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1、小学英语教学法教程2021/8/21从剑桥英语教学能力认证考试想起vTKT: Teaching Knowledge Test剑桥英语教学能力认证考试includes 3 parts (modules)：Module1 Language and background to language learning and teaching 1)Describing language and language skills: grammar, lexis, phonology, functions, reading, writing, listening, speaking 2) Background
2、to language learning: motivation, exposure and focus on form, the role of error, differences between L1 and L2 learning, learner characteristics, learner needs2021/8/22 activities, practice activities and tasks for language and skills development, assessment types and tasks 3) Background to language
3、 teaching: presentation techniques and introductory activities, practice activities and tasks for language and skills development, assessment types and tasks 2021/8/23Module 2 Lesson planning and use of resources for language teaching 1) Planning and preparing a lesson or sequence of lessons: identi
4、fying and selecting aims, identifying the different components of a lesson plan, planning an individual lesson or a sequence of lessons, choosing assessment activities2021/8/24 2) Selection and use of resources and materials: consulting reference resources, selection and use of course-book, selectio
5、n and use of supplementary materials and activities, selection and use of teaching aids 2021/8/25Module 3 Managing the teaching and learning process 1) Teachers and learners language in the classroom: using language appropriately for a range of classroom functions, identifying the functions of learn
6、ers language, categorizing learners mistakes 2) Classroom management: teacher roles, grouping learners, correcting learners, giving feedback2021/8/26vTo sum up, TKT consists of 3 parts: Language and background to language learning and teaching, Lesson planning and use of resources for language teach
7、ing, and Managing the teaching and learning process（语言知识和语言技能及语言教与学背景、备课和教学设计、课堂教学管理三方面）v一名胜任外语教学工作的教师至少要掌握三个方面的知识：1.特定的学科知识，即本体性知识；2.教育学和心理学知识，即条件性知识；3.有关课堂情境以及其他相关的知识，即实践性知识（魏立明，见Wajnryb,2011）2021/8/27Some Important Teaching Methods in History1.The Direct Method: To associate the object, form and
8、meaning without translation.vThe purposes of the direct method:1)to develop students ability to communicate in target language; 2)to develop students thinking in target language. vErrors are regarded as natural and unavoidable and can be self corrected by the learners themselves;vGrammar should be t
9、aught inductively;vNative language is forbidden.2021/8/282.The Audio-lingual MethodvPattern drill is considered important;vImitation, reading aloud are important to language learning;vErrors should be corrected once discovered;vMother tongue is forbidden as it is regarded as interference to foreign
10、language.2021/8/293.The Natural ApproachKrashens five theories1. Learning and acquisition theory Learning is a conscious process while acquisition is a subconscious process.2. Input theory Input should be comprehensible Ideal input should meet the 4 requirements: comprehensible, relevant and interes
11、ting, adequate, not grammatically sequenced. i+1 formula: I stands for the learners present language level. The input should be a little beyond the learners present language level.2021/8/210 3. The affective filter hypothesis Affective factors such as interest, motivation, attitude, anxiety, self-im
12、age,self-concept, self-esteem and so on affect the result of language learning like a filter. When the motivation is strong, the filtering effect is weak, the learning result will be better; when the anxiety and self-esteem are strong, then the filter effect will be strong too, and the learning resu
13、lt will be worse. 2021/8/211vInput-filter-LAD-practice-acquired ability 4. The monitor hypothesis Monitor refers to the rule or knowledge of language. Monitor can function only on the conditions: 1) the learner has sufficient time; 2) form is emphasized; 3) the learner knows the rule. 5. The natural
14、 order hypothesis2021/8/2124.The Cognitive ApproachvRules learning is very important;vLearners should be encouraged to use their mind to observe, think, and hypothesize rules of a language;vCreative learning is very important;vListening, speaking, reading and writing should all be emphasized.vThe ma
15、in activities are language understanding, language competence and language use.2021/8/213vThe main activities are language understanding, language practice and language use.vThe main activities are language understanding, language practice and language use.2021/8/2145.The Communicative ApproachvThe
16、purpose of CLT: To develop students ability to use target language appropriately in a given social context.vCommunicative competence (Hymes) linguistic competence socio-linguistic competence discourse competence strategic competence2021/8/215vFeatures of CLT: information gap, feedback and choicevAtt
