王蔷-英语教学法-英汉对照ACourseinEnglishLanguageTeaching.doc

1、A Course in English Language TeachingUnit 1 Language and LearningViews on language 语言观Structural view 结构主义 as a linguistic systemfunctional view 功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view 交互性 as a communicative toolViews on languag

2、e learning and learning in general1) Process-oriented theories 过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. 2) Condition-oriented theories 强调条件理论emphasize the nature of the human and physical

3、context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method 听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you

4、follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论 Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Soci

5、o-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social context A good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communic

6、ative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production 呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation

7、Five main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence 语篇能力Strategic competence 策略能力Fluency 语言顺畅CLTGoal :to develop students communicative competence, which includes both the knowledge about the language and the knowledge about how to

8、use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features: (1)Functional communicative activities: 功能互动活动Identifying pictures Discovering identical pairsDiscovering sequences or locationsDiscovering missing infor

9、mationDiscovering missing featuresDiscovering “secrets“Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole

10、-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes: No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activit

11、ies are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle,

12、 language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA pr

13、oduct: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language itemspurposeful dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.Th

14、e Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education 面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences 突出学生主体，尊重个体差异3.Develop competence-based objectives,

15、 and allow flexibility and adaptability 整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning and participation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Op

16、timize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能Learning : Cognitive; Self managem

17、ent; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; Motivation情感目标语言目标能力目标Cultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; TopicsLanguage skills: Listening; Speaking; Reading; WritingThe design of the new National

18、 English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6 ESP courses 应用类; Cultural a

19、nd literary studies courses 欣赏类 etc. Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and l

20、anguage contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson. 4

21、) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. 6) The teacher soon learn to judge lesson stages and phases with gre

22、ater accuracy.7) Plans are also an aid to continuing improvement. 8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful. Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；

23、多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro plann

24、ing, and macro planing is apt to be modified as lesson go on. Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus 教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information 背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectives3.Language contents and skills 语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结