教学法 grammar practice

合集下载

9_10Grammar Practice

Lesson 9 How are you today?plete the sentences with “I’m”, “He’s”, “She’s” or “It’s”.1.How are you today?_______ very well, thank you.2.This is a book. ________ an old book.3.How is your mother?_______ fine, thanks.4.My brother is a teacher. _______ an English teacher.5.What’s your job?_______ an engineer.6.Look at that car. _______ dirty!7.Jane is American. ________ my friend.8.This is Mr. Rankin. ________ a policeman.9.What nationality are you?________ Chinese.10. What make is the car?_______ a Daewoo. _______ my car.11. My son is a student. ______ very busy.12.How is Helen today?________ very well, thank you.13.Is this your house? _______ very nice.14.Steven isn’t French. _______ English.15.Look at that watch. _______ very old.16.Look at that man. ________ lazy.B.Write the correct questions for the answers, using “How is / are…?” according to the example.1.How are you?(you) I’m very well, thank you.2.(Emma) She’s fine, thanks.3.(Tony) He is very well, thank you.4.(Tom) He’s fine, thank you.5.(your mother) She’s fine, thank you.6.(David) he’s very well, thank you.7.(your sister) She’s very well, thank you.8.(you) I’m fine, thanks.9.(Helen) She’s very well.10.(your father) He’s fine.11.(John) He’s fine, thanks.12.(your son) He’s very well, thank you.C.Match the questions in Column A with the answers in Column B.A B1. How is Tony today? a. I’m very well, thank you.2. Is it cold today? b. No, it isn’t. It’s old.3. Is Steven well today? c. Yes, she is.4. Is Emma well, too? d. Yes, he is.5. Is your brother tall? e. He’s very well, thank you.6. How is your wife? f. Yes, I am.7. How are you today? g. No, she isn’t. She’s old.8. Are you well today? h. No, he isn’t. He’s short.9. Is your shirt new? i. She’s fine, thanks.10.Is she young? j. Yes, it is.Lesson 10 Look at…A. Answer the questions according to the example.1. Are you cold? No, I’m not.Are you hot? Yes, I am.2. Is that pencil long?Is it short?3. Is that book new?Is it old?4. Is that man fat?Is he thin?5. Is your car dirty?Is it clean?6. Are you a teacher?Are you a student?7. Is Helen old?Is she young?8. Is your room big?Is it small?9. Is your brother short?Is he tall?10. Are you French?Are you German?11. Is it hot today?Is it cold today?12. Is your skirt blue?Is it white?B.Answer the questions, using the cues given according to the example.1.Is that mechanic clean or dirty? (dirty)He isn’t clean. He’s dirty.2.Is that policewoman young or old? (young)3.Are you cold or hot? (cold)4.Is that keyboard operator tall or short? (tall)5.Is your handbag new or old? (old)6.Is a Volvo French or Swedish? (Swedish)7.Is Steven fat or thin? (fat)8.Is that boy good or bad at school? (good)9.Is that book thick or thin? (thick)10.Is your shirt big or small? (small)。

