英语教学法期末考试资料

Stepsforteachingagrammaticalitem:ProvideacontextHelpstudentstosaythetargetlanguageProvideawrittenrecordPersonalizethetargetlanguageHelpstudentstoguessthegrammarrulesofthetargetlanguageHelpstudentstounderstandthecommunicativeimportanceofgrammarHelpstudentstounderstandtheimportanceofgrammaticalaccuracyThedeductivemethodtheruleisgivenfirst.Theteacherexplainstheruleswithexamples.3.Studentsapplytherulestogivensituations(practices).TheinductivemethodStudentsaregiventhestructureincontextandareaskedtoworkouttherulesforthemselves.Theyaregivenguidancefromtheteacherinusingevidencefromthecontexttoworkouttheusageofthestructure.Stepsforteachingasound：l.Saythesoundalone.GetthestudentsrepeatthesoundinchorusGetindividualstudentstorepeatthesound.Explainhowtomakethesound.5.Saythesoundinaword.6.Contrastitwithothersounds.7.SaythesoundinmeaningfulcontextVocabularyitemspresentationandpracticesPresentationTrytoprovideavisualorphysicaldemonstrationwheneverpossible,usingpictures,photos,videoclips,mimeorgesturestoshowmeaning.Provideaverbalcontexttodemonstratemeaning.Thenaskstudentstotellthemeaningfirstbeforeitisofferedbytheteacher.Usesynonymsorantonymstoexplainmeanings.Uselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings,e.gcook::fry,boil,bake,grill,etc.Translateandexemplify,especiallywithtechnicalwordsorwordswithabstractmeaning.Usewordformationrulesandcommonaffixestobuildnewlexicalknowledgeinwhatisalreadyknown.Teachvocabularyinchunks.Chunksrefertoagroupofwordsthatgotogethertoformmeaning.Itisalsoreferredto^re-fabricatedformulaicitemsThinkaboutthecontextinreallifewherethewordmightbeused.RelatenewlylearnedIanguagetostudenfseallifetopromotehighmotivation.Thinkaboutprovidingdifferentcontextforintroducingnewwords.Prepareforpossiblemisunderstandingorconfusionthatstudentsmayhave.forpracticeandconsolidation--Songsandgames--semanticfieldandsemanticmapping--keywordmethod--vocabularyexercises--regularreviewBlankfillingFivemaincomponentsofcommunicativecompetenee:LinguisticcompeteneeisconcernedwithknowledgeoftheIanguageitself,itsformandmeaning.PragmaticcompeteneeisconcernedwiththeappropriateuseoftheIanguageinsocialcontext.Discoursecompeteneereferstoone'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem.Strategiccompetenceiissimilartocommunicationstrategies.Itreferstostrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Fluencymeansonesabilityto"linkunitsofspeechtogetherwithfacilityandwithoutstrainorappropriateslownessorunduehesitation.ThreeprinciplesofcommunicativeIanguageteaching(CLT):(1)Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.a(skTrinciple:ActivitiesinwhichIanguageisusedforcarryingoutmeaningfultaskspromotelearning.(3)Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.Sixcriteriaforevaluatinghowcommunicativeclassroomactivitiesare:I.Communicativepurpose2.Communicativedesire3.Content,notform4.VarietyofIanguage5.Noteacherintervention6.Nomaterialscontrol.PPP=PresentationPractice,Production.(befamiliarwiththefive-stepteachingmethod,whichisquitesimilartothePPPmoderbutaddingrevisionatthebeginningandconsolidationattheend.TBLT=Tisk-basedLanguageeachingTBL=Task-basedLearningHowtodesigntasks?Fivesteps:1.Thinkaboutstudentsneeds,interests,andabilities.2.Brainstormpossibletasks.3.Evaluatethelist.4.ChoosetheIanguageitems.5.Preparingmaterials.Principlesforgoodlessonplanning:Aim,Variety,Flexibility,Learnability,Linkage.Componentsofalessonplan:Backgroundinformationeachingaims,Languagecontentsandskills,Stagesandprocedures,eachingaids,Endoflessonsummary,Optionalactivitiesandassignments,Afterlessonreflection.Theroleoftheteacher:Controller,Assessor,Organiser,Prompter,Participant.Resource-provider,eacher'snewroles:facilitator,guider,researcher.Classroominstructions:thetypeoflanguageteachersusetoorganiseorguidelearning.HowtomakeClassroominstructionseffective:cTusesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudentsTousethemother-tongueonlywhenitnecessary.Studentgrouping:Wholeclassroom,Pairwork,Groupwork,Individualstudy.Howtogroup:Forpairwork:Alwaysfollowasimilarprocedure;Assignrolesclearlyaroundtheclass;Demonstrateratherthanexplain;KeepaneyeoutforwantinginterestForgroupwork:1)Groupssaccordingtoseatingarrangement2)Ssselectgroupmembers3)Strong&weakssaremixedtogether4)Strong&weakssaregroupedseparatelytododifferenttasks5)Groupbydrawlots.Whatareerrors?Howaretheydifferentfrommistake?Amistakerefers‘aoperformaneeerrorthatiseitherarandomguessoraslipoftongue,anditisafailureperformaneetoaknownsystem.AnerrorhasdirectrelationwiththelearnehsIanguagecompetenee.Errorsdonotresultfromcarelessnessorhesitation,butlackofknowledgeinthetargetlanguage.Amistakecanbeself-corrected;anerrorcannotbe.Howtodealwitherrors?Indealingwitherrorsandmistakes,weneedtobeclearwhetherthetaskoractivityisfocusingonaccuracyorfluency.Whentocorrecterrors?Generally,itisbestnottointerruptstudentsduringfluencyworkuniesscommunicationbreaksdown.LetatrivialmistakepassifmostoftheIanguageisright.Forsomecommonmistakes,takeanoteinmindfirstandcorrect,afterthestudentsperformanee.Howtocorrecterrors?Differentwaysandtechniques:1)Directteachercorrection2)Indirectteachercorrection3)Self-correction4)Peercorrection5)Wholeclasscorrection.W