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1、EnglishCurriculum&TeachingMethodologyNortheast Normal University徐笑梅徐笑梅徐笑梅徐笑梅September, 2010September, 2010September, 2010September, 2010 CourseDescriptionUnitILanguageandLanguageTeachersUnitIILanguageLearningTheoriesandLearnersUnitIIIEnglishCurriculumandCoursebooksUnitIVTeachingtheLanguageSystemandS
2、killsUnitVLessonPlanningandClassroomManagementUnit VI Assessment and Reflection on Classroom TeachingUnit VII Modern Educational Technology andTeachingResourcesNortheast Normal UniversityReferences1魏魏立立明明.英英语语课课程程与与教教学学论论，东东北北师师范范大大学学出出版社，版社，2005年年2王王蔷蔷.英英语语教教学学法法课课程程，高高等等教教育育出出版版社社，2006年年3Harmer,J.
3、2003.The Practice of English Language Teaching.PearsonEducationPress4Ur, P. 1996. A Course in Language Teaching:PracticeandTheory.CambridgeUniversityPressNortheast Normal University FinalScore1.Presentation10%2.Homework&Test20%3.FinalExam70%Northeast Normal UniversityUnitILanguageandLanguageTeachers
4、Northeast Normal UniversityAimsoftheunit1.Howdowelearnlanguages?2.Whatarethecommonviewsonlanguage?3.What are the common views on language learning?4.What are the qualities of a good languageteacher?5. How can one become a good languageteacher?Northeast Normal UniversityIHowdowelearnlanguages? Theway
5、languageteachersteachintheclassroom is to some extent influencedbythewaytheylearnedlanguages.Northeast Normal UniversityTask 1 Questionnaire1.How many foreignlanguages can you speak sofar?2. When did you start learning the foreignlanguage(s)?3.How do you feel about learning a foreignlanguage?4.What
6、difficulties have you experienced inlearning?5.Whichskillsdidyoufindmoredifficulttolearn? Northeast Normal UniversityTask 1 Questionnaire6.Haveyoufocusedonknowledgeorskills?Why?7.Whydoyoulearntheforeignlanguage(s)?8.Do you consider yourself a successful learner?Why?9.Whatareyourmostcommonlearningact
7、ivities?10.Do you like the way you learned the foreignlanguage(s)?Northeast Normal UniversityIIViews on language Whatislanguage?Theanswertothisquestionisthebasisfor syllabus design, teaching methods,teaching and assessment procedures intheclassroom.Different views on language generatedifferentteachi
8、ngmethodologies. Northeast Normal UniversityStructuralview It views language as a system of structurallyrelatedelementsforthecodingofmeaning.Thetargetoflanguagelearningisseentobethe mastery of elements of this system,which are generally defined in terms ofphonologicalunits(e.g.,phonemes),Northeast N
9、ormal UniversityStructuralview grammatical units (e.g., clauses, phrases,sentences),grammaticaloperations(e.g.,adding,shifting,joining,ortransformingelements),and lexical items (e.g., function words andstructurewords).Northeast Normal UniversityFunctionalview It views language as a vehicle for theex
10、pressionoffunctionalmeaning,ameansof doing things / combining grammaticalrulesandvocabularytoexpressidea.Northeast Normal UniversityInteractionalview It views language as a vehicle for therealization of interpersonal relations andfor the performance of social transactionsbetweenindividuals.Languagei
11、sseenasatoolforthecreationandmaintenanceofsocialrelations.Northeast Normal UniversityIII Whatisagoodlanguageteacher?Work in groups. Reflect on your ownlearning experiences from early schoolyearstotheuniversity.HaveyouhadanexcellentEnglishteacher?Try to identify as many qualities aspossibleofyourbest
12、Englishteacher(s).Note down all the qualities that you thinkareimportantforagoodEnglishteacher. Northeast Normal UniversitythequalitiesofagoodlanguageteacherThere are a variety of elements that contribute to the qualities of a good language teacher. They are:ethic devotion professional qualities per
13、sonal styles.Northeast Normal UniversityIVHowcanonebecomeagoodlanguageteacher?Northeast Normal UniversityNortheast Normal UniversityUnit2LanguagelearningtheoriesandlearnersAimsoftheunit: 1.What are the theories in languagelearning?2.What are the teaching approaches inlanguageteaching?3.Which is more
14、 important, fluency oraccuracy?4.Whatstheenlightenmentoflearningandacquisition? Northeast Normal UniversityIViewsonlanguagelearningBehavioristtheory B.F.Skinner (19041990) Skinner suggested language is also aform of behaviour. It can be learnedthesamewayasananimalistrainedtorespondtostimuli.Stimulus
15、-Response-ReinforcementNortheast Normal UniversityIViewsonlanguagelearningCognitivetheoryChomsky(1928-）suggestslanguageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Chomskys Transformational GenerativeGrammarNortheast Normal Universi
16、tyIViewsonlanguagelearningStudents are asked to think rather simplyrepeat.Students should be allowed to create theirownsentencebasedontheirunderstandingofcertainrules.Northeast Normal UniversityIViewsonlanguagelearningConstructivisttheory:Itbelievesthatlearningisaprocessinwhichthelearnerconstructsme
