英语教学论Chapter4 Teaching of Language Knowledge4-Text
(完整版)《英语教学法》Unit_4_Classroom_Management
Unit 4 Classroom Management1.Teaching Aims:To discuss how language teachers can manage the classroom more effectively and efficiently.2.Teaching Content:1) The role of the teacher2) Student grouping3) Discipline in the language classroom3.Teaching Procedures:1) Create a relaxed atmosphere in the classroom to achieve full student participation. • Discipline and firmness are of paramount importance especially when students practise group work. The friendly relationship between you and the class has its vital impact on the students' attitude towards learning the language.2) Teacher's approach• Be creative because much of the teacher's success depends upon his/her imaginative power, originality and creativity. Teaching is more an art than a science.• Be an example of a good planner and organizer. By doing so, you encourage your students to develop their planning and organizational abilities.• Preparing the lessons regularly and adequately makes you surefooted in the classroom. It sets your mind at ease and makes you realize the main aim of the lesson. Do not over-plan. Make your lesson plan brief, informative, clear and purposeful. Include various activities to suit the individual differences in the classroom.• Be active. An active teacher means an active lesson. Avoid being indifferent because this creates a sort of boredom in the classroom.• Make your lesson enjoyable because the ability to enjoy is the key to effective learning. Remember that what one learns through enjoyment, one never forgets and its effect on the memory never fades. Lack of interest means lack of response.3) Language production•Involve your students in authentic communication situations, which encourage a continuous flow of speech. In fact, the acquisition of the language depends on practising it naturally.• Give your students every possible chance to use the language. Talk as little as possible to give the students the opportunity to interact. Do not over teach. Make the lesson student-centered, not teacher-centered.• Teach the language in appropriate social contexts. Relate the world to a sentence, the sentence to a situation and the situation to real life.• Use the teaching media properly to make the lesson more attractive and perceptive. They save time and effort.• Use effective means to eradicate errors. Always look at what they have achieved rather than at what they have failed to achieve.• Be accurate in evaluating your students' achievement. The marks given should be in conformity with the real standard of the class.。
实用英语教学法教程徐锦芬笔记第四章
实用英语教学法教程徐锦芬笔记第四章Chapter Four: Communicative Language TeachingIntroductionCommunicative Language Teaching (CLT) is a popular approach to language teaching that focuses on the communicative competence of learners. It was first introduced in the 1970s as a response to the limitations of traditional grammar-based methods. This chapter will explore the key principles of CLT and provide practical tips on how to implement it in the language classroom.Key Principles of CLT1. Communication is the Goal: In CLT, the primary goal of language teaching is to enable students to communicate effectively in real-life situations. This means that the focus is on developing students' ability to use language for meaningful communication rather than just memorizing grammar rules.2. Authentic Materials: CLT emphasizes the use of authentic materials such as newspapers, magazines, videos, and real-life conversations to help students develop their language skills in context. This helps students see the practical application of the language they are learning.3. Student-Centered Approach: CLT is a student-centered approach to language teaching, which means that students are actively involved in the learning process. Teachers act as facilitators rather than knowledge transmitters, guiding students in their language development.4. Task-Based Learning: CLT emphasizes the use of tasks as a means of language learning. Tasks are activities that require students to use language in order to achieve a specific goal, such as completing a role play or solving a problem. By engaging in tasks, students develop their language skills in a natural and meaningful way.Practical Tips for Implementing CLT1. Use Pair and Group Work: Encourage students to work in pairs or small groups to practice their speaking skills. This allows students to engage in authentic communication and learn from each other.2. Provide Opportunities for Real-Life Communication: Create opportunities for students to use their language skills in real-life situations. For example, you could organize a language exchange with native speakers or set up a role play activity based on a real-life scenario.3. Focus on Fluency over Accuracy: In CLT, fluency is prioritized over accuracy. Encourage students to focus on communicating their ideas effectively rather than worrying about making mistakes.4. Use Authentic Materials: Integrate authentic materials into your lessons to expose students to real-life language use. This could include watching videos, reading news articles, or listening to podcasts.ConclusionCommunicative Language Teaching is a student-centered approach to language teaching that focuses on developing students' communicative competence. By following the key principles of CLT and implementing practical tips in the classroom, teachers can create a dynamic and engaging learning environment that encourages students to use language in meaningful ways.。
