教学法笔记精校版HowtoTeachEnglish.docx
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教学法笔记精校版HowtoTeachEnglish.docx
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教学法笔记精校版HowtoTeachEnglish
HowtoTeachEnglish笔记整理
UnitOneHowtobeagoodteacher
Whatmakesagoodteacher?
Howshouldteacherstalktostudents?
Howshouldteachersgiveinstructions?
Whoshouldtalkinclass?
Whatarethebestkindsoflesson?
Howimportantisittofollowapre-arrangedplan?
Whatmakesagoodteacher?
Focusonmoraleducation;
Teachers’characterandpersonality;
Caremoreabouttheirstudents’learningthantheirownteaching.
Howtobeagoodteacher
Howshouldteacherstalktostudents?
Rough-tuning:
Unconscioussimplificationwhichbothparentsandteachersmake;
Themodificationoflanguagethatissuitabletostudentsofdifferentlevel
Physicalmovement:
Gestures,expressions,mime
Howshouldteachersgiveinstructions?
Rules:
simple&logical
Check:
askonetorepeatyourinstruction
asksomeonetotranslationyourinstructionintothestudents’nativelanguage
Whoshouldtalkinclass?
MaximiseSTT(StudentTalkingTime)
MinimiseTTT(TeacherTalkingTime)
Whoshouldtalkinclass?
WhatisgoodTTT?
GoodTTTmustfollowtheruleof“comprehensiveinput”
TheInputhypothesisisStephenKrashen'sattempttoexplainhowthelearneracquiresasecondlanguage.Inotherwords,thishypothesisisKrashen'sexplanationofhowsecondlanguageacquisitiontakesplace.So,theInputhypothesisisonlyconcernedwith'acquisition',not'learning'.
Accordingtothishypothesis,thelearnerimprovesandprogressesalongthe'naturalorder'whenhe/shereceivessecondlanguage'input'thatisonestepbeyondhis/hercurrentstageoflinguisticcompetence.Forexample,ifalearnerisatastage'i',thenacquisitiontakesplacewhenhe/sheisexposedto'ComprehensibleInput'thatbelongstolevel'i+1'.
Whatarethebestkindsoflesson?
Tryyourbesttobreakboredom:
Changeyourclothes;
Bahavingcalmlyandslowlyonedayifyouarenormallynoisyandenergitec;
Varietyofyourclass:
Setdifferenttasks;
Keepbalancebetweenpredictablesafetyandunexpectedvariety.
Howimportantisittofollowapre-arrangedplan?
Abalancehastobestruckbetweenteachersattemptingtoachievewhattheysetouttoachieveontheonehandandrespondingtowhatstudentsaresayingordoingontheother.
Beflexibleifyourplanisinterruptedbystudents.
Howimportantisthestudents’motivation?
Whatismotivation?
Motivationreferstoelementsthatpushstudentstodolearningactivities.
Accordingtothesourceofmotivation,itcanbedividedintointrinsicmotivationandextrinsicmotivation.
GardenerandLamberclassifiedmotivationofforeignlanguageacquisitionintoinstrumentalmotivation(工具型动机)andintegrativemotivation(融入型动机)fromtheperspectiveofsociallinguistics.
Learnerswithinstrumentalmotivationaimtoreachtheirgoalandtreatthelanguagejustasonekindoftool,suchasfindingagoodjobandsoon.
Learnerswithintegrativemotivationdesiretomixwiththecultureofthesecond/foreignlanguageandalwaysshowdeepinterestinthecultureandpeopleinfluencedbythislanguage.
Howimportantisthestudents’motivation?
ConclusionsofGardnerandLamber’stheory:
Highlymotivatedstudentsdobetterthanoneswithoutanymotivationatall.
IntegrativemotivationwasmorepowerfulthanInstrumentalmotivation.
Howimportantisthestudents’motivation?
Howtoprovokestudents’interestandinvolvementintheclass?
Choiceoftopic,activityandlinguisticcontentthatstudentsareinterestedin;
Incentivemechanism:
verbalcommendation,honor,materialreward,examination
Howtohelpstudents?
Homework;
Readingassignment;
Practicalactivities
Whoisresponsibleforlearning?
UnitFourLessonPlanning
4.4.1Teachingaims
Thefirstthingtodoinlessonplanningistodecidetheaimsofalesson,whichincludewhatlanguagecomponentstopresent,whatcommunicativeskillstopractise,whatactivitiestoconductandwhatmaterialsandteachingaidstobeused.
Questions:
Whatdoyouthinkaretheaimsofthispartofthelesson?
Threedifferentteachersareabouttoteachthelesson.Belowaretheirintroductionstothelesson.Whichteacherhastheclearestideaoftheaimsofthelesson?
TeacherA:
TodaywearegoingtolearnLesson15.It’squestionandanswerpracticeusingasubstitutiontable.
TeacherB:
Todaywearegoingtopractisepresentsimplequestionswith“when…”andothertimeexpressions.
TeacherC:
Todaywearegoingtopractiseaskingandansweringquestionsusingthepresentsimpletense,sothatwewilllearnhowtotalkabouteverydayactivities.
Unit6TeachingPronunciation
1.Theroleofpronunciationinlanguagelearning.
2.Thegoalofteachingpronunciation.
3.Theaspectsofpronunciationweneedtoteach.
4.Thewaystohelpstudenttoimprovepronunciation.
