王蔷英语教学法 英汉对照ACourseinEnglishLanguageTeaching.docx
- 文档编号:9385388
- 上传时间:2023-02-04
- 格式:DOCX
- 页数:21
- 大小:23.78KB
王蔷英语教学法 英汉对照ACourseinEnglishLanguageTeaching.docx
《王蔷英语教学法 英汉对照ACourseinEnglishLanguageTeaching.docx》由会员分享,可在线阅读,更多相关《王蔷英语教学法 英汉对照ACourseinEnglishLanguageTeaching.docx(21页珍藏版)》请在冰豆网上搜索。
王蔷英语教学法英汉对照ACourseinEnglishLanguageTeaching
实用文档
ACourseinEnglishLanguageTeaching
Unit1LanguageandLearning
Viewsonlanguage语言观
Structuralview结构主义asalinguisticsystem
functionalview功能主义asalinguisticsystembutalsoa
meansfordoingthings,baseoncommunicativefunctions
Interactionalview交互性asacommunicativetool
Viewsonlanguagelearningandlearningingeneral
1)Process-orientedtheories过程指向论
concernedwithhowthemindprocessesnewinformation,
suchashabitformation,induction,makinginference,
hypothesistestingandgeneralization.
2)Condition-orientedtheories强调条件理论
emphasizethenatureofthehumanandphysicalcontextin
whichlanguagelearningtakesplace,suchasthenumberof
students,whatkindofinputlearnersreceive,andthelearning
atmosphere.
Behaviouristtheory行为主义理论=audio-lingualmethod听说教学法
Astimulus-responsetheoryofpsychology
Youcantrainananimaltodoanything(withinreason)ifyou
实用文档
followacertainprocedurewhichhasthreemajorstages,
stimulus,response,andreinforcement.
Cognitivetheory认知主义理论communicateapproach交际法
Constructivisttheory结构主义理论
Learningisaprocessinwhichthelearnerconstructsmeaning
basedonhis/herownexperienceandwhathe/shealready
knows.
Socio-constructivisttheory社会结构主义理论
Emphasisesinteracionandengagementwiththetarget
languageinasocialcontext
Agoodlanguageteacher
Ethicdevotion,professionalqualitiesandpersonalstyles
品德节操,职业素质和个性特征
Learning,practice,andreflection
Unit2CommunicativePrinciplesandActivities
CLT=CommunicativeLanguageTeaching交际语言教学法
TBLT=Task-basedLanguageTeaching任务型教学法
PPP=thePresentation,PracticeandProduction呈现,操练,展出
Communicativecompetence
Entailsknowingnotonlythelanguagecodeortheformof
实用文档
language,butalsowhattosaytowhomandhowtosayit
appropriatelyinanygivensituation
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,which
includesboththeknowledgeaboutthelanguageandthe
knowledgeabouthowtousethelanguageappropriatelyin
communicativesituations.
Principles:
Communicativeprinciple
Taskprinciple
Meaningfulnessprinciple
Mainfeatures:
(1)Functionalcommunicativeactivities:
功能互动活动
Identifyingpictures
Discoveringidenticalpairs
实用文档
Discoveringsequencesorlocations
Discoveringmissinginformation
Discoveringmissingfeatures
Discoveringsecrets
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
Sixcriteriaforevaluatinghowcommunicativeclassroom
activitiesare:
Communicativepurpose:
informationgap
实用文档
Communicativedesire:
realneed
Content,notform:
message
Varietyoflanguage
Noteacherintervention干涉
Nomaterialscontrol
TBLT
Definition:
Referstoanapproachbasedontheuseoftaskasthecoreunit
ofinstructioninlanguage
TBLT:
pre-task,taskcycle,languagefocus
Definitionofatask:
Ataskisapieceofworkundertakenforoneselforforothers,
freelyorforsomereward.
Fourcomponentsofatask:
Apurpose:
focusoncontent,notform
Acontext:
informationgap
Aprocess:
problemsolvingreasoning,inquiring,
conceptualisingandcommunicating
Aproduct:
nocommunicationalresults
Exercises,exercise-tasksandtasks:
Focusonindividuallanguageitems
→purposeful&contextualisedcommunication
实用文档
Exercise→exercise-task→task
Howtodesigntasks:
Thinkaboutstudents'needs,interests,andabilities
Brainstormpossibletasks
Evaluatethelist
Choosethelanguageitems
Preparingmaterials
PPPmodel
Atthepresentationstage:
Theteacherintroducesnewvocabularyandgrammatical
structuresinwhateverwaysappropriate
Atthethepracticestage:
Thelessonmovesfromcontrolledpracticetoguidedpractice
andexploitationofthetextswhennecessary
Attheproductionstage:
Thestudentsareencouragedtousewhattheyhavelearned
andpractisedtoperformcommunicationtasks.
