---------------------------------------------------------------最新资料推荐------------------------------------------------------ 中学英语教学法第二次导学课4 中学英语教学法第二次导学课主讲：陈道明（华南师范大学外文学院）chendm@1/ 55学习建议1. 要利用网络课件学习； 2. 要在线听“导学课”（共四次），或通过学习中心下导学课的录像(也可以在我给你们开的公共邮箱gdchendm@下载) ，重看录像； 3. 在BBS（交流园地）的“资源区”上下载“导学课”的 PPT ，复习PPT上的内容； 4. 学习《英语教学法教程》的相关章节； 5. 在BBS上下载“自测题”，解压，做题。
理解题目的意思；6. 经常访问BBS，提出问题，参与讨论； 7. 按时完成网上作业。
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 第二次导学课内容? Task-based Language Teaching ? Teaching Pronunciation ? Teaching Grammar ? Teaching Vocabulary3/ 55Task-based Language Teaching (TBLT)---------------------------------------------------------------最新资料推荐------------------------------------------------------ Approach and MethodApproachMethod 1 Method 2 Method X5/ 55Communicative ApproachCLTTBLT/TBL---------------------------------------------------------------最新资料推荐------------------------------------------------------ What is a “task”?According to M. H. Long (1985:89): A task is “ a piece of work for oneself or forothers, freely or for some reward.” e.g. painting a fence; dressing a child; filling outa form; buying a pair of shoes; making an airline reservation; borrowing a library book; taking a driving test; typing a letter; weighing a patient; sorting letters; taking a hotel reservation; writing a cheque; finding a street destination; helping someone across a road; etc.7/ 55Pedagogical tasks def ined by David Nunan (1989: 8) :… a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Will, J. (1996: 23)? Tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.9/ 55Clark, Scarino and Brownell (1994:40):Four main components of a task? A purpose: a reason for undertaking the task.? A context: can be real simulated or imaginary (location, participants, time, etc.)? A process: to use learning strategies (problem solving, reasoning, inquiring, conceptualising, communicating, etc.)? A product: some form of outcome, visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)---------------------------------------------------------------最新资料推荐------------------------------------------------------ Exercises, exercise-tasks, and tasks? Tasks: focusing on the complete act of communication.? Exercises: focusing on individual aspects of language, such as vocabulary, grammar or individual skills.? Exercise-tasks: halfway between tasks and exercises.11/ 55A taskA dangerous momentStudent AHave you ever been in a situation where you felt you life was in danger? Describe the situation to your partner. Tell him/her what happened. Give an account of how you felt when you were in danger and afterwards.Student BListen to your partner’s narration about a dangerous moment in his/her life. Draw a picture to show what happened to your partner. Show him/her your picture when you have finished it.---------------------------------------------------------------最新资料推荐------------------------------------------------------ An exerciseGoing shoppingLook at Mary’s shopping list. Then look at the list of items in Abdullah’s store.Mary’s shopping list1. oranges 2. eggs 3. flour 4. powdered milk5. biscuits6. jamAbdullah’s store1. bread 2. salt 3. apples 4. Coca Cola5. tins of fish 6. four 7. chocolate 8. sugar9. curry powder 10. biscuits 11. powdered milk 12. dried beansWork with a partner. One person be Mary and the other be Abdullah. Make conversations like this:Mary: Good morning. Do you have any flour?Abdullah: Yes, I do.OrMary: Good morning. Do you have any jam?Abdullah: No, I’m sorry. I don’t have any.13/ 55PPP and TBLT---------------------------------------------------------------最新资料推荐------------------------------------------------------ Jane Willis’ (1996) TBL frameworkTask cycleLanguage focus15/ 55---------------------------------------------------------------最新资料推荐------------------------------------------------------ Task cycleTaskPlanningReportSs do the task, in pairs or smallgroups.T monitors from a distance.Ss prepare to report to the whole class (orally or in writing) how they did thetask, what they decided or discovered.Some groups present their reports to the class, or exchange written reports, and compare results.Ss may now hear a recording of others doing a similar task and compare how they all did it.17/ 55Language focusAnalysisSs examine and discussspecific features of thetext or transcript of the recording.AnalysissT conducts practice of new words, phrasesand patterns occurring in thedata, either during or afterthe analysis.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Task cycleTask Planning ReportSs hear task recording or read textLanguage focusAnalysis & practice: Review & repeat task.PPP Presentation of single ‘new’ itemPractice of new item: drills exercises, dialogue practiceProduction Activity, role play or task to encourage ‘free’ use of L.19/ 55Teaching Pronunciation (Unit 6)? Components of pronunciation ? The goal of teaching pronunciation ? Practising pronunciation---------------------------------------------------------------最新资料推荐------------------------------------------------------ Components of pronunciation1. Simple sounds 2. Stress 3. Intonation 4. Rhythm21/ 55What should we teach whenteaching pronunciation?? We should pay attention to the distinction between pronunciation and phonetics.? The teaching of pronunciation should focus on the students’ability to identify and produce English sounds themselves. Students should NOT be led to focus on reading and writing phonetic transcripts of words, especially young students.? Introduction to phonetic rules should be avoided at the beginning stage.? Stress and intonation should be taught from the very beginning.