初中英語(yǔ)新教師第一次專(zhuān)題講座一

1、李碎娟Sunshine How to Design a lesson If teaching itself is a type of professional art, as teachers, you need to learn the art diligently before you can become artists.Give me six hours to chop down a tree and I will spend the first four hours sharpening the axe.How to design lessons know and apply som

2、e new teaching concepts under the guidance of the NEC.know how to analyze textbooks and use materials. know how to design lessons better. be more confident and skillful in planning lessons.Learning objectives: 1. New teaching concepts -behaviors-effects2) what new concepts to apply Ss-centred Teachi

3、ng Style1) why to apply new conceptsconcepts-methodsTBLA, Activity-Based ApproachLearning assessment, Co-operative Learning 區(qū)別觀念比較點(diǎn)傳統(tǒng)教學(xué)現(xiàn)代教學(xué)教學(xué)模式教學(xué)關(guān)注點(diǎn)教學(xué)方法教師角色教師作用教學(xué)評(píng)價(jià)學(xué)習(xí)方式以教師為中心以學(xué)生為中心教學(xué)內(nèi)容教學(xué)過(guò)程注重講授注重體驗(yàn)專(zhuān)家 控制者示范者指導(dǎo)者主宰主導(dǎo)書(shū)面考試多種形式評(píng)價(jià)個(gè)體學(xué)習(xí)多種方式，小組合作 2.What is Designing a lesson?All the preparation work for organi

4、zing a good classroom teaching. It is frame work for a lessonIf you imagine a lesson is like a journey, then the lesson plan is the map. It shows you where u start, where you finish and the route to take to get there.2.2. What to design/plan Task: Group work. Discuss and agree on 4 things that you s

5、hould prepare/make clear before writing down your teaching planning. Questionernote-providerClarifierSummarizer/reporter /note takerFour Roles1) 2）3）*4）Analyze the learning contextthink about the learners.Analyze the teaching context-think about the materials/define the objectives/main points/Predic

6、t difficultiesMake decisions ways or activities to teach mainpoints and difficulties, or rechange materialsPlan in detail think more deeply: what to say, Time, seat arrangement, media strategiesFour things*2.2.1 Analyse the learning context: a. How old are your children?b. How long have they learnt

7、English?c. How many children are there in the classd. How are they seated?e. What do they like?f. What do they like to do?*g. What relevant language have they learnt?ask yourself the following Qs:h. What do the Ss already know about the topici. How much are the Ss interested in the topic?2.2.2 Analy

8、se the teaching contextAsk yourself the following Qs:What is the unit about?( the previous, the next)b. What language points are being practiced?d. whats the situation? Is it connected to childrens life?e. What do children need to do in each activity?f. What skills are practiced in each activity?c.

9、How difficult is it for the students3.2 Three-dimension objective by the NEC（三維目標(biāo)） Objective of language and ability (知識(shí)能力目標(biāo)） objective of process and methods (過(guò)程與方法目標(biāo)） objective of affect, culture and strategy (情感，文化，策略目標(biāo)）Incorrect definition on objectives Case 1Teaching objectives:Knowledge object

10、ive: read and understand Ability objective: develop Ss .Emotional objective: get the Ss to have Case 2中小學(xué)英語(yǔ)教學(xué)與研究P 17.11/2006Teaching aims: Knowledge aims: enable the students to know the function of the modal verb. Ability aims: a).let the students know how to use modal verbs. b).to develop the stud

11、ents ability of exploring rules of grammar and grasping them at the same time.1.含糊其詞，難以評(píng)價(jià): develop students abilities in reading 2. 行為主體錯(cuò)位： 行為主體是學(xué)生而不是老師： develop students 3. 表現(xiàn)程度籠統(tǒng)模糊： Ss should learn and master Problems:Case 3 (第七屆初中英語(yǔ)教學(xué)觀摩研討會(huì)）Teaching aims:To make students know about the animals in

12、danger.b. To practice listening,reading and speakingc. To learn how to get useful information from a dialogue. Case 4Teaching objectives:Language focus；To enlarge vocabularyTo understand the sotryAbility focus:To practice skimming and scanning skillsTo practice using tones to express different feeli

