小学英语课堂教学案例研究与教师专业发展

1、WarmerIm a person who Try to remember everything I say without making any notes. Talk with your partner using Hes a person who .Tell us what you have heard, using You are a person who .This is a strategy I often use to get listeners involved in my self-introduction. It can shift the Ss attention fro

2、m a non-English-speaking environment to an English one.And besides, it can make your class more interactive.小学英语课堂教学案例研究与教师专业发展Stage 1 Priming for predictionHello, Ive just jumped off the Empire State Building Comment 这个阶段任务的核心是 involves meaning-focused language use. 学生自己根据提示预测故事，或者列出问题等，通过这个任务，教师能够

3、有效地实施语言教学，教师能够在这个阶段给学生教授一些必要的语言知识，激活学生的背景知识，有了教师的提示，学生会更加注意到文本中的语言现象。 校本教研的三种基本类型教学性教研：课例研究一人同课多轮多人同课循环同课异构反思式观课邀请式观课研究性教研：行动研究选择研究课题界定研究内容设计研究方案展开研究总结研究成果学习性教研：读书研究读书、读文读“图像”读“人”第三条道路（教师的实践和生活）专业引领、指导ExpertSupervisor Mentor Lets have a competition!Between Beauty and BeastOne player from Beauty read

4、s out one sentence and choose a player from Beast to tell from memory if the sentence is true or false. Correct the sentence if it is false. If the player answers correctly, Beast will get one point.Exchange the roles and game continues.The team with more points will be the winners.Stage 7： Evaluati

5、onDid the students find the prediction task too difficult or too easy?Would the students have liked more help?Did the students like the story?Did the students need more help with vocabulary before the reading stage?Did the students feel the language was useful?Are the following sentences true or fal

6、se? There is an exercise book on the left of the coins.The keys are between the coins and the banana.There are some bananas at the top on the left.The ten pound note is in the middle of the tray.There is a glass on the left of the ruler.There are some keys between the coins and the address book.思考回顾

7、本节课主要教授什么语法点？There is/are a/some + prepositional phrasesThe is/are + prepositional phrases上述两种结构的表意功能语法点的教授是通过什么主要任务来实施的？A memory challenge task这样的任务能用到你自己的课堂吗？改变任务难度：词汇的数量和难度、位置关系Lets have a competition!Between Beauty and BeastOne player from Beauty reads out one sentence and choose a player from B

8、east to tell from memory if the sentence is true or false. Correct the sentence if it is false. If the player answers correctly, Beast will get one point.Exchange the roles and game continues.The team with more points will be the winners.教学方面的问题：第三类：恰当处理减负与保证学习质量关系问题处理课堂教学“生动活泼”与“知识点落实”关系问题应对教改要求与现行

9、考试制度矛盾问题解决教学设计难以在实际教学过程中实施的问题第四类： 英语教学中存有问题的研究Task 2 Work in pairs to write sentences of your own about the picture three true sentences and three false.The framework of task-based readingStage 1： Priming for predictionStage 2： Prediction taskStage 3： Preparing for reportStage 4： ReportStage 5： Read

10、ingStage 6： Focus on formStage 7： EvaluationWhere is the glass?In the middle of the trayAt the top on the left of the trayAt the bottom on the right of the trayBehind the trayUnder the trayIn front of the tray(use real objects)Class rulesBasic pattern Think-Pair-ShareWork individually, in pairs, or

11、in groups.Find your partners or group members RIGHT NOW!No cheatingDo as I tell you to do.Report your result honestly小学英语任务课堂教学案例研究与教师专业成长湖北省教研室 周诗杰2014年10月 主要内容从任务课堂教学案例的角度分析总结小学英语课堂需要体现的新课程核心理念；如何构建以意义为中心的小学英语课堂教学模式案例的开发与小学英语教师专业发展三个类型案例：会话、语法和阅读案例分析一：对话教学对比分析Task 1Teaching Material：Book V，New Par

12、ade Unit 2 My TimeTaskThink下面的一段教材，如果按照您平时的授课方式，您一般会采取怎样的教学方法和步骤呢？Pair两人一组讨论，小组内达成一个一致的意见。Share将讨论的结果与我的案例对比。两个不同的教学设计一份来自网络的教学设计来自外教的教学实录 1 2 3 45 6 7从教学设计的角度来思考这两节课 教学设计教学目标设计教学策略设计教学过程设计教学活动设计教学技术设计学习活动评价活动过程性评价目标达成评价教学目标对比分析1. 掌握重点词组start a chess club, take care of little sister, grocery store,

