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中学英语教学法PPT教学课件

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初中英语学法指导(课堂PPT)

初中英语学法指导(课堂PPT)
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3. 课后及时巩固习惯
1)课后要及时复习，复习是把学过的内容进 行再学习的过程，及时背诵需要背诵的 部分，把零散的知识有机地结合起来。
2)认真完成家庭作业，巩固提高。 3)错题订正不是简单的照抄答案，注意要有
知识点注释，不要一错再错。
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4.高效利用学习时间的习惯
1）要利用好课上时间，课上能掌握的东西， 就要在课上掌握。
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4.抄写和仿写
课本里的课文用词精当，结构严谨，语意连贯，通过 抄写可以进一步熟悉词汇，锻炼思维。仿写也是学习写作 的有效方式之一。仿写可以运用有关的关键词、主题句、 段落层次等，促进活用所学知识。
5.修改
初次写出来的文章，往往有这样那样的欠缺，应对其 进行修改。“文不怕改”“文章是改出来的”等说得就是 这个道理。修改过程中，要注意主题是否明确、结构是否 合理、表达是否清楚、语法是否有误等，根据需要对文章 进行扩充、删减和调整。每一次修改，都会觉得文章离完 美又近了一步。另外，要注意老师和同学的意见，因为 “眼睛看不见眼毛”，别人会更容易发现自己的错误。
？ 4. 语法学了一遍又一遍，还是既不会说， 又1
记忆单词方法
单词的记忆可能是最为头疼的问题。你 常会遇到下面三种困惑？一是单词的拼写， 总是会漏掉或写错一两个字母；二是记不住 单词，今天学了，第二天就忘；三是记住了 单词，却不会使用。要解决这些问题，一要 靠勤奋和努力，二要讲究记忆方法。
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1阅．读克服理不解良学习惯习方法
在阅读前，首先要作好心理准备，集中精力，
全身心的投入到阅读活动中。阅读过程中要努力
克服阅读时转动头部、指词、逐词阅读、回视、
唇读、喉读、心读等不良习惯，要尽可能地眼脑
直映，扩大视距，掌握快速阅读技巧。

英语教学法教程(课堂PPT)

英语教学法教程(课堂PPT)
• The structural view sees language as a linguistic system. (Language is a system of structuring related elements to code meaning, for example, grammar. Rf. A Course for ELT)
Method (the listen and repeat drills)
– Language is learned by constant repetition and reinforcement of the teacher
– Mistakes were immediately corrected
对语言教学本质的理解及其对教学实践的影响
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Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
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The Structural View
•
words
•
morphemes（词素）
• (the smallest meaningful unit)
•
phonemes（音素，音位）
• (the smallest unit)
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The purpose of language learning
• To learn a language means to learn these structural items so as to be able to understand and produce language.

英语教学法教程全册配套PPT教学课件

英语教学法教程全册配套PPT教学课件
learning this course?
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.

《王蔷英语教法》PPT课件.ppt

《王蔷英语教法》PPT课件.ppt

（3）导学课
• 共四次导学课 • 语音教学系统地址： http://218.19.140.194/main/index.jhtml • 可以通过网院主页 /index.html 左下方的“华师在线语音教学系统”进 入。
（4） BBS （ “交流园地”或“课程交流” ）
内容
2、本课程的学习内容
Language and (language) Learning
Communicative Principles and Activities（and Task-Based Language Teaching） The National English Curriculum Lesson Planning Classroom Management Teaching Pronunciation Teaching Grammar Teaching Vocabulary
网络课件中的内容
• 课件中的主要内容：
– 精讲课：视频录像 + PPT – 期末考试模拟试题（附答案）两套 – 课外阅读材料（参考资料）。
关于网络课件中“课外阅读”的 材料
• 网络课件中“课外阅读”的材料内容不 会作为考试题目的知识点，但： • 建议同学们，尤其是已经在当英语教师 的同学们，要在适当的时候阅读，这对 英语教学实践和教研将有裨益。
The structural view
Sentences phrases Words Morphemes (the smallest meaningful unit) Phonemes (the smallest unit)
Top
The structural view
Syntactic system (phrases & sentences) …

