英语教学法教程期末考试串讲稿

Unit 1 Language and language learning

1.2 views on language

in the structural view, language is a system of structurally related elements

which include phonological units, grammatical units, grammatical operations,

lexical items to transmission of meaning. Therefore the target of language learning

is to mastery these elements. 结构观把语言看做是结构上相关联的元素的系统，包括语

音单位，语法单位，语法操作，词项。语言学习目标是掌握这些元素。

In the communicative/functional view, language is regards as a vehicle for

express functional meaning. Although the grammatical characteristics are included,

however, the semantic and communicative dimensions of language are more

emphasized. In this view the target of language learning is to learn to express

communication functions and categories of meaning. 交际/功能观，语言是表达功能

性意义的载体。虽然语法特点依然包括在内，但更强调语言的语义和交际层面。因此语言

学习目标是学习表达通讯功能和意义类别。

The last one is the interactional view of language, it sees language is the

means for establishing and maintaining relationship between people, and for

performing social transactions between individuals. So the target of language

learning is initiate and maintain conversations with others. 交际观，语言是建立和维

持人与人关系，执行社交的方法。语言学习目标，发起并维持对话

1.3 views on language learning and learning in general 课本定义

1.4 elements contribute to qualities of a good language teacher

1.5 how can one become a good language teacher?

Unit 2 Communicative principles and task-based language teaching

The ultimate goal of foreign language teaching is: to enable the learners to

use the foreign language in work or life.

2.2 communicative competence 定义谁给出? (Hymes)

Hedge的解释

Linguistic competence.

语言能力

是指理解语言本身，语言形式及其意义的能力。

语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。语言能力是

交际能力的基石，一个不可缺少的组成部份。

pragmatic competence

语用能力

是指学习者在特定的语境中针对特定的对象知道

如何合适清晰地表达自己的意图的能力。用 Hymes 的话说就是知道 “何时说，何时不

说，和谁，什么时间，什么地点，以什么方式说些什么” 。

discourse competence

篇章能力

是指在口语或书面语中理解或创造连贯的上下文

内容的能力，或称

话语能力

。例如：在口语或书面语中，使用‘首先，其次，然后，最后

‘等保持上下文的连贯。

strategic competence

策略能力

是指如何在一个真实的交际情景下保持交际渠道通

畅的能力。它包括以下三个方面：1) 在口语和书面语冒险一试的能力；2)使用具体交际策

略的能力；3)习得具体交际策略中的常用语言形式。

fluency 语言流畅 语言流畅是指自如地把言语单元有效连结起来的能力。流畅涉及

语言的输出，多指口语的输出。流畅包括三个方面：1）语义流畅，2）词汇，句法流畅，

3）发音流畅。

2.4 principles of communicative language teaching

Three principles for CLT

These are the three principles suggested by Richards and Rodgers:

Communication principle: Activities that involve real communication promote

learning. 交际原则：涉及交际的活动可以提高学习的效果。例如：问路

Task principle: Activities in which language is used for carrying out meaningful

task promote learning. 任务原则：用语言完成有意义任务的活动可以提高学习的效果

例如：通过目标语言设置课堂活动的规则

Meaningfulness principle: Language that is meaningful to learner supports the

learning process. 意义原则： 对学习者有意义的活动有利于学习过程

Howatt（ 1984）指出，交际教学法流派中可分出“温和派”和“激进派”两种：

“激进派”声称语言是通过交际习得的，因此这并不是一个激活已有的知识的问题，

而是一个促进掌握语言系统本身的问题。可称作“用英语学英语”（using English to learn

it）。

“温和派”强调向学习者提供使用英语进行交际的机会的重要性，将这类交际活动置

于更大范围的语言教学中。可以称作“学用英语”（Learning to use English）

2.6 main features of communicative activities 素材的真实性

Communicative activities的分类

Criteria for evaluating how communicative classroom activities p24

Communicative purpose; (information gap) 活动要涉及日常交际，为学习创造出

一个信息沟

Communicative desire; (real need) 要为学生创造交际的需求

(Focus on ) Content, not form; (message) 活动的设置的要点是内容，不是形式。

是和说什么有关，不是和如何说有关

Variety of language; (not just one language form, free to improvise/create) 语

言形式的多样化

No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it;

