浙大名师谈英语教学

Designing

More

Effective

EnglishLessons浙江大学教育学院

褚献华设计更有效的英语教学今天的讲座讨论以下问题Topicstotalkabout学生学好英语需要哪些条件？

WhatconditionsdostudentsneedinlearningEnglish?怎样把课堂教学设计得更有效？

Howcanwedesignourlessonsmoreeffective?2024/7/18Thegeneralprocessoflanguagelearning★语言学习的一般过程Exposuretolanguage感受语言Comprehension

理解意思Imitation模仿保持Activeuse活用语言Languageinput语言输入Languageoutput语言输出Internalization内化Externalization外化2024/7/18LearningProcess学习过程Learningobjective学习目标Languageskills语言技能Languageknowledge语言知识Learningstrategies学习策略Affectiveattitude情感态度Cultureawareness文化意识GOALS教学目的Teacherasafacilitator教师是促进者Providingexternalconditions提供外部学习条件★

ELTProcess英语教学过程2024/7/18SUCCESSSMILE内部条件LEARNINGCONDITIONSInternallearningconditions

★学习的内部条件

chemata(priorlearning)原有知识

otivation学习动机

ntelligencelevel(IQ)智力水平

earning

ability学习能力Self-

fficacy(confidence)自我效能感SMILE2024/7/18SMILEExternallearningconditions★外部条件SUCCESS6equentialtransfer有序的迁移SUCCESStress-freeenvironment轻松的环境

nderstandableinput可理解输入

orrelatedreview相关的复习orrectdemonstration

正确的示范ngagingtasks参与的任务ufficientpractice充分的练习2024/7/18SUCCESSTeacher’sResponsibility★教师的职责为学生搭建学习的平台Stagesetting激发学生的学习兴趣stimulatinginterest提供学生参与的机会和条件providinglearningopportunities&conditions示范demonstration(呈现和使用语言)指导guidance(组织课堂语言实践活动）支持support(引导、简化任务、鼓励)反馈feedback(评价、强化、纠错)为维持学习提供脚手架

Scaffolding2024/7/18Whatarethepurposesofteaching?

★教学的目的是什么？Toprovidesupportiveconditionsforlearning为学生的学习提供支持条件

Toengagestudentsinmeaningfullearninginsupportiveenvironment让学生积极地参与有意义的学习Toenablestudentstoachieve

thelearningobjectives促进学生达到学习目标2024/7/18激活原有知识产生注意和兴趣热身复习呈现操练评价接受新授知识认知加工（编码）应用知识（表现）LearningProcess&PhasesofaLesson

★学习过程和课堂教学环节AssessmentPerformance2024/7/18AttentionActivationReceptionEncodingWarming-upRevisionPresentationPracticeTwoTasksinDesigningEffectiveLessons

★设计有效教学的两个任务2024/7/18InstructionalObjectivesLearningActivityLearningActivityLearningActivityLearningActivityLearningActivityIdentifyinstructionalobjectives

确定教学目标Designlearningactivities

设计学习活动LearningActivityPrinciplesofdesigningeffectiveELT★英语有效教学设计的原则

明确具体、切实可行的教学目标

Specifiedandpracticableobjectives内容相关、集体参与的准备活动

Relevantandcollectivepreparation

教材为本、准确简明的新知呈现

Textbook-basedandaccuratepresentation有效充分、循序渐进的操练巩固

Adequateandsequentialpractice依据目标、激励为主的教学评价

Objective-basedandencouragingassessment

2024/7/18SpecifiedandPracticalObjectives★明确具体、切实可行的教学目标Instructionalobjectivesarethedescriptionsofthestudents’expectedabilities教学目标应该是对学生通过教学活动预计达到能力所作的描述

Specified明确具体:observableandmeasurable,notambiguous.

要求目标是可以观察和测量的，而不是笼统而含糊的。Practical切实可行:appropriateandachievabletomoststudents.

