千里之行，始于足下。第2頁/共2頁精品文檔推薦EnglishTeaching英語教學(xué)法教程期末考試必考的知識(shí)點(diǎn)Teachinggrammar

Grammarteachingdependsoncertainvariables(learnerandinstructional)inthelanguageteaching/learningcontext

Grammarpresentationmethods

-deductivemethod:reliesonreasoning,analyzingandcomparing

teachingprocedure:teacher’sexampleontheboard,teacher’sexplanationoftherules(instudent’snativelanguage),student’spracticeapplicationoftherules.Advantages:goodforselectedandmotivatestudents;savetimetoexplaincomplexrules;increasestudents’confidenceinexamination.Disadvantages:grammaristaughtisolatedly;littleattentionispaidtomeaning;thepracticeisoftenmechanical

-inductivemethod:teachingprocedure;authenticlanguagepresentation(givegrammarexamples);let

studentsobserve,analyse,compareexamples;helpstudentsinductgrammarrules,Advantages:inspirestudents’thinkingactivities;motivatestudents’learninginterests;grammaristaughtincontext.Disadvantages:thepresentationofgrammarismorecomplexandtimeconsumption;grammarisnottaughtdirectly;somerulescannotbeinducedeasily

-guideddiscoverymethod:Similartotheinductivemethod:thestudentsareinducedtodiscover

rulesbythemselves(similar);theprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.(different)

Implicitandexplicitknowledge:Implicitknowledgereferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort;Explicitknowledgereferstoourconsciousknowledgeaboutthelanguage.Wecantalkaboutit,analyseitandapplyitinconsciousways.Learningandacquiring(secondlanguageacquisitiontheory)

Thesynthesisapproachestogrammaticalpedagogy:

Collocational:grammarshouldbebuiltoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories.

Constructive:one’sknowledgeofgrammarisbuiltbitbybit,whichcloselymodelthewaylanguageislearnedandused.

Contextual:Elementsandstructuresaretaughtinrelationtotheircontext.Syntacticandlexicalchoicesareexplicitlyrelatedtopragmaticones,andtosocialandculturalcontexts.

Contrastive:grammarinvolvesdrawingthelearner’sattentiontocontrastthedifferencesbetweenthetargetlanguageandotherlanguage.

Grammarpractice:Pre-learning;Volumeandrepetition:Success-orientation.Heterogeneity.Teacherassistance.Interest

1.Mechanicalpractice:activitiesthatareaimedatformaccuracy.Bydoingmechanical

practice,studentspayrepeatedattentiontoakeyelementinastructure.formofpractice:Substitutionandtransformationdrills

2.Meaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedintheprocess.

3.Usingpromptsforpractice:Thepromptscanbepictures,mimes,tables,chartsorkeywords,etc.

AgoodpresentationshouldincludebothoralandwrittenandformandmeaningVisualmaterialscanaidcomprehension

It’stheteacher’sinvolvementandhisorherabilitytopersonaliseteachingandmakeactivitiesengagingthatoftenpromotessuccessfullearning.

Teachingvocabulary

Thefirstquestionneedtoknowiswhatdoesknowingawordinvolve.

Aword:knowingitspronunciationandstress;spellingandgrammaticalproperties;meaning;howandwhentouseittoexpresstheintendedmeaning(freestandingandboundmorphine)

Vocabularylearninginvolvesateleasttwoaspectsofmeaning:theunderstandingofitsdenotativeandconnotativemeaning;andunderstandingthesenserelationsamongwords

Denotativemeaningofawordoralexicalitemreferstothosewordsthatweusetolabelthingsasregardsrealobjects

Connotativemeaningofawordrefersto‘theattitudesoremotionsofalanguageuserinchoosingawordandtheinfluenceoftheseonthelistenerorreader’sinterpretationoftheword.Thiswordsthatmay

expressapositiveornegativeattitudeorsubtlefeelingstowardsomething.

