英语教学法 ppt展示
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classroom-management-英语教学法PPT课件
Teacher beliefs and values
5
III. Factors affecting classroom management
The role of the teacher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students’ errors
（according to pre-conceived syllabus）
9
During class
✓ organizer ✓ controller ✓ assessor ✓ prompter ✓participant ✓ resource-provider
Textbook PP68-72
10
Organizer
3
II. What does classroom management involve?
Classroom management involves both decisions and actions.
Classroom management involves teacher recognizing options, making decisions and putting them into actions.
2
I. What is classroom management?
Classroom management is precisely that skill which we, teachers, apply when we teach. Since we most likely teach in a classroom, this skill is called “classroom management”.
5
III. Factors affecting classroom management
The role of the teacher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students’ errors
（according to pre-conceived syllabus）
9
During class
✓ organizer ✓ controller ✓ assessor ✓ prompter ✓participant ✓ resource-provider
Textbook PP68-72
10
Organizer
3
II. What does classroom management involve?
Classroom management involves both decisions and actions.
Classroom management involves teacher recognizing options, making decisions and putting them into actions.
2
I. What is classroom management?
Classroom management is precisely that skill which we, teachers, apply when we teach. Since we most likely teach in a classroom, this skill is called “classroom management”.
英语教学法 PPT Unit+2+CLT
Designing tasks
• When designing a task, think about the following questions: • 1. what is the purpose of the task? 2.what is the content of the task? 3. how is the task to be carried out? 4. In what situation is the task to be carried out? • Specific steps: • 1. take into account the students’ needs, interests, and abilities. • 2.Brainstorm possible tasks • 3.evaluate the list • 4. choose the language items • 5.preparing materials
Classification of communicative activities
• Functional communicative activities: 1)indentifying 2)discovering 3)following 4)reconstructing 5)pooling • Social interactional activities: 1)roleplaying 2)simulation activity 3)discussion 4) debate 5)interview 6) improvisation
Exercise, exercise-task and task exerciseExercise -focus on language items
英语教学法教程PPTunit7
If we spend a lot of time on pronunciation exercises, student interest may dwindle. So, teachers should move on to something else when pronunciation exercises no longer produce noticeable progress. Five to ten minutes of class time per meeting for as long as the need and willingness of the students last — this is a golden rule. (Bowen, 1985).
7. Stress and intonation are not important for beginning learners.
8. Students should learn Received Pronunciation (RP).
9. Stress in pronunciation is sometimes as important as grammar.
3. Students need to know phonetics in order to learn English. Factors that decide whether
4. Poor pronuncipartioonnumncaiyatcioanusneeperdosbslpeemcsiafloarttthenetlieoanr:ning of other skills.
Production practice
Listen and repeat Fill in the blanks.
英语教学法流派Approaches and Methods in Language Teaching.ppt
4. 教授新课文：教师出示一幅表述课文内容的图画。 一边讲解图画，一边检查学生是否理解。讲解后根据 图画提问，要求学生回答。
5. 学生两人一组根据图画提问与回答。全班唱一首英 语歌结束一课。
Advantage
Ss’ correct pronunciation and better oral skills are developed because no native language is used.
2. Only everyday vocabulary and sentences were taught.
3. Grammar was taught inductively.
4. New teaching points were introduced orally.
5. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught by association of ideas.
Until the 19th century, grammar –translation method became widely approved and used in the whole world.
1. Understanding and memorization of complicated grammatical rules of languages were regarded as important means of development mentality.
Background
In the late 19th century in Europe, for economic development, the communication among nations became more frequent. Foreign language learning was highly demanded. Oral communication became the main goal of foreign language teaching.
5. 学生两人一组根据图画提问与回答。全班唱一首英 语歌结束一课。
Advantage
Ss’ correct pronunciation and better oral skills are developed because no native language is used.
2. Only everyday vocabulary and sentences were taught.
3. Grammar was taught inductively.
4. New teaching points were introduced orally.
5. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught by association of ideas.
Until the 19th century, grammar –translation method became widely approved and used in the whole world.
1. Understanding and memorization of complicated grammatical rules of languages were regarded as important means of development mentality.
Background
In the late 19th century in Europe, for economic development, the communication among nations became more frequent. Foreign language learning was highly demanded. Oral communication became the main goal of foreign language teaching.