6.1Theroleofpronunciation
Whydolearnersmakepronunciationerrors?
Aparticularsoundmaynotexistinthemothertongue,sothatthelearnersarenotusedtoformingitandthereforetendstosubstitutethenearestequivalentheorsheknows.
Asounddoesexistinthemothertongue,butnotasaseparatephoneme---thelearnerdoesnotperceiveitasadistinctsoundthatmakesadifferencetomeaning.(sheep/ship)
Thelearnershavetheactualsoundsright,buthavenotlearntthestresspatternsofthewordorgroupofwords,ortheyareusinganintonationfromtheirmothertonguewhichisinappropriatetothetargetlanguage.
Whatshouldbetaughttothebeginners,pronunciationorphonetic?
Pronunciationismoreimportantthanphonetic.Stressandintonationareasimportantasthesoundsthemselvesandshouldbetaughtfromtheverybeginning.
Whetherpronunciationneedsspecialattentionorfocusinlanguageteachingdependsonmanyfactorsespeciallylearnerfactors.
LearnerswhosenativelanguagehassimilarsoundstoEnglisharelesslikelytohaveproblemswithpronunciation.
LearnerswhohavemoreexposuretoEnglishneedlessfocusonpronunciation.
AdultlearnersneedmorefocusonpronunciationbecausetheyaremorelikelytosubstituteEnglishsoundswithsoundsfromtheirnativelanguage.
BeginningChineselearnersofEnglishshouldfocusonpronunciationandtheirabilitytoidentifyandproduceEnglishsoundsthemselves,becausephonetictranscriptsaremoreabstractandlessmeaningful.
Whenshouldweteachphonetic?
PhoneticrulesregardingwhatsoundsaletteroraclusteroflettersshouldbepronouncedarehelpfulforstudentstodeveloptheabilitytocopewithEnglishpronunciationandtheyshouldbeintroducedatasuitablestage.BeginnersofEnglish,speciallyyounglearners,shouldbeavoidedtoteachphonetic.
Stressandintonationareasimportantasthesoundsthemselvesandshouldbetaughtfromtheverybeginning.
Intheexamplebelow,differentintonationsfor“Sorry”indicatedifferentmeanings.Aneutraltonewouldindicateanormalapology.However,asharpfallingtoneorarisingtonewouldmeantheopposite.
A:
Wouldyoupleaseturndowntheradioalittlebit?
B:
Sorry.(No,Idon’twantto.)
Or
B:
Sorry?
↗(Whatdidyousay?
)
6.2Thegoalofteachingpronunciation
1.What’sconsideredasagoodpronunciation?
Agoodpronunciationmeans:
1)topronouncecorrectlyallthespeechsoundsofthelanguageandallthecombinationsintheirproperordernotonlyisolatedwords,butalsoinsentences;
2)topronouncesentencesfluentlyatthespeedrequiredbythesituationwithcorrectstresses,linkingofsounds,rhythm,pausesandintonation.
Asamatteroffact,mostChineselearnersofEnglishdonothaveenoughexposuretoEnglishtoacquirenative-likepronunciation.
2.WhymostlearnersofEnglishasaforeignlanguagecannotacquirenative-likeEnglishpronunciation?
Criticalperiodhypothesis
TheamountofexposuretoEnglish
Individualability.
CriticalPeriodHypothesis
AccordingtoChomsky’stheory,ifhumansdonotlearnaforeignlanguagebeforeacertainage,thenduetochangessuchasmaturationofthebrainandspeechorgans,itbecomesimpossibletolearntheforeignlanguagelikeanativespeaker.
TheamountofexposuretoEnglish
Itisanotherfactorthatdeterminesifthestudentscanacquirenative-likeEnglishpronunciation.Atthepresenttime,mostChineselearnersofEnglishdonothaveenoughexposuretoEnglishtoacquirenative-likepronunciation.
6.3AspectsofPronunciation
Stress
1.SingleStressi.e.important,complain,medicine
2.Mainstressandsecondarystressi.e.interpretation
3.Doublestressi.e.thirteen,Chinese
4.VarietiesofEnglishi.e.advertisement(Br.E)advertisement(Am.E)
5.Stressshiftsi.e.import(n.),import(v.)record(n.),record(v.)
6.Stressforemphasisi.e.I’mateacherbecauseIlikepeople.
7.Sentencestress:
contentwordsvs.structuralwords
Intonation
1.Fallingintonation
(statements,specialquestions,exclamation,commands)
2.Risingintonation
(generalquestions,requests,remarksofconcernand
apology,partings)
3.Combinedintonation
(tagquestions,compoundsentences)
Readthefollowingsentences:
Youhaven’tfinished,/haveyou?
Wherethereisawill,/thereisaway.
Shecanspeakfairlywell,/butbynomeansperfect.
6.4Practisingsounds
Perceptionpractice
Usingminimalpairs
Whichorder?
Sameordifferent?
Oddmanout
Completion
Productionpractice
Listenandrepeat
Fillintheblanks
Makeupsentences
Usemeaningfulcontext
Usepictures
Usetonguetwisters
Perceptionpractice
Perceptionpracticeisaimedatdevelopingthestudents’abilitytoidentifyanddistinguishbetweendifferentsounds.Correctperceptionofsoundsisvitalforlisteningcomprehension.BelowaresomeexamplesofperceptionpracticeofEnglishsounds.
Usingminimalpairs.
Minimalpairsar
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