第四講教學(xué)策略設(shè)計ppt課件

1、,教學(xué)策略,是對完成特定的教學(xué)目標(biāo)而采用的教學(xué) 順序、教學(xué)活動程序、教學(xué)方法、教學(xué) 組織形式和教學(xué)媒體等因素的總體考慮 教學(xué)策略的特點 具有指示性和靈活性，不具有規(guī)定性和刻板性 沒有任何單一策略適用于所用的 情況 最好的策略就是在一定情況下達到目標(biāo)的最有效的方法論體系,教學(xué)策略的分類,按照教學(xué)策略的性質(zhì)劃分,產(chǎn)生式教學(xué)策略 替代式教學(xué)策略,產(chǎn)生式是指讓學(xué)生作為學(xué)習(xí)的主要控制者，學(xué)生 自己形成教學(xué)目標(biāo)，自己對學(xué)習(xí)內(nèi)容進行組織和 加工、安排學(xué)習(xí)活動的順序，并鼓勵學(xué)生自己從 教學(xué)中建構(gòu)具有個人特有風(fēng)格的學(xué)習(xí)。,替代式強調(diào)教師在學(xué)生學(xué)習(xí)過程中的指導(dǎo)作用， 傾向于替學(xué)生處理信息，為學(xué)生提供學(xué)習(xí)目標(biāo)、 選

2、擇教學(xué)內(nèi)容、安排教學(xué)順序以及設(shè)計教學(xué)活動等。,按照教學(xué)策略的工作對象劃分,組織策略 傳遞策略 管理策略,4二種基本教學(xué)策略 學(xué)習(xí)是一系列信息加工過程誰控制信息加工過程？ 教師控制 替代性教學(xué)策略 學(xué)習(xí)者控制 產(chǎn)生性教學(xué)策略,替代性策略 supplantive strategies,教師 指明教學(xué)目標(biāo) 組織內(nèi)容、排序、重點、遷移 提供教學(xué)活動 吸引學(xué)生注意 較多地為學(xué)生加工信息 構(gòu)建教學(xué)環(huán)境,優(yōu) 點： 信息加工強度大 短期內(nèi)使學(xué)生學(xué)習(xí)較多材料 可帶來更集中、有效、可預(yù)測的學(xué)習(xí)結(jié)果 適用先決知識、技能或?qū)W習(xí) 策略有限的學(xué)習(xí)者,缺點： 學(xué)習(xí)者投入智力活動少 信息加工不夠深入 缺乏挑戰(zhàn)性、刺激性 缺乏

3、個性、獨立性和動力,產(chǎn)生性策略Generative Stratagies,學(xué)習(xí)者 按自己的需要和風(fēng)格 形成教學(xué)目標(biāo) 自己組織內(nèi)容、順序、重點、遷移 自行決定活動 自己控制信息加工 構(gòu)建自己的學(xué)習(xí)環(huán)境,優(yōu) 點： 信息加工深入，學(xué)習(xí)效果好 激發(fā)興趣、動機 學(xué)習(xí)策略得到使用、練習(xí)與修正 學(xué)習(xí)結(jié)果因人而異、高度個性化,缺 點： 對學(xué)生記憶力有較高的要求 成功依賴于學(xué)習(xí)者擁有策略的寬廣度 易導(dǎo)致認(rèn)知超荷、情緒受挫折,兩種教學(xué)策略的平衡,替代性策略減輕認(rèn)知負(fù)荷,生成性策略 提高加工效果,時間、能力、動機,任務(wù)緊迫性,認(rèn)知策略,進一步學(xué)習(xí)要求,先前知識,沒有任何單一的策略能夠適用于所 有的情況 最好的教學(xué)策

4、略就是在一定情況下 達到特定目標(biāo)的最有效的方法論體系 有效的教學(xué)需要有可供選擇的各種 策略來達到不同的教學(xué)目標(biāo),組織策略,Knowledge of English,1.pronunciation 2.Vocabulary 3.grammar 4.culture,Discussion (Teaching Pronunciation),1.Students need to be able to read and write International Phonetic Alphabets. 2.Poor pronunciation may cause problems for the learni

