第10章口语教学
10.1 复习笔记
本章要点：
1. Characteristics of spoken language
口语的特点
2. Four common features of spoken language
口语的四个共同特征
3. Activities help prepare students for real-life speech in English 为学生做好日常口语准备的活动
4. General principles of teaching speaking
口语教学的普遍原则
5. Two factors considered in designing speaking tasks
设计口语任务要考虑的两个因素
6. Common characteristics in successful speaking task
成功的口语任务的共性
7. Two types of communicative speaking activities
两种不同类型的交际口语活动
8. Some kinds of speaking activities
几种不同类型的口语活动
9. Advantages of using group in speaking tasks
使用分组教学的优势
本章考点：
口语的特点及对教学的暗示；口语的四个共同特征；为学生做好日常口语准备的活动；口语教学的普遍原则；设计口语任务要考虑的两个因素；成功的口语任务的共性；两种不同类型的交际口语活动；几种不同类型的口语活动；使用分组教学的优势。
本章内容索引：
Ⅰ. Differences between spoken and written language
1. Characteristics of spoken language
2. Four common features of spoken language
3. Activities helpful to prepare students for real-life speech in English
4. Some implications to teaching
Ⅱ. Principles for teaching speaking
Ⅲ. Designing speaking tasks
1. Two factors considered in designing speaking tasks
2. Common characteristics in successful speaking tasks
Ⅳ.Types of speaking tasks
1. Two major purposes for listening
2. Two types of communicative speaking activities
3. Some kinds of speaking activities
4. Other speaking activities
Ⅴ.Organizing speaking tasks
Ⅵ.Conclusion
Ⅰ.Differences between spoken and written language （口语与书面语的区别）
【考点：口语的特点及对教学的暗示】
Speaking is a skill that the students will be judged upon most in real-life situations.
口语是用来判断学生在实际生活中使用最多的技能。
1. Characteristics of spoken language （口语的特点）
Any tasks for practicing speaking should reflect the special characteristics of spoken language.
任何口语练习任务应该反应口语的特殊特性。
①One of the characteristics of speech in everyday life is that speech is
spontaneous. The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases.
现实生活中口语的一大特征是自发性。口语是自发的，指的是在口语中充满不当的始发话语、重复、不完整的句子和短语。
②Another aspect of producing spoken language is the time-constraint.
口语的另一个特征是有时间约束。
The students must be able to produce unplanned utterances in real time, otherwise people will not have the patience to listen to them.
在现实生活中学生必须在没有准备时能进行口语交流，否则人们将没有耐心听他们说话。
2. Four common features of spoken language （by Bygate, 1987）（口语的四个共同特征）
①Using less complex syntax;
很少用复杂句型；
②Taking short cuts, e.g. incomplete sentences;
采用简短的语言，比如不完整的句子；
③Using fixed conventional phrases/chunks;
使用固定的常用短语或语块；
④Using devices such as fillers, hesitation devices to give time to think before
speaking.
在说话前花时间使用填充词、停顿技巧。
3. Activities helpful to prepare students for real-life speech in English （为学生做好日常口语准备的活动）
（Adapted from Bygate, 1987:8）
①reading aloud; 大声朗读；
②giving a prepared talk; 发言前作好准备；
③learning a piece of text or dialogue by heart; 用心学习文章或对话；
④interviewing someone, or being interviewed; 采访别人或被采访；
⑤doing a drill. 进行操练。
The 4th one is the only activity that would help students prepare for spontaneous speech; the 2nd one is the only other activity that is realistic; The
other three activities are merely language practice activities that have very little basis in real life and therefore need to be supplemented with more realistic activities especially as the level of the learner increases.
第4个是帮学生准备自发性言语的唯一活动；第2个是唯一的实际的活动，其它三个活动只是语言练习活动，缺少现实基础，因此，随着学习者能力的加强，他们需要更多贴合实际的练习。
One advantage in learning to speak compared with learning to write is that the speaker gets immediate feedback from the listener, so the speaker can adjust the message immediately.
