初中英语教学相关问题探讨.ppt

,单击此处编辑母版标题样式,*,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,初中英语语言教学相关,问题探讨,华中师范大学外国语学院,舒白梅,教学质量=,学生+教材+环境+教法,教师,1 +2 +4 +3,N,一、外语教师的素质,1、建立英语教育信念，树立科学的教育观,2、与英语教学相关的知识,3、英语教师应具备的能力,1.,建立英语教学信念，树立科学的教育观,信念制约着教师的行为，比如，,教师若把学生看作知识的接受者，他就会单纯向学生传授知识；,若把学生看成合作伙伴，他就会吸引学生参与学习内容与活动的决策。,这里涉及到诸如如何看待学生，如何看待教育，如何看待知识与能力，情感因素及教师的角色等问题。,2、英语教师应具备的知识,（1）普通文化知识,（2）英语学科知识,（3）一般教学法知识,（4）英语教学论知识,（5）个人实践知识,3、英语教师应具备的能力,（1）英语教育能力,（2）英语作为交际语言和作为教学语言的运用能力,（3）课堂教学能力和教材处理能力,（4）创造、鉴别、运用英语教学方法和手段的能力,（5）洞察、协调能力和科研能力,（6）健康的个性心理,善于合作交流的工作风格,良好的心理承受力,宽容、谦逊的品质,4.,健康的个性心理,二、英语教学方法,1、传统派：语法翻译法 直接法,听说法 认知符号学习法,2、人文派：沉默法，集体语言学习法,暗示法，全身反应法,3、交际派：任务型教学法，活动教学法，,自然法,三、环境问题,1、语言环境,2、教育环境,3、语言教学环境,四、教材,1、,现行教材特点,2、教材分析,3、教材重组,1.21,世纪英语教材的特点,1,更符合社会发展的要求和学生的兴趣,-,教学内容有时代气息,-,注重学科融合,-,更有利于学生思想素质和人人素质的提高,2,加大了信息量和容量,-,话题内容有所增加,-,词汇量有所增加,-,听读写的时间量增加,-,配套的教学资源更丰富,3,突出语言运用：功能、结构、话题相结合,-,任务型教学：如，读课文后划出路线图,-,以话题为核心，如，学校生活，友谊,-,从活动中体验：遵循：“知识,-,技能,-,经验”的过程,-,语言知识系统有所加强,4,注意智力开发，培养思维、创造和自主,学习能力,-,有弹性、灵活性较大,-,提供了评价系统,2.,教学中处理教材的一般程序,1,、教材分析,2,、教材重组,备课时要考虑如下几方面的问题：,教学目的,教学活动,教学手段,预期问题与困难,五、学生,1、构成动机的因素,探索需求,控制需求,活动需求,刺激需求,知识需求,自我提高需求,2、激发动机的教学策略,期望激励,目标激励,及时反馈,评价激励,成功体验,竞争合作,提高诱力,引起好奇,积极归因,兴趣迁移,六、教学方法与技巧,语音教学,词汇教学,语法教学,技能教学,教学反馈,The art of teaching is the art of assisting discovery.,6.1 The teaching of pronunciation,Objectives:phonological competence:,a),The ability to recognize and discriminate significant sound features.,b),The ability to produce intelligible and acceptable sounds,both segmentally and prosodically.,c),The ability to interpret written language phonologically,as in reading aloud,and to recreate spoken language graphically,as in written from dictation and note-taking.,Perception and production,in teaching pronunciation and intonation,Implicit:,exposure-imitation-speech training-practical phonetics,Explicit:,practical phonetics-speech training-imitation -exposure,Intonation,eg.Yes.-low rise=Go on.,-high rise=Is that so?,-high fall=Thats right.,-fall rise=It may be so.,-rise fall=Of course it is so.,Pitch:Pitch range can be high,mid,or low.,high key-for emphasis,contrast,mid key-expected,neutral,low key-low information,Rhythm,e.g.1.,You can find it.,You can find it in the encyclopedia.,You can find it in the encyclopedia in the library.,2.,See the breeze teasing the tree,Weaving the leaves or shaking them free,Tossing fleece of sheep,that keep,On peacefully feeding,half asleep.,Situation 1,A and B are invited to Cs house.,C is most welcoming.,A is delighted to be there,but B is reluctant and rude.,C:How nice of you to come!,A:Hello!,B:,Hello.,C:Do come into the drawing room.,A:Thank you!,B:,Oh.,C:Do have some tea,wont you?,A:Id love to.,B:,OK.,C:Indian or Chinese?,A:Indian,please.,B:,China.,Situation 2,A bored,overworked immigration officer at an airport(role A)and a tired,hungry,bad-tempered traveler(role B),Situation 2,A handsome young man(role A)and an attractive foreign girl(role B)in a disco.,A:Whats your name?,B:Monika Simonson.,A:Where are you from?,B:Sweden.,A:What are you doing here?B:Im on holiday.,A:How long are you staying?,B:Six weeks.,6.2 Vocabulary:What it means to know a word?,a.recognize it in written and spoken form;,b.recall it at once;,c.relate it to appropriate object or concept;,d.use it in appropriate grammatical form;,e.use it in correct collocation;,f.use it at appropriate level of formality;,g.pronounce it in a recognizable way;,h.spell it correctly;,i.be aware of its connotation.,Vocabulary:Why do we forget?,One theory of forgetting suggests that information stored in the memory falls into disuse unless it is activated fairly regularly.This is called the,decay theory,.,In opposition to this theory is the notion of,cue-dependent forgetting,which