englishteaching英语教学法教程期末考试必考的知识点

英语教学法教程复习笔记精华版
编辑整理：
尊敬的读者朋友们：
这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（英语教学法教程复习笔记精华版）的内容能够给您的工作和学习带来便利。

同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。

本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为英语教学法教程复习笔记精华版的全部内容。

英语教学法教程复习笔记精华版。

《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2）By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializing process,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、opportunities for experimenting with language S:Rich context and input ,opportunities for using the language ,interaction withothers ,etc.are important in learning any languages .3、Children’s characteristics/suggestions for teachers(p10)4、Ways to nurture children’s motivation (p11五点会判断即可)5、P12 discussion point、p20 1.5.1 (理解、会判断即可)6、How do you understand humanistic education?(p21-22) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages andbecome independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at using different teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children .Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标)AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43小学英语教学阶段目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children’s learning? (p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English （p69-70）5、Lesson planning (p71)Reasons p71-72 (a-l)Advantages p71 discussion point (第一段)first of all, ,moreover, ,thirdly, ,last,6、Principles of lesson planning （p76）(1)clear aims or objectives(2)enough variety(3)with flexibility7、Why don’t we teach children in English?(p79 三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions（p89-90）10、Some tips for engaging pupils to ask questions in class（p94小11、Some suggestions on creating good learning atmosphere黑点部分）12、P95 discussion point(教师备课时应考虑的因素（小黑点部分）、课堂中有学生制造麻烦时可以采取的办法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organize it. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a failure performance to a known system .A mistake has nothing to do with the language competence, it results fromcarelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can’t be self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register) Word information(parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131)Using real objectsUsing pictures or illustrationsProviding demonstration or giving examplesInvolving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to see how they are used”.In other words,they need to “see or hear those words in action”.Therefore,the best way to present new words is to provide a meaningful context and.give children the chance to observe,to think ,to act4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion p oint 第三段Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎)or inductive（归纳）P139 两个例子分别是演绎法和归纳法的教学，要会判断这两种方法。