《英语教学法教程》ppt课件

《英语教学法教程》ppt课件
taught spoken language”?
• Speaking is the skill that the students will be judged upon most in real-life situations.
• Reasons: • It is an important part of everyday interaction
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Making the best use of classroom leaning environment to provide sufficient language
input and practice for the students.
In china, students have the opportunity to hear and speak the language only in the classroom. So creating an English speaking environment to
2 Time-constraint
Full of time
3 Immediate feedback Need some time before feedback
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10.2 Principles for teaching speaking
Aims: 1.Why do we teach speking? 2.What are the factors to affect the improvement of speaking ability ? 3.What are the principles for teaching speaking?

.;
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The purpose of learning speaking

英语教学法(教学PPT)

英语教学法(教学PPT)

picture .This kind of activity can be called
an exercise-task.
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Examples of the tasks
• Listening to a weather forecast and deciding what to wear
• Look at a set of pictures and decide what should be done
• Responsing to a party invitation • Completing a banking application • Describing a photograph of one's family
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The real and unreal tasks in TBLT
• P:Where's the pen ?
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Definitions of a task
• A task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.Prabhu said.
• Tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.Willis said.

英语教学法(教学PPT)

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• S1:Which do you prefer ,tea or coffee ?
• S2:I prefer coffee./I prefer tea./I like them all./I don't like either .
• The activity is not merely reacting to the questions .But it is not a really task .It depends on the teacher's choices.
• Input:Questionnaire on sleeping habits • Activity:1)Reading questionnaire 2)Asking
and answering questions about sleeping habits • Teacher role:monitor and facilitator;to specify what is regarded as successful completion of the task • Learner role :conversational partner
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An example in TBLT
• 语言结构：This is ... • 语言功能：指定与介绍（indentification
and introduction） • 1.学生模拟产品讲解员（或商店售货员）向
顾客介绍产品（或商品）简单描述用途：
• This is a thermometer.It is used to measure temperetures.
• 适用于我国英语教学现状的“任务型”教学法
任务是可称之为“中间型”教学任务

初中英语教案ppt课件ppt

• Summary: This less will introduce students to the structure and components of English sentences
Knowledge point three: Sentence
• Details • Definition of cares: Students will learn the definition and
Projects
Assign students to complete a project related to the less content, such as creating a poster, making a video, or writing a report This method can help students apply their knowledge and skills to real world situations
Sense structure drills
Design sense structure drills to help students review and practice sense structure patterns and grammar rules This can include presence completion exercises, presence reinforcement exercises, or transformation exercises
PPT courseware for middle school English lesson plans
目录
• Course Introduction • Teaching content • Teaching method • Teaching materials

英语教学法ppt课件

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英语教学法及其相关学科
Байду номын сангаас理学对教学法的影响
1. 19世纪，20世纪初，心理学不发达 翻译法，直接法主导 2. 行为主义心理学- 听说法三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫 狗实验 C 斯金纳（美）白鼠实验 3. 认知心理学冲击 乔姆斯基语言学校理论生成
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Homework
的方法创立的。 主张先开始听，然后才学习讲，然后
再学习读写。 教学原则： 外语是教学的语音，使用外语教授外
语。 只教授日常使用的词汇和句子。 听、说同时教。 强调正确的发音和句子语法的准确性。
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2.4 20世纪西方的外语教学
1. 直接法有其不足之处 2. 英国的情景法建立 代表教材：《新概念英语》 3. 20世纪60年代后的西方外语教学
抄写一篇短文章，要求字迹工整
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第二章 英语教学法简史
学习简史的目的： 1. 帮助我们了解不同历史阶段出
现过的外语教学法； 2. 了解这些教学方法出现的历史
背景，以及一种教学方法为什么 和怎么样被另一种教学方法所取 代。
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2.1 古代和中世纪西方的外语 教学
在欧洲，拉丁语作为通用语延续 了几个世纪
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拉丁语由教学语言变成一门课程， 地位下降
16至18世纪外语教学的特点： 一些学者和教育家对当时语言教
学实践不满并不断进行改革。
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代表人物：
A 阿斯堪（英）：重视古文教学， 以翻译作为主要教学手段
B 蒙田（法）：提出用“自然法” 学习外语（去外国学习语言文化）
C 柯米尼亚斯（捷克）：17世纪 最有影响的教育家，主张用“直 觉法”教学
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常用的英语教学方法