5、ng of other skills. 3.Adult learners need to focus on pronunciation, but young learners dont. 4.Both consistency and accuracy in pronunciation are very important. 5.Stress and intonation are not important for beginning learners. 6.Bad intonation can lead to important misunderstanding,Question for di

6、scussion,Work with your partner and brain any reasons why most learners of English as a foreign language cannot acquire native-like English pronunciation. Consistency :the pronunciation should be smooth and natural. Intelligibility: the pronunciation should be understandable to the listeners. Commun

7、icative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.,Aspects of pronunciation,Sounds Phonetic Symbols Stress Intonation Rhythm,Question fro discussion: Imagine that you want to focus on a sound which your students are having difficulty with. Which of

8、the following steps are necessary,1.Get students to repeat the sound in chorus 2.Explain how to make the sound 3.Contrast it with other sounds 4.Write words on the blackboard 5.Get individual students to repeat the sound 6.Say the sound in a word. 7.Say the sound alone 8.Say the sound in meaningful

9、context.,Conclusion:語音知識組織策略,1.確保學(xué)習(xí)者的發(fā)音盡可能準(zhǔn)確。 2.堅持長期的語音訓(xùn)練。 3.力求音素，音標(biāo)，詞匯，句子，語義，語用各個層面的結(jié)合。 4.針對學(xué)習(xí)者的發(fā)音困難采取相應(yīng)的教學(xué)措施。 5.增強語音學(xué)習(xí)的趣味性。 6.將語音置于特定的運用語境中。,語詞知識組織策略(Teaching Vocabulary),Discussion: 1.A vocabulary item can be more than one word. 2.Language consists of words with equivalents from one language to a

10、nother. 3.Vocabulary cannot be taught .It must be learned by the individuals. 4.Both teachers and students need to know that there is a difference between active and passive vocabulary.,5.The best way to explain vocabulary is to translate 6.English-English explanations are the best way for vocabular

11、y teaching. 7.Words can be taught and learned most effectively in groups which are related to each other in meaning. 8.Words must be learned in language contexts 9.If we do not use the words we learned,we will soon forget them.,Question for discussion,What does it mean to know a word?,1.Pronunciatio

12、n and stress 2.Spelling and grammatical properties 3.Meaning 4.Know how and when to use it to express the intended meaning.,Conclusion: 1.選擇適當(dāng)?shù)恼Z詞。 2.合理確定語詞學(xué)習(xí)目標(biāo) 3.本著直觀性，情景性，趣味性原則展示詞匯。 4.引導(dǎo)學(xué)習(xí)者在具體情景下使用語詞。 5.幫助學(xué)習(xí)者了解語詞所包含的文化意義。 6.利用記憶規(guī)律，學(xué)習(xí)風(fēng)格幫助學(xué)習(xí)者記憶詞匯。,語法組織策略 Discussion： 1.Students need to be given detail

13、ed grammar rules if they are to learn a foreign language successfully. 2.Children do not need to learn grammar rules when they acquire their first language ,so they do not need them either when learning a foreign language. 3.If students get enough chance to practise using language ,they do not need

14、to learn grammar.,4.Making students aware of grammatical information is one of the teaching objectives,allowing students opportunities for using the language is just as important. 5.Grammar should be taught to help students analyse difficult structures in texts. 6.Teaching and learning grammar shoul

15、d focus on practice rather than the study of grammar itself. 7.Grammar should be taught and practsed in context. 8.Knowing grammar is not enough for real communication.,9.An inadequate knowledge of grammar would severely constrain ones capacity for effective communication. 10.Grammar is always “the