17、itude towards errors: tolerancevEmphasis: Meaning is emphasized over form; Appropriateness is emphasized over accuracy.2021/8/2166.The Total Physical ResponsevThe teacher gives the instruction and the students do the action as asked.vWith TPR the children listen to their teacher telling them what to
18、 do and then do it. Instructions can range from something as simple as Touch your nose to more complex sentences like Go and stand next to the girl whos wearing a red jumper, but who isnt wearing black shoes. Children, especially very young ones, are able to understand much more than they can produc
19、e, and this technique builds on that capacity (understanding ability).2021/8/2177.The Task-based Language TeachingvLearning by doingvWhat is task?vWhat is real task?vClassroom structure of a TBLTvComponents of a taskvCriteria used to evaluate a task2021/8/218vvNunan（1989）：）：vvTasks are always activi
20、ties where the target language is used by the learner for a communicative purpose in order to achieve an outcome.2021/8/219vOr: Task is a piece of meaning-focused work involving learners in comprehending, producing or interacting in the target language(Nunan, 1989)2021/8/220Case 1l单词学习（水果单词）单词学习（水果单
21、词）l句型呈现（句型呈现（What would you like?）l句句型型练练习习（教教读读、带带读读、模模仿仿读读、自自由读、查读由读、查读）l句型学习（教师指出应注意之处）句型学习（教师指出应注意之处）l巩巩固固练练习习（翻翻译译、完完成成句句子子、填填空空 ）2021/8/221Case 2l单词学习（图片、实物单词学习（图片、实物水果）水果）l句型呈现句型呈现 （情景（情景句型句型:What would you like?）l句句型型练练习习（开开火火车车读读、一一问问一一答答练练习习、替替代代操练、游戏操练、游戏）l句型巩固（教师引导学生发现考点）句型巩固（教师引导学生发现考点）
22、l学生运用句型编演对话学生运用句型编演对话2021/8/222Case 3lWhat fruit would you like?l给给出出任任务务：让让我我们们调调查查一一下下我我们们通通常常最想吃什么水果。最想吃什么水果。lLets see what fruit we have.lHow to ask and answer.lDo the surveylReport2021/8/223Case 4lTask: My friend Mike would like to open a fruit shop. He is from America. He doesnt know what frui
23、t is popular with Cantonese. Lets help him. lWhat should we do then? - Have a survey2021/8/224Case 4lWell, lets see what Mike would like to have in his fruit shop.lDo the survey: learn the sentences and do the surveylWhat advice would you give my friend, Mike?lLanguage focus2021/8/225Components of a
24、 taskvDavid Nunan(1981)Purpose/goalInputActivityRoleSetting(Outcome)2021/8/226v goal teacher role(s) input a learning task learner role(s)activity(ies) setting2021/8/227Eg. Goal: exchanging personal information Input: questionnaire on sleeping habits Activity: 1) reading questionnaire 2) asking/answ
25、ering questions on sleeping habits Teacher role: monitor, facilitator Learner role: conversational partner Setting: classroom, pairwork (Nunan, 1989: 48)2021/8/228Classroom structure of a TBLTvPre-task: lead in/ set up /language input/explain task vTask-cycle: Task- PlanningReportvPost-task: Languag
26、e focus: Analysis and practice2021/8/229vv1） 前任务前任务 (pre-task)vv导入主题和任务导入主题和任务vv激活相关的词汇和短语激活相关的词汇和短语vv激发兴趣和欲望激发兴趣和欲望vv不要花太多时间不要花太多时间2021/8/230vv前任务的语言活动前任务的语言活动vv词汇和短语分类词汇和短语分类vv挑出不相关的词或短语挑出不相关的词或短语vv短语与图片匹配短语与图片匹配vv挑战记忆挑战记忆vv大脑风暴和脑图大脑风暴和脑图2021/8/231vv2） 任务环任务环 (task cycle)vv任务阶段任务阶段vv用语言做事用语言做事vv语言
27、工具语言工具vv重意轻形重意轻形vv师生角色师生角色vv合作与交际合作与交际2021/8/232vv2） 任务环任务环 (task cycle)vv计划阶段计划阶段vv明确报告要求明确报告要求vv提供探究语言使用的机会提供探究语言使用的机会vv明确组员角色明确组员角色vv鼓励学生互助鼓励学生互助2021/8/233vv2） 任务环任务环 (task cycle)vv报告阶段报告阶段vv教师角色教师角色vv（1）主持人（少干预）主持人（少干预）vv（2）总结（先内容后语言形式）总结（先内容后语言形式）vv确认听报告者的任务确认听报告者的任务2021/8/234vv3） 语言聚集语言聚集 (lan
28、guage focus)vv分析活动（分析活动（Highlight the knowledge）vvG7:vvCan you find some other words like “my”? vvWhat words are usually behind them?2021/8/235vv3） 语言聚集语言聚集 (language focus)vv分析活动（分析活动（Highlight the knowledge）vvAbout a story:vvWhat tense is mostly used in the story?vvAbout rules:vvWhat sentence patt
29、ern is mostly used here?2021/8/236有效的活动标准（有效的活动标准（checklists)v1 有效度：能促使学生行动起来有效度：能促使学生行动起来v2 有基础：学生有语言基础，尽管很薄弱有基础：学生有语言基础，尽管很薄弱 v3 有语言使用量：越多越好有语言使用量：越多越好 v4 有成功：允许有差错过失有成功：允许有差错过失 v5 多层次：照顾不同层次不同水平学生多层次：照顾不同层次不同水平学生v6 教师扶持：指示清楚，协助扶持教师扶持：指示清楚，协助扶持 v7 趣味性：引发动机趣味性：引发动机 2021/8/237注意事项注意事项vv1 提醒学生避免使用母语提
30、醒学生避免使用母语vv2 重复任务重复任务vv3 提供关键词语提供关键词语vv4 重视评价环节重视评价环节2021/8/238vGood learning tasks should:1. enable learners to manipulate and pratise specific features of the language;2. provide an opportunity for learners to rehearse communicative skills they will need in the real world;3. involve learners in pr
31、oblem-solving or resolution;4. be process- as well as product-orientated;5. offer learner choice.2021/8/239评价语言OK.Right.Thats right!Youre right.Correct!Youre correct.Good!Very good!Great!Wonderful!Perfect!Impressive!2021/8/240Super! Excellent! Remarkable! Marvelous! Magnificent!Fantastic! Terrific!
32、Well done! Nice work! Good job!2021/8/241vTry again.vTry harder.vHave a try, please!vIt doesnt matter.vI think you can do it better.2021/8/242vYou are improving.vYoure making progress.vYoure on your way.vYou really tried.vI can see your progress.2021/8/243 1.Pre-task Introduction to topic and task2.