Chapter4 language 2说课稿讲解
Chapter4 Numbers:Everyone’s language 说课稿speaking高平三中李海霞一、教材分析教学内容:本课是牛津版英语八年级上chapter4 speaking的内容。
本章的主要话题是数字,介绍数字和计算仪器的发展史。
并通过听说读写的练习,让学生对数字有一个全面系统的了解。
本章旨在创造一个轻松愉快的学习、交流环境,培养学生综合运用这些知识的能力。
通过有限的课堂实践活动,能准确的用英语来表达生活中的数字。
同时培养学生学习数学的兴趣。
Spesking 部分主要训练学生的口语表达能力。
二、教学目标根据以上我对本章的分析,我确定一下几个教学目标,1、会用英语表达算式。
2能熟练读出整数、小数、分数、电话号码、度数和百分数。
培养自主学习的能力。
3能记住基数词变序数词的规则。
学习策略是通过学生自主学习来达到教学目标,把课堂主动权还给学生。
三、教学的重难点我确定本课的教学重点为数字的读法。
难点为序数词。
序数词的变化一直就是一个难点。
尤其在表达分数的时候,一定要注意它的复数形式。
四、教学方法本课我采用五步式教学方法来贯穿教学过程。
现简单介绍一下五步式教学方法。
即目标导学-----自主预习-----交流释疑-----优化训练-----总结升华。
其中,自主预习里包括三点:自学指导、学生自学、自学检测。
交流释疑环节,也就是小组合作的环节。
在交流中要求学生兵教兵,一帮一,小组长发挥能动性。
并结合小组打分制,来充分调动学生的积极性,提高课堂效率。
五、教学过程Setp1复习导入导入是教学环节的一个承上启下的作用。
本课我用游戏导入,其一能起到复习作用。
其二能活跃课堂气氛。
给学生营造一个轻松愉快的氛围。
Step2 自主预习学生自学,内容是学生感兴趣的,所以学生是完全有能力进行自学的。
教师要布置清任务,对自学要进行指导。
带着任务去预习。
预习完以后要进行检测,在检测中发现问题,并强调和总结。
这个环节培养学生的自学能力和解决问题的能力。
(完整版)《英语教学法》Unit4_Sharing
Unit4 SharingWarming-up and Reading教材分析本单元的话题是sharing，主要涉及帮助弱者、志愿服务、合作分享等，通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情、学会分享；了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感，结合针对短文话题的探讨激发学生的国家意识，通过各种渠道力所能及地为贫困地区的孩子作出自己的贡献。
Reading是一篇Jo写给Rosemary的信。
其中介绍了Jo在PNG(Papua New Guinea)的一个小山村教书。
在信中，作者以该村学校的情况和去一个学生家做客的经历，使学生感受到了PNG的儿童生活处境的艰难，从而更加珍惜自己的学习机会。
本人针对Reading所涉及的内容，设计了相对应的课件和教案，以下是教学的设计：I. Teaching Goal:1. Knowledge and Skilla. Key words and phrases: volunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangementb. Enable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher.c.Encourage the students to talk sth. About sharing, which aims to train students’ ability to speak.2. Emotion and Attitudea. Cultivate students a good emotion about what is sharing and pay more attention to the value.b. Help the students understand the meaning of the volunteer work.3.Process and MethodsDiscussion, skimming, scanning and task-based methodII. Teaching importance:How to grasp the main idea of the text and how to understand the detailed information of the letter.III. Teaching difficulty:To comprehend the text is very important. Help them learn how to have a thorough understanding of sharing and voluntary work.IV. Teaching AidA recorder, a projector and PPT.V. Teaching Procedures:Step1. warming-up1.Talking about sharing by showing some pictures and what some famous peoplethink about itAs Kofi Annan said “ … each contribution- no matter how small- can help make a difference.”Give roses to others and the lasting fragrance will remain in your hand.If everybody offers a little love, the world will become more beautiful.Share your happiness with others, happiness doubles;Share your sadness with others, sadness halves;Share your love with others, love spreads.2.Talking about Volunteers, let students have a understading of the word.Look at the sign: What does the sign stand for?The sign of United Nations Volunteer in China(中国青年志愿者)①What does the sign remind you of?Y stands for youthA hand: ________________A dove:_________________Aheart:_________________Aletter:_________________(中国青年志愿者(United Nations Volunteer in China)标志的整体构图为心的造型，同时也是英文“青年”的第一个字母Y；图案中央既是手，也是鸽子的造型。
《英语教学论》课程作业与思考题
《英语教学论》课程作业与思考题《英语教学论（一）》作业与思考第一单元语言观与语言学习观1. What are the three views on language?2. What are the views on language learning?3. What are the qualities of a good language teacher?第二单元交际教学原则和任务型教学思想1. What is communicative competence?2. What are the three principles of communicative language teaching?3. How is TBLT different from PPP?4. What is Task-based Language Teaching?第三单元国家英语课程标准1. What are the designing principles for the National English Curriculum 2001?2. What are the goals and objectives of English language teaching?3. What are the challenges facing English language teachers?第四单元备课与写教案1. Why is lesson planning necessary?2. What are the principles for good lesson planning?3. What are macro planning and micro planning?4. What are the components of a lesson plan?5. What are the 3P’s model and 3-stage model?1.What are the main roles teachers can play before, during and after the class?2.How to give effective classroom instructions?3.What are the different ways for student grouping?4.How to ask effective questions?5.How to treat students’ errors in the classroom?第六单元语音教学1.What is the goal of teaching pronunciation?2.What aspects of pronunciation do we need to teach?第七单元语法教学1.What are the major types of grammar presentation methods?2.What are the major types of grammar practice activities?第八单元词汇教学1. What does knowing a word involve?2. How can we present new vocabulary items effectively?3. What are some effective ways to consolidate vocabulary?《英语教学论（二）》作业与思考第九单元听力教学1.What are the characteristics of the listening process?2.What are the models of teaching listening?3.What are the common activities in teaching listening?1. What are the main characteristics of spoken language?2. What are the characteristics of successful speaking activities?3. What are the main types of speaking activities?第十一单元阅读教学1. What are the main reading skills?2. What are the main reading models for teaching reading?3. What types of activities can we use in teaching reading?