語言的呈現(xiàn)與操練.ppt

1、Jeremy Harmer: 語言呈現(xiàn)與語言練習(xí),Edited:高歌 浙江外國語學(xué)院 April. 10, 2012,PART ONE,Jeremy Harmer he can exercise for one hour every day, etc.).,How to present: Situations,We can teach preposition of movements by describing an adventure trail (Run to the tree. Climb up the rope ladder. Walk along the wall, etc.).,D

2、escribing a treasure hunt route,Fun Park Floor Plan,Pudong Airport,How to present: Situations,We can teach possessive pronouns (mine, his, yours, etc.) by describing a lost property office. The students are told what colors certain people like so that when they hear that there is a blue purse in the

3、 office, they can say Its hers.,Lost Property Office London,How to present: Stories,Stories can be used to contextualize new language. Tell the students the following story (with pictures if available): One day seven years ago, TV presenter Mary woke up late because her alarm didnt go off. She ran o

4、ut of her door and fell down the steps. A neighbor called an ambulance and Mary went to hospital. In the hospital she met a handsome doctor. She offered him a job on her TV programmer. They started to work together. They fell in love and got married. Now they have three children.,How to present: Sto

5、ries,Stories One day seven years ago, TV presenter Mary woke up late because her alarm didnt go off. She ran out of her door and fell down the steps. A neighbor called an ambulance and Mary went to hospital. In the hospital she met a handsome doctor. She offered him a job on her TV programmer. They

6、started to work together. They fell in love and got married. Now they have three children.,How to present: Stories,One day seven years ago, TV presenter Mary woke up late because her alarm didnt go off. She ran out of her door and fell down the steps. A neighbor called an ambulance and Mary went to

7、hospital. In the hospital she met a handsome doctor. She offered him a job on her TV programmer. They started to work together. They fell in love and got married. Now they have three children.,How to present: Stories,Now we ask the students to imagine if things had been different, using the 3rd cond

8、itional e.g. If Marys alarm had gone off, she wouldnt have got up late. If she hadnt got up late, she wouldnt have run out of her door, etc.,How to present: Stories,We can tell stories about our own lives and experiences to contextualize new language. The teachers story A friends story,Picture promp

9、t,How to present: Stories,We can get our students to tell stories about their lives (where appropriate) and use these stories to introduce and explain the new language.,How to present: Stories,Students can also read stories or listen to them on an audio track.,How to present: Dialogues,Dialogues can

10、 be used to introduce language. we can have two faces on the board (or show two people on the screen). We can then pretend to be each of the characters, one by one.,How to present: Dialogues,We can stand in front of each picture in turn and elicit a dialogue as in the following example: A: Would you

11、 like a drink? B: Yes, please. A: Coffee or tea? B: Coffee, please. A: Would you like milk? B: Yes, please. A: Would you like sugar? B: Yes, please. A: Here you are. B: Thanks. A: You are welcome. We will need to use Mime, Gesture and exaggerated Intonation so that students can understand what is ha

12、ppening.,How to present: Texts,Texts. Many teachers get their students to find new language in texts; they read (or listen to) a text and they study some of the language they find there.,How to present: Miming,We can mime people sleeping, having a shower, making a cup of coffee or frying an egg.,Che

13、cking meaning,At various stages during a PPP procedure, teacher can check meaning (make sure the students have understood the new structure) by asking concept questions, such as Does she get up at six oclock on Thursdays? (Yes, she does because she gets up at six oclock every day), Does she go to wo

14、rk by bus? (No, she doesnt. she goes to work by car.),Other Ways to present NL,We can change the sequence of PPP and put the production stage at the beginning (rather than at the end) of the sequence. This was once amusingly called Deep-end Strategy: like throwing people in at the deep end of a swim

15、ming pool to teach them to swim!,Other Ways to present NL,In other words, we can put the students in situations where they have to use language - and then, later, teach them the language they couldnt manage, or which they used incorrectly.,Other Ways to present NL,Some people call this procedure TES

16、T-TEACH-TEST. It has the advantage of making the students need to use the new language, and so it helps them to see what they need to learn.,Task-based strategies,Ways to introduce new language,In task-based Learning we ask students to perform tasks rather than just learn new grammar and vocabulary,

17、 and perhaps we only deal with language they had difficulty with after the task is over. From this view point, the TBLs we have done are not really TBLs!,Ways to introduce new language,In many ways TBL is like test-teach-test approach: a kind of bigger deep end strategy. What is special about TBL is

18、 that language only happens because of the task; the task comes first and the students learn language in order to do it.,Ways to introduce new language,All the ways of introducing language in this lecture are appropriate for grammar teaching or for a more Lexical approach, where we introduce vocabulary, lexical phrases in the teaching of language functions.,Lexical Approach,Ways to introduce new language,Making discoveries Many students often learn and remember new language well if they have to do some work to get it. And if they themselves have to go and look for it in discovery ac