小學英語教學法 教程教案

小學英語教學法教程教案

ACourseinPrimaryEnglishLanguageTeachingPlan

Unit1Childrenaslanguagelearners

l.TeachingAims:

Tounderstandchildrenaslanguagelearnersandknowhowtobeagoodprimary

Englishteacher.

2.TeachingContent:

l.Howdowelearnourfirstlanguage?

2.Whatarethesimilaritiesanddifferencesbetweenthelearningofafirst

languageandaforeignlanguage?

3.Whataresomeofthecharacteristicsofchildrenaslanguagelearners?

4.Howchildrenareindividualdifferencesaffecttheirlearning?

5.Whyshouldwetreatchildrenasequalhumanbeing?

6.WhatmakesagoodprimaryEnglishteacher?

3.TeachingHours:3periods

4.Teachingmaterials:

1.Textbook

2.Handoul

3.Videotape

5.TeachingMethods:

1)Lecture(Computer-aidedInstruction)

2)Demonstration

6.TeachingProcedures:

1)Informationaboutlanguageandlanguagelearning

Theviewsaboutthenatureoflanguage:Therearemanypossibletheoretical

postionsaboutthenatureoflanguage.Herearethreedifferentviewswhich

explicitlyorimplicitlyisreflectedincurrentapproachestolanguagelearning.

Thestructuralviewoflanguage

Thestructuralviewoflanguageisthatlanguageisasystemofstructurallyrelated

elementsforthetransmissionofmeaning.

a.Theseelementsareusuallydescribedasphonologicalunits(phonemes)

grammaticalunits(phrases,clauses,sentences)

grammaticaloperations(addingshiftingjoiningortransformingelements)

lexicalitems(functionwordsandstructurewords)

b.Targetoflanguagelearning

Thetargetoflanguagelearning,inthestructuralview,isthemasteryofelements

ofthissystem.

2)DifferencesandsimilaritiesbetweenlearningLIandL2

ForL2learners,thelanguageinputislimited.ThetimespentonlearningL2ismuch

shorter.Thelearningcontextisformalanderrorsareoftencorrected.Also,the

developmentofthefourskillsbeginsalmostatthesametime.Moreover,L2learners

oftendonothavetheneedtocommunicateinthetargetlanguages:therefore,thereare

fewopportunitiesfbrpupilstointeractexceptintheclassroomandlitlerealcontextfor

childrentoexperimentwiththelanguage.

However,therearesomesimilaritiesbetweenthelearningofLIandL2.Richcontext

andinput,opportunitiesforusingthelanguage,interactionwithothers,etc.areimportant

inlearninganylanguages.Teachersshouldcreateaniceenvironmentandinteresting

activitiesfurpupilslousethelanguageLudothings.

3)Multipleintelligences

Dr.HowardGardner,professorofeducationatHarvardUniversitydevelopedthetheory

ofmultipleintelligencesin1983.

Itsuggeststhateveryonehasatleastsevendifferentintelligencesandeveryoneis

differentintermsoftheintelligencestheyhave.

Therefore,teachersneedtobeawareofthedifferencesandtrytohelpdevelopeach

student'spotentialsandlearnhowtomakegooduseofthetheoryofmultiple

intelligencestomotivatestudentsinlearning.

4)TotalPhysicalResponseMethod:

Thisapproachtosecondlanguageteachingisbasedonthebeliefthatlistening

comprehensionshouldbefullydevelopedbeforeanyactiveoralparticipationffbm

studentsisexpected(justasitiswithchildrenwhentheyarelearningtheirnative

language).

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7.Homework:

I.Whataredifferencebetweenlearningthefirstlanguageandaforeignlanguage?

2.Whatarethequalitiesofagoodlanguageteacher?Towhatextenthaveyougotthese

qualities?Whatdoyouthinkyoushoulddosoastobecomeagoodteacherinthefuture?

3.Whatarethequalitiesofgoodlanguagelearner?Whatdotheysuggesttolanguage

teaching?

