【2022】王薔《英語教學(xué)法教程》知識(shí)點(diǎn)單元重點(diǎn)歸納

Unit1Knowledge: sththatcanbelearnedSkills: sththatonlycanbegainedthroughpracticeortraining,Languageskills: listening,speaking,readingandwritingLanguageisasystemofarbitraryvocalsymbolsusedforhumancommunication。Viewsonlanguage：、Structuralview（languagecompetence）—Thefounder：Saussure—Thestructuralviewoflanguageseeslanguageasalinguisticsystemmadeupofvarioussubsystems：1、thesoundsystem（phonology）2、soundcombinations（morphology）3meaningforcommunication（syntax）—Learningthelanguageistolearnthestructuralitems，studytheinnerstructureandruleoflanguage，ignorethesocialfunctionsofthelanguage。2、Functionalview—Representative：Johnson、marrow、swaincanal(thecore:grammar)—Thefunctionviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings—LearnerslearnalanguageinordertobeabletodoingthingswithitUsethelinguisticstructuretoexpressfunctions3、Interactionalview（communicativeEmphasis：appropriatenessLanguageisacommunicativetool，whichmainuseistobuildupandmaintainsocialrelationsbetweenpeople—LearnersneedtoknowtherulesforusingthelanguageincertaincontextLanguageteacherqualifications：—Languageteacherqualifications：1、agoodcommandofspokenandwrittenlanguage2、formulatetheorypresupposition3、languagebackgroundandexperience4、knowhowlanguagesarelearnt5、theabilitytousemethodsinvarioussituations6、deepunderstandingofculturalbackground7、understandingtheprinciplesofteachingTheseelementscanbecategorizedintothreegroups：ethicdevotion，professionalqualitiesandpersonalstylesViewonlanguageViewonlanguagelearningPsycholinguistic:therelationshipbetweenlanguageandthinking.ThinkinginlanguageLanguageisnecessaryforthought.Languageacquisition()Learnersintheirearlieryearsacquirecontroloveressentialstructureoftheirlanguagewithoutspecialteachingandlearninginaeffortlessandalmostanunconsciousway(liketheformationofahabit)peoplepreferfirstlanguageacquisitiontofirstlanguagelearning.Cognitivetheory:theruleforpeopletoawaretocognizesth.Cognitiveprocesses:Process:inputabsorb outputLanguagelearningisnotjuststimulate-reflection,buttheusingofoursubjectivecapabilities,theusingofourcognitiveabilitytothinkthelanguageandstudyingitactively.Constructivisttheory:learningisaprocessofmeaningconstructionbasedonlearner’sownknowledgeandexperience.S R(刺激) (反)Stimulus:assimilation①andaccommodation②①把外部知識(shí)納入自身②納入自身后也不相符，就要對(duì)原有知識(shí)進(jìn)行改變，也就是一種原有知道和外部知識(shí)保持聯(lián)系的創(chuàng)新的過程。Unit2交際英語教學(xué)）:itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizesthattheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.Thebasis:thetheoryofsociologyandsociolinguistic.Languagehastwofunctions:A.thetransactionalfunction→toexpressthecontext theinteractional(function→toshowsocialrelationsandpersonalattitudeLanguageisusedtoperformcertaincommunicationfunctions;useallskills:A.Receptiveskill:listeningandreadingB.Productiveskill:speakingandwriting;usedinacertainsocialcontext:teachthepartoflanguageinrealliferatherthanallthelanguagestudentsdevelopallthelanguageskills.Traditionalpedagogy傳統(tǒng)教學(xué)法):focusontheformsoflanguage.TraditionalclassVS.CLTListening:totheteacher,tothetape→sth.unpredictable,sth.authentic,sth.meaningfulReading:learninglanguage→getinformation,exactmeaning,differentskillsSpeaking:repeating,answering,retelling→sth.creating,expressoneselfWriting:composition,translation→writetoexpressoneself,one’sfeeling,one’sthought;writewhatpeoplewriteinthewaypeoplewrite.LinguisticCompetence(=languagecom.)Chomsky:tacitknowledgeoflanguagestructuresandtheabilitytousetheknowledgetounderstandandproducelanguage.CommunicativeCompetenceBothknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageincommunicativesituationappropriately.FeaturesofCLT:focusondevelopingcommunicativecompetenceFocusonusefulandnecessarylanguage3.Payattentiontothecommunicativetask4.Placeimportanceonstudents'beingfluent5.Encouragestudentstotakepartinactivities6.Understandthestudentsareofdifferentstand7.AwarethatthereisnotjustonekindofEnglish8.MeritsofCLT:likelytogivethestudentsallskillsMorerelevantLesswasteoftimeandeffort9.DemeritofCLT:makegreatdemandsupontheprofessionaltrainingandskillsoftheteacherDifficulttocheekwhatstudenthaveleartDon'toffertheteacherthesecurityofthetextbookUnit4Whatisteaching?Teachingmeansensuringthatthestudentshavelearntormasteredwhatisbeingtaughtthroughapropersequenceofsteps,sotheteachershouldcarefullypreparethelessons,arrangethesteps,madefulluseofeverysecondinclass.PrinciplesforgoodlessonplanningAim B. Variety C.Flexibility D.learningability E.linkageMacroplanninginvolvesthefollowing:theanalysisoftheschooltheanalysisofthestudents(information,background)theanalysisofthesyllables).