王蔷英语教学法思维导图（教育学考研必备）

王蔷英语教学法这本书是我在考研期间背过的，大家千万不要死记硬背，可以通过思维导图抠关键词，然后将关键词首字母提取，拼凑成单词，这样我们只需要记住几个单词就能记住整道题的答案。

English Language Teaching

• Chapter 1. Why do we teach English as the way we do
  • Uniit 1. Language and Language Learning
    • How do we learn languages
      • Different people learn differently for different reasons at different ages and environments
      • 3 views on language
        • Structural view
        • Functional view
        • International view
    • 3 views on language learning
      • Behaviourist theory
        • Theory
          • (what)operant conditioning; stimulus-response-reinforcement (S-R-R); no mind; no intuition; publicly observe; Pavlov’s dog; Skinner’s box; BF Skinner: give me a child and I will shape him into anything”; positive VS negative enforcement.
        • Structural linguistics
          • goal is to describe language; breaking down language into small pieces; language=what can be observed
        • Related language education
          • ALM(audio-lingual method, solider training); rote memorization; listen first (stimulus)speak second (response)
        • Problems
          • phenomenon: kids make mistakes in language that adult don't make even after reinforcements
      • Cognitive theory
        • c
          • (Why) innatism; Noam Chomsky: capacity for language is innate;
        • Structural linguistics
          • language acquisition device (LAD-black box) allows kids to learn language; born with universal grammar (UG): language rules and forms; deep/surface structure in a language; phrase structure; transform sentences; competence vs performance
        • Related language education
          • silent way; designer’s method;
        • Problem
          • Genie, a girl been locked for years and then discovered, if she had the innateness, then she should be able to speak a language even though without teaching or learning, but she cannot.
      • Constructivist theory/ Socio-constructivist theory
        • Theory
          • interactionism & social constructivism: Lev Vygotsky (through others, we become ourselves);
          • LX functionalism: functions of language: language serves as a medium of communication; cognition and thinking originates in social interaction; cooperative learning is important; ZPD (zone of proximal development: tasks that the learner cannot yet do, but can learn with appropriate social support; meaningful activities; group work, interaction. i+1 input hypothesis (Krashen): learner progresses when language input is slightly above current level of competence;
        • Applied LE
          • CLT (communicative language teaching)
            • 子主题
    • Teacher's professional development
      • Learning
      • Practice
      • Reflection
  • Unit 2. Communicative Principles and Task-based Language Teaching
    • The main components of communicative competence
      • Linguistic competence
        • Knowledge of language (form and meaning), spelling, grammar rules, and sentence structure, etc…
      • Pragmatic competence
        • the appropriate use of the language in social context.
      • Discourse competence
        • the ability to create coherent written text or conversation and to understand them
      • Strategic competence
        • communication strategies (ability to keep the conversation going on when needed)
      • Fluency
        • without strain or inappropriate slowness or undue hesitation.
    • CLT and the four language skills
      • Communicative language teaching
        • The principles of CLT
          • communication principle
          • task principle
          • meaningfulness principle
      • listening
      • speaking
      • reading
      • writing
    • The main features of communicative activities
      • communicative purpose
      • communicative desire
      • content, not form
      • variety of language
      • no teacher intervention
      • no material control
    • Task-based language teaching (TBLT)
      • focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
      • Emphasis on fluency and student’s confidence.
      • Four components of a task
        • a purpose
        • a context
        • a process
        • a product
    • PPP (Presentation, Practice and Production)
      • Presentation stage
        • The teacher begins the lesson by setting up a situation, either eliciting or modeling some language that the situation calls for. Eg. model sentences, short dialogues illustrating target items, from the textbook, heard on the tape or acted out by the teacher.
      • Practice stage
        • Students practise the new language in a controlled way. (repeati
      • Production stage
        • Students are encouraged to use the new language in a freer way either for their own purposes and meanings or in a similar context introduced by the teacher. Eg. a role play.
      • PPP critique
        • 1) for being too teacher-centered
        • 2) for keeping students passive
        • 3) for its linear sequencing of language items
• Chapter 2. What, who and how to teach creatively
  • Unit 16. Learner Differences and Learner Training
    • 8 types of learners
      • visual learners: studying by seeing
      • auditory learners: study by listening/hearing
      • tactile learners: study through hand-on activities.
      • kinesthetic learners: study with body experience.
      • group learners: study with others.
      • individual learners: study on their own.
      • authority oriented learners: need teachers' guidance
      • reflective learners: need time to think and make plan
    • Gardner’s 8 intelligences
      • verbal/linguistic intelligence: good at oral/written language
      • musical intelligence: music
      • logical/mathematical intelligence: numbers
      • Spatial/visual intelligence: shape, colors
      • Bodily/kinesthetic intelligence: sports
      • Interpersonal intelligence: understanding others
      • Intrapersonal intelligence: understand oneself
      • Naturalization intelligence: enjoy outdoor activities, traveling
    • Given ideas for learner training
      • Involve students in an overview of the textbook at the beginning.
