月日上午 冯展极 初中英语课堂教学问题诊断与对策

1、月日上午 冯展极 初中英语课堂教学问题诊断与对策英语教学策略与艺术谈初中英语教学问题诊断与解决对策中学英语教学现场写真:*把教材看成是“圣旨”，教材有什么教什么，存在“本本主义”思想，不会处理教材。*在确立教学目标时过于偏重于语言知识的传授与强化，忽略了语言能力训练和学生其他方面的发展，如学习过程中的方法与策略、情感态度等。*教学过程为了追求表面的热闹和观赏性显得繁琐和程式化，缺乏实效性。*采用教学形式比较单一，没有真正确立学生的主体地位，课堂填鸭式教学，枯燥乏味。*忽略学生的个体差异，教学效率低下。*教学评价受“升学”的影响而比较功利和单一，把考试的结果看成是英语教学的唯一追求，忽略了英语学

2、习的过程以及对学生发展潜能的全面提高。解决策略？解决策略:全面提高教学能力：1、教学目标整合化2、教学过程科学化3、教材处理个性化4、教学方式互动化5、教学评价发展性 一、教学过程科学化请问： 你通常用什么样的教学步骤组织英语课堂？ 英语课堂教学有哪些基本程序？ 实施过程动机激发阶段 感知阶段 理性认知阶段 巩固阶段 运用阶段 检查评定信息加工理论的简单模式： 输入 加工储存 输出学习英语的过程： 模仿接受加工改造创造表达语言强化说：（Pavlove) (Skinner) S(刺激）-R（反应） 刺激反应强化 兴趣-情景-活动教学模式：引发兴趣启动感情巧妙导入激励兴趣情景活动升华兴趣模拟交际发

3、展兴趣Warming up PresentationPracticeproductionSituation ActivitiesInterest ( A straight arrows lesson procedure)EngageStudy ActivateOther lesson structures 5 3 stage model Other lesson structures 6Pre-while-post-英语教学设计方案：1、提炼英语语言教学材料特征2、分析学生的英语学习状况3、贯彻新课标五项教学目标4、设计课堂教与学系列活动体裁特点：对话、短文故事、新闻报道、电子书信 语篇结构：

4、语篇、结构、语境语言特征：语言知识的使用，功能句子的用法语言教学材料的提炼P1语言材料:Paul： Excuse me, Is there a hotel in the neighborhood?Nancy: Yes, there is. Just go straight and turn left. Its down Bridge Street on the right, Its next to a supermarket.Paul: Thank you very much.Nancy: You are welcome.1、新目标七年级Unit 1 Section A 3A(第三页）语言教学

5、材料的提炼P32、新目标七年级Unit 1 Section B 3A语言材料： Welcome to the garden district Turn left off the busy first Avenue and enjoy the citys Quiet streets and small parks. Take a walk through the park on Center Avenue. Across from the park is an old hotel. Next to the hotel is a small house with an interesting ga

6、rden. This is the beginning of the garden tour. 语言教学材料的提炼3、新目标七年级Unit 3 Section B 3A (第29页）语言材料： How Do Kids Spend the Weekend?Last week, we asked ten students an No.3 Middle School what they did over the weekend. Two most kids, the weekend was a mixture of fun and work. Ten kids did homework or stu

7、died. On Saturday afternoon, five kids went shopping, and three went to the library. Two kids also played computer games, On Saturday evening, seven kids watched a movie or stayed at home and watched TV. On Sunday, two kids visited friends, nine kids cleaned there rooms, and five played sports. 语言教学

8、材料的提炼语言材料：新标准七年级 Chinese, American, English My name is Beibei. I go to school in England, and its an English school. I have a friend called Sally. She is in my class. Our teacher says that we are both the same. Out bags match. We open and close out books at the same time. We eat the same food at lun

9、chtime. We sit down at our desks and stand up in class at the same time. We are not the same in one way, though Sally is from America, and shes American, and Im from China, so Im Chinese. Our teacher is from England, and shes English. Sally says that our classroom is the same as an American one, wit