第十二单元写作教学1.What are the problems in writing tasks in existing textbooks and classroom teaching?2. What is called process approach to teaching writing?3. What are the main procedures of process writing?第十三单元综合技能教学1. Why should we integrate the four skills?2. How do we organize activities of integrated skills?3. What are the implications for integrating teaching?第十四单元语言教学中的道德教育1. What does morality involve according to William J. Hutchins?2. State briefly the four models to moral development.第十五单元语言教学中的评价方法1. What is assessment? What are the differences between testing, assessment and evaluation?2. What are the purposes of assessment in language teaching?3. What are the methods of assessment?4. What are the assessment principles?第十六单元学习者个体差异与学习策略培养1. What is the theory of multiple intelligence? What are its implications for language teaching?2. What is learner training?第十七单元英语教育资源与技术的开发与利用1. How to use available resources?2. How to explore hidden resources?第十八单元教材的评估与改编1.What are the purposes for the teacher to evaluate and adapt textbook?2.What are the methods of evaluating textbooks?3.What are the features of good textbooks?4.How should the teacher select textbooks?5.What are the methods of adapting textbooks?外国语学院教师教育教研室编写。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter4 PrinciplesofEngl
Chapter 4 Principles of English Teaching in SchoolsSection 11. How can you determine whether an activity is student-centred?Key: A students-centered activity should meet the following standards: it should emphasize how to learn instead of how to teach; the teaching content should be on language skills instead of language content; there should be an increasing attention to students; the way the teaching content is presented should change.2. With reference to the National Curriculum Standards, can you explain how to implement the student-centred principle?Key: To implement the student-centered principle under the guidance of National Curriculum Standards, the whole teaching process should be consistent with students’ needs. In the textbook analysis, teachers should adapt the content of teaching materials and activities to students’psychological needs; in lesson preparation, teachers should understand students’ current knowledge and skills form feedback; in teaching activities, teachers should plan and prepare varied teaching activities according to the knowledge structures, learning motivation, interests and other characteristics of the students; in teaching methods, teachers should adopt varied teaching methods to help students feel and understand language intuitively.Section 2The reasonable objective principle must be combined with the student-centred principle to achieve teaching goals. Explain the differences in the teaching objective at elementary, junior middle and senior middle school when dealing with the topic on sports.Key: When teaching elementary students the topic of sports, teachers should impart to them some everyday sports activities such as badminton, ping-pong, running and swimming. Besides, students should be able to make one or two sentences with these activities, for example, I like ping-pong. No written work should be involved in this stage. While teaching junior students the topic of sports, teachers should extend sports activities to a wider range and the expressions and sentences involved should be more various. Students should use more complicated sentences to express their sports preference, such as my favorite sports is...; I prefer...to...and so-on. And, they should also be able to develop dialogues in sports. When it comes to teaching senior school students the topic of sports, dialogues should not only be longer in length, but should be deeper in depth. Compositions can be used to enhance the topic.Section 31. Explain the relationship between the effective principle and the student-centred principle.Key: The two principles are interrelated: on the one hand, to conduct the effectiveprinciple, teachings activities must be student centered and must obey the student-centered principle; on the other hand, teaching activities based on the student-centered principle are certainly effective in practice. They interact with each other and reciprocate each other.2. What kinds of class activities are most effective?Key: Student-centered activities are most effective. These activities are conducive to students’ needs, consistent with the reasonable teaching plan, use language that is easy to understand, pay attention to students’ response and encourage students to ask questions and evaluate themselves.Section 4The following dialogue is a typical example of sentence pattern exercises. Which one do you think is more adapted to the realistic principle?1. A: What is on the table?B: There is a book on the table.2. A: Where are my shoes?B: Under the bed.Key: Obviously, the second dialogue is more adapted to the realistic principle. The fact is that in real life we don’t speak out every word as is required in the textbook. Some unnecessary words are omitted to save both time and energy and more are omitted especially when a person’s style is simple or the situation doesn’t permit long sentences.。
英语教学论Chapter4 Teaching of Language Knowledge4-Text
this time?
