Lesson Five Language Teaching__ and Learning
冀教版三起点三下_Lesson 5 Where 精品课件
Where?
Enjoy a song
Look and say
Look, what’s this? 盒子；箱
Where is the cat?
在……里面；在里面 It’s in the box.
Where is the cat?
➢句型“Where is ...?”用来询问某人/物 的具体位置。where意为“在哪里”，是 特殊疑问词，和is连用时，可以缩写为 where’s ➢where引导的特殊疑问句常用“主语 +is/are in/on/under ...+其他.”来回答。
在盒子下面
Where is the cat?
It’s on the box.
Look and answer
It’s _____ the box.
Where is the cat?
Watch and read
2 Let’s play!
Look at the picture & answer: Where is the rabbit?
/aɪ/
nine
five
/aɪ/是双元音。发音时声带振动。发音时由/ɑː/ 音滑向/ɪ/音，前重后轻，口形由开到合。
4 Letters and sounds
m mouth
swim
n dance
nose
Letter m, /m/, /m/, /m/, /m/ is for mouth. Letter n, /n/, /n/, /n/, /n/ is for nose. …
Where is the cat?
在……上面；在……状态中 It’s on the box.
Unit5+口语课教案 高中英语人教版(2019)必修第一册 (1)
Unit5口语课教案Explore Different Kinds of English一、Teaching Objective:The main objective of this lesson is to explore different kinds of English language skills and techniques. Students will be able to understand and apply various forms of English, such as spoken, written, and creative expression. This will help them improve their overall English language proficiency.二、Teaching Points:1. Different forms of English language skills and techniques2. Importance of mastering different types of English3. Strategies for improving English language skills in each form4. Engaging in group discussions and activities to practice these skills三、Teaching Key Points:1. Understanding the different forms of English language skills and techniques2. Applying these skills in real-life situations3. Improving overall English language proficiency through diverse learning methods四、Difficulties:1. Overcoming the fear of making mistakes when practicing different forms of English2. Maintaining focus and engagement during group discussions and activities五、Student Analysis:This class is designed for high school students who are at an intermediate level of English language proficiency. They should have a basic understanding of grammar rules and vocabulary, but may struggle with applying these skills in real-life situations or expressing themselves creatively in English.六、Teaching Process:1. Introduction (5 minutes)-Briefly introduce the topic of exploring different kinds of English and their importance in today's globalized world.- Discuss common challenges that students may face when learning English and how this class can help overcome them.2. Formative Assessment (10 minutes)-Have students work in pairs to discuss their favorite ways to practice English (e.g., reading, writing, listening, speaking) and why they enjoy these activities.-Encourage students to share examples of how they have used English in their daily lives.3. Learning Objectives (15 minutes)-Introduce the different forms of English language skills and techniques (e.g., spoken, written, creative expression).-Discuss the benefits of mastering each form and how it can improve overall English language proficiency.- Provide examples of each form and discuss strategies for improving each skill.4. Application (20 minutes)-Break students into small groups and assign each group a specific form of English language skill or technique to explore (e.g., poetry writing, storytelling, debate).- Have students engage in group discussions and activities related to their assigned skill, using a variety of resources (e.g., books, articles, videos).- Encourage students to share their findings with the class and provide feedback on each other's work.5. Closing (5 minutes)- Review the key points covered in the lesson and emphasize the importance of practicing different forms of English in order to improve overall proficiency.- Ask students to reflect on what they learned in this lesson and what they plan to do differently moving forward to improve their English language skills.七、Homework:1. Write a reflection paper on the different forms of English language skills and techniques covered in the lesson. Discuss how you can apply these skills in your own life to improve your overall English language proficiency.2. Practice a new form of English language skill or technique outside of school by setting aside time each day to engage in the activity (e.g., reading a book in English, watching a movie without subtitles, joining an online forum to practice writing).3. Share your progress with your teacher or classmates by presenting your reflection paper or sharing your experiences practicing a new form of English language skill or technique.。
技工英语教案
教学难点
Theusageofsomelanguagepoints
教材处理
Addsomepicturesaboutthetopic
教学
方法
教法设计
Task-basedmethods,communicativemethods
学法设计
Cooperativemethods,self-directedmethods
LessonsixTheexcursion
LessonsevenFatherandson
LessoneightFuWa
LessonNineThepolicemanandtheThief
LessonTenDifferentCustoms
LessonElevenAchangeforfun
2.教学目标：
在原有的基础上，提高学生的学习效率，加强学生课后练习，提高学生的听、说、读、写能力。
教学大纲（教学
纲要）制定部门
教材全称
（编者、出版单位、出版时间、版次）
全国中等职业技术学校通用教材英语（第一册）
中国劳动社会保障出版社2007年第二版唐义均主编
主要教学参考书
（名称、编者）
全国中等职业技术学校英语课教学参考书孙涛唐义均主编
本课程本学期
教学时数
68
周学
时数
4
本学期教学周数
17
本课程
总时数
教材处理
Offersomesituationsaboutintroducing.
