光亮度-录音机的英文
Unit 1 Language and Learning
英语教学法重点
？
1.1 How do we learn languageWe learn language at different
ages
People have different experiences
People learn languages for different reasons
People learn languages in different ways
People have different capabilities in language learning
Learning can be affected by the way how language is taught
Learning
is
affected
by
the
degree
of
success
one is
expect
to
achieve.
Thus the challenge confronting language teaching is how
teaching
methodology
can
ensure
successful
learning
by
all
the
learners
who have
more differences than the commonality.
1. 2 What are the major views of language?
1) Structural view:
Language
is
a
linguistic
system
made
up
of
various
subsystems:
phonology, morphology, lexicology and syntacx. To learn a
language is
to learn its vocabulary and structural rules.
英语教学法重点
2) Functional view:
Language is a linguistic system as well as a means for doing
things.
Learners
learn
a
language
in
order
to
be
able
to
do
things
with
it (use
it).
To
perform
functions,
learners
need
to
know
how
to
combine
the
grammatical rules and the vocabulary to express notions that
perform
the functions.
3) Interactional view:
Language
is
a
communicative
tool
to
build
up
and
maintain
social
relations between people. Learners need to know the rules of
a language
and where, when and how it is appropriate to use them.
1.3
Views on Language Learning
Two broad learning theories
：
Process-oriented theories are concerned with how the mind
organizes
new information.
Condition-oriented
theories
emphasize
the
nature
of
human
and
physical context.
Behaviorist theory
B. F. Skinner
?
英语教学法重点
A stimulus-response theory of psychology
?
Audio- lingual
method
?
The idea of this method is that language is learned
by constant
?
repetition and the reinforcement of the
teacher. Mistakes were
immediately
corrected,
and
correct
utterances
were
immediately
praised.
Cognitive theory
B.
Influenced by Noam Chomsky (revival of structural
linguistics)
?
Language as an intricate rule- based system
?
produce to him A learner acquires language competence which
enables
?
language.
One influential idea of cognitive approach to language
teaching
?
is that students should be allowed to create their
own sentence based
on their own understanding of certain rules.
Constructivist theory
C.
Jean Piaget (1896
—
1980)
?
The learner constructs meaning based on his/her own
experiences
?
and what is already known.
Socio-constructivist theory
D.
英语教学法重点
Vygotsky
?
“
Zone of Proximal Development
”
(ZPD); scaffolding (
脚手
架
)
?
Learning
is
best
achieved
through
the
dynamic
interaction
between
?
the teacher and the learner and between learners.
1.4 What are the qualities of a good language teacher?
A good language teacher does not solely depend on his/her
command
of
the
language.
There
are
a
variety
of
element
that
contributes
to the
qualities of a good language teacher. These element can be
categorized
into three groups:ethic devotion, professional quality and
personal
styles.
1.5 How can one become a good language teacher?
Wallace's (1991)
‘
reflective model' (Figure 1.1, p.9)
?
英语教学法重点
Stage 1: language development
Stage 2: learning, practice, reflection
The learning stage is the purposeful preparation that a
language
?
normally receives before the practice,This preparation can
include:
1. Learning from others' experience
2. Learning the received knowledge
3. Learning from one's own experiences
The practice stage (2 senses)
?
Pseudo practice: short period of time assigned to do
teaching practice as part of one's pre-service education,
usually under the supervision of instructors
The real classroom teaching: what a teacher undertakes after
he/she finishes formal education
Teachers benefit from practice if they keep on reflecting on
?
what they have been doing
Goal: professional competence
Unit 2 Communicative Principles and Task-based language
teaching
英语教学法重点
2.1 How is language learned in classrooms different
from language
used
in
real
life?
Language used in real lifeLanguage taught in the
classroom
To focus on forms (structures or To perform certain
communtcative patterns)
functions
Use all skills, both receptive To focus on one or two language
skills
skills and ignore others. and productive skills
Used in a certain context
To isolate language from its
context
2.2 What is communicative competence?
To bridge the gap between classroom language teaching and
real-life
language use, one solution is to adopt CLT, the goal of which
is to
develop students' communicative competence.
Definition:
Communicative
competence
include
both
the
knowledge
about
the
language and the knowledge about how to use the language
appropriately
in communicative situations
Five components of communicative competence (Hedge 2000)
Linguistic
competence
（语言能力）
?
The
knowledge
of
language
itself, its form and meaning.
Pragmatic competence
（语用能力）
?
英语教学法重点
The appropriate use of language in social context.
Discourse competence
（语篇能力）
?
One's ability to create coherent written text or conversation
and the ability to understand them
Strategic competence
（策略能力）
?
