Junior High School English Teaching Methods and Techniques 1Word格式.docx

Junior High School English Teaching Methods and Techniques 1Word格式.docx

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National“Englishcurriculumstandards”clearlystate,“Thiscourseadvocatedbythetask-basedteachingmode”anddemandedthat“teachersshouldavoidsimplyimpartteachingmethodsoflanguageknowledge,maximizetheuseof‘task-based’wayofteaching”（MinistryofEducation,2001）,becausethetask-basedteachingisregardedasthemosteffectivemethodtotrainstudents’abilitytouse”（themosteffectivemeanscurrentlyavailable,P.Sean,1998）”.

Task-basedteaching（task-basedapproach）isthelatesttheoutcomeofdevelopmentsof20thcenturyEnglishlanguageeducationintheWestsincethe80’sanditalsoisthelatestdevelopments.“communicativeapproach”（communicativeapproaches）Forthetasks,thereare 

differentlevelsofdefinitions,ingeneral,thetaskisakindofteachingactivity,“isameaning-centeredactivitiessothatlearnersusethetargetlanguagetoparticipateinunderstanding,processing,output,and/orinteractionsamongthe.“（D.Noonan,1989）

TheanalysisbasedonaD.Noonan,J.Alden,P.Shakenandotherpeople’sworksendingthereadof“Englishcurriculumstandards”andotherbooks,combinedwithtask-basedteachingideasinaccordancewiththepreparationofteachingmaterialsforprimaryschools,“thenewstandardEnglish,”juniorhighschooltextbook.“ThenewGoalsEnglish”analysis,wecansee,task-basedteachinghasthefollowingbasicfeatures:

1.Task-basedteachingisanewformofcommunicativeapproach（CommunicativeApproaches）,thedevelopmentnotthealternativeofit.（J.Alden）

2.Task-basedteachingemphasizestheteachingprocessthatseekstoenablestudentsthroughlettingstudentstakepartinofthereal-lifetasksinthelearningprocess,andallowthestudentstoformtheEnglishlanguageability,therefore,task-basedteachingovercomethedeficienciesoftheprocessofnotattaching 

importanceoffunction-basedcommunicativeapproach.（D.Noonan,P.Sheehan）

3.Task-basedteachingcontinuestoemphasizethedevelopmentofstudents’abilitytouseEnglishtocommunicate,butinabroaderlevel,emphasizingthedevelopmentofstudent’scomprehensiveabilitytouselanguage.（P.Sheehan）

4.Task-basedteachingemphasizesthatthereal-lifetasksshouldbetheLearningCenteractivities,amendtheshortageinfunction-basedteachingandlearningactivitiesexistintheauthenticity（D.Noonan）

5.Task-basedteachingshouldbeconducivetoteachingandlearningactivitiesrequiringstudentstolearnthelanguageknowledge,thedevelopmentoflanguageskills,therebyenhancingtheactuallanguageproficiency,thatistosay,andtask-basedteachingisnotopposedtoknowledgeofthelanguageteaching,buttoadvocateforthepurposeoftheabilitytousetheknowledgeoflanguageteaching.Therefore,thetaskshouldhavebothreal-lifetasksandlearningtasks.（D.Noonan,J.Richards,S.Gas）

“ThenewstandardEnglish,”isfollowedthenational“EnglishCourseStandard”preparedbyanewjuniorhighschoolEnglishtextbooks,therefore,havebeenthinkinginaccordancewithtask-basedteachingmaterialsinthedesignofacorrespondingtaskforteacherstouseinteaching.Wearetask-basedclassroomteachingprocedurestoprovideyouwiththefollowingrecommendations.Noonan（1989）andWillis（1996）haveexploredtheissueoftask-educationprograms;

thesearethetasksofthewholeshow,teachingthetasktocompletesuchathree-stageprocedure,whichisthetaskofteachingthebasictask-drivenconceptexpression,butalsoacleareducationalpurpose.Therefore,thetask-basedteachingprogramsare:

1.Presentationoftasks

Thisisaspecificaspectsof 

task-basedteachinginclassroom,inthebeginningoftask-basedteachinginclassroom,teachersshouldshowataskforstudents,andmakeitclearforstudentswhattaskshouldbeaccomplished,andlearnthelanguageknowledgeandlanguageskillstrainingbythedrivenunderthetask,suchlearningisaprocessoftask-drivenlearning,andithelptoenhancestudents’interestinlearningandmotivation,whileconducivetoreflecttheauthenticityofthetask.Teachingintheclassroomcanalsobeabeginningnottorenderthetask,butonlyintheknowledgeoflearningandskillstrainingaftercompletionoftherenderingtasks,andcompletethetask,butthisisnotmission-driventeachingprocess,studentmotivationforlearning,notasgoodasthetask-drivenprocesssostrong.

2.Taskpreparations:

teachingofknowledgeandskills

thetaskisactuallyaprocessofpreparingourclassroomteaching,classroomteachingisabilitypreparationprocesstocompletethetaskofknowledge.