assessment is based on the ‘product’ or on communicative purpose rather than

on the language.) 教师不要干预活动的进行，不要纠错，评估

No material control. 活动不应对学生使用的语言有要求，由学生自己选择哪种语言

的使用

2.7 task-based language teaching

A purpose- a clear purpose 目的要明确

A context- a real world relationship 要与现实生活的语言活动相似

A process- comprehending, using the language and communicating 任务执行

的过程是理解的过程，使用语言的过程，是交际的过程

A product- nonlinguistic outcome 任务应该有一个非语言成果

ex, ex-tasks, tasks的区别

2.8 PPP and Task-based language teaching

两个图表

Unit 3 The national English curriculum

3.3 task 3

The new curriculum is designed to promote students’ overall language

ability, which is composed of five interrelated components, namely, language skills,

language knowledge, affects, learning strategies and cultural understanding. Each

component is further divided into a few sub-categories. Language teaching is no

longer aimed only for developing language skills and knowledge, but expanded to

developing learners’ positive attitude, motivation, confidence as well as

strategies for life-long learning along with cross-cultural knowledge, awareness

and capabilities.

新课标的设计是为了促进学生的综合语言能力，包含五个互相关联的部分，文化意识，

情感态度，学习策略，语言技能和语言知识，每个部分进一步分为不同的小类别。语言的

教学不再仅仅注重发展语言技能和知识，它已经扩展到发展学习者的态度，动机，信息，

以及学习策略，跨文化的知识（例子），意识和能力。

Unit 4 Lesson planning

Proper lesson planning is essential for both novice and experienced teachers.

Although preparation does not guarantee successful lessons, walking into a

classroom unprepared is more often than not the beginning of a disastrous [ di'z

ɑ:strəs ] lesson.

备好课对新教师（比如像我这样的）和经验丰富的教师来说至关重要。虽然备好课并

不能保证成功的课堂教学，但没有准备就走进课堂，就不仅仅是一堂失败的课的开始。

4.3 Macro planning vs Micro planning

Macro planning is planning over a longer period of time, for instance,

planning for a whole program or a whole-year course.

宏观性的备课是对一个很长时期的课，例如整个课程、或一个学期的课程进行准备。

In a sense, macro planning is not writing lesson plans for specific lessons but

rather helping teachers get an overall felling or idea about the course and also get

familiarized with the context in which language teaching takes place.

从这个意义上来说，宏观性的备课就不是针对特定的哪节，或哪几节课进行教案的书

写。它更重要的作用是为教师提供一个关于这门课的总的规划，并帮助教师理解、熟悉对

语言教学所发生的环境进行。

Micro planning is planning for a specific unit or a lesson, which usually lasts

from one to two weeks or forty to fifty minutes respectively. Micro planning should

be based on macro planning, and macro planning is apt to be modified as lessons

go on.

那么微观性的备课就是具体到每一节课，或每一个单元的备课活动。它可以分为一到

两周一次，每次设计的教学时间是40-50分钟。

Unit 5 Classroom management

5.1 the role of the teacher

‘The teacher plays the role of controller when he is completely in charge of

the class’ (Harmer: 1988). By control we refer to what students do, when they

speak and what language they use.

当课堂完全被教师控制的时候，教师所扮演的角色是‘控制者’。我们这里所说的‘控

制’，包括控制学生做什么，什么时候做，使用什么语言形式去做等。

A prompter

to encourage students to participate or male suggestions about

how to proceed in an activity

An organiser

organizing the activities

A participant

(co-communicator) in an organized activity such as debate or

role play.

A resource- provider

provide a source of language and knowledge.

5.3 student grouping

对应的活动

Whole class work is where all the students are under the control of the

teacher. They are all doing the same activity at the same rhythm and pace.

全班活动，所有学生都在教师的控制下进行学习，以同样的节奏和进度执行同一项活

动。

Pair work is where the students work in pairs.

学生两两配对学习。

Group work is where the students work in small groups.

小组学习。学生根据课堂活动，以3、4、或5人分为一组。分组活动和配对活动比较

相似，只是小组活动的人数多于配对练习的人数。当课堂活动需要多于两个学生进行的时

候，小组活动的优越性就体现出来了，教师可以加入任一小组，但通常以参与者身份出现，

而不是以组织者或评审者的身份出现。

Individual study is the stage during the class where the students are left to

work on their own and at their own speed.

独自学习。

5.4 maintaining discipline 79

Discipline does not mean a series of punishment meted out to badly behaved

students.