Strategies one employs when there is communication breakdown
due to lack of resources.
Fluency
（流利性）
?
One
‘
s
ability
to
‘
link
units
of
speech
together with
facility
and
without
strain
or
inappropriate
slowness
or
undue
（过分的，不适当的）
hesitation'
2.3Implications for teaching and learning
Teaching must enable learners to grasp the five components of
communicative competence, but not just the linguistic
competence.
2.4 Principles of CLT
Three principles suggest by Richard and Rodgers
：
1 Communication principle
：
involve real communication
2 Task principle
：
Carry out meaningful tasks
英语教学法重点
3
Meaningfulness
principle
：
Meaningful
language
to
the
learner
Howatt proposes a weak and a strong version of CLT:
Weak version
Learners
first
acquire
language
as
a
structural
system
and
then
learn how to use it in communication.
Strong version
“
language is acquired through communication
”
(Howatt,
1984:279)
2.5 Major Activity Types of CLT
A sequence of activities represented in Littlewood (1981: 86)
Pre-communicative activities
Structural activities
?
Quasi- communicative activities
类似
,
准
,
半
?
Communicative activities(PP22-23)
Functional communication activities
?
Social interaction
activities
?
2.6 Six Criteria for evaluating communicative classroom
activities
(main features of communicative activities?)
英语教学法重点
Communicative purpose
?
Communicative desire
?
Content, not form
?
Variety of language
?
No teacher intervention
?
No materials control
?
2.7 What is Task-based Language Teaching?
TBLT
is
a
further
development
of
CLT.
It
shares
the
same
belief
in
the use of language in real life, but stresses the importance
to combine
form-focused teaching with communication-focused teaching.
Four components of a task
A purpose
1.
A context
2.
A process
3.
A product
4.
Exercises, exercise-tasks and tasks
英语教学法重点
kind This and between tasks exercises. Exercise-tasks is
halfway
of activity consists of contextualized practice of language
item.
2.8
Differences
between
PPP
and
TBLTradically
TBLT
is
language
use and experience in students 1 The way
different from PPP.
*Free of language control
*A genuine need to use language to communicate
*A free exchange of ideas
*Appropriateness & accuracy of language form in general, not
production of a single form
*A genuine need for accuracy and fluency
form-focused teaching
and grammar
context provide 2. TBL
can
a for
activities. PPP is
英语教学法重点
different in this aspect.
■
A task-established context
Encouraged
to
think,
analyze,
not
simply
to
repeat,
manipulate
and
?
apply
A
more
varied
exposure
to
natural
language
?
Language
forms
not
pre- selected for focus
?
Learner-free selection of
language
?
TBL cycle lead from Fluency to accuracy
(+fluency)
?
In TBL Integrated skills practiced
?
2.9 How to design tasks?
Step 1 Think about students' needs, interests, and abilities
Step 2 Brainstorm possible tasks
Step 3 Evaluate the list
Step 4 Choose the language items
Step 5 Preparing materials
2.10 CLT and TBLT in the Chinese context
Problems with CLT
?
英语教学法重点
1. The very first and forceful argument is whether it is
culturally
appropriate
2.
The
second problem of
CLT relate
to
the
design the
syllabus
for
teaching purpose in the classroom.
3. The third problem is that whether such an approach is
suitable
for all age level of learners or all competence level of
learners.
Constraints of TBLT
?
The
first
is
it
may
not
be
effective
for
presenting
new
language
items
?
The second constraint is Time as teachers have to
prepare task-based
?
activities very carefully.
The third is the culture of learning
?
The forth is Level of difficulty
?
Unit 3
3.1 A brief history of foreign language teaching in
A phase of restoration (1978-1985)
?
A phase of rapid
development (1986-1992)
?
A phase of reform (1993-2000)
?
A phase of innovation from
2000
?
英语教学法重点
3.2 Designing principles for the National English Curriculum
1) Aim for educating all students, and emphasize
quality-oriented education.
2) Promote learner-centeredness, and respect individual
differences.
3)
Develop
competence-based
objectives,
and
allow
flexibility
and
adaptability.
4) Pay close attention to the learning process, and advocate
experiential learning and participation.
5) Attach
particular
importance
to
formative
assessment,
and
give special attention to the development of competence.
6)
Optimize
learning
resources,
and
maximize
opportunities
for
learning and using the language.
