中等职业学校国家规划新教材《英语》教学设计专家讲座课件

1、Instructional Design 教学设计首都师范大学诸凌虹第1页，共69页。The teaching and learning processWillingness UnderstandingApplication第2页，共69页。Tell me, I just forget.Show me, I only remember.Involve me, I will learn.第3页，共69页。ObjectivesDefinitionStagesPractice第4页，共69页。What is Instructional Design?Instructional Design is t

2、he systematic process of translating general principles of learning and instruction into plans for instructional materials and learning activities. 第5页，共69页。教学设计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，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。第6页，共69页。教学设计与传统教案 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”给学生，因此教案中所谓的教学

3、方法更多的是教师单方面构思出的“教”的方法，而忽略学生“学”的方法，它体现了以教师为中心的教学理念。第7页，共69页。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，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。第8页，共69页。教学设计与传统教案教学理念：教师中心-学生中心课堂焦点：教师教学-学生学习教学成果：被动学习者-主动学习者第9页，共69页。Stages of instructional designAnalyzing course content （教学内容分析）Analyzi

4、ng learner factors （学生情况分析）Setting the objectives （设定目标）Designing activities（设计教学活动）Using teaching aids （运用教学资源）Assessment (评价）第10页，共69页。Analyzing course contentWhat is it that students should know by the end of the course? What exams are students required to take after completing the course? What p

5、rofessional requirements does this course satisfy? 第11页，共69页。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:What content is covered here?Do you think our students can use this to do things in

6、 English now? How well can they do?Do you think our students can learn to do these things in English?How is the material presented?第12页，共69页。Example from the coursebook Tick () the restaurant lexis to see what you know about restaurants. ( ) food ( ) ball ( ) chicken ( ) waiter ( ) waitress ( ) menu

7、 ( ) teacher ( ) sunny ( ) delicious ( ) cloudy ( ) juice ( ) book ( ) tomato ( ) manager ( ) meat第13页，共69页。Example 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 a

8、mong the drinks.Tomato & Onion Salad is expensive.Mixed Leaf Salad is more expensive than Tomato & onion salad.Fruit Salad is the most expensive among the salads.第14页，共69页。Example from the course bookUnit task：Make a survey to compare three restaurants near your school.Unit task: Make a name card fo

9、r yourself in 2030.Unit task: Work out an application form for yourself in 2015.第15页，共69页。Stages of instructional designAnalyzing course content Analyzing learner factorsSetting the objectivesDesigning activitiesUsing teaching aidsAssessment第16页，共69页。Analyzing learner factorsWhile learning is the go

10、al of teaching, it is not necessarily the mirror image of teaching. Learners bring to learning their beliefs and their learning styles, which influence how they approach their learning.第17页，共69页。Task:Think about your students and write your analysis of learner factors. Share your analysis with your

11、group members and see how informative and instructive is your analysis?第18页，共69页。Example学生构成为小学英语基础几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？ 第19页，共69页。Learning Interests&Learning Motivation Le

12、arning for fun: 10%Learning for work: 90%being relevant to the Ss majorAnalysis on Learners第20页，共69页。Levels of the StudentsAnalysis on LearnersSsGradesPercentageSs A6033%Ss B40-5932%Ss C3935%sitting in groups of mixed levels第21页，共69页。Three levels of learning objectives:For Ss AFor Ss BFor Ss CFill i

13、n an application form with basic informationDesign and fill in an application formDesign and fill in an application form InterviewAnalysis on Learners第22页，共69页。Questions to considerQ1: What do they already know?Q2: How do they know?第23页，共69页。What do they already know?They already know what you want

14、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 content of your course. 第24页，共69页。Example from the course book Tick () the restaurant lexis to see what you know about restaurants. ( ) food ( ) ball ( ) chicke

15、n ( ) waiter ( ) waitress ( ) menu ( ) teacher ( ) sunny ( ) delicious ( ) cloudy ( ) juice ( ) book ( ) tomato ( ) manager ( ) meat ( )beef第25页，共69页。How do they know? (Learning strategies)Learning strategies are the specific actions taken by the learner to make learning easier, faster, more enjoyab

16、le, more self-directed, and more transferable to new situations.第26页，共69页。Learning strategiesMemory strategies -creating mental linkage (e.g. placing new words into a context) (Act.2,19)Cognitive strategies- Practicing (e.g. using formulas and patterns) (Act. 17)Compensation strategies-Guessing inte

17、lligently (e.g. using contextual clues to guess meaning) (Act.14)第27页，共69页。Stages of instructional designAnalyzing course content Analyzing learner factorsSetting the objectivesDesigning activitiesUsing teaching aidsAssessment第28页，共69页。Setting the objectives 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。第29页，共

