听说法

QualitiesanELTeacherShouldHaveThequalityoflanguageteachingandlearning=[Students+Textbooks(1Point)(2Points)+Environment+Methodology](4Points)(3Points)×TEACHERTheformulaofthefactorsthatwillinfluencethequalityoflanguageteachingandlearninggivenbyUNESCO:Thinkofsomeadjectivestodescribethequalitiesoftheyoungteacher.1.QualitiesofGoodteachers.Pleaseusesomewordstodescribetheteachers.:devoted/energetic/enthusiastic/active/talkative/interesting/expressive/persistent/enduring/easy-going/tolerant/kind/patient/optimistic…Negative:silent/cold/rude/cynical/lazy/sluggish/bizarre/bad-tempered/sad/dull/crazy/hysteric/sleepy/pessimistic…AdjectivestodescribethequalitiesofanELteacherWhatarethethreecategoriesofteachers’qualities?•Warm-hearted,hardworking,enthusiastic,caring,kind,well-prepared•Resourceful,well-informed,professionallytrained,creative•Flexible,patient,humourous,attentive,dynamicEthicdevotionProfessionalqualitiesPersonalstyle教师忌语•我要是你早就不想活了。•你真笨！你真傻！•看见你，我就烦！•谁教你谁倒霉。•回家让你妈带你去检查，看看是不是弱智。•你这孩子没法教，领走吧。•你这孩子无可救药。•坐下，你真笨！不知道干嘛举手，总是耽误大家的时间。•你是吃饱了混天黑，吃嘛嘛香，干嘛嘛不行，你真没救了。•闭嘴！我不想听你说。2.Todevelopteachers’professionalcompetence能力(P.9)听说法Audio-lingualApproach讨论：(1)如何教授下面的课文？(2)哪何为方法？(3)如果用听说法，应该怎么去教？TheNorthWindandTheSunOneday,theNorthWindandtheSunmet.Theybegantoquarrel.TheNorthWindisacoldwind.Ithowlsloudlyandisverystrong.Itbringsrainandsnow.“Iamstrongerthanyou.”theNorthwindsaidtotheSun.“Icanblowdownbigtrees.Icanblowtheroofsoffhouses.Icanmakebigwavesonthesea.”“No,Iamstrongerthanyou,”saidtheSunquietly.“Icanmelticeandsnow.Icandrawupwaterfromtheseatomakeclouds.Imakethetreesandflowersgrow.”Levelsofmethod(Anthony,1963)•Approachisasetofcorrelativeassumptionsdealingwiththenatureoflanguageteachingandlearning.•Methodisanoverallplanfortheorderlypresentationoflanguagematerial,nopartofwhichcontradicts,andallofwhichisbasedupontheselectedapproach.•Techniqueisimplemental-thatwhichactuallytakesplaceinaclassroom.Itisaparticulartrick,stratagem,orcontrivanceusedtoaccomplishanimmediateobject.ApproachMethodTechnique(Richards&Rodgers1982:155)•Anapproachdefinesassumptions,beliefs,andtheoriesaboutthenatureoflanguageandlanguageslearning.•Designsspecifytherelationshipofthetheoriestoclassroommaterialsandactivities.•Proceduresarethetechniquesandpracticesderivedfromone’sapproachanddesignApproachProcedureMETHODDesign•各种听说法名称:口语法、结构法、语言学法、句型法、军队教学法、听说法•不是一般的具体方法（method)，而是达到教学目的途径（approach）。•所谓口语，是指让学生通过口头操练最终达到掌握口语的目的。口语既是手段，也是目的。一、听说法的概念二、听说法产生的背景•二战前美国外语教学十分落后不重视外语；开设的语种少；外语教学的目的局限于培养阅读能力，忽视口语能力的培养；采用语法翻译法。