初中英语教学相关问题探讨

初中英语语言教学相关问题探讨,华中师范大学外国语学院舒白梅,教学质量=学生+教材+环境+教法教师,1+2+4+3N,一、外语教师的素质,1、建立英语教育信念，树立科学的教育观,2、与英语教学相关的知识,3、英语教师应具备的能力,1.建立英语教学信念，树立科学的教育观,信念制约着教师的行为，比如，教师若把学生看作知识的接受者，他就会单纯向学生传授知识；若把学生看成合作伙伴，他就会吸引学生参与学习内容与活动的决策。这里涉及到诸如如何看待学生，如何看待教育，如何看待知识与能力，情感因素及教师的角色等问题。,2、英语教师应具备的知识,（1）普通文化知识,（2）英语学科知识,（3）一般教学法知识,（4）英语教学论知识,（5）个人实践知识,3、英语教师应具备的能力,（1）英语教育能力,（2）英语作为交际语言和作为教学语言的运用能力,（3）课堂教学能力和教材处理能力,（4）创造、鉴别、运用英语教学方法和手段的能力,（5）洞察、协调能力和科研能力,（6）健康的个性心理,善于合作交流的工作风格,良好的心理承受力,宽容、谦逊的品质,4.健康的个性心理,二、英语教学方法,1、传统派：语法翻译法直接法听说法认知符号学习法,2、人文派：沉默法，集体语言学习法暗示法，全身反应法,3、交际派：任务型教学法，活动教学法，自然法,三、环境问题,1、语言环境,2、教育环境,3、语言教学环境,四、教材,1、现行教材特点,2、教材分析,3、教材重组,1.21世纪英语教材的特点,1更符合社会发展的要求和学生的兴趣-教学内容有时代气息-注重学科融合-更有利于学生思想素质和人人素质的提高2加大了信息量和容量-话题内容有所增加-词汇量有所增加-听读写的时间量增加-配套的教学资源更丰富,3突出语言运用：功能、结构、话题相结合-任务型教学：如，读课文后划出路线图-以话题为核心，如，学校生活，友谊-从活动中体验：遵循：“知识-技能-经验”的过程-语言知识系统有所加强4注意智力开发，培养思维、创造和自主学习能力-有弹性、灵活性较大-提供了评价系统,2.教学中处理教材的一般程序,1、教材分析2、教材重组备课时要考虑如下几方面的问题：教学目的教学活动教学手段预期问题与困难,五、学生,1、构成动机的因素,探索需求控制需求活动需求刺激需求知识需求自我提高需求,2、激发动机的教学策略,期望激励目标激励及时反馈评价激励成功体验,竞争合作提高诱力引起好奇积极归因兴趣迁移,六、教学方法与技巧,语音教学词汇教学语法教学技能教学教学反馈Theartofteachingistheartofassistingdiscovery.,6.1Theteachingofpronunciation,Objectives:phonologicalcompetence:a)Theabilitytorecognizeanddiscriminatesignificantsoundfeatures.b)Theabilitytoproduceintelligibleandacceptablesounds,bothsegmentallyandprosodically.c)Theabilitytointerpretwrittenlanguagephonologically,asinreadingaloud,andtorecreatespokenlanguagegraphically,asinwrittenfromdictationandnote-taking.,Perceptionandproductioninteachingpronunciationandintonation,Implicit:exposure-imitation-speechtraining-practicalphoneticsExplicit:practicalphonetics-speechtraining-imitation-exposure,Intonation,eg.Yes.-lowrise=Goon.-highrise=Isthatso?-highfall=Thatsright.-fallrise=Itmaybeso.-risefall=Ofcourseitisso.Pitch:Pitchrangecanbehigh,mid,orlow.highkey-foremphasis,contrastmidkey-expected,neutrallowkey-lowinformation,Rhythm,e.g.1.Youcanfindit.Youcanfinditintheencyclopedia.Youcanfinditintheencyclopediainthelibrary.2.Seethebreezeteasingthetree,Weavingtheleavesorshakingthemfree,Tossingfleeceofsheep,thatkeepOnpeacefullyfeeding,halfasleep.,Situation1AandBareinvitedtoCshouse.Cismostwelcoming.Aisdelightedtobethere,butBisreluctantandrude.C:Howniceofyoutocome!A:Hello!B:,Hello.C:Docomeintothedrawingroom.A:Thankyou!B:,Oh.C:Dohavesometea,wontyou?A:Idloveto.B:,OK.C:IndianorChinese?A:Indian,please.B:,China.,Situation2Abored,overworkedimmigrationofficeratanairport(roleA)andatired,hungry,bad-temperedtraveler(roleB)Situation2Ahandsomeyoungman(roleA)andanattractiveforeigngirl(roleB)inadisco.A:Whatsyourname?B:MonikaSimonson.A:Whereareyoufrom?B:Sweden.A:Whatareyoudoinghere?B:Imonholiday.A:Howlongareyoustaying?B:Sixweeks.,6.2Vocabulary:Whatitmeanstoknowaword?,a.recognizeitinwrittenandspokenform;b.recallitatonce;c.relateittoappropriateobjectorconcept;d.useitinappropriategrammaticalform;e.useitincorrectcollocation;f.useitatappropriatelevelofformality;nounceitinarecognizableway;h.spellitcorrectly;i.beawareofitsconnotation.,Vocabulary:Whydoweforget?,Onetheoryofforgettingsuggeststhatinformationstoredinthememoryfallsintodisuseunlessitisactivatedfairlyregularly.Thisiscalledthedecaytheory.Inoppositiontothistheoryisthenotionofcue-dependentforgetting,whichassertsthatinformationdoesinfactpersistinthememorybutwemaybeunabletorecallit.Inotherwords,thefailureisoneofretrievalratherthanstorage.Onefinalpointaboutforgettingistherateatwhichweforget.Itisgenerallybelievedthatoftheinformationweget,80%islostwithin24hoursofinitiallearning.,Organization-thekeytomemory,Newknowledgeismosteffectivelyabsorbedwhenitisassociatedtothealreadyknown,andwhentheappropriateconceptualframeworkorschemataareactivatedinthemindofthelearner.Schemataarestructuredframeworksofknowledge,abouttheworldandaboutthelanguage.Wecantdowithoutmemorization,butweshouldtrynottouseitallthetime.Ifvocabularyispresentedinameaningfulcontext,inaninterestingway,ifstudentshavethechancetoworkoutmeaningforthemselves,topracticeusingwordsinrealsituations,iftheyareexposedtonewwordsfrequentlyandnotallowedtoforgetthem,theroleofmemorywillbemuchreduced.,Practicalimplications,1.meaningfultasks2.guideddiscovery3.imagery4.rotelearning5.recycling6.writtenstoragesystemforlearners,Generalprinciplesforvocabularyteaching,-Teachspokenformfirst;-Teachwordsincontext;-Teachlexicalitemsratherthanindividualwords;-Presentwordsinamemorableway;-Reviseoften;-Checkunderstanding.,Groupingofitemsofvocabulary,Therearethreegeneralcategories:Semanticfields:e.g.typesoffruit;differencesofdegree.e.g.humanage:baby-child-teenager-adultPhonologicalsets:“wordfamilies”,i.e.derivatives,e.g.biology,biologist,biologicalGrammaticalsets:a)grammaticalsimilarityb)notionalsimilaritye.g.Heislikelyto;Itsboundto;Thereisagoodchancethat;e.g.tobeginwith,inthesecondplace,lastofall,6.3Whatdoesgrammarlearninginvolve?,Intake:noticeandre-notice-structureandrestructure-proceduralizationThegradualproceduralizationoflanguageispromotedthroughexperienceoflanguageuseandmotivatedbycommunicativeneed,enablingustosignalusefulmeaningswhichrecurfrequently.,Howtoorganizegrammarteaching?,1.Presentation:beginbypresentingtheclasswithatextinwhichthegrammaticalstructureappears.Theaimistogetthelearnerstoperceivethestructure-itsformandmeaning-inbothspeechandwritingandtotakeitintoshort-termmemory.2.Isolationandexplanation:focusonthegrammaticalitemsthemselvestoseewhatrulesgovernthem.Theobjectiveisforlearnerstounderstandthevariousaspectsofthestructure:form,meaningandfunction.3.Practice:consistsofexercisesdonebothintheclassroomandforhomeassignments,whoseaimistocausethelearnerstoabsorbthestructurethoroughly;4.Test:Themainobjectiveistoprovidefeedback.,GrammarPracticeactivities,Twoessentialcharacteristicsofagoodlanguage-practicetask:aclearobjectiveandactivelanguageuse,e.g.Aninformation-gapactivity:,Findoutpeoplewhohave/has:-betoHongKong-studyunderProfessorLiu-meetsomeonewiththename“Happy-sufferfromfrostbite-borrowbooksfromtheNationallibrary-visittheGreatWall-swimintheYangtzeRiver-readanovelbyJamesJoyce,etc.,6.4Achecklistforcommunicativeactivities,1.Purpose-Doestheactivityhaveacommunicativepurpose?