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

宁夏师范学院外语系

2007年5月19日

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；

4.过分强调语法在教学里的作用。课堂上忽视实践练习和培养语言习惯，往往把外语课上成教师的讲演课。

5.强调死记硬背，教学方法单一，气氛沉闷，不容易引起学生的兴趣。

二、直接法（Direct Method）

它也叫自然法（Natural Method ），心理法（Psychological Method），口语法（Oral Method ），改良法（Redormed Method），在中国最早叫直接法。它含三层意思：直接学习、直接理解、直接应用。

翻译法着重教书面语和文字名著，目的偏重阅读和做学问。而现需要和外国人交谈。人们学习外语的目的转向掌握口语，迫切希望学说话。小女孩跟着妈妈学说话，看着妈妈的动作和表情来理解妈妈的意思，完全不用翻译。直接法就是要外语老师象妈，教儿女说话一样，利用实物，图画，手势，表情，动作等直接教授外语。由于强调学习口语，教师要注意到语音教学的重要性。提出必须学好语音，才能有效的学习外语，因此，直接法常常重视语音教学，把语音语调的训练当作外语教学的重要内容。

心理学家提出的态体、学习的学说，叫直接法的语法归纳教学法。Advantages：

A.强调直接学习外语和直接应用外语，使学生能真正掌握外语工具；

B.强调口语和语音教学，抓住了外语教学的实质；

C.注重实践练习，培养语言习惯；

D.通过句型教学，使学生在语言实践中有计划的学习实用语法，发挥语法在外语教学里的作用；

E.采用多种直观教具，广泛运用接近实际生活的教学方式和方法，较为生动的进行教学，大大的提高了外语教学的质量，丰富了外语教学法的内容；

F.编选教材，注意教材的实用性与安排上的循序渐进。

三、循序直接法（Graded Direct method)

有两个特点：循序和直接，由Richards倡导的。

1.两步走的外语教学思想。

培养初步能力（听说读写）打好运用外语的坚实基础，然后在这个基础上进一步扩展词汇和语法，着重提高学生的阅读能力，使之全面掌握外语，（English through pictures）《英语图作》

2.直接学习英语

在使用本族语，不通过翻译，不用作解语法概念，使之直接整句的学英语，在大量的接触，直接操练中掌握英语，养成使用英语的习惯。

3.循序教学

有一定的顺序，由具体到抽象，由简单到复杂，由已知到未知，只有严格的、具体的按此顺序排教材进行教学，才能保证直接教学的顺利进行。另一顺序，由听到说到读，最后到写，四步训练。

4.句子情景法

通过简笔画。

5.培养科学的思维方法

四、听说法（Audio-Lingual Method or Aural-oral Method)

特点：1，语言是说的话，而不是写出来的文字。

2，语言是一套习惯。

3，教语言而不是教有关英语的知识。

4，语言是本族语使用者说话的，而不是某人认为应该说的话。

5，语言各不相同，依这样的基本观点，听说法遵循以下教学原则：

A.重视听说，兼顾读写。

B.反复操练，形成习惯。

C.围绕句型，学习语言。

D.对此结构确定难点。

五、视听法或情景法（Audio-visual Method or Situational Method)

It's widely used at the time of writing aimed a very large number of text books are based on it. But also has important links with the Audio-lingual method , esp . as for as the way the language to be taught is organized.

To speak of the audio-visual method would be incorrect .Also in this case ,we are again dealing with a conglomeration of approaches which differ on from the other, and which have as their most important commons element that they all attend a great deal of important to the use of visual elements. As for as the objectives of FLT are concerned, these approaches also have a common interest. namely the fact that they reserve first place for oral skill .The audio-visual method as a group being largely to the category of the direct method ,not only from the point of view of objectives ,but also because of view they table of teaching procedure. They have come to be the foreground esp. in the last few decades ,mainly because of the improve facilities which the method technology of producing visual informal has made available .since the Audio-visual method were developed, It will come as no surprise that their psychological and linguistic principle show considerable resemblance to those of other direct method dating from this era ,the most important of which in the audio _lingual method.

Unit 1 Language and Learning

1.Teaching Aims:

To discuss some general matters about language learning and teaching, such as

common views on language and language learning, qualities of a good language

teacher.

2.Teaching Content:

1)How do we learn language?

2)Views on language

3)Views on language learning

4)What is good language teacher?

5)How can one become a good language teacher?

6)An overview of the book

3. Teaching Hours: 6 periods

4. Teaching materials:

1)Textbook

2)Handout

3)Vediotape

5.Teaching Methods:

1) Lecture ( Computer-aided Instruction)

2)Demonstration

6. Teaching Procedures:

1) Information about language and language learning

Three views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning.

A. The structural view of language

The structural view of language is that language is a system of structurally related elements for the transmission of meaning.

a. These elements are usually described as phonological units (phonemes)

?grammatical units (phrases, clauses, sentences)

?grammatical operations (adding, shifting, joining or transforming elements)

?lexical items (function words and structure words)

b. Target of language learning

The target of language learning, in the structural view, is the mastery of elements of this system.

c. Methods based on this view

Some of the language learning methods based on this view of language are:

?the Audiolingual method

?Total Physical Response

?the Silent Way

B. The communicative view of language

The communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.

a. Here are some of the areas of research in this view of language:

sociolinguistics ; pragmatics ; semantics

b. Target of language learning : The target of language learning is to learn to

express communication functions and categories of meaning

c. Approaches and methods based on this view

?Some of the language learning approaches and methods based on this view of language are: communicative approaches

?functional-notional syllabuses

?The Natural Approach

C. The interactional view of language

The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.

a. Here are some of the areas of research in this view of language:

?interactional analysis

?conversational analysis

?ethnomethodology

b. Target of language learning: The target of language learning in the interactional

view is learning to initiate and maintain conversations with other people.

c. Approaches and methods based on this view

Some of the language learning approaches and methods based on this view of language are:

?Strategic interaction

?communicative approaches2) Teaching Methods in the Language Classroom:

FL teachers must provide students with adequate teaching methodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills.

There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals.

a. Grammar Translation:

The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching

the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.) b. Direct Method:

The Direct Method was introduced by the German educator Wilhelm Vi?tor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.

c. The Silent Way:

The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.

d. Community Language Learning:

Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.

e. Natural Approach:

Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Natural

e. Reading Method:

The reading method was prominent in the U.S. following the Committee of Twelve in

1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.

f. ASTP and the Audiolingual Method:

This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.

ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.

g. Cognitive Methods:

Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.

h. Communicative Methods:

The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.

i. Total Physical Response Method:

This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oral

participation from students is expected (just as it is with children when they

are learning their native language) .

James Ashers' Total Physical Response:

1)Skills in second language acquisition can be more rapidly assimilated if the teacher

appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking.

2)Understanding and retention is best achieved through movement (total movement

of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of the target language can be learned through the use of the imperative.

3)Never force students to speak before they are ready. Asher believes that as the

target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom).

7.Homework:

1.What are difference between learning the first language and a foreign language?

2.What are the qualities of a good language teacher? To what extent have you got

these qualities? What do you think you should do so as to become a good teacher in the future?

3.What are the qualities of good language learner? What do they suggest to

language teaching?

8.Self-assessment:

Because students are not familiar with these theroy on the language and view of the language, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary.

Unit 2 Communicative Principles and Activities

1.Teaching Aims:

To discuss one of the most important trends in second/ foreign language teaching in the past

three decades, that is the practice of communicative language teaching

2.Teaching Content:

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；

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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

王蔷英语教学法重点

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.