slide1
Download
Skip this Video
Download Presentation
启智性英语教学思想初探

Loading in 2 Seconds...

play fullscreen
1 / 80

启智性英语教学思想初探 - PowerPoint PPT Presentation


  • 57 Views
  • Uploaded on

启智性英语教学思想初探. 刘道义 [email protected] 注重素质教育,体现语言学习对学生发展的价值 课程性质 工具性与人文性 课程理念 激发学习兴趣,拓展视野,促进心智发展 尊重主体,发展思维 , 构建知识体系 , 培养能力 启智性课堂教学的探索. 注重素质教育,体现语言学习 对学生发展的价值. 教育是使人的潜能得以充分发展的事业。 教育能使人变得更加聪明。

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' 启智性英语教学思想初探' - kasimir-buckley


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide2
注重素质教育,体现语言学习对学生发展的价值注重素质教育,体现语言学习对学生发展的价值

课程性质 工具性与人文性

课程理念

激发学习兴趣,拓展视野,促进心智发展

  • 尊重主体,发展思维, 构建知识体系, 培养能力
  • 启智性课堂教学的探索
slide3
注重素质教育,体现语言学习对学生发展的价值注重素质教育,体现语言学习对学生发展的价值
  • 教育是使人的潜能得以充分发展的事业。
  • 教育能使人变得更加聪明。
  • 语言既是交流的工具,也是思维的工具。学习一门外语能够促进人的心智发展,有助于学生认识世界的多样性,在体验中外文化的异同中形成跨文化意识,增进国际理解,弘扬爱国主义精神,形成社会责任感和创新意识,提高人文素养。
slide4
课程性质

就工具性而言,英语课程承担着培养学生基本英语素养和发展学生思维能力的任务,即学生通过英语课程掌握基本的英语语言知识,发展基本的英语听、说、读、写的技能,初步形成用英语与他人交流的能力,进一步促进思维能力的发展,为今后继续学习英语和用英语学习其它相关科学文化知识奠定基础。就人文性而言,英语课程承担着提高学生综合人文素养的任务,即学生通过英语课程能够开阔视野,丰富生活经历,形成跨文化意识,增强爱国主义精神,发展创新能力,形成良好的品格和正确的人生观与价值观。

language communication and language humanistic features
Language communication and language humanistic features

Language is an instrument for communication, but being used by humans it has humanistic features.语言是交际的工具,但同时也具有人文性。

Many of these coursebooks concentrated on the linguistic and analytical aspects of lge learning and failed to tap the human being’s potential for multidimensional processing. They made insufficient use of the learners’ ability to learn through doing things physically, to learn through feeling emotion, to learn through experiencing things in the mind. (Tomlinson, 2003)

许多教材只注重语言和分析层面,而忽略学习者作为人所具有的多维加工的潜在能力,也很少发挥学习者通过做中学、通过感知和情感、通过大脑体验事物来学习的这些能力。

slide6
The most important factor in learning is affect. (Arnold, 1999)

学习最重要的因素是情感。

Language learners need to relax, feel at ease, develop self-confidence and self-esteem, develop positive attitudes towards the learning experience and be involved intellectually, aesthetically and emotionally. (Tomlinson, 1998)

学习者需要有放松和自如的感觉,也需要建立自信和自尊,并对学习经历持积极的态度,还需要学习者从智力上、审美上、情感上全身心投入。

slide7
课程理念
  • 注重素质教育,体现语言学习对学生发展的价值
  • 面向全体学生,关注语言学习者的不同特点和个体差异
  • 整体设计目标,充分考虑语言学习的渐进性和持续性
  • 强调学习过程,重视语言学习的实践性和应用性
  • 优化评价方式,着重评价学生的综合语言运用能力
  • 丰富课程资源,拓展英语学习渠道
slide8
在经济快速发展的同时,人文精神有所缺失,伴随着西方某些低端商业文化的入侵,极在经济快速发展的同时,人文精神有所缺失,伴随着西方某些低端商业文化的入侵,极

