英語二學(xué)歷-語言學(xué)的課件Introduction-and-unit

EnglishTeachingMethodologyIntroductionbyChangHongWelcomeEnglishTeachingMethodologyWe1ContentsThenameofthiscourseThenatureoflanguageteachingThesignificanceoflearningthiscourseAnoverviewofthetextbookMethodologyofEnglishTeachingandothersubjectsContentsThenameofthiscours2I.Thenameofthiscourse.1)MethodologyofEnglishTeaching2)MethodologyofEnglishteachingatmiddleschool/secondaryschool3)TEFL&TESL

TeachingEnglishasaForeignLanguage(作為外語的英語教學(xué))TeachingEnglishasaSecondLanguage

(作為第二語言的英語教學(xué))4)HowtoteachEnglish(怎樣教英語)I.Thenameofthiscourse.1)M31998年,英國著名語言教育家杰里米·哈默提出了著名的ESA語言教學(xué)理論。所謂ESA，指的是語言教學(xué)的三大要素，即“Engage（投入）”“Study（學(xué)習(xí)）”和“Activate（運(yùn)用）”。

JeremyHarmer1998年,英國著名語言教育家杰里米·哈默提出了著名的4EnglishTeachingMethodology:Itmainlystudiesthefundamentaltenets,basicprinciples,commonmethods,practicaltechniquesandpopularmeansofEnglishTeaching.II.ThedefinitionofEnglishTeaching

MethodologyEnglishTeachingMethodology:I5II.ThedefinitionofEnglishTeaching

MethodologyWhat'sEnglishteachingmethodology

atmiddleschool/secondaryschool?

EnglishTeachingMethodologyatmiddleschool/secondaryschool

isasetofmethodsusedforstudyoractioninEnglishteaching.Itisthesciencetoresearchtheteachingrulesatmiddleschool,whichwillguideourteachingtodevelopthestudents'communicativecompetence.II.ThedefinitionofEnglish6III.Thesignificanceoflearning

thiscourse.Teachingisahighlydemandedart.

(4skills:sing,play,drawandmake)

“外語教學(xué)是科學(xué)，也是技術(shù)，更是藝術(shù)。”III.Thesignificanceoflearn7DifferentkindsofteachersAnaverageteacherTELLS.普通教師告訴學(xué)生。AgoodteacherEXPLAINS.好一點(diǎn)的教師解釋給學(xué)生聽。AbetterteacherDEMONSTRATES.再好一點(diǎn)的教師演示給學(xué)生看。AgreatteacherINSPIRES.最好的老師激勵(lì)學(xué)生學(xué)。DifferentkindsofteachersAn8III.Thesignificanceoflearningthiscourse.Theaimsofthiscourse. a)toprovideyouwiththerationaleofEnglishteachingatmiddleschool,whichwillbeprovednecessaryandadvantageoustothereformofEnglishteaching. b)tohelpyoutocleartheimportanceaswellastheaimsofEnglishteachingatmiddleschoolinpresentChina.III.Thesignificanceoflearn9III.Thesignificanceoflearningthiscourse.c)toprovideyouwithchancestofamiliarizewiththegradedcontentsofthetextbooksinthejuniorsection,analysisofthetextbookandtolearnthesyllabusformiddleschoolEnglish.d)tointroducesomecommonlyusedtechniquesandmethodsadoptedinteachingpronunciation,grammar,vocabularyandthecultivationofthestudents'4skills.III.Thesignificanceoflearn10III.Thesignificanceoflearningthiscourse.e)tohelpyoutosolvesomeproblemsconcerningtheclassroominstruction(課堂教學(xué)).f)tomakesomepreparationsforthecomingteachingpractice(教學(xué)實(shí)習(xí),試教).III.Thesignificanceoflearn11IV.AnoverviewofthetextbookUnit1:HowtobeagoodteacherUnit2:HowtobeagoodlearnerUnit3:HowtomanageteachingandlearningUnit4:HowtodescribelearningandteachingUnit5:Howtodescribelanguage

英語作為外語教學(xué)的基本組成部分：1.教授主體2.學(xué)習(xí)主體3.課堂教學(xué)組織4.英語語言的教與學(xué)5.英語語言PartI:IV.Anoverviewofthetextboo12IV.AnoverviewofthetextbookPartII:Unit6:Howtoteachlanguage