asserts that information does in fact persist in the memory but we may be unable to recall it.In other words,the failure is one of retrieval rather than storage.,One final point about forgetting is the rate at which we forget.It is generally believed that of the information we get,80%is lost within 24 hours of initial learning.,Organization-the key to memory,New knowledge is most effectively absorbed when it is associated to the already known,and when the appropriate conceptual framework or schemata are activated in the mind of the learner.Schemata are structured frameworks of knowledge,about the world and about the language.,We cant do without memorization,but we should try not to use it all the time.If vocabulary is presented in a meaningful context,in an interesting way,if students have the chance to work out meaning for themselves,to practice using words in real situations,if they are exposed to new words frequently and not allowed to forget them,the role of memory will be much reduced.,Practical implications,1.,meaningful tasks,2.,guided discovery,3.,imagery,4.,rote learning,5.,recycling,6.,written storage system for learners,General principles for vocabulary teaching,-Teach spoken form first;,-Teach words in context;,-Teach lexical items rather than individual words;,-Present words in a memorable way;,-Revise often;,-Check understanding.,Grouping of items of vocabulary,There are three general categories:,Semantic fields,:e.g.types of fruit;differences of degree.e.g.human age:baby-child-teenager-adult,Phonological sets,:“word families”,i.e.derivatives,e.g.biology,biologist,biological,Grammatical sets,:,a)grammatical similarity,b)notional similarity,e.g.He is likely to;Its bound to;,There is a good chance that;,e.g.to begin with,in the second place,last of all,6.3 What does grammar learning involve?,Intake:notice and re-notice-structure and restructure-proceduralization,The gradual proceduralization of language is promoted through experience of language use and motivated by communicative need,enabling us to signal useful meanings which recur frequently.,How to organize grammar teaching?,1.,Presentation,:begin by presenting the class with a text in which the grammatical structure appears.The aim is to get the learners to perceive the structure-its form and meaning-in both speech and writing and to take it into short-term memory.,2.,Isolation and explanation,:focus on the grammatical items themselves to see what rules govern them.The objective is for learners to understand the various aspects of the structure:form,meaning and function.,3.,Practice,:consists of exercises done both in the classroom and for home assignments,whose aim is to cause the learners to absorb the structure thoroughly;,4.,Test:,The main objective is to provide feedback.,Grammar Practice activities,Two essential characteristics of a good language-practice task:,a clear objective and,active language use,e.g.An information-gap activity:,Find out people who have/has:,-be to Hong Kong,-study under Professor Liu,-meet someone with the name“Happy,-suffer from frostbite,-borrow books from the National library,-visit the Great Wall,-swim in the Yangtze River,-read a novel by James Joyce,etc.,6.4 A checklist for communicative activities,1.Purpose,-Does the activity have a communicative purpose?,-Are learners aware of learning purpose?,2.Authenticity,-Is the activity concerned with real language in real situations?,-Is the language authentic in sense of what a native speaker might say,3.Discourse,-Does the activity demand that learners operate with stretches of language bigger than sentences?,4.Information gap,-Cognitive:facts;opinions,etc.,-Affective:emotions,attitudes,etc.or no