王蔷英语教学法英汉对照ACourseinEnglishLanguageTeaching.docx
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王蔷英语教学法英汉对照ACourseinEnglishLanguageTeaching.docx
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王蔷英语教学法英汉对照ACourseinEnglishLanguageTeaching
ACourseinEnglishLanguageTeaching
Unit1LanguageandLearning
Viewsonlanguage语言观
Structuralview结构主义asalinguisticsystem
functionalview功能主义asalinguisticsystembutalsoameansfor
doingthings,baseoncommunicativefunctions
Interactionalview交互性asacommunicativetool
Viewsonlanguagelearningandlearningingeneral
1)Process-orientedtheories过程指向论
concernedwithhowthemindprocessesnewinformation,suchashabit
formation,induction,makinginference,hypothesistestingand
generalization.
2)Condition-orientedtheories强调条件理论
emphasizethenatureofthehumanandphysicalcontextinwhich
languagelearningtakesplace,suchasthenumberofstudents,whatkind
ofinputlearnersreceive,andthelearningatmosphere.
Behaviouristtheory行为主义理论=audio-lingualmethod听说教学法
Astimulus-responsetheoryofpsychology
Youcantrainananimaltodoanything(withinreason)ifyoufollowa
certainprocedurewhichhasthreemajorstages,stimulus,response,and
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reinforcement.
Cognitivetheory认知主义理论communicateapproach交际法
Constructivisttheory结构主义理论
Learningisaprocessinwhichthelearnerconstructsmeaningbasedon
his/herownexperienceandwhathe/shealreadyknows.
Socio-constructivisttheory社会结构主义理论
Emphasisesinteracionandengagementwiththetargetlanguageina
socialcontext
Agoodlanguageteacher
Ethicdevotion,professionalqualitiesandpersonalstyles
品德节操,职业素质和个性特征
Learning,practice,andreflection
Unit2CommunicativePrinciplesandActivities
CLT=CommunicativeLanguageTeaching交际语言教学法
TBLT=Task-basedLanguageTeaching任务型教学法
PPP=thePresentation,PracticeandProduction呈现,操练,展出
Communicativecompetence
Entailsknowingnotonlythelanguagecodeortheformoflanguage,but
alsowhattosaytowhomandhowtosayitappropriatelyinanygiven
situation
Fivemaincomponentsofcommunicativecompetence
Linguisticcompetence语言能力
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Pragmaticcompetence语用能力
Discoursecompetence语篇能力
Strategiccompetence策略能力
Fluency语言顺畅
CLT
Goal:
todevelopstudents'communicativecompetence,whichincludesboththe
knowledgeaboutthelanguageandtheknowledgeabouthowtousethe
languageappropriatelyincommunicativesituations.
Principles:
Communicativeprinciple
Taskprinciple
Meaningfulnessprinciple
Mainfeatures:
(1)Functionalcommunicativeactivities:
功能互动活动
Identifyingpictures
Discoveringidenticalpairs
Discoveringsequencesorlocations
Discoveringmissinginformation
Discoveringmissingfeatures
Discoveringsecrets
Communicatingpatternsandpictures
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Communicativemodels
Discoveringdifferences
Followingdirections
Reconstructingstory-sequences
Poolinginformationtosolveaproblem
(2)Socialinteractionactivities:
社会交往活动
Role-playingthroughcueddialogues
Role-playingthroughcuesandinformation
Role-playingthroughsituationandgoals
Role-playingthroughdebateordiscussion
Large-scalesimulationactivities模仿
Improvisation即兴创作
Notes:
Nospecificactivitiesalmostaboutlisteningandspeaking
Sixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare:
Communicativepurpose:
informationgap
Communicativedesire:
realneed
Content,notform:
message
Varietyoflanguage
Noteacherintervention干涉
Nomaterialscontrol
TBLT
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Definition:
Referstoanapproachbasedontheuseoftaskasthecoreunitof
instructioninlanguage
TBLT:
pre-task,taskcycle,languagefocus
Definitionofatask:
Ataskisapieceofworkundertakenforoneselforforothers,freelyorfor
somereward.
Fourcomponentsofatask:
Apurpose:
focusoncontent,notform
Acontext:
informationgap
Aprocess:
problemsolvingreasoning,inquiring,conceptualisingand
communicating
Aproduct:
nocommunicationalresults
Exercises,exercise-tasksandtasks:
Focusonindividuallanguageitems
→purposeful&contextualisedcommunication
Exercise→exercise-task→task
Howtodesigntasks:
Thinkaboutstudents'needs,interests,andabilities
Brainstormpossibletasks
Evaluatethelist
Choosethelanguageitems
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Preparingmaterials
PPPmodel
Atthepresentationstage:
Theteacherintroducesnewvocabularyandgrammaticalstructuresin
whateverwaysappropriate
Atthethepracticestage:
Thelessonmovesfromcontrolledpracticetoguidedpracticeand
exploitationofthetextswhennecessary
Attheproductionstage:
Thestudentsareencouragedtousewhattheyhavelearnedandpractised
toperformcommunicationtasks.
Notes:
Grammar-TranslationMethod:
语法翻译法
readingandwriting
TheAudio-LingualMethod:
听说教学法
speakingandlistening;dialoguesanddrills对话和操练
Unit3theNationalEnglishCurriculum课程标准
Itwasinthe1993syllablesthatthewordcommunicationwasusedinthe
objectivesofteachingforthefirsttime.