17、aning based on his/her ownexperiencesandwhathe/shealreadyknown.John Dewey (1859-1952) provided afoundationforconstructivism.Northeast Normal UniversityIViewsonlanguagelearningJohn Dewey believed that teachingshould be built based on whatlearners already knew and engagelearnersinlearningactivities.Te
18、achersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.Northeast Normal UniversityIViewsonlanguagelearningSocio-constructivisttheoryVygotsky(1896-1934)emphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptofZoneofProximalDev
19、elopmentandscaffolding.Learning is best achieved through thedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Northeast Normal UniversityIIInterlanguageAmericanlinguist,LarrySelinkerL2 learners construct a linguisticsystem that draws, in part, onthe learners L1 but is alsodifferent
20、from it and also fromthetargetlanguage.A learners interlanguage is auniquelinguisticsystem.Northeast Normal UniversityErrorsourcesPsycholinguisticSociolinguisticEpistemicDiscoursestructureNortheast Normal UniversityPsycholinguisticsourcesoferrorsCompetence(error)Performance(mistake)Northeast Normal
21、UniversityPsycholinguisticsourcesoferrorsCompetence(error)transferintralingualuniquePerformance(mistake)processingproblemscommunicationstrategiesNortheast Normal UniversityIntralingualerrorsOvergeneralizationIgnoranceofrulerestrictionsIncompleteapplicationofrulesFalseconceptshypothesizedNortheast No
22、rmal UniversityIIIKrashensfivehypothesestheacquisition/learninghypothesisthemonitorhypothesisthenaturalorderhypothesistheinputhypothesistheaffectivefilterhypothesisNortheast Normal Universitytheacquisition/learninghypothesisTwo independent systems of secondlanguageperformance:theacquiredsystemthelea
23、rnedsystemThe acquired system or acquisition istheproductofasubconsciousprocessvery similar to the process childrenundergo when they acquire their firstlanguage. Northeast Normal Universitytheacquisition/learninghypothesisThelearnedsystemorlearningistheproduct of formal instruction and itcomprisesac
24、onsciousprocesswhichresultsinconsciousknowledgeaboutthelanguage,forexampleknowledgeofgrammarrules.According to Krashen learning islessimportantthanacquisition. Northeast Normal UniversitythemonitorhypothesisIt explains the relationship between acquisition and learning and defines the influence of th
25、e latter on the former. The monitoring function is the practical result of the learned grammar. The acquisition system is the utterance initiator, while the learning system performs the role of the monitor or the editor.Northeast Normal UniversitythemonitorhypothesisThe monitor acts in a planning, e
26、diting and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.Northeast Normal UniversitythenaturalorderhypothesisThe acquisition of gr
27、ammatical structuresfollowsanaturalorderwhichispredictable.For a given language, some grammaticalstructurestendtobeacquiredearlywhileothers late. This order seemed to beindependent of the learners age, L1background,conditionsofexposure.Northeast Normal UniversitythenaturalorderhypothesisKrashen howe
28、ver points out thatthe implication of the naturalorder hypothesis is not that alanguageprogramsyllabusshould be based on the orderfoundinthestudies.Northeast Normal UniversitytheinputhypothesisInput hypothesis is only concernedwithacquisition,notlearning.The learner improves and progressesalongthena
29、turalorderwhenhe/shereceives second language inputthat is one step beyond his/hercurrentstageoflinguisticcompetence. Northeast Normal UniversitytheinputhypothesisKrashen suggests that natural communicative input is the keytodesigningasyllabus,ensuring in this way that eachlearnerwillreceivesomei+1in
30、put that is appropriate forhis/hercurrentstageoflinguisticcompetence.Northeast Normal UniversitytheaffectivefilterhypothesisA number of affective variables play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Lear
31、ners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition.Northeast Normal UniversitytheaffectivefilterhypothesisLow motivation, low self-esteem,anddebilitatinganxietycancombine to raise the affectivefilte
32、r and form a mental blockthat prevents comprehensibleinputfrombeingusedforacquisitionNortheast Normal UniversityFluencyandaccuracySchmidt(1992)summarizesFillmoresideas and points out four items forus to identify different levels offluency.time-fillingqualityofspeechappropriacyofspeechaestheticcapabi
33、lityNortheast Normal UniversityFluencyandaccuracyIntermsofsecondorforeignlanguageenvironment,fluencymeans a level of proficiency incommunication(Richards,1992).Fourkindsofabilities:1.the ability to produce spokenlanguagewithease;Northeast Normal UniversityFluencyandaccuracy2.theabilitytospeakwithago