8.Self-assessment:

Becausestudentsarenotfamiliarwiththesetheoryonthelanguageandviewofthe

language,itisverydifficulttohelpSsunderstandit.SotrequiresTexplainitindetails

withthehelpofclearillustrationandexamplesbyusingvediotapes.Togetstudentsread

moreonlinguisticsandschoolsoflanguagemethodsisalsonecessary

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Unit2UnderstandingtheNationalEnglishCurriculum

l.TeachingAims:

Todiscussoneofthemostimportanttrendsinsecond/fbreignlanguageteachinginthepast

threedecades,thatisthepracticeofcommunicativelanguageteaching

2.TeachingContent:

l)WhyisEnglishofferedintheprimaryschool?

2)WhataretheobjectivesforprimaryEnglish?

3)HowtounderstandtherequirementofLevel12intheNationalEnglishCurriculum?

3.TeachingHours:2perods

4.Teachingmaterials:

l)Textbook

2)Handout

3)Videotape

4)Picturesandrealobjects

5.TeachingMethods:

1)Lecture(Computer-aidedInstruction)

2)Demonstration

6.TeachingProcedures

目前小學英語課程存在的主要困難與問題：

1.對課程的認識尚不統(tǒng)一；重視程度差異大；

2.地區(qū)之間、學校之間發(fā)展不平衡；

3.師資數(shù)量不足，質量急需提高；

4.課堂教學效果需要給予更多關注；

5.評價方式的改革有待進一步深化。

新課標理念：

（一）注重素質教育，體現(xiàn)語言學習對學生發(fā)展的價值

（二）面向全體學生，關注語言學習者的不同特點和個體差異

（三）整體設計目標，充分考慮語言學習的漸進性和持續(xù)性

（四）強調學習過程，重視語言學習的實踐性和應用性

（五）優(yōu)化評價方式，著重評價學生的綜合語言運用能力

（六）豐富課程資源，拓展英語學習的渠道

新課標性質：

英語學科不再是單純的工具性課程，而是一門工具性與人文性相結合的課程。

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：

英語課程承擔培養(yǎng)學生基本英語素養(yǎng)和發(fā)展學生思維能力的任務，即學生通過英語課

程掌握基本的英語語言知識，發(fā)展基本的聽說讀寫技能，初步形成用英語與他人交流

的能力，進一步促進思維發(fā)展，為繼續(xù)學習英語和用英語學習其他相關科學文化知識

奠定基礎。

人文性：

英語課程承擔著提高學生綜合人文素養(yǎng)的任務，即學生通過英語課程能夠開闊視野，

豐富生活經歷，形成跨文化意識，增強愛國主義精神，發(fā)展創(chuàng)新能力，形成良好的品

格和正確的人生觀與價值觀。

課程總目標：

綜合語言運用能力建立在語言技能、語言知識、情感態(tài)度、學習策略和文化意識等諸

方面整體發(fā)展的基礎之上。語言知識和語言技能是綜合語言運用能力的基礎；文化意

識有利于正確地理解語言和得體地使用語言；有效的學習策略有利于提高學習效率和

發(fā)展自主學習能力；積極的情感態(tài)度有利于促進主動學習和持續(xù)發(fā)展。

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情感態(tài)度

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興

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學習策略

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綜合語言運用能力際

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語言技能語言知識

語語話

聽說讀寫音法題

詞功

匯能

總體設計思路：

這一課程體系以培養(yǎng)學生的綜合語言運用能力為目標，使英語課程既重視培養(yǎng)學生

的語言基礎知識和基本技能，也注重優(yōu)化學習過程，引導學生形成有效的學習策略和

較強的文化意識，培養(yǎng)積極向二的情感態(tài)度和價值觀。

一級目標描述：

＞對英語有好奇心，喜歡聽他人說英語。

＞能根據(jù)教師的簡單指令做動作、做游戲、做事情（如涂顏色、連線）。能做簡

單的角色表演。能唱簡單的英文歌曲，說簡單的英語歌謠。能在圖片的幫助下

聽能交流簡單的個人信息，表達簡單的感覺和情感。能模仿范例書寫詞句。

＞在學習中樂于模仿，敢于表達，對英語具有一定的感知能力。

＞對學習中接觸的外國文化習俗感興趣。

一級語言技能：

聽，做

1.能根據(jù)聽到的詞語識別或指認圖片或實物；

2.能聽懂課堂簡短的指令并做出相應的反應；

3.能根據(jù)指令做事情，如指怪片、涂顏色、畫圖、做動作等；（刪除了做手工）

4.能在圖片和動作的提示下聽懂簡單的小故事并做出適當反應。

說，唱

1.能根據(jù)錄音模仿說話；

2.能相互致以簡單的問候；

3.能相互交流簡單的個人信息，如姓名、年齡等

4.能表達簡單的情感和感覺，如喜歡和不喜歡；

5.能根據(jù)表演猜測意思、說出詞語；

6.能學唱英語兒童歌曲和歌謠15首左右；

7.能根據(jù)圖、文說出單詞或短句。

玩，演

1.能在教師的指導下用英語做游戲并在游戲中進行簡單的交際;

