英语学科刘道义教材使用与启智性教学

1、Using English teaching materials to develop students mentality初中英语教材使用与启智性教学刘道义liudy讨论题1. 您认为教材有哪些作用？ 您认为怎样才能有效地使用教材？2.义务教育英语课程标准2011年版与2001年版相比主要的变化有哪些？教材有哪些变化？3. 您认为通过教学如何能体现英语课程的人文性？ 3.1 您对“外语能够促进人的心智发展”如何理解？ 3.2 英语教学中的情感教育因素体现在哪些方面？ 3.3 英语教学怎样能有效地发展学生的自主学习的能力（终身学能）？教材的作用和使用方法Roles of English tex

2、tbooksWays of using the textbookHow to use the textbook effectivelyWhat is curriculum?What can we use as curriculum resources?instructional materialsteaching facilitieshuman resources 教材在课程资源中的地位与作用人们谈到课程，往往仅限于学校开设的各个学科。其实，课程应指学习者在学校环境中获得的全部知识和经验。那么，学习者获得知识和经验的源泉（source）便是课程资源（curriculum resources）了

3、。由此可知，课程资源绝非仅限于教材，而是指有助于学生学习和教师教学的所有材料和设施。这里提出三种课程资源：1、教学材料（instructional materials）可以用作学习和教学内容的材料，如教科书和以教科书为核心的系列配套教材、课外读物、报刊杂志、音像材料、广播电视节目、电影等。2、教学辅助设施（teaching facilities）促进学习和教学的环境、条件和设施，如教室、桌椅、音像设备、网络、图书馆、试验室、校园文化设施（标语、壁画、板报、广播等）。3、教学者资源（human resources）学生在学习的过程中和教师在教学过程中所制作的任何材料或设施，如教具、课件、习作、演

4、讲、黑板报等。The roles of textbooks (Alan Cunningsworth, 2002)A source of activities for learner practice and communicative interactionA reference source for learners on grammar, vocabulary, pronunciation, etc.A source of stimulation and ideas for classroom language activitiesA resource for self-directed

5、learning and access workA support for less experienced teachersTextbooks（Lee & Adamson) FunctionsLimitationsFor teachers, they1. contain information on all or most topics on the syllabus.1. may give some topics too much or too little attention, or omit some topics.2contain activities which can enric

6、h and reinforce the learning experiences that teachers want to create. 2. may include content or activities that are difficult to teach or carry out.3facilitate teaching and learning.3dictate what the teachers will teach.4. contain visual materials (eg. pictures, graphs) which facilitate learning4.

7、may include out-of-date information or pictures and diagrams that are unsuitable for particular instructional objectives.5. relieve teachers of the need to prepare a lot of materials; allow more time for lesson planning.5. follow the authors conception of how the curriculum should be taught and deve

8、loped.Features of the new textbooks（1）采用话题、功能、结构相结合的多元教材编写框架，使知识与技能的学习、形式与内容的学习有机地结合起来，实现综合性英语教学。（保证基础性、渐进性、连续性）（2）大部分英语教材以活动形式呈现、操练和使用语言。除了保留传统的听、说、读、写活动以外，还有观察、讨论、调查、报告、操作、表演、自我检测等运用英语的实践活动。（3）尽力体现“用英语做事情”的理念，使学生在相对真实和完整的情景中接触、理解和使用相对真实的语言。为实现该目的，大部分教材采用了以活动为主的教材设计思路（4）图文并茂，色彩丰富，形式活泼多样；文字、声音、情景、语境

9、融为一体，有利于全方位调动学生的视觉、听觉、动觉智能，丰富学生感知英语的渠道，提高学习效果。（5）教材内容和活动设计合理渗透思想品德教育，如：遵守公共道德、保护环境、热爱和平、爱国主义等。(加强人文性）（6）渗透文化内容，注意跨文化意识与跨文化交际能力的培养。 (程晓堂）修订关键词关键词1关键词2关键词3关键词4关键词5关键词6减少增加优化平衡强化保持陆锡钦Possible difficulties in using the new textbooks虽然减轻了负担，但教材容量还是大（九年级教材用不用？）；难度虽有所降低，但对某些地区教材难度仍偏高；开放性活动不易操作；教师不易把握重难点；能力

10、要求不易检测和评价；Different ways of using textbooksDepend on the textbooks and use them like a recipePrepare ones own teaching materials without using a particular textbookUse the textbooks a lot but adapt them to match the needs and wants of the studentsWhich way do you prefer? Why? How to use textbooks ef