（principle,purpose,theanalysisofthetextbook)theteachingmethodsand)theteachingobjectiveand)Componentsofalessonplan:BackgroundinformationBTeachingaimsLanguagecontentsandskillsstagesandproceduresTeachingaidsEndoflessonsummaryG..OptionalactivitiesandassignmentsH.AfterlessonreflectionHowtomakeamicroplan.Theteachingaimsanddemands(ability,knowledge)Theteachingcontentsvocabulary,phrasestructuregrammarskillsTheteachingimportantanddifficultpointsTheteachingmethodsandaimsTheteachingprocedurestage1:activitiesstage2:(step1:presentationstep2: pratice step3:production)c.stage3:lessonsummaryd.stage4:assignments/optionalactivitiese.stage5:afterclassreflectionUnit5Ⅰ. Theroleoftheteacher(basedonthefunctionoftheteacher):Controller:controlthepace,thetime,thetargetlanguage,thestudent.Assessor:twothingsascorrector:correctthemistakes,organizingfeedbackthelearnersasevaluator:tocreateasuccess-orientedlearning,atmosphere,morepraise,lesscriticismOrganizer:taskbasedonteachingtodesigntasksandtoorganizePrompter:togiveappropriatepromptshintsParticipant:totakepartintheactivitiesResource-provide:asawalkingdictionaryⅡ.Rulesformakinginstructionseffective:1.simple 2.natural 3.targetlanguage/bodylanguagegivetimetogetusedtolisteningtoEnglishModelthetasks/activitiesbeforedoingthemclearinstructionsⅢ.Thecommonstudentgroupingsare:wholeclasswork; b.pairwork; c.groupwork; d.individualstudyⅣ.Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective哪些因素影響學(xué)生紀(jì)律：teacher’sbehaviora.choiceofmethodologyteacher’spreparationforthelearnersinterpersonalrelationshipwiththelearnersmotivation/purpose/desire/surroundingⅤ.Howtomaintainthediscipline:createacodeofbehaviorbeconsistentinapplyingtherulesbefriendlyandtalktostudentsimmediatelyactionbefairtoeveryonedealwithproblemsimpersonallyⅥ.MeasuresforactsandbadlybehavingactimmediatelystoptheclassrearrangetheseatschangetheactivitiestalktostudentsafterclasscreateacodeofbehaviorⅦ.Adviceaboutproblemsonclass:(P81)dealwithitquietlydon’ttakethingspersonallydon’tusethreatsⅧ.QuestionintheclassPurpose:tofocusonthestudents’attention;toinvitethinkingandimagination;tochecktheunderstanding;tosimulatethestudentstorecallinformation;tochallengestudents;toassesslearningTypesofquestion (P83)closequestion-onlyoneansweropenquestion-manydifferentanswer…Ⅸ.DealingwitherrorsMistakewithnothingtodowithlanguagecompetence(causedbycarelessness→self-correction)Error hassthtodowiththelanguagecompetence(causedbylackingofdealtwiththehelpoftheteacherandotherclassmates)Dealingwithspokenerrorsfluencyactivity aftertheactivityaccuracyactivity whiletheactivityHowtocorrectindirectteachercorrectiondirectteachercorrectionself-correctionpeer-correctionUnit6Theroleofpronunciation①2views:pronunciationwilltakecareofitselfneedn’tteachpronunciationpoorpronunciationisagreathindranceinlanguagelearning②ForChinese:pronunciationisimportantdependonChineseisdifferentfromEnglishChinesehavelittleexposuretoEnglishThegoalofteachingpronunciation①Wecannevergetthenative-likepronunciationCriticalPeriodHypothesistheamountofexposurebiologicalandphysiologicaldifferences②ourrealisticgoalofteachingpronunciation (P93)a.Consistency b.Intelligibility c.CommunicativeefficiencyAspectsofpronunciation①focusonsounds,stressandintonation,thesechangethemeaningofasentence②Thewaysofteachpronunciation:Step1.Givingmodel Step2.Imitating Step3.Checking Step4.Givingexamples Step5.Comparing Step6.MeaningfulpracticeUnit7Therearedifferentwaysofpresentinggrammarinclassroom:Thedeductivemethod,theinductivemethod,andthediscoverymethod.Penningtonproposesasynthesisapproachtogrammaticalpedagogy.Sheemphasizedthatgrammarteachingshouldbe“collocational,constructive,contextualandcontrast” (4C)Grammar