2.能做簡單的角色表演。（刪除了表演歌曲、童話?。?/p>

讀，寫

1.能看圖識詞；

2.能在指認物體的前提下認讀所學詞語;

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3.能在圖片的幫助下讀懂簡單的小故事；

4.能正確書寫字母和單詞；

5.能模仿范例寫詞句。

視，聽

能看懂語言簡單的英文動畫片或程度相當?shù)挠⒄Z教學節(jié)目，課堂視聽時間每學年不少

于10小時（平均每周20-25分鐘）

二級語言技能：

聽

1.能借助圖片、圖像、手勢聽懂簡單的話語或錄音材料；

2.能聽懂簡單的配圖小故事；

3.能聽懂課堂活動中簡單的提問；

4.能聽懂常用指令和要求并做出適當反應。

說

1.能在口頭表達中做到發(fā)音清楚，語調基本達意；

2.能就所熟悉的個人和家庭情況進行簡短對話；

3.能運用一些最常用的日常用語（如問候、告別、致謝、道歉等）；

4.能就日常生活話題作簡短敘述；

5.能在教師的幫助和圖片的提示下描述或講述簡單的小故事。

讀

1.能認讀所學詞語；

2.能根據(jù)拼讀規(guī)律，讀出簡單的單詞；

3.能讀懂教材中簡短的要求或指令;

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4.能看懂賀卡等所表達的簡單信息；

5.能借助圖片讀懂簡單的故事或小短文，并養(yǎng)成按意群閱讀的習慣；

6.能正確朗讀所學故事或短文。

寫

1.能正確地使用大小寫字母和常用的標點符號；

2.能寫出簡單的問候語和祝福語；

3.能根據(jù)圖片、詞語或例句的提示，寫出簡短的語句。

（原為根據(jù)要求為圖片、實物等寫出簡短的標題或描述）

玩，演，視，聽

1.能按要求用簡單的英語做游戲；

2.能在教師的幫助下表演小故事或小短??；

3.能學唱簡單的英語歌曲和歌謠30首左右（含一級要求）；

4.能看懂程度相當?shù)挠⒄Z動畫片和英語教學節(jié)目，課堂視聽時間每學年不少于10小

時（平均每周20?25分鐘）。

四基之間的關系

語言技能分級標準的各個級別雖按照聽、說、讀、寫等分項進行具體描述，但它們相

互之間是密切相連、相互補充、相互促進的關系。比如二級標準圍繞“故事”設置的

目標在聽、說、讀、寫、玩演視聽等部分都有涉及，且相互照應。

功能標準

理解和運用有關下列功能的語言表達形式：問候、介紹、告別、請求、邀請、致謝、

道歉、情感、喜好、建議、祝愿等。

知識標準

理解和運用有關下列話題的語言表達形式：個人情況、家庭與朋友、身體與健康、學

校與日常生活、文體活動、節(jié)假日、飲食、服裝、季節(jié)與天氣、顏色、動物等。(刪

除了植物.玩具)

情感標準

興趣、態(tài)度、動機、自信心、自主性和意志，祖國意識，國際視野

策略標準

1.使用學習策略能夠提高英語學習的效果。

2.發(fā)展學習策略有利于學生形成自主學習的能力。

3.培養(yǎng)學習策略有利于學生實現(xiàn)個性化學習。

文化意識標準

1.文化知識——學生了解的中外文化知識。

2.文化理解一一學生對中外文化及其差異的理解過程或理解能力。

3.跨文化交際意識一一對外國文化與本國文化的異同的敏感度以及在使用外語時根

據(jù)目標語文化來調整自己的語言理解和語言產出的自覺性。

4.跨文化交際能力—根據(jù)文化環(huán)境，在理解并尊重交際雙方的文化背景的前提下，

恰當、得體地使用語言進行交際的能力。

7.Homework:

1)WhatarethebenefitsofofferingEnglishintheprimaryschool?

