英語教學(xué)法英漢對照ACourseinEnglishLanguageTeaching

1、A Course in English Language TeachingUnit 1 Language and LearningViews on language語言觀Structural view結(jié)構(gòu)主義 as a linguistic systemfunctional view功能主義 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性 as a communicative toolViews on language le

2、arning and learning in general1) Process-oriented theories 過程指向論concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2) Condition-oriented theories 強調(diào)條件理論emphasize the nature of the human and physical cont

3、ext in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行為主義理論 =audio-lingual method聽說教學(xué)法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follo

4、w a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 認知主義理論 communicate approach 交際法Constructivist theory 結(jié)構(gòu)主義理論 Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-con

5、structivist theory 社會結(jié)構(gòu)主義理論Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德節(jié)操，職業(yè)素質(zhì)和個性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative

6、 Language Teaching 交際語言教學(xué)法TBLT=Task-based Language Teaching 任務(wù)型教學(xué)法PPP=the Presentation, Practice and Production呈現(xiàn)，操練，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive m

7、ain components of communicative competenceLinguistic competence 語言能力Pragmatic competence 語用能力Discourse competence語篇能力Strategic competence策略能力Fluency 語言順暢CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use

8、 the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features: (1)Functional communicative activities: 功能互動活動Identifying pictures Discovering identical pairsDiscovering sequences or locationsDiscovering missing informat

9、ionDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社會交往活動Role-playing through cued dialog

10、uesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即興創(chuàng)作Notes: No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom

11、activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task

12、 cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicat

13、ingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language itemspurposeful&contextualised communicationExercise exercise-task taskHow to design tasks:Think about students needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose

14、 the language itemsPreparing materialsPPP modelAt the presentation stage: The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt

15、 the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 語法翻譯法reading and writingThe Audio-Lingual Method: 聽說教學(xué)法speaking and listening; dialogues and drills 對話和操練Unit 3 the National English Curricul

16、um 課程標準It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全體學(xué)生，

17、注重素質(zhì)教育2.Promote learner-centredness, and respect individual differences突出學(xué)生主體，尊重個體差異3.Develop competence-based objectives, and allow flexibility and adaptability整體設(shè)計目標，體現(xiàn)靈活開放4.Pay close attention to the learning pro-cess, and advocate experiential learning and participation強調(diào)學(xué)習(xí)過程，倡導(dǎo)體驗參與5.Attach part

18、icular importance to formative assessment, and give special attention to the development of competence注重過程評價，強調(diào)能力發(fā)展6.Optimize learning resources, and maximise opportunities for learning and using the language開發(fā)課程資源，拓展學(xué)用渠道Framework of objectives in the new National English Curriculum：課程總目標Overall lan

19、guage ability:情感目標Learning學(xué)習(xí)策略Affect情感態(tài)度語言目標Cultural文化意識能力目標Language語言知識Language skills語言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar;

20、Vocabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9

21、/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses應(yīng)用類;

22、 Cultural and literary studies courses 欣賞類etc. Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the

23、aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the

24、 lesson. 4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. 6) The teacher soon learn to judge lesson stages and phase

25、s with greater accuracy.7) Plans are also an aid to continuing improvement. 8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful. Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; L

26、inkage目標性；多樣性；靈活性；可學(xué)性；連接性Two levels of lesson planning: macro planning and micro planning宏觀備課和微觀備課Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on m

27、acro planning, and macro planing is apt to be modified as lesson go on. Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教學(xué)大綱Knowing about the textbookKnowing about the objectivesComponents

28、of a lesson plan:1.Background information背景資料2.Teaching aims: 教學(xué)目標 Language objectives; Ability objectives; Moral objectives3.Language contents and skills語言的內(nèi)容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教學(xué)手段5.End of lesson summar

29、y 總結(jié)6.Optional activities and assignments 7.After lesson reflection:Feelings about the lesson; students performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class: 1 Controller, 2 Assessor評估者, 3 Organizer ,4 Prompte

30、r敦促者 , 5 Participant參與者, 6 Resource-providerAfter the class: EvaluatorTeacher s new roles:Facilitators促進者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer s suggestions on measures for indisciplined acts and badly behaving Students:1)Ac