教学
方法
教法设计
Task-basedmethods,communicativemethods
大学综合英语第二册词汇选择题 2
18. The bank is offering a ___ to anyone who can give information about the robbery.
A) B) C) D) Prize Reward Bonus compliment
27. The opening between the rocks was very narrow, but the boys managed to ___ through.
A) B) C) D) Press Squeeze Stretch leap
28. This research has attracted wide coverage in the ___ and has featured on BBC television’s Tomorrow’s World.
A) B) C) D) Nutrition Expenditure Routine provision
35. The subject of safety must be placed at the top of the ___.
A) B) C) D) Agenda Bulletin Routine timetable
Joint Intensive Overall decisive
20. The university has launched a research center to develop new ways of ___ bacteria which have become resistant to drug treatments. A) Regulating B) Halting C) Interrupting D) Combating
人教版高中英语选择性必修三 Unit 4 第五课时 Reading and writing
T
Activity 3
Task 2 Scan the text again and complete the mind map.
Shackleton and five
Background of the story
_____m__e_m_b_e_r_s______ left Elephant Island to _lo_o_k__fo_r__re_s_c_u_e while the others _s_ta_y_e_d_on the island.
When rescued, they felt joyful and relieved.
It was their discipline and team spirit that made them go through the four months.
What’s the main idea of the passage?
1. The sailors wondered whether Shackleton would return to find them.T 2. The sailors did all they could to stay alive on Elephant Island. T 3. It was quite easy to find food on Elephant Island. F 4. Wearing too many clothes was very safe on the island. F 5. The sailors believed in Shackleton who helped them persevere in staying alive.
英语组教研活动类型(3篇)
第1篇Introduction:The English Language Department at [Your Institution's Name] has organized a comprehensive教研 activity aimed at exploring innovative approaches to English language teaching. This activity will provide an opportunity for teachers to share their experiences, discuss effective strategies, and engage in practical workshops. The following is a detailed outline of the教研活动的 structure and content.I. Opening Remarks and Introduction (15 minutes)- Welcome and introduction of the教研活动 objectives.- Brief overview of the day's schedule and activities.II. Keynote Speech: The Role of Technology in English Language Teaching (30 minutes)- Presentation by a renowned expert in educational technology.- Discussion on the integration of digital tools and platforms in the classroom.- Case studies of successful technology integration in English language teaching.III. Panel Discussion: Effective Teaching Strategies for Different Learning Styles (45 minutes)- Panelists representing various teaching styles and methodologies.- Topics for discussion: visual, auditory, reading/writing, and kinesthetic learning styles.- Strategies for identifying and accommodating different learning styles in the classroom.- Interactive activities demonstrating the application of these strategies.IV. Workshops: Practical Approaches to Teaching Grammar and Vocabulary (60 minutes)- Workshop 1: Grammar Teaching Techniques- Interactive grammar activities and games.- Role-playing exercises to practice grammar concepts.- Techniques for assessing students' grammar proficiency.- Workshop 2: Vocabulary Development Strategies- Strategies for teaching vocabulary in context.- Use of authentic materials and real-life examples.- Techniques for encouraging students to use new vocabulary in speaking and writing.V. Peer Observation and Feedback (60 minutes)- Small groups of teachers observe each other's classes.- Guidelines for providing constructive feedback.- Debriefing session to discuss observations and share insights.VI. Interactive Session: Technology-Enhanced Learning Activities (60 minutes)- Teachers collaborate to design technology-enhanced learning activities.- Focus on interactive whiteboards, online platforms, and mobile apps.- Sharing of best practices and ideas for incorporating technology into lesson plans.VII. Case Study Analysis: Success Stories in English Language Teaching (45 minutes)- Presentation of case studies showcasing successful English language teaching initiatives.- Discussion on the key factors contributing to these successes.- Reflection on how these initiatives can be adapted to different classroom settings.VIII. Closing Remarks and Wrap-Up (15 minutes)- Summary of the day's activities and key takeaways.- Encouragement for teachers to continue exploring innovative approaches in their teaching practice.- Announcement of follow-up activities and resources.IX. Feedback and Evaluation (10 minutes)- Collection of feedback forms from participants.