王蔷 英语教学法英汉对照ACourseinEnglishLanguageTeachingWord文档下载推荐.docx
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王蔷 英语教学法英汉对照ACourseinEnglishLanguageTeachingWord文档下载推荐.docx
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Entailsknowingnotonlythelanguagecodeortheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation
Fivemaincomponentsofcommunicativecompetence
Linguisticcompetence语言能力
Pragmaticcompetence语用能力
Discoursecompetence语篇能力
Strategiccompetence策略能力
Fluency语言顺畅
CLT
Goal:
todevelopstudents'
communicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.
Principles:
Communicativeprinciple
Taskprinciple
Meaningfulnessprinciple
Mainfeatures:
(1)Functionalcommunicativeactivities:
功能互动活动
Identifyingpictures
Discoveringidenticalpairs
Discoveringsequencesorlocations
Discoveringmissinginformation
Discoveringmissingfeatures
Discovering"
secrets"
Communicatingpatternsandpictures
Communicativemodels
Discoveringdifferences
Followingdirections
Reconstructingstory-sequences
Poolinginformationtosolveaproblem
(2)Socialinteractionactivities:
社会交往活动
Role-playingthroughcueddialogues
Role-playingthroughcuesandinformation
Role-playingthroughsituationandgoals
Role-playingthroughdebateordiscussion
Large-scalesimulationactivities模仿
Improvisation即兴创作
Notes:
Nospecificactivitiesalmostaboutlisteningandspeaking
Sixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare:
Communicativepurpose:
informationgap
Communicativedesire:
realneed
Content,notform:
message
Varietyoflanguage
Noteacherintervention干涉
Nomaterialscontrol
TBLT
Definition:
Referstoanapproachbasedontheuseoftaskasthecoreunitofinstructioninlanguage
TBLT:
pre-task,taskcycle,languagefocus
Definitionofatask:
Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.
Fourcomponentsofatask:
Apurpose:
focusoncontent,notform
Acontext:
Aprocess:
problemsolvingreasoning,inquiring,conceptualisingandcommunicating
Aproduct:
nocommunicationalresults
Exercises,exercise-tasksandtasks:
Focusonindividuallanguageitems
→purposeful&
contextualisedcommunication
Exercise→exercise-task→task
Howtodesigntasks:
Thinkaboutstudents’needs,interests,andabilities
Brainstormpossibletasks
Evaluatethelist
Choosethelanguageitems
Preparingmaterials
PPPmodel
Atthepresentationstage:
Theteacherintroducesnewvocabularyandgrammaticalstructuresinwhateverwaysappropriate
Atthethepracticestage:
Thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitationofthetextswhennecessary
Attheproductionstage:
Thestudentsareencouragedtousewhattheyhavelearnedandpractisedtoperformcommunicationtasks.
Grammar-TranslationMethod:
语法翻译法
readingandwriting
TheAudio-LingualMethod:
听说教学法
speakingandlistening;
dialoguesanddrills对话和操练
Unit3theNationalEnglishCurriculum课程标准
Itwasinthe1993syllablesthatthewordcommunicationwasusedintheobjectivesofteachingforthefirsttime.
TheSixDesignprinciplesfortheNationalEnglishCurriculumforNine-yearCompulsoryEducation:
1.Aimforeducatingallstudents,andemphasisequality-orientededucation面向全体学生,注重素质教育
2.Promotelearner-centredness,andrespectindividualdifferences突出学生主体,尊重个体差异
3.Developcompetence-basedobjectives,andallowflexibilityandadaptability整体设计目标,体现灵活开放
4.Paycloseattentiontothelearningpro-cess,andadvocateexperientiallearningandparticipation强调学习过程,倡导体验参与
5.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence注重过程评价,强调能力发展
6.Optimizelearningresources,andmaximiseopportunitiesforlearningandusingthelanguage开发课程资源,拓展学用渠道
FrameworkofobjectivesinthenewNationalEnglishCurriculum:
课程总目标
Overalllanguageability:
情感目标
语言目标
Learning学习策略
Affect情感态度
Cultural文化意识
能力目标
Language语言知识
Languageskills语言技能
Learning:
Cognitive;
Selfmanagement;
Communication;
Resourcing
Affect:
International;
Perspective;
Patriotism;
Confidence;
Motivation
Cultural:
Knowledge;
understanding;
Awareness
Language:
Phonetics;
Grammar;
Vocabulary;
Functions;
Topics
Languageskills:
Listening;
Speaking;
Reading;
Writing
ThedesignofthenewNationalEnglishCurriculum
Level1:
Grade3-4
Level2:
Grade5-6;
basicrequirementsfor6thgraders
Graduatefromprimaryschool
Level3:
Grade7/Junior1
Level4:
Grade8/Junior2
Level5:
Grade9/Junior3
Graduatefromjuniorhighschool
AboveisduringCompulsoryEducation
Level6&
Level7:
requiredofeveryseniorhighschoolstudents
2tracksofelectivecourse:
Track1:
level8&
level9
Track2:
fromthebeginningofsenior1
Electivecourses:
Specializedskillcourses;
ESPcourses应用类;
Culturalandliterarystudiescourses欣赏类etc.