13、ngs Character building: To develop team spirit此目標(biāo)設(shè)計(jì)關(guān)注了語(yǔ)言，能力和品格教育三個(gè)不同的層次但語(yǔ)言目標(biāo)是指什么，能力目標(biāo)又指什么？?jī)烧邊^(qū)別不是很清晰。擴(kuò)大詞匯量過(guò)于宏觀，不具有可操作性和檢測(cè)性。如何確定合理有效的教學(xué)目標(biāo)？1.是從教師出發(fā)還是從學(xué)生出發(fā)？2. 從語(yǔ)言知識(shí)點(diǎn)出發(fā)還是從學(xué)生的能力發(fā)展出發(fā)？3.教學(xué)目標(biāo)是否合理，可行，并具有課檢測(cè)性？4. 教學(xué)目標(biāo)是寫(xiě)出來(lái)應(yīng)付差事的還是為自己的教學(xué)服務(wù)的。教學(xué)目標(biāo)的設(shè)計(jì)在一定程度上反映處教師的課程意識(shí)，教學(xué)理念，教學(xué)方式以及學(xué)生觀。如果教學(xué)目標(biāo)是從教師出發(fā)的，教師必然是關(guān)注自身的教，而忽略學(xué)生的學(xué)。如

14、果教學(xué)目標(biāo)是從語(yǔ)言知識(shí)出發(fā)的，教師就會(huì)一味的灌輸語(yǔ)言知識(shí)，而忽略學(xué)生的感受和能力的發(fā)展。教學(xué)目標(biāo)是否合理可行以及是否具有可操作性，可以反映出教師是否關(guān)注了學(xué)生的已有知識(shí)和經(jīng)驗(yàn)，是否從學(xué)生出發(fā)，是否關(guān)注學(xué)習(xí)過(guò)程，是否具備良好的駕馭教材和實(shí)施教學(xué)的能力。如果教學(xué)目標(biāo)不具有可操作性，那么目標(biāo)本身就失去了存在的意義，教學(xué)活動(dòng)就會(huì)漫無(wú)目的。如果教學(xué)目標(biāo)不具備可檢測(cè)性，那么教師就不會(huì)關(guān)注教學(xué)效果，也不會(huì)關(guān)注學(xué)生的學(xué)習(xí)成效。教學(xué)目標(biāo)的可檢測(cè)性是指在本課結(jié)束時(shí)，教師是否可以通過(guò)觀察、提問(wèn)、設(shè)計(jì)活動(dòng)等方式檢測(cè)目標(biāo)實(shí)現(xiàn)的有效性。為了使教學(xué)目標(biāo)具有可操作性和可檢測(cè)性，教師確定目標(biāo)時(shí)應(yīng)以學(xué)生在本節(jié)課能夠發(fā)展什么能力為

15、出發(fā)點(diǎn)，同時(shí)要在考慮語(yǔ)言知識(shí)與能力目標(biāo)的同時(shí)，關(guān)注學(xué)生在學(xué)習(xí)策略方面和品格教育的發(fā)展目標(biāo)。在表述知識(shí)和能力目標(biāo)時(shí)要盡量選用行為動(dòng)詞，即能夠觀察到的表示行為和動(dòng)作的詞語(yǔ)：will be able to 1.The main task (outcome):The students will be able to write a letter to Ann and post it on the blog, where Ann will be able to read it.Language FocusThe students will be able to use the following wor

16、ds and pattern properly in given situations or their daily life:flat; caf; in the north/ south/ east / west of The students will be able to describe the different locations of the buildings in their school, which is a boarding school, and activities concerned.Sample: 3.Language Skills The students w

17、ill be able to find the places (in the jigsaw puzzle) according to the letter. 4.Learning StrategiesThe students will be able to guess and reason the presumption by the information collected from the reading of the letter. (認(rèn)知策略)The students will be encouraged in groups to write back a letter about

18、their school scaffolded with patterns from the text. (情感策略) 5.AffectionThe students will be able to focus their attention on the classroom instruction and performance. 分析重點(diǎn)、難點(diǎn)及教學(xué)目標(biāo)要對(duì)教學(xué)進(jìn)行靜態(tài)分析和動(dòng)態(tài)分析。靜態(tài)分析:動(dòng)態(tài)分析：重點(diǎn), 難點(diǎn)和教學(xué)目標(biāo)難點(diǎn)和教學(xué)目標(biāo)的確定除了依據(jù)課程標(biāo)準(zhǔn)和教材外，更主要依據(jù)所教班級(jí)學(xué)生的學(xué)科知識(shí)技能基礎(chǔ)、認(rèn)知特點(diǎn)、學(xué)習(xí)態(tài)度、接受能力和知識(shí)技能缺陷等諸多動(dòng)態(tài)因素進(jìn)行分析它的確定主要依

