西华师大 英语教学法教程 王蔷主编

总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。

Principles of communicative language teaching（CLT）

Communication principle：activities that involve real communication promote learning

Task principle：activities in which language is used for carrying out meaningful taskspromote learning

Meaningfulness principle: language that is meaningful to the learner supports the learning process

Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.

Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process

Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions);

d information processing); and Product (languag

e skills).

Task-based Language Teaching (TBLT)

Task-based Language teaching is, in fact, a further development of Communicative Language T eaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communi cation-focused teaching

Four components of a task

A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure.

A context: the task can be real, simulated or imaginary,

and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors.

A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.

A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.）

The PPP Model & The 5-step teaching method

3p：Step I. Presentation Step II. Practice Step III. Production

5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice

Step V. Consolidation

Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect.

Steps of designing a tasks：

Step 1 Think about student’s needs, interest, and abilities

Step 2 Brainstorm possible tasks

Step 3 Evaluating the list

Step 4 Choose the language items Step 5 Preparing the materials

Closed questions refer to those with only one single correct answer;open questions may invite many different answers; Display questions are those that the answers are already known to the t eacher and they are used for checking if students know the answer, too. Conversely, genuine que stions are questions which are used to find out new information and since they often reflect real

contexts, they are therefore more communicative. lower-order questions refer to those that sim ply require recalling of information or memorization of facts; higher order questions require mor

e reasoning, analysis, and evaluation.

6.4 Practising sounds

Perception practice

1．Using minimal pairs2. Which order? 3.Same or different?4. Odd one out https://www.wendangku.net/doc/4e16945424.html,pletion Production practice：

1． Listen and repeat 2.Fill in the blanks3. Make up sentences4. Use meaningful context5. Use pictures https://www.wendangku.net/doc/4e16945424.html,e tongue twisters

practising stress

Use gestures. The teacher can indicate the stress by clapping hands or using arm movements a s if conducting music.

Use the voice. The teacher can raise the voice to indicate stress. This can be done with some exa ggeration sometimes.

Use the blackboard. The teacher can highlight the stress by underlining them or writing them wi th colored chalks or in different size.

Practising intonation（语调）

语音教学7步骤

1.say the sound alone.

2. get students to repeat the sound in chorus.

3. get individual students t o repeat the sound.

4. explain how to make the sound

5. say the sound in a work

6. contrast it wit h other sounds

7. say the sound in meaningful context

ways of presenting vocabulary

1.try to provide a visual or physical demonstration whenever possible ,using pictures ,photos ,vi deo clips ,mime or gesture to show meaning .

2. provide a verbal context to demonstrate meaning .then ask students tell the meaning first bef ore it is offered by teacher .

https://www.wendangku.net/doc/4e16945424.html,e synonyms or antonyms to explain meanings.

https://www.wendangku.net/doc/4e16945424.html,e lexical sets or hyponyms to show relations of words and their meaning .

5.Translate and exemplify ,especially with technical words and words wi th abstract meaning .

https://www.wendangku.net/doc/4e16945424.html,e word formation rules and common affixes to build new lexical knowledge on what is alrea dy known .

7.Teach vocabulary in chunks .chunks refer to a group of words that go together to from meanin

g . it is also referred to as "pre-fabricated formulaic items "

8.Think about the context in real life where the words might be used .

newly learned language to students' real life to promote high motivation

9.Think about providing different context for introducing new words .

10.Prepare for possible misunderstanding or confusion that students may have .

Mechanical practice（substitution drills替换练习，transformation drills变形练习）

and meaningful/communicative practice

Using prompts for practice 1. using picture prompts 2. using mimes or gestures as prompts 3. using information sheet as prompts 4. using key phrases or key words as prompts 5. using chai ned phrases for story telling 6. using created situations

Ways of presenting vocabulary:

1. using pictures, photos, video clips… to show meaning

2. provide a verbal context to demonstra te meanin

3. use synonyms or antonyms to explain meanings

4. use lexical sets or hyponyms to show relatio ns of words and their meaning

5. translate and exemplify

ways of consolidating vocabulary

a) Labeling b) Spot the difference c) Describe and draw d) Play a game d) Use word series e) Wor d bingo f) Word association g) Find synonyms and antonyms h) Categories i) Using word net-wor k j) Using the Internet resources for more ideas

Pre-listening activities:

Predicting

Setting the scene

Listening for the gist

Listening for specific information

Summary on pre-listening activities

While-listening activities

No specific responses

Listen and sequence

Listen and act

Listen and draw

Listen and fill

Listen and take notes

Summary on while-listenning activities

Post-listening activities

Multiple choice questions

Answering questions

Note-taking and gap-filling

Dictogloss(合作听写)写) :Preparation,Dictation, Reconstruction,Analysis and correction