端个人主义、拜金主义、恶性竞争泛滥,甚至一些浅薄、颓废,鼓吹享乐 、放纵的殖民地文化也搭车载入,从而对年青一代的信仰、追求、责任感、完备人格的形成造成危害。(陈宝泉,2010)功利主义渗透到教育领域、这片净土也遭到污染:学术腐败、学校乱收费、考试作弊、论文抄袭等累禁不止。这里极需要我们考虑的是,中小学外语教育如何加强人文道德素质教育,抵制这些污泥浊水对青少年的腐蚀!(刘道义,2011)

slide9
英语课首先要承担“提高中华民族的思想道德素质,文化科学素质和身体心理素质”的任务。素质教育面向全体学生,它是指人以其先天禀赋为基础,在后天的环境和教育影响下,尽可能挖掘和发挥人的潜能,使其获得稳定的、长期发挥作用的基本品质结构,包括人的思想、知识、身体、心理品质等。素质教育是每一个学生的一生打基础的教育。(刘道义英语教育自选集第103页)英语课首先要承担“提高中华民族的思想道德素质,文化科学素质和身体心理素质”的任务。素质教育面向全体学生,它是指人以其先天禀赋为基础,在后天的环境和教育影响下,尽可能挖掘和发挥人的潜能,使其获得稳定的、长期发挥作用的基本品质结构,包括人的思想、知识、身体、心理品质等。素质教育是每一个学生的一生打基础的教育。(刘道义英语教育自选集第103页)
slide10
语言是交流思想传递信息的工具。思想和信息都是有具体内容的,这些内容在多数情况下都包含着情感教育的因素。语言是交流思想传递信息的工具。思想和信息都是有具体内容的,这些内容在多数情况下都包含着情感教育的因素。
  • 情感是一个人对他生活中所发生的事情,对他所认识或所做的事情的内部态度的不同形式的体验。有些心理学家把情感分为道德感、美感和理智感。(刘道义英语教育自选集第111页)
slide11
道德感是以人对人、人对社会的态度为其内容的。属于道德感的有:爱心、同情、善心、仁爱、忠诚、合作等。道德感是以人对人、人对社会的态度为其内容的。属于道德感的有:爱心、同情、善心、仁爱、忠诚、合作等。
  • 美感表现了对各种不同的生活事实及艺术的态度和评价。能够识别和判断它们是真、善、美、高雅,还是假、恶、丑、庸俗。
  • 理智感表现为一个人对认识过程、对这个过程是否顺利的态度。属于其范围的有:兴趣、动机、求知欲、热情、发现、信心、意志、毅力等。
slide12
情感态度的五级要求

1. 有明确的学习目的,能认识到学习英语的目的在于交流。

2. 有学习英语的愿望和兴趣,乐于参与各种英语实践活动。

3. 有学好英语的信心,敢于用英语进行表达。

4. 能在小组活动中积极与他人合作,相互帮助,共同完成学习任务。

5. 能体会英语学习中的兴趣,乐于接触英语歌曲、读物等。

6. 能在英语交流中注意并理解他人的情感。

7. 遇到问题是能主动请教,勇于克服困难。

8. 在生活中接触英语时,乐于探究其含义并尝试模仿。

9. 对祖国文化能有更深刻的了解,具有初步的国际理解意识。

slide13
激发学习兴趣,拓展视野,促进心智发展
  • 增强爱国主义精神,发展创新能力,形成良好的品格和正确的人生观与价值观
  • 利用教材资源(Mother’s Day, Mother Teresa, Manners, Nightingale, etc)

How do you make a banana milk shake?(8A)

Will people have robots? (8B)

He used to cause a lot of trouble. (9)