practice is usually divided into two categories, mechanical practice meaningful/communicativepracticeThedeductivemethod:Step: 1presentationofthegrammar2studyoftheexamplesconclusiondrillsTheguideddiscoverymethod:Step: 1presentationofcontextualizedscenariosillustratingaspecificstructure2inducestudentstofindtherulesstructures3teach/learnthenewrulesstructures4drillsTheroleofGrammarGrammarcompetenceisonecomponentofcommunicativecopentenceGrammarmakesexpressionformal,accuracyInstructivelearnsarefoundtooutperformuninstructedlearnersUnit8Itemofvocabulary:words,compounds,phrases,idiomsA:passive/receptivewords:wordsthatcanberecognizedorcomparedinreadingandlisteningbutcannotbeusedautomaticallyinspeakingandwriting.B:active/productivewords:wordsthatcanberecognizedandalsobeusedinspeechandwritingbylearners.Aspectsoflearningaword:A:pronunciation(stress+sound)B:form(spelling+grammaticalproperties)C:meaning(denotativemeaning+connotativemeaning)D:usage(collocation,synonyms,antonyms,hyponyms)Waystoshowmeaning:A:usingvisuals(realobject,pictures,drawings.etc.)B:givingexamplesC:usingthelearner'onlanguageImplicationsforteachingvocabulary:A:bothdenotativeandconnotativemeaningsB:incontextsC:ingroupsofreflectedwordsD:wordformationisusefulindevelopingE:vocabularyF:differencebetweenpassiveandactivewaysSomeconcepts:A:denotativemeaningofawordreferstothatweusetolabelthingsasregardsrealobjects.B:connotativemeaningofawordreferstotheattitudeoremotionsofalanguageuser.C:collocation:referstowordsthatconcurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords .Wayofpresentingvocabularyprovideavisualorphysicaldemonstrationwheneverpossible2)provideaverbalcontexttodemonstratemeaningusesynonymsorantonymstoexplainmeaninguselexicalsetsorbyponymstoshowrelationofwordsandmeanings.5)translateandexamplify6)usewordformation.etc.Unit9Whydolisteningcomefirst?students→impossibletoproduceasounddoesn’texistintheirmothertongue.students→impossibletoproduceasoundwiththerightstress,rhythm,intonationwithoutprovidingthemamodel.TheessenceoflisteningItisperfectlypossibletohear,buthere“hear”isnotlistening,similarlyitispossibletolisten,butnotunderstand,listeningmeanscomprehendwhatyouhear.Whydoeslisteningseemsodifficult?Thedifficulties:A,quicklyforgetwhatisheardB,don’trecognizethewordsyouknowC,understandthewordsbutnottheintendedmessageD,whilethinkingaboutthemeaning,neglectthenextpartE,can’tformthementalrepresentationUnit10Speakingistheskillthatthestudentswillbejudgeuponmostinreal-lifesituationSpeakingistoexpressoneself㈠thefeelingofoneself㈡theexperienceofoneselfTypeofspeakingtasksconcludeactivities)and(Communicativeactivities)Designingspeakingtasksconcludemaximumforeigntalk,evenparticipation. highmotivationrightlanguagelevelThefeatureofspeakingisspontaneousandtime-constraintUnit11Tosummarize,readingaloudandsilentreadingaretwotypesofreadingpractice.Readingaloudhelpsstudentstopracticeoracquiregoodpronunciation,intonation,andbuildupconfidenceinspeaking.Silentreadinghelpsstudentstocomprehendthemeaningtogetinformation.Threekindsofreadingmaterials:fast/rapidreading,intensivereadingandextensivereading.Therearetwobroadlevelsintheactofreading:1.arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;2.acognitivetaskofinterpretingthevisualinformation.Threemodelsforteachingreading:bottom-upmodel,top-downmodelandinteractivemodel.Fiveprinciplesforteaching1.Accessiblereadingmaterials.2.Clearpreparedtasks.3.Developingstudentsreadingstrategies.4.Enoughguidance.5.Promotingthestudentsreadingability.Predictingisanimportantreadingskill.Predictionscanbedonemanydifferentways:predictingbasedonthetitle,predictingbasedonvocabularyandpredictingontheT/Fquestions.Pre-readingactivities:predicting,settingthescene,skimming,andscanning.While-readingstage:sophisticatedinput,transitiondevice,output,underreferenceandmakingreference.Post-readingactivities:Gap-filling,discussion,roleplay,retellingandwriting.Readingmeanstheconstructionofmeaningfromaprintedorwrittenmessage.HowtoBeaGoodEnglishTeacher?