2)WhatshouldbetheoverallaimforEnglishlanguageteachinginChina?

3)Canyoulistsomecommunicativeactivities?Whatarethecommonfeaturesof

theseactivities?

4)WhatarethetargetrequirementsforLevels1and2?

5)Whataretheobjectivesforaffects,strategiesandcultureawareness?

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8.Self-assessment:

BecausestudentsarefamiliarwiththeEnglishclassroomjtisveryeasytohelpSs

understandit.Buttheyactuallydon'tknowhowtomanageclasseffectively.ltrequiresT

explainitindetailswiththehelpofclearillustrationandexamplesbyusingreal

examples.Togetstudentspracticemoreandtheirexperienceiscrucial.

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Unit3ClassroomManagement

l.TeachingAims:

Todiscusshowlanguageteacherscanmanagetheclassroommoreeffectivelyandefficiently

andhowtowriteagoodlessonplan.

2.TeachingContent:

Theroleoftheteacher

Howtowriteagoodlessonplan?

Disciplineinthelanguageclassroom

3.TeachingHours:4perods

4.Teachingmaterials:

1)Textbook

2)Handout

3)CAI

4)Flashcharts

5.TeachingMethods:

1)Lecture(Computer-aidedInstruction)

2)Demonstration

3)StudentsPractice

6.TeachingProcedures:

1)Crealearelaxedatmosphereintheclassroomtoachievefullstudentparticipation.

?Disciplineandfirmnessareofparamountimportanceespeciallywhenstudents

practicegroupwork.Thefriendlyrelationshipbetweenyouandtheclasshasits

vitalimpactonthestudents'attitudetowardslearningthelanguage.

2)Teacher*sapproach

Becreativebecausemuchoftheteacher'ssuccessdependsuponhis/her

imaginativepower,originalityandcreativity.Teachingismoreanartthana

science.

Beanexampleofagoodplannerandorganizer.Bydoingso,youencourageyour

studentstodeveloptheirplanningandorganizationalabilities

?Preparingthelessonsregularlyandadequatelymakesyousurefootedinthe

classroom.ltsetsyourmindateaseandmakesyourealizethemainaimofthe

lesson.Donotover-plan.Makeyourlessonplanrmativexlearand

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puqjoseful.Includevariousactivitiestosuittheindividualdifferencesinthe

classroom

?Beactive.Anactiveteachermeansanactivelesson.Avoidbeingindifferent

becausethiscreatesasortofboredomintheclassroom.

?Makeyourlessonenjoyablebecausetheabilitytoenjoyisthekeytoeffective

learning.

?Rememberthatwhatonelearnsthroughenjoyment,oneneverforgetsandits

effectonthememoryneverfades.Lackofinterestmeanslackofresponse.

3)Languageproduction

?Involveyourstudentsinauthenticcommunicationsituations,whichencouragea

continuousflowofspeech.Infact,theacquisitionofthelanguagedependson

practicingitnaturally.

?Giveyourstudentseveiypossiblechancetousethelanguage.Talkaslittleas

possibletogivethestudentstheopportunitytointeract.Donotoverteach.Make

thelessonstudentcentered,notteachercentered.

?Teachthelanguageinappropriatesocialcontexts.Relatetheworldtoasentence,

thesentencetoasituationandthesituationtoreallife.

?Usetheteachingmediaproperlytomakethelessonmoreattractiveandperceptive.

Theysavetimeandeffort.

?Useeffectivemeanstoeradicateerrors.Alwayslookatwhattheyhaveachieved

ratherthanatwhattheyhavefailedtoachieve.

?Beaccurateinevaluatingyourstudents^chievement.Themarksgivenshould

beinconformitywiththerealstandardoftheclass.

LessonPlan:

1)Whyislessonplanningnecessary?

2)Principlesfbrgoodlessonplanning

3)Macroplanningvs.microplanning

4)Componentsofalessonplan

5)Asamplelessonplan

初一英語下學期Lesson120教學設計

Step1Revision,

1.Checkhomework.

