导图社区 王蔷英语教学法要点上
本图是我按照王蔷英语教学法总结的知识点框架，结合了口诀和关键词记忆，帮助大家复习。需配合下使用。
该导图总结了教育目的与培养目标，包含教育目的及相关概念，教育目的的相关理论，我国的教育目的这三大部分内容。其中加入了表格和口诀方便记忆，适用于教育学相关考试。
该导图包含关于教育与社会关系的主要理论、教育的社会制约性、教育的社会功能、当代社会发展对教育的需求与挑战。包含很多口诀，便于记忆。适用于教资和教育相关的专业的研究生考试。
该导图是教育心理学的一个章节，关于学习动机。包含学习动机的含义分类，学习动机理论以及学习动机的培养与激发。其中包含一些口诀，朗朗上口方便记忆。
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A course in English language teaching上
unit 1
unit 2
CLT
that necessitate communication
bridge the gap
the goal
communicative competence
knowledge
language
how to use
what to say, when, how, where and to whom
five components
linguistic competence
pragmatic competence
discourse competence
strategic competence
fluency
principles of CLT
communication principle
task principle
meaningfulness principle
six criteria for evaluating communicative classroom activities..
communicative purpose--information gap
communicative desire
content, not form
variety of language--not just one specific language form
no teacher intervention
no materials control
problems in CLT
TBLT
unit 3
designing principles for the national english curriculum--9
aim and emphasize
promote and respect
develop and allow
pay and advocate
attach and give
optimize maximize
task 2
task 3--overall language ability
challenges facing english language teachers
views--language
role--transmitter to multi-role educator
TBLT student-centerdness
formative assessment in addition to summative assessment
modern technology
unit 4
lesson planning
definition
framework of a lesson in which teachers make advance decisions
significances
aims and language contents
stages
anticipate potential problems
confidence
aids needed
professionalism
class timing
continuing development
principles of good lesson planning
aim
variety
activities, materials
flexibility
learnability
learning capability
linkage
macro planning
a long period of time
a whole programme or a whole-year course
a group of teachers
general guidance
overall feeling or idea
involves
profession-what
language areas and language skills
materials and teaching aids
methods and techniques
insititution-where
arrangements regarding time, length, frequency of lessons, physical conditions of classroom and exam requirements
learners-who
curriculum/syllabus
principles, purposes, requirements and targets, methodological suggesstions, assessment requirement
textbook
contents, topic, task,...
objectives
students
micro planning
a specific unit or a lesson
lasts from one to two weeks or forty to fifty minutes
individual, different
macro planning and micro planning
based on
apt to be modified
8 components
background information
teaching aims
language contents and skills
stages and procedures
teaching aids
end of lesson summary
optional activities and assignments
after lesson relection
unit 8 vocabulary
what does know a word involve?
simple answer
pronunciation and stress
spelling and grammatical properties
meaning
how and when to use
more accurate answer
the first aspect
denotative meaning
label things as regards real object
primary meaning
equivalent concepts
connotative meaning
language user--emotions and attitudes
listener or reader--interpretation
positive or negative attitude or subtle feelings toward sth
derives from
the second aspect--sense relations意义关系
collocations
co-occur with high frequency
ways for using them
see a movie, watch a play, look at a picture
synonyms
antonyms
hyponyms-superordinate
how can we present words
直观示范语情境
近反下义有关系
翻译举例语块中
构词学生不理解
生活不同有情境
vocabulary learning strategies
review regularly
guessing meaning from context
organize words effectively
use a dictionary
keep a vocabulary notebook
manage strategy use: self-evaluation, share experiences
unit 7 grammar
grammar presentation
the deductive method
process
reasoning, analyzing and comparing
example
underlying rules
comparisons
practise applying
criticized
isolated
context
merits
selected and motivated
save time
the inductive method
authentic language data and induces
evident
say nothing
elicit
complex
time
not taught directly
difficult to induced
inspire
motivate
the guided discovery method
similar to ,by themselves
different
presented with contextualized scenarios
复习旧经验
提炼主要概念
设计问题情境
学习研讨的主题
直觉思考与推论
依据自己直觉
引导学生做出推论
设计验证
小组合作
解释
新概念的导入
专有名词对新知识进行固化
概念推广及其应用
独立探究>看书本
多元化的互动环境
知识架构而不是僵化知识
学生与同学在共同讨论、研究、比较、分析中建构起来的
new approches to teaching grammar: synthesis approach
collocational
collocational relations
individual lexical items and their subcategories
semantic structure of the lexicon and the connected discourse
constructive
built bit by bit
elements
contextual
taught in relation to their context
contrastive
target language and other languages
sets of similar features and items of the target language( overlapping meaning)
grammar practice
engaging with the language on the part of the learner
under teacher's supervision
consolidate learning
form-focused accuracy to meaning-focused fluency
6 factors that contribute to successful practice
pre-learning
clearly perceived or short memory
volume and repetition
plenty of time to listen to , speak, read and write
success-orientation
successful practice
heterogeneity
different sentences
different level of answers from different learners
teacher assistance
suggestions, hints and prompts
interest
mechanical practice
form accuracy
substitution drills
function
transformation drills
similar structure
meaningful practice
production, comprehension or exchange of meaning
comparatives and superlatives
using prompts for practice
unit 6 pronounciation
factors that determine whether students need focus on pronunciation
similarities of sound system
exposure
age
phonetic rules
stress and intonation
CPH
realistic goals of teaching
consistency
intelligibility
communicative efficiency
how can teachers help the ss to improve pronunciation?
pre
interests
visual aids
while
group
hands or arms
move around
articulation practice
demonstrations
post
vary the criteria of "good" -confidence
realistic goals
intonation
used by native speakers
express meaning in many subtle ways
greatly affect the intention of the speaker's message
how to teach it
movement
arrows
lines
unti 5
classroom management
way organize
goal
atmosphere
six conditions
roles
before the class-planner
during the class
controller--what to learn, how to learn it
the space--activities run smoothly
the time--do lockstep activities
the whole class--ss have equal chance
the production--a degree of accuracy
assessor
correcting mistakes
organizing feedback--succuess
organiser--design and organize tasks
before organising
before start
during
prompter
giving hints
eliciting more
participant
resource-provider
facilitator
learning environment, motivate, guide, assess and develop
guide
activate
individual
equal
researcher
observe-reflect-think about-implement-evaulate
instructions
the type of languange
funcions
useful models
meaningful input
tools
rules
simple
mother
get used to listening to English instructions
body language
model
demonstration
grouped
优点
whole class work/lockstep
便于展示很团结，注意集中很舒服
pair work
易组织很自主，练习合作机会多，氛围轻松又活泼
group work
真交流更活跃，依靠自己不吃亏，思想交流棒棒哒
individual work
无外压，自定步调很舒服，偷偷掌握新技能
缺点
机会少，有灌输，言少不交流，差异很紧张
说母语又走神，吵吵闹闹没纪律，有人只喜听教师，还要小心一把手
同双人，有主导，很难分组人不好
不活跃不合作不沟通，人人不同需准备，不知学生的进度
discipline
a code of conduct, binds
how to maintain discipline?/motivate ss
purpose
challenging
involved
ask and try out
achieved
feeling
questions
how to make questioning more effective?
be linked to
staged
balance
waiting time
ask and answer
types of questions
open and close
higher-order and lower-order
dispaly and genuine
errors
dealing with errors