Notes:
Grammar-TranslationMethod:
语法翻译法
readingandwriting
TheAudio-LingualMethod:
听说教学法
speakingandlistening;dialoguesanddrills对话和操练
实用文档
Unit3theNationalEnglishCurriculum课程标准
communicationwasItwasinthe1993syllablesthattheword
usedintheobjectivesofteachingforthefirsttime.
TheSixDesignprinciplesfortheNationalEnglish
CurriculumforNine-yearCompulsoryEducation:
1.Aimforeducatingallstudents,andemphasise
quality-orientededucation面向全体学生,注重素质教育
2.Promotelearner-centredness,andrespectindividual
differences突出学生主体,尊重个体差异
3.Developcompetence-basedobjectives,andallowflexibility
andadaptability整体设计目标,体现灵活开放
4.Paycloseattentiontothelearningpro-cess,andadvocate
experientiallearningandparticipation强调学习过程,倡导体验参与
5.Attachparticularimportancetoformativeassessment,and
givespecialattentiontothedevelopmentofcompetence注重过程评价,强调能力发展
6.Optimizelearningresources,andmaximiseopportunitiesfor
learningandusingthelanguage开发课程资源,拓展学用渠道
FrameworkofobjectivesinthenewNationalEnglish
Curriculum:
课程总目标
实用文档Overalllanguageability:
Learning学习策略情感目标
Affect情感态度Cultural文化意识语言目标语言知识Language能力目标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;basicrequirementsfor6gradersthGraduatefromprimaryschool
Level3:
Grade7/Junior1
Level4:
Grade8/Junior2
Level5:
Grade9/Junior3
Graduatefromjuniorhighschool
AboveisduringCompulsoryEducation
实用文档
Level6&Level7:
requiredofeveryseniorhighschoolstudents
2tracksofelectivecourse:
Track1:
level8&level9
Track2:
fromthebeginningofsenior1
Electivecourses:
Specializedskillcourses;ESPcourses应用类;
Culturalandliterarystudiescourses欣赏类etc.
Unit4LessonPlanning
Alessonplan:
教案
Aframeworkofalessoninwhichteachersmakeadvance
decisionaboutwhattheyhopetoachieveandhowtheywould
liketoachieve.
Benefitsfromlessonplanning:
1)Aclearlessonplanmakestheteacherawareoftheaimsand
languagecontentsofthelesson.
2)Italsohelpstheteachertodistinguishthevariousstagesof
alessonandtoseetherelationshipbetweenthemsothatthe
lessoncanmovesmoothlyfromonestagetoanother.
3)Theteachercanalsothinkabouthowthestudentscanbe
fullyengagedinthelesson.
4)whenplanningthelesson,theteacheralsobecomesaware
oftheteachingaidsthatareneeded.
5).Lessonplanninghelpsteacherstothinkabouttherelative
实用文档
valueofdifferentactivitiesandhowmuchtimeshouldbe
spentonthem.
6)Theteachersoonlearntojudgelessonstagesandphases
withgreateraccuracy.
7)Plansarealsoanaidtocontinuingimprovement.
8)Afterthelesson,theteachercanaddanevaluationtothe
plan,identifyingthosepartswhichwentwellandthosewhich
werelesssuccessful.
Principlesforgoodlessonplanning:
Aim;Variety;Flexibility;Learnability;Linkage
目标性;多样性;灵活性;可学性;连接性
Twolevelsoflessonplanning:
macroplanningandmicro
planning
宏观备课和微观备课
Macroplanning:
planningoveralongerperiodoftime
Microplanning:
planningforaspecificunitoralesson
Thereisnoclearcutbetweenthesetwotypesofplanning.
Microplaningshouldbebasedonmacroplanning,andmacro
planingisapttobe
modifiedaslessongoon.
Macroplanninginvolvesthefollowing:
Knowingabouttheprofession
实用文档
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:
实用文档
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'ssuggestionsonmeasuresforindisciplinedacts
andbadlybehavingStudents:
1)Actimmediately
2)Stoptheclass
3)Rearrangetheseats
4)Changetheactivity
5)TalktoSsafterclass
6)Usetheinstitution制度
InordernottohurttheStudents,Ur'sadviceon
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 王蔷英语教学法 英汉对照ACourseinEnglishLanguageTeaching 英语 教学法 英汉 对照 ACourseinEnglishLanguageTeaching