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1、英語(yǔ)課程標(biāo)準(zhǔn)小學(xué)階段課程標(biāo)準(zhǔn)案例式解讀海南師范大學(xué)關(guān)世民2022/9/16內(nèi)容概要一、了解課程標(biāo)準(zhǔn)二、英語(yǔ)課程性質(zhì)的變化三、了解我們的教學(xué)對(duì)象四、英語(yǔ)課程理念的變化五、加深理解英語(yǔ)課程目標(biāo)六、了解英語(yǔ)課程的分級(jí)目標(biāo) 七、分析有效教學(xué)案例 一、了解課程標(biāo)準(zhǔn)1. 堅(jiān)持一個(gè)核心理念 Language use: Language skills, Language knowledge, Affect, Learning strategies, Cultural Awareness 強(qiáng)調(diào)語(yǔ)言教學(xué)應(yīng)進(jìn)一步從重視語(yǔ)言知識(shí)的傳授轉(zhuǎn)向?qū)W(xué)生綜合語(yǔ)言運(yùn)用能力的培養(yǎng)綜合語(yǔ)言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識(shí)語(yǔ)言技能語(yǔ)言
2、知識(shí)國(guó)際視野祖國(guó)意識(shí)合作精神自信意志興趣動(dòng)交際策略資源策略調(diào)控策略認(rèn)知策略跨文化交際文化理解文化知識(shí)話題功能語(yǔ)法詞匯語(yǔ)音寫讀說(shuō)聽(tīng)英語(yǔ)課程總目標(biāo)二、了解英語(yǔ)課程性質(zhì) 英語(yǔ)課程不再是單純的工具性課程,而是具有工具性和人文性雙重性質(zhì)的課程. 什么樣的課程是工具性課程? 什么樣的課程是人文性課程? 工具性人文性英語(yǔ)課程的性質(zhì) (2011) 英語(yǔ)課程承擔(dān)培養(yǎng)學(xué)生基本英語(yǔ)素養(yǎng)和發(fā)展學(xué)生思維能力的任務(wù),即學(xué)生通過(guò)英語(yǔ)課程掌握基本的英語(yǔ)語(yǔ)言知識(shí),發(fā)展基本的聽(tīng)說(shuō)讀寫技能,初步形成用英語(yǔ)與他人交流的能力,進(jìn)一步促進(jìn)思維發(fā)展,為繼續(xù)學(xué)習(xí)英語(yǔ)和用英語(yǔ)學(xué)習(xí)其他相關(guān)科學(xué)文化知識(shí)奠定基礎(chǔ)。(專業(yè)素質(zhì):語(yǔ)言知識(shí)和語(yǔ)言技能)
3、就工具性而言英語(yǔ)課程的性質(zhì) (2011) 英語(yǔ)課程承擔(dān)著提高學(xué)生綜合人文素養(yǎng)的任務(wù),即學(xué)生通過(guò)英語(yǔ)課程能夠開(kāi)闊視野,豐富生活經(jīng)歷,形成跨文化意識(shí),增強(qiáng)愛(ài)國(guó)主義精神,發(fā)展創(chuàng)新能力,形成良好的品格和正確的人生觀與價(jià)值觀。(人文素質(zhì),解決有知識(shí)沒(méi)文化的問(wèn)題) 就人文性而言三、知曉課程目的1、激發(fā)興趣、培養(yǎng)積極態(tài)度、建立初步的自信心2、培養(yǎng)一定的語(yǔ)感和良好的語(yǔ)音、語(yǔ)調(diào)基礎(chǔ)3、初步形成用英語(yǔ)進(jìn)行簡(jiǎn)單日常交流的能力4、為進(jìn)一步學(xué)習(xí)打下 良好的 基礎(chǔ)The focus of ELT is from how to teach to how to learn.Student-centeredness 2022/
4、9/168四、小學(xué)英語(yǔ)課應(yīng)遵循的幾個(gè)原則1.在總體教學(xué)目標(biāo)上要重興趣、成就感、自信心2.在課程實(shí)施上要重語(yǔ)言環(huán)境、頻率、效率3.在教學(xué)模式與方法上要重體驗(yàn)、實(shí)踐、參與、創(chuàng)造4.在語(yǔ)言教學(xué)目標(biāo)上要重語(yǔ)感、語(yǔ)音語(yǔ)調(diào)基礎(chǔ)和交流能力。5.在教學(xué)評(píng)價(jià)上要重態(tài)度、參與、努力程度和 交流能力。2022/9/169五、了解我們的教學(xué)對(duì)象1. 兒童是如何學(xué)習(xí)母語(yǔ)的模仿父母和家人的話語(yǔ)通過(guò)不斷重復(fù)通過(guò)唱歌和朗誦詩(shī)文通過(guò)聽(tīng)故事通過(guò)父母糾正話語(yǔ)通過(guò)自言自語(yǔ)通過(guò)表演節(jié)目通過(guò)談?wù)搱D畫通過(guò)看電視卡通畫通過(guò)和人說(shuō)話通過(guò)玩游戲2022/9/162.兒童學(xué)習(xí)外語(yǔ)的方法應(yīng)該和母語(yǔ)相似(語(yǔ)境缺乏)-look and say -lis
