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(完整版)《英语教学法》unit_1_language_and_learning Unit 1: Language and LearningIntroduction to English Language Teaching MethodologyEnglish language teaching methodology is a vital aspect of language education. It plays a crucial role in enabling learners to develop proficiency in a second language. In this unit, we will explore the various approaches, methods, and techniques used in English language teaching. Understanding these methods is essential for language teachers to effectively plan and deliver instruction to their students.1. The role of language in teaching and learningLanguage is not solely a means of communication; it is also a tool for learning. It allows individuals to acquire knowledge, express ideas, and interact with others. In the context of language teaching, a comprehensive understanding of language is important. Teachers must consider the four language skills: listening, speaking, reading, and writing, along with grammar, vocabulary, and pronunciation. By incorporating these elements, teachers can promote language acquisition and development in their students.2. The communicative approachThe communicative approach is widely acknowledged as an effective language teaching method. It focuses on real-life communication and the purposeful use of language. In this approach, learners engage in meaningful tasks that require them to use English to express themselves authentically.The communicative approach encourages learners to develop their fluency and accuracy by providing opportunities for interaction and authentic communication.3. The lexical approachThe lexical approach emphasizes the importance of teaching vocabulary and collocations in language learning. It recognizes that grammar and vocabulary are interconnected and that learners must acquire both to communicate effectively. Teachers following the lexical approach prioritize teaching high-frequency and useful vocabulary, as well as the collocations and phrases associated with them. By developing a strong lexical repertoire, learners can enhance their language proficiency and understanding.4. Task-based language teachingTask-based language teaching (TBLT) is a learner-centered approach that focuses on the completion of meaningful tasks. In TBLT, learners are presented with a task that requires the use of language to accomplish a specific goal. These tasks can be simulations of real-life situations or problem-solving activities. By engaging in these tasks, learners develop their language skills while also achieving the task objective. TBLT promotes both language acquisition and the development of critical thinking and problem-solving skills.5. Technology-enhanced language teachingTechnology has revolutionized language teaching and learning. It provides teachers and learners with access to an array of digital resources and tools. Technology-enhanced language teaching encompasses the use ofeducational software, online platforms, multimedia materials, and interactive activities. It enhances learner engagement and provides opportunities for independent learning. Integration of technology in language teaching opens up new possibilities for personalized and adaptive instruction.ConclusionEnglish language teaching methods continually evolve to meet the needs of diverse learners. It is essential for language teachers to keep abreast of current approaches and techniques to maximize instructional effectiveness. The approaches discussed in this unit, including the communicative approach, lexical approach, task-based language teaching, and technology-enhanced language teaching, provide teachers with valuable frameworks to deliver comprehensive and engaging language instruction. By applying these methods, language teachers can foster language learning and promote language proficiency development in their students.(Word count: 585)。
Unit1 Learning about Language 长难句型精析1. sb. be doing…when…某人正在做……. 就在这时…sb. had just done sth. when…某人刚做完某事，这时突然……sb. was about to do sth. when…某人正要做某事，这时突然……sb. was on the point of doing sth. when…某人正要做某事，这时突然……教材原文One day he was looking in a second-hand furniture shop when he saw an amazing object among the many different vases and jewels. 一天，他正在逛一家二手家具店，就在这时他在众多不同的花瓶和珠宝首饰中看到了一个令人惊奇的东西。
本句是“sb. be doing. when. . …”结构，when在句中为并列连词。
经典例句①He was sleeping when there was a knock at the door.他正在睡觉，这时突然有人敲门。
②I was studying when suddenly my phone rang.我正在学习，这时我的电话突然响了。
③The woman was about to open the door when she heard a strange sound from inside. 这位女士正要开门，这时她听到从里面传来一个奇怪的声音。
④She had just finished the dinner when her father came in.她刚吃完饭，她的父亲就进来了。
2. see+宾语+宾补see是感官动词，其宾语补足语有四种形式，即：see+宾语+教材原文The old man saw some Germans taking apart the Amber Room and removing it. 那位老人看到一些德国人在拆卸并移走琥珀屋。
Unit 1 Section A1. 学习外语是我一生中最艰苦也是最有意义的经历之一。
虽然时常遭遇挫折，但却非常有价值。
2. 我学外语的经历始于初中的第一堂英语课。
老师很慈祥耐心，时常表扬学生。
由于这种积极的教学方法，我踊跃回答各种问题，从不怕答错。
两年中，我的成绩一直名列前茅。
3. 到了高中后，我渴望继续学习英语。
然而，高中时的经历与以前大不相同。
以前，老师对所有的学生都很耐心，而新老师则总是惩罚答错的学生。
每当有谁回答错了，她就会用长教鞭指着我们，上下挥舞大喊：“错！错！错！”没有多久，我便不再渴望回答问题了。
我不仅失去了回答问题的乐趣，而且根本就不想再用英语说半个字。
4. 好在这种情况没持续多久。
到了大学，我了解到所有学生必须上英语课。
与高中老师不同，大学英语老师非常耐心和蔼，而且从来不带教鞭！不过情况却远不尽如人意。
由于班大，每堂课能轮到我回答的问题寥寥无几。
上了几周课后，我还发现许多同学的英语说得比我要好得多。