Unit7:HowtoteachreadingUnit8:HowtoteachwritingUnit9:HowtoteachspeakingUnit10:HowtoteachlisteningFourskillsoflanguage:Listening,speaking,readingandwriting

Threecomponentsoflanguage:pronunciation,vocabulary,grammarIV.Anoverviewofthetextboo13PartIII:Unit11:HowtousetextbooksUnit12:HowtoplanlessonsUnit13:Whatif?IV.Anoverviewofthetextbook影響英語教學(xué)的相關(guān)因素：1.如何使用教材2.課堂教學(xué)設(shè)計(jì)3.常見問題處理PartIII:IV.Anoverviewofth14V.TherelationshipbetweenmethodologyofEnglishTeachingandtheothersubjects.Linguistics（語言學(xué)）Psychology（心理學(xué)）

Pedagogy（教育學(xué)）Philosophy（哲學(xué)）V.Therelationshipbetweenme15MethodologyLinguisticsPsychologyPedagogyPhilosophyMethodologyLinguisticsPsycholo16SomebasicknowledgeweshouldknowHowdowelearnlanguage?Whatarethecommonviewsonlanguage?Whatarethecommonviewsonlanguagelearning?Whatarethequalitiesofagoodlanguageteacher?Somebasicknowledgeweshould17Howdowelearnlanguages?LanguageacquisitionLanguagelearningHowdowelearnlanguages?Lan18Languageacquisition:

theprocesswherealanguageisacquiredasaresultofnaturalandlargelyrandomexposuretolanguage.(asubconsciousprocess)AccordingtoKrashen’sargument,acquisitionreferstothewaychildrenlearntheir

nativelanguage.

Languageacquisition:theproc19Languagelearning:

theprocesswheretheexposuretolanguageisstructuredthroughlanguageteaching.Learningisaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.

Languagelearning:theprocess20Itemsofcomparison

Learning

acquisition

Process

ConsciousExplicit(顯性的)UnconsciousImplicit(隱性的）Focus

forms

meaning

Input

selected

natural

Emphasis

accuracy

fluency

Setting

formal/controlled

informal/natural

ItemsofcomparisonLearninga211)Whatislanguage?

Togiveaconcisedefinitionoflanguagehasalwaysbeendifficultforlinguistsandphilologists.Thereisnoauthoritativeanswerhasbeengivento“Whatislanguage?”Buthereisagenerallyacceptabledefinitionoflanguage.1)Whatislanguage?22AGenerallyAcceptableDefinition

Languageisasystemofarbitraryvocalsymbolsusedforhumancommunication.語言是人類用來交際的任意性的語言符號(hào)的體系。AGenerallyAcceptableDefinit23FurtherExplanationLanguageisasystem.Languageisarbitrary.Languageisvocal.Languageissymbolic.(Wordsaresymbols.)Languageishumanspecific.FurtherExplanationLanguageis24Elementsoflanguagearecombinedaccordingtorules.e.g.1)“abcdisnotapossibleword”2)“beenbewoundedhas”isnotanacceptablesentence.Languageisa

systemElementsoflanguagearecom25Languageis

arbitrary

Nointrinsicconnectionbetweentheword“pen”andthethingweusetowritewith.Differentlanguageshavedifferentsounds(words)forthesameobject.LanguageisarbitraryNointr26Languageis

vocal

Becausetheprimarymediumissoundforalllanguages.Writing

systemscameintobeingmuchlaterthanthespokenform.Languagemustbevocal.Anymeansofcommunicationthatexistonlyinwrittenornon-vocalformcannotberecognizedaslanguage.LanguageisvocalBecauset27Languageis

symbolicEverywordwithinalanguagereferstosomethinginthenaturalorvirtualworld,althoughthewordshavebeenselectedinanarbitraryway.Wordsareassociatedwithobjects,actions,andideasbysocialconvention.LanguageissymbolicEveryw28

“Arosebyanyothernamewouldsmellassweet.”“Arosebyanyothernamewou29Languageis

humanspecific

Languageisatoolforhumancommunication.Itisdifferentfromthecommunicationsystemlikebirdsongsandbeedances.

Languageishumanspecific302)Differentviewsonlanguage:

a).thestructuralview結(jié)構(gòu)主義語言理論b).thefunctionalview功能主義語言理論c).theinteractionalview交互語言理論2)Differentviewsonlanguage31StructuralView:

Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:phonology,morphologyandsyntax.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.StructuralView:Itsee32Thestructuralview

System

of

Language3sub-systemsSoundsWordsGrammarThestructuralview

System

o33

FunctionalView:

Itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.FunctionalView:34Thefunctionalview

(Thefunctional-notionalview)

Thefunctionalviewseeslanguageasalinguisticsystem

andasameansfordoingthings.

