浙大名师谈英语教学
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wk.baidu.com
2011-5-13
What are the purposes of teaching? 教学的目的是什么？ ★教学的目的是什么？
To provide supportive conditions for learning 为学生的学习提供支持条件 To engage students in meaningful learning in supportive environment 让学生积极地参与有 意义的学习 To enable students to achieve the learning objectives 促进学生达到学习目标
2011-5-13
Specified and Practical Objectives 明确具体、 ★明确具体、切实可行的教学目标
Instructional objectives are the descriptions of the students’ expected abilities教学目标应该是对学 教学目标应该是对学 生通过教学活动预计达到能力所作的描述 Specified明确具体 Specified明确具体: observable and 明确具体: measurable, not ambiguous. 要求目标是可以 观察和测量的，而不是笼统而含糊的。 观察和测量的，而不是笼统而含糊的。 Practical切实可行 appropriate and achievable 切实可行: 切实可行 to most students. 要求教学目标必须适合学生 的实际， 的实际，是绝大部分学生能够达到的
2011-5-13
Learning Process & Phases of a Lesson
★学习过程和课堂教学环节
Attention
产生注意 和兴趣
Activation
激活原 有知识
Reception
接受新 授知识
Encoding
认知加工 编码） （编码）
Performance
应用知识 表现） （表现）
Instructional Procedures
I. Warming up A song: This is the way. Students listen and sing the song to activate the verbal phrases. Or: II. Revision 1. Elicit students to speak out the daily activities in the song “This is the way”. 2. Let students speak out their weekend activities in gerund phrases, e.g.
2011-5-13
III. Presentation
1. By talking about Larry’s weekend activities, present two phrases: cleaning the yard playing baseball. 2. Show the situation and elicit students to give some advice to Larry’s mother on making requests, whereby the new pattern is introduced: Would you mind turning down the music? No, not at all.
Involving all students 全班学生参与
Avoid one-to-one, individual activities 避免一 对一或个人表现的提问和对话 Whole-class, group interaction多组织全班、 多组织全班、 多组织全班 小组等集体参与的活动
2011-5-13
Designing More Effective
English Lessons 设计更有效的英语教学
浙江大学教育学院 褚献华
今天的讲座讨论以下问题 Topics to talk about
学生学好英语需要哪些条件？ 学生学好英语需要哪些条件？ What conditions do students need in learning English? 怎样把课堂教学设计得更有效？ 怎样把课堂教学设计得更有效？ How can we design our lessons more effective?
2011-5-13
A Case from Unit 7, Bk B, Gr 8, Go for It
After this lesson, the students should be able: (1) to use the following new words: yard, task, not at all, turn down, right away (Language knowledge) (2) to make requests using the structure: Would you mind (not) doing? and the responses: I’m sorry. I’ll do it right away. (Language skill) (3) to make up a dialogue of requests and write a list of kind reminders. (Communicative tasks) (4) to show etiquette in public places. (Attitude & Cultural awareness)
热身
Warming-up
2011-5-13
复习
Revision
呈现
Presentation
操练
Practice
评价
Assessment
Two Tasks in Designing Effective Lessons ★设计有效教学的两个任务 •Identify instructional objectives 确定教学目标 •Design learning activities 设计学习活动
Instructional Objectives
Learning Activity
Learning Activity
Learning Activity
Learning Activity
Learning Activity
Learning Activity
2011-5-13
Principles of designing effective ELT ★英语有效教学设计的原则
为维持学习提供脚手架 为维持学习提供脚手架
Scaffolding
示范 demonstration (呈现和使用语言 呈现和使用语言) 呈现和使用语言 指导 guidance (组织课堂语言实践活动） 组织课堂语言实践活动） 组织课堂语言实践活动 支持 support (引导、简化任务、鼓励) 引导、简化任务、鼓励 引导 反馈 feedback (评价、强化、纠错 评价、 评价 强化、纠错)
2011-5-13
Relevant and involving preparation 内容相关、 ★内容相关、参与面广的准备活动
Relevant 教学准备活动的“相关性” 教学准备活动的“相关性”
Relevant to new learning与新的教学内容相关 与新的教学内容相关 Relevant to students’ interests, needs & abilities 与学生的兴趣、需求以及能力相关 与学生的兴趣、
明确具体、 明确具体、切实可行的教学目标 Specified and practicable objectives 内容相关、 内容相关、集体参与的准备活动 Relevant and collective preparation 教材为本、准确简明的新知呈现 教材为本、 Textbook-based and accurate presentation 有效充分、 有效充分、循序渐进的操练巩固 Adequate and sequential practice 依据目标、 依据目标、激励为主的教学评价 Objective-based and encouraging assessment