      • Involve students in finding out about themselves.
      • Help learners set up their learning goals and make their own plans.
      • Share lesson aims with students in class and review them by the end of the lesson.
      • Use learner diaries as a way to help student reflect on their learning.
      • Guide student to make plans for learning.
      • Guide student to make plans for learning.
      • Help students learn to use resources.
  • Unit 3. The National English Curriculum
    • Designing principles for the National English Curriculum
      • aim for educating all students, and emphasise quality-oriented education
      • promote learner-centredness, and respect individual differences.
      • develop competence-based objectives,and allow flexibility and adaptability
      • pay close attention to the learning process, and advocate experiential learning and participation.
      • attach particular importance to formative accessment, and give special attention to the development of competence.
      • optimize learning resources, and maximise opportunities for learning and using language
    • goals and objectives of English language teaching
    • designing of the National English Curriculum
    • Performance standards for different levels of competence
    • Challenges facing English language teachers
  • Unit 17. Using and Creating Resources
    • Resources that are available
      • provided: books，CD，PPT, computer, overhead projector, etc.
      • create your own materials: pictures, cards, game boards, etc.
      • create a better learning environment for students: fixed/stable classroom.
      • Use students as great resources.
      • Use the internet resources.
    • Exploring Hidden Resources
      • Use yourself as resource.
      • Use students as resources.
      • Making use of students’ works, eg. drawing, clothes, etc.
      • Making use of the surroundings.
      • Internet plus your creativity
• Chapter 3. Getting ready to teach
  • Unit 4. Lesson Planning
    • principles for good lesson planning
      • Aim
        • the realistic goals for the lesson.
      • Variety
        • prepare a number of different types of activities, introduce a wide selection of materials.
      • Flexibility
        • use a number of different methods and techniques.
      • Learnability
        • the contents and tasks should be within the students’ learning capability.
      • Linkage
        • language knowledge, stages, activities, and steps should be somehow linked together; recycling and reinforcement.
    • Macro planning vs. micro planning
      • Macro planning
        • the planning for a month, a term, or the whole course. General guidance.Knowing about: the profession; the institution; the learners; and the curriculum/syllabus; the textbook; the objectives
      • Micro planning
        • the planning for a specific lesson, 40-50 minutes.
    • Components of a lesson plan
      • Background information
      • Teaching aims
      • Language contents and skills
      • Teaching stages and procedures
      • Teaching aids
      • Optional activities/Assignments
      • Teacher’s after-class reflection
  • Unit 5. Classroom Management
    • the roles of the teacher
      • multiple roles (controller, assessor, organizer, prompter, participant, resource-provider, director, coach, guide, researcher, facilitator, doctor, etc)
    • Classroom instructions
      • all classroom language that a teacher uses while teaching.
      • Appropriateness: speed, level, flexibility, practice, don’t talk too much.
    • Student grouping
      • Whole class work
        • for presentation or vocabulary teaching
      • Pair work
        • for dialogue practice
      • Group work
        • for discussion
      • Individual study
        • for writing practice
    • Student grouping techniques
      • seats arrangementgenderpersonalityEnglish levels (same level or mixed level)Students’ own choicegroup by cards or numbers how many students in a group: 3, 4, 5, or 6
• Chapter 8. Wrap up
  • Unit 14. Moral Learning
    • activities for moral learning
      • sharing
      • posters
      • debates
      • comparison
      • essays
      • pole plays
      • case studies for problem solving
      • extension activities
      • philosophy circle
      • spontaneous reflection
    • the roles of the teacher
    • the roles of the school
  • Unit 15. Assessment in Language teaching
    • main differences among testing, evaluation and assessment
      • Testing
        • pencil & paper; at the end of a learning period; result is in marks, grades or ratio; students are ranked
      • Evaluation
        • lessons, courses, programs, and skills to be evaluated; over all judgment about one’s work or a whole school’s work; class observation, students’ scores, teachers’ assessment reports, course documents, interviews, surveys, etc.
      • Assessment
        • collecting information or evidence of a learner’s learning progress or achievement; purpose: improving teaching or learning; student’s achievement is compared with his/her own starting point.
        • Purposes of an assessment
          • To administrators
            • to see if the program works well
          • To teachers
            • to know what works and what doesn’t and make changes accordingly.
          • To parents
            • to get to know their children’s performance at school.
