中职国家规划新教材《英语》教学设计专家讲座PPT-诸凌虹

1、Instructional Design 教学设计教学设计首都师范大学诸凌虹The teaching and learning processWillingness UnderstandingApplicationoTell me, I just forget.oShow me, I only remember.oInvolve me, I will learn.ObjectivesoDefinitionoStagesoPracticeWhat is Instructional Design?Instructional Design is the systematic process of t

2、ranslating general principles of learning and instruction into plans for instructional materials and learning activities. 教学设计教学设计教学设计是教师依据教育教学理论，为了达教学设计是教师依据教育教学理论，为了达到某阶段教学目标，根据受教育者认知结构，到某阶段教学目标，根据受教育者认知结构，对教学课程、教学内容、教学组织形式、教对教学课程、教学内容、教学组织形式、教学方法和需要使用的教学手段进行的策划。学方法和需要使用的教学手段进行的策划。教学设计与传统教案教学设计与传统

3、教案 传统教学中的备课，教师更关注的是如何将传统教学中的备课，教师更关注的是如何将教材规定的知识教材规定的知识“教教”给学生，因此教案中给学生，因此教案中所谓的教学方法更多的是教师单方面构思出所谓的教学方法更多的是教师单方面构思出的的“教教”的方法，而忽略学生的方法，而忽略学生“学学”的方法，的方法，它体现了以教师为中心的教学理念。它体现了以教师为中心的教学理念。教学设计与传统教案教学设计与传统教案 教学设计旨在为学生创设丰富的教学情境，教学设计旨在为学生创设丰富的教学情境，以培养学生的学习兴趣，激发学生的学习动以培养学生的学习兴趣，激发学生的学习动机，同时要设计出学生易于理解并能调动学机，同

4、时要设计出学生易于理解并能调动学生积极主动参与的教学方式，将学生的被动生积极主动参与的教学方式，将学生的被动学习方式转变为主动学习方式。学习方式转变为主动学习方式。教学设计与传统教案教学设计与传统教案o教学理念：教师中心教学理念：教师中心-学生中心学生中心o课堂焦点：教师教学课堂焦点：教师教学-学生学习学生学习o教学成果：被动学习者教学成果：被动学习者-主动学习者主动学习者Stages of instructional designoAnalyzing course content （教学内容分析）oAnalyzing learner factors （学生情况分析）oSetting the

5、objectives （设定目标）oDesigning activities（设计教学活动）oUsing teaching aids （运用教学资源）oAssessment (评价）Analyzing course contentoWhat is it that students should know by the end of the course? oWhat exams are students required to take after completing the course? oWhat professional requirements does this course s

6、atisfy? Analyzing course contentTask 1: Study Unit 6 and think about the content of the unit.(5mins)Task 2: Work in group and try to answer the following questions:nWhat content is covered here?nDo you think our students can use this to do things in English now? How well can they do?nDo you think ou

7、r students can learn to do these things in English?nHow is the material presented?Example from the coursebook Tick () the restaurant lexis to see what you know about restaurants. ( ) food ( ) ball ( ) chicken ( ) waiter ( ) waitress ( ) menu ( ) teacher ( ) sunny ( ) delicious ( ) cloudy ( ) juice (

8、 ) book ( ) tomato ( ) manager ( ) meatExample from the coursebook14. Look at the prices of the items and guess the meaning of the underlined words. Coca-cola is cheap.Orange juice is cheaper than Coca-cola.Sprite is the cheapest among the drinks.Tomato & Onion Salad is expensive.Mixed Leaf Sala

9、d is more expensive than Tomato & onion salad.Fruit Salad is the most expensive among the salads.Example from the course bookoUnit task：Make a survey to compare three restaurants near your school.oUnit task: Make a name card for yourself in 2030.oUnit task: Work out an application form for yours

10、elf in 2015.Stages of instructional designoAnalyzing course content oAnalyzing learner factorsoSetting the objectivesoDesigning activitiesoUsing teaching aidsoAssessmentAnalyzing learner factorsWhile learning is the goal of teaching, it is not necessarily the mirror image of teaching. Learners bring

11、 to learning their beliefs and their learning styles, which influence how they approach their learning.Task:oThink about your students and write your analysis of learner factors. oShare your analysis with your group members and see how informative and instructive is your analysis?Example学生构成为小学英语基础几

12、乎为零的百分之百借读生，学习习惯和学习能力很差。学生学习上最大的特点是“学一个忘一个”。但有没有积极的一面？学生对动词be的is, am, are的三种形式及其相应的主语形式有较好的掌握。但在何种情况下去使用动词be，学生对此体会和理解的不好，做句子时经常丢掉动词be。什么句子容易丢？有原因吗？ Learning Interests&Learning Motivation Learning for fun: 10%Learning for work: 90%being relevant to the Ss majorAnalysis on LearnersLevels of the S

