英语教学法教程考研笔记.pdf

Unit 1 lang u a geandlanguage t e aching1.Wh a t makes a goo d 1 a n guage teac h er?Ethic d e votio n P r of e s sio n al q ual i ties Personal sty 1 es2.Vi e wso n lan g uagele a r n i n g and le a r ning i n g e n eral：P r o ce s s-o r i e nt e d the o rie s:c one e r n e d with how the mind o r g a niz e s new i n fb r m a t i o n su c h a s h ab i t fo rmati o n,in d u c t io n,m a king inf e r e n ce,hypot h e s i s tes t i ng and general i z a ti o n.Condition-o r ient e d the o rie s:em p ha s i z e the n a t u r e o f the h uman and phys i c a 1 cont ext in wh i ch t h e 1 a ngua g e 1 e aming take pl a ce,su c h a s the n umber o f the s t u d e n ts an d t he ki n d o f input lear n e rs r ece i ve,and the a tmosp h e re.3.How can on e become a lang u a g e te a c h er?I t f n volv e s m o re fac tor s and 1 o nger learning time,and ma y never be finish e d.Professional competenceGoalStag e 1:all E n g 1 is h t e acher s are s up p o s ed to have a sound c o mm and of En g 1 i s h.Stage 2：1 e a ming,practice an d ref 1 ect i o n.Lea r ning：/Le arningfr om others5 ex p er i en c e(e mp i rical kno w ledg e g a ine d throughread ing and o b s e r vat i on)/L e ami n g the r e cei v e d know 1 e d ge(lang u age 1 earning theo r i e s,educati o n a 1 p s y ch o 1 ogy,lan g uage t e a chi n g methodolo g y,etc.)Practi c e/Pre-s e rvice pr a ctic e(pseud o pr a c t ice)/Rea 1 c 1 assro o m pra c t i c e Ref 1 e c t i on：t a ke on re f 1 ection seriously an d keep refl e ctionG o al:(do not h a ve an e n d)one can n e v er becom e a perfect tea cher.Th e re i s alwa y s r o om for i mprov e m e n t.Unit 2 comm u n i c a tive p r in c ipl e s and task-ba s e d 1 a ngu a ge tea c hing1.Wha t is c ommunic a tive c o mpet e n c e Ling uistic c omp e t enceKnowl edge o f language i tsel f Pragm a tic c o mpe t e neeThe choi c e o f t he vo c abul a ry a ndstr uctu re dep e nds o n the sett i n g,th e r e lative s t atus of the s p eaker s and t heir relati o n s hi p.Di s c o u rse compe t e n ceThe a b i 1 i ty to unde r s t an d or to ex p r e ss a topi c log i c al 1 y a nd coheren t 1 y b y efle c tively employing o r comp r e h en d i n g th e cohesiv e m a rks,s u ch as first,se c。n d.Stra t e g ic c ompete n ceSea r chi n g for other mean s of exp r ession,sue h as using a s imil a r p hrase.Fluen c ythe ability t o 1 i nk unit s ofspee chtog e ther with foci 1 i ty an d witho u t s trai n or i n a pp r op r iate slown ess or un d u e hesitat i on)CLT：c ommunicative lang uage teach i n g2.P r i nciple s o f commun i c a t iv e 1 a n guag e tea c hing Comm u nicati o n p rin c ip 1 eAc t i vitiest h a t in v o 1 v e rea 1 comm u n i c ation p romote 1 eaming.Task p r i n c i p1eActiviti e s in which 1 a nguage is u s e d for car r ying o ut me a n i n g f ul t a s ks pro mote lea r ning.M e an i ng f u 1 nes s prin c ipleL a nguage th at is meani ng f ul to the le a rner su ppor t t h e 1 e a r ning p ro c es s.3.Ma in feat ures o f communic a t ive a c t i v ities Commun i c ative p ur p o s eThere mu s t be s o m e inf o rm a t ion gap that s t uden t s s eek to bridg e Commun i cati v e d esireA real need t o communi c a te Content no t f o r mThey m u st h a v e s ome ma s s age t h ey want to c o m m u nicate V ar i ety of 1 a nguage No teach e r interve n tion No mater i al controlTBL T：ta s k-b ase d 1 a nguage t e a c h i n g4.Four c o mponents o f a t ask Ap u rposeMake su r e student s have a re a son fd r u n de r t a kin g th e ta s k A con textThis can be real,s i mu 1 at e d or i mag i n a ry,an d in v olve s s o c i o 1 i n guist i c issues such as the 1 o c ation and the r el a t ionship of the spea k er.Apr oce s sGetting stu d ents t o lea r n