英語(yǔ)學(xué)科教學(xué)常用專業(yè)詞匯

1、 英語(yǔ)教學(xué)法1語(yǔ)法翻譯法 Grammer Translation Method2直接法 Direct Method3聽(tīng)說(shuō)法 Audio-lingual Method4情景法 又稱視聽(tīng)法 the situational approach5認(rèn)知法 cognitive approach6交際法 communicative approach 功能法functional approach 意念法 notional approach 功能-意念法 functional-notional approach7 任務(wù)型教學(xué)法 task-based language approach 任務(wù)前Pre-task 任務(wù)

2、環(huán)task-cycle :task, planning, reporting語(yǔ)言聚焦 languaga focus: analysis, practice(types of tasks:brainstorming tasks；jigsaw tasks;information-gap tasks;problem-solving tasks;decision-making tasks;opinion exchange tasks)英語(yǔ)語(yǔ)言知識(shí)教學(xué)一、 語(yǔ)音教學(xué)teaching pronunciation 語(yǔ)流層次的語(yǔ)音教學(xué) stress of sentences; rhythms ;sense-g

3、roup and pause ;liaison and loss of plosion ;intonationthree ways to show the stress patterns of words, phrases and sentences:use gestures; use the voice; use the blackboard口語(yǔ)中: elision and assimilation二、詞匯教學(xué)teaching vocabulary 詞匯教學(xué)模式： PPT模式：presentation, practice, testing LBLT模式：task based language

4、 teachingWays of presenting vocabularyf1. try to provide a visual or physical demonstration to show meaning.2. Provide a verbal context to demonstrate meaning.3. Use synonyms, antonyms, to explain meaning4. Use lexical sets or hyponyms to show relations of words and their meanings.5. Translate and e

5、xemplify.6. Use word foemation rules and common affixes to build new lexical knowledge on what is already known.7. Teach vocabulary in chunks.8. Think about the context in real life where the word might be used.9. Think about providing different context for introducing new words.10. Prepare for poss

6、ible misunderstanding or confusion that students may have.Ways of consolidating vocabulary1. Labelling2. Spot the differences3. Describe and draw4. Play a game5. Use word series6. Word bingo7. Word association8. Find synonyms and antonyms9. Categories10. Using word net-work11. Using the internet res

7、ources for more ideasDeveloping vocabulary learning strategies1. review regualry2. guess meaning from context3. organize vocabulary effectively4. use a dictionary5. manage strategy use三、語(yǔ)法教學(xué)： teaching grammer演繹法 the deductive method歸納法 the inductive method指導(dǎo)發(fā)現(xiàn)法 the guided discovery method語(yǔ)法教學(xué)模式：行為主義

8、語(yǔ)法教學(xué) presentation, explanation, practice, assessment任務(wù)型語(yǔ)法教學(xué) 任務(wù)準(zhǔn)備，設(shè)置語(yǔ)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(yǔ)法教學(xué)：Presentation, practice, practice in contextPresentation, rehearsal, reportIntroduce, practice, produce/communicate語(yǔ)法練習(xí)方法Mechanical practice: substitutional drills; transformation drillsmeaningful practice;

9、 communicative practice四、語(yǔ)篇教學(xué)teaching discourse 語(yǔ)篇教學(xué)方法整體教學(xué)法 title, main idea, topic sentence1 Introduction (present situation)-background informationtopic sentencebody (supporting detail)short summaryopinion (prediction)conclusion (suggestion/solution)recommendation (calling for action)2 topic sente

10、nceintroduction (supporting detail)thesis statementtopic sentence( major point one)supporting detailtopic sentence(major point two)supporting detailconclusion(short summary)3 general introductory(remarks)introduction(narrowing controlling idea)topic sentencesupporting detail(examples, reasons, argum

11、ents)concluding remarksconclusion(restatement of controlling idea)線索教學(xué)法 5W+1H (who, when, where, why, what, how) 時(shí)間順序 chronological order背景知識(shí)教學(xué)法段落提問(wèn)教學(xué)法1 關(guān)于主旨題的提問(wèn)形式The article is mainly aboutThe main idea of this text may beThe authors purpose in writing this text.Which of the following is the best t

12、itle for the passage?Which statement best express the main idea of the paragraph?We can summarize the main idea that2 關(guān)于文章細(xì)節(jié)Who, when, where, what, why, howWhich of the following is NOT true?According to the passage which of the following is NOT a statement?3 推斷型The author implies that.The author su

