《英语教学法教程》(王蔷)考研笔记

? Grade and difficulty level appropriately:

? Type of language used

? Task or purpose in listening

? Context in which the listening occurs.

5. Models for teaching listening:

? Bottom-up model: listening comprehension is believed to start with sound and

meaning recognitions.Listeners construct meaning of what they hear based on the sound they hear.

? Top-down model: listening for the gist and making use of the contextual clues

and background knowledge to construct meaning are emphasized.

? Listening involves both bottom-up model and top-down model.

Comprehension is the result of integrate of the information conveyed by the text with information and concepts already known by the listener.

6. Three listening stages: ? Pre-listening:

? Predicting

? Setting the scene (getting background information)

? Listening for the gist (ask students one or two questions that focus on the

main idea or the tone or mood of the whole passage.) ? Listening for specific information

? Most of the time, we would only use only one pre-reading task. It

couldn?t take much time.

? While listening:

? No specific responses: giving students any task the firsttime they

listening to a passage. It can take anxiety out of listening. ? Listen and tick: the task would be much easier.

? Listen and sequence: can be completed without understanding every

word they hear. It can build confidence. ? Listen and act: total physical response

? Listen and draw: it works very well when there is an information gap

between pairs. Related vocabulary should be pre-taught.

? Listen and fill: do not overdo this task because it may make students feel

that they have to understand every word.

? It is helpful to provide a task for the students to do while they are

listening. This gives the students a purpose to listen and helps them focus on the listening.

? Post-listening:

? Multiple-choice questions: the teacher should balance his/her teaching in

preparing students for traditional multiple-choice tests and preparing them for using English in the real world.

? Answering questions: some types might lend themselves nicely to discuss

in small groups.

? Note-taking and gap filling: while-listening and post-listening is

combined. ? Dictogloss

? Preparation: teachers introduces the topic and key words or asking

general questions about the text. ? Dictation: three times ? Reconstruction

? Analysis and correction

? There are many opportunities to integrate post-listening with other

language style.

Unit 10 teaching speaking:

1. Four common features of spoken language: ? Using less complex syntax

? Taking short cuts, e.g. incomplete sentences ? Using fixed conventional phrase/chunks

? Using devices such as fillers, hesitation device to give time before speaking.

2. Principles for teaching speaking:

? Balancing accuracy-based with fluency-based practices

? Contextualizing practice: people use language differently in different context,

so it?s important to give students chance to experience language in meaningful contexts.

? Personalizing practice: learn something that is close to students? life

? Building up confidence: only when students feel confident to express

themselves, will they participate actively in the activities.

? Maximizing meaningful interactions: (students practice in small groups and

pairs)

? Helping students develop speaking strategies

? Making the best use of classroom learning environment to provide sufficient

language input and practice for the students.

3. Otherfactors to consider when design speaking activities ? Maximum foreign talk ? Even participation

? High motivation ( interesting topic/clear objective ) ? Right language level

4. Types of speaking tasks: ( by Littlewood)

Pre-communication activities: (controlled and semi-controlled)

? Structuralactivities: pay attention to certain structures or functions so that

these can be accurately produces.

? Quasi-communication activities: focus more on meaning and communication Communicative activities: (communicative and more contextualization) ? Functional communication activities ? Social interaction activities

Students are more concerned on meaning.

5. Example activities:

? Information-gap activities ? Dialogues and role-plays (

? Perform the dialogue in different moods.

? Success of role-play: the teachers? enthusiasm; careful instruction;

clear situations and roles; making sure students have the language

? ? ? ? ?

they need.

Cue cards

Activities using pictures (work well with beginning level teachers for its clear objective and a short time limit)

Problem solving activities (productive: there is a clear objective to be reached or problem to be solved) Find someone who Human scramble.

6. Organizing speaking tasks:

? Students talk a lot in foreign language

? Designing small group speaking tasks (students are often feel shy speaking a

foreign language in front the whole class)

? Different groups can work at different levels. (Modify a given task to make it

easier for slower students and more challenging for more advanced students.)