西华师大 英语教学法教程 王蔷主编.docx

总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自 主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力综 合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素 养整合发展的基础上语言技能和语言知识是综合语言运用能力基础情感态度是影响学 生学习和发展的重要因素学习策略是提高学习效率、发展自主学习能力的先决条件文 化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning processListening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task- based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication- focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model open questions may invite many different answers; Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Conversely, genuine que stions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative. lower- order questions refer to those that simply require recalling of information or memorization of fac ts; higher order questions require more reasoning, analysis, and evaluation. 6.4 Practising soundsPerception practice 1．Using minimal pairs2. Which order? 3.Same or different?4. Odd one out 5.Completion Production practice： 1． Listen and repeat 2.Fill in the blanks3. Make up sentences4. Use meaningful context5. Usepictures 6.Use tongue twisters practising stress Use gestures. The teacher can indicate the stress by clapping hands or using arm movements a s if conducting music. Use the voice. The teacher can raise the voice to indicate stress. This can be done with some ex aggeration sometimes. Use the blackboard. The teacher can highlight the stress by underlining them or writing them wi th colored chalks or in different size.Practising intonation（语调） 语音教学 7 步骤 1.say the sound alone. 2. get students to repeat the sound in chorus. 3. get individual students to repeat the sound. 4. e xplain how to make the sound 5. say the sound in a work 6. contrast it with other sounds 7. say t he sound in meaningful context ways of presenting vocabulary 1.try to provide a visual or physical demonstration whenever possible ,using pictures ,photos ,vi deo clips ,mime or gesture to show meaning . 2. provide a verbal context to demonstrate meaning .then ask students tell the meaning first be fore it is offered by teacher . 3.Use synonyms or antonyms to explain meanings. 4.Use lexical sets or hyponyms to show relations of words and their meaning . 5.Translate and exemplify ,especially with technical words and words wi th abstract meaning . 6.Use word formation rules and common affixes to build new lexical knowledge on what is alrea dy known . 7.Teach vocabulary in chunks .chunks refer to a group of words that go together to from meani ng . it is also referred to as “pre-fabricated formulaic items “ 8.Think about the context in real life where the words might be used . newly learned language to students' real life to promote high motivation 9.Think about providing different context for introducing new words . 10.Prepare for possible misunderstanding or confusion that students may have . Mechanical practice（substitution drills 。