34、odbutnotnecessarilyperfectcommandofintonation,vocabulary,andgrammar;3.theabilitytocommunicateideaseffectively;4.the ability to produce continuousspeech with causing comprehensibledifficultiesorabreakdownincommunication. Northeast Normal UniversityFluencyandaccuracyAccuracy refers to the ability topr
35、oducegrammaticallycorrectsentences but may not include theabilitytospeakorwritefluently.Northeast Normal UniversityTheroleofinteractionintheclassroomInteractionpusheslearnerstoproducemoreaccurateandappropriatelanguage, which itself provides inputforotherstudents.Hedge,2002Northeast Normal University
36、Theroleofcomprehensibleoutput1.Output can serve a consciousness-raisingfunctionbyhelpinglearnerstonoticegapsintheirinterlangauges.2.Outputhelpslearnerstotesthypotheses.3.Learners sometimes talk about their ownoutput, identifying problems with it anddiscussingwaysinwhichtheycanbeputright.Northeast No
37、rmal UniversityEnlightenment1.Teachersshouldencouragestudentstotesthypothesesandtonoticegapsininteractiveprocesses.2.Students are supposed to learnEnglish by using English andinteractingwithothers.Northeast Normal UniversityLearningandcommunicationstrategieslearningstrategiesmetacognitivestrategiesc
38、ognitivestrategiessocialmediationstrategiescommunicationstrategiescompensatorystrategiesavoidanceNortheast Normal UniversityMetacognitiveStrategiesadvanceorganizerdirectedattentionselectiveattentionself-managementadvancepreparationself-monitoringdelayedproductionself-evaluationself-reinforcementNort
39、heast Normal UniversityCognitiveStrategiesrepetitiongroupingnote-takingdeductionauditorykeywordcontextualisationelaborationtransferinferencingNortheast Normal UniversitySocialMediationStrategiescooperationquestionforclarificationNortheast Normal UniversityNaturalContextUsingEnglishinrealsituationsIn
40、formallearningDirectparticipationandobservationNoarticulationofrulesLearningknowledgeofthelanguageSubconsciouslearningNortheast Normal UniversityEducationalContextClassroomlearningsituationformallearningDecontextualizedArticulationofrulesLearningknowledgeaboutthelanguageConsciouslearningNortheast No
41、rmal UniversityLearningandacquisitionAcquisitionnaturalpickuplearningunconsciousinformalnon-schoollikenofocusonlinguisticformNortheast Normal UniversityLearningandacquisitionLearningunnaturaldeliberateorsystematiclearningconsciousformalschoollikefocusonlinguisticformNortheast Normal UniversityWhydol
42、earnersuse“avoidance”?Theyfeelinadequateanddonotwanttotouch what they do not feel sure of fortheirsecureidentity.Theydonotwanttolosemarksastryingcanproducemistakes.vAvoidance is not helpful to languagelearning.Withouttrying,studentshavenochancetotesthypothesesandtocometoahigherlevel.Northeast Normal
43、 UniversityKnowledgesourcesforcomprehension(1)KnowledgeneededSchematicknowledgebackgroundknowledge-factual-socioculturalproceduralknowledge-howknowledgeisusedindiscourseNortheast Normal UniversityKnowledgesourcesforcomprehensionContextualknowledgeknowledgeofsituation-physicalsetting,participants,etc
44、.knowledgeofco-text-whathasbeen,willbesaidSystemicknowledge-syntactic-semantic-morphologicalNortheast Normal UniversityKnowledgesourcesforcomprehension(2)Rolesoftheknowledgeallowingforeffectiveguess(systemknowledge)buildingmeaningsbydrawingonawiderrangeofsources(includingsemanticandcontextualknowled
45、ge. Sound recognition is notenough.)Northeast Normal UniversityKnowledgesourcesforcomprehensionmakingeffectiveinference(previousknowledge)Cutting down the range of possiblemeanings(situationalcontext)meaningunderstandingisrequiredbottom-upandtop-downprocessesNortheast Normal UniversityKnowledgesourc
46、esforcomprehensionCutting down the range of possiblemeanings(situationalcontext)meaning understanding is requiredbottom-upandtop-downprocessesNortheast Normal UniversityUnit3TheEnglishcurriculumandcoursebooksAimsoftheunit:1.Whatiscurriculum?2.Whatsthedifferencebetweencurriculumandsyllabus?3.Whatsthe
47、differencebetweentheteachingofcoursebooksandteachingbytheuseofthecoursebooks?Northeast Normal UniversityDefiningcurriculumIt refers to the program of studies of aneducationalinstitution.Itreferstothesubstanceofwhatistaughtinagivensubject:(a)definingobjectives,(b)determiningcontent,(c)indicatingsomes
48、ortofsequenceorprogression.Northeast Normal UniversityDefiningsyllabusA syllabusprovidesafocusforwhatshouldbestudied,alongwitharationalforhowthe content should be selected andordered.CharacteristicsofaSyllabus:1.Consistsofacomprehensivelistsof-contentitems(words,structures,topics)-processitems(tasks