論述題TobeagoodEnglishteacherdoesnotonlydependonhisorhercommandofthelanguagebutonotherelements.Theseelementscanbecategorizedintothreegroups:ethicdevotion,professionalqualitiesandpersonalstyles.ThesethreeaspectsconstitutetheprofessionalcompetenceofagoodEnglishteacher.However,themostimportantandmostdifficultpartofbeingagoodEnglishteacherisnottheprofessionalcompetencebutthedevelopmentofit.ThedevelopmentofprofessionalcompetenceforagoodEnglishteacherinvolvestwostagesandagoal.Thefirststageislanguagedevelopment.AllEnglishteachersaresupposedtohaveasoundofEnglish.As languageisthesubjectmatterforalanguageteacherandalsobecauselanguagealwayschanging,languagedevelopmentcannevercometoanend.Thesecondstageinvolvesthreelearning,practice,andreflection.Thelearningstageisactuallythepurposefulpreparationwhichincludes:learningfromothers’experience,learningthereceivedknowledgeandlearningfromone’sownexperienceasalearner.Thelearningstageisfollowedbypracticethatcanbeusedintwosenses.Inonesense,itisashortperiodoftimeassignedtodoteachingpractice.Theothersenseofpracticeistherealclassroomteaching.Teachersbenefitfrompracticeiftheykeeponreflectiononwhatthenhavebeendoing.Ideally,ateachershouldbeabletoattainhisorhergoal,thatistheprofessionalcompetenceaftersomeperiodofpracticeandreflection.Actuallyprofessionalcompetenceis‘a(chǎn)movingtargetorhorizon,whichprofessionalstravelalltheirprofessionallifebutwhichisnevelfinallyattained.’Howcanonebecomeagoodlanguageteacher?Themostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,whichisthestateorqualityofbeingadequatelyqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledge,andability.Wallaceusesthe following‘reflectivemodel’todemonstratethe developmentprofessionalcompetence.Themodelisanadaptedversiontoillustratetheprocessofbecomingaprofessionallycompetentteacher.LanguagedevelopmentLanguagedevelopmentOthers’experienceOthers’experienceProfessionalcompetenceReceivedknowledgePracticeOwnexperience ReflectionGoalFromtheabovemodel,wecanseethedevelopmentofprofessionalcompetenceforlanguageteacherthreestages.AllEnglishteachersaresupposedtohaveasoundcommandofEnglish.Aslanguageisthesubjectmatterforlanguageteachersandalsobecauselanguageisalwayschanging,languagedevelopmentcannevercometoanend.Thesecondstageisthemostcrucialstageanditismorecomplicatedbecauseitinvolvesthreesub-stages:learning,practiceandreflection.Learningstagewhichisthepreparationbeforealanguageteacherstartsthepracticeofteaching.Thispreparationcaninclude:learningfromother’sexperiencelearningthereceivedknowledgelearningfromone’sownexperienceasalearner.Teachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing.However,professionalcompetenceasanultimategoaldoesnotseemtohaveanend.CommunicativeLanguage交際英語教學(xué)法）Definition:Itisanapproachthatconsidersthefunctionalandsocialfactorsinlanguage,emphasizestheaimoflanguageteachingistohelpthelearnersacquirecommunicativeability.Itoffersaneffectivewaytolearnlanguagethroughlanguageuse.Basis:Thetheoryofsociologyandsociolinguistics.Principles:Communicationprinciple;Taskprinciple;Meaningfulnessprinciple.Features:Focusondevelopingcommunicativecompetence;Concentrateonusefulandnecessarylanguage;Payattentiontothecommunicativetaskstoachieve;Placeimportanceonthestudentsbeingfluent;Encouragestudentstotakepartintheactivities;Understandthestudentsareofdifferentstandards;AwarethatthereisnotjustonekindofEnglishLanguageTeaching(TBLT)TBLTis,infact,afurtherdevelopmentofCommunicationLanguageTeaching(CLT).Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.However,ithasstressedtheimportanceofcombiningform-focusedteachingwithcommunication-focusedteaching.(definition)Itstressesholisticandrealisticinputandoutputandthefocusisonthestudents'learning,ratherthanonasetofdiscretelanguageknowledge,andtaskscancontributetowhole-persondevelopment-notjustlinguisticdevelopment.Theattentiontostudents'needs,interestsandabilitiesmeansthatweshouldvaryourteachingstylestotakeaccountofthedifferentwaysinwhichstudentslearn.(feature)Meritsanddemerits(4