英语教学法复习资料

给大三英语系的教学法考试复习参考

How to be a good teacher?
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Task-based Approach
Basic principles:
(a) Main features:
*It is a developed form of communicative teaching,
*Its motivation is the desire to finish the task,
*Its process is to finish the task in English,
*The teaching achievements are embodied by presenting the results of the task.
*At present, the task-based approach, which is being used to teach English in China, is still at the stage of theoretical analysis and practical exploration,
(b) Objectives:
*Demand the students finish all kinds of real activities such as living, learning, working directly by having lessons in class.
*Demand teachers develop the students’ English integrating skills by making the teaching goals real
*Demand students combine knowledge and skills together to finish the task by listening, speaking, reading and writing
(c) Techniques:
Task
The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.
Planning
Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.
Report
Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.
Analysis
The teacher then highlights relevant parts from the text of the recording for the students to analyze. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.
Practice
Finally, the teacher selects language areas to practice based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.
Advantages and disadvantages
Advantages:
*The students are free of language control. In all three stages they must use all their language resources rather than just practicing one pre-selected item.
*A natural context is developed from the students' experiences with the language that is personalized and relevant to them.
*The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.
*The language explored arises from the studen

ts' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the course book.
*It is a strong communicative approach where students spend a lot of time communicating.
*It is enjoyable and motivating.
Disadvantages:
*Most junior or high school teachers are short of background knowledge of America or England.
*There is little time left for the students to do the task by them
*The situation now is that most of the classes are big classes, usually more than sixty or even seventy students a class. The speeds that students absorb or express knowledge are different, so it is difficult for teachers to control such a big class to finish the fixed tasks
*The English level of junior or high school students now is not high enough to finish tasks by themselves
*Chinese students are relatively diffident and shy, they are afraid of being laughed at when making mistakes. Most of the students are not active in class.
Comments
Task-based approach originated from foreign countries, foreign scholars researched it in the background of TESL. If we want to make use of such a “dynamic development” approach in our basic English teaching and even put forward a Chinese task-based approach, it is not an easy job that we can complete in a short time.
English teaching in our country doesn’t belong to TESL. We have no environment of TESL. Thus when we develop students’ communicative competence, we should pay more attention to developing the students’ basic knowledge and basic skills. We should pay attention to the input of knowledge. Only when the input of English knowledge has reached a certain degree can students output English. Therefore, while we carry out task-based approach, we still need strengthen the development of students’ language knowledge, language structure and vocabulary. We should develop students’ ability of using target language to finish tasks and try to extinguish the past “mute English” and “deaf English”, at the same time, we should also absorb the best part of traditional teaching and pay attention to the development of students’ basic knowledge and basic skills in order to avoid “illiterate English”.


Eight basic principles of English teaching:
1. The unification of the high speed teaching course, proceeding, feedback, and
teaching step by step.
2. The unification of the difficulty, acceptability, consolidation, and effectiveness.
3. The unification of the easy comprehension, enlightening, systematicness, and
constitutive property.
4. The unification of arousing students' interest and desire for knowledge and the studying progress.
5. The unification of combining theory with practise and acknowledging the leading status of theory.
6. The unification of the scientificity, education, ideological content, purposiveness, self-awareness, activeness,and independence.
7. The unification of normal development and individualized teaching.
8. The u

nification of providing the best teaching condition and using all kinds of teaching approaches and forms.

Report
This lesson is taught by Mrs. Wang, a senior English teacher from Yangzhou
Middle School.
Before class, Mrs. Wang get to the classroom to walk around the students and talk to them, which makes a comfortable classroom atmosphere.
The lesson is well-designed. Every step of the teaching takes the reasonable time.
The lesson is lead in from everyday life. The brainstorm questions practise students' creative thinking ability.
In fast reading, students are required to skim the whole passage and find the answers to the questions. It helps students to form good reading habit.
In detail reading, almost every students get involved to read the passage and do the practice. And the design of the practice is based on the form of the exam.
The most successful step is the role-play. It dose not gives the students to show themselves, but also makes a harmonious classroom atmosphere. In the process, the teacher only acts as a guide, and the students are the host of the class. During this, the students can learn to cooperate with others and do group work.
In the end of the class, the teacher shows the students 26 words related to friendship (the theme of this lesson) of which the capitals are arranging form A to Z. It rises the students emotion and help them further understand the theme.
All in all, this lesson is successful. It achieves the aims of teaching and knowledge requirement. During the whole class, the teacher manages to maintain a happy and harmonious atmosphere. In this class, several teaching methods are well used together. All the students get involved and encouraged which shows the students-oriented idea. The effect of teaching is enforced during the play. And it also provide a real communication scene in class.
At last the PPT of this lesson is contracted and useful.