英語(yǔ)教學(xué)法教程知識(shí)點(diǎn)總結(jié)(1-12單元).doc

1、FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive 演繹法)Direct method (inductive 歸納法)Audio-lingual m

2、ethodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palace The silent way SuggestopediaCommu

3、nity language learning (CLL)Total physical response method (TPR) The natural approach(NA) The communicative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b

4、taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation-that

5、 which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with a method, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language s

6、ees language as a linguistic system made up of various subsystems: the sound syslcin (plionolugy); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees lan

7、guage as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not

8、 only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making infer

9、ence, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method

10、is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisi

11、tion is the learning of this system.Constructivist theory, believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes

12、interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to de

13、velop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competen

14、ce, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. the weak version regards overt teaching of language forms and functions a

15、s necessary means for helping learners to develop the ability to use them for communication.Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.iregards experiences of using the language as the main mean

16、s or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.Communicative activities: P24Tasks are activities where the target language is used by the leaner for a communicative purpose (goal) in order to achieve an uuluo

17、inc.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students' attention on the individual aspects of language, such as vocabulary, grammar or individual

18、 skills. (Focus on individual language items) Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (t

19、he lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production (the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disa

20、strous lesson.2. An unprepared teacher receives less trust and cooperation from the students. 3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how t

21、hey 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.Principles for good lesson planning: aim, variety, flexibility,

22、learnability, and linkage.Variety: planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative t

23、asks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology.Learnability: within capability of the students, not be too easy or beyond or belo

24、w the students' coping ability.Linkage: easy task followed by a comparatively difficult one, or do a series of language-focused activities to get the students prepared linguistically.Components of a lesson planning: background information, teaching aims, language content and skills, stages and p

25、rocedures, teaching aids, assignments, and teacher's after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is applicable-pre-(reading), while-, post-. (Pre-step, while-step, post-step)Classroom management is the way teachers organize what goes on in the clas

26、sroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter 推 動(dòng)者(give appropriate prompts and give hints), participant, resource-provider, teacher's new roles.T

27、here are rules to follow for making instructions effective. The first is to use simple instructions and make them suit the comprehensive level of the students. The second rule is to use the mother-tongue only when it is necessary. Give students time to get used to listening to English instructions a

28、nd help the make an effort to understand them. Use body language lu assist understanding and slick lo it each lime you leach die class.Student grouping: whole class groupsame activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduc

29、t which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1 .closed questions and open questions Z.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonom

30、yClosed questions refer to those with only one single correct answer while open questions may invite many different answers. Display questions are those that the answers are already known to the teacher and they are used for checking if students know ihe answer, too. Genuine questions are questions

31、which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.

32、Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue", it's a failure performance to a known system.An error has direct relation with the learners? language competence. Results from Lack of knowledge in the targe

33、t language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing on accuracy or fluency. Balance between accuracy-based activities and fluency-based activities.When to correct: fluency work-not to interrupt, after th

34、e student's performance; accuracy work-need to intervene moreHow to correct: direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility:

35、 the pronunciation should be understandable to the listenersCommunicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress)

36、, intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters.Grammar presentation: The deducti

37、ve method, the inductive method, theguided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Meclianical practice; involves aulivilies dial aie aimed al form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and t

38、ransformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanical practice. (Comparatives and superlatives). Using picture prompts, using mimes

39、 or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a Word involve? Denotative meaning; connotative meaning;chunkcollocations; synonyms, antonyms and hyponyms; rece

40、ptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotion

41、s of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words w

42、hich can be grounded together under the same superordinate concept. Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also ab

43、le to use in speech and writing are considered as one's productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding syn

44、onyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use.Principles and models for teaching list

45、ening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using

46、listening activities.Two approaches are frequently used to describe different processes of listening.Bottom-up model and Top-down model.Bottom-up model:從細(xì)節(jié)入手 start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners ha

47、ve a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. recognizing sounds of words, phrases or structures.Top-d

48、own model:省市概要 listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if dicy already have some knowledge in dicir niind about die topic. Such knowledge is also Icnncd as prior knowledge or schematic kno

49、wledgemental frameworks for various things and experience we hold in our long-term memory.-referring meaning from broad contextual clues and background knowledge.Three teaching stages: pre-listening-warming up; while-listening-listening comprehension; post-listening一checking answers.Teaching speakin

50、gLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities-mechanical activities; communicative activitiesmeaningful activities.

51、Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching reading The construction of

52、 meaning from a printed or written message.Two broad levels in the act reading.1) . A recognition task of perceiving visual signals from the printed page through the eyes.2) . A cognitive task of interpreting the visual information revealing the received information with the reader's own general

53、 knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that one is able to recognize immediately are often referred to as sight vocabulary.Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on