教師資格證講課課件

中學(xué)教師資格證面試指南

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.*一、常見(jiàn)教學(xué)法二、教案編寫(xiě)三、教師課堂用語(yǔ)四、面試環(huán)節(jié)五、注意事項(xiàng).*一、常見(jiàn)教學(xué)法CommunicativeLanguageTeaching.*DefinitionCLTisonepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse.ThegoalofCLTistodevelopstudent’scommunicativecompetence.Itincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations..*TheoryInternationalViewConstructivistTheory.*Characteristics①Theroleoftheteacher(facilitator,manager,advisor)②Theroleofthelearner(negotiator,communicator,contributor,independent)③CharacterizeoftheCommunicativeApproach(Emphasisonlearningtocommunicativeinthetargetlanguage,theintroductionofauthentictextsintoleaningprocessitself,makinguseoflearner’sownpersonalexperiences).*.*.*Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.PrinciplesofCLT.*Communicativeactivities

Littlewood(1981):Functionalcommunicativeactivities;IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequenceorlocationetc.Socialinteractionalactivities.

Role-playingthroughcueddialoguesRole-playingthroughcuesandinformationLarge-scalesimulationactivitiesImprovisation(即興表演)etc..*TeachingProcess

Theteachersgivethestudentsatask,whichneedstheircollectiveworkandsharetheirinformation,andsothattheycansolveaproblemorreachadecision,forexample,thestudentsareputintosmallgroupstofindouttheirrealschoollifeandtheidealone..*First,putthestudentsintoseveralgroups.Then,theteachertellsthemthatheisgoingtogiveeveryoneaquestionnaire,whichtheyshouldfillin.Thishedoesbyaskingtheotheroneinthegroup.

Hereisthequestionnaire:QUESTIONNAIRESuchas:1.Whattimedoesyourschooldaystart?2.Whattimedoesyourfirstclassbegin?3.Doyouthinkthatistooearlyortoolate?4.Howlongdoyoustayinyourschool?.*Afterthestudentshavecompletedthistask,theteacherreadafeedbacksessionbyaskingsomequestions,letthestudentsgivetheiranswers.Exercisessuchastheseareoftenincrediblyproductiveintermsoftheamountoflanguagestudents’use..*

Task—BasedLanguageTeaching.*DefinitionTask-basedLanguageTeaching（TBLT）referstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage.learningbydoing.*TheoryInternationalViewConstructivistTheory.*FeaturesofaLanguageLearningTask

ContextProductPurposeProcessofdoing/thinkinginEnglishSkills&knowledge情景成果目的過(guò)程語(yǔ)言知識(shí)語(yǔ)言能力.*JaneWillis’(1996)

TBLframeworkPre-taskLanguagefocusTaskcycle.*Pre-taskIntroductiontotopicandtaskTexplainsthetopic,Highlightsusefulwordsandphrases,helpsSsunderstandtaskinstructions,andprepare.Ssmayheararecordingofothersdoingasimilartask..*TaskcycleSsmaynowheararecordingofothersdoingasimilartaskandcomparehowtheyalldidit.TaskSsdothetask,inpairsorsmallgroups.Tmonitorsfromadistance.PlanningSspreparetoreporttothewholeclass(orallyorinwriting)howtheydidthetask,whattheydecidedordiscovered.ReportSomegroupspresenttheirreportstotheclass,orexchangewrittenreports,andcompareresults..*LanguagefocusAnalysisSsexamineanddiscussspecificfeaturesofthetextortranscriptoftherecording.AnalysisTconductspracticeofnewwords,phrasesandpatternsoccurringinthedata,eitherduringoraftertheanalysis..*Pre-taskIntroductiontotopicandtaskLanguagefocusAnalysis&practice:Review&repeattask.TaskcycleTaskPlanningReportSsheartaskrecordingorreadtextPPPPresentationofsingle‘new’itemPracticeofnewitem:drillsexercises,dialoguepracticeProductionActivity,roleplayortasktoencourage‘free’useofL..*Advantages1.TBLTstressedthestudents’learning,thetaskscancontributetowhole—persondevelopment.2.Theattentiontostudents’needs,interestsandabilitiesmeansthatweshouldvaryourteachingstylestotakeaccountofthedifferentlearningways3.haveabalancebetweenthefocusonholisticcommunicationandthefocusonform4.TBLTisaveryflexibleformofteachingandlearning.*Disadvantages1、Itmaynotbeeffectiveforpresentingnewlanguageitems2、Teachershavetopreparetask—basedactivitiesverycarefully3、Cultureoflearning4、Levelofdifficulty.*二、教案編寫(xiě)1、設(shè)計(jì)思路（教材分析：上什么教材、哪一課、哪一部分；重、難點(diǎn)：這一單元講什么你講的這一部分重難點(diǎn)是什么？教學(xué)目標(biāo)：達(dá)到怎樣的目標(biāo)包括學(xué)習(xí)技能、情感態(tài)度、學(xué)習(xí)方法、文化知識(shí)等。）2、教案編寫(xiě)（1、教學(xué)內(nèi)容（教材分析學(xué)生分析）2、教學(xué)目標(biāo)3、教學(xué)重、難點(diǎn)4、教學(xué)方法5、學(xué)習(xí)策略6、教學(xué)工具7、教學(xué)步驟）.*1.Teachingcontent:

Reading:

ThirdPeriodofUnit9Technology2.TeachingObjectitives

(1)Knowledgeobjectivea.ProvideSssomeinformationaboutthecellphoneb.Learnnewwordsandexpressions:toothpick,agreement,disagreement,disagree,absolutely,depend,begoodat,insideout(2)Competenceobjectivea.EnableSstofindtheanswersinthetextquicklyandcorrectly.b.helpSstofindthemainideaofeachparagraph.(3)Affectobjective:MakeSsknowhowtousethegoodeffectsofthenew-technologytoolsindailylife.Unit9Technology.*3.Teachingkeypoints

教學(xué)重點(diǎn)

LetSslearntohowtoimprovetheirabilityTeachingdifficultpoints

教學(xué)難點(diǎn)Howtogetthemainideaofthetextandeachparagraphquicklyandcorrectly.4.Teachingmethods

教學(xué)方法CommunicativeapproachTBLTapproach5.LearningStrategiesCoorperativelearningIndependentlearning.*6.Teachingaids(AtelephoneSomepictures)7.TeachingproceduresStep1GreetingsStep2Leading-inStep3While-reading1.Fastreading2、CarefulreadingStep4Post-readingStep5GroupDiscussionStep6Homework.*三、教師課堂用語(yǔ)Goodmorning/afternoon,class./boysandgirls.Who’dliketoanswerthequestion?

Whocananswerthequestion?

Whoknowstheanswer?Youranswerisverygood!(Iadmireyourwork.)Nicegoing!(Youmakeagreatprogress.)Whatabrightidea!Thankyou.leaseshow