49、,methods)2. Is ordered (easier, more essential itemsfirst)Northeast Normal UniversityDefiningsyllabus3.Hasexplicitobjectives(usuallyexpressedintheintroduction)4.Isapublicdocument5.Mayindicateatimeschedule6.Mayindicateapreferredmethodologyorapproach7.MayrecommendmaterialsNortheast Normal University综合
50、语言运用能力情感态度情感态度学习策略学习策略文化意识文化意识语言技能语言技能语言知识语言知识国国际际视视野野祖祖国国意意识识合合作作精精神神自自信信意意志志兴兴趣趣动动机机交交际际策策略略资资源源策策略略调调控控策策略略认认知知策策略略跨跨文文化化交交际际文文化化理理解解文文化化知知识识话话题题功功能能语语法法词词汇汇语语音音写写读读说说听听课程目标Affect&AttitudeInternationalperspectivesPatriotismCooperationConfidenceMotivationNortheast Normal UniversityCulturalConsciou
51、snessCulturalKnowledgeCulturalUnderstandingCross-culturalCommunicationNortheast Normal UniversityLearningStrategiesCognitiveStrategiesSelf-managementStrategies(MetacognitiveStrategies)CommunicationStrategiesResourceStrategiesNortheast Normal UniversityLanguageskillsListening,Speaking,Reading,Writing
52、Northeast Normal UniversityLanguageKnowledgePhonetics,Grammar,Vocabulary,Function,TopicNortheast Normal University2400-25002400-2500单词单词单词单词1500-16001500-1600单词单词单词单词一门外语过关一门外语过关一门外语过关一门外语过关600-700600-700单词单词单词单词一级一级二级二级三级三级四级四级五级五级六级六级七级七级八级八级九级九级六年级结束时的六年级结束时的要求要求九年级结束时的九年级结束时的要求要求普通高中毕业普通高中毕业要求要求
53、课程设计思路课程设计思路有条件的地区或学校可以提高相应级别的要求；条件有条件的地区或学校可以提高相应级别的要求；条件暂不具备的地区或学校可以适当降低相应级别的要求。暂不具备的地区或学校可以适当降低相应级别的要求。顺序顺序选修选修课程课程必修必修课程课程任任意意选选修修课课程程TeachingofcoursebooksVSTeachingbyusingcoursebooksTeacherA n nWorking through everything inthetextbook. n nDoingeachexerciseintheorderasitiswritten. n nUsingthetex
54、tbookinthewaythatthetextbookwritertellsmeto. n nCoveringthewholebookbytheendoftheterm.Northeast Normal UniversityTeachingofcoursebooksVSTeachingbyusingcoursebooksTeacherB n nCrossingoutboringexercises n nChangingtheorder n nSupplementing with myowngoodiesn n Turning texts into information gaps,games
55、,role-playing，etc.Northeast Normal UniversityUnit4TeachingthelanguagesystemandskillsTeachingaims:1.Whatislanguagesystem?Howtopresentthelanguagesystem?2.Whatistheobjectivesofteachingpronunciation?3.Howtoteachlanguageskills?Northeast Normal UniversityLanguagesystemPronunciationVocabularyGrammarFunctio
56、nTopicNortheast Normal UniversityTheimportanceofteachingthelanguagesystem1.Withoutgrammar,verylittlecanbeconveyed.Withoutvocabulary,nothingcanbeconveyed.(Wilkins)2.AKnowledgeofphonologyandphoneticsenables teachers to anticipate difficultiesand to help students overcome them.(Cross,1992)3.Theteaching
57、ofgrammarandvocabularyhasalwaysbeenacentralaspectofforeignlanguageteaching.(Brown,1994)Northeast Normal UniversityTheimportanceofteachingthelanguagesystem4.Noonedoubtstheprominenceofgrammaras an organizational framework withinwhichcommunicationoperates.5.Agoodstoreofwordsiscrucialforunderstandingand
58、communication.(Cross,1992)Northeast Normal UniversityWhatisphonology？ThesoundsystemofEnglish,thephonology,canberegardedasfallingintotwomajorparts-thephonemes(vowelsandconsonants)andthewaytheindividualsoundsinteractwiththeotherphonologicalfeaturesinconnectedspeechtoproducethecharacteristicpatternsofs
59、tress,rhythmandintonation.Northeast Normal UniversityTheobjectiveofteachingpronunciationTheaimofpronunciationimprovementisnottoachieveaperfectimitationofanativeaccent.It is simply to get the learner to pronounceaccuratelyenoughtobeeasilyandcomfortablycomprehensibletoother(competent)speakers.“Perfect
60、”accentsaredifficultifnotimpossibleformostofustoachieveinaforeignlanguageanyway,andmaynotevenbedesirable.Northeast Normal UniversityTheobjectiveofteachingpronunciationIntelligibility:Thepronunciationshouldbeunderstandabletothelisteners.Communicativeefficiency:The pronunciation should help to convey
61、themeaningthatisintendedbythespeaker.Consistency:The pronunciation should be smooth andnatural.Northeast Normal UniversityTeachingstepsofasinglesound1.Saythesoundalone.2.Get the students to repeat the sound inchorus.3.Getindividualstudentstorepeatthesound.4.Explainhowtomakethesound.5.Saythesoundinaw
62、ord.6.Contrastitwithothersounds.7.Saythesoundinmeaningfulcontext.Northeast Normal UniversityTypesofpronunciationexercises1.Perceptionpracticea.Minimalpairs:Minimalpairsarepairsofwordswhichhaveonlyonesounddifferentfromeachother.e.g:willwelltilltellfillfelllidledshipsheepbidbedb.Whichorder?e.g:pitpetb
63、etbeartearear132312Northeast Normal UniversityTypesofpronunciationexercisesc.Sameordifferent?e.g:metmeet(D)wellwell(S)d.Oddmanoute.g:bitbitbitpit(No.4isdifferent.)lidledlidlid(No.2isdifferent.)e.Completione.g:_ate_ate_ate_ate_ateNortheast Normal University2.Productionpracticea.Listenandrepeatb.Filli
64、ntheblankse.g:Childrenlovetoplaygames.Blackandwhitemakegray.AfterAprilcomeMay.c.MakeupsentencesNortheast Normal University2.Productionpractice:d.Usingmeaningfultext.e.g:A:Whatswrongwithyou,Mr.Bloggs?B:Ihatethishorriblejob.A:Whatjob?B:Washingsocks.A:Whatdoyouwanttodo?B:Iwantaholiday.Northeast Normal