纪律不是针对顽劣学生的惩罚措施。课堂管理早期的定义，就是狭义地用来指维持纪

律(discipline)的技巧。

Discipline here refers to a code of conduct, which binds a teacher and a group

of students together so that learning can be more effective.

纪律在这里是指一个行为的代码，它对一个教师和他的学生们起一种约束的作用，以

促使学习更有效的进行。

When students are more likely to be engaged in learning? P79

对学习的目的很明确；学习的新知识建立在以往学过的知识之上，但又具有挑战性；

学习者被学习的任务充分的激发了积极性；学习，包括学习中的任务的呈现，结构等有趣，

能激发学习者的好奇心；学习者有机会问问题，并寻求答案；学习者能看见自己的进步；

学习者对学习有满足感。

5.5 classification of question types

Classification of question types

Closed or open questions封闭式问题和开放式问题

Display or genuine ['dʒɛnjuɪn] questions 展示性问题和真实性问题

Lower-order or higher-order questions低思维层次问题和高思维层次问题

Bloom’s classification

Closed questions refer to those with only one single correct answer; open

questions may invite many different answers; lower-order questions refer to those

that simply require recalling of information or memorization of facts; higher order

questions require more reasoning, analysis, and evaluation. 封闭式问题：指只有一

个正确答案的问题；开放式问题指有多种不同解答办法的问题。低思维层次问题，学生只

须回忆一个简单的事实；而高思维层次问题，提问使学生回忆一些必须要学生理解有关难

题问题的情况或解决方案，回答高思维层次问题，需要学生了解所知的事实、咨询与更高

思维层次例如分析、综合与评鉴的能力。

5.6 dealing with errors: accuracy or fluency. 87

Errors vs. mistakes犯错误，出差错

Mistake: refers to a performance error that is either a random guess or a ‘slip

of tongue’, and it is a failure performance to a known system 行为上的差错。学习

者能通过检查而自我纠正

Error: do not result from carelessness nor hesitation, but lack of knowledge in

the target language. 由于知识的缺乏造成的错误而不是由于粗心和犹豫造成。

Unit 6 Teaching pronunciation

6.2 realistic goal of teaching pronunciation

Our realistic goals of teaching pronunciation are (p. 93)

 Consistency: the pronunciation should be smooth and natural. (连贯性)

（fluency）

 Intelligibility [in,telidʒə'biliti]: the pronunciation be understandable to

the listeners.(可辨认性，可理解性)

 Communicative efficiency: the pronunciation should help convey the

meaning that is intended by the speaker.（交际的有效性）

6.5 practising stress and intonation

Stress and intonation are important for beginning learners.

Intonation定义

Unit 7 Teaching grammar

7.2 deductive and inductive method pennington’s synthesis approach

The inductive method 归纳法

In the inductive method, the teacher induces the learners to realize grammar

rules without any form of explicit explanation. 归纳教学比较注重语言的运用而不是语

言的形式。但这种教学方式对教师的要求比较高，学生对语言的理解未必准确，需要教师

更多的帮助。

The guided discovery method 指导发现法

The guided discovery method is similar to the inductive method in that the

students are induced to discover rules by themselves 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. There are two key theoretical issues

related to this method: the role of explicit knowledge in language learning and the

value of discovery as a general method of learning (Ellis, 2002a ) p105指导发现法与

归纳法一样，教师引导学生去自我发现语法规则，不同的是，发现的过程是由老师来引导

和帮助的，得出规则后由教师明确地教给学生。

以往知识的作用，以及学生探索的能力- 认知理论&构建理论

Synthesis approach ['sɪnθəsɪs] 综合方法

Pennington(2002) (p.107) proposes a synthesis approach to grammar

pedagogy .

Grammar teaching should be “collocational, constructive, contextual and

contrastive”, which can serve as useful guidelines for teaching grammar.

(PP.107-108) 搭配，构建，背景，对比

Unit 8 Teaching vocabulary

8.2

Denotative meaning and connotative meaning

Denotative meaning外延意义- refers to those words that we use to label things

as regards real objects such as a name or sign, etc. in physical world.

