1.Views on language: a. Structural view(结构主义) b. Functional view(交际法) c. Interactional view(交往法)
1) The structural view结构主义观点:language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items.
To learn a language means to learn these structural items so as to be able to understand and produce language.
2)The functional view交际法的观点language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.
3)The interactional view交往法的观点Language is a communicative tool, whose main use is to build up and maintain social relations between people. Learners not 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.
The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.
2.The qualities of teachers教师素质：ethic devotion; professional qualities; personal styles.
https://www.doczj.com/doc/ba18213527.html,municative competence(交际能力组成的5部分): a. linguistic competence b. pragmatic competence c. discourse competence d. strategic competence e. fluency
4. Principles of communicative language teaching: a. communication principle b. task principle c. meaningfulness principle
5.classification of communicative activities(交际活动的分类): a. functional communicative activities b. social interaction activities
6．The role of teacher 教师的角色：a. controller b. assessor c. organizer d. prompter e. participant f. resource-provider 7. Classroom instructions: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.
8. students grouping: a. whole class work b. pair work c. group work d. individual study
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1.Three ways to show the stress pattern words, phrases and sentences:1)Use gesture;2)Use the voice;3)Use the blackboard.
2.Factors contribute to successful practice:1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interest
3.Grammar practice is usually divided into 2 categories: mechanical practice & meaningful/communicative practice.
4.Mechanical practice involves activities that aimed at form accuracy.
5.What does it mean to know a word? Knowing a word mans 1) knowing its pronunciation and stress; 2) knowing its spelling & grammatical properties; 3) knowing its meaning; 4) knowing how & when to use it to express the intended meaning.
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1. Principles for teaching listening 1).focus on process.2).combine listening with other skills.3).focus on the comprehension of meaning.4).grade difficulty level appropriately.
2. Factors that affect the difficulty level of listening tasks, but they fall into 3 main categories:1)type of language used.2）task or purpose in listening.3）context in which the listening occurs.
3. Models for teaching reading:1)Bottom-up model.(2)Top-down model 3)Interactive model
4.The characteristic are common in successful speaking tasks:1) Maximum foreign talk; 2)Even participation;3)High motivation;4)Right language level.
5. Littlewood divides communicative speaking activities into 2 types: Communicative activities: functional communication activities and social interaction activities. It also includes Pre-communicative activities: structural activities and
Quasi-communicative activities. Pre-communicative activities are intended to prepare learners for Communicative activities. 6. Pre-reading activities: predicting; setting the scene; skimming; scanning. Skimming means reading quickly to get the gist,e.g.the main idea of the text. Scanning which means to read to locate specific information.
7.Some speaking activities：1)controlled activities: mainly focus on form and accuracy; 2)semi-controlled activities: focus on meaning and communication; 3)communicative activities.
8. Ur points out that factors that affect the success of role-plays are: 1)the teacher’s enthusiasm;2)careful instructions;3)clear situations and roles; 4)and making sure that the students have the language they will need to carry out the role-play.
1.The main procedures of process writing(过程写作)include: Creating a motivation to write; brainstorming; mapping; freewriting; outlining; drafting; editing; revising; proofreading and conferencing.
2. Principles can help teachers motivate students to write: 1) Make the topic of writing as close as possible to students’ life.
2) Leave students enough room for creativity and imagination. 3) Prepare students well before writing. 4) Encourage collaborative group writing as well as individual writing. 5) Provide opportunities for students to share their writings. 6) Provide constructive and positive feedback. 7) Treat students’’ errors strategically. 8) Give students a sense of achievement from time to time.
1.我国英语教学的六个基本原则
原先所倡导的中学英语教学的基本原则：1、交际性原则2、阶段侧重原则3、语音词汇语法综合教学原则4、使用和控制使用本族语的原则5、以学生为中心的原则。
新课标下重新认定的教学原则：1、素质教育与语言教学一体化2、重视知识与技能，着重发展智力3、听、说、读、写综合训练4、尽量使用英语，适当利用母语5、教师为指导，学生为中心6、加强课内，注重课外
3.课堂教学的五个基本环节：1．组织教学；2．复习检查；3．讲练新课；4．反复操练；5．布置课外作业。
2.教师为指导，学生为中心.
