王薔英語(yǔ)教學(xué)法重點(diǎn)

1、Unit 1 Language and LearningHow do we learn language ?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how

2、 language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.What are the major views of languag

3、e?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules. 2) Functional view:Language is a linguistic system as well as a means for doing things. Learners lea

4、rn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social re

5、lations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.1.3 Views on Language LearningTwo broad learning theories :Process-oriented theories are concerned with how the mind organizes new information. Condition-oriented theories emph

6、asize the nature of human and physical context.Behaviorist theoryB. F. SkinnerA stimulus-response theory of psychologyAudio-lingual methodThe idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct

7、utterances were immediately praised.B. Cognitive theoryInfluenced by Noam Chomsky (revival of structural linguistics)Language as an intricate rule-based systemA learner acquires language competence which enables him to produce language.Oneinfluential idea of cognitive approach to language teaching i

8、s that students should be allowed to create their own sentence based on their ownunderstanding of certain rules. C. Constructivist theoryJean Piaget (1896 1980)The learner constructs meaning based on his/her own experiences and what is already known.D. Socio-constructivist theoryVygotsky“Zone of Pro

9、ximal Development ” (ZPD); scaffolding (腳手架)Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. Thereare

10、 a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.How can one become a good language teacher?Wallace s (1991)reflective model (Figure 1.1, p.9)Stage 1: langua

11、ge developmentStage 2: learning, practice, reflection? The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:Learning from others experienceLearning the received knowledgeLearning from one s own experiences? The practice s

12、tage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as partof one s pre -service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formal education? Teachers bene巾t from practice if th

13、ey keep on reflecting on what they have beendoingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teachingHowis language learned in classrooms different from language used in real life?Language used in real lifeLanguage taught in the classroomTo perform certain co

14、mmuntcative functionsTo focus on forms (structures or patterns)Use all skills, both receptiveskillsand productive skillsTo focus on one or two language skills and ignore others.Used in a certain contextTo isolate language from its contextWhat is communicative competence?To bridge the gap between cla

15、ssroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students communicative competence.Definition:Communicative competence include both the knowledge about the language and the knowledgeabout how to use the language appropriately in commu

16、nicative situationsFive components of communicative competence （Hedge 2000）Linguistic competence（語(yǔ)言能力）The knowledge of language itself, its form and meaning.Pragmatic competence（語(yǔ)用能力）The appropriate use of language in social context.Discourse competence（語(yǔ)篇能力）One; s ability to create coherent written

17、 text or conversation and the ability to understand themStrategic competence（策略能力）Strategies one employs when there is communication breakdown due to lack of resources.Fluency（流利性）One s ability to link units of speech together with facility and without strainor inappropriate slowness or undue （過分的，

18、不適當(dāng)?shù)模?hesitation 2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers :Communication principle : involve real commun

19、icationTask principle : Carry out meaningful tasksMeaningfulness principle : Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong versionlanguage is

20、 acquired through communication ” （Howatt, 1984:279）.5 Major Activity Types of CLTA sequence of activities represented in Littlewood （1981: 86）Pre-communicative activities? Structural activities? Quasi-communicative activities類似，準(zhǔn)，半Communicative activities （PP22-23）? Functional communication activit

21、ies? Social interaction activities.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)Communicative purpose Communicative desire Content, not form Variety of language No teacher intervention No materials control.7 What is Task-based Language T

22、eaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.Four components of a taskA purposeA contextA processA product2.7.2 Exercises, exercise-tasks a

23、nd tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLTThe way students use and experience language in TBLT is radically different from PPP.*Free of language controlA genuine need t

24、o use language to communicateA free exchange of ideas*Appropriateness & accuracy of language form in general, not production of a single formA genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect. A task-e

25、stablished contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy (+fluency) In TBL Integrated skills practicedHow to d

26、esign tasks?Step 1 Think about students needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materialsCLT and TBLT in the Chinese contextProblems with CLTThe very first and forceful argument is whether it is culturall

27、y appropriateThe second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.Constraints of TBLTThe first is it may not be effective for

28、presenting new language itemsThe second constraint is Time as teachers have to prepare task-based activities very carefully.The third is the culture of learningThe forth is Level of difficultyUnit 3A brief history of foreign language teaching in China?A phase of restoration (1978-1985)?A phase of ra

29、pid development (1986-1992)?A phase of reform (1993-2000)?A phase of innovation from 2000Designing principles for the National English Curriculum1)? Aim for educating all students, and emphasize quality-oriented education.Promote learner-centeredness, and respect individual differences.Develop compe

30、tence-based objectives, and allow flexibility and adaptability.Pay close attention to the learning process, and advocate experiential learning and participation.5)? Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning

31、resources, and maximize opportunities for learning and using the language.Goals and objectives of English language teachingThe new curriculum is designed to promote students overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affe

32、cts, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. 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