16、boring bit” of language learning.,Conclusion: 1.注重語法教學(xué)的系統(tǒng)性 2.貫徹語法教學(xué)的交際性 3.注重語法教學(xué)方法的多樣性 4.激發(fā)語法學(xué)習(xí)者的語法學(xué)習(xí)動機,文化活動組織策略,1.系統(tǒng)地組織文化知識教學(xué)活動。 2.將文化知識目標(biāo)和態(tài)度目標(biāo)能力目標(biāo)融入外語教學(xué)。 3.通過師生活動感知文化差異。 4.通過學(xué)習(xí)者直接參與文化交往獲得文化知識和文化體驗。,語法呈現(xiàn),展示的內(nèi)容： 語法結(jié)構(gòu)、意義和功能 展示的方式： 演繹 歸納 提供語境，讓學(xué)生自己歸納，從語用入手 虛擬語氣：包含語用，提問看學(xué)生的理解，然后讓學(xué)生觀察虛擬語氣與真實條件句結(jié)構(gòu)上的差別。 注

17、意與聽力、閱讀材料的結(jié)合。,案例,T: Todays subject is the subjunctive mood. Do you know why we should learn subjunctive mood? 展示大話西游經(jīng)典對白，讓兩名學(xué)生跟著電影讀英語配音（但是漢語配音沒有mute 處理） T: So there is subjunctive mood in the dialogue. (教師板書If you take half a step, Ill kill you.)If Zhou Xingchi had taken half a step, he would have b

18、een killed. OK.（教師并沒有板書包含虛擬語氣的句子） T:虛擬語氣使用廣泛，without it, language will be dull.我們就無法表達regret,我們就缺乏imagination，所以這個片段full of imagination。We have to learn subjunctive mood because we have to take the college English entrance examination.（已過404”教師還未展示虛擬語氣） 讓學(xué)生拿出紙來，【教師的幻燈片上面有problem-based learning字樣】T:

19、Draw grammar rules, using sentence patterns (syntax) grouped under four heads Suppositions suggestions wishes others （學(xué)生個體活動）(459”) （展示材料中有例子） (652”) 讓兩名學(xué)生到講臺把句型寫上 (848”) If + S + had done, S could have done (848”)教師把黑板上學(xué)生書寫的句型讀一遍，發(fā)表有一個沒有寫上，再讓一名學(xué)生補上。(1121”) T: 這是一總語法學(xué)習(xí)方式，當(dāng)遇到新句子時可以這樣總結(jié)（接下來是造句練習(xí)）。,語法練

20、習(xí)與應(yīng)用,Practice: 1) mechanical practice: sentence completion,substitution,questions and answers 2) situation-based practice: talk about pictures, fill in blanks according to the pictures Application: 1) Describe an accident 2) Describe the changes of a city 3) talk about weekend plans 4) interview abo

21、ut hobbies 5) articles comparison 6) slip dictation,語法訓(xùn)練,I will be rather disappointed if _. I will be overexcited if _. I will be frightened if _. I will be happy if _ I will be sad if _.,Now discuss the following with your neighbors.（非謂語動詞） _, the man got infected with SRARS. _, the girl screamed.

22、 _, the young man got dismissed by the company. _, the boy won the only gold medal in the competition.,課堂活動組織策略,1.Pwp 教學(xué)活動組織策略 強調(diào)學(xué)習(xí)過程的一種教學(xué)方式，而不僅是學(xué)習(xí)結(jié)果。常用于聽力，閱讀等教學(xué)中。,聽力活動的層次,1.辨認(rèn)(discrimination and identification) 語音識別、具體信息識別 2. 轉(zhuǎn)換 (transferring) 將聽到的信息轉(zhuǎn)換到圖、表中，這其中涉及到對信息的分析和筆頭輸出。等方式進行。 3.重組與再現(xiàn)(reformul

23、ation and reproduction) 要求學(xué)生用自己的語言重新組合獲取信息通過口頭方式或筆頭方式表達出來。在教學(xué)中可以組織學(xué)生根據(jù)所填寫的圖表進行復(fù)述練習(xí)等活動。,聽力活動的層次,4. 領(lǐng)會社會含義（interpretation of meaning） 解釋、轉(zhuǎn)化、推理觀點、態(tài)度、情感 5.第五層：運用(application) 在新的語境中使用所獲知的信息、技巧、策略等,用于傳達信息、表達思想、解決問題 6.綜合（synthesis) 將所聽力的多個信息按照一定的邏輯組合起來 7.評價(evaluation) 對聽力中的事件、任務(wù)、觀點態(tài)度按照一定的標(biāo)準(zhǔn)（內(nèi)在的或外在的）進行評論,