在原来的中学英语教学大纲中，教师的作用被描述为“主导作用”。后来的大纲将次修改为“指导作用”。一字之差，却反映出教学观念上的巨大转变。主导作用是以教师为主，学生为辅。当今外语教学的课堂普遍强调以学生为中心的课堂。学生是主人，教师是服务员。服务员自然要根据主人的要求来安排各项教学活动。
A、帮助学生树立正确的学习态度.教师以一片真诚的心对待学生，就会创造和谐的人际关系，创造和谐的教学气氛，就会吸引学生认真学好英语。这样，良好的学习态度就会不知不觉地树立起来。
B、课堂上教师的指导作用.按照传统的教学思想。教师在课堂中只充当一名讲授者(lecturer)的角色。而当今的外语教学课堂要求教师集各种角色于一身:在复习时是强化记忆者(memory activator)，在呈现新内容时是示范表演者(demonstrator)，在操练时是组织者或指挥者(organizer or conductor)，在学生自己练习时是管理者(manager)，在巩固环节时是帮助者(helper)。总的看来，这些角色都处于指导者的地位。充分发挥好这些角色的作用，一个英语教师就会像导演一样，在课堂上指挥者学生演出一幕一幕生动的话剧来。
C、时刻注意调动学生的学习积极性.在英语课堂上，英语教师要尽最大努力，采取种种方法，调动和保护学生的学习积极性。要引导学生积极参加各种课堂活动和课外过冬，在学生回答问题有困难时，教师要和颜悦色地引导。如：T: Have you ever been to Beijing?
S: No, never. (四种可能：一怕说多了怕犯错误：二确实未去过北京；三是由于羞口。四是也许只能回答这么多；显然这种回答并不是教师所期待的，应继续引导：)
T: Really? You have never been to Beijing. I believe you will have a chance to go there some day.
好处：一显示出师生之间的和谐关系；二学生学习积极性自然地得到了保护。
D、教师的心里装着学生
以学生为中心，不仅要在教学活动中体现出来，在日常生活中也是这样。一个英语教师要了解学生学习英语的特点，学习中的困难和要求，还要了解他们的性格特点、兴趣爱好、思想状况及家庭情况。知道了这些，教师在组织课堂活动时就会有针对性。如果一个教师能做学生的知心朋友，就不但在教学中有了主动权，而且在教书育人上会更上一层楼。
4.用英语释义
有些单词用英语解释比用汉语解释更简便，更确切。例如aunt一词用英语解释“Parent's sister，uncle's wife”就比汉语解释“姑，姨，婶子，伯母，舅母”清楚明白。
1)描述法：museum___ a building where things are shown to the public.
2)定义法：以所描述事物的类概念为中心词，以区别于同类其它事物的特征为定语组成的判断。例如：
A hospital is a place where doctors and nurses work．An author is a man who writes a book for reading．
Spring is the first season in a year．
3)语境语意法:创造语境利用交代背景，创造语境的方式，使学生产生联想，推测词义。这可用于解释一些意义抽象的词语。例如：hungry: If one hasn’t had meals for a long time, he will be hungry.
4)类推法:Mr Li was a worker．He is over sixty．He is too old to work．He is retired now．从句子的时态及语境，不难理解retired是“退休”的意思。
5)释缀法: unfair_“Un” means “not”．“Unfair” means “not fair”．
retell “Re” means “again”．“Retell” means “to tell again”．
reading-room ____a room for reading．We read in the reading-room．
例如讲Chinese表示“中国人'一义时，只需讲“Chinese” is from the word “China”．It means “people of China”．不应再讲“of China，its people，or their language”（adj）和“the language of China”等意义。
6)同义代换法:“a large（big）room”，“nice（fine）weather，“Perhaps（Maybe）he is right．” 同义词一般只是近义，很少有意义和用法完全等同的词，因此应该谨慎使用，不要简单的划等号。最好是放在词组和句于中出现，以表明在这个搭配（上下文）中，它们意义相同，可以互换。
7)反义否定法:用反义词释义，应注意这一对概念之间的逻辑关系——反对关系或矛盾关系。矛盾关系的一对概念，否定一面，从而肯定另一面，就可用加否定词的方式进行解释。例如：wrong---not right，dead—not alive（lying）。但多数反义词，从逻辑意义上严格地讲，仅是彼此对立的关系（是A必非B，但非A不一定是B）。例如：good—bad，easy—difficult，cheap—expensive等。教学上虽然可用在其反义词上加not的方式进行释义，但最好能附加一定的说明，使其所表示的概念更明确。
8)对比法: 同义词、近义词或反义词的对比：The meeting begins at 8 a.m. Mr. White comes at 7 a.m. He is early. Mr. Green comes at 9 a.m. He is late. Mr. Smith comes at 8 a.m. He is on time.
