英语教学法课件 Unit 6 Teaching Pronunciation
英语教学法教程Unit6Teaching-Pronunciation(精品文档)
Teaching Pronunciation
Teaching objectives:
By the end of the lesson, students should be able to:
1. know the role of pronunciation 2. grasp the goal of teaching pronunciation 3. master the aspects of pronunciation 4. know how to practice stress and intonation
the listeners.
Communicative efficiency: The pronunciation
should help to convey the meaning that is intended by the speaker.
Textbook P93
Some misunderstanding of pronunciation
3. Ss need to know phonetics in order to learn English.
4. Poor pronunciation may cause problems for the learning of other skills.
5. Adult learners need to focus on pronunciation, but young learners don't.
6. Both consistency and accuracy in pronunciation are very important.
7. Stress and intonation aren’t important for beginning learners.
王蔷 英语教学法_英汉对照
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义 as a linguistic systemfunctional view功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性 as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if youfollow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows. Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speaking Six criteria for evaluating how communicative classroom activities are:Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exerci se-task → taskHow to design tasks:Think about students’ needs, interests, and abilities Brainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication wasused in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育learner-centredness, and respect individual differences突出学生主体，尊重个体差异competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放close attention to the learning pro-cess, and advocate experiential learning and participation强调学习过程，倡导体验参与particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning学习策略Affect情感态度Cultural文化意识Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th graders Graduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lesson There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:information背景资料aims: 教学目标Language objectives; Ability objectives; Moral objectives contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignmentaids 教学手段of lesson summary 总结activities and assignmentslesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者 ,5 Participant参与者,6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In or der not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:on a sound 单音练习:(sounds difficult to learn)practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar pr actice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaning Denotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher. synonyms or antonyms to explain meaningslexical sets or hyponyms to show relations of words and their meaningsand exemplify, especially with technical words or words with abstract meaningword formation rules and common affixes to build new lexical knowledge what is already knownvocabulary in chunks.about the context in real life where the word might be used. about providing different context for introducing new words for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stagesactivities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解 activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notesactivities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speakingaccuracy-based with fluency-based practicespracticepracticeup confidencemeaningful interactionsstudents develop speaking strategiesthe best use of classroom learning environment to provide sufficient language input and practice for the students Designing speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Reading aloud&Silent readingThe ways of Reading effectively:a clear purpose in readingsilentlyphrase by phraseon the important bits, skim the rest, and skip theinsignificant partsdifferent speeds and strategies for different reading tasks the information in the target language rather than mentally translatethe meaning of new words from the context, or ignore themand use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures first Top-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:the topic of writing as close as possible to students’ life students enough room for creativity and imaginationstudents well before writingcollaborative group writing as well as individual writing opportunities for students to share their writingconstructive ans positive feedbackstudents’ errors strategicallystudents a sense of achievement from time to time。
《英语教学法》Unit 6 Teaching Pronunciation
4. Practices of teaching English pronunciation
4.பைடு நூலகம் Practising sounds
Focusing on a sound
Imagine that you want to focus on a sound which your students are having difficulty with. How will you do it?
( ) __ Get the students to repeat the sound in chorus. ( ) __ Explain how to make the sound.
( ) __ Contrast it with other sounds.
( ) __ Write words on the blackboard. ( ) __ Get individual students to repeat the sound. ( ) __ Say the sound in a word. ( ) __ Say the sound alone. ( ) __ Say the sound in meaningful context.
Pronunciation will take care of itself as students develop overall language ability. Failure in pronunciation is a great hindrance to language learning?