3.3 Goals and objectives of English language teaching
The new curriculum is designed to promote students' overall
language ability, which is composed of five interrelated
components,
namely,
language
skills,
language
knowledge,
affects,
learning
strategies and cultural understanding. Each component is
further
divided into a few sub-categories. Language teaching is no
longer aimed
only
for
developing
language
skills
and
knowledge,
but
expanded
to
英语教学法重点
developing learners' positive attitude, motivation,
confidence as
well as strategies for life-long learning along with
cross-cultural
knowledge, awareness and capabilities.
The overall language ability required in the 2001 National
English
Curriculum
includes
the
following
aspects
language
knowledge,
language
skills, learning strategies, affects and cultural
understanding.
3.4 Design of the National English Curriculum
3.5 The standards for different levels of competence
英语教学法重点
3.6 Challenges facing English language teachers
English language teachers are expected to change their views
1)
means a linguistic knowledge but system about language which
is not a of
for communication.
English language teachers are expected to change their 2)
traditional role of a knowledge transmitter to a multi-role
educator.
task-based use more teachers language are expected to 3)
English
activities and put the students at the center of learning.
English language teachers are expected to use more formative
4)
assessment in addition to using tests.
English language teachers are expected to use modern 5)
learning for effective teaching, creating more resources in
technology
and for using the language.
备课
Unit 4. Lesson Planning
英语教学法重点
4.1 why is Lesson Planning Important
A
lesson
plan
is
a
framework
of
a
lesson
in
which
teachers
make
advance
decisions
about
what
they
hope
to
achieve
and
how
they
would
like to achieve it.
Proper
lesson
plan
is
essential
for
both
novice
and
experienced
teachers. Language teachers benefit from lesson planning in a
number
of ways.
Makes teachers aware of the aims and language contents of the
1.
lesson, so as to plan the activities and choose the
techniques
accordingly;
Helps teachers distinguish the various stages of a lesson and
2.
see
the
relationship
between
them
so
that
the
activities
of
different difficulty levels can be arranged properly and the
lesson can move smoothly from one stage to another;
Gives teachers the opportunity to anticipate potential
problems
3.
so that they can be prepared;
Gives teachers, esp. novice ones, confidence in class;
4.
Raises teachers' awareness of the teaching aids needed;
5.
Planning is
a
good practice
and
a
sign of
professionalism.
6.
英语教学法重点
Teachers
benefit
from
proper
lesson
plans
in
a
number
of
other
ways:
To enable the teacher to improve class timing;
?
Lesson plans are also an aid to continuing
development
?
(plan-practice -reflection)
4.2 Principles for Good Lesson Planning
Aim:
the
realistic
goals
for
the
lesson;
what
students
are
able
1.
to do by the end of the lesson;
Variety: different types of activities; a wide selection of
2.
materials;
Flexibility: preparing some extra and alternative tasks and
3.
activities
Learnability: the contents and tasks planned should be within
4.
the learning capability of the students
Doing things that are beyond or below the students' coping
ability will diminish their motivation (Schumann, 1999)
Linkage:
the
stages
and
the
steps
within
each
stage
are
linked
5.
with one another.
4.3 what are macro planning and micro planning?
英语教学法重点
Macro planning
Planning over a long period of time which is often done by a
group
of teachers, it provides a general guidance for language
teachers
Micro planning
Planning for a specific unit or a lesson, which usually lasts
from
one
to
two
weeks
or
forty
to
fifty
minutes
respectively.
Micro
planning
is
often
an
individual
activity
and
different
teachers
may
have
different ways of writing their own lesson plans.
Macro planning involves the following
：
?
Knowing about the profession
Knowing about the institution
Knowing about the learners
Knowing about the curriculum/syllabus
Knowing about the textbook
Knowing about the objectives
A lesson plan usually has the following components:
Background information
?
英语教学法重点
Teaching aims
?
Teaching content and skills
?
Stages and procedures
?
Teaching
aids
?
End
of
lesson
summary
?
Optional
activities
and
Assignment
?
After lesson reflection
?
Unit 5 Classroom
Management
5.1 What is classroom management?
Classroom
management
is
the
way
teachers
organize
what
goes
on
in the classroom. (68)
the goal of classroom management is to create an atmosphere
conducive
to
(
有助于
)interacting
in
English
in
meaningful
ways
(Gebhard,
1996).
Efficient classroom management can be achieved when the
following
six conditions are met.
The teacher plays appropriate roles.
1.
The teacher provides
clearer instructions.
2.
英语教学法重点
Students are grouped in a way suitable for the learning
activities.
3.
There is discipline as well as harmony in the
class.
4.
The teacher asks appropriate questions.
5.
The students' errors are treated properly
6.
5.2 What roles
does the teacher play?
Controller (what to learn; how to learn)
1.
