《小学英语教学理论与实践》课件-Unit6 TeachingPronunciationandVocabulary

Unit6TeachingPronunciationandVocabulary

6.1TeachingPronunciation(I)Teachingobjectives:Bytheendofthelesson,studentsshouldbeableto:1.understandtheroleofpronunciationinEFL

2.graspthegoalofteachingpronunciation

3.mastertheaspectsofpronunciation

I.TheroleofpronunciationDiscussion:

Studentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasthestudentsdevelopoveralllanguageability.

Failureinpronunciationisagreathindranceinlanguagelearning.Twodifferentideasaboutteachingpronunciation:Whetherpronunciationneedsspecialattentionorfocusdependsonmanyfactors:nativelanguage:similarordifferent?exposuretoEnglish:moreorless?age:adultsorchildren?BeginningChineselearnersneedacertaindegreeoffocusonpronunciation1.noticethedistinctionbetweenpronunciationandphonetics.Childrenareabletoidentifyandproducesounds.Theydon'tneedtowriteorreadphonetictranscripts.2.Phoneticrules(whatsoundaletterorletterclusterproduce)shouldbeintroducedatasuitable.3.Stressandintonationshouldbetaughtfromtheverybeginning.II.Thegoalofteachingpronunciation

Shouldwerequirethestudentstoacquirenative-likepronunciation?Whycan’tmostlearnersofEnglishasaforeignlanguageacquirenative-likeEnglishpronunciationDiscussionConsistencyIntelligibilitystress,rhythm,andintonationThegoalofteachingpronunciationisnottoteachlearnerstoachieveaperfectimitationofanativeaccent,butsimplytogetthelearnerstopronounceaccuratelyenoughtobeeasilyandcomfortablycomprehensibletootherspeakers.RealisticgoalsofteachingpronunciationConsistency:

Thepronunciationshouldbeunderstandabletothelisteners.Intelligibility:

Thepronunciationshouldbesmoothandnatural.Communicativeefficiency:

Thepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.III.Aspectsofpronunciation

pronunciationisanumbrellatermcoveringmanyaspects:

rhythmintonationPhoneticsymbolsstresssoundspronunciationWhattoteach

sounds………thevowelsandconsonantscombinationofsounds…….pronunciationofwordswordstress….thestressinawordandshiftofstressstrong&weakforms…theimportanceofthedifferentsyllablesinmaintainingtherhythmofthespeech,especiallythemodelverbsandauxiliaryverbslinkageofsounds……..theliaisonofsoundinnaturalspeechrhyme&rhythmpitch&intonation…thefunctionofpitchandintonationinconveyingmeaning5.Wilson,JJ.（2012）如何教听力.北京：人民邮电出版社。

References1.Davies,P.&Pearse,E.（2002）.

SuccessinEnglishTeaching.

上海：上海外语教育出版社.2.Harmer,J.（2007）.ThePracticeofEnglishLanguageTeaching(4thedition).Harlow:Pearson.3.Kelly,G.（2011）.

如何教语音.北京：人民邮电出版社.4.王蔷.(2009）.小学英语教学发教程（第2版）.北京：高等教育出版社.Unit6TeachingPronunciationandVocabulary