1. Listen and repeat 2. Fill in the blanks. 3. Make up sentences 4 . Use meaningful context. 5. Use pictures 6. Use tongue twisters
王蔷英语教学法_英汉对照
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义 as a linguistic systemfunctional view功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性 as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if youfollow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows. Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speaking Six criteria for evaluating how communicative classroom activities are:Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise → exerci se-task → taskHow to design tasks:Think about students’ needs, interests, and abilities Brainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication wasused in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育learner-centredness, and respect individual differences突出学生主体，尊重个体差异competence-based objectives, and allow flexibility and adaptability整体设计目标，体现灵活开放close attention to the learning pro-cess, and advocate experiential learning and participation强调学习过程，倡导体验参与particular importance to formative assessment, and give special attention to the development of competence注重过程评价，强调能力发展learning resources, and maximise opportunities for learning and using the language开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum：课程总目标Overall language ability:Learning学习策略Affect情感态度Cultural文化意识Language语言知识Language skills语言技能Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; Vocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th graders Graduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lesson There is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to bemodified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:information背景资料aims: 教学目标Language objectives; Ability objectives; Moral objectives contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignmentaids 教学手段of lesson summary 总结activities and assignmentslesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者 ,5 Participant参与者,6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In or der not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:on a sound 单音练习:(sounds difficult to learn)practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar pr actice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaning Denotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher. synonyms or antonyms to explain meaningslexical sets or hyponyms to show relations of words and their meaningsand exemplify, especially with technical words or words with abstract meaningword formation rules and common affixes to build new lexical knowledge what is already knownvocabulary in chunks.about the context in real life where the word might be used. about providing different context for introducing new words for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stagesactivities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解 activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notesactivities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speakingaccuracy-based with fluency-based practicespracticepracticeup confidencemeaningful interactionsstudents develop speaking strategiesthe best use of classroom learning environment to provide sufficient language input and practice for the students Designing speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms: Reading aloud&Silent readingThe ways of Reading effectively:a clear purpose in readingsilentlyphrase by phraseon the important bits, skim the rest, and skip theinsignificant partsdifferent speeds and strategies for different reading tasks the information in the target language rather than mentally translatethe meaning of new words from the context, or ignore themand use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures first Top-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F question While-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the linesPost-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching WritingThe main procedures of process writing :Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editingRevising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:the topic of writing as close as possible to students’ life students enough room for creativity and imaginationstudents well before writingcollaborative group writing as well as individual writing opportunities for students to share their writingconstructive ans positive feedbackstudents’ errors strategicallystudents a sense of achievement from time to time。
王蔷教学法讲义
王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。
主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。
【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。
《英语语音教学》课件
3
Rhythm and Timing
Discover the rhythmic patterns and timing of English pronunciation.
Common Pronunciation Mistakes
1 Confusing Sounds
Identify common sound confusions for non-native speakers and how to overcome them.
2 Difficult Sounds
Explore challenging sounds in English pronunciation and effective techniques to master them
3 Tips and Strategies
Discover useful tips and strategies to improve overall English pronunciation.
Homophones and Minimal Pairs
Explore the concept of homophones and minimal pairs in English phonetics.
English Pronunciation Rules
1
Stress and Intonation
Teaching English Phonetics
Approaches and Methods
Explore different approaches and methods for teaching English phonetics effectively.
Classroom Activities
教学法课件 Unit 6 Pronunciation
返回
Linking
Introduction
Listening and Practising
Game
By 傅雪燕
Introduction
Linking is such a common phenomenon of joining words together and if you pronounce each English word seperately when you speak,without linking ,English speakers may not understand you .
R-sound：
mouth and lips come tightly forward. tongue moves back in your mouth.
R's at the beginning Read Rome
practice
speak slowly use a lound sound exaggerate your mouth
Stress
By：吴隆娟
1.Stressed syllables in
words
• compound nouns: bathroom baseball daylight • digest (n) digest (v)
classroom football grandfather object (n) object (v) (名前动后)
--C+V--
-- /ə/ / ɜ:/+(r)+V--
--C+C-返回
͝
as soon as possible ͝ We are going to put it off.
͝ ͝
教学法Unit6teachinggrammar-精选
5. Grammar is always the most boring bit of language learning.
I. Role of grammar learning
1.1 What is grammar?
Teaching Grammar
语法教学
Objective of the lesson:
1.To know the role of grammar in language learning.
2. To know the major types of grammar presentation methods.
authentic language data and leads the
sts to realize grammar rules without
any form of explicit explanation. (the
teacher may elicit the grammar rule
form the sts)
Using picture prompts
3.2 Meaningful practice
Using learned knowledge to contrast with new item:
3.2 Meaningful practice
Using contexts to practice
Homework
Examples for inductive method:
Example for inductive teaching:
【英语教学法课件】Unit1Languageandlanguagelearning
4. Howatt, A.P.R. A History of English Language Teaching第十.五页(，共《78页。 英语语言教学(jiāo
Audiolingualism
第二十五页，共78页。
听说法 (shuōf ǎ)
Audio-Lingual Method
❖ ‘Listen and repeat’ drilling activities are the most important classroom activities.
❖ Mistakes are immediately corrected and correct utterances are immediately praised.
❖ Functional view– communicative categories, communicative ability (to be able to communicate)
❖ Interactional view– to communicate appropriately (communicative strategies, cultural awareness, etc.)