Could you please tell me where

the restrooms are? (9)

slide14
尊重主体,开发智力、发展思维,构建知识体系尊重主体,开发智力、发展思维,构建知识体系

发展学生的智力,提高他们的观察、注意、记忆、思维和想象等能力。

  • 观察 语言的功能体现在语言的行为上
  • 注意 是有效地组织教育教学过程的最基本的条件。“注意正是那扇一切从外部世界进入到人的心灵之中的东西所要通过的大门。”(乌申斯基)
  • 记忆 是人们对经验反映的心理过程,其中包括识记、保持、再现与回忆。
slide15
思维 是表象、概念基础上进行的分析、综合、判断、类比、联想、推理等认知活动。
  • 想象 是人的创造活动的一个必要因素,具有能动性和有效性的特点,积极想象(不是脱离实际的空想)的机制被用来作为改造周围事物的创造活动的条件。
slide16
尊重主体,开发智力、发展思维,构建知识体系尊重主体,开发智力、发展思维,构建知识体系
phonological study
Phonological study 语音学习

1. Pronunciation of

  • 26 letters
  • a, e, i (y), o, u in stressed/unstressed syllables
  • Vowel combinations in stressed syllables
  • Common vowel combinations in stressed syllables
  • Consonant combinations (ch, dg, th, tch, ph, ng, nk)
  • Consonant clusters (bl-, cl-, fl-, gl-, br-, cr-, sm-, sp-, pr-, qu-)
  • Syllabic sounds (–ble, -ple, -cle, -gle, -dle, -sin, -ten, -ven)
slide18
2. Word stress and sentence stress

3. Sound variation

  • liaison (连读)
  • incomplete explosive
  • weak form
  • Assimilation (同化)

4. Intonation and rhythm

  • sense group and pausing
  • rising and falling tones
  • rhythm

Do your students know

these phonological items?

How do you help them

learn them?

How do they learn to use

them in their real life?

can your students read these words
Can your students read these words?

dab den cod cluck braid dado

轻拍 巢穴 鳕 咯咯叫 辫子 墙裙

duck chuck chuckle

抛,扔 暗自笑

lot log loggerhead

原木 笨蛋

fun fund fundamental

基金 基本的

slide20
cot cot·tage cot·tager

幼儿床 村舍 村民

pan pan·el pan·elist

专门小组 小组成员

myth myth·ical myth·ology

神话的 神话

slide21

请根据前面列举的辅音字母和辅音字母组合的拼读规则,从现行初中课本中找出合适的例词来,完成以下表格。表格的开头示例如下:请根据前面列举的辅音字母和辅音字母组合的拼读规则,从现行初中课本中找出合适的例词来,完成以下表格。表格的开头示例如下:

vocabulary study
Vocabulary study 词汇学习

Do your students find it hard to learn English words and

expressions?

How do you help them to learn English vocabulary?

What strategies do your students use in their study of

English vocabulary?

Do you get your students to exchange their ways of study?

Do you think students can develop their thinking

ability in the study of English vocabulary? Why?

how is our word knowledge organized mental lexicon
How is our word knowledge organized?Mental lexicon

Pronunciation

The grammar

behavior语法

The meaning

Spelling

WORD

The word’s

frequency

复现率

The word’s

derivation

派生

The connotations

of the word

隐含之意

The register语域of

The word – spoken

and written口笔语运用

The collocations

of the word

搭配

vocabulary learning strategies
Vocabulary learning strategies
  • Learn words in context 通过语境学词汇、猜词义(picture/sentences/texts)
  • Learn the sound, shape & meaning掌握音、形、义
  • Have a wide exposure to the words大量接触(LSRW) ,积累词汇
  • Have 7-8 experiences with a word in order to retain it 反复复习
  • Use the word in LSRW 学中用,用中学
  • Integrate thinking, looking, listening, reading and writing 脑思、眼看、耳听、口诵、手写
  • Use glossaries and dictionaries 使用词表和词典
  • Learning vocabulary in chunks 学习词块
  • Form a habit of learning and testing words 养成学习词汇的习惯
slide25
Classification 分类
  • Translation 翻译
  • Labeling 标注
  • Use the Mind Map or Webbing思维导图
slide26
Comparison and contrast 比较、对比

Words with similar meaning

near close next to …

cry shout scream …

Words with opposite meaning

up / down before / behind live / die

  • Association 联想

Words with the same root

unhappy happy happily happiness

learning vocabulary in chunks
Learning vocabulary in chunks

心理学家提出“组块”理论。Lewis把词块分为单词和短语、搭配、惯用话语和句子框架等四种。固定组块如:at risk, make up one’s mind, get accustomed to, so long as, the man in the shop, It is said that, etc.