我开始产生一种畏惧感。
虽然原因与高中时不同，但我却又一次不敢开口了。
看来我的英语水平要永远停步不前了。
5. 直到几年后我有机会参加远程英语课程，情况才有所改善。
这种课程的媒介是一台电脑、一条电话线和一个调制解调器。
我很快配齐了必要的设备并跟一个朋友学会了电脑操作技术，于是我每周用5到7天在网上的虚拟课堂里学习英语。
6. 网上学习并不比普通的课堂学习容易。
它需要花许多的时间，需要学习者专心自律，以跟上课程进度。
我尽力达到课程的最低要求，并按时完成作业。
7. 我随时随地都在学习。
不管去哪里，我都随身携带一本袖珍字典和笔记本，笔记本上记着我遇到的生词。
我学习中出过许多错，有时是令人尴尬的错误。
有时我会因挫折而哭泣，有时甚至想放弃。
但我从未因别的同学英语说得比我快而感到畏惧，因为在电脑屏幕上作出回答之前，我可以根据自己的需要花时间去琢磨自己的想法。
突然有一天我发现自己什么都懂了，更重要的是，我说起英语来灵活自如。
第1章Language and language learning一、Views on language1. Structural view sees language as a linguistic system made up of various subsystems: phonology, morphology and syntax etc. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.2. Functional view sees language as a linguistic system as well as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3. Interactional view refers to language is a communicative tool to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative contexts.二、Views on language learning 两个方向，四个理论Two broad learning theories:Process-oriented theories are concerned with how the mind organises new information, such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories emphasise the nature of the human and physical context in which language learning takes place, such as the number of students, and the learning atmosphere.1. Behaviourist theorySkinner suggested that language is a form of behavior. It is based on a stimulus-response theory of psychology. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism.One influential result is the audio-lingual method, which involves the “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.2. Cognitive theoryAccording to Chomsky, 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. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.3. Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows. And education is used to develop the mind, not just to rote recall what is learned.Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4. Socio-constructivist theorySimilar to constructivist theory, it emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” and scaffolding.In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.三、What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be classified into three parts: ethic devotion, professional qualities and personal styles四、How can one become a good language teacher?Professional competence is the state or quality of being adequately qualified for the profession, and armed with a specific range of knowledge, skills, strategies and ability. To develop professional competence, we can use the “reflective model” by Wallace.We can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal.1. The first stage is language development. All English teachers are supposed to have a sound command of English. Language is always changing, so language development can never come to an end.2. The second stage seems to be more complicated because it involves three sub-stages: learning, practice, and reflection.①The learning stage is actually the specific preparation that a language teacher should make before they go to practice. This preparation can be learn from others’ experiences, learn the received knowledge and learn from one’s own experiences.②The learning stage is followed by practice. The term “practice” can be used in two senses: In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of “practice” is the real work that a teacher undertakes after he finishes formal education.③Teachers benefit from practice if they keep on reflecting on what they have been doing. Teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.3. Professional competence as an ultimate goal does not seem to have an end. Actually professional competence is a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained.Therefore, a language teacher must keep on learning, practicing, and reflecting.。
Unit19 Lesson 1 Language Learning说课稿Grammar-Noun Clauses佛冈一中英语科组：郭灶金Ladies and Gentlemen,It’s my great pleasure to have an opportunity to talk about some of my teaching ideas. My topic is Unit 19 Lesson 1 Language Learning from Senior High English Module 7. To make my presentation much clearer,I’ll explain my lesson plan in the following six parts: Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, blackboard design, and comments. First, let me talk about the teaching material.Part 1 Analysis of the teaching material:(1) Status and functionThis unit is about language. Language Learning is the first lesson of Unit 19. In this lesson, I focus on the grammar. It is about the usages of the noun clauses, which is the basis of the whole unit. And it also plays an important part in the exams.So I plan to finish it in 3 periods. In order to let the students have a better understanding of this grammar,I’ll rearrange the teaching contents. During the class, I will help the students to discover the forms and the meaning of the four types of the noun clauses. And then , I'll summarize the usages of each type of the noun clauses, especially the heated exam points. Finally, students can tell the differences between the four types of the noun clauses and use them correctly.