月日上午 馮展極 初中英語課堂教學問題診斷與對策

1、月日上午 馮展極 初中英語課堂教學問題診斷與對策英語教學策略與藝術(shù)談初中英語教學問題診斷與解決對策中學英語教學現(xiàn)場寫真:*把教材看成是“圣旨”，教材有什么教什么，存在“本本主義”思想，不會處理教材。*在確立教學目標時過于偏重于語言知識的傳授與強化，忽略了語言能力訓練和學生其他方面的發(fā)展，如學習過程中的方法與策略、情感態(tài)度等。*教學過程為了追求表面的熱鬧和觀賞性顯得繁瑣和程式化，缺乏實效性。*采用教學形式比較單一，沒有真正確立學生的主體地位，課堂填鴨式教學，枯燥乏味。*忽略學生的個體差異，教學效率低下。*教學評價受“升學”的影響而比較功利和單一，把考試的結(jié)果看成是英語教學的唯一追求，忽略了英語學

2、習的過程以及對學生發(fā)展?jié)撃艿娜嫣岣?。解決策略？解決策略:全面提高教學能力：1、教學目標整合化2、教學過程科學化3、教材處理個性化4、教學方式互動化5、教學評價發(fā)展性 一、教學過程科學化請問： 你通常用什么樣的教學步驟組織英語課堂？ 英語課堂教學有哪些基本程序？ 實施過程動機激發(fā)階段 感知階段 理性認知階段 鞏固階段 運用階段 檢查評定信息加工理論的簡單模式： 輸入 加工儲存 輸出學習英語的過程： 模仿接受加工改造創(chuàng)造表達語言強化說：（Pavlove) (Skinner) S(刺激）-R（反應） 刺激反應強化 興趣-情景-活動教學模式：引發(fā)興趣啟動感情巧妙導入激勵興趣情景活動升華興趣模擬交際發(fā)

3、展興趣Warming up PresentationPracticeproductionSituation ActivitiesInterest ( A straight arrows lesson procedure)EngageStudy ActivateOther lesson structures 5 3 stage model Other lesson structures 6Pre-while-post-英語教學設計方案：1、提煉英語語言教學材料特征2、分析學生的英語學習狀況3、貫徹新課標五項教學目標4、設計課堂教與學系列活動體裁特點：對話、短文故事、新聞報道、電子書信 語篇結(jié)構(gòu)：

4、語篇、結(jié)構(gòu)、語境語言特征：語言知識的使用，功能句子的用法語言教學材料的提煉P1語言材料:Paul： Excuse me, Is there a hotel in the neighborhood?Nancy: Yes, there is. Just go straight and turn left. Its down Bridge Street on the right, Its next to a supermarket.Paul: Thank you very much.Nancy: You are welcome.1、新目標七年級Unit 1 Section A 3A(第三頁）語言教學

5、材料的提煉P32、新目標七年級Unit 1 Section B 3A語言材料： Welcome to the garden district Turn left off the busy first Avenue and enjoy the citys Quiet streets and small parks. Take a walk through the park on Center Avenue. Across from the park is an old hotel. Next to the hotel is a small house with an interesting ga

6、rden. This is the beginning of the garden tour. 語言教學材料的提煉3、新目標七年級Unit 3 Section B 3A (第29頁）語言材料： How Do Kids Spend the Weekend?Last week, we asked ten students an No.3 Middle School what they did over the weekend. Two most kids, the weekend was a mixture of fun and work. Ten kids did homework or stu

7、died. On Saturday afternoon, five kids went shopping, and three went to the library. Two kids also played computer games, On Saturday evening, seven kids watched a movie or stayed at home and watched TV. On Sunday, two kids visited friends, nine kids cleaned there rooms, and five played sports. 語言教學

8、材料的提煉語言材料：新標準七年級 Chinese, American, English My name is Beibei. I go to school in England, and its an English school. I have a friend called Sally. She is in my class. Our teacher says that we are both the same. Out bags match. We open and close out books at the same time. We eat the same food at lun

9、chtime. We sit down at our desks and stand up in class at the same time. We are not the same in one way, though Sally is from America, and shes American, and Im from China, so Im Chinese. Our teacher is from England, and shes English. Sally says that our classroom is the same as an American one, wit