some la n gu a ge strateg i es such as p r oblem s olv i n g,reas o ning.A product5.F o c u s on i n divi dual lan gua g e it e ms-P u rpos e f u 1 and co ntextualized c o mm u n i c ati o n+ThenExerc i se task6.TBL：Pre-taskIn t r o duct i on t o topi c a n d ta s k Task cycl e/T ask/Pla n n i ng/Report/S tudents hear t ask recor d ing or re a d t e xt Language f oc u s/Analysis a nd pr a ctice/Review and r e peat t ask7.P PP Presen tat ion0 f sin g 1 e new i t em；tea c hers intr o du c e s n ew vocab u lary and gr a mma t i c al s t ru c tures.P r act i c eO f new i tem:dr i 1 1 s,exerc i s e,and d i al o gu e Prod u ctio nActivity,r ole p 1 a y or task to e n c our a ge fir e e u se of 1 an g uag e8.H o w to de s i gn ta s k s Think about students nee d s an d in t e rests an d a b i liti e s2*5 Brai n storm pos s ible tasks Ev a luat e the list C h oo s e the 1 an g u age it e ms P re p ar i n g m a t eri a Is2.P r inci p les for good class p 1 ann i ng:A i m11 means r ealistic g oals f o r t h e lesso n；the t h ings stude n ts areabl e to do a t the e nd of t he class.9.C o nstrains of CLT:Wheth e r it will mee t the n e eds o f 1 e ar n e r s from difle r e nt c on t e x t s 11 i s v ery d i f ficuIt t od e s i gn a on e toon e co rres po n d e nee between a f u nctio n a form.10.Constrain s of TBLT Not ef f ect i v e for p resenting n ew 1 a ngua g es T ime is limi ted:teacher s are busy Cui t ure of 1 e a r n ing:some students mayfind i t dif f ic u 1 tto adap t t o T B LT Lev e 1 of d i ff i c ult y：s t u dents may find taskbase 1 anguag e teachin g q uite d i ff i cul t of they d o n ot h a v e suf f ici e n t linguis t i c reso u r c es.Uni t 4 1 esson planni n g1.Why i s lesson p 1 a nn i n g im p orta n t?It ca n mak e t e achers aw a r e of th e a i ms a nd lan g ua g e content s of t he lesson.It h e Ips teacher s di s t i n guish t he v a r i ou s sta g e s of a le sson and see t he r e lati o n s hip between them so th a t ac t ivi t ieso f dif f e r e n t diffic u Ity level s can b e arranged prop e rly and th e le s son can move smoothl y from o ne stage to another.I t gives t e ache r s opportu n ity to ant i ci p ate poten t ial pro b lems t h at ma y a r ise i n c 1 a ss,an d p repar e some s olu t ions t o them.It bui 1 ds t eacher s conf idence i n class.Teac h ers c an also b e aware of te a c h ing aids i n class.Plan n ing i s a good practic e a nd sig n o f pro f es s i onalism.V ari e tyPlannin g a var i ety of differen t ac t iviti e s to intro duce a wi d e sei e ction of mate rial s,so t h at 1 earning is a Iways inter e s ting.Flexi b ilityPre p ar i ng som e e x t ra and altemat i ve activ i t i es and t ask s as the clas s does not a Iwa y s g o accordin g to th e p lan.L e a r na b i 1 ityThe c on t ents and tasks pl a n ned f or the lesson s h o u 1 d b e w i thin the 1 eamin g capability of the s t u d ent s.Linka g eThe s t e ps and ste p s in e a c h st a ge ar e p 1 anne d in s u c h away that they are s o meway 1 i nk e d with a no t her o n e.3.Macro pl a nn i ngA p lan ning o ver a Ion ger per i o d o f t ime,for instance a w h ole-year co u r s e.It i s of ten d o ne by a g r oup o ft e a c hers wh o ar e to t e ach the same c o urs e.Know ing about th e p r ofc s s i o nWhich 1 a nguage a r ea and la n guag e stage s h ould b e taugh t?Knowing a b o u t th e i n s titu t ionThe instit u tion a rr a n g ements o f the t i me,f r equ e ncy of the class.Kuo w ing a bout t he 1 e am e r s Knowing ab ou t the s yllabus Kn o w i ng about the t e xtbo o k Knowin g abou t th e obj e ctives4.C omp o ne n ts of a les s on pl a n Backgrou n d i n formationWh o the students are.T he t i me and date o f the cl a ss.Tea c h i n g a i m sWh at students a r e