TKT-Module1-王菁Tina.ppt

1. 什么是TKT?2. 考试形式&题型? Language and background to language learning and teaching教师在英语语言教学中用来描述语言，语言应用及语言技能的常用术语及概念教师对影响英语学习因素的了解以及对学习过程的了解考察教师在处理学生的差别，学习进程时所选择教学方法的知识的掌握Part1Describe language and language skillslanguagePhonologyLexisGrammarFunctionsLanguage skillsListeningSpeakingReadingWriting1. Part of speech2. Grammatical structures form & useNounVerbAdjectiveAdverbDeterminerPrepositionPronounConjunctionExclamationbasicSimple present tensePassive VoiceWordsFormUseTerm1. PrefixSuffixCompound wordsCollocation phasesII. DenotationsSynonymsAntonyms/OppositesLexical sets（有相同背景的一类词）Figurative meaning1. Phoneme phonemic symbol（一个小音素） phonemic script （音素标注）2. Stress 3. Intonation4. Rhythm5. Contraction（缩写）6. Connected speech7. Minimal pair tin & din1. Exponent/ExpressionI dont think thats a good idea.Lets go to the cinema tonight.suggestingintroducingthankingrequestingdescribingcomparing2. Levels of formalityFormalNeutral / AppropriacyInformal1. A customer wants the help of a sales assistant in a shop. He says: Would you mind giving me your attention?2. Someone wants to get through the crowd on a busy street. He says: Excuse me, please.3. In the first letter of complaint to her bank, the writer ends: Get in touch right away please.1. Reading for gist (skimming)2. Reading for specific information (scanning)3. Reading for detail (meaning)4. Deducing meaning from context5. Extensive reading6. Intensive reading (learn words)P251. Brainstorming (think everything)2. Making notes3. Planning4. Writing a draft5. Editing6. Producing another draft7. Proof - readingP291. Grammar and vocabulary2. Functions3. Features of connected speech4. Appropriacy5. Body language 6. InteractionMotivationExposure and focus on formThe role of errorDifferences between L1 and L2 learningLearner characteristicsLearner needsStudent A: I want to make my English perfect so that I can speak like a native.Student B: I want to learn English well because I want to get good marks/ find a good job in the future.Student C: My teacher is very strict. I always study hard because I am afraid to get a bad grade. It is our desire to learn sth or do sth.Learner autonomyInterest in the lessonInterest in the target language The usefulness of learning the languagePersonalizationGoal-settingSupport from the othersSelf-confidence1. I dont think they really want to learn the language they cant see that it will be any use to them.2. They try really hard but the problem is they dont have the chance to hear English outside the classroom.3. They sometimes get tired of working on one activity when I give them lots of variety theyre fine.By hearingBy reading it all around usWithout studying itThey can learn a foreign language byexposureA silent periodacquirePick it upExposure to languageFocus on the formP43expose to languageacquirepick it upfocus on the formmistakes slips （口误，笔误）（口误，笔误）errorinterferencedevelopment error (overgeneralization)1. Maria forgot the third person s a couple of times today she clearly wasnt concentrating, as she usually uses it correctly.2. Emma sometimes uses the wrong words for things when shes tired.3. Joe seems to be working out the differences between regular and irregular past tenses, because he tries to put an ed ending on most participles.AgeWays of learningContextP48-49表格表格A: I prefer more accurate speaking, reading and writing.B: I dont like to guess meaning and vocabulary from the reading text.Learner characteristics are differences between learners which influence their attitude to learning a language and how they learn it.Learning stylesLearning strategiesMaturityPast language learning experiencevisuallearn best through seeingauditorylearn best through hearingkinaestheticlearn best through using the bodygrouplearn best through working with othersindividual.working alonereflective.when given time to consider choicesimpulsive.when able to respond immediatelyMark the activity(1-5) which does NOT match.CABBCRepeating new wordsTaking risksGuessingAsking the teachers and othersTalking to tourists as much asRecordingAsking a speaker to repeatVocabulary learningRemembering words and writing on a cardParaphrasingP56Maturity involves becoming grown up physically, mentally and emotionally.Personal needsLearning needsProfessional needs (future) P57表格表格Presentation techniques and introductory activitiesPractice activities and tasks for language and skills developmentAssessment types and tasksPresentation techniquesWarmersTBLP61Introductory activitiesPPPLead-ins1. Contextualise (融入情景)2. Oldnew a. eliciting (引导说) b. choral drill (repeat)3. Present new4. Controlled practice (restricted 机械操练) 5. Grammatical use of new6. CCQ (concept questions)7. Another controlled practice8. Less controlled practice (freer practice)P631. Discussion2. Give tasks3. Present new language4. Use new languageKey words:in real-life contexts & _P65activity1. The teacher introduces new grammatical structures before learners are encouraged to practise using them.2. The teacher aims to help learners use language in real-life contexts.PPPTBL3. Learners are asked to complete an activity, for example creating an advertisement, before the teacher draws their attention to the language forms used.4. Learners are encouraged to use any new grammar accurately before they are allowed to experiment with its use in freer activities.PPPTBLPractice activitiesWH QsMultiple choicesT or F QsOrderingForm fillingRole playSurveyInformation gapP67表格表格P70AssessmentFormal assessmentinformal assessmentDiagnostic test（诊断，学期开始）Placement test （定位，编班-培训机构）Formative assessment （形成，单元考）Achievement or Summative test （总结，期末）Proficiency test （语言水平，四六级）1. The teacher asks the Ss to exchange their composition with a partner and give it a grade according to a checklist.2. The teacher asks each S to write a paragraph about what they think they are good at in English.3. The teacher sets written composition on a topic the Ss have studied, marks them, and then talks to each S about their work.Thanks for your listening王菁 T