Wehavebeguntouseaclassroomtaskspresentedtostudents,thestudentscanfeelthereisnotenoughknowledge,abilities,skills,informationandculturalunderstanding,thetaskdemandsandtheircurrentknowledgeandabilitythereisacleargapbetweentheknowledge,abilitiesgaps,skillsgaps,informationgapsandculturalgaps.Therefore,underthetask-driven,thestudentsgetthenecessaryknowledgeabilities,skills;

informationandculturalunderstanding,throughthelearningcontentofthetaskofteaching,andthencompletethistask.

Thislearningprocessofteachingcontentknowledgeistheusualprocessofteachingandskillstraining.

A.KnowledgeLearning

Thisisourcommonknowledgeofthelanguage（voice,vocabulary,sentence,grammar,etc.）andculturalknowledgeofteaching,butthetaskofteachingemphasisthatteachingknowledgeisrelatedtotask,namely:

knowledgeitselfshouldberequiredtocompletethetaskwhilethestudentislackingintheprevious（thatis,theknowledgegap）,intheprocessofknowledgeteaching,itisnecessarytoconstantlytakecareofthetaskitself.

B.Skills

Thisincludeswhatweusuallyreferlanguageskills（learnedtoreadandwrite）ofteaching,butalsolearningskills（learningstrategy）ofteaching.Ofcourse,thetask-basedteachingmuchemphasisthatskillsteachingisrelatedwiththetask-,namely:

skillitselfshouldberequiredtocompletethetaskwhilethestudentislackingintheprevious（thatis,theskillsgap）,whileintermsofskillsteaching,itisnecessarytoconstantlytakecareofthetaskitself.

Thishasnonotfundamentaldifferencewiththeconventionalclassroomteachingprocess,buttheteachingprocessmustbecarriedoutaroundthecompletionofthetask,thatistheknowledgeandskillstheyhavelearnedarenecessaryforthecompletionofthetask,whiletheteachingprocess,teachersshouldkeeptheongoingreflectivelearningknowledgeandskillstothetaskstobeaccomplishedover,thatistoestablishadirectcorrelationbetweenthetasksandthenewknowledge,skillsandapplication,sothatstudentscannotonlyacquireknowledgeandskills,butalsoformtheabilitytousetheknowledgeandskills.

3.Thecompletionofthetask

Thecompletionofthetaskisthelastresortoftask-basedteachingprogram.StudentschangetheknowledgepreviouslearnedandskillsintotheabilitytouseEnglishinreallife.Bywayofcompletingthetask

Thislinkcanbecompletedundertheguidanceoftheteacherintheteachingprocessintheclassroom,ascanbearrangedafterthecompletionoftheteachingcontent,orthefinalstageofclassroomteachingcanalsobearrangedtocompleteafter-school.Generalshort-termassignmentscanbedirectlycompletedintheteachingofthisunit,whilethelong-termtaskcanbecompletedwithinthespecifiedtime（preferablynomorethanonesemester）.

Forthosewhorequireahighercapacityofthetaskmayrequirestudentstocollectivelycomplete,andsomeabilityrequiregeneraltasks,itcanrequirestudentstocompletethemalone.

II.Thespecificteachingmethodsandtechniques

Asmentionedearlier,task-basedteachingincludesthelearningtasksthatistasksoftraining,knowledge,skillsandlearning.Tothisend,wehaveprovidedyouwiththefollowingreferencetoteachingmethodsandtechniquesontheknowledgeandskillsteachingtherelevantdimensionsofteaching.

FourthGrammarTeachingMethods

OurprimaryandsecondarystudentsinChinalearnEnglishcannotlearnnogrammar,grammarteachingofEnglishlanguagerulesallowstudentstohaveaclearunderstandingofthesystemwhichisconducivetohelpedstudentsbuildlanguagespecification.Butweshouldpayspecialattentiontogrammarteaching,weteachstudentsEnglishgrammar,nottousegrammaticalanalysisinordertodeveloptheirEnglishlanguageabilityanddonotputthemintoEnglishgrammarian,grammarteachingservicestotrainstudents’abilitytouseEnglishandteachinggrammarissubordinatetotheabilityofusingtheEnglishlanguage.Atpresent,someEnglishteachersandEnglishlanguageeducationandresearchworkers,toomuchemphasisongrammaticalanalysis,alwayswantedtotrainstudents’capabilitiesingrammaticalanalysis,whichisactuallyputtingthecartbeforethesyntaxofteachingmethods.Thefollowinggrammarteachingmethodsareavailabletoteachersintheteachingofgrammarinthereference.

1.Inductivegrammarteaching

Inductionisfromperceptualknowledgetorationalknowledgeoflearning.Inductionrequiresthatwefirstgivethestudentsteachingmaterialsofsomecontentsthatcontainsthelanguagegrammar,andletstudentsexposuretothesegrammaticalphenomenainlanguagelearningmaterials,,andthenguidethestudentssummarizedoutofgrammarrulesfromtheselanguagematerials.

Inductivemethodcouldenablestudentstogetsomelanguagematerials,gainedrationalknowledgefromperceptualknowledge,whichwillhelp