[法学]自然法.ppt

Procedure a. Starting with the Total physical response. b. Using TPR to teach names of body parts. c. Introducing classroom terms and props into commands, eg：touching a wall; put a pen under the book. d. Using names of physical characteristics to identify a member. e. Using visual, magazine pictures to introduce new words. f. Combining use of pictures with TPR. g. Combining observations about pictures with commands and conditionals. h. Using pictures, ask Ss to point to the pics being described. Techniques borrowed from other methods Total Physical Response (Command-based ) Direct Method (Using mime, gesture and context to elicit questions and answers; situation-based practice from) Communicative Language Teaching (Group-work activities from ) Techniques (1) Acquisition activities: (1) affective-humanistic: ① open-dialogue ②interviews ③personal information (2) problem-solving: ① tasks ② charts ③ graphics, maps, etc. (3) games: ① discussion ② action ③ contest ④ guesses (4) content: ① slide shows ② panels ③ reports ④ presentations ⑤ lectures (5) learning exercises: ① random volunteered group responses ② direct correction of errors of meaning ③ expansion and reformation to errors of form ④ commands to direct behavior ⑤ providing appropriate texts and reasons for reading. Processor, change according to their stage of linguistic development. responsible for collecting materials designing their use. to promote comprehension and communication. Teacher roles The role of materials Learner roles Learner roles Processor of comprehensive input pre-production stage : students participate in the language activity without having to respond in the target language. early-production stage: students respond to questions, use single words and short phrases, fill in charts, and use fixed conver-sational patterns speech-emergent phase: students involve themselves in role play and games, contribute personal information and opinions, and participate in group problem so