英語(yǔ)教師與英語(yǔ)教學(xué)

英語(yǔ)教師與英語(yǔ)教學(xué)平南縣教研室王壽玲 誰(shuí)是你的重要他人 Thosewhocan do thosewhounderstand teach Thosewhocan teach thosewhounderstand teachbetter 英語(yǔ)教師應(yīng)具備的能力要素 Commitment 敬業(yè) Commandofthelanguage 語(yǔ)言掌握 Confidence 自信心 Careforthestudents 關(guān)愛(ài)學(xué)生 Creativethinking 創(chuàng)造性思維 Cultivationofthemind 培養(yǎng)心智 教師發(fā)展的階段性 新老師 noviceteacher 有經(jīng)歷的老師 experiencingteacher 有經(jīng)驗(yàn)的老師 experiencedteacher 有理念的老師 rationalizedteacher 有影響能力的老師 influentialteacher 有智慧的教師 wiseteacher 外語(yǔ)教師應(yīng)有理念 有信仰 有能力 有學(xué)識(shí) 有品行 有學(xué)習(xí)能力 現(xiàn)代教育的要求 可持續(xù)發(fā)展能力 做 明 師才能做 名師 EnglishTeachersneed Grammareye Functionaleye Educationaleye 外語(yǔ)教育的目標(biāo) 知識(shí) 語(yǔ)言知識(shí)技能 聽(tīng) 說(shuō) 讀 寫(xiě)能力 知識(shí) 能力素質(zhì) 學(xué)文化 啟心智 愛(ài)生命 AwiseoldowlAwiseoldowlsatonanoak Themorehesawthelesshespoke Thelesshespokethemoreheheard Whyaren twelikethatwiseoldbird 外語(yǔ)教育的理念 途徑和方法 語(yǔ)言教育 包括外語(yǔ)教育 是對(duì)學(xué)生文化 心智 情感 人文素養(yǎng)等方面的培養(yǎng) 語(yǔ)言學(xué)習(xí)是探索 建構(gòu)和表達(dá)意義的過(guò)程 要以有意義的活動(dòng)和內(nèi)容出發(fā) 滿足學(xué)習(xí)者情感和認(rèn)知需求的真實(shí)作品是學(xué)好語(yǔ)言的基本材料 語(yǔ)言學(xué)習(xí)要以意義為核心 整體輸入 整體盤(pán)活 整體輸出 足夠的輸入和輸出是學(xué)好語(yǔ)言的必要條件 理念 英語(yǔ)教學(xué)的核心原則 以學(xué)生為中心 learner centered 以交流為目標(biāo) communication oriented 以活動(dòng)為基礎(chǔ) activity based 讓學(xué)生真正為教學(xué)的中心 教學(xué)中始終考慮學(xué)生的特點(diǎn) 需要和興趣 研究學(xué)生語(yǔ)言學(xué)習(xí)的階段性特點(diǎn)和發(fā)展的潛在需要 引領(lǐng)學(xué)生學(xué)會(huì)學(xué)習(xí) 激活學(xué)生的參與積極性 關(guān)注學(xué)生活動(dòng)的實(shí)效 在教學(xué)的各個(gè)環(huán)節(jié) 備課 上課 作業(yè)和評(píng)價(jià) 充分考慮學(xué)生的需要和作用 鼓勵(lì)學(xué)生主動(dòng)積極的學(xué)習(xí) 提高學(xué)習(xí)的自主性和合作意識(shí) 重視教學(xué)過(guò)程 提高教學(xué)效率 教師的教學(xué)設(shè)計(jì)與實(shí)施要做到 有學(xué)生有目標(biāo)有操作設(shè)計(jì)有學(xué)習(xí)過(guò)程有交流 互動(dòng)有邏輯有效果 A Doyousmoke Iusedtosmoke B Me too Iusedtodrinkaswell A Let shaveanorangejuice B That dbenice A Doyousmoke B Iused Iusedtosmoke butdon tanymore A Whendidyougiveup B Threeyearsago A Why B Imarriedanon smoker 有效教學(xué)是我們的追求 有效教學(xué)意味著 教學(xué)目標(biāo)達(dá)成度高 全體 絕大多數(shù)學(xué)生 教學(xué)資源消耗較少 時(shí)間 精力和物資 教學(xué)過(guò)程快樂(lè)有趣 更高的學(xué)習(xí)積極性 學(xué)生學(xué)習(xí)能力提升 更強(qiáng)的學(xué)習(xí)能力 教師教學(xué)設(shè)計(jì)和實(shí)施中易出現(xiàn)的問(wèn)題 目標(biāo)不清或誤判 過(guò)高過(guò)多過(guò)全 關(guān)注教材的部分內(nèi)容 關(guān)注自己的教學(xué)過(guò)程 對(duì)學(xué)生和學(xué)生的學(xué)習(xí)特點(diǎn)和需求關(guān)注不夠 流程設(shè)計(jì)失誤 缺乏邏輯性 不利于目標(biāo)實(shí)現(xiàn) 教學(xué)中心情急切 忙于表面完成輸入 忽視學(xué)習(xí)過(guò)程 以及對(duì)學(xué)生學(xué)習(xí)過(guò)程的理解和指導(dǎo) 方法單一 以講代學(xué) 以考充學(xué) 英語(yǔ)教學(xué)之 TeachingGrammar Howtoteachgrammareffectively 語(yǔ)法 功能的語(yǔ)法觀 語(yǔ)用之法表意為本先會(huì)后懂逐步認(rèn)知少講多練記用結(jié)合超越考試培養(yǎng)能力小學(xué) 見(jiàn)到 碰到 不講到 初中 用到 講到 不誤導(dǎo) 高中 練到 悟道 不面面俱到 功能觀的三維英語(yǔ)語(yǔ)法 Form Meaning Use 把Youareaboy 改為否定句和疑問(wèn)句 Youcanfoolallthepeoplesomeofthetime youcanfoolsomeofthepeopleallthetime butyoucan tfoolallthepeopleallthetime l Weagreedtowentbycar 2 Wedidn tknewwhathappened 3 Dizzysfromthewinewedecidedtogohome 4 