英语学科教学常用专业词汇

英语教学法

1语法翻译法 Grammer Translation Method 2直接法 Direct Method

3听说法 Audio-lingual Method

4情景法 又称视听法 the situational approach 5认知法 cognitive approach

6交际法 communicative approach 功能法functional approach 意念法 notional approach 功能-意念法 functional-notional approach

7 任务型教学法 task-based language approach 任务前Pre-task

任务环task-cycle :task, planning, reporting 语言聚焦 languaga focus: analysis, practice (types of tasks:

brainstorming tasks；jigsaw tasks;information-gap tasks;

problem-solving tasks;decision-making tasks;opinion exchange tasks)

英语语言知识教学

一、 语音教学teaching pronunciation 语流层次的语音教学

stress of sentences; rhythms ;sense-group and pause ;liaison and loss of plosion ;intonation three ways to show the stress patterns of words, phrases and sentences: use gestures; use the voice; use the blackboard 口语中: elision and assimilation 二、词汇教学teaching vocabulary 词汇教学模式：

PPT模式：presentation, practice, testing LBLT模式：task based language teaching Ways of presenting vocabularyf

1. try to provide a visual or physical demonstration to show meaning. 2. Provide a verbal context to demonstrate meaning. 3. Use synonyms, antonyms, to explain meaning

4. Use lexical sets or hyponyms to show relations of words and their meanings. 5. Translate and exemplify.

6. Use word foemation rules and common affixes to build new lexical knowledge on what is

already known.

7. Teach vocabulary in chunks.

8. Think about the context in real life where the word might be used. 9. Think about providing different context for introducing new words.

10. Prepare for possible misunderstanding or confusion that students may have. Ways of consolidating vocabulary 1. Labelling

2. Spot the differences 3. Describe and draw

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4. Play a game 5. Use word series 6. Word bingo

7. Word association

8. Find synonyms and antonyms 9. Categories

10. Using word net-work

11. Using the internet resources for more ideas Developing vocabulary learning strategies 1. review regualry

2. guess meaning from context 3. organize vocabulary effectively 4. use a dictionary 5. manage strategy use

三、语法教学： teaching grammer 演绎法 the deductive method 归纳法 the inductive method

指导发现法 the guided discovery method 语法教学模式：

行为主义语法教学 presentation, explanation, practice, assessment

任务型语法教学 任务准备，设置语境 呈现任务，任务执行，汇报，聚焦练习 交际型语法教学：

Presentation, practice, practice in context Presentation, rehearsal, report

Introduce, practice, produce/communicate 语法练习方法

Mechanical practice: substitutional drills; transformation drills meaningful practice; communicative practice

四、语篇教学teaching discourse 语篇教学方法

整体教学法 title, main idea, topic sentence

1 Introduction (present situation)---background information—topic sentence—body (supporting detail)—short summary—opinion (prediction)—

conclusion (suggestion/solution)—recommendation (calling for action)

2 topic sentence—introduction (supporting detail)—thesis statement—topic sentence( major point one)—supporting detail—topic sentence(major point two)—supporting detail—conclusion(short summary)

3 general introductory(remarks)—introduction—(narrowing controlling idea)—topic sentence—supporting detail(examples, reasons, arguments)—concluding remarks—conclusion(restatement of controlling idea)

线索教学法 5W+1H (who, when, where, why, what, how) 时间顺序 chronological order 背景知识教学法 段落提问教学法

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1 关于主旨题的提问形式 The article is mainly about…

The main idea of this text may be…

The author’s purpose in writing this text..

Which of the following is the best title for the passage?

Which statement best express the main idea of the paragraph? We can summarize the main idea that… 2 关于文章细节

Who, when, where, what, why, how Which of the following is NOT true?

According to the passage which of the following is NOT a statement? 3 推断型

The author implies that.. The author suggests that.. The tone of this article is…

It can be infferred from the text that… 4 作者观点类型的提问方式 The author believes that… The author thinks that.. According to the author… The author agrees with…

The author gives his opinion that… The author’s point of view… 讨论教学法

英语语言技能教学

一、 听力教学 Three teaching stages 1 pre-listening

Pre-listening activities should aim to motivate students, to active their prior knowledge, and to teach key words or key structures to the students before listening begins so that students are effectively, thematically and linguistically prepared for the listening task.

