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1、高中英语词汇、语法、高中英语词汇、语法、Task教学述要教学述要南京师范大学外国语学院南京师范大学外国语学院 张伊娜张伊娜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：关于评课第一部分：关于评课lI. Five key issues for lesson planningl1. Defining clear teaching aims and learning objectivesl2. Selectin
2、g suitable materialsl3. Selecting suitable activities/tasksl4. Planning lesson phases and activities (i.e. what to do and when)l5. 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 Profi
3、le 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.II. Some common problems in classroom teachingl1. Presentation Phasel-Poor modeling of languagel-De-contextualizing the language iteml-Telling instead of elicitingl-Emphasis on repetition/drills (parroting) without giving students enough time to think an
4、d digestl-Emphasis on performance (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.l2. Practice PhaselUnclear instructionlPoor organizationlLack of language supportlLack of effective monitoring
5、 (i.e. the teachers area of interaction with the students is limited)lEmphasis on speed (i.e. activities are too rushed and superficial)lLack of error correctionEvaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.l3. Production PhaselPseu
6、do-production (i.e. no room for creativity)lNo time for the students to think and recall what they have learntlPoor preparation（i.e. no brainstorming of ideas and no language framework for the students）lAbsence of written tasks/workEvaluation only.Created with Aspose.Slides for .NET 3.5 Client Profi
7、le 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.关于关于Task板块的教学板块的教学l牛津高中英语Task教学要点.pptl重点：完成任务重点：完成任务l路径：明确任务路径：明确任务获取完成任务所需的获取完成任务所需的信息信息指导学生完成任务的具体方法指导学生完成任务的具体方法（discourse framework and language support）l目的与意义：在学生完成任务的过程中目的与意义：在学生完成任务的过程中培养学生综合运用语言的能力培养学生综合运用语言的能力Evaluation only.Created with Aspose.
8、Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.第二部分：词汇教学第二部分：词汇教学l牛津高中英语词汇教学要点.pptlI. 词汇教学的问题和困难词汇教学的问题和困难l孤立教词，讲得过多，消化不良孤立教词，讲得过多，消化不良l接触少，重复少，吸收少接触少，重复少，吸收少l主次不分，平均用力，负担过重主次不分，平均用力，负担过重l系统性不够强，边学习边遗忘系统性不够强，边学习边遗忘Evaluation only.Created with Aspose.Slides for .NET 3.5
9、 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.lII. 影响词汇学习的三大因素影响词汇学习的三大因素l词汇输入因素：词汇输入因素：l频率（频率（frequency）l语音（语音（pronunciation: stress pattern）l语境（语境（contextualization）l记忆因素：记忆因素：l处理深度（处理深度（depth of processing）l词汇网络的建立（词汇网络的建立（building of word net-works）l文化因素文化因素:l词汇的文化内涵差异对词汇意义建构的词汇的文化内
10、涵差异对词汇意义建构的影响影响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词汇教学的两种观点l孤立主义观点孤立主义观点l联系主义观点联系主义观点Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.何为何为“孤立主
11、义孤立主义”？l孤立主义亦称孤立主义亦称“辞典观辞典观”l是一种把目标词从语言中孤立出来并单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。独进行学习的观点。l按照这种观点进行的英语词汇教学，针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对的是一个个孤立的英语单词所拥有的全部相关特征。全部相关特征。l英语词汇教学的主要内容英语词汇教学的主要内容.docEvaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty
12、 Ltd.何为何为“联系主义联系主义”？l联系主义亦称联系主义亦称“篇章观篇章观”l联系主义观点认为，一个个孤立的英语单词本联系主义观点认为，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。全部来源并实现于语境中。l因此，词汇教学应该把目标词置身于语境中来因此，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。的句子、段落和篇章。l认识一个目标词必须与其所在的具体的篇章联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
