我的英語教學觀和教學實踐（88張）

1、提提 綱綱我的英語教學觀我的英語教學觀我的教學實踐我的教學實踐124我的英語教學觀我的英語教學觀u學生為什么學習英語？學生為什么學習英語？u英語學科的本質(zhì)是什么？英語學科的本質(zhì)是什么？u學生是怎樣學會英語的？學生是怎樣學會英語的？u英語教師在學生的學習中起到什么作用？英語教師在學生的學習中起到什么作用？學生為什么學習英語？學生為什么學習英語？u近期目標：升學近期目標：升學u遠期目標：今后更好地生活遠期目標：今后更好地生活開闊全球視野開闊全球視野發(fā)展文化品格發(fā)展文化品格 提升思維品質(zhì)提升思維品質(zhì)享受優(yōu)質(zhì)資源享受優(yōu)質(zhì)資源抓住更多機會抓住更多機會英語學科的本質(zhì)是什么？英語學科的本質(zhì)是什么？u與人交流

2、的工具與人交流的工具u傳播文化的媒介傳播文化的媒介英語課堂的特點： 實踐性、交際性學生是怎樣學會英語的？學生是怎樣學會英語的？u英語是用會的英語是用會的 英語的工具性決定了學生只有在反復使用英語的工具性決定了學生只有在反復使用英語的過程中才能掌握英語。英語的過程中才能掌握英語。u必備基礎必備基礎 英語的基礎知識、基本能力、文化意識、英語的基礎知識、基本能力、文化意識、交際能力是使用英語這門工具的必備基礎。交際能力是使用英語這門工具的必備基礎。u模仿能力模仿能力 英語是將單詞按照約定俗成的規(guī)則組織成英語是將單詞按照約定俗成的規(guī)則組織成句子來傳達信息的。因此模仿在英語中學習句子來傳達信息的。因此模

3、仿在英語中學習中有重要的地位。中有重要的地位。u思維品質(zhì)思維品質(zhì) 語言的形式可以模仿，但是思想必須是自己的語言的形式可以模仿，但是思想必須是自己的。與人溝通的前提是自己有話可說。否則，沒。與人溝通的前提是自己有話可說。否則，沒有自己的思想，交流就沒有了必要性。有自己的思想，交流就沒有了必要性。英語教師在學生的學習中起到什么作用？英語教師在學生的學習中起到什么作用？u 激發(fā)學習的愿望激發(fā)學習的愿望u 激發(fā)和維持學習的興趣激發(fā)和維持學習的興趣u 提供必備的基礎提供必備的基礎u 創(chuàng)設使用英語的環(huán)境創(chuàng)設使用英語的環(huán)境生態(tài)英語學習環(huán)境的設計生態(tài)英語學習環(huán)境的設計者、建設者、維護者。者、建設者、維護者。什

4、么樣的英語學習環(huán)境是生態(tài)的？什么樣的英語學習環(huán)境是生態(tài)的？u什么叫生態(tài)？ 生態(tài)是指一切生物的生存狀態(tài)，以及它們之間和它與環(huán)境之間環(huán)環(huán)相扣的關系。生態(tài)系統(tǒng)是開放系統(tǒng)。u生態(tài)英語學習環(huán)境生態(tài)英語學習環(huán)境 指在學校的一定空間內(nèi)，指在學校的一定空間內(nèi)，學生學生與與英語教師英語教師和和學學校校構成的構成的統(tǒng)一整體統(tǒng)一整體。在這個整體中，學生與英。在這個整體中，學生與英語教師和學校之間相互影響，相互制約，相互語教師和學校之間相互影響，相互制約，相互學習。這個生態(tài)系統(tǒng)具有互動性、開放性和成學習。這個生態(tài)系統(tǒng)具有互動性、開放性和成長性等特點。長性等特點。 生態(tài)英語學習環(huán)境中的要素生態(tài)英語學習環(huán)境中的要素 學校