Thepeoplearetoomanysoandthecarsaretoomany 5 Thebuswashitinfrontof 6 Therearemanyaccidentsbecausewehaven tbrought broad roads 1 Weagreedtowentbycar GT4 6 BN2 2 2 Wedidn tknewwhathappened GT4 4 BN1 8 3 Dizzysfromthewinewedecidedtogohome GT4 2 BN2 1 4 Thepeoplearetoomanysoandthecarsaretoomany GT3 0 BN4 3 5 Thebuswashitinfrontof GT2 6 BN4 3 6 Therearemanyaccidentsbecausewehaven tbrought broad roads GT2 4 BN4 1 Thenativespeakersgenerallygavehighermarkstomistakeswhichdidn timpedetheirunderstanding whendiscussingthereasonsfortheirassessment manymentioned intelligibility However thenonnativeteachersseemedmoredisturbedbyinfringementsofcommongrammarrules indiscussion theyreferredfrequentlyto basicmistakes Theyseemedmostupsetbythefactthatlearnerscontinuedtobreakruleswhichhadbeentaughtearlierandwhichtheyshouldthereforehavemastered Waystoteachgrammar ChartsandgraphsUsingobjects necklace purse MapsandsimpledrawingDialoguesWrittentextsAstory basedgrammarteachingMeaningdrills Tomwentshopping Firsthewenttothebaker sandboughtsomebread Thenhecrossedtheroadtothepostofficeandboughtsomestamps Thenhewentnextdoortothenewsagent sandboughtamagazine Thenhecrossedtheroadagainandhadacupofcoffeeinacaf Whenhewenttopay hediscoveredhedidn thavehiswalletwithhismoneyinit Nowhe swonder ingwhereheleftit Roseisridingintheray Birdsissingingonherway Fishisswimminginthebay Deeriscomingintheplay Grassisnoddingbythelake Roseishavingagoodday Howtoteachgrammarsummary Grammaticalstructureswillbecomeinternalizedonlyifthelearnersareplacedinasituationinwhichtheyneedtousethestructureforcommunicativepurpose Grammarteachingprinciples Embeddedinmeaningful communicativecontexts Contributepositivelytocommunicativegoals Promoteaccuracywithinfluent communicativelanguage Respondingtoerrors Hehasalonghair 1 No noexplanation 2 Hehaslonghair repeatandcorrect 3 Noarticle explanation 4 No Anyone Iookforpeercorrection 5 Hehas 6 Hehasalonghair Justone Likethis drawabaldmanwithonelonghair 7 Alonghair sjustones ngleha r likeyoufind nyoursoup Fortheha ronyourheadyouwouldn tuseanart cle Hehaslonghair reactiveteaching 8 Oh hehaslongha r hashe reformulation 9 Teachersaysnothingbutwritesdownerrorforfuturereference 英語(yǔ)教學(xué)之 Teachingvocabulary Howimportantisvocabulary Withoutgrammarverylittlecanbeconveyed withoutvocabularynothingcanbeconveyed DavidWilkins Whatdoesitmeanto knowaword FormMeaningUse Howtoteachvocabulary Firstlanguagetranslationcanbegiven ByperformingactionsByshowingobjectsByshowingpicturesordiagramsBydefininginthefirstlanguage translation BydefininginthesecondlanguageByprovidinglanguagecontextclues Wordfamilies RootAffixesPrefixesSuffixesInflexions ed ing etc PlayRe playPlay er play fulUnderstands understanding understood understandable misunderstand misunderstood Thelimitationsofteaching WordsarecomplexitemsWordknowledgeneedstobedevelopedinrangeofwaysTeachinghaslimitedeffects TeachingcanusefullydealwithonlyalimitedamountofinformationatatimeToomuchconfusesForthesereasons