教学法期末复习

Unit 1The structural view（概念）结构主义p、3 考点：掌握三者得概念及区别The structural view sees language as a linguistic system made up of various subsystems、The system of language = the system of sounds + the system of words + the system of grammarThe functional view功能主义语言学习理论The functional view sees language as a linguistic system and as a means for doing things、The interactional view 交互语言理论The interactional view sees language as a 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 communication2、Rules of language form (grammar & vocabulary)3、Rules of language use in a context (Is it appropriate to use this language item in this context?)补充考点：掌握Krashen五个假设Acquisition-learning Hypothesis 习得—学习假说Acquisition: an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication、Learning: a process in which conscious rules about a language are developed、It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge、The monitor Hypothesis 监察假说On some occasions learners make a particular effort with their language(e、g、when they are writing sth、formal, talking to someone important, etc、)、They monitor their own speech---checking it carefully before they produce it、Natural Order Hypothesis自然顺序假说: The acquisition of grammatical structures proceeds in a predictable order、The Input Hypothesis输入假说: We acquire (not learn) language by understanding input that is a little beyond our current level of competence、The affective filter hypothesis情感过滤假说Affect is regarded as a “filter”、The learner’s emotional state or attitudes are seen as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition、filter(motivation, self-confidence, anxiety)Input …、、、Language acquired competenceAcquisitionDeviceUnit 2Communicative Language Teaching 掌握目标The 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)语言能力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、)语用能力Discourse competence: 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)语篇能力Strategic 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、策略能力Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLT 流利度考点：三者得概念Pragmatic competence；Discourse competence；Strategic competence;记住五个名词Principles 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 processSix criteria for evaluating communicative classroom activities P241、Communicative purpose2、Communicative desire3、Content, not form4、Variety of language5、No teacher intervention6、No materials control考点：简答题，这个活动就是不就是communicative 首先列出标准，评价符合哪些标准，最后判断就是与否Unit 3●New National English Curriculum in 2001 了解新版教学大纲●从1978到2001年得大纲规定（P、43-44）可以瞧到有如下几点进步：●1、教学目标：单纯传授知识提高学生全面素质●2、教学要求：单一、封闭灵活、开放（分级：初一、初二必修，初三选修；高一高二必修，高三选修；不同学校：普通、重点、外国语学校等，有不同要求，可以超越大纲）●3、教学观念与方法:●3、1 明确英语教学得目得就是培养学生运用语言进行交际得能力●3、2 提出了四项技能综合训练，不同阶段各有侧重（听说入手读写，高中侧重阅读）●3、3 强调处理好语言教学与文化得关系●3、4 注意发挥教师得指导作用，充分调动学生得学习主动性与积极性●3、5 重视利用直观教具与现代化教学手段，不利创设英语环境（挂图、录音带、幻灯片、录像带、VCD 、CD-ROM 、DVD 、软件●4、教材：●4、1 教材得内容逐渐贴近学生得生活与现代社会生活，渗透思想情感得教育，渗透大量自然与社会科学知识●4、2 采用结构、功能、话题相结合得方法，有些教材加上任务型教学活动，教材语言真实、自然、地道，教法灵活●4、3 教材编写注意学生生理与心理发展得特征，重视从教学内容、编排体系到呈现形式等方面提高趣味性，激发兴趣●4、4 力求符合学生学习英语得认知规律，调节难易●4、5 运用现代教学技术编制多媒体教材●4、6 多样化：一纲多本、引进国外教材、编写不同起点得教材。

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。

englishteaching英语教学法教程期末考试必考的知识点

englishteaching英语教学法教程期末考试必考的知识点Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation 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 and acquiring (second language acquisitiontheory)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: gra mmar involves drawing the learner’s attention to contrast the differences between the target language and other language. Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a 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 ne wly learned structures are used in the process.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 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 vocabulary: the words they use So 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 thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning 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 instructors A 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 informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples 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 hear to what they already know;it’s also possible to hear people talkingwithout 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 themBottom-up model:Listening comprehension is believed to start with sound and meaning 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 otherwords,listening comprehension involves ‘knowle dge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available 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 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 thegist 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,answeringquestions,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 acceptrepetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing 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 strategies Designing speaking tasks:meaningful motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative 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 reading ability re-quires the reading skills of skimming, scanning, predicting Effective 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 info rmation with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use otherresources(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 retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpret Questions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or 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 thes e questions depend most on the reader’s reaction to the content of the te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill s 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 writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original 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 the topic of writing as close as possible to students’ 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 ofwriting 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’sself-assessment project work portfolios。

王蔷《英语教学法教程》知识点单元重点归纳

英语教学法重点术语英汉对照(XXX)

英语教学法重点术语英汉对照(XXX)A Course in English Language TeachingUnit 1: Language and LearningIn this unit。

we will explore different views on language and language learning。

Views on Language:There are three main views on language: the structural view。

the nal view。

and the nal view。

XXX as a linguistic system。

with rules for grammar。

syntax。

and vocabulary。

The nal view also sees language as a linguistic system。

but emphasizes that language is also a means for doing things。

based on XXX。

The XXX。

XXX。

Views on Language Learning:There are two main types of theories on language learning: process-oriented XXXProcess-XXX。