33、Task CyclevTask- PlanningReport3.Language FocusvAnalysis and practice2021/8/244Summing up the methodsvIn deciding which method to use, we should identify and try to answer the following ten questions:v1) What are the goals of teachers who use the method? v2) What is the role of the teacher? What is
34、the role of the students?v3) What are some characteristics of the teaching/learning process?v4) What is the nature of student-teacher interaction? What is the nature of student-student interaction?v5) How are the feelings of the students dealt with?2021/8/245v6) How is language viewed? How is cultur
35、e viewed?v7) What areas of language are emphasized? What language skills are emphasized?v8) What is the role of the students native language?v9)How is evaluation accomplished?v10)How does the teacher respond to student errors?2021/8/2461.1 How do we learn our first language?Task 1.1.1 According to y
36、our knowledge and observations, how do children acquire their mother tongue? Do you agree with the following statements?Children learn their first language by imitations. by repetitions. by singing songs and saying rhymes.2021/8/247 by reciting poems. by being corrected by parents. by listening to s
37、tories. by learning language rules. by talking to oneself. by acting and performing. by talking about pictures. by watching television cartoons.2021/8/248 by drawing and talking. by talking to others. by playing games. Children learned their first language through listening to adults, imitating what
38、 adults say, drawing and talking, singing songs, reciting poems, playing games with other children, looking at pictures and recognizing words, watching cartoon films, and listening to stories. 2021/8/249Task 1.1.2How did you learn your Chinese? Can you find any instances when children said something
39、 that was meaningful but grammatically unacceptable?Eg. 1. 2. Discuss the following questions: 1) Where do they come from?2021/8/250 2) What in general are the parents attitudes towards them? 3) What do they tell us about the process of learning? 4) How would you relate this to foreign language lear
40、ning?2021/8/2511.3 The characteristics of childrenvChildren definitely have some advantages over adults in learning another language: 1. in acquiring good pronunciation and intonation; 2. good at imitation; 3. not shy in trying things out; 4. curious and motivated to learn new things2021/8/252 5. In
41、terested in learning and playing with their native language, reciting nursery rhymes, singing songs, listening to stories, recognizing and saying words and phrases for fun.2021/8/253Childrens differences in learningvLearner difference is an important topic for language learning and teaching. The fol
42、lowing are some of the factors that may influence learner difference in learning a language.vAltman(1980): age, sex, previous experience with language learning, proficiency in the native learning, personality, language aptitude, attitudes and motivation, general intelligence, sense modality preferen
43、ce, sociological preference, cognitive styles, learner strategies.2021/8/254vSkehan(1989):Language aptitude, motivation, language learning strategies, cognitive and affective factors, extroversion/introversion, risk-taking, intelligence, field dependence, anxiety.vLarsen Freeman and Long(1991):age,
44、socio-psychological factors (motivation, attitude), personality (self-esteem, extroversion, anxiety, risk-taking, sensitivity to rejection, empathy, inhibition, tolerance of ambiguity), cognitive style (field independence/dependence, category width, reflexivity/impulsivity, aural/visual, analytic/ge
45、stalt, hemisphere specialization, learning strategies), other factors (memory, sex).2021/8/255Childrens differences in learningvInterview: Find one whoPlease interview your classmates with the following questions. If someones answer to a question is “yes”, ask him to sign his name. If “no”, go to an
46、other person until you find someone who say “yes”.What conclusion can you draw from the findings of this interview?2021/8/256Childrens differences in learningvQuestion Signature1.Likes to keep a diary.2.Can tell if someone is singing off-key.3.Can calculate numbers easily in his/her head.4.Likes to
47、read books with many pictures.5.Likes to dance.6.Like doing puzzles and mazes7.Regularly spends time meditating.8.Can list three things that help him/her learn.9.Can draw a picture of his/her own favorite food.10.Has a good joke to tell.11.Will sing part of a favorite song.12.Sings in the shower.13.
48、Can easily identify at least 10 different kinds of flowers.14.Finds it hard to sit for long periods of time.15.Frequently creates new activities and materials for his/her classes.16.Is often involved in social activities at night.17.Loves to teach someone how to do something.2021/8/257Discussion:vAr
49、e you able to find someone in your class for each item listed above?vAre all the 17 items true in your case?vWhat do you learn from this activity? People are born to be different. One cannot be good at everything, but everybody can be good at something.2021/8/258Multi-intelligence theoryvAmerican ps
50、ychologist Howard Gardner(1993) has proposed the theory of multi-intelligences. The theory helps us to understand human intelligence and the development of children.vIn China, our goal of education has long been laid on the development of language and logical thinking, ignoring the development of ot