英语学习方法(共12张PPT)
他从中国人学习英语的实际出发，提出了一系列的英语教学方法和英语学习方法，至今仍然值得我们借鉴。
正而流利，甚至由流利而精通。此是先苦后 英语中的语法规则有限的，我们一旦内化了英语的语法体系，便可以创造性地产出无限的语句，表达自如。
写作在学英语的过程中有其特别重要和不可替代的作用。 你周围的语言环境是汉语，但你完全可以自己创造虚拟的“英语世界”。
• 常问问自己：这层意思或这个事物用英语该 怎么表达？在这种场合或情景下，“老外” 会说些什么话？带着这类问题去读书，去请 教他人，就能“立竿见影”。有了这种意识， 你就会发现：你走到哪里都可以学英语，一 辈子都在学英语。
第6页，共12页。
大量阅读 培养语感
• 一部英文小说其实就是英语建构的一个“虚拟 世界”。读一些英语简易读物，可以反复见到 一些常用词汇和语法，便于我们学习一些基本 语言现象，例如语法、词汇搭配，也能巩固已 学过的知识使其转化为技巧。
错、充分练习的学生。若得教员随时指正， 最后的胜利者，还是不怕羞、不怕错、充分练习的学生。
林语堂先生（1895-1976），现代文学家、翻译家，一生共出版中文集三种，英文著作36种。 马马虎虎，糊涂了事，不但英文学不好，任何学问也学不好。
自然可由多错而少错，由少错而纯正，由纯 我们生活在汉语语言环境里，英语的阅读量不足，难以在自然的语境中掌握全部词汇。
• 一、学英文时须学全句，勿专念单字。学时 须把全句语法、语音及腔调整个读出来。
• 二、学时不可以识字为足。识之必然兼用之。 凡遇新字，必至少学得该字之一种正确用法。 以后见有多种用法，便多记住。
• 三、识字不可强记。得其句中用法，自然容 易记得。
第3页，共12页。
林语堂学英文要诀
• 四、读英文时须耳目口手并到。耳闻、目见、 口讲、手抄，缺一不可。四者备，字句自然 记得。
正而流利，甚至由流利而精通。此是先苦后 英语中的语法规则有限的，我们一旦内化了英语的语法体系，便可以创造性地产出无限的语句，表达自如。
写作在学英语的过程中有其特别重要和不可替代的作用。 你周围的语言环境是汉语，但你完全可以自己创造虚拟的“英语世界”。
• 常问问自己：这层意思或这个事物用英语该 怎么表达？在这种场合或情景下，“老外” 会说些什么话？带着这类问题去读书，去请 教他人，就能“立竿见影”。有了这种意识， 你就会发现：你走到哪里都可以学英语，一 辈子都在学英语。
第6页，共12页。
大量阅读 培养语感
• 一部英文小说其实就是英语建构的一个“虚拟 世界”。读一些英语简易读物，可以反复见到 一些常用词汇和语法，便于我们学习一些基本 语言现象，例如语法、词汇搭配，也能巩固已 学过的知识使其转化为技巧。
错、充分练习的学生。若得教员随时指正， 最后的胜利者，还是不怕羞、不怕错、充分练习的学生。
林语堂先生（1895-1976），现代文学家、翻译家，一生共出版中文集三种，英文著作36种。 马马虎虎，糊涂了事，不但英文学不好，任何学问也学不好。
自然可由多错而少错，由少错而纯正，由纯 我们生活在汉语语言环境里，英语的阅读量不足，难以在自然的语境中掌握全部词汇。
• 一、学英文时须学全句，勿专念单字。学时 须把全句语法、语音及腔调整个读出来。
• 二、学时不可以识字为足。识之必然兼用之。 凡遇新字，必至少学得该字之一种正确用法。 以后见有多种用法，便多记住。
• 三、识字不可强记。得其句中用法，自然容 易记得。
第3页，共12页。
林语堂学英文要诀
• 四、读英文时须耳目口手并到。耳闻、目见、 口讲、手抄，缺一不可。四者备，字句自然 记得。
英语教学法教程PPTunit3
Unit 3 The National English Curriculum
• Objectives:
•l
Get the students to know about the background of
the design of the National English Curriculum.
•l
• Linguistic knowledge: Phonetics;
Vocabulary; Grammar; Functions; Topics
• Language skills: Listening; Speaking;
Reading; Writing
• Cultural awareness: cultural knowledge;
The new curriculum is designed to promote 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 into a few sub-categories. 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.
• Objectives:
•l
Get the students to know about the background of
the design of the National English Curriculum.
•l
• Linguistic knowledge: Phonetics;
Vocabulary; Grammar; Functions; Topics
• Language skills: Listening; Speaking;
Reading; Writing
• Cultural awareness: cultural knowledge;
The new curriculum is designed to promote 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 into a few sub-categories. 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.
英语教学法-34页PPT精品文档
很久很久以前，有一棵又高又大的苹果树。一 位小男孩，天天到树下来，他爬上去摘苹果吃，在 树荫下睡觉。他爱苹果树，苹果树也爱和他一起玩 耍。
• Time went by... the little boy had grown up and he no longer played around the tree every day. One day, the boy came back to the tree and he looked sad. "Come and play with me," the tree asked the boy. "I am no longer a kid, I don't play around trees anymore." The boy replied, "I want toys. I need money to buy them.“ "Sorry, but I don't have money...but you can pick all my apples and sell them. So, you will have money." The boy was so excited. He grabbed all the apples on the tree and left happily. The boy never came back after he
picked the apples. The tree was sad.
• 后来，小男孩长大了，不再天天来玩耍。一天 他又来到树下，很伤心的样子。苹果树要和他 一起玩，男孩说："不行，我不小了，不能再和 你玩，我要玩具，可是没钱买。"苹果树说："
• Time went by... the little boy had grown up and he no longer played around the tree every day. One day, the boy came back to the tree and he looked sad. "Come and play with me," the tree asked the boy. "I am no longer a kid, I don't play around trees anymore." The boy replied, "I want toys. I need money to buy them.“ "Sorry, but I don't have money...but you can pick all my apples and sell them. So, you will have money." The boy was so excited. He grabbed all the apples on the tree and left happily. The boy never came back after he
picked the apples. The tree was sad.
• 后来，小男孩长大了，不再天天来玩耍。一天 他又来到树下，很伤心的样子。苹果树要和他 一起玩，男孩说："不行，我不小了，不能再和 你玩，我要玩具，可是没钱买。"苹果树说："
英语教学法教程PPTunit5
4. The teacher provides clear instructions. 5. The teacher asks appropriate questions. 6. The students’ errors are treated
properly.
What does classroom management involve?
So classroom management involves both decisions and actions. Actions are what is done in the classroom. The decisions are about whether to do these actions, when to do them, how to do them, who will do them, and so on. Thus, the essential basic skill for classroom management is to be able to recognize options available, to make appropriate decisions between the options, and to turn them into effective and efficient actions.
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Classroom management
Classroom management is the way teachers organize what goes on in the classroom. The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways (Gebhard, 1996:69 ). Efficient classroom management can be achieved when the following 6 conditions are met :