专业教学法技能

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1、英语专业英 语 教 学 法专业教学法技能w 语法教学技能w 课文教学技能w Reading skillw Listeningw Language skill-1w Language skill-2课 文 教 学 教学目的：通过讲解、示范和练习，学会课文教 学技能 教学重点、难点：了解整体教学课型的特点和模 式，掌握英语课文的一般方法和技能 教学内容、步骤和方法： 复习思考题：课 文 教 学复 习 思 考 题 1、课文教学有哪些常用方法? 2、初中高年级课文教学应如何进行? 3、高中课文教学应如何进行? 4、任选一篇课文，运用整体教学法进 行模拟教学或说课。课文教学 （教学内容和方法） 前言 整

2、体教学课型的特点 整体教学的模式 课文整体教学的教学方法 课型示例 一、二 课文教学技能评价参考标准课文教学 教学内容（ 前言） 英语课文是依据课程标准规定的教学目的编写的。它综合体现语音、词汇和语法，是用作对学生进行听、说、读、写技能训练和语言知识教学的综合材料。课文是中小英语教科书的核心，学生学习语音、语调、词汇、句型、语法等知识是围绕课文进行的。课文作为一个含有完整的情节、具体的人物事件及思想内容的语言材料，多角度、多方面地训练学生“听、说、读、写”及英语理解和思维的能力，因此搞好课文教学将有助于学生进一步学好英语，课文教学的方法是否符合语言教学的规律，也在很大程度上决定英语课堂教学的成

3、败。课文教学 教学内容 （前言） 整体教学是当代外语教学界的共识。中学英语教学大纲明确指出：“课文首先应作为整体教学”。张思中教学法更明确地把课文整体教学作为基本课型之一。旧式的语言教学往往着眼于孤立的词汇或语法的讲解、分析和运用上，而课文整体教学体现了现代语言教学方法中语篇整体教学的思想，把语篇作为教学基本单位，从课文的整体出发，把握感知、理解、记忆、和运用的几个环节，使学生在整体语言情景中学习语言，将语言知识、语言功能、和语言情景结合起来。通过教师的引导和学生的活动，既对整体课文透彻理解，又同时进行语言知识的概括总结和言语技能的训练，培养学生综合运用英语的能力。 课文教学 （教学内容和方法

4、）整体教学课型的特点 （1）学生整体。整体教学法把学生作为文化的一员，是知识的创造者。认为教师不是传授知识技能给学生，而是与学生共同合作创造、发现知识、技能。故教学要以学生为中心，使学生的学习活动成为一个整体。 课文教学 （教学内容和方法）整体教学课型的特点 （2）教材整体。教材整体技巧的基本形式，是让材料能使学生从事真实而有意义的言语活动。国际流行的任务教学法（Task-based approach）其取材就属教材整体。教材整体的技巧主要体现在把课本中一课或几课的语言材料作为教学活动的基础内容，从而在教材处理上保持篇章话语整体，而不分割语法、单词、课文，也不把听说读写拆开。中学教材中Unit

5、内容安排也正是语篇整体教学思想的体现。课文教学 （教学内容和方法）整体教学课型的特点 （3）理解整体。理解整体是落实教、学整体材料的技巧，也是材料整体的目的。它指输入的语言材料是整体的，储存的材料也是整体的。理解整体并不排斥把整体化为部分而加以操练，只是不主张在未整体输入之前就分析，且在操练部分材料时要求照顾到与整体的联系。不要误以为部分相加即为整体，因为整体之功能大于各部分功能之和。 课文教学 （教学内容和方法）整体教学课型的特点 怎样抓住整体语言材料的线索？概括起来有四类作法： 从结构上抓线索。其做法是划分段落或按自然段逐段理解，然后加合各段的意义掌握整体。 从功能上抓线索。其做法很多：有

6、的是由教师提出关键词，让学生串通关键词而抓住整体材料的线索，更多的是教师提问，学生答，问题本身就是线索。 从情节上抓线索。最常见的作法是由教师介绍背景和主要情节，也可利用图表示情节，还可通过逻辑推理掌握线索及其发展。 从感知过程中抓线索。这是可能理解较多整体因素的技巧，其作法是快读快听而“读书不求甚解”。在初学阶段，可由教师在听读前给少数关键词。这是一种可以倡行的抓整体线索的技巧。课文教学 （教学内容和方法）整体教学课型的特点 （4）课堂活动具有多样性。课堂活动突出整体教学的思路，通过各种教学活动，紧紧围绕课堂的教学目标，一环扣一环，把课堂的学习活动推向高潮。课文教学 （教学内容和方法）整体教