-Arelearnersawareoflearningpurpose?2.Authenticity-Istheactivityconcernedwithreallanguageinrealsituations?-Isthelanguageauthenticinsenseofwhatanativespeakermightsay3.Discourse-Doestheactivitydemandthatlearnersoperatewithstretchesoflanguagebiggerthansentences?,4.Informationgap-Cognitive:facts;opinions,etc.-Affective:emotions,attitudes,etc.ornogap5.Choice-Dolearnershaveachoiceaboutwhattosayandhowtosayit?6.Feedback-Doestheactivityallowfeedbacktolearner?7.Degreeoflearnerinvolvement-Useofgroupandpairwork-Activitydemandsproblemsolving.-Underwhatdegreeoflearnercontrol,8.Significanceofmistakes-Limitedsignificanceinrelationtothecommunicativepurposeofactivity-Highsignificanceinrelationtothelearningoflanguageformsthroughtheactivity9.Content-Doesthelanguageusedhaverealandsignificantcontent?-orisitselectedmerelytoexemplifyacategory(structure,function,etc.),Whatisagoodgrammarteacher?,1.Becapableofputtingacrossasenseofhowgrammarinteractswiththelexiconasacommunicativesystem.2.Beabletoanalyzethegrammaticalproblemsthatlearnersencounter.3.Havetheabilityandconfidencetoevaluatetheuseofgrammar,especiallybylearners,againstcriteriaofaccuracy,appropriatenessandexpressiveness.4.Beawareofthecontrastiverelationsbetweennativelanguageandforeignlanguage.5.Understandandimplementtheprocessesofsimplificationbywhichovertknowledgeofgrammarcanbestbepresentedtolearnersatdifferent,6.5Developingreceptiveskills,Predictiveskill;Extractingspecificinformation;Gettingthegeneralpicture;Inferringopinionandattitude;Deducingmeaningfromcontext;6.Recognizingfunctionanddiscoursepatternsandmarkers.,Bottom-upandTop-downModel,Thebottom-upprocessingmodelassumesthatlisteningisaprocessofdecodingthesoundsthatonehearsinalinearfashion,fromthesmallestmeaningfulunitstocompletetexts.Thealternative,top-downview,suggeststhatthelisteneractivelyreconstructstheoriginalmeaningofthespeakerusingincomingsoundsasclues.Inthisreconstructionprocess,thespeakerusespriorknowledgeofthecontextandsituationwithinwhichthelisteningtasktakesplacetomakesenseofwhathehears.,Schematheory,Theknowledgewecarryaroundinourheadsisorganizedintointerrelatedpatterns.Theyarelikestereotypicalmentalscriptsorscenariosofsituationsandevents,builtupfromnumerousexperiencesofsimilarevents.Inshort,schematheoryisbasedonthenotionthatpastexperiencesleadtothecreationofmentalframeworksthathelpusmakesenseofnewexperiences.Contentschemataincludeculturalknowledge,topicfamiliarity,andpreviousexperiencewithafield.Formalschematahavetodowithpeoplesknowledgeofdiscourseforms:texttype,rhetoricalconventions,andthestructuralorganizationofprose.,NativeSpeakerListeningComprehension,Expectation:interpretingamessagebyusingpreviousknowledgeandcontextualcluesRecognition:knowwhicharecentralandwhichareperipheralReducingtheload:processinginformationbychunking,andprediction,channelingourattentiontospecificpartsSelection:selectingthemoreimportantornewinformation,ListeningtoaForeignLanguage,Speechisnotusuallyveryorganizedandmaycontainredundancy,hesitation,ungrammaticalutterancesandsuddenchangesoftopic.Thelistenercannotlookbackatwhathehasheard,andcannotcontrolthecontentorspeed.Thelistenersvocabularyislimited,failstorecognizethesignals,ordiscoursemarkersinspeech.-lackofculturalknowledgeofthetargetlanguage.-lackofattentiveness,motivation,interestinandknowledgeofthetopic,etc.,PrinciplesofdevelopingListeningSkills,Lessonsmusthavedefinitegoals,carefullystated.beconstructedwithcarefulstep-by-stepplanning.shoulddemandactiveovertstudentparticipationprovideacommunicativeurgencyshouldstressconsciousmemoryworkshould“teach”,not“test”StudentsshouldnthavetodotoomuchwritingactivityshouldberealisticSchema-buildingtasksshouldprecedethelisteningStrategiesshouldbeincorporatedintothematerials.,Understandingreadingcomprehension,Weuseknowledgeofthelanguageandknowledgeoftheworldtogetatmeaning;Wereadformeaningbyusingtheminimumnumberofclues;Readingisanactiveandinteractiveprocess;Readingisacreativeart.Moreiscontributedbythereaderthanthetext;Readingisaselectiveprocess.Itinvolvespartialuseofavailablelanguageclues.,Cognitiveandaffectivedimensionsofreadingcomprehension,1.literalcomprehension:focusonideasandinformationexplicitlystatedintheselection;2.reorganization:toanalyze,synthesize,and/ororganizeideasorinformationexplicitlystated;3.inferentialcomprehension:usetheideasorinformationexplicitlystated,hisintuitionandhispersonalexperienceasabaseforconjecturesandhypothesis;4.evaluation:responsefromstudentswhichindicateshisevaluativejudgmentbycomparingideasintheselection,againstexternalandinternalcriteria.Itdealswithjudgmentandfocusesonqualitiesofaccuracy;5.appreciation:Itdealswiththepsychologicalandaestheticimpactoftheselectiononthereader.,6.6DevelopingproductiveskillsPrinciplesofTeachingandLearningSpeaking,Thestudentsshouldhaveadesiretocommunicate.Theyshouldhavesomekindofcommunicativepurpose.Theirattentionshouldbecenteredonthecontent(meaning-based)ofwhatisbeingsaid.Theywillhavetodealwithavarietyoflanguageratherthanjustonegrammaticalconstruction.Theteachershouldnotintervene.Thiswouldunderminethecommunicativepurposeoftheactivity.Thereisnomaterialcontrol.Byrestrictingthestudentsoptionsthematerialsaredenyingthelanguagevarietycharacteristicofgenuinecommunication.,6.7RespondingtoStudentslanguageproduction,Thewritingteachershouldgive:positiveaffectivefeedbackandnegativecognitivefeedback.Shehasfourbasicroles:asaudience;asassistants;asevaluatorsandasexaminers:,Asaudience:respondingasagenuineandinterestedreaderratherthanasajudgeandevaluator,totheideas,feelings,orperceptionsofstudentsAsassistant:Theteacherworkswithlearnersto