英语课堂教学

1、英语课堂教学教师角色高中英语课程的教学重点关于教学目标关于课堂教学过程基本教学原则学生主体参与的具体表现二、教学讨论及建议Learning to learnWarm-up: Vocabulary /listeningLanguage Focus lessons:ReadingGrammarSkill Focus Lessons:Listening and readingVocabularyCommunication workshop: Speaking and Writing 教师角色 学生学习的促进者、指导者、组织者、帮助者、参与者和合作者 organiser, activator, con

2、fidence-builder, language model, cultural role model 高中英语课程的教学重点发展学生用英语获取信息、处理信息的能力；用英语分析问题、解决问题的能力；用英语进行思维和表达的能力。关于教学目标传统的课堂教学目标关注知识学习，忽视知识的运用；关注教师的教；忽视学生的学；关注知识的记忆，忽视建构知识的过程；关注书本知识的学习，忽视与生活经验的联系；关注智力的发展，忽视情感的发展；关于教学目标新课程的课堂教学目标既关注知识的学习，更关注知识的运用；既关注教师的教；更关注学生的学；重视记忆策略，更关注建构知识的过程；重视书本知识，更重视与生活经验的联系；

3、既关注智力的发展，更关注学生身心的健康；重视学科内容的学习，也关注学科间的联系；力求满足学生的终身发展的需要。关于课堂教学过程Pre-learningLearningAfter learning关于课堂教学过程Pre-learning: 调动学生已有的知识和经验，为输入新的知识和技能做准备（情感态度和语言准备）Learning：语言输入，新知识建构、知识与技能操练、概念的理解和提炼，举一反三After learning：语言知识与技能的巩固和综合运用基本教学原则使学习机会最大化(Maximize Learning Opportunity)。不管你用什么方法，首先要创设一种使学生获得最大学习机会

4、的环境和教学过程。教师的角色即是为学生创造这种机会。最大限度地缩小教与学的差距。教和学的过程不一定完全吻合，教师的作用即在于尽量使这种差距缩小。促进积极的课堂互动(Interaction)。教学过程应当为学生提供有意义的互动，使教师和学生进行有效的交流。培养积极主动的学习者。这是我们的课堂教学目标，即培养更加自觉自愿的学习者。提高语言意识。培养学生对于语言的敏感性，理解语言的意义联系。同时，还要了解包括语法和词汇在内的语言形式及其功能。基本教学原则（续）激发学生本能的发现力。引导学生去发现语法规律。发展综合语言技能(Integrated Language Skills)。语言教学必须是综合性的

5、，目的在于使学生掌握听说读写等方面的综合语言技能。力求语言输入情境化(Contextualize Linguistic Skills)。在一定的语境下呈现语言，而不是孤立地去呈现语言语法规则和词汇。教师要创设一定的语言环境，帮助学生在情境中理解语言。确保语言与社会生活的相关性。使教学过程符合学生的思维能力、社会生活经验和年龄特征。提高文化意识。语言是文化的载体，语言的学习离不开文化。教学过程中要给予培育学生的文化敏锐性和鉴别力等方面足够的关注。 学生主体参与的具体表现教师角色的转变学生主动、积极，自信课堂气氛民主、平等、活跃有效调动学生已有知识和经验学生发现新知识（如：语言的规律，表达的方式）

6、学生积极思考，从不知到知，体现建构过程学生有表达个人的观点、意见或情感的机会学生有自主提问的动机和机会活动设计从学生的兴趣和经验出发教师鼓励、尊重、发展学生的见解和观点学生主体参与的具体表现教师是积极的倾听者教师与学生交流学习的目标和达标的要求教师允许学生出错，适时帮助修正教师与学生有真实的交流机会教师创造机会让学生反思和评价自己的学习教师给予学生进行选择的机会教师提供师生、生生互动的机会教学渗透与其他学科知识的联系教师提供学生用英语做事情的机会教师与学生交流和讨论情感 grammarvocabularylisteningReadingWarm-upProjectLearning to lea

7、rnLiterature spotLanguage powerCulture cornerBulletin boardUnit DiaryLanguage focusSkill focusGuided speaking & writing practiceUnit 1Unit 2Unit 3Communication work shopLesson 1Lesson 2Lesson 3Lesson 4 模块Writing HelpGrammar SummaryNotes to the textsWord ListSuggested class timesLearning to learn (2

8、periods)Each unit (12 periods)Warm-up (20 minutes or so)Four lessons (8 periods)Communication Workshop (2 periods)Culture Corner and Bulletin Board (homework)Unit Diary (20 minutes)Language Power and Review (1 period)Important feature Learner developmentStudents are encouraged to develop as independ