5、生態(tài)英語學習系統(tǒng)的內(nèi)容生態(tài)英語學習系統(tǒng)的內(nèi)容+ +生態(tài)英語學習環(huán)境中的學生教育目標生態(tài)英語學習環(huán)境中的學生教育目標為了學生的全人發(fā)展為了學生的全人發(fā)展u身心健康（材料、活動、評價）身心健康（材料、活動、評價）u發(fā)展語言能力發(fā)展語言能力u發(fā)展文化品格發(fā)展文化品格u發(fā)展思維品質(zhì)發(fā)展思維品質(zhì)u發(fā)展學習能力發(fā)展學習能力生態(tài)英語學習環(huán)境的特點生態(tài)英語學習環(huán)境的特點u師生關系民主師生關系民主u課程層級多樣課程層級多樣u學習材料多渠道學習材料多渠道u學生的學習走向自主學生的學習走向自主u教師的教只對學生負責教師的教只對學生負責u教師的發(fā)展自主教師的發(fā)展自主u教學評價民主、多元。教學評價民主、多元。生態(tài)英語學

6、習環(huán)境中的師生關系生態(tài)英語學習環(huán)境中的師生關系 學習材料多元u 國家教材u 校本教材u 教師資源u 學生資源u 網(wǎng)絡、報刊等。u 互相尊重、教師主導、學生主體、智慧交流、能力相長生態(tài)英語學習環(huán)境中的課程層級生態(tài)英語學習環(huán)境中的課程層級u教師根據(jù)學生所表現(xiàn)出的不同英語能力，教師根據(jù)學生所表現(xiàn)出的不同英語能力，開設分層級的課程；開設分層級的課程；認知過程維度認知過程維度知識維度知識維度能力、情感能力、情感理解記憶/回憶應用分析評價創(chuàng)造事實概念程序元認知英語學習的活動觀生態(tài)英語學習環(huán)境中的課堂活動層級生態(tài)英語學習環(huán)境中的課堂活動層級布魯姆的教學目標分類認知情感動作生態(tài)英語學習環(huán)境中的學習材料生態(tài)英語

7、學習環(huán)境中的學習材料學習材料學習材料: 多元、開放、民主多元、開放、民主u 國家教材國家教材u 校本教材校本教材u 教師資源教師資源u 學生資源學生資源u 網(wǎng)絡、報刊網(wǎng)絡、報刊 等。等。提提 綱綱我的英語教學觀我的英語教學觀我的教學實踐我的教學實踐124我的教學實踐我的教學實踐u詞匯教學策略詞匯教學策略u語法教學策略語法教學策略u閱讀課堂閱讀課堂u聽說課堂聽說課堂u寫作課堂寫作課堂 因為英語因為英語因為英語單詞，不會輕易背上，所以英語還是初中的摸樣；因為詞匯量，基本不生長，喝兩杯啤酒就能全部忘光；因為單詞，總是背完就忘，我曾懷疑我腦子里裝的是豆?jié){；因為單詞在那個地方，就算你背的瘋狂、癡狂、抓狂

8、，還是背完就忘。詞匯教學策略詞匯教學策略詞匯學習詞匯學習u一猜一猜u二查二查u三用三用u幫助學生掌握學習詞匯的方法幫助學生掌握學習詞匯的方法u督促學生養(yǎng)成積累詞匯的習慣督促學生養(yǎng)成積累詞匯的習慣u鼓勵學生在用中掌握詞匯鼓勵學生在用中掌握詞匯詞匯學習詞匯學習1 學以致用學以致用 在用中學在用中學Emma left home, (1) rounded the corner on her bike and saw a (2) round metal object on the road. It went (3) round and round in circles making a strange

9、noise. Suddenly, a man came (4) round the corner and fired a (5) round of bullets at the object before picking it up. Then he looked (6) round and said, “Thats about the tenth alien Ive (7) rounded up this week.” He (8) rounded off his speech with a bow and several passers-by gave him a (9) round of