Unit 1Further reading⏹Approaches and Methods in Language Teaching: Jack C. Richards & Theodore S. Rodgers 外语教学与研究出版社，2000⏹How to be a good teacher: Scrivener, J. Learning Teaching. Heinemann 1994, Chapter 1⏹Communicative Language Teaching: Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press 1989⏹How to plan lessons: Ur, P. A Course in Language Teaching. Cambridge University Press. 1996. Module 15⏹Classroom Management: Gower, R., Phillips,D. and Walters, S. Teaching Practice Handbook new edition. Heinemann 1995⏹How to teach listening: Underwood, M. Teaching Listening Skill. Longman. 1989 .⏹How to teach speaking: Harmer, J. The Practice of English Language Teaching .new edition. Longman 1991. Chapter 8⏹How to teach reading: Grellet,F. Developing Reading Skills. Cambridge University Press . 1981Harmer, J. The Practice of English Language Teaching . new edition. Longman. 1991. Chapter 10How to teach writing: Tribble, C. Writing. Oxford University Press. 1996.Harmer, J. The Practice of English Language Teaching . new edition. Longman 1991. Chapter 7 & 8⏹How to use textbooks: Grant, N. Making the Most of Your Textbook. Longman. 1987.⏹Keith Johnson. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press. 2003⏹《外语教学法丛书》20本Shanghai Foreign Language Education PressThe structural viewThe structural view sees language as a linguistic system.The system of language = the system of sounds +the system of words +the system of grammarThe functional view(The functional-notional view)The functional view sees language asa linguistic systemand asa means for doing thingsThe interactional viewThe interactional view sees language asa communicative tool(to build up and maintain relations between people).⏹The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.⏹The target of language learning is learning to initiate and maintain conversation with other peopleTwo things are needed for communication⏹Rules of language form (grammar & vocabulary)⏹Rules of language use in a context (Is it appropriate to use this language item in this context?)Views on Language LearningBehaviorismThree basic behaviorist ideas about learning⏹1. Conditioning (Pavlov and the dribbling dogs): learning is seen as a question of developing connections (known as stimulus-response bonds) between events.⏹2. Habit formation (Skinner and the sporty pigeon)⏹3. The importance of the environment (writing on a clean slate) organism: person or animal that does the learning⏹Environment: an event, a situation or another person (teacher or parent)Environment OrganismThe Cognitive theory⏹Chomsky:⏹Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.)⏹There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. (Language is generative. )Students should be asked to think rather than simply repeat.Constructivist views⏹Learning is a process in which the learner construct meaning based on his/her own experiences and what he/she already knows.⏹Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others. Most people who use the term emphasize “the learner’s contribution to meaning and learning through both individual and social activity”.Social constructivism⏹Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.Vygotsky’s theory⏹Vygotsky’ concept of the zone of proximal development: a child can solve a problem with the help (scaffolding) of an adult or more able peer.⏹Vygotsky’s work formed the basis for the cooperative learning programs .He even recommended pairing more competent students with less competent students to elevate the latter’s competence.scaffolding⏹Scaffolding: the technique of changing the level of support over the course of a teaching session; a more-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current p erformance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.⏹Think of scaffolding in learning like the scaffolding used to construct a building. The scaffolding provides support when needed, but it is adjusted and gradually removed as the building approaches completion.Researchers found that when scaffolding is used by teachers and peers in collaborative learning, students’ learning benefits.Teaching grammarGrammar teaching depends on certain variables(learner and ins t ructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparingteaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the rules.Advantages:good for selected and motivate students;save time to explain complex rules;increase students’ confidence in examination.Disadvantages:grammar is taught isolated ly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let students observe,analyse,compare examples;help students induct grammar rules,Advantages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in context.Disadvantages:the presentation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious ways.Learning and acquiring (second language acquisition theory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.Grammar practice:Pre-learning;Volume and repetition:Success-orientation.Heterogeneity .Teacher assistance.Interest1.Mechanical practice:activities that are aimed at form accuracy.By doing mechanical practice,students pay repeated attention to a key element in a structure.form of practice:Substitution and transformation drills2. 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 use d in the process.ing prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning (freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something.Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time.Synonyms refer to items that mean the same, or nearly the same.Antonyms refer to items that mean the opposite of a word.Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabularyPassive vocabulary: the words they know.Active vocabulary: the words they useSo the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use.Ways of consolidating vocabulary:labelling,spot the difference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using word net-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guess meaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructorsA number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading; Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly;The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions.Characteristics of the listening process,formal or informal?rehearsed or non-rehearsed?can the listener interact with the speaker or not?Listening characteristics:Spontaneity,Context,visual clues,listener’s response,speaker’s adjustment Listening purpose:for social reasons,to obtain and exchange informationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they he ar to what they already know;it’s also possible to hear people talking without paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing them Bottom-up model:Listening comprehension is believed to start with sound and meaning recognitions.In other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasised.In other words,listening comprehension involves ‘knowledge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is avail able within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the talk.prior knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for the gist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answering questions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to accept repetitions,rephrase,hesitations,incomplete sentences,fillers or pauses.this doesn’t mean we don’t encourage fluent speaking.In training students’speaking skills,features of natural speech should be accepted.this doesn’t only have implication for teaching speaking but also for assessing speaking.Encourage students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategiesDesigning speaking tasks:meaningful motivation linguistically appropriate cognitively challenge Maximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicative Communicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and intonation.Real reading ability re-quires the reading skills of skimming, scanning, predictingEffective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive information with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of word.this initial process of accurate,rapid and automatic recognition of vocabulary frees one’s mind to use other resources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types.Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retentionThe way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal comprehension.directly and explicitly available in the ually answered in the words of the text itself.Questions involving reorganization or reinterpretation.obtain literal information from various parts and put it to-gether or reinterpretQuestions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or appreciation.most sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to these questions depend most on the reader’s reaction to the content of the text.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writing The teaching of reading should focus on developing students’reading skills and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writingProblems in writing tasks：They are mainly accuracy-based.They are designed to practise a certain target structures.There is insufficient preparation before the writing stage.There is no sense of audience and authenticity.Students are given ideas to express rather than being invited to invent their own.There is no opportunity for creative writing, particular for expressing unusual or original ideas.Many of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to write.1.make the topic of writing as close as possible to students’ life.leave students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time.We have emphasized that the teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’s self-assessment project work portfolios。