a ble t o a chieve at th e en d o f t he 1 ess o n(Linguistic and 1 a ngu ag e s kills)Lan g uage contents and skills St a g e s and pr o c e d ures Teaching a i dsTea c h ing aids a n d r e source s,an d how t eachers wil 1 use them to aid 1 e ami n g End o f le s s o n s u mmaryTake some t im e t o summariz e what i s learned in cla s s.0 p tional ac t i vities and a s signments Af t er 1 e s s o n r e f 1 ectionUnit 5 classroom a r ran g e m e n t1.E ffi c ient c 1 as s r o om a rran g ement c a n be achieved w h en the s e s ix conditi o ns are met:Th e t e ach e rplays appr op r iat e ro 1 e s.The te a c her p r o v i des clear instr u ctio n s Studen t s are gro u p e d in a way s u i t a bl e for the 1 e aming act i vit i es.The t eacher asks appropriate ques t i o n s.Th e re i s discipline a s well as h a rmony in the c 1 a ss.The s t uden t s error s are t r ea t edpr o p er 1 y.2.Thedi ffe rent roles of t e ac h er s:C ontroller/The t e a c her c o ntrols t he pace s o that the ac t i v i tie s run sm o othl y and eff i cie n tly./The more c ommunic a t ivethe activit y is,the les s control it ne e ds.Asses s or/Cor rec ting mistakes/Orga n izi n g f e edback Org a ni z erDesig n and o rg a nize t he t a sks Prom p t erWhe n s t u d ents are not sure how t o start an a ctiv i t y,or w hat t o do next,the t e ache r gi v e a p prop r i a te prom p ts.(a nd./anythin g e 1 se?/yes,but why?)P a rtic i pant R e s o u r ce-provid e r3.Rui e s to f o 1 low fb r m a king inst r ucti o ns eff e ct i ve:Tou s e sim p le instr u ctions an d ma k e t hem suit the com pre hensi on lev e 1 of t he students.(Also,make y our comments a s simP le and as natural asp o ssi b le)T o use mother tongue o nly when its n e cessary.The b e st t h i ng to do i s to mode 1 the task/activ i t y beforelett i ng student s mo v e into group s and p ai r s.D emons t ra t i o n is more effect ive th a n w ord s.4.Stu dent g ro u ping:Whol e c lass wor k:/Advant a g es：Everyon e f eel s be i n g togethe r wit h o the r s.It is good for t e ac h e rs to instru c t i on and exp 1 anatio n t o ge t her,and also an id e a 1 way t o s how materials an d d o pr e s e ntation t o geth e r./Di s a d vantag e s:Indiv i d ual i t y is no t favoured in t hi s sense.Not eve r yo n e h a s an o ppo r tu n i t y to exp r ess himse 1f.Some students feel n e r vo u s an d an x i o u s whe nthey are asked t o pr e sent in f ront o f clas s.It favors t h e tr a n smiss i o n ofknowl edgefr om te a c h er t o students rat h er t han stud ents d i scov e r i n g things b y the mse 1 ves.It i s not a goodway to e nhanc e real c omm u n icat i o n.Students c a nno t commun i ca t e with others i nth i s sens e.Pa i r work/Ad v antages It dr a matical 1 y i nc r ease s tud e nts sp e aking t i me i n cla s s.It allow s stud e nts t o work together rather than under t ea c hers g uidance.It al 1 o w s teache r s t o work w ith the we a k pai r s when othe r s are wor k ing on th e i r ow n.11 c anpromo t e cooperation b e tween students./D i sadvan t agesA I t is o fte n very n o isy and tea c he r s are af r aid of los i ng c on t rol of the class.Some s tud ents m a y t a Ik i n n at i ve lang u age or s o meth i ng not r elated to the topi c.It is not ve r y ea s y fb r t e a c hers to m o n itor eve r y p air.S o me s tudents may not 1 i ke t o work with peer s,a n d they,thin k they can only 1 e am from thei r teachers.So the y refu s e top arti c i p a t e i n t he activ i ties.The c ho i c e of pair i s a prob 1 em.Some students d o nt 1 ik e t o work w i th a particular p a rtner while someo n e may domi n ate all th e t ime.Gr o up wor k in gS ome gro ups m a y fin i sh t he t ask fast while some ma y b e v ery slow.Teac