13、始于并终于其所在系起来，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。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？你的观点？l我的看法：我的看法：l对于高中英语教学而言，应该孤立与联系对于高中英语教学而言，应该孤立与联系相结合。相结合。l路径：联系路径：联系孤立孤立联系联系Evaluation only.Created with Aspose.Slides for .N
14、ET 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英语词汇学习的三维途径l直接词汇教学直接词汇教学l附带词汇学习附带词汇学习l独立策略发展独立策略发展Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.l直接词汇教学直接词汇教学指对词汇进行刻意的、有针指对词汇进行刻意的、有针对性的专门教学，其方式通常是对词汇的对
15、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。面进行讲解、说明、操练等。l附带词汇学习附带词汇学习主要指学习者在进行其他学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、自然而然地人进行英语对话等，附带的、自然而然地习得英语单词。习得英语单词。l独立策略发展独立策略发展指学习者有意识的使用和优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。化词汇学习策略，以扩大词汇量。Evaluation only.Created with As
16、pose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.教师应该做的？教师应该做的？l一方面，采用有效的方法进行直接词汇一方面，采用有效的方法进行直接词汇教学，帮助学生掌握基本的词汇量；另教学，帮助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。策略，有效地扩大学生的词汇量。l词
17、汇学习策略词汇学习策略.pptEvaluation 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：语法教学第三部分：语法教学I. 牛津高中英语语法教学要点牛津高中英语语法教学要点.pptII. 关于语法教学关于语法教学语法教学的两种路径语法教学的两种路径.pptEvaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyr
18、ight 2004-2011 Aspose Pty Ltd.III. What do we know about the learning of III. What do we know about the learning of grammar?grammar?lLearners receive information about language from a variety of sources in their environment and in the classroom: the teacher, the textbook, recordings, other students,
19、 reference books, and so on. lThis 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.l1. Noticingl2. Reasoning and
20、 hypothesizing:l Reasoning deductivelyl Analyzing contrastivelyl Translatingl Transferringl3. Structuring and restructuringl4. AutomatizingEvaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.1. Noticing lSeveral criteria for being noticea
21、ble: it occurs frequently, it relates to the learners common sense about basic functions of language, and its functions are those to which a learner would be likely to pay attention. lAfter items have been noticed and the relationship between form and meaning interpreted, these items become part of
22、intake into the learning process. lLearners then analyze the forms in order to reason out how they fit into their existing knowledge of the language.Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.2. Reasoning and hypothesizing lAdult
23、 learners in particular tend to use their capacity to analyze new language. They are able to see the patterns in the language, create hypotheses about the rules these patterns might demonstrate, and gradually revise their hypotheses according to new information. lThey seem to use the following strat
24、egies for analyzing and reasoning about it:Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.lReasoning deductively: Learners apply rule they already know to working out the meaning of what they hear or to the formulation of what they w
