英语教学法重点 English Language Teaching文档格式.docx
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英语教学法重点 English Language Teaching文档格式.docx
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Linguisticcompetence,
Pragmaticcompetence,
Discoursecompetence,
Strategiccompetence,
Fluency.
33principlesofcommunicativelanguageteaching:
communicationprinciple,taskprinciple,meaningfulnessprinciple
4thekeyassumptioninCLTisthatstudentslearnthelanguagethroughengaginginavarietyofcommunicativeactivities,
56criteriaforEvaluatinghowcommunicativeclassroomactivitiesare:
a.Communicativepurpose:
b.Communicativedesire:
c.Content,notform:
d.Varietyoflanguage:
e.Noteacherintervention:
d.Nomaterialcontrol:
6Definitionoftask:
apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguagewhiletheirattentioninprincipallyfocusedonmeaningratherthanform.(Nunan1989:
8)
Fourcomponentsofatask:
apurpose,acontext,aprocess,aproduct.
7Foursetsofquestionswhendesigningtasks:
(howtodesigntasks?
)
---Whatistheobjectiveofthetask?
---Whatisthecontentofthetask?
---Howisthetasktobecarriedout?
---Inwhatsituationisthetasktobecarriedout?
7.5个设计任务的步骤:
a.Thinkaboutstudents’need,interests,andabilities
b.Brainstormpossibletasks
c.Evaluatethelist
d.Choosethelanguageitems
e.Preparingmaterials
第三章
1.Figure3.1FrameworkofobjectivesinthenewNationalEnglishCurriculum:
LearningStrategy:
Cognitive,Self-management,Communication,Resourcing
Languageskills:
Listening,Speaking,Reading,Writing
Languageknowledge:
Phonetics,Grammar,Vocabulary,Functions,Topics
Culturalawareness:
Knowledge,Understanding,Awareness
Affectandattitudes:
International,Perspectives,Patriotism,Confidence,Motivation
Questions:
WhatisthemainaimofEnglishlanguageteaching?
Whatisitcomposedof?
Whataretherelationsamongallthecomponents?
Whatarethemajorcharacteristicscomparedwiththe1992Syllabus?
Thenewcurriculumisdesignedtopromotethestudents‘overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedtoafewsubcategoriesasshowninthediagram.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners’positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.
2.LEVEL2coversGrade5andGrade6
LEVEL3toLEVEL5areintendedforthejuniorhighschoolphasefromJunior1toJunior3(alsonamedGrades7-9)
LEVEL6and7arerequiredofeveryseniorhighschoolstudent
LEVEL7isrequirementforeveryseniorhighschoolleavers
语言教学的目标(课程目标)OverallLanguageAbility①languageknowledge:
phonetics,grammar,vocabulary,functions,topics②languageskills:
listening,speaking,reading,writing③learningstrategy:
cognitive,selfmanagement,communication,resourcing④affectandattitude:
international,perspectives,patriotism,confidence,motivation⑤culturalawareness:
knowledge,understanding,awareness.
第4章
1、what‘salessonplan:
Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Inotherwords,teachersneedtothinkabouttheaimstobeachieved,materialstobecovered,activitiestobeorganized,andtechniquesandresourcestobeusedinordertoachievetheaimsofthelesson.
2.P52:
whatcanteachersbenefitfromlessonplanning?
(para.2,totallythereare6ideas)
Firstly,aclassplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.
Secondly,ithelpsteacherdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessonscanmovesmoothlyfromonestagetoanother.
Thirdly,properlessonplanninggivesteacherstheopportunitytoanticipatepotentialproblemsthatmayariseinclasssothattheycanbepreparedwithsomepossiblesolutionsorotheroptionsforthelesson.
Fourthly,goodlessonplanninggivesteachers,especiallynoviceteacher,confidenceinclass.TheyknowwhattheyaregoingtodonextthereforetheycanpaymoreattentiontoSs’reactionandperformanceinclassratherthanthemselves.
Fifthly,whenplanningtheclass,theTalsobecomesawareoftheteachingaidsthatareneededforthelesson.
Lastbutnotleast,planningisagoodpracticeandasignofprofessionalism.