10、h the same desks, chairs and blackboard, and even the same books and bags. 语言教学材料的提炼P13 分析学生的学习状况（学生的前期知识、潜在的学习困难）英语教学过程的三大环节：1、学前（Pre-learning)2、学中（While-learning)3、学后（Post-learning)Pre-learning的目的1、交流目标2、激发学生的学习兴趣3、激活学生已有知识、经验4、创设良好、有意义的语境5、在语境中呈现必要的语言知识While-learning的目的1、读、听等方式的语言输入活动2、信息的提取、加工、整

11、理及重组3、构建新知能做某事Task-based Post-learning的目的1、巩固知识、技能2、对新旧知识进行整合、形成新能力3、深层理解和讨论所学内容4、表达自己的简介、体现创造性思维5、反思学习过程、归纳、总结学习效果新标准英语课型解读 ModuleWords and expressions Unit 1 Listening Speaking Unit 2Reading Writing Unit 3GrammarUnit 4Exercises or a test词汇课听说课读写课语法课巩固反馈课英语单元教学三大课型划分单元三大类课型教学特征Input- based lessons

12、输入性课型图片、小诗、改写对话、短文故事 Intake- based lessons 理解性课型词汇、语法、语音归纳练习 Output- based lessons 活用性课型模拟实际对话、文章、语言活用性练习 初步理解语言现象 理解语言意义 6：4逐步熟练运用语言 模拟语言运用 3：7深入理解语言规律 归纳语言知识 4：6听说输入课型读写输入课型知识巩固课型听说活用课型读写活用课型综合拓展课型p18五大目标对话（例：问路）导游说明（例2）知识英语口头对话篇章结构、时态、语法、词汇项目书面说明文篇章结构、时态、语法、词汇项目技能听的技能：主要信息获取等说的技能：问路指路表达方式阅读的技能：细节

13、信息获取等写的技能：模仿写作介绍学校等策略语言语调重读模仿学习策略形容词、名词等词汇学习策略情感文化礼貌、乐于助人热爱城市、历史、道德风土人情文化中外问路方式、文化对比对某一地区新旧、中外文化对比贯彻新课标的五项教学目标 P11案例分析1、教学材料分析：（1） 体裁特点：书面材料，介绍（2）语篇结构特点：描述式三段式思路（3）其他语言特征：动词使用现在时，重复出现same, 人称 代词，专有名词和形容词，词组。2、五项教学目标设定（1）语言知识目标：重点为连贯叙述动作，难点是人称代词 ，专 有名词和形容词，常用词组（2）语言技能目标：“听、说、读、写”既是学习的内容，又是学 习的手段 p13案

14、例分析 听：听懂大意，升降调和重读，连读等 说：分层次，连贯口头表述自己和同学，老师等情况 读：读懂全文，分清结构和层次 写：模仿材料语篇结构，介绍自己和同学、老师的情况（3）情感态度目标：观察发现身边同学相同和不同的学习行为或习惯，引导学 生之间互相学习。（4） 学习策略目标：学习该材料的语言特点，建立以下相关联系认知：观察各 类词的联想规律，如人称代词I my, we our,Sally she, our teacher she, 专有名 词和形容词 America-American, England-English, China-Chinese; 交际：引 导学生口头和书面模仿语篇特点，

15、在实际中运用。（5） 文化意识目标：结合语言材料目标，进行中美英三国跨文化对比，拓展认 识中外文化中队教师称呼，学校教室布置、课堂规则等方面的对比。p133、课堂教学设计 (1) 设置语境，语言输入Task1：假设学校开放日，有来宾参观，向来宾介绍学校、班级、老师的情 况。引出关键形容词same的含义。也可从图片中引出中、英、没三个 专有名词和形容词。（2）点拨语言特征，促进语言理解Task2: 听或阅读材料，回答Who is American ,Sally or the teacher? 再读或听，回答具体问题： How are Sally and Beibei the same in th

