英语教学法教程主要知识点归纳

Unit 1

Knowledge: sth that can be learned

Skills: sth that only can be gained through practice or training, Language skills: listening, speaking, reading and writing

Language 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 it Use the linguistic structure to express functions

3、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

vocabulary

Language teacher qualifications：

1、a good command of spoken and written language 2、formulate theory presupposition

3、language background and experience 4、know how languages are learnt

5、the ability to use methods in various situations 6、deep understanding of cultural background 7、understanding the principles of teaching

These elements can be categorized into three groups：ethic devotion， professional qualities and

personal styles

View on language learning

1. Psycholinguistic: the relationship between language and thinking. 1) Thinking in language

2) 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 language without 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----output

Language 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: assimilation ① and accommodation② ① 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。

Unit 2

1. CLT（交际英语教学）: it is an approach that considers the functional and social factors in language, emphasizes that the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through language use. The basis: the theory of sociology and sociolinguistic.

2. Language has two functions: A. the transactional function→to express the context B. the interactional(相互影响的) function→to show social relations and personal attitude

Language is used to perform certain communication functions; use all skills: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills.

3. Traditional pedagogy (传统教学法): focus on the forms of language. 4. Traditional class VS. CLT

Listening: to the teacher, to the tape →sth.unpredictable, sth.authentic, sth.meaningful Reading: learning language →get information, exact meaning, different skills Speaking: repeating, answering, retelling →sth.creating, express oneself

Writing: composition, translation →write to express oneself, one?s feeling, one?s thought; write what people write in the way people write. 5. Linguistic Competence (= language com.)

Chomsky: tacit knowledge of language structures and the ability to use the knowledge to understand and produce language. 6. Communicative Competence

Both knowledge about the language and the knowledge about how to use the language in communicative situation appropriately. 7. Features of CLT:

1.focus on developing communicative competence 2.Focus on useful and necessary language 3.Pay attention to the communicative task 4.Place importance on students' being fluent

5.Encourage students to take part in activities 6.Understand the students are of different stand 7.Aware that there is not just one kind of English 8. Merits of CLT:

1.likely to give the students all skills 2.More relevant

3.Less waste of time and effort 9. Demerit of CLT:

1.make great demands upon the professional training and skills of the teacher 2.Difficult to cheek what student have leart

3.Don't offer the teacher the security of the textbook

Unit 4

1. What is teaching?

Teaching means ensuring that the students have learnt or mastered what is being taught through a proper sequence of steps, so the teacher should carefully prepare the lessons, arrange the steps, made full use of every second in class. 2. Principles for good lesson planning

A. Aim B. Variety C. Flexibility D. learning ability E. linkage 3. Macro planning involves the following: A. the analysis of the school

B. the analysis of the students (information, background)

C. the analysis of the syllables (教学大纲).（principle, purpose, requirement） D. the analysis of the textbook (教材分析)

E．the teaching methods and reform(教学方法及其改革)

F．the teaching objective and arrangement(整体教学目标及安排) 4. Components of a lesson plan: A. Background information B Teaching aims

C. Language contents and skills D. stages and procedures E. Teaching aids

F. End of lesson summary

G.. Optional activities and assignments H. After lesson reflection 5. How to make a micro plan.

A. The teaching aims and demands (ability, knowledge) B. The teaching contents a. vocabulary , phrase b. structure c. grammar d. skills

C. The teaching important and difficult points D. The teaching methods and aims E. The teaching procedure

a. stage 1: warm-up activities

b. stage 2:( step1: presentation -------step 2: pratice-------step3: production) c .stage 3: lesson summary

d. stage 4: assignments/optional activities e. stage 5: after class reflection

Unit 5

Ⅰ. The role of the teacher (based on the function of the teacher): 1. Controller: control the pace, the time, the target language, the student. 2. Assessor: two things

a. as corrector: correct the mistakes, organizing feed back the learners

b. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism 3. Organizer : task based on teaching to design tasks and to organize 4. Prompter: to give appropriate prompts hints 5. Participant: to take part in the activities 6. Resource-provide: as a walking dictionary Ⅱ. Rules for making instructions effective:

