小学英语教学法教程.ppt

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1、小学英语教学法教程从剑桥英语教学能力认证考试想起vTKT:Teaching Knowledge Test剑桥英语教学能力认证考试includes 3 parts(modules)：Module1 Language and background to language learning and teaching 1)Describing language and language skills:grammar,lexis,phonology,functions,reading,writing,listening,speaking 2)Background to language learning

2、:motivation,exposure and focus on form,the role of error,differences between L1 and L2 learning,learner characteristics,learner needs activities,practice activities and tasks for language and skills development,assessment types and tasks 3)Background to language teaching:presentation techniques and

3、introductory activities,practice activities and tasks for language and skills development,assessment types and tasks Module 2 Lesson planning and use of resources for language teaching 1)Planning and preparing a lesson or sequence of lessons:identifying and selecting aims,identifying the different c

4、omponents of a lesson plan,planning an individual lesson or a sequence of lessons,choosing assessment activities 2)Selection and use of resources and materials:consulting reference resources,selection and use of course-book,selection and use of supplementary materials and activities,selection and us

5、e of teaching aids Module 3 Managing the teaching and learning process 1)Teachers and learners language in the classroom:using language appropriately for a range of classroom functions,identifying the functions of learners language,categorizing learners mistakes 2)Classroom management:teacher roles,

6、grouping learners,correcting learners,giving feedbackvTo sum up,TKT consists of 3 parts:Language and background to language learning and teaching,Lesson planning and use of resources for language teaching,and Managing the teaching and learning process（语言知识和语言技能及语言教与学背景、备课和教学设计、课堂教学管理三方面）v一名胜任外语教学工作的

7、教师至少要掌握三个方面的知识：1.特定的学科知识，即本体性知识；2.教育学和心理学知识，即条件性知识；3.有关课堂情境以及其他相关的知识，即实践性知识（魏立明，见Wajnryb,2011）Some Important Teaching Methods in History1.The Direct Method:To associate the object,form and meaning without translation.vThe purposes of the direct method:1)to develop students ability to communicate in

8、target language;2)to develop students thinking in target language.vErrors are regarded as natural and unavoidable and can be self corrected by the learners themselves;vGrammar should be taught inductively;vNative language is forbidden.2.The Audio-lingual MethodvPattern drill is considered important;

9、vImitation,reading aloud are important to language learning;vErrors should be corrected once discovered;vMother tongue is forbidden as it is regarded as interference to foreign language.3.The Natural ApproachKrashens five theories1.Learning and acquisition theory Learning is a conscious process whil

10、e acquisition is a subconscious process.2.Input theory Input should be comprehensible Ideal input should meet the 4 requirements:comprehensible,relevant and interesting,adequate,not grammatically sequenced.i+1 formula:I stands for the learners present language level.The input should be a little beyo

11、nd the learners present language level.3.The affective filter hypothesis Affective factors such as interest,motivation,attitude,anxiety,self-image,self-concept,self-esteem and so on affect the result of language learning like a filter.When the motivation is strong,the filtering effect is weak,the le

12、arning result will be better;when the anxiety and self-esteem are strong,then the filter effect will be strong too,and the learning result will be worse.vInput-filter-LAD-practice-acquired ability 4.The monitor hypothesis Monitor refers to the rule or knowledge of language.Monitor can function only

13、on the conditions:1)the learner has sufficient time;2)form is emphasized;3)the learner knows the rule.5.The natural order hypothesis4.The Cognitive ApproachvRules learning is very important;vLearners should be encouraged to use their mind to observe,think,and hypothesize rules of a language;vCreativ

14、e learning is very important;vListening,speaking,reading and writing should all be emphasized.vThe main activities are language understanding,language competence and language use.vThe main activities are language understanding,language practice and language use.vThe main activities are language unde

15、rstanding,language practice and language use.5.The Communicative ApproachvThe purpose of CLT:To develop students ability to use target language appropriately in a given social context.vCommunicative competence(Hymes)linguistic competence socio-linguistic competence discourse competence strategic com

