英语课程教学设计课件

英语课程教学设计课件16英语课程的教学设计InstructionalDesignforLanguageCourse2010-11-29/306英语课程的教学设计2英语课程教学设计课件36InstructionalDesignforEnglishCurriculum6.1GeneralIssues

What:BasicconceptsWhy:Significance&BenefitsHow:PrerequisiteTypes/LevelsPrinciplesComponents、/Elements6.2SpecialIssues课堂教学过程模式课堂教学活动设计课堂教学时间分配

课堂教学板书设计

课堂教学纪律维系师生教学语言规约6InstructionalDesignforEng46.1GeneralIssues6.1.1What——语言教学设计的概念与内涵王蔷，2006：4.1，51；邹为诚，2006:506.1GeneralIssues5Task:Basicterms:WhatisLP?Q1.Whatislessonplan?Q2.Whatislessonplanning?Q3.Whatothertermscanyouthinkoftorefertolessonplan(ning)?

lessonpreparationlessondesignQ4.Accordingtothedefinitionsoflessonplan,whatconstituentsshouldbeincorporatedinlessonplanning?

What

toachieve?(Aims)

How

toachieveit?(materials,activities,techniques,resources,etc.)Wang,2006:51Task:Basicterms:Whatis66.1.2Why——语言教学设计的意义与功能邹为诚，2006:50王蔷，2006,4.1，51-53；55最后一段；66,Conclusion6.1.2Why——语言教学设计的意义与功能7Task:WhyisLPpartofteacherwork?--Necessity&ImportanceofLessonPlanninginTeachers’ProfessionalworkQ1.Whyislessonplanningincludedinteachers’professionalwork?Hints:FromtheperspectiveoftheteachingprocessWang,2006:51;52-53;55;66Pre-lesson:beforetheclassWhile-lesson:duringtheclassPost-lesson:aftertheclassTask:WhyisLPpartoft8theteacher

unpreparedlessons:disaster;lesstrustandcooperation

Whoshouldmakelessonplanning,noviceorexperiencedteachers?(acommonmisconception)Findoutatleast3wordsandexpressionswhichexpressthenecessityorimportanceofteachers’lessonplanningwork.

essential;important;benefitfrom;necessary;beneficialTrytounderstandthewayshowteacherscangetpromotedintheirprofessionaldevelopmentfromlessonplanning.learnersFromtheperspectiveof

theteacher96.1.3How语言教学设计的前提

邹为诚，2008:50-51Wang,2006:54-55ELTInstitutionLearnersCurriculum/SyllabusTextbookObjectiveKnowingabout研究教材了解学生6.1.3HowWang,2006:54-55Kn10SsT学习内容教学内容教材内容其他课程资源教师:中介者(mediator)学生教材课程标准SsT学习内容教学内容11语言教学设计的基本类型/层次

邹为诚，2006:50学年year学期term单元/模块unit/module课时lesson备课planning语言教学设计的基本类型/层次备课pl12王蔷，2006，4.3,54-55；66Q1.Atwhichlevelscanteachersmakelessonplans?Q2.Whatarethedifferencesandrelationbetweenthelevels?Q3.WhichleveloflessonplanningisaddressedinSection4.4and4.5?Short-termLP1Long-termLPShort-termLPn王蔷，2006，4.3,54-55；66Short-te13语言教学设计的基本考虑/基本原则

王蔷，2006，4.2，53-54;邹为诚，2008:51；ESA(Harmer,1998,citedinWang,2006，

66)Aim/PurposefulnessVarietyFlexibility（Wang,2006：53;60;邹:2008：25；53）Learnabilitycf.TeachabilityLinkage/Coherence/TransitionEngageStudyActivate语言教学设计的基本考虑/基本原则Aim14课时教学设计(lessonplan)的基本架构Question1：Whatcomponents/element

shouldbeincludedinlessonplanintheoryandpractice?

