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1、ByMaBingjunForeign Languages School Foreign Languages School of of Fuyang Teachers CollegeFuyang Teachers CollegeEnglishTeachingTheoryandPracticeUnit1LanguageandLanguageLearning1.Whendidyoustartlearningtheforeignlanguage(s)?2.Howdoyoufeelaboutlearningalanguage?3.Whydoyoulearnaforeignlanguage?4.Inwha
2、twayareyoulearningaforeignlanguage?Doyouthinkyoureefficient/successfullearner?5.Doyoulikethewayyoulearnttheforeignlg?6.Howdoyouthinkyoullteachinthefuture?LanguageandLanguageLearning1.Peoplestartedlearningaforeignlanguageatdifferentages.2.Differentpeoplehavedifferentexperiencesinlearningaforeignlangu
3、age.3.Differentpeoplehavedifferentreasonsinlearningaforeignlanguage.4.Peoplelearnaforeignlgindifferentlgs.5.Differentpeoplehavedifferentcapabilities6.Thewayyoulearnisthewayyouteach.StructuralView(1)Thestructuralviewoflg:1)Phonology(语音学语音学)2)Morphology(形态学形态学/词法词法)3)Syntax(句法学句法学)(phrases,clauses,sen
4、tences)Phonologicalunits(phonemes)Grammaticalunits(phrases,clauses,sentences)Grammaticaloperations(adding,shifting,joiningortransformingelements)Lexicalitems(functionwordsandstructurewords)StructuralView(2)Areasofresearchdrawnon Herearesomeoftheareasofresearchinthisviewoflanguage:LinguisticanalysisT
5、extualdiscourseanalysisTargetoflanguagelearningThetargetoflanguagelearning,inthestructuralview,isthemasteryofelementsofthissystem.StructuralView(3)Methods based on this view Someofthelanguagelearningmethodsbasedonthisviewoflanguageare:TheAudio-lingualmethodTotalPhysicalResponseTheSilentWayStructural
6、View(4)FunctionalViewJohnson&Morrow(1981):1.SyllabusbasedonCommunicativefunctions2.Functionalviewa.Lg:linguisticsystemb.Meansfordoingthings3.Functionalactivitiesa.Offeringb.Suggestingc.Advisingd.Apologizinge.Expressingthanksf.Askingthewayg.Dating2.Whatisfunction?3.Whatisthenotion?Examplesofnotions:a
7、.Notionsoftimeb.Certaintyandpossibilityc.Roles,instrumentsandSpecialrelationshipsFunctionalViewInteractionalViewInteractionalview:CommunicativetoolEstablishsocialrelationsMaintainsocialrelationsLearnerstasks:a.Grammarb.Vocabularyc.RulesforusingthemInawholerangeofCommunicativecontextsSummary:Structur
8、alview:Structuralrulesandvoc.Functionalview:Tousetherulesandvoc.Interactionalview:Appropriancy:Toknowwhat/how/when/wheretodoTheprocess-orientedlanguagelearningtheoryAprocess-orientedlanguagelearningtheoryisatheorybuiltondescribinglearningprocesses,suchasthefollowing:1.habit-formation2.induction3.Mak
9、inginferences4.hypothesis-testing(假设检验的方法假设检验的方法)5.generalization(概括概括)Thecondition-orientedlanguagelearningtheory Condition-oriented language learning theories emphasize the human and physical context in which language learning takes place.1.Numberofstudents2.Theinputlearnersreceive3.TheatmosphereB
10、ehavioristTheoryBehaviorismisatheoryofanimalandhumanlearningthatonlyfocusesonobjectivelyobservablebehaviorsanddiscounts(neglects)mentalactivities.Behaviortheoristsdefinelearningasnothingmorethantheacquisitionofnewbehavior.Behaviorist TheoryWatsonanRaynor:astimulus-responsetheoryofpsychologyAccording
11、tothetheory:Formsofbebavioursuchasmotions,habits,etc.areseenaselementsthatcanbeobservedandmeasured.Behaviorist Theory“Youcantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages,stimulus,response,andreinforcement.”(Harmer.1983:30)Behaviorist TheoryBehaviorist Th
12、eorySkinner:Language is also a form of behaviour.LanguageteachinginUSA:TheAudio-LingualMethod(the“listen-and-repeat”drillingactivities).InALM,mistakeswereimmediatelycorrected.The Cognitive TheoryTheimpactofChomskystheoryonlanguageteachingOneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirow
