完整word版,英語教學(xué)法教程主要知識(shí)點(diǎn)歸納,推薦文檔

1、Unit 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 。Views on language :1、Structural view (language competence ) T

2、he founder ：Saussure The structural view of language sees language as a linguistic system made up of various subsystems： 1、the sound systemI (phonology )2、sound combinations (morphology )3、 meaning for communication (syntax) Learning the language is to learn the structural items , study the inner st

3、ructure 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 able

4、to doing things with itUse 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 peopleLearners need to know the rules for using the

5、 language in certain contextThe 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 languages are learnt

6、5、 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 stylesView on language learning1. Psycholinguistic: the re

7、lationship between language and thinking.1) Thinking in language2) Language is necessary for thought.3) Language acquisition(語言習(xí)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 unconsci

8、ous 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: inputabsorboutputLanguage learning is not just stimulate-reflection, but the using of our subjecti

9、ve 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 learner s own knowledge and experience.S ATR（刺激）（反應(yīng) ）Stimulus: assimilatio n and accommodation 把外部知識(shí)納入自身 納入自身后也不相符，就要對(duì)原有

10、知識(shí)進(jìn)行改變，也就是一種原有知道和外部知識(shí)保持聯(lián)系的創(chuàng)新的過程。Unit 21. CLT （交際英語教學(xué)）: it is an approach that considers the functional and social factors inlanguage, emphasizes that the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through language use.

11、The basis : the theory of sociology and sociolinguistic.2. Language has two functions: A. the transactional functio nf to express the context B. the interactional相互影響的 ）function fto show social relations and personalattitudeLanguage is used to perform certain communication functions; use all skills:

12、 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 （ 傳統(tǒng)教學(xué)法）: focus on the forms of language.4. Tr

13、aditional class VS. CLTListening: to the teacher, to the tape f sth.unpredictable, sth.authentic, sth.meaningfulReading: learning language f get information, exact meaning, different skillsSpeaking: repeating, answering, retelling f sth.creating, express oneselfWriting: composition, translation fwri

14、te to express oneself, one's feeling, one's 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 CompetenceB

15、oth knowledge 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 task4 .Place importance on studen

16、ts' being fluent5 .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 gre

17、at demands upon the professional training and skills of the teacher2 .Difficult to cheek what student have leart3 .Don't 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

18、 sequence of steps, so the teacher should carefully prepare the lessons, arrange the steps, made 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 scho

19、olB. the analysis of the students （information, background）C. the analysis of the syllables （ 教學(xué)大綱）.（ principle, purpose, requirement ）D. the analysis of the textbook （ 教材分析）E the teaching methods and reform（ 教學(xué)方法及其改革）F the teaching objective and arrangement（ 整體教學(xué)目標(biāo)及安排）4. Components of a lesson plan

20、:A. Background informationB Teaching aimsC. Language contents and skillsD. stages and proceduresE. Teaching aidsF. End of lesson summaryG. . Optional activities and assignmentsH. After lesson reflection5. How to make a micro plan.A. The teaching aims and demands （ability, knowledge）B. The teaching c

21、ontentsa. 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:( stepl: presentationstep 2: praticestep3: production)c .stage 3: lesson summaryd. stage 4: assi

22、gnments/optional activitiese. stage 5: after class reflectionUnit 5I . 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 lea

23、rnersb. 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 dictio

24、naryn . Rules for making 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 instructionsin . The common student groupings are :a. whole class work; b. pair work; c. group wo

25、rk; d. individual studyIV . Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective 哪些因素影響學(xué)生紀(jì)律：1 .teacher's behaviora . choice of methodologyb. teacher's preparation for the learnersc. interpersonal relationship wit

26、h the learners2. motivation/ purpose/ desire/ surroundingV . 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 impersonallyVI . Measures for indisciplined

27、acts and badly behaving students:(P81)1. act immediately2. stop the class3. rearrange the seats4. change the activities5. talk to students after class6. create a code of bahaviourW . Advice about problems on class: (P81)1. deal with it quietly2. don t take things personally3. don t use threatsW . Qu

28、estion in the classPurpose:1. to focus 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

29、- many different answer IX . Dealing with errors1. 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 knowledge f be dealt with the help of the teacher and other classmates)3. Dealing

30、 with spoken errorsa. fluency activity after the activityb. accuracy activity while 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

31、 teach pronunciationb. poor pronunciation is a great hindrance in language learning For Chinese: pronunciation is important depend ona. Chinese is different from Englishb. Chinese have little exposure to English2. The goal of teaching pronunciation We can never get the native-like pronunciationa. Cr

32、itical Period Hypothesisb. the amount of exposurec. biological and physiological differences our realistic goal of teaching pronunciation (P93)a. Consistency b. Intelligibility c. Communicative efficiency3. Aspects of pronunciation focus on sounds, stress and intonation, these change the meaning of

33、a sentence The ways of teach pronunciation:Step1. Giving model Step2. Imitating Step3. Checking (explaining)Step4. Giving examples Step5. Comparing Step6. Meaningful practiceUnit 71 There are different ways of presenting grammar in classroom: The deductive method, the inductive method, and the disco

34、very method.2 Pennington proposes a synthesis approach to grammatical pedagogy . She emphasized that grammar teaching should be “ collocational, constructive, contextual and contrast ” ( 4 C )3 Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative

35、practiceThe deductive method:Step: 1 presentation of the grammar rules2 study of the examples3 conclusion4 drillsThe guided discovery method:Step: 1 presentation of contextualized scenarios illustrating a specific structure5 induce students to find the rules structures6 teach/learn the new rules str

36、uctures7 drillsThe role of Grammar1) Grammar competence is one component of communicative copentence2) Grammar makes expression formal, accuracy3) Instructive learns are found to outperform uninstructed learnersUnit 81. Item of vocabulary:words, compounds, phrases, idiomsA: passive/receptive words :

37、words that can be recognized or compared in reading and listening but can not be used automatically in speaking and writing.B: active/productive words: words that can be recognized and also be used in speech and writing by learners.2. Aspects of learning a word:A: pronounciation (stress+sound)B: for

38、m ( spelling+grammatical properties)C: meaning (denotative meaning +connotative meaning)D: usage (collocation,synonyms,antonyms,hyponyms)3. Ways to show meaning:A:using visuals(real object,pictures,drawings.etc.)B:giving examplesC:using the learnier' on language4. Implications for teaching vocab

39、ulary:A:both denotative and connotative meaningsB:in contextsC:in groups of reflected wordsD:word formation is useful in developingE:vocabularyF:difference between passive and active ways5.Some concepts:A:denotative meaning of a word refers to that we use to label things as regards real objects.B:co

40、nnotative meaning of a word refers to the attitude or emotions of a language user.C:collocation:refers to words that concur with high frequency and have been accepted as ways for the use of words.6. Way of presenting vocabulary1)provide a visual or physical demonstration whenever possible2)provide a

41、 verbal context to demonstrate meaning3)use synonyms or antonyms to explain meaning4)use lexical sets or by ponyms to show relation of words and meanings.5)translate and examplify6)use word formation.etc.Unit 91. Why do listening come first?A. studentsf impossible to produce a sound doesn't exis

42、t in their mother tongue.B. students impossible to produce a sound with the right stress, rhythm, intonation without providing them a model.2. The essence of listeningIt is perfectly possible to hear, but herehear“ is not listening, similarly it is possible to listen, butnot understand, listening me

43、ans comprehend what you hear.3. Why does listening seem so difficult?The difficulties:A, quickly forget what is heardB, don't recognize the words you knowC, understand the words but not the intended messageD, while thinking about the meaning, neglect the next partE, can't form the mental rep

44、resentationUnit10Speaking is the skill that the students will be judge upon most in real-life situation Speaking is to express oneself一) the feeling of oneself (二)the experience of oneselfType of speaking tasks conclude (pre-communicative activities) and (Communicative activities) Designing speaking

45、 tasks conclude maximum foreign talk, even participation.high motivation . right language levelThe feature of speaking is spontaneous and time-constraintUnit 111. To summarize, reading aloud and silent reading are two types of reading practice.2. Reading aloud helps students to practice or acquire g

46、ood pronunciation, intonation, and build up confidence in speaking. Silent reading helps students to comprehend the meaning to get information.3. Three kinds of reading materials : fast/rapid reading, intensive reading and extensive reading.4. There are two broad levels in the act of reading : 1. a

47、recognition task of perceiving visual signals from the printed page through the eyes; 2. a cognitive task of interpreting the visualinformation.5. Three models for teaching reading : bottom-up model, top-down model and interactive model.6. Five principles for teaching reading : 1. Accessible reading

48、 materials. 2. Clear prepared tasks.3. Developing students reading strategies. 4. Enough guidance. 5. Promoting the students reading ability.7. Predicting is an important reading skill.8. Predictions can be done many different ways: predicting based on the title, predicting based on vocabulary and p

49、redicting on the T/F questions.9. Pre-reading activities : predicting, setting the scene, skimming, and scanning.10. While-reading stage: sophisticated input, transition device, output, under reference and making reference.11. Post-reading activities : Gap-filling, discussion, role play, retelling a

50、nd writing.12. Reading means the construction of meaning from a printed or written message.論述題1. How to Be a Good English Teacher?To be a good English teacher does not only depend on his or her command of the language but on other elements. These elements can be categorized into three groups: ethic

51、devotion, professional qualities and personal styles. These three aspects constitute the professional competence of a good English teacher.However, the most important and most difficult part of being a good English teacher is not the professional competence but the development of it. The development

52、 of professional competence for a good English teacher involves two stages and a goal.The first stage is language development. All English teachers are supposed to have a sound of English .As language is the subject matter for a language teacher and also because language always changing, language de

53、velopment can never come to an end.The second stage involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation which includes: learning from others experience, learning the received knowledge and learning from one s own experience as a le

54、arner. The learning stage is followed by practice that can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice. The other sense of practice is the real classroom teaching. Teachers benefit from practice if they keep on reflection on what then have been

55、doing.Ideally, a teacher should be able to attain his or her goal, that is the professional competence after some period of practice and reflection. Actually professional competence isa moving target orhorizon, which professionals travel all their professional life but which is nevel finally attaine

56、d. 2. How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skill

57、s, strategies, knowledge, and ability. Wallace uses the followingreflective model to demonstrate the development ofprofessional competence. The model is an adapted version to illustrate the process of becoming a professionally competent teacher.Language developmentOthers ' experienceReceived knowledgePracticeReflectionOwn experienceProfessionalcompetenceStage 1Stage2GoalFrom the above model, we can see the development of professional competence for language teacher three stages. All English teachers are supposed to have a sound command of English. As language is the subject