gap,5.Choice,-Do learners have a choice about what to say and how to say it?,6.Feedback,-Does the activity allow feedback to learner?,7.Degree of learner involvement,-Use of group and pair work,-Activity demands problem solving.,-Under what degree of learner control,8.Significance of mistakes,-Limited significance in relation to the communicative purpose of activity,-High significance in relation to the learning of language forms through the activity,9.Content,-Does the language used have real and significant content?,-or is it selected merely to exemplify a category(structure,function,etc.),What is a good grammar teacher,?,1.Be capable of putting across a sense of how,grammar interacts with the lexicon,as a communicative system.,2.Be able to analyze the grammatical,problems,that learners encounter.,3.Have the ability and confidence to,evaluate,the use of grammar,especially by learners,against,criteria,of accuracy,appropriateness and expressiveness.,4.Be aware of the,contrastive relations,between native language and foreign language.,5.Understand and implement the processes of,simplification,by which overt knowledge of grammar can best be presented to learners at different,6.5 Developing receptive skills,Predictive skill;,Extracting specific information;,Getting the general picture,;,Inferring opinion and attitude;,Deducing meaning from context;,6.Recognizing function and discourse patterns and markers.,Bottom-up and Top-down Model,The,bottom-up,processing model assumes that listening is a process of,decoding,the sounds that one hears in a linear fashion,from the smallest meaningful units to complete texts.,The alternative,top-down,view,suggests that the listener actively,reconstructs the original meaning,of the speaker using incoming sounds as clues.In this reconstruction process,the speaker,uses prior knowledge,of the context and situation within which the listening task takes place to make sense of what he hears.,Schema theory,The knowledge we carry around in our heads is organized into interrelated patterns.They are like stereotypical mental scripts or scenarios of situations and events,built up from numerous experiences of similar events.,In short,schema theory is based on the notion that,past experiences lead to the creation of mental frameworks that help us make sense of new experiences.,Content schemata,include cultural knowledge,topic familiarity,and previous experience with a field.,Formal schemata,have to do with peoples knowledge of discourse forms:text type,rhetorical conventions,and the structural organization of prose.,Native Speaker Listening Comprehension,Expectation,:interpreting a message by using previous knowledge and contextual clues,Recognition,:know which are central and which are peripheral,Reducing the load,:processing information by chunking,and prediction,channeling our attention to specific parts,Selection,:selecting the more important or new information,Listening to a Foreign Language,Speech is not usually very organized and may contain redundancy,hesitation,ungrammatical utterances and sudden changes of topic.,The listener cannot look back at what he has heard,and cannot control the content or speed.,The listeners vocabulary is limited,fails to recognize the signals,or discourse markers in speech.,-lack of cultural knowledge of the target language.,-lack of attentiveness,motivation,interest in and knowledge of the topic,etc.,Principles of developing Listening Skills,Lessons must have definite goals,carefully stated.,be constructed with careful step-by-step planning.,should demand active overt student participation,provide a communicative urgency,should stress conscious memory work,should“teach”,not“test”,Students shouldnt have