Assessor
(correcting mistakes; organizing feedback)
2.
Organiser (students' activities)
3.
Prompter (when ss don't know what to do
…
)
4.
Participant (in ss' activities)
5.
Resource- provider
6.
Teachers' roles are not static. They change with the
development
of the society.
New roles:
?
Teacher as facilitator
?
Create a positive learning
environment, use various strategies to
?
motivate learners, guide students in planning and assessing
their
learning and develop their learning strategies
…
英语教学法重点
Teacher as guide
?
Activate
students'
prior
knowledge;
find
individual
interests
and
?
explore potential capabilities; acknowledge and respect
individual
differences;
give
each
equal
opportunity
in
learning;
evaluate
students' development fairly from an all-round perspective
…
Teacher as researcher
?
Observe a problem, reflect on the
reasons, think about possible
?
solutions,
implement
the
solutions
and
evaluate
the
results
…
Q: How much control is needed?
Appropriate degree of control
?
Different activities need a different degrees of control.
?
The more communicative an activity, the less control it
needs.
?
Q: What does the teacher do as an assessor?
Correcting mistakes
1.
The correcting should be gentle, not
harsh.
?
Organizing feedback
2.
The feedback should be focused on
students' success or progress so
?
that a success-oriented learning atmosphere can be created.
英语教学法重点
Q: How to organise?
Before the activity: what the activity is going to be like,
?
anticipated problems; clear instructions given to students
(with
T's demonstration)
During the activity: overhear what the students are saying,
rectify
?
wrong practices; take notes for later feedback
Q: When to prompt?
When students are not sure how to start an activity, or what
to do
?
next, or what to say next
…
When
a
student
doesn't
seem
to
be
ready
for
an
answer,
…
?
When
a student finishes with a very short answer,
…
?
Q: why to participate in student's activities?
Monitoring + participating changes the role from an authority
to
?
a conversationalist, a good chance for students to practise
English
with a superior
…
Q: What do you think of the jug-and-mug metaphor?
Although
the
jug- and-mug
method
has
been
widely
criticised,
the
teacher
is
still
considered
a
good
and
convenient
resource
for
the
students.
”
英语教学法重点
5.3 How to give effective classroom instructions?
Classroom instructions refer to the type of language teachers
use
to organize or guide learning.
To
use
simple
instructions
and
make
them
suit
the
comprehension
level
1.
of the students;
To use the mother-tongue only when it is necessary;
2.
Give
students
time
to
get
used
to
listening
to
English
instructions;
3.
Use body language to assist understanding;
4.
Model the
task/activity before letting students into groups or
5.
pairs
…
Teachers
are
not
expected
to
do
all
the
talking
in
class.
6.
Tip:
Demonstration is usually more effective than words.
5.4 What are the different ways for student grouping?
Whole class work, pair work, group work, individual study
?
Whole class work
1.
All the students are under the control of the teacher, doing
the same
?
activity at the same rhythm and pace.
Pair work
2.
英语教学法重点
Students work in pairs on an exercise or task.
?
Group work
3.
Students work in small groups of 3-5 students.
?
Individual
study
4.
Students
work
on
their
own
at
their
own
speed.
?
Q:
How
to group? (Grouping methods)
Whole class work is normally used when presenting and
explaining new
1.
language or new information and it should be used wisely by
the
teachers.
Successful group/pair work depends on skillful organization.
2.
The biggest problem for
group
work is
the
selection
of
group
members.
3.
While
teachers
are encourage to use
pair
wok
and
group work
to
provide
4.
more practice chance, individual study should not be
forgotten.
Types of student grouping and their advantages and
disadvantages
in P314 (task4)
5.5 Discipline in the language classroom
Q: What does discipline mean?
英语教学法重点
Discipline refers to a code of conduct which binds a teacher
and
a group of students together so that learning can be more
effective.
(78)
Q: Does discipline guarantee effective learning?
No. There might be little learning even the class is very
?
disciplined.
Although discipline is necessary, it is not a sufficient
condition
?
for effective learning as a thoroughly indisciplined
atmosphere will
surely yield no learning at all. (79)
Q: How to maintain discipline?P.79
Although
discipline
is
often
discussed
together
with
classroom
management,
Classroom
management
skills
are not
sufficient
if
discipline is to be achieved
，
rather
，
a variety of teacher's
behavior
contribute to discipline, such as the teacher's choice of
methodology,
their
interpersonal
relationships
with
students,
their
preparation for the lesson. Beside, student's motivation,
which can
be enhanced by the teacher action, is extremely important for
discipline.
When students are engaged in learning, they will be
disciplined.
