见。

Methods of correcting errors(5种)：

20.Direct teacher correction：Point out the student's mistakes directly.

21.Indirect teacher correction：Repeat the student's mistakes and let him find out his mistakes.

22.Self–correction：Stress the wrong places or repeat the sentences. Let the students find the mistakes themselves.

23. Peer correction：(同级纠错)：Ask a classmate to get up and correct his mistakes.

24. Whole class correction：Write the students' mistakes on the blackboard and correct them collectively.

25.Minimal pairs(最小对立体)：Minimal ppairs are pairs of words which have only one sound different each other.

26.teacher as assessor老师作为评审员：The teacher correct mistakes and organizing feedback.

27.pair work对子活动：It refers to the time when students work in pairs on an exercise or a task.

28.error错误：Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. (Language errors cannot be self-corrected no matter how much attention is given.)

29.mistakes错误：A mistake refers to performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system.

30.direct teacher correction 老师直接纠正：When a student makes a mistake, the teacher corrects it directly.

31.indirect teacher correction老师间接纠正：Teachers use skills like ‘repeating the problem sentence with an emphasis on the problem in a rising tone’, ‘ asking a question to invite the students to say it again with a hint of problem’, ‘a simple repetition of a correct sentence as a model’, and ‘using facial expression or gesture to indicate a problem’ to help students to correct mistakes.

32.The deductive method演绎法：The teacher explains the teaching examples in the students' native language and USES grammatical terminology. Then the students practice using this rule and use the

prompts to write correct sentences.（教师用学生的母语解释教学例子，并使用语法术语，然后学生练习运用这一规则，利用提示写出正确的句子。）

33.inductive method归纳法：The teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.（教师为学习者提供真实的语言数据，引导学习者在没有任何形式的明确解释的情况下实现语法规则。）

34.the guided discovery method发现法：Students discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.（学生的发现在老师的精心指导和帮助下进行，然后明确地引出和讲授规则。）

35.mechanical practice机械性训练：The students pay repeated attention to a key element in a structure.（学生们反复注意一个结构中的关键元素。）

36.meaningful practice意义性训练：The practice is focus on the production, comprehension or exchange of meaning through the students ‘keep an eye on’ the way newly learned structures are used in the process. （尽管学生们“关注”新学习的结构，但重点是产生、理解或者意义变化。）

37. Denotative meaning(指称意义或显性意义)：Denotative meaning of

a word a lexical item refers to those worda that we use to label things as

regards real objects, such as a name or a sign.词汇项指的是那些我们用来将事物标记为真实物体的词，比如一个名字或一个符号。

38.Connotative meaning(内涵意义或隐含意义)：A connotative meaning of a word refers to ‘the attitudes or enmotions of a language user in choosing a word and the influence of these on the listenes or reader's interpretation of the word’.词语的内涵意义是指“语言使用者在选择词语时的态度或动作，以及这些态度或动作对听者或读者对词语的理解的影响”。

39.Collocations(搭配)：Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words.搭配是指同时出现的频率较高的词语，并已被人们接受作为词语的使用方式。

40. Receptive and productive vocabulary(接受性词汇和表达性词汇)：Receptive vocabulary refers to words that one is able to recognise and comprehend in reading or listening but unable to use automatically in speaking or writing. Those wosds that one is not only able to recongnise but also able to use in speech and writing are considered as one's productive vocabulary.接受性词汇是指在阅读或听力中能够识别和理解，但在口语或写作中不能自动使用的词汇。那些人们不仅能够识别，而且能够在口语和写作中使用的词汇被认为是一个人富有成效的

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英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世

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英语教学法教程选择填空

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英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question. 1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7.What are the characteristics of audio-lingual method? https://www.sodocs.net/doc/aa9137401.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised. C.Students should be allowed to create their own sentences based on their understanding of certain rules. D.Both A and B. 8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher

王蔷主编的《英语教学法教程》第二版-unit1

Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.

(完整)小学英语教学法教程第二版期末复习知识点,推荐文档.docx

《小学英语教学法教程》期末复习知识点 Unit1 children as language learners 1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ...... Discussion point : language learning is a socializing process,interaction and experimenting with the language in communication are important ways for language learning 2、What are the differences and similarities between learning L1 and L2?(p6 D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using the language ,interaction with others ,etc.are important in learning any languages . 3、Children ’s characteristics/suggestions for teachers(p10) 4、Ways to nurture children ’s motivation (p11 五点会判断即可 ) 5、P12 discussion point 、p20 1.5.1 (理解、会判断即可 ) 6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children. Discussion point : Children need to learn to try new languages and

英语教学法与测试等全套英语专业课程大纲

英语教学法与测试课程编码: 209009 课程英文名称: English Teaching Methodology and Evaluation 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 English Language Teaching. London: Longman. 2. Tang Lixing. 198 3. TEFL in China: Methods and Teaching . Shanghai: Shanghai Foreign Language Education Press. 3. Richards, J. C. & David Nuan. 2000. Second Language Teacher Education. Beijing: Foreign Language Teaching 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 relation between it and other disciplines (2h); 2. Foreign language learning theories (2h); 3. Contrast analysis and error analysis (2h); 4. Major schools of foreign language teaching in the world (2h); 5. Teachers and students in English language teaching (2h); 6. ELT and mental development (2h); 7. English teaching syllabus and textbook in middle schools (2h); 8. Principles of ELT in middle schools (2h); 9. Classroom teaching of English (2h); 10. Teaching of English knowledge (2h); 11. Practice methods of English linguistic competence (2h); 12. Electrical teaching of English (2h); 13. Second classroom activities of English (2h); 14. Artistic teaching of English (2h); 15. English test and evaluation (2h); 16. Research of ELT (2h). 四、习题及课外教学要求：本课程用全英语授课，2/3 时间为授课，1/3 时间为讨论，要求学生课前预习所学内容，课堂上积极参加讨论，课后准备讨论题，以供课堂讨论用。 五、考试方式及成绩评定：考试方式：每位同学自由选择授课内容，自行设计授课方案，制作授课工具，进行15 分钟的试讲。试讲成绩根据教态、课堂语言和教学方法三个方面决定，其中教态占30%，课堂语言20%，教学方法占50%。

英语教学法教程-王蔷主编

总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：