16、petencevFeatures of CLT:information gap,feedback and choicevAttitude towards errors:tolerancevEmphasis:Meaning is emphasized over form;Appropriateness is emphasized over accuracy.6.The Total Physical ResponsevThe teacher gives the instruction and the students do the action as asked.vWith TPR the chi

17、ldren listen to their teacher telling them what to do and then do it.Instructions can range from something as simple as Touch your nose to more complex sentences like Go and stand next to the girl whos wearing a red jumper,but who isnt wearing black shoes.Children,especially very young ones,are able

18、 to understand much more than they can produce,and this technique builds on that capacity(understanding ability).7.The Task-based Language TeachingvLearning by doingvWhat is task?vWhat is real task?vClassroom structure of a TBLTvComponents of a taskvCriteria used to evaluate a taskvvNunan（1989）：）：vv

19、Tasks are always activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.vOr:Task is a piece of meaning-focused work involving learners in comprehending,producing or interacting in the target language(Nunan,1989)Case 1l单词学习（水果单词）单词学习（水果单

20、词）l句型呈现（句型呈现（What would you like?）l句句型型练练习习（教教读读、带带读读、模模仿仿读读、自自由读、查读由读、查读）l句型学习（教师指出应注意之处）句型学习（教师指出应注意之处）l巩巩固固练练习习（翻翻译译、完完成成句句子子、填填空空）Case 2l单词学习（图片、实物单词学习（图片、实物水果）水果）l句型呈现句型呈现 （情景（情景句型句型:What would you like?）l句句型型练练习习（开开火火车车读读、一一问问一一答答练练习习、替替代代操练、游戏操练、游戏）l句型巩固（教师引导学生发现考点）句型巩固（教师引导学生发现考点）l学生运用句型编演对话

21、学生运用句型编演对话Case 3lWhat fruit would you like?l给给出出任任务务：让让我我们们调调查查一一下下我我们们通通常常最想吃什么水果。最想吃什么水果。lLets see what fruit we have.lHow to ask and answer.lDo the surveylReportCase 4lTask:My friend Mike would like to open a fruit shop.He is from America.He doesnt know what fruit is popular with Cantonese.Lets h

22、elp him.lWhat should we do then?-Have a surveyCase 4lWell,lets see what Mike would like to have in his fruit shop.lDo the survey:learn the sentences and do the surveylWhat advice would you give my friend,Mike?lLanguage focusComponents of a taskvDavid Nunan(1981)Purpose/goalInputActivityRoleSetting(O

23、utcome)v goal teacher role(s)input a learning task learner role(s)activity(ies)settingEg.Goal:exchanging personal information Input:questionnaire on sleeping habits Activity:1)reading questionnaire 2)asking/answering questions on sleeping habits Teacher role:monitor,facilitator Learner role:conversa

24、tional partner Setting:classroom,pairwork (Nunan,1989:48)Classroom structure of a TBLTvPre-task:lead in/set up/language input/explain task vTask-cycle:Task-PlanningReportvPost-task:Language focus:Analysis and practicevv1）前任务前任务 (pre-task)vv导入主题和任务导入主题和任务vv激活相关的词汇和短语激活相关的词汇和短语vv激发兴趣和欲望激发兴趣和欲望vv不要花太多时

25、间不要花太多时间vv前任务的语言活动前任务的语言活动vv词汇和短语分类词汇和短语分类vv挑出不相关的词或短语挑出不相关的词或短语vv短语与图片匹配短语与图片匹配vv挑战记忆挑战记忆vv大脑风暴和脑图大脑风暴和脑图vv2）任务环任务环 (task cycle)vv任务阶段任务阶段vv用语言做事用语言做事vv语言工具语言工具vv重意轻形重意轻形vv师生角色师生角色vv合作与交际合作与交际vv2）任务环任务环 (task cycle)vv计划阶段计划阶段vv明确报告要求明确报告要求vv提供探究语言使用的机会提供探究语言使用的机会vv明确组员角色明确组员角色vv鼓励学生互助鼓励学生互助vv2）任务环任

