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1、从教育心理学视角谈英语教学策略,主讲人 房林玉 博士,CONTENTSSome QuestionsTeaching PronunciationTeaching GrammarTeaching VocabularyTeaching ListeningTeaching SpeakingTeaching ReadingTeaching Writing,1、你是如何认识英语这门课程的？A.它同语文、数学等一样是一门重要学科B.它是用于交流的语言,2、在课堂上，英语教师重点工作应该做什么？A.给学生讲解英语知识B.教会学生如何自己学习英语C.带领学生做大量试题,3、你认为学生为什么上英语课？A.英语是考
2、试的重点科目B.为了获得英语交际能力C.喜欢英语老师的讲课方式D.可以得到自我表现的机会,4、你认为在课堂上的主要职责是什么？A.讲解英语知识点B.帮助学生自己学习C.组织英语情境活动D.分析和讲解试卷,5、你觉得不同班级的学生对你上课影响怎样？A.基本都在我的控制之下，对我影响不大B.我经常根据学生的不同情况，临时改变我的上课方式C.我严格按上课前的备课情况进行,6、你认为教学生英语发音的价值是什么？A学生能够慢慢自己学会，所以没必要教B发音问题对英语成绩影响不大C学生只要能熟练读单词就可以了D学生需要写出单词的音标,7、学生的发音应该达到什么程度？A.能够像老外一样的发音B.只要能够让别人
3、听懂就可以了C.应该特别流利和自然D.只要能够表达清自己的想法就可以了,8、你认为学生发音不好的主要原因是什么？A.认为自己做不到B.没有条件接触老外C.没记住音标D.没有机会和别人说英语,Teaching Pronunciation 1.The role of pronunciation In the teaching of English as a foreign language,discussions on pronunciation are not so much around how to teach pronunciation as around the value of tea
4、ching pronunciation.There are people who claim that students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.However,there are people who assert that failure in pronunciation is a great hindrance in language learning.
5、What do you think?,Task:Below are some statements about the role of pronunciation in English teaching.Read the statements carefully and decide if you agree or disagree with them.Try to give reasons for your decisions.,Results from the task above will certainly vary greatly.This is because whether pr
6、onunciation needs special attention or focus in language teaching depends on many factors.,Considering our English learning context,generally speaking,beginning Chinese learners of English need a certain degree of focus on pronunciation.However,great care should be taken over the distinction between
7、 pronunciation and phonetics.The teaching of pronunciation should focus on the students ability to identify and produce English sounds themselves.Students should not be led to focus on reading and writing phonetic transcripts of words,especially young students,because phonetic transcripts are more a
8、bstract and less meaningful.,Phonetic rules regarding what sounds a letter or a cluster of letters should be pronounced are helpful for students to develop the ability to cope with English pronunciation and they should be introduced at a suitable stage.However,they should be avoided at the beginning
9、 stage,especially for young learners.,2.The goal of teaching pronunciation It is true that language students pronunciation should be as good as possible.But should we require the students to acquire native-like pronunciation?The question is probably not whether we should or should not require the st
10、udents to acquire native-like pronunciation.The question is whether the students themselves can achive that goal at all.Generally speaking,learners of English as a foreign language cannot acquire native-like pronunciation,except those who start learning English at a very young age.,The amount of exp
11、osure to English is another factor that determines if the students can acquire native-like English pronunciation.At the present time,most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.,Due to biological and physiological differences,individua
12、l students have different phonetic ability.Some students are more sensitive to and better at imitating sounds than other students.Although a few students can acquire native-like pronunciation,it is unrealistic for the majority of students to do so.,However,admitting the difficulty in acquiring nativ
13、e-like pronunciation does not mean that teachers should not encourage students to improve their pronunciation as much aspossible.If we should not require native-like pronunciation,then what should be our realistic goals?Our realistic goals of teaching pronunciation should be:,Consistency:The pronunc
14、iation should be smooth and natural.Intelligibility:The pronunciation should be understandable to the listeners.Communicative efficiency:The pronunciation should help to convey the meaning that is intended by the speaker.,Some students take great pains to be accurate in pronunciation.This is often d
15、one at the expense of consistency.And the speech produced in this way is not only unnatural but also uncomfortable to hear.,When trying to achieve consistency in pronunciation,students do not have to and should not sacrifice intelligibility.Unintelligible speech is useless and may cause unpleasant f
16、eelings for both the speaker and the audience.,However,consistency and intelligibility are not necessarily enough in real communication.For example,it is easy to say Sorry smoothly and clearly.But if the intonation is not appropriate,it may convey the opposite meaning.,9、学习英语语法的价值是什么？A.学习说汉语时并没有学语法，
17、所以学英语也同样没必要学B.学习语法规则是学会英语的前提C.学习语法是学习英语的重要内容,10、你认为应该如何教语法？A.应该单独、详细讲解语法规则B.重点放在语法习题的练习上C.语法应该在课文中讲解和练习,Teaching Grammar 1.The role of grammar in ELT The value of grammar in foreign language teaching has been a focus of debate for decades and no conclusion is in sight.Nevertheless,it is useful for u
