0教師招聘專(zhuān)業(yè)知識(shí)教法突破班-小學(xué)英語(yǔ)8講義

1、 （二）直接法（Direct （十）沉默法（heSilent（一內(nèi)?。泳?00分3030學(xué)40內(nèi)小（樣卷100分3030學(xué)4023教學(xué)評(píng)價(jià) 了解評(píng)價(jià)的種類(lèi)(評(píng)價(jià)性評(píng)價(jià))、特點(diǎn)3課堂教學(xué) 具備較強(qiáng)的英語(yǔ)課堂教學(xué)能力，能熟悉地運(yùn)用多種教學(xué)方法駕馭英語(yǔ)課堂教（能力層級(jí)B1（2小一、外語(yǔ)教學(xué)流（一）語(yǔ)法翻譯法（Grammar-Translation 一、外語(yǔ)教學(xué)流（一）語(yǔ)法翻譯法（Grammar-Translation l教授語(yǔ)法學(xué)家所確定的所謂“規(guī)范”（二）直接法（Direct ，優(yōu)點(diǎn)：1. 采用各種直觀(guān)教具，廣泛運(yùn)用接近實(shí)際生活的教學(xué)方式，有助于培養(yǎng)用外語(yǔ)思維的能力；2. 缺點(diǎn)：1. 排斥母語(yǔ)，

2、使學(xué)生對(duì)一些抽象和復(fù)雜的概念難以理解；2. 沒(méi)有明晰的語(yǔ)法解釋?zhuān)瑢?dǎo)致學(xué)生說(shuō)出的話(huà)語(yǔ)法錯(cuò)誤較多；3. （三）聽(tīng)說(shuō)法（Auduiolingual 204060（三）聽(tīng)說(shuō)法（Auduiolingual 204060慣(a set of habits)。優(yōu)點(diǎn)：1. 培養(yǎng)學(xué)生敢于大膽主動(dòng)地使用所學(xué)語(yǔ)言進(jìn)行交談，口語(yǔ)能力較強(qiáng)；2. 句型操缺點(diǎn)：1. 大量的模仿和機(jī)械操練不利于發(fā)展學(xué)生的創(chuàng)造性思維；2. 脫離語(yǔ)言?xún)?nèi)容和語(yǔ)境的句型操練不利于學(xué)生對(duì)語(yǔ)言的靈活運(yùn)用。3. （四）視聽(tīng)法（The Audio-Visual 優(yōu)點(diǎn)：1. 情境的創(chuàng)設(shè)能夠加速外語(yǔ)與事物的聯(lián)系，有助于理解所學(xué)語(yǔ)言；2. 教學(xué)。3. （五）交際

3、法(Communicative 交際法也叫功能法(FunctionalApproach)或意念法(NotionalApproach)70年代優(yōu)點(diǎn)：1. 重視學(xué)生的實(shí)際需要；2. 重視交際能力的培養(yǎng)，有利于學(xué)生在一定的社會(huì)環(huán)缺點(diǎn)：1. 如何確定和統(tǒng)計(jì)功能、意念項(xiàng)目，有待進(jìn)探討；2. （六）優(yōu)點(diǎn)：1. 重視學(xué)生的實(shí)際需要；2. 重視交際能力的培養(yǎng)，有利于學(xué)生在一定的社會(huì)環(huán)缺點(diǎn)：1. 如何確定和統(tǒng)計(jì)功能、意念項(xiàng)目，有待進(jìn)探討；2. （六）任務(wù)型教學(xué)法(Task- 。（七）認(rèn)知法(Cognitive 優(yōu)點(diǎn)：1. 2. 在理解語(yǔ)言知識(shí)的基礎(chǔ)上進(jìn)行操練，有利于激發(fā)學(xué)生的學(xué)習(xí)缺點(diǎn)：1. 2. （八）全身反應(yīng)

4、法（TPR Total Physical 60 70 年代，創(chuàng)始人是阿舍爾A優(yōu)點(diǎn)：1讓語(yǔ)言動(dòng)起來(lái)60 70 年代，創(chuàng)始人是阿舍爾A優(yōu)點(diǎn)：1讓語(yǔ)言動(dòng)起來(lái)（九）社團(tuán)語(yǔ)言學(xué)習(xí)法（Community Language Learning （十）沉默法（he Silent 棒（ods表（十一）暗示法 SAT二、第二外語(yǔ) （一）心理學(xué) （一）心理學(xué)（Paraeters/ariantsellectual（languageacquisition（二）哲學(xué)經(jīng)典人文主義（ClassicalHumanism）（三）語(yǔ)言學(xué)（Linguistical）的影 （Reinfocement內(nèi)在論 （Innate T）相互作用論

5、（ eractionTheory）中介語(yǔ)理論（ erlanguage） 文化移入說(shuō)（Acculturation）-by 循序漸進(jìn)（Graduality）Palmer ( 帕默輸入說(shuō)（Input（四）環(huán)境對(duì)外語(yǔ)教學(xué)的影Critical“13”isthecritical新課程標(biāo)（四）環(huán)境對(duì)外語(yǔ)教學(xué)的影Critical“13”isthecritical新課程標(biāo)準(zhǔn)（一）概的是指對(duì)某一課程在某個(gè)/（2001 全日制義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）新課程標(biāo)準(zhǔn)（New English Curriculum）學(xué)生是課堂的主體，教師要從知識(shí)的傳授者轉(zhuǎn)變?yōu)閷W(xué)生學(xué)習(xí)的促在新課標(biāo)的指引下，教師應(yīng)該改變教學(xué)觀(guān)念, 注重培

