《英语词汇教学》PPT课件.ppt

困惑一： 阅读教学中该如何使用多媒体课件 l直接从网上下载就上课 l下载后稍做改动就上课 l制作过于花哨（动画 、电影、 电视片段等） l制作过于全面 （问题、答案等) 例1：U3M2 : Computer Warming up: “Please watch this”放一段CS（美国研 发的网络枪战游戏，约2分钟）引出今天 的话题： “Well, today well talk about computer. Do you like computer?” 学生行为： 观看游戏，小声议论。然后齐声回答： “Yes.”有的学生在讨论有关CS的话题。 分析： l热身部分的主要作用是什么？ l目的是什么？ l你的设计有效吗？ l如何设计一个与单元主题联系 紧密的导入 一个被多媒体充斥的课堂有人不客 气地把它说成是“网吧”，上课成了看“电 视”， 教师成了课件的“讲解员”， 学生 只是一个“观众”，座着等答案。 弊端： l制作过于精美、全面教师一旦遇到意 外就无法上课了。 l不利于培养和训练学生的听力 l制约了学生的想象力 l不利于学生思维能力的训练 l不能调动学生的学习主动性，只能被 动接受 困惑二： 阅读教学中如何处理生词，是否需要 领读 l利用早自习时间对整个单元的词汇集中领 读或作一些简单的解释 l把整个单元的词汇根据课时分成若干部分 处理 l直接要求学生课前自习 l有时由于课时紧张，干脆不做任何处理 词汇教学的问题和困难 1. 主次不分，平均用力，负担过重 2. 求深不求广 ，难以有效拓展 3. 方法单一，缺乏语境，学得快忘得快 4. 缺乏策略指导，独立学习能力差 5. 重记忆、轻运用，语言运用能力差 那么词汇教学应该怎样处理才有利于学生 语言能力的发展呢？或者说如何促进学生词汇 学习的有效性呢？ l学法指导贯穿始终，激活学生学习策略; l词汇教学注重多样，激发学生思维过程 ； l词汇教学渗透过程，强化学生运用能力 ； l词汇学习增加输入，扩大学生资源策略 。 一、学法指导贯穿始终，激活学生学习策略 l英语词汇是有规律的，成体系的。因此， 词汇教学应充分运用整体教学法，使学生 依据词汇内部的形、音、义、构造、用法 的纵横联系去掌握词汇。 l音、形、义结合，构词策略，语境策略， 直观教学，组块学习，类比联想，归类总 结，使用词典，记忆的间隔效应（有间断 地复述刺激信息）等等。 bag, bad, bat, cat, hat, mad, pat, dad, can, has, fat, gap, nap, sad, happy, lap, tap, bank, back, camp, fact, man, map, sat, stand, pal, match, act, fax, pack, black, rat, snack, flag, crack, mat, cash, crash, trash, made plane hate tape rate bake mad plan hat tap rat back 二、词汇教学注重多样，激发学生思维过程 （一）词汇教学语境化体会用法，思考意 义 l1、利用语境，识词辩义。 lMy parents are presenting the people present with presents at present. lThe boy laying the table lied that the hen lying there had just laid two big eggs. lThe sleeping child is sound asleep now, so by the time he is awake, he wont feel sleepy. 2 、一词多义，置于情境。 lToday is my birthday. When I came home with a light heart（adj.轻松的）, my parents were busy preparing dinner. The light in the room was poor （n. 光线）, so I turned on the lights（n.灯）. Now our room was bright with all the lights on. （n. 灯）Soon dinner was ready. My father turned off the lights（n. 灯）and lighted（v.点燃 ）the candles on the cake which lit up （v.照亮， 使明亮）the room. Light music（轻音乐） was played. I prayed for my dream. When I opened my eyes, the lights（n. 灯） were on again. In my mothers hand lay a present which was a light（ adj.轻的） silk scarf with a light (adj.浅色的，淡色 的) blue flower in the middle. How beautiful it was! How happy I was! 3、英语解释，明确意义。 l单词、词组、句子 l如M8 Unit 3 Inventors and Inventions l1.Youll know if I succeed by the size of my bank balance. l2. All really big discoveries are the result of thought. l3. Leave the beaten track occasionally and dive into the wood. l4. Bell was an inventor all his life. l5. The day is coming when telegraph wires will be laid on to houses just like water or gas. 4 、文化差异，英汉对比。 l英汉文化不同，表达方式也不同。为了使学生用英语 时思想通畅，就应把英汉的差异点作为教学的难点和 重点，进行有针对性的实践练习，达到习惯成自然的 地步。 l 汉语 英语 l我的英语好。 Im good at English. l我的生活好。 Im living a happy life. l我的身体好。 Im in good health./ Im fine/ well. l我的视力好。 I have a good eyesight. l我的生意好。 I have good business./ My business is booming./ Im getting on well with my business. l我一切都好。 