义务教育英语课程标准(2011)年版

3) Setting up the activity
﹡ Organise the studends so that they can do the activity or section.(This may involve making pairs or groups,moving the seating,etc.). ﹡ Give clear instructions for the activity .A demonstration or example is usually much more effective than a long explanation. ﹡ You may wish to check back that the instructions have been understood . ﹡ In some activities ,it may be useful to allow some individual work (e.g. thinking through a problem, listing answers, etc.) before the students get together with others.
案例2： 通过“分享”活动练习听、说、读、写 （即语言技能—也就是“学以致用”） 如：学了"自我介绍”，教师可以设计“分享”活动 1，将学生分成4人小组，每组成员分别用5个句子介 绍自己，内容包括：姓名、性别、年龄、年级、爱 好； 2 每个学生开始写自我介绍，时间3M'; 3 S A读给SB听、写，SC读给SD听、写； 4 SB读给SC听、写，SD读给SA听、写； 5 SA用第三人称向SB复述SD的内容，SC用第 三人称向SD复述SB的内容； 6 ........... (如果是低年级就只是复述 不写）
影响高效课堂的因素： 1教师----- 引导式教学 2 学生----- 主体式学习 3 课堂-----当堂自学、同伴助学、活动展学、 互动评学、教师导学、检测达标
一 教师
----- Learning teaching 首先看个公式： 教学质量=学生1分+教材2分+环 境4分+教法3分×教师素质（？）
知
高水 平
情
低水平
感
高水平
技
低水平
能
高水平
讲授 演示 讨论 辩论 问答 看录像 专题讨论 操作实验 游戏 头脑风暴 角色扮演
模仿
★ ◆ ◆ ◆ ★ ◆ ★ ◆ ◆
◆ ▲ ▲ ◆ ◆
◆ ◆ ◆ ◆
◆
◆
★
表1-2 不同教学策略与学生的参与水平
教学策略 参与程度 教学策略 参与程度
讲授
பைடு நூலகம்演示 讨论 辩论 问答 看录像
remember: 1) As a teacher ,Don't lose touch with the fact that people need language to communicate with other people. 2) As teachers ,our major contribution to life and to education is to help others find their own way towards their own solutions within their own lives.
2 Observe lessons
Observation is a common feature of teachertraining courses and is a part of in-service teacher support in many schools.
Observation Tasks:（见资料）
3) Teacher development groups and assosiations
The quality of the progress you make in teaching is partly to do with other people.
4) How can I change ?
In order to grow ,We need to remain open to the possibilityof change . That may be difficult, for change is risky and potentially threatening. It can feel safer to stay fixed ,unmoving .But this means , week by week , hour by hour ,We grow stale and our lessons grow tired --recreations of old . dead lessons ,rather than new , living ones.
（二 ）班级活动（Classroom activities)
1 Running an activity (活动设计） Activity route map 1) Before the lesson:familiarise yourself with the material and activity; prepare any materials or texts you need. 2) In class: lead -in / prepare for the activity. 3) Set up the activity (or section of activity),i.e. give instructions, make groupings,etc. 4) Run the activity (or section): students do the activity,maybe in pairs or small groups while you monitor and help. 5) Close the activity(or section)and invite feedback from the students. 6) Post activity : do any appropriate follow-on work.
“121”学导式高效课堂教学模式解读 （小学英语）
垫江教师进修校
谢晓燕
“121”学导式高效课堂教学模式是建设卓越课堂的 具体体现 什么是“卓越课堂”？ “卓越课堂”是指按照新课程改革的要求，坚持德育 为先、全面发展、能力为重、以人为本、与时俱进， 突出“一切为了每一位学生的发展”的核心理念， 转变教师教学方式和学生学习方式，建立师生 学习共同体，彰显多元、开放、包容的课堂教学文化， 最大程度地优化教学环境、教学内容、教学方法与手 段，形成最优化的课堂形态，全面提高课堂教学效率 和育人质量。
1) Classroom snapshot 2) Teachers and learners 3) Classromm interaction 4) Thoughts and questions 5) Stolen goods
3 Studying your own teaching :feedback, reflection and action research 4 Language and people
Be uncertain !
2) Teacher development
-- read new ideas in magazines and try them out. -- write an article for a magazine -- go to a conference or a seminar. --go to a confernce and give a talk about what you have been working on in class. -- learn about a completely different approach. -- discuss what you are doing with other teachers. --make an agreement with a colleague to observe each other's lessons. --find a way to get involved in some in-service teacher training. --specialise( e.g. computers business, self-access centres, music, etc.
二 学生： “121”学导式高效课堂教学模式
基本内涵


学生学习10分钟（自学、对学、互学）
师生精导20分钟（展学、评学、导学） 拓展达标10分钟（检测、迁移、拓展) 在一堂课中的大致时间，不能绝对化、 机械化。
基本方式
独学、对学、群学、导学、评学
基本过程
“当堂自学、同伴助学、活动展学、 互动评学、教师导学、检测达标”
1 What is 'learning teaching'?
There is a kind of teaching that is also a kind of learning -- a 'learning teaching'.
1) A step towards being a 'learning teacher '
﹡ Hand out a short text related to the topic. Students read the text and comment. ﹡ Play 'devil's advocate' and make a strong /controversial statement (e.g. 'I think smoking is very good for people') that students will be motivated to challenge/argue about. ﹡ Write a key word (maybe the topic name) in the centre of a word-cloud on the board and elicit vocabulary from students which is added to board.
看一看每一步可以怎么做 （1） Before the lesson(略） （2） Lead-in /Preparation This may be to help raise motivation or interest (e.g. discussion of a picture related to the topic), or perhaps to focus on language items (e.g. items of vocabulary ) that might be useful in the activity. Typical lead-ins are: ﹡Show /draw a picture connected to the topic. Ask questions. ﹡ Write up /read out a sentence stating a viewpornt. Elicit reactions. ﹡ Tell a short personal anecdote related to the subject. ﹡ Ask students if they have ever been /seen/done/etc.
低
低或高 低 高 中 中
游戏
头脑风暴 角色扮演 模仿 案例学习 作业、任务
高
高 高 高 中 高
操作实验
中






案例 1 让学生尽快熟悉彼此的姓名 三年级第一节英语课上学了My name is... Your name is ...可分组练习 步骤1，S1将荷包扔给S2说My name is... S2-S3 同样说My name is...，...... 步骤2 S1-S2S时说Your name is ...，S2-S3.... 步骤3 请一个volunteer将荷包分别扔给小组内所 有成员同时说Your name is ...，然后换 volunteer重复这个活动。如果老师接到荷包也参 与其中。
如何实现学生的学习：
（一） 有效地选择和使用教学策略 选择和使用教学策略应遵循以下原则： （1）策略和方法要与学习目标相一致
（2）策略和方法要与教学对象的规模相适应（一人、两人 还是小组）
（3）策略和方法要与学生的认知风格相适应 表1-1 教学策略与不同学习领域的学习效果
学习 教学策略
领域
认
低水平