13、tudentsAnalysis on LearnersSsGradesPercentageSs A6033%Ss B40-5932%Ss C3935%sitting in groups of mixed levelsThree levels of learning objectives:For Ss AFor Ss BFor Ss CFill in an application form with basic informationDesign and fill in an application formDesign and fill in an application form Inter

14、viewAnalysis on LearnersQuestions to considerQ1: What do they already know?Q2: How do they know?What do they already know?They already know what you want them to know. -or- They have the background knowledge or experiences you can bring into your course to make it easier for them to learn the conten

15、t of your course. Example from the course book Tick () the restaurant lexis to see what you know about restaurants. ( ) food ( ) ball ( ) chicken ( ) waiter ( ) waitress ( ) menu ( ) teacher ( ) sunny ( ) delicious ( ) cloudy ( ) juice ( ) book ( ) tomato ( ) manager ( ) meat ( )beefHow do they know

16、? (Learning strategies)Learning strategies are the specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations.Learning strategiesoMemory strategies -creating mental linkage (e.g. placing new words into a context)

17、 (Act.2,19)oCognitive strategies- Practicing (e.g. using formulas and patterns) (Act. 17)oCompensation strategies-Guessing intelligently (e.g. using contextual clues to guess meaning) (Act.14)Stages of instructional designoAnalyzing course content oAnalyzing learner factorsoSetting the objectivesoDe

18、signing activitiesoUsing teaching aidsoAssessmentSetting the objectives 教学目标是通过某一具体的教学活动所要教学目标是通过某一具体的教学活动所要达到的某一具体的、可见的行为结果。达到的某一具体的、可见的行为结果。Different types of the objectivesoThe students will be able to carry on short conversational exchanges involving greeting and leave taking.oTo teach the langu

19、age of greeting and leave taking.oTo cover the first section of Unit 6.oTo develop students confidence in speaking English.课程目标课程目标 帮助学生进一步学习英语基础知识，培帮助学生进一步学习英语基础知识，培养听、说、读、写等语言技能，使学生初步养听、说、读、写等语言技能，使学生初步形成职场英语的应用能力形成职场英语的应用能力；激发和培养学生激发和培养学生学习英语的兴趣，提高学生学习的自信心，学习英语的兴趣，提高学生学习的自信心，帮助学生掌握学习策略，养成良好的学习习帮助

20、学生掌握学习策略，养成良好的学习习惯，提高自主学习能力；惯，提高自主学习能力；引导学生了解、认引导学生了解、认识中西方文化差异识中西方文化差异，培养正确的情感、态度培养正确的情感、态度和价值观和价值观 。o语言能力语言能力o学习策略学习策略o情感态度情感态度o文化意识文化意识Aspects of the objectivesWriting instructional objectivesoSpecificoOperableoObservableDescribing the objectivesoThe students as the subjectoAn action verb to defi

21、ne behavior or performance to be learnedExampleStudents will be able to write a short paragraph about themselves using verbs in the present tense, including the verbs live, go, study, like, be, and have.Blooms Cognitive Taxonomy oevaluation - judge value of ideas, appraise, predict, assess, select,

22、rate, choose osynthesis - put together parts, compose, construct, formulate, manage, prepare, design, plan oanalysis - dissect parts, detect relationships, diagram, compare, differentiate, criticize, debate oapplication - use methods, concepts, principles, apply, practice, demonstrate, illustrate, o

23、perate ocomprehension - understand information, discuss, explain, restate, report, tell, locate, express, recognizeo knowledge - recall information, define, repeat, list, name, label, memorize TaskStudy Unit 6 and set the objectives of this unit.A possible version语言知识目标：学生能够理解并运用与饭店相关的词汇及形容语言知识目标：学生

24、能够理解并运用与饭店相关的词汇及形容词的比较级和最高级从不同方面谈论并比较餐厅。词的比较级和最高级从不同方面谈论并比较餐厅。 语言能力目标：听语言能力目标：听 能够听懂有关饭店及外出就餐的谈话。能够听懂有关饭店及外出就餐的谈话。 说说 能够用用简单的句式询问并提出建议。能够用用简单的句式询问并提出建议。 读读 能够读懂菜单。能够读懂菜单。 写写 能够简单介绍饭店的基本情况，如路程能够简单介绍饭店的基本情况，如路程 远近、远近、 饭菜价格及质量等。饭菜价格及质量等。学习策略：学生能够运用阅读表格的策略对餐厅进行比较。学习策略：学生能够运用阅读表格的策略对餐厅进行比较。文化意识：学生能够了解西方国

