英语教师与英语教学

英语教师与英语教学平南县教研室王寿玲 谁是你的重要他人 Thosewhocan do thosewhounderstand teach Thosewhocan teach thosewhounderstand teachbetter 英语教师应具备的能力要素 Commitment 敬业 Commandofthelanguage 语言掌握 Confidence 自信心 Careforthestudents 关爱学生 Creativethinking 创造性思维 Cultivationofthemind 培养心智 教师发展的阶段性 新老师 noviceteacher 有经历的老师 experiencingteacher 有经验的老师 experiencedteacher 有理念的老师 rationalizedteacher 有影响能力的老师 influentialteacher 有智慧的教师 wiseteacher 外语教师应有理念 有信仰 有能力 有学识 有品行 有学习能力 现代教育的要求 可持续发展能力 做 明 师才能做 名师 EnglishTeachersneed Grammareye Functionaleye Educationaleye 外语教育的目标 知识 语言知识技能 听 说 读 写能力 知识 能力素质 学文化 启心智 爱生命 AwiseoldowlAwiseoldowlsatonanoak Themorehesawthelesshespoke Thelesshespokethemoreheheard Whyaren twelikethatwiseoldbird 外语教育的理念 途径和方法 语言教育 包括外语教育 是对学生文化 心智 情感 人文素养等方面的培养 语言学习是探索 建构和表达意义的过程 要以有意义的活动和内容出发 满足学习者情感和认知需求的真实作品是学好语言的基本材料 语言学习要以意义为核心 整体输入 整体盘活 整体输出 足够的输入和输出是学好语言的必要条件 理念 英语教学的核心原则 以学生为中心 learner centered 以交流为目标 communication oriented 以活动为基础 activity based 让学生真正为教学的中心 教学中始终考虑学生的特点 需要和兴趣 研究学生语言学习的阶段性特点和发展的潜在需要 引领学生学会学习 激活学生的参与积极性 关注学生活动的实效 在教学的各个环节 备课 上课 作业和评价 充分考虑学生的需要和作用 鼓励学生主动积极的学习 提高学习的自主性和合作意识 重视教学过程 提高教学效率 教师的教学设计与实施要做到 有学生有目标有操作设计有学习过程有交流 互动有逻辑有效果 A Doyousmoke Iusedtosmoke B Me too Iusedtodrinkaswell A Let shaveanorangejuice B That dbenice A Doyousmoke B Iused Iusedtosmoke butdon tanymore A Whendidyougiveup B Threeyearsago A Why B Imarriedanon smoker 有效教学是我们的追求 有效教学意味着 教学目标达成度高 全体 绝大多数学生 教学资源消耗较少 时间 精力和物资 教学过程快乐有趣 更高的学习积极性 学生学习能力提升 更强的学习能力 教师教学设计和实施中易出现的问题 目标不清或误判 过高过多过全 关注教材的部分内容 关注自己的教学过程 对学生和学生的学习特点和需求关注不够 流程设计失误 缺乏逻辑性 不利于目标实现 教学中心情急切 忙于表面完成输入 忽视学习过程 以及对学生学习过程的理解和指导 方法单一 以讲代学 以考充学 英语教学之 TeachingGrammar Howtoteachgrammareffectively 语法 功能的语法观 语用之法表意为本先会后懂逐步认知少讲多练记用结合超越考试培养能力小学 见到 碰到 不讲到 初中 用到 讲到 不误导 高中 练到 悟道 不面面俱到 功能观的三维英语语法 Form Meaning Use 把Youareaboy 改为否定句和疑问句 Youcanfoolallthepeoplesomeofthetime youcanfoolsomeofthepeopleallthetime butyoucan tfoolallthepeopleallthetime l Weagreedtowentbycar 2 Wedidn tknewwhathappened 3 Dizzysfromthewinewedecidedtogohome 4 Thepeoplearetoomanysoandthecarsaretoomany 5 Thebuswashitinfrontof 6 Therearemanyaccidentsbecausewehaven tbrought broad roads 1 Weagreedtowentbycar GT4 6 BN2 2 2 Wedidn tknewwhathappened GT4 4 BN1 8 3 Dizzysfromthewinewedecidedtogohome GT4 2 BN2 1 4 Thepeoplearetoomanysoandthecarsaretoomany GT3 0 BN4 3 5 Thebuswashitinfrontof GT2 6 BN4 3 6 Therearemanyaccidentsbecausewehaven tbrought broad roads GT2 4 BN4 1 Thenativespeakersgenerallygavehighermarkstomistakeswhichdidn timpedetheirunderstanding whendiscussingthereasonsfortheirassessment manymentioned intelligibility However thenonnativeteachersseemedmoredisturbedbyinfringementsofcommongrammarrules indiscussion theyreferredfrequentlyto basicmistakes Theyseemedmostupsetbythefactthatlearnerscontinuedtobreakruleswhichhadbeentaughtearlierandwhichtheyshouldthereforehavemastered Waystoteachgrammar ChartsandgraphsUsingobjects necklace purse MapsandsimpledrawingDialoguesWrittentextsAstory basedgrammarteachingMeaningdrills Tomwentshopping Firsthewenttothebaker sandboughtsomebread Thenhecrossedtheroadtothepostofficeandboughtsomestamps Thenhewentnextdoortothenewsagent sandboughtamagazine Thenhecrossedtheroadagainandhadacupofcoffeeinacaf Whenhewenttopay hediscoveredhedidn thavehiswalletwithhismoneyinit Nowhe swonder ingwhereheleftit Roseisridingintheray Birdsissingingonherway Fishisswimminginthebay Deeriscomingintheplay Grassisnoddingbythelake Roseishavingagoodday Howtoteachgrammarsummary Grammaticalstructureswillbecomeinternalizedonlyifthelearnersareplacedinasituationinwhichtheyneedtousethestructureforcommunicativepurpose Grammarteachingprinciples Embeddedinmeaningful communicativecontexts