这种方法不仅帮助学生记忆词汇,还可帮助他们用英语思维和表达。

slide28

学习/复习单词的方法:制作Word map

sky

hot

swim

blue

sun

sea

umbrella

sunny

ship

rainy

weather

travel

snowy

red

snow

carrot

snowman

参考: 赵淑红.2008.新课程课堂教学技能与学科教学(小学英语) . 世界知识出版社.

mind map or webbing
Mind map or webbing

BALL GAMES

Basketball

volley ball

gymnastics

FIELD EVENTS

High jump

Long jump

SPORTS

AQUATIC EVENTS

Swimming

Diving

TRACK EVENTS

100-m dash

110-m hurdle

boxing

WINTER SPORTS

guessing words through context clues
Guessing words through context clues

1) Punctuation (运用标点符号引出对生词的解释)

The principal— money he put in his savings account to earn interest — was safe even though the bank was closed by the police.

例句中用了两个破折号把对principal的解释置于其间,说明 principal的意思是sum of money。

其他用于解释的标点符号有:逗号,小括号和中括号等。

2) Explanation (用辅助性词汇和标点符号解释生词意义)

Carlos looked dazed, that is, stunned, as if someone had shocked him with bad news or with a heavy blow to the head.

辅助性词语that is能帮助学生理解dazed的意思是stunned。

其他辅助性词语还有:meaning, such as, or, is called等。

slide31
3) Contrast(通过相关反义词意义帮助理解生词)

During office hours he looked very tense and anxious, but on weekends he was quite relaxed.

表示转折关系的连词but能帮助学生确定relaxed是tense的反义词。如果学生知道relaxed的意思是at ease,就不难理解tense意思是tight或at attention。

4) Experience(学生个人的阅历也能帮助理解生词)

Martha\'s husband and mother died within a month of each other, and she cried often at her terrible sorrows.

家庭悲剧会让人感到非常伤心,这是众所周知的,运用这一常识就能理解sorrows的意思是great sadness。

slide32
5) Context(上下文也有助于理解)

… I don’t like violence … but in 1963 I helped him blow up some government buildings.

句子前半部分的violence和后半部分中的government buildings有助于解释blow up,意思是“爆炸”。

6) Definition(用一个句子给生词下定义)

She wanted baked clams for her appetizer. An appetizer is the first course of a meal.

第二个词用来给appetizer下定义,由此学生便知道appetizer是开胃菜。

slide33
7) Hyponyms(通过下义词推断词义)

Legume, like string beans, lima beans, and green peas are important in your diet.

尽管句子中并没有直接说明legume是一类植物的名称,但是从其下义词中可以推断:legume是a name for a group of vegetables with pods。

8) From known to unknown(用学生熟悉的词或短语来解释生词)

The mayor wanted privacy because he knew that being alone would help him solve his problems.

句中privacy指的是being alone。

slide35

Mr. Cat’s Day

Mr.Cat

gets

get up

at

6:30

in the morning.

.

7:15

.

He

eats

eat breakfast

at

He

have a walk

has

at

9:45 am

.

He

watches

watch TV

at

4:30

.

in the afternoon.

He

takes

take a shower

at

9:40 pm

.

He

goes

go to bed

at

10:00

in the evening.

.

slide37

in the morning

at

6:30

am.

at

9:45

at

7:15

gets

get up

eats

eat breakfast

have a walk

has

in the afternoon

in the evening

at

7:30

pm.

at

9:40

at

10:00

watches

watch TV

takes

take a shower

goes

go to bed

slide38

Aunt Pig’s Day

water...

work on

sweep...

ride to work

go home

do the washing

cook

play with

grammatical study
Grammatical study 语法学习

Why do your students find it difficult to write

correct English sentences?

Do you think English grammar is important?

How do you help your students learn grammar?

Do you make your students recite the rules or practice using

them in speaking and writing?