26、务环 (task cycle)vv报告阶段报告阶段vv教师角色教师角色vv（1）主持人（少干预）主持人（少干预）vv（2）总结（先内容后语言形式）总结（先内容后语言形式）vv确认听报告者的任务确认听报告者的任务vv3）语言聚集语言聚集 (language focus)vv分析活动（分析活动（Highlight the knowledge）vvG7:vvCan you find some other words like“my”?vvWhat words are usually behind them?vv3）语言聚集语言聚集 (language focus)vv分析活动（分析活动（Highli

27、ght the knowledge）vvAbout a story:vvWhat tense is mostly used in the story?vvAbout rules:vvWhat sentence pattern is mostly used here?有效的活动标准（有效的活动标准（checklists)v1 有效度：能促使学生行动起来有效度：能促使学生行动起来v2 有基础：学生有语言基础，尽管很薄弱有基础：学生有语言基础，尽管很薄弱 v3 有语言使用量：越多越好有语言使用量：越多越好 v4 有成功：允许有差错过失有成功：允许有差错过失 v5 多层次：照顾不同层次不同水平学生多层

28、次：照顾不同层次不同水平学生v6 教师扶持：指示清楚，协助扶持教师扶持：指示清楚，协助扶持 v7 趣味性：引发动机趣味性：引发动机 注意事项注意事项vv1 提醒学生避免使用母语提醒学生避免使用母语vv2 重复任务重复任务vv3 提供关键词语提供关键词语vv4 重视评价环节重视评价环节vGood learning tasks should:1.enable learners to manipulate and pratise specific features of the language;2.provide an opportunity for learners to rehearse co

29、mmunicative skills they will need in the real world;3.involve learners in problem-solving or resolution;4.be process-as well as product-orientated;5.offer learner choice.评价语言OK.Right.Thats right!Youre right.Correct!Youre correct.Good!Very good!Great!Wonderful!Perfect!Impressive!Super!Excellent!Remar

30、kable!Marvelous!Magnificent!Fantastic!Terrific!Well done!Nice work!Good job!vTry again.vTry harder.vHave a try,please!vIt doesnt matter.vI think you can do it better.vYou are improving.vYoure making progress.vYoure on your way.vYou really tried.vI can see your progress.1.Pre-task Introduction to top

31、ic and task2.Task CyclevTask-PlanningReport3.Language FocusvAnalysis and practiceSumming up the methodsvIn deciding which method to use,we should identify and try to answer the following ten questions:v1)What are the goals of teachers who use the method?v2)What is the role of the teacher?What is the

32、 role of the students?v3)What are some characteristics of the teaching/learning process?v4)What is the nature of student-teacher interaction?What is the nature of student-student interaction?v5)How are the feelings of the students dealt with?v6)How is language viewed?How is culture viewed?v7)What ar

33、eas of language are emphasized?What language skills are emphasized?v8)What is the role of the students native language?v9)How is evaluation accomplished?v10)How does the teacher respond to student errors?1.1 How do we learn our first language?Task 1.1.1 According to your knowledge and observations,h

34、ow do children acquire their mother tongue?Do you agree with the following statements?Children learn their first language by imitations.by repetitions.by singing songs and saying rhymes.by reciting poems.by being corrected by parents.by listening to stories.by learning language rules.by talking to o

35、neself.by acting and performing.by talking about pictures.by watching television cartoons.by drawing and talking.by talking to others.by playing games.Children learned their first language through listening to adults,imitating what adults say,drawing and talking,singing songs,reciting poems,playing

36、games with other children,looking at pictures and recognizing words,watching cartoon films,and listening to stories.How did you learn your Chinese?Can you find any instances when children said something that was meaningful but grammatically unacceptable?Eg.1.2.Discuss the following questions:1)Where

