英语教学法第二版 复习提纲Word文件下载.docx
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英语教学法第二版 复习提纲Word文件下载.docx
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Audio-lingualmethod
Cognitivetheory
Languageasanintricaterule-basedsystem
Languagecompetence(knowledgeoflanguagesystem)
Constructivisttheory
Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.
Socio-constructivisttheory
“ZoneofProximalDevelopment”(ZPD);
scaffolding
EmphasizinginteractionandengagementwithTLinasocialcontext
4.Whatmakesagoodlanguageteacher
professionalcompetence
Ethicdevotion:
warm-hearted,caring,enthusiastic,hardworking,well-prepared
Professionalqualities:
resourceful,well-informed,professionally-trained,authoritative,disciplined,accurate,creative
Personalstyles:
patient,attentive,flexible,humorous,dynamic,intuitive
5.Howcanonebecomeagoodlanguageteacher
Wallace’s(1991)‘reflectivemodel
Stage1:
languagedevelopment
Stage2:
learning,practice,reflection
Goal:
professionalcompetence
Unit2CommunicativePrinciplesandActivities
1.Theultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.
1.ThegoalofCLTistodevelopstudents’communicativecompetence.
2.Whatiscommunicativecompentence?
3.Trytolistsomeofitscomponentsandtheirimplicationtoteaching.
Communicativecompentencereferstoboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.AccordingtoHedge,itincludesfivecomponents.
Linguisticcompetence---knowledgeofthelanguageitself,itsformandmeaning
Pragmaticcompetence---theappropriateuseoflanguageinsocialcontext
Discoursecompetence---one’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(abilitytoexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscourse/abilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation)
Strategiccompetence---strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources
Fluency----one’sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorunduehesitation
4.Implicationsforteachingandlearning:
Linguisticcompetence
Teachersneedtohelplearners
----achieveaccuracyinthegrammaticalformsofthelanguage;
----pronouncetheformsaccurately;
----usestress,rhythm,andintonationtoexpressmeaning;
----buildarangeofvocabulary;
----learnthescriptandspellingrules;
----achieveaccuracyinsyntaxandwordformation.
Pragmaticcompetence
Teachersneedtohelplearners
---learntherelationshipbetweengrammaticalformsandfunctions;
---usestressandintonationtoexpressattitudeandemotion;
---learnthescaleofformality;
---understandanduseemotivetone;
---usethegrammaticalrulesoflanguage;
---selectlanguageformsappropriatetotopic,listener,orsetting,etc.
Discoursecompetence
Teachersneedtohelplearners
----takelongerturns,usediscoursemarkersandopenandcloseconversations;
----appreciateandbeabletoproducecontextualisedwrittentextsinavarietyofgenres;
----beabletousecohesivedevicesinreadingandwritingtexts;
----beabletocopewithauthentictexts.
Strategiccompetence
Teachersneedtoenablelearners
----totakerisksinusingthelanguage;
----tousearangeofcommunicativestrategies;
----tolearnthelanguageneededtoengageinsomeofthesestrategies,e.g.‘Whatdoyoucallathingthat/personwho…’
Fluency
-----dealwiththeinformationgapofrealdiscourse;
-----processlanguageandrespondappropriatelywithadegreeofease;
-----beabletorespondwithreasonablespeedin‘realtime”.
5.RichardsandRodgers(1986:
72)threeprinciplesofCommunicativelanguageteaching
1)Communicationprinciple:
Activitiesthatinvolverealcommunicationpromotelearning.
2)Taskprinciple:
Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskpromotelearning.
3)Meaningfulnessprinciple:
Languagethatismeaningfultothelearnersupportshelearningprocess.