6.1TeachingPronunciation(II)Teachingobjectives:Bytheendofthelesson,studentsshouldbeableto:knowhowtopracticesoundsknowhowtopracticestressandintonationI.Practisingsounds例一，Sameordifference.1.meetmeat(√)2.satsit(χ)例二，Choosethewordsyouhear.1.sheepship2.beanbin3.carrotparrot4.heelhill1.Therewassomethingwrongwiththerace/rice.2.Thatvine/wineisverygood.3.Itwasteno’clockwhenwefound/phonedher.4.Herclasses/glassesaretoobig.5.Itwashisgoodlock/luckthatkeptthemoneysafe.MinimalPairsPickingupthedifferentone(Oddoneout)bitbitbitpit;lidledlidlidWhichorderpit,pet,betbear,tear,earCompletiongatematefatedatehatei.Perceptionpractice2.ProductionpracticeListenandrepeatMakeupsentencesUsingtonguetwisters目的：识别音标方法：在黑板上画一棵苹果树，把写有音标的苹果挂在树上，将学生分成若干组。游戏开始后，有一人念音标，每组轮流去摘苹果，看哪个组的学生摘得多。1、摘苹果目的：训练辨音能力方法：教师呈现一张音标卡片，然后读出一联串单词，请学生从中分辨出含有该因素的单词。如：T:（举起音标卡片[a:]）get,fat,write,cart,cupS:Cart.T:You’reright.2、比一比谁的耳朵灵iii.gamesII.PractisingStressandIntonationStress,rhythm,andintonationStress:thepronunciationofawordorsyllablewithmoreforcethanthesurroundingwordsorsyllables.Rhythm:

aregularrepeatedpatternofsounds.Intonation:

oftendescribedasthemusicofspeech—thewaythevoicegoesupanddownaswespeak.word-levelstress,phrase-level，sentence-levelstress.Usegestures:theteachercanindicatethestressbyclapping

handsorusingarmmovementsasifconductingmusic.Usethevoice:theteachercanraisethevoicetoindicatestress.Usetheblackboard:theteachercanhighlightthestresspartsbyunderliningthemorwritingthemwithcoloredchalksorindifferentsize.PractisingstresspracticeintonationTeachthepronunciationofthewordshighlightedandtheintonationandstressofthesentencesintheconversation.LiJiemeetsBobforthefirsttime.Shewantstofindoutabouthim.Li:Hello,what’syour?Bob:Bob.Li:MineisLiJie.Wheredoyou?Bob:IliveinLondon.Li:Howoldareyou?Bob:Twelve.Li:Twelve!I’mtwelve,too.When’syour?Bob:Theof.Li:(Surprised)ThetenthofSeptember?Me,too.namelivebirthdaytenthSeptemberReferences1.Davies,P.&Pearse,E.（2002）.

SuccessinEnglishTeaching.

上海：上海外语教育出版社.2.Harmer,J.（2007）.ThePracticeofEnglishLanguageTeaching(4thedition).Harlow:Pearson.3.Kelly,G.（2011）.

如何教语音.北京：人民邮电出版社.4.王蔷.(2009）.小学英语教学发教程（第2版）.北京：高等教育出版社.Unit6TeachingPronunciationandVocabulary

6.2TeachingVocabulary(I)语言学家D.A.Wilkins:“Withoutgrammar,littlecanbeconveyed;