中学英语教学法导学课PPT


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The role of vocabulary in reading
• ―The lack of vocabulary may be the greatest single impediment of fluent reading.‖ (Brabe, 1988:63) • A moderate L1 reader can recognize about 50,000 words. • Efficient reading begins with a lighteninglike automatic recognition of words. • The ratio of unknown words suggested is less than 3% in a reading text to enable smooth, meaningful, and enjoyable reading.
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第四个月学习任务
“中学英语教学法”期末考试以前的学习任务： 学习主题：1）Teaching Writing, Integrated Skills；2）准备 教案；3）复习，准备考试。 要做的事情： 1. 登录“网梯”听第四次导学课（6月3日，星期天，上午 8:10-10:10），或补听导学课。（“网梯”地址： http://218.19.140.213/mcs2/） 2. 学习王蔷主编的《英语教学法教程》（第二版）第12-13 单元。 3. 准备好期末考试的教案（教学内容和教案要求将挂在网上 工作室的“复习资料”栏里）。 注意：禁止将你的教案带入考场抄录，也禁止你的教案与他 人雷同。 4. 复习本学期的学习内容，准备期末考试。（关于考试时间， 请关注网络学院的相关安排。）
本页内容在工作室的“课件浏览” 6 中的 Unit Ten 有讲解。
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• In ELT classroom, writing is often seen as a means to consolidate language that is recently studied, as “writing as language learning”, and thus is pseudo writing.
• If writing tasks focus on the product rather than on the process, they do not help students to develop real writing skills.
• Therefore we should advocate
existing textbooks 4. A process approach to writing 5. Writing through e-mail
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11.1 The nature of writing in reality
Differences of teaching writing in the classroom and in reality:
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• In short students can be motivated by authentic writing tasks that have some communicative elements.
• However some writing activities can be between “writing for learning” and “writing for communication”.
• In reality, we may have some ideas long before we put them on paper. We often plan, draft, and rewrite.
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• If writing tasks lack authenticity, they do not motivate students.
• They are designed to practise certain target structures.
• There is insufficient preparation before the writing stage.

• There is no sense of audience.
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11.3 Problems in writing tasks
Deficiencies of writing tasks in existing English textbooks:
• They are mainly accuracy-based.
• Either writing for a specific recipient (e.g. a letter to a friend), or:
• Engaging in an act of creative writing where their work is intended to be read by other people.
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• Some examples of writing tasks: are they for consolidating language, or are they for communication? (see pp.13940)
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• There is no sense of authenticity.
• Students are given ideas to express rather than being invited to invent their own.
• There is no opportunity for creative writing, particularly for expressing unusual or original ideas.
Unit 11 Teaching Writing
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Unit 11 Teaching Writing
Topics for discussion: 1. The nature of writing in reality 2. A common approach to writing 3. Problems in writing tasks in
authentic writing, and we should
advocate the process approach to
writing.
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11.2 A common approach to writing
To motivate students, it is necessary to engage them in some act of communication.
In reality, most writing is for
communication, i.e., to convey messages
or for self creation, e.g. writing poems.
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• In ELT classrooms, especially in traditional pedagogy, writing often goes this way: the teacher gives a topic or a selection of topics, a set of requirements, and a time limit. Accuracy of the final product is stressed and the process is ignored.