英語教師與英語教學平南縣教研室王壽玲 誰是你的重要他人 Thosewhocan do thosewhounderstand teach Thosewhocan teach thosewhounderstand teachbetter 英語教師應具備的能力要素 Commitment 敬業 Commandofthelanguage 語言掌握 Confidence 自信心 Careforthestudents 關愛學生 Creativethinking 創造性思維 Cultivationofthemind 培養心智 教師發展的階段性 新老師 noviceteacher 有經歷的老師 experiencingteacher 有經驗的老師 experiencedteacher 有理念的老師 rationalizedteacher 有影響能力的老師 influentialteacher 有智慧的教師 wiseteacher 外語教師應有理念 有信仰 有能力 有學識 有品行 有學習能力 現代教育的要求 可持續發展能力 做 明 師才能做 名師 EnglishTeachersneed Grammareye Functionaleye Educationaleye 外語教育的目標 知識 語言知識技能 聽 說 讀 寫能力 知識 能力素質 學文化 啟心智 愛生命 AwiseoldowlAwiseoldowlsatonanoak Themorehesawthelesshespoke Thelesshespokethemoreheheard Whyaren twelikethatwiseoldbird 外語教育的理念 途徑和方法 語言教育 包括外語教育 是對學生文化 心智 情感 人文素養等方面的培養 語言學習是探索 建構和表達意義的過程 要以有意義的活動和內容出發 滿足學習者情感和認知需求的真實作品是學好語言的基本材料 語言學習要以意義為核心 整體輸入 整體盤活 整體輸出 足夠的輸入和輸出是學好語言的必要條件 理念 英語教學的核心原則 以學生為中心 learner centered 以交流為目標 communication oriented 以活動為基礎 activity based 讓學生真正為教學的中心 教學中始終考慮學生的特點 需要和興趣 研究學生語言學習的階段性特點和發展的潛在需要 引領學生學會學習 激活學生的參與積極性 關注學生活動的實效 在教學的各個環節 備課 上課 作業和評價 充分考慮學生的需要和作用 鼓勵學生主動積極的學習 提高學習的自主性和合作意識 重視教學過程 提高教學效率 教師的教學設計與實施要做到 有學生有目標有操作設計有學習過程有交流 互動有邏輯有效果 A Doyousmoke Iusedtosmoke B Me too Iusedtodrinkaswell A Let shaveanorangejuice B That dbenice A Doyousmoke B Iused Iusedtosmoke butdon tanymore A Whendidyougiveup B Threeyearsago A Why B Imarriedanon smoker 有效教學是我們的追求 有效教學意味著 教學目標達成度高 全體 絕大多數學生 教學資源消耗較少 時間 精力和物資 教學過程快樂有趣 更高的學習積極性 學生學習能力提升 更強的學習能力 教師教學設計和實施中易出現的問題 目標不清或誤判 過高過多過全 關注教材的部分內容 關注自己的教學過程 對學生和學生的學習特點和需求關注不夠 流程設計失誤 缺乏邏輯性 不利于目標實現 教學中心情急切 忙于表面完成輸入 忽視學習過程 以及對學生學習過程的理解和指導 方法單一 以講代學 以考充學 英語教學之 TeachingGrammar Howtoteachgrammareffectively 語法 功能的語法觀 語用之法表意為本先會后懂逐步認知少講多練記用結合超越考試培養能力小學 見到 碰到 不講到 初中 用到 講到 不誤導 高中 練到 悟道 不面面俱到 功能觀的三維英語語法 Form Meaning Use 把Youareaboy 改為否定句和疑問句 Youcanfoolallthepeoplesomeofthetime youcanfoolsomeofthepeopleallthetime butyoucan tfoolallthepeopleallthetime l Weagreedtowentbycar 2 Wedidn tknewwhathappened 3 Dizzysfromthewinewedecidedtogohome 4 Thepeoplearetoomanysoandthecarsaretoomany 5 Thebuswashitinfrontof 6 Therearemanyaccidentsbecausewehaven tbrought broad roads 1 Weagreedtowentbycar GT4 6 BN2 2 2 Wedidn tknewwhathappened GT4 4 BN1 8 3 Dizzysfromthewinewedecidedtogohome GT4 2 BN2 1 4 Thepeoplearetoomanysoandthecarsaretoomany GT3 0 BN4 3 5 Thebuswashitinfrontof GT2 6 BN4 3 6 Therearemanyaccidentsbecausewehaven tbrought broad roads GT2 4 BN4 1 Thenativespeakersgenerallygavehighermarkstomistakeswhichdidn timpedetheirunderstanding whendiscussingthereasonsfortheirassessment manymentioned intelligibility However thenonnativeteachersseemedmoredisturbedbyinfringementsofcommongrammarrules indiscussion theyreferredfrequentlyto basicmistakes Theyseemedmostupsetbythefactthatlearnerscontinuedtobreakruleswhichhadbeentaughtearlierandwhichtheyshouldthereforehavemastered Waystoteachgrammar ChartsandgraphsUsingobjects necklace purse MapsandsimpledrawingDialoguesWrittentextsAstory basedgrammarteachingMeaningdrills Tomwentshopping Firsthewenttothebaker sandboughtsomebread Thenhecrossedtheroadtothepostofficeandboughtsomestamps Thenhewentnextdoortothenewsagent sandboughtamagazine Thenhecrossedtheroadagainandhadacupofcoffeeinacaf Whenhewenttopay hediscoveredhedidn thavehiswalletwithhismoneyinit Nowhe swonder ingwhereheleftit Roseisridingintheray Birdsissingingonherway Fishisswimminginthebay Deeriscomingintheplay Grassisnoddingbythelake Roseishavingagoodday Howtoteachgrammarsummary Grammaticalstructureswillbecomeinternalizedonlyifthelearnersareplacedinasituationinwhichtheyneedtousethestructureforcommunicativepurpose Grammarteachingprinciples Embeddedinmeaningful communicativecontexts