Collocationsreferstowordsthatco-occurwithhighfrequencyandhavebeenacceptedaswaysfortheuseofwords.Itisbelievedthatteachingwordcollocationsisamoreeffectivewaythanjustteachingonesinglewordatatime.

Synonymsrefertoitemsthatmeanthesame,ornearlythesame.Antonymsrefertoitemsthatmeantheoppositeofaword.

Hyponymsrefertowordswhichcanbegroupedtogetherunderthesamesuperordinateconcept

ReceptiveandProductivevocabularyPassivevocabulary:thewordstheyknow.Activevocabulary:thewords

theyuse

Sothejobfortheteacheristoguidethestudentstothosewordswhichwillhelpthemtoaddtotheiractivevocabularies,andtodistinguishthosewordsfromthemuchlargernumberofpassiveitems.Atthebeginningoflanguagelearning,allthewordswhicharetaughtmustbeacquiredforactiveuse,later,atintermediateand

advancedlevels,mostofthewordsstudentsmeetwillonlybeneededforpassiveuse.Waysofconsolidatingvocabulary:labelling,spotthedifference,descibeanddraw,playagame,usewordseries,wordbingo,wordassociation,findasynonymsandantonym,categories,usingwordnet-work,usingthe

Internetresourcesforsomeideas

Developingvocabularybuildingstrategies:reviewregularly,guessmeaningfromcontext,Organizevocabulary

effectively,usingadictionary,managestrategyuse

TeachinglisteningListeningproblems:lackofteachingmaterials,bothwithprintmaterialsandaudioorvideotapes,lackofequipmentinsomeschools;lackofreal-lifesituations:lackofprofessionalqualifiedinstructors

Anumberofpeoplehavefrequentlymadethepointthatofthetotaltimeanindividualisengagedin

communication:approximately9%isdevotedtowriting,16%toreading,30%tospeaking,45%tolisteningListeningandreadingarereceptiveskills,butlisteningcanbemoredifficultthanreading.

Differentspeakersproducethesamesoundsindifferentways

Thelistenerhaslittleornocontroloverthespeedoftheinputofspokenmaterial;Spokenmaterialisoftenheardonlyonceandinmostcases，wecannotgobackandlistenagainaswecanwhen

weread;

Thelistenercannotpausetoworkoutthemeaningoftheheardmaterialascanbedonewhenreading;Speechismorelikelytobedistortedbythemediawhichtransmitsoundsorbackgroundnoisethatcanmakeit

difficulttohearclearly;Thelistenersometimeshastodealsimultaneouslywithanothertaskwhilelistening,suchasformalnote-taking,writingdowndirectionsormessagesfromtelephonecalls,oroperatingwhilelisteningtoinstructions.Characteristicsofthelisteningprocess,formalorinformal?rehearsedor

non-rehearsed?canthelistenerinteractwiththespeakerornot?

Listeningcharacteristics:Spontaneity,Context,visualclues,listener’s

response,speaker’sadjustment

Listeningpurpose:forsocialreasons,toobtainandexchangeinformation

Principlesandmodelsofteachinglistening

Focusonprocess:(theyhavetohearwhatisbeingsaid,theyhavetopayattentionandconstructa

meaningfulmessageintheirmindbyrelatingwhattheyheartowhattheyalreadyknow;it’salsopossibletohearpeopletalkingwithoutpayingattention;wealsoknowthatifwedon’thaveenoughpreviousknowledgeofwhat

isbeingsaid,it’smoredifficulttomakesenseofwhatissaid)Combinelisteningwithotherskills;Focusonthecomprehensionof

meaning;GradedifficultylevelappropriatelyDesigninglisteningactivity:giveaclearpurpose,aspecifictask,anappropriatecontextfordoingthemBottom-upmodel:Listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognitions.In

otherwords,‘weuseinformationinthespeechitselftotrytocomprehendthemeaning’Listenersconstruct

meaningofwhat