24、閱讀的層次,閱讀的層次 Level 1 = read the lines/literal reading Level 2 = read between the lines/deductive reading Level 3 = read beyond the lines/projective reading 閱讀活動的層次 Level 1 = identifying information: true/false/matching Level 2 = transferring information: TD (fill in tables, complete sentences) Level

25、3 = reformulating information: answer questions Level 4 = understanding implied meaning Level 5 = applying information to convey ideas and solve problems Level 6 = synthesize information for a specific purpose Level 7 = analyze the structure, the relationship and the mechanism of text Level 8 = make

26、 evaluation of the ideas, arguments, attitudes and also events in the context Read to take in information read to convey information, expression attitudes, affect and solve problems=read to produce something,Pre-listening activities Before listen, teachers need to consider: To motivate students To a

27、ctivate their prior knowledge To teach keywords or key structures to the students before listening begins so that students are affectively, thematically and linguistically prepare for the listening task. Pre-listening activities. Predicting-good listeners are good predictors. Pictures/Visual aids ar

28、e immensely helpful in aiding students comprehension.,1.What do you see in the picture? 2.What is the girl going to do?, Setting the scene-provide the background information to activate students schema, so they will be better prepared to understand what they hear Listening for the gist-ask one or tw

29、o questions that focus on the main idea of the passage Listening for specific information-weather report/airport announcement Summary on Pre-listening activities Most of the time, we would only use one kind of Pre-listening activity each listening session. Pre-listening tasks should not take much ti

30、me. Remember the purpose is to motivate students, activate their schema, to add context, prepared them for necessary language so that the actual listening itself becomes easier.,Titles: A Nation of Pet-Lovers Vocabulary: Students can be asked to predict some lexical items that they think are likely

31、to happen in the text, then the students read the text to confirm their predictions. Based on T/F questions:,Drinking while driving,The text contains these words: alcohol, drunk, over-speed, traffic light, punish, test,Wildlife protection,awareness, authority, spicy, habit, survival, bird, reptile,

32、statistic, design, publicize,Setting the scene: It means getting the students familiarized with the cultural and social background knowledge relevant to the reading text.,Discuss culture-bound aspects of the text. Relating what students already know to what they want to know. Use visual aids: real o

33、bjects, pictures, photos, maps, drawings, multi-media materials.,Skimming: It means reading quickly to get the main idea of the text.,Ask general questions: Why did the writer write the article? Provide 3-4 statements and one of them represents the main idea. Ask students to read the text and decide

34、 which statement is the correct one. Provide subtitles for different parts of a text and asks students to put them in the right place.,Scanning: It means to read to locate specific information.,Questions: Specific information Find Mr. Smiths phone number. How many people were injured in the explosio

35、n? Scan for vocabulary: Words about being crowded: jammed, packed, overcrowded, crammed Certain structures: tense forms, discourse connectors, particular sentence structures.,While-listening activities During which the focus of students attention is led to the listening text and the teachers can gui

36、de the students and help them understand it. No specific response- If not give any task student will take the anxiety out of listening. This can work well with stories or with any kind of material that is interesting, humourous, or dramatic. Listen and tick Directions: You are going to listen to thr

37、ee students giving their opinions about their school subjects. Listen carefully and decide if they like or dislike the subjects. Put a for like and a for dislike, Listen and sequence-find out the order of the things. This helps builds up their confidence and prepare them for the real world where the

38、y certainly will not be able to understand everything they hear. Listen and act we also called Total Physical Response. Such as sit down Listen and draw-The student are drawing pictures, diagrams, etc. Listen and fill- All you need to do is to decide which words to take out and replace with blanks.,

39、Purposes of transition device (TD),Focus attention on the main meaning of the text. Be able to simplify sophisticated input so that it becomes the basis for output. Allow students to perform tasks while they are reading. Highlight the main structural organization of a text/part of a text, and show h