18、s to look at some possible controversial ideas about teaching grammar before we discuss methods for teaching grammar.,Task:Read the following assumptions about grammar in English learning and decide if you agree with them or not.When you have finished，compare your results with your partner.Try to gi
19、ve reasons for your decisions.,The debate about the value of grammar in foreign language teaching is still going on.Perhaps the answers to whether grammar should be taught and to what extent grammar should be taught depend on certain variables in the language teaching/learning context,such as learne
20、r variables and instructional variables.,For example,it is believed that teaching grammar is less important for children than for adults,and it is less important in listening and reading than in writing(Celce-Murcia,1991).In most cases,grammar is still being taught,especially in formal classroom lan
21、guage teaching.,2.Grammar presentation methods Among the methods for teaching grammar,the deductive method and the inductive method have been discussed and used most frequently.,(1)Deductive method The deductive method relies on reasoning,analyzing and comparing.First,the teacher writes an example o
22、n the board or draws attention to an example in the textbook.Then teacher explains the underlying rules regarding the forms and positions of certain structural words.The explanations are often done in the students native language and using grammatical terms.,Sometimes,comparisons are made between th
23、e native language and the target language or between the newly presented structure and previously learned structuresFinally the students practise applying the rule to produce sentences with given prompts.,The deductive method is often criticized because:1)it teaches grammar in an isolated way;2)litt
24、le attention is paid to meaning；3)the practice is often mechanical,However,this method is not without merits.First,it could be very successful with selected and motivated students.Second,it could save time when students are confronted with a grammar rule which is complex but which has to be learned.
25、Third,it may help to increase students confidence in those examinations which are written with accuracy as the main criterion of success.,(2)Inductive method In the inductive method,the teacher induces the learners to realize grammar rules without any form of explicit explanation.It is believed that
26、 the rules will become evident if the students are given enough appropriate examples.,For example,in order to present the two forms this is and these are,the teacher will first hold up a book,saying This is a book.He will do the same showing other objects.Then the teacher holds up several books and
27、says These are books.,After several similar examples,it is hoped students will understand These are is used with plural forms of nouns.Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal promptsThe teacher tries to say nothing except t
28、o correct when necessaryFinally,but optionally,the teacher may elicit the grammar rule from the students.,It is believed the inductive method is more effective in that students discover the grammar rules themselves while engaged in language use.This is especially true with grammatical regularities w
29、hich are easily perceived,understood and applied.,11、你认为学生应该如何记住英语单词？A.多说，多写，功到自然成B.运用一些记单词的方法C.按读音规则记单词D.在句子或课文中运用单词,Teaching Vocabulary 1.Presenting new words Different teachers have different ways to present new words.Whatever methods are used,the following suggestion may help teachers:,(1)Prepar
30、e examples to show meaning.Examples are best if they are created by the teachers themselves rather than taken from dictionaries.Students also look up words in dictionaries.If the students find that most of the teachers examples are from the dictionaries,they tune out when the teacher talks.,(2)Ask s
31、tudents to tell the meaning first.Teachers should always elicit meaning from(3)Think about how to show the meaning of a word with related words such as synonyms,antonyms etc.(4)Think about how to check students understanding.,(5)Think about the context in real life where the word might be used.Relat
32、ing newly learned language to real life promotes high motivation.(6)Think about possible misunderstanding or confusion that student may have.Task:Two teachers presented the word grumbleBelow are the descriptions of how they did it.Discuss which way is more effective.Try to give reasons for your deci
33、sion,2.Consolidating vocabulary For the students,perhaps it is less difficult to learn vocabulary items for the first time than to consolidate and remember them.It is too often that we hear students complain that they keep learning and forgetting.,Some people say vocabulary cannot be taught,it can o
