教学法lecture 11---class 2.ppt

1、Relation between Syllabus and Methodology Syllabus deals with WHAT is to be taught and the ORDER in with it is to be taught (WHY), while methodology deals with HOW it is to be taught. The textbook (teaching material) is the bridge between syllabus and methodology.,Key Terms in ELT Methodology method

2、ology (教学法) communicative competence (交际能力) language skill (语言技能) language knowledge (语言知识) approach (路子，途径) method (方法) procedure (教学过程) activity (活动) task (任务),technique (技术) lead-in (导入活动) plenary work (lockstep) (全体练习) group work (小组练习) pair work (对子练习) individual study (自学) classroom management

3、 (课堂管理) language acquisition (语言习得) context (上下文),curriculum (课程) deductive method (演绎法) inductive method (归纳法) discourse analysis (话语分析) error analysis (错误分析) need analysis (需求分析) first language (第一语言) grammar translation method (语法翻译法) audiolingual method (听说法),language teaching method（语言教法 lingui

4、stic competence (语言能力) materials (教材) mother tongue / mother language (母语) native language (本族语) motivation (动机) notional syllabus(意念大纲) notions and functions(意念功能) topic (话题) second language (第二语言),skill (技能) TEFL / TESL (英语教学) culture (文化) emotion (情感) habit (习惯) model (模式) socio-linguistics(社会语言学

5、) structuralism (结构主义) interactionalism (交际主义) functionalism (功能主义) curriculum criterion （课程标准）,classroom management (课堂管理) lesson plan (教案) teaching plan (教学计划) fluency (流畅性) accuracy (准确性) target language (目标语) authenticity (真实性) feedback （反馈） all-life education (终生教育),quality-oriented education (

6、素质教育) exam-oriented education(应试教育) adult education (成人教育) full-time education (全日制教育) compulsory education (义务教育) open education (开放教育) distance education (远程教育),teaching demand (教学要求) task-based teaching (任务型教学) demonstration class (示范课) learning strategy (学习策略) teaching assessment (教学评估) drawback

7、 (不足) learners need (学习者需求) teaching aid (教具) objective / aim (目标),proficiency test (水平测试) achievement test (成绩测试) placement test (分班测试) diagnosis test (诊断测试) quiz (小测验) NMET (National Matriculation English Test: 全国标准化英语考试英语高考) NUEE (National Unified Enrollment Examination for All General Institutio

8、ns of Higher Education 高考：全国普通高等学校统一招生考试),Sensory/ Perceptual Learning Style,Visual,Auditory,Tactile/ Kinesthetic,Visual students: prefer charts, graphs, something to read or a picture Auditory students: prefer listening to lectures, conversations, tapes, etc, when learning,Use flash cards, videos,

9、or other visual aids,Provide opportunities to listen to lectures and discussions.,Tactile/ Kinesthetic students: prefer aids can be touched, manipulated, or written; and may practice language by drawing and/or tracing.,Provide hands-on experiences to understand language and culture,Psychological Typ

10、es of Students and Suggestions in Teaching,Extroverted Introverted Random-Intuitive Concrete-Sequential Closure-Oriented Open-Oriented,Extroverted students: energized by the outside world; active; interaction-oriented; outgoing; have broad interests; tend to reflect later (motto: Live it, then under

11、stand it.),Make available a wide range of social, interactive learning tasks (games, conversations, discussions, debates, role-playing),Introverted Students: energized by the inner world; prefer concentration; focus on thoughts and concepts; have fewer interests, but deep one; like to be reflective

12、(Motto: Understand it, then live it.),Encourage more independent work (studying, reading, or working on the computer) or one-on-one work with another person,Random-Intuitive Students,like finding the big picture; enjoy formal model-building and abstract terms; focus on the future; look for possibili

13、ties; random access (when asked for 5 examples, they give 4 or 6 instead),Provide future-oriented activities that call for language, such as speculating about possibilities.,Concrete-Sequential Students,like to work step-by-step; follow directions carefully; tend to be linear and sensory-oriented; f

14、ocus on the here now; concrete sequential (when asked 5 examples, they give exactly 5),Suggest that they perform tasks on a one-step-at-a-time basis and that find ways to get feedback every step of the way (from peers, teachers, or natives outside of class),Closure-Oriented Students: decision makers

15、; action takers; make and follow lists; want quick closure and control; have a low tolerance for ambiguity; often jump to conclusions by wanting to know answers right away; often hard working and decisive; find deadlines helpful.,Encourage learners to plan ahead and make their own deadlines; provide

16、 them with specific directions, and encourage them to ask questions.,Open-Oriented Students: information gatherers; like to take in a lot of information and experience before making a decision; think learning should be fun; can make work into play; might make lists. But dont check off each item; ten

17、d to be flexible and open to change; have a high tolerance for ambiguity; see deadlines as artificial and arbitrary.,Provide opportunities for discovery learning and information gathering.,Factors Affecting Strategy Use,Language being learned Length of language study Degree of awareness about strate

18、gies Age Gender Affective variable Attitude Motivational level/intensity,Language learning goals Personality characteristics Learning style preference Aptitude Career orientation National origin/culture Language teaching methods Task requirements,4 categories of language use,Retrieval strategies- co

19、nscious process that learners use to call up language material from storage. Efforts at retrieval may involve trying to remember the correct verb in its appropriate tense or retrieving the meaning of a word when it is heard or read. Other examples include using a keyword mnemonic to call to mind a w

20、ord, visualizing a verb chart to choose a grammar form, or recalling classroom language tasks to perform a similar task.,Rehearsal strategies-,conscious processes for practicing target language structures before using them. For example, before making a request to a teacher or a boss to be excused fo

21、r the day, a student could prepare by rehearsing the subjunctive verb form. Some students rehearse by repeating the pronunciation of a word or phrasing out loud before using it to make sure that they are saying it correctly.,Communication strategies-,conscious process used by students to convey a me

22、ssage that is both meaningful and informative for the listener or reader when they dont have all the language they need. A good example is when students want to explain technical information and do not have the specialized vocabulary. When language learners encounter problems or breakdowns in commun

23、ication, they are likely to seek “first aid” devices to remain in communication.,Students paraphrase words or concepts, coin words, or use facial expressions or gestures in creative attempts to communicate and to create more time to think. Communication strategies can also include conversational intera