16、e classrooms? How are Sally and Beibei different in the classrooms?Task 3:引导学生观察语言材料的体裁特点、语篇结构特点 主要语言特征，介绍描述问题，动词时态。段落特点等Task 4: 布置填空、配对、正误等单项联系，帮助学生掌握主要词类：形容 词、人称代词、名词、动词词组的用法。Task5：学生模仿语篇结构，模仿说或者介绍自己身边人的一两件相同或不 同的事，如我的爷爷奶奶，爸爸妈妈，好朋友，同学等。p13 设计教学系列活动 教什么？怎么教？ GrammarTell me / I listen, I forget.Show

17、 me / I see, I remember.Involve me / I do, I understand. What ? How?Focus:Yesterday eveningWhat to presentMPF1. What it means. meaning 2. What it sounds like. pronunciation3. What it looks like. spelling and form4. How and when it is used. function / useWhat to present Meaning? No situation No conte

18、xtNo context No meaning situation meaning contextHow to presentSituation? PICTURES AND PHOTOS 1. USE VISUAL AIDS B/B DRAWING OVERHEAD PROJECTOR REAL OBJECTS 2. USE ACTIONS 3. USE QUESTIONS AND ANSWERS 4. USE STORIES 5. USE TAPE RECORDER 6. USE SONGS 7. USE GAMESHave / has been doing Functional words

19、: Should If Example:Should You should You should wear a suitStage 1 DiscussionStage 2 (1) Introduction (2) Picture Stage 3 (1)Build up the situation (2)Ask questions (3)Test the understanding (4)Presentation You should wear a suitTeaching procedure:Stage 1 DiscussionSpend a few minutes on a class di

20、scussion about unemployment in China and other countries. How people go about finding work, the stages of applying for a job leading to tips for a successful interview. Stage 2 IntroductionThe teacher says she has a friend, Jason who is going for an interview tomorrow for a job at the bank. She elic

21、its from the students how Jason should appear when he goes for the interview (appropriate clothes, shaved, hair combed etc).Stage 3 Build up the situationThe teacher says she saw Jason earlier. She emphasizes that Jason is her friend and she really wants him to get this job but is not confident beca

22、use the interviewer is likely to expect interviewees to be dressed in a certain way.Ask questionsPointing to Jasons casual clothes the teacher asks if the students think it would be a good idea for Jason to go to the interview dressed in this way. Having established that it wouldnt. Test the underst

23、anding Still pointing to Jasons clothes, the teacher says what did I say to Jason when I saw him? If possible, the teacher could also have a picture of someone wearing a suit to make the contrast with Jasons clothes and to make it clearer to the students what she is thinking.Form Youshould shouldnt

24、wear a suitpolish your shoescomb your hairshavewear those clothes江苏省将于2005年暑后开始对高中课标在全省范围内进行实验。新课程已经走进校园，走进师生的生活。以实行新课程标准为标志的基础教育课程改革正在实践中不断深化。截至目前，全国所有小学和初中学生已全部使用新课程。21个省份在开展普通高中课程改革。 基础教育课程改革形势 语篇：Reading What How 江苏省将于2005年暑后开始对高中课标在全省范围内进行实验。新课程已经走进校园，走进师生的生活。以实行新课程标准为标志的基础教育课程改革正在实践中不断深化。截至目前，

25、全国所有小学和初中学生已全部使用新课程。21个省份在开展普通高中课程改革。 基础教育课程改革形势整体法语篇教学的概念：语篇教学的定义可以从“形式和功能”两个角度来看。从结构方面看，语篇是大于句子的语言单位（Discourse is a unit of language above the sentence) 从功能方面看，语篇是使用中的语言（Discourse is language in use). 从语言使用的角度看，在交际过程中，语言的意义是根据语境（context）来确定的。江苏省将于2005年暑后开始对高中课标在全省范围内进行实验。新课程已经走进校园，走进师生的生活。以实行新课程标准

26、为标志的基础教育课程改革正在实践中不断深化。截至目前，全国所有小学和初中学生已全部使用新课程。21个省份在开展普通高中课程改革。 基础教育课程改革形势整体法选择整体理论中的语篇教学法原则来指导初级阶段阅读课的教学。整体理论认为我们通过感官知觉所获得的都是客观世界的整个的“形、式样”，即格式塔（ gestalt ）。这一理论运用于语言教学，即语言是一个整体，这个整体不仅仅是各部分相加的总和，而是大于这个总和。语言各部分（语音、词汇、语法）本身没有意义，是整体（即语篇 discourse ）给各个部分赋予了意义。语言不应当被分解成语音、词汇、语法；语言技能也不应被分解为听、说、读、写。因此，语言教

