英语教学法重点

英语教学法重点Unit1LanguageandLearning1.1Howdowelearnlanguage?WelearnlanguageatdifferentagesPeoplehavedifferentexperiencesPeoplelearnlanguagesfordifferentreasonsPeoplelearnlanguagesindifferentwaysPeoplehavedifferentcapabilitiesinlanguagelearningLearningcanbeaffectedbythewayhowlanguageistaughtLearningisaffectedbythedegreeofsuccessoneisexpecttoachieve.Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality.1.2Whatarethemajorviewsoflanguage?Structuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntacx.Tolearnalanguageistolearnitsvocabularyandstructuralrules.英语教学法重点Functionalview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.1.3ViewsonLanguageLearningTwobroadlearningtheories：Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.BehavioristtheoryB.F.Skinner英语教学法重点Astimulus-responsetheoryofpsychologyAudio-lingualmethodTheideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.CognitivetheoryInfluencedbyNoamChomsky(revivalofstructurallinguistics)Languageasanintricaterule-basedsystemAlearneracquireslanguagecompetencewhichenableshimtoproducelanguage.Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.ConstructivisttheoryJeanPiaget(1896—1980)Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.Socio-constructivisttheory英语教学法重点Vygotsky“ZoneofProximalDevelopment”(ZPD);scaffolding(脚手架)Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.1.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:ethicdevotion,professionalqualityandpersonalstyles.1.5Howcanonebecomeagoodlanguageteacher?口Wallace's(1991)‘reflectivemodel'(Figure1.1,p.9)英语教学法重点Stage1:languagedevelopmentStage2:learning,practice,reflection*Thelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:Learningfromothers'experienceLearningthereceivedknowledgeLearningfromone'sownexperiencesThepracticestage(2senses)Pseudopractice:shortperiodoftimeassignedtodoteachingpracticeaspartofone?spre-serviceeducation,usuallyunderthesupervisionofinstructorsTherealclassroomteaching:whatateacherundertakesafterhe/shefinishesformaleducationTeachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoingGoal:professionalcompetenceUnit2CommunicativePrinciplesandTask-basedlanguageteaching英语教学法重点Howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?LanguageusedinreallifeLanguagetaughtintheclassroomToperformcertaincommuntcativefunctionsTofocusonforms(structuresorpatterns)Useallskills,bothreceptiveskillsandproductiveskillsTofocusononeortwolanguageskillsandignoreothers.UsedinacertaincontextToisolatelanguagefromitscontextWhatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents'communicativecompetence.Definition:CommunicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituationsFivecomponentsofcommunicativecompetence(Hedge2000)Linguisticcompetence(语言能力)Theknowledgeoflanguageitself,itsformandmeaning.Pragmaticcompetence(语用能力)英语教学法重点Theappropriateuseoflanguageinsocialcontext.Discoursecompetence（语篇能力）One'sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemStrategiccompetence（策略能力）Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Fluency（流利性）One'sabilityto'linkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation?mplicationsforteachingandlearningTeachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.PrinciplesofCLTThreeprinciplessuggestbyRichardandRodgers：Communicationprinciple：involverealcommunicationTaskprinciple：Carryoutmeaningfultasks英语教学法重点Meaningfulnessprinciple：MeaningfullanguagetothelearnerHowattproposesaweakandastrongversionofCLT:WeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.Strongversion“languageisacquiredthroughcommunication”(Howatt,1984:279).5MajorActivityTypesofCLTAsequenceofactivitiesrepresentedinLittlewood(1981:86)Pre-communicativeactivities/Structuralactivities/Quasi-communicativeactivities类似，准,半Communicativeactivities(PP22-23)FunctionalcommunicationactivitiesSocialinteractionactivities.6SixCriteriaforevaluatingcommunicativeclassroomactivities(mainfeaturesofcommunicativeactivities?)