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1、英语教师与英语教学英语教师与英语教学 平南县教研室 王寿玲谁是你的重要他人？谁是你的重要他人？Those who can,do;those who understand,teach.Those who can,teach;those who understand,teach better.英语教师应具备的能力要素：Commitment(敬业敬业)Command of the language(语言掌握语言掌握)Confidence(自信心自信心)Care for the students(关爱学生关爱学生)Creative thinking(创造性思维创造性思维)Cultivation of
2、the mind(培养心智培养心智)教师发展的阶段性新老师新老师（novice teacher）有经历的老师（有经历的老师（experiencing teacher）有经验的老师有经验的老师（experienced teacher）有理念的老师有理念的老师（rationalized teacher）有影响能力的老师（有影响能力的老师（influential teacher）有智慧的教师有智慧的教师 （wise teacher)(外语教师应有理念、有信仰、有能力、有学识、有外语教师应有理念、有信仰、有能力、有学识、有品行，有学习能力）品行，有学习能力）现代教育的要求：可持续发展能力：做现代教育的
3、要求：可持续发展能力：做“明明”师才师才能做能做“名师名师”.English Teachers need：Grammar eyeFunctional eyeEducational eye外语教育的目标知识：语言知识知识：语言知识技能：听，说，读，写技能：听，说，读，写能力：知识能力：知识+能力能力素质：学文化，启心智，爱生命素质：学文化，启心智，爱生命 A wise old owlA wise old owl sat on an oak,The more he saw the less he spoke;The less he spoke the more he heard;Why arent
4、 we like that wise old bird?外语教育的理念,途径和方法语言教育，包括外语教育，是语言教育，包括外语教育，是对学生文化，对学生文化，心智，情感，人文素养心智，情感，人文素养等方面的培养。等方面的培养。语言学习是探索，建构和表达意义的过程。语言学习是探索，建构和表达意义的过程。要要以有意义的活动和内容出发以有意义的活动和内容出发。满足学习者情感和认知需求的真实作品是满足学习者情感和认知需求的真实作品是学好语言的基本材料学好语言的基本材料。语言学习要语言学习要以意义为核心，整体输入，整以意义为核心，整体输入，整体盘活，整体输出体盘活，整体输出。足够的输入和输出是学好语言的
5、足够的输入和输出是学好语言的必要条件必要条件。理念:英语教学的核心原则以学生为中心以学生为中心(learner-centered)以交流为目标以交流为目标(communication-oriented)以活动为基础以活动为基础(activity-based)让学生真正为教学的中心教学中始终考虑学生的特点、需要和兴趣；教学中始终考虑学生的特点、需要和兴趣；研究学生语言学习的研究学生语言学习的阶段性特点阶段性特点和发展的潜和发展的潜在需要在需要,引领学生学会学习。引领学生学会学习。激活学生的参与积极性，关注学生活动的实激活学生的参与积极性，关注学生活动的实效。效。在教学的各个环节（备课、上课、作业
6、和评在教学的各个环节（备课、上课、作业和评价）充分考虑学生的需要和作用。价）充分考虑学生的需要和作用。鼓励学生主动积极的学习，提高学习的自主鼓励学生主动积极的学习，提高学习的自主性和合作意识。性和合作意识。重视教学过程，提高教学效率教师的教学设计与实施要做到：教师的教学设计与实施要做到：有学生有学生 有目标有目标 有操作设计有操作设计 有学习过程有学习过程 有交流、互动有交流、互动 有逻辑有逻辑 有效果有效果A:Do you smoke?I used to smoke.B:Me,too.I used to drink as well.A:Lets have an orange juice.B:
7、Thatd be nice.A:Do you smoke?B:I used,I used to smoke,but dont any more.A:When did you give up?B:Three years ago.A:Why?B:I married a non-smoker.有效教学是我们的追求有效教学意味着：有效教学意味着：教学目标达成度高（全体教学目标达成度高（全体/绝大多数学生）绝大多数学生）教学资源消耗较少（时间、精力和物资）教学资源消耗较少（时间、精力和物资）教学过程快乐有趣（更高的学习积极性）教学过程快乐有趣（更高的学习积极性）学生学习能力提升（更强的学习能力）学生学习
8、能力提升（更强的学习能力）教师教学设计和实施中易出现的问题教师教学设计和实施中易出现的问题目标不清或误判（过高过多过全）目标不清或误判（过高过多过全）.关注教材的部分内容，关注自己的教学过程，对关注教材的部分内容，关注自己的教学过程，对学生和学生的学习特点和需求关注不够学生和学生的学习特点和需求关注不够.流程设计失误，缺乏逻辑性，不利于目标实现流程设计失误，缺乏逻辑性，不利于目标实现.教学中心情急切，忙于表面完成输入，忽视学习教学中心情急切，忙于表面完成输入，忽视学习过程，以及对学生学习过程的理解和指导过程，以及对学生学习过程的理解和指导.方法单一，以讲代学，以考充学方法单一，以讲代学，以考充
9、学.英语教学之：Teaching GrammarHow to teach grammar effectively?语法语法-功能的语法观功能的语法观语用之法语用之法 表意为本表意为本先会后懂先会后懂 逐步认知逐步认知少讲多练少讲多练 记用结合记用结合超越考试超越考试 培养能力培养能力小学：见到，碰到，不讲到；小学：见到，碰到，不讲到；初中：用到，讲到，不误导；初中：用到，讲到，不误导；高中：练到，悟道，不面面俱到；高中：练到，悟道，不面面俱到；功能观的三维英语语法FormMeaningUse把把You are a boy.改为否定句和疑问句。改为否定句和疑问句。You can fool all
10、 the people some of the time;you can fool some of the people all the time;but you cant fool all the people all the time.l.We agreed to went by car.2.We didnt knew what happened.3.Dizzys from the wine we decided to go home.4.The people are too many so and the cars are too many.5.The bus was hit in fr
11、ont of.6.There are many accidents because we havent brought(broad)roads.1.We agreed to went by car.(GT 4.6;BN 2.2)2.We didnt knew what happened.(GT 4.4;BN 1.8)3.Dizzys from the wine we decided to go home.(GT 4.2;BN 2.1)4.The people are too many so and the cars are too many.(GT 3.0;BN 4.3)5.The bus w
12、as hit in front of.(GT 2.6;BN 4.3)6.There are many accidents because we havent brought(broad)roads.(GT2.4;BN4.1The native speakers generally gave higher marks to mistakes which didnt impede their understanding;when discussing the reasons for their assessment,many mentioned intelligibility.However,th