51、her intelligences. Using one standard in judging all the students has many disadvantages, as many children become de-motivated when they are not doing well in their courses.2021/8/259vThe components of multi-intelligences:-Body/kinesthetic Intelligence (body smart)-Interpersonal Intelligence (people
52、 smart)-Intra-personal Intelligence (self-smart)-Logical/Mathematical Intelligence (number/reasoning smart)-Musical/Rhythmic Intelligence (music smart)-Verbal/Linguistic Intelligence (word smart)-Visual/Spatial Intelligence (picture smart)-Naturalistic-Physical Intelligence (nature smart)2021/8/260v
53、加德纳认为，人的智能包括1）语言智能（linguistic intelligence）、 （2）逻辑-数学智能（logical-mathematical intelligence）、（3）空间智能（spatial intelligence）、（4）肢体-运动智能(bodily-kinesthetic intelligence)、（5）音乐智能（musical intelligence）、（6）人际智能（interpersonal intelligence）、（7）内省智能（intra-personal intelligence）和（8）自然观察智能（naturalistic intellige
54、nce）。 v Gardner suggests that everyone has at least seven different intelligences and everyone is different in terms of the intelligences they have.2021/8/261v Teachers need to be aware of the differences and try to develop each students potentials and learn how to make good use of the theory of mul
55、tiple intelligences to motivate students to learn.vTeachers should try different types of activities or teaching methods to meet different needs. Teachers should take multi-intelligence theory into account when planning lessons.vWhen designing output task teachers should try to design tasks of diffe
56、rent type, giving everyone chance to demonstrate and use their potential to the fullest.2021/8/262v加德纳的智能多元告诉我们：每个孩子都具备七项智能，而且每项智能都能发展到很高的水平。加德纳建议教师们注意观察每个学生的“倾向”，即学生入学时，他们某些智能可能已经发展，因此他们的学习方法具有一定的倾向性。我们首先应该能够评估学生最突出的智能表现，然后决定如何帮助他们利用这写智能学到更多的知识。他幽默地建议，判断学生最发达智能的一个好方法是观察他们在课堂上“不规矩的表现”：语言能力发达的孩子老爱说话；
57、空间智能发达的孩子爱涂涂画画、发呆冥想；交际智能发达的孩子善与人交往；肢体运动发达的孩子爱做小动作。这些课堂上特殊而不规矩的表现其实是一种信号，是学生在想教师表示他们具有这些特长，希望教师认可并接受。2021/8/263v智能多元论为我们提供了一种个人发展模式。智力与学业成绩只有中等相关，相关系数大致为0.50，即智力是影响学业的一个重要因素，但不是唯一因素。学生的学业还与学生的学习动机、人格特征、情商、集体环境、教师等社会因素有关。2021/8/264What sort of person are you?2021/8/265Do the personality quiz and judge
58、 what type of person you are.1.1.Are you usually smiling and happy?2.2.Do you enjoy the company of other people?3.3.Do you find it difficult to meet new people?4.4.Is it important to you to succeed in your career?5.5.Does your mood change often and suddenly for no reason?6.6.Do you notice other peop
59、les feelings?7.7. Do you think the future will be good?8.8. Can your friends depend on you?9.9. Is your room often in a mess?2021/8/266v10. Do you get annoyed if you have to wait for anyone or anything?v11. Do you put off until tomorrow what you could do today?v12. Do you work hard?v13. Do you keep
60、your feelings and ideas to yourself?v14.Do you often give present?v15. Do you talk a lot?v16. Are you usually calm and not worried about things?2021/8/267Words to describe personalityvuntidy lazy optimisticvgenerous sociable moodyvtalkative hard-working reservedveasy-going shy reliablevimpatient che
61、erful ambitiousvSensitivevYour personality_.2021/8/268What are you good at learning a foreign language?vIm good at working out grammar rules.v Im good at memorizing new words.v Im good at guessing new words from the context.vI know how to use a dictionary.vI have a very positive attitude towards for
62、eign v language.vI read quite widely outside class.vI often volunteer and not afraid of making errors.vI often practice by myself in all kinds of ways.vIm willing to take risk in using English.vI want to know more about the language, the culturev and the people.2021/8/269Aptitude theoryvAptitude: ta
63、lent for learning a foreign language. It is believed to include:1.sound-coding ability;2. grammar coding ability;3. memory;4. Ability of inductive reasoning2021/8/270vDiscussion: Which intelligences are developed in our current school courses?v-Linguistic intelligencev-Logical-mathematical intellige
64、ncev-Musical intelligencev-Bodily-kinesthetic intelligencev-2021/8/2711.4 Childrens differences in learningvAge Critical Period Hypothesis(关键期假设) 2021/8/272v根据养成教育，六个月是婴儿学习咀嚼关键期；八个月是分辨大小、多少的关键期；2-3岁是学习口头语言第一个关键期；2岁半至3岁是教孩子怎样做到有规矩的关键期；3岁是计算能力发展的关键期，3-5岁是音乐才能发展的关键期；4-5岁是儿童学习书面语的关键期；3-8岁是学习外语的关键期；3岁是培养
65、独立能力的关键期；4岁以前是形成形象视觉发展的关键期；5-6岁是掌握词汇的关键期；9-10岁是孩子行为由注重后果过渡到注重动机的关键期。幼儿阶段是观察力发展的关键期；小学一、二年级是学习习惯培养的关键期；小学三、四年级是纪律分化的关键期；小学三、四年级 ，初二、高二是逻辑思维发展的关键期；小学阶段是记忆力发展的关键期；初中阶段是意义记忆的关键期。2021/8/273The role of age in foreign language learning:Asher and Garcia(1969)和Fathman(1975)认为，从小学起学习外语，语音会更好 Burstall(1978)认为,
66、如果学习时间和教学方法相同，年龄稍大一些的孩子比儿童学习外语的速度要快； Marinova-Todd et al(2000)指出，人们对最佳年龄问题的认识存在三个错误：错误的解释、错误的归因、错误的强调。2021/8/274v错误的解释:很多人错误地将儿童最终的学习成绩解释为他们开始学习时的年龄小，所以学得快，学得容易事实上，很多研究都说明青少年的学习效率比儿童高v错误的归因：神经科学虽然证明人脑中的两种语言的功能位置有所不同，但却不能证明两种语言的位置不同与两种语言的能力和水平相关大脑功能的側化被很多人用来解释关键期是不正确的归因v错误的强调：人们把研究的重点都放在了不成功的成年人身上，而忽
67、略了那些获得成功的从青少年时期开始学外语的成年人事实上，在青少年和成年人的人群中，不乏一些成功之士，士兵其语言表现和能力，不论是速度还是效果，均超过从儿童开始学习外语的人群2021/8/275v不论是成年人还是儿童，其学习动机、自信心以及学习的环境都比年龄对语言学习成败的影响更重要。v有关年龄问题的研究表明，外语学习时间越长，对学习越有利；随着年龄的增长，外语可以是在小学阶段可以扩展的科目；小学学习外语有利于促进学生对不同文化的理解，有利于他们形成积极的态度，有利于对他们进行价值观的教育。外语学习有利于认知能力的发展，能促进母语的学习。v要进一步说明的是，限制成年人成为成功的英语学习者的因素更