34、nly be learned by the studentsThis is perhaps partially true.When students study vocabulary individually,very often it is rote learning whose effectiveness is seldom guaranteed,particularly when they do not fully understand the meaning of the vocabulary.,When students study vocabulary together,say i
35、n groups,through various activities and under the teachers supervision,vocabulary learning becomes more fun and effective.Learning is also more effective when students understand the meaning of the new vocabulary,Below are some vocabulary consolidation activities that can be done in class.(1)Labelli
36、ng Students are given a picture.They are to write the names of objects indicated in the picture.A competitive element can be introduced by making the first student to finish the winner.,(2)Spotting the differences Students are put into pairs.Each member of the pair receives a picture which is slight
37、ly different from his partners.Students hide the pictures from one another and then,by a process of describing,questioning and answering,discover what the differences are.,(3)Describing and drawing Students are put into pairs.One student has a picture,the other a blank piece of paper and a pencil.Th
38、e student having the picture must tell his partner what to draw so that the drawing ends up the same as the original picture.The student must not show the picture until the drawing is completed.,(4)Playing a game Students are shown a picture or a tray with many objects on it,or a series of different
39、 flash cards or magazine pictures.They have one or two minutes to memorise as many objects as they can.The cards,pictures or tray are then taken away and the students have to say what they saw,or write down everything they can remember seeing,then compare their answers with the rest of the class.,(5
40、)Using word thermometers These are useful for indicating different degrees in size,speed,age,distance,emotion and etc.Students are given a list of words in jumbled order.They have to place these words in the correct place on the thermometer.,(6)Using word series Students construct the series followi
41、ng an example.,(7)Word bingo The teacher thinks of an area of language(e.g.shopping)that the students have recently been studying.Students draw nine squares(3 x 3)on a piece of paper and put 9 words connected with shopping in the squares.,The teacher then calls out,one at a time,words connected with
42、 shopping.If the students have the word in the squares,they cross it out.The first student to cross out all the words in the squares is the winner.The game can be played for more than one round.,A different version of word bingo is that the first student to cross out a line of three words either hor
43、izontally,vertically or diagonally should shout out Bingo,and he or she will be the winner.,(8)Word association The teacher says a key word,e.g.travelling.The students then have to write down all the words they can think of connected with travelling.They have a time limit,e.g.two minutes.When time i
44、s up,the person with the highest number of acceptable words is the winner.,(9)Odd man out The teacher writes a set of words on the blackboard and asks the students to find the odd man out.For example,in the set cheese,eggs,oranges,bread,soap,and meat,the word soap is the odd man out.,(10)Synonyms an
45、d antonyms The students are given a list of words and asked to find pairs of words,either synonyms or antonyms.The words in the box below are six pairs of synonyms and six pairs of antonyms.Can you find them?,(11)Using word categories Students put the jumbled words in the middle into the boxes marke
46、d with different categories.Below is an example:,(12)Using word net-work Students fill in the ovals in a network with words that are under the same category or sub-category.Below is an example.,12、你认为如何提高学生的听力水平？A.多听英语B.多说英语C.多背英语D.多读英语,Teaching Listening 1.Characteristics of the listening process I
47、t is important to understand the characteristics or processes behind listening situations so that we as teachers can design appropriate activities to help our students to develop effective listening habits and strategies.,Generally speaking,listening in real life has the following characteristics(1)
48、Spontaneity While some of the things that we listen to are rehearsed,e.g.radio news,television news and shows,movies,theatre,and some formal lectures,most of the time during an average day we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead o
49、f time.,(2)Context The context of listening is usually known in real life.In other words,we know the relationship between the listener and the speaker.Therefore,the situation helps us to predict what we are going to hear.,(3)Visual clues Most of the time we can see the person we are listening to.Thi
50、s means we can see their facial expressions,gestures and other body language as well as the surrounding environment,which is relevant when,for example,people point at objects or in certain directions.These visual clues help us understand and predict what we hear.,(4)Listeners response Most of the li