Unit 1 Language and language learning1.2 views on language in the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements.结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。

语言学习目标是掌握这些元素。

In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning.交际/功能观，语言是表达功能性意义的载体。

虽然语法特点依然包括在内，但更强调语言的语义和交际层面。

因此语言学习目标是学习表达通讯功能和意义类别。

第一章1. Views on language: Structural view, Functional view, interactional view.2. Views on language learning and learning in general: Behaviorist theory, Cognitive theory, Constructivist theory, Socio-constructivist theory.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.4.Excellent teachers: Flexibility, Encouragement, Enthusiasm, Leading by example—e.g. risk taking, Integrity, Never stops learning, Good communication.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.第二章1.The ultimate goal of ELT: the ultimate of foreign languageteaching 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).2Components of communicative competence:Linguistic competence,Pragmatic competence,Discourse competence,Strategic competence,Fluency.3 3 principles of communicative language teaching:communication principle , task principle , meaningfulness principle4 the key assumption in CLT is that students learn the language through engaging in a variety of communicative activities,5 6 criteria for Evaluating how communicative classroom activities are:a. Communicative purpose:b. Communicative desire:c. Content, not form:d. Variety of language:e. No teacher intervention:d. No material control:6 Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)Four components of a task: a purpose ,a context ,a process , a product.7 Four sets of questions when designing tasks:(how to design tasks?)--- What is the objective of the task?--- What is the content of the task?--- How is the task to be carried out?--- In what situation is the task to be carried out?7. 5个设计任务的步骤：a. Think about students’ need, interests, and abilitiesb. Brainstorm possible tasksc. Evaluate the listd. Choose the language itemse. Preparing materials第三章1. Figure 3.1 Framework of objectives in the new National English Curriculum:Learning Strategy: Cognitive, Self-management, Communication, Resourcing Language skills: Listening, Speaking, Reading, WritingLanguage knowledge: Phonetics, Grammar, Vocabulary, Functions, Topics Cultural awareness: Knowledge, Understanding, AwarenessAffect and attitudes: International, Perspectives, Patriotism, Confidence, MotivationQuestions: What is the main aim of English language teaching?What is it composed of?What are the relations among all the components?What are the major characteristics compared with the 1992 Syllabus? 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.2. LEVEL 2 covers Grade 5 and Grade 6LEVEL 3 to LEVEL 5 are intended for the junior high school phase from Junior 1 to Junior 3(also named Grades 7-9)LEVEL 6 and 7 are required of every senior high school studentLEVEL 7 is requirement for every senior high school leavers语言教学的目标（课程目标）Overall Language Ability ①language knowledge: phonetics, grammar, vocabulary, functions,topics ②language skills: listening, speaking, reading, writing ③learning strategy: cognitive, self management, communication, resourcing ④affect and attitude: inte rnational, perspectives, patriotism, confidence, motivation ⑤cultural awareness: knowledge, understanding, awareness.第4章一、what ‘s a lesson plan :A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.2. P52: what can teachers benefit from lesson planning? (para. 2, totally there are 6 ideas)Firstly, a class plan makes the teacher aware of the aims and language contents of the lesson.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 canbe arranged properly and the lessons can move smoothly from one stage to another.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.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.Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism.3. P53: principles for good lesson planningAimVarietyFlexibilityLearnabilityLinkage4. P54: what does macro planning involve?a. Knowing about the profession: the T should get to know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.b. Knowing about the institution: the T should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirement.c. Knowing about the learners: the T should acquire information about the Ss’age range, sex proportion, social background, motivation, attitudes, interests, learning needs and other individual factors.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.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 interms of its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.f. Knowing about the objectives: the T should get to know what the learners are expected to achieve and able to do after one semester or a year’s learning so that he/she can design suitable activities to meet the objectives.5. P55-60: 8 components of a lesson plan (micro planning) Background informationTeaching aimsLanguage contents and skillsStages and proceduresTeaching aidsEnd of lesson summaryOptional activities and assignmentsAfter lesson reflections6. P59: models for teaching a new structure-based lesson andfor a skill-oriented lesson (see the bold words)Models for teaching a new structure-based基于结构lesson: Presentation, Practice, ProductionModels for teaching a new skill-oriented 导向lesson: Pre-reading, While-reading, Post-reading7. 阅读教学的步骤Pre-reading: 1. Arouse interest and introduce topics. ( lead in)2. Teach key new words/phrases, predict content, etc. ( pre-tasks) While-reading: 1. Focus on overall understanding.2. Focus on detail understanding/teach new words and sentences.Post-reading: Encourage personal response.第五章1. Classroom management is the way teachers organize what goes on in the classroom.It contributes directly to the efficiency of teachingand 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.2. Efficient classroom management can be achieved when the following six conditions are met:a. The teacher plays appropriate roles.b. The teacher provides clear instructions.c. Students are grouped in a way suitable for the learning activities.d. The teacher asks appropriate questions.e. There is discipline as well as harmony in the class.f. The Ss’ errors are treated properly.3. Roles of the teacher:ControllerAssessorOrganizerPrompterParticipantResource-providerTeacher’s new roles(Guides researchers )①controller: control the pace; control time; control the whole class.②assessor: assess the students’ work; correct mistake; organize feedback. ③organiser: design and organize tasks④prompter: give appropriate prompts; ⑤particip ant: join students ⑥resource-provider：instruction materials. ⑦new roles: facilitator; guide; researcher.4. Classroom instructionsGiving directions to tasks or activitiesProviding explanation to a concept or language structureSetting requirementsChecking comprehensionDrawing attentionMotivating learnersGiving feedbackAssigning homework对无纪律课堂的方法measures ①act immediately②stop the class ③rearrange the class④change the activity⑤talk to students after class ⑥create a code of behavior5. Student groupingWhole class workPair workGroup workIndividual study6. 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.7. What contribute to discipline: classroom management, T’s behavior, S’s motivation.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.课堂问题的建议advice about problems in class①deal with it quietly ②don’t take things personally③don’t use threats有效的课堂指令规那么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.第7章一．Grammar presentation1. Purpose: Ss perceive明白得the structure—its form and meaning—in both speech and writing, and take it into short-term memory.2. 3 ways used in presentation: the Deductive method演绎法, The Guided discovery method, the Inductive method归纳法.3. P105. Guided discovery method的步骤a. Create a content. （创设一个语境，用简练、明了、易懂的语言从视和听两个方面来。

