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英语教学法教程Unit2要点

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Unit 2Communicative 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(knowledge of what to say, when, how, where, and to whom).Five main components of communicative competenceLinguistic competence: knowledge of the language itself, its form and meaning (spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, semantics)Pragmatic competence: the appropriate use of the language in social context (the choice of the vocabulary and structure depends on the setting, the relative status of the speakers and their relationships.)Discourse competen ce: one’s ability to create coherent written text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)Five main components of communicative competenceStrategic competence : one’s ability to compensate for the communication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLTCommunication principle: activities that involve real communication promote learningTask principle: activities in which language is used for carrying out meaningful tasks promote learning Meaningfulness principle: language that is meaningful to the learner supports the learning processThe teaching of language skills in CLTListening & speaking: students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.Reading: the purpose of reading is focused. Reading is to extract meaning or information (the learning of grammar andvocabulary is to facilitate such a process)Writing: students should practice writing what people write in everyday life and writing in the way people write in reality. Learner roles within CLTLearner acts as negotiator (between the self, the learning process, and the object of learning) when he/she interacts within the group and within the classroom procedures and activities which the group undertakes.Learner should contribute as much as he gains, and learn in an interdependent way.Teacher roles within CLTOrganizer: to facilitate the communication process between all participants in he classroom, and between these participants and the various activities and textsLearner and researcher: to act as an independent participant within the learning-teaching group.Needs Analyst: to respond to learner language needsTeacher roles within CLTCounselor: to maximize the meshing(配合）of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.Group process manager: organize the classroom as a setting for communication and communicative activities. During an activity the teacher monitors, encourages learners but suppress the inclination to supply gaps in words, grammar, and strategy but notes such gaps for later commentary. At the conclusion of group activities, the leads in the debriefing(汇报）of the activity, pointing out alternatives and extensions and assisting groups in self-correction discussion.Six criteria for evaluating communicative classroom activities Communicative purposeCommunicative desireContent, not formVariety of languageNo teacher interventionNo materials controlTask-based Language TeachingFour components of a task:A purpose: ensure that students have a reason for undertaking the taskA context：location, participants, relationships, time … (can be real, simulated or imaginary )A process: getting the students to use learning strategies(problem solving, reasoning, inquiring, etc.) to use appropriate words,sentence structures,etc.A product: visible(a written plan, a play, a letter) or invisible(enjoying a story, learning about another country, etc.)Procedures of TBLTPre-taskintroduction totopic and taskTask cycleTask Planning ReportLanguage FocusAnalysis and practice characteristics of TBLTprinciples. Students communicate with each other in target language, and then acquire this language;materials are close to real life. Student learn in the environment which is real and natural;on both the result and process. It provides students with the chances for both language that they are learning and the learning process;on personal experience. Students' own experience and feeling about learning language can promote the effectiveness of class;principles. It aims to connect the in-class learning and out-class one.Advantages of TBLTExposure to rich but comprehensible input of real language, ie the kind of language that learners will be needing or wishing to understand and use themselves.(Exposure and input come from teacher talk(esp. during the pre-task phase and when reviewing language analysis), students listening to each other, reading the texts or listening to recordings of others doing the task. This input is not confined to sentence level examples, but consists of real, often spontaneous language use.Opportunities for real use of language---chances for learners to experiment and test hypothesis, to mean what they say andexpress what they mean in a variety of circumstances.TBLT framework gives students opportunities to use language to express what they want to say, to gain practice in turn-taking, controlling the interaction, interacting spontaneously in pairs. The Report phase then offers them the challenge of drafting and perfecting their report for a wider audience. The Planning stage gives students the confidence and support they need before they actually perform in public.Motivation to listen and read, ie to process the exposure for meaning; and also to use the language , to speak and write. Focus on language--- Report and Analysis phaseSimilarities between CLT and TBLT1. Design PrinciplesCommunication PrincipleThe Authenticity PrincipleLearning by Doing Principle2. Teaching Formsrole play and group discussionDifferences between CLT and TBLTCLT pays more attention to the process of communication. Ithas not a certain purpose and the result of it is not important. However, TBLT stresses on purpose and result. A task must have a clear purpose.。