Everything goes on well with me. Everything is O.K with me. 5 、搭配不同，复用举例。 l英语中有许多同义词在与其他词使用的规则上或在 适用的句式和位置分配上往往有约定俗成的“习惯 用法”，如果将它们所组合的词组或句子排列起来 加以比较，学生对它们的概念就会更清楚。 l如：gain (full marks, honour, experience, respect); learn (wage, a living, bread, a reputation, admiration, respect ); lwin (a prize, a war, a match, a victory) lbeat (sb, a team, a class, a school, an army, the world record. ) ldefeat (sb, a team, the enemy, her hopes of election) 6、一句多译，曲折表达。 l他是班上最好的学生。 lHe is the best student in the class. lHe is better than anyone else / any other student in the class. lHe is better than any of the other students / all the other students in the class. lNobody else in the class is as good as he. lHe is ahead of any other student in the class. 二、词汇教学注重多样，激发学生思维过程 （二）词汇教学主题化丰富词汇，强化运 用 l1、头脑风暴，思维辐射。 l课文中每个话题都可列出许许多多与话题有关 的词、词组、句式、相关文章等等。 进行大 量输入，反复刺激，不但使学生巩固词汇，使 他们有话可说，而且能为写作作好铺垫。如话 题disaster l说出很多相关的词汇：earthquake, flood, drought, typhoon, hurricane, fire, volcano eruption, storm, snow storm, sand storm, thunder storm, landslide, avalanche（雪崩， 山崩）,mountain landslide（山体滑坡）, torrential rain（山洪，暴雨）, tsunami. l利用联想找出许多与natural disaster有“牵连”的 动词、词组等。（下面例略） l由这些现象想到各种原因与结果的相关词汇， l由结果联想到相应的人为原因的词汇， l针对这些现象可采取哪些措施的词汇等等。 l 转入话题讨论 语义场理论在词汇教学学习中运用的 主要策略 1.大脑风暴 2.建立语义网络 3.建立概念图 1、大脑风暴 2、建立语义网络 3 3、建立概念图、建立概念图 建立概念图 建立概念图 Unit1Book3词汇教学过程 1.以“festival”为核心激活原有词汇 2.以 “festival”为核心建立概念图 3.以 “Valentines Day” 为主题展开联想 4.词汇产出运用 buy necessities for the festival festival TV gala set off firecrackers clothing dress up feast lucky money holiday play computer games day and night gifts celebration gather/get together Festival The Spring Festival Tomb-Sweeping Day the Dragon-Boat Festival The Mid-Autumn Festival the Chinese Lunar New Year seasonal festival celebrate the arrival of spring rain heavily grave / tomb in memory of ancestors incense fire disaster get together agricultural produce harvest mooncake moonlight Quyuan/ poet boat-racing zongzi cross talk Festival the Spring Festival TV gala dancing pop music-Jay Chou magicLiu Qian-play tricks comedy-Xiao Shenyan acrobatics Festival Christmas Day Valentines Day Fools Day Hallowee n Treat or Trick dress up as witches and ghosts fool Play tricks parade turkey wine Santa claus religious origin Christian Jesus Christmas tree happy/sad beauty dress up date candy lover rose/rosebud Festival Chinese festivals Foreign festivals the spring festival Tomb-Sweeping Day play games day and night poet feast/starve the arrival of spring get together agricultural produce celebrate harvest lover the Dragon Boot Festival The Mid-Autumn Festival the chinese lumar new year seasonal festival buy necessities for it clothing set off firecrackers get together/gather in memory of Quyuan ancestors grave incense in memory of rose/rosebud witch dress up ghost treat or trick religious origin Jesus beauty happy sad fool play tricks on parade dress up Christian Santa claus feast wine turkey Valentines Day Fools DAY Halloween Christmas Day Valentines Day A worldwide holiday Double Seventh Day celebration the herd boy the weaving girl (weave wove woven) the Goddess of Heaven the Milky way magpie a story of sadness exchange gifts have candle dinner rose/ card/chocolate/candy love ring/watch/tie/love band coffee shop/turn up/rosebud hold his breath/keep her word drown his sadness in wine/ apologize/smile/hug l2 、激发兴趣，话题讨论。 