Thefunctionalview

(Thefunc35InteractionalView:

Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.InteractionalView:It36TheinteractionalviewTheinteractionalviewseeslanguageasacommunicativetool

(tobuildupandmaintainrelationsbetweenpeople).

TheinteractionalviewTheinte37ViewsLanguageLanguagelearning

Structuralalinguisticsystemtolearnthesestructuralitems.

Functionalalinguisticsystem,meansfordoingthingstoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactional

acommunicativetoolnotonlytoknowthegrammarandvocabularyofthelanguage,butalsotoknowtherulesforusingtheminawholerangeofcommunicativecontext.ViewsLanguageLangua38FourmajorviewsonlanguagelearningBehaviouristtheory:行為主義學(xué)習(xí)理論Cognitivetheory:認(rèn)知學(xué)習(xí)理論Constructivisttheory

:建構(gòu)主義學(xué)習(xí)理論Socio-constructivisttheory：社會(huì)建構(gòu)主義學(xué)習(xí)理論Fourmajorviewsonlanguagel39Behaviouristtheory:(行為主義學(xué)習(xí)理論）

ProposedbybehaviouralpsychologistSkinner,hesuggestedthatlanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.Oneinfluentialresultistheaudio-lingualmethod（聽說法）,whichinvolvesendless“l(fā)istenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised.Behaviouristtheory:(行為主義學(xué)習(xí)理論40Thekeypointof

thetheoryofconditioningYoucantrainananimaltodoanything(withinreason)ifyoufollowacertainprocedurewhichhasthreemajorstages：stimulus,（刺激），response（反應(yīng)）andreinforcement（強(qiáng)化）.

(Harmer.1983:30)

Thekeypointofthetheoryof41TheBehaviouristtheoryStimulus

→Organism

→

ResponseBehaviorReinforcement(behaviorlikelytooccuragainandbecomeahabit)NoReinforcement(behaviornotlikelytooccuragain)TheBehaviouristtheoryStimulu42B.F.斯金納Skinner,BurrbusFrederick(1904—1990）美國心理學(xué)家。是行為主義學(xué)派最負(fù)盛名的代表人物，也是世界心理學(xué)史上最為著名的心理學(xué)家之一，直到今天，他的思想在心理學(xué)研究、教育和心理治療中仍然被廣為應(yīng)用,成為行為主義的領(lǐng)袖。

B.F.斯金納43Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItisNoamChomsky’theory.TheCognitivetheoryThetermcognitivismisoften44TheCognitivetheoryChomsky’squestion:Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?

e.g.五歲女孩：“中國隊(duì)加油！外國隊(duì)漏油！”(2005.05.05晚上9:30)TheCognitivetheoryChomsky’s45AccordingtoChomsky’stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartoflanguageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwithaknowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedtocreatetheirownsentencesbasedontheirunderstandingofcertainrules.Cognitivetheory:(認(rèn)知學(xué)習(xí)理論）AccordingtoChomsky’stheory,46艾弗拉姆·諾姆·喬姆斯基AvramNoamChomsky(1928年－)美國著名語言學(xué)家。喬姆斯基的《生成語法》被認(rèn)為是20世紀(jì)理論語言學(xué)研究上最偉大的貢獻(xiàn)。他對(duì)斯金納所著《口語行為》的評(píng)論，發(fā)動(dòng)心理學(xué)的認(rèn)知革命，挑戰(zhàn)1950年代研究人類行為和語言方式中占主導(dǎo)地位的行為主義。艾弗拉姆·諾姆·喬姆斯基47Constructivisttheory（建構(gòu)主義學(xué)習(xí)理論）LearningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandWhathe/shealreadyknows.Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.ConstructivisttheoryLearn48ReceivinginformationProcessinginformationConstructingnewmeaningsInput(listening,reading)Decoding(解碼）Relatingwhatlearnersalreadyknowwiththereceivedinformation(Listening/reading)comprehensionoutputConstructivisttheoryReceivingProcessingConstruct49