5、ten to -sort or set -match -choose -read silently -do as you say -perform/act out -write or copy-imagine guess -compare -draw and describe -recite/memorize-count spell orally -chant and sing -repeat2022/9/163.設(shè)計(jì)兒童學(xué)習(xí)英語(yǔ)教學(xué)活動(dòng)的原則(1)Children learn best when they are feeling happy and secure.(Affect filter
6、)(2)Children are naturally imaginative,active,and creative.(3)Learning is collaborative,not adult driven,but they can understand with the mothers help.(4)兒童通過(guò)有組織的參與學(xué)習(xí)活動(dòng)進(jìn)行學(xué)習(xí),他們?cè)诮處煹闹笇?dǎo)鼓勵(lì)下獲得學(xué)習(xí)樂(lè)趣與體驗(yàn)。2022/9/16(5)當(dāng)兒童的身體活動(dòng)和腦力活動(dòng)得到充分調(diào)動(dòng)時(shí),學(xué)習(xí)效果最好。(6)兒童需要給予足夠的機(jī)會(huì),不斷重復(fù)所學(xué)的相類似的內(nèi)容,才能夠掌握學(xué)習(xí)。(7)兒童的有效學(xué)習(xí)不是互動(dòng)學(xué)習(xí)本身,而是互動(dòng)學(xué)習(xí)的質(zhì)量。
7、(8)語(yǔ)言學(xué)習(xí)可以看做是兒童學(xué)習(xí)自律行為發(fā)展的手段。(9)協(xié)商是兒童有效學(xué)習(xí)的原則。這八條原則是我們?cè)O(shè)計(jì)兒童外語(yǔ)學(xué)習(xí)的理論依據(jù),你認(rèn)為哪些是最重要的?為什么?2022/9/16六、小學(xué)英語(yǔ)教學(xué)目標(biāo)與要求小學(xué)英語(yǔ)教學(xué)的兩個(gè)級(jí)別的要求1、小學(xué)三、四年級(jí)達(dá)到一級(jí)要求2、小學(xué)五、六年級(jí)達(dá)到二級(jí)要求3、有條件的地區(qū)可以超過(guò),有困難的地區(qū)經(jīng)批準(zhǔn) 可適當(dāng) 降低要求2022/9/1614(一)一級(jí)語(yǔ)言技能目標(biāo)要求 1. 聽(tīng)、做能根據(jù)聽(tīng)到的詞語(yǔ)識(shí)別或指認(rèn) 圖片 或 實(shí)物能聽(tīng)懂課堂指令并做出 相應(yīng)的 反應(yīng)能根據(jù)指令做事情,比如指圖片、涂顏色、畫圖、 做動(dòng)作、做手工等能在圖片和動(dòng)作的提示下聽(tīng)懂小故事并做出反應(yīng) In
8、put-Intake-Output2022/9/16152.說(shuō)、唱能聽(tīng)懂錄音并模仿(Imitation)能互相問(wèn)候(Greeting as a habit)能交流簡(jiǎn)單的個(gè)人信息,如姓名、年齡等 (Exchange information - information gap)能表達(dá)簡(jiǎn)單的情感和感覺(jué),如喜歡和不喜歡 (Express likes and dislikes - Do you like me?)2022/9/1616能夠根據(jù)表演猜意思、說(shuō)詞語(yǔ)(guessing)能唱簡(jiǎn)單的英文歌曲15-20首,說(shuō)歌謠15-20首能根據(jù)圖、文說(shuō)出 單詞 或 短語(yǔ) (words and phrases)20
9、22/9/16173.玩、演能用英語(yǔ)做游戲并在游戲中用英語(yǔ)進(jìn)行交流能做角色表演(role play)能表演英語(yǔ)歌曲及簡(jiǎn)單的童話劇,如小紅帽等2022/9/16184.讀、寫能看 圖 識(shí) 字能在指認(rèn)物體的前提下認(rèn)讀所學(xué)詞語(yǔ)能圖片的幫助下讀懂英語(yǔ)小故事能正確書寫 單詞 和 句子2022/9/1619 5. 視 聽(tīng)能看懂語(yǔ)言簡(jiǎn)單的英語(yǔ)動(dòng)畫片或程度相當(dāng)?shù)慕虒W(xué)節(jié)目。視聽(tīng)時(shí)間每學(xué)年不少于10小時(shí)(平均每周20-25分鐘)2022/9/1620(二)二級(jí)語(yǔ)言技能目標(biāo)要求 一級(jí)目標(biāo)要求是按照: 聽(tīng)、做/說(shuō)、唱/玩、演/讀、寫/視聽(tīng) 來(lái)分別進(jìn)行要求的 二級(jí)目標(biāo)要求則是按照: 聽(tīng)/說(shuō)/讀/寫/玩、演、視聽(tīng) 來(lái)分別