- Analysis of feedback to identify areas for improvement in future教研活动.Conclusion:The教研 activity, "Innovative Approaches to English Language Teaching," aims to enhance the teaching and learning experience by exploring various methodologies and technologies. Through a combination of presentations, workshops, and interactive sessions, teachers will gain valuable insights and practical tools to implement in their classrooms. By fostering a collaborative environment and encouraging continuous professional development, this activity will contribute to the overall improvement of English language teaching at [Your Institution's Name].第2篇I. IntroductionTeaching and research activities are essential for the continuous improvement of English education quality. This article aims to introduce a type of English group teaching and research activity, which can enhance teachers' professional competence, improve teaching methods, and promote the overall development of English teaching.II. Activity Objectives1. To enhance teachers' professional competence and teaching skills.2. To promote the exchange of teaching ideas and methods among teachers.3. To foster a collaborative atmosphere for sharing experiences and solving problems.4. To explore innovative teaching approaches and strategies.5. To improve the quality of English teaching and learning.III. Activity TypesA. Lesson Planning and Teaching Method Exchange1. Introduction: This activity involves teachers sharing their lesson plans and teaching methods, which enables them to learn from eachother's strengths and improve their teaching skills.2. Implementation: Teachers can prepare and present their lesson plans and teaching methods in front of the group, followed by discussions and feedback from other participants.3. Benefits: This activity helps teachers to understand various teaching methods and adapt them to their own teaching context, thereby enhancing the effectiveness of their teaching.B. Case Study Analysis1. Introduction: Case study analysis is a type of activity where teachers analyze real-life teaching cases to identify problems, explore solutions, and discuss best practices.2. Implementation: Teachers can be divided into groups, each group analyzing a specific case study. Afterward, the groups present their findings and discuss the solutions to the case.3. Benefits: This activity enables teachers to apply theoretical knowledge to practical teaching situations, and develop criticalthinking and problem-solving skills.C. Workshop on Innovative Teaching Techniques1. Introduction: This activity focuses on exploring and implementing innovative teaching techniques in English classes.2. Implementation: Participants can attend workshops conducted by experts or experienced teachers, where they learn about new teaching methods, tools, and resources.3. Benefits: This activity helps teachers stay updated with the latest teaching trends and incorporate innovative techniques into their teaching practice.D. Peer Observation and Feedback1. Introduction: Peer observation and feedback involve teachers observing each other's teaching sessions and providing constructive feedback to enhance their teaching performance.2. Implementation: Teachers can be paired up to observe each other's classes, followed by a feedback session where they discuss strengths, weaknesses, and areas for improvement.3. Benefits: This activity promotes a culture of continuous improvement and professional growth among teachers.E. English Language Teaching and Research Conference1. Introduction: An English language teaching and research conference brings together teachers, researchers, and experts in the field to share their research findings, teaching experiences, and insights.2. Implementation: Participants can attend workshops, presentations, and panel discussions on various aspects of English language teaching and research.3. Benefits: This activity provides a platform for teachers to expand their knowledge, network with professionals, and stay informed about the latest developments in the field.IV. ConclusionIn conclusion, English group teaching and research activities play a vital role in enhancing teachers' professional competence, promoting the exchange of teaching ideas, and improving the quality of English education. By engaging in various activity types, teachers can continuously develop their skills, adapt to new teaching trends, and create a more effective and engaging learning environment for their students.第3篇Introduction:The English Language Teaching (ELT) field is continuously evolving, and it is crucial for educators to engage in regular research and development activities to stay updated with the latest trends and methodologies. One effective way to foster professional growth and collaboration among teachers is through教研活动。
