《英语教学法教程》课件—11
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英语教学法教程全册配套PPT教学课件
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.
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.
英语教学法教程(课堂PPT)
对语言教学本质的理解及其对教学实践的影响
9
Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
10
The Structural View
23
The Cognitive Theory
• Chomsky
– Language is not a form of behaviour, it is a complicated rule-based system.( Language is a rule-governed)
– There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced (language is generative)
• 语言的本质是由结构上相互联系的单位组 成的、用来表达一定意义的结构系统。
11
• The system of language=
•
the system of sound +
•
the system of words +
•
they system of grammar +
12
•
sente习的目标被认为是掌握该系统中各 种成分，即音位、语法单位、词汇等）
14
Impact on language teaching
• Audiolingual approach （听说法） • Total Physical Method （全身反应法） • The Silent Way （沉默法）
9
Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
10
The Structural View
23
The Cognitive Theory
• Chomsky
– Language is not a form of behaviour, it is a complicated rule-based system.( Language is a rule-governed)
– There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced (language is generative)
• 语言的本质是由结构上相互联系的单位组 成的、用来表达一定意义的结构系统。
11
• The system of language=
•
the system of sound +
•
the system of words +
•
they system of grammar +
12
•
sente习的目标被认为是掌握该系统中各 种成分，即音位、语法单位、词汇等）
14
Impact on language teaching
• Audiolingual approach （听说法） • Total Physical Method （全身反应法） • The Silent Way （沉默法）
《英语教学法教程》课件—01
(See the contents of the textbook)
II. Some Reference
books:
Brown, H. D. (1994a). Principles of Language Learning and Teaching. New York: Prentice Hall.
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.
Methods based on this view
the Audio-lingual method Total Physical Response the Oral Approach Situational Language Teaching
The second view of language is the functional view, the view that language is a vehicle for the expression of functional meaning. The communicative movement in language teaching subscribes to this view of language. This theory emphasizes the semantic and communicative dimension rather than merely the grammatical characteristics of language, and leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar. The functional view not only sees language as a linguistic system but also a means for doing things. The English for Specific Purposes (ESP) movement begins not from a structural theory of language but from a functional account of learner needs(Robinson 1980)
II. Some Reference
books:
Brown, H. D. (1994a). Principles of Language Learning and Teaching. New York: Prentice Hall.
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.
Methods based on this view
the Audio-lingual method Total Physical Response the Oral Approach Situational Language Teaching
The second view of language is the functional view, the view that language is a vehicle for the expression of functional meaning. The communicative movement in language teaching subscribes to this view of language. This theory emphasizes the semantic and communicative dimension rather than merely the grammatical characteristics of language, and leads to a specification and organization of language teaching content by categories of meaning and function rather than by elements of structure and grammar. The functional view not only sees language as a linguistic system but also a means for doing things. The English for Specific Purposes (ESP) movement begins not from a structural theory of language but from a functional account of learner needs(Robinson 1980)
英语教学法教程 课件
Unit 14 Moral learning
Aims of the unit
• In this unit we answer these questions: • 1 What moral learning can be carried out in awanglish lessons? • 2 How can we promote moral learning? • 3 What are the roles of the teacher in moral learning? • 4 What are the roles of the school in moral learning?
Didactic model: students are explicitly and regelarly taught moral behaviour, as determined by the teacher.
Teacher ccative model: Morality is a key focus of life in the class. Students are largely in control of the choice of issues and in forming their own views and moral values.
Sharing: Arrange students in groups.Ask them to identify moral values that they consider to be particularly important.Get them to give good and bad examples of these values.Then as a whole class, compare the outcomes of the group work. Posters: Ask students to design posters to promote moral behaviour in the classroom and in the school.For instance, these posters could set out the classroom rules as agreed by the students and the class teacher.Display these posters in appropriate places. Debates:Hold a debate on a social issue, to allow students to explore the moral aspects from different perspectives.Divide the class into teams and ask each team to present a different viewpoint on an issue. Comparison:Use materials that present di.fferent moral or cultural values from antther society.Ask the students to compare these values with the values that they are familiar with in their own society
Aims of the unit
• In this unit we answer these questions: • 1 What moral learning can be carried out in awanglish lessons? • 2 How can we promote moral learning? • 3 What are the roles of the teacher in moral learning? • 4 What are the roles of the school in moral learning?