XXX。

n。

making inference。

hypothesis testing。

XXX。

n-oriented theories emphasize the nature of the human and physical context in which language learning takes place。

such as the number of students。

what kind of input learners receive。

英语教学法教程重点EnglishLanguageTeaching

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。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第7~10章【圣才出品】

第7章语法教学7.1 复习笔记本章要点：1. The role of grammar in language learning语法在语言教学中的角色2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法3. Distinction between implicit and explicit knowledge隐性知识与显性知识的差异4. New approaches to teaching grammar新的语法教学5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice语法练习：机械性练习；意义性练习；使用提示本章考点：语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。

本章内容索引：Ⅰ. The role of grammar in language learningⅡ. Grammar presentation1. The deductive method2. The inductive method3. The guided discovery method4. Distinction between implicit and explicit knowledge5. New approaches to teaching grammarⅢ. Grammar practice1. Mechanical practice2. Meaningful practice3. Using prompts for practiceⅣ. ConclusionⅠ. The role of grammar in language learning（语法在语言教学中的角色）【考点：语法在语言教学中的角色】Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

Created situation:
If
you were a stranger in this town.you want to buy some fruit,post a letter,and see a movie at night.ask about the places.
Can
you tell me …
Please turn to page 110
let’s play games !
Obviously there is no correct or wrong answer in this task. All depends on the students’ experience and the actual local commodity prices.
Thank you for your listening !
Using prompts for practice
Breif introduction:
In
grammar practice, prompts is usually considered as meaningful practice.
Engaged in such an activity, students practise the target structure while negotiating meaning.
What are the advantages of meaningful practice?
自由讨论即可
Of course there is no clear cut between mechanical and meaningful practice. Very often an activity can have elements of both.
Meaningful practice
What’s the focus in the meaningful practice?
In meaningful practice the focus is on the
production, comprehension or exchange of meaning .
Success-orientation . Practice is most effective when based on successful practice. Heterogeneity(异质性,多相性).Practice should be able to elicit different sentences and generate different levels of answers from different learners. Teacher assistance .The Teacher should provide suggestions , hints and prompts. Interest : an essential feature that is closely related to concentration.
Mechanical practice
Mechanical practice involves activities that are aimed at form accuracy.
e.g.
Substitution drills Transformation drills
Substitution drills
Mechanical drills
Advantages:
help students understand the structure of a sentence and have a deep understanding on the target grammar knowledge. teachers-friendly . Disadvantages: It teaches and practices grammar in an isolated way. It pays little attention to meaning.
Two categories of practice
Mechanical practice
Meaningful practice
Meaningful practice usually
comes after Mechanical practice.

For example
after the presentation and mechanical practice of adjective comparatives and superlatives,the activity in Page 110 can be done as meaningful practice.
Be
proved to be a efficient way of grammar practice
Catogories:

Using picture prompts

Using mimes or gestures as prompts
Using information sheet as prompts
Ok, let’s play another game
please turn to page 111
So what can we get from the activity we played just now?
The activity does give us the freedom of imagine. Besides , sticking to the form of the activity may help with the automation of the structure.
you please tell me … you show me the way to …
Could Can I
am sorry, but …

Thanks
Substitute the underlined part with the proper forms of the given words.
Green lawn nice flowers clean house Pretty garden
Mrs. Green has the largest house in town.

Using key phrases or key words as prompts Using chained telling phrases for story

Using created situations
Find differences:
Telling stories:

After work – tea house – call fiends – have supper – watch a movie – back home – almost 2:00am 7:00 – get up – have breakfast – hurry to school – school closed – surprised -?
Transformation drills
Change the following sentences into the past tense .Use the adverbs given in the brackets. Now he lives in London .Last year , Paris ) We have English and math today .(yesterday , music and P.E. ) He usually gets up at seven.(this morning , eight)
Grammar practice
According to Ur,” practice may be defined as any kind of engaging with the language on the part of the learner ,usually under the teacher supervision ,whose primary objective is to consolidate learning ”.(Ur,1988:11) Ur predicts that the following 6 factors contribute to successful practice: Pre-learning . Learners benefit from clear perception and short-term memory of the new language . Volume and repetition . The more exposure to or production of language the learners have ,the more likely they are to learn.