Weshouldexpectonlylimitedlearningfromsinglemeetingswithaword Weshouldbearthisinmindwhenweplanorcarryoutthosemeetings Weshouldnotspendtoomuchtimeonvocabularyteaching Limitedeffects Thereshouldberepeatedopportunitiesforincreasinglyspacedretrievalofeachword Latermeetingswithawordaremoreimportantthantheinitialpresentationandteachingmaybemoreusefulthen Whatmakesaworddifficult Pronunciation difficulttopronounce difficulttolearn Spelling sound spellingmismatchesaredifficulttolearn LengthandcomplexityGrammar loveswimmingorlovetoswim Meaning makevsdo 1 IhopeafterbiggeningEnglishstudingIshellnothaveafreetimeatall 2 I dliketospendacoupleofweeksomewhereonapeoplelessisland 3 Ilikewatchingflowersandinhalingtheirlovelysmell Whatkindofmistakesdolearnersmake Whatkindofmistakesdolearnersmake Form relatederrors 1 Mis selection Shewashungry angry withme 2 Mis formations 3 Spellingerrors 4 Pronunciationerrors2 Meaning relatederrors Howtopresentvocabulary Meaningfirst thenformorFormfirst thenmeaning Whatcanwedo Theteacher sjob inorderofimportance PlanTrainTestTeach PlanEnsurethatopportunitiesforvocabularylearningoccurinallofthefourequallybalancedstrands TrainHelplearnersdevelopskillinthefourstrategiesof GuessingfromcontextLearningusingwordcardsLearningusingwordpartsLearningfromdictionaryuse TestUsetheresultsofvocabularyteststoseewherelearnersareintheirvocabularydevelopmentplanfuturelearningmotivatelearning TeachingwordsOnlyhighfrequencyvocabulary thefirst2000wordsandtheAWL andvocabularylearningstrategiesshouldbesystematicallytaught Teachersshouldknowwherethelearnersareintheirknowledgeofthese 英語(yǔ)教學(xué)之 TeachingListening Typesoflistening ListeningforgistListeningforspecificinformationListeningindetail Listeningforgist Whenwewanttoknowthegeneralideaofwhatisbeingsaid aswellaswhoisspeakingtowhomandwhy andhowsuccessfultheyareincommunicatingtheirpoint Listeningforspecificinformation whenwedon tneedtounderstandeverything butonlyaveryspecificpart Forexample whenweareintheairport weareinterestedinhearingnewsaboutoneparticularflight ListeningindetailForexample whenweneedtofinderrorsordeterminedifferencesbetweenonepassageandanother Inferentiallistening whenwewishtoknowhowthespeakerfeels Differentsourcesoflistening TeachertalkStudenttalk e g presentation TextbookrecordingsTV video DVD radio songs Whatstudentsneedtoknowbeforetheylisten Thespeaker svoicelwayoftalkingLengthoftextIntendedaudienceandaudience sroleRelationshipbetweenlistenerandspeakerFunctionoftextInformationaboutthetopicSpecializedvocabularyWhattheyneedtodo Note takingtechniques ChooseonlyimportantinformationParaphraseUsetitlesandsubtitlesUsespacesUseabbreviationsUsesymbolsandnumbersUseemphaticmarkers e g underline Usediagrams Post listening Reconstructingthelisteningtext focusongrammar vocabularyetc ReconstructingthelisteningtextGap fillStorytelling Dictationisonecommonapproachinclass Readthepassageatfullspeed Thestudentslistenonly Readthepassageinchunks leavingtimeforthestudentstowrite