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1、高中英语词汇、语法、Task教学述要,南京师范大学外国语学院 张伊娜,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,第一部分：关于评课,I. Five key issues for lesson planning 1. Defining clear teaching aims and learning objectives 2. Selecting suitable materials 3. Selectin
2、g suitable activities/tasks 4. Planning lesson phases and activities (i.e. what to do and when) 5. Planning how to manage activities (i.e. how students will be organized & fully/productively engaged),Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011
3、 Aspose Pty Ltd.,II. Some common problems in classroom teaching,1. Presentation Phase -Poor modeling of language -De-contextualizing the language item -Telling instead of eliciting -Emphasis on repetition/drills (parroting) without giving students enough time to think and digest -Emphasis on perform
4、ance (Performance is not the same as learning.),Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,2. Practice Phase Unclear instruction Poor organization Lack of language support Lack of effective monitoring (i.e. the teachers area o
5、f interaction with the students is limited) Emphasis on speed (i.e. activities are too rushed and superficial) Lack of error correction,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,3. Production Phase Pseudo-production (i.e. no
6、room for creativity) No time for the students to think and recall what they have learnt Poor preparation（i.e. no brainstorming of ideas and no language framework for the students） Absence of written tasks/work,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright
7、 2004-2011 Aspose Pty Ltd.,关于Task板块的教学,牛津高中英语Task教学要点.ppt 重点：完成任务 路径：明确任务获取完成任务所需的信息指导学生完成任务的具体方法（discourse framework and language support） 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,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,第二部分：词汇教学,牛津
8、高中英语词汇教学要点.ppt I. 词汇教学的问题和困难 孤立教词，讲得过多，消化不良 接触少，重复少，吸收少 主次不分，平均用力，负担过重 系统性不够强，边学习边遗忘,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,II. 影响词汇学习的三大因素 词汇输入因素： 频率（frequency） 语音（pronunciation: stress pattern） 语境（contextualization） 记忆因素
9、： 处理深度（depth of processing） 词汇网络的建立（building of word net-works） 文化因素: 词汇的文化内涵差异对词汇意义建构的影响,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,III. 词汇教学的两种观点,孤立主义观点 联系主义观点,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client
10、Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,何为“孤立主义”？,孤立主义亦称“辞典观” 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。 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全部相关特征。 英语词汇教学的主要内容.doc,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,何为“联系主义”？,联系主义亦称“篇章观” 联
11、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全部来源并实现于语境中。 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的句子、段落和篇章。 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的篇章的特定意义和用法。,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,你的观点？,我的看法： 对于高中英语教学而言，应该孤立
12、与联系相结合。 路径：联系孤立联系,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,IV. 英语词汇学习的三维途径,直接词汇教学 附带词汇学习 独立策略发展,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,直接词汇教学指对词汇进
13、行刻意的、有针对性的专门教学，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面进行讲解、说明、操练等。 附带词汇学习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、与人进行英语对话等，附带的、自然而然地习得英语单词。 独立策略发展指学习者有意识的使用和优化词汇学习策略，以扩大词汇量。,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,教师应该做的？,一方面，采用有效的方法进行直接词汇教学，帮助
14、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策略，有效地扩大学生的词汇量。 词汇学习策略.ppt,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,第三部分：语法教学,I. 牛津高中英语语法教学要点.ppt II. 关于语法教学语法教学的两种路径.ppt,Evaluation only. Created with Aspose.Sl
15、ides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,III. What do we know about the learning of grammar?,Learners receive information about language from a variety of sources in their environment and in the classroom: the teacher, the textbook, recordings, other students, re
16、ference books, and so on. This input has to be worked on for acquisition. It is generally acknowledged that acquisition involves the following processes:,Evaluation only. Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0. Copyright 2004-2011 Aspose Pty Ltd.,1. Noticing 2. Reasoning and hypothesizing: Reasoning deductively Analyzing contrastively Translating Transferring 3. Structuring and restructuring 4. Automatizing,Evaluation only. Created with Aspose.Slides for .NET 3.5 Cli
