《英语教学法教程》课件—08
英语教学法教程全册配套PPT教学课件
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.
英语教学法教程(课堂PPT)
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Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
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The Structural View
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The Cognitive Theory
• Chomsky
– Language is not a form of behaviour, it is a complicated rule-based system.( Language is a rule-governed)
– There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced (language is generative)
• 语言的本质是由结构上相互联系的单位组 成的、用来表达一定意义的结构系统。
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• The system of language=
•
the system of sound +
•
the system of words +
•
they system of grammar +
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•
sente习的目标被认为是掌握该系统中各 种成分，即音位、语法单位、词汇等）
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Impact on language teaching
• Audiolingual approach （听说法） • Total Physical Method （全身反应法） • The Silent Way （沉默法）
王蔷教学法讲义
王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。
主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。
【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。
《英语教学法教程》课件—10
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real-life communication may have the following features: 1) Sentences tend to be simple 2) There are more incomplete sentences, or fragments 3) Language is informal, and vocabulary tends to be simple 4) There may be broken grammar, false starts, hesitation and fillers 5) There is more repetition and redundancy 6) Language tends to be unplanned 7) There is low density of information 8) Communication is text dependent 9) There is turn-taking between two speakers 10) The speakers are interdependent and mutually supportive 11) There is need to communicate 12) The focus is on meaning 13) There is little error correction 14) There is nonverbal response 15) The content is not specified in advance.
To get to know the characteristics for successful speaking tasks
To get to know the approaches to tes in speaking class
《英语教学法教程》课件—07
To know the approaches in teaching To know Principles of grammar instruction
Main Contents
Experiencer or affected is –ed People (mostly) amused, amazed astonished, bewildered frightened, horrified shocked, surprised confused, depressed disappointed disgusted
Unit Six Teaching grammar
CCouonutnatbalbelenonuonun anadndunucnocuonutnatbalbele nonuonun???????????
Aims of the Unit
To get to know the changes taking place in English grammar
Teachers tend to minimize the importance of grammar in communicative language teaching.
II. Differences between
Grammar knowledge
Grammar competence
By grammar knowledge we
1Reflections on grammar teaching “Should grammar be taught at all?”
《英语教学法教程》课件—04
3) Knowing about the learners:
• The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.
1) Knowing about the course:
The teacher should get to know which language areas and language skills should be taught or practised in a course, what materials and teaching aids are available, and what methods and techniques can be Planning
Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.
英语教学法教程 课件
There is a Chinese saying that'Teachers are engineers of the soul'. This suggests that we are not just responsible for students' moral development. The word 'education' comes from the Latin verb educare, which means to'bring out'. In other words, teachers should try to bring out the full potential of their students as human beings, so they can live meaningful, fulfilling and responsible lives. At first glance, English language teaching may not seem an important area for moral learning. It is a foreign language and is sometimes associated with social values that are not shared by Chinese people. On the other hand, English lessons can provide excellent opportunities for a focus on moral values
Didactic model: students are explicitly and regelarly taught moral behaviour, as determined by the teacher.
英语教学法教程8 Teaching Vocabulary
3. Two types of grammar practice activities
Mechanical practice and meaningful/communicative practice of grammar have both advantages and disadvantages.
Hedge (2000)
Vocabulary learning “involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.”
“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (D.A. Wilkins)
“词汇之于语法，有如砖之如混凝土，它们共同构 筑意义的大厦”。（丁建新，2004：前言）
E.g. The connotation of “rose” is that it is a symbol of passion and love - this is what the rose represents.
E.g. “dog”
8.2.2 sense relations
1. collocations 2. synonyms 3. antonyms 4. hyponyms
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● The creation of words is our tool for increasing learning.
● Vocabulary instruction should be a focalpoint of learning, especially for students impacted by poverty.
"Without grammar very little can be conveyed; without vocabulary nothing can be conveyed."
"When students travel, they don't carry grammar books, they carry dictionaries.”
● Vocabulary instruction is an excellent advance organizer but also must be taught in context.
Introduction of This Unit
To discuss how to teach vocabulary. Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.
Vocabulary teaching is an indispensable part of English curriculum.
I. The importance of vocabulary
●The singular importance of vocabulary has become a powerful insight to raise achievement.
With 100,000 words in the English language, teaching vocabulary can seem like a very daunting prospect.
The average native speaker uses around only 5000 words in everyday speech. Your students won't need to produce every word they learn, some they will just need to recognize.
1. Introduction
Vocabulary plays an important part in learning to read. Beginning readers must use the words they hear orally to make sense of the words they see in print.
A Course in English Language Teaching
Unit 8 Teaching vocabulary
Vocabulary is a weak area for many students, much “vocabulary instruction”ends up being handwriting practice.
Criteria Range
Coverage frequency learnability language
needs
Definition
the extent to which a word occurs in the different types of texts
the capacity of a wቤተ መጻሕፍቲ ባይዱrd to replace other words
Teaching Content
● How to teach vocabulary ● What students need to know ● Presenting vocabulary ● Consolidating vocabulary ● Developing vocabulary building strategies
the number of occurrences of a word in the target language
the extent to which a word can be learned without difficulty
the extent to which a word is regarded as "required" by the learner in order to communicate
2. Ways for Teaching
Teachers should choose proper ways to instruct words. Many teachers often write new words they want to teach on the blackboard, then explain them one by one. The way is easy for teachers to teach, while it isn't interesting for students to learn．It makes students feel bored.
Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential.
3. Selecting what to teach, based on