10、進(jìn)行要求的2022/9/1621小學(xué)英語(yǔ)教學(xué)二級(jí)要求1.聽(tīng)能在圖片、手勢(shì)的幫助下,聽(tīng)懂語(yǔ)速較慢但語(yǔ)調(diào)自然的 話語(yǔ)或錄音材料能聽(tīng)懂簡(jiǎn)單的配圖小故事能聽(tīng)懂課堂活動(dòng)中簡(jiǎn)單的提問(wèn)能聽(tīng)懂常用指令和要求并做出適當(dāng)?shù)姆磻?yīng) Show your appropriate reactions to what students say.2022/9/1622exampleT So, have you seen “The Sound of Music”?S1 Yes, but only on television.T And what about you?S2 No, I dont like musicals.T Oh
11、, dont you? Have you seen it, S3?S3 Yes, I have 18 times.T Yes, and what about you, S4?2022/9/1623 The teachers response to S2 is goodit is natural and gives the students a chance to notice a typical feature of active listening. (Oh, dont you?). The teachers reaction to S3, however, is a disaster fo
12、r two important reasons: 2022/9/1624A teacher could only react so automatically if he or she was not listening. Realizing that you are not listening has a strong de-motivating effect on students.b. The teacher missed a wonderful opportunity to demonstrate in a natural context the intonation appropri
13、ate to expressing surprise. (18 times! Why? Or What on earth for? ).2022/9/1625If you are surprised, shocked, curious, doubtful, etc. make sure you show it in your general reaction, in what you say, and in how you say it. 2022/9/1626 Encourage other students to show their reactions too. Such reactin
14、g develops an important language skillthe active role of the listener in a conversationand makes both the language and your lessons more alive for students.2022/9/16272.說(shuō)能在口頭表達(dá)中做到發(fā)音清楚、重音正確、語(yǔ)調(diào)達(dá)意(Dont explain intonation, demonstrate-Sorry)能就所熟悉的個(gè)人和家庭進(jìn)行簡(jiǎn)單對(duì)話能恰當(dāng)運(yùn)用一些最常用的日常套話 (如問(wèn)候、告別、致謝、致歉等)能在教師的幫助下講述小故事20
15、22/9/16283.讀能認(rèn)讀所學(xué)詞語(yǔ)能根據(jù)拼讀規(guī)則讀出簡(jiǎn)單的單詞能讀懂教材中簡(jiǎn)單的要求或指令能讀懂問(wèn)候卡等中的簡(jiǎn)單信息能借助圖片讀懂簡(jiǎn)單的故事或小短文,養(yǎng)成按意群閱讀的習(xí)慣能正確朗讀所學(xué)故事或短文 bottom up and top down2022/9/16294.寫能根據(jù)要求為圖片、實(shí)物等寫出簡(jiǎn)單的標(biāo)題或描述能模仿范例寫句子能寫出簡(jiǎn)單的問(wèn)候語(yǔ)寫句子時(shí)能正確使用大小寫字母和標(biāo)點(diǎn)符號(hào)2022/9/16305.玩、演、視聽(tīng)能按要求用英語(yǔ)做游戲能在教師的幫助下表演小故事或童話劇能表演歌謠或簡(jiǎn)單詩(shī)歌30-40首(含一級(jí)要求)能唱英文歌曲30-40首能看懂英文動(dòng)畫片和程度相當(dāng)?shù)挠⒄Z(yǔ)教學(xué)節(jié)目,每學(xué)年不