要求教学目标必须适合学生的实际，是绝大部分学生能够达到的

2024/7/18ACasefrom

Unit7,BkB,Gr8,GoforItAfterthislesson,thestudentsshouldbeable:(1)tousethefollowingnewwords:yard,task,notatall,turndown,rightaway(Languageknowledge)(2)tomakerequestsusingthestructure:Wouldyoumind(not)doing?andtheresponses:

I’msorry.I’lldoitrightaway.(Languageskill)(3)tomakeupadialogueofrequestsandwritealistofkindreminders.(Communicativetasks)(4)toshowetiquetteinpublicplaces.(Attitude&Culturalawareness)2024/7/18Relevantandinvolvingpreparation

★内容相关、参与面广的准备活动

Relevant教学准备活动的“相关性”Relevanttonewlearning与新的教学内容相关Relevanttostudents’interests,needs&abilities与学生的兴趣、需求以及能力相关

Involvingallstudents全班学生参与Avoidone-to-one,individualactivities避免一对一或个人表现的提问和对话Whole-class,groupinteraction多组织全班、小组等集体参与的活动2024/7/18InstructionalProceduresI.WarmingupAsong:Thisistheway.Studentslistenandsingthesongtoactivatetheverbalphrases.Or:II.Revision1.Elicitstudentstospeakoutthedailyactivitiesinthesong“Thisistheway”.2.Letstudentsspeakouttheirweekendactivitiesingerundphrases,e.g.playingfootball,watchingTV,goingswimming,2024/7/18Textbook-basedandaccuratepresentation★教材为本、准确简明的新知呈现Presentthecontentinthetextbookinthefamiliarcontext在熟悉的语境中呈现教材内容Relatenewlearningtoexistingschema联系新旧知识Focusonthekeypoints抓住重点Presentnewcontentcorrectlyandclearly正确清楚地呈现教学信息Accuratepronunciationandintonation语音语调准确Cleardemonstrationofwordsandpatterns简明的词汇句型2024/7/18III.Presentation1.BytalkingaboutLarry’sweekendactivities,presenttwophrases:

cleaningtheyardplayingbaseball.2.ShowthesituationandelicitstudentstogivesomeadvicetoLarry’smotheronmakingrequests,wherebythenewpatternisintroduced:Wouldyoumindturningdownthemusic?

No,notatall.2024/7/18AdequateandSequentialPractice

★有效充分、循序渐进的操练巩固2024/7/18Objective-Oriented目标导向Student-Centred学生中心Interaction-Maximized互动充分Skill-Integrated技能整合Sentence-Based句子为本IV.Practice(I)Listening1(p.52,1a)1.Listenandmatchtherequestswiththepartsofthepicture,puttingintheletters[a-d].2.Listenagain,thenmatchtheresponsestotherequests.(II)Dialogue1.PresentapictureofLarry’sschoollifeandletstudentspredictbeforemakingupdialogues:

Larryislateforschool.Whatmighthisteachersay?Thenewly-learnedpatternisprovided:--Wouldyoumindnotbeinglateforschool?--Sorry.Iwon’t.2.With“WhatelsewouldLarry’steacher?”,encouragestudentstomakeupnewdialoguesforthissituation,usingthelearnedpatterns.2024/7/18(III)Listening2(p.53,2b)1.Listenandmatchtherequestswiththeresponses(Activity2a).2.Encouragestudentstothefamilyrequestsinthelisteningpart.sayout(IV)BrainstorminganddialoguemakingStudentsworkingroupoffour:1.Brainstorming.Eachgroupproducesalistof“familyrequests”.2.Dialoguemaking.Eachgroupmakesupadialogueamongfamilymembersbyusingthenewpattern.3.Studentsactouttheirdialogues.(V)NotecompletionCompletethenotewiththepromptofthepictures.2024/7/18Objective-BasedandEncouragingAssessment★依据目标、鼓励为主的教学评价Assessmentoflearningshouldbebasedontheobjectives教学效果的评价应该以教学目标为标准Senseofachievementisthemotivatorforself-efficacyandlearning学习成就感是促进学生自信心和学习积极性的动力Makingassessmentenhance以评价促学习Authenticassessment真实性评价Self-assessment自我评价peerassessment同伴评价2024/7/18V.Closure:Letstudentswritetoday’slearninglog.Whathavewelearnedtoday?1.Wecanmakerequestsintheseways:

2.Wecanapologizeintheseways：2024/7/18VI.Homework：Complete/writingthenote.DearLarry,Wearegoingto________________.You’dbetteractlikeagentleman.1.Wouldyoumind

?2.Couldyouplease

?3.Wouldyoumind

?4.Please

.5.Also,youhaveto

.Love,MomPrioritiesforBeginners