Didactic model: students are explicitly and regelarly taught moral behaviour, as determined by the teacher.
Teacher ccative model: Morality is a key focus of life in the class. Students are largely in control of the choice of issues and in forming their own views and moral values.
Sharing: Arrange students in groups.Ask them to identify moral values that they consider to be particularly important.Get them to give good and bad examples of these values.Then as a whole class, compare the outcomes of the group work. Posters: Ask students to design posters to promote moral behaviour in the classroom and in the school.For instance, these posters could set out the classroom rules as agreed by the students and the class teacher.Display these posters in appropriate places. Debates:Hold a debate on a social issue, to allow students to explore the moral aspects from different perspectives.Divide the class into teams and ask each team to present a different viewpoint on an issue. Comparison:Use materials that present di.fferent moral or cultural values from antther society.Ask the students to compare these values with the values that they are familiar with in their own society
2013.4.1教学法第十一课
TEFL
Tang Lu
交际法（Communicative Approach）
• 简称CA 戒 CLT （Communicative Language Teaching） • 始亍20世纪70年代在欧洲。交际法就是把运用目的语迚行 有意义交际作为学习语言的方法。 交际法的最大特征是它对语言结构和功能同等重视。学 习丌仅要知道语言规则的用法，还必须学会交际。 • 交际教学法核心思想主要有三:教学的最织目标是培养学 生的交际能力;学用结合,根据学生的需求确定教材的内容 和教学大纲,鼓劫学生多接触和使用外语;采用“通过语言 做事”(“doing things through language”)的方法,用真 实、地道的语言材料,在真实的情景中,以及符合实际的交 际过程中迚行外语学习。
运用交际法进行英语教学应采用的方法
• • • • • • • • • （一）了解学生 了解和掌握学生现有的英语水平 加大来自学生一方信息量的采集力度 (二)突出学生的主体地位 改发“师讲生听”,“师主生辅”的传统教学模式，让学 生主动去模仺、记忆、运用和创造英语 (三)创设情景,双向交流 努力创设真实自然的社会语言情景 将教学和用英语迚行交际结合起来,把生活中的交际场合 搬迚课埻 要用英语教英语
（三）从阅读材料来看，阅读材料不精当。
• 有些阅读材料内容不学生实际生活经验无关，文章中的词 汇量超出了学生的能力范围，练习材料内容雷同，阅读体 裁单一，无法激収学生阅读的热情而引起共鸣。
• 阅读前
• • • • • 一、阅读的背景激活策略 1. 必要性原则 小学、初中、高中以及大学阶段需丌需要激活相关的背景？ 2. 相关性原则 激活的内容包括话题知识、作者背景知识、词汇语法知识 等。做些游戏，播放歌曲等设计如果不阅读无关，没有必 要设计。
Tang Lu
交际法（Communicative Approach）
• 简称CA 戒 CLT （Communicative Language Teaching） • 始亍20世纪70年代在欧洲。交际法就是把运用目的语迚行 有意义交际作为学习语言的方法。 交际法的最大特征是它对语言结构和功能同等重视。学 习丌仅要知道语言规则的用法，还必须学会交际。 • 交际教学法核心思想主要有三:教学的最织目标是培养学 生的交际能力;学用结合,根据学生的需求确定教材的内容 和教学大纲,鼓劫学生多接触和使用外语;采用“通过语言 做事”(“doing things through language”)的方法,用真 实、地道的语言材料,在真实的情景中,以及符合实际的交 际过程中迚行外语学习。
运用交际法进行英语教学应采用的方法
• • • • • • • • • （一）了解学生 了解和掌握学生现有的英语水平 加大来自学生一方信息量的采集力度 (二)突出学生的主体地位 改发“师讲生听”,“师主生辅”的传统教学模式，让学 生主动去模仺、记忆、运用和创造英语 (三)创设情景,双向交流 努力创设真实自然的社会语言情景 将教学和用英语迚行交际结合起来,把生活中的交际场合 搬迚课埻 要用英语教英语
（三）从阅读材料来看，阅读材料不精当。
• 有些阅读材料内容不学生实际生活经验无关，文章中的词 汇量超出了学生的能力范围，练习材料内容雷同，阅读体 裁单一，无法激収学生阅读的热情而引起共鸣。
• 阅读前
• • • • • 一、阅读的背景激活策略 1. 必要性原则 小学、初中、高中以及大学阶段需丌需要激活相关的背景？ 2. 相关性原则 激活的内容包括话题知识、作者背景知识、词汇语法知识 等。做些游戏，播放歌曲等设计如果不阅读无关，没有必 要设计。
《英语教学法教程》课件—10
1
2
real-life communication may have the following features: 1) Sentences tend to be simple 2) There are more incomplete sentences, or fragments 3) Language is informal, and vocabulary tends to be simple 4) There may be broken grammar, false starts, hesitation and fillers 5) There is more repetition and redundancy 6) Language tends to be unplanned 7) There is low density of information 8) Communication is text dependent 9) There is turn-taking between two speakers 10) The speakers are interdependent and mutually supportive 11) There is need to communicate 12) The focus is on meaning 13) There is little error correction 14) There is nonverbal response 15) The content is not specified in advance.