40、ow the structure relates to meaning. Involve all the students in clearly defined reading tasks. Precede one step at a time. When a TD is completed, use it as a basis for further oral and/or written language practice.,Reading comprehension questions,Questions of literal comprehension: The answers are

41、 directly and explicitly expressed in the text. How old is Tom? Questions involving reorganization or reinterpretation: How many children did Tom have? Questions for inferences: It require students to consider what is implied but not explicitly stated. Why John proud of his son? Questions for evalua

42、tion or appreciation: It involve making judgments about what the writer is trying to do and how successful he/she is in achieving his/her purpose. Questions for personal response: The answers to these questions depend most on the readers reaction to the content of the text rather than the writers. D

43、o you agree that John should be proud of his son?,Understanding references:,All natural language, spoken or written, uses referential words such as pronouns to refer to people or things already mentioned preciously in the context. Understanding what these words refer to is crucial for comprehension.

44、 The idea of evolution (which is gradual change) was not a new one. It is one thing to have an idea. Darwin thought he had that proof in his notebooks.,Making inferences: It requires the reader to use background knowledge in order to infer the implied meaning of the author,Blandida is a country whic

45、h has every climatic condition known to man. Form this sentence we can probably infer that climate in that country varies greatly from place to place. When she came into the room the large crows grew silent. It may probably implies that the woman was an important person or the crowd was talking abou

46、t her when she came in.,Post-listening activities Student are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. Multiple-choice questions :. The most typical type of post-list

47、ening task. Answering questions : Open-ended questions can be asked. You can find answers in the passage or the attitude of the speaker or only be inferred from the text. Note-taking and gap-filling: This is a good activity where students reconstruct meaning from what they hear.,Dictogloss : The aim

48、 is to stress the use of various listening strategies for overall understanding and. Dictogloss has four stage: 1) Preparation: The teacher should also make sure that students know what to do exactly. 2) Dictation: The teacher dictates the text three times. 3) Reconstruction: Base on the notes, stud

49、ents work in pairs or group and reconstruct the text they have heard. 4) Analysis and correction. Identify mistakes.,2.任務(wù)教學(xué)活動組織策略,What is task-based language teaching? The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written lang

50、uage through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.,案例1： 李老師給學(xué)生布置作業(yè)，讓學(xué)生用英文寫一個信封地址，寄給張華，寄信人地址寫學(xué)生自己的家庭住址。老師給學(xué)生提供張華的中文地址。在布置作業(yè)前，李老師發(fā)給每個學(xué)生一份中英文地址樣例，然后講解怎樣寫英文地址，解釋中英文格式的區(qū)別，并闡釋一些語言點，如寫地址所涉及的“區(qū)”、“5棟”等詞語的英

51、文表達法。 案例2： 王老師給學(xué)生布置作業(yè)：“你的舅舅（二姨或你母親的朋友）在美國，你媽媽給他寫了一封信，但她不懂英文，把他的地址給你，讓你用英文寫上信封地址，并把舅舅的地址給了你。注意中英文信封地址的格式和寫法不同。你們不知道怎么寫沒關(guān)系，可以去圖書館、書店查閱有關(guān)英文寫作的參考書，或上網(wǎng)查詢，也可以問別人。如果遇到生詞，查詞典或上網(wǎng)查?！毕乱淮紊险n時，王老師組織小組討論，話題是“各自寫的地址格式和寫法有何不同以及從哪里你獲得的有關(guān)寫英文地址的信息”。小組活動后，老師抽查幾個組為全班展示，然后對與此練習(xí)相關(guān)的語言點和難點進行歸納解釋。,What is a task consist of ?,

52、Four components: A purpose A context A process A product,Pedagogical tasks defined by David Nunan (1999: 25) :, a piece of classroom work that involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on mobilizing their gramm

53、atical knowledge in order to express meaning, and in which the intention is to convey meaning, rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.,What is a “task”?