13、e nonnative teachers seemed more disturbed by infringements of common grammar rules;in discussion,they referred frequently to basic mistakes.They seemed most upset by the fact that learners continued to break rules which had been taught earlier and which they should therefore have mastered.Ways to t
14、each grammar:Charts and graphsUsing objects(necklace,purse,)Maps and simple drawingDialoguesWritten textsA story-based grammar teachingMeaning drillsTom went shopping.First he went to the bakers and bought some bread.Then he crossed the road to the post office and bought some stamps.Then he went nex
15、t door to the newsagents and bought a magazine.Then he crossed the road again and had a cup of coffee in a caf.When he went to pay,he discovered he didnt have his wallet with his money in it.Now hes wonder-ing where he left it.Rose is riding in the ray.Birds is singing on her way.Fish is swimming in
16、 the bay.Deer is coming in the play.Grass is nodding by the lake.Rose is having a good day.How to teach grammarsummary:Grammatical structures will become internalized only if the learners are placed in a situation in which they need to use the structure for communicative purpose.Grammar teaching pri
17、nciples:Embedded in meaningful,communicative contexts;Contribute positively to communicative goals;Promote accuracy within fluent,communicative language;Responding to errors:He has a long hair.1.No.(no explanation)2.He has long hair.(repeat and correct)3.No article.(explanation)4.No.Anyone?(Iook for
18、 peer correction)5.He has.?6.He has a long hair.Just one?Like this?draw a bald man with one long hair7.A long hair s just one sngle har,like you find n your soup.For the har on your head you wouldnt use an artcle:He has long hair.(reactive teaching)8.Oh,he has long har,has he?(reformulation)9.Teache
19、r says nothing but writes down error for future reference.英语教学之：Teaching vocabularyHow important is vocabulary?Without grammar very little can be conveyed;without vocabulary nothing can be conveyed.(David Wilkins)What does it mean to know a word?FormMeaningUseHow to teach vocabulary:First language t
20、ranslation can be given:By performing actionsBy showing objectsBy showing pictures or diagramsBy defining in the first language(translation)By defining in the second languageBy providing language context cluesWord families:RootAffixes Prefixes SuffixesInflexions(-ed,ing,etc.)PlayRe+playPlay+er，play+
21、fulUnderstands，understanding,understood,understandable,misunderstand,misunderstoodThe limitations of teaching:Words are complex items Word knowledge needs to be developed in range of waysTeaching has limited effectsTeaching can usefully deal with only a limited amount of information at a timeToo muc
22、h confuses For these reasons:We should expect only limited learning from single meetings with a word.We should bear this in mind when we plan or carry out those meetings.We should not spend too much time on vocabulary teaching.Limited effects:There should be repeated opportunitiesfor increasingly sp
23、aced retrieval of each word.Later meetings with a word are moreimportant than the initial presentationand teaching may be more useful then.What makes a word difficult?Pronunciation(difficult to pronounce,difficult to learn)Spelling(sound-spelling mismatches are difficult to learn)Length and complexi
24、tyGrammar(love swimming or love to swim)Meaning(make vs do)1.I hope after biggening English studing I shell not have a free time at all.2.Id like to spend a couple of week somewhere on a peopleless island.3.I like watching flowers and inhaling their lovely smell.What kind of mistakes do learners mak