31、t immediately2) Stop the class3)Rearrange the seats 4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur s advice on problems in class: 1)Deal with it quietly2)Don t take things personally 對事不對人3)Do not use threatsUnit 6 Teaching PronunciationThe

32、goals of teaching pronunciation:目的Consistency連貫性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency交際效率性: To help convey the speakers meaningWays of practicing sounds and their definitions: 1.Focusing on a sound 單音練習(xí):(sounds difficult to learn)2.Pe

33、rception practice 知覺/領(lǐng)會性練習(xí):( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3. Production practice 生成性練習(xí): (develop Students ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use t

34、ongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation: rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演繹法It relies on reasoning, analysing and

35、 comparingInductive method 歸納法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引導(dǎo)發(fā)現(xiàn)法It is similar to the inductive method but different in that the process of the discovery is

36、 carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur s six factors contribute to successful grammar practice:1) Pre-learning. 2) Volume and repetition(容量/重復(fù)). 3) Success-orientation成功性聯(lián)系. 4) Heterogeneity多樣性. 5) Teacher assistance.6) Interest. Two ca

37、tegories 類別of grammar practice:Mechanical practice 機械性練習(xí)It involves activities that are aimed at form accuracy.In Substitution drills 替換練習(xí)In Transformation drills 轉(zhuǎn)移變形練習(xí)Meaningful/ communicative practice 有意義/ 交際性練習(xí)It focuses on the production, comprehension or exchange of meaning though the students

38、 keep an eye on the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1) Using picture prompts. 2) Using mime 啞劇or gestures as prompts. 3) Using information sheet 信息表as prompts.4) Using key phrases or key words關(guān)鍵短語/ 單詞 as prompts. 5) Using chained phrases f

39、or story telling. 6) Using created situations. Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意義Connotative meaning 內(nèi)涵意義Collocations 搭配Synonyms, antony

40、ms, hyponyms 近義詞，反義詞，下位詞Receptive and productive vocabulary接受性和產(chǎn)出性詞匯Ways of presenting vocabulary: 呈現(xiàn)詞匯的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Th

41、en ask students to tell the meaning first before it is offered by the teacher.3.Use synonyms or antonyms to explain meanings4.Use lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaning6.Use word

42、formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confu

43、sion that students may haveWays of consolidating vocabulary 鞏固詞匯的方法1) Labeling標注詞匯 2) Spot the differences3) Describe and draw4) Play a game 5)using the Internet resources for more ideas 6) Use word series 單詞系列7) Word bingo 9) word association 自此聯(lián)想10) find synonyms and antonyms11) categories12) Usin

44、g word net-work 網(wǎng)狀圖Developing vocabulary learning strategies: 1) Review regularly 2) Guess meaning from context 3) Organize vocabulary effectively 4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自發(fā)性2) Contex

45、t 環(huán)境3) Visual clues 視覺線索4) Listener s response 回應(yīng)5) Speaker s adjustment調(diào)節(jié)Principles and models for teaching listening:1) Focus on process2) Combine listening and speaking3) Focus on comprehending meaning 4) Grade difficulty level appropriately Three teaching stages1.Pre-listening activities: 聽前活動1)

46、 Predicting 預(yù)測2) Setting the scene設(shè)置現(xiàn)場3) Listening for the gist 聽力要點 4) Listening for specific information 細節(jié)理解2.While-listening activities1) No specific responses2) Listen and tick 標記 3) Listen and sequence 順序4) Listen and act5) Listen and draw6) Listen and fill填寫7) Listen and take notes3.Post-list

47、ening activities聽后活動1) Multiple-choice questions 多項選擇 2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1) Preparation(2) Dictation 聽寫(3) Reconstruction. (4) Analysis and correction. Unit 10 Teaching SpeakingPrinciples for teaching speaking1.Balancing accuracy-based with fluency-based

48、 practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning sp

49、eaking tasks:1) Maximum foreign talk 盡可能用外語交談2) Even participation 平等參與3) High motivation 高積極性4) Right language level 語言水平相對應(yīng)Types of speaking tasks:1. pre-communicative activities交際前活動Structural activitiesQuasi-communication activities2. communicative activitiesFunctional communication activitiesSo

50、cial interaction activities 人際互動Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play對話和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Reading aloud&Silent reading The ways of Reading effectively:1.Hav