10、 applause. Emma thought to herself, “Therere some strange people round here.”GuessuThats about the tenth alien Ive (7) rounded up this week.uHe (8) rounded off his speech with a bowConsultation v. gather people or things 聚攏；圍殲 end or complete sth. Satisfactorily 順利完成 第一步 判斷詞性第二步 查找合適的解釋第三步 觀察用法uThat

11、s about the tenth alien Ive (7) rounded up this week.uHe (8) rounded off his speech with a bowConsultation v. cause to come together 聚攏；圍殲 end or complete sth. Satisfactorily 順利完成 第一步 判斷詞性第二步 查找合適的解釋第三步 觀察用法Use Choose proper dictionaries 督促學生養(yǎng)成積累詞匯的習慣督促學生養(yǎng)成積累詞匯的習慣 Categories歸類學習歸類學習詞匯學習詞匯學習 2 與實物或圖片

12、聯(lián)系，印象深刻與實物或圖片聯(lián)系，印象深刻9. The creature turned and ran into the forest, and before Henry could stop him, Bill stumbled after it. (P11)詞匯的分類集中強化詞匯的分類集中強化Vocabulary of feelingsurelieved, relaxed, peaceful, calmustressed out, nervous, restless, upset,uproud, conceited, modest, humble, udelighted, happy, pl

13、eased, overjoyeducross, mad, crazy furious, irritated, insecure, miserableudetermined, stubborn, firm, 學習活動學習活動Vocabulary of feelingsLow-achieversActivity 1-1Work in groups of 4, pick out the words that you are not certain.Activity 1-2 u Which adjectives in the box can you group together according t

14、o meaning?u Which ones have a “strong” meaning (S)? Which have a “weaker” meaning (W)?話題下的詞匯運用復習話題下的詞匯運用復習(3)average-achieversActivity 1 Add other words you know to these groups.Activity 2In pairs, choose three words from Exercise 1 that you did not often use. Describe three situations to other stud

15、ents. Can they guess which feeling you had in mind? Yesterday we had an English exam. I made a carful preparation for it. But I failed and later I found that most of my good friends did very well in it. (miserable)適合分類強化的詞匯適合分類強化的詞匯u“說說”的詞匯的詞匯u“看看”的詞匯的詞匯u“走走”的詞匯的詞匯u“聽聽”的詞匯的詞匯u“系動詞系動詞”詞匯學習詞匯學習 3 用而時習

16、之用而時習之 不使遺忘不使遺忘u建立生詞本建立生詞本 適時復習適時復習u有計劃地掌握學習詞匯的方法有計劃地掌握學習詞匯的方法u廣泛閱讀，經(jīng)常見面廣泛閱讀，經(jīng)常見面語用觀下的語法教學語用觀下的語法教學語法不僅僅是關于句子的規(guī)則。語法是一語法不僅僅是關于句子的規(guī)則。語法是一種技能，是一種將零散的詞遵循一定的規(guī)種技能，是一種將零散的詞遵循一定的規(guī)則用句子的形式得體表達人類思想的一種則用句子的形式得體表達人類思想的一種技能。這種技能可以習得也可以學會。技能。這種技能可以習得也可以學會。You are always talking when others are reading silently. (表

17、達不滿情緒表達不滿情緒)形式：形式：意義：意義：用法：用法：語用觀下的語法教學語用觀下的語法教學Form， meaning， useu Grammar Dimensions uTeaching Language from Grammar to Grammaring by Diane Larsen-Freeman學習語法的意義學習語法的意義語法是對語言表達習慣的歸納?？偨Y出來的語法是對語言表達習慣的歸納?？偨Y出來的規(guī)律是為了人們能夠更準確，更有意義，更規(guī)律是為了人們能夠更準確，更有意義，更恰當，地使用語言。恰當，地使用語言。Diane Larsen-Freeman：Grammar isthe a

18、bility to use grammar structures accurately, meaningfully, and appropriately.“ 語用觀下的倒裝句教學Angry BrownBabydontcryThank God that irritating drummer is gone for good. I had seldom suffered that much before I moved into his neighborhood. The annoying drumming was driving us all crazy. As soon as we had m