25、e?What kind of mistakes do learners make?1.Form-related errors.2.(1)Mis-selection:She was hungry(angry)with me.(2)Mis-formations (3)Spelling errors (4)Pronunciation errors2.Meaning-related errorsHow to present vocabulary:Meaning first,then form orForm first,then meaningWhat can we do?The teachers jo
26、b(in order of importance)Plan Train Test TeachPlanEnsure that opportunities for vocabulary learning occur in all of the four equally balanced strandsTrainHelp learners develop skill in the fourstrategies of:Guessing from contextLearning using word cardsLearning using word partsLearning from dictiona
27、ry useTestUse the results of vocabulary tests tosee where learners are in their vocabulary developmentplan future learningmotivate learningTeaching wordsOnly high frequency vocabulary(the first 2000 words and the AWL)and vocabulary learning strategies should be systematically taught.Teachers should
28、know where the learners are in their knowledge of these英语教学之：Teaching ListeningTypes of listeningListening for gistListening for specific informationListening in detailListening for gist:.When we want to know the general idea of what is being said,as well as who is speaking to whom and why,and how s
29、uccessful they are in communicating their point.Listening for specific information.when we dont need to understandeverything,but only a very specific part.For example,when we are in the airport,we are interested in hearing news about one particular flight.Listening in detailFor example,when we need
30、to find errors or determine differences between one passage and another.Inferential listening when we wish to know how the speaker feels.Different sources of listeningTeacher talkStudent talk(e.g.,presentation)Textbook recordingsTV，video,DVD，radio,songsWhat students need to know before they listen?T
31、he speakers voicel way of talkingLength of textIntended audience and audiences roleRelationship between listener and speakerFunction of textInformation about the topicSpecialized vocabularyWhat they need to doNote-taking techniquesChoose only important informationParaphraseUse titles and subtitlesUs
32、e spacesUse abbreviationsUse symbols and numbersUse emphatic markers(e.g.,underline)Use diagramsPost-listeningReconstructing the listening text(focus on grammar,vocabulary etc)Reconstructing the listening text Gap-fill Story tellingDictationis one common approach in class.Read the passage at full sp
33、eed.The studentslisten only.Read the passage in chunks,leaving time forthe students to write.Allow a few minutes for the students to checkindividually.Read the passage again at full speed.Allow a few minutes for students to check.Give feedback to the whole class(show the passage)Types of listeningIn
34、tensive listeningSelective listeningInteractive listeningIntensive listeningTo listen for precise sounds,words,phrases,grammatical units.One typical task is dictation.Listening cloze Error identificationSelective listeningEncourage learners to approach genuine spoken texts by focusing on specific in
35、formation rather than trying to understand and recall everything.Pre-listening portion is an important aspect of selective listening.Becoming a best teacher of listening Develop materials-including your stories(on family,places,childhood,hobbies,etc).Decide:who for?Level?Length?Technology?Worksheets
36、?Getting feedback?Evaluate the results.Learners should be given opportunities to progressively structure their listening by listening to a text several times and by working through increasingly challenging listening tasks.The task should include opportunities for learners to play an active role in t
