英语教学法methodologyWord格式文档下载.docx
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英语教学法methodologyWord格式文档下载.docx
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Methodology?
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ApproachsystemTeachingmodeltechnique{formeg.3p3T听说领先模式整体阅读?
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Modeteachingartmedia(resource)achievement
二教学法理论源泉1.心理学对教学法的影响1)19、20世纪上、心理学不发达“翻译法”“直接法”主导。
2)行为主义心理学–“听说法”三个实践A桑代克(美)饿猫取食B巴甫洛夫(狗试验)C斯金纳(美)白鼠实验3)认识心理学冲击
(1)格式塔理论完形
(2)布鲁纳认识理论探索发现(3)乔姆斯基语言学习理论生成
三英文粉笔字书法技能训练1字母笔顺2练习(四线三格)3书写方法和技巧4举例字母书写教学
四Homework1书写26个大小写字母2写一个字母和一个连写教学教案3粉笔字过关测试(3周)
Aim?
掌握呈现技能
Method?
讲解看VCD讨论练习
Contents:
一、1含义2原则A.呈现内容简洁、准确B.呈现要生动、形象C.呈现用语准确、规范D利用环境和创造情景结合起来E呈现时,教师是讲解员或示范表演者
二呈现技能类型1使用直观教具辅助呈现A图片呈现B简笔画呈现C投影片呈现D实物呈现E图表呈现2使用身体语言呈现3问卷呈现4用故事呈现5用录音材料呈现6用歌曲呈现7用游戏呈现
三Homework根据TEFC教材写一份呈现教案并微格教学
TeachingVocabularyAims:
1Assumptionsaboutvocabularyandvocabularybuilding.2.Methodsforpresentingnewvocabularyitems.3.Waystoconsolidatevocabulary.4.Waystohelpstudentsdevelopvocabularybuildingstrategies.
1.Vocabularyandvocabularybuilding2.ResentingnewwordsHerearemorewaystopresentandexplainvocabulary:
1)Drawpictures,diagramsandmapstoshowmeaningsorconnectionofmeanings;
2)Userealobjectstoshowmeanings;
3)Mimeoracttoshowmeanings,e.g.brushingteeth,playingPing-Pong;
4)Usesynonymsorantonymstoexplainmeanings;
5)Uselexicalsets,e.g.cook:
fry,boil,bake,grill;
6)translateandexemplify,especiallywithtechnicalwordsorwordswithabstractmeaning;
7)Usewordformationrulesandcommonaffixes.
3Consolidatingvocabulary1)Labelling:
Studentsaregivenapicture.Theyaretowritethenamesofobjectsindicatedinthepicture.Acompetitiveelementcanbeintroducedbymakingthefirststudenttofinishthewinner.2)Spottingthedifferences:
Studentsareputintopairs.Eachmemberofthepairreceivesapicturewhichisslightlydifferentfromhispartner’s.Studentshidethepicturesfromoneanotheranthen,byaprocessofdescribing,questioningandanswering,discoverwhatthedifferencesare.
3)Describinganddrawing4)Playingagame5)Usingwordthermometers6)Usingwordseries7)Wordbingo8)Wordassociation9)Oddmanout10)Synonymsandantonyms11)Usingwordcategories12)Usingwordnet-work
4Developingvocabularybuildingstrategies1)Reviewregularly2)Guessmeaning3)Guessmeaningfromcontext4)Organizevocabularyeffectively5)Uselearningvocabulary
ConclusionInthisunitwestartedwithdiscussionsaboutvocabularyandvocabularylearning.Manystudentsdevotelargeamountsoftimeandenergytothelearningofvocabulary,buttheystillcomplainthattheirvocabularysizeisnotlargeenoughortheycannotavoidforgetting.Generallyspeaking,therearetwoproblems.Oneproblemisthatstudentstreatvocabularyitemsindiscriminately.ConsideringthelargesizeofEnglishvocabulary,thereisnowonderthatstudentscomplainabouttheirsmallvocabularysize.Anotherproblemisthatmanystudentslearnvocabularyinineffectivewayssuchasrotelearning.
Soitisveryimportanttomakestudentsawarethatnotallwordsareequallyimportantandthateffectivewaysofvocabularylearninghelptoreduceforgetting.Althoughmuchoftheworkofvocabularylearningistheresponsibilityofthestudents,teachers’guidanceandhelpareinvaluable.Ifteacherspresentnewvocabularyitemseffectively,itsavesalotoftimeandenergyforconsolidation.Besides,teachers’workshouldalsoincludehelpingstudentstodevelopvocabularybuildingstrategies.
TeachingReadingAims:
1.Howdopeopleread?
2.Whatdopeopleread?
3.Whataretheskillsinvolvedinreading?
4.Whataretheprinciplesforteachingreading?
5.Whatarethecommontypesofactivitiesinteachingreading?
1.Howdoweread?
Thissectionattemptstoclarifyandillustratesomeaspectsofthenatureofreading.Ifthestudentsfailtounderstandthenatureofreading,theywilladoptinappropriateandineffectivereadingstrategies;
ifteachersfailtodoso,theywillbeunabletohelpthestudentstodevelopeffectivereadingskills.
2Whatdoweread?
ThinkaboutyourexperienceoflearningEnglish.Whatkindoftextsdidyouread?
Shortstories?
Tales?
Essays?
Diaries?
Playsandpoems?
Biographies?
Itseemsthereisagreatvariety.Butwhatdowereadinreality.Therearemore.
3SkillsinvolvedinreadingcomprehensionRecognizingthescriptofalanguageUnderstandingtheexplicitlystatedinformationUnderstandingconceptualmeaningUnderstandingthecommunicativevalueofsentencesDeducingthemeaningofunfamiliarlexicalitemsUnderstandingrelationsbetweensentencesUnderstandingreferencesRecognizingindicatorsindiscourseRecognizingtheorganizationofthetextMakinginferences
4Principlesandmodelsforteachingreading?
Bottom-upmodelTop-downmodel
5Pre-readingactivities?
PredictingPredictingbasedonthetitlePredictingbasedonvocabularyPredictingbasedontheT/FquestionsSettingthesceneSkimmingScanningSummaryonpre-readingactivities
6While-readingactivitiesInformationtransferactivitiesSOPHISTICATEDINPUT(SI)TRANSITIONDEVICE(TD)OUTUT(OP)SummaryontransitiondevicesReadingcomprehensionquestionsUnderstandingreferencesMakinginferencesSummaryonwhile-readingactivities
7Post-readingActivities?
DiscussionquestionsReproducingthetextRoleplayGap-fillingRetellingFalsesummaryWriting
8conclusionInthisunit,westartedwiththediscussionsabouthowandwhatpeoplereadinreallife.Wethinktheteachingofreadingintraditionalpedagogydoesnotreflecthowandwhatpeoplereadinreallife.Mostofthetraditionalreadingexercisesareactuallytestingstudents’readingcomprehension.Wehaveemphasizedthattheteachingofreadingshouldfocusondevelopingstudents’readingskillsandstrategies,whichcanbeachievedthroughpre-,whileandpost-readingactivities.InSections5,6,and7,wehaveprovidedanumberoftypesofactivitiesthatteacherscandointeachingreading.Ofcoursedifferenttextsneeddifferentteachingmethods.Wehopeteacherscanapplytheideassuggestedintheunittodesigntheirownreadingtaskscreatively.
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