付春敏讲座-小学英语教学活动设计(重庆市教院国培)

1、小学英语教学活动设计四川省教育科学研究所 付春敏2012.10.24 重庆1Case Study: Is this your? Yes, it is./No, it isnt.Vocabularypen pencil book 2Case Study: Is this your? Yes, it is./No, it isnt.Activity 1: Look, listen and read3Case Study: Is this your? Yes, it is./No, it isnt.Activity 1: Look, listen and readActivity 2: Is thi

2、s your pencil?4Is this your pencil?Yes, it is./No, it isnt.Role play:Is this your?5Case Study: Is this your? Yes, it is./No, it isnt.Activity 1: Look, listen and readActivity 2: Is this your pencil?Activity 3: Lost and fund6外语教学法回溯-Direct approaches (audio-lingualism)-Functional approaches-Communica

3、tive approachesThe Audiolingual Method-The audiolingual method focuses on the comprehension of language at a largely mechanical level (Davidson, 1978).-Examples of mechanically structured activities might include repetition or substitution. The teacher is in control of the lesson, and students can o

4、ften successfully participate without any understanding of meaning (Davidson, 1978).Functional Approaches-These are usually based on situational language needs (Hinkel & Fotos, 2002).- According to Skehan, these activities often follow a “presentation, practice, and production” protocol (cited in Hi

5、nkel & Fotos, 2002). Communicative/Humanistic Approaches-These methods mimic a natural acquisition of language, for example, how a child acquires L1 (Hinkel & Fotos, 2002).-Language is acquired using meaningful input, with no formal grammatical instruction. It is assumed that ELLs will naturally acq

6、uire the forms of language when this approach is used (Hinkel & Fotos, 2002). 系列之一：建构交互性语言活动的信息差与观点差11Meaningful communication depends on information gaps and Perspectives differences12Make use of information gapsCreate information gaps13How to make use of information gaps?Case 1: Brain stormCase 2:

7、 Pre-lesson tasksCase 3: Talk about their experiences14 Whats in your mind when you see the word TOYS？Collect some words of toys.What toys do you have?Whats you favorite toy?How to create information gaps?如何为交互性语言活动创设信息差16方法一：控制输入信息流量17Case studyActivity 1: All mighty circleActivity 2: Are you a goo

8、d witness?Teaching method 2: Look at the picture for ten seconds.Tell me what do you see in English.What do you see in the picture?Answer the questionsHow many dolls are there?How many bicycles are there?What colours are the balloons?Where is the skateboard?Sally Ann CindyTasks:Who has long hair? Sa

9、lly, Ann or Sue?Whats Sally looks like?Sally Ann Cindy方法二：信息分配28由教师预设的差异信息方法二：信息分配Jigsaw reading30方法三：利用学生多元智能的差异31Sample 1Sample twoCreate your monster(parts of your body)系列之二：课堂教学活动构成英语课程标准（实验稿）第四部分 实施建议一 教学建议（三）倡导“任务型”教学途径，培养学生综合语言运用能力本标准以学生“能做某事”的描述方式设定各级目标要求。教师应该依据客层的总体目标并结合教学内容，创造性的设计贴近学生实际的教学

10、活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流、合作等方式，学习和使用英语，完成学习任务。123使用英语的思维形式：听说读写使用语言的量：词、句、文段是否符合学生真实的兴趣，参与人数是否便于对学生的语言水平和参与状态进行评估活动要有明确的目的并具有可操作性结合五个维度的课程目标活动组织方式适合班级规模体验活动：spider game2.活动要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实体验活动：Who is he/she?教学案例：神笔马良 3.活动要有利于学生学习英语知识、发展语言技能，从而提高实际语言运用能力关注学生的思维活动状态：语言输入；语言输出关注学生语言活动的

11、具体形式：听说读写关注学生语言活动的结果：与活动的产出形式4.活动应积极促进英语学科和其他学科的相互渗透和联系，是学生的思维和想象力、审美情趣和艺术感受、写作和创新精神等综合素质得到发展(启发学生多元智能)教学案例：ColoursGo shopping. Make a shopping list.Build our own farm.5.活动要能够促使学生获取、处理和使用信息，用英语与他人交流，发展用英语解决实际问题的能力6.活动不应该仅限于课堂教学，而要延伸到课堂之外的学习和生活中活动案例Make your own friends albumSnakes and laddersMake yo