9、ent and active learners of English. These skills and habits will make them better students throughout their educational lives.Learner developmentSee learner development as investment: organize vocabulary books, used to the self-study featuresbecome more effective studentsSelf-study features：Learning

10、 to learn, Unit objectives, Strategies Boxes, Writing help, Grammar Summary, Mini-Grammar, Notes to the Texts, Focus on Reading/Writing, Word Corner / Tips / Power, Key Word Bank, Check Your ProgressEncourage students to keep learner diaries: What have you done/learned? What problems have you had? W

11、hat was the most useful parts of the unit Use the unit objectives.Time for reflection.Link self-assessment with your own assessment.Using Learning to learn To arouse students awareness of individual autonomy.Part A: To get students motivated toward speaking English in class.Part B: To provide famili

12、arity with the new coursebook and arouse interest.Part C: To review grammar and encourage record-keeping of new grammar.Using the warm-up pageIntroducing the unit themeBuilding up awareness of skills Exploring the module themeRecycling and developing skills In this unit you will Stimulates interest

13、in the themeBrings awareness of what the Ss are learning; helps build confidenceChallenges the SsWhat can you do with Key Words?Work out the meaning with pictures, meaningful contexts, synonyms & AntonymsUnit 1 Warm-up Shepherdpicture A shepherds life is peaceful and relaxing, but a students life is

14、 usually stressful(context) Use the words: I think a students life is active, interesting and exciting(positive) but maybe it is stressful sometimes (negative).What can you do with Key Words?Unit 2 Warm-upA: He is always ready to give money or presents to those who need his help. The boy often cause

15、s pain and makes his parents suffer. She never shouts. She is never angry. She never hurries. She never worries.B: 31 people have been injured in _ incidents throughout the day. Yao Ming is brave, _ and calm while playing basket ball, He seems a kind and _ friend in real life, but sometimes a little

16、 shy. How I hope he is romantic, too.C: Christine was trying to make what she said funny and enjoyable, but Peter felt threatened. Who are your heroes and heroines?Unit 2 Warm-up Lang Pin famous Volleyball player/coach Gao Yaojie known as an important person against Aids in China Nelson Mandela brav

17、e man, fights for justice, fights against racism. Symbol of hope that things can change_ Professor Adrian Hall hero of “the Day after Tomorrow”, a great character! Try to save the world from the effects of global warming; also try to get his son, Sam_How to deal with Listening?Build up and develop l

18、istening skills:Unit 1 Getting the gist/main ideaUnit 2 PredictingUnit 3 Important words Produce language based on what they have learned: key words and key sentences,etc.Unit 1 ex 3 and 4 听力主要教学活动举例 听前活动听时活动听后活动 明确听的目的； 激发兴趣和欲望； 熟悉话题； 预测大意； 处理关键词； 布置任务。边听边操作；边听边选择、填空、连线、图画、补全信息； 边听边做笔记； 判断真伪。讨论； 根据

19、所听内容进行口头或笔头转述； 根据笔记写出梗概； 利用听到的信息，以同一题目为主题，从另一个角度写出一个文段。Suggestions for ListeningReduce “cassette fear”.Prepare thoroughly before listening.Be aware of listening difficulties.Reduce panic.Concentrate on task achievement.Be aware of variety.Evaluate the text.Dont stick to the cassette.Use Strategies b

20、oxes for revision.Skill Focus Lessons-Listening Before your startPredictinggood listeners are good predictors. Pictures/Visual aidsSetting the sceneprovide the background information to activate students schema, so they will be better prepared to understand what they hearListening for the gistask ss

21、 one or two questions that focus on the main idea of the passageListening for specific informationweather report/airport announcementSkill Focus LessonsListen to LearnNo specific response-take the anxiety out of listeningListen and tickListen and sequence-find out the order of the thingsListen and f

22、ill Unit 6 ex 3 p.38, Function FilesListen and guess-oral descriptions of a person, thing, place, action, etc.Listen to learn : Using the tapescriptIdentify the activity typeConsider how the students would complete the exerciseFind the most suitable use for the tapescriptSkill Focus LessonsSpeakingA

23、sking and answering questionsMaking dialogues,using functional sentencesMaking interviewsHave a telephone conversationGet prepared for Writing Skill Focus Lessons Example: 6 History MakersDiscussion pointsBackground knowledgeProviding enough support Teaching opportunitiesStrategies boxProvides learn