词的外延意义即所指意义（referential meaning）或认知意义（cognitive meaning），

它是以客观世界的特定所指以及约定俗成的意义为基础的，也就是词典中所给出的定义。

Connotative meaning内涵意义- refers to ‘the attitudes or emotions of a

language user in choosing a word and the influence of these on the listener or

reader’s interpretation of the word’ (Hedge 2000)

所谓内涵意义(connotative meaning)，是隐含于或附加在概念意义上的意义。社会、

群体或个人都可以使一个词具有内涵意义，有时还是很不相同的内涵意义。这种差异既可

以存在于两种语言、两种文化之间，也可以存在于一种语言和一种文化的亚文化之间。如

英语里，狗的内涵涵义包括友情，忠诚，但汉语里却是相反的意思，如‘狼心狗肺’等。

receptive and productive vocabulary

When teaching vocabulary, both teacher and students should aware of the

distinction between productive (also called active) vocabulary and receptive (also

called passive) vocabulary. Within these opposing categories, there is oftentimes

no clear distinction. 接受性词汇（消极词汇）产出性词汇（积极词汇）

Words that are generally understood when heard or read or seen constitute a

person’s receptive vocabulary. 通过听到、读到或看到而理解的单词构成接受性词汇。

Productive vocabulary, therefore, generally refers to words which can be produced

within an appropriate context and match the intended meaning of the speaker. 产

出性（积极）词汇，即指在适合环境下，按照说话者或文字作者的意图所产出的单词。接

受性的词汇多数是一些学习者在某些词汇手册上背到，未进行深入学习，在听力中听到，

不能马上想到含义，在写作时想用，又不知用得是否正确，只有在阅读中见到，想一想才

有印象的词。接受性词汇量的大小和你的英语水平基本无关，而只有那些听到马上想到含

义，想说时马上跑到嘴边，写作时自然流露笔端的产出性词汇，才真正算是你的词汇，通

常人们认为只有产出性词汇才能用来衡量一个人的英语应用水平。学界公认，英语产出性

词汇达到850个，即能满足一般交流层面的需要。国内统计调查表明，大学四年级学生的

平均产出性词汇量仅有500个。

In most cases, a person’s receptive vocabulary is the larger of the two. For

example, although a young child may not yet be able to speak, write, he or she

may be able to follow simple commands and appear to understand a good portion

of the language to which he or she is exposed. In this case, the child’s receptive

vocabulary is likely tens, if not hundreds of words but his or her active vocabulary

is zero. When that child learns to speak or write, however, the child’s active

vocabulary begins to increase. 通常情况下，一个人的接受性词汇量是大于产出性词汇

的。如，婴幼儿不会说话，写字的时候，他们是可以通过一些简单的指令理解一定程度的，

所接受过的语言知识。这种情况下，孩子的接受性词汇可能很少，10个，100个，但积极

词汇，也就是产出性词汇为零。当孩子开始说话和写字的时候，产出性词汇才会开始增加。

It is possible for the productive vocabulary to be larger than the receptive

vocabulary, for example in a second-language learner who has learned words

through study rather than exposure, and can produce them, but has difficulty

recognizing them in conversation. 产出性词汇也有可能比接受性词汇多。如第二外语

的学习者，通过学习的手段，而不是‘自然’的获得手段学习语言，有可能产出单词，但

无法在对话中辨别。能看，能写，不能听，不能说。

As with receptive vocabulary, however, there are many degrees at which a

particular word may be considered part of an active vocabulary. Knowing how to

pronounce, or write a word does not necessarily mean that the word has been

used to correctly or accurately reflect the intended message of the utterance, but it

does reflect a minimal amount of productive knowledge. 但接受性词汇在很大程度

上能被认为是产出性词汇。比如，接受性词汇，是可以经过回忆后把音发出来，把单词写

出来，虽然不一定意味这个词已经使用正确，或准确表达了意图，但它的确反应了少量的

产出知识。所以二者之间，是经常可以混淆的。

Unit 9 Teaching listening

听力的目的

9.6 while-listening activities 目的

In real language use we use all skills, including the receptive skills of listening

and reading, and the productive skills of speaking and writing. Children develop

language competence in their first language in a relatively short time merely by

being exposed to it.

It is important to exposes our students to a variety of types of listening texts

for a variety of purposes so that they will develop a variety of listening strategies to

use for different situations.

Unit 10 Teaching speaking

10.3 designing speaking tasks: common characteristics in successful speaking

tasks

10.4 types of speaking tasks

Unit 11 Teaching reading

Intensive reading is an accuracy-oriented activity involving reading for detail.

11.6 models for teaching reading, teaching activities

阅读的目的 个环节目的,活动

When producing or using reading comprehension exercises, one should start

with global understanding and move towards detailed understanding rather than

working the other way round.

Unit 12 Teaching writing

Pre-writing while-writing, post writing