10、h the same desks, chairs and blackboard, and even the same books and bags. 語言教學材料的提煉P13 分析學生的學習狀況（學生的前期知識、潛在的學習困難）英語教學過程的三大環(huán)節(jié)：1、學前（Pre-learning)2、學中（While-learning)3、學后（Post-learning)Pre-learning的目的1、交流目標2、激發(fā)學生的學習興趣3、激活學生已有知識、經(jīng)驗4、創(chuàng)設良好、有意義的語境5、在語境中呈現(xiàn)必要的語言知識While-learning的目的1、讀、聽等方式的語言輸入活動2、信息的提取、加工、整

11、理及重組3、構(gòu)建新知能做某事Task-based Post-learning的目的1、鞏固知識、技能2、對新舊知識進行整合、形成新能力3、深層理解和討論所學內(nèi)容4、表達自己的簡介、體現(xiàn)創(chuàng)造性思維5、反思學習過程、歸納、總結(jié)學習效果新標準英語課型解讀 ModuleWords and expressions Unit 1 Listening Speaking Unit 2Reading Writing Unit 3GrammarUnit 4Exercises or a test詞匯課聽說課讀寫課語法課鞏固反饋課英語單元教學三大課型劃分單元三大類課型教學特征Input- based lessons

12、輸入性課型圖片、小詩、改寫對話、短文故事 Intake- based lessons 理解性課型詞匯、語法、語音歸納練習 Output- based lessons 活用性課型模擬實際對話、文章、語言活用性練習 初步理解語言現(xiàn)象 理解語言意義 6：4逐步熟練運用語言 模擬語言運用 3：7深入理解語言規(guī)律 歸納語言知識 4：6聽說輸入課型讀寫輸入課型知識鞏固課型聽說活用課型讀寫活用課型綜合拓展課型p18五大目標對話（例：問路）導游說明（例2）知識英語口頭對話篇章結(jié)構(gòu)、時態(tài)、語法、詞匯項目書面說明文篇章結(jié)構(gòu)、時態(tài)、語法、詞匯項目技能聽的技能：主要信息獲取等說的技能：問路指路表達方式閱讀的技能：細節(jié)

13、信息獲取等寫的技能：模仿寫作介紹學校等策略語言語調(diào)重讀模仿學習策略形容詞、名詞等詞匯學習策略情感文化禮貌、樂于助人熱愛城市、歷史、道德風土人情文化中外問路方式、文化對比對某一地區(qū)新舊、中外文化對比貫徹新課標的五項教學目標 P11案例分析1、教學材料分析：（1） 體裁特點：書面材料，介紹（2）語篇結(jié)構(gòu)特點：描述式三段式思路（3）其他語言特征：動詞使用現(xiàn)在時，重復出現(xiàn)same, 人稱 代詞，專有名詞和形容詞，詞組。2、五項教學目標設定（1）語言知識目標：重點為連貫敘述動作，難點是人稱代詞 ，專 有名詞和形容詞，常用詞組（2）語言技能目標：“聽、說、讀、寫”既是學習的內(nèi)容，又是學 習的手段 p13案

14、例分析 聽：聽懂大意，升降調(diào)和重讀，連讀等 說：分層次，連貫口頭表述自己和同學，老師等情況 讀：讀懂全文，分清結(jié)構(gòu)和層次 寫：模仿材料語篇結(jié)構(gòu)，介紹自己和同學、老師的情況（3）情感態(tài)度目標：觀察發(fā)現(xiàn)身邊同學相同和不同的學習行為或習慣，引導學 生之間互相學習。（4） 學習策略目標：學習該材料的語言特點，建立以下相關聯(lián)系認知：觀察各 類詞的聯(lián)想規(guī)律，如人稱代詞I my, we our,Sally she, our teacher she, 專有名 詞和形容詞 America-American, England-English, China-Chinese; 交際：引 導學生口頭和書面模仿語篇特點，

15、在實際中運用。（5） 文化意識目標：結(jié)合語言材料目標，進行中美英三國跨文化對比，拓展認 識中外文化中隊教師稱呼，學校教室布置、課堂規(guī)則等方面的對比。p133、課堂教學設計 (1) 設置語境，語言輸入Task1：假設學校開放日，有來賓參觀，向來賓介紹學校、班級、老師的情 況。引出關鍵形容詞same的含義。也可從圖片中引出中、英、沒三個 專有名詞和形容詞。（2）點撥語言特征，促進語言理解Task2: 聽或閱讀材料，回答Who is American ,Sally or the teacher? 再讀或聽，回答具體問題： How are Sally and Beibei the same in th

