《高英語詞匯》PPT課件.ppt

語言知識教學 -詞匯教學,揭示詞義的方法,借助同義詞 Rubbish means dust, or anything worthless. “take care of” means “l(fā)ook after” 利用反義詞 “good” means “not bad”. “young”means “not old”. 利用對稱詞 manwoman east-west,揭示詞義的方法:利用語言情景,利用實物的用途 I walk with my legs. 利用動作的目的 I parked my car at the station. 利用因果關(guān)系 He keeps shivering. He must be cold. 對比事物的特征 Snow is white, and coal is black. 借助事物的自然順序 It is Monday today. It was Sunday yesterday.,用英語解釋詞義,定義法 A reading room is a room for reading and writing. 注釋法 He offered to go. He said he was willing to go.,語法教學,語法在英語教學中的地位 語法教學的反思 語法教學的目標 語法教學的原則 語法教學的模式,語法在英語教學中的地位,語法學習是學生終身學習的必要條件 學得外語必須學習語法 語法是掌握語言必用的工具 教學方式?jīng)Q定了必學語法 學習語法有助于掌握語言形式,Task 1:Do you agree or disagree?,Students need to be given detailed grammar rules if they want to learn a foreign language successfully. Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.,If students get enough chance to practice using a foreign language, they do not need to learn grammar. Knowing grammar is not enough for real communication. Grammar should be taught to help students to analyze difficult structures in texts.,語法教學的反思,混同口語語法和書面語語法 重語法教學就是一味灌輸語法規(guī)則 分散處理就是淡化語法教學 認為交際法就是反對教語法,語法教學的目標,標準中語法教學不論在教學目標上還是在教學內(nèi)容和教學方式上與傳統(tǒng)的語法教學與很大的不同。 在三個過渡級分別提出了“功能”和“話題”的目標，打破了“語音+語法+詞匯”的知識體系，說明語法教學真正的目的并不只是語言形式或語法知識本身，而是應(yīng)該在特定的語言情景中運用語言形式達到交際。在“功能”和“話題”的目標中突出語言運用能力的培養(yǎng)，強調(diào)語言知識在實際交際中應(yīng)用，體現(xiàn)了語言形式與語言功能相結(jié)合的指導思想。,語法教學的原則,系統(tǒng)性原則 交際性原則 多樣性原則,語法教學的方法,歸納、演繹法 口語活動法 任務(wù)學習法 語法聽寫法 系統(tǒng)復習法 CR活動,語法教學的一般方法和操練形式,歸納 糾錯法 導出法 比較法 造句 替換練習 筆頭作業(yè),Using prompts for practice,Using prompts has also proved to be an effective way of grammar practice. The prompts can be pictures, mimes, tables or key words. Practice based on prompts is usually meaningful practice.,Using picture prompt. The students are asked to produce sentences based on the pictures provided. (What are they doing?) Using mime or gestures as prompts. The teacher can invite the students to ask questions like “What were you doing at 7 oclock yesterday evening?”or “What do you like to do in your spare time?” Instead of answering the questions directly, the teacher acts out the answers by miming and then invites the students to guess the answer.,Using information sheet as prompts. Using key phrase or key words as prompts. Using chained phrases for story telling. The students try to tell a story based on given prompts.Here is an example: 7 oclockgot up had breakfast-hurried to schoolschool closedsurprised-? Using created situations. You are a stranger i