27、学应从整体入手再转向部分。同样，听、说、读、写技能的培养应在相互联系的基础上有所侧重，而不应孤立地培养某一方面的技能。江苏省将于2005年暑后开始对高中课标在全省范围内进行实验。新课程已经走进校园，走进师生的生活。以实行新课程标准为标志的基础教育课程改革正在实践中不断深化。截至目前，全国所有小学和初中学生已全部使用新课程。21个省份在开展普通高中课程改革。 基础教育课程改革形势整体教学课型的特点1、学生整体:以学生为中心原则 以学生为中心就是兼顾学生共性和个性的发展，考虑学生的需求、动机、目的、兴趣、差异等因素。教师应仔细观察学生的各种表现，尽可能发现问题，然后采取相应的措施，使不同程度的学生

28、都能够获取一定的进步，有效地促进学生的学习。 2、教材整体 把语言作为一个整体， 不把语音、词汇、语法分开来教， 也不把听、说、读、写分开培养。教学重点是有意义的整体语言活动，学习活动应该从整体到部分。每节课都应包括听、说、读、写四项技能 3、理解整体：部分相加之和小于整体功能 结构抓线索：段落，层次 功能抓线索：关键词，问题 情节抓线索：逻辑推理，故事发展 感知过程抓线索：”读书不求甚解” 江苏省将于2005年暑后开始对高中课标在全省范围内进行实验。新课程已经走进校园，走进师生的生活。以实行新课程标准为标志的基础教育课程改革正在实践中不断深化。截至目前，全国所有小学和初中学生已全部使用新课程

29、。21个省份在开展普通高中课程改革。 基础教育课程改革形势整体教学课型的模式语篇整体教学语篇往往由许多句子构成，它是一个大语言单位，也是语言的最高单位。 语篇整体教学必须按 “整体部分整体”模式进行，从“整体”开始，以“整体”结束。以阅读教学为例，整体教学法认为阅读的过程是读者先前获得的经验和文字符号相互交流的过程。阅读不是识别词并取得词的意义，而是从语篇中构建意义。它并不要求学生对课文中所有的词作精确的解码，回答字面上的理解问题，而是综合自己的知识来构建语篇的意义。所以，它有一套“三段式”的阅读教学法。第一，让学生从文章题目和故事的开头提出初步假设，猜测故事的内容和可能会发生的情节。第二，运

30、用先前的知识和经验来构思和推理，验证开头的假设是否成立，先前的猜测是否正确。第三，在深入理解的过程中，不断修正自己的假设。这是非常理性的学习。这一模式不仅适合于阅读理解教学，也适合于读、说、写结合的语篇教学。 江苏省将于2005年暑后开始对高中课标在全省范围内进行实验。新课程已经走进校园，走进师生的生活。以实行新课程标准为标志的基础教育课程改革正在实践中不断深化。截至目前，全国所有小学和初中学生已全部使用新课程。21个省份在开展普通高中课程改革。 基础教育课程改革形势整体教学课型的模式 1、一分为三，三步三整体模式 一步：通读或泛读 二步：慢读或精读 三步：快读或复读 2、“合分合”或“景问用

31、” 3、“整分整用” 4、“预习阅读讲练讨论”课文教学的方法分解法： 化整为零，先分后总情景法通过情景，让学生理解文章所表达的内容，然后在情景中学习运用的教学方法。一段文字讲一个故事，叙述一件事情，描写一种现象终究会有一个话题，无论是谈论人或事物均可设情景学习。I like singingLucy: I like singing . Do you like singing?Kate: Yes, I do. Do you like it, Lily?Lily: No, I dont. But I drawing. How about you, Mike?Mike: I dont like dra

32、wing. I like reading. Look, I have a new story book.Lily: Can I read it?Mike: Sure, Here you are I like singing LucyKate LilyMikewant to readsingingdrawingdancingreading语篇整体教学法Reading Material: EarthquakeI was doing some shopping when it started. At first I felt a slight of shaking through my body.