Unit4LessonPlanning
Alessonplan:
教案
Aframeworkofalessoninwhichteachersmakeadvancedecisionaboutwhattheyhopetoachieveandhowtheywouldliketoachieve.
Benefitsfromlessonplanning:
1)Aclearlessonplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.
2)Italsohelpstheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother.
3)Theteachercanalsothinkabouthowthestudentscanbefullyengagedinthelesson.
4)whenplanningthelesson,theteacheralsobecomesawareoftheteachingaidsthatareneeded.
5).Lessonplanninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.
6)Theteachersoonlearntojudgelessonstagesandphaseswithgreateraccuracy.
7)Plansarealsoanaidtocontinuingimprovement.
8)Afterthelesson,theteachercanaddanevaluationtotheplan,identifyingthosepartswhichwentwellandthosewhichwerelesssuccessful.
Principlesforgoodlessonplanning:
Aim;
Variety;
Flexibility;
Learnability;
Linkage
目标性;
多样性;
灵活性;
可学性;
连接性
Twolevelsoflessonplanning:
macroplanningandmicroplanning
宏观备课和微观备课
Macroplanning:
planningoveralongerperiodoftime
Microplanning:
planningforaspecificunitoralesson
Thereisnoclearcutbetweenthesetwotypesofplanning.Microplaningshouldbebasedonmacroplanning,andmacroplaningisapttobe
modifiedaslessongoon.
Macroplanninginvolvesthefollowing:
Knowingabouttheprofession
Knowingabouttheinstitution
Knowingaboutthelearners
Knowingaboutthecurriculum/syllabus教学大纲
Knowingaboutthetextbook
Knowingabouttheobjectives
Componentsofalessonplan:
1.Backgroundinformation背景资料
2.Teachingaims:
教学目标
Languageobjectives;
Abilityobjectives;
Moralobjectives
3.Languagecontentsandskills语言的内容和技巧
Stagesandprocedures:
Greetings;
Awarm-up;
PPPmodel/TBLTmodel;
Summary;
Homework/Assignment
4.Teachingaids教学手段
5.Endoflessonsummary总结
6.Optionalactivitiesandassignments
7.Afterlessonreflection:
Feelingsaboutthelesson;
students’performances;
unexpectedincidents;
surprisethings
Unit5ClassroomManagement
Theroleoftheteacher:
Beforetheclass:
Planner
Duringtheclass:
1Controller,2Assessor评估者,3Organizer,4Prompter敦促者,5Participant参与者,6Resource-provider
Aftertheclass:
Evaluator
Teacher’snewroles:
Facilitators促进者;
guides;
researchers
Themostcommonstudentsgroupings:
Wholeclasswork
Pairwork
Groupwork
Individualstudy
Harmer’ssuggestionsonmeasuresforindisciplinedactsandbadlybehavingStudents:
1)Actimmediately
2)Stoptheclass
3)Rearrangetheseats
4)Changetheactivity
5)TalktoSsafterclass
6)Usetheinstitution制度
InordernottohurttheStudents,Ur’sadviceonproblemsinclass:
1)Dealwithitquietly
2)Don’ttakethingspersonally对事不对人
3)Donotusethreats
Unit6TeachingPronunciation
Thegoalsofteachingpronunciation:
目的
Consistency连贯性:
Tobesmoothnatural
Intelligibility可理解性:
Tobeunderstandabletothelisteners
Communicativeefficiency交际效率性:
Tohelpconveythespeakers’meaning
Waysofpracticingsoundsandtheirdefinitions:
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