11、fectively Changing views on textbooksThe only main part of teaching resourcesSingle textbooks A kit of teaching materialsTeaching textbooks Teaching with textbooksTeaching students with the textbook flexibly and creatively As a teacher, what should you do to use the textbooks effectively?National Cu

12、rriculum Standards MaterialsStudents School-basedCurriculum Your style ofteachingAdaptation Pedagogical conditionsPrerequisites Analyze the aims and demands of the syllabus or curriculum standards Analyze your students and their styles of learning Analyze the requirements of your school-based curric

13、ulum Analyze the conditions of teaching and learning Analyze your own teaching style Analyze the features of the textbooks you have chosen or been given 6 As调查初中新生学习动机和兴趣 很不同意 很同意1 我喜欢英语，因为英语很有用。2 我学过四年/六年英语，挺喜欢英语。3 我未学过英语，担心跟不上别的同学。4 家里人常说，英语好将来可以找到好工作。5 我很想和外国人用英语交流。6 我很想看英语书。7 我学好英语好出国。8 英语很美，我爱学

14、。9 英语容易学。10 我学英语能得到家里人的帮助。12345123451234512345123451234512345123451234512345调查初中新生的学习方式 很同意 很不同意1 我爱听说，爱与人对话。2 我爱读课文，爱看英文书。3 我爱英语诗歌，爱唱英语歌曲。4 我喜欢表演小话剧。5 我喜欢写英文字。6 我不喜欢英语语法。7 在小学我们常常搞对子或小组活动。8 课上我爱举手回答老师问题。9 课上我敢举手问老师问题。10 我听老师讲课时爱记笔记。11 我能认真完成老师布置的家庭作业。12 我爱听外国人讲话，愿和他们交谈。14512345123451234512345123451

15、23451234512345123451234512345Material adaptation （整合教材）Reasons for material adaptationBecause there is a mismatch between the material andthe cultural background of your studentsthe level of your studentsthe diversified learning styles of your studentsthe course objective of your schoolyour preferre

16、d style of teachingthe interest of your students How to adapt the materials Changing something Adding somethingReplacing something with something elseDeleting something CARD Technique Reorganization and resequencingAt the beginning of each year, the teacher should review the curriculum and the whole

17、 textbook before drawing up a schedule of progress for teaching the topics. This is a yearly plan that guides the pace of teaching.A scheme of work should be drawn up to break the content and activities of the topic into individual lessons.A plan for teaching each unit or every individual lesson sho

18、uld be made. 讨论题3. 您认为通过教学如何能体现英语课程的人文性？ 3.1 您对“外语能够促进人的心智发展”如何理解？ 3.2 英语教学中的情感教育因素体现在哪些方面？ 3.3 英语教学怎样能有效地发展学生的自主学习的能力（终身学能）？How to develop students mentality注重素质教育(quality-oriented education)，体现语言学习对学生发展的价值 课程性质 工具性与人文性 课程理念 激发学习兴趣，拓展视野，培养 情感，促进心智发展尊重主体(learner autonomy)， 发展思维, 构建知识体系, 培养能力启智性课堂教学的

19、探索激发兴趣培养情感开启心智发展思维培养能力注重素质教育，体现语言学习对学生发展的价值教育是使人的潜能得以充分发展的事业。教育能使人变得更加聪明。语言既是交流的工具，也是思维的工具。学习一门外语能够促进人的心智发展，有助于学生认识世界的多样性，在体验中外文化的异同中形成跨文化意识，增进国际理解，弘扬爱国主义精神，形成社会责任感和创新意识，提高人文素养。课程性质 就工具性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语听、说、读、写的技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后继续学习英语和用英语

20、学习其它相关科学文化知识奠定基础。就人文性而言，英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观与价值观。The most important factor in learning is affect. (Arnold, 1999) 学习最重要的因素是情感。Language learners need to relax, feel at ease, develop self-confidence and self-esteem, develop positive attitude

21、s towards the learning experience and be involved intellectually, aesthetically and emotionally. (Tomlinson, 1998) 学习者需要有放松和自如的感觉，也需要建立自信和自尊，并对学习经历持积极的态度，还需要学习者从智力上、审美上、情感上全身心投入。课程理念注重素质教育，体现语言学习对学生发展的价值面向全体学生，关注语言学习者的不同特点和个体差异整体设计目标，充分考虑语言学习的渐进性和持续性强调学习过程，重视语言学习的实践性和应用性优化评价方式，着重评价学生的综合语言运用能力丰富课程资源，

