英语教学法主要知识点
(完整版)英语教学法知识点整理
1，Structural view of language sees languages as a linguistic system made up of various subsystems (Larsen—Freeman&Long）: Phonology, morphology, syntax。
语言的结构观把语言看作是由各种子系统组成的语言系统(弗里曼&朗）:音位学、形态学、句法。
2，Functional view： communicative needs of the learner （Johnson and Marrow)， the functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities： offering, suggesting， advising，and apologizing.功能观：学习者的交际需求(约翰逊和马罗），功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段.我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。
3，Interactional view： the interactional view considers language to bea communicative tool， whose main use is to build up and maintain socialrelations between people。
互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。
4，Behaviourist theory： the way human acquires language (Harmer). Based on their experiments，Watson and Raynor formulated a stimulus—response theory of psychology。
英语教学法复习资料
英语教学法复习资料英语教学法复习资料在当今全球化的时代，英语已经成为一门必备的语言技能。
因此，英语教学法的研究和实践变得尤为重要。
本文将回顾一些常见的英语教学法，帮助读者巩固他们的知识，并提供一些实用的教学技巧。
一、交际法交际法是一种以交流为中心的教学法。
它强调学生在真实的语境中使用英语，以提高他们的交际能力。
在交际法中，教师应该创造一个积极互动的学习环境，鼓励学生参与各种交际活动，如角色扮演、小组讨论和真实情境模拟等。
通过这种方式，学生可以更好地理解和运用英语。
二、语法翻译法语法翻译法是一种传统的英语教学法。
它注重语法规则的学习和应用，并通过翻译来帮助学生理解和运用这些规则。
在语法翻译法中，教师通常会使用课文翻译、句子翻译和篇章翻译等练习，以帮助学生提高他们的语法和翻译能力。
然而，这种教学法也存在一些问题，如过度依赖母语和缺乏真实语境等。
三、听说法听说法是一种以听力和口语为核心的教学法。
它强调学生在真实的听力和口语活动中提高他们的听力理解和口语表达能力。
在听说法中，教师应该提供大量的听力材料，如录音和视频，以帮助学生培养他们的听力技巧。
同时，教师还应该鼓励学生参与各种口语活动，如对话练习、演讲和辩论等。
通过这种方式，学生可以更好地理解和运用英语。
四、任务型教学法任务型教学法是一种以任务为导向的教学法。
它注重学生在解决实际问题的过程中学习和应用英语。
在任务型教学法中，教师应该设计一系列有挑战性的任务，以激发学生的学习兴趣和动机。
同时，教师还应该提供必要的语言支持和反馈，以帮助学生完成任务。
通过这种方式，学生可以更好地运用英语解决问题，并提高他们的学习效果。
五、多媒体教学法多媒体教学法是一种以多媒体技术为支持的教学法。
它通过使用电脑、投影仪和互联网等工具，提供丰富多样的学习资源，以帮助学生更好地理解和运用英语。
在多媒体教学法中，教师可以使用动画、音频和视频等多媒体材料，以增加学生的学习兴趣和参与度。
王蔷英语教学法重点
王蔷英语教学法重点王蔷教授的英语教学法是近年来备受推崇的一种教学方法。
它以语言习得理论为依据，通过为学生提供丰富的语言环境和多元化的教学策略，激发学生的学习兴趣和主动性，从而提高其英语水平和应用能力。
王蔷英语教学法强调学生的主体性和教师的主导性。
它认为，学生是语言学习的主体，应该主动参与到语言习得过程中。
而教师则应该扮演引导者和组织者的角色，为学生提供必要的学习资源和指导。
王蔷英语教学法还注重培养学生的语言综合应用能力。
它认为，语言是一种交际工具，学生应该在学习过程中掌握听、说、读、写、译等技能，并将其应用于实际生活中。
王蔷英语教学法认为，创造一个丰富的语言环境是提高学生英语水平的关键。
教师可以通过引入真实的语言材料、组织口语活动、播放英语视频等方式，为学生营造一个浓厚的英语学习氛围。
王蔷英语教学法提倡采用多元化的教学策略，以适应不同学生的学习风格和需求。
例如，教师可以采用小组合作、角色扮演、案例分析等教学方法，激发学生的学习兴趣和主动性。
王蔷英语教学法认为，培养学生的自主学习能力是至关重要的。
教师可以通过引导学生制定学习计划、评估学习成果等方式，帮助学生建立良好的学习习惯和自我管理能力。
王蔷英语教学法在实践中得到了广泛的应用，并取得了显著的效果。
许多研究表明，采用王蔷英语教学法的学生在英语水平和应用能力方面都有明显的提高。
这种教学方法也受到了广大教师和家长的欢迎和认可。
它不仅提高了学生的英语水平，还培养了他们的团队协作能力和自主学习能力。
王蔷英语教学法是一种先进、实用的教学方法。
它通过创造丰富的语言环境和多元化的教学策略，激发学生的学习热情和主动性，从而提高学生的英语水平和应用能力。
在未来的教育实践中，我们应该进一步探索和应用这种优秀的教学方法，为学生的全面发展提供更好的支持。
《英语教学法》是教育部普通高等教育“十一五”国家级规划教材，也是高等教育社的一本教材。
该教材的作者是王蔷教授，她是中国著名的英语教学法专家，拥有丰富的教学经验和深厚的学术背景。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳
1. 教学法的概念和意义
- 教学法是指教师在教学过程中所采用的一系列组织和指导学生学习的方法和策略。
- 教学法对于提高教学效果和学生学习成果具有重要的影响。
2. 教学目标的设定和实施
- 设定明确的教学目标，包括知识、技能和态度等方面。
- 设计符合教学目标的教学活动和任务，以有效地实现教学目标。
3. 课堂组织和管理
- 设计合理的课堂结构，包括开头、主体和结尾等部分。
- 管理学生的行为和注意力，确保课堂秩序良好。
4. 教学方法的选择和运用
- 根据学生的特点和教学内容的要求，选择合适的教学方法，如讲授法、讨论法、合作学习法等。
- 运用多种教学方法，以促进学生的主动参与和积极学习。
5. 教学资源的利用
- 利用多种教学资源，如教材、多媒体工具、实物、图表等，丰富教学内容，提高学生的学习兴趣和理解能力。
6. 评价与反馈
- 设计合理的评价方式和评价标准，以评估学生的学习成绩和教学效果。
- 及时给予学生反馈，帮助他们纠正错误和进一步提高。
7. 多元化的教学策略
- 采用多种教学策略，如激发学生的兴趣和好奇心、引导学生
主动探究、启发学生的创造思维等，以提高教学效果。
8. 教学过程的设计和调整
- 设计完整的教学过程，包括课前导入、知识讲解、练习与巩固、课后复习等环节。
- 随时根据学生的学习情况和实际需要，调整教学过程和方法，以提高学习效果。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳英语教学法是针对学习英语的教师设计的一整套教学方法和策略的综合体系。
它涵盖了英语教学的理论基础、教学设计和实施、评估和反思等方面。
在英语教学过程中，教师需要掌握和运用一些基本的英语教学法，以便更有效地促进学生的语言学习。
本文将对英语教学法的主要知识点进行归纳，以供教师们参考和学习。
一、教学目标的设定1.确定清晰的语言学习目标：教师应该明确学生应该达到的语言能力水平，并将目标分解成可量化的具体目标。
2.编写明确的教学目标：教师需要将教学目标写成具体、可测量和可理解的语言任务，以帮助学生更好地理解和实现目标。
二、教学内容的选择和组织1.构建情境化的教学内容：通过创造真实的语言情境，激发学生的学习兴趣和动机，提高学习效果。
2.根据学生的兴趣选择教学内容：教师应该根据学生的兴趣和需要，选择与他们日常生活相关的话题和素材，使学习更贴近实际。
3.结合语法、词汇和语言技能进行教学：教师应该将语法、词汇和语言技能有机地结合起来，让学生能够在实际运用中灵活运用。
三、教学方法和策略的运用1.交互型教学方法：包括师生互动、学生间互动和学生自主学习，通过口语对话和实践活动培养学生的听说能力。
2.任务型教学方法：通过设置具体的任务来激发学生的学习兴趣和动力，培养学生的语言运用能力。
3.多媒体辅助教学：结合音频、视频和网络资源，提供多样化的教学材料和活动，增强学生的学习体验和参与度。
四、教学评估与反思1.形成性评价：通过课堂观察、作业评查和小组讨论等形式对学生进行及时的反馈和评估，帮助他们发现自己的差距并采取相应的学习策略。
2.总结性评价：通过考试、测验或教育性评估工具对学生的学习成果进行系统的评估，同时为教师提供改进教学的反馈。
五、教学环境的创设1.积极、鼓励的教学氛围：创造友好、开放、尊重和包容的教学环境，鼓励学生参与和表达，培养积极的学习态度。
2.多样化的学习资源：提供丰富多样的教学资源，包括教材、课外读物、在线学习平台等，满足学生的不同学习需求。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳英语教学法是指教师在英语教学中所采用的教学理念、教学方法和教学手段。
英语教学法的主要目标是培养学生听、说、读、写等综合运用英语的能力，使学生能够流利地运用英语进行交流和表达。
下面是英语教学法教程的主要知识点归纳。
一、教学目标的设定教学目标是教师在教学过程中所要达到的预期效果，必须明确定义和合理设定。
教师应根据学生的年龄、英语基础、教材内容等方面的特点，设定适合学生的教学目标。
教学目标应具体、明确，要分为知识、能力、情感和态度等方面。
二、教学内容的选择教学内容是指教师在教学中所要传授给学生的知识和技能，应根据学生的实际需求选择适当的教学内容。
教学内容应有机结合教材，具有一定的逻辑性和系统性。