英语教学法复习要点1.Structural view on language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system(phonology);the discrete units of meaning produced by sound combinations(morphology), and the system of combining units of meaning for communication(syntax). 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. When this structural view of language was combined with the stimulus-response principles of behavioristic psychology, the audiolingual approach to language learning emerged.2.Interactional view on language：The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, 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.municative competence：The goal of CLT is to develop students' communicative competence, which includes boththe knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.There are five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency4.Task in English language teaching：Task-based Language Teaching is 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. However, it has stressed the importance to combine form-focused teaching with communicative-focused teaching.5.Overall language ability：• Learning:cognitive; self management; communication; resourcing•Language learning: listening; speaking; reading; writing • Language: phonetics; grammar; vocabulary; functions; topics• Cultural: knowledge; understanding; awareness• Affect: international; perspectives; patriotism; confidence; motivationponents of a lesson plan：background information; teaching aims; language contents and skills; stages and procedures; teaching aids; end of lesson summary; optional activities and assignments; after-lesson reflection.7.The role of the teacher：controller, assessor, organizer, prompter, participant, resource-provider, facilitators, guides, researchers8.Errors and mistakes：a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected. An error has direct relation with the learners' language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given. 9.The goal of teaching pronunciation：Consistency: the pronunciation should be smooth and natural; Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.10.Principles for teaching speaking：balancingaccuracy-based with fluency-based practices; contextualising practice; personalising practice; building up confidence; maximising meaningful interactions; helping students develop speaking strategies; making the best use of classroom learning environment to provide sufficient language input and practice for the students.11.Mechanical practice：involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.12.Meaningful practice：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 to process. Meaningful practice usually comes after mechanical practice.13.The deductive method：relies on reasoning, analyzing and comparing. Frist, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural terms. Sometimes,comparisons are made between the native language and the target language or between the newly presented structure and previously learned structure. Finally, the students practice applying the rule to produce sentences with given prompts.14.Guided discovery method：The guided discovery method is similar to the inductive method in that the students 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 explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning.15.Knowing a word：Knowing a word means knowing its pronunciation and stress; its spelling and grammatical properties; its meaning; how and when to use it to express the intended meaning.16.Vocabulary consolidation activities：labelling; spot the difference; describe and draw; play a game; use word series; word bingo; word association; find synonyms and antonyms; categories; using word net-work17.Connotative meaning of a word：A connotative meaning ofa word refers to 'the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word. These would include words that may express a positive or negative attitude or subtle feelings towards something.18.Denotative meaning of a word：Denotative meaning of a word of a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sigh, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn.19.Vocabulary learning strategies：review regularly, guess meaning from context, organize vocabulary effectively, usea dictionary, manage strategy use20. Top-down model of listening：In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.21.Bottom-up model of listening：In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other word, 'we use information in the speech itself to try to comprehend the meaning'.Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases and structures. If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker.22.Sight vocabulary：Words that one is able to recognise immediately are often referred to as sight vocabulary. In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain.23.Interactive model for teaching reading：24.The transition device：The way to transfer information from one form to another is called a transition device. Some transition devices that are often used in teaching reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized.The purpose of transition device:•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/part 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/or written language practice.25.A communicative approach to writing：It acknowledges that mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. This means either writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. In short, students can be motivated by authentic writing tasks that have some communicative elements.26.The process approach to writing：creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading, conferencing。

