0教师招聘专业知识教法突破班-小学英语8讲义

1、 （二）直接法（Direct （十）沉默法（heSilent（一内小（样卷100分3030学40内小（样卷100分3030学4023教学评价 了解评价的种类(评价性评价)、特点3课堂教学 具备较强的英语课堂教学能力，能熟悉地运用多种教学方法驾驭英语课堂教（能力层级B1（2小一、外语教学流（一）语法翻译法（Grammar-Translation 一、外语教学流（一）语法翻译法（Grammar-Translation l教授语法学家所确定的所谓“规范”（二）直接法（Direct ，优点：1. 采用各种直观教具，广泛运用接近实际生活的教学方式，有助于培养用外语思维的能力；2. 缺点：1. 排斥母语，

2、使学生对一些抽象和复杂的概念难以理解；2. 没有明晰的语法解释，导致学生说出的话语法错误较多；3. （三）听说法（Auduiolingual 204060（三）听说法（Auduiolingual 204060惯(a set of habits)。优点：1. 培养学生敢于大胆主动地使用所学语言进行交谈，口语能力较强；2. 句型操缺点：1. 大量的模仿和机械操练不利于发展学生的创造性思维；2. 脱离语言内容和语境的句型操练不利于学生对语言的灵活运用。3. （四）视听法（The Audio-Visual 优点：1. 情境的创设能够加速外语与事物的联系，有助于理解所学语言；2. 教学。3. （五）交际

3、法(Communicative 交际法也叫功能法(FunctionalApproach)或意念法(NotionalApproach)70年代优点：1. 重视学生的实际需要；2. 重视交际能力的培养，有利于学生在一定的社会环缺点：1. 如何确定和统计功能、意念项目，有待进探讨；2. （六）优点：1. 重视学生的实际需要；2. 重视交际能力的培养，有利于学生在一定的社会环缺点：1. 如何确定和统计功能、意念项目，有待进探讨；2. （六）任务型教学法(Task- 。（七）认知法(Cognitive 优点：1. 2. 在理解语言知识的基础上进行操练，有利于激发学生的学习缺点：1. 2. （八）全身反应

4、法（TPR Total Physical 60 70 年代，创始人是阿舍尔A优点：1让语言动起来60 70 年代，创始人是阿舍尔A优点：1让语言动起来（九）社团语言学习法（Community Language Learning （十）沉默法（he Silent 棒（ods表（十一）暗示法 SAT二、第二外语 （一）心理学 （一）心理学（Paraeters/ariantsellectual（languageacquisition（二）哲学经典人文主义（ClassicalHumanism）（三）语言学（Linguistical）的影 （Reinfocement内在论 （Innate T）相互作用论

5、（ eractionTheory）中介语理论（ erlanguage） 文化移入说（Acculturation）-by 循序渐进（Graduality）Palmer ( 帕默输入说（Input（四）环境对外语教学的影Critical“13”isthecritical新课程标（四）环境对外语教学的影Critical“13”isthecritical新课程标准（一）概的是指对某一课程在某个/（2001 全日制义务教育英语课程标准（实验稿）新课程标准（New English Curriculum）学生是课堂的主体，教师要从知识的传授者转变为学生学习的促在新课标的指引下，教师应该改变教学观念, 注重培

6、养学生能力, 学习, .在新课标的指引下，教师应该改变教学观念, 注重培养学生能力, 学习, .（二）课程目，和。 ，和。 、（三）内容标、（三）内容标（四）实施建 2评价折合的分数：E=50V=40G=30A=20九年级分别完成三、四、五级2.？6.的相、。四、英语课程与教四、英语课程与教学（一，（1）（2）（3）（4）（1）（2）为（二）教学目1.同时还包括对学生端正学习目的、态度和人生观,3. 150？（三）教学方法和教学模式的确。化（四）教具准引起注意-明确地告诉学习者教学目标-刺激对先前学习的回忆-呈示刺激材料- 提供学（五）教学活动的设（(六)教学评。，（(六)教学评。，形形形形（