68、多地是由于缺乏足够的动机、时间和精力的投入以及环境的支持。年龄本身并不构成学习外语的一个主要优势，年龄必须与其他因素结合才能发挥其优势的所在，如惊心设计的课程、高质量的教师和良好的环境。对儿童学英语寄以过高的期望是不现实的。2021/8/2761.5 Motivating children to learn EnglishMotivation: Extrinsic motivationhas something to do with outside stimulus, such as expectation from teacher, parent or society, or reward
69、given to encourage students. Material stimulus should not be overused in class. Intrinsic motivationhas something to do with the learners need, interest. Maslows hierarchy of needs is a theory in psychology2021/8/277vMaslows hierarchy of needs is often depicted as a pyramid consisting of five levels
70、: Deficiency needs: Physiological, Safety, Love/Belonging, and Esteem needs. Cognitive needs , Aesthetic needs Self-actualizationvIn Maslows theory, then, human needs are arranged in a hierarchy of importance. Needs emerge only when higher-priority needs have been satisfied. 2021/8/278Maslows Need H
71、ierarchy Diagramv1Deficiency needs 1.1 Physiological needs 1.2 Safety needs 1.3 Social needs 1.4 Esteem needs v2 Growth needs 2.1 Cognitive needs 2.2 Aesthetic needs v 2.3 Self-actualization 2021/8/279Ausubels Driven MotivationAusubel 19682021/8/280Hunts Self-control TheoryHunt 1971Self-policySelf-s
72、electionSelf-decision2021/8/281The quality of a good English teacherWhat are the qualities of a good English teacher? (P.6) There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional q
73、ualities and personal styles (Parrot, 1993): kind dynamic authoritative speaking clearly creative patient well-informed hardworking resourceful (clever) attentive warm-hearted well-prepared flexible intuitive accurate enthusiastic humorous caring disciplined professionally-trained2021/8/2821.7 The q
74、uality of a good English teachervWhat are the qualities required to be a good primary school English teacher?1. A very important quality of a primary school English teacher is obviously competence in English: having good pronunciation and intonation, being able to communicate with the language in or
75、al and written forms and understand some basic English grammar.2021/8/2832. Good at using different teaching techniques with children.3. Need to be versatile: able to act, sing, dance, draw and tell stories; able to organize games and activities (It doesnt mean you need to be an actor or dancer to b
76、e able to teach in the primary school).4. Need to understand how children think and learn. Need to help children to develop in an all-round way: linguistically, intellectually, culturally, and morally. 2021/8/284vIn brief, a good primary school English teacher needs to develop competence at least in
77、 3 areas: the English language, the understanding of children, and the methods and techniques for teaching children.2021/8/285vDiscussion:2021/8/286Developing your owning teaching stylevBe yourself. You dont need to feel bad if you cannot dance or sing, you can always find a way to develop your own
78、strength.vDean(2001) invites all the teachers to develop their own styles of teaching.2021/8/287Unit 2 Understanding the National English Curriculum2.1 Benefits of offering English in the primary school: The National Curriculum of England and Wales states that the contribution of a modern foreign la
79、nguage in the primary school is both linguistic and cultural: The learning of a foreign language in the primary school provides a valuable educational, social and cultural experiences for all pupils. Pupils develop communication and literary skills 2021/8/288 that lay the foundation for future langu
80、age learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between the foreign language and English. Learning another language raises awareness of the multilingual and multicultural world and introduces an international dim
81、ension to pupils learning, giving them an insight into their own culture2021/8/289 and those of others. The learning of foreign language provides a medium for cross-curricular links and for the reinforcement of knowledge, skills and understanding developed in other subjects. (DFEE, 1999:32) A foreig
82、n language can enhance childrens development of many different aspects of skills by:2021/8/290vAdding interest and increasing motivation for language learning.vEncouraging children in discovering different ways of saying things and different ways of living.vHelping children to concentrate when learn
83、ing.vProviding the experience of uttering sounds differently in another language.2021/8/291vDeveloping the desire to use language as a means of communication.vDeveloping listening, speaking, reading and writing skills.vDeveloping language learning strategies in general.vRaising awareness of the diff
84、erences between mother tongue and the target language and encouraging comparisons.vDeveloping an awareness of grammar and pattern in another language.2021/8/2922.2 Understanding goals and objectives for primary school The goals and objectives of the new English curriculum: to develop pupils interest
85、s, self confidence and positive attitude towards learning English; to cultivate the pupils language sense and enable the acquisition of good pronunciation and intonation; to develop the pupils preliminary ability to use English in daily exchange and to lay a good basis for further study.2021/8/293vT
86、he new standards are designed to promote the students comprehensive development in language skills, knowledge, affects, strategies and culture awareness in order to lay a good foundation for continuing development.vLanguage skills: listening, speaking, reading and writingvLanguage knowledge: phoneti