13、nsentencesbasedontheirunderstandingofcertainrules.ThisideaisclearlyinoppositiontotheAudio-LingualMethod.ConstructivistTheoryCharacteristics:1.Learningisaprocess.2.Constructingmeaningbasedona.Onesknowledgeb.Onesexperience3.Constructivismiswidelyapplicabletolearningingeneral.4.Educationisusedtodevelop
14、mind.ConstructivistTheoryJohnDeweyDeweyhadagiftforsuggestingactivitiesthatcapturedthecenterofwhathisclasseswerestudying.Deweyseducationphilosophyhelpedforwardtheprogressiveeducationmovement,andspawnedthedevelopmentofexperientialeducationprogramsandexperiments.Deweysphilosophystillliesverymuchatthehe
15、artofmanyboldeducationalexperiments,suchasOutwardBound.ReadmoreaboutJohnDewey,fatheroftheexperientialeducationmovement.LearningbydoingnatureofJohnDeweyJohnDewey,AchambaultTeachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.Achambault(1964):Tt:Tobalancea
16、nunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearnersinterestsandcuriosityforlearning.Socio-constructivistTheoryVygotsky:InteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptofZoneofProximalDevelopme
17、nt(ZPD)andscaffolding.i.e,thedynamicinteractionbetweenTtandSsandbetweenlearnersWiththeTtsscaffoldingthroughquestionsandexplanations,orwithmorecapablepeerssupport,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.1.4 What makes a language teacher?(M
18、artinParrot:Tasksforlanguageteachers)(MartinParrot:Tasksforlanguageteachers)ExcellentTtQualities:1.Ethic devotion a.What b.Why c.How2.Professional qualities a.What b.Why c.How3.Personal styles a.What b.Why c.How(What to do and how to do)GeneralTtsQualities:1.Ethic devotion a.What b.Why c.How2.Profes
19、sional qualities a.What b.Why c.How3.Personal styles a.What b.Why c.How(What to do and how to do)Whatmakesagoodlanguageteacher?Ethic devotionProfessional qualityPersonal stylekind,dynamic,authoritative,speakingclearly,creative,patient,well-informed,hardworking,resourceful(havingtheabilitytofindawayr
20、oundthedifficulty),attentive,warm-heartedwell-prepared,flexible,intuitive,accurate,enthusiastic,humorous,caring,disciplined,professionally-trained(Parrot.1993)Teaching:isitacraft,orisitanappliedscience?Ifwetaketeachingasacraft,thenwewouldbelievethatanoviceteachercanlearntheprofessionbyimitatingtheex
21、pertstechniques,justlikeanapprentice.Ifwetaketeachingasanappliedscience,thenwewouldbelievethatknowledgeandexperimentationarenecessary.1.2Experientialknowledge(实践知识)Personalexperiencesasalearner/teachera.Learningexperiencesb.Teachingexperiences1.3Othersexperience(empiricalknowledge)a.Reading(journals
22、,newspapers,media)b.Observations(Watchingcourses)c.Academicexchanges1.4Strategiesa.Learningstrategiesb.Teachingstrategies1.5Skillsa.Linguisticskillsb.Professionalskills1.6Abilitiesa.Abletoknowdifferentlearnersb.Abletoknowcurricularstandardsc.Abletoknowthecontentofteachingmateriald.Abletodesignlesson
23、planse.Abletousemultimediaf.AbletoassesstheSsg.Abletodoself-reflectionh.Abletousethetextbookcreativelyi.AbletomanagetheclassTeachers professional developmentTeachers professional developmentSummaryofUnit1Unit2CommunicativePrinciplesandTask-BasedLanguageLearningTopicstofocusonLanguage use in real lif
24、e vs.traditional pedagogyTheultimategoalofforeignlanguageteachingis:toenablethelearnerstousetheforeignlanguageinworkorlifeTherefore,weshouldteach:thatpartofthelanguagethatwillbeused;inthewaythatisusedintherealworldInreallife:Weuseallskills,includingthereceptiveskillsandtheproductiveskills.Thetraditi