16、e classrooms? How are Sally and Beibei different in the classrooms?Task 3:引導學生觀察語言材料的體裁特點、語篇結(jié)構(gòu)特點 主要語言特征，介紹描述問題，動詞時態(tài)。段落特點等Task 4: 布置填空、配對、正誤等單項聯(lián)系，幫助學生掌握主要詞類：形容 詞、人稱代詞、名詞、動詞詞組的用法。Task5：學生模仿語篇結(jié)構(gòu)，模仿說或者介紹自己身邊人的一兩件相同或不 同的事，如我的爺爺奶奶，爸爸媽媽，好朋友，同學等。p13 設計教學系列活動 教什么？怎么教？ GrammarTell me / I listen, I forget.Show

17、 me / I see, I remember.Involve me / I do, I understand. What ? How?Focus:Yesterday eveningWhat to presentMPF1. What it means. meaning 2. What it sounds like. pronunciation3. What it looks like. spelling and form4. How and when it is used. function / useWhat to present Meaning? No situation No conte

18、xtNo context No meaning situation meaning contextHow to presentSituation? PICTURES AND PHOTOS 1. USE VISUAL AIDS B/B DRAWING OVERHEAD PROJECTOR REAL OBJECTS 2. USE ACTIONS 3. USE QUESTIONS AND ANSWERS 4. USE STORIES 5. USE TAPE RECORDER 6. USE SONGS 7. USE GAMESHave / has been doing Functional words

19、: Should If Example:Should You should You should wear a suitStage 1 DiscussionStage 2 (1) Introduction (2) Picture Stage 3 (1)Build up the situation (2)Ask questions (3)Test the understanding (4)Presentation You should wear a suitTeaching procedure:Stage 1 DiscussionSpend a few minutes on a class di

20、scussion about unemployment in China and other countries. How people go about finding work, the stages of applying for a job leading to tips for a successful interview. Stage 2 IntroductionThe teacher says she has a friend, Jason who is going for an interview tomorrow for a job at the bank. She elic

21、its from the students how Jason should appear when he goes for the interview (appropriate clothes, shaved, hair combed etc).Stage 3 Build up the situationThe teacher says she saw Jason earlier. She emphasizes that Jason is her friend and she really wants him to get this job but is not confident beca

22、use the interviewer is likely to expect interviewees to be dressed in a certain way.Ask questionsPointing to Jasons casual clothes the teacher asks if the students think it would be a good idea for Jason to go to the interview dressed in this way. Having established that it wouldnt. Test the underst

23、anding Still pointing to Jasons clothes, the teacher says what did I say to Jason when I saw him? If possible, the teacher could also have a picture of someone wearing a suit to make the contrast with Jasons clothes and to make it clearer to the students what she is thinking.Form Youshould shouldnt

24、wear a suitpolish your shoescomb your hairshavewear those clothes江蘇省將于2005年暑后開始對高中課標在全省范圍內(nèi)進行實驗。新課程已經(jīng)走進校園，走進師生的生活。以實行新課程標準為標志的基礎教育課程改革正在實踐中不斷深化。截至目前，全國所有小學和初中學生已全部使用新課程。21個省份在開展普通高中課程改革。 基礎教育課程改革形勢 語篇：Reading What How 江蘇省將于2005年暑后開始對高中課標在全省范圍內(nèi)進行實驗。新課程已經(jīng)走進校園，走進師生的生活。以實行新課程標準為標志的基礎教育課程改革正在實踐中不斷深化。截至目前，

25、全國所有小學和初中學生已全部使用新課程。21個省份在開展普通高中課程改革。 基礎教育課程改革形勢整體法語篇教學的概念：語篇教學的定義可以從“形式和功能”兩個角度來看。從結(jié)構(gòu)方面看，語篇是大于句子的語言單位（Discourse is a unit of language above the sentence) 從功能方面看，語篇是使用中的語言（Discourse is language in use). 從語言使用的角度看，在交際過程中，語言的意義是根據(jù)語境（context）來確定的。江蘇省將于2005年暑后開始對高中課標在全省范圍內(nèi)進行實驗。新課程已經(jīng)走進校園，走進師生的生活。以實行新課程標準

26、為標志的基礎教育課程改革正在實踐中不斷深化。截至目前，全國所有小學和初中學生已全部使用新課程。21個省份在開展普通高中課程改革。 基礎教育課程改革形勢整體法選擇整體理論中的語篇教學法原則來指導初級階段閱讀課的教學。整體理論認為我們通過感官知覺所獲得的都是客觀世界的整個的“形、式樣”，即格式塔（ gestalt ）。這一理論運用于語言教學，即語言是一個整體，這個整體不僅僅是各部分相加的總和，而是大于這個總和。語言各部分（語音、詞匯、語法）本身沒有意義，是整體（即語篇 discourse ）給各個部分賦予了意義。語言不應當被分解成語音、詞匯、語法；語言技能也不應被分解為聽、說、讀、寫。因此，語言教

