高中英语教师培训高中英语词汇语法task教学述要.pptxVIP

第一部分：关于评课;II. Some common problems in classroom teaching;2. Practice Phase Unclear instruction Poor organization Lack of language support Lack of effective monitoring (i.e. the teacher’s area of interaction with the students is limited) Emphasis on speed (i.e. activities are too rushed and superficial) Lack of error correction ;3. Production Phase Pseudo-production (i.e. no room for creativity) No time for the students to think and recall what they have learnt Poor preparation（i.e. no brainstorming of ideas and no language framework for the students） Absence of written tasks/work ;关于Task板块的教学;第二部分：词汇教学;II. 影响词汇学习的三大因素 词汇输入因素： 频率（frequency） 语音（pronunciation: stress pattern） 语境（contextualization） 记忆因素： 处理深度（depth of processing） 词汇网络的建立（building of word net-works） 文化因素: 词汇的文化内涵差异对词汇意义建构的影响;III. 词汇教学的两种观点;何为“孤立主义”？;何为“联系主义”？;你的观点？;IV. 英语词汇学习的三维途径;直接词汇教学指对词汇进行刻意的、有针对性的专门教学，其方式通常是对词汇的语义、语音、结构、用法以及其他相关方面进行讲解、说明、操练等。 附带词汇学习主要指学习者在进行其他学习活动时，如看英语电影、听英语歌、与人进行英语对话等，附带的、自然而然地习得英语单词。 独立策略发展指学习者有意识的使用和优化词汇学习策略，以扩大词汇量。;教师应该做的？;第三部分：语法教学;III. What do we know about the learning of grammar?;1. Noticing 2. Reasoning and hypothesizing: Reasoning deductively Analyzing contrastively Translating Transferring 3. Structuring and restructuring 4. Automatizing ;1. Noticing ;2. Reasoning and hypothesizing ;Reasoning deductively: Learners apply rule they already know to working out the meaning of what they hear or to the formulation of what they want to say. Analyzing contrastively: A learner may compare his or her first and second languages and work out their similarities and differences. Translating: The learner may feel the need to translate mentally in the early and consolidation stages of foreign language learning. Transferring: Transferring is what learners do when they apply knowledge of one language to the understanding or production of another. ;3. Structuring and restructuring ;4. Automatizing ;关于语法教学或学习过程的几种看法;过程型语法教学—周遥（2008）;IV. 语法教学的基本原则;2、层次性：由表及里、由浅入深、由单项到复杂一层一层剥下去