英语教学法教程全册配套PPT教学课件
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英语教学法教程PPT教学课件-Unit 15
II. Assessment Methods
• Teacher’s assessment • Continuous assessment • Students’ self-assessment • Portfolios
III. Assessment Criteria
1. Criterion-referenced assessment
IV. Assessment Principles
• Assess authentic use of language in reading, speaking, listening and writing;
• Assess literacy and language in a variety of contexts;
• Parents value the feedback about their children’s performance from the teachers and the school.
• Students need to know what they have accomplished, be aware of what they need to work on next and build up their confidence from what they have achieved.
• Administrators need to know whether the programmes they have planned are working well.
• Teachers need to know what has been done and what needs to be done next
《王蔷英语教法》PPT课件.ppt
（3）导学课
• 共四次导学课 • 语音教学系统地址： http://218.19.140.194/main/index.jhtml • 可以通过网院主页 /index.html 左下方的“华师在线语音教学系统”进 入。
（4） BBS （ “交流园地”或“课程交流” ）
内容
2、本课程的学习内容
Language and (language) Learning
Communicative Principles and Activities（and Task-Based Language Teaching） The National English Curriculum Lesson Planning Classroom Management Teaching Pronunciation Teaching Grammar Teaching Vocabulary
网络课件中的内容
• 课件中的主要内容：
– 精讲课：视频录像 + PPT – 期末考试模拟试题（附答案）两套 – 课外阅读材料（参考资料）。
关于网络课件中“课外阅读”的 材料
• 网络课件中“课外阅读”的材料内容不 会作为考试题目的知识点，但： • 建议同学们，尤其是已经在当英语教师 的同学们，要在适当的时候阅读，这对 英语教学实践和教研将有裨益。
The structural view
Sentences phrases Words Morphemes (the smallest meaningful unit) Phonemes (the smallest unit)
Top
The structural view
Syntactic system (phrases & sentences) …
《英语教学法教程》ppt课件
taught spoken language”?
• Speaking is the skill that the students will be judged upon most in real-life situations.
• Reasons: • It is an important part of everyday interaction
10
Making the best use of classroom leaning environment to provide sufficient language
input and practice for the students.
In china, students have the opportunity to hear and speak the language only in the classroom. So creating an English speaking environment to
2 Time-constraint
Full of time
3 Immediate feedback Need some time before feedback
6
10.2 Principles for teaching speaking
Aims: 1.Why do we teach speking? 2.What are the factors to affect the improvement of speaking ability ? 3.What are the principles for teaching speaking?
.;
7
The purpose of learning speaking
• Speaking is the skill that the students will be judged upon most in real-life situations.
• Reasons: • It is an important part of everyday interaction
10
Making the best use of classroom leaning environment to provide sufficient language
input and practice for the students.
In china, students have the opportunity to hear and speak the language only in the classroom. So creating an English speaking environment to
2 Time-constraint
Full of time
3 Immediate feedback Need some time before feedback
6
10.2 Principles for teaching speaking
Aims: 1.Why do we teach speking? 2.What are the factors to affect the improvement of speaking ability ? 3.What are the principles for teaching speaking?
.;
7
The purpose of learning speaking
英语教学法(教学PPT)
picture .This kind of activity can be called
an exercise-task.
9
Examples of the tasks
• Listening to a weather forecast and deciding what to wear
• Look at a set of pictures and decide what should be done
• Responsing to a party invitation • Completing a banking application • Describing a photograph of one's family
10
The real and unreal tasks in TBLT
• P:Where's the pen ?
3
Definitions of a task
• A task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.Prabhu said.
• Tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.Willis said.
《英语教学法教程》课件—02
the Oral Approach and Situational Language Teaching
A.The communicative view of language
The communicative, or functional view of language:
1) language is a vehicle for the expression of functional meaning.
Strategic competence
Teachers need to help learners
To take risks in using the language; to use a range of communicative strategies; to learn the language needed to engage in some of these strategies, e.g. “what do you call a thing that\ a person who…”
Discourse competence
Teachers need to help learners
Take longer turns, use discourse markers and open and close conversations; appreciate and be able to produce contextualised written texts in a variety of genres; be able to use cohesive devices in reading and writing texts; be able to cope with authentic texts.
A.The communicative view of language
The communicative, or functional view of language:
1) language is a vehicle for the expression of functional meaning.
Strategic competence
Teachers need to help learners
To take risks in using the language; to use a range of communicative strategies; to learn the language needed to engage in some of these strategies, e.g. “what do you call a thing that\ a person who…”
Discourse competence
Teachers need to help learners
Take longer turns, use discourse markers and open and close conversations; appreciate and be able to produce contextualised written texts in a variety of genres; be able to use cohesive devices in reading and writing texts; be able to cope with authentic texts.