❖ Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced
王蔷 英语教学法教程 第二版 Unit6
第6章Teaching Pronunciation一、The role of pronunciation 发音的重要性As a means of communication by word of mouth, language is used in oral speech and in reading aloud. In order to make oneself easily understood while expressing one's own or other people's thoughts in any language, one must be able to pronounce words and sentences in that language quite correctly. Therefore, correct pronunciation is needed for a speaker to communicate. If our pronunciation is incorrect, we will not be understood. The result will be that Chinese people will think you are speaking in a foreign language and English people will think you are speaking Chinese. And it is more important for us language teachers to have a good pronunciation. If we have not a good pronunciation, who can we enable our students to pronounce correctly? In addition, pronunciation is more important than phonetic. Stress and intonation are as important as the sounds themselves and should be taught from the very beginning. For example, “she is not a girl who is afraid of failure and death.” In this sentence, with or without a pause before "who" is quite different.二、The goal of teaching pronunciation 目标简答The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.As we know the ideal goal of teaching pronunciation is to acquire native-like pronunciation, however, it’s not easy to acquire such pronunciation, then what should be our realistic goal?The realistic goal of teaching pronunciation should be:①Consistency: The pronunciation should be smooth and natural.②Intelligibility: The pronunciation should be understandable to the listeners.③Communicative efficiency: The pronunciation should help convey the meaning that is intended by the speaker.三、Practicing sounds 设计教案时活动的参考1. Focusing on a soundWhen teaching pronunciation, we need to focus on individual sounds, especially those sounds that are difficult to learn.The following steps may be helpful in teaching the difficult sounds: 步骤①Say the sound alone, but this may be avoided wherever possible;②Have students repeat the sound in chorus;③Have individual students repeat the sound;④Explain how to make the sound when necessary;⑤Say the sound in a word;⑥Contrast it with other sounds if necessary;⑦Say the sound in a meaningful context.2. Perception practicePerception practice is aimed at developing the students’ ability to identify and distinguish between different sounds. Correct perception of sounds is vital for listening comprehension.3. Production practiceProduction practice is aimed at developing students’ ability to produce sounds. Production practice of pronunciation varies from mechanical imitation to production in meaningful context.四、Practicing stress and intonation1. Three ways to show stress pattern of words, phrases and sentences: 教重音的方法①use gestures: the teacher can indicate the stress by clapping hands or using arm movements as if conductingmusic.②use the voice: the teacher can raise the voice to indicate stress. This can be done with some exaggeration sometimes.③use the blackboard: the teacher can highlight the stress parts by underlining them or writing them with colored chalks or in different size.2. Three ways to practice intonation:①use hand or arm movement to indicate change of intonation②use rising or falling arrows, such as ↗and↘.③draw lines五、Some suggestions on teaching pronunciation/How can teachers help the students to improve pronunciation? 教语音的建议或解决办法①Use individual, pair, group and whole class work to create a pleasant, relaxed, and dynamic classroom.②Use hands and arms to conduct practice.③Move around the classroom when doing choral practice.④Vary the criteria of ‘good’ to give students confidence.⑤Do articulation practice more than once.⑥Bring interests and variety to the practice.⑦The main criteria for good pronunciation are consistency, intelligibility and communicative efficiency.⑧Make full use of demonstrations.⑨Try to use visual aids.。
《小学英语教学法》课件
Collect feedback from students on their learning experience, including the effectiveness of the course in enhancing their English skills and knowledge
Encouraging active learning
promoting student participation in class ions, role playing, and other interactive activities
Assessing student progress
Evaluate one's own delivery of instructions, including language clarity, ability to engage students, and utilization of effective teaching techniques
Detailed description
Summary
Learning language by completing practical tasks, emphasizing the practical application of language and problem-solving abilities.
Summary
Teaching language by simulating real-life scenarios to help students understand and apply language.
Detailed description
2024年秋新外研版英语三年级上册教学课件 Unit 6 第2课时(Speed up)
An apple.
他们的
Look and fill in the blanks
How do they introduce their homes?
This is my home. A _b_e_d_r_o_o_m_ and a _li_v_in__g_r_o_o_m__.
Look at the apple! Let’s make a new home there... and share it!
分享
建新房子
Look and say What’s their home like?
This is our _s_w_e_e_t_ home!
Read and answer. Where is their new home?
Oh, no! Help!
No home for us now!
Look at the apple! Let’s make a new home there... and share it!
This is our sweet home!
Watch and follow
Look, match and retell
同学们，通过这节课的学习， 你有什么收获呢？
谢谢 大家
爱心.诚心.细心.耐心，让家长放心.孩子安心。
This is my home. A _b_e_d_ro_o__m_, a _li_v_in__g_ _ro__o_m_ and a k_i_tc_h_e_n_.