25、onalpedagogytendstofocusononeortwolanguageskillsandignoretheothers.Theconsequence:Thelearnerscannotusethelanguageinanintegratedway.1.In real life:Language is always used in a certain context.2.The traditional pedagogy tends to isolate language from its context.e.g.the passive 3.The consequence:The s
26、tudents are puzzled about how to use the language in a particular context.CommunicativeCompetenceCommunicativeCompetenceCommunicativeLanguageTeaching(CLT)RichardsandRodgers(1986:72)threeprinciplesofCLT:Communicativeprinciple;Taskprinciple;MeaningfulnessprincipleCLTandtheteachingoflanguageskillsStude
27、ntsshouldhaveopportunitiestolistentoandproducewhatismeaningful,authentic,unpredictableandcreativeifpossible;InCLTreadingistoextractmeaningorinformationandthelearningofgrammarandvocabularyistofacilitatesuchaprocess;Studentsshouldhavethechancetowritetoexpresstheirownfeelingsordescribetheirownexperienc
28、e.CommunicativeactivitiesLittlewood.1981.Communicative Language Teaching.Cambridge University Press.ReadingandwritingUnit 3 The National English CurriculumBriefHistoryNewNationalEnglishCurriculumin2005StartingtodesignPrimaryEducation2)Revisingthe1993syllabus3)DesigningbasicrequirementforPrimarySchoo
29、lEnglish3.2DesigningPrinciplesforNECDesigningPrinciplesforNEC3.3 The Goals and Objectives of ELT3.LearningStrategiesa.Resourcingb.Communicativec.Self-adjustmentd.Cognitive4.EmotionalAttitudea.Internationalpespectivesb.Patriotismc.Confidenced.MotivationThe Goals and Objectives of ELT5.Culturalawarene
30、ssa.Culturalknowledgeb.Culturalunderstandingc.Across-culturalComd.AwarenessandabilityBrief Summary for NECS1.Linguistic Knowledge(语言技能语言技能)2.Language Skills(语言知识语言知识)3.Emotions&Attitudes(情感态度情感态度)4.Learning Strategies(学习策略学习策略)5.Cultural Awareness(文化意识文化意识)Approach to NECSSectionIIBasicBeliefs1.ToVa
31、luetheBasicandEyetheFuture2.VarietyofCoursestoDifferentNeeds3.ToImproveWaysofLearningandEncourageSelf-learning4.ToConcernwithSsEmotionsandImproveTheirQualities5.ToPerfecttheEvaluationSystemandPushSsAhead二、基本理念二、基本理念1.重视共同基础，重视共同基础，构建发展平台构建发展平台 2.2.提供多种选择，提供多种选择，适应个性需求适应个性需求 3.3.优化学习方式，优化学习方式，提高自主学习能
32、力提高自主学习能力 4.4.关注学生情感，关注学生情感，提高人文素养提高人文素养 5.5.完善评价体系，完善评价体系，促进学生不断发展促进学生不断发展SectionIIISomeFeaturesofNECSSectionIII 英语课程标准英语课程标准的几个特点的几个特点Description of Overall Aims(课程总体目标）课程总体目标）Part 1 Emotions and Attitudes1.L 6:More motivation of ELL and stronger aware of self-learning2.L 7:Clear and constant moti
33、vation and aware of self-learning3.L 8:More confident and more independent in studies4.L 9:To plan and perform learning tasks independentlyLearningStrategies1.L6:Withthehelpoftheteacher,Ssareabletoplan,organizeandperformEnglishlearningactivities.2.L7:Withthehelpoftheteacher,Ssactivelyparticipateinpl
34、anning,organizingandpracticingthelanguage.3.L8:Toplan,organizeandperformlanguagepracticeactivitiesindependently.Part 3 Learning to Use Variety of ResourcesPart 4 Self-Evaluationl.L6:Basically,capableofself-assessofoneslearningprocessandresultandadjustmentofoneslearningaimsandstrategies.2.L7:Betterat
35、self-assessandself-adjustmentandprimarilyformthesuitablelearningstrategiesofonesown.3.L8:Consciouslytoevaluateoneslearningresultsandformthehabitoflearningeffectively.Part5CulturalAwarenessPart6LanguageSkillsPart7GeneralAimsofLevel9新课标教学建议新课标教学建议教学原则教学原则教学原则教学原则1.Tomakesolidfoundationtoallstudentsfor
36、lifelongdevelopment.2.ToencourageSstolearnselectivecoursesandinstructthem.3.ToconcernwithSsemotionsandcreatethemrelaxing,democraticandharmoniousclassroomatmosphere.4.ToestablishnewbeliefsinlightoftherequirementsofNECSandmajorizeteachingmodes5.Tobroadenlglearningandlguseutilizingmultimedia.6.Tokeepon
