英语课堂教学的基本环节.doc

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1、英语课堂教学的基本环节Teaching aim: Introduce three methods of English classroom modals. Let the students know the basic procedure of teaching English lessons.Teaching key point: a PPP lesson framework.Teaching procedure:I: Introduce the three modals of English lessons.1.五环节: 1.组织教学 2.复习检查(复习旧知识) 3.讲授新知识(呈现、介绍

2、新知识) 4巩固（言语活动操练） 5布置家庭作业2.五步法：1.复习(revision, Teacher: memory activator强化记忆者) 2.介绍( presentation, Teacher: demonstrator示范演示者) 3.操练(dills, Teacher: organizer conductor组织者、指挥) 4.练习(practise,Teacher: refree supervisorlistener裁判员、监督者、监听者) 5.巩固运用（consolidation）3.三P教学模式: Presentation Practice Production4.

3、三阶段：Pre-reading while- reading Post-readingII. A PPP Lesson FrameworkTeaching stage are the major steps that language teachers go through in the classroom .Procedures are the detailed steps in each teaching stage. The most popular teaching stages are three Ps model, A PPP lesson is divided into thre

4、e phases: Presentation, Practice and Production1. Presentation :introduce the new language well in the first phase of the lesson (At the beginning of a PPP lesson, only the teacher knows the new language item and how to use it. The teacher presents and teaches this language to the students by demons

5、trating it to them (modeling the language)2. Practice: students need to have plenty of activities to help them to practice the new language. First in a very controlled way and gradually adding more of their own language to it. 3. Production: The students need time to use the new language they have l

6、earned in order to communicate with each other .The new language becomes part of the students own knowledge of language and they should be able to use it easily, together with other English that they have learned before.3- stage model: Three stage model is frequently adopted in listening and reading

7、 lesson. In this model, the Pre- stage involves preparation work, The while-state involves activities or tasks that the students must perform while they are reading or listening. The post- stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stag

8、e may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language freely。 Task: The PPP Model - Focuses ( Exam ) Look at the table below and decide which one in each pair below is likely to apply to the early stage of the PPP m

9、odel and which one to the later stage. Tick along the appropriate lines of the table. From Presentation to PracticeFrom Practice to Production1. focus of the lessona. leaner-centredb. teacher centredba2. role of the teachera. as a controllerb. as a co-ordinatorab3. role of the learnera. reproducing

10、languageb. creating languageab4. typical activitiesa. role play communication gamesb. drillsba5. class organizationa. class work / individual workb. pair / group workab6. focus of the activitiesa. accuracyb. fluencyab7. degree of controla. highly teacher-controlled to less teacher controlledb. teach

11、er- controlled to more student- controlledab8. nature of correctiona. immediate correctionc. delayed correction9. type of interactiona. teacher to studentb. student to studentaabbII THE PRESENTATION PHASEWhen presenting new language, the teacher must show three things very clearly: 1. What it means.

12、 2. How and when it is used. 3.What it sounds like. Tips: Set the scene and put the new language into a very clear and obvious context. 1.Use real objects or pictures, or draws objects, people or a situation on the blackboard. 2.The teacher tells the students, about a situation which demonstrates th

13、e meaning of the new language.3.Read a text or listen to a tape which contains examples of the new language. This can be a story or a dialogue.4. The teacher mimes (acts without speaking) an action or emotion or acts out a role play or dialogue which helps show what the new language is and when it i

14、s used. ExampleTo present the function of asking for something, Could you. . . ? the teacher can act out a brief dialogue, as follows:Step 1: Teacher mimes that she does not have a pencil. Then she says the following dialogue (taking both parts): Teacher A: I dont have a pencil. Could you lend me a

15、pencil? Teacher B: Yes, of course. Step 2: The teacher then checks that students understand when and how this function is used, by asking questions. Teacher Activity During the Presentation phase of the lesson, the teacher does most of the talking and has strong control over the students, The teache

16、r expects students to write and to say the language very accurately . If they make mistakes in writing or speaking, the teacher corrects them. IV.THE PRACTICE PHASE It is very important that students have enough practice of the new language. Students can do this by listening, repeating, writing and

17、reading the new language, using a wide variety of learning activities. Tips: 1.Students can practise individually, in pairs, in groups or as a whole class. 2.Practice must not begin until the teacher is sure that the students understand the language they are using. If the Presentation phase has been

18、 done well, this should not be a problem. 3.Drilling is a very controlled practice: it is the simplest way of practising. It can be rather mechanical and does not challenge the students to think, but it gives them the chance to physically practise pronouncing the new language, getting the sounds and

19、 intonation right and getting the words in the right order. This is why drilling is a very important.Teacher Practice should begin in a very simple way where the teacher controls everything the students say or write. At this stage, the teacher corrects sentence construction, use of the language, and

20、 pronunciation. We call this the controlled Practice phase and it uses some of the repetition techniques , such as drilling. At the end of these phases, students should be able speak or write the new language fairly well without making many mistakes. So it is now time for the teacher to give student

21、s different activities which allow them to use the new language they have learned in a more free situation.V. THE PRODUCTION PHASETIPS: 1. Do activities that they may have to do. For example, writing a letter or reading a newspaper article and telling someone about it, or taking part in an interview

22、. 2. Students should be encouraged to use other language they know or have already learned in previous lessons. TeacherDuring the part of the lesson, the teacher does not usually interrupt, helpor correct errors. students must learn to communicate successfully with only the help of their fellow stud

23、ents.ExampleFor example, as a Production activity for the functional language of asking someone to do something (Could you . ?), students act out a short dialogue between someone who has to get to school to write an me your bicycle? orCould you tell the teacher I will be late? Exercise:The descripti

24、on of these three stages are given below, Can you match each description ? Write your answer in the box below.a. In this stage, students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, of by repeating parts of the dialogue

25、presented in the first stage. This stage is intended to develop accuracy skills.b. At this stage, the teacher introduces the new language items to be learn. The teacher focuses the student attention on model sentences, dialogues of other types of texts and checks their understanding of the new language items.c. At this stage, learners have the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency skills. a ,b, or c Presentation Practice Productiion4