Ray: Mr Sutton kept us in, sir.
● A man hit another man very hard on the head. NP VP NP NP ADVP PREPP
● This’ere geezer clobbered this bloke bloody’ard on the bone.
• If you are a teacher, how can you teach the following sentence to your students?
• Have you had your lunch?
The traditional teaching steps:
Step 1 Teacher reads the sentence and then gets the students to read the sentence after the teacher.
variations → sub-genres
1. ilavietnam ila= International Language Association？ 2. mats = matinees [a theatrical performance held during the daytime (especially in
Watch the teaching video, and identify the topic, the function and genre.
Have you had your supper?
Yes, I have. /No, I haven’t.
• But when two Chinese people meet in real life, Xiao Li says to Lao Wang: Have you had your lunch?
英语教学方法论
英语教学方法论Here is an essay on the topic of "Theories of English Language Teaching" with a word count of over 1000 words:Theories of English Language TeachingThe field of English language teaching has evolved significantly over the past several decades with the development of various pedagogical theories and approaches. These theories provide a framework for understanding the language learning process and guide instructors in designing effective teaching methods. In this essay, we will explore some of the key theories and approaches that have influenced the way English is taught around the world.One of the foundational theories in language teaching is the Behaviorist Theory, which emerged in the 1950s. This theory views language learning as the formation of habits through a process of stimulus, response, and reinforcement. Proponents of this approach believe that language skills are acquired through drill-and-practice exercises, repetition, and the reinforcement of correct responses. The Audiolingual Method, which emphasizes repetitive oral drills and pattern practice, is a prominent example of a teaching approachrooted in Behaviorist Theory.While the Behaviorist Theory was influential for many years, it was later challenged by the Cognitive Theory of language learning. Developed in the 1960s, the Cognitive Theory posits that language acquisition is a mental process involving the active construction of rules and patterns. Instead of simply mimicking and repeating, learners are seen as actively engaged in processing, organizing, and storing linguistic information. This theory emphasizes the importance of understanding the underlying grammatical structures and applying them creatively in various contexts.The Communicative Approach, which gained prominence in the 1970s and 1980s, is closely aligned with the Cognitive Theory. This approach focuses on developing communicative competence, which encompasses not only the ability to produce grammatically correct sentences but also the ability to use language appropriately in different social and cultural contexts. The Communicative Approach encourages learners to engage in authentic, meaningful communication, often through task-based activities and role-playing exercises.Another influential theory in language teaching is the Constructivist Theory, which emerged in the 1980s and 1990s. This theory emphasizes the active role of the learner in constructing their ownunderstanding of the language. Constructivists believe that knowledge is not simply transmitted from the teacher to the learner but is actively constructed by the learner based on their prior experiences and interactions with the environment. This theory has led to the development of learner-centered approaches that encourage students to engage in collaborative learning, problem-solving, and self-reflection.The Humanistic Approach, which gained popularity in the 1970s and 1980s, is another important theory in language teaching. This approach emphasizes the affective and emotional aspects of language learning, focusing on the learner's individual needs, goals, and personal growth. Proponents of the Humanistic Approach believe that language learning should be a holistic experience that nurtures the learner's self-esteem, motivation, and overall well-being.More recently, the emergence of the Sociocultural Theory has shed light on the importance of social and cultural factors in language learning. This theory, developed by the Russian psychologist Lev Vygotsky, posits that language acquisition is a socially mediated process, where learners construct their understanding of the language through interactions with more experienced speakers. The Sociocultural Theory has led to increased emphasis on the role of scaffolding, collaborative learning, and the incorporation