教师可以根据教材中的单元、话题或学生的兴趣爱好等进行选择。
三、教学方法的运用教学方法是指教师在教学过程中所采用的教学手段和策略，是实现教学目标的有效途径。
常用的教学方法包括直观教学法、示范教学法、激发教学法、合作教学法、多媒体教学法等。
教师可以根据不同的教学目标和学生的特点选择合适的教学方法。
四、教学手段的运用教学手段是指教师在教学中所使用的具体工具和材料，有助于提高学生的学习效果和学习兴趣。
教学手段包括教学用具、多媒体设备、实物、图片、录音、录像等。
教师可以根据教学内容和学生的学习需求选择合适的教学手段。
五、教学评价的方法教学评价是指教师对学生学习情况和教学效果进行评估和判断的过程。
教学评价应注重全面、准确、客观和具体。
常用的教学评价方法包括测试、作业、观察、讨论、听说读写等。
教师可以根据教学目标和学生的实际情况选择合适的教学评价方法。
六、教学设计的步骤教学设计是指教师根据教学目标和教学要求所制定的教学过程和教学计划。
教学设计应包括教学目标、教学内容、教学方法、教学手段、教学评价等方面的内容。
教学设计的步骤包括分析教学内容和学生的学习需求、确定教学目标、设计教学过程和制定教学计划。
英语教学法期末知识点总结
英语教学法期末知识点总结As the semester comes to an end, it is essential to reflect on the knowledge gained in the field of English teaching methodology. This summary aims to cover the main concepts, techniques, and approaches that have been studied throughout the semester, and to highlight their significance in the teaching and learning process.1. Communicative Language Teaching (CLT)Communicative Language Teaching (CLT) has been one of the central themes in our study of English teaching methodology. This approach emphasizes the importance of communication and interaction in language learning. It focuses on real-life situations and the use of authentic language, aiming to develop students' communicative competence. CLT encourages students to engage in meaningful communication, and to use the language in a natural and authentic way.In the context of CLT, teachers play the role of facilitators, creating opportunities for students to communicate and providing them with the necessary support and feedback. The use of activities such as role-plays, discussions, and group work is a key feature of CLT, as they enable students to practice their language skills in a meaningful and interactive way.2. Task-based Language Teaching (TBLT)Task-based Language Teaching (TBLT) is another important aspect of English teaching methodology that we have explored. TBLT focuses on the use of tasks as the central unit of language teaching. Tasks are activities that require students to use language to achieve a specific goal or purpose. They can be based on real-world situations, and they often involve problem-solving and decision-making.TBLT emphasizes the importance of meaningful language use, and it aims to develop students' ability to communicate effectively in a variety of contexts. Tasks are designed to be challenging and engaging, and they provide students with opportunities to use the language in a purposeful and communicative way. TBLT also encourages the use of authentic materials and resources, as they can help students develop their language skills ina meaningful and realistic way.3. Differentiated InstructionDifferentiated instruction is an important concept in English teaching methodology, as it emphasizes the need to tailor instruction to meet the diverse needs of students. It recognizes that students have different learning styles, abilities, and preferences, and it aims to provide them with the support and resources they need to succeed.In the context of English teaching, differentiated instruction can involve the use of varied instructional strategies, materials, and activities to accommodate the different needs of students. It can also involve the use of flexible grouping, where students are groupedaccording to their learning needs and preferences. By differentiating instruction, teachers can ensure that all students have the opportunity to learn and succeed, regardless of their individual differences.4. The Use of Technology in English TeachingThe use of technology has become an integral part of English teaching methodology. Technology can provide students with access to a wide range of resources and materials, and it can also enhance their learning experiences. In the context of English teaching, technology can be used to provide students with opportunities for independent practice, to facilitate communication and collaboration, and to provide access to authentic language use. In recent years, the use of technology in English teaching has expanded to include a wide range of tools and resources, including interactive whiteboards, multimedia resources, and online learning platforms. These technologies can provide students with engaging and interactive learning experiences, and they can also provide teachers with valuable resources for instruction and assessment.5. Assessment and Evaluation in English TeachingAssessment and evaluation are important components of English teaching methodology. They are essential for monitoring students' progress, providing