19、oved in, our miserable life began. I could rarely get any good sleep at all, which made me sleepy all day. I could not put up with the noise, and I could not stand staying awake all night either. He is so selfish and inconsiderate. However, if I hadnt had this experience, I would not appreciate the

20、normal life I am now enjoying.I totally agree with Angry Brown. Seldom had I suffered that much before I moved into his neighborhood. The drumming was indeed irritating. No sooner had we moved in than our miserable life began. Rarely did my one-year-old baby get any good sleep at all. Neither could

21、I put up with the noise or bear the pain seeing what my poor baby had been going through. Not until I met him did I realize that there could be somebody that inconsiderate and selfish. I had seldom suffered that much before I moved into his neighborhood.As soon as we had moved in, our miserable life

22、 began.I could not put up with the noise, and I could not stand staying awake all night either. If I hadnt had this experience, I would not appreciate the normal life I am now enjoying.Seldom had I suffered that much before I moved into his neighborhood.No sooner had we moved in than our miserable l

23、ife began.Neither could I put up with the noise or bear the pain seeing what my poor baby had been going through.Had I not had this experience, I would not appreciate the normal life I am now living every day. I had seldom suffered that much before I moved into his neighborhood.As soon as we had mov

24、ed in, our miserable life began.I could not put up with the noise, and I could not stand staying awake all night either. If I hadnt had this experience, I would not appreciate the normal life I am now enjoying.Seldom had I suffered that much before I moved into his neighborhood.No sooner had we move

25、d in than our miserable life began.Neither could I put up with the noise or bear the pain seeing what my poor baby had been going through.Had I not had this experience, I would not appreciate the normal life I am now living every day. be/Aux. V. /Mod. V.+ S.Were/had/should/could + SI could not put u

26、p with the noise, and I could not stand staying awake all night either. Neither could I put up with the noise or bear the pain seeing what my poor baby had been going through.If I hadnt had this experience, I would not appreciate the normal life I am now enjoying. Had I not had this experience, I wo

27、uld not appreciate the normal life I am now living.They could not relax or read without plugging their ears, either. The structure of Inversion for EmphasisObserve the following sentences in inverted order, and try to find out what they have in common:1. Seldom has drumming caused such conflict.2. N

28、o sooner had they moved in than the noise began and rarely did they get a full nights sleep. 3. Neither could they relax or read a book without plugging their ears. 4. Not only is he a keen gardener, he is also a fish collector. 5. Neither could we get rid of the smell of fish. 6. Rarely had Laurene

29、 seen McKay move so fast.Put the following sentences into inverted order:They started to argue soon after they had gotten married. (No sooner)No sooner had they gotten married than they started to argue.2. I will not admit that, but I will not deny it, either. (Neither)Neither will I admit that or d

30、eny it. Practice of the StructureuI did not have the time and awareness to think about what I had done until I was stuck in the hotel room alone. I was stuck in the hotel room alone did I have the time and awareness to think about what I had done.Try One More:I did not realize that there could be so

31、mebody that inconsiderate and selfish until I met him.Not until I met him did I realize that there could be somebody that inconsiderate and selfish.Not untilDear neighbors,I would like to express to you through this letter my deepest apology for what I have done to the whole neighborhood by having b

32、een practicing my drumming under inappropriate circumstances. If I had been more sensitive and considerate, I would not have behaved like that. As soon as I moved into the lonely hotel room, I felt lost . Even the best room service could hardly make that up. I did not have the time and awareness to

33、think about what I had done until I was stuck in the hotel room alone.I had seldom thought about others, and I had never been grateful to you my lovely neighbors for creating such a homy atmosphere. Now I dont feel happy, and I dont enjoy my drumming either. I miss living with you. I hope you will f

34、orgive me, and I promise I will not drum in the community again until I soundproof my apartment perfectly. Could you take me back and give me a second chance?Sincerely Yang Ming 只有把語法作為技能來學習，我們才能真只有把語法作為技能來學習，我們才能真正掌握正掌握 和使用語法，才能更準確地理解別和使用語法，才能更準確地理解別人和準確得體地表達自己。人和準確得體地表達自己。閱讀教學的實踐閱讀教學的實踐閱讀教學的原則：學以致

