王蔷 英语教学法_英汉对照ACourseinEnglishLanguageTeaching

A Course in English Language Teaching

Unit 1 Language and Learning

Views on language语言观

Structural view结构主义as a linguistic system

functional view功能主义as a linguistic system but also a means for doing things,base on communicative functions

Interactional view交互性as a communicative tool

Views on language learning and learning in general

1)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 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 psychology

You can train an animal to do anything(within reason) if you 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.

Socio-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 teacher

Ethic devotion,professional qualities and personal styles

品德节操，职业素质和个性特征

Learning, practice, and reflection

Unit 2 Communicative Principles and Activities

CLT=Communicative 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 competence

Entails 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

Five main components of communicative competence

Linguistic 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

CLT

Goal :

to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.

Principles :

Communicative principle

Task principle

Meaningfulness principle

Main features:

(1)Functional communicative activities: 功能互动活动

Identifying pictures

Discovering identical pairs

Discovering sequences or locations

Discovering missing information

Discovering missing features

Discovering "secrets"

Communicating patterns and pictures

Communicative models

Discovering differences

Following directions

Reconstructing story-sequences

Pooling information to solve a problem

(2)Social interaction activities: 社会交往活动

Role-playing through cued dialogues

Role-playing through cues and information

Role-playing through situation and goals

Role-playing through debate or discussion

Large-scale simulation activities 模仿

Improvisation 即兴创作

Notes:

No specific activities almost about listening and speaking

Six criteria for evaluating how communicative classroom activities are: Communicative purpose: information gap

Communicative desire: real need

Content, not form: message

Variety of language

No teacher intervention 干涉

No materials control

TBLT

Definition:

Refers to an approach based on the use of task as the core unit of instruction in language

TBLT:pre-task, task cycle, language focus

Definition 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 form

A context: information gap

A process:problem solving reasoning , inquiring, conceptualising and communicating

A product: no communicational results

Exercises, exercise-tasks and tasks:

Focus on individual language items

→purposeful&contextualised communication

Exercise → exercise-task → task

How to design tasks:

Think about students’ needs, interests, and abilities

Brainstorm possible tasks

Evaluate the list

Choose the language items

Preparing materials

PPP model

At the presentation stage:

The teacher introduces new vocabulary and grammatical structures in whatever ways appropriate

At the the practice stage:

The lesson moves from controlled practice to guided practice and exploitation of the texts when necessary

At the production stage:

The students are encouraged to use what they have learned and practised to perform communication tasks.

Notes:

Grammar-Translation Method: 语法翻译法

reading and writing

The Audio-Lingual Method: 听说教学法

speaking and listening; 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.

The 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, 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.Optimize 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 management; Communication; Resourcing Affect: International; Perspective; Patriotism; Confidence; Motivation

情感目标

语言目标 能力目标

Cultural: Knowledge; understanding; Awareness

Language: Phonetics; Grammar; V ocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; Writing

The design of the new National English Curriculum

Level 1: Grade 3-4

Level 2: Grade 5-6; basic requirements for 6th graders

Graduate from primary school

Level 3: Grade 7/ Junior 1

Level 4: Grade 8/ Junior 2

Level 5: Grade 9/ Junior 3

Graduate from junior high school

Above is during Compulsory Education

Level 6&Level 7: required of every senior high school students

2 tracks of elective course:

Track 1: level 8& level 9

Track 2: from the beginning of senior 1

Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.

Unit 4 Lesson Planning

A 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 language 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) 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 greater 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；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 time

Micro planning: planning for a specific unit or a lesson

There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to be modified as lesson go on.

Macro planning involves the following:

Knowing about the profession

Knowing about the institution

Knowing about the learners

Knowing about the curriculum/ syllabus教学大纲

Knowing about the textbook

Knowing about the objectives

Components of a lesson plan:

1.Background information背景资料

2.Teaching aims: 教学目标

Language objectives; Ability objectives; Moral objectives

https://www.wendangku.net/doc/7a11899715.html,nguage contents and skills语言的内容和技巧

Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment

4.Teaching aids 教学手段

5.End of lesson summary 总结

6.Optional activities and assignments

7.After lesson reflection:

Feelings about the lesson; students’ p erformances; unexpected incidents; surprise things

Unit 5 Classroom Management

The role of the teacher:

Before the class: Planner

During the class:

1 Controller,

2 Assessor评估者,

3 Organizer ,

4 Prompter敦促者,

5 Participant参与者,

6 Resource-provider

After the class: Evaluator

Teacher’ s new roles:

Facilitators促进者; guides; researchers

The most common students groupings:

Whole class work

Pair work

Group work

Individual study

Harmer’ s suggestions on measures for indisciplined acts and badly behaving Students:

1)Act immediately

2) Stop the class

3)Rearrange the seats

4)Change the activity

5)Talk to Ss after class

6)Use the institution制度

In order not to hurt the Students, Ur’ s advice on problems in class:

1)Deal with it quietly

2)Don’ t take thing s personally 对事不对人

3)Do not use threats

Unit 6 Teaching Pronunciation

The goals of teaching pronunciation:目的

Consistency连贯性: To be smooth natural

Intelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaning

Ways of practicing sounds and their definitions:

1.Focusing on a sound 单音练习:(sounds difficult to learn)

2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):

Which order; Same or different; Odd one out; Completion

3.Production practice 生成性练习: (develop Students’ ability to produce sounds):

Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful

context; Use pictures; Use tongue twisters

Three ways to show the stress of words, phrases and sentences:

Use gestures

Use the voice

Use the blackboard

Two ways to make intonation:

rising/falling arrows; draw lines

Unit 7 Teaching Grammar

Three ways of grammar presentation: 演示法

Deductive method 演绎法

It relies on reasoning, analysing and comparing

Inductive method 归纳法

The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.

Guided discovery method 引导发现法

It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.

Ur’ s six factors contribute to successful grammar practice:

1) Pre-learning.

2) V olume and repetition(容量/重复).

3) Success-orientation成功性联系.

4) Heterogeneity多样性.

5) Teacher assistance.

6) Interest.

Two categories 类别of grammar practice:

Mechanical practice 机械性练习

It involves activities that are aimed at form accuracy.

In Substitution drills 替换练习

In Transformation drills 转移变形练习

Meaningful/ communicative practice 有意义/ 交际性练习

It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.

Using prompts for meaningful practice 提示

1)Using picture prompts.

2) Using mime 哑剧or gestures as prompts.

3) Using information sheet 信息表as prompts.

4) Using key phrases or key words关键短语/ 单词as prompts.

5) Using chained phrases for story telling.

6) Using created situations.

Unit 8 Teaching Vocabulary

Knowing a word involves what:

Pronunciation and stress

Spelling and grammatical properties

Meaning

How and when to use it to express the intended meaning

Denotative meaning 指示意义

Connotative meaning 内涵意义

Collocations 搭配

Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇

Ways of presenting vocabulary: 呈现词汇的方法

1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.

2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.

https://www.wendangku.net/doc/7a11899715.html,e synonyms or antonyms to explain meanings

https://www.wendangku.net/doc/7a11899715.html,e lexical sets or hyponyms to show relations of words and their meanings

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

https://www.wendangku.net/doc/7a11899715.html,e word formation rules and common affixes to build new lexical knowledge what is already known

7.Teach vocabulary in chunks.

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

9.Think about providing different context for introducing new words

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

Ways of consolidating vocabulary 巩固词汇的方法

1) Labeling标注词汇

2) Spot the differences

3) Describe and draw

4) Play a game

5)using the Internet resources for more ideas

6) Use word series 单词系列

7) Word bingo

9) word association 自此联想

10) find synonyms and antonyms

11) categories

12) Using word net-work 网状图

Developing vocabulary learning strategies:

1) Review regularly

2) Guess meaning from context

3) Organize vocabulary effectively

4) Use learned vocabulary

Unit 9 Teaching Listening

The characteristics of listening in real life (adapted from Ur, 1996:106-7):

1) Spontaneity 自发性

2) Context 环境

3) Visual clues 视觉线索

4) Listener’ s response 回应

5) Speaker’ s adjustment调节

Principles and models for teaching listening:

1)Focus on process

2) Combine listening and speaking

3) Focus on comprehending meaning

4) Grade difficulty level appropriately

Three teaching stages

1.Pre-listening activities: 听前活动

1) Predicting 预测

2) Setting the scene设置现场

3) Listening for the gist 听力要点

4) Listening for specific information 细节理解

2.While-listening activities

1) No specific responses

2) Listen and tick 标记

3) Listen and sequence 顺序

4) Listen and act

5) Listen and draw

6) Listen and fill填写

7) Listen and take notes

3.Post-listening activities听后活动

1) Multiple-choice questions 多项选择

2) Answering questions

3) Note-taking and gap-filling填空

Dictogloss

(1)Preparation

(2) Dictation 听写

(3) Reconstruction.

(4) Analysis and correction.

