(宋书娟)TeachingEnglishinChina.ppt

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1、-by Song shujuan,提高课堂效率 培养四会能力,英语的听、说、读、写四项基本技能训练，包括了“输入”和“输出”两个环节。听和读是“输入”，说和写是“输出”。输入和输出是相辅相成的一个有机整体。输入是输出的前提和保证。输入应该是源源不断的、保质保量的，这样才能有足够的信息存储在大脑里，保证输出的通畅、不断流。每天主动输入和自觉输出应该成为一种习惯，这样让知识大量储存并流动起来，形成积累运用的良性循环，久而久之，英语的能力必然大大提高。,关于英语教学的“输入”与“输出”,素质教育与应试教育,教学目的,考查阅读理解的常见题型,How to teach reading for exams

2、,The different types of reading test,Multiple choice True/false Matching Gapped texts Proofreading Proofreading tasks involve finding deliberate errors of various kinds in text provided.Although they typically form a part of grammar and vocabulary tests,proofreading tasks are also used in reading ex

3、ams.,What is measured in reading tests,1.Understanding the main ideas,What is the writer complaining about in the letter?A Buses are becoming more crowded.B Bus stops are poorly maintained.C Adults can be thoughtless on buses.D Children should be more polite on buses.,2.Finding specific information

4、and detail,1.Which TWO positions require a knowledge of computer?2.Which position is for only a temporary appointment?,3.Recognizing the writers attitude and opinion,The writer thinks that companies who advertise on the InternetA try to exploit their customers.B should be more carefully monitored.C

5、are more common in the United States.D never sell quality products.,4.Identifying the tone,The writers comments on the new exhibition areA admiringB criticalC mildly complimentary D slightly dismissive,5.Understanding implication,The author implies that male nursesA are unprofessional.B have been un

6、dervalued.C do not take their work seriously.D cannot compete with their female counterparts.,6.Identifying the purpose for which the text was written,What should be the best title for this text?A How to get along with people in the officeB My first day at workC Why you shouldnt work with your relat

7、ivesD The diary of a copywriter,7.Understanding text structure and organization,8.Understanding the meaning of specific words in context,How should we teach reading?What should we tell our students to do in order toenable them to read efficiently?,Do you know anything about reading strategies?,Strat

8、egies that can help students read more quickly and effectively include Previewing:reviewing titles,section headings,and photo captions to get a sense of the structure and content of a reading selection Predicting:using knowledge of the subject matter to make predictions about content and vocabulary

9、and check comprehension;using knowledge of the text type and purpose to make predictions about discourse structure;using knowledge about the author to make predictions about writing style,vocabulary,and content Skimming and scanning:using a quick survey of the text to get the main idea,identify text

10、 structure,confirm or question predictions Guessing from context:using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words,instead of stopping to look them up Paraphrasing:stopping at the end of a section to check comprehension by restating the informat

11、ion and ideas in the text,Reading is an essential part of language instruction at every level because it supports learning in multiple ways.Reading to learn the language:Reading material is language input.By giving students a variety of materials to read,instructors provide multiple opportunities fo

12、r students to absorb vocabulary,grammar,sentence structure,and discourse structure as they occur in authentic contexts.Students thus gain a more complete picture of the ways in which the elements of the language work together to convey meaning.Reading for content information:Students purpose for rea

13、ding in their native language is often to obtain information about a subject they are studying,and this purpose can be useful in the language learning classroom as well.Reading for content information in the language classroom gives students both authentic reading material and an authentic purpose f

14、or reading.,Reading for cultural knowledge and awareness:Reading everyday materials that are designed for native speakers can give students insight into the lifestyles and worldviews of the people whose language they are studying.When students have access to newspapers,magazines,and Web sites,they a

15、re exposed to culture in all its variety,and monolithic cultural stereotypes begin to break down.,When reading to learn,students need to follow four basic steps:Figure out the purpose for reading.Activate background knowledge of the topic in order to predict or anticipate content and identify approp

16、riate reading strategies.2.Attend to the parts of the text that are relevant to the identified purpose and ignore the rest.This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory.3.Select strategies that a

