1、英语教学法教程主要知识点归纳30Unit 1Knowledge: sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills: listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication 。1、 Structural view （ language competence ） T
2、he founder ： Saussure The structural view of language sees language as a linguistic system made up of varioussubsystems： 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 inner
3、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 a
4、ble 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
5、using the 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 language2、 formulate theory presupposition3、 language background and experience4、 know how langua
6、ges are learnt5、 the ability to use methods in various situations6、 deep understanding of cultural background7、 understanding the principles of teachingThese elements can be categorized into three groups ： ethic devotion ， professional qualities and personal styles1.Psycholinguistic: the relationshi
7、p 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 unconscious way (li
8、ke 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-outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabi
9、lities, 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 learnerown knowledge and experience.S -AT-R(刺激 ) (反应 )Stimulus: assimilatio n and accommodation s 把外面知识纳入自己 纳入自己后也不切合，就要对原有知识进行改变
10、，也就是一种原有知道和外面知识保持联系的创新的过程。Unit 21.CLT （交际英语授课） : 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 acquirecommunicative ability. It offers an effective way to learn language through language use.The ba
11、sis : the theory of sociology and sociolinguistic.2. Language has two functions: A. the transactional functio n to express the context B.the interactional( 相互影响的 ) function to show social relations and personalattitudeLanguage is used to perform certain communication functions; use all skills: A. Re
12、ceptiveskill: listening and reading B. Productive skill: speaking and writing; used in a certain socialcontext: teach the part of language in real life rather than all the language students develop all the language skills.3.Traditional pedagogy ( 传统授课法 ) : focus on the forms of language.4.Traditiona
13、l class VS. CLTListening: to the teacher, to the tape Reading: learning language get information, exact meaning, different skillsSpeaking: repeating, answering, retelling sth.creating, express oneselfWriting: composition, translation write to express oneself, one s feeling, one s thought; writewhat
14、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 tounderstand and produce language.6. Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the l
15、anguage 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 task4.Place importance on students being fluent5.Encourage students to take part in activities6.Understand th
16、e 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 professional training and skills of the teacher2.Difficult to chee
17、k what student have leart3.Dont offer the teacher the security of the textbookUnit 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 teacher should carefully prepare the lessons, arrange the steps, m
18、ade full use of every second in class.2. Principles for good lesson planningA. Aim B. Variety C. Flexibility D. learning ability E. linkage3.Macro planning involves the following:A.the analysis of the schoolB.the analysis of the students (information, background)C.the analysis of the syllables ( 授课大
19、纲 ).（ principle, purpose, requirement ）D.the analysis of the textbook ( 教材解析 )4.Components of a lesson plan: A. Background informationG.Optional activities and assignmentsH.After lesson reflection5.How to make a micro plan.A.The teaching aims and demands (ability, knowledge)B.The teaching contentsa.
20、vocabulary , phraseb.structurec.grammard.skillsC.The teaching important and difficult pointsD.The teaching methods and aimsE.The teaching procedurea. stage 1: warm-up activitiesb. stage 2:( step1: presentation -step 2: pratice-step3: production)c .stage 3: lesson summaryd. stage 4: assignments/optio
21、nal activitiese. 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 thingsa. as corrector: correct the mistakes, organizing feed back the learnersb. as evalua
22、tor: 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. Rules for maki
23、ng instructions effective:1. simple 2. natural 3. target language/body language4.give time to get used to listening to English5.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. individual study. Di
24、scipline 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： s behaviora . choice of methodologyb. teacher s preparation for the learnersc. interpersonal relationship with the learners2. motivation/ purpose/ desire/ sur
25、rounding. How to maintain the discipline:1.create a code of behavior2.be consistent in applying the rules3.be friendly and talk to students4.immediately action5.be fair to everyone deal with problems impersonally. Measures for indisciplined acts and badly behaving students:（ P81）1.act immediately2.s
26、top 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.don t take things personally3.don t use threats. Question in the classPurpose:1. to focus on the students attention;2.to i
27、nvite 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. Dealing with errors1.Mistake - with nothing to do wit
28、h language competence (caused by carelessness self-correction)2.Error - has sth to do with the language competence (caused by lacking of knowledge bedealt with the help of the teacher and other classmates)3.Dealing with spoken errorsa. fluency activity -after the activityb. accuracy activity -while
29、the activity4.How to correcta. indirect teacher correctionb. direct teacher correctionc. self-correctiond. peer- correctionUnit 61.The role of pronunciation 2 views:a. pronunciation will take care of itself needn t teach pronunciationb. poor pronunciation is a great hindrance in language learning Fo
30、r Chinese: pronunciation is importantdepend ona. Chinese is different from Englishb. Chinese have little exposure to English2.The goal of teaching pronunciationWe can never get the native-like pronunciation a. Critical Period Hypothesisb. the amount of exposurec. biological and physiological differe
31、nces our realistic goal of teaching pronunciation (P93)a. Consistency b. Intelligibility c. Communicative efficiency3. Aspects of pronunciationfocus on sounds, stress and intonation, these change the meaning of a sentenceThe ways of teach pronunciation:Step1. Giving modelStep2. ImitatingStep3. Checking (explaining)Step4. Giving examplesStep5. ComparingStep6. Meaningfu