27、學應從整體入手再轉(zhuǎn)向部分。同樣，聽、說、讀、寫技能的培養(yǎng)應在相互聯(lián)系的基礎上有所側(cè)重，而不應孤立地培養(yǎng)某一方面的技能。江蘇省將于2005年暑后開始對高中課標在全省范圍內(nèi)進行實驗。新課程已經(jīng)走進校園，走進師生的生活。以實行新課程標準為標志的基礎教育課程改革正在實踐中不斷深化。截至目前，全國所有小學和初中學生已全部使用新課程。21個省份在開展普通高中課程改革。 基礎教育課程改革形勢整體教學課型的特點1、學生整體:以學生為中心原則 以學生為中心就是兼顧學生共性和個性的發(fā)展，考慮學生的需求、動機、目的、興趣、差異等因素。教師應仔細觀察學生的各種表現(xiàn)，盡可能發(fā)現(xiàn)問題，然后采取相應的措施，使不同程度的學生

28、都能夠獲取一定的進步，有效地促進學生的學習。 2、教材整體 把語言作為一個整體， 不把語音、詞匯、語法分開來教， 也不把聽、說、讀、寫分開培養(yǎng)。教學重點是有意義的整體語言活動，學習活動應該從整體到部分。每節(jié)課都應包括聽、說、讀、寫四項技能 3、理解整體：部分相加之和小于整體功能 結(jié)構(gòu)抓線索：段落，層次 功能抓線索：關鍵詞，問題 情節(jié)抓線索：邏輯推理，故事發(fā)展 感知過程抓線索：”讀書不求甚解” 江蘇省將于2005年暑后開始對高中課標在全省范圍內(nèi)進行實驗。新課程已經(jīng)走進校園，走進師生的生活。以實行新課程標準為標志的基礎教育課程改革正在實踐中不斷深化。截至目前，全國所有小學和初中學生已全部使用新課程

29、。21個省份在開展普通高中課程改革。 基礎教育課程改革形勢整體教學課型的模式語篇整體教學語篇往往由許多句子構(gòu)成，它是一個大語言單位，也是語言的最高單位。 語篇整體教學必須按 “整體部分整體”模式進行，從“整體”開始，以“整體”結(jié)束。以閱讀教學為例，整體教學法認為閱讀的過程是讀者先前獲得的經(jīng)驗和文字符號相互交流的過程。閱讀不是識別詞并取得詞的意義，而是從語篇中構(gòu)建意義。它并不要求學生對課文中所有的詞作精確的解碼，回答字面上的理解問題，而是綜合自己的知識來構(gòu)建語篇的意義。所以，它有一套“三段式”的閱讀教學法。第一，讓學生從文章題目和故事的開頭提出初步假設，猜測故事的內(nèi)容和可能會發(fā)生的情節(jié)。第二，運

30、用先前的知識和經(jīng)驗來構(gòu)思和推理，驗證開頭的假設是否成立，先前的猜測是否正確。第三，在深入理解的過程中，不斷修正自己的假設。這是非常理性的學習。這一模式不僅適合于閱讀理解教學，也適合于讀、說、寫結(jié)合的語篇教學。 江蘇省將于2005年暑后開始對高中課標在全省范圍內(nèi)進行實驗。新課程已經(jīng)走進校園，走進師生的生活。以實行新課程標準為標志的基礎教育課程改革正在實踐中不斷深化。截至目前，全國所有小學和初中學生已全部使用新課程。21個省份在開展普通高中課程改革。 基礎教育課程改革形勢整體教學課型的模式 1、一分為三，三步三整體模式 一步：通讀或泛讀 二步：慢讀或精讀 三步：快讀或復讀 2、“合分合”或“景問用

31、” 3、“整分整用” 4、“預習閱讀講練討論”課文教學的方法分解法： 化整為零，先分后總情景法通過情景，讓學生理解文章所表達的內(nèi)容，然后在情景中學習運用的教學方法。一段文字講一個故事，敘述一件事情，描寫一種現(xiàn)象終究會有一個話題，無論是談論人或事物均可設情景學習。I like singingLucy: I like singing . Do you like singing?Kate: Yes, I do. Do you like it, Lily?Lily: No, I dont. But I drawing. How about you, Mike?Mike: I dont like dra

32、wing. I like reading. Look, I have a new story book.Lily: Can I read it?Mike: Sure, Here you are I like singing LucyKate LilyMikewant to readsingingdrawingdancingreading語篇整體教學法Reading Material: EarthquakeI was doing some shopping when it started. At first I felt a slight of shaking through my body.