7、学的模式 （1）一分为三，三步三整体模式。从三个角度把课文分为三个整体，一步攻一个整体。 第一步：通读或泛读，形成整体的模糊印象，犹如不进门看一幢房子。第二步：慢读或精读，形成整体的清晰（部分）印象，犹如进门逐间看一幢房子。第三步：快读或复读，形成整体完整的形象，犹如由内而外、又由外而内反复地细看房子。每次都看了整个房子，但由简而繁。 课文教学 （教学内容和方法）整体教学的模式 （2）“合分合”或“景问用”模式。先创设情景，呈现课文，进行整体了解，再通过问答、讨论去理解课文的各个部分或者分块听说读写、串讲，最后整体巩固，综合运用。课文教学 （教学内容和方法）整体教学的模式 （3）“预习阅读讲练

8、讨论小结”模式。这是一种语文教学模式的移植。 （4）“复改变问”模式，从大到小的模式。复，为复述/介绍课文；改，指简化或扩展课文；变，为变换课文的表达法、词序、语境、情景；问，为质疑提问或检查提问。 课文教学 （教学内容和方法）课文整体教学的教学方法 视听说教学 阅读法教学课文教学 （教学内容和方法）课文整体教学的教学方法（视听说教学） 课程标准明确指出，在入门阶段，课文教学宜采用从视、听、说入手的方法。这种方法比较适用于对话型课文。具体的教学步骤如下： （1）介绍 教师通过提问，启发或有目的的展示，利用学生已掌握的词汇和句型向学生简介对话的内容或与对话内容相关的背景知识，然后给学生设计一两个

9、简单浅显的问题，并要求学生带着问题听对话录音。这一步骤既吸引了学生的思路，又培养了学生的听力，有助于理解课文内容。课文教学 （教学内容和方法）课文整体教学的教学方法（视听说教学） （2）细节理解 学生根据听到的信息回答问题，检验他们对课文的整体理解程度。教师围绕课文内容，再设计一些细节问题，反复播放录音二三遍，使学生进一步留心对话中的信息，完整回答教师的提问，加深学生对对话的理解。 课文教学 （教学内容和方法）课文整体教学的教学方法（视听说教学） （3）难点处理 打开教科书，教师总结知识点，在对话理解的过程中处理新句型、新语法、新词语。 课文教学 （教学内容和方法）课文整体教学的教学方法（视听

10、说教学） （4）朗读 为了加深学生对对话的理解，可以让学生跟读、朗读、分角色朗读，从整体上再一次掌握理解语言知识，同时，还可以纠正学生的不良发音及语调，使他们的语音、语调和语气接近生活中的对话效果。课文教学 （教学内容和方法）课文整体教学的教学方法（视听说教学） （5）巩固 在前三个步骤的基础上开始进行综合性的复习实践及巩固活动。教师要设置新的 语境，鼓励学生发挥想象力，善于使用新知识，勇于尝试新知识，使学生进一步灵活运用英语，创造性地进行言语交流活动。 课文教学 （教学内容和方法）课文整体教学的教学方法（阅读法教学） 阅读法教学适用于短文类的课文。这种方法主要是从阅读入手，培养学生听、说、读

11、、写的技能。步骤如下： （1）要求学生带着问题以较快地速度默读课文(默读课文可以在课上进行也可以事先预读)，然后找出问题相应的答案和本课的新词汇。 课文教学 （教学内容和方法）课文整体教学的教学方法（阅读法教学） （2）阅读之后要求学生回答问题，以检测他们对课文的理解程度，并鼓励学生根据上下文猜测生词的意思，允许使用词典或书中词汇表及课文注释。这一步骤培养学生用脑思考和使用词典的技能。 课文教学 （教学内容和方法）课文整体教学的教学方法（阅读法教学） （3）在学生整体理解课文的基础上，教师领读、讲解生词和习惯用语。这里的讲解可以是教师直接加以解释，也可以鼓励学生推测意思，培养他们用脑思考、独立

12、阅读的能力。 （4）围绕课文进行多样化的听、说、读、写的综合训练，以阅读带动听、说、写能力的发展。 课文教学 （教学内容和方法）课文整体教学的教学方法（阅读法教学） （5）进一步复习课文，使学生熟练掌握语言结构。在这一步可以组织学生根据课文进行角色表演、填空练习、复述、转述等活动，培养他们用英语表达思想的能力。 “侧重培养学生阅读英语的能力”是中学英语教学的目的之一，课文教学恰恰能够做到这一点，而且也有助于培养学生听、说、读、写等技能，因此搞好课文教学意义重大。 课文教学 （教学内容和方法）课型示例 一、Teaching Plan ( SEFC Book 1B)高中英语第一册（下）第20单元第