of learners' cultural backgrounds in the language classroom.In addition to these broad theoretical frameworks, there are also specific teaching methods and approaches that have been developed and implemented in language classrooms. These include the Direct Method, the Natural Approach, the Total Physical Response method, and the Task-Based Language Teaching approach, among others.Each of these theories and approaches offers valuable insights and perspectives on the language learning process. However, it is important to note that there is no one-size-fits-all solution in language teaching. Effective language instruction often requires a blended approach, where teachers draw from various theories and methods to tailor their teaching to the specific needs and learning styles of their students.As the field of English language teaching continues to evolve, it is crucial for educators to stay informed about the latest research and developments in language learning theories. By understanding the underlying principles and assumptions of different approaches, teachers can make informed decisions about the most appropriate teaching strategies and techniques to adopt in their classrooms. This knowledge not only enhances the effectiveness of language instruction but also empowers teachers to create engaging and transformative learning experiences for their students.。
英语教学论Chapter4 Teaching of Language Knowledge3-Grammar
Hale Waihona Puke She is writing another book this year.
finish now start
1.现在进行时表示一项活动在说话时 (或较长时间）正在进行。
John and Mary are talking on the phone.
It should be obvious that there is a clash of two styles of English here: while speaker A’s talk seems to display language features appropriate to casual conversation among friends, speaker B’s contributions are more typical of formal written language. Thus, speaker A’s vocabulary choices are characteristic of speech, e.g. great, bloke, a ciggie, while speaker B’s are more commonly found in writing: grateful, requested, refrain. These differences extend to grammar, too.
-Eg. Teach the simple past tense.
Criticism: - isolated way - meaning ignored - mechanical practice
Merits: - successful with selected and motivated students - save time - build students' confidence in the exam with
英语教学论Chapter4 Teaching of Languag eKnowledge1-Pronunciation精品文档
Contents
1. The role of pronunciation 2. The goal of teaching pronunciation 3. Aspects of pronunciads 5. Practising stress 6. Practising intonation 7. Conclusion
partially or totally, in one or more places, the sound is a consonant.
Vowels: If the air, once out of the glottis, is allowed to pass
freely through the resonators, the sound is a vowel semi-vowels or semi-consonants
2019/10/15
The aspects of pronunciation
Pronunciation is an umbrella term covering many aspects, such as sounds and phonetic symbols, stress, intonation, and rhythm. These aspects are not isolated from each other, but interrelated.
Practising Sounds
Manners of Articulation: It studies the actual relationship between the
articulators and the way in which the air passes through certain parts of the vocal tract.
英语教学论Chapter4 Teaching of Language Knowledge4-Text精品文档
this time?
Ray: Mr Sutton kept us in, sir.
● A man hit another man very hard on the head. NP VP NP NP ADVP PREPP
● This’ere geezer clobbered this bloke bloody’ard on the bone.
remember the tense used in the sentence “the present perfect tense” and the formation of
this kind of tense (have + p.p.), and the form of question and negation (have/has+ subj.; Subj.+ have/ has + not), and their abbreviation:
Step 6 Students do some written exercises.
• In this way, the structure of the sentence will be learned and remembered, and the students may be able to compose grammatically correct sentences, e.g.
Eg. – Do you remember John Jones? I met him today and he said he’d like his job back. I think he is optimistic, don’t you?
- Met that fool John today, wants his job back. Can you imagine?
英语教学论Chapter4 Teaching of Language Knowledge4-Text-文档资料
• In this way, the structure of the sentence will be learned and remembered, and the students may be able to compose grammatically correct
sentences, e.g.
Step 4 Teacher gives more examples such as: Have you had your breakfast? Yes, I have / No, I haven’t. Step 5 Students do pattern drills and read the examples aloud again and again. Step 6 Students do some written exercises.
5. the heuristic function: using language to learn and to discover; 6. the imaginative function: using language to create imaginary systems or ideas. 7. the representational function: using language to communicate information.