feedback, and informing instructional decisions. In the context of English teaching, assessment can take many forms, including traditional tests and quizzes, as well as performance-based assessments and portfolios.In recent years, there has been an increasing emphasis on the use of authentic assessment in English teaching. Authentic assessment focuses on the assessment of real-life language use, and it aims to provide a more accurate and meaningful measure of students' language proficiency. Authentic assessment can include tasks and projects that require students to use the language in a purposeful and meaningful way, and it can provide a more accurate measure of students' ability to communicate effectively.In conclusion, the knowledge gained in the field of English teaching methodology has been extensive and diverse. The concepts, techniques, and approaches covered in this summary represent the key components of effective English teaching, and they highlight the importance of communicative, task-based, and differentiated instruction, the use of technology, and authentic assessment and evaluation in the teaching and learning process. By implementing these principles in the classroom, teachers can create engaging and effective learning experiences for their students, and they can help students develop the language skills they need to succeed in the real world.。
(完整word版)英语教学法教程知识点总结(1-12单元)
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 概括法 )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, andactive 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 communicative 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 a method, 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 meansfor 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 they need 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 alarge part of language acquisition is the learning of this system.Constructivist theory, believes that learning is 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 theconcept of “Zone of Proximal Development”ZPD)( and scaffolding.Ethic devotion, professional qualities and personal styles CLT:communicative language teaching TBLT: task-based languageteachingThe 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 a communicative 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 aboutwhat 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 students to a wide selection of materials never monotonous for the students.types of activities and where possible, introducing so that learning is always interesting, motivating andFlexibility: 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’coping ability.Linkage : easy task followed by a comparatively difficult one, or do a 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, assignments, and teacher’s after-lesson reflection.For skill-oriented lesson, focusing on developing skills, the model is 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 推进者 (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 level of thestudents.The second rule is to use the mother-tongue only when it is necessary.Give students time to get used to listening to English instructions and help the make aneffort to understand them.Use body language to assist understanding and stick to it each time you teach the class. 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 Closed 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 knownto 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 knowledgein the target language. Language error cannot be self-corrected no matter how much attention ispaidDealing with spoken errors: tasks or activities are focusing on accuracy 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 listenersCommunicative efficiency : the pronunciation should help convey the meaning that is intendedby the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentence stress), intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Oddand 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, theguided 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 mechanical practice. (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 thingsas regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning ofa word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosinga word and the influence of these on the listener or reader ’s interpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as waysfor 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 oneis 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, guess