(79)
英语教学法重点
Ss are clear about learning purpose;
?
Ss are able to do the
work
but
find
it
challenging;
?
Ss
are
emotionally,
physically
and intellectually involved by the
?
tasks;
The presentation, variety and structure of the work and
activities
?
generate curiosity and interest;
Ss have opportunities to ask questions and try out ideas;
?
Ss can see what they have achieved and how they had made
progress;
?
Ss
get
a
feeling
of
satisfaction
and
enjoyment
from
the work.
?
Q: What causes discipline problems?
A gap in the lesson (e.g. bad planning, equipment fails to
work)
?
Unclear
instructions
?
Lack
of
teacher
attention
?
The
teacher
concentrates on lengthy explanations to one individual
?
so that the others get bored
Work is too easy or too challenging
?
Q: What measures can we take for undisciplined acts and badly
behaving students?
英语教学法重点
Harmer (1983) p.81
?
Act immediately.
1.
Stop the class.
2.
Rearrange the seats.
3.
Change the activity.
4.
Talk to
students after class.
5.
Create a code of behavior.
6.
's (1996) advice
?
Deal with it quietly.
1.
Don't
take
things
personally.
2.
Don't
use
threats.
3.
5.6
How
to make questioning more effective?
Questions should be closely linked to the learning objectives
in
?
the lesson;
Questions should be staged so that the level of challenge
increases
?
as the lesson proceeds;
There
should
be
a
balance
between
closed
and
open,
lower-order
and
?
higher-order questions;
英语教学法重点
Wait
time
is
important
to
allow
students
to
think
through
their
?
answers;
Ss
should
be
provided
opportunities
to
ask
their
own
questions
and
?
seek their own answers;
A secure and relaxed atmosphere of trust is needed and ss'
opinions
?
and ideas are valued.
What types of questions are there?( Classification of
questions)
Closed and open questions;
1.
Display and genuine questions;
2.
Lower-order and high-order questions;
3.
Bloom's taxonomy
分类系统
(Nuttall, 1982)
4.
Knowledge
①
Comprehension
②
Application
③
Analysis
④
Synthesis
⑤
Evaluation
⑥
5.7 Dealing with errors
英语教学法重点
Q: What are errors? How are they different from mistakes?
A
mistake
refers
to
“
a
performance
error
that
is
either
a
random
?
guess
or
a
‘
slip
of
tongue',
and
it
is
a
failure
performance
to a
known system
”
(Brown, 2000: 218-219)
An error has direct relation with the learner's language
?
competence. Errors do not result from carelessness nor
hesitation,
but lack of knowledge in the target language.
A mistake can be self-corrected; an error cannot be.
?
Q: How
to deal with errors?
In
dealing
with
errors
and
mistakes
we
need
to
be
clear
whether
?
the task or activity is focusing on accuracy or fluency.
Q: When to correct errors?
Generally,
it
is
best
not
to
interrupt
students
during
fluency
work
?
unless communication breaks down.
Let a trivial mistake pass if most of the language is right.
?
For
some
common
mistakes,
take
a
note
in
mind
first
and
correct
?
after the student's performance.
Q: How to correct errors?
Different ways and techniques:
?
英语教学法重点
Direct teacher correction
?
Indirect teacher correction
?
Self- correction
?
Peer
correction
?
Whole
class
correction
?
Q:
Which
techniques
to use?
As a general rule, indirect teacher correction is encouraged
?
rather
than
direct
ones
to
avoid
damaging
ss'
self-esteem
and
confidence.
In practice, self- correction is encouraged before teacher
?
correction or peer correction, esp. for mistakes.
The
whole
class
correction
is
used
for
main
error
types
(
?
Big Ten)
Summary
1.
Roles of the teacher: controller, assessor, organiser,
prompter,
participant, resource-provider, facilitator, guide,
researcher,
etc.
英语教学法重点
2.
Classroom instructions: simple; suit the level of students
3.
Grouping: whole class work, group work, pair work,
individual study
4.
Discipline: to engage ss in learning; how to maintain
discipline,
how to treat with undisciplined acts
5.
Questioning: different classifications; questioning
techniques
6.
Error correction: error and mistake; different ways and
techniques
for correcting errors
Unit 6 Teaching Pronunciation
Critical Period Hypothesis: a biologically determined period
of
life
when
language
can
be
acquired
more
easily
and
beyond
which
time
language is increasing difficult to acquire.
6.1 The role of pronunciation
Debate
?
Side A: students do not need to learn pronunciation
because
pronunciation
will
take
care
of
itself
as
the
students
develop
overall
language ability.
Side B: Failure in pronunciation is a great hindrance to
language
learning.
