英语教学设计课件

Classify
Relate
Paint
Investigate
Diagram Collect
Outline
Outline
Classify
Structure
Summarize Dramatize Categorize
Paraphrase Put in order Solve
Compare Illustrate
ID: What
规划、开发、评价与 管理教学，确保学习 效果的过程。(Kemp,
J.E. 1998)
ID: 3 major focus
• Begins with lesson objectives • Activities lead to the achieving
of objectives • Ends with a check on the
• Students will speak out the topic after discussing.
• Comment: speak out is ambiguous. It can mean to speak loudly. Maybe, report to the class, summary your group’s points, etc.
Mental vs action verbs
• Mental verbs cannot be checked easily; the action cannot be directly observed.
• Change mental verbs to behavioral verbs.
Revision
Coordinate Produce
Monitor
improve
Samples analysis
Real samples PEP textbooks
Sample 1
• Students will get the main idea and the detailed information by listening.
performance
More often we use a 4 factor guide. (四 因素法)
How: a procedure
• Decide on teaching objectives • Write them down in the format
of ABCD （四因素法） • Inform learners of them • Design a quick way to check if
• An objective is concerned with end product. Read the passage is a process.
• Chang the process to product.
Revision
• Students will read the passage to get the detailed information and the main idea by skimming and scanning.
Heinich, R. et al. 1993
Travel metaphor：where/how/ arrived
• For the teacher, where to lead the learners
• For learners, to know where to go • The teacher and learners travel
• Change from what the TEACHER does to what the STUDENTS can do.
Revision
• Teach a few useful new words and expressions appeared in this unit.
• The students will be able to use the new words and expressions appeared in this unit to make new sentences.
More mental verbs
• Memorize •Believe
• Want •Smell
• Think •Need
• Like
• Understand
More action verbs
Remember Tell List Describe Name Repeat Recall Identify State Report Choose
• The students will get the detailed information and the main idea of the passage by skimming and scanning.
What’s wrong with this
master useful new words and expressions appeared in this period.
together, to the same destination. • Teaching and learning are GOAL-
ORIENTED activities.
3 characters of an objective
• Identify the performance • The conditions • The criterion of acceptable
教学设计
Instructional Design (ID)
教学设计：回答 3 问题
• What is instructional design? • Why design? • How to design a good lesson?
培训目标
• At the end of this session, the participants WILL BE ABLE TO …
• The students (A) will be able to match (B) correctly (D) the meanings through the newly learned (C) useful expressions with their English meanings.
Sample 3
Deterຫໍສະໝຸດ Baiduine
Evaluate Create
Judge
Design
Select
Construct
Decide
Invent
Debate
Imagine
Justify
Compose
Recommend Predict
Verify
Organize
Measure Plan
Test
Set up
What’s your Solve opinion
• Comment: need behavioral verbs to show the results of listening, a mental verbs.
Revision
• Students will get the main idea and the detailed information by listening.
Sample 2
• Master the language points and useful expressions
• Comment: need behavioral verbs to show the result of mastery, a mental verb.
Revision
• Master the language points and useful expressions
• master useful new words and expressions appeared in this period.
• The students will be able to classify the newly learned words and expression into categories.
• tell one another what instructional design is in your own words.
• say the major elements of a design • use ABCD model to improve on a lesson plan. • design activities appropriate to the objectives.
Observe Locate
Understand Apply
Analyze
Change
Practice
Distinguish
Explain
Employ
Focus
Restate
Demonstrate Survey
Find
Show
Compare
Describe Report
Contrast
Define
Draw
Teaching objectives
An objective is a statement
not of what the instructor
plans to put into the lesson
but of what the learner
ought to get out of the
lesson.
objectives
ID: 3 components
•Objective design •Activity design •Assessment design
Why ID
Read and fill in the blanks
ID: Why
• Instruction is successful, or effective, to the degree that it accomplishes what it sets out to accomplish.
What’s wrong with this
• Students will read the passage to get the detailed information and the main idea by skimming and scanning.
Process vs product
they are reached
ABCD 四因素法
A udience 主体 B ehavior 行为 C ondition 条件 D egree 程度
i.e.
• Who (A) • Will do what (B) • Under what conditions (C) • To what degree (D)
Teach a few useful new words and expressions appeared in this unit.
Point of view
• Remember: An objective is a statement not of what the instructor plans to put into the lesson but of what the learner ought to get out of the lesson. (Heinich, R. et al. 1993)
ABCD: considerations
•A = students’ needs, level •B = students’ action (verbs) •C = activities •D = realistic goals
Check: ID?
In your own words, tell each other.
• The students (A) will be able to get both (D) the main idea and the detailed information by ticking (B) the right answers through careful listening (C).
Check: 3 components
_______ design _______ design _______ design
Check: ABCD stand for
•A •B •C •D
Applications of ABCD model
Samples
What’s wrong with this