37、improvingTtprofessionalismandprogresswithdevelopmentofNECS.Part I Language Skills Listening SkillsListening Skills1.Teachingaims:Todeveloplisteningstrategiesandlgintuition,esp.toemphasizeobtainingandprocessinginformationwhilelistening.2.Basicskills:a.Totakenonoticeofaccentsandbackgroundnoise.b.Liste
38、nforkeywordsc.Listenanddoasitdirects.d.Listenformainthemeandgeneralideae.Tospottheorderofthingsprogressingandlogicrelationship.f.Todopredictionsinthecontext.g.Toworkoutthepurposesandattitudesofspeakers.h.Toevaluatewhatyouhaveheard.I.Tojudgeandinferthedeepmeaningofdiscourse.ListeningmaterialSelection
39、1.ToagreewithSslevel2.MaterialswithvariousaccentsTeachersrole:Providematerials,encourage,enlighten,elicitate,assistant,monitor,andevaluatePart2SpeakingSkills1.Teachingaims:ToincreaseSsaccuracy,appropriacy,fluencyandcohesionforimprovetheirlanguageintuition.2.BasicSkills:3.a.Leadintopicsb.Keeptalkingc
40、.Getinawordd.Divertthetopice.Drawattention f.Meanclearlyg.Askforcleaningmeaningh.BeagoodlistenerandshowunderstandingI.Predicttheendingofthetalkortrytoendupthetalkj.Toexpressoneselfwithpronunciationandintonation.Part3ReadingSkillsTeachingaims:TodevelopSsreadingstrategiesandlanguageintuition,esp.todev
41、elopSsabilitiestoobtainandprocessinformationwhilereading.Basicskills:a.Skimmingb.Scanningc.Predictingd.Tounderstandgeneralideae.Todistinguishfactsfromopinionsf.Toguesslexicalwordsg.Toreasonandjudgeh.TolearnimportantdetailsReadingSkillse.Todistinguishfactsfromopinionsf.Toguesslexicalwordsg.Toreasonan
42、djudgeh.TolearnimportantdetailsI.Tounderstandtextorganizationj.Tounderstanddiagramsk.Tounderstandtherelationshipbetweendenotationandsubstitution.l.Toinferlogicrelationshipm.Toinferwriterspurposesandattitudesn.ToevaluatereadingmaterialReadingMaterialsSelection1.ToagreewithSslevel2.ClosetoSslife3.Vari
43、etyofstylesandsubjectmatters4.Tocontainideology,fun,knowledge,challengeandfollowtimesTeachersrole:Encourage,enlighten,elicitate,assistant,monitor,participate,reflectionandevaluatePart4WritingSkills1.Teachingaims:Tostatefacts,views,emotions,imaginationandexchangeinformation,esp.toformhabitofnormwriti
44、ng2.Basicskills:a.Toorganizeideasb.ToorganizematerialsWritingmaterialSelection1.ToagreewithSslevel2.ClosetoSslife3.Detailthetopicandcleartheaim4.InterestingandauthenticTeachersrole:Guide,elicitate,model,discuss,encourage,explainandevaluateTypesofActivitiesTheDesignofNECSLevel2:Basicreqirementsforthe
45、sixthgraders.Level5:Basicreqirementsfortheninthgraders.Level8:Basicreqirementsforthesenior3graders.LessonPlanningWhatisalessonplan?Alessonplanisaframeworkofalessoninwhichteachersmakeadvancedesionsaboutwhattheyhopetoachieveandhowtheyliketoachieveit.1.Aimstobeachieved2.Materialstobecovered2.Activities
46、tobeorganized3.AndtechniquesandresoucesLessonPlanningI.Teachinggoals教学目标教学目标1.Linguisticknowledge2.Languangeskills3.Learningstragtegies4.Emotionsandattitudes5.CulturalawarenessII.Teachingobjectives教学目标教学目标1.Knowledgegoals2.Abilitygoals3.Learninggoals4.Emotionalgoals5.CulturegoalsLessonPlanningII.Tea
47、chingimportantpointsIII.TeachingdifficultpointsIV.TeachingmethodsV.TeachingaidsVI.Teachingprocedures&waysStep1RevisionStep2WarmingupStep3ExplanationStep4PracticeStep5SummaryStep6HomeworkLessonPlanningII.FocalpointsIII.SpecialdifficultiesIV.MethodsandtechniquesV.TeachingaidsVI.TeachingprocechuresStep 1 RevisionStep 2 Lead-inStep 3 PresentationStep 4 ExplanationStep 5 PracticeStep 6 Summary