2011-5-13 6
Teacher’ Responsibility★ Teacher’s Responsibility★教师的职责
激发学生的学习兴趣 为学生搭建学习的平台 stimulating interest 提供学生参与的机会和条件 Stage setting providing learning opportunities & conditions
Relate new learning to existing schema联系新旧知识 联系新旧知识 Focus on the key points 抓住重点
Present new content correctly and clearly正确 正确 清楚地呈现教学信息
Accurate pronunciation and intonation语音语调准确 语音语调准确 Clear demonstration of words and patterns简明的词 简明的词 汇句型
Externalization 外化
Language input 语言输入
Language output 语言输出
2011-5-13
★ ELT Process
英语教学过程
Language knowledge语言知识 语言知识 Language skills 语言技能 Affective attitude 情感态度 Learning strategies 学习策略 Culture awareness 文化意识
Internal learning conditions ★学习的内部条件
SMILE SMILE
chemata (prior learning) 原有知识 otivation 学习动机 ntelligence level (IQ) 智力水平 earning ability 学习能力 SelfSelf- fficacy (confidence)自我效能感 (confidence)自我效能感
Learning Process 学习过程
GOALS 教学目的
SMILE
内部条件 LEARNING CONDITIONS
2011-5-13
Providing external conditions 提供外部学习条件
SUCCESS
Teacher as a facilitator 教师是促进者
Learning objective 学习目标
playing football, watching TV, going swimming,
2011-5-13
TextbookTextbook-based and accurate presentation ★教材为本、准确简明的新知呈现 教材为本、
Present the content in the textbook in the familiar context在熟悉的语境中呈现教材内容 在熟悉的语境中呈现教材内容 在熟悉的语境中
2011-5-13
External learning conditions★外部条件 conditions★
SUCCESS S tress-free environment 轻松的环境 U nderstandable input 可理解输入 C orrelated review 相关的复习 C orrect demonstration 正确的示范 E ngaging tasks 参与的任务 S ufficient practice 充分的练习 S equential transfer 有序的迁移
2011-5-13
The general process of language learning
★语言学习的一般过程
Exposure to language 感受语言 Comprehension 理解意思 Imitation 模仿保持 Active use 活用语言
Internalization 内化
2011-5-13
What are the purposes of teaching? 教学的目的是什么？ ★教学的目的是什么？
To provide supportive conditions for learning 为学生的学习提供支持条件 To engage students in meaningful learning in supportive environment 让学生积极地参与有 意义的学习 To enable students to achieve the learning objectives 促进学生达到学习目标
2011-5-13
Specified and Practical Objectives 明确具体、 ★明确具体、切实可行的教学目标
Instructional objectives are the descriptions of the students’ expected abilities教学目标应该是对学 教学目标应该是对学 生通过教学活动预计达到能力所作的描述 Specified明确具体 Specified明确具体: observable and 明确具体: measurable, not ambiguous. 要求目标是可以 观察和测量的，而不是笼统而含糊的。 观察和测量的，而不是笼统而含糊的。 Practical切实可行 appropriate and achievable 切实可行: 切实可行 to most students. 要求教学目标必须适合学生 的实际， 的实际，是绝大部分学生能够达到的
2011-5-13
Learning Process & Phases of a Lesson
★学习过程和课堂教学环节
Attention
产生注意 和兴趣
Activation
激活原 有知识
Reception
接受新 授知识
Encoding
认知加工 编码） （编码）
Performance
应用知识 表现） （表现）
Instructional Procedures
I. Warming up A song: This is the way. Students listen and sing the song to activate the verbal phrases. Or: II. Revision 1. Elicit students to speak out the daily activities in the song “This is the way”. 2. Let students speak out their weekend activities in gerund phrases, e.g.
2011-5-13
III. Presentation
1. By talking about Larry’s weekend activities, present two phrases: cleaning the yard playing baseball. 2. Show the situation and elicit students to give some advice to Larry’s mother on making requests, whereby the new pattern is introduced: Would you mind turning down the music? No, not at all.
Involving all students 全班学生参与
Avoid one-to-one, individual activities 避免一 对一或个人表现的提问和对话 Whole-class, group interaction多组织全班、 多组织全班、 多组织全班 小组等集体参与的活动
2011-5-13
Designing More Effective
English Lessons 设计更有效的英语教学
浙江大学教育学院 褚献华
今天的讲座讨论以下问题 Topics to talk about
学生学好英语需要哪些条件？ 学生学好英语需要哪些条件？ What conditions do students need in learning English? 怎样把课堂教学设计得更有效？ 怎样把课堂教学设计得更有效？ How can we design our lessons more effective?