2.Singasongofyourchoosing

Step2Askandanswer

SBPage69,Part1.Practiceinpairs,talkingaboutthepeopleinthepictures.The

studentsshouldusethemodelgiven.Haveseveralpairsvolunteertotalkaboutthe

picturesfortheclass.Theymayaskasmanyquestionsastheycan,e.g.What(work)

doeshedo?Wheredoeshework?Howdoeshegotowork?Doeshelikehiswork?

What'shedoingnow?Where*shegoing?

Step3Readandwrite

l.SBpage69,Part2,SpeechCassetteLesson12O.Studentsskimthepassageforthe

mainidea.(It'sWednesdayandpeoplearegoingtotheGreatWall.Thesepeopleare

frommanycountries.)

2.Playthetape,studentslistenandrepeat.

3.Insmallgroups,handeachgroupapieceofpaperwithnowtheyaregettingonabig

bus...writtenatthetopofthepaper.Thefirstmemberofthegroupwritesasentence,

andthenpassesthepapertotheright.Thenthenextstudentwritesasentenceuntilthe

laststudentofthegroup,whowritesthelastsentenceofthestory.Theendingsdonot

necessarilyhavetobelogical.Theycanbejustfbrfun.Haveseveralgroupsvolunteer

toreadtheirendingsfbrtheclass.Forexample,thefirstpersonmaywrite,Thepeople

arewaitingonthebus.Thesecondpersoncouldwrite,Thebusdriverisnotthere,etc.

Step4Listenandanswer

SBPage70,Part3,ListeningCassetteLesson120.Letthestudentsreadthepassage

tobecompletedinWbLesson120,Ex.2.AskwhatdoesJim/LiLeilikedoing?Play

thetapeseveraltimesifnecessary.

DoEx.2orallyfirst,thenaskthestudentstofillintheblanks.

Theanswersare:dad;swimming;uncle;fishing;fish;home;dad;eat

Step5Look,askandwrite

l.SBPage70,Part4*.Readthroughthebusinesscardstogetherasaclass.Using

themodelgiven,writeaboutthefirstbusinesscardontheBbasaclass.Inpairs,

havethestudentswriteabouttheremaining3cards.

2.Havethestudentsindividuallymaketheirownbusinesscards.Collectthemand

displaythemintheclass.

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Step6Checkpoint30

Checkpoint30isNOTinthebook.Youmaytakethischancetoexplainthetenpartsof

speechofEnglishwords.Usethistimetoreviseanyparticularpointsthatyourstudents

finddifficult.Askthemiftheyhaveanyquestions.Thisisagoodwayofpreparingfor

theendofsemestertest.

Step7Workbook

SBPages152-154,WbLesson120,Exx.1and3-5.DoEx.lorallytoreviewtheverb

tensestaughtthisyear.ForEx.3havethestudentsinterviewanotherstudentintheclass

whotheydonTusuallytalkwith.Exx.4and5maybegivenashomework.Exx.6and7

areoptional.Ex.7maybeusedasanactingcontestforthelastdayofclass.Youmaygive

aprizetothebestactors.Thisisafunwaytoendschoolbeforesummerbreak.

Homework

FinishofftheWorkbookexercises.

Reviseallthelanguageitemsinthe

SB.Someideasforextrapracticeor

enrichment

1Encouragethestudentstospeak,readandlistentoasmuchEnglishastheycaneven

whentheyaren*tinschool.TheycanwatchEnglishTVprogrammers,listentoEnglish

radioorsongsontapesorCDsandstartnoticingasmanyEnglishsignsastheycanin

theirenvironment.AIlofthiswillhelpthemtolearnEnglishmoreeasily.

2Aswell,ifyouhaveanyideasofyourowntocontributetothesomeideasforextra

practiceorenrichmentsection,pleasesharethemwithus.Wehopetoprovidethe

studentswithasmanycreativeideasforlearningandpracticingEnglishaswecan!

7.Homework:

1)Whataretheprinciplesforgoodlessonplanning?

2)HowcanwemotivatechildreninlearningEnglish?

3)Howtogiveeffectiveinstructions?

4)Howcanweengagelearnersinaskingquestions?

5)Chooseasuitabletextbook.Writealessonplan.