1. simple 2. natural 3. target language/body language 4. give time to get used to listening to English

5. Model the tasks/activities before doing them clear instructions Ⅲ. The common student groupings are:

a. whole class work; b. pair work; c. group work; d. individual study

Ⅳ. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective 哪些因素影响学生纪律： 1.teacher?s behavior

a . choice of methodology

b. teacher?s preparation for the learners

c. interpersonal relationship with the learners 2. motivation/ purpose/ desire/ surrounding Ⅴ. How to maintain the discipline: 1. create a code of behavior

2. be consistent in applying the rules 3. be friendly and talk to students 4. immediately action

5. be fair to everyone deal with problems impersonally

Ⅵ. Measures for indisciplined acts and badly behaving students:（P81） 1. act immediately 2. stop the class

3. rearrange the seats 4. change the activities

5. talk to students after class 6. create a code of bahaviour

Ⅶ. Advice about problems on class: (P81) 1. deal with it quietly

2. don?t take things personally 3. don?t use threats Ⅷ. Question in the class Purpose:

1. to focus on the students? attention;

2. to invite thinking and imagination; to check the understanding; 3. to simulate the students to recall information; 4. to challenge students; 5. to assess learning

Types of question (P83)

1. close question- only one answer

2. open question- many different answer …

Ⅸ. Dealing with errors

1. Mistake----- with nothing to do with language competence (caused by carelessness → self-correction)

2. Error----- has sth to do with the language competence (caused by lacking of knowledge→be dealt with the help of the teacher and other classmates) 3. Dealing with spoken errors

a. fluency activity ----after the activity b. accuracy activity ----while the activity 4. How to correct

a. indirect teacher correction b. direct teacher correction c. self-correction d. peer- correction

Unit 6

1. The role of pronunciation

① 2 views:

a. pronunciation will take care of itself needn?t teach pronunciation b. poor pronunciation is a great hindrance in language learning ② For Chinese: pronunciation is important depend on a. Chinese is different from English

b. Chinese have little exposure to English 2. The goal of teaching pronunciation

① We can never get the native-like pronunciation a. Critical Period Hypothesis b. the amount of exposure

c. biological and physiological differences

② our realistic goal of teaching pronunciation (P93)

a. Consistency b. Intelligibility c. Communicative efficiency 3. Aspects of pronunciation

① focus on sounds, stress and intonation, these change the meaning of a sentence ② The ways of teach pronunciation:

Step1. Giving model Step2. Imitating Step3. Checking (explaining) Step4. Giving examples Step5. Comparing Step6. Meaningful practice

Unit 7

1 There are different ways of presenting grammar in classroom: The deductive method, the inductive method, and the discovery method.

2 Pennington proposes a synthesis approach to grammatical pedagogy. She emphasized that grammar teaching should be “ collocational, constructive, contextual and contrast” ( 4 C )

3 Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative practice The deductive method:

Step: 1 presentation of the grammar rules 2 study of the examples 3 conclusion 4 drills

The guided discovery method:

Step: 1 presentation of contextualized scenarios illustrating a specific structure 2 induce students to find the rules structures 3 teach/learn the new rules structures 4 drills

The role of Grammar

1) Grammar competence is one component of communicative copentence 2) Grammar makes expression formal, accuracy

3) Instructive learns are found to outperform uninstructed learners

Unit 8

1. Item of vocabulary:words, compounds, phrases, idioms

A: passive/receptive words :words that can be recognized or compared in reading and listening but can not be used automatically in speaking and writing.

B: active/productive words: words that can be recognized and also be used in speech and writing by learners.

2. Aspects of learning a word: A: pronounciation (stress+sound)

B: form ( spelling+grammatical properties)

C: meaning (denotative meaning +connotative meaning) D: usage (collocation,synonyms,antonyms,hyponyms) 3. Ways to show meaning:

A:using visuals(real object,pictures,drawings.etc.) B:giving examples

C:using the learnier' on language 4. Implications for teaching vocabulary: A:both denotative and connotative meanings

B:in contexts

C:in groups of reflected words

D:word formation is useful in developing E:vocabulary

F:difference between passive and active ways 5.Some concepts:

A:denotative meaning of a word refers to that we use to label things as regards real objects.