16、少于10小時(shí)(平均每周不少于20-25分鐘)2022/9/1631(三)小學(xué)英語(yǔ)語(yǔ)言知識(shí)目標(biāo)(二級(jí))1.語(yǔ)音知道錯(cuò)誤的發(fā)音會(huì)影響交際知道字母名稱的讀音了解簡(jiǎn)單的拼讀規(guī)律了解單詞有重音語(yǔ)音清楚,語(yǔ)調(diào)自然 2022/9/16322.詞匯學(xué)習(xí)有關(guān)本級(jí)話題范圍的600700個(gè)單詞和 50個(gè)左右的習(xí)慣用語(yǔ)了解單詞是由字母構(gòu)成的。 2022/9/16333.語(yǔ)法知道名詞有單復(fù)數(shù)形式知道主要人稱代詞的區(qū)別知道動(dòng)詞在不同情況下會(huì)有形式上的變化了解表示時(shí)間、地點(diǎn)和位置的介詞了解英語(yǔ)簡(jiǎn)單句的基本形式和表意功能 2022/9/16344.功能了解問(wèn)候、告別、感謝、致歉、介紹、請(qǐng)求等 交際功能的基本表達(dá)形式 2022
17、/9/16355.話題能理解和表達(dá)有關(guān)下列話題的簡(jiǎn)單信息:數(shù)字、顏色、時(shí)間、天氣、食品、服裝、玩具、動(dòng)植物、身體、個(gè)人情況、家庭、學(xué)校、朋友、文體活動(dòng)、節(jié)日等 2022/9/1636(四)小學(xué)英語(yǔ)情感態(tài)度目標(biāo)(二級(jí))有興趣聽(tīng)英語(yǔ)、說(shuō)英語(yǔ)、背歌謠、唱歌曲、講故事、做游戲等樂(lè)于模仿,敢于開(kāi)口,積極參與,主動(dòng)請(qǐng)教 2022/9/1637(五)小學(xué)英語(yǔ)學(xué)習(xí)策略目標(biāo)(二級(jí))積極與他人合作,共同完成學(xué)習(xí)任務(wù)主動(dòng)向老師或同學(xué)請(qǐng)教制訂簡(jiǎn)單的英語(yǔ)學(xué)習(xí)計(jì)劃對(duì)所學(xué)習(xí)內(nèi)容能主動(dòng)練習(xí)和實(shí)施在詞語(yǔ)與相應(yīng)事物之間建立聯(lián)想2022/9/1638在學(xué)習(xí)中集中注意力嘗試閱讀英語(yǔ)故事及其他英語(yǔ)課外讀物積極運(yùn)用所學(xué)英語(yǔ)進(jìn)行表達(dá)和交流
18、注意觀察生活或媒體中使用的簡(jiǎn)單英語(yǔ)能初步使用簡(jiǎn)單的學(xué)生英漢詞典 2022/9/1639(六)小學(xué)英語(yǔ)文化意識(shí)目標(biāo)(二級(jí))知道英語(yǔ)中最簡(jiǎn)單的稱謂語(yǔ)、問(wèn)候語(yǔ)和告別語(yǔ)對(duì)一般的贊揚(yáng)、請(qǐng)求等做出適當(dāng)?shù)姆磻?yīng)知道國(guó)際上最重要的文娛和體育活動(dòng)知道英語(yǔ)國(guó)家中最常見(jiàn)的飲料和食品的名稱2022/9/1640知道主要英語(yǔ)國(guó)家的首都和國(guó)旗了解世界上主要國(guó)家的重要標(biāo)志物, 如:英國(guó)的大本鐘等了解英語(yǔ)國(guó)家中重要的節(jié)假日 2022/9/16411-2級(jí)聽(tīng)的主要教學(xué)活動(dòng)舉例2022/9/16聽(tīng)前活動(dòng)聽(tīng)的活動(dòng)聽(tīng)后活動(dòng)熱身活動(dòng);熟悉話題;熟悉相關(guān)詞語(yǔ)和句型;接受背景信息;提出需要解決的問(wèn)題;明確具體任務(wù)。聽(tīng)信息,排順序;聽(tīng)信息,辯
19、實(shí)物;聽(tīng)并畫圖;聽(tīng)并制作;聽(tīng)并填空;聽(tīng)寫;聽(tīng)指令,完成系列動(dòng)作;聽(tīng)并選擇;聽(tīng)并匹配。口頭回答問(wèn)題;模擬語(yǔ)音語(yǔ)調(diào);背誦或復(fù)述所聽(tīng)內(nèi)容;作出書面回應(yīng);在教師指導(dǎo)下總結(jié)要點(diǎn);表達(dá)個(gè)人感受和觀點(diǎn)。ListeningWhat does Danny like to wear? A B C DA,CBrainstorm Game!Colour: redClothes: shirtWeather: sunnyPair Work!A: What do you like to wear?B: I like to wear(colour)(clothes)A: What dont you like to wear?