13、77课 （人教版） Unit 20 Lesson 77 Aims: 1. Enable the students to talk in English about the development of printing in ancient China. 2. Review the passive voice. 3. Get the students to be proud of being Chinese and try their best to do more for the people. Teaching aids: a multimedia computer课文教学 （教学内容和方

14、法）课型示例 一、 Teaching Procedures: Step 1 Greetings Step 2 Presentation 1. Talk about the four great inventions in ancient China: paper & paper making, gunpowder, compass and printing. Teach the new word: printing. 2. Let the students watch the video and find out: What are Susan and Mrs. Zhu talking abo

15、ut? 3. Tell the students: Today we are going to learn about printing in Chinese history.课文教学 （教学内容和方法）课型示例 一、 Step 3 Dialogue 1. Ask the students to read aloud the dialogue. Then ask them: What are the two ways of printing Mrs. Zhu talks about?课文教学 （教学内容和方法）课型示例 一、 2. Go through the dialogue with th

16、e students, and get them to talk about how people used rocks/wood for printing. Deal with difficult language points or new words. Ask: a) How many steps did people take when they used rocks for printing? b) What are these four steps? c) How many steps did people take when they used wood for printing

17、? d) What are these four steps?课文教学 （教学内容和方法）课型示例 一、 3、Show the class a copybook (a rubbing from a stone inscription) and a seal. Let them think: Are these characters printed in the first way or in the second way?课文教学 （教学内容和方法）课型示例 一、 Step 4 Practice Play the tape of the dialogue for the students to

18、 listen and repeat. Then let them practice in pairs. If time permits, ask some pairs to read the dialogue aloud. Step 5 Oral practice for revision 1. Ask: How did people use rocks/wood for printing? 2. Get the students to retell the two methods of printing in the passive voice. 3. Let the students p

19、ractice SB 1B Lesson 77, Part 2 in pairs.课文教学 （教学内容和方法）课型示例 一、 Step 6 Discussion Get the students to discuss the following questions in groups of four: 1.What was the problem of using wood for printing? 2. Has this problem been solved? (Who? How? Now) Then a picture, which is made with the computer

20、is shown to get the students to know the advantage of Bishengs way of printing. Tell the students: We Chinese people are clever and great.课文教学 （教学内容和方法）课型示例 一、 Step 7 Consolidation Tell the class: Today we talked about the development of printing in China, like the way of printing by using rocks or

21、wood. And now people have found a better way of printing by using computers. But there is no end of the development of science. So all of us are supposed to try our best to work hard. I believe that some better ways of printing will be found in the future. There is a long way to go. Where there is a

22、 will, there is a way.课文教学 （教学内容和方法）课型示例 一、 Homework: Write a passage about the development of printing in China.课文教学 （教学内容和方法）课型示例 二、 初中英语第二册Unite 20, Lesson 77 教学目标： 一、知识目标： A、词汇:tonight, real, vegetable, chips, pork, beef, peas, carrot potato, cabbage, tomato. B、掌握日常交际用语: I know. What shall we.?

23、Ive no idea. What about Lets Good idea C、语法：继续熟悉一般将来时用法。课文教学 （教学内容和方法）课型示例 二、 二、能力训练目标：通过带着任务聆听整个对话，提高学生听力理解能力；通过聆听、分析、讲解课文中的要点及重点、操练、练习等活动，使学生就生活中一些食物做简单的问答。课文教学 （教学内容和方法）课型示例 二、 三. 教学过程： 1、Warmup and lead in (3 minutes) （1）Ask the following questions to contextualize the students into the theme fo

24、od. Do you like the food at Mc Donalds? Do you sometimes help your mum do the cooking? Do you often eat chicken at home? Review the use of the future indefinite tense. (2)What do you usually eat at you birthday parties? Guess, what shall I eat this evening? Guess, what will . (S1) eat this evening?课

25、文教学 （教学内容和方法）课型示例 二、 2、Lead in and present new words (10 minutes) （1）Discuss different peoples favorite food with students and present the new words. Meat: chicken, pork, beef Fruit: apples, pears, oranges, bananas Vegetable: peas, carrots, potatoes, cabbages, tomatoes Chinese food, western-food, re

26、al English food, fish and chips 课文教学 （教学内容和方法）课型示例 二、 （2）Ask the following questions to get students familiar with the new words and phrases that will appear in the text: Guess, what will your mother cook for you this evening? What are you going to do tonight after dinner? Do Mc Donalds have fish an

