英語學(xué)科教學(xué)常用專業(yè)詞匯

英語教學(xué)法1語法翻譯法GrammerTranslationMethod2直接法DirectMethod3聽說法Audio-lingualMethod4情景法又稱視聽法thesituationalapproach5認(rèn)知法cognitiveapproach6交際法communicativeapproach功能法functionalapproach意念法notionalapproach功能-意念法functional-notionalapproach7任務(wù)型教學(xué)法task-basedlanguageapproach任務(wù)前Pre-task任務(wù)環(huán)task-cycle:task,planning,reporting語言聚焦languagafocus:analysis,practice(typesoftasks:brainstormingtasks；jigsawtasks;information-gaptasks;problem-solvingtasks;decision-makingtasks;opinionexchangetasks)英語語言知識(shí)教學(xué)一、語音教學(xué)teachingpronunciation語流層次的語音教學(xué)stressofsentences;rhythms;sense-groupandpause;liaisonandlossofplosion;intonationthreewaystoshowthestresspatternsofwords,phrasesandsentences:usegestures;usethevoice;usetheblackboard口語中:elisionandassimilation二、詞匯教學(xué)teachingvocabulary詞匯教學(xué)模式：PPT模式：presentation,practice,testingLBLT模式：taskbasedlanguageteachingWaysofpresentingvocabularyftrytoprovideavisualorphysicaldemonstrationtoshowmeaning.Provideaverbalcontexttodemonstratemeaning.Usesynonyms,antonyms,toexplainmeaningUselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings.Translateandexemplify.Usewordfoemationrulesandcommonaffixestobuildnewlexicalknowledgeonwhatisalreadyknown.Teachvocabularyinchunks.Thinkaboutthecontextinreallifewherethewordmightbeused.Thinkaboutprovidingdifferentcontextforintroducingnewwords.Prepareforpossiblemisunderstandingorconfusionthatstudentsmayhave.WaysofconsolidatingvocabularyLabellingSpotthedifferencesDescribeanddrawPlayagameUsewordseriesWordbingoWordassociationFindsynonymsandantonymsCategoriesUsingwordnet-workUsingtheinternetresourcesformoreideasDevelopingvocabularylearningstrategiesreviewregualryguessmeaningfromcontextorganizevocabularyeffectivelyuseadictionarymanagestrategyuse三、語法教學(xué)：teachinggrammer演繹法thedeductivemethod歸納法theinductivemethod指導(dǎo)發(fā)現(xiàn)法theguideddiscoverymethod語法教學(xué)模式：行為主義語法教學(xué)presentation,explanation,practice,assessment任務(wù)型語法教學(xué)任務(wù)準(zhǔn)備，設(shè)置語境呈現(xiàn)任務(wù)，任務(wù)執(zhí)行，匯報(bào)，聚焦練習(xí)交際型語法教學(xué)：Presentation,practice,practiceincontextPresentation,rehearsal,reportIntroduce,practice,produce/communicate語法練習(xí)方法Mechanicalpractice:substitutionaldrills;transformationdrillsmeaningfulpractice;communicativepractice四、語篇教學(xué)teachingdiscourse語篇教學(xué)方法整體教學(xué)法title,mainidea,topicsentence1Introduction(presentsituation)---backgroundinformation—topicsentence—body(supportingdetail)—shortsummary—opinion(prediction)—conclusion(suggestion/solution)—recommendation(callingforaction)2topicsentence—introduction(supportingdetail)—thesisstatement—topicsentence(majorpointone)—supportingdetail—topicsentence(majorpointtwo)—supportingdetail—conclusion(shortsummary)3generalintroductory(remarks)—introduction—(narrowingcontrollingidea)—topicsentence—supportingdetail(examples,reasons,arguments)—concludingremarks—conclusion(restatementofcontrollingidea)線索教學(xué)法5W+1H(who,when,where,why,what,how)時(shí)間順序chronologicalorder背景知識(shí)教學(xué)法段落提問教學(xué)法1關(guān)于主旨題的提問形式Thearticleismainlyabout…Themainideaofthistextmaybe…Theauthor’spurposeinwritingthistext..Whichofthefollowingisthebesttitleforthepassage?Whichstatementbestexpressthemainideaoftheparagraph?Wecansummarizethemainideathat…2關(guān)于文章細(xì)節(jié)Who,when,where,what,why,howWhichofthefollowingisNOTtrue?AccordingtothepassagewhichofthefollowingisNOTastatement?3推斷型Theauthorimpliesthat..Theauthorsuggeststhat..Thetoneofthisarticleis…Itcanbeinfferredfromthetextthat…4作者觀點(diǎn)類型的提問方式Theauthorbelievesthat…Theauthorthinksthat..Accordingtotheauthor…Theauthoragreeswith…Theauthorgiveshisopinionthat…Theauthor’spointofview…討論教學(xué)法英語語言技能教學(xué)聽力教學(xué)Threeteachingstages1pre-listeningPre-listeningactivitiesshouldaimtomotivatestudents,toactivetheirpriorknowledge,andtoteachkeywordsorkeystructurestothestudentsbeforelisteningbeginssothatstudentsareeffectively,thematicallyandlinguisticallypreparedforthelisteningtask.Predicting:teachercanhelpstudentsbyaskingleadingquestionsorlettingthemreadthecomprehensionquestionsSettingthesceneListeningforthegist:inreallifetheywillnotbeabletolistentosomethingseveraltimes.Listeningforspecificinformation:therearesituationsinreallifewherewelistenonlyforsomespecificinformationandignoretherestoftheentiremessages.2while-listeningNospecificresponse.Thiscanworkwellwithstoriesorwithanykindofmaterialsthatisintersting,humorous,ordramatic.Listenandtick.Ifallthestudentsneedtodoistickitems,thetaskwillbemucheasier.Listenandsquence.Findouttheorderofthings.Listenandact.Listenningandrespondingphysicallytocommandsordirections.Listenanddraw.Thistypeofactivityworksverywellasaninformationgapactivitybetweenpairsofstudents.Listenandfill.Allyouneedtodoistodecidewhichwordstotakeoutandreplacewithblanks.Listenandnotes.Listenerstakenoteswhilelistening.3post-readingMultiple-choicequestions.Answeringquestions.Open-endedquestionsandinferencequestionscanbeasked.Note-takingandgap-filling.Dictogloss.聽力技能訓(xùn)練活動(dòng)1辨音Identifythedifferentphonemes;Markstress,rhythm,meaninggroup,etc;Imitate;Repeat2聽主旨大意Selecttheappropriatetopic;Creatasynopsisforthelisteningmaterial構(gòu)思內(nèi)容梗概;Matchthetopic3.聽細(xì)節(jié)信息Fillinthediagram;choosetrueorfalse;answerquestions;Putsentencesinorderaccordingtothelisteningmaterial;Askquestionsaboutthemainpoints;Putpicturesinorderafterlisteningtostories;Matchingtask;dictation;drawpictures;actout4推理判斷Choosetrueorfalse;answerquestions;discussquestions5猜測(cè)詞義Askquestionsaboutwordsandphrasesinthelisteningmaterialtocheckstudents’understandingCheckstudents’comprehensionofwordmeaningsbysubstituation;Askquestionsoncontextandhelpstudentsunderstandthetargetvocabulary;Analyzethestructureofvocabulary;Analyzetheflowofthelisteningmaterial6記筆記Spotdictation,compounddictation;Fillinthediagram;fillinthetable7識(shí)別交際信息Listenandcircletheinformation;Listenandchoosetheappropriateinformation;Listenandmatchtheexplanationswiththeinformation;Listenanddiscuss口語教學(xué)口語教學(xué)方法3P模式presentation,practice,productionTBLT模式task-basedlanguageteaching:pre-task,while-task,post-task閱讀教學(xué)Threestagesofteachingreading1pre-readingactivitiesPredicting:makingreadingmoreintriguingandpurposeful.Predictingbasedonthetitle,vocabulary,theT/FquestionsSettingthescene:discussingcultured-boundaspectsofthetext,relatingwhatstudentsalreadyknowtowhattheywanttoknow,andusevisualaids(realobjects,pictures,photos,maps,video,multi-mediamaterials)Skimmning:gettingthemainideaofthetext.Scanning:locatingspecificinformation.2While-readingactivitiestraditionalexploitingways:multiplechoicequestions,T/Fquestions,openquestions,paraphrasing,andtranslation.3Post-readingactivitiesPost-readingtasksenablestudentstoproducelanguagebasedonwhattheylearned.PWP閱讀教學(xué)模式Basicskills:Skimming略讀scanning尋讀Extensivereading泛讀intensivereading精讀寫作教學(xué)Aprocessapproachtowritingcreatingamotivationtowritingbrainstormingmapping;mappinghelpssorganizeideasfreewritingoutlining;writeamoredetailedoutline.DraftingEditingRevisingProofreadingconferencing教學(xué)過程的安排Warmming-up預(yù)熱環(huán)節(jié)Leading-in課堂導(dǎo)入Presentation新知呈現(xiàn)Practice課堂操練Consolidation鞏固拓展Summaryandhomework總結(jié)與作業(yè)布置PrinciplesforgoodlessonplanningAim:thethingsthatstudentsareabletodobytheendoftheclassVarietymeansplanninganumberofdifferenttypesofactivitiesandwherepossible,introducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonou