小學(xué)英語課堂教學(xué)案例研究與教師專業(yè)發(fā)展

1、WarmerIm a person who Try to remember everything I say without making any notes. Talk with your partner using Hes a person who .Tell us what you have heard, using You are a person who .This is a strategy I often use to get listeners involved in my self-introduction. It can shift the Ss attention fro

2、m a non-English-speaking environment to an English one.And besides, it can make your class more interactive.小學(xué)英語課堂教學(xué)案例研究與教師專業(yè)發(fā)展Stage 1 Priming for predictionHello, Ive just jumped off the Empire State Building Comment 這個(gè)階段任務(wù)的核心是 involves meaning-focused language use. 學(xué)生自己根據(jù)提示預(yù)測(cè)故事，或者列出問題等，通過這個(gè)任務(wù)，教師能夠

3、有效地實(shí)施語言教學(xué)，教師能夠在這個(gè)階段給學(xué)生教授一些必要的語言知識(shí)，激活學(xué)生的背景知識(shí)，有了教師的提示，學(xué)生會(huì)更加注意到文本中的語言現(xiàn)象。 校本教研的三種基本類型教學(xué)性教研：課例研究一人同課多輪多人同課循環(huán)同課異構(gòu)反思式觀課邀請(qǐng)式觀課研究性教研：行動(dòng)研究選擇研究課題界定研究?jī)?nèi)容設(shè)計(jì)研究方案展開研究總結(jié)研究成果學(xué)習(xí)性教研：讀書研究讀書、讀文讀“圖像”讀“人”第三條道路（教師的實(shí)踐和生活）專業(yè)引領(lǐng)、指導(dǎo)ExpertSupervisor Mentor Lets have a competition!Between Beauty and BeastOne player from Beauty read

4、s out one sentence and choose a player from Beast to tell from memory if the sentence is true or false. Correct the sentence if it is false. If the player answers correctly, Beast will get one point.Exchange the roles and game continues.The team with more points will be the winners.Stage 7： Evaluati

5、onDid the students find the prediction task too difficult or too easy?Would the students have liked more help?Did the students like the story?Did the students need more help with vocabulary before the reading stage?Did the students feel the language was useful?Are the following sentences true or fal

6、se? There is an exercise book on the left of the coins.The keys are between the coins and the banana.There are some bananas at the top on the left.The ten pound note is in the middle of the tray.There is a glass on the left of the ruler.There are some keys between the coins and the address book.思考回顧

7、本節(jié)課主要教授什么語法點(diǎn)？There is/are a/some + prepositional phrasesThe is/are + prepositional phrases上述兩種結(jié)構(gòu)的表意功能語法點(diǎn)的教授是通過什么主要任務(wù)來實(shí)施的？A memory challenge task這樣的任務(wù)能用到你自己的課堂嗎？改變?nèi)蝿?wù)難度：詞匯的數(shù)量和難度、位置關(guān)系Lets have a competition!Between Beauty and BeastOne player from Beauty reads out one sentence and choose a player from B

8、east to tell from memory if the sentence is true or false. Correct the sentence if it is false. If the player answers correctly, Beast will get one point.Exchange the roles and game continues.The team with more points will be the winners.教學(xué)方面的問題：第三類：恰當(dāng)處理減負(fù)與保證學(xué)習(xí)質(zhì)量關(guān)系問題處理課堂教學(xué)“生動(dòng)活潑”與“知識(shí)點(diǎn)落實(shí)”關(guān)系問題應(yīng)對(duì)教改要求與現(xiàn)行

9、考試制度矛盾問題解決教學(xué)設(shè)計(jì)難以在實(shí)際教學(xué)過程中實(shí)施的問題第四類： 英語教學(xué)中存有問題的研究Task 2 Work in pairs to write sentences of your own about the picture three true sentences and three false.The framework of task-based readingStage 1： Priming for predictionStage 2： Prediction taskStage 3： Preparing for reportStage 4： ReportStage 5： Read

10、ingStage 6： Focus on formStage 7： EvaluationWhere is the glass?In the middle of the trayAt the top on the left of the trayAt the bottom on the right of the trayBehind the trayUnder the trayIn front of the tray(use real objects)Class rulesBasic pattern Think-Pair-ShareWork individually, in pairs, or

11、in groups.Find your partners or group members RIGHT NOW!No cheatingDo as I tell you to do.Report your result honestly小學(xué)英語任務(wù)課堂教學(xué)案例研究與教師專業(yè)成長(zhǎng)湖北省教研室 周詩杰2014年10月 主要內(nèi)容從任務(wù)課堂教學(xué)案例的角度分析總結(jié)小學(xué)英語課堂需要體現(xiàn)的新課程核心理念；如何構(gòu)建以意義為中心的小學(xué)英語課堂教學(xué)模式案例的開發(fā)與小學(xué)英語教師專業(yè)發(fā)展三個(gè)類型案例：會(huì)話、語法和閱讀案例分析一：對(duì)話教學(xué)對(duì)比分析Task 1Teaching Material：Book V，New Par

12、ade Unit 2 My TimeTaskThink下面的一段教材，如果按照您平時(shí)的授課方式，您一般會(huì)采取怎樣的教學(xué)方法和步驟呢？Pair兩人一組討論，小組內(nèi)達(dá)成一個(gè)一致的意見。Share將討論的結(jié)果與我的案例對(duì)比。兩個(gè)不同的教學(xué)設(shè)計(jì)一份來自網(wǎng)絡(luò)的教學(xué)設(shè)計(jì)來自外教的教學(xué)實(shí)錄 1 2 3 45 6 7從教學(xué)設(shè)計(jì)的角度來思考這兩節(jié)課 教學(xué)設(shè)計(jì)教學(xué)目標(biāo)設(shè)計(jì)教學(xué)策略設(shè)計(jì)教學(xué)過程設(shè)計(jì)教學(xué)活動(dòng)設(shè)計(jì)教學(xué)技術(shù)設(shè)計(jì)學(xué)習(xí)活動(dòng)評(píng)價(jià)活動(dòng)過程性評(píng)價(jià)目標(biāo)達(dá)成評(píng)價(jià)教學(xué)目標(biāo)對(duì)比分析1. 掌握重點(diǎn)詞組start a chess club, take care of little sister, grocery store,

13、mow the lawn, start piano lessons, chess set和句型：I have toIm going to2. 了解Lee的課余作息表。3. 會(huì)使用句型設(shè)計(jì)成立各種俱樂部的海報(bào)。Your task today is to start a new club with your friend.You will be able to：Talk about your schedule (your jobs at home (chores), your lessons and other things you have to do).Make plans.Explain.目

14、標(biāo)分析任何教學(xué)在設(shè)計(jì)以前必須回答的問題是“經(jīng)過教學(xué)之后學(xué)習(xí)者將能做哪些他們以前不會(huì)做的事?”或者 “教學(xué)之后學(xué)習(xí)者將會(huì)有何變化？”（加涅：教學(xué)設(shè)計(jì)原理）網(wǎng)絡(luò)教案的著重點(diǎn)在于教授一些詞組和句子，后面“會(huì)使用句型設(shè)計(jì)成立各種俱樂部的海報(bào)”，其實(shí)質(zhì)是為了鞏固所學(xué)習(xí)的語言知識(shí)。第二條“了解Lee的課余作息表” ，似乎對(duì)教材理解有誤。外教課的目標(biāo)在于做事情：to start a new club with your friend. 所有的語言教學(xué)是為了順利完成這個(gè)任務(wù)，而且在完成任務(wù)的過程本身之中，來學(xué)習(xí)語言。教學(xué)過程分析教學(xué)媒介的選擇教學(xué)模式的選擇教學(xué)技巧的利用教學(xué)技術(shù)的使用教學(xué)評(píng)價(jià)的設(shè)計(jì)語言教學(xué)觀：

15、Form-based?Meaning-based?Form-based approaches are based on the belief that we need to take great care, at each stage of learning, that learners produce the language accurately.這種教學(xué)法往往在課的開始就表現(xiàn)一兩個(gè)語言點(diǎn)，這些語言點(diǎn)要么是本課的主要功能句，要么是本課的主要語法現(xiàn)象。每表現(xiàn)一點(diǎn)，就操練一點(diǎn)。學(xué)生也明白，在一節(jié)課的最后，他們會(huì)被要求把這些目標(biāo)語言點(diǎn)準(zhǔn)確地使用出來，如果能夠這樣，就算是學(xué)到了東西。網(wǎng)絡(luò)課的設(shè)計(jì)大

16、致是按照這個(gè)思路來的。Form-based approaches典型代表：PPP典型特征：A focus on one or two forms, specified by the teacher, which are later to be incorporated in the performance of a communicative activity.This focus on form comes before learners engage in communicative activity.Teacher control of learner language. This is

17、 imposed strictly in the early stages of the cycle and gradually relaxed.The success of the procedure is judged in terms of whether or not learners do produce the target forms with an acceptable level of accuracy.Meaning-based approaches are based on the belief that it is more effective to encourage

18、 learners to use the language as much as possible, even if this means that some of the language they produce is inaccurate.這種教學(xué)法往往是課的開始就提出一個(gè)交際任務(wù)，學(xué)生考慮到所有已學(xué)的語言來試圖完成交際任務(wù)，教師協(xié)助學(xué)生重塑語言，讓其清楚地表達(dá)意思。最后，教師引導(dǎo)學(xué)生學(xué)習(xí)使用中的一些目標(biāo)語言。學(xué)生的學(xué)習(xí)結(jié)果是：學(xué)會(huì)用英語做一件事情，并附帶學(xué)習(xí)了一些有用的表達(dá)。外教課堂表現(xiàn)出了這類教學(xué)的一些特點(diǎn)。Meaning-based approaches典型代表：TBLT主要特征：

19、A focus on meaning, in which participants are concerned with communication.A focus on language, in which learners pause in the course of a meaning-focused activity to think for themselves how best to express what they want to say, or a teacher takes part in the interaction and acts as a facilitator

20、by rephrasing or clarifying learner language.A focus on form in which one or more lexical or grammatical forms are isolated and specified for study, or in which the teacher comments on student language by drawing attention to problems.教學(xué)過程對(duì)比The actual teaching procedures of the first lessonBefore th

21、e dialogueGet ready for the classLets chantPresent and practice several new language items, such as “Be going to”, “Have to”While the dialogueElicit the dialogue through a listening activityGet the Ss to understand the dialogue by checking the answers with them, teaching some more language items lik

22、e “mow the lawn”, “grocery store” etc. Practice reading or acting out the dialogueAfter the dialogueLets sing about a chess club.Make a poster of a clubEnd the classThe actual teaching procedures of the second lessonPreparationTopic explanationMaking class rulesSetting the goalsPre-task priming acti

23、vities1. Warm-up： charade games, 2. Teaching more vocabulary：.3. Dialogue presentation and comprehension.Task cycleTask 1： Ss Complete the schedule.Task 2： Start your own club.Task reflection1. How did you do?2. What was easy?3. What was hard?4. What did you learn?Form focus1. Discussing what langua

24、ge Ss used today.2. Correcting Ss errors.Reporting backDemonstration by a pair.Task repetition and/or evaluation1. Starting a new club with a new partner.2. EvaluationThe problems with PPPStudents can give the impression that they are comfortable with the new language as they are producing it accura

25、tely in the class. Often though a few lessons later, students will either not be able to produce the language correctly or even wont produce it at all.Students will often produce the language but overuse the target structure so that it sounds completely unnatural.Students may not produce the target

26、language during the free practice stage because they find they are able to use existing language resources to complete the task.教學(xué)活動(dòng)設(shè)計(jì)Activity： things students do in the classroom, especially in order to achieve a particular aim.課堂教學(xué)活動(dòng)是課堂教學(xué)的核心內(nèi)容，活動(dòng)是否適合兒童的需求，是否能夠協(xié)助達(dá)成教學(xué)目標(biāo)，將直接影響教學(xué)效果。Activities in the f

27、irst lesson優(yōu)點(diǎn)：直觀性 2. 游戲化缺點(diǎn)：目標(biāo)指向單一和零散，不利于習(xí)得語言Activities in the second lesson點(diǎn)評(píng)：目標(biāo)指向明確：綜合語言使用水平體現(xiàn)了一下活動(dòng)設(shè)計(jì)的原則：以學(xué)生為中心設(shè)計(jì)原則 2. 體驗(yàn)原則 3. 循序漸進(jìn)原則4. 注重語言習(xí)得原則評(píng)價(jià)活動(dòng)設(shè)計(jì)T： My name is Spring. Hello, boys and girls. I will divide you into two groups. You are Group 1. You are Group 2. Lets have a competition. If you can

28、 answer my questions, you can turn back a card for your group. Lets see which group can get to the top first.Next, when I say “Pair work”, you should practice with your deskmates. When I say “Group work”, you should practice in groups of four. Lets try.Target-orientedStart the lessonEnd the lessonSe

29、lf-reflection on the main task How did you do?What was easy?What was hard?What did you learn?構(gòu)建以意義為中心的課堂設(shè)計(jì)思路Re-ordering activities： PPP upside-downBrainstorm words and phrases and ideas related to the topic with the class. (pre-task preparation)Get learners to do the task, plan what to say and repor

30、t the results to the class. (task cycle)After commenting or giving feed-back on the content of their task reports, go back to the text-book, saying “Lets look more closely at some of the forms you might have used when doing your task”, and do the form focused exercises quickly. If you can remember w

31、hat other language they used to express their meanings (or if you have made a note of this in your notebook), highlight those patterns and expressions too, this gives value to their own efforts, and shows there is not just one correct way of expressing those meanings.Get the students to repeat the t

32、ask or do a similar one with a different partner.小學(xué)英語課堂教學(xué)案例研究與教師專業(yè)發(fā)展案例分析二：如何讓語法課更有意義？思考本節(jié)課主要教授什么語法點(diǎn)？語法點(diǎn)的教授是通過什么主要任務(wù)來實(shí)施的？這樣的任務(wù)能用到你自己的課堂嗎？What are these in English?What are these in English?Where can you put them?Objects we use in our daily life.Where is the glass?In the middle of the trayAt the top o

33、n the left of the trayAt the bottom on the right of the trayBehind the trayUnder the trayIn front of the tray(use real objects)This is Joes tray. Please look at the tray and try to remember whats on the tray in three seconds?Task 1Make a list in English of as many things as you can remember by yours

34、elf.Work in pairs to share your list.Lets see how many objects we can remember together.Lets double check the answer together. Lets double check the answer together.Are the following sentences true or false? There is an exercise book on the left of the coins.The keys are between the coins and the ba

35、nana.There are some bananas at the top on the left.The ten pound note is in the middle of the tray.There is a glass on the left of the ruler.There are some keys between the coins and the address book.Task 2 Work in pairs to write sentences of your own about the picture three true sentences and three

36、 false.Lets have a competition!Between Beauty and BeastOne player from Beauty reads out one sentence and choose a player from Beast to tell from memory if the sentence is true or false. Correct the sentence if it is false. If the player answers correctly, Beast will get one point.Exchange the roles

37、and game continues.The team with more points will be the winners.What are the six correct sentences?Useful structuresThere are keys between the and the The is next to the There is a on the right of the The are on the left of the Task repetitionReflection1. As a language learner, how do you feel duri

38、ng the above learning activities? What do you focus on when you talk about the objects on the tray? What language skills can you practice when taking part in the above activities? 思考回顧本節(jié)課主要教授什么語法點(diǎn)？There is/are a/some + prepositional phrasesThe is/are + prepositional phrases上述兩種結(jié)構(gòu)的表意功能語法點(diǎn)的教授是通過什么主要任務(wù)

39、來實(shí)施的？A memory challenge task這樣的任務(wù)能用到你自己的課堂嗎？改變?nèi)蝿?wù)難度：詞匯的數(shù)量和難度、位置關(guān)系A(chǔ) task or not?Determine how task-like a given activity is by asking the following questions:Does the activity engage learners interest?Is there a primary focus on meaning?Is there an outcome?Is success judged in terms of outcome?Is comp

40、letion a priority?Does the activity relate to real world activities?案例分析三：任務(wù)閱讀教學(xué)Stage 1 Priming for predictionHello, Ive just jumped off the Empire State Building Task 1 ListingHow could someone who has just jumped off the Empire State Building possibly be alive to tell the tale? Work in groups to t

41、hink of as many explanations as you can. You can use simple drawings to help with your explanations.Possible responsesHe was wearing a parachute;He was abseiling;He only jumped from the ground floor;He was bungee-jumping;He had a safety net.如果學(xué)生的語言不好，可以在圖片或者手勢(shì)的幫助下完成預(yù)測(cè)：He have thing on his back, like

42、 rubber, like elastic.He jump like this.Stage 2 Prediction taskHere are some words and phrases taken from the article. They appear in the same order here as in the article: All alone in New York decided to kill himself the 86th floor held on to the safety fence over 1000 feet below a narrow ledge th

43、e offices of a television station the strong wind poured myself a stiff drink a great ChristmasWork in groups to decide what happened. Try to include information from as many of the clues as possible.Comment 這個(gè)階段任務(wù)的核心是 involves meaning-focused language use. 學(xué)生自己根據(jù)提示預(yù)測(cè)故事，或者列出問題等，通過這個(gè)任務(wù)，教師可以有效地實(shí)施語言教學(xué)，

44、教師可以在這個(gè)階段給學(xué)生教授一些必要的語言知識(shí)，激活學(xué)生的背景知識(shí)，有了教師的提示，學(xué)生會(huì)更加注意到文本中的語言現(xiàn)象。 Stage 3: Preparing for reportAsk learners to prepare one member of their group to tell the story they have decided on, so that he or she can tell that story to the whole class.Comment 因?yàn)閷W(xué)生要給全班講述這個(gè)故事，所以講述的人必須同時(shí)兼顧準(zhǔn)確性和流暢性。他們想做的最好，因此必須流利。他們肯定用自

45、己認(rèn)為的最好的和最有效的語言來講述故事，這個(gè)就是準(zhǔn)確了，他們甚至還會(huì)要爭(zhēng)論已達(dá)成最好的版本。教師這時(shí)候的主要工作就是給學(xué)生提供語言幫助和解決學(xué)生的爭(zhēng)端。 Stage 4: ReportTarget task: storytellingMembers from two or three groups tell their story to the whole class who listen in order to compare stories.Comment 每個(gè)講故事的人得到了很好的語言操練；故事真實(shí)性強(qiáng)。學(xué)生在聽故事時(shí)，教師要注意給學(xué)生足夠聽的理由，經(jīng)常問的問題是：Listen care

46、fully to Xs story. Is it the same as yours? Does X miss anything important out?Now listen carefully to Y as he tells the story. Is it different from Xs story in any way? Does it have any more details? Does Y miss anything out?教師可以把故事再講一遍，在講的過程中更正學(xué)生在講解故事時(shí)的語言錯(cuò)誤。還可以提醒學(xué)生注意這些語言錯(cuò)誤。從更加積極的方面來看，教師可以強(qiáng)調(diào)學(xué)生已經(jīng)用的比

47、較好的語言，這個(gè)就需要教師在聽學(xué)生講解時(shí)記錄下學(xué)生使用比較成功的、得體的語言。下一步就是學(xué)生回去把故事重新構(gòu)思，然后寫出來當(dāng)做家庭作業(yè)。下次課拿著這個(gè)故事和真正的故事對(duì)照。Stage 5: ReadingComment：學(xué)生閱讀的目的和過程非常真實(shí)。他們帶著強(qiáng)烈的好奇心來閱讀故事，正如現(xiàn)實(shí)生活中的讀者讀報(bào)紙或雜志的文章一樣。閱讀目的性非常強(qiáng)：驗(yàn)證自己的猜測(cè)，或者滿足自己的好奇心，這樣閱讀就成了任務(wù)中的任務(wù)了。Read Comment: 似乎閱讀本身的過程需要的時(shí)間不長(zhǎng)，但是，這種方式符合所有的語言學(xué)習(xí)的理念。教師可以問學(xué)生猜測(cè)是否正確，還是部分正確？接著，他們可以重復(fù)任務(wù)，一遍讓學(xué)生對(duì)詞匯和語

48、法更加熟悉，意義也更加清楚。最后，他們可以仔細(xì)研究文本的詞匯、語法和文本特征等。Stage 6: Focus on form教師可以讓學(xué)生劃出這些表示地點(diǎn)的表達(dá)法。另外還有一個(gè)結(jié)構(gòu)很重要，即I took the from to ，還有一個(gè)語法現(xiàn)象是關(guān)于反身代詞的用法，如表強(qiáng)調(diào)的反身代詞：Jim Burney himself，反身代詞作直接賓語：to kill himself, threw himself off, found himself on a narrow ledge，還有一個(gè)反身代詞作間接賓語的：I poured myself a stiff drink.教師也可以讓學(xué)生找出這些帶反

49、身代詞的句子，以便提請(qǐng)學(xué)生今后注意這些反身代詞的用法。Stage 7: EvaluationDid the students find the prediction task too difficult or too easy?Would the students have liked more help?Did the students like the story?Did the students need more help with vocabulary before the reading stage?Did the students feel the language was us

50、eful?The framework of task-based readingStage 1: Priming for predictionStage 2: Prediction taskStage 3: Preparing for reportStage 4: ReportStage 5: ReadingStage 6: Focus on formStage 7: Evaluation小結(jié)：主要觀點(diǎn)從形式入手還是從意義入手課堂教學(xué)是區(qū)分傳統(tǒng)教學(xué)與新課程教學(xué)的重要分水嶺；在操作時(shí)，一個(gè)非常有用的范式是把傳統(tǒng)的PPP顛倒過來，先考慮本節(jié)課要輸出什么，然后再考慮怎樣通過任務(wù)鏈來完成任務(wù)，最后落實(shí)

51、到語言形式的習(xí)得上來；設(shè)計(jì)真實(shí)、有意義、與學(xué)生生活密切相關(guān)的任務(wù)是一堂課能否成功的關(guān)鍵。新課程理念下的小學(xué)英語課堂教學(xué)原則意義先于形式原則（Meaning first）真實(shí)性原則 （Authenticity）循環(huán)性原則 （Recycling）任務(wù)依存原則 （Task dependency）在做中學(xué)原則 （Learning by doing）“腳手架”原則 （Scaffolding）互動(dòng)性原則 （Interaction）現(xiàn)有條件下的小學(xué)英語教師專業(yè)成長(zhǎng)方法當(dāng)前關(guān)于教師專業(yè)發(fā)展的名詞導(dǎo)師制同課異構(gòu)觀課議課校本教研集體備課行動(dòng)研究課例研究敘事研究個(gè)案研究教研活動(dòng)不在一個(gè)層級(jí)上面！校本教研是指導(dǎo)青年教師成長(zhǎng)的有效途徑是以學(xué)校為研究