英语教学法复习要点Unit 912U18+税课.docx

英语教学法复习要点Unit 912U18+税课.docx

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英语教学法复习要点Unit912U18+税课

Unit9TeachingListening

1.Characteristicsoflisteningprocess

Spontaneity（spontaneousandinformalwithoutrehearsing）

Context（knowntothehearer）

----therelationshipbetweenthespeakerandthehearer

Visualclues（facialexpressions,gestures,bodylanguageandsurroundingenvironment）

Listener’sresponse

Speaker’sadjustment

2.Twomajorpurposesinlistening:

Social（casualconversation）---maintainandbuildupsocialrelationship;Toobtainandexchangeinformation

3.Principlesandmodelsforteachinglistening

Focusonprocess

Combininglisteningwithspeaking

Focusonthecomprehensionofmeaning

Gradedifficultylevelappropriately

4.Principlesforselectingandusinglisteningactivities

1）Thelisteningactivitymusthaveareal,communicativepurpose.

2）Theactivitymustuseauthenticlanguagewithoutsignificantlyslowerorsimplerspeechthanwouldnormallybeusedineverydaylife.

3）Pre-listeningtasks（e.g.discussingthetopic,brainstorming,presentingvocabulary,sharingofrelatedarticles）mustbeusedtostimulatetheappropriatebackgroundknowledgeandhelplearnersidentifythepurposeofthelisteningactivity.

4）Thelisteningtextmustoffercontentthatispersonallyinterestingandmotivatingto

learners.

5）Toallowlistenerstoinfermeaningfrombodylanguageandrelatedcontextclues,thespeakermustbevisiblewheneverpossible（unlesstheexplicitpurposeistohelpstudentsunderstandradioprogramsoraudiotapes）.

6）Thelisteningactivitymustoffermanyenvironmentalcluestomeaning,justasin

real-lifelistening.

7）Whenpossible,thewholelisteningtextshouldbegiven,andthenitshouldbedividedintopartsthatcanberepeated.Thissequencegivelistenerstimetothinkandrethinktheirhypothesesaboutthemeaningofwhatissaid.

8）Attheend,thewholetextshouldbegivenagain,andlearnersshouldhavetheopportunitytodiscusstheirhypothesesandhowtheytestedandalteredthem.

9）Thelisteningactivitymustrequirelistenerstorespondinsomemeaningfulfashion,eitherindividuallyorinsmallgroupsorpairsbysayingsomething,followingacommandorrequest,askingaquestion,takingnotes,andsoon.

10）Thelisteningactivitymustbefashionedsothatlistenerswithnormalbackgroundknowledgeareabletounderstandthetopicwithoutdoingspecialresearch,unlesstheclassisfocusedonlanguageforspecialpurposes.

11）Thetextofthelisteningactivitymustbetypicalforitsownspeechtype;thatis,aninformalconversationmusthaveshort,redundant,rapidchunksofspeech,whilealecturemustbemoreformalizedandorderly.

12）Theclassroomclimatesurroundingthelisteningactivitymustbenon-threateningandpositive,andsimplestrategiesshouldbeusedtoreduceanxietyifitispresentbeforeorduringthelisteningactivity.

Asfarasclassroomproceduresareconcerned,theteachingoflisteninggenerallyfollowsthreestages:

pre-listeningstage,while-listeningstage,andpost-listeningstage.

Unit10TeachingSpeaking

Whatarethecharacteristicsofspokenlanguage?

Discusstheirimplicationstoteaching.

Therearefourcommonfeaturesofspokenlanguage:

Usinglesscomplexsyntax;

Takingshortcuts,e.g.incompletesentences;

Usingfixedconventionalphrases/chunks;

Usingdevicessuchasfillers,hesitationdevicestogivetimetothinkbeforespeaking.

Someimplications:

Whenspeaking,itisquitenaturalforpeopletorepeat,rephrase,askforclarificationoruseincompletesentences.Bothteachersandstudentsneedtolearntoacceptrepetitions,rephrases,hesitations,incompletesentences,fillersorpauses.

Intrainingstudents’speakingskills,featuresofnaturalspeechshouldbeaccepted.Thisdoesnotonlyhaveimplicationsforteachingspeakingbutalsoforassessingspeaking.

Principlesforteachingspeaking

Maintainingabalancebetweenaccuracy-basedpracticeandfluency-basedpractices:

Structure-basedpractice:

afocusonforms----grammar,vocabularyandsoon/linguisticcompetence

Fluency-basedpractices:

todevelopfluency/toencouragestudentstousethelanguagemorefreelyandstimulatereallanguageuse.

Balance:

teachingcontext,students’levelofproficiencyandresourcesavailable.

Contextualizingpractice

Peopleusedifferentlanguageindifferentcontexts.Itisimportantforstudentstohaveachancetoexperiencethelanguageinmeaningfulcontext.

Teacher:

identifyasituationinwhichatargetstructureiscommonlyused.

Students:

usethelanguagetocarryoutasimulatedtaskintheclassroom.

Inthisway,bothmeaningandtheusageofthestructurecanbenaturallyobtained.

Personalizingpractice

Weallrememberthingsbestwhentheyarerelevantandclosetoourpersonalexperiencesorwhenwecanexpressourpersonalviews.