meaning 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:从细节下手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 meaningof words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficultto keep up with speaker. --- recognizing sounds of words, phrases or structures.Top-down model: 侧重纲要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 termedas 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 withthe reader’s own general knowledge, and reconstructing the meaning that the writer had meantto 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 one is 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/basedon 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 reinterpretation 3. 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 responseIntensive 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, imaginationNot 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 approachA Productive approach to writing成就法/a prose model approach---fruitlessA Processapproach to writing 过程法 : The teacher provides to guide students through the process that they undergo when they are writing. This kind of guidance should be gradually withdrawn so that the students can finally become independent writers.Main procedures of processwriting include: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.。
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What makes a good qualified english teacher?A plan of given material.1 CLT :Communicative Language Teaching2 TBLT:Task-based Language Teaching3 PPP:Presentation,Practice and Production. 3P教学法4 Macro Planning 宏观计划It plans over a longer period of time，for instance, planning for a whole programme or a whole-year course.56 Micro planning 微观计划It plans for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.7 The guided discovery method 指导发现法It 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.8 Implicit knowledgeIt refers to knowledge that unconsciously exists in our mind,which we can make use of automatically without making any effort.9 Explicit KnowledgeIt refers to our conscious knowledge about the language.10 Bottom-up model 自上而下/文本驱动模式The way teaches reading always reflects the way one understands reading and the reading process.11 Top-down model 图示驱动模式One's background knowledge plays a more important role than new words and new structures in reading comprehension.12 Interactive model 交互模式The current theory views reading as an interactive process. That is to say,the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text.13 AssessmentIt involves the collecting of information or evidence of a leaner's learning progress and achievement over a period of time for the purposes of improving teaching and learning.14 Sight Vocabulary 即识词汇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.15 Information Gap信息沟16 Portfolio学习文件夹成长记录袋It is a purposeful collection of materials assembled over a period of time by a learner to provide evidence of skills,abilities and attitudes related to their study.17 Mechanical PracticeIt involves activities that are aimed at form accuracy.18 Meaningful PracticeIt 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.19 Criterion-referenced assessmentCriterion-referenced language assessment is based on a fixed standard or a set criterion.20 Norm-referenced assessmentIt is designed to measure how the performance of a particular student or group of students compares with the performance of another students or group of students whose scores are given as the norm.21 On -the-use evaluationIt means the evaluation which is carried out independent of its users or before it gets into the classroom.22 In-the-use evaluationFor in-the-use evaluation,evaluation is done based on the user's opinions about how useful and effective it is for promoting learning.1 What is the communicative competence?It includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.2 Principles of CLTmunicative principle:Actives that involve real communication promote learning.B.Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.C. Meaningfulness principle: language that is meaningful to the learner supports the learning process.3 The 6 orientation for evaluating the communicative classroom acting.A. Communicative purpose:The activity must involve the students in performing a real communicative purpose rather than just practising language for its own sake. 目的B. Communicative desire:The activity must create a desire to communicate in the students. 