与学习写作相比，学习用口语交流的一个优点是可以得到听者的即时反馈，所以说话者可以立刻调整信息。
4. Some implications to teaching（对教学的启示）
When speaking, it is quite natural for people to repeat, rephrase, ask for clarification or use incomplete sentences. Both teachers and students need to learn to accept repetitions, rephrases, hesitations, incomplete sentences, fillers or pauses.
当说话时，人们重复、改述、要求用明确的话语或使用不完整的句子是都是很自然的事情。老师和学生应该学会接受别人说话时的重复、改述、犹豫、不完整的句子、补充或停顿。
In training students’speaking skills, features of natural speech should be accepted. This does not only have implications for teaching speaking but also for assessing speaking.
在训练学生的语言表达技巧时，应该接受自然的口语特性。这不仅对英语教学还对评估教学有启示作用。
Ⅱ. Principles for teaching speaking（口语教学的原则）
【考点：口语教学的原则】
General principles of teaching speaking that teachers should be aware of：
教师应该意识到的口语教学的普遍法则：
（1）Balancing accuracy-based with fluency-based practices（平衡以准确度为基础的练习和流畅性为基础的练习）
Structure-based practice: a focus on forms—grammar, vocabulary and so on/linguistic competence.
基于结构的练习：注重形式—语法、词汇等也就是语言能力。
Fluency-based practices: to develop fluency/to encourage students to use the language more freely and stimulate real language use.
流畅性为基础的练习：提高口语流畅性，鼓励学生更自如地使用语言和在真实条件下使用语言。
Balance: teaching context, students’level of proficiency and resources available.
平衡：教学环境，学生的熟练水平和可利用的资源。
（2）Contextualizing practice（情景化练习）
People use different language in different contexts. It is important for students to have a chance to experience the language in meaningful context.
不同语境下人们使用不同的语言。学生要有在有意义的语境下体验语言的机会。
Teacher: identify a situation in which a target structure is commonly used.
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
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；
A Course in English Language Teaching Unit 1 Language and Learning Views on language语言观 Structural view结构主义 as a linguistic system functional view功能主义 as a linguistic system but also a means for doing things,base on communicative functions Interactional view交互性 as a communicative tool Views on language learning and learning in general 1)Process-oriented theories过程指向论 concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2)Condition-oriented theories 强调条件理论 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. Behaviourist theory 行为主义理论 =audio-lingual method听说教学法 A stimulus-response theory of psychology You can train an animal to do anything(within reason) if you
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.
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：
第4章教案设计与书写 4.1 复习笔记 本章要点： 1. The significance of lesson planning 课程计划的重要性 2. Principles for good lesson planning 做好课程计划的准则 3. Macro planning vs. micro planning 宏观计划和微观计划 4. Components of a lesson plan 课程计划的构成因素 5. Sample lesson plans 课程计划的样本 本章考点： 课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。 本章内容索引： Ⅰ. The significance of lesson planning
1. Definition of lesson planning 2.The necessity of lesson planning for teachers 3. Benefits of lesson planning Ⅱ. Principles for good lesson planning Ⅲ. Macro planning vs. micro planning 1. Two levels of lesson planning 2. The advantage of a concrete teaching plan Ⅳ. Components of a lesson plan 1. Background information 2. T eaching aims 3. Language contents and skills 4. Stages and procedures 5. T eaching aids 6. End of lesson summary 7. Optional activities and assignments 8. After lesson reflection Ⅴ. Sample lesson plans Ⅵ. Conclusion Ⅰ. The significance of lesson planning（课程计划的重要意义） 1. Definition of lesson planning课程计划的定义 Lesson planning means making decisions in advance about what techniques,
Revision Contents: Unit 1 Language and Learning 1. What are the major views of language? What are their implications to language teaching or learning? Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. 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. Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation. Functional View: It sees 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. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the
《英语教学法》模拟试题（附答案） 一、填空题（共10小题，每小题1分，共10分） 1.Among the four skills, foreign language learners often complain that l is the most difficult to acquire. 2.We are teaching our students English not only to help them pass exams, but also to prepare them to u English in real life. 3.In the traditional classroom, very often, too much attention has been paid to linguistic k , with little or no attention paid to practising language skills. 4.In the process approach to writing, the teacher provides guidance to the students through the writing process, and gradually withdraws the guidance so that the students finally become i writers. 5.If a teacher first asks the students to read a poster, then to have a discussion about the poster, and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w skills together. 6.One of the general views on language is that language is a s__ of symbols. 7.In tr pedagogy, listening and speaking were treated as skills different from what takes place in reality. 8.Introduction to phonetic rules should be avoided at the b stage of teaching pronunciation. 9.In meaningful practice the focus is on the production, comprehension or exchange of m . 10.People have d understanding of how a vocabulary item can be learned and consolidate. 二、配对题（共10小题，每小题2分，共20分） A B