7、七）板书设（八）练习的设（九）教学后。的。Language and Language Learning 1.Structuralviewonlanguage:The（九）教学后。的。Language and Language Learning 1.Structuralviewonlanguage:Thestructuralviewseeslanguageasalinguisticsystemmadeupofbsystems:phonological,morphological,lexical,etc.to.Thefunctionalviewseeslanguageasalinguisticsy

8、stembutalsoasameansngeractional view considers language as a communicative tool, whose main use is buildupandainlrelationsn WhataretheviewsonlanguageBehaviourist theory: Skinner：languageisalsoaformofbehavior.The key of the theory of conditioning t “you can train an animal to do anything if follow a

9、certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30)2)CognitiveNoam Chomsky：language is not a form of behaviour, it is anricateru large part of language acquisition is the learning of this system.ased system and The constructivist theory bemeaningbas

10、edonhis/herownexperient learning is a s in which the learner andwhatheorshealreadyJohn Dewey:teaching should be built based on wh learning activities.4）Socio-constructivistearners already knew and engage learners Vygotsky,1978)eraction and engagement with language in lcontextbasedontheconceptofZoneo

11、fProximalDevelopmentZPD可能发展区/3.WhatVygotsky,1978)eraction and engagement with language in lcontextbasedontheconceptofZoneofProximalDevelopmentZPD可能发展区/3.WhatarethequalitiesofagoodlanguageThe main elements of a good English teacher are ethic devotion, al qualities, al styles. (Then try to explain the

12、se three elements respectively according to your own 4.WhatisTask-basedLanguageTask-basedLanguageteachingis,infact,afurtherdevelopmentofCommunicativeTeaching.Itsharesthesamefs,aslanguageshouldbelearnedasclosesibletohowitused in real life. It has stressed the importance to combine form-focused teachi

13、ng with communication-focused teaching.WhatarethedesigningprinciplesfortheNationalEnglishCurriculumAimforeducatingallstudents,andemphasisequality-orientedearner-centredness,andrespectindividual.3)Developcompetence-basedobjectives,andallowflexibility4)Paycloseattentiontothelearnings,andadvocateexperi

14、entiallearningand5)Attach particular importance to formative assessment, and give developmentofl attention to 6)Optimize learning , ize opportunities for learning and using 6.WhataretheprinciplesoodlessonAimsmeanstherealisticgoalsforthetis, theteacherneedstohaveaclearof what he / she would like to a

15、chieve for the lesson or es are expected from Variety means planning a number of different types of activities and roducing students to a wide selection of materials eresting,motivationandnevermonotonousforthet learning is Flexibilitymeansplanningtouseanumberofdifferentmethodsandtechniquesnbeing a s

16、lave to one methodology. This will make teaching and learning more effective and more Learnabilitymeans the contents and tasks planned for the lesson should be within learning capability of the students. Of course, things should not be too easy ng tarebeyondorbelowthestudentsabilitywilldiminishtheir

17、Linkage-means the stages and the steps within each stage are planned in such a tthey are somehow linked with one another. Language3 learning needs recycling 7.Linkage-means the stages and the steps within each stage are planned in such a tthey are somehow linked with one another. Language3 learning

18、needs recycling 7.Whatarethe3Psand3-stage?The3Psreferstoion,practiceandAt the ion stage, the inwhateverwaysnew vocabulary and grammatical Atthetage,thelessonmovesfromcontrolledpracticetoguidedpracticeandtotheionofthetextwhenAt the production stage, the students are encouraged to use what they have l

19、earned practised to perform communicative tasks. The focus is on meaning languagen accurate use 3-stage is frequently adopted in reading lessons and listening lessons. It refers pre-reading,while-readingt-readingstages.Thepre-stageinvolvespreparationwork,as setting the scene, warming up, or providin

20、g key information (such as key words). while-stage ivities or t the students must perform while they are reading listening. Thet-stageprovidesachanceforstudentstoobtainfeedbackontheirperformanceat the while-stage. This last stage may also involve some follow-up activities, in which relatewhattheyhav

21、ereadorheardtotheirownlifeandusethelanguage8.Whatarethemainrolesteacherscanplaybefore,duringandaftertheBefore the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only sfullyhe/shehasconductedtheclassbutalsohowefficientthelearningactivitieshaveBased on the t the erforms in different activities during the class, defi