---------------------------------------------------------------最新资料推荐------------------------------------------------------ The goal of teaching pronunciationThe realistic goals: 1. Consistency: Be smooth and natural.(连贯性)（fluency） 2. Intelligibility: Be understandable.(可辨认性，可理解性) 3. Communicative efficiency: Convey themeaning that is intended.（交际的有效性）23/ 55Practising pronunciation? Mechanical practice and Meaningful practice? Perception practice and Production practice---------------------------------------------------------------最新资料推荐------------------------------------------------------ Mechanical practice? Pronunciation is difficult to teach without drills on sounds.? However, drilling an individual sound for more than a few minutes a time may be boring and demotivating.? Sometimes we can make mechanical practice, i.e. drilling, more interesting and motivating, e.g. by playing games.25/ 55Meaningful practice? It is important to combine drilling pronunciation exercises with more meaningful exercises. e.g.1. A polliwog looks for his mom.2. A card game: What can you see?---------------------------------------------------------------最新资料推荐------------------------------------------------------ Perception practiceAim: to develop the ability to identify and distinguish between different soundsWays of perception practice: ? Using minimal pairs: will, well; till, tell; fill, fell ? Which order? 1. bear 2. tear 3. ear ? Same or different? met, meet; well, well; well, will ? Odd man out: bit, bit, bit, pit ? Completion: ate, ate, ate, ate, ate, …27/ 55Production practiceAim: to develop the ability to produce soundsWays of production practice:? Listen and repeat.? Fill in the blanks by saying words containing certain sounds. (p.55)? Make up sentences. e.g. last, fast, calm, dark…? Use meaningful context, e.g. role play the dialogue? Use pictures. (p.56) This is old Jack. He has a black cat…? Use tong ue twisters. (p.56) She sells seashells on the seashore. Five wives drank five bottles of fine wine.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Some essentials of teaching pronunciation? Create a pleasant, relaxed, and dynamic classroom.? Use gestures. ? Build-up Students’ confidence. ? Bring variety to the classroom, e.g. Br. &Am. ? Use demo rather than explanation. ? Use visual aids.29/ 55Teaching Grammar (Unit 7)? Grammar presentation methods? Grammar practice---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar presentation methods? The deductive method ? The inductive method31/ 55The deductive method? The deductive method relies on reasoning, analysing and comparing.The deductive method is criticized because:? Grammar is taught in an isolated way; ? Little attention is paid to meaning; ? The practice is often mechanical.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Merits of the deductive method? It could be very successful with selected and motivated students.? It could save time when students are confronted with a grammar rule which is complex but which has to be learned.? It may help to increase student’confidence in those examinations which are written with accuracy as the main criterion of success.33/ 55The inductive method? In the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation.? It is believed that the rules will become evident if the students are given enough appropriate examples.? It is believed that the inductive method is more effective in that(=because) students discover the grammar rules themselves while engaged in language use.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Distinction between Deduction and Induction ingrammar teaching? Deductive teaching ? Inductive teachinge.g.e.g.e.g.Rulee.g.e.g.Rulee.g.e.g. e.g.35/ 55Usually no clear-cut distinction? In practice, the distinction between the deductive method and the inductive method is not always apparent.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar practiceAccording to Ur, 6 factors contribute to successful practice.37/ 55According to Ur, 6 factorscontribute to successful practice? Pre-learning.（预习） Learners benefit from clear perception and short-term memory of the new language.? Volume and repetition. （反复复习）The more exposure to or production of language the learners have, the more likely they are to learn.? Success-orientation. （成功感）Practice is most effective when based on successful practice.? Heterogeneity. （水平要求的多样性）Practice should be able to elicit different sentences and generate different levels of answers from different learners.? Teacher assistance. （教师的辅助）The teacher should provide suggestions, hints and prompts.? Interest : （趣味性）an essential feature that is closely related to concentration---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar practice? Mechanical practice ? Meaningful practice39/ 55Mechanical practiceMechanical practice involves activities that are aimed at form accuracy.e.g. ? Substitution, and ? Transformation drills---------------------------------------------------------------最新资料推荐------------------------------------------------------ Meaningful practice? In meaningful practice the focus is on the production, comprehension or exchange of meaning, though the students “keep an eye on” the way newly learned structures are used in the process.? e.g.:41/ 55Pair work: Look at the table below. Rank the itemson the left column according to the criteria listed on the top.Cheap Healthy Tasty Fattening ImportantBeer Water FruitCigarettesAlcohol Milk---------------------------------------------------------------最新资料推荐------------------------------------------------------ There is no clear-cut distinction between mechanical practice and meaningful practice.e.g. Chain of events? If I went for a sail, there might be a storm.? If there were a storm, my yacht would sink.? If my yacht sank, I would die. ? If I died, my parents would cry. ?