13、mow the lawn, start piano lessons, chess set和句型：I have toIm going to2. 了解Lee的课余作息表。3. 会使用句型设计成立各种俱乐部的海报。Your task today is to start a new club with your friend.You will be able to：Talk about your schedule (your jobs at home (chores), your lessons and other things you have to do).Make plans.Explain.目

14、标分析任何教学在设计以前必须回答的问题是“经过教学之后学习者将能做哪些他们以前不会做的事?”或者 “教学之后学习者将会有何变化？”（加涅：教学设计原理）网络教案的着重点在于教授一些词组和句子，后面“会使用句型设计成立各种俱乐部的海报”，其实质是为了巩固所学习的语言知识。第二条“了解Lee的课余作息表” ，似乎对教材理解有误。外教课的目标在于做事情：to start a new club with your friend. 所有的语言教学是为了顺利完成这个任务，而且在完成任务的过程本身之中，来学习语言。教学过程分析教学媒介的选择教学模式的选择教学技巧的利用教学技术的使用教学评价的设计语言教学观：

15、Form-based?Meaning-based?Form-based approaches are based on the belief that we need to take great care, at each stage of learning, that learners produce the language accurately.这种教学法往往在课的开始就表现一两个语言点，这些语言点要么是本课的主要功能句，要么是本课的主要语法现象。每表现一点，就操练一点。学生也明白，在一节课的最后，他们会被要求把这些目标语言点准确地使用出来，如果能够这样，就算是学到了东西。网络课的设计大

16、致是按照这个思路来的。Form-based approaches典型代表：PPP典型特征：A focus on one or two forms, specified by the teacher, which are later to be incorporated in the performance of a communicative activity.This focus on form comes before learners engage in communicative activity.Teacher control of learner language. This is

17、 imposed strictly in the early stages of the cycle and gradually relaxed.The success of the procedure is judged in terms of whether or not learners do produce the target forms with an acceptable level of accuracy.Meaning-based approaches are based on the belief that it is more effective to encourage

18、 learners to use the language as much as possible, even if this means that some of the language they produce is inaccurate.这种教学法往往是课的开始就提出一个交际任务，学生考虑到所有已学的语言来试图完成交际任务，教师协助学生重塑语言，让其清楚地表达意思。最后，教师引导学生学习使用中的一些目标语言。学生的学习结果是：学会用英语做一件事情，并附带学习了一些有用的表达。外教课堂表现出了这类教学的一些特点。Meaning-based approaches典型代表：TBLT主要特征：

19、A focus on meaning, in which participants are concerned with communication.A focus on language, in which learners pause in the course of a meaning-focused activity to think for themselves how best to express what they want to say, or a teacher takes part in the interaction and acts as a facilitator

20、by rephrasing or clarifying learner language.A focus on form in which one or more lexical or grammatical forms are isolated and specified for study, or in which the teacher comments on student language by drawing attention to problems.教学过程对比The actual teaching procedures of the first lessonBefore th

21、e dialogueGet ready for the classLets chantPresent and practice several new language items, such as “Be going to”, “Have to”While the dialogueElicit the dialogue through a listening activityGet the Ss to understand the dialogue by checking the answers with them, teaching some more language items lik

22、e “mow the lawn”, “grocery store” etc. Practice reading or acting out the dialogueAfter the dialogueLets sing about a chess club.Make a poster of a clubEnd the classThe actual teaching procedures of the second lessonPreparationTopic explanationMaking class rulesSetting the goalsPre-task priming acti

23、vities1. Warm-up： charade games, 2. Teaching more vocabulary：.3. Dialogue presentation and comprehension.Task cycleTask 1： Ss Complete the schedule.Task 2： Start your own club.Task reflection1. How did you do?2. What was easy?3. What was hard?4. What did you learn?Form focus1. Discussing what langua

24、ge Ss used today.2. Correcting Ss errors.Reporting backDemonstration by a pair.Task repetition and/or evaluation1. Starting a new club with a new partner.2. EvaluationThe problems with PPPStudents can give the impression that they are comfortable with the new language as they are producing it accura

25、tely in the class. Often though a few lessons later, students will either not be able to produce the language correctly or even wont produce it at all.Students will often produce the language but overuse the target structure so that it sounds completely unnatural.Students may not produce the target

26、language during the free practice stage because they find they are able to use existing language resources to complete the task.教学活动设计Activity： things students do in the classroom, especially in order to achieve a particular aim.课堂教学活动是课堂教学的核心内容，活动是否适合儿童的需求，是否能够协助达成教学目标，将直接影响教学效果。Activities in the f