1. pre-reading activities

（1）Predicting

Predicting based on the title，

Predicting based on vocabulary， Predicting based on the T/F questions,setting the

scene,skimming,scanning,Summary on pre-reading activities

(2)Setting the scene

Discussing culture bound aspects, Relating what students already know to what they want to kno w,Using visual aids

(3)Skimming &scanning

(4)Skimming for gist ,ask general questions,provide 3-4 statements,provide subtitles and put in th

e right place

(5)Scanning for specific information : a number, a definition,a name

(6)Summary on pre-reading activities

While-reading

(1)Fast reading(2)Reading in detail

Transition device的目的：

A,Focus on the main meaning B. Simplify sophisticated inputC. Perform tasks while reading D. Hig hlight the main structural organization E. Involve all the students F. Precede one step at a timeG.

A basis for further oral or written practice

Reading comprehension questionsA. Questions for literal comprehensionB. Questions involving r eorganization or reinterpretationC. Questions for evaluation or appreciation D. Questions for pers onal response E. Questions for inferences

Understanding references

Making inferences

Summary on while-reading activities

3. Post-reading

Post-reading的方法： 1）Discussion questions 2）reproducing the text 3)Role play 4）Gap-filling 5）

Discussion

1）Role play 2）Gap-filling 3)Retelling4）Writing

西华师范大学在读证明中英模板

在读证明 兹证明xxx，女，出生于xxxx年10月25日，学号xxxxxxx，于2013年9月进入西华师范大学计算机学院学习4年制本科课程，专业为计算机科学与技术，现为大四在籍学生。已完成学期数7。根据《中华人民共和国学位管理条例》的规定，如果学生所有科目合格，预计在2017年7月毕业，并获取学士学位证书和本科毕业证书。 特此证明! 西华师范大学教务处 2017年5月19日 Studying Certificate This is to certify that Student xxx, female, born on October 25, x xxx, student No. xxxxxxxx, entered the Computer School Of China West Normal University in September 2013 studying 4-year under graduate courses. Her major is Computer Science and Technology an d is studying in the 4th academic year at our university. The number of completed semesters is 7. According to the 《Degree Manageme nt Statute of P. R. China 》, if the courses that the student studied ar e qualified, she will graduate in July 2017 and will obtain the Gradua te Certificate and Bachelor Degree Certificate. This is the very certificate! Academic Affairs Office, China West Normal University Date of Certification: May 19, 2017

英语教学法-王蔷-复习资料

Unit 1: language and language learning What is language:language is a system of signs, which is arbitrarily chosen, vocal, conventionalized, graphic, and gesture symbol for verbal communication in a given society. Design features:refer to defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission, and interchangeability. Features of language 和views on language 在P-3 Several theories on language learning （behaviourist theory ,cognitive theory, constructivist theory, socio-constructivist theory）在P5-P6 A good language teacher’s features (ethic devotion, professional qualities, personal styles, language competence) Unit 2：communicative principles and TBLT CLT(goal在P-16): communicative language teaching TBLT(在P-27): Task-based language teaching Goal of foreign language teaching: to enable students to use the foreign language in work or life when necessary Difference between language use in real life and traditional pedagogy Communicative competence (linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency) 在P-18 Sever linguistics’ ideas about exercise types and activities (Richards, Rodgers, Finocchiaro, Brumfit, Ellis, Littleword.)在P-23下

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(交际教学原则与任务型语言教学)【圣才出品】

第2章交际教学原则与任务型语言教学 2.1 复习笔记 本章要点： 1. Language use in real life vs. traditional pedagogy 语言在日常生活中的使用与传统教学法 2. The differences between language used in real life and language taught in the classroom 日常生活语言与课堂语言的不同 3. Definition of communicative competence and its five components 交际能力的定义和它的五个组成部分 4. Principles of Communicative Language Teaching 交际语言教学的原则 5. CLT and the teaching of language skills 交际语言教学与语言能力教学 6. Main features of communicative activities 交际活动的主要特点 7. T ask-based Language Teaching 任务型语言教学 8. Four components of a task

任务的四个部分 9. PPP and T ask-based Language Teaching 介绍，练习和产出与任务型语言教学 10. The steps to design tasks 设计任务的步骤 11. Appropriateness of CLT and TBLT in the Chinese context 交际语言教学的恰当性和中文环境的任务型语言教学 本章考点： 语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。 本章内容索引： Ⅰ. Language use in real life vs. traditional pedagogy Ⅱ. Communicative competence 1. Definition of communicative competence 2. Five components of communicative competence 3. Communicative competence and linguistic competence Ⅲ. Implications for teaching and learning Ⅳ. Principles of Communicative Language Teaching （CLT）