一词多义的对比:The little boy covered his eyes with a hand. Don’t cover a mistake. The city covers 800 square kilometers.
9)问答法:agree to / agree with T: Who do you agree with? S: I agree with Zhang Hua.
T: What do you agree to? S: I agree to his view.
10)特征法：通过揭示事物之间的内在联系，引起学生的联想而理解新词的意义。
A事物的特征。
It's warm in spring．It's hot in summer，It's cool in autumn．It's cold in winter．
Japan（The USA）is a developed country．China（India）is a developing country．
B先后顺序。
Today is Monday．Tomorrow is Tuesday．The day after tomorrow is Wednesday．
C因果条件关系We missed the train because we were late./ If you study hard，You'll succeed./ If You don't study hard，you'll fail．
D类属关系Trees are plants．Vegetables are also plants．Plants and animals are living things．
E同位关系Beijing is the capital of China．Washington，D．C．is the capital of the USA．
Jinan is the capital of Shandong province．Nanjing is the capital of Jiangsu province．
Hua Logeng，a world-known mathematician，was a professor of Qinghua University．
5..语法教学中的三种讲练关系：1）精讲多练：较难的，英汉两种语言中有差异的语法规则，如动词时态、语态、复合句等，既是重点又是难点。2）略讲多练：对于那些容易理解，但活用较难的常用语法现象，如主谓一致关系、词形变化等。3)不讲多练：根据学生的汉语语法知识和已学过的英语语法现象，教署估计学生可以自己理解的那些语法现象，如句子各种成分等，可不讲但要多练。
6.外语教学法6大流派:1) 翻译法the Translation Method; 2)直接法the Direct Method; 3) 听说法(the Audio-Lingual Approach); 4) 视听法(the Audio-Visual Approach);5) 认知法(the Cognitive Approach);6) 交际法(the Communicative Approach) 4小流派：1）沉默法(the silent way) 2）顾问法(the counseling learning)或集体讨论法(the community language learning 简称CLL) 3）暗示法（suggestopedia）4）全身反应法（Total Physical Response，简称TPR）
1)A. 翻译法的特点是什么？1）语法体系的完整性和整体性2）语法翻译法以及建立在“希腊--拉丁语法”规则上的英语语法体系有利于外语学习者认识目的语的形式、不同的词类，句子的组合等。3）语法翻译法较好地体现了外语学习的本质，即两种语言形式的转换，进而达到语际信息交流的实际目的。4）语法翻译法非常重视词汇和语法知识的系统传授，有利于学习这语言知识的巩固，有利于打好语言基础；强调对词汇和语法规则的记忆，认为背诵语法规则是学习外语的捷径。5）强调对书面语的分析，着重原文的学习。
B.翻译法的优点：1）经常通过母语的翻译和比较，强调语法学习，能使学生比较深刻地理解外语的抽象词义和复杂的句子结构。2）使用方便，不需要什么教具和设备。3）容易测试学生，班级易于管理。
C.局限性和缺点
1）忽视语音和语调的教学，学生口语能力得不到提高。2）过分强调翻译，单纯通过翻译手段教外语。
3）过分强调语法在外语教学中的作用。语法讲解从定义出发，根据定义给例句，脱离学生的实际需要和语言水平。学生虽然学了很多的语法规则却不能运用。4）过分强调教学的主导作用和教师的语言讲解作用，忽视了学习者的实际案，不利于他们语言习惯的养成。5）学习的语言材料都是一些文学作品片断，词汇很深，脱离学生实际。6）忽视了语言教学的文化因素。语言运用的内在因素，以及语言在不同情境中使用的客观规律。7）强调死记硬背，教学方式单一，实践环节单调、课堂气氛沉闷，不易激起学生兴趣。
2）认知法的特点：1）强调培养语言的交际能力，学习必须有意义，课文要有上下文情境；广泛使用直观教具和现代化视听教学手段，使教学情景化、交际化；创造外语环境，增加学生使用外语的机会，强化外语教学过程。2）认为口语和书面语具有同等重要性。3）强调在理解语言知识和规则的基础上操练外语。4）利用母语。5）容忍错误，不见错
就纠。6）以学生为中心，要求在研究“学”的基础上研究“教”。
3）交际法的特点：1) 教学内容，以语言功能为纲，针对学习对象的不同需要加以安排，即专用英语(English for special purpose 简称ESP)。2) 教学过程交际化。3) 认为学生犯错误是正常的，语误是学习语言过程中一个不完善“到完善的路碑”。4) 不排斥语法教学，也不排斥母语和翻译。交际法只反对以语法为纲，却不排斥语法教学。
交际法的优点：1) 培养学生掌握交际能力。2) 从学生实际出发，确定学习目标，学以致用。3) 教学过程交际化。4) 促进专用外语教学法的蓬勃发展
英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世
纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；
