英语教学法重点 English Language Teaching概要1[br]1. Views on language: Structural view, Functional view, interactional view.[br]2. Views on language learning and learning in general: Behaviorist theory, Cognitive theory, Constructivist theory, Socio-constructivist theory.[br]3. Elements that contribute to the qualities of a good English teacher: Ethic devotion, professional qualities, personal styles. ④补充的 excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.[br]Enthusiasm, Leading by example-e.g. risk taking, Integrity, Never stops learning, Good communication.[br]5. Stage 1 language development ,stage 2 learning from other`s experience learning the received knowledge learning from one`s own experience as a learner. Stage3 professional competence.[br]The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).[br]2Components of communicative competence:[br]4 the key assumption in CLT is that students learn the language through engaging in a variety of communicative activities,[br]Language skills: Listening, Speaking, Reading, Writing[br]Language knowledge: Phonetics, Grammar, Vocabulary, Functions, Topics[br]Cultural awareness: Knowledge, Understanding, Awareness[br]Affect and attitudes: International, Perspectives, Patriotism, Confidence, Motivation[br]Questions: What is the main aim of English language teaching[br]The new curriculum is designed to promote the students 'overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided to a few subcategories as shown in the diagram. 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 for life-long learning along with cross-cultural knowledge, awareness and capabilities.[br]Firstly, a class plan makes the teacher aware of the aims and language contents of the lesson.[br]Secondly, it helps teacher distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lessons can move smoothly from one stage to another.[br]Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.[br]Fourthly, good lesson planning gives teachers, especially novice teacher, confidence in class. They know what they are going to do next therefore they can pay more attention to Ss' reaction and performance in class rather than themselves.[br]Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson.[br]Last but not least, planning is a good practice and a sign of professionalism.[br]3. P53: principles for good lesson planning[br]d. Knowing about the curriculum/syllabus: the teacher should be clear about the principles, purposes, requirements and targets specified by the curriculum or syllabus. She/ He should also be aware of the methodological suggestions and assessment requirement for the course.[br]e. Knowing about the textbook: in China, teaching is generally based on a textbook provided to a teacher. Therefore, teachers should not only know the curriculum well but also know the textbook well in terms of its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.[br]Models for teaching a new structure-based基于结构lesson: Presentation, Practice, Production[br]Models for teaching a new skill-oriented 导向lesson: Pre-reading, While-reading, Post-reading[br]7. 阅读教学的步骤[br]1. Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.[br]c. Students are grouped in a way suitable for the learning activities.[br]d. The teacher asks appropriate questions.[br]e. There is discipline as well as harmony in the class.[br]Checking comprehension[br]Drawing attention[br]Motivating learners[br]Assigning homework[br]对无纪律课堂的措施measures ①act immediately ②stop the class ③rearrange the class ④change the activity ⑤talk to students after class ⑥create a code of behavior[br]6. Discipline here refers to a code of conduct which binds a teacher and a group of Ss together so that learning can be more effective.[br]7. What contribute to discipline: classroom management, T's behavior, S's motivation.[br]8. Questioning in the classroom: Ts use questions to focus Ss' attention, to invite thinking and imaginations, to check understanding, to stimulate recall of information, to challenge Ss, and to asses learning.[br]课堂问题的建议advice about problems in class ①deal with it quietly ②don't take things personally ③don't use threats[br]有效的课堂指令规则rules to follow for making instructions effective:①use simple instructions and make them suit the comprehension level of the students. ②use the mother-tongue only when it is necessary. ③give students time to get used to listening to English instructions and help them make an effort to understand them.[br]一. Grammar presentation[br]1. Purpose: Ss perceive理解 the structure-its form and meaning-in both speech and writing, and take it into short-term memory.[br]3. P105. Guided discovery method的步骤[br]a. Create a content. (创设一个语境,用简洁、明了、易懂的语言从视和听两个方面来。[br]有兴趣、有话题,在其中梳理语言知识。)4. P110。Using mimes or gestures as prompts模拟表演,手势的提示[br]三种语法呈现方式的区别[br]Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S's native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.[br]Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.[br]Guided discovery method: this method is similar to the inductive method in that the Ss are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicity.[br]P107 Approach to teaching grammar: collocational搭配, constructive结构, contextual语境, contrastive对比[br]语法教学3P模式:Ⅰ.presentation: ①purpose: students perceive the structure--its form and meaning--in both speech and writing, and take it into short-term memory. ②ways: the deductive method; the inductive method; the guided discovery method: 步骤:create a context, clear model, highlight rules, check understanding. Ⅱ.practice: ①purpose: students learn to use the grammar item. Absorb the structure thoroughly, or to transfer what they know from short-term to long-term memory. ②ways: mechanical practice(substitution drills, transformation drills); meaningful practice(定义:in meaningful practice the focus is 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).③要素factors: ⑴can't be said to have really mastered it yet. ⑵aimed at form accuracy. ⑶the students pay repeated attention to a key element in a structure. ⑷controlled/mechanical and semi-controlled. ⑸group. ⑹ways. Ⅲ. Production: ①purpose: there is a need for meaningful practice and communicative use of the structure taught so that students can be helped to achieve both accuracy and fluency in language use. ②ways: communicative practice(guessing games, completing the picture, information sheet, find someone who, paired cue card, role play, story telling); task.[br]第11章复习内容[br]P178: what do effective readers do Predicting based on the title[br]d. Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning.[br]e. Involve all the Ss in clearly defined reading tasks.[br]10. Post-reading activities:[br]读前pre-reading activities: ①purpose: the purpose of pre-reading is to facilitate while-reading activities. ②ways: predicting(predicting based on the title, predicting based on vocabulary, predicting based on the T/F questions); setting the scene. 读中While-reading: ①fast reading: skimming; scanning. ②reading in detail: transition device(信息转换)⑴purpose: focus attention on the main meaning of the text; be able to simplify sophisticated input so that it becomes the basis for output; allow students to perform tasks while they are reading; highlight the main structural organization of a text, and show how the structure relates to meaning; involve all the students in clearly defined reading tasks; precede one step at a time; when a TD is completed, use it as a basis for further oral and written language practice. ⑵ways: picture; drawings; maps; tables; tree diagrams; cyclic diagrams; pie charts; bar charts; flowcharts; chronological sequence; subtitles; notes. 读后post reading ① purpose ⑴to consolidate or reflect on what has been read in the text. ⑵to relate the text to the students' own knowledge interests or view. ⑶to give the students the chance to consolidate that language by using it freely. ②activities: discussion questions; reproducing the text; role play; gap-filling;