教师资格证讲课课件

中学教师资格证面试指南

Lecturer:Telephone:QQ:

.*一、常见教学法二、教案编写三、教师课堂用语四、面试环节五、注意事项.*一、常见教学法CommunicativeLanguageTeaching.*DefinitionCLTisonepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse.ThegoalofCLTistodevelopstudent’scommunicativecompetence.Itincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations..*TheoryInternationalViewConstructivistTheory.*Characteristics①Theroleoftheteacher(facilitator,manager,advisor)②Theroleofthelearner(negotiator,communicator,contributor,independent)③CharacterizeoftheCommunicativeApproach(Emphasisonlearningtocommunicativeinthetargetlanguage,theintroductionofauthentictextsintoleaningprocessitself,makinguseoflearner’sownpersonalexperiences).*.*.*Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.PrinciplesofCLT.*Communicativeactivities

Littlewood(1981):Functionalcommunicativeactivities;IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequenceorlocationetc.Socialinteractionalactivities.

Role-playingthroughcueddialoguesRole-playingthroughcuesandinformationLarge-scalesimulationactivitiesImprovisation(即兴表演)etc..*TeachingProcess

Theteachersgivethestudentsatask,whichneedstheircollectiveworkandsharetheirinformation,andsothattheycansolveaproblemorreachadecision,forexample,thestudentsareputintosmallgroupstofindouttheirrealschoollifeandtheidealone..*First,putthestudentsintoseveralgroups.Then,theteachertellsthemthatheisgoingtogiveeveryoneaquestionnaire,whichtheyshouldfillin.Thishedoesbyaskingtheotheroneinthegroup.

Hereisthequestionnaire:QUESTIONNAIRESuchas:1.Whattimedoesyourschooldaystart?2.Whattimedoesyourfirstclassbegin?3.Doyouthinkthatistooearlyortoolate?4.Howlongdoyoustayinyourschool?.*Afterthestudentshavecompletedthistask,theteacherreadafeedbacksessionbyaskingsomequestions,letthestudentsgivetheiranswers.Exercisessuchastheseareoftenincrediblyproductiveintermsoftheamountoflanguagestudents’use..*

Task—BasedLanguageTeaching.*DefinitionTask-basedLanguageTeaching（TBLT）referstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage.learningbydoing.*TheoryInternationalViewConstructivistTheory.*FeaturesofaLanguageLearningTask

ContextProductPurposeProcessofdoing/thinkinginEnglishSkills&knowledge情景成果目的过程语言知识语言能力.*JaneWillis’(1996)

TBLframeworkPre-taskLanguagefocusTaskcycle.*Pre-taskIntroductiontotopicandtaskTexplainsthetopic,Highlightsusefulwordsandphrases,helpsSsunderstandtaskinstructions,andprepare.Ssmayheararecordingofothersdoingasimilartask..*TaskcycleSsmaynowheararecordingofothersdoingasimilartaskandcomparehowtheyalldidit.TaskSsdothetask,inpairsorsmallgroups.Tmonitorsfromadistance.PlanningSspreparetoreporttothewholeclass(orallyorinwriting)howtheydidthetask,whattheydecidedordiscovered.ReportSomegroupspresenttheirreportstotheclass,orexchangewrittenreports,andcompareresults..*LanguagefocusAnalysisSsexamineanddiscussspecificfeaturesofthetextortranscriptoftherecording.AnalysisTconductspracticeofnewwords,phrasesandpatternsoccurringinthedata,eitherduringoraftertheanalysis..*Pre-taskIntroductiontotopicandtaskLanguagefocusAnalysis&practice:Review&repeattask.TaskcycleTaskPlanningReportSsheartaskrecordingorreadtextPPPPresentationofsingle‘new’itemPracticeofnewitem:drillsexercises,dialoguepracticeProductionActivity,roleplayortasktoencourage‘free’useofL..*Advantages1.TBLTstressedthestudents’learning,thetaskscancontributetowhole—persondevelopment.2.Theattentiontostudents’needs,interestsandabilitiesmeansthatweshouldvaryourteachingstylestotakeaccountofthedifferentlearningways3.haveabalancebetweenthefocusonholisticcommunicationandthefocusonform4.TBLTisaveryflexibleformofteachingandlearning.*Disadvantages1、Itmaynotbeeffectiveforpresentingnewlanguageitems2、Teachershavetopreparetask—basedactivitiesverycarefully3、Cultureoflearning4、Levelofdifficulty.*二、教案编写1、设计思路（教材分析：上什么教材、哪一课、哪一部分；重、难点：这一单元讲什么你讲的这一部分重难点是什么？教学目标：达到怎样的目标包括学习技能、情感态度、学习方法、文化知识等。）2、教案编写（1、教学内容（教材分析学生分析）2、教学目标3、教学重、难点4、教学方法5、学习策略6、教学工具7、教学步骤）.*1.Teachingcontent:

Reading:

ThirdPeriodofUnit9Technology2.TeachingObjectitives

(1)Knowledgeobjectivea.ProvideSssomeinformationaboutthecellphoneb.Learnnewwordsandexpressions:toothpick,agreement,disagreement,disagree,absolutely,depend,begoodat,insideout(2)Competenceobjectivea.EnableSstofindtheanswersinthetextquicklyandcorrectly.b.helpSstofindthemainideaofeachparagraph.(3)Affectobjective:MakeSsknowhowtousethegoodeffectsofthenew-technologytoolsindailylife.Unit9Technology.*3.Teachingkeypoints

教学重点

LetSslearntohowtoimprovetheirabilityTeachingdifficultpoints

教学难点Howtogetthemainideaofthetextandeachparagraphquicklyandcorrectly.4.Teachingmethods

教学方法CommunicativeapproachTBLTapproach5.LearningStrategiesCoorperativelearningIndependentlearning.*6.Teachingaids(AtelephoneSomepictures)7.TeachingproceduresStep1GreetingsStep2Leading-inStep3While-reading1.Fastreading2、CarefulreadingStep4Post-readingStep5GroupDiscussionStep6Homework.*三、教师课堂用语Goodmorning/afternoon,class./boysandgirls.Who’dliketoanswerthequestion?

Whocananswerthequestion?

Whoknowstheanswer?Youranswerisverygood!(Iadmireyourwork.)Nicegoing!(Youmakeagreatprogress.)Whatabrightidea!Thankyou.leaseshow