Asateacher,wecanhelpstudentslearnbetterbypersonalizingthecontentandcontextsothatstudentscantalkorwriteabouttheirownexperiencesandtheirpersonalopinions,andaskquestionsforwhichtheyareinterestedinfindingoutanswers.

Buildingupconfidence

Creatingarelaxedandsupportativeenvironmentandhelpthestudentsbuilduptheirconfidence.

Onlywhenstudentsfeelconfidentandcomfortabletospeak,willtheyparticipateactivelyintheactivitiesandtasksyoudesignforthem;andonlybymoreparticipationandmorepracticecantheyimprovetheirspeakingfluency.

Maximizingmeaningfulinteractions

Thetypicalclassroominteraction:

teacher-studentinteractioninitiatedbytheteacher

Itsdrawbacks:

leavesthestudentsinapassiveposition;studentswillspeakoractonlywhentheyaregiveaquestionornominatedtodoso;notallowingmaximumparticipationamongthestudents.

Helpingstudentsdevelopspeakingstrategies

Likealltheotherskills,speakingalsoinvolvesstrategies,suchasinitiatingaconversation,turntaking,askingforclarification,askingforrepetition,gettingothers’attention,gettinghelpfromothers,andendingaconversation,etc.whenwespeakChinese,weusethesestrategiesunconsciously.InEnglish,weneedpracticeinordertodevelopthesestrategies.

Theclassroomisthebestplacewherestudentscanbecomeawareofthespeakingstrategiesandpractisethemconsciouslyinordertousethemsuccessfullyinreallifesituations.

Factorstoconsiderwhendesigningspeakingactivities

Maximumforeigntalk:

Insuccessfulspeakingtasks,thestudentstalkalotintheforeignlanguage.

Problems:

Studentsoftenproduceoneortwosimplesentencesintheforeignlanguageandspendtherestofthetimechattingintheirnativelanguage.

Theteachertalkstoomuchofthetime.

Evenparticipation:

Asuccessfultaskshouldencouragespeakingfromasmanydifferentstudentsaspossible.Thetaskshouldbedesignedinawaysothattheoutspokenstudentsdonotdominatediscussions.Whennecessary,theteachermayinterferetoguaranteeequalopportunitiesforstudentsofdifferentlevels.

Highmotivation:

Researchhasshownthatmotivationisoneofthemostimportantvariablesinsuccessfullanguagelearning.

Rightlanguagelevel:

Thetaskmustbedesignedsothatstudentscancompletethetasksuccessfullywiththelanguagethattheyhave.Ifthestudentslacktoomuchvocabularythattaskwillbecomefrustratingandthestudentsarelikelytogiveuporreverttothenativelanguage.

Littlewood（1981:

20）dividescommunicativespeakingactivitiesintotwotypes:

functionalcommunicationactivitiesandsocialinteractionactivities.Forbeginninglearners,Littlewoodpointsoutthatitisnecessarytoalsoincludewhathecallspre-communicativeactivities,whicharemorestructuredandallowthelearnertopractisetheformsofthelanguage.

Communicativeactivities:

informationgapactivities,problem-solvingactivities,discussions,debates,interviews,fluency-focusedgames.

Ininformation-gapactivities,thestudentshavedifferentinformationandtheyneedtoobtaininformationfromeachotherinordertofinishatask.

Trueorfalse?

Theteachershouldteachallthenewwords（F）

Theteachershouldteachthenewstructures（F）

Theteachershouldquicklyintroducethedialogue（T）

Theteachershouldgivethestudentsasimplequestion（T）

Whenpresentingadialogueforlisteningpractice:

Thestudentsshouldhavetheirbooksopen.（F）

Theteachershouldtrytoshowthemeaningofthedialogue.（T）

Theteachershouldclearlyshowwhichpersoninthedialogueisspeaking.（T）

Afterpresentingadialogue:

Theteachershouldtranslateitlinebylineforthestudents.（F）

Thestudentsshouldtranslateitlinebylinefortheteacher.（T）

TheteachershouldcheckthestudentsunderstandbyaskingsimpleEnglishorChinesequestions.（T）

Whendrillingadialogue:

Theteachershouldfirstaskindividualsorgroupstorepeat,andthenthewholeclass（F）

Alwaysdrillthedialogueatleastthreetimes（F）

Whenpractisingadialogue:

Thestudentsshouldallreadthewholedialoguetogether（F）

Theteachershouldaskthestudentstopractisethedialogueinpairsorsmallgroups（T）

Theteachershouldwalkaroundtheclass,checkingthateveryoneispractising（T）

Theteachershouldasksomestudentstoreadthedialoguetotherestoftheclass

fromtheirdesks（T）

Theteachershouldasksomestudentstoactthedialoguetotheclassatthefront（T）

Theteachershouldencouragethestudentstochangepartsofthedialogue（T）

Unit11Teachingreading

1.Asareceptiveskill,readingisapassiveskill.（F）

2.Readingisasilentactivity.Readingalouddoesnothelpmuchwithcomprehension.（T）

3.Readingisanindividualactivity.（T）

4.Readingwithapurposeismoreeffectivethanreadingwithoutapurpose.（T）