英语教学法上册 P.10 问3.What effect did the formation of the European Common Market have on the teachingof foreign languages in Europe?(答案见P.13 feedback 3即功能概念法产生的背景) 4.What is a functional-notional syllabus?（答案见P.13 feedback 4 第一句不要） P.49 What is Communicative Competence? Dell Hymes added the term “communicative competence ”to the language of Applied Linguistics , it includes appropriacy, accuracy, fluency. In short, a child becomes able to use the language to do things for himself, and to measurehis success or failure by the response of others. This competence is called communicative competence. P.50 Task 6 下方的feedback 那个表格（交际能力发展因素） P.60 Which features distinguish spoken text from written text? (口头语与书面文本的区别)【答案均可在书P.60中找到原句】 1.Some would say spoken language is simpler than written language. 2.It is argued by researchers that in terms of productive skills(writing and speaking skills), the two modes of language, written and spoken, indicate two different kinds of complexity: the spoken language is complex in the way clauses are linked together, while the written language is complex at the level of clause.
英语教学法主要流派 常见术语：Method, Approach, Design, Procedure, Technique 一、语法翻译法 1、语法翻译法是一种通过学习语法规则和词汇，并且按照规则用本国语和目的语进行互译来教授语言的方法。 2、教学过程 阅读/朗读——句子翻译——讲解语法/语言点——书面回答——理解性问题 3、原则和技巧 原则：（1）书面语重要，重视写作和阅读 （2）熟记语法规则和单词 （3）教师的绝对权威 （4）本族语的中介作用 技巧：（1）书面翻译/互译 （2）阅读理解性问答 （3）演绎法讲解语法规则 （4）填空、背诵、造句、作文等 4、评价： （1）使用方便 （2）学习语言知识多于语言技能掌握 （3）改良式的语法翻译法：弥补口语的听说训练、重视交际能力的培养、重视调动学生学习的主动性。 二、直接法 1、直接法是一种通过实物、图画、动作、表情等手段把外语和其对应的意思直接联系，从而达到直接理解和直接应用的外语教学法。 2、教学步骤 用目的语讲解——提问——回答 用归纳法教语法：例子——总结规则——巩固性练习——听写练习 3、原则与技巧 原则：（1）先听说后书面语言 （2）通过有意义的上下文来学习单词和句子 （3）禁止使用本族语翻译 （4）自我更正来促进语言学习 技巧：大声朗读、问答练习、自我更正、会话、填空、听写段落、画图讲解、实物演示等。 4、评价：（1）强调语言实践和运用，有利于听说 （2）学习用外语思考，重视语言的交际作用 （3）排斥本国语，有时花费很长的时间来解释，或者解释不清楚 （4）对教师口语、教学技能要求高 三、听说法 1、听说法是一种运用句型操练形式学习外语的方法。其理论基础为结构主义语言学和行为主义心理学。 2、教学步骤 听外语对话——模仿——纠正语音语调——逐句背诵——对话练习——看书面材料——语法点归纳——替换/回答练习 3、原则与技巧
英语教学法复习资料 一、选择题： 1. Young __A___ John was, he was able to swim across the channel within minutes. A. as B. so C. though D. although 2. They always kept on good D with their next-door neighbors for the children’s sake. A. friendship B. relations C. relatives D. terms 3. Do ___B____ you are told; otherwise you will be punished. A. that B. what C. which D. whom 4. When we hurried to the station, there happened C no bus at that time. A. to have B. to be C. having D. being 5. ___B__ the old man’s sons wanted to know was __D___ the gold had been hidden. A. That…what B. What…where C. What…that D. That…where 6. We have A two seats for 8:30 flight to New York tomorrow. A. bought B. sold C. booked D. ordered 7. Is this museum ___C____ you visited a few days ago A. where B. that C. on which D. the one 8. There’s no question that the ads had a real impact __ B
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.