Contributepositivelytocommunicativegoals Promoteaccuracywithinfluent communicativelanguage Respondingtoerrors Hehasalonghair 1 No noexplanation 2 Hehaslonghair repeatandcorrect 3 Noarticle explanation 4 No Anyone Iookforpeercorrection 5 Hehas 6 Hehasalonghair Justone Likethis drawabaldmanwithonelonghair 7 Alonghair sjustones ngleha r likeyoufind nyoursoup Fortheha ronyourheadyouwouldn tuseanart cle Hehaslonghair reactiveteaching 8 Oh hehaslongha r hashe reformulation 9 Teachersaysnothingbutwritesdownerrorforfuturereference 英語教學之 Teachingvocabulary Howimportantisvocabulary Withoutgrammarverylittlecanbeconveyed withoutvocabularynothingcanbeconveyed DavidWilkins Whatdoesitmeanto knowaword FormMeaningUse Howtoteachvocabulary Firstlanguagetranslationcanbegiven ByperformingactionsByshowingobjectsByshowingpicturesordiagramsBydefininginthefirstlanguage translation BydefininginthesecondlanguageByprovidinglanguagecontextclues Wordfamilies RootAffixesPrefixesSuffixesInflexions ed ing etc PlayRe playPlay er play fulUnderstands understanding understood understandable misunderstand misunderstood Thelimitationsofteaching WordsarecomplexitemsWordknowledgeneedstobedevelopedinrangeofwaysTeachinghaslimitedeffects TeachingcanusefullydealwithonlyalimitedamountofinformationatatimeToomuchconfusesForthesereasons Weshouldexpectonlylimitedlearningfromsinglemeetingswithaword Weshouldbearthisinmindwhenweplanorcarryoutthosemeetings Weshouldnotspendtoomuchtimeonvocabularyteaching Limitedeffects Thereshouldberepeatedopportunitiesforincreasinglyspacedretrievalofeachword Latermeetingswithawordaremoreimportantthantheinitialpresentationandteachingmaybemoreusefulthen Whatmakesaworddifficult Pronunciation difficulttopronounce difficulttolearn Spelling sound spellingmismatchesaredifficulttolearn LengthandcomplexityGrammar loveswimmingorlovetoswim Meaning makevsdo 1 IhopeafterbiggeningEnglishstudingIshellnothaveafreetimeatall 2 I dliketospendacoupleofweeksomewhereonapeoplelessisland 3 Ilikewatchingflowersandinhalingtheirlovelysmell Whatkindofmistakesdolearnersmake Whatkindofmistakesdolearnersmake Form relatederrors 1 Mis selection Shewashungry angry withme 2 Mis formations 3 Spellingerrors 4 Pronunciationerrors2 Meaning relatederrors Howtopresentvocabulary Meaningfirst thenformorFormfirst thenmeaning Whatcanwedo Theteacher sjob inorderofimportance PlanTrainTestTeach PlanEnsurethatopportunitiesforvocabularylearningoccurinallofthefourequallybalancedstrands TrainHelplearnersdevelopskillinthefourstrategiesof GuessingfromcontextLearningusingwordcardsLearningusingwordpartsLearningfromdictionaryuse TestUsetheresultsofvocabularyteststoseewherelearnersareintheirvocabularydevelopmentplanfuturelearningmotivatelearning TeachingwordsOnlyhighfrequencyvocabulary thefirst2000wordsandtheAWL andvocabularylearningstrategiesshouldbesystematicallytaught Teachersshouldknowwherethelearnersareintheirknowledgeofthese 英語教學之 TeachingListening Typesoflistening ListeningforgistListeningforspecificinformationListeningindetail Listeningforgist Whenwewanttoknowthegeneralideaofwhatisbeingsaid aswellaswhoisspeakingtowhomandwhy andhowsuccessfultheyareincommunicatingtheirpoint Listeningforspecificinformation whenwedon tneedtounderstandeverything butonlyaveryspecificpart Forexample whenweareintheairport weareinterestedinhearingnewsaboutoneparticularflight ListeningindetailForexample whenweneedtofinderrorsordeterminedifferencesbetweenonepassageandanother Inferentiallistening whenwewishtoknowhowthespeakerfeels Differentsourcesoflistening TeachertalkStudenttalk e g presentation TextbookrecordingsTV video DVD radio songs Whatstudentsneedtoknowbeforetheylisten