27、d chips? Do you want to try it? Do you think you will like fish and chips? Is hamburger real English food? What about Kentukey fried chicken? 课文教学 （教学内容和方法）课型示例 二、 3. Presentation of whole text general understanding (5 minutes) (1) Introduce Ann Mum and Chen Hui with their pictures. (2) Give student

28、s first listening task: Ann and Mum are talking about cooking. (3) Why? 课文教学 （教学内容和方法）课型示例 二、 4、Presentation of whole text for information (10 minutes) (1) Give students second listening tasks Answer the following questions: Will Ann help Mum do the cooking? Does Chen Hui like English food? Does Che

29、n Hui like chicken? Does Chen Hui often eat chicken at home? Is fish and chips real English food?课文教学 （教学内容和方法）课型示例 二、 (2) Check answers (3) Give students third listening tasks Complete the following sentences: Ann: Mum _ coming _ . Mum: I know. You must help me _ this afternoon. Ann: Certainly, Mum

30、What _ we _? Mum: Does she like English food? Ann: _. Mum: _ chicken? Ann: Oh yes_ she quite often eats chicken Mum: Lets give her _ to eat, then. Some _! Ann: Something _? I know _ fish and chips! Mum: _!课文教学 （教学内容和方法）课型示例 二、 (4)Students check answers among themselves. 课文教学 （教学内容和方法）课型示例 二、 5、Repet

31、ition and drilling (5 minutes) (1) Class repetition of whole text (following the recording) (2) Pair repetition of whole text (3) Drilling by using the following blackboard drawing Mum, _ coming _. You must help me. What! Likes English food? _ chicken? _ quite often eats chicken at home. Lets give s

32、omething different to eat, then. Some real English food! I know_ fish and chips! 课文教学 （教学内容和方法）课型示例 二、 (4) Substitution drill. Tonight tomorrow English Chinese food Fish and chips dumplings 课文教学 （教学内容和方法）课型示例 二、 6、Students read the dialogue (2 minutes) 7、Continue to learn the vocabulary and exercise

33、. (5 minutes) (1) 不可数名词: chicken, pork, beef 可数名词: pea, carrot, potato, cabbage, tomato, apple, pear, orange, banana (2) Practice on pronunciation of new words课文教学 （教学内容和方法）课型示例 二、 （3）Practice on using the new words by asking and answering questions or other activities e. g. Do you like to eat potat

34、oes? Put the following words into boxes: pea, cabbage, potato, carrot, tomato, apple, pear, orange, banana 课文教学 （教学内容和方法）课型示例 二、 8、Grammar and drill (8 minutes) （1）Make up sentences with the words given, following the model (oral, whole class) model: something, different, eat Lets give her something

35、 different to eat. Something, difficult, do something, new, eat something, easy, read课文教学 （教学内容和方法）课型示例 二、 (2) Pair work: Guess, what am I going to do this evening? A and B: Ask questions and also write your partners answers in the right boxes. 课文教学 （教学内容和方法）课型示例 二、 9、Sum up the lesson and assign ho

36、mework (2 minutes) 课 文 教 学 （教 学 内 容 和 方 法）课文教学技能评价参考标准 听力教学技能n Teaching Aim: To teach how to stage a listening skills lesson.n Teaching Key Point: Different listening skilln Teaching Time: 2 periods.n Teaching Procedure: stage 1 stage 2 stage 3听力教学技能Teaching Procedure:n Stage 1: Improving listening

37、skillsn The main sub-skills of listening are:n 1.predicting; n 2.listening for the main idea(s);n 3. listening for specific information.听力教学技能Teaching Procedure:n Stage 2: Staging a Listening skills lesson n Before -listening activities n During ( While ) - Listening Activitiesn After ( Post ) liste

38、ning activities听力教学技能Teaching Procedure：Before -listening activitiesn This stage is to prepare the learners for what they are going to hear, just as we are usually prepared in real life (for example, we usually have expectations about the topic, and even the language). You should not just tell the l

39、earners to listen and then start the cassette.n Aim: a. Pre-teach vocabulary essential/or the completion of tasks n b. Establish interest in the topic.听力教学技能Teaching Procedure：Before -listening activities n Activities:n Discuss a relevant picture n Discuss relevant experiences n Associate ideas with

40、 the topicn Associate vocabulary with the topic n Predict information about the topic n Write questions about the topic听力教学技能Teaching Procedure：During- listening activities n This stage is to help the learners understand the text. You should not expect them to try to understand every word. For examp

41、le, you may ask them to listen for three pieces of information the first time they hear the recording and to tell you about the attitude of the speakers after the second time they have heard it. n Aim: 1. A Listening for gist taskn 2. Listening for specific informationn 3. Listening for detail 听力教学技