65、University2.Productionpractice:e.Usingpicturese.g:ThisisoldJack.Hehasablackcat.ItsnameisPat.Itisveryfat.f.Usingtonguetwisterse.g:Shesellsseashellsontheseashore.Fivewivesdrankfivebottlesoffinewine.Northeast Normal UniversityPracticingstressingTwokindsofstress:word-levelstressphrase-levelorsentence-le
66、velstressNortheast Normal UniversityWaysofshowingthestress1.Usegestures.2.Usethevoice.3.Usetheblackboard.Northeast Normal UniversityTheimportanceofpracticingintonation1.Intonationcangreatlyaffecttheintentionofthespeakersmessage.2.Intonation is used by native speakers toexpressmeaningsinmanysubtleway
67、ssuchassurprise,complaint,sarcasm,friendliness,threats,etc.3.Intonation is “as important as grammar orlexis.”Northeast Normal UniversityPresentingandpracticinglanguageOneoftheteachersmainrolesistointroduce,or“present”,andpracticenewlanguageandtoreviselanguagethatthestudentshavemetbefore.Presentation
68、 and practicetechniques areparticularly useful at lower levels wheremuch of the language that students comeacrossisnew. Northeast Normal UniversityPresentingandpracticinglanguageOf course some of this new language will beacquirednaturallythroughexposuretonativespeakerdiscourse,butlearnersalsoneedand
69、wantimportantareasoflanguagetobehighlightedbytheteacher:to be explored or illustrated in terms ofmeaning and form (including spelling andpronunciation),andthenpracticed.Northeast Normal UniversityTheroleofgrammarinlanguagelearningTeaching grammar is less important forchildrenthanforadults.Teaching g
70、rammar is less important inlisteningandreadingthaninwriting.Northeast Normal UniversityGrammarpresentationThedeductivemethodThe deductive method relies on reasoning,analyzingandcomparing.First,theteacherwritesanexampleontheboardordrawsattentiontoanexampleinthetextbook.Then the teacher explains the u
71、nderlying rulesregarding the forms and positions of certainstructuralwords.Northeast Normal UniversityGrammarpresentationvThe explanations are often done in thestudentsnativelanguageandusegrammaticalterms.vSometimes, comparisons are made betweenthenativelanguageandthetargetlanguageorbetweenthenewlyp
72、resentedstructureandpreviouslylearnedstructures.Finally,thestudentspractiseapplyingtheruletoproducesentenceswithgivenprompts.Northeast Normal UniversityThedemeritsofthedeductivemethodItteachesgrammarinanisolatedway.Littleattentionispaidtomeaning.Practiceisoftenmechanical.Northeast Normal UniversityT
73、hemeritsofthedeductivemethodIt could be very successful with selected andmotivatedstudents.Itcouldsavetimewhenstudentsareconfrontedwith a grammar rule which is complex butwhichhastobelearned.It may help increase students confidence inthose examination which are written withaccuracyasthemaincriterion
74、ofsuccess.Northeast Normal UniversityTheinductivemethodIn the inductivemethod,the teacher provideslearners with authentic language data andinducesthelearnerstorealizegrammarruleswithoutanyformofexplicitexplanation.Northeast Normal UniversityTheguideddiscoverymethodTheguideddiscoverymethodissimilarto
75、theinductive method in that the students areinducedtodiscoverrulesbythemselvesbutdifferentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherand the rules are then elicited and taughtexplicitly.Northeast Normal UniversityTheguideddiscoverymethodIn the guided discovery method, stud
76、ents arepresentedwithcontextualizedscenariosillustratingaspecificstructure.Studentsarethenguidedtodiscovertheunderlyingruleofthestructureaswellasitsmeaningincontextfollowedbyexplicitteachingandlearningofthetargetstructure.Northeast Normal UniversityGrammarpracticeFactorscontributetosuccessfulpractic
77、e1.Pre-learning2.Volumeandrepetition3.Success-orientation.4.Heterogeneity5.Teacherassistance6.InterestNortheast Normal UniversityMechanicalpracticeandMeaningful/communicativepracticeMechanicalpractice Mechanical practice involves activities thatareaimedatformaccuracy.By doing mechanical practice, th
78、e studentspayrepeatedattentiontoakeyelementastructure. Substitution and transformation drills aremostfrequentlyusedinmechanicalpractice.Northeast Normal UniversityMechanicalpracticeandMeaningful/communicativepracticeInsubstitutiondrills,thestudentssubstituteapartinastructuresothattheygettoknowhowtha
79、tpartfunctionsinasentence.Intransformationdrills,thestudentschangeagiven structure in a way so that they areexposed to another similar structure. Thistypeofexercisealsohelpsthestudentshaveadeeperunderstandingofhowthestructuresareformedandhowtheyareused.Northeast Normal UniversityMeaningfulpracticeIn
80、 meaningful practice the focus is on theproduction, comprehension or exchange ofmeaningthoughthestudentskeepinganeyeon the way newly learned structures areusedintheprocess.Meaningfulpracticeusuallycomesaftermechanicalpractice.Northeast Normal UniversityNoticeThereisnoclearcutbetweenmechanicalandmean
