英语专业英语教学法教案3课堂教学技能下详解.pptVIP

课 堂 教 学 技 能——Practice ActivitiesTeaching procedure They might come up with something like this: you shouldnt have cats in the cafe you should wear clean clothes you should cook good food you should clean the cafe you shouldnt make your food and drink so expensive * 课 堂 教 学 技 能——Practice ActivitiesTeaching procedure Activity 2 -- The teacher says she has another friend, Javier, who is Spanish. -- Javier is studying English in France but he has a problem. There is a large Spanish -speaking community in France and Javier finds himself speaking Spanish most of the time he is not in class. -- Consequently he is making very slow progress with his English. He calls you and asks for advice. The students imagine Javier is their friend and have to suggest ways in which he can improve his English and give reasons why. * 课 堂 教 学 技 能——Practice ActivitiesTeaching procedure -- The teacher elicits an example - try to meet some American friends because they will speak English with you. The students work together and think of more examples and then the teacher asks the class for their suggestions. * 课 堂 教 学 技 能——Practice ActivitiesTeaching procedure So whats the difference in the nature of these practice activities? The first requires the use of the target language because the teacher has set it up that way and told the class to use you should/you shouldnt. so this is a task where the language being used is controlled . The second does not require this language to be used, but the opportunity is there for the students to use it because strong friendly advice is being given. But this time the teacher did not say Use should, she just said Give suggestions and reasons. By asking for reasons, the teacher is getting the students to use other language, and by not insisting on should and shouldnt the teacher is allowing students to use other appropriate language in a more natural way. So, this task is much less control