2011-5-13
A Case from Unit 7, Bk B, Gr 8, Go for It
After this lesson, the students should be able: (1) to use the following new words: yard, task, not at all, turn down, right away (Language knowledge) (2) to make requests using the structure: Would you mind (not) doing? and the responses: I’m sorry. I’ll do it right away. (Language skill) (3) to make up a dialogue of requests and write a list of kind reminders. (Communicative tasks) (4) to show etiquette in public places. (Attitude & Cultural awareness)
热身
Warming-up
2011-5-13
复习
Revision
呈现
Presentation
操练
Practice
评价
Assessment
Two Tasks in Designing Effective Lessons ★设计有效教学的两个任务 •Identify instructional objectives 确定教学目标 •Design learning activities 设计学习活动
Instructional Objectives
Learning Activity
Learning Activity
Learning Activity
Learning Activity
Learning Activity
Learning Activity
2011-5-13
Principles of designing effective ELT ★英语有效教学设计的原则
为维持学习提供脚手架 为维持学习提供脚手架
Scaffolding
示范 demonstration (呈现和使用语言 呈现和使用语言) 呈现和使用语言 指导 guidance (组织课堂语言实践活动） 组织课堂语言实践活动） 组织课堂语言实践活动 支持 support (引导、简化任务、鼓励) 引导、简化任务、鼓励 引导 反馈 feedback (评价、强化、纠错 评价、 评价 强化、纠错)
2011-5-13
Relevant and involving preparation 内容相关、 ★内容相关、参与面广的准备活动
Relevant 教学准备活动的“相关性” 教学准备活动的“相关性”
Relevant to new learning与新的教学内容相关 与新的教学内容相关 Relevant to students’ interests, needs & abilities 与学生的兴趣、需求以及能力相关 与学生的兴趣、
明确具体、 明确具体、切实可行的教学目标 Specified and practicable objectives 内容相关、 内容相关、集体参与的准备活动 Relevant and collective preparation 教材为本、准确简明的新知呈现 教材为本、 Textbook-based and accurate presentation 有效充分、 有效充分、循序渐进的操练巩固 Adequate and sequential practice 依据目标、 依据目标、激励为主的教学评价 Objective-based and encouraging assessment
2011-5-13 6
Teacher’ Responsibility★ Teacher’s Responsibility★教师的职责
激发学生的学习兴趣 为学生搭建学习的平台 stimulating interest 提供学生参与的机会和条件 Stage setting providing learning opportunities & conditions
Relate new learning to existing schema联系新旧知识 联系新旧知识 Focus on the key points 抓住重点
Present new content correctly and clearly正确 正确 清楚地呈现教学信息
Accurate pronunciation and intonation语音语调准确 语音语调准确 Clear demonstration of words and patterns简明的词 简明的词 汇句型
Externalization 外化
Language input 语言输入
Language output 语言输出
2011-5-13
★ ELT Process
英语教学过程
Language knowledge语言知识 语言知识 Language skills 语言技能 Affective attitude 情感态度 Learning strategies 学习策略 Culture awareness 文化意识
Internal learning conditions ★学习的内部条件
SMILE SMILE
chemata (prior learning) 原有知识 otivation 学习动机 ntelligence level (IQ) 智力水平 earning ability 学习能力 SelfSelf- fficacy (confidence)自我效能感 (confidence)自我效能感
Learning Process 学习过程
GOALS 教学目的
SMILE
内部条件 LEARNING CONDITIONS
2011-5-13
Providing external conditions 提供外部学习条件
SUCCESS
Teacher as a facilitator 教师是促进者
Learning objective 学习目标
playing football, watching TV, going swimming,
2011-5-13
TextbookTextbook-based and accurate presentation ★教材为本、准确简明的新知呈现 教材为本、
Present the content in the textbook in the familiar context在熟悉的语境中呈现教材内容 在熟悉的语境中呈现教材内容 在熟悉的语境中
2011-5-13
External learning conditions★外部条件 conditions★
SUCCESS S tress-free environment 轻松的环境 U nderstandable input 可理解输入 C orrelated review 相关的复习 C orrect demonstration 正确的示范 E ngaging tasks 参与的任务 S ufficient practice 充分的练习 S equential transfer 有序的迁移
2011-5-13
The general process of language learning
★语言学习的一般过程
Exposure to language 感受语言 Comprehension 理解意思 Imitation 模仿保持 Active use 活用语言
Internalization 内化