英语教学法mehodologyPPT课件.ppt

Unit1 1 TeachingAims Getstudentslearnthebasicalskeletonofmethodology Masterthetheoreticalsourceofmethodology micro 2 Method 1 Explanation2 Discussion studentstoteacher 3 Contents 一教学法框架图MethodologyApproachsystemeg 3pTeachingmodel3T听说领先模式technique整体阅读Modeteachingartformmedia resource achievement 4 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 5 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 6 四Homework 1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 7 Unit2 8 Aim 掌握呈现技能 9 Method 讲解看VCD讨论练习 10 Contents 一 含义 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 11 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 12 三Homework 根据TEFC教材写一份呈现教案并微格教学 13 Unit3 14 TeachingVocabulary Aims 1Assumptionsaboutvocabularyandvocabularybuilding 2 Methodsforpresentingnewvocabularyitems 3 Waystoconsolidatevocabulary 4 Waystohelpstudentsdevelopvocabularybuildingstrategies 15 1 Vocabularyandvocabularybuilding2 Resentingnewwords Herearemorewaystopresentandexplainvocabulary 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 16 2020 1 7 17 3Consolidatingvocabulary 1 Labelling Studentsaregivenapicture Theyaretowritethenamesofobjectsindicatedinthepicture Acompetitiveelementcanbeintroducedbymakingthefirststudenttofinishthewinner 2 Spottingthedifferences Studentsareputintopairs Eachmemberofthepairreceivesapicturewhichisslightlydifferentfromhispartner s Studentshidethepicturesfromoneanotheranthen byaprocessofdescribing questioningandanswering discoverwhatthedifferencesare 18 3 Describinganddrawing4 Playingagame5 Usingwordthermometers6 Usingwordseries7 Wordbingo8 Wordassociation9 Oddmanout10 Synonymsandantonyms11 Usingwordcategories12 Usingwordnet work 19 4Developingvocabularybuildingstrategies 1 Reviewregularly2 Guessmeaning3 Guessmeaningfromcontext4 Organizevocabularyeffectively5 Uselearningvocabulary 20 Conclusion Inthisunitwestartedwithdiscussionsaboutvocabularyandvocabularylearning Manystudentsdevotelargeamountsoftimeandenergytothelearningofvocabulary buttheystillcomplainthattheirvocabularysizeisnotlargeenoughortheycannotavoidforgetting Generallyspeaking therearetwoproblems Oneproblemisthatstudentstreatvocabularyitemsindiscriminately ConsideringthelargesizeofEnglishvocabulary thereisnowonderthatstudentscomplainabouttheirsmallvocabularysize Anotherproblemisthatmanystudentslearnvocabularyinineffectivewayssuchasrotelearning 21 Soitisveryimportanttomakestudentsawarethatnotallwordsareequallyimportantandthateffectivewaysofvocabularylearninghelptoreduceforgetting Althoughmuchoftheworkofvocabularylearningistheresponsibilityofthestudents teachers guidanceandhelpareinvaluable Ifteacherspresentnewvocabularyitemseffectively itsavesalotoftimeandenergyforconsolidation Besides teachers workshouldalsoincludehelpingstudentstodevelopvocabularybuildingstrategies 22 Unit4 23 TeachingReading Aims 1 Howdopeopleread 2 Whatdopeopleread 3 Whataretheskillsinvolvedinreading 4 Whataretheprinciplesforteachingreading 5 Whatarethecommontypesofactivitiesinteachingreading 24 1 Howdoweread Thissectionattemptstoclarifyandillustratesomeaspectsofthenatureofreading Ifthestudentsfailtounderstandthenatureofreading theywilladoptinappropriateandineffectivereadingstrategies ifteachersfailtodoso theywillbeunabletohelpthestudentstodevelopeffectivereadingskills 25 2Whatdoweread ThinkaboutyourexperienceoflearningEnglish Whatkindoftextsdidyouread Shortstories Tales Essays Diaries Playsandpoems Biographies Itseemsthereisagreatvariety Butwhatdowereadinreality Therearemore 26 3Skillsinvolvedinreadingcomprehension RecognizingthescriptofalanguageUnderstandingtheexplicitlystatedinformationUnderstandingconceptualmeaningUnderstandingthecommunicativevalueofsentencesDeducingthemeaningofunfamiliarlexicalitemsUnderstandingrelationsbetweensentencesUnderstandingreferencesRecognizingindicatorsindiscourseRecognizingtheorganizationofthetextMakinginferences 27 4Principlesandmodelsforteachingreading Bottom upmodelTop downmodel 28 5Pre readingactivities PredictingPredictingbasedonthetitlePredictingbasedonvocabularyPredictingbasedontheT FquestionsSettingthesceneSkimmingScanningSummaryonpre readingactivities 29 6While readingactivities InformationtransferactivitiesSummaryontransitiondevicesReadingcomprehensionquestionsUnderstandingreferencesMakinginferencesSummaryonwhile readingactivities 30 7Post readingActivities DiscussionquestionsReproducingthetextRoleplayGap fillingRetellingFalsesummaryWriting 31 8conclusion Inthisunit westartedwiththediscussionsabouthowandwhatpeoplereadinreallife Wethinktheteachingofreadingintraditionalpedagogydoesnotreflecthowandwhatpeoplereadinreallife Mostofthetraditionalreadingexercisesareactuallytestingstudents readingcomprehension Wehaveemphasizedthattheteachingofreadingshouldfocusondevelopingstudents readingskillsandstrategies whichcanbeachievedthroughpre whi