《英语教学法教程》复习提纲（王蔷）

Unit 1 Language and Learning

1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:

Language as system; Language as symbolic; Language as arbitrary; Language as vocal; Language as human;

Language as communication 2. Structural view:

The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.

3. The functional view:

The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc.

4. The interactional view:

The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. 5. The language learning theory underlying an approach or method usually answers two questions:

1) What are the psycholinguistic and cognitive processes involved in language learning?

2) What are the conditions that need to be met in order for these learning processes to be activated?

6. Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories.

1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.

2) Condition-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, and the learning atmosphere. 7. Two theories:

Some researchers attempt to formulate teaching approaches directly from these theories.

1) The behaviorist theory( Skinner)-- a stimulus-response theory of psychology

The key point of the theory of conditioning is that \animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement\ 2) Cognitive theory( Noam Chomsky):

The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.

8. A variety of elements that contribute to the qualities of a good language teacher:

1) ethic devotion,道德素质

2) professional qualities专业技能 3) personal styles个人修养

Adjectives which describe further qualities

Ethic devotion Professional personal styles qualities warm -hearted creative Flexible灵活的 hardworking enthusiastic Caring kind well-prepared准备充分的 disciplined Resourceful知识渊博的 authoritative well-informed见多识广的 accurate speaking clearly Dynamics有动力的 patient Attentive专心的 Intuitive有洞察力的 humorous Personally-trained 经过专业训练的 9. How can one become a good language teacher? Wallace?s(1991)\professional competence(两种测试法：叙述/填表)

Wallace?s(1991)\

Stage 1 Stage 2

Goal

From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal. The first stage is language training. All English teachers are supposed to have a sound command of English. Of course, language is always changing so language training can never come to an end. The second stage seems to be more complicated because it involves three sub-stages:learning, practice, and reflection. The learning stage is actually the specific preparation(that a language teacher should make before they go to practice.)This preparation can be: 1). learn from others' experience (empirical knowledge来自经验的知识)

2). learn received knowledge (such as language theories,

psycholinguistics, sociolinguistics, educational psychology, language teaching methodology, etc.) 3). learn from one's own experience

Both experiential knowledge (others' and one's own) and received knowledge are useful when the teachers go to practice. This is the combination of \followed by practice. The term \In one sense, it is a short period of time assigned for student teachers to do teaching practice as part of their education, usually under the supervision监督 of their instructors. This practice is also called

pseudo practice. The other sense of \teacher undertakes when he finishes his education.

Unit 2 Communicative Principles and Activities

10. The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary.

11. The goal of CLT

The goal of CLT is to develop students' communicative competence, 12. Communicative competence:

Competence simply means knowledge of the language system: grammatical knowledge in other words.

13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammatically acceptable), which is roughly equivalent to Chomsky's linguistic competence交流内容是否规范

2) knowing whether something is understandable to human beings;

3) knowing whether something is in line with与、、、有关 social norms; 4) knowing whether something is in fact done: Do people actually use language this way?

14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:

1) It stresses the need to allow students opportunities for authentic and creative use of the language.

2) It focuses on meaning rather than form.

3) It suggests that learning should be relevant to the needs of the students. 4) It advocates提倡 task-based language teaching. Students should be given tasks to perform or problems to solve in the classroom.

5) It emphasizes a functional approach to language learning (i.e. what

people do with language,

such as inviting, apologizing, greeting and introducing, etc.).

15. Richards and Rodgers(1986:72)three principles of Communicative language teaching

1) Communication principle: Activities that involve real communication promote learning.

2) Task principle: Activities in which language is used for carrying out

meaningful task promote learning.

3) Meaningfulness principle: Language that is meaningful to the learner supports he learning process.

16. Littlewood’s (1981)classification of communicative activities: 1). Functional communicative activities: 2). Social interaction activities:

(1). Functional communicative activities: ~ Identifying pictures

~ Discovering identical pairs

~ Discovering sequences or locations ~ Discovering missing information ~ Discovering missing features ~ Discovering \

~Communicating patterns and pictures ~ Communicative models ~ Discovering differences ~ Following directions

~ Reconstructing story-sequences

~ Pooling information to solve a problem (2). Social interaction activities:

~ Role-playing through cued dialogues

~Role-playing through cues and information ~Role-playing through situation and goals --Role-playing through debate or discussion ~ Large-scale simulation activities ~ Improvisation

17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:

1). Communicative purpose: 2). Communicative desire: 3). Content, not form: 4). Variety of language: 5). No teacher intervention:

Unit 3 Lesson Planning

18. Lesson planning

Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. 19. Why is lesson planning necessary?

Proper lesson planning is essential for both novice/beginner and experienced teachers.

20. Benefit from lesson planning in a number of ways

1). A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.

2). It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.

3). The teacher can also think about how the students can be fully engaged in the lesson.

4). when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.

5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. 6). The teacher soon learn to judge lesson stages and phases with greater accuracy.

7). Plans are also an aid to continuing improvement.

8). After the lesson, the teacher can add an evaluation to the plan,

identifying those parts which went well and those which were less successful.

21. There are four major principles behind good lesson planning:

1) variety, 2) flexibility,,

3) learnability, 4) linkage.

23. Definitions of variety, flexibility, learnability, and linkage.

Variety 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.

Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.

Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).

Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.

