课件参考说明教案week9teaching pronunciation and vocabulary

1、How to teach pronunciation and vocabulary?1. Describe English sounds Phonemes: beit Word stress: congratulation Sentence stress: What did John tell me? He told me a secret. Weak forms: the, a, to, of Liaison: My name is Ann.my nay mi zn Speech simplification: a good book Intonation Pitch Tempo rhyth

2、m Pause intensity2. Teaching objectives Receptive skills Distinguish sounds Perceive prosodic features Productive skills Articulation Automation Adaptation 2. Teaching techniques Drilling Substitution drilling Plate, stake, flake Minimal pairs Hit heat Head had Hat, heart, hut Listening Reading alou

3、d3. Teaching steps Eliciting Drilling Choral individualSample 1 How will you teach the following words? Shirt , trousers, jacket, socks, dress, jeans Presentation: show pictures, say the words and ask students to follow Practice : Read words and ask students to point at the correspondent pictures. S

4、how pictures and ask students to say what they are. Production: ask your partner to learn about their preference in choosing clothes. Embarrassed/embarrassing4.1 What to teach? Pronunciation Spelling/word formation Lexical meaning Homonym, polyseme, synonym, antonym, hyponym Parts of speech Collocat

5、ion/multi-word units lexical field/style and connotationDepth of learning Probably wouldnt understand it even in context, and certainly cant produce it Can understand it in context only, and cant produce it even if prompted Can understand it in context only, and can produce it if prompted (e.g. with

6、 first letter) but not confident about correct word stress Can understand it and produce it, but only in its main non-idiomatic sense Can understand it and produce it, though need to think about past irregular forms Can understand and produce it (both in speaking and writing) without effort4.2 How t

7、o teach? 1) how to present: Pronunciation Spelling Meaning Use Presenting meaning Translation Realis Pictures Actions/gestures Providing an example situation Giving several example sentences Giving synonyms, antonyms, or superordinate terms Definitions Sample sentences definitionContextualizing Lexi

8、cal chain2) How to put words to work? Decision-making tasks Identifying Selecting Matching Sorting Ranking and sequencing Production tasks GamesIdentifyingSelecting ExplainingSortingRankingSequencingProduction tasks Completion- of sentences and texts Creation- of sentences and texts3. Principles of

9、teaching vocabulary Intentional learning vs. incidental learning Selection of words Usefulness, frequency, learnability and teachability How to facilitate vocabulary learning Short-term store Working memory Long-term memory Repetition Retrieval Spacing/distributed practice Pacing Use Cognitive depth

10、 Personal organising Imaging Mnemonics Motivation Attention/arousal Affective depthCauses of ForgettingInterference by subsequent learningInsufficient recycling Implications for teaching vocabularyClassroom teaching 1) In segregated vocabulary sections Word list teachingTeacher reads for studentsTea

11、cher reads words from the list in a random order. Learners match the sound with the written from. Teacher gives the translations and learners tick the English equivalents.Bingo Make connections between words and explain them to their classmates. Construct a story form the list 2) Integrated into tex

12、t-based activitiesTelevision 1 . Discuss the following questions in groups. How much television do you watch? What are your favourite programs? Are there any programmes that you particularly dislike? 2. Below is a list of things we can watch on television. If necessary, check the meaning of the word

13、s and phrases in bold in your dictionary. Then mark them as follows: If you think there are too many of these on television in your country. if you think there are about the right amount of these. if you think there should be more of these. if you dont have these in your country at all. a. advertise

14、ments that use attractive people to sell products like cars or perfume. b. government advertising campaigns against things like drink-driving. c. programmes with live sports coverage. d. childrens programmes which include violence. e. long complicated murder mysteries or thrillers. f. interviews wit

15、h politicians. g. chat shows h. game shows. i. soap operas. Look at the title of the magazine article. What do you think the writers main points are? Now read the article. Were you right? Do you agree with her?Fear of Flying How can anyone like flying? Its a crazy thing to do. Birds fly, people dont

16、. I hate flying. You wait for hours for the plane to take off, and its often late. The planes always crowded. You cant walk around theres nothing to do. You cant open the windows and you cant get off. The seats are uncomfortable, theres no choice of food and there are never enough toilets then after

17、 the plane lands. Its even worse. It takes hours to get out of the airport and into the city. I prefer travelling by train. Trains are much better than planes: theyre cheaper, safer, and more comfortable. You can walk around in a train and open the windows. Stations are more convenient than airports

18、, because you can get on and off in the middle of cities. If you miss a train, you can always catch another one later. Yes, trains are slower, but speed isnt everything. Staying alive and enjoying yourself is more important!Read the article again and answer these questions. 1. How does the writer prefer travelling?2. For the writer, which of these adjectives describe