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1、英语课堂教学的基本环节Teaching aim: Introduce three methods of English classroom modals. Let the students know the basic procedure of teaching English lessons.Teaching key point: a PPP lesson framework.Teaching procedure:I: Introduce the three modals of English lessons.1.五环节: 1.组织教学 2.复习检查(复习旧知识) 3.讲授新知识(呈现、介绍
2、新知识) 4巩固（言语活动操练） 5布置家庭作业2.五步法：1.复习(revision, Teacher: memory activator强化记忆者) 2.介绍( presentation, Teacher: demonstrator示范演示者) 3.操练(dills, Teacher: organizer conductor组织者、指挥) 4.练习(practise,Teacher: refree supervisorlistener裁判员、监督者、监听者) 5.巩固运用（consolidation）3.三P教学模式: Presentation Practice Production4.
3、三阶段：Pre-reading while- reading Post-readingII. A PPP Lesson FrameworkTeaching stage are the major steps that language teachers go through in the classroom .Procedures are the detailed steps in each teaching stage. The most popular teaching stages are three Ps model, A PPP lesson is divided into thre
4、e phases: Presentation, Practice and Production1. Presentation :introduce the new language well in the first phase of the lesson (At the beginning of a PPP lesson, only the teacher knows the new language item and how to use it. The teacher presents and teaches this language to the students by demons
5、trating it to them (modeling the language)2. Practice: students need to have plenty of activities to help them to practice the new language. First in a very controlled way and gradually adding more of their own language to it. 3. Production: The students need time to use the new language they have l
6、earned in order to communicate with each other .The new language becomes part of the students own knowledge of language and they should be able to use it easily, together with other English that they have learned before.3- stage model: Three stage model is frequently adopted in listening and reading
7、 lesson. In this model, the Pre- stage involves preparation work, The while-state involves activities or tasks that the students must perform while they are reading or listening. The post- stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stag
8、e may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language freely。 Task: The PPP Model - Focuses ( Exam ) Look at the table below and decide which one in each pair below is likely to apply to the early stage of the PPP m
9、odel and which one to the later stage. Tick along the appropriate lines of the table. From Presentation to PracticeFrom Practice to Production1. focus of the lessona. leaner-centredb. teacher centredba2. role of the teachera. as a controllerb. as a co-ordinatorab3. role of the learnera. reproducing
10、languageb. creating languageab4. typical activitiesa. role play communication gamesb. drillsba5. class organizationa. class work / individual workb. pair / group workab6. focus of the activitiesa. accuracyb. fluencyab7. degree of controla. highly teacher-controlled to less teacher controlledb. teach
11、er- controlled to more student- controlledab8. nature of correctiona. immediate correctionc. delayed correction9. type of interactiona. teacher to studentb. student to studentaabbII THE PRESENTATION PHASEWhen presenting new language, the teacher must show three things very clearly: 1. What it means.
12、 2. How and when it is used. 3.What it sounds like. Tips: Set the scene and put the new language into a very clear and obvious context. 1.Use real objects or pictures, or draws objects, people or a situation on the blackboard. 2.The teacher tells the students, about a situation which demonstrates th
13、e meaning of the new language.3.Read a text or listen to a tape which contains examples of the new language. This can be a story or a dialogue.4. The teacher mimes (acts without speaking) an action or emotion or acts out a role play or dialogue which helps show what the new language is and when it i
14、s used. ExampleTo present the function of asking for something, Could you. . . ? the teacher can act out a brief dialogue, as follows:Step 1: Teacher mimes that she does not have a pencil. Then she says the following dialogue (taking both parts): Teacher A: I dont have a pencil. Could you lend me a
15、pencil? Teacher B: Yes, of course. Step 2: The teacher then checks that students understand when and how this function is used, by asking questions. Teacher Activity During the Presentation phase of the lesson, the teacher does most of the talking and has strong control over the students, The teacher expects students to write and to say the language very accurately . If they make mistakes in writing or speaking, the teacher corrects them.