Question2:Shouldlessonplansbewrittenlongorshort,briefordetailed?(cf.Wang,2006:61,Para.1)课时教学设计(lessonplan)的基本150.Foreword:Differentteachershavedifferentteachingstylesandmayusedifferentteachingprocedures,so“everylessonisunique”(Robertson&Acklan,2000:6),andsoiseverylessonplan.(Wang,2006:55)Thereisnouniformlessonplan.Differentstylesoflessonplanshavebeenwrittenandusedbydifferentteachers.(Wang,2006:61)教案的写作也有一些规范，这些规范为老师策划教学提供了思考和安排的框架。教学的编写格式并不是千篇一律，各位教师，各种不同年龄的教师都会有自己的风格。（邹为诚，2008:51）0.Foreword:16Intheory,邹为诚，2008:51-53;23-25教师姓名授课日期学生描述教学目标教学内容——重点；难点教学工具：黑板；白板；图片；磁带；投影仪；PPT；课本；其他材料授课过程——复习；导入；总结归纳信息反馈；作业布置开始；进行/开展；结束背景信息Intheory,教师姓名开始；进行/开展；结束背景信息17王蔷，2006，4.4，55-60；66backgroundinformation:Ss,class,grade,date,time,durationteachingaimsteachingcontents:languageknowledge;languageskillsteachingaids/resources/materialsteachingprocedures:stages--stepssummaryassignments/homeworkafter-lessonreflection1.Knowledge2.Skills3.Feelingsandattitudes4.Culturalawareness5.Learningstrategieswarm-up/starterrevisioncheckinghomework王蔷，2006，4.4，55-60；66back182.Inpractice,Samplelessonplans:邹为诚，2008:241-248（课堂实录）；263-271（同课异构）.王蔷，2006:62-65.（3个教案样例）/met/caselist.aspx浙江温州大学外国语学院英语专业师范生教学设计2.Inpractice,19AFrameworkofLessonPlanBackgroundinformationTeachingaims/objectivesTeachingcontents:MajorpointsandAnticipateddifficultiesTeachingaids/materials/resourcesTeachingprocedures(T-SsMutual)Greeting(Abrief)Introduction(totoday’slesson)RevisionCheckinghomeworkLanguagecontents/knowledge-oriented/Languageskill-orientedteachingandlearningprocessmodelSummaryAssignments/HomeworkBoraddesignPost-lessonreflectionAFrameworkofLessonPlanBac20英语课程教学设计课件216.2SpecialIssues6.2.1课堂教学过程模式语言知识教学过程模式：PPP&TBLTL(王蔷，2006:31-33)理据：CLT——强交际观和弱交际观(王蔷，2006:20;37,最后一段）B.语言技能教学过程模式：PWP（Pre-，While-，Post-）（王蔷，2006：目录；59-60）6.2SpecialIssues22ModlesofTeaching

ProceduresLanguageknowledge:Lead-in+3PLanguageskills:3-stageModlesofTeachingProceduresL23集中注意明确目的引起兴趣激发思维激活背景知识与相关语言储备WangQiang,2006：58-59.邹为诚，2008：24。Lead-in教学导入环节Warming-up教学热身环节Starter教学启动环节Pre-work教学准备环节集中注意Lead-in教学导入环节Warming-up24The“Starer+PPP”model(anewstructure-basedlesson)Starter/Lead-in/Warming-up?Pre-workPresentation:Theteacherintroducesthenewvocabularyandgrammaticalstructuresinwhateverwaysappropriate.Practice:Thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitation(拓展)ofthetextswhennecessary.Production:Thestudentsareencouragedtousewhattheyhavelearnedandpractise

toperformcommunicativetasks.Thefocusisonmeaningratherthanaccurateuseoflanguageforms.The“Starer+PPP”model(anew25Step1Lead-inActivity1:FreetalkActivity2:Roleplay…Step1Lead-in26Step2:PresentationActivity1:Functionalitems/usefulexpressionsActivity2:SituationalDialogues(2)Step2:Presentation27Step3:PracticeActivity1:Look,listenandsayActivity2:LookandsayStep3:Practice28Step4:ProductionActivity1:ReadandsayActivity2:FreetalkStep4:Production29The3-stagedmodel

(askill-orientedlesson)Areading/listeninglesson:Stage1:Pre-reading/Pre-listening(settingascene,warming-up,providingnewinformation,suchaskeywords);Stage2:While-reading/While-listening(carryoutactivitiesortasksthatthestudentsmustperformwhiletheyarereadingorlistening);

Stage3:Post-reading/Post-listening(provideachanceforstudentstoobtainfeedbackontheiractivities,inwhichstudentsrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously)The3-stagedmodel

(askill-o30Step1:pre-readingActivity1:AppreciatingAnEnglishSong(3minutes)

Activity2:Brainstorming(1minute)Activity3:Guessing(2minutes)Step1:pre-reading31Step2:while-readingActivity1:Scanning(1minute)Activity2:UnderstandingMainIdeas(3minutes)Activity3:DetailedReading(12minutes)Step2:while-readingActivity132Step1:post-readingActivity1:Retelling(4minutes)Activity2:Talking(2minutes)Activity3.Discussion(5minutes)Step1:post-readingActivity1:336.2.2课堂教学时间分配(自学）