（开放专科）英语教学法期末复习资料 Ⅰ. Choose the best answer Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question. 1. Which of the following is characteristic of children in learning a foreign language? A. They pay more attention to meaning than to form. B. They have a clear purpose in learning a foreign language. C. They can monitor their own learning. D. They can concentrate for a long time in class. 2. Which of the following is focused on writing? A. Labeling pictures according to their contents. B. Sequencing the pictures according to the story. C. Matching the pictures with the headings. D. Commenting on the pictures. 3. Which of the following activities helps train logical thinking best*. A. Story telling. B. Finding patterns. C. Interviewing. D. Mind mapping. 4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence? A. Performance in a discussion. B. Posters. C. Learning diaries. D. Performance in an interview. 5. What does the following practise? I want you to send ^ it out in ^ a minute. I have collected a ^ lot^ of monkey stamps. A. Stress. B. Intonation. C. Pronunciation. D. Liaison. 6. Which of the following can help to present A. Realia. B. Miming. C. Examples. D. Pictures. 7. What strategy does "creating a situation for students to use the words" help to train? A. Association. B. Association. C. Contextualization. D. Collocation. 8. Which of the following activities can be used at the practice stage of vocabulary instruction? A. Completion exercises. B. Reading to discover the meaning of words. C. Cross-word puzzles. D. Teacher explaining the usage of words. 9. Which of the following is a communication activity? A. Bingo. B. Information transfer. C. Substitution. D. Twenty questions. 10. Which of the following can train oral proficiency? A. Flow chart dialogue. B. Distant dictation. C. Sequencing pictures. D. Labeling pictures. 11. Which of the following activities help to train reading? A. Drawing according to oral instructions. B. Designing praising cards.
英语教学法复习题: 一、Multiple-choice questions 1. ( ) is planning for a whole programme or a whole-year course. A. Micro planning B. Macron planning C. Teaching D. Language learning 2. The 3-stage model is pre-reading, ( ) and post-reading. A. practice B. writing C. while-reading D. preparation 3. By language skills, we mean communicative skills involved in listening, speaking, reading and ( ). A. drawing B. describing C. practicing D. writing 4. When did Harmer suggest the following measures for undisciplined acts and badly behaving students ( ) A 1984 B 1985 C 1983 D 1986 5. What should the teaching of pronunciation focus on A. reading phonetic transcripts of words B. writing phonetic transcripts of words C. students’ ability to identify and produce English sounds themselves D. acquire native-like pronunciation 6. Which is not our realistic goal of teaching pronunciation listed below A. creativity B. consistency C. intelligibility D communicative efficiency 7. Proper lesson planning is essential for both novice and ( ) teacher. A. experienced B. young C. old D. new 8. The principles for good lesson planning are in terms of aim, variety, flexibility, ( ) , and linkage. A. type B. learnability C. attitude D. language 9. ( ) means the realistic goals for the lesson. A. Variety B. Linkage C. Aim D. Lesson planning