24、ing tipsProvides real communication in EnglishOpportunity for comprehension阅读主要教学活动举例 读前活动读时活动读后活动 明确目的； 熟悉话题； 预测内容； 预测词汇； 激发兴趣和欲望； 布置任务。 略读；找读； 根据所读内容画图、标 图、连线、填表、排序、补全信息； 为课文选择或添加标题； 根据所读内容制作图表； 边读边操作； 判断真伪。 转述所读内容； 根据所读内容进行角色扮演； 讨论； 改写； 续尾； 写摘要。 Skill Focus lessonsReadingBefore you startdraw the

25、students attention to the topic. Stimulate interests and get ss involved actively in discussing the topic always be prepared to extend the materialadditional vocabulary additional leading questionsSkill Focus lessonsReadingBefore you startPredicting: based on titles, pictures, vocabulary/topicsUnit

26、1 L.1 p.8, L.4 p.14, Unit 4 L.1 ex 2 p.8, L.3 ex 1 p.12, Setting the scene: 设置社会文化背景 getting students familiarized with the cultural and social background knowledge relevant to the reading text Unit 1 L.4 p.14, Unit 2 L.4 ChristmasSkimmingSkill Focus Lessons Read to learnChoose your order for the ac

27、tivitiesTarget your activities according the skills that need to be developedConsider a variety of options for reading textWhile-reading ActivitiesInformation transfer activities信息转换：图表，标顺序，做笔记，流程图 transfer information from one form to another an be more effectively processed and retainedActivities:

28、 pictures, maps, tables, tree diagrams, cyclic diagrams, flowcharts, chronological sequence, subtitles, note-takingReading Comprehension QuestionsQuestions of literal comprehensionanswers are directly and explicitly expressedQuestions involving reorganisation or reinterpretationobtain information fr

29、om various parts and put it together in a new wayQuestions for inferences consider what is impliedQuestions for evaluation or appreciation make judgement about what writer is trying to do and how successful he is in achieving the purposeQuestions for personal response answers depend on the readers r

30、eaction to the textWhile-readingUnderstanding references: Understanding what referential words refer to is crucial for comprehensionMaking inferences: “reading between the lines”, requires the reader to use background knowledge in order to infer the implied meaning of the authorWhile-readingScanning

31、 P.3 ex 3Choose titles/topic sentences p. 22 ex 4, p.29 ex 3Working out the meaning of words p.26 ex 2, p.29 ex 5,6,7Skill Focus LessonsSpeakingPurpose:Post-reading tasks should provide the students with opportunities to relate what they have read to what they already know or what they feel. In addi

32、tion, post-reading tasks should enable students to produce language based on what they learned.teachers have to be most inventive or imaginative. They have to design tasks which are relevant to the text being studied and appropriate to the students level. ReadingEncouraging guessing and prediction.E

33、ncouraging guessing of meaning.Encourage inference.Focus on style.Develop dictionary skills.Only focus on key words in texts.Encourage extensive reading outside the class.Use Strategies boxes for revision.Language Focus LessonsLanguage input: do tasks on reading and listening texts,only concentrate

34、on the meaning of the textGrammar Presentation: Focus ss attention on the target grammar in the text, then use the examples to work out rules in a guided way, refer to Grammar Summary for further explanationPractice: carefully graded and get ss to apply the rules they have just discoveredGrammar Pre

35、sentation and PracticePay attention to both form AND functionMake use of the Grammar SummariesLook for teaching points in the practicesWhat happened? What was the crowd doing?What were the other team members doing?What was his mother doing?What were you doing? Grammar Presentation and PracticePay at

36、tention to both form AND functionMake use of the Grammar SummariesLook for teaching points in the practicesExplore all options for the practice Language Study Example: p26 Grammar presentationAsk leading questions to highlight function of the tenseReinforce with real life questions when appropriateG

37、rammarEncourage Individual grammar notes.Develop reference skills.Get students to work out grammar rules themselves.Dont worry when students say “Weve done it before!”Top ten most typical mistakes in the class.Get students to produce language tests.Voice your opinion/ Language in useGive students ne

38、cessary supportEncourage communicationExample：Lexical Approach classroom activity The materials in this article aim to achieve the following goals:General GoalsTo develop students reading skillsTo increase students store of lexical chunksMore Specific Goals To motivate students to read by providing

39、texts with universally engaging themesproviding activities that allow students to personalise textsencouraging meaningful and authentic initial reactions to textsTo help students develop skills for independent learning byproviding opportunities to experience lexical chunks in authentic textsencourag

40、ing students to analyse, generalise, research and experiment with lexical chunksproviding students with opportunities to discover chunks for themselvesBefore you read1: You are going to read a story about a young teenage boy from England. The boy has upset his parents. Read these sentences from the

