《英语教学法教程》课件—08
英语教学法教程全册配套PPT教学课件
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.
英语教学法教程(课堂PPT)
9
Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
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The Structural View
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The Cognitive Theory
• Chomsky
– Language is not a form of behaviour, it is a complicated rule-based system.( Language is a rule-governed)
– There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced (language is generative)
• 语言的本质是由结构上相互联系的单位组 成的、用来表达一定意义的结构系统。
11
• The system of language=
•
the system of sound +
•
the system of words +
•
they system of grammar +
12
•
sente习的目标被认为是掌握该系统中各 种成分，即音位、语法单位、词汇等）
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Impact on language teaching
• Audiolingual approach （听说法） • Total Physical Method （全身反应法） • The Silent Way （沉默法）
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)。
《英语教学法教程》课件—10
2
real-life communication may have the following features: 1) Sentences tend to be simple 2) There are more incomplete sentences, or fragments 3) Language is informal, and vocabulary tends to be simple 4) There may be broken grammar, false starts, hesitation and fillers 5) There is more repetition and redundancy 6) Language tends to be unplanned 7) There is low density of information 8) Communication is text dependent 9) There is turn-taking between two speakers 10) The speakers are interdependent and mutually supportive 11) There is need to communicate 12) The focus is on meaning 13) There is little error correction 14) There is nonverbal response 15) The content is not specified in advance.
To get to know the characteristics for successful speaking tasks
To get to know the approaches to tes in speaking class
《英语教学法教程》课件—07
To know the approaches in teaching To know Principles of grammar instruction
Main Contents
Experiencer or affected is –ed People (mostly) amused, amazed astonished, bewildered frightened, horrified shocked, surprised confused, depressed disappointed disgusted
Unit Six Teaching grammar
CCouonutnatbalbelenonuonun anadndunucnocuonutnatbalbele nonuonun???????????
Aims of the Unit
To get to know the changes taking place in English grammar
Teachers tend to minimize the importance of grammar in communicative language teaching.
II. Differences between
Grammar knowledge
Grammar competence
By grammar knowledge we
1Reflections on grammar teaching “Should grammar be taught at all?”
《英语教学法教程》课件—04
3) Knowing about the learners:
• The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.
1) Knowing about the course:
The teacher should get to know which language areas and language skills should be taught or practised in a course, what materials and teaching aids are available, and what methods and techniques can be Planning
Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.
英语教学法教程 课件
There is a Chinese saying that'Teachers are engineers of the soul'. This suggests that we are not just responsible for students' moral development. The word 'education' comes from the Latin verb educare, which means to'bring out'. In other words, teachers should try to bring out the full potential of their students as human beings, so they can live meaningful, fulfilling and responsible lives. At first glance, English language teaching may not seem an important area for moral learning. It is a foreign language and is sometimes associated with social values that are not shared by Chinese people. On the other hand, English lessons can provide excellent opportunities for a focus on moral values
Didactic model: students are explicitly and regelarly taught moral behaviour, as determined by the teacher.
英语教学法教程8 Teaching Vocabulary
3. Two types of grammar practice activities
Mechanical practice and meaningful/communicative practice of grammar have both advantages and disadvantages.
Hedge (2000)
Vocabulary learning “involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.”
“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (D.A. Wilkins)
“词汇之于语法，有如砖之如混凝土，它们共同构 筑意义的大厦”。（丁建新，2004：前言）
E.g. The connotation of “rose” is that it is a symbol of passion and love - this is what the rose represents.
E.g. “dog”
8.2.2 sense relations
1. collocations 2. synonyms 3. antonyms 4. hyponyms
英语教学法教程PPT课件
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
Most of our day-to-day language use involves functional activities: advising apologizing debating offering
In order to perform functions, learners need to know how to combine the grammatical rules and vocabulary to express notions观念 that perform the functions.
