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1、【精品文档】如有侵权，请联系网站删除，仅供学习与交流英语教学法王蔷版本科重点.精品文档.教学法期末本科重点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 defini
2、ng 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-3Several theories on language
3、 learning （behaviourist theory ,cognitive theory, constructivist theory, socio-constructivist theory ）在P5-P6A good language teachers features (ethic devotion, professional qualities, personal styles, language competence)Unit 2：communicative principles and TBLTCLT(goal在P-16): communicative language t
4、eaching 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 pedagogyCommunicative competence (linguistic competence, pragmatic competenc
5、e, discourse competence, strategic competence, fluency) 在P-18Sever linguistics ideas about exercise types and activities (Richards, Rodgers, Finocchiaro, Brumfit, Ellis, Littleword.)在P-23下TBLT:（P-27）Task：（purpose，context，process，product） Exercise-task（P-28）PPP：（presentation，practice，production）在P-31
6、Differences between PPP and TBL(task-based learning P-31) 在P-32How to design tasks(have four steps) 在P-34Brief history of foreign language teaching in china (before1978, 19781985, 1986- 1992, 19932000, after2000)在P39-41Unit 4 Lesson planningDefinition of lesson planning在P-51, Significant在P-52Princip
7、les for good lesson planning (aim, variety, flexibility, learnability, linkage)在P-53 Macro planning and micro planning 在-P54Components of a lesson planning (background information, teaching aims, language contents and skills, stages and procedures, teaching aids, end of lesson summary, optional acti
8、vities and assignments, after lesson reflection )在P56-60Unit 5 classroom managementThe role of teacher(controller，assessor，organiser, prompter, participant and resource provider, facilitator, guide, researcher )在P68-72Classroom instructions 在P-73Student grouping (whole class work, pair work, group w
9、ork, individual study 在P-75) Methods在P-75-76Definition of discipline and indiscipline 在P-78Harmer (1983) suggests the following measures for indiscipline acts and bad behaving students (act immediately, stop the class, rearrange the seats, change the activity, talk to students after class, create a
10、code of behaviour.) 在P-81Ur gives the following way to solve these problems (deal with it quietly, do not take things personally, do not use threats.)在P81-82Laverys idea about how to solve problems在P-82The use of questioning in the classroom在P-83The classification of question types (closed, open, di
11、splay, genuine, lower-order, higher order questions)在P-83Unit 6 teaching pronunciation Phonetic rules regarding what sounds a letter or a cluster of letters should be pronounced are helpful for students to develop ability to cope with English pronunciation and they should be introduced at a suitable
12、 stage.在P-91Stress and intonation are as important as the sounds themselves and should be taught from the very beginning. 在P-91The goal of teaching pronunciation 在P-92-93Aspects of pronunciation (sounds, phonetic symbols, stress, intonation, rhythm) 在P-93Practicing sounds (focusing on a sound, perception practice-using minimal pair, production practice)在P-95-98