Contributepositivelytocommunicativegoals Promoteaccuracywithinfluent communicativelanguage Respondingtoerrors Hehasalonghair 1 No noexplanation 2 Hehaslonghair repeatandcorrect 3 Noarticle explanation 4 No Anyone Iookforpeercorrection 5 Hehas 6 Hehasalonghair Justone Likethis drawabaldmanwithonelonghair 7 Alonghair sjustones ngleha r likeyoufind nyoursoup Fortheha ronyourheadyouwouldn tuseanart cle Hehaslonghair reactiveteaching 8 Oh hehaslongha r hashe reformulation 9 Teachersaysnothingbutwritesdownerrorforfuturereference 英语教学之 Teachingvocabulary Howimportantisvocabulary Withoutgrammarverylittlecanbeconveyed withoutvocabularynothingcanbeconveyed DavidWilkins Whatdoesitmeanto knowaword FormMeaningUse Howtoteachvocabulary Firstlanguagetranslationcanbegiven ByperformingactionsByshowingobjectsByshowingpicturesordiagramsBydefininginthefirstlanguage translation BydefininginthesecondlanguageByprovidinglanguagecontextclues Wordfamilies RootAffixesPrefixesSuffixesInflexions ed ing etc PlayRe playPlay er play fulUnderstands understanding understood understandable misunderstand misunderstood Thelimitationsofteaching WordsarecomplexitemsWordknowledgeneedstobedevelopedinrangeofwaysTeachinghaslimitedeffects TeachingcanusefullydealwithonlyalimitedamountofinformationatatimeToomuchconfusesForthesereasons Weshouldexpectonlylimitedlearningfromsinglemeetingswithaword Weshouldbearthisinmindwhenweplanorcarryoutthosemeetings Weshouldnotspendtoomuchtimeonvocabularyteaching Limitedeffects Thereshouldberepeatedopportunitiesforincreasinglyspacedretrievalofeachword Latermeetingswithawordaremoreimportantthantheinitialpresentationandteachingmaybemoreusefulthen Whatmakesaworddifficult Pronunciation difficulttopronounce difficulttolearn Spelling sound spellingmismatchesaredifficulttolearn LengthandcomplexityGrammar loveswimmingorlovetoswim Meaning makevsdo 1 IhopeafterbiggeningEnglishstudingIshellnothaveafreetimeatall 2 I dliketospendacoupleofweeksomewhereonapeoplelessisland 3 Ilikewatchingflowersandinhalingtheirlovelysmell Whatkindofmistakesdolearnersmake Whatkindofmistakesdolearnersmake Form relatederrors 1 Mis selection Shewashungry angry withme 2 Mis formations 3 Spellingerrors 4 Pronunciationerrors2 Meaning relatederrors Howtopresentvocabulary Meaningfirst thenformorFormfirst thenmeaning Whatcanwedo Theteacher sjob inorderofimportance PlanTrainTestTeach PlanEnsurethatopportunitiesforvocabularylearningoccurinallofthefourequallybalancedstrands TrainHelplearnersdevelopskillinthefourstrategiesof GuessingfromcontextLearningusingwordcardsLearningusingwordpartsLearningfromdictionaryuse TestUsetheresultsofvocabularyteststoseewherelearnersareintheirvocabularydevelopmentplanfuturelearningmotivatelearning TeachingwordsOnlyhighfrequencyvocabulary thefirst2000wordsandtheAWL andvocabularylearningstrategiesshouldbesystematicallytaught Teachersshouldknowwherethelearnersareintheirknowledgeofthese 英语教学之 TeachingListening Typesoflistening ListeningforgistListeningforspecificinformationListeningindetail Listeningforgist Whenwewanttoknowthegeneralideaofwhatisbeingsaid aswellaswhoisspeakingtowhomandwhy andhowsuccessfultheyareincommunicatingtheirpoint Listeningforspecificinformation whenwedon tneedtounderstandeverything butonlyaveryspecificpart Forexample whenweareintheairport weareinterestedinhearingnewsaboutoneparticularflight ListeningindetailForexample whenweneedtofinderrorsordeterminedifferencesbetweenonepassageandanother Inferentiallistening whenwewishtoknowhowthespeakerfeels Differentsourcesoflistening TeachertalkStudenttalk e g presentation TextbookrecordingsTV video DVD radio songs Whatstudentsneedtoknowbeforetheylisten