87、cs, grammar, vocabulary, functions and topics2021/8/294 Cultural understanding: knowledge, understanding and awareness Affect: International perspectives, patriotism, confidence, motivation Learning strategies: communicative, resource-using, meta-cognitive, cognitive2021/8/295Overall language abilit
88、yLanguage skillsLanguage knowledgeCultural understandingAffectAffectLearning strategies2021/8/296综合语言运用能力情感态度情感态度学习策略学习策略文化意识文化意识语言技能语言技能语言知识语言知识国国际际视视野野祖祖国国意意识识合合作作精精神神自自信信意意志志兴兴趣趣动动机机交交际际策策略略资资源源策策略略调调控控策策略略认认知知策策略略跨跨文文化化交交际际文文化化理理解解文文化化知知识识话话题题功功能能语语法法词词汇汇语语音音写写读读说说听听2021/8/297The English curricu
89、lum at the primary phasevThe English curriculum at the primary phase are designed into two levelsLevel 1 and Level 2.vLevel 1: Grade 3 and Grade 4vLevel 2: Grade 5 and Grade 62021/8/298v级别目标总体描述v一级:对英语有好奇心,喜欢听他人说英语。能根据教师的简单指令做游戏、做动作、做事情(如涂颜色、连线)。能做简单的角色扮演。能唱简单的英文歌曲,说简单的英语歌谣。能在图片的帮助下听懂和读懂简单的小故事。能交流简单
90、的个人信息,表达简单的情感和感觉。能书写字母和单词。对英语学习中接触的外国文化习俗感兴趣。v二级:(小学6年级)对英语学习有持续的兴趣和爱好。能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。能根据所学内容表演小对话或歌谣。能在图片的帮助下听懂、读懂并讲述简单的故事。能根据图片或提示写简单的句子。在学习中乐于参与、积极合作、主动请教、乐于了解异国文化、习俗。2021/8/2992.3 Developing principles for teaching English to childrenvPrinciples for teaching children: Principle 1:
91、 Children learn best when feeling happy and secure. Principle 2: Children are naturally imaginative, active and creative. Principle 3: Learning is often a mutual accomplishment. Learning is collaborative, not adult driven. Children participate at their own level of understanding with the mothers hel
92、p (Geekie, Cambourne and Fitzsimmons, 1999:13)2021/8/2100 Principle 4: Children often learn through guided participation and they profit from the support and encouragement of more competent people. Principle 5: Children learn best when they are involved both physically and mentally. Principle 6: Chi
93、ldren need plenty of opportunities to use similar language again and again. Principle 7: Children need to be encouraged more than criticized. Principle 8: Children should be given opportunities to learn to evaluate their own learning and learn to plan the use of their own time.2021/8/2101 Principle
94、9: Learning depends upon the negotiation of meaning.v(confirmation check, a vcomprehension check, or a clarification request.)F:口语教学与研究.LNK Principle 10: Children learn in a similar way as they acquire their mother tongue. They learn the whole language rather than through analyzing language rules.20
95、21/8/2102Activities in primary school English classroomvTeachers need to give the learners something to do:Look at Draw HoldImagine Make TouchListen to Count Do as you sayRespond to Repeat Chant and singSort or set Read aloud Pass to someoneSequence Read silently MimeSolve Recite Act outCompare Memo
96、rize PerformMatch Write/copy Research/find outGuess Choose Compete in groupsSpell verbally or aurally2021/8/21032.4 Understanding the target requirements for Levels 1 and 22021/8/2104Classroom managingvTeacher rolesvDifferent teacher roles (P. 35-39)-controller, assessor, organizer, prompter, partic
97、ipant, resource-providervGrouping learnersvCorrecting learnersvGiving feedback2021/8/21053.6 Managing classroom interactionvClassroom interaction: refers to the forms of information patterns taking place in the classroom.vScrivener(1994) explained four types of classroom interaction -The whole class
98、 working together with the teacher; -The whole class mixing together as individuals;2021/8/2106 -Small groups(3-8 people); -Pairs; -Individual work. In any one lesson a teacher may include work that involves a number of these different arrangement.Wang Qiang and Cheng Xiaotang(2000) defines 4 forms
99、of interaction:2021/8/2107 -Lockstep. When teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. -Pair work - Group work -Individual study2021/8/2108Different classroom activities for different interaction forms:A.For whole class work story-telling listen and d
100、o listen to the tape and repeat presenting new language giving instructions2021/8/2109 singing songs reading aloud checking understanding guessing games watching videosB. For pair work or group work paired reading question and answer practice2021/8/2110 role playing drama performance information gap
101、 activity project workC. For individual work copying reading aloud self-evaluation2021/8/2111 reading silently gap filling writing exercise writing a letter or e-mail2021/8/21123.7 Lesson planningThe function of planning lesson: Moon(2000)states that having a plan enables us to monitor, assess, and
102、improve our teaching. Both new teachers and experiences teacher need to have lesson planning. Reasons for lesson planning: 1.Help the teacher to be more confident in teaching; 2. Provides a useful systematic outline/guide/reference for smooth efficient teaching; 2021/8/2113 3. Help the teacher to pr
103、epare for the lesson; 4. Help to provide a useful basis for future planning; 5. Help the teacher to plan practical lessons which cater for different pupils; 6.Help teacher to be more organized; 7. Help teachers to know whether they have achieved their teaching objectives;2021/8/2114 8. Enable teache
104、rs to judge their performance; 9. Is proof that the teacher has taken a considerable amount of effort in his teaching; 10. Give a sense of direction in relation to the syllabus; 11. Help the teacher to identify which areas did not go well in his teaching.2021/8/2115Points to take into account when p