19、據(jù)課程標(biāo)準(zhǔn)和教材 Aims & objectivesSimilarities:Differences:Aims, Goals and Objectives AIMSGOALSOBJECTIVESIdealistic, long term, difficult to measureSpecific, short term, usually measurable(Paul Morris: The Hong Kong School Curriculum, 1996)The relationship can also be shown in this diagram: AimsGoalsObjecti

20、ves 共同點(diǎn)：都是教學(xué)要完成的任務(wù)和衡量教學(xué)質(zhì)量的標(biāo)準(zhǔn) 不同點(diǎn)：由于教學(xué)目的帶有方向性，具有普遍性和原則 性，抽象性。籠統(tǒng)性和最終的總體性等特點(diǎn)。 因此教師和學(xué)校領(lǐng)導(dǎo)就難以掌握其目的是否達(dá) 標(biāo)，實(shí)現(xiàn)。 目標(biāo)是教學(xué)進(jìn)程的個(gè)別，局部，階段性的性 質(zhì)，是教學(xué)目的的具體化，是教學(xué)目的的某個(gè) 方面的，具體體現(xiàn)。E.g.小學(xué)英語(yǔ)的主要目的是 培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。第三單元第一課時(shí) 的目標(biāo)是 那個(gè)范圍更大？ 3.3 Main points and difficult pointscase. first name, last name3.4.Make decisions- /re-change mater

21、ials.SOARSOARsupplementomitadaptreplacesS-simplify方 法 刪減法 (不符合學(xué)生實(shí)際的)擴(kuò)充法（不足的）簡(jiǎn)化法 (過(guò)難的)調(diào)整法 (順序不合理的) 替換法（不夠好的，耗時(shí)的） 教材該如何處理？3.5. Make decisions- choose ways &activities /re-change materials.lead-in TPRchantsongChat:presentationObject, pic,drawing,Expression, Body language, ppt.Practice:Read, match, gues

22、s, pair work, game, role play.Acti-vities:Production:meaningful activities: interview,Group work, performance,guided chat4.Planning in detail A. to sequence the activitiesB. To arrange time for every activityC. to write teacher talkD. to prepare teaching aidsE. To arrange the seats4.1.ADifferent way

23、s to sequence the activities1. PPP- Presentation, practice, production 2. Listen, speak, read (write) 3. Settle and stir activities stirs settlesRole play competitionDoing playsgameschantChantcopyinglisteningTest (not too hard)Being read tointerviewwriting4.2. To arrange time for every activityA res

24、earcher advised that if a teacher times every activity while planning the lesson for one month, He or she would control the time very well in classroom teaching4.3. to prepare teaching aids/mediaObjects, visual aids, learning aids, Bb design, T, Ss, modern equipment如何設(shè)計(jì)教學(xué)媒體 英語(yǔ)教學(xué)的媒體包括實(shí)物、直觀教具、學(xué)具，板書(shū)、師生

25、等。現(xiàn)代教學(xué)媒體包括電化教學(xué)設(shè)備以及多媒體教學(xué)設(shè)備等。 課堂教學(xué)中選用哪種媒體，要根據(jù)教學(xué)內(nèi)容、教學(xué)實(shí)際及教學(xué)目標(biāo)而具體確定，使用時(shí)必須充分考慮各媒體的自身特點(diǎn)，在具體運(yùn)用時(shí)應(yīng)注意以下幾個(gè)問(wèn)題： 多媒體1. 使用教學(xué)媒體要有明確的目的。2. 正確把握使用教學(xué)媒體的時(shí)機(jī)和 “度”。3. 媒體的選擇要遵循低成本、高效能的原則。4.要充分利用現(xiàn)代教育媒體與傳統(tǒng)媒體的特點(diǎn)組合教學(xué)，揚(yáng)長(zhǎng)避短，互為補(bǔ)充。問(wèn)題1 課件代替板書(shū)(板書(shū)的作用？） 2 課件令人眼花繚亂應(yīng)注意的問(wèn)題：傳統(tǒng)的秧田式 幻燈片 36講臺(tái)action zone4.4.To arrange the seats 講臺(tái)小組合作式馬蹄式、圓形式

