小学英语教学法教程

小学英语教学法教程---广东第二师范学院外语系傅瑞屏从剑桥英语教学能力认证考试想起．．．TKT:TeachingKnowledgeTest剑桥英语教学能力认证考试includes3parts(modules)：Module1Languageandbackgroundtolanguagelearningandteaching1)Describinglanguageandlanguageskills:grammar,lexis,phonology,functions,reading,writing,listening,speaking2)Backgroundtolanguagelearning:motivation,exposureandfocusonform,theroleoferror,differencesbetweenL1andL2learning,learnercharacteristics,learnerneedsactivities,practiceactivitiesandtasksforlanguageandskillsdevelopment,assessmenttypesandtasks3)Backgroundtolanguageteaching:presentationtechniquesandintroductoryactivities,practiceactivitiesandtasksforlanguageandskillsdevelopment,assessmenttypesandtasksModule2Lessonplanninganduseofresourcesforlanguageteaching1)Planningandpreparingalessonorsequenceoflessons:identifyingandselectingaims,identifyingthedifferentcomponentsofalessonplan,planninganindividuallessonorasequenceoflessons,choosingassessmentactivities2)Selectionanduseofresourcesandmaterials:consultingreferenceresources,selectionanduseofcourse-book,selectionanduseofsupplementarymaterialsandactivities,selectionanduseofteachingaidsModule3Managingtheteachingandlearningprocess1)Teachers’andlearners’languageintheclassroom:usinglanguageappropriatelyforarangeofclassroomfunctions,identifyingthefunctionsoflearners’language,categorizinglearners’mistakes2)Classroommanagement:teacherroles,groupinglearners,correctinglearners,givingfeedbackTosumup,TKTconsistsof3parts:Languageandbackgroundtolanguagelearningandteaching,Lessonplanninganduseofresourcesforlanguageteaching,andManagingtheteachingandlearningprocess（语言知识和语言技能及语言教与学背景、备课和教学设计、课堂教学管理三方面）一名胜任外语教学工作的教师至少要掌握三个方面的知识：1.特定的学科知识，即本体性知识；2.教育学和心理学知识，即条件性知识；3.有关课堂情境以及其他相关的知识，即实践性知识（魏立明，见Wajnryb,2011）SomeImportantTeachingMethodsinHistory1.TheDirectMethod:Toassociatetheobject,formandmeaningwithouttranslation.Thepurposesofthedirectmethod:1)todevelopstudents’abilitytocommunicateintargetlanguage;2)todevelopstudents’thinkingintargetlanguage.Errorsareregardedasnaturalandunavoidableandcanbeselfcorrectedbythelearnersthemselves;Grammarshouldbetaughtinductively;Nativelanguageisforbidden.2.TheAudio-lingualMethodPatterndrillisconsideredimportant;Imitation,readingaloudareimportanttolanguagelearning;Errorsshouldbecorrectedoncediscovered;Mothertongueisforbiddenasitisregardedasinterferencetoforeignlanguage.3.TheNaturalApproachKrashen’sfivetheories1.LearningandacquisitiontheoryLearningisaconsciousprocesswhileacquisitionisasubconsciousprocess.2.Inputtheory△Inputshouldbecomprehensible△Idealinputshouldmeetthe4requirements:comprehensible,relevantandinteresting,adequate,notgrammaticallysequenced.△i+1formula:Istandsforthelearner’spresentlanguagelevel.Theinputshouldbealittlebeyondthelearner’spresentlanguagelevel.3.TheaffectivefilterhypothesisAffectivefactorssuchasinterest,motivation,attitude,anxiety,self-image,self-concept,self-esteemandsoonaffecttheresultoflanguagelearninglikeafilter.Whenthemotivationisstrong,thefilteringeffectisweak,thelearningresultwillbebetter;whentheanxietyandself-esteemarestrong,thenthefiltereffectwillbestrongtoo,andthelearningresultwillbeworse.Input-filter-LAD-practice-acquiredability4.ThemonitorhypothesisMonitorreferstotheruleorknowledgeoflanguage.Monitorcanfunctiononlyontheconditions:1)thelearnerhassufficienttime;2)formisemphasized;3)thelearnerknowstherule.5.Thenaturalorderhypothesis4.TheCognitiveApproachRuleslearningisveryimportant;Learnersshouldbeencouragedtousetheirmindtoobserve,think,andhypothesizerulesofalanguage;Creativelearningisveryimportant;Listening,speaking,readingandwritingshouldallbeemphasized.Themainactivitiesarelanguageunderstanding,languagecompetenceandlanguageuse.Themainactivitiesarelanguageunderstanding,languagepracticeandlanguageuse.Themainactivitiesarelanguageunderstanding,languagepracticeandlanguageuse.5.TheCommunicativeApproachThepurposeofCLT:Todevelopstudents’abilitytousetargetlanguageappropriatelyinagivensocialcontext.Communicativecompetence(Hymes)◇linguisticcompetence◇socio-linguisticcompetence◇discoursecompetence◇strategiccompetenceFeaturesofCLT:informationgap,feedbackandchoiceAttitudetowardserrors:toleranceEmphasis:Meaningisemphasizedoverform;Appropriatenessisemphasizedoveraccuracy.6.TheTotalPhysicalResponseTheteachergivestheinstructionandthestudentsdotheactionasasked.WithTPRthechildrenlistentotheirteachertellingthemwhattodoandthendoit.InstructionscanrangefromsomethingassimpleasTouchyournosetomorecomplexsentenceslikeGoandstandnexttothegirlwho’swearingaredjumper,butwhoisn’twearingblackshoes.Children,especiallyveryyoungones,areabletounderstandmuchmorethantheycanproduce,andthistechniquebuildsonthatcapacity(understandingability).7.TheTask-basedLanguageTeachingLearningbydoingWhatistask?Whatisrealtask?ClassroomstructureofaTBLTComponentsofataskCriteriausedtoevaluateataskNunan（1989）：Tasksarealwaysactivitieswherethetargetlanguageisusedbythelearnerforacommunicativepurposeinordertoachieveanoutcome.Or:Taskisapieceofmeaning-focusedworkinvolvinglearnersincomprehendin