兒童英語教材教法

1. Oral Work 兒童英語教材教法 Presenter: 20978L020 胡美英 P33-39 Dialogues and role play work Controlled Practice Free Activities Guided Practice → Presenting → → →

2. Oral Work General Comments Speaking – perhaps, the most demanding skill for teacher to teach Magic – just another way of expressing Limitations – lack of actual language

3. Oral Work General Comments We don’t know what children want to say Competition Model

4. Oral Work General Comments Finding the balance Controlled and guided activities Natural talk balance

5. Oral Work General Comments Controlled and guided activities Should be correct at once Textbook language Natural talkFree oral Activities CORRECTION Note down and discuss in class later Emphasis on content

6. Oral Work Presenting • The teacher knows what his or her pupils can do. • Maria can swim. • Peter can sing. • Miriam can ride a bike. • Paula can whistle. • Carlos can draw.

7. Oral Work Presenting One of the most successful ways of presenting language to young children is through puppets or a class mascot. Teacher: Teddy, Can you swim?Teddy: No, I can’t, but I can sing.(Teddy then sings a song.)Teacher: Teddy, do you like carrots?Teddy: Ugh, no!Teacher: What about bananas?Teddy: Yes, I love them.

8. Oral Work Presenting Andrew Wright’s book Visual Materials for the Language Teacher Longman (1976)

9. Oral Work Presenting • http://www.youtube.com/watch?v=tX9SzqdV9aE&feature=channel • http://www.youtube.com/watch?v=qBH0HjLU0rc&NR=1

10. Oral Work Presenting

11. Oral Work Presenting • Clear pictures • Miming (acting out) • Realia – clothes, telephones, animals, toy furniture, etc.

12. Oral Work Controlled Practice • Controlled practice goes hand in hand with presentation. • There is very little chance that the pupils can make a mistake. • Teachers can use the same variety of ways of getting the controlled practice going – Teddy, puppets, drawings, etc. • The purpose is to train pupils to use correct, simple, useful language within a situation or context.

13. Oral Work Controlled Practice Example: Telling the time One o’clock Half past seven A quarter to two A: What’s the time? B: It’s …

14. Oral Work Controlled Practice Example What’s he/she doing?

15. Oral Work Guided Practice Following on directly from controlled practice Done in pairs or in small groups Usually giving the pupils some sort of choice, but limited choice of language

16. Oral Work Guided Practice

17. Oral Work Guided Practice • Mini-dialogue(What’s the time?) • Context: Pupil A’s watch has stopped and he/she wants to ask Pupil B the time. • Realia: A clock with hands that moves • Pupil A: What’s the time, please? • Pupil B: It’s five past ten. • Pupil A: Thank you. (Puts his/her clock to the same time and compares.)

18. Oral Work Guided Practice • Chain work (flash cards) • Picture/word cards facing down in a pile. • A: (picking up a card) Do you like … (fruit)? • B: (picking up the next card) No, I don’t like (fruit), but I like (fruit). • C: (picking up another card) No, I don’t like (fruit), but I like (fruit).

19. Dialogues and role play work Oral Work • Working with dialogues is a useful way to bridge the gap between guided practice and freer activities. • Dialogues which involve some sort of action or movement are the ones which work best with young children. • Intonation is terribly important too, and children love to play around with this.

20. Dialogues and role play work Oral Work • Procedures: • Presenting with puppets, a mascot,… • Practicing with some volunteer students • Dividing the class into two groups and practicing dialogues • Letting pupils do it in twos

21. Dialogues and role play work Oral Work • Using objectsThe day before, ask the children to have something unusual in their pockets the next day. A: What have you got in your pocket? B: I’m not telling you. A: Then don’t! A: What have you got in your pocket? B: I’m not telling you. A: Oh, please. B: O.K. It’s a frog.

22. Dialogues and role play work Oral Work Thank you for your attention!