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第十一讲 语言知识教学--词汇教学2.ppt

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第十一讲 语言知识教学--词汇教学2.ppt
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语言知识教学 ------词汇教学,,揭示词义的方法,借助同义词 Rubbish means dust, or anything worthless. “take care of” means “look after” 利用反义词 “good” means “not bad”. “young”means “not old”. 利用对称词man—woman east--west,揭示词义的方法:利用语言情景,利用实物的用途 I walk with my legs. 利用动作的目的 I parked my car at the station. 利用因果关系 He keeps shivering. He must be cold. 对比事物的特征 Snow is white, and coal is black. 借助事物的自然顺序 It is Monday today. It was Sunday yesterday.,用英语解释词义,定义法 A reading room is a room for reading and writing. 注释法 He offered to go. He said he was willing to go.,语法教学,语法在英语教学中的地位 语法教学的反思 语法教学的目标 语法教学的原则 语法教学的模式,语法在英语教学中的地位,语法学习是学生终身学习的必要条件 学得外语必须学习语法 语法是掌握语言必用的工具 教学方式决定了必学语法 学习语法有助于掌握语言形式,Task 1:Do you agree or disagree?,Students need to be given detailed grammar rules if they want to learn a foreign language successfully. Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.,,If students get enough chance to practice using a foreign language, they do not need to learn grammar. Knowing grammar is not enough for real communication. Grammar should be taught to help students to analyze difficult structures in texts.,语法教学的反思,混同口语语法和书面语语法 重语法教学就是一味灌输语法规则 分散处理就是淡化语法教学 认为交际法就是反对教语法,语法教学的目标,《标准》中语法教学不论在教学目标上还是在教学内容和教学方式上与传统的语法教学与很大的不同。 在三个过渡级分别提出了“功能”和“话题”的目标,打破了“语音+语法+词汇”的知识体系,说明语法教学真正的目的并不只是语言形式或语法知识本身,而是应该在特定的语言情景中运用语言形式达到交际。在“功能”和“话题”的目标中突出语言运用能力的培养,强调语言知识在实际交际中应用,体现了语言形式与语言功能相结合的指导思想。,语法教学的原则,系统性原则 交际性原则 多样性原则,语法教学的方法,归纳、演绎法 口语活动法 任务学习法 语法听写法 系统复习法CR活动,语法教学的一般方法和操练形式,归纳 纠错法 导出法 比较法 造句 替换练习 笔头作业,Using prompts for practice,Using prompts has also proved to be an effective way of grammar practice. The prompts can be pictures, mimes, tables or key words. Practice based on prompts is usually meaningful practice.,,Using picture prompt. The students are asked to produce sentences based on the pictures provided. (What are they doing?) Using mime or gestures as prompts. The teacher can invite the students to ask questions like “What were you doing at 7 o’clock yesterday evening?”or “What do you like to do in your spare time?” Instead of answering the questions directly, the teacher acts out the answers by miming and then invites the students to guess the answer.,Using information sheet as prompts. Using key phrase or key words as prompts. Using chained phrases for story telling. The students try to tell a story based on given prompts.Here is an example:7 o’clock—got up– had breakfast---hurried to school—school closed—surprised--? Using created situations. You are a stranger in this town. You want to buy some fruit , you want to post a letter,and you also want to see a movie at night. Ask about the places.,巩固语法的常用练习,听一段话,要求学生说出用了几种时态. 朗读说明语法规则的例词、例句及句型。 说出句子的时态和语态。 替换句子成分。,语法规则复用和活用的练习,填空练习 渐进替换 T: I ’d like a history book. S: I ’d like a history book. T: He S: He ’d like a history book. T: English S: He ’d like an English book.,,递增句子成分: 选定一个句子,先由教师领读,然后教师每次说一个新的单词或词组加入句子. 扩充句子 完成句子 变换句型 简缩从句 联词成句,Task,一般现在时的教学 比较级的教学设计,
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