25、家的就餐习惯以及中西餐饮文文化意识：学生能够了解西方国家的就餐习惯以及中西餐饮文化的不同。化的不同。情感情感态度态度 ：学生能够体验餐厅服务及就餐的基本礼仪。：学生能够体验餐厅服务及就餐的基本礼仪。Teaching objectivesAfter listening to the conversations several times, the students will be able to make a list of the useful expressions on offering food and drinks as well as the responses;After the

26、speaking practice, the students will be able to offer food and drinks and give responses in the given situation;During the course of the speaking practice, the students will realize the importance of good manners.Stages of instructional designoAnalyzing course content oAnalyzing learner factorsoSett

27、ing the objectivesoDesigning activitiesoUsing teaching aidsoAssessmentLanguage learning activitiesAn activity is described as a task that has been selected to achieve a particular teaching/learning goal.Types of language learning activitiesoPresentation activitiesoPractice activitiesoMemorization ac

28、tivitiesoComprehension activities oApplication activitiesoStrategy activitiesoAffective activitiesoFeedback activitiesoAssessment activities V. Teaching procedure教学步骤Lead-in战前热身战前热身I. Look and matchII. Group PKBackI. Look and matchLook and match （warm-up 个人抢答）个人抢答）.Bus stophospitalPost officeTrain s

29、tationPolice stationsupermarketI. Look and matchGo cross the roadTurn rightTurn left at the crossroads.Go along the roadTake the second turn on the rightF. Turn left at the traffic light全班分四组全班分四组, 现场抢答，最终获胜组每人得现场抢答，最终获胜组每人得2分，第二名分，第二名每人得每人得1分，后两名不得分。分，后两名不得分。(Brain Storm)II. Group PK 两军对垒 每两组进行每两组进

30、行PKPK，每组派出两名同学进行游戏，先得三分者，每组派出两名同学进行游戏，先得三分者将对方选手淘汰，换另一选手上台，直至决出胜方。将对方选手淘汰，换另一选手上台，直至决出胜方。 游戏规则如下：游戏规则如下： 两名选手面朝对方，分列讲台两侧，老师念出单词，如两名选手面朝对方，分列讲台两侧，老师念出单词，如 hospitalhospital，选手最快速度在黑板上写出该单词，正确并快速，选手最快速度在黑板上写出该单词，正确并快速者得分。者得分。1. 1.选手并排站立于讲台前方，听老师指令，如老师念出选手并排站立于讲台前方，听老师指令，如老师念出“turn left or go to the doo

31、r”turn left or go to the door”，最快做出正确动作者得分。，最快做出正确动作者得分。In-class pictures2. Listen and speak 实战演习BackA. Listen and Tick 现场抢答 ( )Listen and tick. 听第一遍录音选出提到的地点。 ( ) ( ) ( ) ( ) ( )返回返回Click B. Listen and complete练听力，学句型A: Excuse me. How can I get to the nearest ?B: go along the road and turn at the f

32、irst traffic lights. Then take the turn on the right.A: is it by the roadside?B: yes, its just beside a .A: how will it take me to get there?B: about minutes. You cant miss it.A:I see, thank you! Listen&complete bank left second post office long 15Click听第二遍录听第二遍录音填空。音填空。 Excuse me, where is the

33、nearest bank?Go straight on, and turn left at the traffic light.Pardon me, can you please tell me how to get to the Zhongshan Hospital?It is just beside the post office.趁热打铁：趁热打铁：Sentence PatternsSentence Patterns听录音，学句型，夯实语法基础。听录音，学句型，夯实语法基础。返回返回C. Act and practice 活学活用老师先示范，同学再上台表演，可看提示对话，也可自编老师先示

34、范，同学再上台表演，可看提示对话，也可自编对白，原创者额外加分对白，原创者额外加分(Bonus Points)(Bonus Points)。Question：The hospitalAnswer: turn left at the first traffic lightsQuestion：Dr. Li, Room 304Answer: go upstairs to the third floorC. Act and practice 仿真模拟模拟医院内导诊台，根据提示演示，同学自愿组合，依据模拟医院内导诊台，根据提示演示，同学自愿组合，依据评价体系评价体系-10-10分制打分，原创者额外加分。

35、分制打分，原创者额外加分。Information childrens blood x-rayInformation childrens blood x-rayDesk doctor test roomDesk doctor test roomscenescene：根据提示词，两人一组，一人导诊，指示另一根据提示词，两人一组，一人导诊，指示另一人去以上三个地点：儿科，验血，人去以上三个地点：儿科，验血，X X光室。光室。C. Act and practice 角色扮演大厅导诊台大厅导诊台 儿科诊室儿科诊室 208208Information x-rayInformation x-ray desk room desk roomHintsHints：go