25、ant to say.lAnalyzing contrastively: A learner may compare his or her first and second languages and work out their similarities and differences. lTranslating: The learner may feel the need to translate mentally in the early and consolidation stages of foreign language learning.lTransferring: Transf
26、erring is what learners do when they apply knowledge of one language to the understanding or production of another.Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.3. Structuring and restructuring l As learners work out new rules, thes
27、e have to be integrated into the representation of English grammar they hold in their minds, and this information has to be restructured as the learner moves on to another stage of development.Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose P
28、ty Ltd.4. Automatizing lOnce a learner can achieve regular and consistent responses in conversation to a certain type of input, then it can be said that the language involved has been automatized.Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspos
29、e Pty Ltd.关于语法教学或学习过程的几种看法关于语法教学或学习过程的几种看法lRod Ellis(2002) ：l为学生提供足够的可理解性输入为学生提供足够的可理解性输入指导学指导学生观察、留意语篇中包含的要学的语法特生观察、留意语篇中包含的要学的语法特征征归纳、总结归纳、总结练习、使用练习、使用l戴炜栋（戴炜栋（2006）认为学习者学习语法的过）认为学习者学习语法的过程如下：程如下：l注意特征注意特征提高意识提高意识比较（语外、语内）比较（语外、语内）建构假设建构假设检验假设检验假设建立内隐知识建立内隐知识Evaluation only.Created with Aspose.Sli
30、des for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.过程型语法教学过程型语法教学周遥（周遥（2008）l1、提供可理解性输入，让学生接触大量的目、提供可理解性输入，让学生接触大量的目的语形式的语形式l2、加强性输入，吸引学习者注意语法结构、加强性输入，吸引学习者注意语法结构l3、及时反馈、启发学生分析推断语言规律，、及时反馈、启发学生分析推断语言规律，形成关于语言形式的外显表征形成关于语言形式的外显表征l4、创设语言输出机会，帮助学生内化语法规、创设语言输出机会，帮助学生内化语法规则，培养语感则，
31、培养语感Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.IV. 语法教学的基本原则语法教学的基本原则l1、多样性、多样性：多样性主要表现在以下两个方：多样性主要表现在以下两个方面：对不同类型的项目采用不同的方法，面：对不同类型的项目采用不同的方法，从不同的角度和方向去教同一项目。从不同的角度和方向去教同一项目。l如：名词的数、形容词的级宜用直观比较如：名词的数、形容词的级宜用直观比较法；动词的时态宜用表演法；介词宜用
32、演法；动词的时态宜用表演法；介词宜用演示法；复合句可用图示法等。示法；复合句可用图示法等。 Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.l2、层次性：、层次性：由表及里、由浅入深、由单项由表及里、由浅入深、由单项到复杂一层一层剥下去，每一层的教学都到复杂一层一层剥下去，每一层的教学都要达到一个预定的指标。要达到一个预定的指标。l如：宾语从句的教学层次如：宾语从句的教学层次l观察（在全句中的位置、连词、语序）观察（
33、在全句中的位置、连词、语序）讲连词（从句相当于陈述句时，连词用讲连词（从句相当于陈述句时，连词用“that”，相当于一般疑问句时，连词用，相当于一般疑问句时，连词用“if/whether”，相当于特殊疑问句时，相当于特殊疑问句时，连词用相应的疑问词）连词用相应的疑问词）重点练习后两项重点练习后两项介绍特殊用法介绍特殊用法Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.l3、交际性：、交际性：要有意识地把学习语法的目要
34、有意识地把学习语法的目的引导到实用和交际方面，使学生有机的引导到实用和交际方面，使学生有机会在实践中运用，通过运用而自然掌握会在实践中运用，通过运用而自然掌握规则。规则。l如：教学虚拟语气时，设置情景，让学如：教学虚拟语气时，设置情景，让学生以委婉的方式给别人提建议等。生以委婉的方式给别人提建议等。Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.l4、思维性：、思维性：将语法教学与思维训练相结将语法教学与思维训练相结
35、合。因为一种语言的语法结构，实际上合。因为一种语言的语法结构，实际上体现了使用该语言的人的思维方式及表体现了使用该语言的人的思维方式及表达程序。达程序。l如：英语中的定语从句在被修饰词后面，如：英语中的定语从句在被修饰词后面，而汉语不习惯用长长的定语，因此，英而汉语不习惯用长长的定语，因此，英语中长长的定语从句在汉语中往往以解语中长长的定语从句在汉语中往往以解释和说明的形式出现在后面。释和说明的形式出现在后面。l如果从思维的语言表达程序的角度去解如果从思维的语言表达程序的角度去解释这种现象并对学生进行训练，能更有释这种现象并对学生进行训练，能更有效地帮助学生掌握定语从句的用法。效地帮助学生掌握
36、定语从句的用法。Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.V. 语法教学的基本模式语法教学的基本模式lThe PPP Modell关于语法教学关于语法教学高中英语语法教学课例与高中英语语法教学课例与说课说课Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.谢谢！谢谢！Evaluation only.Created with Aspose.Slides for .NET 3.5 Client Profile 5.2.0.0.Copyright 2004-2011 Aspose Pty Ltd.
