1、高中英語詞匯、語法、Task教學(xué)述要,第一部分：關(guān)于評課,I. Five key issues for lesson planning1. Defining clear teaching aims and learning objectives2. Selecting suitable materials3. Selecting suitable activities/tasks4. Planning lesson phases

2、 and activities (i.e. what to do and when)5. Planning how to manage activities (i.e. how students will be organized & fully/productively engaged),II. Some common problems in classroom teaching,1. Presentation Phase

3、--Poor modeling of language--De-contextualizing the language item--Telling instead of eliciting--Emphasis on repetition/drills (parroting) without giving students enough time to think and digest--Emphasis on perform

4、ance (Performance is not the same as learning.),2. Practice PhaseUnclear instructionPoor organizationLack of language supportLack of effective monitoring (i.e. the teacher’s area of interaction with the students is l

5、imited)Emphasis on speed (i.e. activities are too rushed and superficial)Lack of error correction,3. Production PhasePseudo-production (i.e. no room for creativity)No time for the students to think and recall what th

6、ey have learntPoor preparation（i.e. no brainstorming of ideas and no language framework for the students）Absence of written tasks/work,關(guān)于Task板塊的教學(xué),牛津高中英語Task教學(xué)要點(diǎn).ppt重點(diǎn)：完成任務(wù)路徑：明確任務(wù)→獲取完成任務(wù)所需的信息→指導(dǎo)學(xué)生完成任務(wù)的具體方法（discourse

7、 framework and language support）目的與意義：在學(xué)生完成任務(wù)的過程中培養(yǎng)學(xué)生綜合運(yùn)用語言的能力,第二部分：詞匯教學(xué),牛津高中英語詞匯教學(xué)要點(diǎn).pptI. 詞匯教學(xué)的問題和困難孤立教詞，講得過多，消化不良接觸少，重復(fù)少，吸收少主次不分，平均用力，負(fù)擔(dān)過重系統(tǒng)性不夠強(qiáng)，邊學(xué)習(xí)邊遺忘,II. 影響詞匯學(xué)習(xí)的三大因素詞匯輸入因素：頻率（frequency）語音（pronunciation: str

8、ess pattern）語境（contextualization）記憶因素：處理深度（depth of processing）詞匯網(wǎng)絡(luò)的建立（building of word net-works）文化因素:詞匯的文化內(nèi)涵差異對詞匯意義建構(gòu)的影響,III. 詞匯教學(xué)的兩種觀點(diǎn),孤立主義觀點(diǎn)聯(lián)系主義觀點(diǎn),何為“孤立主義”？,孤立主義亦稱“辭典觀”是一種把目標(biāo)詞從語言中孤立出來并單獨(dú)進(jìn)行學(xué)習(xí)的觀點(diǎn)。按照這種觀點(diǎn)進(jìn)行的英語詞匯

9、教學(xué)，針對的是一個(gè)個(gè)孤立的英語單詞所擁有的全部相關(guān)特征。英語詞匯教學(xué)的主要內(nèi)容.doc,何為“聯(lián)系主義”？,聯(lián)系主義亦稱“篇章觀”聯(lián)系主義觀點(diǎn)認(rèn)為，一個(gè)個(gè)孤立的英語單詞本身是沒有任何意義的，孤立的英語單詞的意義全部來源并實(shí)現(xiàn)于語境中。因此，詞匯教學(xué)應(yīng)該把目標(biāo)詞置身于語境中來學(xué)習(xí)；詞匯教學(xué)的內(nèi)容應(yīng)該是有單詞組合而成的句子、段落和篇章。認(rèn)識一個(gè)目標(biāo)詞必須與其所在的具體的篇章聯(lián)系起來，學(xué)習(xí)目標(biāo)單詞應(yīng)該始于并終于其所在的篇章的特定意義和

10、用法。,你的觀點(diǎn)？,我的看法：對于高中英語教學(xué)而言，應(yīng)該孤立與聯(lián)系相結(jié)合。路徑：聯(lián)系→孤立→聯(lián)系,IV. 英語詞匯學(xué)習(xí)的三維途徑,直接詞匯教學(xué)附帶詞匯學(xué)習(xí)獨(dú)立策略發(fā)展,直接詞匯教學(xué)指對詞匯進(jìn)行刻意的、有針對性的專門教學(xué)，其方式通常是對詞匯的語義、語音、結(jié)構(gòu)、用法以及其他相關(guān)方面進(jìn)行講解、說明、操練等。附帶詞匯學(xué)習(xí)主要指學(xué)習(xí)者在進(jìn)行其他學(xué)習(xí)活動時(shí)，如看英語電影、聽英語歌、與人進(jìn)行英語對話等，附帶的、自然而然地習(xí)得英語單詞。獨(dú)立