26、講臺(tái) 講臺(tái)馬蹄式、圓形式4.5.C. to write “teacher talk”Good “teacher talk” is short and clear and to the point to use words Ss already know natural accurate:* accompanied by gestures*Transition sentenceZero-distancePronunciation, meaning effective: understand?yes/noBe brave,who can try?Dont be nervousIf u have Q

27、,ask me for help.Problems of classroom teacher talk(video ,discuss )a. T asks & answersb. T asks ,all Ss answer too many yes-no Qs, (understand?) too much help or hintsT says the first half of a sentence, and the Ss follow allow S to answer with one word interrupt S talking add up sth during Ss work

28、ing unnecessary words or ChineseBe too close or too far away from S5. How to increase STT: 5. Write a lesson plan A good standard lesson plan , both simple and detailed , should cover the following aspects:Teaching ( learning) contents/materials Teaching (learning) objectives teaching focus and anti

29、cipated difficulty Teaching aids teaching Procedures/ Teaching arrangement Assignment & Bb presentation3.4 Procedures:1、Warm-up / Revision/lead-in （）2、Presentation3、Practice pair work group work game riddle .4. Follow-up activities/production/extension5. Assignment & Bb presentation Learning by ones

30、 own teachingreflectionsWhat are the advantages and disadvantages?2. How are the objectives achieved and the key points are highlighted?4. Is there sth creative and what is it?5. If it is a failure, ask why and how to change it to bettter教學(xué)設(shè)計(jì)基本內(nèi)容圖示簡(jiǎn)介 教學(xué)對(duì)象分析 教學(xué)目標(biāo)設(shè)計(jì) 教學(xué)內(nèi)容分析 教什么、學(xué)什么 教學(xué)目標(biāo)編制教學(xué)過(guò)程 教學(xué)內(nèi)容、順序設(shè)計(jì)

31、系統(tǒng)設(shè)計(jì) 教學(xué)策略設(shè)計(jì) 教學(xué)方式、方法設(shè)計(jì) 如何教、如何學(xué) 教學(xué)媒體組合設(shè)計(jì) 形成性評(píng)價(jià)設(shè)計(jì) 教得怎么樣、 教學(xué)評(píng)價(jià)設(shè)計(jì) 學(xué)得怎么樣 終結(jié)性評(píng)價(jià)設(shè)計(jì)計(jì)算好教學(xué)過(guò)程每一環(huán)節(jié)所需時(shí)間，（計(jì)算好每一環(huán)節(jié)的時(shí)間往往會(huì)導(dǎo)致教學(xué)步驟走過(guò)場(chǎng)，學(xué)生的操練不到位，不能真正落實(shí)教學(xué)目標(biāo)。因?yàn)檎n堂存在不確定性和可變性，相同的教學(xué)目標(biāo)可能在這個(gè)班級(jí)落實(shí)只需10分鐘，而在另一個(gè)班級(jí)卻需要15分鐘。相同難度目標(biāo)的落實(shí)在同一個(gè)班級(jí)在不同的時(shí)間落實(shí)所需要時(shí)間可能也不同，比如學(xué)生在下午上課總體就要比在上午下課接受能力弱。）因此，我們教案的設(shè)計(jì)一定要富有彈性，堅(jiān)持上不封頂，下不保底的原則。教案的語(yǔ)言：教案一般應(yīng)該用英語(yǔ)完成，其主要目的是讓老師們將這個(gè)備課的過(guò)程也當(dāng)作一個(gè)復(fù)習(xí)鞏固英語(yǔ)專(zhuān)業(yè)水平的過(guò)程。教案的質(zhì)量是保證教學(xué)質(zhì)量的關(guān)鍵。一份好的教案應(yīng)該有清晰而科學(xué)的教學(xué)目標(biāo)，明確地教學(xué)重點(diǎn)、準(zhǔn)確的教學(xué)困難預(yù)測(cè)，它的每一個(gè)為實(shí)現(xiàn)教學(xué)目標(biāo)而設(shè)計(jì)教學(xué)