13、ggests that.The tone of this article isIt can be infferred from the text that4 作者觀點(diǎn)類型的提問(wèn)方式The author believes thatThe author thinks that.According to the authorThe author agrees withThe author gives his opinion thatThe authors point of view討論教學(xué)法 英語(yǔ)語(yǔ)言技能教學(xué)一、 聽(tīng)力教學(xué)Three teaching stages1 pre-listening Pr

14、e-listening activities should aim to motivate students, to active their prior knowledge, and to teach key words or key structures to the students before listening begins so that students are effectively, thematically and linguistically prepared for the listening task.(1) Predicting : teacher can hel

15、p students by asking leading questions or letting them read the comprehension questions(2) Setting the scene(3) Listening for the gist: in real life they will not be able to listen to something several times.(4) Listening for specific information: there are situations in real life where we listen on

16、ly for some specific information and ignore the rest of the entire messages.2 while-listening(1) No specific response. This can work well with stories or with any kind of materials that is intersting, humorous, or dramatic.(2) Listen and tick. If all the students need to do is tick items, the task w

17、ill be much easier.(3) Listen and squence. Find out the order of things.(4) Listen and act. Listenning and responding physically to commands or directions.(5) Listen and draw. This type of activity works very well as an information gap activity between pairs of students.(6) Listen and fill. All you

18、need to do is to decide which words to take out and replace with blanks.(7) Listen and notes. Listeners take notes while listening.3 post-reading(1) Multiple-choice questions.(2) Answering questions. Open-ended questions and inference questions can be asked.(3) Note-taking and gap-filling. (4) Dicto

19、gloss.聽(tīng)力技能訓(xùn)練活動(dòng)1 辨音Identify the different phonemes;Mark stress, rhythm, meaning group, etc;Imitate; Repeat2 聽(tīng)主旨大意Select the appropriate topic;Creat a synopsis for the listening material構(gòu)思內(nèi)容梗概;Match the topic3. 聽(tīng)細(xì)節(jié)信息Fill in the diagram; choose true or false; answer questions; Put sentences in order ac

20、cording to the listening material;Ask questions about the main points;Put pictures in order after listening to stories;Matching task; dictation; draw pictures; act out4推理判斷Choose true or false; answer questions; discuss questions5 猜測(cè)詞義Ask questions about words and phrases in the listening material t

21、o check students understandingCheck students comprehension of word meanings by substituation;Ask questions on context and help students understand the target vocabulary;Analyze the structure of vocabulary;Analyze the flow of the listening material6 記筆記Spot dictation, compound dictation;Fill in the d

22、iagram; fill in the table7 識(shí)別交際信息Listen and circle the information;Listen and choose the appropriate information;Listen and match the explanations with the information;Listen and discuss二、 口語(yǔ)教學(xué)口語(yǔ)教學(xué)方法3P模式 presentation, practice, productionTBLT模式 task-based language teaching: pre-task, while-task, pos

23、t-task三、 閱讀教學(xué)Three stages of teaching reading1 pre-reading activities(1) Predicting: making reading more intriguing and purposeful.Predicting based on the title, vocabulary, the T/F questions(2) Setting the scene: discussing cultured-bound aspects of the text, relating what students already know to

24、what they want to know, and use visual aids (real objects, pictures, photos, maps, video, multi-media materials)(3) Skimmning: getting the main idea of the text.(4) Scanning: locating specific information.2 While-reading activities traditional exploiting ways: multiple choice questions, T/F question

25、s, open questions, paraphrasing, and translation.3 Post-reading activities Post-reading tasks enable students to produce language based on what they learned. PWP閱讀教學(xué)模式Basic skills:Skimming 略讀 scanning 尋讀Extensive reading 泛讀 intensive reading 精讀四、 寫作教學(xué)A process approach to writing1 creating a motivat

26、ion to writing2 brainstorming3 mapping ; mapping help ss organize ideas4 freewriting5 outlining; write a more detailed outline.6 Drafting7 Editing 8 Revising 9 Proofreading10 conferencing教學(xué)過(guò)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Summary and homework 總結(jié)與作業(yè)布

27、置 Principles for good lesson planningAim: the things that students are able to do by the end of the classVariety means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never m