(2)Teaching aims:Knowledge objectives1. Have the students r ead different kinds of noun clauses and summarize their structures.2. Enable the students to identify different types of the noun clauses.3. Help the students grasp the usages of the noun clauses, including the word order of the clauses, thetenses, the usages and the differences between the conjunctions, the usages of it as the grammatical subject and the grammatical object, the usages of subjunctive mood in the noun clauses and the differences between the attributive clause and the appositive clause..Ability objectives1. To make the students the real masters in class and develop the students' awareness of self-learning.2. To train the Ss’ communicative ability by using the noun clauses.Moral objectivesEnable the students to fall in love with English class activities and encourage them to cooperate in class so as to go ahead together.(3)Teaching important points:1. To identify different types of the noun clauses.2. To grasp the usages of each type of the noun clauses.3. To master the heated exam points----the usage of the conjunctions, the word order of the clauses,the usages of it as the grammatical subject and the grammatical object,etc..(4)Teaching difficult points:1. Developing Ss’ ability of observing and analyzing information.2. Using the noun clauses to write a composition.(5)Teaching aids:Multi-media computer,BlackboardPart 2 Teaching methods:Communicative Approach, Task-based language teaching.Part 3 Studying methods:1. Individual study.2.Cooperative study.Students should be good at grasping the chances of communication in English,take an active part in the class activities and do well in the cooperation with their partners.Part 4 Teaching procedureactivities intentions methodsPart One: RevisionStep 1 Revision Have students answer twoquestions about the importanceof learning and what they can doto improve their English.To review the text. T-Ss checkPart Two: Discovery and summaryStep 2 Lead in Task 1:Read and translate foursentences from the text andfigure out the functions of theclauses. (Exercise 6)To experience thenoun clauses.Pair workT-Ss checkStep 3 Discovery and summary 1.Have the students work inpairs to analyze the sentencestructures and compare them .2.Make a summary of thedefinition of the noun clauses,including the types andfunctions.To help Ss to know thefour types of the nounclauses and thestructures of each type.Pair workT-Ss checkStep 4Oral Practice Task 2: plete thesentences in Column A with themost suitable endings inColumn B.(Exercise 7)2.Read the sentences aloud andsay what kind of noun clausesthey are.Individual workPair workT-Ss checkPart Three: AnalysisStep 5 Exploring and analysis 1.Read additional sentences onthe screen, and have the studentsunderline the conjunctions andcompare them.2.Make a summary of theconjunctions that can introducenoun clauses and analyze theusages of them in each type ofthe noun clauses.To help the studentsget a betterunderstanding of thenoun clauses so that itwill be easier for Ss touse them.Individual workT-Ss checkStep 6 Samples and explanations 1.Give the samples of each typeof the noun clauses ,and thenexplain the usages of them,stressing the important pointsduring the teaching process.2.Have the students do someTo help the studentspay attention to theimportant points of thenoun clauses and helpthem get bettergrades in the exams.Individual workT-Ss checkPart 5 Blackboard designUnit 19 LanguageLesson 1 language LearningGrammar: Noun ClausesSubject clauseNoun Clauses Object clausePredicative clauseAppositive clauseThe conjunctions of each type of the noun clausesObject clause Subject clause Predicative clause Appositive clause陈述(that) that that that 是否if whether whether whether whether 疑问 wh- wh- wh- wh-Part 6: CommentsAt the end of these periods, the students will be able to identify different types of the noun clauses and grasp the usages and the important points of each type. They can also know to use them to make up sentences in writing compositions. Moreover,I can improve the students' communicative ability. Meanwhile, through the class activities, the students are enabled to understand the importance of unity, cooperation, friendship and love between each other.However, I think it is a little difficult for my students to grasp all the usages of the noun clauses in such a short time, especially the poor students. So I can't make sure that everyone in my class can achieve the aims that I have set, in particular the writing task. There is no doubt that they need to practice more to consolidate this grammar.That’s all. Thank you ve ry much!exercises about the heated exampoints, and then help them makea summary .Part Four: PracticeStep 7 Written practice Task 3: Rewrite the sentences using noun clauses. (Exercise 8) To help the students consolidate the knowledge they've learned.Individual work T-Ss checkStep 8 Language in use Task 4:1.Work in groups, talking about their English study and how to improve it, andencourage the students to makeup sentences by using the nounclauses as many as possible.2.Write down the sentences andsome of them present theirwork.To practice using noun clauses Group workIndividual workPart 5Homework Write a composition about their English study by using the noun clauses.December 4, 2012。