What successful ways do your students use?

six kinds of simple sentences
Six kinds of simple sentences
  • S+V She works.
  • S+V+O She likes her work.
  • S+V+IO+DO She teachesus English.
  • S+LV+P She is a teacher.

She is friendly.

She is at work.

  • S+V+O+OC Her lessons make us happy.
  • There be + S + Ad There is a book on the desk.

There are 6 classes every day.

typical mistakes chinese students make
Typical mistakes Chinese students make
  • Water flower.
  • Morning I and my mother by shu cai.
  • My mother and I were go shopping at 6:30.
  • We were brought a lot of theings.

Why do you think Chinese students make such silly sentences?

types of sentences
Types of sentences
  • Statement

I am a student. I study English.

  • Questions

Do you like English?

Which school are you in?

Does he speak English or French?

She is from Japan, isn’t she?

  • Imperative

Close the door.

  • Exclamation

What a nice day! How beautiful the

flower is!

the most useful verb tenses
The most useful verb tenses
  • Simple Present She likes singing.
  • Present Continuous She is singing.
  • Simple Past

She sang at the party.

  • Simple Future

She is going to sing at the party.

She will sing at the party.

  • Present Perfect

Have you ever been to Beijing?

grammar teaching in china s schools
Grammar teaching in China’s schools

Induction

(from examples,

from texts)

Lexical approach

(Natural

grammar )

Deduction

(from rules)

Integration

with topics &

function

Presentation

in LSRW

Gr teaching

in school

Grammar 3D

slide45
强调学习过程,重视语言学习的实践性和应用性强调学习过程,重视语言学习的实践性和应用性
  • 现代外语教育注重语言学习的过程,强调语言学习的实践性,主张学生在语境中接触,体验和理解真实语言,并在此基础上学习和运用语言。
  • 鼓励学生在教师的指导下,通过体验、实践、参与、探究和合作等方式,发现语言规律,逐步掌握语言知识和技能,不断调整情感态度,形成有效的学习策略,发展自主学习能力。
slide46

Meaningful output

Meaningful input

Intake

(Thinking

and

Expressing)

Listening and

reading

Speaking and

writing

Teacher’s

support

listening skills white 1998
Listening skills (White, 1998)

NameExamples of activities

Perceptive Skills: skills such as recognizing

individual sounds, identifying

reduced forms, recognizing

intonation patterns

Language Skills: skills such as identifying

individual words and groups

and building up meanings for

them.

listening skills white 19981
Listening skills (White, 1998)

Using knowledge connecting words to non-

of the world: linguistic features to get clues

to meaning, using knowledge

of topic.

Dealing with understanding gist meaning,

Information: inferring information which is

not specifically stated.

Interacting with a coping with speaker

speaker: variations such as speed and

accent, recognizing speaker

intention, identifying speaker

mood.

ways of developing listening skills
Ways of developing listening skills
  • Be exposed to a wide variety of listening text genres and text types (poems, conversations, speeches, stories, radio/TV programs, ads, announcements, etc.)
  • Get Ss to know what problems they have to deal with (accent, culture, language, psychological problem)
  • Raise awareness of listening strategies (verbal and non-verbal, context, WK, note-taking, etc.)
  • Develop micro listening skills (listening for gist, for specific information, for the speaker’s attitude and mood, etc.)
listening procedures
Listening procedures
  • Pre-listening

Tell the Ss what they are going to hear, get them to think about the topic, often by asking them questions or looking at the title/picture

  • While-listening

First listening to get the main idea

Second listening to find specific information

Third listening to find inferential information

  • After listening

Tasks that are related to Ss’ own experience

speaking activities in the materials grant 1988
Speaking activities in the materials(Grant, 1988)

Three types of speechwork

  • Drills: aimed at encouraging accuracy
  • Fluency: graded to enable communication to take place within the language capacity of the students
  • Natural language use: bring ordinary, everyday human speech naturally and spontaneously into the classroom
types of speechwork
Types of speechwork

Communicative activities

  • Information gap
  • Half-dialogues
  • Quizzes: an integrated activity, combining reading and writing with speaking.
  • Problem solving
  • Guided interviews
  • Role-play

Natural language use (personalize learning)

  • Free talk (S on duty) and S-T interaction
speaking strategies
Speaking strategies

Strategies must be incorporated in the materials

  • Practicing building talk upon talk
  • Dealing with interaction pressure
  • Handling unrehearsed discourse
  • Applying diplomacy and courtesy
  • Choosing when to move on to a new topic
  • Winding down a conversation
  • Recognizing signals or body language of the partner
  • Becoming aware of ellipsis in spoken language
reading ability
Reading ability

What is reading?

  • Reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation. (Anthony, Pearson, & Raphael, 1993)读者已有的知识、文字信息、阅读语境之间的互动
reading
Reading
  • Schemata theory and background knowledge图示理论与背景知识
  • A text does not by itself carry meaning. The reader brings information, knowledge, emotion, experience, and culture to the printed words. (D. Brown, 1994)文字本身不具意义,而是读者赋予其……
  • 阅读理解不是读者感知文字的意义,而是读者赋予文字以意义。(胡春洞、戴忠信)
  • Skill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world. (Clarke & Silberstein, 1977)阅读理解决定于语言知识与世界知识之间的互动
reading activities in the materials adapted from grant 1988
Reading activities in the materials(adapted from Grant, 1988)
  • Pre-reading activities: teaching voc, pre-reading questions, quiz, background information, discussion, etc.
  • Reading aloud or silently: for different purposes
  • While-reading activities: skimming, scanning, interpreting, answering questions, etc.
  • Post-reading activities: retelling, discussing, reporting, interviewing, debating, opinion making, concluding, etc.
reading strategies
Reading strategies阅读策略
  • Activating 激活学生的已有的知识和经验
  • Predicting 预测
  • Skimming 略读
  • Scanning 寻读
  • Guessing words in the context 猜测词义
  • Analyzing text structure 分析篇章结构
  • Identifying the main idea 确定主旨大意
  • Analyzing the author’s purposes, attitude and implied facts分析作者目的、态度、隐含的事实等
  • Making summary, conclusion, judgment, interview, discussion, report, etc 进行总结、结论、判断、采访、讨论、辩论、报道等活动
  • Establishing a personal connection to the text

联系自身实际开展活动

text structure
Text structure 篇章结构

Language

Content/

information

Structure

General idea

Beginning

Topic sentence

Paragraphs

Main idea of

each

paragraph

Development

Key words

Summary

methods of concept mapping
Methods of concept mapping
  • Selection of concepts 选择要点
  • Ranking concepts 排序
  • Clustering concepts 分层次
  • Rearrange into a two-dimensional array 重组
  • Linking concepts 连接

Group work

Clarification

Using cards

Open-endedness

unit 8 why don t you get her a scarf section b
人教版新课程标准初中英语教材《英语(新目标)》八年级下册Unit 8 Why don’t you get her a scarf? Section B的阅读板块

The trendiest kind of pet these days is the pot-bellied pig. David Smith of North London has a pot-bellied pig named Connie. “Pot-bellied pigs make the best pets,” said David. “She watches TV on the sofa with me every night. She’s my best friend.” However, life with a pig isn’t always perfect. “When I got my pig, she was small,” said David, “but she eats a lot. Now she’s too big to sleep in the house, so I made her a special pig house. Also, pigs need a lot of love. Sometimes I don’t have enough time to spend with her.”

mind map
Mind map

However

David Smith

Pot-bellied pig

named Connie

Disadvantages

Eats a lot

Too big to sleep

In the house

Needs a lot of

love

Advantages

Watches TV

Best friend

Small at first

The trendiest kind

of pet

writing practice in the materials
Writing practice in the materials
  • Graded practice

Form sentences with words 遣词造句

Form sentences into paragraphs 连句成段

Form paragraphs into a passage 组段成篇

  • Graded writing

Controlled writing (copy, dictation, simulation)

Guided writing (condense, fill-in, out of speechwork)