33、Then I heard a loud noise like a thunder. People in the shopping center looked at each other in fear. Some people screamed because they were very frightened. Then the real noise came like bombs entered the ground. The earth started to shake. People ran in all directions. They did not know where to g

34、o. Some people ran out of the shopping center. I tried my best to run out to the street, too. People were running wildly while pieces of glasses and bricks were falling down. Then the walls began to come down, too. Finally the noise and shaking ended.I calmed down and asked myself “Did I really surv

35、ive?” I could not believe it was over. It was dark around me. I could not see anything at all and I did not know if anyone was around me. I did not even know where I was. “Im trapped” I said to myself. A moment of fear went through my mind, but I told myself to calm downsince I was still alive. I sh

36、outed for help. I thought somebody could hear me. But no one came for a very long time. I told myself that I must stay alive.I had a packet of chocolate but I knew I must noteat it up at all. I was trying to find my way out when I suddenly heard a noise above me. I screamed:“Help! Please help! Im he

37、re!” The noise stoppedand I was afraid. Then I heard a shout from excitedpeople. They were in a hurry to move away thebricks and stones. At last I saw the bright daylight and I was safe.江苏省将于2005年暑后开始对高中课标在全省范围内进行实验。新课程已经走进校园，走进师生的生活。以实行新课程标准为标志的基础教育课程改革正在实践中不断深化。截至目前，全国所有小学和初中学生已全部使用新课程。21个省份在开展普通高

38、中课程改革。 基础教育课程改革形势THE STUPID TURTLE Once there was a turtle who was dying of hunger and thirst. His lake was dry so he had no food or water. His friends, the egrets, wanted to carry him to another lake. But how can we do that? they asked. I know a way, said the turtle. He told two of them to find a l

39、ong stick. Now, he said, each of you hold one endof the stick in your beak. I will hold onto the middle of the stick. So the egrets took the stick and flew high into the sky carrying the turtle. They flew on and on. Suddenly, they heard a cry from the people down below. Look how clever the egrets ar

40、e! Theyre carrying the turtle through the sky! The turtle felt hurt to hear the people say it was the egrets who were so clever. He had to let the people know that he was the clever one. So he began to shout as loud as he could, I. But as soon as he opened his mouth, of course, he fell headfirst to

41、the ground.Before Reading (Previewing) Ask: Do-you have a pet? What is it? Does anyone have a pet turtle? What can a turtle do? What cant a turtle do? Encourage students to answer. Write their answers on the board. For example, A turtle can swim. A turtle cant fly. A turtle can walk slowly. A turtle

42、 cant run. A turtle can eat leaves. A turtle cant eat meat. A turtle can drink water A turtle cant carry a stick. A turtle can_ A turtle cant_Let half of the class read the sentences of what a turtle can do. The other half read what a turtle cant do. 2. Students look at the picture, Ask yes or no qu

43、estions. Is the turtle swimming? Is the turtle climbing a big log? Are there two white birds? Do they have a long stick in their beaks or mouths? Are they going to hit the turtle with the stick? Do you think they will help the turtle? Do you think a turtle is a stupid animal? 3.Students read the tit

44、le. Introduce the story, e.g. Its about a turtle and two egrets and what the turtle and the birds do During Reading 1. a. Read the story as your students follow the text. b. Ask: Are there any words you dont understand? Then write them on the board, e.g. hunger, thirst, egrets, beak, suddenly, cleve

45、r, carry, of course, headfirst, stick. 2. a. Use the picture to teach some vocabulary words: Point to the egrets. Point to their beaks. Point to the stick. b. Use actions to demonstrate hunger, thirst, clever, headfirst, carry. c. Make sentences to illustrate the rest of the words. 3. Have students

46、scan for each vocabulary word in the text and repeat it after you. (scanning) During Reading4. Tell the story and choose three students to role-play as the turtle and the egrets and a group of five students to be the people. Stop at several different points and ask the class to tell whats going to happen next for the actors to act out. (predicting) 5. Write the main id