8.Self-assessment:

BecausestudentsarenotfamiliarwiththeEnglishTeachingplan,althoughitisveryeasy

tohelpSsunderstandit.Buttheyactuallydon'tknowhowtoplanlessonswell.Itrequires

Texplainitindetailswiththehelpofclareillustrationandexamplesbyusingreal

examples.Togetstudentspracticemoreandexperience

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Unit4TeachingVocabulary.GrammarandPronunciation

l.TeachingAims:

Todiscusshowtoteachpronunciation,grammarandvocabulary.

2.TeachingContent:

l)Theroleofpronunciation

2)Practicingsounds

3)Practicingstressandintonation

4)TheroleofgrammarinELT

5)Grammarpresentationmethods

6)Consolidatingvocabulary

7)Developingvocabularybuildingstrategy

3.TeachingHours:3periods

4.Teachingmaterials:

1)Textbook

2)Flashcharts

S.TcachingMethods:

1)Lecture(Computer-aidedInstruction)

2)Demonstration

3)StudentsPractice

6.TeachingProcedures:

A.pronunciation

1)SomeTechniquesforTeachingPronunciation

ApartfiomusingknowledgeolbuistudentsandourearsinOldertobeawaieof

theirpronunciationproblems,itisalsousefultohavesomepriorknowledgeof

whatelementsofEnglishphoneticsandphonologyarelikelytocauseproblems.

Thisisoneareaoflanguagelearningwherefewpeoplewouldquestiontheuseof

contrastiveanalysis.Forinstance,togivesomesimpleexamples,wecanpredict

thatArabicspeakerswillhavedifficultydistinguishingbetween/p/and/b/,

Japanesespeakerswillnotperceivethedifferencebetween/1/and/r/and

Spanishspeakerswillhaveaproblemrealizingconsonantclusterslike[sts].

Havinginformedhimorherselfofsomeofthemainareasofcontrastbetween

nativelanguageandtargetlanguageandwhatdifficultiesstudentshave,itthen

remainsfortheteachertobuildthisinformationintosomemeaningfulclassroom

16

exercises.

Techniques.

Exerciseshouldbesimple,accessible,funandcombinereceptionandproduction.

Somestudents(usuallyadults)dofeelembarrassedtopullridiculousfaceswhen

practicingvowelsounds(thismaybepersonalorculturalorboth)butIhave

generallyfoundthatthissoonpassesandstudentsenjoythepronunciationwork.

Wherepossible,exercisesshouldbecommunicativeinthattheyshould(anddo

generatedifferencesofopinionanddisagreementaboutwhatwassaid/heard.

Belowaretwoexamples.

Exercise

A:

Afterhavingtaughtorexposedthestudentstolongandshortvowelsthrough

listeningandoralwork,theteachercancheckrecognition,retentionandabilityto

discriminateinthefollowingway.Thiscouldalsobeusedsimplyforteaching.

Stage

i：

Theteacherwritesavarietyofwordscontainingthetargetsounds(longandshort

vowels)ontheboard.Thefollowingisjustonepossibleset.

PORTPITPATPERTPETPOTPUTT

PUTPARTPEAT

0234

56789

Here,theonlydifferenceinsoundisthatofthevowel-familiartoanyonewhohas

doneminimalpairwork.Asintheseexamples,thewordshouldbeginandendwith

thesameconsonant.0,3,8,and9,arelongvowelsandtherestareshort.

Stage

2:

Theteacherthenmodelseachwordandindividualrepetitionfollows.Thevowel

soundcanbeisolatedandtheprocedurerepeateduntiltheteacherisreasonably

surethattherearenomajorproblcms.Heorshethentellsthestudentsthattheyare

goingtohearoneofthewordsandmustwritethenumberwhichcorrespondstothe

wordtheyhear.Whatthestudentshavewrittenisthencheckedandcompared.

Thisautomaticallyleadsintoadiscussionofwhattheyheardandwhatsoundsthey

areconfusing.IfstudentXheard1whentheteachersaid9,theyareconfusingthe

shortvowel/I/withthelongvowel/i:/.Theteachergivesfeedbackandthe

soundsmaythenbemodeledagainandpracticed.

