大学英语教学法整理

大学 英语 关于好奇心的名言警句英语高中英语词汇下载高中英语词汇 下载英语衡水体下载小学英语关于形容词和副词的题 教学法整理大学英语教学法整理PAGE/NUMPAGES大学英语教学法整理CommunicativeLanguageTeachingLanguageProcessingandProduction(语言理解和表达)TheknowledgeinvolvedinlanguageprocessingInconclusion,whentryingtoworkoutthemeaningofapieceoflanguageortryingtoexpressyourownmeaning,youneedtouseallthethreetypesofknowledge:theknowledgeoflanguage(语言知识----语法、词汇、句子),discourseknowledge（语篇知识）,andbackgroundknowledge（背景知识）.语篇教学:如：----Yourphone!----I’mhavingabath.可以说，语篇教学是对一个词，一个句，一段话的言外之意、相关文化、相关背景的一种学习。DifferencesBetweenOralandWrittenCommunication(1)Spokenlanguageissimplerthanwrittenlanguage.(2)Spokenlanguagehasthelighterlexicaldensity.Lexicaldensityreferstothenumberofcontentwordsperclause.(3)Writtenlanguagetendstousenounsinsteadofverbs(4)Writingiscontextindependent,whereasspeechismorecloselytiedtoitscontext.Somefeaturesofspokenlanguage:^contraction(缩写)^hesitation(停顿)^filler?^repetition^self-correction^restartedutterance(重新表达)^demonstrativewords(指示词thisone,overthere,nearthedoor)DefinitiontoCommunicativeLanguageTeachingClassroomgoalsarefocusedonallofthecomponentsofcommunicativecompetence(form/function/appropriation)andnotrestrictedtogrammaticalandlinguisticcompetence.Formisnottheprimaryframework(syllabus教学大纲)fororganizingandsequencinglessons.Function（使用）istheframeworkthroughwhichformsaretaught.Accuracyissecondarytoconveyingamessage.Fluencymaytakeonmoreimportancethanaccuracy.Theultimatecriterionforcommunicativesuccessistheactualtransmissionandreceivingofintendedmeaning.Inthecommunicativeclassroom,studentsultimatelyhavetousethelanguageproductively(speakingandwriting)andreceptively(readingandlistening)inunrehearsedcontexts.交际语言教学（CommunicativeLanguageTeaching，即CLT）形成与70年代末、80年代初。经过近20年的发展以逐渐发展成为一种为世界语言教学界所普遍认同的教学思想、教学方向。它的理论主要来自社会语言学、心理语言学和乔姆斯基的转换生成法。其核心是教语言应当教学生怎样使用语言，用语言达到交际的目的，而不是把教会学生一套语法规则和零碎的词语用法作为语言教学的最终目标。我国的英语教学新大纲和新教材都充分体现了交际语言教学思想。NatureofCommunicativeActivities:有没有信息的转换1.Studentsmusthaveadesiretocommunicate.TheEnglishLanguageCurriculum(英语课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 )对英语教学目标的重新认识语言知识：forms/linguisticcompetence(单词、句子、语法)语言技能：listening/speaking/reading/writing情感态度：attitude/confidence学习策略/方法文化意识强调学生语言运用能力的培养1）语言学习应成为语言实践的过程2）英语课堂为学生提供体验3）鼓励学生用实际生活进行语言学习4）大量实践形成语感 练习 飞向蓝天的恐龙练习非连续性文本练习把字句和被字句的转换练习呼风唤雨的世纪练习呼风唤雨的世纪课后练习 与任务型的课堂教学练习：是否掌握语言形式任务：是否成功完成任务（real-lifetask）四、对学生学习评价的多样化ThethreestagesofteachingreadingPre-readingstage(1)theaimsofthepre-readingstagesarethree-fold(a)arousingthestudents’interestinthetopicortypeoftext;(b)motivatingstudentstoreadthetextbyprovingapurposeforreading;(c)preparingthestudentsforthecontentofthetext.(2)whattheteachercandotogetthestudentstopredictthecontentsofthetext?^examinetheaccompanyingvisualinformation(diagrams,maps,photographs),^reflectonthetitleorthetopic,^statewhattheyhavealreadyknowaboutthetopic,^statewhattheywouldliketoknowaboutthetopic,^writetheirownquestionsthattheywantthetexttoanswer,^answertheteacher’sgeneralquestionsaboutthetexttypeortopic(oralorwritten),^brainstormthetopicingroupsorwholeclass,^guessthetopicbylookingatkeywordsfromthetext(given,andifnecessarytaught,bytheteacher).While-readingstage(1)itaimstohelpthereaderunderstandthecontentandstructureofthetext,aswellastheauthor’spurposeinwritinginit.(2)weaimstotrainthemainreadingskills:skimming,scanning,readingfordetail,drawinginferencesabouttheauthor’spurposeandintension.Thetypicalsortofactivitiestotrainsuchskillsare:^skimreadingtogetthegistofthetext,^locatingspecificinformation^transferringinformationfromthetexttoadiagram,table,form,map,graphorpicture,^takingnotesonthemainpoints,oronspecificpointsofthetext,^drawingadiagramtoshowthetextstructure,^answeringfactualquestionsonthetext,^answeringinferencequestionsonthetext(readingbetweenthelines)^puttingtheeventsinthecorrectorder,^statingifstatementsgivenaboutthetextaretrueorfalse,^workingoutthemeaningofthewordsandphrasesinthetextfromthecontext,^examinereferentsinthetextandstatingwhattheyreferto,^puttingtheparagraphsofajumbledtextbackinthecorrectorder,^givingsectionsofatextappropriateheadings,^givingthetextanappropriatetitle(alsopossiblyapost-readingactivity).Post-reading------强调对之前所学知识的一个综合运用(1)ithastwoaims:oneistoconsolidateorreflectonwhathasbeenreadinthetext;theotheristorelatethetexttothestudents’ownknowledge,interests,orviews.(2)thekindsofpost-readingactivitiesthatareusuallyemployedare:^oraldiscussionofthetopicofthetext,^role-playadifferentsituationfromthatofthetextbutusingthesamecharacters,orrole-playthesamesituationsasinthetextbutusingdifferentcharacters,^writingasummaryofthemaincontentofthetext,^commentonthecontentofthetext,^retellingthestoryofthetext,^finishingthestory(oralorwriting),thatmeanseitherpredictinganendingorchangingtheendingtooneofyourownchoice^listeningtoorreadingsomesupplementarymaterialsaboutthetopic.