Views of teaching pronunciation vary
英语教学法重点
The
Learners
who
have
more
exposure
to
English
need
less
focus
on
?
pronunciation
than
those
who
only
learn
English
in
the
class.
Adult learners need more focus on pronunciation because they
are more
?
likely to substitute English sounds with sounds from their
native
language.
The teaching of pronunciation should focus on the ss' ability
to
?
identify and produce English sounds themselves.
(pronunciation vs.
phonetics)
Ss should not be led to focus on reading and writing phonetic
?
transcripts of words, esp. for young students.
Phonetic rules are helpful for ss to develop ability to cope
with
?
English pronunciation and they should be introduced at a
suitable stage.
Stress and intonation are important and should be taught from
the very
?
beginning.
6.2 The goal of teaching pronunciation
The
goal
of
teaching
pronunciation
is
not
to
teach
learners
to
achieve a perfect imitation of a native accent, but simply to
get the
learners to pronounce accurately enough to be easily and
comfortably
comprehensible to other speakers.
The
realistic
goals
of
teaching
pronunciation
is
as
following:
英语教学法重点
Consistency:
the
pronunciation
should
be
smooth
and
natural;
?
Intelligibility:
the
pronunciation
should
be
understandable
to
the
?
listeners;
Communicative
efficiency:
the
pronunciation
should
help
convey
the
?
meaning that is intended by the speaker.
6.3 What aspects of pronunciation do we need to teach?
Pronunciation
is
an
umbrella
term
covering
many
aspects,
beside
sound
and
phone
symbols,
such
as
stress,
intonation,
and
rhythm,
of
course
,these
aspects
are
not
isolated
from
each
other,
rather,
they
are interrelated.
Q: How to achieve good pronunciation?
Practice makes perfect
?
Both mechanical practice and meaningful practice are
?
beneficial.
6.4
Practising
sounds(List
some
methods
of
practicing
sounds.
)
Mechanical drilling is boring and demotivating; it is
important to combine drilling pronunciation exercises with
more
meaningful exercises that focus on whatever aspect of
pronunciation is the focus of the lesson.
英语教学法重点
Focus on a sound
Focus on a individual sounds especially those sound that are
difficult to learn
Perception practice
What is the goal of perception practice?
?
Developing the
students' ability to identify and distinguish
?
between different sounds.
Examples of perception practice:
?
Using minimal pairs (with one sound difference): will/well;
?
ship/sheep; light/night
Which order: bear, tear, ear
?
Same or different? [met],
[mi:t]
?
Odd one out
?
Completion
?
Production practice
The
goal
of
production
practice
is
developing
students'
ability
to produce sounds.
英语教学法重点
Listen and repeat ( practice individual sounds, individual
words,
1.
groups of words, sentences (mechanical imitation)
Fill in the blanks (in sentences with words which contain
certain
2.
sounds).
Make up sentences (using as many from the given words as
3.
possible).
Use meaningful context (to perform meaningful tasks such as
4.
role-play).
Use pictures (to produce meaningful language).
5.
Use tongue
twisters (to practice pronunciation).
6.
6.5 Practising stress and intonation
Two
types
of
stress:
?
word-level
stress
?
It
is
very
important
to stress the proper syllable in
?
multi-syllabic words.
The best strategy is to emphasize the importance of learning
?
the stress as part of learning a word.
Phrase-level or sentence-level stress
?
英语教学法重点
Each
phrase
or
sentence
has
one
syllable
which
receives
greater
?
or more prominent stress than the others.
Some
phrases
or
sentences
may
have
one
stressed
syllable,
while
?
others may have 5-6 stressed syllables.
Teaching methods of stress
The most important thing in practising stress is making the
?
students aware of where to stress the words or phrases.
Use
gestures
(e.g.
clapping
hands;
using
arm
movements)
1.
Use
the voice (raise the voice to indicate stress)
2.
Use the
blackboard (underline the stress parts or write with
3.
colored chalks
racticing intonation (How to practise intonation?)
Use
hand
or
arm
movement
to
indicate
change
of
intonation.
?
Use
rising or falling arrows to mark intonation.
?
Draw lines to
mark change of intonation.
?
How can teachers help the students to improve pronunciation?
Use
individual,
pair,
group
and
whole
class
work;
1.
Use
hands
and arms to conduct practice.
2.
英语教学法重点
Move around the classroom when doing choral practice.
3.
Vary
the
criteria
of
‘
good'
to
give
students
confidence.
4.
Do
articulation practice more than once.
5.
Bring interests and
variety to the practice.
6.