•20世纪40年代美国的国际地位•珍珠港事件后，美国全面参加世界大战，大批青年军人被派往有关国家。•各种外语学习班。外语教学的特点：集中教学（intensivecourse）;采用听说法。•改进和完善战时集中教学和听说法•外国教学新方案的制定与实施三、听说法的理论基础•语言学的理论基础结构主义语言学，Bloomfield•心理学的理论基础行为主义刺激---反应刺激---反应---强化四、听说法的基本原则•听说领先•反复实践、形成习惯•以句型为中心•排斥或限制母语•对比语言结构，确定教学难点•及时纠正错误，培养正确的语言习惯•广泛利用现代化教学技术手段五、听说法的教学过程•认识（recognition）•模仿（imitation）•重复（repetition)•转化（variation）•选择（selection)Step1.认识（recognition）•教师向学生发出语言信号，同时借助实物、模型、图片、手势、上下文、情景等手段说明所表达的意思，使学生把接受到的语言信号和它所表示的意思联系起来。Step2.模仿（imitation）•当学生理解了新的语言材料之后，教师反复示范，学生跟着模仿必须准确。•在初学阶段学生缺乏鉴别能力，教师要进行检查，发现错误，及时纠错。Step3.重复（repetition)•重复是指让学生重现通过模仿已经记住的语言材料。为了使学生准确地记住所学的语言材料，要让学生不断地重复，反复地说，直到能背诵为止，把模仿和重复结合起来就是模仿—记忆练习。Step4.转化（variation）•做过了模仿、重复记忆练习之后，学生已记住了所学的语言材料，但不会说话。1.替换。原句中某词在重复时被替换。T:Helenleftiteasily.S:Sheleftearly.2.屈折。原句中的某个词在重复时有所变化。E.g.T:Iboughttheticket.S:Iboughtthetickets.3.转述E.g.T:Askherhowoldsheis.S:Howoldareyou?T:Tellhimwaitforyou.S:Waitforme.4.扩展：通过加修饰语扩展句子5.转换：改变句子结构Step5.选择（selection)•从已经学过的语言材料中选择某些词汇、短语、句型，用来描述特定的场面、情景或某一事件。进一步培养学生把学过的语言材料运用于交际实践的能力。听说法的教学过程•认识（recognition）•模仿（imitation）•重复（repetition)•转换（variation）•选择（selection)口授语言材料练习•视频案例•书面案例（自学）案例分析任务：根据听说法的五个步骤，撰写一份教案提纲，教学目标已给出，教学材料如下：TheNorthWindandTheSunOneday,theNorthWindandmettheSun.Theybegantoquarrel.TheNorthWindisacoldwind.Ithowlsloudlyandisverystrong.Itbringsrainandsnow.“Iamstrongerthanyou.”saidtheNorthwindsaidtotheSun.“Icanblowdownbigtrees.Icanblowtheroofsoffhouses.Icanmakebigwavesonthesea.”“No,Iamstrongerthanyou,”saidtheSunquietly.“Icanmelticeandsnow.Icandrawupwaterfromtheseatomakeclouds.Imakethetreesandflowersgrow.”LessonPlan•TeachingAims:1.句型：Thesunmakesthetreesandflowersgrow.2.生词：blowdown,blowoff,drawup,melt,wave.•TeachingProcedure1.Reviewandpractice•Readingandrecite.朗读和背诵课文第一、二自然段。•PatternPractice(1)Substitution.从begantowatch/play/listen/eat/quarrel中选择适当的词组填入下列句子的空白处：1）Usuallytheyaregoodfriends.Buttodaythey__.2)They__basketballatthree.3)Jane__televisionateight.4)Tom__totheradioatseven.5)We__lunchattwelve.6)You__thepianoatfour.（2）Conversion教师先说肯定句，让全班学生静听，然后叫全班学生重复数次，之后指名叫学生作下述练习：将肯定句转为疑问句，并回答疑问句所提的问题：T:TheNorthWindandtheSunbegantoquarrel.全班重复数次。SA:DidtheNorthWindandtheSunbegintoquarrel.SB:Yes,theydid.Theybegantoquarrel.SC:WhatdidtheNorthWindandtheSunbegintodo?SD:Theybegantoquarrel.用begantolisten,begantoplay作类似上述练习。（3）Selection。先由教师和学生示范练习一遍，然后由学生进行对话：T:DidtheNorthWindmeettheSunoneday?S:Yes,hedid.HemettheSunoneday.T:WhodidtheNorthWindmeetoneday?S:TheSun.HemettheSunoneday.T:Whobegantoquarrel?S:TheNor