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英语教学法教程Unit2-Communicative-PrinciplesTBLTppt课件

英语教学法教程Unit2-Communicative-PrinciplesTBLTppt课件


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1.linguistic competence语言能力是指理解语
言本身，语言形式及其意义的能力。语言能力包 含了拼写、发音、词汇、构词、语法、句型和语 义等方面的能力。语言能力是交际能力的基石， 一个不可缺少的组成部份。
2.pragmatic competence语用能力是指学习
者在特定的语境中针对特定的对象知道如何合适 清晰地表达自己的意图的能力。用 Hymes 的话 说就是知道 “何时说，何时不说，和谁，什么时
2任务链taskcycle由做任务学生分步骤执行任务计划就如何报告任务的结果做准备工作以及报告学生代表汇报任务完成情况三个环节组成3语言焦点languagefocus也叫语言分析在教师的引导下做以语言为焦点的活动如找与话题相关的单词短语句型等
Unit 2 Communicative Principles & TBLT
❖ knowing whether something is in line with social norms (appropriateness in a social context);知道是 否得体
❖ knowing whether or not something is in fact done (what the language performance entails).知道实施的 条件
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2
Question:
Why is CLT highly promoted in FLT?
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3
Questions
Q1: What are the differences between language used in real life and language taught in the traditional FLT ? Q2: What is the final goal of FLT? And how to achieve it? (P.14-15) ❖ In real life:
英语教学法教程Unit 2 Communicative Principles TBLT

英语教学法教程Unit 2 Communicative Principles TBLT


3.discourse competence 篇章能力是指在口语或书面语中理 解或创造连贯的上下文内容的能力，或称话语能力。
4.strategic competence策略能力是指如何在一个真实的交际
情景下保持交际渠道通畅的能力。它包括以下三个方面：1) 在口语和书面语冒险一试的能力；2)使用具体交际策略的能 力；3)习得具体交际策略中的常用语言形式。
2.3 Implications for teaching & learning
Communicative competence Implications for teaching
linguistic competence pragmatic competence discourse competence strategic competence fluency
Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation.
3)Meaningfulness principle: Language that is meaningful to learner supports the learning process.
(e.g. words of animals)
教学原则为指导教学工作的基本准则。1990年《教育大辞典》
a weak and a stronterms of language skills
In real life:We use all skills, including the receptive skills and the productive skills.
英语教学法教程第二版(王蔷)1-5单元学习笔记