The main criteria for good
pronunciation are consistency,
7.
intelligibility and communicative efficiency.
Make full use of demonstrations.
8.
Try to use visual aids.
9.
Unit 7 Teaching Grammar
7.1 The role of grammar in language learning
It is generally believed that
Grammar teaching is less important for children than for
adults;
?
Grammar teaching is less important in listening and reading
than in
?
writing.
Grammar
teaching
can
be
seen
in
most
formal
classroom
language
?
teaching.
英语教学法重点
Generally
speaking,
Chinese
EFL
learners
need
a
certain
degree
of
mastery of English grammar. However, it should be noted that
learning
grammar itself is not the ultimate goal of learning English.
7.2 Grammar presentation
What are the major types of grammar presentation method?
Three ways of presenting grammar in the classroom:
?
The
deductive method
演绎法
reasoning from general principles to
a
1.
particular case
The deductive method relies on reasoning, analyzing and
comparing
The inductive method xxmethod of logical reasoning which
obtains or
2.
discovers general laws from particular facts or examples
The guided discovery method
引导式发现法
3.
Similar to the
inductive method in that ss are induced to discover
rules by themselves;
But
different
in
that
the
process
of
the
discovery
is
carefully
guided and assisted by the teachers and the rules are then
elicited and
taught explicitly.
Each
has
merits
and
drawbacks.
The best way is to
vary methods
in
different situations.
英语教学法重点
Two key theoretical issues related to the method: the role of
explicit
knowledge
in
language
learning;
the
value
of
discovery
as a
general method of learning
Implicit and explicit knowledge
Implicit knowledge refers to knowledge that unconsciously
exists in
?
our mind, which we can make use of automatically without
making any
effort. E.g. of L1
内隐知识
Explicit
knowledge
refers
to
our
conscious
knowledge
about
the
?
language. We can talk about it, analyse it and apply it in
conscious
ways.
外显知识
7.3 Grammar practice
Practice may be defined as any kind of engaging with the
language
on the part of the learner, usually under the teacher
supervision, whose
primary objective is to consolidate learning
Grammar practice is usually divided into two categories,
mechanical
practice
and
meaningful
practice.
Two
types
of
practice
can
be
combined
Mechanical practice (focus on forms)
纯形式练习
1.
Ss pay
repeated attention to a key element in a
structure.
?
Substitution and transformation drills are most
frequently used.
?
英语教学法重点
Meaningful/communicative practice (focus on form)
重形式练习
2.
Focus on meaning (CLT) + overt study of form
?
Ss practise the target structure while negotiating meaning.
?
3. Using prompts for practice
The prompts can be pictures, mimes (use of facial expressions
and
?
gestures), tables, chartsor key words.
Practice based on prompts is usually considered as meaningful
?
practice.
Examples:
?
Using picture prompts
1.
Using mimes or gestures as prompts
2.
Using
information
sheet
as
prompts
3.
Using
key
phrases
or
key
words as prompts
4.
Using chained phrases for story telling
5.
Using
created
situations
(to
practise
TL
in
a
communicative
way)
6.
What kind of practice is most effective?
(1988) predicts six factors that contribute to successful
practice.
?
英语教学法重点
Pre-learning: new language noticed
1.
Volume and repetition
2.
Success- orientation
3.
Heterogeneity of sentences and
contexts
异质性
4.
Teacher assistance
5.
interest
6.
Conclusion
The role of grammar in language learning: Generally speaking,
Chinese
1.
EFL learners need a certain degree of mastery of English
grammar.
However,
it
should
be
noted
that
learning
grammar
itself
is
not
the
ultimate goal of learning English.
Three ways of presenting/ teaching grammar: the deductive
method, the
2.
inductive
method,
and
the
guided
discovery
method.
Each
has
merits
and drawbacks. The best way is to vary methods in different
situations.
(1996) suggests that a good presentation of grammar should
include
3.
both oral and written and both form and meaning. Plenty of
contextualized examples are necessary; visual materials are
helpful;
use of complex terminology should be avoided for young
learners;
inductive and discovery method should be used for those
structures
英语教学法重点
that can be easily perceived by the learners; for complex
structures
it is better to teach the rule explicitly and deductively.
Mechanical practice and meaningful practice of grammar have
both
4.
advantages and disadvantages. Two types of practice can be
combined.
Using prompts (pictures, mimes, tables, charts, key words,
created
situations) has proved to be an effective way of grammar
practice.
Unit 8 Teaching Vocabulary
8.1 Assumptions about vocabulary learning
Vocabulary
items
can
be words,
compounds,
phrases, sentences.
1.