24. Lesson planning should be done at 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.

25.Macro planning involves: 1) Knowing about the course: 2) Knowing about the institution: 3) Knowing about the learners:

4) Knowing about the syllabus:

26. The advantage of a concrete teaching plan:

Teachers can follow it in the class and check what they have done;

The plan will be the basis of a record of what has been covered in class; It will make it easier to make achievement tests later; It will be good records for the entire course.

27. What does a lesson plan include? Three components:

Teaching aims,

Language contents and skills, Teaching stages and procedures. 28. The aims of a lesson include:

language components to present, communicative skills to practice, activities to conduct materials to be used teaching aids to be used.

29. Language components and skills:

By language contents, we mean structures (grammar), vocabulary,

functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing. 30. Teaching stages and procedures:

Teaching stages are the major steps that language teachers go through in

the classroom. Procedures are the detailed steps in each teaching stage. 31. Three P's model: presentation, practice and production.

(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use. At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the texts when necessary.

At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.)

32. Another 3-stages frequently advised and adopted in reading lessons: Pre-reading, while-reading post-reading stages.

(This model is also often applied in listening lessons, which have pre-listening, while-listening and post-listening stages.)

35. When presenting a new structure (presentation stage), a teacher

needs to consider the following:

1) when to focus on the structure and 2) when to study it in context;

3) whether to present the structure orally or in written form;

4) when to give out information and when to elicit from students; 5) when and how to use visual aids to help with the presentation; 6) what to do if students fail to understand.

36. Sample lesson plans 1

I. AIMS: a). b). c)….(include function) II. CONTENTS

1. PRONUNCIATION

2. NEW LEXIS: a). b). c)….

3. STRUCTURE/GRAMMAR: a). b). c)…. III.TEACHING AIDS:

IV. PROCEDURES ( It should be specific ) 1. WARM-UP (3 minutes): a). b).

2. PRESENTATION (approx. 7 mins): a). b). c)…. 3. EXPLOITATION (approx. 10 mins): a). b). c)….

4. PERFORMANCE (approx. 15 mins): a). b). c)…. 5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).

6. Set homework, page 73, ex. 4.

7. RESERVE ACTIVITY: Substitution, game-like:

V. COMMENTS: (Filled in immediately after the lesson). a). b). c)….

Sample lesson plan 2

I. AIMS: a) b) c) .(include function) II. CONTENTS

1. NEW VOCABULARY: three new lexical items

2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.

3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing. III. VISUAL AIDS: Set of flashcards with suggestions IV. PROCEDURE

1. WARM-UP: Game (3 minutes), Going on a Picnic: You bring a/the/some ...!

2. PRESENTATION (approx. 10 mins)

a) New vocabulary: (three new lexical items above) b) New structure (flash cards)

c) First model, spoken (BB drawings of speakers)

3. PRACTICE (approx.15 mins)

a) Repetition drill (backward build-ups) b) Cued substitution, chorus work

c) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)

d) Ditto. Books closed e) Public check

3. PRODUCTION (to end of lesson, 17 mins) a) Public pairs, new suggestions.

b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.

c) Acting out. Volunteer pairs. d) Write out created dialogues.

4. HOMEWORK: Complete writing of dialogues. (5. RESERVE ACTIVITY: none)

V. COMMENTS: (Filled in immediately after the lesson).

Unit 4 Classroom Management

37. Teachers’ roles:

Before the class---Planner

During the class---1 Controller, 2 Assessor, 3 Organizer

4 Prompter , 5 Participant, 6 Resource-provider

After the class---Evaluator

38. Further comments on the different roles that the teachers play in the

language classroom:

Controller: The teacher controls: 1). the space (activities run smoothly), 2) .the time (do lockstep activities)

3. the whole class (Ss have equal chance) 4. the production ( a degree of accuracy) Assessor: The teacher does two things:

1). Correcting mistakes (not making a big fuss大惊小怪but gentle by Harmer)

2). Organizing feedback (discouraging for the teacher to be critical不提

倡吹毛疵, focusing on Ss? success progress)

Organizer: The teacher should be important and difficult as it: 1). Using creative/unlimited way 2). Envisaging设想activities, 3). Anticipating the problems

4). Giving clear and concise instructions

5). Demonstrating

6 .Using native language to clarify if necessary 7. Walking around and monitoring 8. Rectifying订正

9. Taking mental notes轮流惦记 Prompter: The teacher shoulddo:

1). Giving hints (just like time, place…)

2). Eliciting more (by saying” and…?”“Anything else?” Yes, but why…? (Ss. read the example) Participant:

The teacher shouldn?t dominate or appear to be authoritative. Resource-provider:

We have criticized the jug-and-mug method, but the teacher should withhold his/her readiness to provide resources.

39. What are the most common types of Ss grouping? And their definitions?

Lockstep, Pair work,

Group work, Individual study:

40. Further suggestions about S grouping Lockstep

Teacher speaking little, Trying to elicit replies/answers Pair work:

Teacher giving clearest instructions, Demonstrating, Keeping eyes on,

Rearranging the seating, Explaining the problem, Encouraging Ss Group work:

Grouping Ss according to seating arrangement, Ss selecting their own group members, Mixing strong and weak Ss,

Giving different tasks to strong and weak Ss separately, Grouping Ss by drawing lots，

All these methods have advantages and disadvantages.

Individual study: It has some conditions: 1. Self-access centers,

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