中学英语教学法
• 问题：一名优秀的中学英语教师应具备哪 些素质？
• language proficiency • good at using different teaching techniques • care and love for children.(story)
• Recall a very successful English class. What made it successful? • Discipline problem What are the causes?
Teaching pronunciation
• 语音教学应使学生获得以下能力： • 1. 听音、辨音、迅速拼读和模仿的能力 • 2. 将单词的音、形、义联系起来并做出迅 速反应的能力 • 3. 朗读的能力
教学案例
• 第一步：教师首先展示蛋糕和猫咪的图片 和单词cake, cat. • 让学生读出两个单词，然后隐去k和t,呈现 ca_e 和ca形式，让学生读，借此呈现出a 的发音，让学生了解a在什么情况下读/ei/, 什么情况下读/a /.
Teaching Language Skills-Listening
• Monkeys are small animals. They look like men. They use their hands and feet to hold things and climb trees. They are very quick in climbing and running. So other animals cannot catch them easily. But monkeys cannot live without trees and forests, because their food is fruit and there are lots of fruits in the forests. Monkeys sleep on trees. They live in groups. Each group has a head monkey. When there is danger, the head monkey will jump out to keep other monkeys safe.
Teaching Grammar
• 问题：假设你要教学生现在进行时，你会 采取什么方法呈现这一时态？
• 案例1. (演绎法） • 我们用is 和动词的ing形式表示正在进行的 动作。比如： He is singing. She is dancing. Tom is running. Amy is reading.
• 讨论题：如何教表示颜色词汇red, blue, yellow, green, white, black？
• 词汇教学的原则 语境化：（水果的单词、数字的单词） 语块化：语块是指在语言运用中以相对固定 的形式出现的结构，包括搭配、短语、成 语、固定表达方式等。在初学阶段应该培 养学生整体把握语言的习惯，而不是分析 语言的习惯。What's the weather like? What's the matter with...? 多感官并用：（听、读等多手段）
Example C • T: Make a sentence with "have"! • S: He have a car. • T: There is a big mistake in your sentences. Can you correct it? • S: Mmmm...I don't know. • T: Who can correct him?
Activities suggested
• Activity 1: Listen to the words the teacher say and tick the correct pictures. (whole class or group acitivty, distinguish sounds)
• • • •
Activity 2 A says /a/ B says /b/ C says /k/
/a/ /b/ /k/
/a/ /b/ /k/
in apple. in book. in cookie
(to learn the sound of each letter. When children can say this correctly, they should be able to remember the sounds. )
• When we correct pupils' errors, we have to remember the objectives of correction: • building pupil's confidence • raising awareness • acknowledge achievement and progress • helping pupils to become more accurate in their use of language.
• Activity 4 • Give each student a word card and ask them to find friends. For example, ask your students to find friends who have the same vowel in the word they have.
• Error correction
Example A • T: What's your name? • S: My name Tom. • T: Oh, good. Your name is Tom. • S:Yes, My name is Tom. • T: Hello, Tom.
Example B • T: What's your mother's job? • S: He is..... • T: Oh, not he, your mother is a woman. You should use She. • S: She is a....
Example F • T: Can you tell us something about your father, Tom? • S:My father is 40 years old. He is very high. He is a doctor. He works in our City Hospital... • T: Oh, good. Very good, Tom. You said your father is very HIGH? What word can we use instead of HIGH? • S: Yes, TALL. He's tall. • T: Very good, Tom.
• Activity 3 • Select an object in the room. Think of its initial sound. Tell students:"I spy something begins/ends with the sound ___" The first student to guess the correct objects select the next object. (to make connection between sound and lett, cake 中的t, k 换成其他辅音字母， 学生根据字母的变化集体朗读。然后教师 替换cat, cake中的所有辅音让学生朗读 • 第三步：学习新单词 • 学生朗读下面单词: bag, rat, lake, snake, 然后与图片匹配。
• 第四步：chant--What do you like? • What do you like? The rat or the cat? What do you like? That snake or the cake? I like the cat not the rat. I like the cake not the snake. I want to eat the cake. By the lake.
Teaching Vocabulary
• 词汇学习内容 1. 词形与读音：词汇的拼写形式与读音是词 汇的外在形态，也是中学生学习英语词汇 最困难的内容之一。 2. 词义：词汇的语义。学生要学习单词的含 义。 3. 用法：包括词汇的搭配、短语、习语、风 格、语域、词法（词的不同用法：如名词 的可数性、动词的及物性、及物动词的扩 展模式）
• 案例2 (归纳法） • Look at the picture. Who are in the picture? Right, Lisa, Jenny, Amy and Tom. What's Lisa doing? She is singing. What's Jenny doing? Oh, She is dancing. Now, look at Tom. What's Tom doing? Yes, Tom is running. And how about Amy? Great. Amy is reading. (Teacher then writes the sentences on the blackboard.)
• 传话，培养信息转述能力 • 替换练习， 培养语言技能 • 问题猜答，可以培养学生口头表达和提问 能力
Teaching Language Skills-Reading
• • • • 两种阅读模式 Bottom-up Top-down 阅读过程 pre, while, post-reading
Example D • T: What did you do last Saturday, Mary? • S: I watch TV and do homework. • T: Oh, great! How about you, John?