33、Then I heard a loud noise like a thunder. People in the shopping center looked at each other in fear. Some people screamed because they were very frightened. Then the real noise came like bombs entered the ground. The earth started to shake. People ran in all directions. They did not know where to g

34、o. Some people ran out of the shopping center. I tried my best to run out to the street, too. People were running wildly while pieces of glasses and bricks were falling down. Then the walls began to come down, too. Finally the noise and shaking ended.I calmed down and asked myself “Did I really surv

35、ive?” I could not believe it was over. It was dark around me. I could not see anything at all and I did not know if anyone was around me. I did not even know where I was. “Im trapped” I said to myself. A moment of fear went through my mind, but I told myself to calm downsince I was still alive. I sh

36、outed for help. I thought somebody could hear me. But no one came for a very long time. I told myself that I must stay alive.I had a packet of chocolate but I knew I must noteat it up at all. I was trying to find my way out when I suddenly heard a noise above me. I screamed:“Help! Please help! Im he

37、re!” The noise stoppedand I was afraid. Then I heard a shout from excitedpeople. They were in a hurry to move away thebricks and stones. At last I saw the bright daylight and I was safe.江蘇省將于2005年暑后開始對高中課標在全省范圍內(nèi)進行實驗。新課程已經(jīng)走進校園，走進師生的生活。以實行新課程標準為標志的基礎教育課程改革正在實踐中不斷深化。截至目前，全國所有小學和初中學生已全部使用新課程。21個省份在開展普通高

38、中課程改革。 基礎教育課程改革形勢THE STUPID TURTLE Once there was a turtle who was dying of hunger and thirst. His lake was dry so he had no food or water. His friends, the egrets, wanted to carry him to another lake. But how can we do that? they asked. I know a way, said the turtle. He told two of them to find a l

39、ong stick. Now, he said, each of you hold one endof the stick in your beak. I will hold onto the middle of the stick. So the egrets took the stick and flew high into the sky carrying the turtle. They flew on and on. Suddenly, they heard a cry from the people down below. Look how clever the egrets ar

40、e! Theyre carrying the turtle through the sky! The turtle felt hurt to hear the people say it was the egrets who were so clever. He had to let the people know that he was the clever one. So he began to shout as loud as he could, I. But as soon as he opened his mouth, of course, he fell headfirst to

41、the ground.Before Reading (Previewing) Ask: Do-you have a pet? What is it? Does anyone have a pet turtle? What can a turtle do? What cant a turtle do? Encourage students to answer. Write their answers on the board. For example, A turtle can swim. A turtle cant fly. A turtle can walk slowly. A turtle

42、 cant run. A turtle can eat leaves. A turtle cant eat meat. A turtle can drink water A turtle cant carry a stick. A turtle can_ A turtle cant_Let half of the class read the sentences of what a turtle can do. The other half read what a turtle cant do. 2. Students look at the picture, Ask yes or no qu

43、estions. Is the turtle swimming? Is the turtle climbing a big log? Are there two white birds? Do they have a long stick in their beaks or mouths? Are they going to hit the turtle with the stick? Do you think they will help the turtle? Do you think a turtle is a stupid animal? 3.Students read the tit

44、le. Introduce the story, e.g. Its about a turtle and two egrets and what the turtle and the birds do During Reading 1. a. Read the story as your students follow the text. b. Ask: Are there any words you dont understand? Then write them on the board, e.g. hunger, thirst, egrets, beak, suddenly, cleve

45、r, carry, of course, headfirst, stick. 2. a. Use the picture to teach some vocabulary words: Point to the egrets. Point to their beaks. Point to the stick. b. Use actions to demonstrate hunger, thirst, clever, headfirst, carry. c. Make sentences to illustrate the rest of the words. 3. Have students

46、scan for each vocabulary word in the text and repeat it after you. (scanning) During Reading4. Tell the story and choose three students to role-play as the turtle and the egrets and a group of five students to be the people. Stop at several different points and ask the class to tell whats going to happen next for the actors to act out. (predicting) 5. Write the main id