35、用閱讀教學的原則：學以致用u閱讀的目的閱讀的目的u閱讀的四個層次閱讀的四個層次 基礎閱讀基礎閱讀 (Elementary reading) 發(fā)現(xiàn)閱讀發(fā)現(xiàn)閱讀(Inspectional reading) 分析閱讀分析閱讀(analytical reading) 比較閱讀比較閱讀(Comparative reaidng) 獲取資訊學習理解Mortimer J. Adler & Charles Van Doren閱讀的本質(zhì)閱讀的本質(zhì)作為讀者，我們首先要準確理解作者所要傳達的意思。Nuttall, C. 2002, Teaching Reading Skills in a Foreign La

36、nguage閱讀的過程閱讀的過程uMeaning does not reside on the printed page. It requires the reader to combine the printed words with his background knowledge and experiences.作者想說什么？他如何說？作者想說什么？他如何說？u這里的思維導圖就是作者的寫作思路這里的思維導圖就是作者的寫作思路思維導圖輔助下的閱讀活動思維導圖輔助下的閱讀活動一讀標題一讀標題 預測文章內(nèi)容預測文章內(nèi)容二覽全文二覽全文 了解文章結構了解文章結構三找關鍵詞三找關鍵詞 明確語篇意思

37、明確語篇意思四查主旨四查主旨 理清支撐細節(jié)理清支撐細節(jié)五問自己五問自己 是否滿意是否滿意Multitask？uDistract？uIncrease productivity？Multitasking People who multitask all the time may be the worst at doing two things at once, a new research suggests. The findings, based on performances and self-evaluation by about 275 college students, indicate

38、 that many people multitask not out of a desire to increase productivity, but because they are easily distracted and cant focus on one activity. And “those people turn out to be the worst at handling different things,” said David Sanbonmatsu, a psychologist at the University of Utah.說明文報道實驗發(fā)現(xiàn)Reporti

39、ng findings What (Findings) How How important important possible prospect whyLimitationSanbonmatsu and his colleagues gave the students a set of tests and asked them to report how often they multitasked, how good they thought they were at it, and how sensation-seeking or imperative they were. They t

40、hen evaluated the participants multitasking ability with a tricky mental task that required the students to do simple mathematical calculations while remembering a set of letters.How實驗如何進行participants reportthenevaluate themNot surprisingly, the scientists said, most people thought they were better

41、than average at multitasking, and those who thought they were better at it were more likely to report using a cellphone while driving or viewing multiple kinds of media at once. But those who frequently deal with many things at the same time were found to perform the worst at the actual multitasking

42、 test. They also were more likely to admit to sensation-seeking and impulsive behavior, which connects with how easily people get bored and distracted.Findingsin detail & analysis“People multitask not because its going to lead to greater productivity, but because theyre, distractible and they ge

43、t sucked into things that are not as important.” Sanbonmatsu said.Further analysisAdam Gazzaley, a researcher at the University of California, San Francisco, who was not a member of the research group, said one limitation of the study was that it couldnt find out whether people who start out less fo

44、cused toward multitasking or whether peoples recognizing and understanding abilities change as a result of multitasking.less focused- multitaskingmultitaskingrecognizing & understanding ability局限limitationThe findings do suggest, however, why the sensation-seeker who multitask the most may enjoy

45、 risky distracted driving. “People who are multitasking are generally less sensitive to risky situations.” said Paul Atchley, another researcher not in the group. “This may partly explain why people go in for these situations even though theyre dangerous.”ImplicationReporting findingsMultitasking-di