To get to know the characteristics for successful speaking tasks
To get to know the approaches to tes in speaking class
2
real-life communication may have the following features: 1) Sentences tend to be simple 2) There are more incomplete sentences, or fragments 3) Language is informal, and vocabulary tends to be simple 4) There may be broken grammar, false starts, hesitation and fillers 5) There is more repetition and redundancy 6) Language tends to be unplanned 7) There is low density of information 8) Communication is text dependent 9) There is turn-taking between two speakers 10) The speakers are interdependent and mutually supportive 11) There is need to communicate 12) The focus is on meaning 13) There is little error correction 14) There is nonverbal response 15) The content is not specified in advance.
To get to know the characteristics for successful speaking tasks
To get to know the approaches to tes in speaking class
(完整版)《英语教学法》Unit_11_Teaching Reading
14
Could not see the wood for the trees
top
Could not see the the trees
Extensive Reading Intensive Reading
bottom
Models for teaching reading
Three different models: 1. Bottom-up model 2. model
10
Strategies involved in reading comprehension
5. Deducting the meaning of unfamiliar lexical items 6. Understanding relations within sentences 7. Understanding relations between sentences 8. Understanding references 9. Recognizing indicators in discourse 10. Recognizing the organization of the text 11. Making inferences
in teaching reading
2
Why should we know the nature of reading?
To students: appropriate and effective reading strategies To teachers: help the students to develop effective reading strategies Exercise: discussion on Task 2
Could not see the wood for the trees
top
Could not see the the trees
Extensive Reading Intensive Reading
bottom
Models for teaching reading
Three different models: 1. Bottom-up model 2. model
10
Strategies involved in reading comprehension
5. Deducting the meaning of unfamiliar lexical items 6. Understanding relations within sentences 7. Understanding relations between sentences 8. Understanding references 9. Recognizing indicators in discourse 10. Recognizing the organization of the text 11. Making inferences
in teaching reading
2
Why should we know the nature of reading?
To students: appropriate and effective reading strategies To teachers: help the students to develop effective reading strategies Exercise: discussion on Task 2
英语教学方法PPT课件
What is the task? A task is an activity or action which is carried out as the result of processing or understanding language.
Eg: Listening to a weather forecast and deciding what to wear
1980s
1970s
1960s
The Direct Method
1950s
1920s-1930s
The Natural Approach
Task Based Language Teaching
The Silent Way
Communicative Language Teaching
Total Physical Response
It is to promote teachers' teaching dominant,with students as the main teaching activaties.
Disadvantages
The classroom efficiency is low,it is difficult to guarantee the big class teaching task.
Time: Mid-19th to early 20th century
Content design, 10 years experience
Definition：It is a method of foreign or second language teaching which insists that only the target language should be used in class and meaning should be communicated “directly”by associating speech forms with actions, objects,gestures and situations. It emphasizes the importance of spoken language. Therefore holds that reading and writing should be taught only after speaking .
Eg: Listening to a weather forecast and deciding what to wear
1980s
1970s
1960s
The Direct Method
1950s
1920s-1930s
The Natural Approach
Task Based Language Teaching
The Silent Way
Communicative Language Teaching
Total Physical Response
It is to promote teachers' teaching dominant,with students as the main teaching activaties.
Disadvantages
The classroom efficiency is low,it is difficult to guarantee the big class teaching task.