l话题讨论是词汇理解与运用的突破口。教 材中每一单元都有一个中心话题以及相关 词汇。因此，教师课前要有效导入，引出 重点词汇，课中要围绕重点，以话题为主 线，理顺逻辑，层层推进。 l例： Unit 2 M8 Cloning lWhat do you know about cloning? (definition, kinds of cloning, benefits, questions, etc.) lRetell the procedures of sheep cloning lIs cloning good or bad? Describing a place/ building lBrainstorming: Words relevant to a place or building ln. 相关名胜、建筑、可欣赏的项目等 lv. 如何旅游、看、欣赏 ladj. lfascinating, charming, superb, wonderful, fantastic, terrific, gorgeous, break-taking, spellbinding, famous, well-known, amazing, magnificent, huge, pretty, grand, beautiful, oddly-shaped, curiously- shaped, excellent, popular, interesting, attractive, exciting, thrilling, impressive, delighting, spectacular, modern, historical, cultural Expressions（英语同步阅读与写作葛炳芳） lLocation lies/ stands/ near/ behind/ in front of/ by the side of/between/ among is situated/ located in/ on/ to/ at There stands/ sits / lies/ exists/ live lSurroundings is located/ situated on the west of the lake/ to the east of the mountain/ in the east of the province West of the city stands a tall building. Its about 40 km northeast of Surrounded by mountains on three sides, the small village faces a clear river on the east. Vancouver is surrounded by mountains on the north and east and the Pacific on the west. lPopulation has a small/ large population of acountry with a population of percent of the population here are lArea Tianan Men Square, the largest square in the world, covers/ has/ occupies an area of Tianan Men Square, covering an area of is the largest square in the world. The square is 2,000 metres long and 1,500 metres wide. Our school, which takes up 63 square kilometres, is very large in size. lHistory has a history of over awith a long history. is years old. / dates back to/ dates from lPlaces of interest In there are many places of interest, such as / like is one of the most well-known places of interest in the world. is known as a paradise for is like a beautiful landscape painting is a feast for the eyes. was built in memory of/ in the style / shape of it is a wise choice/ alternative to, get the itch to travel, feel the urge to Benefits A trip to will give you a glimpse of A tour ofwill broaden your horizons. A walk through the downtown is a history lesson and an adventure. the perfect place for a walk/ swim/ surf enjoy / have/ get a beautiful/ superb view of overlooking the broad St. Lawrence River be fascinated by the oddly-shaped hills and peaks along the river and also reflects in the clear water. a lively mix of an old village culture and the excitement of an international area. offer a variety of entertainment, a wide range of 三、词汇教学渗透过程，强化学生运用能力 l用中学词汇词汇教学，过程体现，听 说读写，反复运用 1 、突出重点，梯度体现。 