邹为诚，2008:23-课堂教学板书设计（自学）

邹为诚，2008，81-93.阅读材料6.2.2课堂教学时间分配(自学）346.2.4课堂教学活动设计基本术语：exercise,task,activityWangQiang,2006:27;28基本类型：交际性活动（王蔷，2006:20；22-24;28）非交际性活动（理据：强交际观和弱交际观王蔷，2006:20；活动类型平衡观，王蔷，2006:2.11Conclusion,36-37）案例分析（王蔷，2006:24-26，29-30,tasks;）基本考虑——活动设计的维度、步骤(王蔷，2006:33-34活动的意义邹为诚，2008:99)活动的分组方式(邹为诚，2008:100-102;王蔷，2006，5.3，74-78)PreviewWork6.2.4课堂教学活动设计PreviewWork35英语课程教学设计课件36英语课程教学设计课件376英语课程的教学设计InstructionalDesignforLanguageCourse2010-11-29/306英语课程的教学设计38英语课程教学设计课件396InstructionalDesignforEnglishCurriculum6.1GeneralIssues

What:BasicconceptsWhy:Significance&BenefitsHow:PrerequisiteTypes/LevelsPrinciplesComponents、/Elements6.2SpecialIssues课堂教学过程模式课堂教学活动设计课堂教学时间分配

课堂教学板书设计

课堂教学纪律维系师生教学语言规约6InstructionalDesignforEng406.1GeneralIssues6.1.1What——语言教学设计的概念与内涵王蔷，2006：4.1，51；邹为诚，2006:506.1GeneralIssues41Task:Basicterms:WhatisLP?Q1.Whatislessonplan?Q2.Whatislessonplanning?Q3.Whatothertermscanyouthinkoftorefertolessonplan(ning)?

lessonpreparationlessondesignQ4.Accordingtothedefinitionsoflessonplan,whatconstituentsshouldbeincorporatedinlessonplanning?

What

toachieve?(Aims)

How

toachieveit?(materials,activities,techniques,resources,etc.)Wang,2006:51Task:Basicterms:Whatis426.1.2Why——语言教学设计的意义与功能邹为诚，2006:50王蔷，2006,4.1，51-53；55最后一段；66,Conclusion6.1.2Why——语言教学设计的意义与功能43Task:WhyisLPpartofteacherwork?--Necessity&ImportanceofLessonPlanninginTeachers’ProfessionalworkQ1.Whyislessonplanningincludedinteachers’professionalwork?Hints:FromtheperspectiveoftheteachingprocessWang,2006:51;52-53;55;66Pre-lesson:beforetheclassWhile-lesson:duringtheclassPost-lesson:aftertheclassTask:WhyisLPpartoft44theteacher

unpreparedlessons:disaster;lesstrustandcooperation

Whoshouldmakelessonplanning,noviceorexperiencedteachers?(acommonmisconception)Findoutatleast3wordsandexpressionswhichexpressthenecessityorimportanceofteachers’lessonplanningwork.

essential;important;benefitfrom;necessary;beneficialTrytounderstandthewayshowteacherscangetpromotedintheirprofessionaldevelopmentfromlessonplanning.learnersFromtheperspectiveof

theteacher456.1.3How语言教学设计的前提

邹为诚，2008:50-51Wang,2006:54-55ELTInstitutionLearnersCurriculum/SyllabusTextbookObjectiveKnowingabout研究教材了解学生6.1.3HowWang,2006:54-55Kn46SsT学习内容教学内容教材内容其他课程资源教师:中介者(mediator)学生教材课程标准SsT学习内容教学内容47语言教学设计的基本类型/层次

邹为诚，2006:50学年year学期term单元/模块unit/module课时lesson备课planning语言教学设计的基本类型/层次备课pl48王蔷，2006，4.3,54-55；66Q1.Atwhichlevelscanteachersmakelessonplans?Q2.Whatarethedifferencesandrelationbetweenthelevels?Q3.WhichleveloflessonplanningisaddressedinSection4.4and4.5?Short-termLP1Long-termLPShort-termLPn王蔷，2006，4.3,54-55；66Short-te49语言教学设计的基本考虑/基本原则

王蔷，2006，4.2，53-54;邹为诚，2008:51；ESA(Harmer,1998,citedinWang,2006，

66)Aim/PurposefulnessVarietyFlexibility（Wang,2006：53;60;邹:2008：25；53）Learnabilitycf.TeachabilityLinkage/Coherence/TransitionEngageStudyActivate语言教学设计的基本考虑/基本原则Aim50课时教学设计(lessonplan)的基本架构Question1：Whatcomponents/element

shouldbeincludedinlessonplanintheoryandpractice?

Question2:Shouldlessonplansbewrittenlongorshort,briefordetailed?(cf.Wang,2006:61,Para.1)课时教学设计(lessonplan)的基本510.Foreword:Differentteachershavedifferentteachingstylesandmayusedifferentteachingprocedures,so“everylessonisunique”(Robertson&Acklan,2000:6),andsoiseverylessonplan.(Wang,2006:55)Thereisnouniformlessonplan.Differentstylesoflessonplanshavebeenwrittenandusedbydifferentteachers.(Wang,2006:61)教案的写作也有一些规范，这些规范为老师策划教学提供了思考和安排的框架。教学的编写格式并不是千篇一律，各位教师，各种不同年龄的教师都会有自己的风格。（邹为诚，2008:51）0.Foreword:52Intheory,邹为诚，2008:51-53;23-25教师姓名授课日期学生描述教学目标教学内容——重点；难点教学工具：黑板；白板；图片；磁带；投影仪；PPT；课本；其他材料授课过程——复习；导入；总结归纳信息反馈；作业布置开始；进行/开展；结束背景信息Intheory,教师姓名开始；进行/开展；结束背景信息53王蔷，2006，4.4，55-60；66backgroundinformation:Ss,class,grade,date,time,durationteachingaimsteachingcontents:languageknowledge;languageskillsteachingaids/resources/materialsteachingprocedures:stages--stepssummaryassignments/homeworkafter-lessonreflection1.Knowledge2.Skills3.Feelingsandattitudes4.Culturalawareness5.Learningstrategieswarm-up/starterrevisioncheckinghomework王蔷，2006，4.4，55-60；66back542.Inpractice,Samplelessonplans:邹为诚，2008:241-248（课堂实录）；263-271（同课异构）.王蔷，2006:62-65.（3个教案样例）/met/caselist.aspx浙江温州大学外国语学院英语专业师范生教学设计2.Inpractice,55AFrameworkofLessonPlanBackgroundinformationTeachingaims/objectivesTeachingcontents:MajorpointsandAnticipateddifficultiesTeachingaids/materials/resourcesTeachingprocedures(T-SsMutual)Greeting(Abrief)Introduction(totoday’slesson)RevisionCheckinghomeworkLanguagecontents/knowledge-oriented/Languageskill-orientedteachingandlearningprocessmodelSummaryAssignments/HomeworkBoraddesignPost-lessonreflectionAFrameworkofLessonPlanBac56英语课程教学设计课件576.2SpecialIssues6.2.1课堂教学过程模式语言知识教学过程模式：PPP&TBLTL(王蔷，2006:31-33)理据：CLT——强交际观和弱交际观(王蔷，2006:20;37,最后一段）B.语言技能教学过程模式：PWP（Pre-，While-，Post-）（王蔷，2006：目录；59-60）6.2SpecialIssues58ModlesofTeaching

ProceduresLanguageknowledge:Lead-in+3PLanguageskills:3-stageModlesofTeachingProceduresL59集中注意明确目的引起兴趣激发思维激活背景知识与相关语言储备WangQiang,2006：58-59.邹为诚，2008：24。Lead-in教学导入环节Warming-up教学热身环节Starter教学启动环节Pre-work教学准备环节集中注意Lead-in教学导入环节Warming-up60The“Starer+PPP”model(anewstructure-basedlesson)Starter/Lead-in/Warming-up?Pre-workPresentation:Theteacherintroducesthenewvocabularyandgrammaticalstructuresinwhateverwaysappropriate.Practice:Thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitation(拓展)ofthetextswhennecessary.Production:Thestudentsareencouragedtousewhattheyhavelearnedandpractise

toperformcommunicativetasks.Thefocusisonmeaningratherthanaccurateuseoflanguageforms.The“Starer+PPP”model(anew61Step1Lead-inActivity1:FreetalkActivity2:Roleplay…Step1Lead-in62Step2:PresentationActivity1:Functionalitems/usefulexpressionsActivity2:SituationalDialogues(2)Step2:Presentation63Step3:PracticeActivity1:Look,listenandsayActivity2:LookandsayStep3:Practice64Step4:ProductionActivity1:ReadandsayActivity2:Fre