6、養(yǎng)學(xué)生能力, 學(xué)習(xí), .在新課標(biāo)的指引下，教師應(yīng)該改變教學(xué)觀(guān)念, 注重培養(yǎng)學(xué)生能力, 學(xué)習(xí), .（二）課程目，和。 ，和。 、（三）內(nèi)容標(biāo)、（三）內(nèi)容標(biāo)（四）實(shí)施建 2評(píng)價(jià)折合的分?jǐn)?shù)：E=50V=40G=30A=20九年級(jí)分別完成三、四、五級(jí)2.？6.的相、。四、英語(yǔ)課程與教四、英語(yǔ)課程與教學(xué)（一，（1）（2）（3）（4）（1）（2）為（二）教學(xué)目1.同時(shí)還包括對(duì)學(xué)生端正學(xué)習(xí)目的、態(tài)度和人生觀(guān),3. 150？（三）教學(xué)方法和教學(xué)模式的確?；ㄋ模┙叹邷?zhǔn)引起注意-明確地告訴學(xué)習(xí)者教學(xué)目標(biāo)-刺激對(duì)先前學(xué)習(xí)的回憶-呈示刺激材料- 提供學(xué)（五）教學(xué)活動(dòng)的設(shè)（(六)教學(xué)評(píng)。，（(六)教學(xué)評(píng)。，形形形形（

7、七）板書(shū)設(shè)（八）練習(xí)的設(shè)（九）教學(xué)后。的。Language and Language Learning 1.Structuralviewonlanguage:The（九）教學(xué)后。的。Language and Language Learning 1.Structuralviewonlanguage:Thestructuralviewseeslanguageasalinguisticsystemmadeupofbsystems:phonological,morphological,lexical,etc.to.Thefunctionalviewseeslanguageasalinguisticsy

8、stembutalsoasameansngeractional view considers language as a communicative tool, whose main use is buildupandainlrelationsn WhataretheviewsonlanguageBehaviourist theory: Skinner：languageisalsoaformofbehavior.The key of the theory of conditioning t “you can train an animal to do anything if follow a

9、certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30)2)CognitiveNoam Chomsky：language is not a form of behaviour, it is anricateru large part of language acquisition is the learning of this system.ased system and The constructivist theory bemeaningbas

10、edonhis/herownexperient learning is a s in which the learner andwhatheorshealreadyJohn Dewey:teaching should be built based on wh learning activities.4）Socio-constructivistearners already knew and engage learners Vygotsky,1978)eraction and engagement with language in lcontextbasedontheconceptofZoneo

11、fProximalDevelopmentZPD可能發(fā)展區(qū)/3.WhatVygotsky,1978)eraction and engagement with language in lcontextbasedontheconceptofZoneofProximalDevelopmentZPD可能發(fā)展區(qū)/3.WhatarethequalitiesofagoodlanguageThe main elements of a good English teacher are ethic devotion, al qualities, al styles. (Then try to explain the

12、se three elements respectively according to your own 4.WhatisTask-basedLanguageTask-basedLanguageteachingis,infact,afurtherdevelopmentofCommunicativeTeaching.Itsharesthesamefs,aslanguageshouldbelearnedasclosesibletohowitused in real life. It has stressed the importance to combine form-focused teachi

13、ng with communication-focused teaching.WhatarethedesigningprinciplesfortheNationalEnglishCurriculumAimforeducatingallstudents,andemphasisequality-orientedearner-centredness,andrespectindividual.3)Developcompetence-basedobjectives,andallowflexibility4)Paycloseattentiontothelearnings,andadvocateexperi

14、entiallearningand5)Attach particular importance to formative assessment, and give developmentofl attention to 6)Optimize learning , ize opportunities for learning and using 6.WhataretheprinciplesoodlessonAimsmeanstherealisticgoalsforthetis, theteacherneedstohaveaclearof what he / she would like to a

15、chieve for the lesson or es are expected from Variety means planning a number of different types of activities and roducing students to a wide selection of materials eresting,motivationandnevermonotonousforthet learning is Flexibilitymeansplanningtouseanumberofdifferentmethodsandtechniquesnbeing a s

16、lave to one methodology. This will make teaching and learning more effective and more Learnabilitymeans the contents and tasks planned for the lesson should be within learning capability of the students. Of course, things should not be too easy ng tarebeyondorbelowthestudentsabilitywilldiminishtheir

17、Linkage-means the stages and the steps within each stage are planned in such a tthey are somehow linked with one another. Language3 learning needs recycling 7.Linkage-means the stages and the steps within each stage are planned in such a tthey are somehow linked with one another. Language3 learning

18、needs recycling 7.Whatarethe3Psand3-stage?The3Psreferstoion,practiceandAt the ion stage, the inwhateverwaysnew vocabulary and grammatical Atthetage,thelessonmovesfromcontrolledpracticetoguidedpracticeandtotheionofthetextwhenAt the production stage, the students are encouraged to use what they have l

19、earned practised to perform communicative tasks. The focus is on meaning languagen accurate use 3-stage is frequently adopted in reading lessons and listening lessons. It refers pre-reading,while-readingt-readingstages.Thepre-stageinvolvespreparationwork,as setting the scene, warming up, or providin

20、g key information (such as key words). while-stage ivities or t the students must perform while they are reading listening. Thet-stageprovidesachanceforstudentstoobtainfeedbackontheirperformanceat the while-stage. This last stage may also involve some follow-up activities, in which relatewhattheyhav

21、ereadorheardtotheirownlifeandusethelanguage8.Whatarethemainrolesteacherscanplaybefore,duringandaftertheBefore the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only sfullyhe/shehasconductedtheclassbutalsohowefficientthelearningactivitieshaveBased on the t the erforms in different activities during the class, defi