Unit 10 Teaching Speaking

Principles for teaching speaking

1.Balancing accuracy-based with fluency-based practices

2.Contextualising practice

3.Personalising practice

4.Building up confidence

5.Maximising meaningful interactions

6.Helping students develop speaking strategies

7.Making the best use of classroom learning environment to provide

sufficient language input and practice for the students Designing speaking tasks:

1) Maximum foreign talk 尽可能用外语交谈

2) Even participation 平等参与

3) High motivation 高积极性

4)Right language level 语言水平相对应

Types of speaking tasks:

1.pre-communicative activities交际前活动Structural activities

Quasi-communication activities

https://www.wendangku.net/doc/7a11899715.html,municative activities

Functional communication activities

Social interaction activities 人际互动

Some Speaking activities

Controlled activities

Semi-controlled activities

Communicative activities

Information-gap activities

Dialogues and role-play对话和角色扮演

Activities using pictures

Problem-solving activities

Unit 10 Teaching Reading

Two types of reading practice in classrooms:

Reading aloud&Silent reading

The ways of Reading effectively:

1.Have a clear purpose in reading

2.Read silently

3.Read phrase by phrase

4.Concentrate on the important bits, skim the rest, and skip the insignificant parts

https://www.wendangku.net/doc/7a11899715.html,e different speeds and strategies for different reading tasks

6.Perceive the information in the target language rather than mentally translate

7.Guess the meaning of new words from the context, or ignore them

8.Have and use background information to help understand the text Principles and models for teaching reading:

Bottom-up model:teaching new vocabulary and structures first

Top-down model: introducing background knowledge first Interactive model:visual information

Three stages:

Pre-reading:

Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question

While-reading

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)

英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世

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；

王蔷 英语教学法_英汉对照

A Course in English Language Teaching Unit 1 Language and Learning Views on language语言观 Structural view结构主义 as a linguistic system functional view功能主义 as a linguistic system but also a means for doing things,base on communicative functions Interactional view交互性 as a communicative tool Views on language learning and learning in general 1)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 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 psychology You can train an animal to do anything(within reason) if you

王蔷主编的《英语教学法教程》第二版-unit1

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,

王蔷《英语教学法教程》课后习题详解(听力教学)【圣才出品】

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.

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

王蔷英语教学法模拟题(附答案)

《英语教学法》模拟试题（附答案） 一、填空题（共10小题，每小题1分，共10分） 1.Among the four skills, foreign language learners often complain that l is the most difficult to acquire. 2.We are teaching our students English not only to help them pass exams, but also to prepare them to u English in real life. 3.In the traditional classroom, very often, too much attention has been paid to linguistic k , with little or no attention paid to practising language skills. 4.In the process approach to writing, the teacher provides guidance to the students through the writing process, and gradually withdraws the guidance so that the students finally become i writers. 5.If a teacher first asks the students to read a poster, then to have a discussion about the poster, and then to make a poster of their own, we can say that this teacher is integrating reading, speaking and w skills together. 6.One of the general views on language is that language is a s__ of symbols. 7.In tr pedagogy, listening and speaking were treated as skills different from what takes place in reality. 8.Introduction to phonetic rules should be avoided at the b stage of teaching pronunciation. 9.In meaningful practice the focus is on the production, comprehension or exchange of m . 10.People have d understanding of how a vocabulary item can be learned and consolidate. 二、配对题（共10小题，每小题2分，共20分） A B

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Unit 1 Language and Learning 1.1 How do we learn language？ We 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. 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. 1.3Views 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 ? 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. B.Cognitive theory ?Influenced by Noam Chomsky (revival of structural linguistics) ?Language as an intricate rule-based system ? A learner acquires language competence which enables him to produce 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. C.Constructivist theory ?Jean Piaget (1896—1980)

王蔷主编的《英语教学法教程》第二版-Unit-1

王蔷主编的《英语教学法教程》第二版-Unit-1

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 From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have

王蔷《英语教学法教程》知识点单元重点归纳

Unit 1 Knowledge:sth that can be learned Skills:sth that only can be gained through practice or training, Language skills:listening, speaking, reading and writing Language is a system of arbitrary vocal symbols used for human communication。 Views on language： 1、Structural view （language competence） —The founder：Saussure —The structural view of language sees language as a linguistic system made up of various subsystems：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 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 able to doing things with it Use the linguistic structure to express functions 3、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 using the language in certain context —The structural view limits knowing a language to knowing its structural rules and vocabulary Language teacher qualifications： 1、a good command of spoken and written language 2、formulate theory presupposition 3、language background and experience 4、know how languages are learnt 5、the ability to use methods in various situations 6、deep understanding of cultural background 7、understanding the principles of teaching These elements can be categorized into three groups：ethic devotion，professional qualities and personal styles View on language learning 1. Psycholinguistic: the relationship between language and thinking. 1)Thinking in language 2)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 (like the formation of a habit) people prefer first language acquisition to first language learning.