105、lanning: The learners The aims The teaching points The teaching procedures The materials Classroom managementwhat to say, how to seat the Ss, how much time each stage takes, etc.2021/8/2116 However, plans are only plans. You should be prepared to adapt your plan and be flexible about your plan.2021/
106、8/2117Principles of lesson planningvPrinciples of lesson planningv1. interestv2. activityv3. hierarchy: mechanical, meaningful, communicativev4. coherent2021/8/21183.8 Error corrections and encouragementvError correction largely depends on the objectives of teaching, e.g. for accuracy, fluency, for
107、test, or for interest or motivation.vVale and Feunteun(1995) point out that the long term aim of teaching English to children is to enable learners to use English confidently, correctly, and fluently.vHowever, the English curriculum has also stated that the important aim of teaching English to child
108、ren at the beginning is to build up their confidence, to provide motivation, to show them that English is fun and to encourage2021/8/2119 them just to use whatever English they have to communicate. It is important to build a non-threatening learning environment for the children to experience with th
109、e language and take risks in using the language. Vale and Feunteun(1995) further point out that the correction of errors in the early stages of a language course may have negative effects, making children losing confidence from fear of making mistakes, making them reluctant to take risks and they ar
110、e likely to become dependent2021/8/2120von the teacher to correct their errors. They will not be willing to speak freely without being 100% sure when they pay much attention to accuracy.vThe purpose of correcting students errors is to help them develop their language proficiency and to build up thei
111、r confidence to learn.vWhen and how to correct students errors?2021/8/2121vBelow are some classroom extracts when teachers are trying to correct their students errors. Discuss in groups: Which is the best way you favor or you dislike?2021/8/21222021/8/21232021/8/2124vD.vT: What did you do last Satur
112、day, Mary?vS: I watch TV, and do homework.vT: Oh, great! How about you, John?2021/8/2125vE.vT: Make a sentence with “have”!vS: He have a car.vT: He HAVE a car?vS: He has a car.vT: Great.2021/8/2126vF.T: Can you tell us something about your father, Tom?S: My father is 40 years old. He is very high. H
113、e is a doctor. He works in our City Hospital. T: Oh, good. Very good, Tom. You said your father is very HIGH? What word can we use instead of HIGH?S: Yes, TALL. He is tall.T: Very good, Tom.2021/8/2127vA: correcting by repeating the students sentence. The teacher cares about the pupils feeling and d
114、oes not want to embarrass him. Actually the pupil realized his errors and said the correct sentence by himself.vB: The teacher is not as tolerant as that in Case A. She corrects the pupils error right after hearing his utterance. Obviously she is concerned more about accuracy than fluency. But the p
115、upil was very nervous and probably he could not speak out what he planned to say later.2021/8/2128vC: The teacher has the same belief as teacher B. She did not correct the errors herself but asked the pupil to correct it. When the pupil cannot, she turned to other pupils and elicited the correction
116、from other pupils. The advantage of doing this is that it helps raise the pupils awareness of this kind of errors. The advantage is that the pupils confidence may be hurt and he may not want to answer any question later.2021/8/2129vD: The fourth teacher is the most tolerant to errors among the six t
117、eachers here. He cares about only fluency and meaning. He does not correct the errors at all as they did not affect any understanding and communication.vE: The fifth teacher repeated the wrong sentence after the pupil answered the questions. He did not say it was wrong, but he used a rising tone and
118、 expected the pupil to correct the errors himself. Most of the time, the pupil could realized and could repair by himself.2021/8/2130vF: the last teacher is similar to the fifth one. He did not say it is an error, but asked the pupil if there are other options of saying so. The pupil realized that t
119、here was a better word to say it.2021/8/2131vDiscussion: The way a teacher correct pupils errors reflect the teachers beliefs in language teaching. Some teachers think the errors mean that learning does not take place while others think errors are evidence that learning does take place(Scrivener,199
120、4). Scrivener proposes five teacher decisions to be made when working with oral errors in class. 1. Decide what kind of error has been made (grammatical? Pronunciation?)2021/8/2132 2. Decide whether to deal with it (is it useful to correct it?) 3. Decide when to deal with it (now? end of an activity
121、? Later?) 4. Decide who will correct? (teacher? Student self-correction? Other students?) 5. Decide on an appropriate technique to indicate that an error has occurred or to enable correction.2021/8/2133vScrivener explains that the aims of correcting pupils mistakes are: building pupils confidence;(?
122、) raising awareness; acknowledging achievement and progress; helping pupils to become more accurate in their use of language.2021/8/2134vSome ideas for indicating or correcting errors: Tell them. Using facial expression: surprise, frown, raise eyebrows etc. Using gesture combined with facial express
123、ion. Finger correction. Repeat sentence up to error. Echo sentence with changed intonation or stress.2021/8/2135 Ask a question. Ask one word question. Draw a time line on board. (tense) Draw a space or box on board. (preposition) Write the problem sentence on board for discussion. Exploit humor in
124、the error. Use chain correction. (student-student correction)2021/8/21363.9 Using and creating resources for learning2021/8/2137Unit 4 The Techniques of Teaching ChildrenvSome ways of presenting new words. (72-73)v 1) Draw pictures, diagrams and maps to show meanings or connections of meanings;v 2)
125、Use real objects to show meanings;v 3) Mime or act to show meanings, e.g. brushing teeth, playing Ping-Pong;v 4) Use synonyms or antonyms to explain meanings;v 5) Use lexical sets, e.g. cook: fry, boil, bake, grill;v 6) Translate and exemplify, especially with technical words or words with abstract
126、meaning;v 7) Use word formation rules and common affixes.2021/8/2138vThe differences between pronunciation and phoneticsvPronunciation covers speech sounds and phonetic symbols, including stress, intonation, sound linking and rhythm ( P.52). Pronunciation can best be taught by imitation.v Phonetics:
127、 the study of speech sound, including the written symbols.2021/8/2139How to teach pronunciationv Our realistic goals of teaching pronunciation should be:v Consistency: The pronunciation should be smooth and natural.(连贯性)v Intelligibility: The pronunciation should be understandable to the listeners.v
128、 Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.2021/8/21404.1 Listen and do2021/8/21414.2 Listen and speak2021/8/21424.3 Learn to read2021/8/21434.4 Learn to write2021/8/21444.5 Learn to sing songs and say rhymes2021/8/21454.6 Playing g
129、ames2021/8/2146Using storiesvStory-based instructionv教材将一个故事安排在单元开始,它的意图是什么? 这样的安排基于输入要先于输出的道理.”基于故事的英语教学”在单元学习开始,通过看故事,读故事或者听故事进行语言的输入,强调学生对故事的理解,在听故事中呈现语言知识等,结合对故事的理解和实践活动指导学生学习和操练新的语言.2021/8/2147v基于故事的英语教学材料的呈现方式,充分重视学生已有经验和视觉感受,激发学生的学习兴趣,让学生通过观察、思维和想象等体验并结合新的语言文字或声音去直接感受语言和学习语言，这也有利于学生的发展。2021/8
130、/2148故事学习要达到什么要求？v教师的教学安排和教学行为，教师对语言认知过程的看法，课堂所营造的教和学的氛围，教师每个环节教学的侧重点，学生逐步形成的学习心向等，都取决于教师教与学的观念。v故事教学时要把握如下四点： （1）提供语言感受，重视输入； （2）紧扣故事素材，强调理解； （3）导入语言知识，促进理解； （4）注重模仿表演，强化体验。2021/8/2149v提供语言感受，重视输入教学中通过教材上的连环画、根据故事内容制作的动画片、声音和文字、教师声情并茂的表演和体态语言等多种输入方式，要求学生运用多种器官，如用眼、用耳、用脑、用心等感受故事的情景和内容。v紧扣故事素材，强调理解理解
131、过程要采取由表及里、从易到难、渐进的方式，要有层次性，要讲究方法。教学要求必须体现不同层次的要求和逐步发展的认知过程。如先引导学生看故事的插图和故事的标题，要求他们能预测故事的大意；2021/8/2150 再让学生看图听录音或教师表演，要求他们弄清故事中的任务以及人物之间的关系； 再让学生边看边分节听故事的录音，要求他们能选择判断哪幅图画图表表现这段录音的情节； 再次组织学生看图整体听故事录音，要求他们能回答有关理解问题等等； 分层次理解故事的方式或活动多种多样，教师要根据故事内容和教学实际以及学生学习的心理过程进行认真的设计与安排。分层次理解活动让学生获得及时反馈，有助于树立他们学习的成就感
132、和自信心。2021/8/2151v导入语言知识，促进理解教师要根据实际和把握时机在恰当层次的理解活动中采用直接或间接式、集中方式或分散方式、甚至以直接翻译的方式自然巧妙地导入。但对导入的新词语和句型结构等教学要求的分寸。在理解过程中这些语言现象导入的主要目的是帮助和促进学生对故事更准确全面的理解，而不是立刻就要求学习并学会它们。 所谓分寸就是有的暂时只要求理解，有的则要求听懂会说等。教师可以有意识地采取板书、出示卡片等方式凸现新的词语和结构，以引起学生的注意。对于这些目标语言现象的进一步学习和操练，教材上一定会在后面有所安排。2021/8/2152v注重模仿表演，强化体验有些教师在故事教学一开
133、始就要求学生跟着教师或者录音机读故事中的语言内容，这是不符合语言学习规律的。 学生的模仿活动一定是在理解故事的内容和情节之后。 没有理解的跟读或言语活动是毫无意义的。 模仿活动的主要目的是让学生能用准确的语音语调和情感说英语。 教师应该尽可能让学生跟着录音机进行模仿。 表演是让学生扮演故事中的角色，用和等合作学习方式进行语言表达的初步体验。 带有情感、伴随动作表演故事有助于学生语言的内化，进而能促进语言运用能力的提高。2021/8/2153 创造性地对故事进行改编并表演、以第三者身份用陈述的方式介绍故事的内容、模仿教材故事形式编写或编排自己的故事等活动，属于高层次的语言表达和运用活动。2021
134、/8/2154故事中的词汇、语法结构要掌握到什么程度？2021/8/21554.8 Using projects2021/8/21564.9 Board writing and stick drawing2021/8/2157Multi-intelligence TheoryvGardners multi-intelligence theory:2021/8/2158Aptitude theoryvSound-coding ability;vGrammar-coding ability;vMemory/memorization;vInductive reasoning2021/8/2159Le
135、arning Style Theory2021/8/2160Unit 5 Assessing Learning with Children5.1 Understanding assessment2021/8/21615.2 Setting up targets and designing assessment tasks2021/8/21625.3 Ways of assessing learning with childrenvWhat are the assessment purposes? (P157-159)v 1) To discover learners achievements.
136、v 2) To evaluate the existing curriculum.v 3) To check upon teachers performance.v 4) To motivate learners.v 5) To provide learning incentive.v 6) To provide basis for further planning of teaching: what to teach next.v 7) To qualify students for certain status.v 8) To provide criteria to qualify for
137、 higher level studies.v 9) To provide learners with a sense of accomplishment.v 10) To foster learning ability.2021/8/21635.3 Ways of assessing learning with childrenvTypes of assessment:vFormative assessmentv Summative assessmentv Teachers assessment;v Continuous assessment;v Self-assessment;v Port
138、folio-assignments and projects2021/8/2164Unit 7 Teacher Development7.1 Teachers beliefs and their practice2021/8/21657.2 Teachers reflection2021/8/2166Reference booksv1.王蔷,小学英语教学法教程,高等教育出版社,2003v2.广东省教育厅教研室,小学新课程英语优秀教学设计与案例,广东高等教育出版社,2005v3.鲁中干等,小学英语课堂教学技能训练,东北师范大学出版社,2000v4.周勇等,说课听课与评课,教育科学出版社,2004
139、v5.王牧群,交际英语课内外活动设计,上海外语教育出版社,2004v6.Mary Spratt et al,剑桥英语教学能力认证考试教程，清华大学出版社，2021/8/2167vDavid Nunan, Designing Tasks for the Communicative Classroom, CUP,1989vWajnryb R, 2011. Classroom Observation Tasks: A resource book for language teachers and trainersM. Beijing: Foreign Language Teaching and Research Press2021/8/2168部分资料从网络收集整理而来，供大家参考，感谢您的关注！