Genre
Genre is a type of written organization and layout (such as an advertisement, a letter, a poem, a magazine article, prayers, sermons, conversations, songs, speeches, and novels etc.) which will be instantly recognized for what it is by a number of a discourse community—that is any group of people who share the same language customs and norms. (Harmer, 2007: 31) variations → sub-genres
Chapter-4-3(2012)教学法(共18张)
Conditions for Motivating Students
What Ss are going to learn or have learnt should be necessary and clearly relevant to the learning purpose.
on Bb.
12. Ss find out the same and difference between Bob’s ideas and theirs and discuss the best idea and the most inappropriate one.
13. T guides Ss to summarize the past tense of regular and irregular verbs by using the two activity lists. 14. T assigns homework: reporting what Bob did, said and felt last weekend,
第5页，共18页。
Sample Lesson 7 -- Revision Lesson, Unit 9, How
was your weekend? J1B, Go for it!
This is the revision lesson of Unit 9 How was your weekend? J1B, Go for it! The teacher adopts the teaching materials in the textbook on page 58 (Self-check). The following is what we saw when sitting in on one class in a junior high school in Haikou.
英语教学论Chapter5 Teaching of Language Skills-Integrat
How can we integrate the four skills
2. Complex integration
1) A series of activities that use a variety of skills. In each of the activities, there is realistic, communicative use of language. 2) Example one J:\教学\Example one(complex).doc 3) Example two J:\教学\examole two(complex).doc
3) it is difficult to design suitable materials that take into account sudent's different skills levels.
what are the implications for teaching
3. exercise J:\教学\doscourse.doc 4. teahe textbook contents 2) adjusting the time table
Essential and desirable condiations for langauge learning
1. Essential conditions 1) Exposure to a rich abut comprehensible input of real spoken and written language in use. 2) Use of the langauge to do things (i.e. exchange meanings) 3) Motivation to listen to and read the language and to speak and write it. (i.e. to process and use the exposure)
英语专业英语教学法教案四中英文双语版.ppt
英语专业 英 语 教 学 法教案 4
（专业教学法技能）
专业教学法技能
课语 文法 教教 学学 技技 能能
Reading skill Listening Language skill-1 Language skill-2
课文教学
教学目的：通过讲解、示范和练习，学会课文教 学技能
教学重点、难点：了解整体教学课型的特点和模 式，掌握英语课文的一般方法和技能
教学内容、步骤和方法：
复习思考题：
课文教学 复习 思 考 题
1、课文教学有哪些常用方法? 2、初中高年级课文教学应如何进行? 3、高中课文教学应如何进行? 4、任选一篇课文，运用整体教学法进
行模拟教学或说课。
从情节上抓线索。最常见的作法是由教师介绍背景和主要情节，也可 利用图表示情节，还可通过逻辑推理掌握线索及其发展。
从感知过程中抓线索。这是可能理解较多整体因素的技巧，其作法是 快读快听而“读书不求甚解”。在初学阶段，可由教师在听读前给少 数关键词。这是一种可以倡行的抓整体线索的技巧。
课文教学 （教学内容和方法） 整体教学课型的特点
课文教学 （教学内容和方法） 课文整体教学的教学方法（视听说教学）
（3）难点处理
打开教科书，教师总结知识点，在对话 理解的过程中处理新句型、新语法、新词 语。
课文教学 （教学内容和方法） 课文整体教学的教学方法（视听说教学）
（4）朗读 为了加深学生对对话的理解，可以让
学生跟读、朗读、分角色朗读，从整体上 再一次掌握理解语言知识，同时，还可以 纠正学生的不良发音及语调，使他们的语 音、语调和语气接近生活中的对话效果。
2. Let the students watch the video and find out: What are Susan and Mrs. Zhu talking about?
英语教学论Chapter4 Teaching of Languag eKnowledge1-Pronunciation-文档资料
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Practising Sounds
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Practising Sounds
voiceless
When the vocal folds are apart, the air can pass through easily and the sound produced is said to be voiceless.
3) Biological and physiological difference
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The goal of teaching pronunciation
Realistic Goal Since acquiring native-like pronunciation is impractical and unnecessary for our adult students, our realistic goal of teaching pronunciation should be:
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The aspects of pronunciation
Pronunciation is an umbrella term covering many aspects, such as sounds and phonetic symbols, stress, intonation, and rhythm. These aspects are not isolated from each other, but interrelated.