22、拓展英语学习渠道英语课首先要承担“提高中华民族的思想道德素质，文化科学素质和身体心理素质”的任务。素质教育面向全体学生，它是指人以其先天禀赋为基础，在后天的环境和教育影响下，尽可能挖掘和发挥人的潜能，使其获得稳定的、长期发挥作用的基本品质结构，包括人的思想、知识、身体、心理品质等。素质教育是每一个学生的一生打基础的教育。（刘道义英语教育自选集第103页）语言是交流思想传递信息的工具。思想和信息都是有具体内容的，这些内容在多数情况下都包含着情感教育的因素。情感是一个人对他生活中所发生的事情，对他所认识或所做的事情的内部态度的不同形式的体验。有些心理学家把情感分为道德感、美感和理智感。（刘道义英语

23、教育自选集第111页）道德感是以人对人、人对社会的态度为其内容的。属于道德感的有：爱心、同情、善心、仁爱、忠诚、合作等。美感表现了对各种不同的生活事实及艺术的态度和评价。能够识别和判断它们是真、善、美、高雅，还是假、恶、丑、庸俗。理智感表现为一个人对认识过程、对这个过程是否顺利的态度。属于其范围的有：兴趣、动机、求知欲、热情、发现、信心、意志、毅力等。情感态度的五级要求1. 有明确的学习目的，能认识到学习英语的目的在于交流。2. 有学习英语的愿望和兴趣，乐于参与各种英语实践活动。3. 有学好英语的信心，敢于用英语进行表达。4. 能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。5. 能

24、体会英语学习中的兴趣，乐于接触英语歌曲、读物等。6. 能在英语交流中注意并理解他人的情感。7. 遇到问题是能主动请教，勇于克服困难。8. 在生活中接触英语时，乐于探究其含义并尝试模仿。9. 对祖国文化能有更深刻的了解，具有初步的国际理解意识。情感态度的八级要求能全面和正确地认识英语学习的意义；有稳定和持久的英语学习动机；有学好英语的毅力和克服困难的意志；能用英语恰当地表达自己的情感、态度和价值观；在用英语交流的过程中，能理解语言隐含的情感、态度和价值观；有较强的祖国意识和国际视野。激发学习兴趣，拓展视野，促进心智发展利用教学资源激发学习兴趣，拓宽视野，促进心智发展（Mothers Day, M

25、other Teresa, Nelson Mandela, Manners, Nightingale, William Shakespeare, Life in the future， Chinas first astronaut， Nothing ventured, nothing gained, ）增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观与价值观 尊重主体，开发智力、发展思维，构建知识体系发展学生的智力，提高他们的观察、注意、记忆、思维和想象等能力。观察 语言的功能体现在语言的行为上注意 是有效地组织教育教学过程的最基本的条件。“注意正是那扇一切从外部世界进入到人的心灵

26、之中的东西所要通过的大门。”（乌申斯基）记忆 是人们对经验反映的心理过程，其中包括识记、保持、再现与回忆。思维 是表象、概念基础上进行的分析、综合、判断、类比、联想、推理等认知活动。想象 是人的创造活动的一个必要因素，具有能动性和有效性的特点，积极想象（不是脱离实际的空想）的机制被用来作为改造周围事物的创造活动的条件。尊重主体，开发智力、发展思维，构建知识体系Phonological study 语音学习1. Pronunciation of 26 lettersa, e, i (y), o, u in stressed/unstressed syllablesVowel combinatio

27、ns in stressed syllablesCommon vowel combinations in stressed syllablesConsonant combinations (ch, dg, th, tch, ph, ng, nk)Consonant clusters (bl-, cl-, fl-, gl-, br-, cr-, sm-, sp-, pr-, qu-) Syllabic sounds (ble, -ple, -cle, -gle, -dle, -sin, -ten, -ven)2. Word stress and sentence stress3. Sound v

28、ariationliaison （连读） incomplete explosive weak form Assimilation （同化）4. Intonation and rhythmsense group and pausing rising and falling tones rhythmDo your students know these phonological items?How do you help them learn them?How do they learn to usethem in their real life?Can your students read th

29、ese words?dab den cod cluck braid dado轻拍 巢穴 鳕 咯咯叫 辫子 墙裙 duck chuck chuckle 抛，扔 暗自笑lot log loggerhead 原木 笨蛋fun fund fundamental 基金 基本的cot cottage cottager 幼儿床 村舍 村民 pan panel panelist 专门小组 小组成员myth mythical mythology 神话的 神话Vocabulary study 词汇学习Do your students find it hard to learn English words and

30、expressions?How do you help them to learn English vocabulary?What strategies do your students use in their study of English vocabulary?Do you think students can develop their thinkingability in the study of English vocabulary? Why?How is our word knowledge organized?Mental lexicon WORD The meaning义