Allowafewminutesforthestudentstocheckindividually Readthepassageagainatfullspeed Allowafewminutesforstudentstocheck Givefeedbacktothewholeclass showthepassage Typesoflistening IntensivelisteningSelectivelisteningInteractivelistening Intensivelistening Tolistenforprecisesounds words phrases grammaticalunits Onetypicaltaskisdictation ListeningclozeErroridentification Selectivelistening Encouragelearnerstoapproachgenuinespokentextsbyfocusingonspecificinformationratherthantryingtounderstandandrecalleverything Pre listeningportionisanimportantaspectofselectivelistening Becomingabestteacheroflistening Developmaterials includingyourstories onfamily places childhood hobbies etc Decide whofor Level Length Technology Worksheets Gettingfeedback Evaluatetheresults Learnersshouldbegivenopportunitiestoprogressivelystructuretheirlisteningbylisteningtoatextseveraltimesandbyworkingthroughincreasinglychallenginglisteningtasks Thetaskshouldincludeopportunitiesforlearnerstoplayanactiveroleintheirownlearning Contentshouldbepersonalised Qualityofrecordings Istherecordingclear Willbackgroundnoiseaffectcomprehension Speed Dothespeakerstalktoofastformystudents Numberofspeakers Aretheremanyvoices potentiallycausingconfusion Accent Istheaccentfamiliar Isitcomprehensible Makeaposteroflisteningstrategies Putitontheclassroomwall Refertoitbeforeandafterthestudentslisteninclassanddiscusstheirstrategies IntroducelisteningStrategies PredictingInferensingMonitoringClarifyingRespondingEvaluating 英語(yǔ)教學(xué)之 TeachingReading Whydoweread ReadingforpleasureReadingforinformationReadingforlanguageacquisition Howdoweread SkimmingScanningExtensivereadingIntensivereading Discussionquestions WhatrolesdoesreadingplayinL2development Whataresomeofthedifferencesbetweengoodreadersandpoorreaders Whatcanyoudotohelpthelatterimprovetheirreadingability Whatistheroleofpriorknowledgeinreading Whattypesofpriorknowledgedoyouknow Whatcanteachersdo AActivatepriorknowledgeCCultivatevocabularyTTeachforcomprehensionIIncreasereadingrateVVerifyreadingstrategiesEEvaluateprogress JanewasinvitedtoJack sbirthdayparty Shewonderedifhewouldlikeakite Shewenttoherroomandshookherpiggybank Itmadenosound HowoldisJane HowoldisJack Whatleadsyoutoyouranswer WhatsounddidJaneexpecttohearwhensheshookherpiggybank Maryheardtheicecreammancomingdownthestreet Sherememberedhergunandrushedintothehouse HowoldisMary Whatleadsyoutoyouranswer Whywouldshethinkofhergunwhensheheardtheicecreamman 1 Readingisinteractive thereadermakesuseofinformationfromhis herbackgroundknowledgeaswellasinformationfromtheprintedpage 2 Readingisalsointeractiveinthesensethatmanyskillsworktogetherintheprocess 1 Toaddinformationandreasons Also Inaddition Besides Moreover2 Toexplain givereasons Actually Certainly Forexample Infact Thatis3 Toshowcauseandeffect Asaresult Then Therefore Thus4 Tosummarize Inall Inaword Inshort5 Toshoworder First second Finally Last Ratetraining RapidwordrecognitionRapidphraserecognitionRapidpassagerecognition Find buylunch buylunchbringlunchb