英语教学法重点CommunicativepurposeCommunicativedesireContent,notformVarietyoflanguageNoteacherinterventionNomaterialscontrolWhatisTask-basedLanguageTeaching?TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.FourcomponentsofataskA purposeA contextA processA productExercises,exercise-tasksandtasks英语教学法重点Purposeful&ConlcxtualisedcornrnnnicylionFocus英语教学法重点Purposeful&ConlcxtualisedcornrnnnicylionFocusonindividuallanguageitemsexercise exercise-tasktaskExercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.DifferencesbetweenPPPandTBLT1ThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.FreeoflanguagecontrolAgenuineneedtouselanguagetocommunicateAfreeexchangeofideas"Appropriateness&accuracyoflanguageformingeneral,notproductionofasingleformAgenuineneedforaccuracyandfluency2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPis英语教学法重点differentinthisaspect.■Atask-establishedcontextEncouragedtothink,analyze,notsimplytorepeat,manipulateandapplyAmorevariedexposuretonaturallanguageLanguageformsnotpre-selectedforfocusLearner-freeselectionoflanguageTBLcycleleadfromFluencytoaccuracy(+fluency)InTBLIntegratedskillspracticedHowtodesigntasks?Step1Thinkaboutstudents'needs,interests,andabilitiesStep2BrainstormpossibletasksStep3EvaluatethelistStep4ChoosethelanguageitemsStep5PreparingmaterialsCLTandTBLTintheChinesecontext口ProblemswithCLT英语教学法重点TheveryfirstandforcefulargumentiswhetheritisculturallyappropriateThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.Thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.ConstraintsofTBLTThefirstisitmaynotbeeffectiveforpresentingnewlanguageitemsThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully.ThethirdisthecultureoflearningTheforthisLevelofdifficultyUnit33.1AbriefhistoryofforeignlanguageteachinginA phase of restoration(1978-1985)A phase of rapiddevelopment(1986-1992)：♦ A phase of reform(1993-2000)A phase of innovationfrom2000英语教学法重点DesigningprinciplesfortheNationalEnglishCurriculumAimforeducatingallstudents,andemphasizequality-orientededucation.Promotelearner-centeredness,andrespectindividualdifferences.Developcompetence-basedobjectives,andallowflexibilityandadaptability.Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage.GoalsandobjectivesofEnglishlanguageteachingThenewcurriculumisdesignedtopromotestudents'overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedto

英语教学法重点developinglearners'positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.Theoveralllanguageabilityrequiredinthe2001NationalEnglishCurriculumincludesthefollowingaspectslanguageknowledge,languageskills,learningstrategies,affectsandculturalunderstanding.DesignoftheNationalEnglishCurriculumEnglish1-5(10credi归)RequiredCoursesEnglish1-5(10credi归)RequiredCourseso口mpu而CryEd仁。mfdnseno,「283fsen_0「1*ESPcourses*Cuitural&literarystudiescourseetc.ElectiveTrack2Thestandardsfordifferentlevelsofcompetence英语教学法重点Ninecompetence-basedlevelsJLLevel9Level8Leve|7 ForseniorhighschoolleaversLevel6Level5 *For9thgradersLevel4Level3Leve(2 *For6thgradersLevef1 ChallengesfacingEnglishlanguageteachersEnglishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthecenteroflearning.Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.Unit4.LessonPlanning备课英语教学法重点whyisLessonPlanningImportantAlessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit.Properlessonplanisessentialforbothnoviceandexperiencedteachers.Languageteachersbenefitfromlessonplanninginanumberofways.Makesteachersawareoftheaimsandlanguagecontentsofthelesson,soastoplantheactivitiesandchoosethetechniquesaccordingly;Helpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother;Givesteacherstheopportunitytoanticipatepotentialproblemssothattheycanbeprepared;Givesteachers,esp.noviceones,confidenceinclass;Raisesteachers'awarenessoftheteachingaidsneeded;Planningisagoodpracticeandasignofprofessionalism.