Time: Mid-19th to early 20th century
Content design, 10 years experience
Definition：It is a method of foreign or second language teaching which insists that only the target language should be used in class and meaning should be communicated “directly”by associating speech forms with actions, objects,gestures and situations. It emphasizes the importance of spoken language. Therefore holds that reading and writing should be taught only after speaking .
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decode faster.(Stanovich,1980) 3. Good readers may have greater awareness of context, but they
do not need to use it while they are reading.(Oakhill and Garnham,1988) 4. Good readers know the language. They can decode with occasional exceptions, both the lexical and syntactic structures they encounter in texts, and they do so for the most part, not by guessing from context or prior knowledge by the word, but by a kind of automatic identification that requires no conscious effort.(Eskey D 1988)
contents
Research findings about good readers Factors affecting reading Strategies in reading comprehension Principles in teaching reading Approaches of teaching reading Three levels of reading Objectives of teaching reading
2.Reading is a creative art, reading is interaction, reading id interpretation, reading is a social art, and reading is responding.( Eric)
3.Reading is an interactive process, involvtypes of language knowledge, any of which may interact with any other to contribute to text comprehension. (Carrell et al 1988)
4
Guidelines for reading instruction Contents of teaching instruction Classroom activities Reading stages
5
Research findings about fluent/good readers
1.The difference between good readers and poor readers may lie not in their ability to guess, but in their decoding skills(Paran,1996) 2. Good readers use context less than poor readers do. They
6
5. Word recognition is automatic in good readers.( Mitchell,1982)
6. Poor readers most make use of contextual redundancy to facilitate recognition.
7. A fluent reader may possess the skill of rapid, automatic word recognition, but may resort to strategies such as phonological encoding when faced with an unfamiliar word. Fluent readers typically ignore rather than guess unknown lexis ( Tlmlinson& Ellis, 1987)
Aims of the Unit
To understand the meaning of reading To understand what are the components for the good reader To know the factors affecting the reading process To know three models for reading and three levels of reading To get to know the principles of reading and teaching reading stages and activities
4. Reading is an active process of comprehending and the students need to be taught strategies to read more efficiently. (Clark and Silberstein 1977)
3
2
What is reading?
1.Reading is a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses about what is coming next, sample the text again in order to test their hypotheses, confirm(or disconfirm) them, make new hypotheses, and so forth.(Goodman,1967)
do not need to use it while they are reading.(Oakhill and Garnham,1988) 4. Good readers know the language. They can decode with occasional exceptions, both the lexical and syntactic structures they encounter in texts, and they do so for the most part, not by guessing from context or prior knowledge by the word, but by a kind of automatic identification that requires no conscious effort.(Eskey D 1988)
contents
Research findings about good readers Factors affecting reading Strategies in reading comprehension Principles in teaching reading Approaches of teaching reading Three levels of reading Objectives of teaching reading
2.Reading is a creative art, reading is interaction, reading id interpretation, reading is a social art, and reading is responding.( Eric)
3.Reading is an interactive process, involvtypes of language knowledge, any of which may interact with any other to contribute to text comprehension. (Carrell et al 1988)
4
Guidelines for reading instruction Contents of teaching instruction Classroom activities Reading stages
5
Research findings about fluent/good readers
1.The difference between good readers and poor readers may lie not in their ability to guess, but in their decoding skills(Paran,1996) 2. Good readers use context less than poor readers do. They
6
5. Word recognition is automatic in good readers.( Mitchell,1982)
6. Poor readers most make use of contextual redundancy to facilitate recognition.
7. A fluent reader may possess the skill of rapid, automatic word recognition, but may resort to strategies such as phonological encoding when faced with an unfamiliar word. Fluent readers typically ignore rather than guess unknown lexis ( Tlmlinson& Ellis, 1987)
Aims of the Unit
To understand the meaning of reading To understand what are the components for the good reader To know the factors affecting the reading process To know three models for reading and three levels of reading To get to know the principles of reading and teaching reading stages and activities
4. Reading is an active process of comprehending and the students need to be taught strategies to read more efficiently. (Clark and Silberstein 1977)
3
2
What is reading?
1.Reading is a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses about what is coming next, sample the text again in order to test their hypotheses, confirm(or disconfirm) them, make new hypotheses, and so forth.(Goodman,1967)