高中英语教师培训课件：高中英语词汇、语法、Task教学述要

1、li. five key issues for lesson planningl1. defining clear teaching aims and learning objectivesl2. selecting suitable materialsl3. selecting suitable activities/tasksl4. planning lesson phases and activities (i.e. what to do and when)l5. planning how to manage activities (i.e. how students will be o

2、rganized & fully/productively engaged) l1. presentation phasel-poor modeling of languagel-de-contextualizing the language iteml-telling instead of elicitingl-emphasis on repetition/drills (parroting) without giving students enough time to think and digestl-emphasis on performance (performance is

3、 not the same as learning.)l2. practice phaselunclear instructionlpoor organizationllack of language supportllack of effective monitoring (i.e. the teachers area of interaction with the students is limited)lemphasis on speed (i.e. activities are too rushed and superficial)llack of error correctionl3

4、. production phaselpseudo-production (i.e. no room for creativity)lno time for the students to think and recall what they have learntlpoor preparation（i.e. no brainstorming of ideas and no language framework for the students）labsence of written tasks/workl牛津高中英语task教学要点.pptl重点：完成任务重点：完成任务l路径：明确任务路径：

5、明确任务获取完成任务所需的获取完成任务所需的信息信息指导学生完成任务的具体方法指导学生完成任务的具体方法（discourse framework and language support）l目的与意义：在学生完成任务的过程中目的与意义：在学生完成任务的过程中培养学生综合运用语言的能力培养学生综合运用语言的能力l牛津高中英语词汇教学要点.pptli. 词汇教学的问题和困难词汇教学的问题和困难l孤立教词，讲得过多，消化不良孤立教词，讲得过多，消化不良l接触少，重复少，吸收少接触少，重复少，吸收少l主次不分，平均用力，负担过重主次不分，平均用力，负担过重l系统性不够强，边学习边遗忘系统性不够强，边学

6、习边遗忘lii. 影响词汇学习的三大因素影响词汇学习的三大因素l词汇输入因素：词汇输入因素：l频率（频率（frequency）l语音（语音（pronunciation: stress pattern）l语境（语境（contextualization）l记忆因素：记忆因素：l处理深度（处理深度（depth of processing）l词汇网络的建立（词汇网络的建立（building of word net-works）l文化因素文化因素:l词汇的文化内涵差异对词汇意义建构的词汇的文化内涵差异对词汇意义建构的影响影响l孤立主义观点孤立主义观点l联系主义观点联系主义观点l孤立主义亦称孤立主义亦称“

7、辞典观辞典观”l是一种把目标词从语言中孤立出来并单是一种把目标词从语言中孤立出来并单独进行学习的观点。独进行学习的观点。l按照这种观点进行的英语词汇教学，针按照这种观点进行的英语词汇教学，针对的是一个个孤立的英语单词所拥有的对的是一个个孤立的英语单词所拥有的全部相关特征。全部相关特征。l英语词汇教学的主要内容英语词汇教学的主要内容.docl联系主义亦称联系主义亦称“篇章观篇章观”l联系主义观点认为，一个个孤立的英语单词本联系主义观点认为，一个个孤立的英语单词本身是没有任何意义的，孤立的英语单词的意义身是没有任何意义的，孤立的英语单词的意义全部来源并实现于语境中。全部来源并实现于语境中。l因此，

8、词汇教学应该把目标词置身于语境中来因此，词汇教学应该把目标词置身于语境中来学习；词汇教学的内容应该是有单词组合而成学习；词汇教学的内容应该是有单词组合而成的句子、段落和篇章。的句子、段落和篇章。l认识一个目标词必须与其所在的具体的篇章联认识一个目标词必须与其所在的具体的篇章联系起来，学习目标单词应该始于并终于其所在系起来，学习目标单词应该始于并终于其所在的篇章的特定意义和用法。的篇章的特定意义和用法。l我的看法：我的看法：l对于高中英语教学而言，应该孤立与联对于高中英语教学而言，应该孤立与联系相结合。系相结合。l路径：联系路径：联系孤立孤立联系联系l直接词汇教学直接词汇教学l附带词汇学习附带词