英语教学法教程教案(王蔷)

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纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；

00448 学校管理学(答案)

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正常运转的中枢。 10、校长负责制：是指学校工作由校长统一领导和全面负责，党支部（或总支）在学校的核心地位和监督保证，教代会民主参与管理的学校内部的根本组织制度。 二、简答题 (本大题共5小题，每小题6分，共30分) 11、我们应树立哪些现代学校管理理念？ （1）开放观念； （2）战略观念； （3）创新观念； （4）系统观念； （5）竞争观念； （6）素质教育观念。 12、学校组织机构设置的原则是什么？ （1）精干效率原则； （2）统一指挥原则； （3）管理幅度原则； （4）职权责统一原则； （5）系统平衡原则。 13、简述学校管理过程的特点。 （1）以育人为本的教育性； （2）按阶段循序发展的稳定性和程序性； （3）目标成果形成的综合力和养成性； （4）目标控制的复杂性和困难性。 14、教学管理的任务是什么？ （1）端正教学思想； （2）是健全教学组织； （3）完善管理制度； （4）稳定教学秩序；

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其中： *A类考生：报考地处一区招生单位的考生。 *B类考生：报考地处二区招生单位的考生。 *C类考生：①报考地处三区招生单位的考生；或者②目前在三区就业且定向或委托培养回原单位一区系北京、天津、上海、江苏、浙江、福建、山东、河南、湖北、湖南、广东等11省(市)；二区系河北、山西、辽宁、吉林、黑龙江、安徽、江西、重庆、四川、陕西等10省(市)； 三区系内蒙古、广西、海南、贵州、云南、西藏、甘肃、青海、宁夏、新疆等10省(区)。 北京师范大学:http:https://www.wendangku.net/doc/4e16945424.html,/NewsSpecialDetailsInfo.aspx?SID=938 北京大学:http:https://www.wendangku.net/doc/4e16945424.html,/NewsSpecialDetailsInfo.aspx?SID=135 华东师范大学:http:https://www.wendangku.net/doc/4e16945424.html,/NewsSpecialDetailsInfo.aspx?SID=7472 华南师范大学:http:https://www.wendangku.net/doc/4e16945424.html,/NewsSpecialDetailsInfo.aspx?SID=9971 华中科技大学:http:https://www.wendangku.net/doc/4e16945424.html,/NewsSpecialDetailsInfo.aspx?SID=11834 有该专业的部分院校分数一览 2008年录取分数线：

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Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.

英语教学法教程-王蔷主编

总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第4~6章【圣才出品】

第4章教案设计与书写 4.1 复习笔记 本章要点： 1. The significance of lesson planning 课程计划的重要性 2. Principles for good lesson planning 做好课程计划的准则 3. Macro planning vs. micro planning 宏观计划和微观计划 4. Components of a lesson plan 课程计划的构成因素 5. Sample lesson plans 课程计划的样本 本章考点： 课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。 本章内容索引： Ⅰ. The significance of lesson planning

1. Definition of lesson planning 2.The necessity of lesson planning for teachers 3. Benefits of lesson planning Ⅱ. Principles for good lesson planning Ⅲ. Macro planning vs. micro planning 1. Two levels of lesson planning 2. The advantage of a concrete teaching plan Ⅳ. Components of a lesson plan 1. Background information 2. T eaching aims 3. Language contents and skills 4. Stages and procedures 5. T eaching aids 6. End of lesson summary 7. Optional activities and assignments 8. After lesson reflection Ⅴ. Sample lesson plans Ⅵ. Conclusion Ⅰ. The significance of lesson planning（课程计划的重要意义） 1. Definition of lesson planning课程计划的定义 Lesson planning means making decisions in advance about what techniques,

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第9章听力教学 TASK 1 In your English learning experience, did you find listening more difficult? What are the main difficulties you have encountered? Can you think of any reasons why listening is a difficult skill to develop? Work in groups and pool your ideas. Key: The main difficulties may be quickly forgetting what is heard and unable to recognise words they know. The main reason why listening is so difficult to develop is that listening is often neglected in language teaching due to lack of teaching materials, both with print materials and audio or video tapes, lack of equipment in some schools; and lack of real-life situations where language learners need to understand spoken English. TASK 2 How many situations can you think of where you listen to other people in our native language? Work with a partner and think about all the different situations where you need to listen in a routine day. Key: The following list is adapted from Ur, 1996: 105.

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王蔷《英语教学法》复习

Revision Contents: Unit 1 Language and Learning 1. What are the major views of language? What are their implications to language teaching or learning? Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation. Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the