l单元词汇教学过程要注意梯度性。单元词 汇教学应分轻重缓急，保证突出重点，分 散难点，在不同的活动中处理词汇。如在 听力中的词汇应在听力练习过程中教学， 阅读中的词汇要在阅读过程中体现。 2 、有效导入，反复呈现。 l模块小结中单词均与主题相关。 在听、说、 读、写各项技能训练之前，通过有效导入， 明确地将要学习或复现的生词呈现出来，便 于学生在具体的语言练习操作中学习掌握。 l3、听说读写，紧密结合。 l词汇练习与各项技能训练紧密结合，不孤立 训练单词。 Vocabulary and listening Vocabulary and speaking Vocabulary and reading Vocabulary and grammar Vocabulary and writing 阅读依托 1）猜测词义 2）课文复述 3）突出重点 4）纵横联系 课后综合 每上完一个单元，都要求学生利用 本单元词汇进行小组讨论编成片段，批 改后加以点评，表扬优秀小组、创新小 组，并及时展览。 Go hiking 高二（16）班 沈佳佳、金飞婷、董桂丽、沈梦骅 、王飞、徐天骅 This spring I went on a hike with my family. We had a great daya day of pure magic. I thought it was the most fantastic thing I had ever done. We set out in the early morning for our destination a mountain. We really had a good view on the way to the top of the mountain. At the foot of the mountain, we found green grasses sticking out their heads out of the hard black soil and a variety of colourful flowers showing their pretty shapes. I especially loved little red flowers. Little buds and new leaves came out of the trees With warm wind blowing gently, all the grasses, flowers and leaves bowed to us as if they were welcoming us. As we went higher, the path became narrower and more difficult to walk on. Suddenly I saw something moving in the grass. It was a long grey snake. I was scared to death and my heart was beating wildly. Luckily, it disappeared sooner. We kept walking, enjoying the nice sounds of the birds. Then we heard a huge noise coming from behind the trees. Walking through the trees, we could see a spectacular waterfall in the distance. As we got closer, the noise became louder, like thousands of people beating the drum. It was an absolutely fantastic sight. A thick stream of water poured down the mountain side, beating the big stone, flying wildly and singing merrily. Seeing such extraordinary beauty, I felt every cell in my body woke up. Having climbed for a long time, I was too tired to walk on, so I picked up a branch of a tree to support myself. After an hours walk, we managed to stand at the top of the mountain. I looked up and saw a red sun rising from the horizon and white clouds were painted into light red. Turning around, I was aware that everything around me was vivid. What a magnificent view. It was the first time that I had got into the depths of nature. It was like discovering a whole new dimension of life. I had never had such a deep feeling of the beauty of nature. 四、词汇学习增加输入，扩大学生资源策略 1 、欣赏阅读，储存记忆。 l欣赏特殊的句型和句式。 lIt was the first time in a year and a half that Id seen the night face to face. lOnly then did we decide to answer violence with violence. l欣赏文中的精彩词语和句子。如： The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. l欣赏描写特定场景和特殊心境的词语与句式。有些 作者选用某些特殊的句型或句式来增强文章的感染 力，从而更好地表达情感。