英语教学法重点Teachersbenefitfromproperlessonplansinanumberofotherways:口Toenabletheteachertoimproveclasstiming;口Lessonplansarealsoanaidtocontinuingdevelopment(plan-practice-reflection)PrinciplesforGoodLessonPlanningAim:therealisticgoalsforthelesson;whatstudentsareabletodobytheendofthelesson;Variety:differenttypesofactivities;awideselectionofmaterials;Flexibility:preparingsomeextraandalternativetasksandactivitiesLearnability:thecontentsandtasksplannedshouldbewithinthelearningcapabilityofthestudentsDoingthingsthatarebeyondorbelowthestudents'copingabilitywilldiminishtheirmotivation(Schumann,1999)Linkage:thestagesandthestepswithineachstagearelinkedwithoneanother.whataremacroplanningandmicroplanning?英语教学法重点MacroplanningPlanningoveralongperiodoftimewhichisoftendonebyagroupofteachers,itprovidesageneralguidanceforlanguageteachersMicroplanningPlanningforaspecificunitoralesson,whichusuallylastsfromonetotwoweeksorfortytofiftyminutesrespectively.Microplanningisoftenanindividualactivityanddifferentteachersmayhavedifferentwaysofwritingtheirownlessonplans.口Macroplanninginvolvesthefollowing：KnowingabouttheprofessionKnowingabouttheinstitutionKnowingaboutthelearnersKnowingaboutthecurriculum/syllabusKnowingaboutthetextbookKnowingabouttheobjectivesAlessonplanusuallyhasthefollowingcomponents:>Backgroundinformation英语教学法重点>TeachingaimsTeachingcontentandskillsStagesandproceduresTeachingaidsEndoflessonsummaryOptionalactivitiesandAssignmentAfterlessonreflectionUnit5ClassroomManagementWhatisclassroommanagement?Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.(68)thegoalofclassroommanagementistocreateanatmosphereconduciveto(有助于)interactinginEnglishinmeaningfulways(Gebhard,1996).Efficientclassroommanagementcanbeachievedwhenthefollowingsixconditionsaremet.Theteacherplaysappropriateroles.Theteacherprovidesclearerinstructions.英语教学法重点Studentsaregroupedinawaysuitableforthelearningactivities.Thereisdisciplineaswellasharmonyintheclass.Theteacherasksappropriatequestions.Thestudents'errorsaretreatedproperlyWhatrolesdoestheteacherplay?Controller(whattolearn;howtolearn)Assessor(correctingmistakes;organizingfeedback)Organiser(students'activities)Prompter(whenssdon'tknowwhattodo…)Participant(inss’activities)Resource-providerTeachers'rolesarenotstatic.Theychangewiththedevelopmentofthesociety.口Newroles:口TeacherasfacilitatorCreateapositivelearningenvironment,usevariousstrategiestomotivatelearners,guidestudentsinplanningandassessingtheirlearninganddeveloptheirlearningstrategies…英语教学法重点口TeacherasguideActivatestudents'priorknowledge;findindividualiterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;evaluatestudents'developmentfairlyfromanall-roundperspective…口TeacherasresearcherObserveaproblem,reflectonthereasons,thinkaboutpossiblesolutions,implementthesolutionsandevaluatetheresults-，Q:Howmuchcontrolisneeded?AppropriatedegreeofcontrolDifferentactivitiesneedadifferentdegreesofcontrol.Themorecommunicativeanactivity,thelesscontrolitneeds.Q:Whatdoestheteacherdoasanassessor?Correctingmistakes■Thecorrectingshouldbegentle,notharsh.OrganizingfeedbackThefeedbackshouldbefocusedonstudents'successorprogresssothatasuccess-orientedlearningatmospherecanbecreated.英语教学法重点Q:Howtoorganise?Beforetheactivity:whattheactivityisgoingtobelike,anticipatedproblems;clearinstructionsgiventostudents(withT’sdemonstration)Duringtheactivity:overhearwhatthestudentsaresaying,rectifywrongpractices;takenotesforlaterfeedbackQ:Whentoprompt?Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext・・・Whenastudentdoesn'tseemtobereadyforananswer,7，Whenastudentfinisheswithaveryshortanswer,…Q:whytoparticipateinstudent'sactivities?■Monitoring+participatingchangestherolefromanauthoritytoaconversationalist,agoodchanceforstudentstopractiseEnglishwithasuperior…Q:Whatdoyouthinkofthejug-and-mugmetaphor?Althoughthejug-and-mugmethodhasbeenwidelycriticised,theteacherisstillconsideredagoodandconvenientresourceforthestudents.英语教学法重点Howtogiveeffectiveclassroominstructions?Classroominstructionsrefertothetypeoflanguageteachersusetoorganizeorguidelearning.Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents;Tousethemother-tongueonlywhenitisnecessary;GivestudentstimetogetusedtolisteningtoEnglishinstructions;Usebodylanguagetoassistunderstanding;Modelthetask/activitybeforelettingstudentsintogroupsorpairs・・・Teachersarenotexpectedtodoallthetalkinginclass.Tip:Demonstrationisusuallymoreeffectivethanwords.Whatarethedifferentwaysforstudentgrouping?