Look and say
How do they feel? Why?
Who are you? You are _in__m_y__b_e_d_r_o_o_m_!
英语教学法 第二版 课前问题答案总汇
Unit 1 Language and Learning2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1)Behaviorist theory2)Cognitive theory3)Constructivist theory4)Socio-constructivist theory4. What makes a good language teacherprofessional competence1)Ethic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared2)Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creative3)Personal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherWallace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1 Language use in real life vs. traditional pedagogyLanguage used in real lifeTo perform certain communicative functionsBoth receptive skills and productive skillsContext-relatedLanguage taught in the classroomTo focus on forms (structures or patternsTo focus on one or two language skills and ignore the otherTo isolate language from its context2. The goal of CLTThe goal of CLT is to develop students' communicative competence,2 What is communicative competenceboth the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations3.Five components of communicative competence1)Linguistic competence,2)Pragmatic competence,3)Discourse competence,4)Strategic competence5)Fluency3.Implications for teaching and learning:（同上）4.Principles in communicative language teaching1)Communication principle:Activities that involve real communication promotelearning.2)Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle:Language that is meaningful to the learning supports the learning process.-_-||4.Main features of communicative activitiesA classification of communicative activities1)Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationFollowing directionsReconstructing story-sequences…2)Social interaction activitiesRole-playing through cued dialoguesRole-playing through debate or discussionLarge-scale simulation activities….Six criteria for evaluating communicative activities1)Communicative purpose2)Communicative desire3)Content, not form4)Variety of language5)No teacher intervention6)No materials controlTBLT:a further development of communicative language teaching. it share the same beliefs, as language should be learned as close as possible to how it is used in real life. however, it stressed the importance to combine form-focused teaching with communication-focused teachingA task is believed to have four components:1)a purpose,2)a context,3)a process, 4)a product.6.Differences between PPP and TBLT1.The way students use and experience language2.TBL can provide a context for grammar teaching and form-focused activities7.Problems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners?7.Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1)A phase of restoration (1978-1985)2)A phase of rapid development (1986-1992)3)A phase of reform (1993-2000)4)A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability4)Pay close attention to the learning process, and advocate experiential learning and participation5) Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th graders-_-zLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning1.what is a Lesson plana Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it1.Why is lesson planning important?1)Makes teachers aware of the aims and language contents of the lesson,2)Helps teachers distinguish the various stages of a lesson and see the relationship between them3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers’ awar eness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism2.Principles for good lesson planning1)Aim,2)Variety,3)F lexibility, 4)Learnability ,5)Linkage3.Macro planning vs. micro planningMacro planning; is planning over timemicro planning: is planning for a specific lesson3Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectivesponents of a lesson plan1)Background information2)Teaching aims3)Language contents and skills4)Stages and procedures5)Teaching aids6)end of lesson summary7)optional activities and Assignments8)after-lesson reflection5.Sample lesson plansUnit 5 Classroom Management1.What roles does the teacher playBefore the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer ,4 Prompter , 5 Participant, 6 Resource-providerAfter the class---Evaluatornew roles: facilitators, guides, researchers2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of the students. To use the mother-tongue only when it is necessary.3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4 Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior4. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take thin gs personally3).Do not use threats5How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued.6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：1)Direct teacher correction2)Indirect teacher correction3)Self correction4)Peer correction5)Whole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的1)Consistency 连贯性: To be smooth natural2)Intelligibility可理解性:To be understandable to the listeners3)Communicative efficiency: To help convey the speakers’ meaning3. Three aspects of pronunciation to teach?Stress, intonation, rhythm5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:Use gestures, use the voice, use the blackboard7. Practicing intonation:Use hand or arm movement to indicate change of intonatonrising/falling arrows;draw linesUnit 7. Teaching