9、汇学习l独立策略发展独立策略发展l直接词汇教学直接词汇教学指对词汇进行刻意的、有针指对词汇进行刻意的、有针对性的专门教学，其方式通常是对词汇的对性的专门教学，其方式通常是对词汇的语义、语音、结构、用法以及其他相关方语义、语音、结构、用法以及其他相关方面进行讲解、说明、操练等。面进行讲解、说明、操练等。l附带词汇学习附带词汇学习主要指学习者在进行其他学主要指学习者在进行其他学习活动时，如看英语电影、听英语歌、与习活动时，如看英语电影、听英语歌、与人进行英语对话等，附带的、自然而然地人进行英语对话等，附带的、自然而然地习得英语单词。习得英语单词。l独立策略发展独立策略发展指学习者有意识的使用和优指

10、学习者有意识的使用和优化词汇学习策略，以扩大词汇量。化词汇学习策略，以扩大词汇量。l一方面，采用有效的方法进行直接词汇一方面，采用有效的方法进行直接词汇教学，帮助学生掌握基本的词汇量；另教学，帮助学生掌握基本的词汇量；另一方面，随着学生掌握的基础词汇量的一方面，随着学生掌握的基础词汇量的不断扩大，鼓励和引导学生积极主动地不断扩大，鼓励和引导学生积极主动地在各种活动中附带习得词汇和发展独立在各种活动中附带习得词汇和发展独立策略，有效地扩大学生的词汇量。策略，有效地扩大学生的词汇量。l词汇学习策略词汇学习策略.ppti. 牛津高中英语语法教学要点牛津高中英语语法教学要点.pptii. 关于语法教学

11、关于语法教学语法教学的两种路径语法教学的两种路径.pptllearners receive information about language from a variety of sources in their environment and in the classroom: the teacher, the textbook, recordings, other students, reference books, and so on. lthis input has to be worked on for acquisition. it is generally acknowledg

12、ed that acquisition involves the following processes:l1. noticingl2. reasoning and hypothesizing:l reasoning deductivelyl analyzing contrastivelyl translatingl transferringl3. structuring and restructuringl4. automatizinglseveral criteria for being noticeable: it occurs frequently, it relates to the

13、 learners common sense about basic functions of language, and its functions are those to which a learner would be likely to pay attention. lafter items have been noticed and the relationship between form and meaning interpreted, these items become part of intake into the learning process. llearners

14、then analyze the forms in order to reason out how they fit into their existing knowledge of the language.ladult learners in particular tend 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 demonst

15、rate, and gradually revise their hypotheses according to new information. lthey seem to use the following strategies for analyzing and reasoning about it:lreasoning deductively: learners apply rule they already know to working out the meaning of what they hear or to the formulation of what they want

16、 to say.lanalyzing contrastively: a learner may compare his or her first and second languages and work out their similarities and differences. ltranslating: the learner may feel the need to translate mentally in the early and consolidation stages of foreign language learning.ltransferring: transferr

17、ing is what learners do when they apply knowledge of one language to the understanding or production of another.l 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 learne

18、r moves on to another stage of development.lonce 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 automatized.lrod ellis(2002) ：l为学生提供足够的可理解性输入为学生提供足够的可理解性输入指导学指导学生观察、留意语篇中包含的要学的语法特生观察、留意语篇中包含的要

19、学的语法特征征归纳、总结归纳、总结练习、使用练习、使用l戴炜栋（戴炜栋（2006）认为学习者学习语法的过）认为学习者学习语法的过程如下：程如下：l注意特征注意特征提高意识提高意识比较（语外、语内）比较（语外、语内）建构假设建构假设检验假设检验假设建立内隐知识建立内隐知识l1、提供可理解性输入，让学生接触大量的目、提供可理解性输入，让学生接触大量的目的语形式的语形式l2、加强性输入，吸引学习者注意语法结构、加强性输入，吸引学习者注意语法结构l3、及时反馈、启发学生分析推断语言规律，、及时反馈、启发学生分析推断语言规律，形成关于语言形式的外显表征形成关于语言形式的外显表征l4、创设语言输出机会，帮助学生内化语法规、创设语言输出机会，帮助学生内化语法规则，培养语感则，培养语感l1、多样性、多样性：多样性主要表现在以下两个：多样性主要表现在以下两个方面：对不同类型的项目采用不同的方法，方面：对不同类型的项目采用不同的方法，从不同的角度和方向去教同一项目