27、irst lesson优点：直观性 2. 游戏化缺点：目标指向单一和零散，不利于习得语言Activities in the second lesson点评：目标指向明确：综合语言使用水平体现了一下活动设计的原则：以学生为中心设计原则 2. 体验原则 3. 循序渐进原则4. 注重语言习得原则评价活动设计T： My name is Spring. Hello, boys and girls. I will divide you into two groups. You are Group 1. You are Group 2. Lets have a competition. If you can

28、 answer my questions, you can turn back a card for your group. Lets see which group can get to the top first.Next, when I say “Pair work”, you should practice with your deskmates. When I say “Group work”, you should practice in groups of four. Lets try.Target-orientedStart the lessonEnd the lessonSe

29、lf-reflection on the main task How did you do?What was easy?What was hard?What did you learn?构建以意义为中心的课堂设计思路Re-ordering activities： PPP upside-downBrainstorm words and phrases and ideas related to the topic with the class. (pre-task preparation)Get learners to do the task, plan what to say and repor

30、t the results to the class. (task cycle)After commenting or giving feed-back on the content of their task reports, go back to the text-book, saying “Lets look more closely at some of the forms you might have used when doing your task”, and do the form focused exercises quickly. If you can remember w

31、hat other language they used to express their meanings (or if you have made a note of this in your notebook), highlight those patterns and expressions too, this gives value to their own efforts, and shows there is not just one correct way of expressing those meanings.Get the students to repeat the t

32、ask or do a similar one with a different partner.小学英语课堂教学案例研究与教师专业发展案例分析二：如何让语法课更有意义？思考本节课主要教授什么语法点？语法点的教授是通过什么主要任务来实施的？这样的任务能用到你自己的课堂吗？What are these in English?What are these in English?Where can you put them?Objects we use in our daily life.Where is the glass?In the middle of the trayAt the top o

33、n the left of the trayAt the bottom on the right of the trayBehind the trayUnder the trayIn front of the tray(use real objects)This is Joes tray. Please look at the tray and try to remember whats on the tray in three seconds?Task 1Make a list in English of as many things as you can remember by yours

34、elf.Work in pairs to share your list.Lets see how many objects we can remember together.Lets double check the answer together. Lets double check the answer together.Are the following sentences true or false? There is an exercise book on the left of the coins.The keys are between the coins and the ba

35、nana.There are some bananas at the top on the left.The ten pound note is in the middle of the tray.There is a glass on the left of the ruler.There are some keys between the coins and the address book.Task 2 Work in pairs to write sentences of your own about the picture three true sentences and three

36、 false.Lets have a competition!Between Beauty and BeastOne player from Beauty reads out one sentence and choose a player from Beast to tell from memory if the sentence is true or false. Correct the sentence if it is false. If the player answers correctly, Beast will get one point.Exchange the roles

37、and game continues.The team with more points will be the winners.What are the six correct sentences?Useful structuresThere are keys between the and the The is next to the There is a on the right of the The are on the left of the Task repetitionReflection1. As a language learner, how do you feel duri

38、ng the above learning activities? What do you focus on when you talk about the objects on the tray? What language skills can you practice when taking part in the above activities? 思考回顾本节课主要教授什么语法点？There is/are a/some + prepositional phrasesThe is/are + prepositional phrases上述两种结构的表意功能语法点的教授是通过什么主要任务

39、来实施的？A memory challenge task这样的任务能用到你自己的课堂吗？改变任务难度：词汇的数量和难度、位置关系A task or not?Determine how task-like a given activity is by asking the following questions:Does the activity engage learners interest?Is there a primary focus on meaning?Is there an outcome?Is success judged in terms of outcome?Is comp

40、letion a priority?Does the activity relate to real world activities?案例分析三：任务阅读教学Stage 1 Priming for predictionHello, Ive just jumped off the Empire State Building Task 1 ListingHow could someone who has just jumped off the Empire State Building possibly be alive to tell the tale? Work in groups to t

41、hink of as many explanations as you can. You can use simple drawings to help with your explanations.Possible responsesHe was wearing a parachute;He was abseiling;He only jumped from the ground floor;He was bungee-jumping;He had a safety net.如果学生的语言不好，可以在图片或者手势的帮助下完成预测：He have thing on his back, like

42、 rubber, like elastic.He jump like this.Stage 2 Prediction taskHere are some words and phrases taken from the article. They appear in the same order here as in the article: All alone in New York decided to kill himself the 86th floor held on to the safety fence over 1000 feet below a narrow ledge th