81、ingful practice. Very often an activitycanhaveelementsofboth.Northeast Normal UniversityExampleUsethecluetoexplainwhathasbeenhappening.Oryoumayalsoaddyourownexplanations.E.g.Amanhasablackeye.(walkwithhiseyesclosed)Hes been walking with his eyes closed. 1.Asmallboyhasablackeye.(fightwithafriend)2.Ado
82、glookshappyandislickinghismouth.(eatabone)3.Aboy,allwet,iscomingoutofapool.(swim)4.Awomanissweatingallover.(workinginthegardenunderthesun)Northeast Normal UniversityUsingpromptsforpracticeUsingpicturepromptsUsingmimeorgesturesaspromptsUsinginformationsheetaspromptsUsingkeyphrasesorkeywordsaspromptsU
83、singchainedphrasesforstorytellingUsingcreatedsituationsNortheast Normal UniversityTeachingvocabularyReceptiveandproductivevocabulary: Receptive / passive vocabulary refers towords that one is able to recognize andcomprehend in reading or listening butunabletouseautomaticallyinspeakingorwriting. Prod
84、uctive/active vocabulary are thosethatisnotonlyabletorecognizebutalsoabletouseinspeechandwriting.Northeast Normal UniversityTeachingvocabularyAsteachers,weneedtomakedecisionswhen teaching vocabulary what wordsshould become the learners productivevocabularysothatwecandesignvariousactivities to help l
85、earners use the wordsactivelyandautomaticallywhentheyarespeakingorwriting.Northeast Normal UniversityWaysofpresentingvocabulary1.Trytoprovideavisualorphysicaldemonstration whenever possible, usingpictures, photos, video clips, mime orgesturestoshowmeaning.2.Provide a verbal context to demonstratemea
86、ning. Then ask students to tell themeaning first before it is offered by theteacher.3.Use synonyms or antonyms to explainmeanings.Northeast Normal UniversityWaysofpresentingvocabulary4.Use lexical sets or hyponyms to showrelations of words and their meanings, e.g.cook:fry,boil,bake,grill,etc.5.Trans
87、late and exemplify, especially withtechnical words or words with abstractmeaning.Northeast Normal UniversityWaysofpresentingvocabulary6. Use word formation rules and commonaffixes to build new lexical knowledge onwhatisalreadyknown.7.Teachvocabularyinchunks.Chunksrefertoagroupofwordsthatgotogetherto
88、formmeaning. It is also referred to as pre-fabricatedformulaicitems.Northeast Normal UniversityWaysofpresentingvocabulary8.Thinkaboutthecontextinreallifewheretheword might be used. Relate newly learnedlanguage to students real life to promotehighmotivation.9.Thinkaboutprovidingdifferentcontextforint
89、roducingnewwords.10.Prepare for possible misunderstanding orconfusionthatstudentsmayhave.Northeast Normal UniversityWaysofconsolidatingvocabulary1.Labeling2.Spottingthedifferences3.Describinganddrawing4.Playingagame5.Usingwordseries6.UsingwordbingoNortheast Normal UniversityWaysofconsolidatingvocabu
90、lary7.Usingwordassociation8.FindingSynonymsandantonyms9.Usingcategories10.Usingwordnet-work11.UsingtheInternetresourcesformoreideasNortheast Normal UniversityDevelopingvocabularylearningstrategiesReviewregularly Guessmeaningfromcontext OrganizevocabularyeffectivelyUseadictionaryManagestrategyuseNort
91、heast Normal UniversityDevelopinglanguageskillsLanguagelearningisnotonlyconcernedwithacquiringknowledgeItisaskill, orasetofskillssomethingwelearntodo,likeridingabike.Two“receptive”skills-listeningandreadingTwo“productive”skills-speakingandwriting.Northeast Normal UniversityTeachingListeningDifficult
92、iesencounteredinlisteningQuicklyforgetwhatisheard.Donotrecognizewordstheyknow.Understandthewordsbutnottheintendedmessage.Neglectthenextpartwhenthinkingaboutmeaning.Unabletoformamentalrepresentationfromwordsheard.Donotunderstandsubsequentpartsofinputbecauseofearlierproblems.Northeast Normal Universit
93、yListeningProcessesBottom-upmodel:Listening comprehension is believed to startwithsoundmeaningrecognition.Top-downmodel:Listening for gist and making use of thecontextualcluesandbackgroundknowledgetoconstructionmeaningareemphasized.Northeast Normal UniversityThreeteachingstagesPre-listening1.Predict
94、ingUsingpicturesUsinglisteningcomprehensionquestionsUsingvocabulary2.Settingthescene3.Listeningforthegist4.ListeningforspecificinformationNortheast Normal UniversityThreeteachingstagesWhilelistening:1.Nospecificresponse2.Listenandtick3.Listenandsequence4.Listenandact5.Listenanddraw6.Listenandfill7.L
95、istenandtakenotes8.Multiple-choicequestionsNortheast Normal UniversityThreeteachingstagesPost-listening:1.Answeringquestion2.Note-takingandgap-filling3.Discussion4.DictoglossNortheast Normal UniversityThreeteachingstagesDictogloss:1.Preparation2.Dictation3.Reconstruction4.AnalysisandcorrectionNorthe