Grammar1.The role of grammar in language learningGenerally speaking, Chinese EFL learners need a certain degree of mastery of English grammar (grammatical competence is essential for communication). However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2.ways of presenting/ teaching grammar1the deductive method2the inductive method3the guided discovery method3. grammar practice activitiesMechanical practicemeaningful practiceTwo types of practice can be combined.Using prompts (pictures, mimesor gestures, information sheet, key phrases or key words, chaind phrases, created situations) has proved to be an effective way of grammar practice.Unit 8 Teaching Vocabulary1. What does knowing a word involve?its pronunciation and stress;its spelling and grammatical properties;its meaning;how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare for possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spot the differences:3) Describe and draw4) Play a game:6) Use word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Use word net-work13)use the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students’ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English 2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show3.The characteristics of listening in real life1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment4 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:4. model of teaching listening:bottom-up model up- bottom model5.the teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can’t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.2.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.3.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood’s (1981) framework for defining s peaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activities5,How to organise speaking activities.Using group work in speaking tasksUnit 11 Teaching Reading1. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questio…4.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one’s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop sight vocabulary is to read extensively (‘Familiarity breeds automaticity’)5. Some principles for teaching reading(:1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.6.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model7.Three stages of reading:Pre-reading activities; *Predicting* Setting the scene* Skimming* ScanningWhile-reading activities;1)Focusing on the results of readingMultiple-choice questions;T/F questions;open questions,paraphrasing, translation2)Focusing on the process of understandingInformation transfer activities, ( with a transition device)comprehension questionsUnderstanding referencesMaking inference s …Post-reading ActivitiesTraditional: questions; paraphrasing; translationSuggestion:*Discussion*Role -play* Gap-filling* Retelling* WritingReading comprehension questions1).Questions for literal comprehension.2).Questions involving reorganization or reinterpretation.3).Question for inferences.4).Questions for evaluation or appreciation..5）question for personal responseUnit12 Teaching Writing1.What do we write?Writing is a real-life reality. We write letters, journals, notes, instructions, posters, essays, reports, menus, etc.2.Why do we write?We write for various reasons1)to convey messages,2)to keep a record of what is in our mind,3)to communicate with their teacher4)to raise awareness of how language works,5) to become more familiar with the linguistic and social conventions of writing in English, etc.3.How do we write?Writing can be both collaborative and solitarywe all have our own ways of writing.4.A communicative approach to writingSs are motivated by authentic writing tasks that have some communicative elements. Writing for a specific recipient (e.g. a friend, parent)Writing for an intended audience: creative writing intended to be read by other people 5.Problems in writing tasks1)They are mainly accuracy-based.2)They are designed to practice a certain target structures.3)There is insufficient preparation before the writing stage.4)There is no sense of audience.5)There is no sense of authenticity.6)Ss are given ideas to express rather than being invited to invent their own.7)There is no opportunity for creative writing, for expressing unusual for original ideas.8)Many of them are test-oriented.6.How to make a writing task more creative and communicative?Questions that the writer considers:Why should I write about the sports I like? (for communication)For what purpose?Who is going to read my writing? (a sense of audience)7.A process approach to writingFeatures of process writing1)Focus on the process of writing that leads to the final written product;2)Help ss understand their own composing process;3)Help ss build repertoires of strategies for prewriting, drafting, and rewriting;4)Give ss time to write and rewrite;5)Place central importance on the process of revision;6)Let ss discover what they want to say as they write;7)Give ss feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention;8)Encourage feedback both from the instructor and peers;9)Include individual conferences between T and S during the process of composition Procedures of process writing1)Creating a motivation to write;2)Brainstorming;3)Mapping;4)Free writing;5)Outlining;6)Drafting;7)Editing;8)Revising;9)Proofreading;10)Conferencing.8.Motivating students to write1)Make the topic of writing as close as possible to ss’ life.2)Leave ss enough room for creativity and imagination.3)Prepare ss well before writing.4)Encourage collaborative group writing as well as individual writing.5)Provide opportunities for ss to share their writings.6)Provide constructive and positive feedback.7)Treat ss’ errors strategically.8)Give ss a sense a achievement from time to time.9.Designing writing tasksWriting tasks should be motivating and communicative.Self-study sample tasks on pagesing the Internet to promote process writing。