37、heir own learning.Content should be personalised.Quality of recordings:Is the recording clear?Will background noise affect comprehension?Speed:Do the speakers talk too fast for my students?Number of speakers:Are there many voices,potentially causing confusion?Accent:Is the accent familiar?Is it comp
38、rehensible?Make a poster of listening strategies.Put it on the classroom wall.Refer to it before and after the students listen in class and discuss their strategies.Introduce listening Strategies:PredictingInferensingMonitoringClarifyingRespondingEvaluating英语教学之：Teaching ReadingWhy do we read?Readin
39、g for pleasureReading for informationReading for language acquisitionHow do we read?SkimmingScanningExtensive readingIntensive readingDiscussion questions:What roles does reading play in L2 development?What are some of the differences between good readers and poor readers?What can you do to help the
40、 latter improve their reading ability?What is the role of prior knowledge in reading?What types of prior knowledge do you know?What can teachers do?A Activate prior knowledgeC Cultivate vocabularyT Teach for comprehensionI Increase reading rateV Verify reading strategiesE Evaluate progressJane was i
41、nvited to Jacks birthday party.She wondered if he would like a kite.She went to her room and shook her piggy bank.It made no sound.How old is Jane?How old is Jack?What leads you to your answer?What sound did Jane expect to hear when she shook her piggy bank?Mary heard the ice cream man coming down t
42、he street.She remembered her gun and rushed into the house.How old is Mary?What leads you to youranswer?Why would she think of her gunwhen she heard the ice cream man?1.Reading is interactive:the reader makes use of information from his/her background knowledge as well as information from the printe
43、d page.2.Reading is also interactive in the sense that many skills work together in the process.1.To add information and reasons:Also,In addition,Besides,Moreover2.To explain,give reasons:Actually,Certainly,For example,In fact,That is3.To show cause and effect:As a result,Then,Therefore,Thus4.To sum
44、marize：In all,In a word,In short5.To show order:First，second,.Finally,LastRate trainingRapid word recognitionRapid phrase recognitionRapid passage recognitionFind buy lunch”buy lunchbring lunchbuy lunchestake lunchtake a lunchbuy milkbake lunchfind lunchmake a lunchbuy lunchbring lunchOne teaching p
45、lanGet ready Review Active prior knowledgeVocabularyPredictRead Read aloud silent-pairs-otherReread Set new purpose 一一一 Read aloud silent-pairs 一otherRespond Oral prompt:Whole class-groups-pairs Written prompt:Whole class-groups-pairsReact-share written responses Whole class-groups 一pairs-otherSQ3R-
46、approaching a textSurvey-skim the text for main ideasQuestion-ask questions about what one hopes to get from the textRead-read the text while looking for answers to previously generated questionsRecite-say aloud or write the important points of the textReview-review the importance and relevance of w
47、hat has been readTwo dilemmas:Learn to read vs read to learn Integrating language skills for reading developmentReading as a situated social practice1.Reading involves background knowledge of content and culture,2.We acquire new knowledge from reading:reading to leam in a second language.Reading sta
48、ges:Stage 1:Elicit background knowledge.Stage 2:Chart background knowledge.Stage 3:Learning through reading(or listening,discussion).Stage 4:Chart the new knowledge that was learned through reading.Stage 5:Write up the knowledge that has been chartedWhat do you know about her?What do you want to know about her?What have you learned anout her in the text?Thank you!