以前新教师培训的听口教学法探讨

教学法探讨张隽language

languageproficiencylanguageawarenessLanguangeProficiency

Howmuchisseventimeseight?Fossilization(Selinker70)LanguageAwarenessIncidentallearningInnerspeechThinkinginanotherlanguageInternalizationMIF(mentalimageflash)SecondLanguageAcquisition(learning)ComprehensibleinputLanguageAwareness克拉申乔姆斯基斯金纳贝立兹古恩维果茨基corecompetenciesMethodology:knowledgeandskillsLessonandcourseplanningInteractionmanagementandmonitoringAssessmentWhat----教学法Iplaybasketballeveryday.BasketballPlayEverydayWhy----教学法孩子学语言的例子.B:”Iputtedtheplatesonthetable.”M:“Youmean,Iputtheplatesonthetable.”B:“No,Iputtedthemonallbymyself.”脱离意思的表达和静态的模仿.CorrectionYou?Teacher:昨天我买了一本书。Student:Ibuyedabookyesterday.CorrectioninElTEST:Sayitagain?Ss:Ibuyedabook.EST:Yes,but…buyedorbought?Ss:bought.EST:Saythesentenceagain.---------------------------Encourage---------Isolation---------------------------Learnfromothers----SelfcorrectionRe-formulation

(languageisacquired)

S:Mymummybuyeditforme.T:Oh,that’snice,yourmummybought

itforyou,didn’tshe?S:Yes.T:Wheredidshebuyit?S:ShebuyeditintownT:Oh,sheboughtitintownforyou.It’sverynice.Whattocorrect?MistakesKindPoorpronunciationwrongchoiceofvocabularystructureerroraccuracy

StressIntonationregisterandappropriacyomissionCommunication

(higher-levelstudents)WhentocorrectAccuracypracticeAccuracymistakesCorrectimmediatelyCommunicativepractice(fluencypractice)OnlyimportantonesTheyarecommontotheclassTheyarelikelytocreategenuinemisunderstandingifnotcorrectedTheyshowagapintheSs’knowledgeNotethemdowninapadandcorrectitafterthepracticeHowtocorrect:(Jumpintocorrectionsdirectly:)Self-correctionPeer-correctionGobeyondcorrection!Re-formulation(languageisacquired)Sample:

S:Mymummybuyeditforme.T:Oh,that’snice,yourmummyboughtitforyou,didshe?S:Yes.T:Wheredidshebutit?S:ShebuyeditintownT:Oh,sheboughtitintownforyou.It’sverynice.DictationYou?Improvelisteningandspeaking………3LevelsofELT新东方教学法总结3pmodel:preparation-practice-presentationrole-playConversationtheadaptionoftranslation-grammarapproach中文夹着English一起say教学步骤Lead-in通过视频图片游戏实物等手段进行情景卷入/激趣Input传统式单词句型输入，听力或简要讲解采用游戏或要求学生提前自主学习单词句型Intake多种任务和活动帮助学生消化记忆Output角色扮演，任务和PROJECT新东方教学法的初步尝试

（二）TPR教学：解决动词+动宾结构（三）续列式教学+生成对话：解决简单句（四）图片情景式教学

：解决句型+语法（五）描述式教学：静态图片描述+动画图片描述（初级应用）（六）情景表演和任务式教学（高级应用）（七）总结式语法介绍，弥补遗漏的信息并构建系统知识体系。（一）单词与实物（或图片）联结式教学：解决名词+形容词

颜色+自然界物体（闪卡，螺旋式复习）History1850-1950GrammarTranslation1890-nowDirectMethod1960-1970Audio-lingualism1960-1980Situationalmethod(ppp)1970-1980HumanisticapproachesCommunicativelanguageTeachingTask-basedTeaching/Suggestopia/T.P.R.内在因素LearnercharacteristicsTypeLearnsbestthrough

VisualSeeingandreadingAuditoryListeningandspeakingKinaestheticTouchanddoingGroupWorkingwithothersIndividualWorkingaloneReflective

GiventimetoconsiderchoicesImpulsive

Respondimmediately

MichaelMcCarthyandmeWefoundsomethinginspiringinUK.BasicPrinciples:studentandteacher

Learningismoreimportantthanteaching.Theultimatetestof“agoodlesson”isnothowtheteacherperformedbutwhetherthestudentslearned.Teacherswhoareconstantlypre-occupiedbytheirownrole—aremakingaseriousmistake.Themostimportantroleoftheteacheristhatofcatalyst—theyhelptomakethingshappen,butthepurposeisactivatingthestudents.BasicPrinciples:studentandteacherTeachthestudent,notthebook.Involvestudentsinthelearningprocess.Don’ttellstudentswhattheycantellyou.Showyourreactionstowhatstudentssay.Studentsneedpracticenotyou.Don’temphasizedifficulties.Varywhatyoudo,andhowyoudoit.SelectBasicPrinciples:studentandteacher