41、story and decide whether you think they come at the beginning, in the middle or at the end of the story. I got slapped three times with the sole of her shoe. Three times. That was it. Then she left my room. She never said a word.2: The story is called Away Day and the first sentence reads, “The only

42、 time I ever bunked off school, I was thirteen years old.” What do you think the story is about? Write down some guesses and share them with other students.As you read1: As you read the story from the point of view of a teenage school boy, try to see pictures of the boy in your mind and decide if th

43、e boy deserved the punishment.After you readReaction1: Tell a partner, if you think the boys punishment was appropriate and what you would have done if you were the parents.2: Think about the following questions: How do you feel about the boy in the story? Why do you think the boy went with the twin

44、s? Why do you think the boys mother reacted in the way she did? At the beginning of the story the author tells you the twins were always in trouble. Why do you think he tells you that? Discuss your thoughts about the questions in a small group.3: Discuss your answers to the following questions with

45、a partner: In paragraphs 1 and 2, what words tell you the housing estate is poor/working class? In paragraphs 3 and 4, how do you know the weather is hot and has been hot for some time? In paragraphs 5 and 6 the boy is becoming more and more frightened. What do you think frightens him? The boy was p

46、unished in the final paragraph. Was it the punishment he expected? Was the punishment effective?Look at the language1: Look at the lexical chunks below. All the expressions are from the story, Away Day. For each chunk try to write an equivalent in your language. Are they lexical chunks in your langu

47、age too? Tell a partner about the lexical chunks in your language.Lexical chunks (frozen or fixed) in the middle of nowhere I had no ideaLexical Chunks (semi-frozen or semi-fixed) She never said a word I didnt know where we were going I didnt know what we were doingLook at the language adjective plu

48、s noun collocations 2: What other nouns can you use after the adjective shiny new? e.g. shiny new shoes shiny new bike3: What other nouns can you use after the adjective broken? e.g. broken heart broken window What nouns cant you use after broken? e.g. broken house Examples of verb plus noun colloca

49、tions I didnt do my homework. (do / homework) They were always in trouble with the teachers. (be / trouble)4: Underline the weakest verb and noun collocation. Example: Exam take / pass / fail / study for / sit / revise homework do / forget / lose / prepare / finish / hand in trouble be in / expect /

50、 make / discover / get into / ask for5. Read the story again and make a list of collocations you think are useful to know.Using English 1: Think of a time you were punished by your parents. 2: Tell a partner why you were punished and how you were punished. 3: With your partner decide if the punishme

51、nt was fair. 4: Write about the time you were punished for other students in your class to read.OR 1: Think about a time you helped a friend. 2: Tell a partner who your friend was and how you helped your friend. 3: Write about the time you helped your friend for another friend to read.Teaching Vocab

52、ularyWays of presenting vocabulary:Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning. Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teac

53、her.Use synonyms or antonyms to explain meaningsUse lexical sets or hyponyms to show relations of words and their meanings, e.g. cook: fry, boil, bake, grill, etc.Translate and exemplify, especially with technical words or words with abstract meaning.Teaching VocabularyUse word formation rules and c

54、ommon affixes to build new lexical knowledge on what is already known.Create and providing different contexts for introducing new words. e.g. grumble Some people grumble about everything. For example, they grumble about the weather. If it is sunny, they say it is too hot. If it is cool, they say it

55、is too cold. They are never happy with the weather. They always grumble about the weather Think about the context in real life where the word might be used. Relate newly learned language to students real life to promote high motivation.Teaching VocabularyWays for consolidating vocabulary Using word

56、series: lifestyle adjectivesFinding synonyms and antonyms (p.68), collocation (teaching collocation is believed to be a more effective way of vocabulary learning than teaching one single word at a time.), Categoriesgrouping words into different categories: Key word banks in Language PowerUsing word

57、net-work/spiders: Word corner in Language PowerTeaching VocabularyDeveloping vocabulary learning strategiesReview regularly Guess meaning from contextOrganize vocabulary effectivelyUse learned vocabularyUse a dictionaryCreating vocabulary notebooks Manage strategy useTeaching VocabularyFocus on the

58、strategies for learning vocabulary;Encourage students to guess meaning from context;Stress the importance of phrases, collocations, word building, word family, etc.;Encourage students to select vocabulary to remember;Encourage students to use but not overuse a dictionary;Encourage students to keep a

59、 vocabulary book or a key word bank, and Use vocabulary books as fillers.Communication WorkshopSpeaking:Before you start：Listening-as an example; Speaking strategiesStages for the speaking activityTalkbackCommunication WorkshopExample: p45 surprise, repetition Informal expressionsUse the model as guide NOT script to memorise Have fun with expressive expressions!口语