❤判断主张并简要说明理由：Structural view:The structure language sees language as a linguistic system made up of various subsystems:phonology,morphology and syntax.To learn a language means to learn these structural items so as to be able to understand and produce language. Functional view: The functional view is not only sees language as a linguistic system but also a means for doing things,such as offering suggesting,etc.Leaners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.International view:The international view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.Leaners not only need to know the grammar and vocabulary but also need to know the rules for using them in a communicative contexts.❤What makes a good language teacher?These elements can be categorized into three groups:ethic devotion,professional qualities and personal styles.❤教师的专业能力是如何发展起来的(How can be a good teacher/The development of professional competence)答：The development of professional competence including three parts: Stage1,Stage2 and Goal.I. The first stage is language development.All English teacher are supposed to have a sound command of English,and language is always changing,language development can never come to an end.II. The second stage is the most important stage and it is more complicated because it involves three sub-stages:learning,practice,and reflection.(1)The learning stage is the purposeful preparation before a teacher starts the practice of teaching.It includes three parts:learning from other's experience,learning the received knowledge and learning from one's experiences.Both experience knowledge and received knowledge are useful when a teacher goes ton practice.(2)The term 'practice' can be used in two senses. One sense is also called pseudo practice.The other sense is the real classroom teaching.(3)Teacher benefit from practice if they keep on reflecting on what they've done,Not only after they finish their practice,but also while they are doing the practice,III. After some period of practice and reflection,a teacher should be able to reach his or her professional competence.As an final it shouldn't an end,one must be keep learning,practicing and reflecting.❤真实应用语言&课堂语言的不同（The differences between language used in real life and language taught in the classroom.)Language used in real life differs from language learned under the traditional language teaching pedagpgy in the following aspects:(1)In real life,language is used to perform certain communication functions;in a traditional language classroom,the teaching focus is often on forms rather than functions.(2)For various reasons,traditional pedagogy tends to focus on one or two language skills and ignore others.In real language use we use all skills,including receptive skills and productive skills.(3)In reality language is always used in a certain context,but traditional pedagogy tends to isolate language from its context.❤交际教学法的目标The goal of CLT is to develop students' communicative competence,which includes both the knowledge about the language and the language about how to use the language appropriately in communicative situations.★★★交际的五个方面（名词解释or简答）There are five main components of communicative ly,linguistic competence,pragmatic competence,discourse competence,strategic competence,and fluency.Linguistic competence is concerned with knowledge itself,its form and meaning.(It involves spelling, pronunciation, vocabulary, word formation, grammatical structure,sentence structure,and semantics.It is an integral part of communicative competence.)Pragmatic competence is concerned with the appropriate use of the language in social context.(That is to say,the choice of the vocabulary and structure depends on the setting,the relative status of the speakers,and their relationships.)Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them.(According to Hedge,also includes one's ability to initiate,develop,enter,interrupt,check,or confirm in a conversation.) Strategic competence is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.One can compensate for this by searching for other means of expression.Fluency means one's ability to 'link unit of speech together with facility and without strain or inappropriate or undue hesitation.❤Principles of communicative language teaching.(交际教学语言CLT原则）(1).Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carring out meaningful tasks promote learning.(3)Meaningfulness principle:language that is meaningful to the learner supports the learning process.❤交际教学法&语言技能的关系(CLT and the teaching of language skills )(听说读写在交际教学法中怎样。