31、Pronunciation音 Spelling 形 The grammar behavior 语法 The wordsderivation 派生 The collocationsof the word搭配The register 语域of The word spokenand written口笔语运用 The connotations of the word 隐含之意 The words frequency 复现率Vocabulary learning strategies1. Learn words in context 通过语境学词汇,词不离句 (picture/sentences/tex

32、ts)2. Learn the sound, shape & meaning掌握音、形、义（拼读规则）3. Have a wide exposure to the words大量接触（LSRW） ，积累词汇4. Have 7-8 experiences with a word in order to retain it 反复复习5. Use the word in LSRW 用中学会6. Use glossaries and dictionaries 使用词表和词典7. Learning vocabulary chunks 学习词块（习语、固定搭配等）8. Learn word formati

33、on使用构词法9. Classification 分类10. Translation 翻译11. Association 联想12. Comparison & Contrast 比较、对比Form a habit of learning and testing words 养成学习词汇的习惯Integrate thinking, looking, listening, reading and writing 脑思、眼看、耳听、口诵、手写Comparison and contrast 比较、对比 Words with similar meaning near close next to cry

34、shout scream Words with opposite meaning up / down before / behind live / dieAssociation 联想 Words with the same root unhappy happy happily happinessLearning vocabulary in chunks心理学家提出“组块”理论。Lewis把词块分为单词和短语、搭配、惯用话语和句子框架等四种。固定组块如：at risk, make up ones mind, get accustomed to, so long as, the man in th

35、e shop, It is said that, etc.这种方法不仅帮助学生记忆词汇，还可帮助他们用英语思维和表达。weathersunnyrainyumbrellablueskysunhotswimseashipsnowysnowsnowmancarrotredtravel学习/复习单词的方法：制作Word map 参考: 赵淑红.2008.新课程课堂教学技能与学科教学. 世界知识出版社.Mind map or webbingSPORTSBALL GAMESBasketball volley ball FIELD EVENTS High jump Long jumpAQUATIC EVEN

36、TSSwimming Diving TRACK EVENTS100-m dash110-m hurdleboxinggymnasticsWINTER SPORTSGuessing words through context clues1) Punctuation (运用标点符号引出对生词的解释) The principal money he put in his savings account to earn interest was safe even though the bank was closed by the police. 例句中用了两个破折号把对principal的解释置于其间

37、，说明 principal 的意思是sum of money。 其他用于解释的标点符号有：逗号，小括号和中括号等。2) Explanation (用辅助性词汇和标点符号解释生词意义） Carlos looked dazed, that is, stunned, as if someone had shocked him with bad news or with a heavy blow to the head. 辅助性词语that is能帮助学生理解dazed的意思是stunned。 其他辅助性词语还有：meaning, such as, or, is called等。3) Contrast

38、 （通过相关反义词意义帮助理解生词） During office hours he looked very tense and anxious, but on weekends he was quite relaxed. 表示转折关系的连词but能帮助学生确定relaxed是tense的反义词。如果学生知道relaxed的意思是at ease，就不难理解tense意思是 tight 或 at attention。4) Experience（学生个人的阅历也能帮助理解生词） Marthas husband and mother died within a month of each other,

39、 and she cried often at her terrible sorrows. 家庭悲剧会让人感到非常伤心，这是众所周知的，运用这一常识就能理解sorrows的意思是 great sadness。5) Context （上下文也有助于理解） I dont like violence but in 1963 I helped him blow up some government buildings. 句子前半部分的violence和后半部分中的government buildings有助于解释 blow up，意思是“ 爆炸”。6) Definition （用一个句子给生词下定义）

40、 She wanted baked clams for her appetizer. An appetizer is the first course of a meal. 第二个词用来给appetizer下定义，由此学生便知道appetizer是开胃菜。7) Hyponyms （通过下义词推断词义） Legume, like string beans, lima beans, and green peas are important in your diet. 尽管句子中并没有直接说明 legume是一类植物的名称，但是从其下义词中可以推断：legume是a name for a group

41、 of vegetables with pods。8) From known to unknown(用学生熟悉的词或短语来解释生词) The mayor wanted privacy because he knew that being alone would help him solve his problems. 句中privacy指的是being alone。Using corpus to learn collocationsBrainstorm any nouns and verbs you need, and then search databases for useful coll

42、ocations in a dictionary like the LDCE or the COBUILD corpus on the Internet. If you have the electronic version of your textbooks, you can also easily find all the collocations that appear in them, with the keyword.get语境共现行Grammatical study 语法学习Why do your students find it difficult to write correc

43、t English sentences?Do you think English grammar is important?How do you help your students learn grammar?Do you make your students recite the rules or practice usingthem in speaking and writing?What successful ways do your students use?Six kinds of simple sentencesS+V She works.S+V+O She likes her

