Teaching Aims: 1. 2. Get students learn the basical skeleton of methodology. Master the theoretical source of methodology( micro) Method 1. Explanation 2. Discussion ( students to teacher) Contents 一 教学法框架图 Methodology Approach system eg. 3p 3T 听说领先模式 整体阅读 Teaching model technique Mode teaching art form ｛ media (resource) achievement 二 教学法理论源泉 1. 心理学对教学法的影响 1）19、20世纪上、心理学不发达 “翻译法”“直接法”主导。 2）行为主义心理学– “听说法”三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫 （狗试验） C 斯金纳（美）白鼠实验 3）认识心理学冲击 （1） 格式塔理论完形 （2）布鲁纳认识理论探索发现 （3） 乔姆斯基语言学习理论生成 三 英文粉笔字书法技能训练 1 字母笔顺 2 练习（四线三格) 3 书写方法和技巧 4 举例字母书写教学 四 Homework 1 书写26个大小写字母 2 写一个字母和一个连写教学教案 3 粉笔字过关测试（3周） Aim 掌握呈现技能 Method 讲解 看VCD 讨论 练习 Contents: 一、1含义 2原则 A. 呈现内容简洁、准确 B. 呈现要生动、形象 C. 呈现用语准确、规范 D 利用环境和创造情景结合起来 E 呈现时，教师是讲解员或示范表演者 二 呈现技能类型 1 使用直观教具辅助呈现 A 图片呈现 B 简笔画呈现 C 投影片呈现 D 实物呈现 E 图表呈现 2 使用身体语言呈现 3 问卷呈现 4 用故事呈现 5 用录音材料呈现 6 用歌曲呈现 7 用游戏呈现 三 Homework 根据TEFC教材写一份呈现教案 并微格教学 Teaching Vocabulary Aims： 1 Assumptions about vocabulary and vocabulary building. 2. Methods for presenting new vocabulary items. 3. Ways to consolidate vocabulary. 4. Ways to help students develop vocabulary building strategies. 1.Vocabulary and vocabulary building 2. Resenting new words Here are more ways to present and explain vocabulary: 1) Draw pictures, diagrams and maps to show meanings or connection of meanings; 2) Use real objects to show meanings; 3) Mime or act to show meanings, e.g. brushing teeth, playing Ping- Pong; 4) Use synonyms or antonyms to explain meanings; 5) Use lexical sets, e.g. cook: fry, boil, bake, grill; 6) translate and exemplify, especially with technical words or words with abstract meaning; 7) Use word formation rules and common affixes. 3 Consolidating vocabulary 1) Labelling: 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 slightly different from his partner’s. Students hide the pictures from one another an then, by a process of describing, questioning and answering, discover what the differences are. 3) Describing and drawing 4) Playing a game 5) Using word thermometers 6) Using word series 7) Word bingo 8) Word association 9) Odd man out 10) Synonyms and antonyms 11) Using word categories 12) Using word net-work 4 Developing vocabulary building strategies 1) Review regularly 2) Guess meaning 3) Guess meaning from context 4) Organize vocabulary effectively 5) Use learning vocabulary Conclusion In this unit we started with discussions about vocabulary and vocabulary learning. Many students devote large amounts of time and energy to the learning of vocabulary, but they still complain that their vocabulary size is not large enough or they cannot avoid forgetting. Generally speaking, there are two problems. One problem is that students treat vocabulary items indiscriminately. Considering the large size of English vocabulary, there is no wonder that students complain about their small vocabulary size. Another problem is that many students learn vocabulary in ineffective ways such as rote learning. So it is very important to make students aware that not all words are equally important and that effective ways of vocabulary learning help to reduce forgetting. Although much of the work of vocabulary learning is the responsibility of the students, teachers’ guidance and help are invaluable. If teachers present new vocabulary items effectively, it saves a lot of time and energy for consolidation. Besides, teachers’ work should also include helping students to develop vocabulary building strategies. Teaching Reading Aims: 1. How do people read? 2. What do people read? 3. What are the skills involved in reading ? 4. What are the principles for teaching reading? 5. What are the common types of activities in teaching reading? 1. How do we read? This section attempts to clarify and illustrate some aspects of the nature of reading. If the students fail to understand the nature of reading, they will adopt inappropriate and ineffective reading strategies; if teachers fail to do so, they will be unable to help the students to develop effective reading skills. 2 What do we read? Think about your experience of learning English. What kind of texts did you read? Short stories? Tales? Essays? Diaries? Plays and poems? Biographies? It seems there is a great variety. But what do we read in reality. There are more. 3 Skills involved in reading comprehension Recognizing the script of a language Understanding the explicitly stated information Understanding conceptual meaning Understanding the communicative value of sentences Deducing the meaning of unfamiliar lexical items Understanding relations between sentences Understanding references Recognizing indicators in discourse Recognizing the organization of the text Making inferences 4 Principles and models for teaching reading Bottom-up model Top-down model 5 Pre-reading activities Predicting Predicting based on the title Predicting based on vocabulary Predicting based on the T/F questions Setting the scene Skimming Scanning Summary on pre-reading activities 6 While-reading activities Information transfer activities SOPHISTICATED INPUT (SI) TRANSITION DEVICE (TD) OUTUT (OP) Summary on transition devices Reading comprehension questions Understanding references Making inferences Summary on while-reading activities 7 Post-reading Activities Discussion questions Reproducing the text Role play Gap-filling Retelling False summary Writing 8 conclusion In this unit, we started with the discussions about how and what people read in real life. We think the teaching of reading in traditional pedagogy does not reflect how and what people read in real life. Most of the traditional reading exercises are actually testing students’ reading comprehension. We have emphasized that the teaching of reading should focus on developing students’ reading skills and strategies, which can be achieved through pre-, whileand post-reading activities. In Sections5,6, and 7, we have provided a number of types of activities that teachers can do in teaching reading. Of course different texts need different teaching methods. We hope teachers can apply the ideas suggested in the unit to design their own reading tasks creatively.
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