Steps for teaching a grammatical item: 1.1.Provide a context 2.2.Help students to say the target language 3.3.Provide a written record 4.4.Personalize the target language 5.5.Help students to guess the grammar rules of the target language 6.6.Help students to understand the communicative importance of grammar 7.7.Help students to understand the importance of grammatical accuracy The deductive method1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices). The inductive methodStudents are given the structure in context and are asked to work out the rules for themselves. They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound ：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful contextV ocabulary items presentation and practicesPresentation1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning firstbefore it is offered by the teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil,bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge in what isalready known.7.T each vocabulary in chunks. Chunks refer to a group of words that go together to formmeaning. It is also referred to as meaning. It is also referred to as ‘‘pre-fabricated formulaic items pre-fabricated formulaic items’’.8.Think about the context in real life where the word might be used. Relate newly learnedlanguage to students language to students’’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.for practice and consolidation-- Songs and games-- semantic field and semantic mapping-- key word method-- vocabulary exercises-- regular reviewBlank filling1. Five main components of communicative competence:Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competence refers to one refers to one’’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one means one’’s ability to s ability to ““link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2. Three principles of communicative language teaching(CLT): (1)Communication principle:Activities that involve real communication promote learning. (2) T ask principle:Activities in which language is used for carrying out meaningful tasks promote learning. (3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.3. Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3. Content, not form4. Variety of language5.No teacher intervention6.No materials control.4. PPP=Presentation, Practice, Production. (be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=T TBLT=Task-based Language T ask-based Language T ask-based Language Teaching eaching TBL=T ask-based Learning 5. How to design tasks? Five steps:1.Think about students students’’needs, interests, and abilities. 2.Brainstorm possible tasks. 3.Evaluate the list.4.Choose the language items. 5.Preparing materials.6. Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.7. Components of a lesson plan: Background information, T 7. Components of a lesson plan: Background information, Teaching aims, Language contents eaching aims, Language contents and skills, Stages and procedures, T and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities eaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8. The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, T Resource-provider, Teacher eacher eacher’’s new roles: facilitator, guider, researcher.9. Classroom instructions: the type of language teachers use to organise or guide learning. How to make Classroom instructions effective: T to make Classroom instructions effective: To use simple instructions and make them suit the o use simple instructions and make them suit thecomprehension level of the students. T o use the mother-tongue only when it necessary.10. Student grouping: Whole class room, Pair work, Group work, Individual study.11. How to group: For pair work: Always follow a similar procedure; Assign roles clearly around the class; Demonstrate rather than explain; Keep an eye out for wanting interest. For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks 5)Group by draw lots.12. What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known An error has direct relation with the learner’’s language competence. Errors do not system. An error has direct relation with the learnerresult from carelessness or hesitation, but lack of knowledge in the target language. A mistake can be self-corrected; an error cannot be.13. How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14. When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down. Let a trivial mistake pass if most of the language is right. For some common mistakes, take a note in mind first and correct, after the studentstudent’’s performance.15. How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss ss’’ self-esteem and confidence. In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes. The whole class correction is used for main error types.。

