英語課堂教學(xué)的基本環(huán)節(jié)(1)

1、英語課堂教學(xué)的基本環(huán)節(jié)Teach ing aim: In troduce three methods of En glish classroom modals. Let the stude nts know thebasic procedure of teach ing En glish less ons.Teach ing key point: a PPP less on framework.Teach ing procedureI: In troduce the three modals of En glish less ons.2. 復(fù)習(xí)檢查（復(fù)習(xí)舊知識）3. 講授新知識（呈現(xiàn)、介紹新知

2、識）4. 鞏固（言語活動操練）5.布置家庭作業(yè)2.五步法： 1.復(fù)習(xí)（revision. Teacher: memory activator2.介紹（prese ntati on. Teacher: dem on strator3.操練（dills, Teacher: orga ni zer con ductor4.練習(xí)（practise,Teacher: refree supervisorlistener監(jiān)督者、監(jiān)聽者）5.鞏固運用（consolidation）3.三 P 教學(xué)模式：PresentationPractice Production4.三階段：Pre-readingwhile-

3、readingPost-readingII. A PPP Lesson FrameworkTeachi ng stage are the major steps that Ian guage teachers go through in theclassroom .Procedures are the detailed steps in each teaching stage. The most popular teach ingstages are threemodel, A PPP less on is divided into three phasesPrese ntati on, Pr

4、actice andProductio n1. Prese ntati on :in troduce the new lan guage well in the first phase of the less on（At the beginning of a PPP less on, only the teacher knows the new Ian guage item and how to use it.The teacher prese nts and teaches this Ian guage to the stude nts by dem on strat ing it toth

5、em （modeli ng the Ian guage）2. Practice: studentsneed to have plenty of activities to help them to practice the new Ianguage. First in a very con trolled way and gradually add ing more of their own Ian guage to it.3. Production : The students need time to use the new language they have learned in or

6、der tocom muni cate with each other .The new lan guage becomes part of the stude nts ownknowledge of language and they should be able to use it easily, together with other En glishthat they have lear ned before.3- stage model:Three stage model is freque ntly adopted in liste ning and readi ng less o

7、n. In this model, the強化記憶者）示范演示裁判員、Pre- stage invoIves preparation work, The while-state invoIves activities or tasks that the students must perform while they are read ing or liste ning. The post- stage provides a cha nee for students to obtai n feedback on their performa nee at the while-stage. Th

8、is last stage may also invo Ivesome follow-up activities, in which stude nts relate what they have read or heard to their own lifeand use the Ianguage freelyTask: The PPP Model - Focuses ( Exam )Look at the table below and decide which one in each pair below is likely to apply to the earlystage of t

9、he PPP model and which one to the later stage. Tick along the appropriate lines of thetable.From Prese ntati onto PracticeFrom Practice toProductio n1. focus of the less ona.leaner-centredb. teacher centredba2. role of the teachera. as a controllerb. as a co-ordinatorab3. role of the learnera.reprod

10、ucing Ianguageb. creating Ianguageab4. typical activitiesa.role play com muni cati ongamesb.drillsba5. class organizationa. class work / individual workb. pair / group workab6. focus of the activitiesa. accuracyb. fluencyab7. degree of controla.highly teacher-c on trolled to lessteachec on trolledb.

11、 teacher- con trolled to morestude nt- con trolledab8.n ature of correct ion a.immediate correct ionc. delayed correction9. type of interactiona. teacher to studentb. student to studentaabbII THE PRESENTATION PHASEWhe n prese nti ng new Ian guage, the teacher must show three things very clearly:1. W

12、hat it mea ns.2. How and whe n it is used.3. What it sou nds like.Tips:Set the sce ne and put the new Ian guage into a very clear and obvious con text.1. Use real objects or pictures, or draws objects, people or a situation on the blackboard.2. The teacher tells the stude nts, about a situati on whi

13、ch dem on strates the meaning of thenew Ian guage.3. Read a text or listen to a tape which contains examples of the new language. This can be astory or a dialogue.4. The teacher mimes (acts without speak ing) an acti on or emoti on or acts out a role play ordialogue which helps show what the new Ian

14、 guage is and whe n it is used.ExampleTo present the function of asking for something, Could you. . . ? the teacher can act out abrief dialogue, as follows:Step 1: Teacher mimes that she does not have a pencil. Then she says the followingdialogue (tak ing both parts):Teacher A: I dont have a pen cil

15、. Could you lend me a pen cil?Teacher B: Yes, of course.Step 2: The teacher the n checks that stude nts un dersta nd whe n and how this function isused, by ask ing questi ons.Teacher ActivityDuring the Prese ntati on phase of the less on, the teacher does most of the talk ing and hasstrong con trol

16、over the stude nts, The teacher expects stude nts to write and to say the Ian guagevery accurately . If they make mistakes in writi ng or speak ing, the teachecorrects them.IV.THE PRACTICE PHASEIt is very importa nt that stude nts have eno ugh practice of the new Ian guage. Stude nts cando this by l

17、istening, repeating, writing and reading the new language, using a wide variety of learning activities.Tips:1.Stude nts can practise in dividually, in pairs, in groups or as a whole class.2. Practice must not beg in un til the teacher is sure that the stude nts un dersta nd the language they are usi

18、ng. If the Presentation phase has been done well, this should not be aproblem.3. DriIIi ng is a very con trolled practice: it is the simplest way of practis in g. It can be rathermecha ni cal and does not challe nge the stude nts to thi nk, but it gives them the cha nee tophysically practise pronoun

19、cing the new lan guage, gett ing the sounds and in ton ati on rightand getting the words in the right order. This is why drilling is a very important.TeacherPractice should beg in in a very simple way where the teacher con trols everythi ng the students say or write. At this stage, the teacher corre

20、cts sentence con struct ion, use of the Ianguage, and pronun ciatio n. We call this the con trolled Practice phase and it uses some of therepetition techniques , such as drilling.At the end of these phases, stude nts should be able speak or write the new Ian guage fairlywell without maki ng many mis

21、takes. So it is now time for the teacher to give stude nts differentactivities 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 n ewspaperarticle and t

22、elli ng some one about it, or tak ing part in an in terview.2. Stude nts should be en couraged to use other Ian guage they know or have already lear nedin previous less ons.TeacherDuring the part of the less on, the teacher does not usually in terrupt, help or correct errors. students must learn to

23、com muni cate successfully with only the help of their fellow stude nts. ExampleFor example, as a Producti on activity for the fun cti on al la nguage ofask ing some one to do someth ing (Could you . ?), stude nts act out a short dialogue betwee nsome one who has to get to school to write an me your bicycle? orCould you tell the teacher I willbe late?Exercise:The description of these three stages are given below, Can you match each descripti