B:connotative meaning of a word refers to the attitude or emotions of a language user.

C:collocation:refers to words that concur with high frequency and have been accepted as ways for the use of words . 6. Way of presenting vocabulary

1)provide a visual or physical demonstration whenever possible 2)provide a verbal context to demonstrate meaning 3)use synonyms or antonyms to explain meaning

4)use lexical sets or by ponyms to show relation of words and meanings. 5)translate and examplify 6)use word formation.etc.

Unit 9

1. Why do listening come first?

A. students→ impossible to produce a sound doesn?t exist in their mother tongue.

B. students→ impossible to produce a sound with the right stress, rhythm, intonation without providing them a model. 2. The essence of listening

It is perfectly possible to hear, but here “hear” is not listening, similarly it is possible to listen, but not understand, listening means comprehend what you hear. 3. Why does listening seem so difficult? The difficulties:

A, quickly forget what is heard

B, don?t recognize the words you know

C, understand the words but not the intended message D, while thinking about the meaning, neglect the next part E, can?t form the mental representation

Unit10

Speaking is the skill that the students will be judge upon most in real-life situation Speaking is to express oneself㈠the feeling of oneself ㈡ the experience of oneself

Type of speaking tasks conclude (pre-communicative activities) and (Communicative activities) Designing speaking tasks conclude maximum foreign talk, even participation. high motivation . right language level

The feature of speaking is spontaneous and time-constraint

Unit 11

1. To summarize, reading aloud and silent reading are two types of reading practice.

2. Reading aloud helps students to practice or acquire good pronunciation, intonation, and build

up confidence in speaking. Silent reading helps students to comprehend the meaning to get information.

3. Three kinds of reading materials: fast/rapid reading, intensive reading and extensive

reading.

4. There are two broad levels in the act of 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.

5. Three models for teaching reading: bottom-up model, top-down model and interactive

model.

6. Five principles for teaching reading: 1. Accessible reading materials. 2. Clear prepared tasks.

3. Developing students reading strategies. 4. Enough guidance. 5. Promoting the students reading ability.

7. Predicting is an important reading skill.

8. Predictions can be done many different ways: predicting based on the title, predicting based

on vocabulary and predicting on the T/F questions.

9. Pre-reading activities: predicting, setting the scene, skimming, and scanning.

10. While-reading stage: sophisticated input, transition device, output, under reference and

making reference.

11. Post-reading activities: Gap-filling, discussion, role play, retelling and writing. 12. Reading means the construction of meaning from a printed or written message.

论述题

1. How to Be a Good English Teacher?

To be a good English teacher does not only depend on his or her command of the language but on other elements. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles. These three aspects constitute the professional competence of a good English teacher.

However, the most important and most difficult part of being a good English teacher is not the professional competence but the development of it. The development of professional competence for a good English teacher involves two stages and a goal.

The first stage is language development. All English teachers are supposed to have a sound of English .As language is the subject matter for a language teacher and also because language always changing, language development can never come to an end.

The second stage involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation which includes: learning from others? experience, learning the received knowledge and learning from one?s own experience as a learner. The learning stage is followed by practice that can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice. The other sense of practice is the real classroom teaching. Teachers benefit from practice if they keep on reflection on what then have been doing.

Ideally, a teacher should be able to attain his or her goal, that is the professional competence after some period of practice and reflection. Actually professional competence is ?a moving target or horizon, which professionals travel all their professional life but which is nevel finally attained.?

2. How can one become a good language teacher?

The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability. Wallace uses the following ?reflective model? to demonstrate the development of professional competence. The model is an adapted version to illustrate the process of becoming a professionally competent teacher.

Language development Others ? experience Received knowledge Own experience Practice Reflection Professional competence Stage 1 Stage2 Goal From the above model, we can see the development of professional competence for language teacher three stages. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.

The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice and reflection. Learning stage which is the preparation before a language teacher starts the practice of teaching. This preparation can include: 1. learning from other?s experience 2. learning the received knowledge

3. learning from one?s own experience as a learner.

