英语教材教法

1、1英語教材教法英語教材教法dr. ying-ying chuangfall 2009department of applied foreign languagescheng shiu university2lppp: presentation-practice-productionthe teacher presents (introduces) the target language (focus on form) students do controlled practice activity students can product target language in a more n

2、atural/realistic way of activities. ltbl: task-based learning the focus is on a task that the learners do while the teacher monitors performance and assesses what language they need. ps. the presentation stage comes after an activity or task. lttt: test-teach-testthe lesson begins with an activity (

3、test), and then the teacher introduces the new language and practices it with them (teach). finally the learners do another tasks in pairs or groups (test). ps. the language focus activity is based on whatever the learners need there and then. 3l grammar is a description of the language systemit sho

4、ws us how we order words in sentences, how we combine them and how we change the form of words to change their meaning. l word orderhe (subject) has (verb) a long holiday (object) in july (adverbial phrase).l word combinations* a long holiday, not a large/big holiday; in july, not at/on july. l word

5、 forms* you would need to know that the verb have changes to has with he or she. l parts of speech -nouns -adjectives -articles -determiners -pronouns -verbs -adverbs -conjunctions -prepositions 4 -in general it is best to avoid complicated grammatical terms, particularly with lower level students.

6、-it is easier for students to grasp a new structure if the language is presented visually. ex: i was reading a book. you are eating spaghetti. you should always introduce a new grammar structure in a meaningful context, and show students how it is used in real life. practice activities help students

7、 to remember the new language and to become more accurate and more fluent in using. 5l a function is the communicative purpose of a piece of language.l example: inviting *would you like to come round of supper? suggesting *lets have a game of chess. agreeing * thats right! giving opinions * i think

8、thats great! greeting * hello!l functions are directly usefulif your learners can make a request using could i/you (+infinitive)? for example, they can ask for a train ticket, order a meal, ask someone for directions, ask a friend for help, and so on.l there are various ways of expressing a function

9、. these variations are called exponents. l example: can you open the window? could you open the window, please? would you mind opening the window?6l one grammatical form can have several functions, for example, the modal verb is used for the following functions: l example: ability *i can swim. reque

10、sts *can you turn off the tv, please? permission *can i smoke here? possibility *i can be rainy at this time of year. l functional language is often a fixed expression or “chunk”, for example: *never mind. *it doesnt matter. *of course. *excuse me. social functions occur naturally in conversation, s

11、o one of the best ways of introducing them is in a conversation. (polite/formal): pair work; role play; simulation. 7l a vocabulary item, sometimes called a lexical item, can be: -a single word, for example, cat, table. -2 or 3 words that go together to make one meaning, a noun like wash machine or

12、a phrasal verb like pass out or come up with. -a multi-word phrase or chunk of language like as a matter of fact, never mind, by the way. l learners need to know: -how a word is spelt -how it is pronounced -the meaning of the word -what part of speech it is -which words it is often used with (colloc

13、ation) -how the word is used: in what situations and contextsl we can change the meanings of words by adding affixes. an affix is a group of letters added to a word, either at the beginning of the word () or at the end of the word (suffixes) to change the meaning of the word.8: words are used togeth

14、er, in partnerships. this relationship between words is called collocation. for example, verbs collocating with a party include have, go to, and throw but not make or do. vocabulary (lexis) is often taught in lexical sets or word field. l a is a group of the same category of words, so for example, t

15、able, chair, sofa, and bed are all nouns belonging to the lexical set , and angry, happy, sad and anxious are all adjectives belonging to the lexical set . l a is wider than a lexical set and contains words and phrases loosely connected to a topic, so for example, the word field might include the le

16、xical set family members (mother, father, etc.) but also other words and phrases like friendship, close, distant, marriage, divorce, to be in live with, etc.: the term register is used to describe these differences in formality, and we talk about register as going from high (formal language) to low

17、(informal). within lower register language is language, which is language used in conversation. knowing which register to use in a situation is having an awareness of . 9: vocabulary can be presented in dialogues and reading passages where the new words appear in context and in combination with othe

18、r words. -you also can use pictures, mime, and real objects to introduce and explain the meanings of simple concrete nouns. -with more you can explain meaning with:1.a : poverty means you have very little money.2.an : furniture: beds, tables, and chairs are all furniture.3.a : spiteful means cruel,

19、unkind.4.an : spiteful is the opposite of kind.: tinkle and clatter are both noises. tinkle is high, clatter is low: imagine you are washing upthe pans clatter, the glasses tinkle.: sometimes this is the quickest way to explain. 10 l recording new wordsl organizing new words in lexical sets or word

20、fieldsl mind mapl repetitionl personalization11l about pronunciation: there are many different varieties of spoken english in the world, but all spoken english has the following features:( phonemes). a pair of words with one difference in sound is called a minimal pair. for example, sheep and ship,

21、bin and pin. * a sentence may be said in different ways depending on what the speaker wants to emphasize. for example, “are you seeing john on tuesday?” “no, im seeing john on monday.” words often flow into each other especially when one word ends with a consonant sound and the next word begins with

22、 a vowel sound. linkingthe pitch of a speakers voice can go up or down at the end of a sentencethis is called intonation. 12l receptive skills: listening and reading.l productive skills: speaking and writing.when you teach language, you are teaching “what” (a grammar point, a function, or vocabulary

23、 item), and the aim of the lesson is to introduce and practice new language. when you teach skills you are teaching “how” (how to listen in a more focused way, how to read more quickly and efficiently, how to speak more fluently, or how to write particular types of text). l lead-in: the activities i

24、n this stage should engage the learners attention and get them thinking about the topic they will hearing, reading, writing, or talking about.l during: taskl after the skills activity: *language focus: checking understanding, giving feedback/error correction. * transfer: you can use the skills activ

25、ity you have just completed as a springboard into practicing another skill. 13l focusing listening: -listening with a purpose -listening for gist -listening for specific detailsl sub-skills: dealing with unfamiliar vocabulary -activating background knowledge -predicting -pre-teaching vocabulary -gue

26、ssing meaningl sub-skills: making sense of connected speech * language is familiar in its written form, but sounds unfamiliar in speech? -identifying linked words -identifying fillers -active listening14: conversations, announcements, talks, and stories.: asking directions, telephone conversations,

27、panel discussions, and so on. : formal or informal register, for example, a formal speech or a conversation between friends.: -one-way: radio, tv, or airport announcements. -two-way: conversation and discussions.: english is an international language: tapes, authentic materials, and teachers talk. 1

28、5you need to help learners to focus their reading so that they read for meaning instead of getting stuck on individual words or unimportant detail and losing track of the main meaning of the text. tasks or questions should direct learners to read for the main meaning. to get general idea of what a t

29、ext is about (main point and conclusion). to find a particular piece of information (move eyes quickly over the text, only stop when seeing the word or information we are looking for). : we read with a purpose in mind: questions we want answered about the text.: careful reading, when we are reading

30、a legal document or a set of complicated instructions, we need to pay attention to all the sentences and to be able to follow the meaning of the whole text. 16: read long texts for pleasure. *when we read longer texts, such as novel, non-fiction, academic books, we may use a variety of the above way

31、s of reading.brainstorming and mind-mapping.(however, at first, and so on)l be interesting and motivatingl be appropriate to your learners levell have a variety of different text types (authentic texts)l include both extensive (longer texts that learners read in their own time for enjoyment) and intensive reading (doing a series of tasks on a short text usually in class time).17l interaction involves more than just putting a message together; it involves responding to other people. this means choosing language that is appropriate for the person