王蔷英语教学法教程第二版Unit6
王蔷英语教学法教程第二版Unit6第6章Teaching Pronunciation一、The role of pronunciation 发音的重要性As a means of communication by word of mouth, language is used in oral speech and in reading aloud. In order to make oneself easily understood while expressing one's own or other people's thoughts in any language, one must be able to pronounce words and sentences in that language quite correctly. Therefore, correct pronunciation is needed for a speaker to communicate. If our pronunciation is incorrect, we will not be understood. The result will be that Chinese people will think you are speaking in a foreign language and English people will think you are speaking Chinese. And it is more important for us language teachers to have a good pronunciation. If we have not a good pronunciation, who can we enable our students to pronounce correctly? In addition, pronunciation is more important than phonetic. Stress and intonation are as important as the sounds themselves and should be taught from the very beginning. For example, “she is not a girl who is afraid of failure and death.” In this sentence, with or without a pause before "who" is quite different.二、The goal of teaching pronunciation 目标简答The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.As we know the ideal goal of teaching pronunciation is to acquire native-like pronunciation, however, it’s not easy to acquire such pronunciation, then what should be our realisticgoal?The realistic goal of teaching pronunciation should be:①Consistency: The pronunciation should be smooth and natural.②Intelligibility: The pronunciation should be understandable to the listeners.③Communicative efficiency: The pronunciation should help convey the meaning that is intended by the speaker.三、Practicing sounds 设计教案时活动的参考1. Focusing on a soundWhen teaching pronunciation, we need to focus on individual sounds, especially those sounds that are difficult to learn.The following steps may be helpful in teaching the difficult sounds: 步骤①Say the sound alone, but this may be avoided wherever possible;②Hav e students repeat the sound in chorus;③Have individual students repeat the sound;④Explain how to make the sound when necessary;⑤Say the sound in a word;⑥Contrast it with other sounds if necessary;⑦Say the sound in a meaningful context.2. Perception practicePerception practice is aimed at developing the students’ ability to identify and distinguish between different sounds. Correct perception of sounds is vital for listening comprehension.3. Production practiceProduction practice is aimed at develo ping students’ ability to produce sounds. Production practice of pronunciation variesfrom mechanical imitation to production in meaningful context.四、Practicing stress and intonation1. Three ways to show stress pattern of words, phrases and sentences: 教重音的方法①use gestures: the teacher can indicate the stress by clapping hands or using arm movements as if conducting music.②use the voice: the teacher can raise the voice to indicate stress. This can be done with some exaggeration sometimes.③use the blackbo ard: the teacher can highlight the stress parts by underlining them or writing them with colored chalks or in different size.2. Three ways to practice intonation:①use hand or arm movement to indicate change of intonation②use rising or falling arrows, such as ↗and↘.③draw lines五、Some suggestions on teaching pronunciation/How can teachers help the students to improve pronunciation? 教语音的建议或解决办法①Use individual, pair, group and whole class work to createa pleasant, relaxed, and dynamic classroom.②Use hand s and arms to conduct practice.③Move around the classroom when doing choral practice.④Vary the criteria of ‘good’ to give students confidence.⑤Do articulation practice more than once.⑥Bring interests and variety to the practice.⑦The main criteria for good pronunciation are consistency, intelligibility and communicative efficiency.⑧Make full use of demonstrations.⑨Try to use visual aids.。
英语教学法Unit6TeachingPronunciation课件
6.3 Aspects of pronunciation
❖ Sounds (48 phonemes: vowels, consonants)
❖ Phonetic symbols
❖ Phonetic rules ( eg. vowel alphabet, cluster of letters)
Some ideas about the goal of teaching pronunciation:
1. our goal is not to require Ss to have a native-like pronunciation due to 3 reasons:
❖ A. critical period (Benneberg 1967) ❖ B. the amount of exposure to English ❖ C. the physiological differences Can you think of some more reasons?
Tonguetwisr:Shla
1．上唇(upper lip) 2．下唇(lower lip) 3．上齿(upper teeth) 4．下齿(lower teeth) 5．齿龈(alveolar ridge) 6．硬腭(hard palate) 7．软腭(soft palate) 8．小舌(uvula) 9．舌尖(tip of the tongue) 10．舌前部(front of the
Which do you agree more?
❖ 1. Pronunciation is of great importance. If a child cannot learn correct pronunciation at the beginning, he/she will not learn correct English well.