■Wholeclasswork,pairwork,groupwork,individualstudyWholeclasswork口Allthestudentsareunderthecontroloftheteacher,doingthesameactivityatthesamerhythmandpace.Pairwork英语教学法重点口Studentsworkinpairsonanexerciseortask.Groupwork口Studentsworkinsmallgroupsof3-5students.Individualstudy口Studentsworkontheirownattheirownspeed.Q:Howtogroup?(Groupingmethods)Wholeclassworkisnormallyusedwhenpresentingandexplainingnewlanguageornewinformationanditshouldbeusedwiselybytheteachers.Successfulgroup/pairworkdependsonskillfulorganization.Thebiggestproblemforgroupworkistheselectionofgroupmembers.Whileteachersareencouragetousepairwokandgroupworktoprovidemorepracticechance,individualstudyshouldnotbeforgotten.TypesofstudentgroupingandtheiradvantagesanddisadvantagesinP314(task4)5.5DisciplineinthelanguageclassroomQ:Whatdoesdisciplinemean?英语教学法重点Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.(78)Q:Doesdisciplineguaranteeeffectivelearning?口No.Theremightbelittlelearningeventheclassisverydisciplined.口Althoughdisciplineisnecessary,itisnotasufficientconditionforeffectivelearningasathoroughlyindisciplinedatmospherewillsurelyyieldnolearningatall.(79)Q:Howtomaintaindiscipline?P.79Althoughdisciplineisoftendiscussedtogetherwithclassroommanagement,Classroommanagementskillsarenotsufficientifdisciplineistobeachieved,rather,avarietyofteacher'sbehaviorcontributetodiscipline,suchastheteacher'schoiceofmethodology,theirinterpersonalrelationshipswithstudents,theirpreparationforthelesson.Beside,student'smotivation,whichcanbeenhancedbytheteacheraction,isextremelyimportantfordiscipline.Whenstudentsareengagedinlearning,theywillbedisciplined.(79)英语教学法重点口Ssareclearaboutlearningpurpose;口Ssareabletodotheworkbutfinditchallenging;口Ssareemotionally,physicallyandintellectuallyinvolvedbythetasks;口Thepresentation,varietyandstructureoftheworkandactivitiesgeneratecuriosityandinterest;口Sshaveopportunitiestoaskquestionsandtryoutideas;口Sscanseewhattheyhaveachievedandhowtheyhadmadeprogress;口Ssgetafeelingofsatisfactionandenjoymentfromthework.Q:Whatcausesdisciplineproblems?Agapinthelesson(e.g.badplanning,equipmentfailstowork)UnclearinstructionsLackofteacherattentionTheteacherconcentratesonlengthyexplanationstooneindividualsothattheothersgetboredWorkistooeasyortoochallengingQ:Whatmeasurescanwetakeforundisciplinedactsandbadlybehavingstudents?英语教学法重点口Harmer(1983)p.81Actimmediately.Stoptheclass.Rearrangetheseats.Changetheactivity.Talktostudentsafterclass.Createacodeofbehavior.■，s(1996)adviceDealwithitquietly.Don?ttakethingspersonally.Don?tusethreats.5.6Howtomakequestioningmoreeffective?口Questionsshouldbecloselylinkedtothelearningobjectivesinthelesson;口Questionsshouldbestagedsothatthelevelofchallengeincreasesasthelessonproceeds;口Thereshouldbeabalancebetweenclosedandopen,lower-orderandhigher-orderquestions;英语教学法重点口Waittimeisimportanttoallowstudentstothinkthroughtheiranswers;口Ssshouldbeprovidedopportunitiestoasktheirownquestionsandseektheirownanswers;口Asecureandrelaxedatmosphereoftrustisneededandss’opinionsandideasarevalued.Whattypesofquestionsarethere?(Classificationofquestions)Closedandopenquestions;Displayandgenuinequestions;Lower-orderandhigh-orderquestions;Bloom?staxonomy分类系统(Nuttall,1982)KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation5.7Dealingwitherrors英语教学法重点Q:Whatareerrors?Howaretheydifferentfrommistakes?口Amistakerefersto“aperformanceerrorthatiseitherarandomguessora'slipoftongue’，anditisafailureperformancetoaknownsystem”(Brown,2000:218—219)口Anerrorhasdirectrelationwiththelearner'slanguagecompetence.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.口Amistakecanbeself-corrected;anerrorcannotbe.Q:Howtodealwitherrors?口Indealingwitherrorsandmistakesweneedtobeclearwhetherthetaskoractivityisfocusingonaccuracyorfluency.Q:Whentocorrecterrors?口Generally,itisbestnottointerruptstudentsduringfluencyworkunlesscommunicationbreaksdown.口Letatrivialmistakepassifmostofthelanguageisright.口Forsomecommonmistakes,takeanoteinmindfirstandcorrectafterthestudent'sperformance.Q:Howtocorrecterrors?