33、 for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.Design of

34、the National English CurriculumThe standards for different levels of competenceChallenges facing English language teachers1)? English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)? English language t

35、eachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)? English language teachers are expected to use more task-based activities and put the students at the center of learning.4)? English language teachers are expected to use more formative asses

36、sment in addition to using tests.5)? English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning 備課why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teac

37、hers make advance decisions about what they hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.Makes teachers aware of the aims and language contents of the

38、 lesson, so as to plan the activities and choose the techniques accordingly;Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levelscan be arrangedproperly and the lesson can move smoothly from one stage to

39、another;Gives teachers the opportunity to anticipate potential problems so that they can be prepared;Gives teachers, esp. novice ones, confidence in class;Raises teachers awareness of t he teaching aids needed;Planning is a good practice and a sign of professionalism.Teachers benefit from proper les

40、son plans in a number of other ways:To enable the teacher to improve class timing;Lesson plans are also an aid to continuing development(plan - practice - reflection)Principles for Good Lesson PlanningAim: the realistic goals for the lesson; what students are able to do by the end of the lesson;Vari

41、ety: different types of activities; a wide selection of materials;Flexibility:preparing some extra and alternative tasks and activitiesLearnability:the contents and tasks planned should be within the learningcapability of the studentsDoing things that are beyond or below the students coping ability

42、will diminishtheir motivation (Schumann, 1999)Linkage: the stages and the steps within each stage are linked with one another.what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it providesa general guidance for lan

43、guage teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.Macro planning invol

44、ves the following ：Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:? Background information? Teaching aims? Teaching conten

45、t and skills? Stages and procedures? Teaching aids? End of lesson summary? Optional activities and Assignment? After lesson reflectionUnit 5 Classroom ManagementWhat is classroom management ?Classroom management is the way teachers organize what goes on in the classroom. (68) the goal of classroom m

46、anagementis to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met.The teacher plays appropriate roles.The teacher provides clearer instructions.Students are grouped

47、in a way suitable for the learning activities.There is discipline as well as harmony in the class.The teacher asks appropriate questions.The students errors are treated properlyWhat roles does the teacher play?Controller (what to learn; how to learn)Assessor (correcting mistakes; organizing feedback

48、)Organiser (students activities)Prompter (when ss don t know what to do )Participant (in ss activities)Resource-providerTeachers roles are not static. They change with the development of the society.New roles:Teacher as facilitatorCreate a positive learning environment, use various strategies to mot

49、ivate learners, guide students in planning and assessing their learnin g and develop their learning strategies Teacher_as_guide_Activate students prior knowledge; find individual interests and explore potential capabilities; acknowledge and respect individual differences; give each equal opportunity

50、 in learning; evaluate students development fairly from an all - round perspective Teacher as researcherObserve a problem, reflect on the reasons, think about possible solutions, implementthesolutions and evaluate the results Q: How much control is needed?Appropriate degree of controlDifferent activ

51、ities need a different degrees of control.The more communicative an activity, the less control it needs.Q: What does the teacher do as an assessor?Correcting mistakesThe correcting should be gentle, not harsh.Organizing feedbackThe feedback should be focused on students success or progress so that a

52、 success-oriented learning atmosphere can be created.Q: How to organise?Before the activity: what the activity is going to be like, anticipated problems; clearinstructions given to students (with T s demonstration)During the activity: overhear what the students are saying, rectify wrong practices; t

53、ake notes for later feedbackQ: When to prompt?When students are not sure how to start an activity, or what to do next, or what to say next When a student doesn t seem to be ready for an answer, When a student finishes with a very short answer, Q: why to participate in student s activities?Monitoring

54、 + participating changes the role from an authohty to a conversationalist, a good chance for students to practise English with a superiorQ: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient

55、resource for the students. ”How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.To use simple instructions and make them suit the comprehension level of the students;To use the mother-tongue only when it is nece

56、ssary;Give students time to get used to listening to English instructions;Use body language to assist understanding;Model the task/activity before letting students into groups or pairsTeachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.Wha

57、t are the different ways for student grouping?Whole class work, pair work, group work, individual studyWhole class workAll the students are under the control of the teacher, doing the sameactivity at the same rhythm and pace.Pair workStudents work in pairs on an exercise or task.Group workStudents w

58、ork in small groups of 3-5 students.Individual studyStudents work on their own at their own speed.Q: How to group? (Grouping methods)Whole class work is normally used when presenting and explaining new language or new information and it should be used wisely by the teachers.Successful group/pair wor

59、k depends on skillful organization.The biggest problem for group work is the selection of group members.While teachers are encourage to use pair wok and group work to provide more practice chance, individual study should not be forgotten.Types of student grouping and their advantages and disadvantag

60、es in P314 (task4)5.5 Discipline inthe language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)Q: Does discipline guarantee effective learning?No. There might be little le