withoutvocabulary,nothingcanbeconveyed.”TheimportanceofvocabularyTeachingObjectivesBytheendofthesession,youwillbeabletounderstandWhatdoesknowingawordinvolve?Howcanwepresentnewvocabularyitems?Whataresomeeffectivewaystoconsolidatevocabulary?Howdowehelpstudentsdevelopvocabularylearningstrategies?CommonproblemsStudentslearnvocabularyincorrectlybyjustlearningitsChinesetranslationinisolationofcontextandwithoutknowingitsformationrules,connotativemeaningorcollocations.Whentheycometoreadingorlisteningtaskswiththosewordsusedindifferentcontextsorincombinationwithotherwords,theygetconfusedeasilywiththemeaningtheyremembered.Manystudentslearnvocabularyineffectivelyastheyrote-learnallthevocabularyonlybeforeexams.Aftertheexam,theyquicklyforgetwhattheyhavelearned.6.2.1KnowingaWord1.knowingitspronunciationandstress.2.knowingitsspellingandgrammaticalproperties(特性).3.knowingitsmeaning.4.knowinghowandwhentouseittoexpresstheintendedmeaning---isitformal/neutral/informal?Inspeech/inwriting/.Whatdoesknowingawordinvolve?vocabularypartofspeechlexicalfamilyformationlexicalfieldlexicalchunkscollocationstyleandconnotationhomonyms,polysemysynonym,antonym,...enjoyVerb+ing+oneselflike喜欢、享受[ɪnˈdʒɔɪ]Ienjoymyselfintheseashore.Ienjoyreadinghistorynovels.“light”Itwasanhourbeforethelightscameonagain.光线We‘llleaveinthemorningassoonasit’slight.天亮Peoplewithpalecomplexionsshouldavoidwearinglightcolours.浅的Modernvideocamerasarelightandeasytocarry.轻便的Youonlyneedtoapplylightpressure.轻微的Ilefttheislandwithalightheart.轻松的Ijustwantsomethinglightforlunch.清淡的I‘vealwaysbeenalightsleeper.浅眠的Translate不健康的饮食习惯可能导致多种疾病，如肿瘤和阿兹海默症。脑黄金和锌对于人类的记忆力有很大的帮助，两者可以分别在鱼类和坚果类中找到。把姜黄素和酸奶混合后涂覆于皮肤，就能抑制毛发的生长。许多食物甚至有增强免疫系统以及消炎的功效。ReceptiveandProductiveVocabularyReceptivevocabulary:vocabularythatcanbecomprehendedthroughtheuseofcontextualandcollocationalclues.(passiveword---thewordsweknow)Productivevocabulary:vocabularythatareusedineverydayspeech(thewordsweuse)Implicationsforteachingvocabularywordsarebetterunderstoodincontext;Agroupofrelatedwordsislikelytobemorememorablethanalistofunrelateditems;Knowledgeofwordformationisausefulsourcefordevelopingvocabulary;Teachersandlearnersneedtobeawareofthedifferencebetweenreceptiveandproductivevocabulary.References1.Davies,P.&Pearse,E.(2002).SuccessinEnglishTeaching.

上海：上海外语教育出版社.2.Harmer,J.（2007）.ThePracticeofEnglishLanguageTeaching(4thedition).Harlow:Pearson.3.Thornbury,Scott.(2011).

如何教词汇.北京：人民邮电出版社.4.Ur,P.(1996)ACourseinLanguageTeaching:PracticeandTheory.

Cambridge:CambridgeUniversityPress.5.王蔷.(2009).小学英语教学发教程（第2版）.北京：高等教育出版社.Unit6TeachingPronunciationandVocabulary

6.2TeachingVocabulary(II)I.PresentingVocabulary1.Thinkabouthowtocheckstudents’understanding.2.Thinkaboutthecontextinreallifewherethewordmightbeused.3.Thinkaboutpossiblemisunderstandingorconfusionthatstudentmayhave.thingstobeconsidered:Tips:PresentationandconsolidationAwordcannotbelearnedbyonlybeingpresented.Ithastobeencounteredatleast7-8timesindifferentcontexts/tasksbeforeitcanbelearnedorrememberedbystudents.Thatistosay,theteachershouldtrytoprovideopportunitiesforstudentstousemultiplesensestogetfamiliarwiththenewlylearnedwordswhenandafterpresentingnewvocabulary.II.ConsolidatingVocabularyLabelling:Spottingthedifference:DescribinganddrawingPlayingagameUsingwordthermometersUsingwordseriesWaysofConsolidatingVocabulary

WordbingoWordassociationOddoneoutUsingwordcategoriesUsingwordnet-workGroupingwordsWordfieldUsingwordcategories:milk,typist,apples,pigs,shirts,Germany,chickens,Japan,shoes,oranges,peaches,wine,cows,butcher,tea,driver,Greece,socks,Turkey,trousers,banker,dogs,sheep,coffee,plums,pears countriesDrinksFruitsAnimalsJobsClothesUsingwordnet-work

sittingroombathroom

ktichen

bedroom

knife

HOUSEGroupingwordsaroundaheadwordblanketsbedsheetsalarmclockmatresspillowsIII.DevelopingVocabularyLearningStrategiesi.ReviewregularlyIfin