口Differentwaysandtechniques:英语教学法重点DirectteachercorrectionIndirectteachercorrectionSelf-correctionPeercorrectionWholeclasscorrectionQ:Whichtechniquestouse?口Asageneralrule,indirectteachercorrectionisencouragedratherthandirectonestoavoiddamagingss’se-tsteemandconfidence.口Inpractice,self-correctionisencouragedbeforeteachercorrectionorpeercorrection,esp.formistakes.口Thewholeclasscorrectionisusedformainerrortypes(e.g.TheBigTen)SummaryRolesoftheteacher:controller,assessor,organiser,prompter,participant,resource-provider,facilitator,guide,researcher,etc.英语教学法重点Classroominstructions:simple;suitthelevelofstudentsGrouping:wholeclasswork,groupwork,pairwork,individualstudyDiscipline:toengagessinlearning;howtomaintaindiscipline,howtotreatwithundisciplinedactsQuestioning:differentclassifications;questioningtechniquesErrorcorrection:errorandmistake;differentwaysandtechniquesforcorrectingerrorsUnit6TeachingPronunciationCriticalPeriodHypothesis:abiologicallydeterminedperiodoflifewhenlanguagecanbeacquiredmoreeasilyandbeyondwhichtimelanguageisincreasingdifficulttoacquire.TheroleofpronunciationDebateSideA:studentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasthestudentsdevelopoveralllanguageability.SideB:Failureinpronunciationisagreathindrancetolanguagelearning.Viewsofteachingpronunciationvary英语教学法重点口TheLearnerswhohavemoreexposuretoEnglishneedlessfocusonpronunciationthanthosewhoonlylearnEnglishintheclass.口AdultlearnersneedmorefocusonpronunciationbecausetheyaremorelikelytosubstituteEnglishsoundswithsoundsfromtheirnativelanguage.口Theteachingofpronunciationshouldfocusonthess’abilitytoidentifyandproduceEnglishsoundsthemselves.(pronunciationvs.phonetics)口Ssshouldnotbeledtofocusonreadingandwritingphonetictranscriptsofwords,esp.foryoungstudents.口PhoneticrulesarehelpfulforsstodevelopabilitytocopewithEnglishpronunciationandtheyshouldbeintroducedatasuitablestage.口Stressandintonationareimportantandshouldbetaughtfromtheverybeginning.ThegoalofteachingpronunciationThegoalofteachingpronunciationisnottoteachlearnerstoachieveaperfectimitationofanativeaccent,butsimplytogetthelearnerstopronounceaccuratelyenoughtobeeasilyandcomfortablycomprehensibletootherspeakers.Therealisticgoalsofteachingpronunciationisasfollowing:英语教学法重点口Consistency:thepronunciationshouldbesmoothandnatural;口Intelligibility:thepronunciationshouldbeunderstandabletothelisteners;口Communicativeefficiency:thepronunciationshouldhelpconveythemeaningthatisintendedbythespeaker.Whataspectsofpronunciationdoweneedtoteach?Pronunciationisanumbrellatermcoveringmanyaspects,besidesoundandphonesymbols,suchasstress,intonation,andrhythm,ofcourse,theseaspectsarenotisolatedfromeachother,rather,theyareinterrelated.Q:Howtoachievegoodpronunciation?口Practicemakesperfect口Bothmechanicalpracticeandmeaningfulpracticearebeneficial.Practisingsounds(Listsomemethodsofpracticingsounds.)Mechanicaldrillingisboringanddemotivating;itisimportanttocombinedrillingpronunciationexerciseswithmoremeaningfulexercisesthatfocusonwhateveraspectofpronunciationisthefocusofthelesson.英语教学法重点FocusonasoundFocusonaindividualsoundsespeciallythosesoundthataredifficulttolearnPerceptionpractice口Whatisthegoalofperceptionpractice?Developingthestudents'abilitytoidentifyanddistinguishbetweendifferentsounds.口Examplesofperceptionpractice:Usingminimalpairs(withonesounddifference):will/well;ship/sheep;light/nightWhichorder:bear,tear,earSameordifferent?[met],[mi:t]OddoneoutCompletionProductionpracticeThegoalofproductionpracticeisdevelopingstudents'abilitytoproducesounds.英语教学法重点Listenandrepeat(practiceindividualsounds,individualwords,groupsofwords,sentences(mechanicalimitation)Fillintheblanks(insentenceswithwordswhichcontaincertainsounds).Makeupsentences(usingasmanyfromthegivenwordsaspossible).Usemeaningfulcontext(toperformmeaningfultaskssuchasrole-play).Usepictures(toproducemeaningfullanguage).Usetonguetwisters(topracticepronunciation).6.5Practisingstressandintonation口Twotypesofstress:word-levelstress口Itisveryimportanttostressthepropersyllableinmulti-syllabicwords.口Thebeststrategyistoemphasizetheimportanceoflearningthestressasp