44、work.S+V+IO+DO She teaches us English.S+LV+P She is a teacher. She is friendly. She is at work.S+V+O+OC Her lessons make us happy.There be + S + Ad There is a book on the desk. There are 6 classes every day. Types of sentencesStatement I am a student. I study English.Questions Do you like English? W

45、hich school are you in? Does he speak English or French? She is from Japan, isnt she?Imperative Close the door.Exclamation What a nice day! How beautiful the flower is!The most useful verb tensesSimple Present She likes singing.Present Continuous She is singing.Simple Past She sang at the party.Simp

46、le Future She is going to sing at the party. She will sing at the party.Present Perfect Have you ever been to Beijing?Verb TensesPresentSimpleContinuousPerfect Perfect ContinuousHe speaksHe is speakingHe has spokenHe has been speakingPast He spokeHe was speakingHe had spokenHe had been speakingFutur

47、eHe will speakHe will be speakingHe will have spokenHe will have been speakingGrammar teaching in Chinas schoolsGr teachingin schoolDeduction (from rules)Induction (from examples,from texts)Lexical approach(Natural grammar )Presentationin LSRW Integration with topics &function Grammar 3DIntegrating

48、grammar with topics and functionsGrammar structures related with topics e.g. tenses can be used to talk about past experiences; relative clauses to describe people or things; passive voice to describe productsIntegrating grammar with topics and functionsGrammar structures related to functional items

49、 e.g. use indirect speech to pass on messages; use the subjunctive mood to express wishes; use emphatic structures for argumentNatural Grammar (S. Thornbury)Learn the grammar of English naturally, through its words.Words have grammar. The grammar associated with high frequency words like for, to, th

50、e, you, as, that, etc. is very high-frequency grammar and so, of course very useful grammar The common grammar of each word is displayed in the form of patterns. So, by learning these high-frequency words and their high frequency patterns, the learner is getting grammar for free.Natural GrammarJohn

51、Sinclair:“Learners would do well to learn the common words of the language very thoroughly, because they carry the main patterns of the language.”Teach English grammar by lexical approach.A lexical view of language, then, starts to dissolve the distinction between function words and lexical words. I

52、n so doing, it starts to dissolve the distinction between grammar and vocabulary. (The Willises)强调学习过程，重视语言学习的实践性和应用性现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触，体验和理解真实语言，并在此基础上学习和运用语言。鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略，发展自主学习能力。Meaningful inputIntake(Thinkingand Express

53、ing) Meaningful outputListening and readingSpeaking andwritingTeacherssupportWays of developing listening skillsBe exposed to a wide variety of listening text genres and text types (poems, conversations, speeches, stories, radio/TV programs, ads, announcements, etc.)Get Ss to know what problems they

54、 have to deal with (accent, culture, language, psychological problem)Raise awareness of listening strategies (verbal and non-verbal, context, WK, note-taking, etc.)Develop micro listening skills (listening for gist, for specific information, for the speakers attitude and mood, etc.) Listening proced

55、uresPre-listening听前 Tell the Ss what they are going to hear, get them to think about the topic, often by asking them questions or looking at the title/pictureWhile-listening听中 First listening to get the main idea Second listening to find specific information Third listening to find inferential infor

56、mationAfter listening听后 Tasks that are related to Ss own experienceListening strategiesListening for key words not every wordLooking for nonverbal cues to meaningPredicting the contentActivating schemata (ones existing knowledge and experience)Listening for the general gist and details（taking notes）

57、Guessing the meanings through the contextChecking and reproducing what is heardSpeaking activities in the materials(Grant, 1988)Three types of speechworkDrills: aimed at encouraging accuracy操练Fluency: graded to enable communication to take place within the language capacity of the students流利交流Natura

58、l language use: bring ordinary, everyday human speech naturally and spontaneously into the classroom自然使用Types of speechworkCommunicative activities Information gapHalf-dialoguesQuizzes: an integrated activity, combining reading and writing with speaking.Problem solvingGuided interviewsRole-playNatur

59、al language use (personalize learning)Free talk (S on duty) and S-T interactionSpeaking strategiesBeing bold to speak, ask questions and talk with partnersUsing communicative strategies Asking for repetition and clarification Dealing with interaction pressure (using fillers) Handling unrehearsed dis

60、course (paraphrasing) Applying diplomacy and courtesy Choosing when to move on to a new topic Winding down a conversation Recognizing signals or body language of the partner Becoming aware of ellipsis in spoken language Using formulaic expressionsUsing listening and reading material to facilitate sp