英语教学法教程第二版(王蔷)1-5单元学习笔记

Unit1 Language and Language Learning1.1How do we learn language?（如何学习语言）Much 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.1.2Views on language（学习观）1.3Views on language learning and learning in generalNow, the research about language learning theories can be broadly divided into two parts. They are Process-oriented theories and Condition-oriented theories. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. Here are What is done in these processes.1.4What makes a good language teacher?(好教师的素质要素)①Ethic devotion ②Professional qualities ③Personal styles1.5How can we become a good language teacher?(如何成为一名好的语言老师)The most important and difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Teacher’s professional development1.6An overview of the bookUnit2 Communication Principles and Task-based Language Teaching 2.1 Language use in real life vs. traditional pedagogy2.2 What is communicative competence?communicative competence includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situation.2.3 Implications for teaching and learning (略)2.4 Principles of Communicative Language Teaching(CLT)1）Communication principle: Activities that involves real communication promote learning.2) Task principle: Activities in which language is used for carry out meaningful tasks promote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports the learning process.2.5 CLT and the teaching of language skills2.6 Main features of Communicative activities2.7 Task-based Language Teaching(TBLT)Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching.2.7.1 Definitions of a task√√2.7.2 Four components of a task.1) A purpose: making sure the students have a reason for undertaking the task.2) A context: this can be real, simulated, or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors.3) A process: getting the students to use learning strategies such as problemsolving, reasoning, inquiring, conceptualizing and communicating.4) A product: there well be some form of outcome, either visible(written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)2.7.3 Exercises, exercise-tasks and taskexercise exercise-task task2.8 PPP and Task-based Language TeachingMany teachers may be familiar with the Presentation, Practice and Production(PPP). A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc. Some teachers may also be familiar with the five-step teaching method, which is quite similar to the PPP model but adding revision at the beginning and consolidation at the end.2.8.1 Differences between PPP and TBL1) The way students use and experience language in TBL is rapidly different from PPP.2) TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.2.9 How to design tasks?√√2.10 Appropriateness of CLT and TBLT in the Chinese context1)The problems of CLT: ①If CLT is culturally appropriate.（Both its advantages and constraints are recognized by teachers and students.）②It is very difficult to design a syllabus with a one to one correspondence between a function and a form.2)The problems of TBLT: ①It may not be effective for presenting new language items.(Swan,2005) ②Time. Teachers have to prepare task-based activities very carefully. ③The culture of learning. Some students may find it difficult to adapt to TBLT. ④The level of difficulty. Students mayfind task-based learning quite difficult if they do not have sufficient linguistic resources to handle holistic communication.2.11 ConclusionIt is important to remember that a method is effective only when it is appropriate to the teaching context. Therefore, when a new method or approach emerges, it is unwise to simply cast away the traditional and follow the new trend. The best thing to do is to develop one’s own teaching methods based on the context where one teaches and integrates the merits of different methodologies to serve the purpose of one’s teaching objectives and the needs of one’s students.Unit3 The National English Curriculum3.1 A brief history of foreign language teaching in ChinaUnit4 Lesson Planning4.1 Why is lesson planning important?Definition: A lesson plan 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.Reasons: ①A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.②It helps teachers distinguish thevarious stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.③Proper 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. ④Good planning gives teachers, especially novice teachers confidence in class. ⑤When planning the lesson, the teacher also becomes aware of the teaching aids that are needed for the lesson.⑥Planning is a good practice and a sign of professionalism.4.2 Principles for good lesson planning4.3 Macro planning vs. micro planning.（宏观计划vs.微观计划）The components of macro planning:(宏观计划包含的内容)1)Knowing about the profession.2)Knowing about the institution.3)Knowing about the learners.4)Knowing about the curriculum/syllabus.5)Knowing about the textbook.6)Knowing about the objectives.4.4 Components of a lesson planDifferent teachers have different teaching styles and may use different teaching procedures, so ‘every lesson is unique’(Robertson and Acklam,2000:6), and so is every lesson plan. A lesson plan include many parts.Unit5 Classroom ManagementDefinition：Classroom management is the way teachers organize what goes on in the classroom.Goal:To create an atmosphere conductive to interacting in English in meaningful ways.(Gebhard,1996)Conditions for achieving classroom management:1)The teacher plays appropriate roles.2)The teacher provides clear instructions.3)Students are grouped in a way suitable for the learning activities.4)The teacher asks appropriate questions.5)There is discipline as well as harmony in the class.6)The students errors are treated properly.5.1 The role of the teacherWhat are the teacher’s roles defined by Harmer?①controller ②assessor ③organiser ④prompter ⑤participant⑥resource-providerWhat are teacher’s new roles?①facilitators ②guides ③researchers5.2 Classroom instructionsDefinition: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities; providing explanations to a concept or language structure; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback and assigning homework, etc. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching.What are rules to follow for making instructions effective?①To use simple instructions and make them suit the comprehensionlevel of the students.②To use the mother-tongue only when it is necessary.③To be careful not to do all the talking in class.。

王蔷《英语教学法教程》知识点单元重点归纳

王蔷《英语教学法教程》知识点单元重点归纳

Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage 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 itUse the linguistic structure to express functions3、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 vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)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 languagewithout 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.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。