英语学科教学常用专业词汇.doc

英语教学法1语法翻译法 Grammer Translation Method2直接法 Direct Method3听说法 Audio-lingual Method4情景法 又称视听法 the situational approach5认知法 cognitive approach6交际法 communicative approach 功能法functional approach 意念法 notional approach 功能-意念法 functional-notional approach7 任务型教学法 task-based language approach 任务前Pre-task 任务环task-cycle :task, planning, reporting语言聚焦 languaga focus: analysis, practice(types of tasks:brainstorming tasks；jigsaw tasks;information-gap tasks;problem-solving tasks;decision-making tasks;opinion exchange tasks)英语语言知识教学一、 语音教学teaching pronunciation 语流层次的语音教学 stress of sentences; rhythms ;sense-group and pause ;liaison and loss of plosion ;intonationthree ways to show the stress patterns of words, phrases and sentences:use gestures; use the voice; use the blackboard口语中: elision and assimilation二、词汇教学teaching vocabulary 词汇教学模式： PPT模式：presentation, practice, testing LBLT模式：task based language teachingWays of presenting vocabularyf1. try to provide a visual or physical demonstration to show meaning.2. Provide a verbal context to demonstrate meaning.3. Use synonyms, antonyms, to explain meaning4. Use lexical sets or hyponyms to show relations of words and their meanings.5. Translate and exemplify.6. Use word foemation rules and common affixes to build new lexical knowledge on what is already known.7. Teach vocabulary in chunks.8. Think about the context in real life where the word might be used.9. Think about providing different context for introducing new words.10. Prepare for possible misunderstanding or confusion that students may have.Ways of consolidating vocabulary1. Labelling2. Spot the differences3. Describe and draw4. Play a game5. Use word series6. Word bingo7. Word association8. Find synonyms and antonyms9. Categories10. Using word net-work11. Using the internet resources for more ideasDeveloping vocabulary learning strategies1. review regualry2. guess meaning from context3. organize vocabulary effectively4. use a dictionary5. manage strategy use三、语法教学： teaching grammer演绎法 the deductive method归纳法 the inductive method指导发现法 the guided discovery method语法教学模式：行为主义语法教学 presentation, explanation, practice, assessment任务型语法教学 任务准备，设置语境 呈现任务，任务执行，汇报，聚焦练习交际型语法教学：Presentation, practice, practice in contextPresentation, rehearsal, reportIntroduce, practice, produce/communicate语法练习方法Mechanical practice: substitutional drills; transformation drillsmeaningful practice; communicative practice四、语篇教学teaching discourse 语篇教学方法整体教学法 title, main idea, topic sentence1 Introduction (present situation)-background informationtopic sentencebody (supporting detail)short summaryopinion (prediction)conclusion (suggestion/solution)recommendation (calling for action)2 topic sentenceintroduction (supporting detail)thesis statementtopic sentence( major point one)supporting detailtopic sentence(major point two)supporting detailconclusion(short summary)3 general introductory(remarks)introduction(narrowing controlling idea)topic sentencesupporting detail(examples, reasons, arguments)concluding remarksconclusion(restatement of controlling idea)线索教学法 5W+1H (who, when, where, why, what, how) 时间顺序 chronological order背景知识教学法段落提问教学法1 关于主旨题的提问形式The article is mainly aboutThe main idea of this text may beThe authors purpose in writing this text.Which of the following is the best title for the passage?Which statement best express the main idea of the paragraph?We can summarize the main idea that2 关于文章细节Who, when, where, what, why, howWhich of the following is NOT true?According to the passage which of the following is NOT a statement?3 推断型The author implies that.The author suggests that.The tone of this article isIt can be infferred from the text that4 作者观点类型的提问方式The author believes thatThe author thinks that.According to the authorThe author agrees withThe author gives his opinion thatThe authors point of view讨论教学法 英语语言技能教学一、 听力教学Three teaching stages1 pre-listening Pre-listening activities should aim to motivate students, to active their prior knowledge, and to teach key words or key structures to the students before listening begins so that students are effectively, thematically and linguistically prepared for the listening task.(1) Predicting : teacher can help students by asking leading questions or letting them read the comprehension questions(2) Setting the scene(3) Listening for the gist: in real life they will not be able to listen to something several times.(4) Listening for specific information: there are situations in real life where we listen only for some specific information and ignore the rest of the entire messages.2 while-listening(1) No specific response. This can work well with stories or with any kind of materials that is intersting, humorous, or dramatic.(2) Listen and tick. If all the students need to do is tick items, the task will be much easier.(3) Listen and squence. Find out the order of things.(4) Listen and act. Listenning and responding physically to commands or directions.(5) Listen and draw. This type of activity works very well as an information gap activity between pairs of students.(6) Listen and fill. All you need to do is to decide which words to take out and replace with blanks.(7) Listen and notes. Listeners take notes while listening.3 post-reading(1) Multiple-choice questions.(2) Answering questions. Open-ended questions and inference questions can be asked.(3) Note-taking and gap-filling. (4) Dictogloss.听力技能训练活动1 辨音Identify the different phonemes;Mark stress, rhythm, meaning group, etc;Imitate; Repeat2 听主旨大意Select the appropriate topic;Creat a synopsis for the listening material构思内容梗概;Match the topic3. 听细节信息Fill in the diagram; choose true or false; answer questions; Put sentences in order according to the listening material;Ask questions about the main points;Put pictures in order after listening to stories;Matching task; dictation; draw pictures; act out4推理判断Choose true or false; answer questions; discuss questions5 猜测词义Ask questions about words and phrases in the listening material to check students understandingCheck students comprehension of word meanings by substituation;Ask questions on context and help students understand the target vocabulary;Analyze the structure of vocabulary;Analyze the flow of the listening material6 记笔记Spot dictation, compound dictation;Fill in the diagram; fill in the table7 识别交际信息Listen and circle the information;Listen and choose the appropriate information;Listen and match the explanations with the information;Listen and discuss二、 口语教学口语教学方法3P模式 presentation, practice, productionTBLT模式 task-based language teaching: pre-task, while-task, post-task三、 阅读教学Three stages of teaching reading1 pre-reading activities(1) Predicting: making reading more intriguing and purposeful.Predicting based on the title, vocabulary, the T/F questions(2) Setting the scene: discussing cultured-bound aspects of the text, relating what students already know to what they want to know, and use visual aids (real objects, pictures, photos, maps, video, multi-media materials)(3) Skimmning: getting the main idea of the text.(4) Scanning: locating specific information.2 While-reading activities traditional exploiting ways: multiple choice questions, T/F questions, open questions, paraphrasing, and translation.3 Post-reading activities Post-reading tasks enable students to produce language based on what they learned. PWP阅读教学模式Basic skills:Skimming 略读 scanning 寻读Extensive reading 泛读 intensive reading 精读四、 写作教学A process approach to writing1 creating a motivation to writing2 brainstorming3 mapping ; mapping help ss organize ideas4 freewriting5 outlining; write a more detailed outline.6 Drafting7 Editing 8 Revising 9 Proofreading10 conferencing教学过程的安排Warmming-up 预热环节Leading-in 课堂导入Presentation 新知呈现Practice 课堂操练Consolidation 巩固拓展Summary and homework 总结与作业布置 Principles for good lesson planningAim: the things that students are able to do by the end of the classVariety means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never m