Page 4
Views on language
Structural view Functional view Interactional view
Page 5
① Structural view结构观
The Structural View sees language as a linguistic system made up of various subsystems:
ቤተ መጻሕፍቲ ባይዱ
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
《英语教学法教程(第二版)》讲义
《英语教学法教程(第二版)》讲义一、课程概述1. 英语教学理论基础2. 教学方法与策略3. 课堂活动设计与组织4. 教学评价与反馈5. 教师专业发展二、英语教学的基本原则在深入探讨教学方法之前，我们需要了解英语教学的基本原则。
这些原则是指导我们教学实践的灯塔，帮助我们更好地服务于学生。
1. 学生中心原则：始终将学生放在教学的中心，关注他们的需求、兴趣和成长。
教学活动要贴近学生实际，激发他们的学习热情。
2. 交际性原则：英语学习的最终目的是运用语言进行有效沟通。
因此，教学过程中要注重培养学生的交际能力，让他们在实际语境中练习英语。
3. 循序渐进原则：教学应遵循由浅入深、由易到难的原则，确保学生能够在逐步学习中掌握英语知识。
4. 知识与实践相结合原则：理论学习与实践应用相结合，让学生在掌握知识的同时，提高实际运用能力。
三、课堂教学策略1. 情境教学法：通过创设真实的语言环境，让学生在模拟情境中学习英语，提高他们的语言运用能力。
2. 任务型教学法：以完成任务为目标，引导学生积极参与、合作探究，培养他们的团队协作能力和解决问题的能力。
3. 激励性评价：采用正面、鼓励性的评价方式，关注学生的进步和努力，激发他们的学习积极性。
4. 多元化教学手段：结合现代教育技术，运用多媒体、网络等资源，丰富教学手段，提高教学效果。
四、课堂活动实践2. 互动环节：设计小组讨论、角色扮演等活动，让学生在互动中提高英语听说能力。
3. 语言技能训练：针对听、说、读、写四个方面，设计专项训练活动，帮助学生全面提升英语能力。
通过本讲义的学习，希望您能在英语教学的道路上越走越远，为我国英语教育事业贡献自己的力量。
五、课程资源与材料的选择1. 教材选择：选用符合教学大纲、贴近学生实际、具有时代特色的教材。
同时，注意教材的难易程度，确保学生能够接受。
2. 辅助材料：充分利用网络资源、报刊杂志、影视作品等辅助材料，丰富教学内容，提高学生的学习兴趣。
《英语教学法教案》课件
《英语教学法教案》PPT课件一、课程简介1. 课程目标：通过本课程的学习，使学生了解和掌握英语教学的基本理论和方法，提高英语教学能力。
2. 适用对象：英语专业本科生、研究生以及英语教师。
3. 课程内容：本课程主要包括英语教学法的基本理论、教学设计、课堂管理、评价方法等方面的内容。
二、教学方法1. 讲授法：通过讲解英语教学法的理论知识，使学生掌握相关概念和原则。
2. 案例分析法：通过分析实际教学案例，使学生了解英语教学法的具体应用。
3. 小组讨论法：组织学生进行小组讨论，培养学生的合作能力和批判性思维。
4. 实践教学：安排学生进行教学实践，提高学生的教学技能。
三、教学内容1. 第一讲：英语教学法的基本理论教学大纲的编制教学目标的确立教学原则的遵循2. 第二讲：教学设计教学内容的选择和组织教学活动的设计和实施教学资源的利用3. 第三讲：课堂管理课堂纪律的维护学生的激励与反馈教师的角色与行为4. 第四讲：评价方法形成性评价与终结性评价自我评价与同伴评价评价工具的设计与使用5. 第五讲：教学策略与技巧直观教学策略任务型教学法语言交际法四、教学评估1. 平时成绩：包括课堂参与、小组讨论、作业完成等情况。
2. 实践教学评估：对学生的教学实践进行评价，包括教学内容、教学方法、教学效果等方面。
3. 期末考试：包括理论知识考试和教学设计考试。
五、教学资源1. 教材：选用权威、实用的英语教学法教材。
2. PPT课件：制作精美的PPT课件，辅助教学。
3. 网络资源：利用网络资源，提供丰富的教学内容和案例。
4. 教学实践：安排实地教学实践，增强学生的实际操作能力。
六、教学活动设计1. 理论与实践相结合：通过讲解理论知识，结合实际教学案例，使学生更好地理解和掌握教学方法。
2. 小组讨论与合作：组织学生进行小组讨论，鼓励学生分享经验和观点，培养学生的合作精神。
3. 教学演示与反馈：安排学生进行教学演示，给予及时的反馈和建议，提高学生的教学技巧。
《英语教学法教程》课件—06
Ⅳ Practising Sounds
Task 4
Imagine that you want to focus on a sound that your students are having difficulty with. Which of the following steps are necessary? In what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers.
Helpful Hints for Focusing on a Sound
10.Bad intonation can lead to serious misunderstandings.
Distinction between pronunciation and phonetics
Phonetic rules should be avoided at the beginning stage
Teaching Pronunciation
In the process of communication, pronunciation is of paramount importance, since successful communication cannot take place without correct pronunciation. (Celce-Murcia, Brinton & Goodwin, 1996).