…43/ 55Some forms of meaningful practice? Using prompts for practice–Picture, mime or gestures, information sheets, key phrase or key words, chained phrases for story telling? Using created situations: for simulative communication (role-play). e.g.–Your are a stranger in this town. … – There was a robbery yesterday in theneighbourhood. …---------------------------------------------------------------最新资料推荐------------------------------------------------------ Some suggestions about teaching grammar1. Teach only those rules that are simple and typical.2. Teach useful and important grammar points. 3. Teach grammar in context. 4. Use visible instruments such as charts,tables, diagrams, maps, drawings, and realia (pl. of realis) to aid understanding; 5. Avoid difficult grammatical terminologies as much as possible. 6. Allow enough opportunities for practice. 7. Live with the students’ mistakes and errors.45/ 55Teaching Vocabulary (Unit 8)? Presenting new words ? Consolidating vocabulary ? Developing vocabulary buildingstrategies---------------------------------------------------------------最新资料推荐------------------------------------------------------ Presenting new wordsSome suggestions: ? Provide creative examples. ? Elicit meaning from the students before tellingthem. ? Use related words such as synonyms, antonymsetc. to show the meaning. ? Think about how to check students’understanding. ? Relate the new word(s) to real life context(s). ? Predict possible misunderstanding or confusion.47/ 55Some more suggested ways? Use pictures, diagrams and maps to show the meaning;? Use realia (plural of realis); ? Use pantomimes or actions; ? Use lexical sets;e.g. cook, fry, boil, bake, grill, roast ? Translate and exemplify, esp. with technicalor abstract words; ? Use word formation rules and common affixes.e.g. deduction, induction---------------------------------------------------------------最新资料推荐------------------------------------------------------ How do we teach the new words, e.g., 20 new words, in a unit of atextbook?? Do we teach all the 20 word at a time in an isolated way, i.e., without context? or:? Do we use context and allow the new words to occur in a natural way?49/ 55A possible way? Before reading the text: T: We are going to read a story about NelsonMandela, the first black president of South Africa. Which of the following words do you think may be used in the story? prison, rights, violence, lawyer, youth, league, position, matter, fact, president; vote, accept; continue black, equal, poor, young, wrong, worried Make a guess.。
How to Give an Effective PresentationJannette Collins, MD, MEd, FCCPUniversity of Wisconsin Hospital and ClinicsIntroductionWhen asked for a definition of CME (continuing medical education), many physicians will describe a short course with instructors presenting didactic lectures to large groups of physicians sitting for long hours in a hotel conference room in rows of narrow tables. The lecture is the staple format of CME course instruction. Lectures have been viewed as a poor method to promote the development of thinking skills for the formation of attitudes [1-3]. The main reason for this is the lack of involvement by the participants who remain passive recipients of information. However, when done effectively, the lecture can allow participants to learn new material, explain difficult concepts, organize thinking, promote problem solving, and challenge attitudes [4-6]."Teach the teachers" workshops and courses, which introduce participants to interactive lecturing, lead to lectures that increase student participation and involvement in the large class lecture [7]. The objectives of this presentation are for the participants to be able to differentiate good and bad features of a presentation, evaluate their own and other’s presentation skills, and improve their own presentation skills.Speaker evaluations from the 2002 STR CourseAnalysis of comments from individual speaker evaluations from the STR 2002 Course revealed common features of ineffective lecturing (Table) [8]. The negative feature that was commented on most often (12.4%), and directed at the largest number of faculty (63%) was poor content. Other negative features included poor delivery, image slides, text slides, command of the English language, and handouts. Positive comments did not provide descriptive information regarding effective lectures.Table. Summary of negative comments from individual speaker evaluations# Comments#SpeakersPoor content107 (12.4%)51 (63%)Poor delivery74 (8.6%)31 (38.3%)Poor image slides72 (8.4%)19 (23.5%)Poor English58 (6.7%)9 (11.1%)Poor text slides37 (4.3%)26 (32%)Poor handout19 (2.2%)14 (17.3%)Other37 (4.3%)N/ATotal404 (46.9%)N/ANote: Percents shown represent percent of all comments (n=862) and speakers(n=81).Presentation skillsGelula [9] reported on aspects of voice clarity and speaking speed, approaches to using audiovisual aids, effectively using the audience as a resource, and ways to be entertaining as keys to effective lecturing. According to Gagne’s conditions of learning [10], it is first necessary to motivate and gain attention of the learner in order for learning to take place. When done properly, this aspect of the lecture offers a distinct advantage over written text or computerized programs. Van Dokkum [11] also offered suggestions for effective lecturing that included audience entertainment. He stated, "The two basic elements of a presentation are that it is both scientific and entertaining at the same time." Gigliotti [12] offered suggestions for developing an effective slide presentation, using novelty and humor. The author’s premise was that it will not matter how important the content of a presentation is if it is not heard due to lack of interest. For example, she suggested that a road sign reading "Gas Next Exit" would attract more interest from the audience than a slide that reads "Abdominal distention."In another study, Copeland et al [13] collected data from physicians participating in lecture-based CME internal medicine courses to determine the most important features of the effective lecture. These features were clarity and visibility of slides, relevance of material to the audience, and the speaker’s ability to identify key issues, engage the audience, and present material clearly and with animation. Features determined least likely to affect the attendee’s ratings of a lecture included presenter’s age, gender, physical appearance, and time of day in which the lecture was delivered.Features of effective presentationsFrom evaluation of speakers at the STR Course and the educational literature, specific features of effective presentations were identified. The list of features can be used as a checklist by persons wanting to improve the quality of their presentations and can be used by persons evaluating speakers.Slides•Make images with optimal contrast resolution (not too light or too dark).•Make images big enough to be seen by everyone in the audience, including those in the back of the room.•Use enough images to illustrate the important points of the presentation, with the appropriate number of text slides relative to image slides.•Keep slides simple, avoiding too many lines per slide (>6), too many characters per line, lines extending too inferiorly on slide, distractinganimation effects, and too many graphs.•Use color schemes that optimize visualization of the text, avoiding schemes that make the text difficult to read (i.e. purple or red on green).•Check slides for grammar and spelling errors prior to presentation.Content•Provide an appropriate, limited amount of data that is needed to support the findings and conclusions without overloading the audience with too manystatistics, charts or graphs, or making assumptions without providingsupportive data.•Provide content that is up-to-date and relevant to current practice.•Present content in an unbiased fashion without showing favoritism to one or more companies/institutional protocols when there are acceptable alternatives that the audience should be familiar with.•Follow the printed program and objectives.•Present content that is practical and appropriate for the audience, not too simple or complex or irrelevant to the listeners.•Incorporate appropriate humor or anecdotes into the presentation to engage the audience.Delivery•Vary voice inflection, speaking in a conversational tone rather than a monotone voice.•Speak at an appropriate pace, not too fast, and incorporate pauses into the presentation.•Slow down or pause when showing cine images so that the audience can see the pertinent findings.•Use the slides to emphasize key points, without reading the slides word-for-word.•Speak with enthusiasm, showing interest in the topic and regard for the audience’s interest.•Speak loudly enough that everyone in the audience, especially those in the back of the room, can hear.•Speak clearly and consider rehearsing in front of an appropriate audience, if speaking in a less familiar language than the presenter’s primary language.•Follow time limits.•Incorporate interaction into the presentation, such as asking the audience questions (rhetorical or otherwise), directing the audience to think of orperform a specific task, using case-based examples, or using an audienceresponse system.•Use appropriate gesturing and facial expressions and avoid being a dull, immovable object.•Speak directly into the microphone, even when turning head or moving away from the podium.•Use a laser pointer/cursor to point out or emphasize important features on a slide, avoiding random, distracting movement.•Rehearse the presentation in order to be completely familiar with the content and organization of the slides.•Be familiar with the audiovisual equipment and how to obtain assistance if needed.