20、B: I dont like to wearA: What do you like to wear on a (_cold/sunny_) day?B: I like to wear Pair Work!1-2級(jí)說(shuō)的教學(xué)活動(dòng)舉例說(shuō)前活動(dòng)說(shuō)的活動(dòng)說(shuō)后活動(dòng)激活表達(dá)動(dòng)機(jī)呈現(xiàn)情景與環(huán)境熟悉話題和語(yǔ)境語(yǔ)言準(zhǔn)備明確對(duì)話任務(wù)表演情景對(duì)話模擬情景對(duì)話角色表演簡(jiǎn)單演講簡(jiǎn)短報(bào)告講簡(jiǎn)單小故事接續(xù)故事復(fù)述故事相互補(bǔ)充信息畫出角色簡(jiǎn)圖列出要點(diǎn)詞匯寫出要點(diǎn)形容詞故事變圖畫Welcome to the clothes shop!not go well withgo well withGo well with or not
21、go well with?I think her skirt goes well with her blouse. His skirt doesnt go well with his jacket.七、小學(xué)英語(yǔ)教學(xué)的基本模式 Learning/Teaching by doing, demonstration, imitating, drawing, singing, doing games, doing things! Not just by memorizing!2022/9/16521. 全身反應(yīng)法(TPR)Total physical response 是指像幼兒學(xué)習(xí)母語(yǔ)的過(guò)程一樣,通過(guò)
22、身體運(yùn)動(dòng)學(xué)習(xí)外語(yǔ)的一種方法。 2022/9/1653 主要優(yōu)點(diǎn): 1. 優(yōu)先發(fā)展學(xué)生的聽(tīng)力 2. 聽(tīng)力訓(xùn)練和身體動(dòng)作相結(jié)合;說(shuō)的練習(xí)適當(dāng)推遲 3. 用歸納法教語(yǔ)法 4. 教師要耐心、寬容,允許學(xué)生犯語(yǔ)言錯(cuò)誤 5. 教師要成為導(dǎo)演,想方設(shè)法最大限度地增加學(xué)生接觸 語(yǔ)言的機(jī)會(huì) 6. 學(xué)生要成為演員,注意觀察,依令而行 7. 可根據(jù)學(xué)生的反應(yīng)及時(shí)調(diào)整練習(xí)的節(jié)奏2022/9/1654小學(xué)英語(yǔ)教學(xué)起始階段,聽(tīng)做領(lǐng)先(TPR)Watch and listenListen and numberLook and act2022/9/1655Basic principles of TPRComprehensib
23、le( understandable) input Languages are best learned when the learner receives lots of comprehensible (understandable) input. Silent periodDelayed production in which they learn to understand and respond to parts of the language without attempting to speak it.2022/9/1656主要缺點(diǎn):1、強(qiáng)調(diào)聽(tīng)說(shuō),但對(duì)于如何培養(yǎng)讀寫能力的問(wèn)題考慮欠
24、少2、以句子為教學(xué)的基本單位,重視培養(yǎng)聽(tīng)指令做動(dòng)作和說(shuō) 單句的能力,但對(duì)于作為交際活動(dòng)的重要形式對(duì)話, 有所忽視,不利于培養(yǎng)交際能力3、理論上缺乏一定的新意和深度,可以稱為一種教學(xué) 技巧,如和其他方法配合運(yùn)用會(huì)更好2022/9/1657Watch and listenListen and numberListen and sayLook and actListen and chantLook and talkAsk and answer2022/9/1658VARIATIONS OF TPR: TPR-B, TPR-O, TPR-P 1.TPR-B for TPR with body incl
25、udes everything that can be done with general body movement: stand up, sit down, turn around, turn right, turn left, lift up your arm, etc. This is best done in a room with some space to move around.2022/9/16592. TPR-O stands for TPR with objects. This is best done sitting a table that has some obje
26、cts on it. 3. TPR-P stands for TPR with pictures”. The actual physical response with pictures is fairly basic-pointing at something-but the opportunity for vocabulary acquisition is as broad as the types of pictures you can use.2022/9/16602. Task-based language teachingWhat is a task-based language
27、course?A course designed to teach learners how to do things with language in the real world outside the classroom.2022/9/1661Real-world task typesType 1: Obtaining goods and servicesExamples:Buying a pair of shoes.Finding out how to get from the classroom to the library.2022/9/1662Type 2: Socializin
28、gExamples:Finding out someones nameIntroducing a friendTelling a funny story2022/9/1663Principal 1: Introduce language in a meaningful contextPrincipal 2: Give controlled practice in meaningful contextsPrincipal 3: Move from reception ( listening and reading ) to production ( speaking and writing )2
29、022/9/1664Principle 4: Teach grammar inductivelyIn inductive learning, learners study samples of language containing the grammar rule and are guided towards an understanding of the rule or principle rather than being told by the teacher.2022/9/1665Grammar focus boxQuestionsAnswersLook!Is this your p
