[學習]高中英語教師培訓課件：高中英語詞匯、語法、task教學述要

1、高中英語詞匯、語法、Task教學述要,第一部分：關(guān)于評課,I. Five key issues for lesson planning1. Defining clear teaching aims and learning objectives2. Selecting suitable materials3. Selecting suitable activities/tasks4. Planning lesson phases

2、 and activities (i.e. what to do and when)5. Planning how to manage activities (i.e. how students will be organized & fully/productively engaged),II. Some common problems in classroom teaching,1. Presentation Phase

3、--Poor modeling of language--De-contextualizing the language item--Telling instead of eliciting--Emphasis on repetition/drills (parroting) without giving students enough time to think and digest--Emphasis on perform

4、ance (Performance is not the same as learning.),2. Practice PhaseUnclear instructionPoor organizationLack of language supportLack of effective monitoring (i.e. the teacher’s area of interaction with the students is l

5、imited)Emphasis on speed (i.e. activities are too rushed and superficial)Lack of error correction,3. Production PhasePseudo-production (i.e. no room for creativity)No time for the students to think and recall what th

6、ey have learntPoor preparation（i.e. no brainstorming of ideas and no language framework for the students）Absence of written tasks/work,關(guān)于Task板塊的教學,牛津高中英語Task教學要點.ppt重點：完成任務路徑：明確任務→獲取完成任務所需的信息→指導學生完成任務的具體方法（discourse

7、 framework and language support）目的與意義：在學生完成任務的過程中培養(yǎng)學生綜合運用語言的能力,第二部分：詞匯教學,牛津高中英語詞匯教學要點.pptI. 詞匯教學的問題和困難孤立教詞，講得過多，消化不良接觸少，重復少，吸收少主次不分，平均用力，負擔過重系統(tǒng)性不夠強，邊學習邊遺忘,II. 影響詞匯學習的三大因素詞匯輸入因素：頻率（frequency）語音（pronunciation: str

8、ess pattern）語境（contextualization）記憶因素：處理深度（depth of processing）詞匯網(wǎng)絡的建立（building of word net-works）文化因素:詞匯的文化內(nèi)涵差異對詞匯意義建構(gòu)的影響,III. 詞匯教學的兩種觀點,孤立主義觀點聯(lián)系主義觀點,何為“孤立主義”？,孤立主義亦稱“辭典觀”是一種把目標詞從語言中孤立出來并單獨進行學習的觀點。按照這種觀點進行的英語詞匯

9、教學，針對的是一個個孤立的英語單詞所擁有的全部相關(guān)特征。英語詞匯教學的主要內(nèi)容.doc,何為“聯(lián)系主義”？,聯(lián)系主義亦稱“篇章觀”聯(lián)系主義觀點認為，一個個孤立的英語單詞本身是沒有任何意義的，孤立的英語單詞的意義全部來源并實現(xiàn)于語境中。因此，詞匯教學應該把目標詞置身于語境中來學習；詞匯教學的內(nèi)容應該是有單詞組合而成的句子、段落和篇章。認識一個目標詞必須與其所在的具體的篇章聯(lián)系起來，學習目標單詞應該始于并終于其所在的篇章的特定意義和

10、用法。,你的觀點？,我的看法：對于高中英語教學而言，應該孤立與聯(lián)系相結(jié)合。路徑：聯(lián)系→孤立→聯(lián)系,IV. 英語詞匯學習的三維途徑,直接詞匯教學附帶詞匯學習獨立策略發(fā)展,直接詞匯教學指對詞匯進行刻意的、有針對性的專門教學，其方式通常是對詞匯的語義、語音、結(jié)構(gòu)、用法以及其他相關(guān)方面進行講解、說明、操練等。附帶詞匯學習主要指學習者在進行其他學習活動時，如看英語電影、聽英語歌、與人進行英語對話等，附帶的、自然而然地習得英語單詞。獨立

11、策略發(fā)展指學習者有意識的使用和優(yōu)化詞匯學習策略，以擴大詞匯量。,教師應該做的？,一方面，采用有效的方法進行直接詞匯教學，幫助學生掌握基本的詞匯量；另一方面，隨著學生掌握的基礎(chǔ)詞匯量的不斷擴大，鼓勵和引導學生積極主動地在各種活動中附帶習得詞匯和發(fā)展獨立策略，有效地擴大學生的詞匯量。詞匯學習策略.ppt,第三部分：語法教學,I. 牛津高中英語語法教學要點.pptII. 關(guān)于語法教學\語法教學的兩種路徑.ppt,III. What do

12、we know about the learning of grammar?,Learners receive information about language from a variety of sources in their environment and in the classroom: the teacher, the textbook, recordings, other students, reference boo

13、ks, and so on. This input has to be worked on for acquisition. It is generally acknowledged that acquisition involves the following processes:,1. Noticing2. Reasoning and hypothesizing: Reasoning deductively Anal

14、yzing contrastively Translating Transferring3. Structuring and restructuring4. Automatizing,1. Noticing,Several criteria for being noticeable: it occurs frequently, it relates to the learner’s common sense about

15、basic functions of language, and its functions are those to which a learner would be likely to pay attention. After items have been noticed and the relationship between form and meaning interpreted, these items become p

16、art of intake into the learning process. Learners then analyze the forms in order to reason out how they fit into their existing knowledge of the language.,2. Reasoning and hypothesizing,Adult learners in particular ten

17、d to use their capacity to analyze new language. They are able to see the patterns in the language, create hypotheses about the rules these patterns might demonstrate, and gradually revise their hypotheses according to n

18、ew information. They seem to use the following strategies for analyzing and reasoning about it:,Reasoning deductively: Learners apply rule they already know to working out the meaning of what they hear or to the formula

19、tion of what they want to say.Analyzing contrastively: A learner may compare his or her first and second languages and work out their similarities and differences. Translating: The learner may feel the need to translat

20、e mentally in the early and consolidation stages of foreign language learning.Transferring: Transferring is what learners do when they apply knowledge of one language to the understanding or production of another.,3. St

21、ructuring and restructuring,As learners work out new rules, these have to be integrated into the representation of English grammar they hold in their minds, and this information has to be restructured as the learner move

22、s on to another stage of development.,4. Automatizing,Once a learner can achieve regular and consistent responses in conversation to a certain type of input, then it can be said that the language involved has been automa

23、tized.,關(guān)于語法教學或?qū)W習過程的幾種看法,Rod Ellis(2002) ：為學生提供足夠的可理解性輸入→指導學生觀察、留意語篇中包含的要學的語法特征→歸納、總結(jié)→練習、使用戴煒棟（2006）認為學習者學習語法的過程如下：注意特征→提高意識→比較（語外、語內(nèi)）→建構(gòu)假設(shè)→檢驗假設(shè)→建立內(nèi)隱知識,過程型語法教學—周遙（2008）,1、提供可理解性輸入，讓學生接觸大量的目的語形式2、加強性輸入，吸引學習者注意語法結(jié)構(gòu)3、及時

24、反饋、啟發(fā)學生分析推斷語言規(guī)律，形成關(guān)于語言形式的外顯表征4、創(chuàng)設(shè)語言輸出機會，幫助學生內(nèi)化語法規(guī)則，培養(yǎng)語感,IV. 語法教學的基本原則,1、多樣性：多樣性主要表現(xiàn)在以下兩個方面：對不同類型的項目采用不同的方法，從不同的角度和方向去教同一項目。如：名詞的數(shù)、形容詞的級宜用直觀比較法；動詞的時態(tài)宜用表演法；介詞宜用演示法；復合句可用圖示法等。,2、層次性：由表及里、由淺入深、由單項到復雜一層一層剝下去，每一層的教學都要達到一個預定的

25、指標。如：賓語從句的教學層次觀察（在全句中的位置、連詞、語序）→講連詞（從句相當于陳述句時，連詞用“that”，相當于一般疑問句時，連詞用“if/whether”，相當于特殊疑問句時，連詞用相應的疑問詞）→重點練習后兩項→介紹特殊用法,3、交際性：要有意識地把學習語法的目的引導到實用和交際方面，使學生有機會在實踐中運用，通過運用而自然掌握規(guī)則。如：教學虛擬語氣時，設(shè)置情景，讓學生以委婉的方式給別人提建議等。,4、思維性：將語法教學