建構(gòu)主義觀點(diǎn)是由瑞士心理學(xué)家讓?皮亞杰于1966年提出的，他創(chuàng)立的學(xué)派被稱為“皮亞杰派”，是認(rèn)知發(fā)展領(lǐng)域中最有影響的學(xué)派。現(xiàn)代建構(gòu)主義的直接先驅(qū)是皮亞杰和維果茨基的智力發(fā)展理論。皮亞杰在1970年發(fā)表了《發(fā)生認(rèn)識(shí)論原理》，其中主要研究知識(shí)的形成和發(fā)展。他提出了認(rèn)識(shí)是一種以主體已有的知識(shí)和經(jīng)驗(yàn)為基礎(chǔ)的主動(dòng)建構(gòu)，這正是建構(gòu)主義觀點(diǎn)的核心所在。讓?皮亞杰（JeanPiaget，1896—1980），瑞士心理學(xué)家，發(fā)生認(rèn)識(shí)論創(chuàng)始人。

建構(gòu)主義觀點(diǎn)是由瑞士心理學(xué)家讓?皮亞50Socio-constructivisttheory

社會(huì)-建構(gòu)主義理論Itemphasizesinteractionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximalDevelopment’(ZPD,最近發(fā)展區(qū))andscaffolding(support,支架).Inotherwords,learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.Socio-constructivisttheoryIt51Itisthedistancebetweentheactualdevelopmentallevelasdeterminedby(視…而定)

independentproblemsolvingandthelevelofpotential(潛在的)

developmentasdeterminedthroughproblemsolvingunderadultguidanceorincollaborationwithmorecapablepeers.（Vygotsky1978：86）ZoneofProximalDevelopment(ZPD最近發(fā)展區(qū))Itisthedistancebetweenthe52Vygotsky維果茨基（1896-1934年）

前蘇聯(lián)著名的社會(huì)文化歷史理論的創(chuàng)始人，其理論對(duì)前蘇聯(lián)乃至世界心理學(xué)都產(chǎn)生了非常廣泛的影響。

Vygotsky維果茨基（1896-1934年53在幫助下解決問題的能力表現(xiàn)學(xué)生獨(dú)立解決問題的能力表現(xiàn)ZPD

最近發(fā)展區(qū)(ZPD)

theactualdevelopmentallevelasdeterminedbyindependentproblemsolving

thelevelofpotentialdevelopmentasdeterminedthroughproblemsolvingunderadultguidance

在幫助下解決問題的能力表現(xiàn)學(xué)生獨(dú)立解決問題的能力表現(xiàn)ZPD54Implicationsforclassroomteaching“最近發(fā)展區(qū)”的概念對(duì)于教學(xué)的意義是：課堂教學(xué)的每個(gè)環(huán)節(jié)，必須適合學(xué)生的“最近發(fā)展區(qū)”，既不消極適應(yīng)或滯后于學(xué)生現(xiàn)有的智力發(fā)展水平，也不過度超前于學(xué)生現(xiàn)有的水平。應(yīng)當(dāng)從有利于促進(jìn)學(xué)生智力發(fā)展的角度去考慮，讓學(xué)生“跳一跳摘到果子”。Implicationsforclassroomtea55TheconceptofscaffoldingoriginateswiththeworkofWood(1976).anditservesas(充當(dāng),擔(dān)任)

ametaphorforthenovice-masterinteractioninaproblem-solvingtask．Scaffolding(支架理論）Theconceptofscaffo56支架的理論依據(jù)學(xué)生發(fā)展實(shí)際發(fā)展水平潛在發(fā)展水平最近發(fā)展區(qū)學(xué)習(xí)支架支架的理論依據(jù)學(xué)生發(fā)展實(shí)際發(fā)展水平潛在發(fā)展水平最近學(xué)習(xí)支架57舉個(gè)簡(jiǎn)單的例子，雖然不能完全解釋以上四種理論，但可以有助于我們對(duì)它們的理解：

一個(gè)大人教一個(gè)兒童玩積木（行為的）一個(gè)兒童獨(dú)自玩積木（認(rèn)知的）

一個(gè)大人指導(dǎo)一個(gè)兒童玩積木（建構(gòu)的）

一個(gè)大人指導(dǎo)一群兒童玩積木（社會(huì)建構(gòu)的）舉個(gè)簡(jiǎn)單的例子，雖然不能完全解釋以58AgoodEnglishteachershould…….IV.WhatqualitiesdoyouthinkagoodEnglishteachershouldhave?AgoodEnglishteachershould59Teachersareimportant!“AteacherTakesahandOpensamindTouchesaheartShapesthefuture”