1) 2) 3) 4) 5) Sounds Phonetic symbols Stress Intonation Rhythm ……
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《英语教学论》课程教学大纲
《英语教学论》课程教学大纲（Syllabus for English Teaching Methodology）一、课程说明课程编码：19400070、课程总学时45学时（25/20）、周学时3（2/1）、学分：2分、开课学期：第6学期。
1．课程性质《英语教学论》课程是高等师范院校英语教育专业一门必修课程，旨通过该课程的学习,引导英语师范生学习课程教学改革新理念, 树立交际语言教学观;学习语言学、心理学、二语习得等外语教学理论和外语学习理论，学习不同的英语教学法思想，掌握英语课堂交际语言教学技能；组织学生参加英语教学实践活动、帮助学生理论联系实际教学，培养学生实践教学和反思教学能力，逐步提高对英语教学的认识能力，为师范生将来从事英语教育事业奠定良好的理论和实践基础。
2．适用专业与学时分配适用于英语教育专业。
教学内容与时间安排表3．课程教学目的与要求I．教学目的：通过《英语教学论》课程的学习，帮助英语师范生具有新课程教学改革的理念和职业规范与师德,掌握一定的外语教学理论和外语学习理论,了解交互性语言教学的课堂教学理论基础,培养英语教学实践经历和反思教学的的能力，促进师范生在学术上的可持续发展的基本素质。
II．教学要求：教师通过多媒体讲授英语教学理论、教学流派、课程标准和教学原则等知识后，组织师范生进行小组为单位的教学内容演示等教学实践活动,提高师范生对英语教学本质的认识，使他们一定的理论高度，具备反思教学的可持续发展的能力,逐步完善自己的英语教学能力。
4．本门课程与其它课程关系本课程是在第6学期开设的专业基础必修课，学生已经学习了英语专业的一些基础课程以及一些相关的通识课之后才开设，本门课程的开设对巩固和提高英语教师专业学生的专业素质会起到积极作用。
它既能够优化教育理论课程，如心理学、教育学等，同时也能够检验学生对所学英语专业知识的把握程度及综合运用英语语言的能力。
5．推荐教材及参考书推荐教材：1.Paul Davies, Eric Pearse Success in English Teaching Shanghai Foreign Language Education Press, 20052.王蔷：《英语教学法教程》，高等教育出版社，2000年。
(完整版)《英语教学法》unit_1_language_and_learning
(完整版)《英语教学法》unit_1_language_and_learning Unit 1: Language and LearningIntroduction to English Language Teaching MethodologyEnglish language teaching methodology is a vital aspect of language education. It plays a crucial role in enabling learners to develop proficiency in a second language. In this unit, we will explore the various approaches, methods, and techniques used in English language teaching. Understanding these methods is essential for language teachers to effectively plan and deliver instruction to their students.1. The role of language in teaching and learningLanguage is not solely a means of communication; it is also a tool for learning. It allows individuals to acquire knowledge, express ideas, and interact with others. In the context of language teaching, a comprehensive understanding of language is important. Teachers must consider the four language skills: listening, speaking, reading, and writing, along with grammar, vocabulary, and pronunciation. By incorporating these elements, teachers can promote language acquisition and development in their students.2. The communicative approachThe communicative approach is widely acknowledged as an effective language teaching method. It focuses on real-life communication and the purposeful use of language. In this approach, learners engage in meaningful tasks that require them to use English to express themselves authentically.The communicative approach encourages learners to develop their fluency and accuracy by providing opportunities for interaction and authentic communication.3. The lexical approachThe lexical approach emphasizes the importance of teaching vocabulary and collocations in language learning. It recognizes that grammar and vocabulary are interconnected and that learners must acquire both to communicate effectively. Teachers following the lexical approach prioritize teaching high-frequency and useful vocabulary, as well as the collocations and phrases associated with them. By developing a strong lexical repertoire, learners can enhance their language proficiency and understanding.4. Task-based language teachingTask-based language teaching (TBLT) is a learner-centered approach that focuses on the completion of meaningful tasks. In TBLT, learners are presented with a task that requires the use of language to accomplish a specific goal. These tasks can be simulations of real-life situations or problem-solving activities. By engaging in these tasks, learners develop their language skills while also achieving the task objective. TBLT promotes both language acquisition and the development of critical thinking and problem-solving skills.5. Technology-enhanced language teachingTechnology has revolutionized language teaching and learning. It provides teachers and learners with access to an array of digital resources and tools. Technology-enhanced language teaching encompasses the use ofeducational software, online platforms, multimedia materials, and interactive activities. It enhances learner engagement and provides opportunities for independent learning. Integration of technology in language teaching opens up new possibilities for personalized and adaptive instruction.ConclusionEnglish language teaching methods continually evolve to meet the needs of diverse learners. It is essential for language teachers to keep abreast of current approaches and techniques to maximize instructional effectiveness. The approaches discussed in this unit, including the communicative approach, lexical approach, task-based language teaching, and technology-enhanced language teaching, provide teachers with valuable frameworks to deliver comprehensive and engaging language instruction. By applying these methods, language teachers can foster language learning and promote language proficiency development in their students.(Word count: 585)。
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• In this way, the structure of the sentence will be learned and remembered, and the students may be able to compose grammatically correct sentences, e.g.