英语教学法教程知识点总结FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)●The natural approach(NA)●The communic ative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with amethod, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly theyneed to know the rules for using them in a whole range of communicative contexts. 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, 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,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,believes that learningis 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.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication. Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication. Communicative activities: P24Tasks are activities where the target language is used by the leaner for acommunicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’ attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items)Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production (the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students.3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage.Variety: planning a number of different types of activities and wherepossible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology.Learnability: within capability of the students, not be too easy or beyond or below the students’ cop ing ability.Linkage: easy task followed by a comparatively difficult one, or doa series of language-focused activities to get the students prepared linguistically. Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assigXXXents, and teacher’s after-lesson reflection. For skill-oriented lesson, focusing on developing skills, the modelis applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step) Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.●The first is to use simple instructions and make them suit the comprehensive levelof the students.●The second rule is to use the mother-tongue only when it is necessary.●Give students time to get used to listening to English instructionsand help themake an effort to understand them.●Use body language to assist understanding and stick to it each time you teach theclass.Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’ language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing onaccuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction,self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listeners Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentencestress),intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters. Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus 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. It comes after mechanicalpractice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s in terpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept.Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guessmeaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use. Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening. Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge. Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that oneis able to recognize immediately are often referred to as sight vocabulary. Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation3. Questions for inference (what is implied but not explicitly stated)4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose)5. Questions for personal response Intensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading. Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imagination Not have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approach第11页/共11页。

一.教学法流派：1）直接法：对待学生错误的态度:the direct method ,Errors are regarded natural and avoidable and can be self-collected.2）听说法：对待学生错误的态度；audio-lingual methodErrors should be corrected once discovered or spotted.全身反应法的定义The teacher gives the instruction and the students do the action as asked.With TPR the children listen to their teacher telling them what to do and then do it认知法的特征：主张创造性学习和对规则的学习；Rules learning and creative learning are very important .3）自然途径：克拉申，输入理论；情感过滤假设：内在动机，外在动机，工具性动机，综合性动机；情感因素The Natural ApproachA.Krashen’s five theories1. Learning and acquisition theoryLearning is a conscious process while acquisition is a subconscious process.2. Input theory△Input should be comprehensible△Ideal input should meet the 4 requirements: comprehensible, relevant and interesting, adequate, notgrammatically sequenced.△i+1 formula: I stands for the learner’s present language level. The input should be a little beyond the learner’s present language level.3.The affective filter hypothesisAffective factors such as interest, motivation, attitude, anxiety, self-image,self-concept, self-esteem and so on affect the result of language learning like a filter. When the motivation is strong, the filtering effect is weak, the learning result will be better; when the anxiety and self-esteem are strong, then the filter effect will be strong too, and the learning result will be worse.Input-filter-LAD-practice-acquired ability4.Kinds of motivation:integrative motivation:indicates an interest in learning the language to meet and communicate with members of the second language community.instrumental motivation: refers to the practical and pragmatic one of learning the second language. Nowadays in China it is instrumental motivation that plays a major part.intrinsic motivation : has something to do with one’s real need extrinsic motivation.:is connected with external stimuli,including something like achievement, parents and teacher’s expectation and so on.5.Affective Factors--- motivation, self-confidence, self-esteem, anxiety, attitude interestCognitive Factors--- intelligence, aptitude sex age pesonality 6.交际法：交际教学的三个特征；Three feature of CLT（communicative approach are rmation gap. 2.feedback 3.choice.4.交际法的教学目标；the purpose of CLT is to develop student’s ability to use target language appropriately in a given social context.4）哪些活动属于交际性活动，哪些属于前交际活动；哪些属于机械性活动；Communicative activities: 1.problem-solving 2. discussion 3.debates 4.interview 5.fluency-focused games 6.ninformation gap activityPre-communicative activity:1. reading aloud 2.read after 3.immititation 4.pattern drill 5.transformation drill substitution drill (机械性活动)机械性活动属于前交际性活动，而前交际性活动属于非交际性活动。