18、69页。Different types of the objectivesThe students will be able to carry on short conversational exchanges involving greeting and leave taking.To teach the language of greeting and leave taking.To cover the first section of Unit 6.To develop students confidence in speaking English.第30页，共69页。课程目标 帮助学生

19、进一步学习英语基础知识，培养听、说、读、写等语言技能，使学生初步形成职场英语的应用能力；激发和培养学生学习英语的兴趣，提高学生学习的自信心，帮助学生掌握学习策略，养成良好的学习习惯，提高自主学习能力；引导学生了解、认识中西方文化差异，培养正确的情感、态度和价值观 。第31页，共69页。语言能力学习策略情感态度文化意识课程目标小结第32页，共69页。Aspects of the objectivesLanguage abilitiesStrategiesAffect factorsCultural awareness第33页，共69页。Writing instructional objectiv

20、esSpecificOperableObservable第34页，共69页。Describing the objectivesThe students as the subjectAn action verb to define behavior or performance to be learned第35页，共69页。ExampleStudents will be able to write a short paragraph about themselves using verbs in the present tense, including the verbs live, go, s

21、tudy, like, be, and have.第36页，共69页。Blooms Cognitive Taxonomy evaluation - judge value of ideas, appraise, predict, assess, select, rate, choose synthesis - put together parts, compose, construct, formulate, manage, prepare, design, plan analysis - dissect parts, detect relationships, diagram, compar

22、e, differentiate, criticize, debate application - use methods, concepts, principles, apply, practice, demonstrate, illustrate, operate comprehension - understand information, discuss, explain, restate, report, tell, locate, express, recognize knowledge - recall information, define, repeat, list, nam

23、e, label, memorize 第37页，共69页。TaskStudy Unit 6 and set the objectives of this unit.第38页，共69页。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 能够听懂有关饭店及外出就餐的谈话。 说 能够用用简单的句式询问并提出建议。 读 能够读懂菜单。 写 能够简单介绍饭店的基本情况，如路程 远近、 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。文化意识：学生能够了解西方国家的就餐习惯以及中西

24、餐饮文化的不同。情感态度：学生能够体验餐厅服务及就餐的基本礼仪。第39页，共69页。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 speaking practice, the students will be able to offer foo

25、d 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.第40页，共69页。Stages of instructional designAnalyzing course content Analyzing learner factorsSetting the objectivesDesigning activitiesUsing teachi

26、ng aidsAssessment第41页，共69页。Language learning activitiesAn activity is described as a task that has been selected to achieve a particular teaching/learning goal.第42页，共69页。Types of language learning activitiesPresentation activitiesPractice activitiesMemorization activitiesComprehension activities App

27、lication activitiesStrategy activitiesAffective activitiesFeedback activitiesAssessment activities第43页，共69页。 4.Homeassignment1.Lead-in2.Listen and speakV. Teaching procedure教学步骤3. Language in use第44页，共69页。Lead-in战前热身I. Look and matchLead inII. Group PKBack第45页，共69页。I. Look and matchLook and match （w

28、arm-up 个人抢答）.Bus stophospitalPost officeTrain stationPolice stationsupermarket第46页，共69页。I. 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, 现场抢答，最终获胜组每人得2分，第二名每人得1分，后两名不得分。(Brain Storm)第47页，

29、共69页。II. Group PK 两军对垒 每两组进行PK，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。 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 hospital，选手最快速度在黑板上写出该单词，正确并快速者得分。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 door”，最快做出正确动作者得分。第48页，共69页。In-class pictures第49页，共69页。2. Listen and speak 实战演习A. Listenand tickB. Listenand comp

30、leteC. Act and practiceBack第50页，共69页。A. 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Click第51页，共69页。 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 first traffic lights. Then take the turn on the right.A:

31、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听第二遍录音填空。第52页，共69页。 Excuse me, where is the nearest bank?Go straight on, and turn left at the traffic l

32、ight.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：Sentence Patterns听录音，学句型，夯实语法基础。返回第53页，共69页。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，也可自编对白，原创者额外加分(Bonus Points)。Question：The hospitalAnswer: turn left at the first traffic lightsQ

33、uestion：Dr. Li, Room 304Answer: go upstairs to the third floor第54页，共69页。C. 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，依据评价体系-10分制打分，原创者额外加分。Information childrens blood x-rayDesk doctor test roomscene：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，X光室。第55页，共69页。C. Act and practice 角色扮演大厅导诊台 儿科诊室 208Information x-ray desk roomHints：go upstairs, to the second floor, turn left第56页，共69页。Role play videoRole Play 1第57页，共69页。On stage 上台表演返回Role Play 2第58页，共69页。紧急任务：目前甲流形式严峻，为防疫