Watch the teaching video, and identify the topic, the function and gt’s a usual informal greeting, and it has the same function as “Hello”.
• But for English, it often means an invitation (Are you inviting me?) or a formal question (Why do you ask me such a personal question?). He will feel confused if the Chinese moves away without waiting for the answer.
今天撞见约翰那傻小子了， 你猜怎么着 ， 还打算回来干！
Language teachers need to be aware of the various genres and text types that occur in speech and writing.
Practice activity:
CONTENTS of Go for it， Book II
CONTENTS of SEFC, Book II（2）
Halliday’s seven basic language functions
1. the instrumental function: using language to get things; 2. the regulatory function: using language to control the behavior of others; 3. the interactional function: using language to create interaction with others; 4. the personal function: using language to express personal feelings and meanings;
Text: Function, Topic and Genre
School of Foreign Languages, Sichuan Normal University
TOPIC and FUNCTION work as a WORKTABLE for the use of a language. Without them, all the phonemes, vocabulary and grammar cannot convey meaning but useless signs.
• If you are a teacher, how can you teach the following sentence to your students?
• Have you had your lunch?
The traditional teaching steps:
Step 1 Teacher reads the sentence and then gets the students to read the sentence after the teacher.
Conclusion
In communication, a certain sentence can be understood very differently in different situations.
• For students, knowing how to make correct sentences is only one part of language learning. In real communication, its functional value can be more important. Students have to use language in real communication so as to build up the relationship between the communicative functions and the sentence structures.
Genre
Genre is a type of written organization and layout (such as an advertisement, a letter, a poem, a magazine article, prayers, sermons, conversations, songs, speeches, and novels etc.) which will be instantly recognized for what it is by a number of a discourse community—that is any group of people who share the same language customs and norms. (Harmer, 2019: 31)
Ray: Yeah, that bastard Sootbucket
kept us in again. Mum: Nana’s here. Ray: Oh, sorry. Where is she?
Ray:
Good afternoon, sir.
Principal: What are you doing here at
haven’t/hasn’t.
Step 4 Teacher gives more examples such as: Have you had your breakfast?
Yes, I have / No, I haven’t.
Step 5 Students do pattern drills and read the examples aloud again and again.
Eg. – I met Mr. Jones yesterday, sir, who used to work here, if you remember? He asked we to inquire whether his post was still open and whether there was any chance of his taking it up again.
this time?
Ray: Mr Sutton kept us in, sir.
● A man hit another man very hard on the head. NP VP NP NP ADVP PREPP
● This’ere geezer clobbered this bloke bloody’ard on the bone.
modification (→ for fun/companionship/long-term relationship) WLTM (would like to meet) GSOH (good sense of humour) （Harmer, 2019：31）
Examples:
Ray: Hi, mum. Mum: Hi, you’re late.
the afternoon)] concs = concessions ((i.e. cheaper tickets for students, the elderly, etc.)[优惠价] 3. adjective(s) + noun → WLTM/seeks/is looking for → adjective(s) + noun + post-
remember the tense used in the sentence “the present perfect tense” and the formation of
this kind of tense (have + p.p.), and the form of question and negation (have/has+ subj.; Subj.+ have/ has + not), and their abbreviation:
Have you had your supper?
Yes, I have. /No, I haven’t.
• But when two Chinese people meet in real life, Xiao Li says to Lao Wang: Have you had your lunch?
Eg. – Do you remember John Jones? I met him today and he said he’d like his job back. I think he is optimistic, don’t you?
- Met that fool John today, wants his job back. Can you imagine?
(The same meaning, working class language)
The right honourable member smote the chappie mightily on the cranium. (The same meaning； doctor’s language)