英语教学法教程重点EnglishLanguageTeaching
第一章1. Views on language: Structural view, Functional view, interactional view.2. Views on language learning and learning in general: Behaviorist theory, Cognitive theory, Constructivist theory, Socio-constructivist theory.3. Elements that contribute to the qualities of a good English teacher: Ethic devotion, professional qualities, personal styles. ④补充的excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.4.Excellent teachers: Flexibility, Encouragement, Enthusiasm, Leading by example—e.g. risk taking, Integrity, Never stops learning, Good communication.5. Stage 1 language development ,stage 2 learning from other`s experience learning the received knowledge learning from one`s own experience as a learner. Stage3 professional competence.第二章1.The ultimate goal of ELT: the ultimate of foreign languageteaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).2Components of communicative competence:Linguistic competence,Pragmatic competence,Discourse competence,Strategic competence,Fluency.3 3 principles of communicative language teaching:communication principle , task principle , meaningfulness principle4 the key assumption in CLT is that students learn the language through engaging in a variety of communicative activities,5 6 criteria for Evaluating how communicative classroom activities are:a. Communicative purpose:b. Communicative desire:c. Content, not form:d. Variety of language:e. No teacher intervention:d. No material control:6 Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)Four components of a task: a purpose ,a context ,a process , a product.7 Four sets of questions when designing tasks:(how to design tasks?)--- What is the objective of the task?--- What is the content of the task?--- How is the task to be carried out?--- In what situation is the task to be carried out?7. 5个设计任务的步骤：a. Think about students’ need, interests, and abilitiesb. Brainstorm possible tasksc. Evaluate the listd. Choose the language itemse. Preparing materials第三章1. Figure 3.1 Framework of objectives in the new National English Curriculum:Learning Strategy: Cognitive, Self-management, Communication, Resourcing Language skills: Listening, Speaking, Reading, WritingLanguage knowledge: Phonetics, Grammar, Vocabulary, Functions, Topics Cultural awareness: Knowledge, Understanding, AwarenessAffect and attitudes: International, Perspectives, Patriotism, Confidence, MotivationQuestions: What is the main aim of English language teaching?What is it composed of?What are the relations among all the components?What are the major characteristics compared with the 1992 Syllabus? The new curriculum is designed to promote the students ‘overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided to a few subcategories as shown in the diagram. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.2. LEVEL 2 covers Grade 5 and Grade 6LEVEL 3 to LEVEL 5 are intended for the junior high school phase from Junior 1 to Junior 3(also named Grades 7-9)LEVEL 6 and 7 are required of every senior high school studentLEVEL 7 is requirement for every senior high school leavers语言教学的目标（课程目标）Overall Language Ability ①language knowledge: phonetics, grammar, vocabulary, functions,topics ②language skills: listening, speaking, reading, writing ③learning strategy: cognitive, self management, communication, resourcing ④affect and attitude: inte rnational, perspectives, patriotism, confidence, motivation ⑤cultural awareness: knowledge, understanding, awareness.第4章一、what ‘s a lesson plan :A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.2. P52: what can teachers benefit from lesson planning? (para. 2, totally there are 6 ideas)Firstly, a class plan makes the teacher aware of the aims and language contents of the lesson.Secondly, it helps teacher distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels canbe arranged properly and the lessons can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.Fourthly, good lesson planning gives teachers, especially novice teacher, confidence in class. They know what they are going to do next therefore they can pay more attention to Ss’ reaction and performance in class rather than themselves.Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism.3. P53: principles for good lesson planningAimVarietyFlexibilityLearnabilityLinkage4. P54: what does macro planning involve?a. Knowing about the profession: the T should get to know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.b. Knowing about the institution: the T should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirement.c. Knowing about the learners: the T should acquire information about the Ss’age range, sex proportion, social background, motivation, attitudes, interests, learning needs and other individual factors.d. Knowing about the curriculum/syllabus: the teacher should be clear about the principles, purposes, requirements and targets specified by the curriculum or syllabus. She/ He should also be aware of the methodological suggestions and assessment requirement for the course.e. Knowing about the textbook: in China, teaching is generally based on a textbook provided to a teacher. Therefore, teachers should not only know the curriculum well but also know the textbook well interms of its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.f. Knowing about the objectives: the T should get to know what the learners are expected to achieve and able to do after one semester or a year’s learning so that he/she can design suitable activities to meet the objectives.5. P55-60: 8 components of a lesson plan (micro planning) Background informationTeaching aimsLanguage contents and skillsStages and proceduresTeaching aidsEnd of lesson summaryOptional activities and assignmentsAfter lesson reflections6. P59: models for teaching a new structure-based lesson andfor a skill-oriented lesson (see the bold words)Models for teaching a new structure-based基于结构lesson: Presentation, Practice, ProductionModels for teaching a new skill-oriented 导向lesson: Pre-reading, While-reading, Post-reading7. 阅读教学的步骤Pre-reading: 1. Arouse interest and introduce topics. ( lead in)2. Teach key new words/phrases, predict content, etc. ( pre-tasks) While-reading: 1. Focus on overall understanding.2. Focus on detail understanding/teach new words and sentences.Post-reading: Encourage personal response.第五章1. Classroom management is the way teachers organize what goes on in the classroom.It contributes directly to the efficiency of teachingand learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.2. Efficient classroom management can be achieved when the following six conditions are met:a. The teacher plays appropriate roles.b. The teacher provides clear instructions.c. Students are grouped in a way suitable for the learning activities.d. The teacher asks appropriate questions.e. There is discipline as well as harmony in the class.f. The Ss’ errors are treated properly.3. Roles of the teacher:ControllerAssessorOrganizerPrompterParticipantResource-providerTeacher’s new roles(Guides researchers )①controller: control the pace; control time; control the whole class.②assessor: assess the students’ work; correct mistake; organize feedback. ③organiser: design and organize tasks④prompter: give appropriate prompts; ⑤particip ant: join students ⑥resource-provider：instruction materials. ⑦new roles: facilitator; guide; researcher.4. Classroom instructionsGiving directions to tasks or activitiesProviding explanation to a concept or language structureSetting requirementsChecking comprehensionDrawing attentionMotivating learnersGiving feedbackAssigning homework对无纪律课堂的方法measures ①act immediately②stop the class ③rearrange the class④change the activity⑤talk to students after class ⑥create a code of behavior5. Student groupingWhole class workPair workGroup workIndividual study6. Discipline here refers to a code of conduct which binds a teacher and a group of Ss together so that learning can be more effective.7. What contribute to discipline: classroom management, T’s behavior, S’s motivation.8. Questioning in the classroom: Ts use questions to focus Ss’ attention, to invite thinking and imaginations, to check understanding, to stimulate recall of information, to challenge Ss, and to asses learning.课堂问题的建议advice about problems in class①deal with it quietly ②don’t take things personally③don’t use threats有效的课堂指令规那么rules to follow for making instructions effective：①use simple instructions and make them suit the comprehension level of the students. ②use the mother-tongue only when it is necessary. ③give students time to get used to listening to English instructions and help them make an effort to understand them.第7章一．Grammar presentation1. Purpose: Ss perceive明白得the structure—its form and meaning—in both speech and writing, and take it into short-term memory.2. 3 ways used in presentation: the Deductive method演绎法, The Guided discovery method, the Inductive method归纳法.3. P105. Guided discovery method的步骤a. Create a content. （创设一个语境，用简练、明了、易懂的语言从视和听两个方面来。
中学英语课程与教学论智慧树知到课后章节答案2023年下湖北师范大学
