英语教学法教程考研笔记

Unit1languageandlanguageteaching1.Whatmakesagoodlanguageteacher?EthicdevotionProfessionalqualitiesPersonalstyles2.Viewsonlanguagelearningandlearningingeneral:Process-orientedtheories:concernedwithhowthemindorganizesnewinformationsuchashabitformation,induction,makinginference,hypothesistestingandgeneralization.Condition-orientedtheories:emphasizethenatureofthehumanandphysicalcontextinwhichthelanguagelearningtakeplace,suchasthenumberofthestudentsandthekindofinputlearnersreceive,andtheatmosphere.3.Howcanonebecomealanguageteacher?Itinvolvesmorefactorsandlongerlearningtime,andmayneverbefinished.Stage1:allEnglishteachersaresupposedtohaveasoundcommandofEnglish.Stage2:learning,practiceandreflection.Learning:Learningfromothers’experience(empiricalknowledgegainedthroughreadingandobservation)Learningthereceivedknowledge(languagelearningtheories,educationalpsychology,languageteachingmethodology,etc.)PracticePre-servicepractice(pseudopractice)RealclassroompracticeReflection:takeonreflectionseriouslyandkeepreflectionGoal:(donothaveanend)onecanneverbecomeaperfectteacher.Thereisalwaysroomforimprovement.languagedevelopmentother'sexperiencereceivedknowledgeownexperiencePracticeReflectionProfessionalcompetenceStage1Stage2GoalUnit2communicativeprinciplesandtask-basedlanguageteaching1.WhatiscommunicativecompetenceLinguisticcompetenceKnowledgeoflanguageitselfPragmaticcompetenceThechoiceofthevocabularyandstructuredependsonthesetting,therelativestatusofthespeakersandtheirrelationship.DiscoursecompetenceTheabilitytounderstandortoexpressatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarks,suchasfirst,second.StrategiccompetenceSearchingforothermeansofexpression,suchasusingasimilarphrase……Fluencytheabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation)CLT:communicativelanguageteaching2.PrinciplesofcommunicativelanguageteachingCommunicationprincipleActivitiesthatinvolverealcommunicationpromotelearning.TaskprincipleActivitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.MeaningfulnessprincipleLanguagethatismeaningfultothelearnersupportthelearningprocess.3.MainfeaturesofcommunicativeactivitiesCommunicativepurposeTheremustbesomeinformationgapthatstudentsseektobridgeCommunicativedesireArealneedtocommunicateContentnotformTheymusthavesomemassagetheywanttocommunicateVarietyoflanguageNoteacherinterventionNomaterialcontrolTBLT:task-basedlanguageteaching4.FourcomponentsofataskApurposeMakesurestudentshaveareasonforundertakingthetaskAcontextThiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocationandtherelationshipofthespeaker……AprocessGettingstudentstolearnsomelanguagestrategiessuchasproblemsolving,reasoning……Aproduct5.Focusonindividuallanguageitems–Purposefulandcontextualizedcommunication+ThenExercise→task6.TBL:Pre-taskIntroductiontotopicandtaskTaskcycleTaskPlanningReportStudentsheartaskrecordingorreadtextLanguagefocusAnalysisandpracticeReviewandrepeattask7.PPPPresentationOfsinglenewitem;teachersintroducesnewvocabularyandgrammaticalstructures.PracticeOfnewitem:drills,exercise,anddialogueProductionActivity,roleplayortasktoencourage‘free’useoflanguage8.HowtodesigntasksThinkaboutstudents’needsandinterestsandabilitiesBrainstormpossibletasksEvaluatethelistChoosethelanguageitemsPreparingmaterials9.ConstrainsofCLT:WhetheritwillmeettheneedsoflearnersfromdifferentcontextsItisverydifficulttodesignaonetoonecorrespondencebetweenafunctionaform.10.ConstrainsofTBLTNoteffectiveforpresentingnewlanguagesTimeislimited:teachersarebusyCultureoflearning:somestudentsmayfinditdifficulttoadapttoTBLTLevelofdifficulty:studentsmayfindtask-baselanguageteachingquitedifficultoftheydonothavesufficientlinguisticresources.Unit4lessonplanning1.Whyislessonplanningimportant?Itcanmaketeachersawareoftheaimsandlanguagecontentsofthelesson.Ithelpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothatactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother.Itgivesteachersopportunitytoanticipatepotentialproblemsthatmayariseinclass,andpreparesomesolutionstothem.Itbuildsteachers’confidenceinclass.Teacherscanalsobeawareofteachingaidsinclass.Planningisagoodpracticeandsignofprofessionalism.2.Principlesforgoodclassplanning:AimItmeansrealisticgoalsforthelesson;thethingsstudentsareabletodoattheendoftheclass.VarietyPlanningavarietyofdifferentactivitiestointroduceawideselectionofmaterials,sothatlearningisalwaysinteresting.FlexibilityPreparingsomeextraandalternativeactivitiesandtasksastheclassdoesnotalwaysgoaccordingtotheplan.LearnabilityThecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.LinkageThestepsandstepsineachstageareplannedinsuchawaythattheyaresomewaylinkedwithanotherone.3.MacroplanningAplanningoveralongerperiodoftime,forinstanceawhole-yearcourse.Itisoftendonebyagroupofteacherswhoaretoteachthes