54、,According to M. H. Long (1985:89): A task “is a piece of work for oneself or for others, freely or for some reward.” e.g. painting a fence; dressing a child; filling out a form; buying a pair of shoes; making an airline reservation; borrowing a library book; taking a driving test; typing a letter;

55、weighing a patient; sorting letters; taking a hotel reservation; writing a cheque; finding a street destination; helping someone across a road; etc.,3.自主學(xué)習(xí)活動組織策略,課堂組織策略,自主學(xué)習(xí)的涵義 Autonomous Learning,自主學(xué)習(xí)等于自學(xué)嗎？,自學(xué)：強調(diào)個人的獨立學(xué)習(xí)， 忽略或弱化教師的指導(dǎo)、幫助。,自主學(xué)習(xí)：強調(diào)個人的主動學(xué)習(xí)， 不忽視教師的指導(dǎo)、幫助。,自主學(xué)習(xí)策略的核心：發(fā)揮學(xué)生學(xué)習(xí)的主動性、積極性，充分體現(xiàn)學(xué)生的認(rèn)知

56、主體作用。,Henry Holec（1981）之自主學(xué)習(xí)觀 Holec 最早將自主(autonomy)這一概念引入外語教學(xué)界（參看： Holec, H. Autonomy and Foreign Language Learning M. Oxford: Pergamon Press. 1981. ）。 關(guān)于自主學(xué)習(xí)的界定： autonomy as the ability to take charge of ones learning and as an ability or a capacity that needs to be acquired, rather than a process.

57、 “ (Holec 1981: 3) in autonomous learning the learner should want to take charge of his learning. (Holec 1981: 7) 按照Holec (1981)的觀點， 自主學(xué)習(xí)是對自己的學(xué)習(xí)愿意負(fù)責(zé)的一種能力。從學(xué)習(xí)者角度看，具備自主性學(xué)習(xí)能力意味著獲得確定學(xué)習(xí)的目標(biāo)、內(nèi)容、材料和方法，確定學(xué)習(xí)的時間、地點和進度，以及對學(xué)習(xí)進行評估的能力。,關(guān)于 自主學(xué)習(xí)能力 自主學(xué)習(xí)是“對待學(xué)習(xí)的態(tài)度和獨立學(xué)習(xí)的能力” 。 Dickinson (1995) 自主學(xué)習(xí)能力是指 “學(xué)習(xí)者根據(jù)自己的需要和愿望控制學(xué)習(xí)

58、內(nèi)容和過程的能力”。 Aoki（1999）,自主學(xué)習(xí)是一種主動的、建構(gòu)性的學(xué)習(xí)過程，在這個過程中，學(xué)生首先確定學(xué)習(xí)目標(biāo)、然后監(jiān)視、調(diào)節(jié)、控制由目標(biāo)和情境特征引導(dǎo)和約束的認(rèn)知、動機和行為。,賓特里奇教授,齊莫曼 教授,自主學(xué)習(xí)的研究框架,強調(diào)元認(rèn)知、動機和行為等方 面的自我調(diào)節(jié)策略的運用； 強調(diào)自主學(xué)習(xí)是一種自我定向 的反饋循環(huán)過程； 強調(diào)自主學(xué)習(xí)者知道何時、 如何使用某種特定的學(xué)習(xí)策略。,齊莫曼教授（Zimmerman）,齊莫曼教授等,Self-regulation of learning and performance,具有學(xué)習(xí)的自我負(fù)責(zé)精神； 具有強烈的學(xué)業(yè)自信心； 會設(shè)置有效的學(xué)習(xí)目標(biāo)； 會設(shè)計規(guī)劃自己的未來; 擁有充足的學(xué)習(xí)策略； 能夠監(jiān)控并調(diào)節(jié)自己的學(xué)習(xí)過程； 能有效管理和使用學(xué)習(xí)時間與資源。,奧德曼教授（Alderman）,主動創(chuàng)設(shè)學(xué)習(xí)策略、 目標(biāo)和意義； 根據(jù)自身特點，監(jiān)控 和調(diào)節(jié)學(xué)習(xí)行為； 正確評估學(xué)