          • To students
            • to know what they have accomplished.positive, promote and encourage learning
        • Methods for assessment
          • summative & formative assessment
          • teacher’s observations
          • continuous assessment
          • assessment and peer assessment
          • project work
          • portfolios
        • Criteria for assessment
          • Criterion-referenced assessment
            • based on a fixed standard or a set criterion
          • Norm-referenced assessment
            • students’ performance are compared with the NORM
          • Individual-referenced assessment
            • personal/individual achievement
          • Portfolios assessment
        • Assessment principles
          • assess authentic use of language
          • assess in a variety of contexts
          • assess the environment, the instruction and the students
          • assess both processes and products
          • analyse patterns of errors
          • base on normal developmental patterns and behavior
          • clarify and use standards
          • involve all aspects related
          • make the assessment as an ongoing part
        • Tests in assessment
          • Questions & answersTrue or false questionsMultiple-choice questionsGap-filling or completionMatching questionsDictation Transformation Translation Essay writing Interview Survey Self-reflection
• Chapter 4-7. How to teach in practice
  • Unit 6. Teaching Pronunciation
    • The role of pronunciation
      • the value of teaching pronunciation not how to teach pronunciation.
      • Failure in pronunciation is a great hindrance in language learning.
      • The teaching of pronunciation should focus on the students’ ability to identify and produce English sounds themselves.
      • Sounds, stress, and intonation
    • The goal of teaching pronunciation
      • Consistency
        • the pronunciation should be smooth and natural.
      • Intelligibility
        • the pronunciation should be understandable to the listeners.
      • Communicative efficiency
        • the pronunciation should help to convey the meaning that is intended by the speaker.
    • Aspects of pronunciation
      • Pronunciation is like an umbrella: sounds, phonetic symbols, stress, intonation, rhythm.
      • Mechanical practice
      • Meaningful practice
  • Unit 7. Teaching Grammar
    • The role of grammar in ELT
      • what is grammar: language rules
      • Children VS adults
      • Writing VS listening and reading
    • Grammar presentation methods
      • Deductive method: reasoning, analyzing and comparing.
      • Inductive method: From given sample sentences, learners find out the grammar rules without explanation.
  • Unit 8. Teaching Vocabulary
    • Vocabulary and vocabulary building
      • real vocabulary size
        • The vocabulary that you can use in listening, speaking, reading and writing. Like: How are you?
      • The importance of vocabulary in language learning
        • David Wilkinson (1972) once said," Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed."
    • What does knowing a word involve?
      • pronunciation, stress, spelling, grammar rules, meaning， when and how to use the word
      • Denotative meaning
        • words that we use to label things as regard real objects.
      • Connotative meaning
        • the positive or negative attitude or subtle feelings towards sth.
      • Collocations
        • words that co-occur with high frequency and have been accepted as ways for the use of words.
      • Synonyms (same meaning); antonyms (opposite meaning); hyponyms (same word group)
      • Receptive/passive vocabulary
        • vocabulary can be recognized and comprehend in reading or listening
      • Productive/active vocabulary
        • vocabulary can be used in speaking or writing
    • Ways of Presenting new words
      • Try to provide a visual or physical demonstration whenever possible (pictures, video clips, gestures, mime …).
      • Provide a verbal context to demonstrate meaning (Ask students to tell the meaning first).
      • Use synonyms, antonyms
      • Use lexical sets or hyponyms to show relations of words and meaning.
      • Translate and give examples
      • Use word formation rules: affix, suffix, root.
      • Teach vocabulary in chunks/collocations.
      • relate with students’ real life experience.
      • provide variety of contexts
      • predict possible misunderstand or confusion.
    • Consolidating vocabulary
      • Labelling；Spotting the differences；Describing and drawing；Playing a game；Using word thermometers: words with degrees (size, age, speed, distance, emotion…)；Using word series(hyponyms): word family/group (tools, clothes…)； Word bingo； Word association； Odd man out； Synonyms and antonyms； Using word categories； Using word net-work； Internet: word games, kahoot, quizlet
    • Developing vocabulary building strategies
      • Review regularly
      • Guess meaning from context
      • Organize vocabulary effectively
      • Use a dictionary
      • Manage strategy use
      • Introduce some vocabulary learning strategies
  • Unit 9. Teaching Listening
    • Why is listening so difficult for students?
      • Neglect of listening in language teaching
        • lack of teaching materials (audio, videos tapes);equipment (tape players, VCRs,VCDs, computers);situation/environment.
      • Differences between listening and reading
        • accents, speed, repetition, pause, noise, involvement with other tasks.
      • listening is more difficult than reading
        • 1. personal differences: dialects, accents, stresses, intonation, mispronunciation, etc
        • 2. little or no control of the speed of the input of spoken materials.
        • 3. cannot pause to think about the meaning.
        • 4. distorted background noise.
        • 5. deal with other tasks simultaneously.