Free writing (relevant both to the Ss and to the subject dealt with in the material, functional, personal, imaginative)

approaches to writing
Approaches to writing

Product-oriented and process approaches to writing

1. Product-oriented writing

  • To meet certain standards of prescribed English rhetorical style
  • To reflect accurate grammar
  • To be organized in conformity with what the audience would consider to be conventional
  • Attention was placed on how well it measured up against a list of criteria.
2 the process approach to writing d brown
2.The process approach to writing(D. Brown)
  • Focus on the process of writing that leads to the final written product
  • Writing is indeed a thinking process
  • Writing is a two-step process. First you figure out your meaning, then you put it into language.
  • Make a plan and use an outline
  • Have time to write and rewrite
  • Encourage feedback both from the instructor and peers
10 types of writing
10 Types of writing
  • Practical writing (应用文)
  • Recount/Narration (叙述文 )
  • Exposition (说明文)
  • Descriptive writing (描述文 )
  • Reports (报道文 )
  • Essays (论说文)
  • Stories/novels (故事/小说)
  • Dialogues or play scripts (短剧)
  • Poems (诗歌)
  • Graphs, charts and forms (图表)
procedures in process writing
Procedures in process writing
  • Pre-writing (Decide the title, collect data, brainstorm & generate ideas)
  • While-writing (Outline and write the first draft, peer feedback, revise and edit, proofread, & finalize)
  • Post-writing (Display and evaluate)
organization of narration and stories
Organization of narration and stories
  • Title (attention-grabbing)
  • Introduction

who (main characters), where & when (situation)

  • Problem (change of situation, why)
  • Sequence of events (solutions, how)
  • Ending (happy, sad or surprising, what)
slide73
启智型课堂教学的探索
  • 课堂教学的有效性
  • 5P反映了现代英语教学过程,也反映了学生心智发展的过程
the five step method

Drilling

Form and

accuracy

Presentation

By means of English & visual aids

Revision

From known to unknown

温故而知新

Consolidation

学而时习之

Practice

Meaning and fluency

From controlled to free practice for communication

学以致用

The five-step method
new approach to elt
New Approach to ELT

Presentation

Observing & Discovering

Learning & Acquiring

Preparation

Activating &

Brainstorming

Practice

Learning by doing

5Ps

Assessing

Progress

Enriched experience

Production

Thinking & Expressing

slide76
英语教学设计原则

1 教学目标的全面性 课程标准目标的多维性

2 教学情境的激励性 创设情境和活动,营造认知冲突,激起思维欲望,鼓励新旧联系,尊重学生结论,使学生获得成功的满足

3 教学结构的有序性(逻辑性) 科学安排教学活动

4 教学活动的民主性 尊重学生主体地位,了解心理需求,给予关怀帮助,允许不同见解

5 教学反馈的及时性 反馈贯穿全过程(教学前/中/后,测试后)

(罗少茜,2006)

slide77
启智型课堂教学的探索

教学目标明确

尊重学生主体

启发激活思维

步骤逻辑合理

全体学生参与

鼓励想象创新

方法灵活有趣

互动合作探究

评价激励发展

reference
Reference
  • Brian Tomlinson, Developing Materials for Language Teaching,Continuum,2003
  • B. Tomlinson & H. Masuhara:Developing Language Course Materials,人教社, 2007
  • Grant, N.: Making most of Your Textbooks, London, Longman, 1987
  • Paul Nation: Managing Vocabulary Learning, 人教社,2007
  • K C Pang:Lesson Planning, Longman, 1992
  • D. Brown:Teaching by Principles, 外研社,2001
  • J. Harmer: How to teach English, 外研社,2000
reference1
Reference
  • Scott Thornbury: How to Teach Vocabulary 英语沙龙英语教学系列丛书. 培生教育出版集团 世界知识出版社 2003
  • Scott Thornbury: How to teach Grammar.
  • Mary Lee Field: Text Features and Reading Comprehension人民教育出版社
  • New Senior English for China, 人教社,2007

胡春洞 戴忠信:英语阅读论,广西教育出版社,1998

  • 刘道义:如何学与教英语词汇,《基础教育外语教学研究》2009年第3期
  • 刘道义:研究如何优化中学英语语法教学,《外语教学法研究》2010年第2期
ad