如Jack London关于 对地震的描述：Never before in history has a city been so completely destroyed. San Francisco is gone. Nothing is left of it but memories and some houses far from the centre of the city. Its businesses are gone. The factories, hotels and palaces are all gone, too.There was no stopping the fires. There was no way to organize or communicate. lA list of buildings undestroyed was now only a few addresses. A list of brave men and women would fill the library. A list of all those killed will never be made. l美文诵读 lLife is a great joke most of the time; however, the problem is that most people treat this joke very seriously. Life is given to us for enjoying and having fun, while we all see lots of sorrow and unhappiness around us. The amazing fact is that most of this sorrow and unhappiness is our creation. We make most mistakes in life due to our greed. However, in all this run we miss many beautiful moments of life. l l2、巧用语料，多次开发。 l课本材料的多次开发 l首先把课文作为信息处理阅读，克服生词 障碍，获取信息； l把课文作为知识赖以生存的语境处理词汇 、语法、语音； l把课文作为技能训练的材料设小专题结合 经验，进行听说读写交流活动； l把课文作为思维训练的材料篇章分析，挖 掘课文中的思考题； l以课文话题为中心，链接、滚动、扩展。（ 例话题编写） l另外，补充题材和体裁上比较类似或接近 的语篇放在一起集中阅读，这样一些核心 词汇或句子结构的复现率将大大提高，这 样有利于学生对这类词汇或句子结构的习 得，并结合任务活动，训练学生运用语篇 中的核心词汇或结构去完成任务。 l（例略） l语篇承载了大量的词汇与表达方式，在语篇阅 读中关注词汇应视为拓宽词汇量的重要途径。 l要求学生认真记忆阅读理解中出现的高频词汇 ； l鼓励学生在阅读中依据词汇知识（构词知识） 或语境线索猜测词义， 然后通过查阅词典或 参考书来印证其含义； l在语篇阅读理解过程中，培养学生做摘抄或者 训练学生通过中译英、词汇拼写、完形填空（ 补全信息）等形式找出文中的好词、好句、好 段，训练学生在阅读中主动关注词汇、关注语 言知识的意识，提高学生在阅读过程中的词汇 附带习得效率； l以话题为依托，将题材和体裁上比较类似 或接近的语篇放在一起集中阅读，提高核 心词汇或句子结构的复现率，使学生习得 这类词汇或句子结构； l以任务型语言教学为依托，把阅读中的词 汇附带习得与听、说、读、写、译等各种 任务结合起来，训练学生运用语篇中的核 心词汇或结构去完成任务。 l复习阶段要特别注意把课标词汇与课本词汇、 练习词汇的有机结合，突出常用词，掌握高频 词，兼顾低频词。注重综合性，建立词汇网。 l3、多种渠道，扩大词汇。 l巩固单词要充分利用资源策略进行广泛的阅读 。现代科技的发展使英语的输入渠道大大增加 ，一方面，学生可利用磁带、广播、影视和网 络，通过声像资料学习和扩大词汇量，另方面 ，可利用报刊杂志、简易读物、上英语网站和 阅读电子图书等方式进行大量的阅读来巩固词 汇的记忆和运用。 l总之，要提高学生词汇学习的效率，发展学生 的语言能力唯有扩大阅读，加强交际，注重运 用。 困惑三： 如何在阅读教学中应用语篇分析与语篇文化 定义：从语言学的角度看，英语篇章的分析应 该包括三大内容，既“文体分析”、“语域分 析”、“体裁分析”。文本分析是语域分析的 基础，语域分析是对语篇特有语义的深层分 析，它在语篇分析中占有极其重要的地位。 也就是说，在教学中。教师们不但要从语言 描写（linguistic description），分析语音 、词汇、语法及语篇内在结构等方面，回答 “What does the text mean”的问题（文本 分析），而且要从语言鉴赏的角度对此篇章 选择语言成分的得体性、合理性进行分析， 弄清“How does the text mean”的问题（语 域分析） 普遍的问题 ： l化大量的时间进行文本分析，即对语篇只 作一些表层的理解，如只提一些 What?、When?、 Where?、 Who?、How many/much?等问题， 只利于培养学生的寻读能力。 l忽略对语篇宏观结构及其导致特定语篇形 成的社会文化背景的学习和探讨。 l缺乏对语篇交际功能的深层解释，即对学 生学习的语言是否得体（appropriateness ）、是否可以令人接受（acceptability） 分析不够透彻。 例：如何对这个语篇进行教学处理 ： College is a new and different experience for me. Im away from home, so I have many things to adjust to. Being on my own, talking with friendly people. And having Fridays off- these are just some things I like about college 例2：短句理解U4M7 1.Many of them have walked a long way, sometimes up to two hours, to go to school. 2.Everyone seems to be a relative of Tombes. 3.The only possession I could see were one broom, a few tin plates and cups, and a couple of jars. 4.It was a privilege to have spent a day with Tombes family. 理解下面的对话： Dialogue 1: Mary: Would you like to have dinner with me tonight? Tom: Id love to. But Ive other plans for tonight Dialogue 2: Mary: Lets have dinner tonight? John: Why not? 方法 ： l先学后教（对简单的文本分析作为预习课文 的作业事先布置下去，上课让学生呈现或教 师检查） l在课堂教学中简单处理文本分析，留出时间 对课文进行语域分析，提高学生运用语言的 能力。例：U5M7 1. What are the benefits of overseas study? 2. What kind of problems do people face? 3. What are the characteristics of an autonomous learners? l采用两轮阅读法。第一轮着重训练学 生的阅读能力，重点放在微技能训练 ，即获取信息、掌握文章大意、把握 文章基本结构，并找出问题，以便进 一步阅读时解决。第二轮扩大学生的 词汇量，并培养学生的英语语感。要 求学生仔细体会语篇中精彩的语言， 留意词的用法，课外反复朗读并背诵 课文段落。这样有利于培养学生的语 感。 困惑四： 如何在阅读教学中营造真正意义上的互 动课堂 l互动的有效性不够,没有做到真正意义上的 互动。 l互动的形式单一,如:只是教师与一个学生的 互动较多。 l互动缺乏监控,尤其是学生之间的互动,如： discussion环节，很多时候就变成了聊天 时间。 l 定义 ： 互动（interaction）是一个从社会心理学 引入到数学领域的概念，动词形式是interact 。前缀inter表示“相互”，“在之间”，“共 同”等含义，act有“行动”，“行为”的意思，合 在一起的意思就是“相互作用（to act mutually/to perform reciprocally）”。在教 学上互动，就是使某一教学主体与其他教学主 体和教学环境全面地建立信息，情感，态度， 思想，人格的方面的交往关系，以保持教学的 活力，培养学生自主活动的能力。“互”就是要 求变封闭为开放，变独立为交互；“动”就是不 但要自己动起来，还要感染他人，影响他人， 并被他人所感染，所影响。 l学生与教师：给学生提供机会向教师提问，质疑 或者主动要求讨论，谈论某个话题。 l学生与学生：设计互动式的，合作式的课堂教学 活动，使学生能够有机会参与小组活动。 l学生与文章作者：给学生提供合适的阅读材料， 并且设计与课本文本有关的活动。 l学生与教学工具：利用挂图，录音，实物，多媒 体等辅助教学工具，创设语境，营造学习气氛。 l学生与社区里的本族语言者：安排或者让学生自 己充分利用社区的条件与本族语言者接触和交流 。 互动的形式互动的形式 ： 互动的好处： l提升学生的主体地位，增强学生的参与 意识 l有利于形成良好的人际关系，提高教学 效率 l教学信息及时反馈和资源共享 l有利于合作与竞争机制的形成 l获得语言经验，提高交际能力 阅读课互动表现更为静态，主要表现为学生与本 互动，学生与文本作者的互动，学生在读前，读后自 我思考的互动等等。为了让互动更有意义，可以参考 以下设计： lWhat do you want to know? 目的是在阅读前调动学生对阅读材料的兴趣，并对 阅读内容进行预测，为阅读制定个人目标。 lCan you underline the words or expressions that show the authors sense/happiness/anxiety? 目的是培养学生运用多种感官阅读的良好阅读习惯 ，应该持之以恒地要求学生。 lLets see who is the first one to find out all the attributive sentences in this passage? 目的是让学生在阅读过程中发现语言形式，在篇章 中学习语法知识。 lFrom groups of four. Each member reads one paragraph and then shares what you have read with the other partners without referring to the text. After that, well do some comprehending questions. Lets see who is the best teller. 目的是制造真实的信息差，通过创造交流的必要， 让学生在真实的环境中自然交流，学以致用。 lTell your partner what you dont like to read. 目的是让学生投入阅读他不喜欢的题材，避免学 生因为个人的阅读喜好而放弃对某些题材的学习； 同时，教师从中可以得到学生阅读喜好的信息，并 以此为依据调整阅读教学行为。 lTry to say No to me. Dont forget to support your idea with strong hints from the text. 目的是促使学生深入阅读文章，正确理解可能会 引起误会的句子，读懂字里行间的意思，了解作者 的写作意图。 困惑五： 如何才能使我们的阅读教学更具有效性 定义： l何谓“有效”：它主要指通过教师在一段时 间的教学之后，学生所获得的具体的进步 或发展，也就是说，学生有无进步或发展 是教学有没有效益的唯一指标。教学有没 有效益，并不是指教师有没有教完内容或 教得认真不认真，而是学生有没有学到什 么或学生学得好不好。如果学生不想学或 者学了没有效果，即使教师教得很辛苦也 是无效教学，同样，如果学生学得很辛苦 ，但没有得到应有的发展，也是无效或低 效教学。 l何谓“教学”：教学是指教师引起、维持或 促进学生学习的所有行为。它的必要条件 主要有三个方面：一是学生学习的意向， 即教师首先需要激发学生的学习动机，教 学是在学生“想学”的心理基础上展开的； 二是指明学生所要达到的目标和所学的内 容，即教师要让学生知道学到什么程度以 及学什么，只有学生知道了自己学什么或 学到什么程度，才会有意识地主动参与； 三是采用易于学生理解的方式，即教学语 言有自己的独特性-让学生听清楚、听明 白，因此，需要借助一些技巧，如重复、 深入浅出、抑扬顿挫等。 教师课堂教学的有效性表现为： l教师对每一节课的教学目标的定位 l教师对教材的分析 l教师对学生的分析 l教学重点和难点的确定 l教学环节和步骤的设计 l对自己教学效果评价方案的思考 存在的问题： l课堂活动并没有得到科学、有效的利用。 l改变了传统的以教师为中心的“chalk and talk”的 局面后，一些教师走向另一个极端-为活动而 活动 l课堂教学中常出现只有活动没有语言的现象。 l许多课堂活动与教学内容关系不大，偏离了课 堂教学目标。 l课堂教学活动表面气氛热烈