96、ast Normal UniversityTeachingspeakingPrinciplesforteachingspeakingvBalancingaccuracy-basedwithfluency-basedpracticevContextualizingpracticevPersonalizingpracticevBuildingupconfidencevMaximizingmeaningfulinteractionNortheast Normal UniversityTeachingspeakingvHelpingstudentsdevelopspeakingstrategies:e
97、.g.:initiatingaconversation,turntaking,askingforclarification,askingforrepetition,gettingothersattention,gettinghelpfromothers,endingaconversation,etc.Northeast Normal UniversityTeachingspeakingvMaking the best use of classroom learningenvironment to provide sufficient languageinputandpracticeforthe
98、students.Northeast Normal UniversityTeachingspeakingFactors to be considered when designingspeakingactivities1.Maximumforeigntalk2.Evenparticipation3.Highmotivation4.RightlanguagelevelNortheast Normal UniversityTypesofspeakingtasks1.Information-gapactivitiese.g.:Inpairsusetheideasgivenbelowtotalkabo
99、utyourplansforthefuture.travelaroundtheworldworkhardberichspeakasecondlanguagebefamousgetagoodjobhelppeoplegotocollegebuyanexpensivebehappyA:IamgoingtolearnSpanish.B:Iamgoingtotravelaroundtheworld.Northeast Normal UniversityTypesofspeakingtasksUse some pictures, but cut them up, paste oncards,andgiv
100、eeachstudentadifferentpicture.Direction:Askyoupartnerwhatisintheirpicture.e.g.:StudentA:Whatsinyourpicture?Student B: There is _. Whats in yourpicture?StudentA:Thereis_.Northeast Normal UniversityTypesofspeakingtasks2.Dialoguesandrole-playsCardAYou are talking to a new classmate. Begin theconversati
101、onwithagreeting.1.Greetyourpartner2.Askyourpartnerwhichschoolhe/shewenttobefore3.Askyourpartnerifhe/shelivesnearbytheschool4.SuggestyougoshoppingtogetherafterschoolNortheast Normal UniversityTypesofspeakingtasks2.Dialoguesandrole-playsCardBYou are a new student at this school. One of yourclassmategr
102、eetyou.1.Greetyourpartnerback2.Answerthequestion3.Answerthequestion4.RespondtotheofferNortheast Normal UniversityTypesofspeakingtasks3.Activitiesusingpictures4.Problemsolvingactivities5.Otherspeakingactivitiese.g.:a.Findsomeonewhob.Bingoactivitiesc.ChangethestoryNortheast Normal UniversityTeachingre
103、adingWhatdoeffectivereadersdo?vhaveaclearpurposeinreadingvreadsilentlyvreadphrasebyphrase,ratherthanwordbywordvconcentrateontheimportantbits,skimtherest,andskiptheinsignificantpartsvusedifferentspeedsandstrategiesfordifferentreadingtasksNortheast Normal UniversityWhatdoeffectivereadersdo?vperceiveth
104、einformationinthetargetlanguageratherthanmentallytranslatevguess the meaning of new words from thecontext,orignorethemvhave and use background information to helpunderstandthetextNortheast Normal UniversityPrinciplesforteachingreading1.Theselectedtextsandattachedtasksshouldbeaccessibletothestudents.
105、2.Tasks should be clearly given in advance.Preferably,tasksshouldmotivatestudents.3.Tasksshouldbedesignedtoencourageselectiveand intelligent reading for the main meaningratherthantestthestudentsunderstandingoftrivialdetails.Northeast Normal UniversityPrinciplesforteachingreading4.Tasks should help d
106、evelop students readingskillsratherthantesttheirreadingcomprehension.5.Teachersshouldhelpthestudentsnotmerelytocopewithoneparticulartextinfrontofthembut with their reading strategies and readingabilityingeneral.6.Teachers should help the students to read on theirown.Northeast Normal UniversityPrinci
107、plesforteachingreadingBottom-upmodelItisbelievedthatreadingcomprehensionisbasedonthemasteryofnewwordsandnewstructuresaswellasalotofreadingaloudpractice.Northeast Normal UniversityPrinciplesforteachingreadingTop-downmodelIt is believed that ones background knowledgeplaysamostimportantrolethannewwords
108、andnewstructuresinreadingcomprehension.Northeast Normal UniversityPre-readingactivities1.Predicting Predictingbasedonthetitlee.g.:ANationofPet-LoversT:Whatisapet?Whatarepetsfor?Whydopeoplelovepets?Arethereanyproblemswithpet?Northeast Normal UniversityPre-readingactivitiesSavetheJungle:SavetheworldT:
109、Whatisajungle?Wherecanyoufindjungles?What do you think has happened to thejungles?PoliceHuntforChildT:Whathappenedtothechild?Howdoyouthinktheparentswouldfeel?Whatcouldthepolicedo?Northeast Normal UniversityPre-readingactivitiesPredictingbasedonvocabularyPredictingbasedontheT/FquestionsNortheast Norm
110、al UniversityPre-readingactivities2.SettingthesceneItmeansgettingthestudentsfamiliarizedwiththecultural and social background knowledgerelevanttothereadingtext. Discussingculture-boundaspectsofthetextRelating what students already know to whattheywanttoknow. Usingvisualaidswheneverpossibletosetthesc
111、eneNortheast Normal UniversityPre-readingactivities3.SkimmingItmeansreadingquicklytogetthegist,i.e.themainideaofthetext.Northeast Normal UniversityPre-readingactivitiesAskgeneralquestionswhichallowstudentstofocusononeortwothings.Provide3-4statementsandoneofthemrepresentsthemain idea. Ask students to