16.Littlewood’s(1981)classificationofcommunicativeactivities:
1).Functionalcommunicativeactivities:
2).Socialinteractionactivities:
(1).Functionalcommunicativeactivities:
~Identifyingpictures
~Discoveringidenticalpairs
~Discoveringsequencesorlocations
~Discoveringmissinginformation
~Discoveringmissingfeatures
~Discovering"
secrets"
~Communicatingpatternsandpictures
~Communicativemodels
~Discoveringdifferences
~Followingdirections
~Reconstructingstory-sequences
~Poolinginformationtosolveaproblem
(2).Socialinteractionactivities:
~Role-playingthroughcueddialogues
~Role-playingthroughcuesandinformation
~Role-playingthroughsituationandgoals
--Role-playingthroughdebateordiscussion
~Large-scalesimulationactivities
~Improvisation
17.Ellis(1990)haslistedsixcriteriaforevaluatingcommunicativeclassroomactivities:
1).Communicativepurpose:
2).Communicativedesire:
3).Content,notform:
4).Varietyoflanguage:
5).Noteacherintervention:
Ataskisbelievedtohavefourcomponents:
apurpose,
acontext,
aprocess,
aproduct.
任务
情景化:
有
需要解决的问题;
需要行动或语言+非语言类任务
目标化学会行动;
完成语言+非语言类任务
复杂性;
复杂
成果;
难以预料短期内不明显
练习
无
纯语言练习(理想的是,一次解决一个语言难点)
完成纯语言练习
单一
事先预设,明显但有限度(对/错)
6.DifferencesbetweenPPPandTBLT
1.ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.
Freeoflanguagecontrol
Agenuineneedtouselanguagetocommunicate
Afreeexchangeofideas
Appropriateness&
accuracyoflanguageformingeneral,notproductionofasingleform
Agenuineneedforaccuracyandfluency
2TBLcanprovideacontextforgrammarteachingandform-focusedactivities.
Atask-establishedcontext
Encouragedtothink,analyze,notsimplytorepeat,manipulateandapply
Amorevariedexposuretonaturallanguage
Languageformsnotpre-selectedforfocus
Learner-freeselectionoflanguage
Fluencyaccuracy(+fluency)
Integratedskillspractised
ProblemswithCLT
1.IsitpracticalintheChinesecontext?
2.Howtodesignthesyllabusforclassroomteaching?
3.Isitsuitableforallageleveloflearnersorallcompetenceleveloflearners?
ConstraintsofTBLT
1.Itmaynotbeeffectiveforpresentingnewlanguageitems
2.Time:
teachershavetopreparetask-basedactivitiesverycarefully.
3.Cultureoflearning
4.Levelofdifficulty
Unit3NationalEnglishCurriculum
3.1AbriefhistoryofforeignlanguageteachinginChina
1Aphaseofrestoration(1978-1985)
2Aphaseofrapiddevelopment(1986-1992)
3Aphaseofreform(1993-2000)
4Aphaseofinnovationfrom2000
2,DesigningprinciplesfortheNationalEnglishCurriculum
1)Aimforeducatingallstudents,andemphasizequality-orientededucation.
2)Promotelearner-centeredness,andrespectindividualdifferences.
3.Developcompetence-basedobjectives,andallowflexibilityandadaptability
4)Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation
5.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.
6.Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.
3.3GoalsandobjectivesofEnglishlanguageteaching
Thenewcurriculumisdesignedtopromotestudents’overalllanguageability
3.4DesignoftheNationalEnglishCurriculum
Ninecompetence-basedlevels
Level2,For6thgraders
Level5,For9thgraders
Level7,Forseniorhighschoolleavers
Unit4LessonPlanning
18.Lessonplanning
Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.
19.Whyislessonplanningnecessary?
1)Makesteachersawareoftheaimsandlanguagecontentsofthelesson,soastoplantheactivitiesandchoosethetechniquesaccordingly;
2)Helpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother;
3)Givesteacherstheopportunitytoanticipatepotentialproblemssothattheycanbeprepared;
4)Givesteachers,esp.noviceones,confidenceinclass;
5)Raisesteachers’awarenessoftheteachingaidsneeded;
6)Planningisagoodpracticeandasignofprofessionalism
21.Therearefourmajorprinciplesbehindgoodlessonplanning:
Aim
Varietymeansplanninganumberofdiffer
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