3.P53:
principlesforgoodlessonplanning
Aim
Variety
Flexibility
Learnability
Linkage
4.P54:
whatdoesmacroplanninginvolve?
a.Knowingabouttheprofession:
theTshouldgettoknowwhichlanguageareasandlanguageskillsshouldbetaughtorpracticedinthecourse,whatmaterialsandteachingaidsareavailable,andwhatmethodsandtechniquescanbeused.
b.Knowingabouttheinstitution:
theTshouldgettoknowtheinstitution’sarrangementsregardingtime,length,frequencyoflessons,physicalconditionsofclassrooms,andexamrequirement.
c.Knowingaboutthelearners:
theTshouldacquireinformationabouttheSs’agerange,sexproportion,socialbackground,motivation,attitudes,interests,learningneedsandotherindividualfactors.
d.Knowingaboutthecurriculum/syllabus:
theteachershouldbeclearabouttheprinciples,purposes,requirementsandtargetsspecifiedbythecurriculumorsyllabus.She/Heshouldalsobeawareofthemethodologicalsuggestionsandassessmentrequirementforthecourse.
e.Knowingaboutthetextbook:
inChina,teachingisgenerallybasedonatextbookprovidedtoateacher.Therefore,teachersshouldnotonlyknowthecurriculumwellbutalsoknowthetextbookwellintermsofitsphilosophyofteaching,organizationoflearningcontents,majortopics,recommendedteachingmethodology,unitcomponentsandwaysofassessment.
f.Knowingabouttheobjectives:
theTshouldgettoknowwhatthelearnersareexpectedtoachieveandabletodoafteronesemesterorayear’slearningsothathe/shecandesignsuitableactivitiestomeettheobjectives.
5.P55-60:
8componentsofalessonplan(microplanning)
Backgroundinformation
Teachingaims
Languagecontentsandskills
Stagesandprocedures
Teachingaids
Endoflessonsummary
Optionalactivitiesandassignments
Afterlessonreflections
6.P59:
modelsforteachinganewstructure-basedlessonandforaskill-orientedlesson(seetheboldwords)
Modelsforteachinganewstructure-based基于结构lesson:
Presentation,Practice,Production
Modelsforteachinganewskill-oriented导向lesson:
Pre-reading,While-reading,Post-reading
7.阅读教学的步骤
Pre-reading:
1.Arouseinterestandintroducetopics.(leadin)
2.Teachkeynewwords/phrases,predictcontent,etc.(pre-tasks)
While-reading:
1.Focusonoverallunderstanding.
2.Focusondetailunderstanding/teachnewwordsandsentences.
Post-reading:
Encouragepersonalresponse.
第五章
1.Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.Itcontributesdirectlytotheefficiencyofteachingandlearningasthemosteffectiveactivitiescanbemadealmostuselessiftheteacherdoesnotorganizethemefficiently.AsthegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.
2.Efficientclassroommanagementcanbeachievedwhenthefollowingsixconditionsaremet:
a.Theteacherplaysappropriateroles.
b.Theteacherprovidesclearinstructions.
c.Studentsaregroupedinawaysuitableforthelearningactivities.
d.Theteacherasksappropriatequestions.
e.Thereisdisciplineaswellasharmonyintheclass.
f.TheSs’errorsaretreatedproperly.
3.Rolesoftheteacher:
Controller
Assessor
Organizer
Prompter
Participant
Resource-provider
Teacher’snewroles(Guidesresearchers)
①controller:
controlthepace;
controltime;
controlthewholeclass.②assessor:
assessthestudents’work;
correctmistake;
organizefeedback.③organiser:
designandorganizetasks④prompter:
giveappropriateprompts;
⑤participant:
joinstudents⑥resource-provider:
instructionmaterials.⑦newroles:
facilitator;
guide;
researcher.
4.Classroominstructions
Givingdirectionstotasksoractivities
Providingexplanationtoaconceptorlanguagestructure
Settingrequirements
Checkingcomprehension
Drawingattention
Motivatinglearners
Givingfeedback
Assigninghomework
对无纪律课堂的措施measures①actimmediately②stoptheclass③rearrangetheclass④changetheactivity⑤talktos
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