英语教学法(教学PPT)
13
• S1:Which do you prefer ,tea or coffee ?
• S2:I prefer coffee./I prefer tea./I like them all./I don't like either .
• The activity is not merely reacting to the questions .But it is not a really task .It depends on the teacher's choices.
• Input:Questionnaire on sleeping habits • Activity:1)Reading questionnaire 2)Asking
and answering questions about sleeping habits • Teacher role:monitor and facilitator;to specify what is regarded as successful completion of the task • Learner role :conversational partner
15
An example in TBLT
• 语言结构：This is ... • 语言功能：指定与介绍（indentification
and introduction） • 1.学生模拟产品讲解员（或商店售货员）向
顾客介绍产品（或商品）简单描述用途：
• This is a thermometer.It is used to measure temperetures.
• 适用于我国英语教学现状的“任务型”教学法
任务是可称之为“中间型”教学任务
• S1:Which do you prefer ,tea or coffee ?
• S2:I prefer coffee./I prefer tea./I like them all./I don't like either .
• The activity is not merely reacting to the questions .But it is not a really task .It depends on the teacher's choices.
• Input:Questionnaire on sleeping habits • Activity:1)Reading questionnaire 2)Asking
and answering questions about sleeping habits • Teacher role:monitor and facilitator;to specify what is regarded as successful completion of the task • Learner role :conversational partner
15
An example in TBLT
• 语言结构：This is ... • 语言功能：指定与介绍（indentification
and introduction） • 1.学生模拟产品讲解员（或商店售货员）向
顾客介绍产品（或商品）简单描述用途：
• This is a thermometer.It is used to measure temperetures.
• 适用于我国英语教学现状的“任务型”教学法
任务是可称之为“中间型”教学任务
《英语教学法教程》课件—07
To understand deductive and inductive grammar teaching and learning
To know the approaches in teaching To know Principles of grammar instruction
Main Contents
Experiencer or affected is –ed People (mostly) amused, amazed astonished, bewildered frightened, horrified shocked, surprised confused, depressed disappointed disgusted
Unit Six Teaching grammar
CCouonutnatbalbelenonuonun anadndunucnocuonutnatbalbele nonuonun???????????
Aims of the Unit
To get to know the changes taking place in English grammar
Teachers tend to minimize the importance of grammar in communicative language teaching.
II. Differences between
Grammar knowledge
Grammar competence
By grammar knowledge we
1Reflections on grammar teaching “Should grammar be taught at all?”
To know the approaches in teaching To know Principles of grammar instruction
Main Contents
Experiencer or affected is –ed People (mostly) amused, amazed astonished, bewildered frightened, horrified shocked, surprised confused, depressed disappointed disgusted
Unit Six Teaching grammar
CCouonutnatbalbelenonuonun anadndunucnocuonutnatbalbele nonuonun???????????
Aims of the Unit
To get to know the changes taking place in English grammar
Teachers tend to minimize the importance of grammar in communicative language teaching.
II. Differences between
Grammar knowledge
Grammar competence
By grammar knowledge we
1Reflections on grammar teaching “Should grammar be taught at all?”
《英语教学法教程》课件—04
3) Knowing about the learners:
• The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.
1) Knowing about the course:
The teacher should get to know which language areas and language skills should be taught or practised in a course, what materials and teaching aids are available, and what methods and techniques can be Planning
Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.
英语教学法教程 课件
There is a Chinese saying that'Teachers are engineers of the soul'. This suggests that we are not just responsible for students' moral development. The word 'education' comes from the Latin verb educare, which means to'bring out'. In other words, teachers should try to bring out the full potential of their students as human beings, so they can live meaningful, fulfilling and responsible lives. At first glance, English language teaching may not seem an important area for moral learning. It is a foreign language and is sometimes associated with social values that are not shared by Chinese people. On the other hand, English lessons can provide excellent opportunities for a focus on moral values
Didactic model: students are explicitly and regelarly taught moral behaviour, as determined by the teacher.