Thespeaker svoicelwayoftalkingLengthoftextIntendedaudienceandaudience sroleRelationshipbetweenlistenerandspeakerFunctionoftextInformationaboutthetopicSpecializedvocabularyWhattheyneedtodo Note takingtechniques ChooseonlyimportantinformationParaphraseUsetitlesandsubtitlesUsespacesUseabbreviationsUsesymbolsandnumbersUseemphaticmarkers e g underline Usediagrams Post listening Reconstructingthelisteningtext focusongrammar vocabularyetc ReconstructingthelisteningtextGap fillStorytelling Dictationisonecommonapproachinclass Readthepassageatfullspeed Thestudentslistenonly Readthepassageinchunks leavingtimeforthestudentstowrite Allowafewminutesforthestudentstocheckindividually Readthepassageagainatfullspeed Allowafewminutesforstudentstocheck Givefeedbacktothewholeclass showthepassage Typesoflistening IntensivelisteningSelectivelisteningInteractivelistening Intensivelistening Tolistenforprecisesounds words phrases grammaticalunits Onetypicaltaskisdictation ListeningclozeErroridentification Selectivelistening Encouragelearnerstoapproachgenuinespokentextsbyfocusingonspecificinformationratherthantryingtounderstandandrecalleverything Pre listeningportionisanimportantaspectofselectivelistening Becomingabestteacheroflistening Developmaterials includingyourstories onfamily places childhood hobbies etc Decide whofor Level Length Technology Worksheets Gettingfeedback Evaluatetheresults Learnersshouldbegivenopportunitiestoprogressivelystructuretheirlisteningbylisteningtoatextseveraltimesandbyworkingthroughincreasinglychallenginglisteningtasks Thetaskshouldincludeopportunitiesforlearnerstoplayanactiveroleintheirownlearning Contentshouldbepersonalised Qualityofrecordings Istherecordingclear Willbackgroundnoiseaffectcomprehension Speed Dothespeakerstalktoofastformystudents Numberofspeakers Aretheremanyvoices potentiallycausingconfusion Accent Istheaccentfamiliar Isitcomprehensible Makeaposteroflisteningstrategies Putitontheclassroomwall Refertoitbeforeandafterthestudentslisteninclassanddiscusstheirstrategies IntroducelisteningStrategies PredictingInferensingMonitoringClarifyingRespondingEvaluating 英語教學之 TeachingReading Whydoweread ReadingforpleasureReadingforinformationReadingforlanguageacquisition Howdoweread SkimmingScanningExtensivereadingIntensivereading Discussionquestions WhatrolesdoesreadingplayinL2development Whataresomeofthedifferencesbetweengoodreadersandpoorreaders Whatcanyoudotohelpthelatterimprovetheirreadingability Whatistheroleofpriorknowledgeinreading Whattypesofpriorknowledgedoyouknow Whatcanteachersdo AActivatepriorknowledgeCCultivatevocabularyTTeachforcomprehensionIIncreasereadingrateVVerifyreadingstrategiesEEvaluateprogress JanewasinvitedtoJack sbirthdayparty Shewonderedifhewouldlikeakite Shewenttoherroomandshookherpiggybank Itmadenosound HowoldisJane HowoldisJack Whatleadsyoutoyouranswer WhatsounddidJaneexpecttohearwhensheshookherpiggybank Maryheardtheicecreammancomingdownthestreet Sherememberedhergunandrushedintothehouse HowoldisMary Whatleadsyoutoyouranswer Whywouldshethinkofhergunwhensheheardtheicecreamman 1 Readingisinteractive thereadermakesuseofinformationfromhis herbackgroundknowledgeaswellasinformationfromtheprintedpage 2 Readingisalsointeractiveinthesensethatmanyskillsworktogetherintheprocess 1 Toaddinformationandreasons Also Inaddition Besides Moreover2 Toexplain givereasons Actually Certainly Forexample Infact Thatis3 Toshowcauseandeffect Asaresult Then Therefore Thus4 Tosummarize Inall Inaword Inshort5 Toshoworder First second Finally Last Ratetraining RapidwordrecognitionRapidphraserecognitionRapidpassagerecognition Find buylunch buylunchbringlunchb