•Speak professionally and with confidence, without being apologetic for the content or appearance of slides.References1.Newble D, Cannon R. A handbook for medical teachers. Boston: KluwerAcademic, 19942.Frederick P. Student involvement: Active learning in classes. In MG Weimer(Ed.), New directions for teaching and learning, 32: Teaching large classeswell (pp. 45-56). San Francisco: Jossey-Bass, 19873.McKeachie W. Teaching tips. Lexington, MA: DC Heath, 19944.Gage N, Berliner D. Educational Psychology. Dallas: Houghton-Mifflin, 19915.Frederick P. The lively lecture: 8 variations. College Teaching 1986; 34:43-506.Saroyan A, Snell L. Variations in lecturing styles. Higher Education 1997;33:85-11047.Nasmith L, Steinert Y. The evaluation of a workshop to promote interactivelecturing. Teaching and Learning in Medicine 2001; 13:43-488.Collins J, Mullan BF, Holbert JM. Evaluation of speakers at a national radiologycontinuing medical education course. Med Educ Online [serial online] 2002;7:17.Available from .9.Gelula MH. Effective lecture presentation skills. Surg Neurol 1997; 47:201-20410.Gagne RM, Briggs LJ, Wager WW. Principles of instructional design. 1988.Florida: Holt, Rinehart & Winston, Inc.11.van Dokkum W. The art of lecturing: how to become a scientific entertainer.International Journal of Food Sciences and Nutrition. 1995; 46:95-10012.Gigliotti E. Let me entertainer-teach you: gaining attention through the use ofslide shows. The Journal of Continuing Education in Nursing. 1995; 26:31-3413.Copeland HL, Stoller JK, Hewson MG, Longworth DL. Making the continuingmedical education lecture effective. The Journal of Continuing Education inthe Health Professions. 1998; 18:227-234Below is given annual work summary, do not need friends can download after editor deleted Welcome to visit againXXXX annual work summaryDear every leader, colleagues:Look back end of XXXX, XXXX years of work, have the joy of success in your work, have a collaboration with colleagues, working hard, also have disappointed when encountered difficulties and setbacks. Imperceptible in tense and orderly to be over a year, a year, under the loving care and guidance of the leadership of the company, under the support and help of colleagues, through their own efforts, various aspects have made certain progress, better to complete the job. For better work, sum up experience and lessons, will now work a brief summary.To continuously strengthen learning, improve their comprehensive quality. With good comprehensive quality is the precondition of completes the labor of duty and conditions. A year always put learning in the important position, trying to improve their comprehensive quality. Continuous learning professional skills, learn from surrounding colleagues with rich work experience, equip themselves with knowledge, the expanded aspect of knowledge, efforts to improve their comprehensive quality.The second Do best, strictly perform their responsibilities. Set up the company, to maximize the customer to the satisfaction of the company's products, do a good job in technical services and product promotion to the company. And collected on the properties of the products of the company, in order to make improvement in time, make the products better meet the using demand of the scene.Three to learn to be good at communication, coordinating assistance. On‐site technical service personnel should not only have strong professional technology, should also have good communication ability, a lot of a product due to improper operation to appear problem, but often not customers reflect the quality of no, so this time we need to find out the crux, and customer communication, standardized operation, to avoid customer's mistrust of the products and even the damage of the company's image. Some experiences in the past work, mentality is very important in the work, work to have passion, keep the smile of sunshine, can close the distance between people, easy to communicate with the customer. Do better in the daily work to communicate with customers and achieve customer satisfaction, excellent technical service every time, on behalf of the customer on our products much a understanding and trust.Fourth, we need to continue to learn professional knowledge, do practical grasp skilled operation. Over the past year, through continuous learning and fumble, studied the gas generation, collection and methods, gradually familiar with and master the company introduced the working principle, operation method of gas machine. With the help of the department leaders and colleagues, familiar with and master the launch of the division principle, debugging method of the control system, and to wuhan Chen Guchong garbage power plant of gas machine control system transformation, learn to debug, accumulated some experience. All in all, over the past year, did some work, have also made some achievements, but the results can only represent the past, there are some problems to work, can't meet the higher requirements. In the future work, I must develop the oneself advantage, lack of correct, foster strengths and circumvent weaknesses, for greater achievements. Looking forward to XXXX years of work, I'll be more efforts, constant progress in their jobs, make greater achievements. Every year I have progress, the growth of believe will get greater returns, I will my biggest contribution to the development of the company, believe inyourself do better next year!I wish you all work study progress in the year to come.。