王蔷-英语教学法教程-英汉对照-ACourseinEnglishLanguageTeaching
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义结构主义 as a linguistic systemfunctional view功能主义功能主义 as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性交互性 as a communicative toolViews on language learning and learning in general1) Process-oriented theories 过程指向论过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论 =audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Cognitive theory 认知主义理论 communicate approach 交际法 Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法 TBLT=Task-based Language Teaching 任务型教学法任务型教学法PPP=the Presentation, Practice and Production 呈现，操练，展出呈现，操练，展出 Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力语言能力Pragmatic competence 语用能力语用能力Discourse competence语篇能力语篇能力Strategic competence策略能力策略能力Fluency 语言顺畅语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动 Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿模仿Improvisation 即兴创作即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT :pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised →purposeful&contextualised communication communicationExercise → exercise exercise--task →task How to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法听说教学法speaking and listening; dialogues and drills 对话和操练对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-oriented education面向全体学生，注重素质教育面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences 突出学生主体，尊重个体差异生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability 整体设计目标，体现灵活开放整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning and participation 强调学习过程，倡导体验参与强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum ： 课程总目标Overall language ability:Learning 学习策略学习策略Affect 情感态度情感态度Cultural 文化意识文化意识Language 语言知识语言知识Language skills 语言技能语言技能 Learning : Cognitive; Self management; Communication; Resourcing Affect: International; Perspective; Patriotism; Confidence; Motivation Cultural: Knowledge; understanding; Awareness 情感目标情感目标语言目标语言目标 能力目标能力目标Language: Phonetics; Grammar; V Language: Phonetics; Grammar; Vocabulary; Functions; Topics ocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students 2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses 应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve. Benefits from lesson planning ：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning 宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to be modified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料背景资料2.Teaching aims: 教学目标教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段教学手段5.End of lesson summary 总结总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者敦促者 , 5 Participant参与者, 6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度制度In order not to hu rt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’ meaningWays of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningful context; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences: Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contr ibute to successful grammar practice:1) Pre-learning.2) V 2) Volume and repetition(olume and repetition(容量/重复).3) Success-orientation 成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习替换练习In Transformation drills 转移变形练习转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1) Using picture prompts.2)Using mime 哑剧or gestures as prompts.3)Using information sheet 信息表as prompts.4)Using key phrases or key words关键短语/ 单词单词 as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义指示意义Connotative meaning 内涵意义内涵意义Collocations 搭配搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词近义词，反义词，下位词 Receptive and productive vocabulary接受性和产出性词汇接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列单词系列7) Word bingo9) word association 自此联想自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur,1996:106-7):1) Spontaneity 自发性自发性2) Context 环境环境3) Visual clues 视觉线索视觉线索4) Listener’ s response 回应回应5) Speaker’ s adjustment调节调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测预测2) Setting the scene设置现场设置现场3) Listening for the gist 听力要点听力要点 4) Listening for specific information 细节理解细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记标记3) Listen and sequence 顺序顺序4) Listen and act5) Listen and draw6) Listen and fill填写填写7) Listen and take notes3.Post-listening activities听后活动听后活动1) Multiple-choice questions 多项选择多项选择2) Answering questions3) Note-taking and gap-filling填空填空Dictogloss(1) Preparation(2) Dictation 听写听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to provide sufficient language input and practice for the studentsDesigning speaking tasks:1) Maximum foreign talk 尽可能用外语交谈尽可能用外语交谈 2) Even participation 平等参与平等参与3) High motivation 高积极性高积极性4)Right language level 语言水平相对应语言水平相对应 Types of speaking tasks:1.pre-communicative activities交际前活动 Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演对话和角色扮演 Activities using picturesProblem-solving activitiesUnit 10 Teaching Reading Two types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读寻读 Predicting based on the title, vocabulary,the T/ F questionWhile-readingReading comprehension questions 阅读理解阅读理解Understanding references 理解引用理解引用Making inferences: reading between the lines Post-readingDiscussion questionReproducing the text 复述故事复述故事Role playGap-fillingDiscussionRetelling 复述复述WritingUnit12 Teaching Writing The main procedures of process writing : Creating a motivation to writeBrainstormingMapping 绘图绘图FreewritingOutlining 列提纲列提纲Drafting 起草起草Editing 编辑：peer-editing; self-editing Revising 修改修改Proofreading 校正校正Conferencing 与老师讨论与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strat egically8.Give students a sense of achievement from time to time。
英语教学法教案的范例[修改版]
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第一篇：英语教学法教案的范例Unit 6 Teaching PronunciationObjectives:By the end of this unit, Ss will Get to know:1. What role does pronunciation play in language learning?2. What is the goal of teaching pronunciation?3. What aspects of pronunciation do we need to teach?4. How can teachers help the students to practice pronunciation? Important points How can teachers help the students to practice pronunciation? Difficult points What aspects of pronunciation do we need to teach? Teaching methods Reflective CooperativeAutonomous-learning Model, Lecture, DiscussionTeaching Procedures Step 1 Lead-in 1. Ss do the reading report. 2.Ss discuss the goal of teaching pronunciation. Step 2 Presentation 1.The role of pronunciation Two points of views on teaching pronunciation:Students do not need to learn pronunciation, because pronunciation will take care of itself as the students develop overall language ability. Failure in pronunciation is a great hindrance in language learning. Therefore the teacher should spend some time in teaching pronunciation. Whether pronunciation needs special attention of focus depends on many factors, especially learner factors. for example: Learners whose native language has similar sounds to English vs. those whose native language has very different sounds from English; Learners who have more exposure to English vs. those who only learn English in the class; Adult learners vs. young ones.We should pay attention to the distinction between pronunciation and phonetics. The teaching of pronunciation should focus on the students’ability to identify and produce English sounds themselves. Students should NOT be led to focus on reading and writing phonetic transcripts of words, especially young students, because phonetic transcripts are more abstract and less meaningful. Introduction to phonetic rules should be avoided at the beginning stage. Stress and intonation should be taught from the very beginning.e.g. A: Would you please turn down the radio a little bit? B: Sorry.↘(with a sharp falling: No, I don’t want to.) Or: B: Sorry.↗(with a rising: What did you say?) 2. The goal of teaching pronunciation 1)Learner age The Critical Period Hypothesis: (pp. 92-93) The hypothesis claims that if humans do not learn a foreign language before a certain age (perhaps around puberty青春期), then it becomes impossible to learn the foreign language like a native speaker because of changes such as maturation of the brain. The hypothesis is still controversial/debated, because both positive and negative answers have been given by researchers. Most people agree, however, that those who learn a foreign language after puberty will have an accent. 2)Amount of exposure At the present time, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation. 3) Differences of individual ability Students have different phonetic abilities due to biological and physiological differences. Some are more sensitive to sounds and are better at imitating sounds than others.The realistic goals (p. 93) Consistency: Be smooth and natural. (连贯性)（fluency）Intelligibility: Be understandable.(可辨认性，可理解性) Communicative efficiency: Convey the meaning that is intended.（交际的有效性）《窈窕淑女》（MY FAIR LADY）故事背景是20世纪的英国，两个语言学家打赌：一个乡下女人经过6个月的语言训练是否可进入上流会会。
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IV. How to teach?