Teachers benefit from practice if they keep on reflecting on what they have been doing. However, professional competence as an ultimate goal does not seem to have an end. 3. Communicative Language Teaching(交际英语教学法） Definition:

It is an approach that considers the functional and social factors in language, emphasizes the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through language use. Basis:

The theory of sociology and sociolinguistics. Principles:

1. Communication principle; 2. Task principle;

3. Meaningfulness principle. Features:

1. Focus on developing communicative competence; 2. Concentrate on useful and necessary language;

3. Pay attention to the communicative tasks to achieve; 4. Place importance on the students being fluent; 5. Encourage students to take part in the activities; 6. Understand the students are of different standards;

7. Aware that there is not just one kind of English (Variety).

4. Task-based Language Teaching (TBLT)

TBLT is, in fact, a further development of Communication Language Teaching (CLT).It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance of combining form-focused teaching with communication- focused teaching.(definition)

It stresses holistic and realistic input and output and the focus is on the students' learning, rather than on a set of discrete language knowledge, and tasks can contribute to whole-person development-not just linguistic development. The attention to students' needs, interests and abilities means that we should vary our teaching styles to take account of the different ways in which students learn. (feature) Merits and demerits(4 points) Basis(依据) Principles(4 ) Goals(暂无)

5. How to teach a good spoken English lesson?

Teaching spoken English has long been attached with great importance. Certainly, how to give a good spoke English lesson is of significance.

First of all, distinctions between spoken English and written English should be made clearly, so as to understand the features of spoken language. In terms of spoken English, it contains four features as follows, using less complex syntax, taking short cuts, using fixed conventional phrases, and using devices such as fillers, hesitation device to give us time to think before speaking.

Secondly, principles for teaching speaking should be noticed as well, which mainly include the next four aspects—balancing accuracy based with fluency and practices, contextualizing practice, personalizing practice, and building up confidence, maximizing meaningful interactions, helping students develop speaking strategies and making the best use of classroom learning environment to provide sufficient language input and practice for the students.

Finally, when we design speaking tasks, one important consideration is the language proficiency level of the students. We should design the activities and practice in accordance with student?s ability, and try to diversify the forms so as to arouse their interest. 6. 论述如何组织一堂READING课

Reading is the construction of meaning from a printed or written message. First we should bear in mind the following principles: A. accessible reading materials B. cleared prepared tasks

C. promote students reading strategies D. enough guidance

E. promoting the students reading ability models.

Then during the tasks we should teach the student of three techniques as: bottom-up model, top-down model ,interactive model

Teaching procedures can be divided into three stages as :pre-reading, while-reading, post-reading. Reading comprehension is a cognitive task, teacher help develop the students strategies of interpreting the visual information, relating the received information with the reader's own general knowledge, and reconstructing the meaning that the writer had meant to convey. （feature）

教案

Teaching Grammar

Background information:

Students: 28 Senior high school students Lesson duration: 45 mins Teaching objectives:

By the end of the lesson, students should be able to:

1. The rules of changing the verbs into past participle form 2. The usage of the past simple tense Teaching content: The pat simple tense Teaching aids: backboard, chalk Teaching procedures:

1. Presentation of the grammar rules 2. Giving example to illustrate the rule

3. Presentation of the requirements of the past simple tense to the verb 4. drills

Homework: use the past simple tense to make some sentences Reflection: to be written immediately after the lesson

(详细请见课本62页)

教案

Teaching Grammar

Background information:

Students: 28 Senior high school students Lesson duration: 45 mins Teaching objectives:

By the end of the lesson, students should be able to:

1. The rules of changing the verbs into past participle form 2. The usage of the past simple tense Teaching content: The pat simple tense Teaching aids: backboard, chalk Teaching procedures:

1. Presentation of the grammar rules 2. Giving example to illustrate the rule

3. Presentation of the requirements of the past simple tense to the verb 4. drills

Homework: use the past simple tense to make some sentences Reflection: to be written immediately after the lesson

(详细请见课本62页)

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