11、策略發(fā)展指學(xué)習(xí)者有意識的使用和優(yōu)化詞匯學(xué)習(xí)策略，以擴(kuò)大詞匯量。,教師應(yīng)該做的？,一方面，采用有效的方法進(jìn)行直接詞匯教學(xué)，幫助學(xué)生掌握基本的詞匯量；另一方面，隨著學(xué)生掌握的基礎(chǔ)詞匯量的不斷擴(kuò)大，鼓勵和引導(dǎo)學(xué)生積極主動地在各種活動中附帶習(xí)得詞匯和發(fā)展獨(dú)立策略，有效地?cái)U(kuò)大學(xué)生的詞匯量。詞匯學(xué)習(xí)策略.ppt,第三部分：語法教學(xué),I. 牛津高中英語語法教學(xué)要點(diǎn).pptII. 關(guān)于語法教學(xué)\語法教學(xué)的兩種路徑.ppt,III. What do

12、we know about the learning of grammar?,Learners receive information about language from a variety of sources in their environment and in the classroom: the teacher, the textbook, recordings, other students, reference boo

13、ks, and so on. This input has to be worked on for acquisition. It is generally acknowledged that acquisition involves the following processes:,1. Noticing2. Reasoning and hypothesizing: Reasoning deductively Anal

14、yzing contrastively Translating Transferring3. Structuring and restructuring4. Automatizing,1. Noticing,Several criteria for being noticeable: it occurs frequently, it relates to the learner’s common sense about

15、basic functions of language, and its functions are those to which a learner would be likely to pay attention. After items have been noticed and the relationship between form and meaning interpreted, these items become p

16、art of intake into the learning process. Learners then analyze the forms in order to reason out how they fit into their existing knowledge of the language.,2. Reasoning and hypothesizing,Adult learners in particular ten

17、d to use their capacity to analyze new language. They are able to see the patterns in the language, create hypotheses about the rules these patterns might demonstrate, and gradually revise their hypotheses according to n

18、ew information. They seem to use the following strategies for analyzing and reasoning about it:,Reasoning deductively: Learners apply rule they already know to working out the meaning of what they hear or to the formula

19、tion 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 translat

20、e 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. St

21、ructuring and restructuring,As learners work out new rules, these have to be integrated into the representation of English grammar they hold in their minds, and this information has to be restructured as the learner move

22、s on to another stage of development.,4. Automatizing,Once a learner can achieve regular and consistent responses in conversation to a certain type of input, then it can be said that the language involved has been automa

23、tized.,關(guān)于語法教學(xué)或?qū)W習(xí)過程的幾種看法,Rod Ellis(2002) ：為學(xué)生提供足夠的可理解性輸入→指導(dǎo)學(xué)生觀察、留意語篇中包含的要學(xué)的語法特征→歸納、總結(jié)→練習(xí)、使用戴煒棟（2006）認(rèn)為學(xué)習(xí)者學(xué)習(xí)語法的過程如下：注意特征→提高意識→比較（語外、語內(nèi)）→建構(gòu)假設(shè)→檢驗(yàn)假設(shè)→建立內(nèi)隱知識,過程型語法教學(xué)—周遙（2008）,1、提供可理解性輸入，讓學(xué)生接觸大量的目的語形式2、加強(qiáng)性輸入，吸引學(xué)習(xí)者注意語法結(jié)構(gòu)3、及時(shí)

24、反饋、啟發(fā)學(xué)生分析推斷語言規(guī)律，形成關(guān)于語言形式的外顯表征4、創(chuàng)設(shè)語言輸出機(jī)會，幫助學(xué)生內(nèi)化語法規(guī)則，培養(yǎng)語感,IV. 語法教學(xué)的基本原則,1、多樣性：多樣性主要表現(xiàn)在以下兩個(gè)方面：對不同類型的項(xiàng)目采用不同的方法，從不同的角度和方向去教同一項(xiàng)目。如：名詞的數(shù)、形容詞的級宜用直觀比較法；動詞的時(shí)態(tài)宜用表演法；介詞宜用演示法；復(fù)合句可用圖示法等。,2、層次性：由表及里、由淺入深、由單項(xiàng)到復(fù)雜一層一層剝下去，每一層的教學(xué)都要達(dá)到一個(gè)預(yù)定的

25、指標(biāo)。如：賓語從句的教學(xué)層次觀察（在全句中的位置、連詞、語序）→講連詞（從句相當(dāng)于陳述句時(shí)，連詞用“that”，相當(dāng)于一般疑問句時(shí)，連詞用“if/whether”，相當(dāng)于特殊疑問句時(shí)，連詞用相應(yīng)的疑問詞）→重點(diǎn)練習(xí)后兩項(xiàng)→介紹特殊用法,3、交際性：要有意識地把學(xué)習(xí)語法的目的引導(dǎo)到實(shí)用和交際方面，使學(xué)生有機(jī)會在實(shí)踐中運(yùn)用，通過運(yùn)用而自然掌握規(guī)則。如：教學(xué)虛擬語氣時(shí)，設(shè)置情景，讓學(xué)生以委婉的方式給別人提建議等。,4、思維性：將語法教學(xué)