(1) Predicting : teacher can help students by asking leading questions or letting them read the

comprehension questions (2) Setting the scene

(3) Listening for the gist: in real life they will not be able to listen to something several times. (4) Listening for specific information: there are situations in real life where we listen only for

some specific information and ignore the rest of the entire messages. 2 while-listening

(1) No specific response. This can work well with stories or with any kind of materials that is

intersting, humorous, or dramatic.

(2) Listen and tick. If all the students need to do is tick items, the task will be much easier. (3) Listen and squence. Find out the order of things.

(4) Listen and act. Listenning and responding physically to commands or directions.

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(5) Listen and draw. This type of activity works very well as an information gap activity between

pairs of students.

(6) Listen and fill. All you need to do is to decide which words to take out and replace with

blanks.

(7) Listen and notes. Listeners take notes while listening. 3 post-reading

(1) Multiple-choice questions.

(2) Answering questions. Open-ended questions and inference questions can be asked. (3) Note-taking and gap-filling. (4) Dictogloss.

听力技能训练活动 1 辨音

Identify the different phonemes;

Mark stress, rhythm, meaning group, etc; Imitate; Repeat 2 听主旨大意

Select the appropriate topic;

Creat a synopsis for the listening material 构思容梗概; Match the topic 3. 听细节信息

Fill in the diagram; choose true or false; answer questions; Put sentences in order according to the listening material; Ask questions about the main points;

Put pictures in order after listening to stories; Matching task; dictation; draw pictures; act out 4推理判断

Choose true or false; answer questions; discuss questions 5 猜想词义

Ask questions about words and phrases in the listening material to check students’ understanding Check students’ comprehension of word meanings by substituation;

Ask questions on context and help students understand the target vocabulary; Analyze the structure of vocabulary;

Analyze the flow of the listening material 6 记笔记

Spot dictation, compound dictation; Fill in the diagram; fill in the table 7 识别交际信息

Listen and circle the information;

Listen and choose the appropriate information;

Listen and match the explanations with the information; Listen and discuss 二、 口语教学

口语教学方法

3P模式 presentation, practice, production

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TBLT模式 task-based language teaching: pre-task, while-task, post-task 三、 阅读教学

Three stages of teaching reading 1 pre-reading activities

(1) Predicting: making reading more intriguing and purposeful.

Predicting based on the title, vocabulary, the T/F questions

(2) Setting the scene: discussing cultured-bound aspects of the text, relating what students already

know to what they want to know, and use visual aids (real objects, pictures, photos, maps, video, multi-media materials)

(3) Skimmning: getting the main idea of the text. (4) Scanning: locating specific information. 2 While-reading activities

traditional exploiting ways: multiple choice questions, T/F questions, open questions, paraphrasing, and translation. 3 Post-reading activities

Post-reading tasks enable students to produce language based on what they learned. PWP阅读教学模式

Basic skills:

Skimming 略读 scanning 寻读

Extensive reading 泛读 intensive reading 精读 四、 写作教学

A process approach to writing

1 creating a motivation to writing 2 brainstorming

3 mapping ; mapping help ss organize ideas 4 freewriting

5 outlining; write a more detailed outline. 6 Drafting 7 Editing 8 Revising 9 Proofreading 10 conferencing

教学过程的安排

Warmming-up 预热环节 Leading-in 课堂导入 Presentation 新知呈现 Practice 课堂操练 Consolidation 巩固拓展

Summary and homework 总结与作业布置

Principles for good lesson planning

Aim: the things that students are able to do by the end of the class

Variety means planning a number of different types of activities and where possible, introducing

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students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.

Flexibility means preparing some extra and alternative tasks and activities as the class does not always go according to the plan so that teacher always have options to cope with the unexpected situations rather than being the slaves of written plans or one methodology.

Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Doing things that are beyond or below the students’ coping ability will diminish their motivation.

Linkage means the stages and steps with in each stage are planned in such a way that they are someway linked with each other.

The role of the teacher:

1 controller,2 assessor, 3 organiser, 4 prompter,5 participant, 6resource-provider, 7 teacher’s new roles: teacher as facilitators, teacher as guides, teacher as researchers

Student grouping:

Whole class work, group work, individual study

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