Questions to ask:
What are the main difficulties for the learners in their continuous speech? What are the errors in the learners' pronunciation? Why do they make these errors?
great changes old friends
a good view
Sound linking/liaison
put it on take it off first of all here and there not at all pick up keep up
for example all of us take off later on
Practice
John went to buy some (shorts / shirts) the other day. But first he had to (walk / work) for several hours. After he bought them, he found a nice calendar with a picture of beautiful (glass / grass). On his way home, he met (Don / Dawn). They went to a coffee shop and talked about the (sheep / ship) which they had to paint for an assignment.
Why can't most learners of English as a foreign language acquire native-like English pronunciation?
Factors affecting pronunciation learning
Learners' native language Age (critical period hypothesis P92) Exposure Innate phonetic ability Motivation and concern for good pronunciation
Unit Six Teaching Pronunciation
I. Questions for discussion:
Two different ideas about teaching pronunciation:
Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability. Failure in pronunciation is a great hindrance in language learning.
for instance
far away
in a minute take on forever
for a moment make up
work out go on
try it
see off
Stress, rhythm, and intonation
Stress is the pronunciation of a word or syllable with more force than the surrounding words or syllables. Rhythm is a regular repeated pattern of sounds. Intonation is often described as the music of speech—the way the voice goes up and down as we speak.
Minimal Pairs
1. There was something wrong with the race/rice. 2. That vine/wine is very good. 3. It was ten o'clock when we found/phoned her. 4. Her classes/glasses are too big. 5. It was his good lock/luck that kept the money safe.
articulation
o tongue twisters o reading a poem
In language teaching, tasks are normally designed to help learners discriminate, and, ultimately produce, words that differ only in a single contrasting sound. These are known as minimal pairs.
Tongue Twisters
Six sick hicks nick six slick bricks with picks and sticks. I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish. No need to light a night light on a light night like tonight. The batter with the butter is the batter that is better!
The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.
intonation
1. Could you tell me where the nearest hotel is? 2. I beg your pardon. Is this seat taken? 3. __What do you think of my children? __ I think you have very attractive children. 4. __ Who is that over there? __ He's a student, too. 5. __ Who are those people? __ Maybe they're teachers.
What to teach
(Gu P268, Book 1)
sounds………the vowels and consonants combination of sounds…….pronunciation of words word stress….the stress in a word and shift of stress strong & weak forms…the importance of the different syllables in maintaining the rhythm of the speech, especially the model verbs and auxiliary verbs linkage of sounds……..the liaison of sound in natural speech rhyme & rhythm pitch & intonation…the function of pitch and intonation in conveying meaning
splash Jobs
spring eggs
strange
doves
washed
Loss of plosion /Incomplete plosion
stop talking good morning at last great care bad cold take care
don't know
good luck good jobs keep silent just then
Goals of teaching pronunciation
intelligibility consistency communicative efficiency
Textbook P93
III. Aspects of pronunciation
For most of its history, the teaching of pronunciation has been biased toward the aspects of the sound system.
Sounds are represented by symbols vowels
Consonants
/ k /
/
tr /
/ dr /
/ ts /
/ dz /
Consonant Clusters
sky play speak pray star blame sleep brain small claim student breathed snail crash swan three