112、 read the text and decidewhichstatementisthecorrectone.Provide subtitles for different parts of a text and asksstudentstoputthemintherightplace.Northeast Normal UniversityPre-readingactivities4.ScanningItmeanstoreadtolocatespecificinformation.Thekeypointinscanningisthatthereaderhassomething in his m
113、ind and he or she shouldignoretheirrelevantpartswhenreading.Northeast Normal UniversityWhile-readingactivities1.InformationtransferactivitiesThewaytotransferinformationfromonefromtheanotheriscalledatransitiondevice.Northeast Normal UniversityWhile-readingactivitiesItsfunctioninteachingreading:Northe
114、ast Normal UniversitySophisticatedInput(SI)TransitionsDevice(TD)Output(OP)While-readingactivitiesSometransitiondevicesthatareoftenusedinteachingreading:PicturesDrawingsMapsTablesTreediagramsPiechartsBarchartsFlowchartsChronologicalsequenceSubtitles(providesubtitles)Notes(takingnoteswhilereading)Nort
115、heast Normal UniversityWhile-readingactivitiesPurposesoftransitiondevice:1.Focusattentiononthemainmeaningofthetext2.Beabletosimplifysophisticatedinputsothatitbecomesthebasisforoutputting.3.Allowstudentstoperformtaskswhiletheyarereading4.Highlightthemainstructuralorganizationofatext/partofatext,andsh
116、owhowthestructurerelatestomeaningNortheast Normal UniversityWhile-readingactivities5.Involve all the students in clearly definedreadingtasks6.Precedeonestepatatime7.WhenaTDiscompleted,useitasabasisforfurtheroraland/orwrittenlanguagepractice.Northeast Normal UniversityJourneydowntheMekongRiverNorthea
117、st Normal UniversityWhenWhateversincemiddleschooltwoyearsagolastyearaftergraduationnowJourneydowntheMekongRiverNortheast Normal UniversitytwoyearsagolastyearaftergraduationnoweversincemiddleschoolJourneydowntheMekongRiverNortheast Normal UniversityconditionoftheMekongRiverWangWeisattitudesourceQingh
118、aiProvincenotcareaboutthedetailsaltitudemorethan5000metersexcited;notchangehermindairthin;hardtobreatheinterestedweathercoldinterestedWangWeischaracteristicsstubborn;energetic;careless;determinedWhile-readingactivities2.Readingcomprehensionquestionsa.Questionsofliteralcomprehension.b.Questionsinvolv
119、ingrecognitionorinterpretation.c.Questionsforinferences.d.Questionsforevaluationorappreciation.e.Questionforpersonalresponse.Northeast Normal UniversityWhile-readingactivities3.Understandingreferences4.Makinginferencese.g.: Blandida is a country which has everyclimaticconditionknowntoman.Whenshecame
120、intotheroomthelargecrowdgrewsilent.Northeast Normal UniversityPost-readingactivities1.Discussion2.Role-play3.Gap-filling4.Retelling5.Falsesummary6.WritingNortheast Normal UniversityTeachingwritingProblemsinwritingtasks:1.Theyaremainlyaccuracy-based.2.They are designed to practise certain targetstruc
121、tures.3.There is insufficient preparation before thewritingstage.4.Thereisnosenseofaudience.5.Thereisnosenseofauthenticity.Northeast Normal UniversityTeachingwriting6.Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.7.There is no opportunity for creativewriting,particularlyforexp
122、ressingunusualororiginalideas.8.Manyofthemaretest-oriented.Northeast Normal UniversityTeachingwritingTheproduct-orientedmethodofteachingwriting:Itpaysgreatattentiontotheaccuracyofthefinalproductbutignorestheprocess,whichthestudentsgothroughtoreachthefinalgoal.Northeast Normal UniversityAprocessappro
123、achtowritingItisakindofapproachwhichemphasisisonthe process of writing, rather than on thefinishedproduct.1.CreatingamotivationtowritingNortheast Normal UniversityMotivatestudentstowriteMakethetopicofwritingascloseaspossibletothestudentslifeLeavestudentsenoughroomforcreativityandimagination.Prepares
124、tudentswellbeforewriting.Encouragecollaborativegroupwritingaswellasindividualwriting.Northeast Normal UniversityMotivatestudentstowriteProvide opportunities for students to sharetheirwritings.Provideconstructiveandpositivefeedback.Treatstudentserrorsstrategically.Give students a sense of achievement
125、 fromtimetotime.Northeast Normal UniversityAprocessapproachtowriting2.BrainstormingE.g.:SmokingBadforhealthExpensivePollutetheairDangerousWasteofmoneyCauselungcancerBadfornon-smokerCausefireNortheast Normal UniversityAprocessapproachtowriting3.Mapping1.Badforhealth CauselungcancerBadfornon-smoker2.E
126、xpensiveWasteofmoney3.Pollutetheair Indoorsmoking Smokinginpublicplace4.DangerousCausefireNortheast Normal UniversityAprocessapproachtowritingNortheast Normal UniversitySmokebadforhealthdangerouscausefirecauselungecancerBadfornon-smokerpollutetheairexpensivewasteofmoneyIndoorsmokingpublicplacesAprocessapproachtowriting4.Free-writing5.Outlining6.Drafting7.Editing(peerediting&self-editing)8.Revising9.Proofreading10.ConferencingNortheast Normal University