中学英语课程与教学论智慧树知到课后章节答案2023年下湖北师范大学湖北师范大学第一章测试1.What does the functional view of language see language? ( )A:a communicative tool to build up and maintain social relations betweenpeopleB:a linguistic system made up of various subsystemsC:a linguistic system and a means for doing thingsD:a system of categories based on the communicative needs of the learner答案:a linguistic system and a means for doing things2.The interactional view of language believes that language is ________ ( )A:a communicative tool to build up and maintain social relations betweenpeopleB:a linguistic system made up of various subsystemsC:a linguistic system and a means for doing thingsD:a system of categories based on the communicative needs of the learner答案:a communicative tool to build up and maintain social relationsbetween people3.The structural view of language sees language as a linguistic system made upof various subsystems.（）A:错 B:对答案:对4.The influential result of the behaviourism is the audio-lingual method.（）A:对 B:错答案:对5.Teachers should reflect on their work only after they finish a certain periodof practice.（）A:对 B:错答案:错6.What qualities are considered good qualities of a good teacher? ( )A:Hard working, disciplinedB:Kind, humorous, well informed C:Well prepared, dynamic D:Patient答案:Hard working, disciplined;Kind, humorous, well informed;Well prepared, dynamic;Patient7.In the past century, language teaching and learning practice has beeninfluenced by different views of language, they are ( )A:The functional view of languageB:The linguistic view of languageC:The interactional view of languageD:The structural view of language答案:The functional view of language;The interactional view of language;The structural view of language8.The second stage of the development of teachers’ professional competenceinvolves ( )A:practiceB:learningC:reflectionD:Training答案:practice;learning;reflection第二章测试1.What is the ultimate goal of foreign language teaching? ( )A:Enable students to speak standard English.B:Enable students to achieve fluency of English language structure.C:Enable students to use the foreign language in work or life.D:Enable students to achieve accuracy of English language structure.答案:Enable students to use the foreign language in work or life.2.What is the possible solution to bridge the gap between classroom languageand real-life language? ( )A:Task-based teaching and learning B:Engage——study——activateC:Presentation, practice and production D:Communicative language teaching答案:Communicative language teaching3.What is linguistic competence concerned with? ( )A:Knowledge of language itself, its form and meaningB:Strategies one employs when there is communication breakdown due to lack of resourcesC:Appropriate use of the language in social contextD:Ability to create coherent written text or conversation and the ability to understand them答案:Knowledge of language itself, its form and meaning4.CLT is the further development of TBLT.（）A:对 B:错答案:错5.Pragmatic competence concerned with appropriate use of the language insocial context. ( ）A:对 B:错答案:对6.Teachers need to address these sets of questions when design task ( )A:How is the task be carried out?B:What is objective of a task?C:In what situation is the task to be carried out?D:What is the content of the task?答案:How is the task be carried out?;What is objective of a task?;In what situation is the task to be carried out?;What is the content of the task?7.What are the main features of communicative competence? ( )A:Linguistic competence and pragmatic competenceB:Strategic competenceC:FluencyD:Discourse competence.答案:Linguistic competence and pragmatic competence;Strategic competence;Fluency;Discourse competence.8.Which ones are true about six criteria for evaluating how communicativeclassroom activities are? ( )A:The activity should be designed to control what language the studentsshould use.B:When students are doing the activity. They must focus on the form, not on the meaning.C:The activity should involves the students in performing a realcommunicative purpose rather than just practicing language for its own sake.D:The activity must be designed to be done by students working bythemselves rather than with the teacher.答案:The activity should involves the students in performing a realcommunicative purpose rather than just practicing language for its own sake.;The activity must be designed to be done by students working bythemselves rather than with the teacher.第三章测试1.在英语学科核心素养的四个要素中, 语言能力构成英语学科核心素养的基础要素;文化意识体现英语学科核心素养的价值取向;思维品质体现英语学科核心素养发展的心智特征, 学习能力构成英语学科核心素养发展的重要条件和保障。
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What is language?