TheSixDesignprinciplesfortheNationalEnglishCurriculumfor
Nine-yearCompulsoryEducation:
1.Aimforeducatingallstudents,andemphasisequality-oriented
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education面向全体学生,注重素质教育突出学2.Promotelearner-centredness,andrespectindividualdifferences生主体,尊重个体差异3.Developcompetence-basedobjectives,andallowflexibilityand
adaptability整体设计目标,体现灵活开放4.Paycloseattentiontothelearningpro-cess,andadvocateexperiential
learningandparticipation强调学习过程,倡导体验参与5.Attachparticularimportancetoformativeassessment,andgivespecial
注重过程评价,强调能力发attentiontothedevelopmentofcompetence展6.Optimizelearningresources,andmaximiseopportunitiesforlearning
开发课程资源,拓展学用渠道andusingthelanguage:
FrameworkofobjectivesinthenewNationalEnglishCurriculum课程总目标Overalllanguageability:
学习策略Learning情感目标Affect情感态度Cultural文化意识语言目标语言知识Language能力目标语言技能LanguageskillsLearning:
Cognitive;Selfmanagement;Communication;Resourcing
Affect:
International;Perspective;Patriotism;Confidence;Motivation
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Cultural:
Knowledge;understanding;Awareness
Language:
Phonetics;Grammar;Vocabulary;Functions;Topics
Languageskills:
Listening;Speaking;Reading;Writing
ThedesignofthenewNationalEnglishCurriculum
Level1:
Grade3-4
thgradersLevel2:
Grade5-6;basicrequirementsfor6Graduatefromprimaryschool
Level3:
Grade7/Junior1
Level4:
Grade8/Junior2
Level5:
Grade9/Junior3
Graduatefromjuniorhighschool
AboveisduringCompulsoryEducation
Level6&Level7:
requiredofeveryseniorhighschoolstudents
2tracksofelectivecourse:
Track1:
level8&level9
Track2:
fromthebeginningofsenior1
Electivecourses:
Specializedskillcourses;ESPcourses应用类;Cultural
andliterarystudiescourses欣赏类etc.
Unit4LessonPlanning
Alessonplan:
教案
Aframeworkofalessoninwhichteachersmakeadvancedecisionabout
whattheyhopetoachieveandhowtheywouldliketoachieve.
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Benefitsfromlessonplanning:
1)Aclearlessonplanmakestheteacherawareoftheaimsandlanguage
contentsofthelesson.
2)Italsohelpstheteachertodistinguishthevariousstagesofalesson
andtoseetherelationshipbetweenthemsothatthelessoncanmove
smoothlyfromonestagetoanother.
3)Theteachercanalsothinkabouthowthestudentscanbefullyengaged
inthelesson.
4)whenplanningthelesson,theteacheralsobecomesawareofthe
teachingaidsthatareneeded.
5).Lessonplanninghelpsteacherstothinkabouttherelativevalueof
differentactivitiesandhowmuchtimeshouldbespentonthem.
6)Theteachersoonlearntojudgelessonstagesandphaseswithgreater
accuracy.
7)Plansarealsoanaidtocontinuingimprovement.
8)Afterthelesson,theteachercanaddanevaluationtotheplan,
identifyingthosepartswhichwentwellandthosewhichwereless
successful.
Principlesforgoodlessonplanning:
Aim;Variety;Flexibility;Learnability;Linkage
目标性;多样性;灵活性;可学性;连接性
Twolevelsoflessonplanning:
macroplanningandmicroplanning
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宏观备课和微观备课
Macroplanning:
planningoveralongerperiodoftime
Microplanning:
planningforaspecificunitoralesson
Thereisnoclearcutbetweenthesetwotypesofplanning.Microplaning
shouldbebasedonmacroplanning,andmacroplaningisapttobe
modifiedaslessongoon.
Macroplanninginvolvesthefollowing:
Knowingabouttheprofession
Knowingabouttheinstitution
Knowingaboutthelearners
Knowingaboutthecurriculum/syllabus教学大纲
Knowingaboutthetextbook
Knowingabouttheobjectives
Componentsofalessonplan:
1.Backgroundinformation背景资料
2.Teachingaims:
教学目标
Languageobjectives;Abilityobjectives;Moralobjectives
语言的内容和技巧3.LanguagecontentsandskillsStagesandprocedures:
Greetings;Awarm-up;PPPmodel/TBLTmodel;
Summary;Homework/Assignment
4.Teachingaids教学手段
5.Endoflessonsummary总结
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6.Optionalactivitiesandassignments
7.Afterlessonreflection:
Feelingsaboutthelesson;students'performances;unexpectedincidents;
surprisethings
Unit5ClassroomManagement
Theroleoftheteacher:
Beforetheclass:
Planner
Duringtheclass:
1Controller,2Assessor评估者,3Organizer,4Prompter敦促者,5
Participant参与者,6Resource-provider
Aftertheclass:
Evaluator
Teacher'snewroles:
Facilitators促进者;guides;researchers
Themostcommonstudentsgroupings:
Wholeclasswork
Pairwork
Groupwork
Individualstudy
Harmer'ssuggestionsonmeasuresforindisciplinedactsandbadly
behavingStudents:
1)Actimmediately
2)Stoptheclass
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3)Rearrangetheseats
4)Changetheactivity
5)TalktoSsafterclass
6)Usetheinstitution制度
InordernottohurttheStudents,Ur'sadviceonproblemsinclass:
1)Dealwithitq
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