30、encil?Yes. Its my ruler.Its=It isIs this your book?Yes. Its my bookIs this your peach?Oh, no! Its my eraser!What color is your book?Its orange.Its + color.What color is you ruler?Its red.Whats this?Its a book.Its a + Whats that?Its a ruler.2022/9/1666Principle 5: Move from controlled to freer practi
31、ceExample:Book 1: 25Activity 1 Listen and number.Activity 2 Lets play. ( pairwork or groupwork )2022/9/1667王佐良先生: Some methods are useful to some people sometimes in some places; no method is useful to all people all times in all places. Sensible middle view2022/9/1668 課程目標(biāo)中的語(yǔ)言技能目標(biāo)都是以學(xué)生 “能夠做什么”為主要內(nèi)容
32、。 I can do it.Istudent-centered; self-confidentCanabilityDo ituse English to do things for social purposes in their daily lives2022/9/1669八、關(guān)于學(xué)習(xí)錯(cuò)誤糾正的態(tài)度The correction of mistakes Our students learn from us that making mistakes is a necessary evil and consequently feel ashamed when making mistakes , a
33、nd then had rather not speak than make a mistake.2022/9/1670 T: Do any of you have a pet at home? Ahyou have, Billy? B: Yes, er I have dog at home. Very big dog! Its nice, but once bite me here.(shows lower arm) T: Ouch, that must have hurt a lot. B: Yes, very pain. C: Yes, me too er I have dog. It
34、like my mum very much. I play with my dog often. It never bite me. T: Thank you, Carol. Who else has got a pet? 2022/9/16711. pay attention to what our students say in terms of content.show interest in what our students tell us.no need to pinpoint out students mistakes.4. fluency matters much more,
35、as long as they can express themselves properly.2022/9/16725. the only exception is when communication is affected by students linguistic mistakes.6. above all, the main aim is: communicationfluency, not accuracy.2022/9/1673 T: Do any of you have a pet at home? Ah you have, Billy? B: Yes, er I have
36、dog at home. Very big dog! T: Oh, you have a dog at home. A very big dog, you mean? B: Yes, a dog Er It is nice, but once bite me here.(shows lower arm) T: No! Bit, Billy, bit.2022/9/1674the teacher definitely does not “l(fā)isten” to Billy, and does not communicate with Billy.2. As a result, Billy will
37、 be less motivated, and even afraid to say more. 2022/9/16753. As a result, teacher and their students would not be able to build up a good relationship of mutual respect and understanding.4. Much depends on the purpose of the activity.2022/9/1676Three techniques of corrections三種糾錯(cuò)技巧 S1: My brother
38、is younger than my sister. How about yours? S2: My brother is older as my sister. T: Er(questioning look) S2: Er(pause) Oh yes, older thanmy brother is older than my sister. T: Good!2022/9/1677 T: When did you do last night? Mmm George? G: I study my homework. T: Er (worried look) G: Aah I do my hom
39、ework T: Well, What did George do? (pause) Sally? S: He did his homework. T: Yes George? G: Ahyes I did my homework.2022/9/1678 J: Last week I travel to Yunnan. T: Mmm? (questioning look) J: Last week, I travel(pause) T: Yes, Jim, you?(questioning look) J: I travel (hesitant) to Yunnan. T: Anybody? (pause) T: Last week you tra-vel(fingers up on “tra-vel- ”as one-two-three, holding the third finger) T: Really nobody? Comon T: Well, its “travelled”! Right
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