12、ur mini-bookUseful CraftsA sample taskTopic: foodVocabulary: flour egg sugar milk butterGranmmer:We have Countable nouns and uncountable nounsTask: Make a birthday cake如何有效？活动形式要能够吸引学生的注意语言任务内容与学生个人真实生活相结合，唤起学生情感体验，给学生想要知道的信息，让学生说自己想要说的话。理解学生思维过程和个体需要，活动中提供必须的语言支撑。评价要有依据，活动最好包含可量化的产出形式，如作业题单。教师课堂评价要

13、针对学生语言知识量和运用能力，避免随机猜测、碰运气得分的活动 如何吸引学生的注意？比赛、奖励未知的出场（telephone chain）未知的结果 （bingo, trace the number）由学生自主创设的差异信息选择学生乐于知道的真实信息语言任务与真实的生活相关联与生活的常识相关联与个人生活经验与信息相关联与文化习俗相关联教学案例关于日期与生日的话题活动When is your birthday?Its on May, 9th.设计任务产出的形式语言输出的表达形式（听说读写）非语言的任务结果（有助于对学生的学习活动进行评估）：作业题单；调查表；手工制品等。Whats in a wor

14、ksheet?Topic: Lesson:Date:Name:Class:Score:Comments:Individuals通过学生个体表现来评述语言任务的有效性。1 学生个体的思维活动：理解、认知、模仿、记忆、联想、分析识别、迁移使用、交流互动2 学生语言活动状态：输入听、认读；产出说、写作；3 学生语言产出的量：词汇、单句、文段语篇Class教学活动的效率体现在班级整体：1 学生参与面（单人、小组或全体共同参与）；2 活动中角色分配与适应性；分层设置目标和任务：3 练习频率；给学生足够的思考时间4 学生情绪表达； Comments and suggestions are welcome！

15、Thanks！QQ: 87573722语言活动要有效使用目标语言认读：词句文段书写：听音：口语表达：什么是真实语言任务？真实的语言任务必须使用英语来完成(听、说、认读、书写等多种维度呈现目标语言)真实的交互性语言任务必须有信息差或者观点差，让话语有真实的交际意义交流语言符合生活经验的真实交流语言符合交际文化的真实任务形式要符合学生真实的兴趣，激发学生主动使用语言进行交流如何为交互性语言活动创设信息差预设有差异的信息交流双方观点的差异与沟通调查访问与统计汇报Teaching method 3: Whats in your mind when you see the word TOYS？Most

16、of these plans tend to follow this standard lesson plan format.Warm-up Presentation Controlled practice Free practice Feedback Warm-up Students might arrive late, tired, stressed or otherwise distracted to class.In order to get their attention, its best to open with a warm-up activity. The warm-up c

17、an be as simple as telling a short story or asking students questions. The warm-up can also be a more thought-out activity such as playing a song in the background, or drawing an elaborate picture on the board. While its fine to start a lesson with a simple How are you, its much better to tie your w

18、arm-up into the theme of the lesson.Presentation The presentation can take a variety of forms: Reading selection Soliciting students knowledge about a specific point Teacher centered explanation Listening selection Short video Student presentation The presentation should include the main meat of the

19、 lesson. For example: If you are working on phrasal verbs, make the presentation by providing a short reading extract peppered with phrasal verbs.Controlled practice The controlled practice section of the lesson provides students direct feedback on their comprehension of the task at hand. Generally,

20、 controlled practice involves some type of exercise. Remember that an exercise doesnt necessarily mean dry, rote exercises, although these can be used as well. Controlled practice should help the student focus on the main task and provide them with feedback - either by the teacher or other students.

21、 Free practiceFree practice integrates the focus structure / vocabulary / functional language into students overall language use. Free practice exercises often encourage students to use the target language structures in: Small group discussions Written work (paragraphs and essays) Longer listening c

22、omprehension practice Games The most important aspect of free practice is that students should be encouraged to integrate language learned into larger structures. This requires more of a stand-off approach to teaching. Its often useful to circulate around the room and take notes on common mistakes. In ot