1. “Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols.” (Sapir, 1921) 2. Language is “the institution whereby humans communicate and interact with each other by means of habitually used oral-auditory arbitrary symbols.” (Hall, 1968) 3. “From now on I will consider language to be a set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements.” (Chomsky, 1957)
Features of Language
1. Language is an important part of culture. (语 语 言是文化的重要组成部分。 言是文化的重要组成部分。) 2. Language is the symbol and carrier of culture. (语言是文化的表现形式和承载形式。) 语言是文化的表现形式和承载形式。 语言是文化的表现形式和承载形式 3. Language is the means of thinking. (语言是思 语言是思 维的工具。 维的工具。) Genie’ case and wolf boy 4. Language is the tie and bridge of human civilization.(语言是维系人类社会文明的纽 语言是维系人类社会文明的纽 带。)
Summary
Different understandings and needs of English determine people’s different motivations and strengths, different attentions, different methods, therefore, the effects are naturally different. In a word, only when one takes English as a carrier of thoughts and cultures, can one understand the implied meanings, thoughts and the subtle expressions, can one have great interests in and pursuits for English.
Functions of Language
1. Language is the essential instrument that can be used to convey information. For example: It is very cold outside. 2. Language is the tie and bridge to establish relationship between people. Example A: Excuse me, can you tell me the way to the railway station? B: Yes, I can. 3. Language is often used as a strategy for difference purpose such as in politics, economy, daily life and so on.
About the Author
1. The author --- Wilga M. Rivers (PhD, University of Illinois) Dr. Rivers is Professor Emeritus of Romance Languages and Literatures and Coordinator of Language Instruction at Harvard University. She has published numerous books and articles on the theory and practice of language teaching methodology, drawing insights from psychology and linguistics.
English is acquired by learning not being taught
It is because that the motivation comes from the learner himself. As long as he knows his goal of learning English, it won’t be difficult for him to choose his own method and he will surely be paid back.
Questionnaire:
1、English is dry and dull. 2、One can find endless profound mysteries in comparing English and Chinese. 3 、Learning English is to cope with the exams. 4 、English is no more than a kind of tool. 5 、A person really likes learning English.
Another factor that cannot be ignored is the method of learning English. A number of people equal English to other courses, and learn it as a kind of knowledge. They spend a lot of time in memorizing words, doing grammar exercises, and analyzing sentence structures. They believe that they can learn English well with all the above things done. Actually, however, English learning needs more understanding, experiencing, memorizing, tryouts and repeatedly practicing. When recognized in communication, English will gradually internalize into your own language.
English learning has its distinctive characteristics and rules and needs joint force of various qualities. One’s willpower, endeavor and educational level are the premise of learning. willpower: perseverance and persistence endeavor: looking for and creating kinds of chances of learning educational level: finding one’s own characteristics, maximizing one’s favorable factors, minimizing unfavorable ones, and mastering scientific methods.
Background Inis of the Text The Style of the Text Detailed Study of the Text Exercises & Homework
Background Information
Specific books deal with the teaching of French, German, Spanish, and Hebrew. She has lectured in 28 countries and her publications have been translated into nine languages. During recent years, Dr. Rivers has become increasingly involved in computerassisted language instruction and participates in several task forces(工 工 作组) 作组 on computers in foreign language teaching.
Current Approaches to Language Teaching
1) Content-based instruction: It is designed to put intellectual content and cultural component into the language skills curriculum. 2) Task-based instruction: It is designed to encourage the local treatment of local problems through local solutions. 3) Strategy-based instruction: It is designed to activate procedural knowledge to achieve problem-solving goals.