AuthorunknownTeachersareimportant!“Ateac60Thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedintothreegroups:ethicdevotion(道德奉獻(xiàn))professionalqualities(職業(yè)品質(zhì))personalstyles(個(gè)人風(fēng)格)Thereareavarietyofeleme61Ethicdevotionwarm-hearted,hardworking,responsible，enthusiastic,caring,kind,well-preparedEthicdevotionwarm-hearted,62Professionalqualities

Resourceful,well-informed(博識(shí)的),professionallytrained,creativeProfessionalqualitiesResourc63

flexible,patient,humourous,attentive(專心的),dynamic(不斷變化的)(positive)Personalstyleflexible,patient,64教師的角色教師是學(xué)生成長(zhǎng)的引領(lǐng)者教師是學(xué)生潛能的喚醒者教師是教育內(nèi)容的研究者教師是教育藝術(shù)的探索者教師是學(xué)生知識(shí)建構(gòu)的促進(jìn)者教師是學(xué)校制度建設(shè)的參與者教師是校本課程的開發(fā)者教師的角色教師是學(xué)生成長(zhǎng)的引領(lǐng)者65Howtobeagoodteacher?Whatmakesagoodteacher?Howshouldtheteachertalktothestudents?Howshouldtheteachergiveinstructions?Whoshouldtalkinclass?Whatarethebestkindsoflessons?Howtobeagoodteacher?What66Whatmakesagoodteacher?

Ratethefollowingteacherqualitiesinorderofimportance?

A.Theyaregoodlooking. B.Theyareentertaining. C.Theycancontroltheclass. D.Theygiveinterestingclasses. E.Theyknowtheirstudents. F.Theycankeepcontrol. G.Theypreparewell. H.Theyknowtheirsubject.Whatmakesagoodteacher?67Representativeanswersofthestudents:

1.Theyshouldmaketheirlessonsinterestingsothatyoudon’tfallasleep.2.Ateachershouldloveherjob.Ifshereallyenjoysit,that’llmakethelessonsmoreinteresting.3.Iliketheteacherwhohashisownpersonalityanddon’thideitfromthestudentssothatheisnotonlyateacherbutapersonaswell--anditcomesthroughthelessons.4.Iliketeacherswhohaslotsofknowledge,notonlyofhissubject.5.AgoodteacherisanentertainerandImeanthatinapositivesense,notanegativeone.Representativeanswersofth686.Itisimportantthatyoucantalktotheteacherwhenyouhaveproblemsandyoudonnotgetalongwiththesubject.7.Agoodteacherissomebodywhohasanaffinity(親合力)withthestudentstheyareteaching.8.Agoodteachershouldtryanddrawoutthequietonesandcontrolthemoretalkativeones.9.Sheshouldbeabletocorrectpeoplewithoutoffendingthem.10.Agoodteacherissomeonewhohelpsratherthanshouts.11.Agoodteacherissomeonewhoknowsournames.Conclusion:Goodteacherscaremoreabouttheirstudentslearningthantheydoabouttheirownteaching.6.Itisimportantthatyouca69Howshouldteacherstalktostudents?Ratethefollowingstatements:Ateachershouldspeakveryslowlyandclearlytotheirforeign-languagestudents.Teachersshouldalwaysusewell-constructedsentenceswhentheyspeaktotheirstudents.Teachersshouldspeaktotheirstudentslikeparentstalktotheiryoungchildren.Teachersshouldspeaknormallytotheirstudents-asiftheyweretalkingtotheirownfriends.Teachersshouldonlysaythingstostudentswhichthestudentswillunderstandtotally.Howshouldteacherstalktost70Howdoparentstalktotheirchildren?1.Theyusemoreexaggerated(夸張的)tonesofvoice.2.Theyspeakwithlesscomplexgrammaticalstructures.3.Theyrestricttheirvocabulary.