Unit 1 Language and Learning 1.1 How do we learn language？ We learn language at different ages People have different experiences People learn languages for different reasons People learn languages in different ways People have different capabilities in language learning Learning can be affected by the way how language is taught Learning 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. 1. 2 What are the major views of language? 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 learn 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 relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them. 1.3Views on Language Learning Two broad learning theories： Process-oriented theories are concerned with how the mind organizes new information. Condition-oriented theories emphasize the nature of human and physical context. Behaviorist theory ? B. F. Skinner ? A stimulus-response theory of psychology ?Audio-lingual method ?The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. B.Cognitive theory ?Influenced by Noam Chomsky (revival of structural linguistics) ?Language as an intricate rule-based system ? A learner acquires language competence which enables him to produce language. ?One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. C.Constructivist theory ?Jean Piaget (1896—1980)
Unit 1 Knowledge:sth that can be learned Skills:sth that only can be gained through practice or training, Language skills:listening, speaking, reading and writing Language is a system of arbitrary vocal symbols used for human communication。 Views on language： 1、Structural view （language competence） —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。 2 、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 3、Interactional view （communicative competence） —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 Language teacher qualifications： 1、a good command of spoken and written language 2、formulate theory presupposition 3、language background and experience 4、know how languages are learnt 5、the ability to use methods in various situations 6、deep understanding of cultural background 7、understanding the principles of teaching These elements can be categorized into three groups：ethic devotion，professional qualities and personal styles View on language learning 1. Psycholinguistic: the relationship between language and thinking. 1)Thinking in language 2)Language is necessary for thought. 3)Language acquisition(语言习得) 4)Learners in their earlier years acquire control over essential structure of their language without special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.
第1章语言和语言学习 Ⅰ. Fill in the blanks. 1. The way language teachers teach in the classroom is to some extent influenced by the way they _____ languages. 【答案】learned 【解析】语言教师学习语言的方式从某种程度上影响他们的课堂教学方式。 2. Different views on language generate different _____. 【答案】teaching methodologies 【解析】对语言的不同观点会产生不同的教学方法。 3. In the past century, language teaching and learning practice has been influenced by three different views of language: the _____ view, the _____ view and the _____ view. 【答案】structural, functional, interactional 【解析】上世纪的语言教学和语言学习受三种语言观的影响：结构主义，功能主义，交互主义。 4. _____ theories are concerned with how the mind organises new information such as habit formation, induction, making inference, hypothesis testing and
教学法期末本科重点 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 devotion, language teacher professional ’s features qualities, (ethic personal styles, language competence) Unit 2 ：communicative principles and TBLT CLT(goal 在 P-16): communicative language
英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question. 1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7.What are the characteristics of audio-lingual method? https://www.doczj.com/doc/537938035.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised. C.Students should be allowed to create their own sentences based on their understanding of certain rules. D.Both A and B. 8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher