2022年外语教学 .pdf
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1、1 Chapter 2 Aspects of Foreign Language Teaching Teaching Guide This chapter contains 7 parts and the main content is almost the same as that of Chapter 2 in Students Book except the content about syllabus design in section 2.3.2 and three new parts added. In the original chapter 2, the content conc
2、erning syllabus design (section 2.2.2) is more abstract and more macro, but the relevant content in this book is introduced in a more specific and more micro way, which can help readers to conduct the practices in a more operational way. For example, in “ Implementation ”we provide three activities
3、concerning syllabus design, syllabus identification and FLT principles. 2.1 Teaching Objectives Through the study of this chapter, students should be able to: 1. understand views of language and foreign language teaching. 2. understand foreign language teaching syllabus. 3. understand foreign langua
4、ge teaching principles. 4. understand aims and objectives of foreign language teaching and learning. 2.2 Interpreting Chapter Content This chapter mainly deals with the following four issues: 2.2.1 Two Views of Language and Foreign Language Teaching 1. The Structural View This view sees language in
5、terms of the bits and pieces by means of which it is put together (see the diagram on P 13 Students book). 2. The Functional View This view is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation. It considers the individual as a social b
6、eing and investigates the way in which he or she acquires language and uses it in order to communicate with others in his or her social environment. According to the functionalists, language has three main functions: descriptive, expressive and social. 1). The descriptive function of language is to
7、convey factual information. This is the type of information which can be stated or denied and in some cases even tested.e.g. It must be well below ten degrees outside. 2). The expressive function of language is to supply information about the speaker, his or her feelings, preferences, prejudices, an
8、d past experiences. e.g. I m not inviting the Smiths again .3). The social function of language serves to establish and maintain social relations between people.e.g. Will that be all, Sir).If language teaching follows a functional view, the language content of a course will be arranged in terms of f
9、unctions together with the language items needed for them. 2.2.2 Foreign Language Teaching Syllabus 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 1 页,共 10 页 - - - - - - - - - 2 1. Definition of Syllabus The syllabus is a description of the contents of a course and t
10、he order in which they are to be taught. It provides the overall organizing principle for what is to be taught and learned. It may be based on grammatical items and vocabulary, the language needed for different types of situations, or the meanings and communicative functions which the learner needs
11、to express in the target language. 2. Types of Syllabus There are many types of syllabuses such as grammatical syllabus, task-based syllabus, skill-based syllabus, topic-base syllabus, content-based syllabus, lexical syllabus, product-oriented vs. process-oriented syllabus, synthetic vs. analytic sy
12、llabus, even integrated syllabus (multi-syllabus). Of these various types, each has its own characteristics and may be applied to different courses. However, some of these different types may be overlapped in some aspects (i.e. situational vs. topic-based syllabus), and the syllabus for a course is
13、usually based on a combination of two or more of these types. There are generally five broad types of syllabuses for foreign language teaching: A. grammar or structural; B. functional-notional; C. situational; D. skill-based; E. topic-based. A: Grammar or Structural (organized according to a list of
14、 grammatical structures and one that will readily be recognized by most English language teachers.) B: Functional-notional (based on the communicative and interpersonal uses to which language is put and, in contrast to the formal structural system of the first type, highlights what people do through
15、 language. ) C: Situational (presents a set of everyday situations or settings.) D: Skill-based (focuses on language skills, and concerned with what learners do as speakers, listeners, readers, and writers.) Simple past: regular verbs The passive Formation of adverbs Type 3 conditionals Gerunds and
16、infinitives (a) Making suggestions (b) Location Asking for directions Duration Giving advice Ability Introducing yourself In the restaurant At a hotel In the post office At the garage Making notes from a talk Reading for information Using a dictionary Writing an exam answer Space travel Intelligence
17、 tests Smoking 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 2 页,共 10 页 - - - - - - - - - 3 E: Topic-based (uses topics or themes as its starting point.)3. Design of Syllabuses The important thing to do in syllabus design is to decide what to include in the syllabus
18、. Below is a list of possible components of syllabuses. Aims/GoalsGeneral statements about what must be accomplished by the end of the course. Objectives/Targets/RequirementsSpecific statements about what content or skills that students must master in order to attain the goals. Non-language outcomes
19、Affect cultivation, such as confidence, motivation, interest Learning strategies, thinking skills, interpersonal skills, etc. Cultural understanding Learning contentsKnowledge: vocabulary list, grammar items Skills: listening, speaking, reading and writing Functions and notions Topics Culture Implem
20、entationApproaches/methodologies Teaching principles Teaching suggestions Recommendation of textbooks/materials Assessment/Evaluation: Who, what, how and for what purposesWho should carry out assessment/evaluation? What should be evaluated? How is evaluation best done? For what purposes should evalu
21、ation be done? Proficiency tests 4. Changes in Foreign Language Teaching and the Implications The major shifts in foreign language teaching are summarized in the diagram on P. 20. (Students book) These changes have the implication that the integration of the four skills is the most plausible approac
22、h to take within a communicative or interactive framework. Usually a lesson in an integrated English class might include: 1) a pre-reading discussion of the topic to activate schemata; 2) listening to a lecture or a series of informative statements about the topic of a passage to be read; The weathe
23、r 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 3 页,共 10 页 - - - - - - - - - 4 3) a focus on a certain reading strategy, e.g. scanning; 4) writing a paragraph of a section of the reading passage. 2.2.3 Principles of Foreign Language Teaching Teaching and learning ar
24、e interrelated with each other. Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Our understanding of how the learner learns will determine our philosophy of education, our teaching styl
25、e, our approach, methods, and classroom techniques. According to H. D. Brown (1994), for foreign language teaching there are three broad set of principles which include 12 specific principles (see the following diagram): Cognitive principles: relate mainly to mental and intellectual functions, inclu
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