1、英语教学法教程主要知识点归纳 共11页word资料Unit 1家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗诵儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读能力提高很快。 Knowledge: sth that can be learned与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也
2、为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。 Skills: sth that only can be gained through practice or training,宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相
3、应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。 Language skills: listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。Views on language： 1、Structural view （language
4、 competence）The founder： Saussure The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology） 2、sound combinations（morphology）3、 meaning for communication（syntax）Learning the language is to learn the structural items，study the inne
5、r structure and rule of language，ignore the social functions of the language。2 、Functional view Representative： Johnson、marrow、swain canal (the core: grammar) The function view not only sees language as a linguistic system but also a means for doing things Learners learn a language in order to be ab
6、le to doing things with it Use the linguistic structure to express functions3、Interactional view （communicative competence） Emphasis：appropriateness Language is a communicative tool，which main use is to build up and maintain social relations between people Learners need to know the rules for using t
7、he language in certain context The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications： 1、a good command of spoken and written language 2、formulate theory presupposition 3、language background and experience 4、know how languages are
8、learnt 5、the ability to use methods in various situations 6、deep understanding of cultural background 7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion， professional qualities and personal stylesView on language learning1. Psycholinguistic:
9、the relationship between language and thinking.1) Thinking in language2) Language is necessary for thought.3) Language acquisition(语言习得)4) Learners in their earlier years acquire control over essential structure of their language without special teaching and learning in a effortless and almost an un
10、conscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2. Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input-absorb-output Language learning is not just stimulate-reflection, but the using of our
11、 subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learners own knowledge and experience.S -AT-R(刺激) (反应)Stimulus: assimilation and accommodation1 把外部知识纳入自身2 纳入自身
12、后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。Unit 21. CLT（交际英语教学）: it is an approach that considers the functional and social factors in language, emphasizes that the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through la
13、nguage use.The basis: the theory of sociology and sociolinguistic.2. Language has two functions: A. the transactional functionto express the context B. the interactional(相互影响的) functionto show social relations and personal attitudeLanguage is used to perform certain communication functions; use all
14、skills: A. Receptive skill: listening and reading B. Productive skill: speaking and writing; used in a certain social context: teach the part of language in real life rather than all the language students develop all the language skills.3. Traditional pedagogy (传统教学法): focus on the forms of language
15、.4. Traditional class VS. CLTListening: to the teacher, to the tape sth.unpredictable, sth.authentic, sth.meaningfulReading: learning language get information, exact meaning, different skillsSpeaking: repeating, answering, retelling sth.creating, express oneselfWriting: composition, translation writ
16、e to express oneself, ones feeling, ones thought; write what people write in the way people write.5. Linguistic Competence (= language com.)Chomsky: tacit knowledge of language structures and the ability to use the knowledge to understand and produce language.6. Communicative CompetenceBoth knowledg
17、e about the language and the knowledge about how to use the language in communicative situation appropriately. 7. Features of CLT:1.focus on developing communicative competence2.Focus on useful and necessary language3.Pay attention to the communicative task 4.Place importance on students being fluen
18、t5.Encourage students to take part in activities6.Understand the students are of different stand7.Aware that there is not just one kind of English8. Merits of CLT:1.likely to give the students all skills2.More relevant3.Less waste of time and effort9. Demerit of CLT:1.make great demands upon the pro
19、fessional training and skills of the teacher2.Difficult to cheek what student have leart3.Dont offer the teacher the security of the textbook Unit 41. What is teaching?Teaching means ensuring that the students have learnt or mastered what is being taught through a proper sequence of steps, so the te
20、acher should carefully prepare the lessons, arrange the steps, made full use of every second in class.2. Principles for good lesson planning A. Aim B. Variety C. Flexibility D. learning ability E. linkage3. Macro planning involves the following: A. the analysis of the school B. the analysis of the s
21、tudents (information, background) C. the analysis of the syllables (教学大纲).（principle, purpose, requirement） D. the analysis of the textbook (教材分析) Ethe teaching methods and reform(教学方法及其改革) Fthe teaching objective and arrangement(整体教学目标及安排)4. Components of a lesson plan: A. Background information B
22、Teaching aims C. Language contents and skills D. stages and procedures E. Teaching aids F. End of lesson summary G. Optional activities and assignments H. After lesson reflection5. How to make a micro plan. A. The teaching aims and demands (ability, knowledge) B. The teaching contents a. vocabulary
23、, phrase b. structure c. grammar d. skills C. The teaching important and difficult points D. The teaching methods and aims E. The teaching procedure a. stage 1: warm-up activities b. stage 2:( step1: presentation -step 2: pratice-step3: production) c .stage 3: lesson summary d. stage 4: assignments/
24、optional activities e. stage 5: after class reflectionUnit 5. The role of the teacher (based on the function of the teacher):1. Controller: control the pace, the time, the target language, the student.2. Assessor: two things a. as corrector: correct the mistakes, organizing feed back the learnersb.
25、as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provide: as a walking dictionary. R
26、ules for making instructions effective:1. simple 2. natural 3. target language/body language 4. give time to get used to listening to English 5. Model the tasks/activities before doing them clear instructions. The common student groupings are: a. whole class work; b. pair work; c. group work; d. ind
27、ividual study. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective哪些因素影响学生纪律：1.teachers behaviora . choice of methodologyb. teachers preparation for the learnersc. interpersonal relationship with the learners2. motivati
28、on/ purpose/ desire/ surrounding. How to maintain the discipline:1. create a code of behavior2. be consistent in applying the rules3. be friendly and talk to students4. immediately action 5. be fair to everyone deal with problems impersonally . Measures for indisciplined acts and badly behaving stud
29、ents:（P81）1. act immediately2. stop the class3. rearrange the seats4. change the activities5. talk to students after class6. create a code of bahaviour. Advice about problems on class: (P81)1. deal with it quietly2. dont take things personally3. dont use threats. Question in the classPurpose:1. to f
30、ocus on the students attention; 2. to invite thinking and imagination; to check the understanding; 3. to simulate the students to recall information; 4. to challenge students; 5. to assess learningTypes of question (P83)1. close question- only one answer2. open question- many different answer. Deali
31、ng with errors 1. Mistake- with nothing to do with language competence (caused by carelessness self-correction)2. Error- has sth to do with the language competence (caused by lacking of knowledgebe dealt with the help of the teacher and other classmates)3. Dealing with spoken errorsa. fluency activity -after the activityb. accuracy activity -while the activity4. How to correcta. indirect teacher correction b. direct teacher correction c. self-correctiond. peer- correctionUnit 61. The role of pronunciation 2 views:a. pronunciation w