    • principles and models of teaching listening
      • Focus on process
      • Combine listening with other skills
      • Focus on comprehension of meaning
        • not to understand every word
      • Grade difficulty level appropriately
        • type of language (vocabulary, grammar); task or purpose in listening; context in which the listening occurs;
      • Bottom-up model
        • recognizing sounds of words, phrases or structures(effective short-term memory); low-level learners.
      • Top-down model
        • prediction (referring meaning from broad contextual clues and background knowledge
    • Oxford’s 12 principles for selecting and using L2 listening activities
      • real communicative purpose;authentic languagepre-listening taskspersonally interesting and motivatingvisibility: body language, environmental and contextual clues.text is given and can be repeated be able to respond in some meaningful fashion common topics for normal listeners natural as the text should be: daily chat vs speech relaxing listening atmospher
    • Three teaching stages
      • Pre-listening
        • Predicting; Setting the scene (background information to activate learners’ schema); Listening for the gist (key words, 5 Ws); Listening for specific information;
      • While-listening
        • No specific responses; Listen and tick; Listen and sequence; Listen and act; Listen and draw; Listen and fill; Listen and take notes;
      • Post-listening
        • Multiple choice questions; Answering questions; Note-taking and gap-filling; Dictogloss (preparation, di
  • Unit 10. Teaching Speaking
    • The main similarities and differences between Speaking&Writing
      • Similarities
        • productive/output/active
      • Differences
        • spoken language vs written language; spontaneous (false starts, repetitions, incomplete sentences, short phrases, etc); unplanned utterances.
    • Principles for teaching speaking
      • balancing accuracy-based with fluency-based practices
      • contextualizing practice: meaningful
      • personalizing practice
      • building up confidence
      • maximizing meaningful interactions
      • helping students develop speaking strategies
      • making full use of classroom environment for language practicing
    • Designing speaking tasks
      • maximum talk in English
      • even participation
      • high motivation
      • right language level
    • Types of speaking tasks
      • Littlewood(1981)’s two types of communicative activities:
        • pre-communicative(structural activities; quasi-communicative activities);
        • communicative: functional communication activities; social interaction activities
    • Some possible speaking activities
      • ontrolled activitiessemi-controlled activitiesinformation-gap activitiesdialogues and role-playsactivities using picturesproblem-solving activities: a sinking ship/ men with hats riddle other speaking activities: find someone who; change the story; human scrabble (for vocabulary enhancement).
  • Unit 11. Teaching Reading
    • What do effective readers do
      • clear purpose; read silently; phrase by phrase; focus on the key information; adjust strategies accordingly; less translation; guess meaning; activate reading schemata to help reading.
    • The role of vocabulary in reading
    • Principles and models for teaching reading
      • Reading Principles
        • tasks accessible to students; tasks given in advance; encourage selective and intelligent reading; develop readers’ reading skills/strategies/abilities; provide guidance and assistance.
      • Reading models
        • bottom-up
        • top-down
        • interactive models
      • stages
        • pre-reading
          • predicting (the title, vocabulary, the T/F questions); setting the scene; skimming and scanning
        • while-reading
          • transition device; purposes of transition device; reading comprehension questions; understanding references; making inferences.
        • post reading
          • discussion questions; reproducing the text （retelling， rewriting）; role play; gap-filling;
  • Unit 12. Teaching Writing
    • A communicative approach to writing
      • Use writing as a way to communicate with others. intended audience/audiences.
    • The main differences between writing for learning and writing for communication
      • Writing for learning
        • product-oriented, a mean to consolidate language points.
      • Writing for communication
        • communication-oriented, a mean to convey some ideas/information through writing.
    • The process approach to writing
      • Focusing on the process of how students do the writing rather than the products and withdraw the teacher’s guidance gradually to train the learners become independent writers.
    • The main procedures of the process writing
      • Creating a motivation to write: to be interested to write.
      • Brainstorming: to generate ideas.
      • Mapping: to organize ideas.
      • Freewriting: to put ideas on paper; to develop fluency.
      • Outlining: main ideas; topic sentences; supporting details; introduction; conclusion.
      • Drafting: to develop ideas.
      • Editing: to check the clarity of ideas or logical development; grammar, spelling, punctuation.
      • Revising: to make necessary improvements in both organization and contents.
      • Proofreading: double-checking.
      • Conferencing: teacher and student individual meeting; a whole class conference.
    • The principles provided to motivate students to write
      • 1. Relate to the students’ personal experiences.
      • 2. Leave some room for creativity and imagination.
      • 3. Prepare students well.
      • 4. Encourage individual and collaborative writing.
      • 5. Provide opportunities to share their writing.
      • 6. Constructive and positive feedbacks.
      • 7. Treat errors strategically.
      • 8.Give students a sense of achievement from time to time.
      • 9.Use internet to promote writing
  • Unit 13. Integrated Skills
    • the pros and cons for English teaching focusing on integrated skills