交际欲望C. Content,not form:When the students are doing the activity, they must be concentrating on what they are saying,not how they say it.有内容，不是考虑形式D. Variety of language: The activity must involve the students in using a variety of language,not just one specific language form.E. No teacher intervention:The activity must be designed to be done by the students working by themselves rather than with the teacher.干涉F. No materials control: The activity should not be designed to control what language the students should use.4 Four components of the taskA. A purpose: making sure the students have a reason for undertaking the taskB. A contact: 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 factorsC. A process:getting the students to use learning strategies such as problem solving reasoning,inquiring, conceptualising and communicating.D. A product: there will be some form of outcome, either visible or invisible.5 Principles for good lesson planningA. Aim. It means the realistic goals for the lesson.B. Variety. It means planning a number of different types of activities and where possible,introducing students to a wide selection of materials so that learning is always interesting,motivating and never monotonous for the students.C. Flexibility. It means preparing some extra and alternative tasks and activities so that teachers have the options to cope with the unexpected situations rather than being the slaves of written plans or one methodology.D. Learnability. It means the contents and tasks planned for the lesson should be within the learning capability of the students.E. Linkage. It means the stages and steps within each stage are planned in such a way that they are someway linked with one another.6 Measures for indisciplined actsA. Act immediately. If possible, indisciplined acts should be immediately stopped so that less damage is made.B. Stop the class. If the indiscipline hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.C. Rearrange the seats. If students are moved to the front of the class they will behave better.D. Change the activity.E. Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class.F. Create a code of behaviour. It means the teacher and students can work together to create some basic rules for the class during activities.7 How to deal with errorsA. Make a distinction between an error and a 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 system. An error has direct relation with the learners' language competence.B. Dealing with spoken errorsC. Choose proper time to correctD. How to correct. Avoid damaging students' self esteem and confidence.8 Goal of teaching pronunciationA. Consistency:the pronunciation should be smooth and natural.B. Intelligibility:the pronunciation should be understandable to the listeners.C. Communicative efficiency:the pronunciation should help convey the meaning that is intended by the speaker.9 What does it mean to know a word.A. It means knowing its pronunciation and stressB. Knowing its spelling grammatical propertiesC. Knowing its meaningD. Knowing how and when to use it to express the intended meaning.10 Ways of presenting vocabularyA. Try to provide visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.B. Provide a verbal context to demonstrate meaning.C. Use synonyms or antonyms to explain meanings.D. Use lexical sets or hyponyms to show relations of words and their meanings.E. Translate and exemplify,especially with technical words or words with abstracts meaning.F. Use word formation rules and common affixes to build new lexical knowledge on what is already known.G. Teach vocabulary in chunks.H. Think about the context in real life where the word might be used.I. Think about providing different context for introducing new words.J. Prepare for possible misunderstanding or confusion that students may have.11 Principles for teaching speakingA. Balancing accuracy-based with fluency-based practices.B. Contextualising practiceC. Personalising practiceD. Building up confidenceE. Maximising meaningful interactionsF. Helping students develop speaking strategiesG. Making the best use of classroom learning environment to provide sufficient language input and practice for the students12 The main procedures of process writingA. Creating a motivation to writeB. Brainstorming,C. MappingD. FreewritingE. OutliningF. DraftingG.editingH. RevisingI. ProofreadingJ.conferencing13 Methods for assessmentA. Summative and formative assessmentB. Teacher's observationsC. Continuous assessmentD. Self-assessment and peer assessmentE. Project work学习日志F. Portfolios学习文件夹成长记录袋14 intelligence。