4.Theymakemoreeyecontact.5.Theyusemorebodylanguages.Howdoparentstalktotheirc711.Theyadaptingtheirlanguagetothelevelofthestudents.2.Theyusephysicalmovement.3.Theynaturallyshowtheirhappinessandsadness.Howdoexperiencedteacherstalktothestudents?Howdoexperiencedteachersta72Howshouldnewteacherstalktothestudents?1.Doastheexperiencedteachersdo.2.Newteachershouldconcentratetheirfocusontheirstudents’comprehension.3.Howtheteacherstalktotheirstudentsisoneoftheteachingskill,soitiscrucialforthenewEnglishteacherstotrainit,practiceit.4.Ithelpswhenthenewteachersusethewrittendialoguesinsteadoftheoralonesafterclass.Howshouldnewteacherstalkt73Howshouldteachersgiveinstructions?(2)Twogeneralrulesforgivinginstructions:(1)asap (2)logicalHowshouldthenewteachersgiveinstructions?(1)Beforegivinginstructions,askingthefollowings:a.WhatistheinformationIamtryingtoconvey?b.Whatmustthestudentsknowiftheyaretocompletetheactivitysuccessfully?c.Whichinformationdotheyneedfirst?d.Whichshouldcomenext?(2)WhilegivinginstructionsCheckwhetheryouareunderstoodornot.Howshouldteachersgiveinstr74Whoshouldtalkininclass?Thestudentsshouldtalkinclass:

(1)ItisimportanttogettheSstotalk,byusingthelanguagetheyhavelearned.(2)Ssarethepeoplewhoneedpractice.Theteachershouldtalkinclass:

(1)Ssshouldbeexposedtothelanguage.(2)Comprehensibleinputisanimportantfeatureinlanguageacquisition.Whoshouldtalkininclass?Th75Whoshouldtalkininclass?Conclusion:

(1)GoodteachersmaximizesSTTandminimizesTTT.(2)ThebestlessonsareoneswhereSTTismaximizes,whereteacherstalkattheappropriatetime.(3)GoodteacherusetheircommonsenseandexperiencetogetthebalancebetweenTTTandSTT.Whoshouldtalkininclass?Co76Whatarethebestkindsoflessons?Whatarethegreatestenemiesinteachinginclass?WhatmakestheSsbored?Howtomakethelessonssuccessfully?

(1)Breakingtherules（打破常規(guī)）(2)GivingtheSsastar(3)StimulatingtheSswithvarieddiets(unexpectedvariety)（課堂活動(dòng)的新奇性）(4)Avoidingtoomuchchoppingandchanging(predictablesafety)(課堂模式的可預(yù)測(cè)性)Whatarethebestkindsofles77Class

isoverThankyou!ClassisoverThankyou!78

SummaryofUnit1ViewsonlanguageThestructuralview,thefunctionalview,andtheinteractionalview.ViewsonlanguagelearningBehaviouristtheory,Cognitivetheory,Constructivisttheory

and

Socio-constructivisttheory.SummaryofUnit1Viewsonlan79QualitiesofagoodlanguageteacherEthicdevotion,professionalquality,andpersonalstyle.ThethreestagesofbecomingagoodlanguageteacherStageI:languagedevelopmentStageII:professionaldevelopmentStageIII:professionalcompetence

SummaryofUnit1Qualitiesofagoodlanguaget80Howshouldteachersgiveinstructions?Whichofthefollowings,doyouthink,isgood?

1.NowIwantyoutoworkinpairs…yes(gesturing)…that’sright…youtwo…youtwo…youtwo.Good.Nowlistencarefully.Iwantyoutoreadthistext(holdingupthebookandpointingtoit)onpage26andanswerthequestions…OK?2.OK,thisisthedeal-andIhopeyoureallyenjoythis‘cosIspentmuchtimeplanningit,youknow?Ithoughtyoucouldprobablysolveaccessthisgrammarproblemyourselves,bylookingitupinyourbookingroups.OK?3.(Sittingatdesk)Openyourbooksonpage26.Whattheanswertothequestion1?4.(Holduplargepicture)Right,we’regoingtodosomethingabitdifferentnow.Nowaskmequestionsaboutthepicture(Pointingtothepicture)…questionswith“what”…Anybody?Yes,Tim,please!Howshouldteachersgiveinstr81Whatarethebestkindsoflessons?Pleasecompletethefollowings:

1.WhenIwasatschool,thebestlessonswere…2.ThebestlessonIhaveeverobservedwas….3.IthinkthebestkindlessonsthatIcangiveare…Scorethefollowings:

1.GoodTskeepthestudentsguessingwhattheyaregoingtodonext.2.TheworstkindofTistheonewhodoesthesamethingeveryclass.3.GoodTsalwayslooksmart.4.GoodTsarealwaysinteresting.