17、re appropriate to the reading task and use them flexibly and interactively.Students comprehension improves and their confidence increases when they use top-down and bottom-up skills simultaneously to construct meaning.4.Check comprehension while reading and when the reading task is completed.Monitor

18、ing comprehension helps students detect inconsistencies and comprehension failures,helping them learn to use alternate strategies.,top-down-a top-down way of understanding or explaining something starts with a general idea and adds details later,bottom-up-a bottom-up plan is one in which you decide

19、on practical details before thinking about general principles,Octopus Paul predicts German win over ArgentinaBy ASSOCIATED PRESS（美联社）Published:Jun 29,2010 21:24 Updated:Jun 29,2010 21:24 BERLIN:Octopus oracle Paul on Tuesday hesitated but ultimately picked Germany to win again this time over Argenti

20、na in their quarterfinal match-up at the football World Cup.Paul,who rose to global fame after correctly predicting all four of Germanys games in this years tournament,indicated that Saturdays game will be a tough battle and that it may even end in a penalty shootout.,While English-born Paul made a

21、snappy decision to pick Germany over his native country,this time it took the octopus about an hour to approach a water glass containing a mussel marked with a German flag,said Tanja Munzig,a spokeswoman for Sea Life Aquarium in the western city of Oberhausen.Paul ignored a similar glass with Argent

22、inas flag,but he also did not reach inside the German glass with his tentacles to grab the seafood goodie.,“Paul kept staring at the German glass and only when we wanted to take out both glasses,he finally jumped inside the German one and gulped down the mussel”Munzig said.“All of his behavior indic

23、ates that Saturdays game will be very tough and it may even go into extra time and penalty shootout but in the end Germany will win.”Two-year-old Paul has proven to be a reliable oracle in the past in addition to predicting Germanys win over England,he also foretold the victories over Australia and

24、Ghana and the countrys loss to Serbia.During the 2008 European Championship,he predicted 80 percent of all German games right,Munzig said.,Despite being a naturalized German,Munzig said,Paul is not a biased octopus and“he may even have some relatives in Argentina,who emigrated there many generations

25、 ago.”,Imagine that the article is what we teachers are going to deal with in class.What is our teaching process?,What are the questions wed like to ask on the text?,What are you going to do in order to teach the text?,What would you like to do firstly?Secondly?Thirdly or lastly?,Are you going to de

26、al with the new words?How are you going to do it?,Have you found any sentence structures that you are going to bring to your students attention?,Think of some questions we can may our students about the text.,Who is Paul?What did it do?How old is it?,Why did the text say that Saturdays game will be

27、a tough battle?,What did Paul do before it gulped down the mussel in the water glass?,Why does the writer think that Germany will probably win in the end?What is the adjective used to describe Paul?Why?,What purpose does the last paragraph serve?,What are the words that need teaching?Are there any p

28、hrases useful?What structures are important for students?,Is it a good idea to teach all the new words one by one?,hesitatewin overapproach ignorereach grabkeep doing sthtake out-jump insidegulp down indicate go into extra time foretellpredict sth rightrise to fame,toughbiasedsnappyreliable,oracle w

29、in overvictory overloss to tournamentchampionshippenalty shootout,ultimately,in the end in addition to,it took the octopus about an hour to approachDespite being a naturalized German,1.oracle 1)someone who the ancient Greeks believed could communicate with the gods,who gave advice to people or told

30、them what would happen2)a message given by an oracle 2.ultimately-finally,after everything else has been done or consideredsentence adverb Ultimately,the decision rests with the childs parents.a long but ultimately successful campaign3.quarterfinal-one of the four games near the end of a competition

31、,whose winners play in the two semi-finals 4.match-up 5.fame-the state of being known about by a lot of people because of your achievementsrise/shoot to fame Plant shot to fame in the seventies as the lead singer of Led Zeppelin.international/worldwide/national fame,6.tournament-a competition in whi

32、ch players compete against each other in a series of games until there is one winnerI feel I can win this tournament.tennis/chess/badminton etc tournament7.penalty shootout-an occasion when each team in a football match takes penalty kicks until one team misses the goal-used as a way of deciding whi

