启智性英语教学思想初探. 刘道义 email@example.com. 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。
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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)
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)
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)
1. Pronunciation of
3. Sound variation
4. Intonation and rhythm
Do your students know
these phonological items?
How do you help them
How do they learn to use
them in their real life?
dab den cod cluck braid dado
轻拍 巢穴 鳕 咯咯叫 辫子 墙裙
duck chuck chuckle
lot log loggerhead
fun fund fundamental
幼儿床 村舍 村民
pan pan·el pan·elist
myth myth·ical myth·ology
Do your students find it hard to learn English words and
How do you help them to learn English vocabulary?
What strategies do your students use in their study of
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?
of the word
The word – spoken
of the word
Words with similar meaning
near close next to …
cry shout scream …
Words with opposite meaning
up / down before / behind live / die
Words with the same root
unhappy happy happily happiness
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.
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.
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。
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.
其他辅助性词语还有：meaning, such as, or, is called等。
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。
Martha's husband and mother died within a month of each other, and she cried often at her terrible sorrows.
… 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”。
She wanted baked clams for her appetizer. An appetizer is the first course of a meal.
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.
in the morning.
have a walk
in the afternoon.
take a shower
go to bed
in the evening.
have a walk
in the afternoon
in the evening
take a shower
go to bed
ride to work
do the washing
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?
She is friendly.
She is at work.
There are 6 classes every day.
Why do you think Chinese students make such silly sentences?
I am a student. I study English.
Do you like English?
Which school are you in?
Does he speak English or French?
She is from Japan, isn’t she?
Close the door.
What a nice day! How beautiful the
She sang at the party.
She is going to sing at the party.
She will sing at the party.
Have you ever been to Beijing?
with topics &
NameExamples of activities
Perceptive Skills: skills such as recognizing
individual sounds, identifying
reduced forms, recognizing
Language Skills: skills such as identifying
individual words and groups
and building up meanings for
Using knowledge connecting words to non-
of the world: linguistic features to get clues
to meaning, using knowledge
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
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
First listening to get the main idea
Second listening to find specific information
Third listening to find inferential information
Tasks that are related to Ss’ own experience
Three types of speechwork
Natural language use (personalize learning)
Strategies must be incorporated in the materials
What is reading?
Main idea of
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.”
Eats a lot
Too big to sleep
In the house
Needs a lot of
Small at first
The trendiest kind
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
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)
Product-oriented and process approaches to writing
1. Product-oriented writing
who (main characters), where & when (situation)
Observing & Discovering
Learning & Acquiring
Learning by doing
Thinking & Expressing
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）