Thespeaker svoicelwayoftalkingLengthoftextIntendedaudienceandaudience sroleRelationshipbetweenlistenerandspeakerFunctionoftextInformationaboutthetopicSpecializedvocabularyWhattheyneedtodo Note takingtechniques ChooseonlyimportantinformationParaphraseUsetitlesandsubtitlesUsespacesUseabbreviationsUsesymbolsandnumbersUseemphaticmarkers e g underline Usediagrams Post listening Reconstructingthelisteningtext focusongrammar vocabularyetc ReconstructingthelisteningtextGap fillStorytelling Dictationisonecommonapproachinclass Readthepassageatfullspeed Thestudentslistenonly Readthepassageinchunks leavingtimeforthestudentstowrite Allowafewminutesforthestudentstocheckindividually Readthepassageagainatfullspeed Allowafewminutesforstudentstocheck Givefeedbacktothewholeclass showthepassage Typesoflistening IntensivelisteningSelectivelisteningInteractivelistening Intensivelistening Tolistenforprecisesounds words phrases grammaticalunits Onetypicaltaskisdictation ListeningclozeErroridentification Selectivelistening Encouragelearnerstoapproachgenuinespokentextsbyfocusingonspecificinformationratherthantryingtounderstandandrecalleverything Pre listeningportionisanimportantaspectofselectivelistening Becomingabestteacheroflistening Developmaterials includingyourstories onfamily places childhood hobbies etc Decide whofor Level Length Technology Worksheets Gettingfeedback Evaluatetheresults Learnersshouldbegivenopportunitiestoprogressivelystructuretheirlisteningbylisteningtoatextseveraltimesandbyworkingthroughincreasinglychallenginglisteningtasks Thetaskshouldincludeopportunitiesforlearnerstoplayanactiveroleintheirownlearning Contentshouldbepersonalised Qualityofrecordings Istherecordingclear Willbackgroundnoiseaffectcomprehension Speed Dothespeakerstalktoofastformystudents Numberofspeakers Aretheremanyvoices potentiallycausingconfusion Accent Istheaccentfamiliar Isitcomprehensible Makeaposteroflisteningstrategies Putitontheclassroomwall Refertoitbeforeandafterthestudentslisteninclassanddiscusstheirstrategies IntroducelisteningStrategies PredictingInferensingMonitoringClarifyingRespondingEvaluating 英语教学之 TeachingReading Whydoweread ReadingforpleasureReadingforinformationReadingforlanguageacquisition Howdoweread SkimmingScanningExtensivereadingIntensivereading Discussionquestions WhatrolesdoesreadingplayinL2development Whataresomeofthedifferencesbetweengoodreadersandpoorreaders Whatcanyoudotohelpthelatterimprovetheirreadingability Whatistheroleofpriorknowledgeinreading Whattypesofpriorknowledgedoyouknow Whatcanteachersdo AActivatepriorknowledgeCCultivatevocabularyTTeachforcomprehensionIIncreasereadingrateVVerifyreadingstrategiesEEvaluateprogress JanewasinvitedtoJack sbirthdayparty Shewonderedifhewouldlikeakite Shewenttoherroomandshookherpiggybank Itmadenosound HowoldisJane HowoldisJack Whatleadsyoutoyouranswer WhatsounddidJaneexpecttohearwhensheshookherpiggybank Maryheardtheicecreammancomingdownthestreet Sherememberedhergunandrushedintothehouse HowoldisMary Whatleadsyoutoyouranswer Whywouldshethinkofhergunwhensheheardtheicecreamman 1 Readingisinteractive thereadermakesuseofinformationfromhis herbackgroundknowledgeaswellasinformationfromtheprintedpage 2 Readingisalsointeractiveinthesensethatmanyskillsworktogetherintheprocess 1 Toaddinformationandreasons Also Inaddition Besides Moreover2 Toexplain givereasons Actually Certainly Forexample Infact Thatis3 Toshowcauseandeffect Asaresult Then Therefore Thus4 Tosummarize Inall Inaword Inshort5 Toshoworder First second Finally Last Ratetraining RapidwordrecognitionRapidphraserecognitionRapidpassagerecognition Find buylunch buylunchbringlunchb