《高英語(yǔ)詞匯》PPT課件.ppt

語(yǔ)言知識(shí)教學(xué) -詞匯教學(xué),揭示詞義的方法,借助同義詞 Rubbish means dust, or anything worthless. “take care of” means “l(fā)ook after” 利用反義詞 “good” means “not bad”. “young”means “not old”. 利用對(duì)稱詞 manwoman east-west,揭示詞義的方法:利用語(yǔ)言情景,利用實(shí)物的用途 I walk with my legs. 利用動(dòng)作的目的 I parked my car at the station. 利用因果關(guān)系 He keeps shivering. He must be cold. 對(duì)比事物的特征 Snow is white, and coal is black. 借助事物的自然順序 It is Monday today. It was Sunday yesterday.,用英語(yǔ)解釋詞義,定義法 A reading room is a room for reading and writing. 注釋法 He offered to go. He said he was willing to go.,語(yǔ)法教學(xué),語(yǔ)法在英語(yǔ)教學(xué)中的地位 語(yǔ)法教學(xué)的反思 語(yǔ)法教學(xué)的目標(biāo) 語(yǔ)法教學(xué)的原則 語(yǔ)法教學(xué)的模式,語(yǔ)法在英語(yǔ)教學(xué)中的地位,語(yǔ)法學(xué)習(xí)是學(xué)生終身學(xué)習(xí)的必要條件 學(xué)得外語(yǔ)必須學(xué)習(xí)語(yǔ)法 語(yǔ)法是掌握語(yǔ)言必用的工具 教學(xué)方式?jīng)Q定了必學(xué)語(yǔ)法 學(xué)習(xí)語(yǔ)法有助于掌握語(yǔ)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.,語(yǔ)法教學(xué)的反思,混同口語(yǔ)語(yǔ)法和書(shū)面語(yǔ)語(yǔ)法 重語(yǔ)法教學(xué)就是一味灌輸語(yǔ)法規(guī)則 分散處理就是淡化語(yǔ)法教學(xué) 認(rèn)為交際法就是反對(duì)教語(yǔ)法,語(yǔ)法教學(xué)的目標(biāo),標(biāo)準(zhǔn)中語(yǔ)法教學(xué)不論在教學(xué)目標(biāo)上還是在教學(xué)內(nèi)容和教學(xué)方式上與傳統(tǒng)的語(yǔ)法教學(xué)與很大的不同。 在三個(gè)過(guò)渡級(jí)分別提出了“功能”和“話題”的目標(biāo)，打破了“語(yǔ)音+語(yǔ)法+詞匯”的知識(shí)體系，說(shuō)明語(yǔ)法教學(xué)真正的目的并不只是語(yǔ)言形式或語(yǔ)法知識(shí)本身，而是應(yīng)該在特定的語(yǔ)言情景中運(yùn)用語(yǔ)言形式達(dá)到交際。在“功能”和“話題”的目標(biāo)中突出語(yǔ)言運(yùn)用能力的培養(yǎng)，強(qiáng)調(diào)語(yǔ)言知識(shí)在實(shí)際交際中應(yīng)用，體現(xiàn)了語(yǔ)言形式與語(yǔ)言功能相結(jié)合的指導(dǎo)思想。,語(yǔ)法教學(xué)的原則,系統(tǒng)性原則 交際性原則 多樣性原則,語(yǔ)法教學(xué)的方法,歸納、演繹法 口語(yǔ)活動(dòng)法 任務(wù)學(xué)習(xí)法 語(yǔ)法聽(tīng)寫(xiě)法 系統(tǒng)復(fù)習(xí)法 CR活動(dòng),語(yǔ)法教學(xué)的一般方法和操練形式,歸納 糾錯(cuò)法 導(dǎo)出法 比較法 造句 替換練習(xí) 筆頭作業(yè),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 oclock 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 oclockgot up had breakfast-hurried to schoolschool closedsurprised-? Using created situations. You are a stranger i