《英语教学法教案》课件
《英语教学法教案》PPT课件第一章：教学方法概述1.1 教学方法的定义1.2 教学方法的重要性1.3 常见的教学方法介绍第二章：直接教学法2.1 直接教学法的原理2.2 直接教学法的步骤2.3 直接教学法的优缺点第三章：任务型教学法3.1 任务型教学法的理论基础3.2 任务型教学法的实施步骤3.3 任务型教学法的优缺点第四章：全身反应教学法4.1 全身反应教学法的原理4.2 全身反应教学法的实施步骤4.3 全身反应教学法的优缺点第五章：分组合作教学法5.1 分组合作教学法的原理5.2 分组合作教学法的实施步骤5.3 分组合作教学法的优缺点第六章：交际式教学法6.1 交际式教学法的理论基础6.2 交际式教学法的实施步骤6.3 交际式教学法的优缺点第七章：沉默法7.1 沉默法的原理7.2 沉默法的实施步骤7.3 沉默法的优缺点第八章：计算机辅助教学法8.1 计算机辅助教学法的原理8.2 计算机辅助教学法的实施步骤8.3 计算机辅助教学法的优缺点第九章：游戏教学法9.1 游戏教学法的原理9.2 游戏教学法的实施步骤9.3 游戏教学法的优缺点第十章：评估与反馈10.1 教学评估的重要性10.2 常见的教学评估方法10.3 教学反馈的技巧重点和难点解析一、教学方法概述难点解析：理解不同教学方法之间的差异以及如何根据学生的需求和教学目标选择合适的教学方法。
二、直接教学法难点解析：实施直接教学法时，如何有效地使用目标语言进行教学，并引导学生通过实践和应用来掌握语言知识。
三、任务型教学法难点解析：设计具有实际意义的任务，以及如何评估学生在任务中的表现，确保任务的实施能够有效地促进语言学习。
四、全身反应教学法难点解析：如何通过身体动作和表情来促进语言的学习，以及如何平衡语言输入和输出。
五、分组合作教学法难点解析：如何合理分组，以及如何引导小组成员进行有效合作，确保每个学生都能在小组活动中积极参与和学习。
六、交际式教学法难点解析：如何在课堂中模拟真实的交际情境，以及如何评估学生在交际活动中的语言运用能力。
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learning this course?
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.
Brown, H. D. (1994b). Teaching by Principles, an Interactive Approach to Language Pedagogy. New York: Prentice Hall.
Harmer, J. (1983). The Practice of English Language Teaching. Longman. Harmer, J. How to Teach English. 北京：外语 教学与研究出版社, 2000.
I. Warming-up Questions:
1. What kind of course is ELT
Methodology?
a. What is teaching?
Teaching is a complex process which can be conceptualized in a number of different ways. Traditionally, language teaching has been described in terms of what teachers do: that is, in terms of the actions and behaviors which teachers carry out in the classroom and the effects of these on learners.
(See the contents of the textbook)
II. Some Reference
books:
Brown, H. D. (1994a). Principles of Language Learning and Teaching. New York: Prentice Hall.
Unit One
1.Objectives of Unit one In this unit, the students are required to master
some fundamental concepts and theories of language learning and teaching. Get to know what kind of course ELT is; understand the main purposes of learning this course; be aware of the main contents of this course.
c. To raise learners’ awareness and prepare them for dealing with practical issues in teaching practice.
d. To develop learners’ reflective and cooperative learning strategies for their future professional development.
Linguistics ↓
sociolinguistics → applied linguistics ← psycholinguistics ↓
sociology → theory and practice of ELT ← psychology
↓ pedagogof
b. Methodology --- method
+ -(o)logy (forming the name of a branch of science) 方法 论
c. What kind of course is ELT Methodology?
ELT Methodology is a typically multidisciplinary (多种不同学科的综合训练方 式的)course which is closely linked to such kinds of disciplinary as philosophy, pedagogy, psychology, linguistics, sociology and anthropology(人类学), etc.
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.
Brown, H. D. (1994b). Teaching by Principles, an Interactive Approach to Language Pedagogy. New York: Prentice Hall.
Harmer, J. (1983). The Practice of English Language Teaching. Longman. Harmer, J. How to Teach English. 北京：外语 教学与研究出版社, 2000.
I. Warming-up Questions:
1. What kind of course is ELT
Methodology?
a. What is teaching?
Teaching is a complex process which can be conceptualized in a number of different ways. Traditionally, language teaching has been described in terms of what teachers do: that is, in terms of the actions and behaviors which teachers carry out in the classroom and the effects of these on learners.
(See the contents of the textbook)
II. Some Reference
books:
Brown, H. D. (1994a). Principles of Language Learning and Teaching. New York: Prentice Hall.
Unit One
1.Objectives of Unit one In this unit, the students are required to master
some fundamental concepts and theories of language learning and teaching. Get to know what kind of course ELT is; understand the main purposes of learning this course; be aware of the main contents of this course.
c. To raise learners’ awareness and prepare them for dealing with practical issues in teaching practice.
d. To develop learners’ reflective and cooperative learning strategies for their future professional development.
Linguistics ↓
sociolinguistics → applied linguistics ← psycholinguistics ↓
sociology → theory and practice of ELT ← psychology
↓ pedagogof
b. Methodology --- method
+ -(o)logy (forming the name of a branch of science) 方法 论
c. What kind of course is ELT Methodology?
ELT Methodology is a typically multidisciplinary (多种不同学科的综合训练方 式的)course which is closely linked to such kinds of disciplinary as philosophy, pedagogy, psychology, linguistics, sociology and anthropology(人类学), etc.