46、stracttesting limitation implicationdata explanationPsychological explanation 閱讀理解的六項微技能閱讀理解的六項微技能 1 1、 理解主旨和要義；理解主旨和要義； 2 2、 理解文中具體信息；理解文中具體信息； 3 3、 根據(jù)上下文推斷生詞的詞義；根據(jù)上下文推斷生詞的詞義；4 4、 作出判斷和推理；作出判斷和推理； 5 5、 理解文章的基本結構；理解文章的基本結構； 6 6、 理解作者的意圖、觀點和態(tài)度。理解作者的意圖、觀點和態(tài)度。閱讀討論閱讀討論各層次的問題各層次的問題學生提出的問題？學生提出的問題？教師提出的問題

47、？教師提出的問題？1. What are the findings?2. Who did the experiment?3. How did the scientists get the findings?4. Do you think the findings are well supported? 5. Do you accept the findings? Why?思維導圖輔助閱讀的意義思維導圖輔助閱讀的意義u閱閱讀讀不不再再僅僅僅僅停停留留在在字字面面意意義義上上u有有利利于于讀讀者者關關注注文文本本的的意意義義u讀讀者者更更關關注注文文本本思思維維邏邏輯輯u能能夠夠實實現(xiàn)現(xiàn)深深度度閱

48、閱讀讀u有有利利于于思思維維品品質(zhì)質(zhì)的的發(fā)發(fā)展展u有有利利于于寫寫作作能能力力的的發(fā)發(fā)展展u有有利利于于提提高高閱閱讀讀考考試試的的成成績績七選五閱讀七選五閱讀u篇章邏輯篇章邏輯u句間邏輯句間邏輯Urbanization 5,500 Rapid transformation evidence How Influence 71-75 EDBAF考場七選五應對技巧考場七選五應對技巧一讀文體一讀文體二讀大意二讀大意 （structure）三讀選項三讀選項 配入段落配入段落四四 找準提示找準提示 確定答案確定答案五重讀文章五重讀文章 關注邏輯關注邏輯主題句提示、意群提示、代詞提示、時間提示主題句提示、

49、意群提示、代詞提示、時間提示 UrbanizationUntil relatively recently, the vast majority of human beings lived and died without ever seeing a city. The first city was probably founded no more than 5,500 years ago71_ . In fact, nearly everyone lived on farms or in tiny rural villages. It was not until the 20th centur

50、y that Great Britain became the first urban society in history- a society in which the majority of people live in cities and do not farm for a living.What is urban society slow start uBritain was only the beginning. 72_ .The process of urbanization- the migration of people from the countryside to th

51、e city- was the result of modernization, which has rapidly transformed how people live and where they live.uIn 1990, fewer than 40% of Americans lived in urban areas. Today, over 82% of Americans live in cities. Only about 2% live on farms. 73 .Cause&effectLarge cities were impossible until agri

52、culture became industrialized. Even in advanced agricultural societies. It took about ninety-five people on farms to feed five people in cities. _74 . Until modern times, those living in cities were mainly the ruling elite(精英精英) and the servants, laborers and professionals who served them. Cities su

53、rvived by taxing farmers and were limited in size by the amount of surplus food that the rural population produced and by the ability to move this surplus from farm to city.Cause&effectOver the past two centuries, the Industrial Revolution has broken this balance between the city and the country

54、 75_ Today, instead of needing ninety-five farmers to feed five city people, one American farmer is able to feed more than a hundred non-farmers.七選五閱讀七選五閱讀Urbanization slow process at the beginning Small cities Large cities agriculture- industrialized result of modernization 71-75 EDBAFFaster 1990/4

55、0% now 82% influenceu That kept cities very small. B. The rest live in small towns.C. The effects of urban living on people should be considered. D. Soon many other industrial nations become urban societies.E. But even 200 years ago, only a few people could live in cities.F. Modernization drew peopl

56、e to the cities and made farmers more productive.G. Modern cities have destroyed social relations and the health of human beings.三讀選項三讀選項 配入段落配入段落The first city was probably founded no more than 5,500 years ago 71_ . In fact, nearly everyone lived on farms or in tiny rural (鄉(xiāng)村的鄉(xiāng)村的) villages. It was not until the 20th century that Great Britain became the first urban society in history- a society in which the