英语教学法methodology.ppt

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1、Teaching Aims:1.Get students learn the basical skeleton of methodology.2.Master the theoretical source of methodology(micro)Method 1.Explanation 2.Discussion(students to teacher)Contents 一 教学法框架图n Methodology n Approach system eg.3pn Teaching model 3T 听说领先模式n technique 整体阅读 n Mode n teaching art for

2、m media(resource)achievement 二 教学法理论源泉1.心理学对教学法的影响 1）19、20世纪上、心理学不发达“翻译法”“直接法”主导。2）行为主义心理学“听说法”三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫（狗试验）C 斯金纳（美）白鼠实验 3）认识心理学冲击（1）格式塔理论完形（2）布鲁纳认识理论探索发现（3）乔姆斯基语言学习理论生成三 英文粉笔字书法技能训练 1 字母笔顺 2 练习（四线三格)3 书写方法和技巧 4 举例字母书写教学四 Homework 1 书写26个大小写字母 2 写一个字母和一个连写教学教案 3 粉笔字过关测试（3周）Aim n 掌握呈现

3、技能 Methodn 讲解n 看VCDn 讨论n 练习 Contents:一、含义 原则A.呈现内容简洁、准确B.呈现要生动、形象C.呈现用语准确、规范 D 利用环境和创造情景结合起来 E 呈现时，教师是讲解员或示范表演者二 呈现技能类型 1 使用直观教具辅助呈现 A 图片呈现 B 简笔画呈现 C 投影片呈现 D 实物呈现 E 图表呈现 2 使用身体语言呈现 3 问卷呈现 4 用故事呈现 5 用录音材料呈现 6 用歌曲呈现 7 用游戏呈现 三 Homework根据TEFC 教材写一份呈现教案并微格教学Teaching V ocabularyAims：1 Assumptions about vo

4、cabulary and vocabulary building.2.Methods for presenting new vocabulary items.3.Ways to consolidate vocabulary.4.Ways to help students develop vocabulary building strategies.1.V ocabulary and vocabulary building 2.Resenting new words Here are more ways to present and explain vocabulary:1)Draw pictu

5、res,diagrams and maps to show meanings or connection of meanings;2)Use real objects to show meanings;3)Mime or act to show meanings,e.g.brushing teeth,playing Ping-Pong;4)Use synonyms or antonyms to explain meanings;5)Use lexical sets,e.g.cook:fry,boil,bake,grill;6)translate and exemplify,especially

6、 with technical words or words with abstract meaning;7)Use word formation rules and common affixes.3 Consolidating vocabulary1)Labelling:Students are given a picture.They are to write the names of objects indicated in the picture.A competitive element can be introduced by making the first student to

7、 finish the winner.2)Spotting the differences:Students are put into pairs.Each member of the pair receives a picture which is slightly different from his partners.Students hide the pictures from one another an then,by a process of describing,questioning and answering,discover what the differences ar

8、e.3)Describing and drawing 4)Playing a game 5)Using word thermometers 6)Using word series 7)Word bingo 8)Word association 9)Odd man out 10)Synonyms and antonyms 11)Using word categories 12)Using word net-work4 Developing vocabulary building strategies 1)Review regularly 2)Guess meaning3)Guess meanin

9、g from context 4)Organize vocabulary effectively 5)Use learning vocabulary Conclusion In this unit we started with discussions about vocabulary and vocabulary learning.Many students devote large amounts of time and energy to the learning of vocabulary,but they still complain that their vocabulary si

10、ze is not large enough or they cannot avoid forgetting.Generally speaking,there are two problems.One problem is that students treat vocabulary items indiscriminately.Considering the large size of English vocabulary,there is no wonder that students complain about their small vocabulary size.Another p

11、roblem is that many students learn vocabulary in ineffective ways such as rote learning.So it is very important to make students aware that not all words are equally important and that effective ways of vocabulary learning help to reduce forgetting.Although much of the work of vocabulary learning is

12、 the responsibility of the students,teachers guidance and help are invaluable.If teachers present new vocabulary items effectively,it saves a lot of time and energy for consolidation.Besides,teachers work should also include helping students to develop vocabulary building strategies.Teaching Reading

13、 Aims:1.How do people read?2.What do people read?3.What are the skills involved in reading?4.What are the principles for teaching reading?5.What are the common types of activities in teaching reading?1.How do we read?This section attempts to clarify and illustrate some aspects of the nature of readi

14、ng.If the students fail to understand the nature of reading,they will adopt inappropriate and ineffective reading strategies;if teachers fail to do so,they will be unable to help the students to develop effective reading skills.2 What do we read?Think about your experience of learning English.What k

15、ind of texts did you read?Short stories?Tales?Essays?Diaries?Plays and poems?Biographies?It seems there is a great variety.But what do we read in reality.There are more.3 Skills involved in reading comprehension Recognizing the script of a language Understanding the explicitly stated information Und

16、erstanding conceptual meaning Understanding the communicative value of sentences Deducing the meaning of unfamiliar lexical items Understanding relations between sentences Understanding references Recognizing indicators in discourse Recognizing the organization of the text Making inferences 4 Princi

17、ples and models for teaching reading n Bottom-up model n Top-down model5 Pre-reading activities n Predicting n Predicting based on the title n Predicting based on vocabulary n Predicting based on the T/F questions n Setting the scene n Skimming n Scanning n Summary on pre-reading activities 6 While-

18、reading activities Information transfer activities Summary on transition devices Reading comprehension questions Understanding references Making inferences Summary on while-reading activities SOPHISTICATED INPUT(SI)OUTUT(OP)TRANSITION DEVICE(TD)7 Post-reading Activities n Discussion questions n Repr

19、oducing the text n Role play n Gap-filling n Retelling n False summary n Writing 8 conclusion In this unit,we started with the discussions about how and what people read in real life.We think the teaching of reading in traditional pedagogy does not reflect how and what people read in real life.Most

20、of the traditional reading exercises are actually testing students reading comprehension.We have emphasized that the teaching of reading should focus on developing students reading skills and strategies,which can be achieved through pre-,while-and post-reading activities.In Sections5,6,and 7,we have provided a number of types of activities that teachers can do in teaching reading.Of course different texts need different teaching methods.We hope teachers can apply the ideas suggested in the unit to design their own reading tasks creatively.