3. Students need to know phonetics in order to learn English. Factors that decide whether
英语教学法教程课件
英语教学法教程课件英语教学法教程课件兴趣是最好的老师。
教学方法新颖又富有启发性，可激发学生的学习兴趣，使学生感到有趣、有味、有奇、有惑。
英语教学中，巧用情境教学法不失为一条锦囊妙计。
创设情境的方法很多，结合我多年来的教学实践，从课堂教学和课外教学两方面着手，总结如下：一、在课堂上创设情境1.利用实物，巧设情境教师通过实物演示情境能使学生边学习边体会所学知识，在实际生活中的应用，同时培养学生直接用英语思维的习惯。
如：教学“There be”句型、人体部位、方位词、形容词的比较等级都可用事物来演示教材内容。
再如，在讲授涉及问路的主题时，利用教室的课桌作为直观教具，有序排列，中间空出适当距离用做街道社区，然后让学生把课前自制的带有单位如school，hospital，toilet，the bus stop，the police station等的卡片放在课桌上，表示各建筑物所处的位置，形成某个建筑群的模拟情景，再让学生操练陌生人问路的对话。
在这种现实的“浓缩版”中，学生就能直观地理解向左转与向右转，并且懂得中西方在交通规则差异等方面的文化内容。
同时，学生的责任感、道德感与合作意识也得到了强化。
2.语言描述，引入情境充分利用教材中的课文创设问题情境。
教师可以向学生提出富有启发性的问题，制造悬念，创设问题情境，可以连珠炮式地提问，或者设置“突如其来的提问”，让学生就某个问题随便说说他们知道的东西。
让学生说出他们能想到的情况，如果说不出来，教师可以提示。
突如其来的提问可以使学习生动活泼，能引起学生临场发挥的冲动，获得成功感，增强学习的兴趣与信心。
例如：在讲解dangerous和careful时，课前我先安排一个学生，讲授时，我指着教室里的一只灯管“There is some thing wrong with the light.It doesn’t work.Who can mend it”？这时那位同学站起来说：“Don’tworry.I can mend it.”说完，他就走过来并假装去触摸灯管，这时我显出一种极为紧张的表情并大声说：“Becareful！It’s dangerous！”我一边在黑板上用红色粉笔画出“触电”标志符号，一边大声重复：“B ecareful！It’s dangerous！”这时再问同学们它们的含义，学生便能异口同声地说出来。
英语教学法教程lectu幻灯片PPT
Constructivist theory
❖ 4. How can one become a good language teacher?
❖ 5. Try to explain “reflective model〞 in your own words.
Assignment:
语法翻译教学法(grammar-translation method〕 听说教学法 (Audio-lingual method) 交际教学法 (communicative language teaching
❖ As a teaching strategy, scaffolding is defined as the process by which an expert provides temporary support to learners to "help bridge the gap between what the learner knows and can do and what he or she needs to accomplish in order to succeed at a particular learning task.“
❖ It suggested language is a form of behavior and language learning involves the same procedure as an animal is trained to respond to stimuli.
《英语教学法教程》课件—05
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● The creation of words is our tool for increasing learning.
● Vocabulary instruction should be a focalpoint of learning, especially for students impacted by poverty.
"Without grammar very little can be conveyed; without vocabulary nothing can be conveyed."
"When students travel, they don't carry grammar books, they carry dictionaries.”
● Vocabulary instruction is an excellent advance organizer but also must be taught in context.
Introduction of This Unit
To discuss how to teach vocabulary. Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.
Vocabulary teaching is an indispensable part of English curriculum.
I. The importance of vocabulary
●The singular importance of vocabulary has become a powerful insight to raise achievement.
With 100,000 words in the English language, teaching vocabulary can seem like a very daunting prospect.
The average native speaker uses around only 5000 words in everyday speech. Your students won't need to produce every word they learn, some they will just need to recognize.
1. Introduction
Vocabulary plays an important part in learning to read. Beginning readers must use the words they hear orally to make sense of the words they see in print.
A Course in English Language Teaching
Unit 8 Teaching vocabulary
Vocabulary is a weak area for many students, much “vocabulary instruction”ends up being handwriting practice.
Criteria Range
Coverage frequency learnability language
needs
Definition
the extent to which a word occurs in the different types of texts
the capacity of a wቤተ መጻሕፍቲ ባይዱrd to replace other words
Teaching Content
● How to teach vocabulary ● What students need to know ● Presenting vocabulary ● Consolidating vocabulary ● Developing vocabulary building strategies
the number of occurrences of a word in the target language
the extent to which a word can be learned without difficulty
the extent to which a word is regarded as "required" by the learner in order to communicate
2. Ways for Teaching
Teachers should choose proper ways to instruct words. Many teachers often write new words they want to teach on the blackboard, then explain them one by one. The way is easy for teachers to teach, while it isn't interesting for students to learn．It makes students feel bored.
Selecting what to teach, based on frequency and usefulness to the needs of your particular students is therefore essential.
3. Selecting what to teach, based on