Not every single word has an equivalent in another language,
e.g.
2.
“
the
”
.
Vocabulary
can
be
taught.
3.
Both
teachers
and
students
should
be aware of the difference
4.
between active and passive vocabulary, and then treat them
differently.
Translation is not the best way to explain new words.
5.
English-English
explanations
are
not
the
best.
There
are
many
other
6.
more effective ways.
An English-English dictionary is very helpful.
7.
英语教学法重点
It is more effective when words of related meaning are taught
and
8.
learned together.
Studying vocabulary in language contexts are more effective.
9.
Forgetting is inevitable. But if words are frequently used,
they
10.
are less easy to forget.
8.2 What does knowing a word involve?
Knowing a word means knowing
?
its pronunciation and stress;
?
its spelling and grammatical properties;
?
its meaning;
?
how and when to use it to express the intended meaning.
?
Learning a word involves learning more than just the word
itself.
?
Lexical items can be phrases, clauses or sentences.
ccording to Hedge (2000)
Vocabulary
learning
“
involves
at
least
two
aspects
of
meaning.
The
first aspect involves the understanding of its denotative and
connotative
meaning.
The
second
aspect
involves
understanding
the sense
relations among words.
”
英语教学法重点
Denotative
meaning:the
primary,
literal
or
explicit
meaning
of
a
word,
which
refers
to
“
those
words
that
we
use
to
label
things
as
regards real objects, such as a name or a sign, etc. in the
physical
world.
字面意义；外延
Connotative meaning: the meaning of a word or phrase that is
suggested or implied, as opposed to a denotation, or literal
meaning
隐含意义；内涵
Sense relations
collocations:
words
that
co-occur
with
high
frequency
and
have
been
accepted as ways for the use of words
synonyms : items that mean the same, or nearly the same
antonyms: items that mean the opposite of a word
hyponyms
下义词
words which can be grouped together under the
same
superordinate (xx
词
) concept
Receptive and productive vocabulary
Be aware of the distinction between receptive/passive
and
?
productive/active vocabulary.
Receptive vocabulary refers to words that one is able to
recognize
?
and comprehend in reading or listening but unable
to use
automatically in speaking or writing.
英语教学法重点
Productive vocabulary: words that one is not only able to
recognize
?
but also able to use in speech and writing.
8.3 How can we present new vocabulary items?
Provide a visual or physical demonstration;
1.
Provide a verbal context to demonstrate meaning;
2.
Use synonyms or antonyms;
3.
Use lexical sets or hyponyms to show relations of words and
their
4.
meanings;
Translate
and
exemplify,
if
words
with
abstract
meaning;
5.
Use
word formation rules;
6.
Teach vocabulary in chunks;
7.
Relate words to contexts in real life;
8.
Provide different contexts;
9.
Prepare for possible misunderstanding or confusion.
10.
8.4 What are some effective ways to consolidate
vocabulary?Some vocabulary consolidation activities
suggested:
?
Labelling
1.
英语教学法重点
Spot the difference
2.
Describe and draw
3.
Play a game
4.
Use
word series
5.
Word bingo
6.
Word association
7.
Find synonyms and antonyms
8.
Categories
9.
Using word net-work
10.
Using the Internet
resources
for
more
ideas
11.
8.5
How
do
we
help
students
develop
vocabulary learning strategies?
Review regularly
1.
Guess meaning from context
2.
contextual clue: the topic, the
grammatical structure, meaning
?
connect between the given word and other words, linguistic
pattern
Organize vocabulary effectively (p.131)
3.
英语教学法重点
Use
a
dictionary
(what
dictionary,
how
to
use,
what
to
look
for,
when
4.
to use)
keep a vocabulary notebook (in different formats)
5.
Manage
strategy use: self-evaluate; share experiences
6.
Vocabulary learning strategies
Discovery strategies
?
Determination strategies: discover the word meaning by
guessing from
?
1) its structural knowledge; 2)an L1 cognate
同源词
;
3)context; 4)
consulting others.
Social strategies: asking sb who knows
?
Consolidation
strategies
?
Social strategies: 1) cooperative group learning; 2)teachers
check
?
for accuracy; 3) interact with NSs
Memory/mnemonic strategies: 1) pictures/imagery; 2) related
words;
?
3) unrelated words; 4) grouping; 5)word's orthographical or
phonological form
Cognitive
strategies:
repetition
and
using
mechanical
meaning
to
?
study vocabulary, e.g. repeatedly saying a word; word lists
and flash
cards; taking notes in class; recording word lists; voc
notebooks.
英语教学法重点
Metacognitive strategies
元认知
: to control and evaluate
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