《英语教学法》课程教学大纲 英文名称：English Teaching Methodology 课程代码：0452117 学时数：32学时学分：2 课程类别： 课程性质：必修 适用专业：英语（教育方向） 先修课程：教育学、心理学、综合英语、英语听力、英语口语、 考核方式：闭卷笔试 一、课程的性质、地位和作用 《英语教学法》是英语（教育方向）专业必修课程，也是专业核心课程，在本专业的课程体系中具有举足轻重的作用。它在学生掌握一定的英语语言基本知识与基本技能以及教育学心理学基本理论的基础上，帮助学生形成英语教与学的理论素养与实践技能，直接为学生的顺利就业打下基础。本课程立足于培养优秀的中小学英语教学应用型人才，除了让学生掌握扎实学习教学理论知识之外，还让其具备较强的实际教学能力，较强的分析能力、合作能力和创新创业能力。本课程的作用是使学生系统地掌握英语教学的基本理论以及各教学层面的基本路子和方法，形成科学的教学观、语言观、学习观和方法观等，并具备一定的基本操作能力，旨在引导学生以本书阐述的理论为线索，了解英语教学的基本方法，初步掌握英语教学的理论知识，为将来从事英语教育打下坚实的基础。 二、教学内容及要求 第1章导论 【教学要求】 了解教学法的研究对象和意义以及英语教师的专业发展过程 重点和难点：教学法的内涵和教师专业发展 【教学内容】
1、教学法研究的对象、内容； 2、学习英语教学法的意义； 3、何为一名合格的英语教师 4、如何成长为一名合格的英语教师 【教学重点与难点】 教学法的内涵与本质；语言教师的专业发展过程 第2章、语言与语言教学 【教学要求】 了解语言的性质；了解语言学习的过程；了解语言教学的主要流派及其理论基础；了解语言教学的新趋势； 【教学内容】 1）语言、语言教学的性质； 2）英语教学的语言学基础 3）英语教学的心理学基础 4）语言教学的主要流派及其理论基础； 【教学重点与难点】 语言教学的主要流派及其理论基础；语言教学的新趋势； 第3章、英语教学方法 【教学要求】 理解交际能力的内涵；了解交际教学和任务性语言教学的发展历程和基本特征；基本掌握交际教学原则在教学实践中的运用；正确评价交际教学法和任务型语言教学； 【教学内容】 1、交际能力的内涵及对英语教学的启示； 2、交际能力的内涵 3、交际教学的基本特征； 4、交际教学活动的创设； 5、对交际教学法的评价；
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：
Unit 1: language and language learning What is language:language is a system of signs, which is arbitrarily chosen, vocal, conventionalized, graphic, and gesture symbol for verbal communication in a given society. Design features:refer to defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission, and interchangeability. Features of language 和views on language 在P-3 Several theories on language learning （behaviourist theory ,cognitive theory, constructivist theory, socio-constructivist theory）在P5-P6 A good language teacher’s features (ethic devotion, professional qualities, personal styles, language competence) Unit 2：communicative principles and TBLT CLT(goal在P-16): communicative language teaching TBLT(在P-27): Task-based language teaching Goal of foreign language teaching: to enable students to use the foreign language in work or life when necessary Difference between language use in real life and traditional pedagogy Communicative competence (linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency) 在P-18 Sever linguistics’ ideas about exercise types and activities (Richards, Rodgers, Finocchiaro, Brumfit, Ellis, Littleword.)在P-23下
Unit 1 Language and Learning 1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” 5. The language learning theory underlying an approach or method usually answers two questions: 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated? 6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere. 2. Three views of language Structural view: language as a linguistic system The functional view: a linguistic system but also as a means for doing things. The interactional view:a communicative tool 3. Four Language Learning Theories 1Behaviorist theory A stimulus-response theory of psychology Audio-lingual method Cognitive theory Language as an intricate rule-based system Language competence (knowledge of language system) Constructivist theory The learner constructs meaning based on his/her own experiences and what is already known. Socio-constructivist theory “Zone of Proximal Development” (ZPD); scaffolding Emphasizing interaction and engagement with TL in a social context 4. What makes a good language teacher professional competence Ethic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creative Personal styles: patient, attentive, flexible, humorous, dynamic, intuitive 5. How can one become a good language teacher Wallace’s (1991) ‘reflective model Stage 1: language development Stage 2: learning, practice, reflection Goal: professional competence Unit 2 Communicative Principles and Activities 1. The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary.