Whatarethebestkindsofles82Whoshouldtalkinclass?Choosetheonewhichissuitabletoyou:

1.Inclass,Itakeupmostofthetime,reading,organizinganddoingexplanations,butthestudentsseemtohavedifficultytounderstand.2.Inclass,inordertomakethestudentsdowhatIsaid,IhavetouseChineseregularly.3.Inclass,mystudentsoccupymostoftheclasstime,theyhavemorethan3chancestopractice(say)whattheyarerequiredopenly.4.Iusuallyoffersomeminutestomakethestudentstotalk,buttheycannotutteraword,letalong(更不用說)tosayasentenceoraparagraph.5.ItalldependswhatkindsoflessonsIamconducting.Whoshouldtalkinclass?Choos83Whatisabestteacher?|CompletethefollowingsentenceaboutyouWhenIwasatschool,thebestteacherwas…ThebestteacherIevermetis…ThebestEnglishteacheris…IthinkthebestEnglishteachershouldbe…IwanttobeanEnglishwho…Whatisabestteacher?|Compl84CraftModel(技藝模式）Appliedsciencemodel（應(yīng)用科學(xué)模式）Theapprentice-expertmodellearn-thetheory-and-then-apply-itmodelV.Howcanonebecomeagoodlanguageteacher?CraftModel(技藝模式）Appliedscien85Areyoureadyforyourfutureteaching?thewould-beteachersIV.Whatisagoodlanguageteacher?Areyoureadyforyourfuture86EnglishTeachingMethodologyIntroductionbyChangHongWelcomeEnglishTeachingMethodologyWe87ContentsThenameofthiscourseThenatureoflanguageteachingThesignificanceoflearningthiscourseAnoverviewofthetextbookMethodologyofEnglishTeachingandothersubjectsContentsThenameofthiscours88I.Thenameofthiscourse.1)MethodologyofEnglishTeaching2)MethodologyofEnglishteachingatmiddleschool/secondaryschool3)TEFL&TESL

TeachingEnglishasaForeignLanguage(作為外語的英語教學(xué))TeachingEnglishasaSecondLanguage

(作為第二語言的英語教學(xué))4)HowtoteachEnglish(怎樣教英語)I.Thenameofthiscourse.1)M891998年,英國著名語言教育家杰里米·哈默提出了著名的ESA語言教學(xué)理論。所謂ESA，指的是語言教學(xué)的三大要素，即“Engage（投入）”“Study（學(xué)習(xí)）”和“Activate（運(yùn)用）”。

JeremyHarmer1998年,英國著名語言教育家杰里米·哈默提出了著名的90EnglishTeachingMethodology:Itmainlystudiesthefundamentaltenets,basicprinciples,commonmethods,practicaltechniquesandpopularmeansofEnglishTeaching.II.ThedefinitionofEnglishTeaching

MethodologyEnglishTeachingMethodology:I91II.ThedefinitionofEnglishTeaching

MethodologyWhat'sEnglishteachingmethodology

atmiddleschool/secondaryschool?

EnglishTeachingMethodologyatmiddleschool/secondaryschool

isasetofmethodsusedforstudyoractioninEnglishteaching.Itisthesciencetoresearchtheteachingrulesatmiddleschool,whichwillguideourteachingtodevelopthestudents'communicativecompetence.II.ThedefinitionofEnglish92III.Thesignificanceoflearning

thiscourse.Teachingisahighlydemandedart.

(4skills:sing,play,drawandmake)

“外語教學(xué)是科學(xué)，也是技術(shù)，更是藝術(shù)。”III.Thesignificanceoflearn93DifferentkindsofteachersAnaverageteacherTELLS.普通教師告訴學(xué)生。AgoodteacherEXPLAINS.好一點(diǎn)的教師解釋給學(xué)生聽。AbetterteacherDEMONSTRATES.再好一點(diǎn)的教師演示給學(xué)生看。AgreatteacherINSPIRES.最好的老師激勵(lì)學(xué)生學(xué)。DifferentkindsofteachersAn94III.Thesignificanceoflearningthiscourse.Theaimsofthiscourse. a)toprovideyouwiththerationaleofEnglishteachingatmiddleschool,whichwillbeprovednecessaryandadvantageoustothereformofEnglishteaching. b)tohelpyoutocleartheimportanceaswellastheaimsofEnglishteachingatmiddleschoolinpresentChina.III.Thesignificanceoflearn95III.Thesignifi