37、 do they come from?2)What in general are the parents attitudes towards them?3)What do they tell us about the process of learning?4)How would you relate this to foreign language learning?1.3 The characteristics of childrenvChildren definitely have some advantages over adults in learning another langu

38、age:1.in acquiring good pronunciation and intonation;2.good at imitation;3.not shy in trying things out;4.curious and motivated to learn new things 5.Interested in learning and playing with their native language,reciting nursery rhymes,singing songs,listening to stories,recognizing and saying words

39、and phrases for fun.Childrens differences in learningvLearner difference is an important topic for language learning and teaching.The following are some of the factors that may influence learner difference in learning a language.vAltman(1980):age,sex,previous experience with language learning,profic

40、iency in the native learning,personality,language aptitude,attitudes and motivation,general intelligence,sense modality preference,sociological preference,cognitive styles,learner strategies.vSkehan(1989):Language aptitude,motivation,language learning strategies,cognitive and affective factors,extro

41、version/introversion,risk-taking,intelligence,field dependence,anxiety.vLarsen Freeman and Long(1991):age,socio-psychological factors (motivation,attitude),personality(self-esteem,extroversion,anxiety,risk-taking,sensitivity to rejection,empathy,inhibition,tolerance of ambiguity),cognitive style(fie

42、ld independence/dependence,category width,reflexivity/impulsivity,aural/visual,analytic/gestalt,hemisphere specialization,learning strategies),other factors(memory,sex).Childrens differences in learningvInterview:Find one whoPlease interview your classmates with the following questions.If someones a

43、nswer to a question is“yes”,ask him to sign his name.If“no”,go to another person until you find someone who say“yes”.What conclusion can you draw from the findings of this interview?Childrens differences in learningvQuestion Signature1.Likes to keep a diary.2.Can tell if someone is singing off-key.3

44、.Can calculate numbers easily in his/her head.4.Likes to read books with many pictures.5.Likes to dance.6.Like doing puzzles and mazes7.Regularly spends time meditating.8.Can list three things that help him/her learn.9.Can draw a picture of his/her own favorite food.10.Has a good joke to tell.11.Wil

45、l sing part of a favorite song.12.Sings in the shower.13.Can easily identify at least 10 different kinds of flowers.14.Finds it hard to sit for long periods of time.15.Frequently creates new activities and materials for his/her classes.16.Is often involved in social activities at night.17.Loves to t

46、each someone how to do something.Discussion:vAre you able to find someone in your class for each item listed above?vAre all the 17 items true in your case?vWhat do you learn from this activity?People are born to be different.One cannot be good at everything,but everybody can be good at something.Mul

47、ti-intelligence theoryvAmerican psychologist Howard Gardner(1993)has proposed the theory of multi-intelligences.The theory helps us to understand human intelligence and the development of children.vIn China,our goal of education has long been laid on the development of language and logical thinking,

48、ignoring the development of other intelligences.Using one standard in judging all the students has many disadvantages,as many children become de-motivated when they are not doing well in their courses.vThe components of multi-intelligences:-Body/kinesthetic Intelligence(body smart)-Interpersonal Int

49、elligence(people smart)-Intra-personal Intelligence(self-smart)-Logical/Mathematical Intelligence(number/reasoning smart)-Musical/Rhythmic Intelligence(music smart)-Verbal/Linguistic Intelligence(word smart)-Visual/Spatial Intelligence(picture smart)-Naturalistic-Physical Intelligence(nature smart)v

50、加德纳认为，人的智能包括1）语言智能（linguistic intelligence）、（2）逻辑-数学智能（logical-mathematical intelligence）、（3）空间智能（spatial intelligence）、（4）肢体-运动智能(bodily-kinesthetic intelligence)、（5）音乐智能（musical intelligence）、（6）人际智能（interpersonal intelligence）、（7）内省智能（intra-personal intelligence）和（8）自然观察智能（naturalistic intelligen