42、能Teaching Procedure：During- listening activities n Activities:n Identify the exact topic, or an aspect itn Note two to four pieces of information n Answer questions n Complete sentences n Complete a table, map, or picture 听力教学技能Teaching Procedure：During- listening activitiesn Questions:n how many pe

43、ople are in the story or dialogue;n who the story or dialogue is about;n where the story or dialogue happened;n when the story or dialogue happened.n What are they talking about?n How many people are talking?n Which actors were in it? n Did they like the movie they saw?听力教学技能Teaching Procedure：After

44、 listening activitiesn This stage is to help the learners connect what they have heard with their own ideas and experience, just as we often do in real life. It also allows you to move easily from listening to another language skill.n Aim: A follow-up activity based on the topic. This could include

45、listing and talking about the types of movie that they like, Their favorite actors, writing a review of a recently seen film etc.听力教学技能Teaching Procedure：After listening activitiesn Activities:n Give opinions n Make up a similar dialoguen Relate similar experiences n Role-play a similar interaction

46、n Write a brief report or notes n Write a similar textn Write a letter to newspaper or radio station.n Debate a topic听力教学技能Teaching Procedure:n Stage 3: Taskn Look at the following course book listening exercise. Consider how you would organize part of a lesson using the material. Think in terms of

47、the three stages -pre-listening, while-listening, and post-listening. 听力教学技能Teaching Procedure: Listening text Your attention please for the/allowing announcements. British Airways flight 269 from London is now arriving Passengers for Aero Mexico flight 129 to Cancun please proceed to Gate 6, where

48、this flight is now boarding American Airlines regrets the delay of its flight 409 to Houston with final destination Lima. This flight will now depart at sixteen hundred hours.n 1 Which flight is arriving?n 2 Which flight is going to leave?n 3 What is the gate number for that flight? n 4 Which flight

49、 is going to leave late?n 5 What is the new time for that flight? pre-listening while-listening post-listening听力教学技能Teaching Procedure:n Pre-listeningn _ You could begin establishing the context by asking questions about their illustration. You could also ask who has flown, or accompanied relatives

50、or friends to the airport, and allow learners to talk a little about their experience.n _ Then ask what kind of things they would expect to hear in an airport announcement. This might produce some essential vocabulary, for example, -flight, gate delay board , and -depart. 听力教学技能Teaching Procedure:n

51、While-listeningn _ Then you could substitute the course book task with a more realistic and active one. Tell a third of the class that they are going to Houston or Lima。Another third that they are meeting a friend from London, and the final third that they are going to Cancun. You need to give them

52、very clear instructions.n Teacher : OK, so whos going to Houston? Raise your hands. Good！And Lima. OK. And whos meeting a friend from London? OK And whos going to Cancun? OK _ lucky people. Right, now listen carefully. When you hear your flight stand up. If the flight is late, say -Oh, no! and sit d

53、own again. If it is on time, say -Good! and stay standing.听力教学技能Teaching Procedure:n Check that they have understood:n Teacher: When you hear your flight, you .n Learners: stand up.n Teacher: If the flight is late .n Learners: . say -Oh, no! and sit down.n Teacher: If the flight is on time .n Learne

54、rs . say -Good! and stay standing.听力教学技能Teaching Procedure:n _ After you played the cassette once. check with several learners what the situation is with their flight.n _ Play the cassette again, and get the groups to note down just the information related to their own flight .n _ Play the cassette

55、for a third time, and get everyone to answer all the questions in the book. 听力教学技能Teaching Procedure:n Post listeningn _ Use a topic or situation for further skills practice. For example, you could ask some learners experience they have had waiting for someone at an airport, or get groups to write s

56、imilar announcements and then read them out. 语法教学技能 教学目的：通过讲解、示范和练习，学会语法教学技能 教学重点、难点：了解英语语法教学的意义、原则和要求，掌握英语语法教学的一般方法和技能 教学内容、步骤和方法： 语法教学技能评价参考标准 ： 复习参考题：语法教学技能教学内容、步骤和方法 前言 常用的语法教学方法有以下几种： 一、归纳法 二、演义法 三、情景法 四、纠错法 五、对比法 六、课型示例语法教学技能教学内容、步骤和方法 （前言） 语法是词的形态变化和用词造句的规则总和，是语言的“骨架”。人们在学习和运用语言的教程中，自觉或不自觉地学习和运用着语法。语法教学是外语教学中一个重要的组成部分。语法教学的目的是使学生更好地进行听、说、读、写等语言实践活动，是实践语法。而不是让学生学习理论语法, 死记硬背语法规则。语法教学技能