h er s may have to prepare some o pti o nal act ivitie s f or t h e qui c k group and b e r e ad y to h e Ip th e s 1ow e r group s all th e time.I ndividu a 1 stu d yTeach e rs n e e d t o pr e pare di f fe r ent t a s ks for different gr o ups.5.Measu r es f o r disciplined ac t s and ba d ly beh a vin g s tude n t s:Ac t ing immediatelyIn d i s c iplin e d acts s h ould be imm e di a te 1 y stoppe d,s o t h at 1 e ss d a mage is mad e.Sto p th e classIf the di s cipline i s so disrupti v e a s tohinderthe prog r ess of the whole clas s,th e t eac h er should stop the clas s a nd m a ke it c 1 ear what is wron g.Rearr a n g e th e seats Change th e ac t i vity Ta 1 kto student s afier c lass Create a c o de of b e ha v iorThe te a c h e r s and learn e r s can wo r k toge t h e r t o c reate som e r ule s for the clas s dur i ng a ctivities.6.Qu est i on i ng in classro o m D is p 1 ay questions:qu e stio n s tha t a re alread y known to t e acher s and t h ey a r e as k ing q ue s t i o n s to chec k if s t udent s know the an s w e r.Ge n u i n e q u est i ons:q u e s t i o n s that ar e use d t o find new in f ormation.They are oft e n mor e comm u ni c a tive.L ow e r-or d er q u e sti o n s：q uestions that s im p ly r e q u ir e rec a Hing ofinformatio n o r memo rization of f acts.Highe r order q u e s tions:qu e st i ons r eq u i r ing more re a soning,ana 1 ys i s,an d evalu a tion.7.D eal i ng with erro r s:Dea 1 i ng w i th s p oken err ors:I f th e t a sk is n o t fbcu s ing o n a c c uracy or f 1 u e nc y,i g nore it.Wlien toco rrec t：It i s be s t n ot to in t er r u pt stu d ents d u ring f 1 u ency w o rk,unlessc omm u n i c a tion b r e a k s d o wn.If there a re s om e commonmis t a kes that o t h er s tud e n t s mi g ht also have p r oblems wi t h,th e te a c h er can ta k e a no t e in h is/her mind and t r y t o d o thecor rec tion af ter th e st u denfs pe r fb r m.How to c o r r ec t:J S el f-c o rrecti n g is e n c ou r ag e d./I n di r e ct c orrecti o n:rep e ating;asking other studen t s t o answer again.Un i t 6 te a c h i ng p ronunciations1.Th e r o 1 e of teac h i n g pr o nunciat i on Stu d ents need not able t o re a d and w r i te IPA and t o know ph o netics.Ad u It leame r s need fbcus o n pronu n ciation s,but y oung 1 eaner s d o nt.Lea r n e rs wh o hav e more exposure t o Engli s h n e ed 1 e s s f o c us on pr o nun c i a t ion than tho s ewho onl y 1 e am E n g li s h in t he class.2.R e alisti c g oa 1 o f t e a c h i ng pronunciation:Con s is t ency：t h e pr o nuncia t io n s h o u Id b e s moo t h and natu ral.I ntelligibi 1 i ty:th epronunc i ation should b e unde r st a n d able to t he 1 isteners.C o mmu n i c at i ve e f f i c i e n cy:the pron unciat i o n should h elp conv e y the meani n g that is inten d ed b y t he s pea ker.3.Foe u s ing on a soun d:S ay th e s o u nd alon e Get students t o r e p eat the sound in chorus.Get indi v idu a 1 s t u dents t o rep e at th e s ound.Ex p lain how t o mak e the sound.If students can produce th e s ou n d cor r e c tl y,a f ter the teac h e rs modelling,it is not nec e ssary t o exp 1 ain 4 h o w5.5.Produ c t i o n prac tice:S ay the sound i n a word.Con t r ast it w ithotherso unds.4.Per cep tion pra c tice：Using mi n imal p a i r s:wi 1 1-w e 11 til 1-t e 11 fil 1-fell 1 id-led(tell which one is r e a d)Which or d erPit pet bet(1 3 2)S ame ord ifferentMetm e e t well-wel 1 0 dd o n e outBit bit b it pit(No.4 is d iffere n t.)Com p lete:ate ate ate a t e _ a te_ ate(1 ate mate fate da t e h a te r ate.)Lis t ening a nd r e pe a t Fill in the blanks/C h ildren love t o p 1 ay g ames./Bia c k an d whi t e make gray./Aft e r April come s Ma y.Make up se n t encesLa s t fast calm dark.Mak i n