17

Stage3:

Twoorthreewordsarethenpresentedtogetherandtheprocedurerepeated.Theteacher

thentellstheclasstheyaregoingtohearsixwordsandthatthenumberscorrespondto

animportanttelephonenumber.Theteacherdeliversthewordsandasks,

“WhatsmynumberV^Againtherewillbedifferencesinwhatwasheard.This

allowsafocusonwhichsoundsarenotbeingdiscriminatedeffectivelybywhich

studentsandwheretheirproblemslie.Laterdiscussionmayrevolvearoundwhat

strategiesstudentsmayemploytoimprovetheirdiscriminationskills-songs,

minimalpairgameswithfriends,movies,radio,etc.

Stage4:

Learnersaretheninvitedtomodelthetelephonenumber.Thisstageusually

generatesmuchdiscussionanddisagreementalongthelines。仔”Yousaid",

"NoIdid'nt'V'Sayitagain'andsoonandisusuallyverylively.Theteacheris,of

course,thefinalarbiterofwhatwasreallysaid.Theimportantthingisthatthe

learnersarethinkingactivelyabouttheirpronunciationandhowtorepairitif

necessary.Theyalsobegintohearthemselves(oftenforthefirsttime)andthisisof

immeasurableimportanceintheretentionofsounds.

B.grammar

Grammarisoftenmisunderstoodinthelanguageteachingfield.Themisconception

liesintheviewthatgrammarisacollectionofarbitraryrulesaboutstaticstructures

inthelanguage.Furtherquestionableclaimsarethatthestructuresdonothaveto

betaughtjeamerswillacquirethemontheirown,orifthestructuresaretaught,

thelessonsthatensuewillbeboring.Consequently,communicativeand

proficiency-basedteachingapproachessometimesundulylimitgrammar

instruction.Ofthemanycklimsaboutgrammarthatdeservetobecalledmyths,this

digestwillchallengeten.

1)Grammarisacquirednaturally;itneednotbetaught.

Itistruethatsomelearnersacquiresecondlanguagegrammarnaturallywithout

instruction.Forexample,thereareimmigrantstotheUnitedStateswhoacquire

proficiencyinEnglishontheirown.Thisisespeciallytrueofyoungimmigrants.

However,thisisnottruefbralllearners.Amongthesameimmigrantgroupsare

learnerswhomayachieveadegreeofproficiency,butwhoseEnglishisfarfrom

accurate.Amoreimportantquestionmaybewhetheritispossiblewithinstruction

tohelplearnerswhocannotachieveaccuracyinEnglishontheirown.

18

Ilisalsotruethatlearningparticulargrammaticaldistinctionsrequiresagreatdeal

oftimeevenforthemostskilledleamers.CarolChomsky(1969)showedthat

nativeEnglishspeakersv/erestillintheprocessofacquiringcertaingrammatical

structuresinEnglishwellintoadolescence.Thus,anotherimportantquestionis

whetheritispossibletoacceleratestudents^aturallearningofgrammarthrough

instruction.Researchfindingscanbebroughttobearonthisquestionfroma

varietyofsources(seeLarsen-Freeman&Long,1991).Pienemann(1984)

demonstratedthatsubjectswhoreceivedgrammarinstructionprogressedtothe

nextstageafteratwo-weekperiod,apassagenormallytakingseveralmonthsin

untutoreddevelopment.Whilethenumberofsubjectsstudiedwasadmittedly

small,thefinding,ifcorroborated,providesevidenceoftheefficacyofteaching

overleavingacquisitiontorunitsnaturalcourse.

Withregardtowhetherinstructioncanhelplearnersacquiregrammarthey

wouldnothavelearnedontheirown,someresearch,althoughnot

unequivocal,pointstothevalueofform-foeusedinstructiontoimprove

learners'accuracyoverwhatnormallytranspireswhenthereisnofbcuson

fbrm(seeLarsen-Freeman,1995).

2)Grammarisacollectionofmeaninglessforms.

Thismythmayhavearisenbecausemanypeopleassociate(hetermgrammar

withverbparadigmsandrulesaboutlinguisticform.However,grammarisnot

one-dimensionalandnotmeaningless;itembodiesthethreedimensionsof

morphsyntax(form),semantics(meaning),andpragmatics(use).Ascanbeseen

inthepiechartinFigure1,these