to do too much writing,activity should be realistic,Schema-building tasks should precede the listening,Strategies should be incorporated into the materials.,Understanding reading comprehension,We use knowledge of the language and knowledge of the world to get at meaning;,We read for meaning by using the minimum number of clues;,Reading is an active and interactive process;,Reading is a creative art.More is contributed by the reader than the text;,Reading is a selective process.It involves partial use of available language clues.,Cognitive and affective dimensions of reading comprehension,1.,literal comprehension,:focus on ideas and information explicitly stated in the selection;,2.,reorganization,:to analyze,synthesize,and/or organize ideas or information explicitly stated;,3.i,nferential comprehension,:use the ideas or information explicitly stated,his intuition and his personal experience as a base for conjectures and hypothesis;,4.,evaluation,:response from students which indicates his evaluative judgment by comparing ideas in the selection,against external and internal criteria.It deals with judgment and focuses on qualities of accuracy;,5.,appreciation:,It deals with the psychological and aesthetic impact of the selection on the reader.,6.6 Developing productive skillsPrinciples of Teaching and Learning Speaking,The students should have a desire to communicate.,They should have some kind of communicative purpose.,Their attention should be centered on the content(meaning-based)of what is being said.,They will have to deal with a variety of language rather than just one grammatical construction.,The teacher should not intervene.This would undermine the communicative purpose of the activity.,There is no material control.By restricting the students options the materials are denying the language variety characteristic of genuine communication.,6.7 Responding to Students,language production,The writing teacher should give:,positive affective feedback and,negative cognitive feedback.,She has,four basic roles:,as audience;,as assistants;,as evaluators and,as examiners:,As audience,:responding as a genuine and interested reader rather than as a judge and evaluator,to the ideas,feelings,or perceptions of students,As assistant,:The teacher works with learners to make sure the text is as effective as possible by conferencing,group writing,reformulating,peer editing,and so on.,As evaluator,:use multiple yardsticks,a text is not assessed on a single dimension but is viewed as being the result of a complex of different skills and knowledge,each making a significant contribution to the development of the whole;commenting on students performance,both strengths and weakness.,As examiner,:The teacher provides valid,reliable,practical and objective assessment,not simply a grade,and a one-word comment.,结论：处理,好几种关系,1、知识与技能的关系,2、结果与过程的关系,3、句子与语篇的关系,4、回答与提问的关系,5、讲解与探索的关系,7、终结性评价与形成式评价的关系,6、准确与流畅的关系,陶行知先生的教学做合一的思想,Education of life,：生活所原有,Education by life,：生活所自营,Education for life,：生活所必需,“教学做合一”是生活法，也是教育法，其含义是：,教的方法根据学的方法，学的方法要根据做的方法。教而不做，不能算是教；学而不做，不能算是学。教与学都以做为中心。,1,）建立教育立场下的知识观,在教育活动中，真正的知识不是一种,“,事实存在,”,，不能作为,“,展品,”,直接展示在学生面前，而是基于师生的合作而产生的,新的意义系统,。,真正的教育，,“,出发点不是知识的结构，而是知识是如何被共同活动着的人们所生产，这种观点一直关注的是师生的课堂实践,”,，并且,“,知识不再被当作是为了让教师进行分配和传递而从学术,发现者,处传递下来的私有财产，知识成为师生合作工作的产物,”,。（,麦克,杨）,2026/1/9 周五,2,）,发展性教学,A.,发展性的达成,知识的意义是由学习者自己建构起来的，知识的意义是无法通过直接传递而实现的。教学不是传递东西或者产品。要说教师在传递的话，教师充其量只是传递了语言文字符号信息，至于这些信息在学生头脑中是什么意思，最终还是由学习者决定的、建构的。,2026/1/9 周五,55,B.,深度教学：,“,4R,”,教学,Richness,丰富性教学。教学的深度、意义的层次、多种可能性；,Recursion,回归性教学。具有回归性的教学应当能使,“,一个人通过与环境，与他人，与文化的反思性相互作用形成自我感,”,；,Relations,关联性教学。知识中的联系,-,赋予知识以丰富的背景、经验和逻辑；教育活动中的知识流动，依存于特定的经验和背景。,Rigor,严密性教学。课程中内在的学术逻辑、科学观察、精确性等成分，导致解释性与不确定性的存在。,聪明,