43、e offices of a television station the strong wind poured myself a stiff drink a great ChristmasWork in groups to decide what happened. Try to include information from as many of the clues as possible.Comment 这个阶段任务的核心是 involves meaning-focused language use. 学生自己根据提示预测故事，或者列出问题等，通过这个任务，教师可以有效地实施语言教学，

44、教师可以在这个阶段给学生教授一些必要的语言知识，激活学生的背景知识，有了教师的提示，学生会更加注意到文本中的语言现象。 Stage 3: Preparing for reportAsk learners to prepare one member of their group to tell the story they have decided on, so that he or she can tell that story to the whole class.Comment 因为学生要给全班讲述这个故事，所以讲述的人必须同时兼顾准确性和流畅性。他们想做的最好，因此必须流利。他们肯定用自

45、己认为的最好的和最有效的语言来讲述故事，这个就是准确了，他们甚至还会要争论已达成最好的版本。教师这时候的主要工作就是给学生提供语言帮助和解决学生的争端。 Stage 4: ReportTarget task: storytellingMembers from two or three groups tell their story to the whole class who listen in order to compare stories.Comment 每个讲故事的人得到了很好的语言操练；故事真实性强。学生在听故事时，教师要注意给学生足够听的理由，经常问的问题是：Listen care

46、fully to Xs story. Is it the same as yours? Does X miss anything important out?Now listen carefully to Y as he tells the story. Is it different from Xs story in any way? Does it have any more details? Does Y miss anything out?教师可以把故事再讲一遍，在讲的过程中更正学生在讲解故事时的语言错误。还可以提醒学生注意这些语言错误。从更加积极的方面来看，教师可以强调学生已经用的比

47、较好的语言，这个就需要教师在听学生讲解时记录下学生使用比较成功的、得体的语言。下一步就是学生回去把故事重新构思，然后写出来当做家庭作业。下次课拿着这个故事和真正的故事对照。Stage 5: ReadingComment：学生阅读的目的和过程非常真实。他们带着强烈的好奇心来阅读故事，正如现实生活中的读者读报纸或杂志的文章一样。阅读目的性非常强：验证自己的猜测，或者满足自己的好奇心，这样阅读就成了任务中的任务了。Read Comment: 似乎阅读本身的过程需要的时间不长，但是，这种方式符合所有的语言学习的理念。教师可以问学生猜测是否正确，还是部分正确？接着，他们可以重复任务，一遍让学生对词汇和语

48、法更加熟悉，意义也更加清楚。最后，他们可以仔细研究文本的词汇、语法和文本特征等。Stage 6: Focus on form教师可以让学生划出这些表示地点的表达法。另外还有一个结构很重要，即I took the from to ，还有一个语法现象是关于反身代词的用法，如表强调的反身代词：Jim Burney himself，反身代词作直接宾语：to kill himself, threw himself off, found himself on a narrow ledge，还有一个反身代词作间接宾语的：I poured myself a stiff drink.教师也可以让学生找出这些带反

49、身代词的句子，以便提请学生今后注意这些反身代词的用法。Stage 7: EvaluationDid the students find the prediction task too difficult or too easy?Would the students have liked more help?Did the students like the story?Did the students need more help with vocabulary before the reading stage?Did the students feel the language was us

50、eful?The framework of task-based readingStage 1: Priming for predictionStage 2: Prediction taskStage 3: Preparing for reportStage 4: ReportStage 5: ReadingStage 6: Focus on formStage 7: Evaluation小结：主要观点从形式入手还是从意义入手课堂教学是区分传统教学与新课程教学的重要分水岭；在操作时，一个非常有用的范式是把传统的PPP颠倒过来，先考虑本节课要输出什么，然后再考虑怎样通过任务链来完成任务，最后落实

51、到语言形式的习得上来；设计真实、有意义、与学生生活密切相关的任务是一堂课能否成功的关键。新课程理念下的小学英语课堂教学原则意义先于形式原则（Meaning first）真实性原则 （Authenticity）循环性原则 （Recycling）任务依存原则 （Task dependency）在做中学原则 （Learning by doing）“脚手架”原则 （Scaffolding）互动性原则 （Interaction）现有条件下的小学英语教师专业成长方法当前关于教师专业发展的名词导师制同课异构观课议课校本教研集体备课行动研究课例研究叙事研究个案研究教研活动不在一个层级上面！校本教研是指导青年教师成长的有效途径是以学校为研究