导图社区 英语教学法要点下
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英语教学法要点下
本导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。需配合上使用。
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- 英语教学法
- 王蔷
- 学科英语
- 908
- 相似推荐
- 大纲
A course in English language teaching下
unit 9 listening
characteristics of the listening process
spontaneity
spontaneously and informally without rehearsing
context
predict
visual clues
facial expression, gestures and other body language, surrounding environment
listener's response
interruption, repetition, clarification
speaker's adjustment
according to listener's reactions
four principles for teaching listening
focus on process
process information and it has a process
combine with other skills
listening+speaking(interview, retell, discussion, answers)
listening+writing(note-taking, a writing task)
focus on comprehension of meaning
not memory checking
grade difficulty level appropriately
type of language used
task or purpose in listening
context
principles for selecting and using listening activities含义+作用
真实语言有目的
内容有趣提前听
讨论话题
头脑风暴
新单词
相关文章
两种线索都充足
两个given要厘清
方式不同respond
主题流行气氛好
还有风格与典型
models for listening process
bottom-up model
start with sound and meaning recognitions
use information in the speech itself
very effective short-term memory
top-down model
gist, contextual clues(speaker, topic, setting, purpose) and background knowledge
"inside the head infromation"=prior knowledge or schematic knowledge-hold in our long-term memory
three teaching stages
pre-listening activities
easier
predicting
setting the scene
listening for the gist
listening for specific information
以上任选一就可以，
while-listening activities
no specific response
listen and tick
listen and order
listen and act
total physical response
responding physically
simple commands to complex commands
listen and draw
listen and fill
listen and take notes
post-listening activities
mutiple-choice questions
answering questions(comprehension or inference)
note-taking and gap-filling(mini-lecture in TEM8)
dictogloss
preparation
topic, key words, questions
purpose
dictation
three times
1. listen without taking notes--meaning
2. 3. take extensive notes--speed
reconstruction
work in pairs or groups
analysis and correction
compare with
identify mistakes
find out the causes of mistakes
read again
注意与其他技能的结合
角色扮演
讨论和辩论
写下来
unit 10 speaking
principles for teaching speaking
mantain a balance between accuracy-based and fluency-based practices
linguistic competence
structure-based practice
communication, use language more freely and natrually
fluency-based practices
contextualizing practice
personalizing practice
building up confidence
maximizing meaningful interactions
helping ss develop speaking strategies
making the best use of classroom learning environment to provide sufficient language input and practice for the ss
characteristics of successful speaking tasks
maximum foreign talk
native language/teachers are not expected to do all the talking in class
group work
even participation
high motivation
right language level
typical speaking activities
information-gap activities
different information-obtain information from each other in oder to finish the task
dialogues&role-play
dialogues become more communicative--role-plays
inhibited/impromptu
activities using pirctures
problem sovlng activities
productive--a clear objective to be reached
change the story
how to organize speaking tasks
pair/group works
the time for practice
inhibited
more natrual
interpersonal skills
unti 11 reading
what do effective readers do?
目的明确悄悄读
速度很快策略多
不同速度目标语
背景知识猜猜猜
strategies involved in reading comprehension
reading
construction of meaning
reading comprehension
extracting information-connecting information with-arrive at an understanding
two levels of reading
a recognition task
visual signals
a cognitive task
interpreting-relating..with-reconstructing the meaning
what are the skills involved in reading?
有目的有计划
预习预测和检查
还有略读和寻读（部分）
the role of vocabulary in reading
sight vocabulary
immediately recognize with sounds and meanings
without special effort from brain
a lightening-like automatic recognition of vocabulary
principles and models for teaching reading
两t都可得
任务提前给
鼓励用脑读
培养而非测
教师来培养
支架式教学
models for teaching reading
bottom-up model
a linear process
recognition: letters-words-phrases-sentence-paragraphs-the meaning of the whole text
new vocabulary and new structures-going over-sentence by sentence-paragraph by paragraph
questions and answers to check comprehension
top-down model
background knowledge>new language items
for example
guess meaning from the passage
interactive model
current theory
receive visual information&interprets or reconstructs the meaning(writer's)
printad page+readers knowledge of the language, world, text types
interact+compensate each other
a proficient reader=language skills+knowledge about topic, text type and world
procedures of teaching
pre-reading activities
purposes
stimulate
facilitate while-reading
pooling
predicting
learning key words and structures, etc
predicting
title
vocabulary
questions
setting the scene: background
skimming=listen for the gist
reading quickly to get the gist, i.e. the main idea of the text
situations using this skill
how to set up skimming activities
ask general questions
one statement about the main idea
subtitles, put them in right place
scanning=listen for specific information
locate specific information/vocabluary/certain structures
has something in his mind and ignore irrevelent parts when reading
how to set up scanning activities
use appropriate materials
ask questions
tips
time
instructions
70%
get feedback
scattered
while-reading activities
transition devices
definition:
transfer information from one form to another
purpose:
process and retain information effectively
关注大意简化信息
阅读同时可做任务
高亮结构难度递增
明确任务打好基础
types:
pictures, maps, tables, tree digrams, pie charts etc
merits:
visualizaion can help second language learners to comprehend the meaning while reading
reading comprehension questions
字面两重推断
评估欣赏个人
understanding references
spoken or written
referential words such as pronouns
already mentioned previously
making inferences
background knowledge
relating information with our knowledge about the world
post-reading activities
purposes
consolidate
check comprehension
evaluate
apply
integrate
...
traditional activities
questions
paraphrasing
translation
suggested activities
discussion
role-play
very common
act and interact
reasons
motiviting
less presure
practice
integrate skills
creativity
gap-filling
retelling
key words
writing
unit 12 writing
features of process writing
关注理解和过程
时间策略都很多
写他们所想
修他们所修
反馈贯穿全过程（多元）
写完记得来交流
the main procedures of process writing
a process approach to writing
guide
guidance should be gradually withdrawn--independent writers
include
creating a motivation to write
have a reason
topic
brainstorming
individually or in pairs/groups
all the ideas relating to the topic
think freely and write down
mapping
organize ideas
select useful ideas
coherent and logical way
freewriting
writing freely anything that comes to their mind
develop fluency>spelling and grammar
oulining
illustrates the main organizing structure and the most important points of the essay
the main idea of each paragraph
introduction and a conclusion
drafting
start to write
the development of ideas>grammatical structures, punctuation and spelling correct
editing
read through their writings
check the clarity of ideas or the logical development of their arguments
peer-editing and self-editing
revising
teacher guide ss to make necessary improvements
organization and contents
based on either self-editing or peer editing
proofreading
the final stage before hand in
carefully(把前面没注意到的）
conferencing
a private meeting
about what
teacher should
conferencing
motivating ss to write
话题想象和准备
集体个人齐分享
私人反馈有信任
错误对待成就感
unit 13 integrated skills
two types of integration
simple integration
receptive skills to productive skills
i.e. use a listening text as a model for the ss' speaking text
complex integration
constructing a series of activities that use a variety of skills
what are the implications for teaching
we are teaching at a discourse level
focus on discourse
discourse features of a text
组织方式（开头-中间-结尾）
排版（比如信件：结合方位orientation）
语言风格（正式还是不正是，是比较私人还是公开）
语域（用词）
unit 18 evaluating and adapting textbooks
how should teachers evaluate textbooks?
on-the-page evaluation
independent of its users or before it gets into the classroom
include
external evaluation
external features
macro evaluation
author's claim
适用对象，熟练程度/学习水平，语境，组织，教师用书，单词表
internal evaluation
internal features
micro evaluation
技能，材料，语言输入，练习，任务
in-the-use evaluation
user's (teachers and ss)opinions
in the form of interview and questionnaires
how useful and effective
longitudinal
pre-while-post
features of good textbooks
多吸一meet两帮助
提供 暴露 最大化
take into 要x3
how should teachers adapt textbooks?
adding
extending延伸-same
expanding扩展-new
deleting or omitting
subtracting删减-reducing amount
abridging缩短-dropping it out completely
modifying
rewriting
restructuring
simplification
reodering
three steps of textbook adaption
macro adaption
adapting a unit
adapting of specific activities in a unit
unit 17 resources and textbooks
resources
definition
books, any person, objects and animals, that make teaching and learning clearer and more interesting
hidden resources
intangible-not being recognized or fully explored
exist and valuable
include
gestures
facial expressions
imagination
creativity
emotions
environment
knowledge
suggestions
学生老师不放过
画作环境和投影
情感测试和字典
video音乐手段多
互联网
unit 16 learner differences and learner training
how learners are different
统一模板：this type of learners learn more effectively through...For example....
visual learners
auditory learners
tactile learners: hands touch
kinesthetic learners: body experience
group learners
individual learners
authority oriented learners
reflective learners
what can teachers do meet the needs of different learners?
be aware of
ss learning styles
ts learning/teaching styles
provide multiple opportunities for ss to
integrate
encourage and adjust
multiple intelligence theory
significances
new perception
IQ
profound impact on education
intelligences can exist in many different forms and can be developed
8
统一模板：the ability to ....../sensitivity to.... Sample skills are....
verbal/linguistic intelligence
words
orally and in written
remember, convince, and talk about
musical intelligence
rhythm, pitch and melody
recognising
vary
logical/mathematical intelligence
numbers
reson well
predict
understanding basic properties of numbers, the principles of cause and effect
spacial/visual intelligence
form space, colour, line and shape
graphically
bodily/kinesthetic intelligence
express, solve
coordination, balance, flexibiltiy, speed and balance
interpersonal intelligence
understand another person's mood, feelings, motivations, and intentions
responding effectively to other people
intrapersonal intelligence
understand yourself, your strengths and weaknesses, moods, desires and intentions
self-management
naturalist intelligence
appreciate and enjoy
implications
develop
give ss chance to
three ares(activities) for preparing learners
to become autonomous
be used for considering contents and procedures for learner training
psychological preparation
build confidence
methodological preparation
understand and use metalanguage
rational behind classroom activities
practice in self-direction
make choices about their learning
what can we do in learner training?
two stages
preparation for language learning
raise awareness about onself
know what learning strategies are, strengths and weaknesses in learning
skills training
knowledge and practice of different learning strategies
how can we help learners to become more autonomous?/Guidance/procedures for learner training
宏观把控书本
精准了解自己
介绍不同策略
自定目标与计划
分享目标后回顾
利用日记和档案
指导学生做计划
告诉学生用资源
unit 15 assessment in language teaching
test assessment and evaluation
test
definition
form-pencil and paper
done at the end of a learning period
result is often expressed by a mark, a grade or a ratio
test scores are used for comparison and selection
drawbacks
one-off event
not overall
not always valid and reliable
stressful
fragment skills
test-oriented education
improvements
make it useful
variety formats
validity and reliability
assessment
definition
in a report form with scales or levels+ description and comment from the teacher
based on s's work+self-assessment+teacher's observation of ss' 语言能力，态度，参与度，合作能力，整体认知发展
collect information and evidence of a learner's learning progress and achievement over a period of time
purpose-improving teaching and learning
test 是信息来源之一
是自我比较型评价而非与他人相比
purpose
administration
teachers
parents
ss
evaluation
whole range of issues in and beyond language education
lessons
courses
programs
skills
overall judgement about one's work or a whole school's work
a global view of achievement based on the information=以上的所有信息来源
methods for assessment
summative assessment
done at the end of a learning period
testing
is not enough for informing us about teaching and learning
and it is too late
formative assessment
during the learning process
termed as classroom assessment
improve learning and teaching
teacher knows where and when to adjust teaching
take activities forms could reduce ss' pressure
they should be taking together
ways for collecting information
teacher's observation
daily basis
accurate and fair
continuous assessment
combination not just the final grade
self-assesment and peer-assessment
using clear criteria and weighting systems agreed on beforehand
quite accurate
responsibility
project work
portofolios
definition
purposeful collection of materials assembled over a period of time
by a learner
provide evidence of skills, abilities and attitudes related to their study
needs and goals
weakness and strengthes
awareness of learning+feedback
including
很多
how to assess
小学生的
覆盖面
质量
修订态度是否严谨
是否有深度
布局设计
守时不
criteria for assessment
criterion-referenced assessment
fixed standard or a set of criterion made by educational authority or schools
ultimated goal
for formative assessment
co-developed by ts and ss and used by them
优点
objective
缺点
difficult to design
norm-referenced assessment
measure
the performance of a particular student or group of ss
reference
优点
maximize the distinction among individuals in a given group
缺点
difficult to decide the "norms"
individual-referenced assessment
previous performance
优点
be aware of progress
encourage
缺点
lack of comparison among ss
assessment principles
真使用，每天评
过程结果都不忘
三方面，多人员
多语境，错误类，发展模式和行为
都是语言和读写
内容知识有标准
unit 14 moral education
activities for moral development
determined by the teacher
didactic model说教模式
be explicitly and regularly taught
transmissive model传输模型
little explicitly and occasional focus
determined by the student
educative model教育模式
key focus of life in the class
ss are largely
in control of the choice of issues
in forming their own views and moral values
self-discovery model自我发现模型
little explicit teaching
receive guidance and role models
but are allowed to form their own views and moral values
the roles of the teacher
role model
treat?
follow?
acknowledge?
curriculum developer