十八种常见的英语教学方法 我们都知道少儿时期是学英语的最好时光，所以这个阶段的英语学习很重要，作为少儿英语老师来说最重要的无非就是英语教学方法！ 1．童话剧教学法 教学内容直接决定了学生的学习欲望和制约着语言教师对教学方法的选用。学生用书主体部分为经典的英美英语童话故事。在英语课堂上，当孩子们遨游在光怪陆离的童话故事中，他们学习的英语积极性被充分地调动了起来，当他们和一个个栩栩如生的童话人物交上好朋友的时候，他们的英语也会取得长足的进步。 2．情景教学法 Fresh English 新鲜美语是我们英语日常用语专题部分。在英语课堂上，老师们为学生们模拟各种各样生活中的真实场景，以生动活泼的方式来呈现学生们感兴趣的单元主体，组织学生们在情景中不断地反复地操练新知，达到学以致用的学习效果。 3．音乐，律动教学法 Happy Melody 和 Motion Chant是我们课本里的英语歌曲和小诗歌。英语教学蕴含在“说，唱”英语中。以韵律式的“说，唱”形式，配合科学编排的韵律动作，全方位地调动视觉、听觉、言语能力和肢体动作，让孩子真正“懂得”英语，真正“脱口而出”纯正的英语，真正“学”会英语。昂立幼，少儿的学生用书中的英文歌曲和儿歌是一套真正为孩子设计的“看了就想学，一学就能跳”的英语韵律操。它充分考虑到孩子的动作特点，有机地与英语发音和节奏配合起来，易学易跳，协调的动作使孩子深深的感受到英语的优美和学英语的乐趣 4．直拼教学法 Funny phonics是一套根据英文字母本身的音源，总结出的一套，学生不学就能“看单词能读，听单词能写”的英语词汇教学方法。它用最简单、最实用、最直接的字母以及字母组合的基本发音，让学生们能很快地掌握陌生单词的认读技巧，并能迅速记忆单词和朗读文章。我们还给每一个音素配上了形象生动，简单易记的小手势，帮助学生们正确发音。 5. 联想教学法 Magic Structure是重点巨型扩充练习，但是它根据每个知识点之间的内在联系，充分调动学生的联想能力，通过引申、扩展、推理、想象等方式，引导学生用正确高效的方式来完成大脑中知识网络的建立，达到迅速把新知从短时记忆
Process-oriented theories: are concerned with how the mind organizes new information such as habit.formation,.induction,making.inference,.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, skinner,learning process of habit formation&conditioning,a stimulus-response theory ,imitation&repetition SRR,audio-lingual method,external factors,the idea of this method 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, chomsky,learning:creative process, internal factors,students are asked to thinking and allow to create their own sentence based on their understanding of certain rules ,language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system.Constructivist theory,personal construction,dewey, 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 interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.learning is best achieved through dynamic interaction between the teacher&learner&between learners Language teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt 5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teaching.These elements can be categorized into three groups：ethic devotion，professional qualities and personal styles Communicative Competence:Hedge,:linguistic（knowledge of the language itself,its form and meaning）,pragmatic(the appropriate use of the language in social context),discourse(one ability to create coherent written text or conversation and the ability to understand it) ,strategic(strategies one employs when there is communication breakdown due to lack of resource),fluency(ability to link units of speech together with facility and without strain or inappropriate to slowness or undue hesitation) Views on language.Structural view —The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。Functional view— Representative：Johnson、marrow、swain canal (the core: grammar) —The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with it .Use the linguistic structure to express functions.Interactional view — Emphasis：appropriateness — Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabulary CLT（交际英语教学）:to help the learners acquire communicative https://www.doczj.com/doc/ba18213527.html,nguage in real life is used to perform certain communication functions; use all skills: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills. Traditional pedagogy (传统教学法): focus on the forms of language.