33、ch team will win when the ordinary part of the match has ended in a draw 8.penalty-a chance to kick the ball or hit the puck into the goal in a game of football,rugby,or ice hockey,given because the other team has broken a ruleTownsend kicked a penalty(=in a rugby game)in the last minute.Leeds were

34、awarded a penalty.,9.snappy-quick to react in an angry way10.mussel-a small sea animal,with a soft body that can be eaten and a black shell that is divided into two parts 11.aquarium 1)a clear glass or plastic container for fish and other water animals2)a building where people go to look at fish and

35、 other water animals 12.Oberhausen 奥伯豪森 13.tentacles-one of the long thin parts of a sea creature such as an octopus which it uses for holding things 14.goodie-someone in a book or film who is good and does things you approve of15.gulp-gulp downtransitiveto swallow large quantities of food or drink

36、quickly,16.tough-DIFFICULTdifficult to do or deal withIt was a tough race.She s had a tough life.The company admitted that it had been a tough year.Tough decisions will have to be made.The reporters were asking a lot of tough questions.17.win-a success or victory,especially in sportWeve had two wins

37、 so far this season.win overIn the under-16 event England had their first win over Germany.18.foretell-to say what will happen in the future,especially by using special magical powerssynonym predict,19.Ghana-a country in West Africa between Cte dIvoire and Togo.Population:19,894,000(2001).Capital:Ac

38、cra.In 1957,Ghana,which was then called the Gold Coast,was the first African state to become independent from British rule.20.Serbia-a country of Eastern Europe,which became part of Yugoslavia at the end of World War II.In 1992 when the old Yugoslavia broke up,it remained with Montenegro to form the

39、 Federal Republic of Yugoslavia.21.naturalize-be naturalizedif someone who was born outside a particular country is naturalized,they become a citizen of that country 22.biased-unfairly preferring one person or group over anotherOf course Im biased,but I thought my daughters paintings were the best.r

40、acially biased attitudes,Teaching Listening Strategies for Developing Listening SkillsLanguage learning depends on listening.Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication.Effective language instructors sh

41、ow students how they can adjust their listening behavior to deal with a variety of situations,types of input,and listening purposes.They help students develop a set of listening strategies and match appropriate strategies to each listening situation.,Listening Strategies Listening strategies are tec

42、hniques or activities that contribute directly to the comprehension and recall of listening input.Listening strategies can be classified by how the listener processes the input.Top-down strategies are listener based;the listener taps into background knowledge of the topic,the situation or context,th

43、e type of text,and the language.This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next.,Top-down strategies includelistening for the main idea predicting drawing inferences summarizing,Bottom-up strategies are te

44、xt based;the listener relies on the language in the message,that is,the combination of sounds,words,and grammar that creates meaning.Bottom-up strategies include listening for specific details recognizing cognates recognizing word-order patterns Strategic listeners also use meta cognitive strategies

45、 to plan,monitor,and evaluate their listening.They plan by deciding which listening strategies will serve best in a particular situation.They monitor their comprehension and the effectiveness of the selected strategies.They evaluate by determining whether they have achieved their listening comprehen

46、sion goals and whether the combination of listening strategies selected was an effective one.,Listening for Meaning To extract meaning from a listening text,students need to follow four basic steps:Figure out the purpose for listening.Activate background knowledge of the topic in order to predict or

47、 anticipate content and identify appropriate listening strategies.Attend to the parts of the listening input that are relevant to the identified purpose and ignore the rest.This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to ho

48、ld in short-term memory in order to recognize it.Select top-down and bottom-up strategies that are appropriate to the listening task and use them flexibly and interactively.Students comprehension improves and their confidence increases when they use top-down and bottom-up strategies simultaneously t

49、o construct meaning.Check comprehension while listening and when the listening task is over.Monitoring comprehension helps students detect inconsistencies and comprehension failures,directing them to use alternate strategies.,Have you got any questions to ask when you look at the picture?,Who are th

50、ey?Where are they?,What are they talking about?,Here we can see the picture.How are you going to make good use of it?,The young man has applies for the job“Live-in au pair”.Before you listen,work with your partners and list the topics that the interviewer will wan to ask about.,MRS SANDERS:Hello,Im