最新劍橋少兒英語教師上崗培訓(xùn)講座課件

Enjoyable&Effective教師上崗培訓(xùn)講座浙江大學(xué)教育學(xué)院褚獻(xiàn)華10/03/20071Outline提綱YounglearnersofEnglish

少兒學(xué)英語的特點Approaches&principles

教學(xué)途徑和原則Teachingstrategiesandmethods

教學(xué)策略和方法2學(xué)習(xí)目標(biāo)

LearningObjectivesAfterthislecture,youareexpectedto聽了今天的講座，希望您能StatethefeaturesofCambridgeYounglearnersEnglish說出劍橋少兒英語的特點適合少兒特點、學(xué)習(xí)過程、學(xué)習(xí)的條件ExplainthekeyprinciplesandstrategiesforteachingyounglearnersEnglish解釋少兒英語教學(xué)的重要原則和策略以學(xué)生為中心、交際為導(dǎo)向、活動為基礎(chǔ)3Childrenas

languagelearners

兒童作為語言學(xué)習(xí)者5Childrenaremoreenthusiasticandlivelyareboldtojoininanactivityhavelesspsycho-stressonlearninghavemoretimetolearn熱情積極活潑勇于參與活動心理壓力較少學(xué)習(xí)時間較多6Buttheyarelesscognitivelydevelopedcan’tretaintheirattentionlonghavelesslearningexperienceloseinterestquickly認(rèn)知水平較低注意保持較短學(xué)習(xí)經(jīng)驗較少容易喪失興趣7少兒如何有效地學(xué)英語？

How

childrenlearnEnglish?通過類似母語習(xí)得的自然途徑inanaturalway通過在信任接受的氛圍中互動byinteractingwitheachotherinanatmosphereoftrustandacceptance通過參與多種有趣的活動byparticipatinginavarietyofinterestingactivities通過模仿和重復(fù)、唱歌和誦讀等byimitatingandrepeating,singingandchanting8Notice注意Want想學(xué)Engage參與Link聯(lián)系Succeed成功少兒學(xué)習(xí)語言的過程

Theprocessofchildrenlearninglanguages10ExternalConditionsforCYLEUnderstandableinput可理解的輸入Correctdemonstration正確的示范Meaningfulinteraction有意義的互動Adequateinvolvement充分的參與Stress-freeatmosphere輕松的氛圍Positivereinforcement積極的強(qiáng)化121.Weshouldbeawarethatlanguageacquisitionisanaturalprocess

認(rèn)識語言習(xí)得是個自然的過程Speechfirst口語領(lǐng)先Stepbystep循序漸進(jìn)14ThenaturalwayExposuretolanguage感受語言Comprehension理解意思Imitation模仿Activeuse活用語言Languageinput語言輸入Languageoutput語言輸出152.Weshouldadoptmethodscompatiblewiththechildren’sdevelopmentalstage

教學(xué)法方法適應(yīng)兒童發(fā)展階段Hands-on,visuals-supported直觀、動手的學(xué)習(xí)Active,multi-dimensionalactivities積極豐富的活動16感知運動階段前運算階段具體運算階段邏輯運算階段173.Weshouldmakethelearningrelevanttochildren’sinterestsandperspective

學(xué)習(xí)結(jié)合兒童的興趣和認(rèn)識

Concretevocabulary具體的詞匯Here-and-nowcontent身邊的內(nèi)容Startwherechildrenare從兒童現(xiàn)有水平開始18Scaffolding提供“腳手架”Gettingchildreninterestedinthetask激發(fā)兒童們對任務(wù)的興趣Simplifyingthetask;breakingitdownintosmallersteps簡化任務(wù)、化整為零Keepingchildrenontask;remindingthemofgoals保持兒童們參與，提示學(xué)習(xí)目標(biāo)Pointingoutwhatisimportant指出重點Preventing/managingfrustration預(yù)防/化解挫折205.Weshouldprovidemanyopportunities

forlanguageinteraction

提供盡可能多的語言交流機(jī)會

Engagealllearners面向全體學(xué)生

CutdownTTT減少教師語言

Morecollectivepractice多些集體操練217.Weshouldvaluetheroleoftheclassroom

environmentinsupportinglearning

重視教室環(huán)境的支持作用23ThreeImportantPrinciplesChild-Centeredperspective

以兒童為中心的教育理念Speech-Orientedapproach

以口語為導(dǎo)向教學(xué)途徑Activity-Basedinteraction

以活動為基礎(chǔ)的互動模式24Speech-OrientednessTeachinginEnglish

用英語教學(xué)

Understandableinput

可理解輸入

Scaffolding

提供“腳手架”支持

Authenticlanguage

真實的語言

Meaningfulcommunication

有意義交流

Realia-supportedinteraction

教具輔助的互動

Speech-basedskilldevelopment

口語為基礎(chǔ)的技能發(fā)展26Activity-BasednessActivatinglearning

激發(fā)學(xué)生積極性

Stimulatinginterest

刺激興趣

MultipleIntelligencestrategies

多元智能策略

Engagingalllearners

促進(jìn)全體參與

Grouplearning

小組集體活動

Peertutorial

同伴互助

Integratingskills

整合技能

Recurrentpractice

循環(huán)實踐Multi-skilledcommunication

多技能的交流27MultipleIntelligences

多元智能Linguisticintelligence(“wordsmart”)(語言文字智能)Logical-mathematicalintelligence(“l(fā)ogic/mathsmart")(邏輯-數(shù)學(xué)智能)Spatialintelligence(“picturesmart”)(視覺空間智能)Bodily-Kinestheticintelligence(“bodysmart”)(身體運動智能)

Musicalintelligence(“musicsmart”)(音樂旋律智能)Interpersonalintelligence("peoplesmart")(人際關(guān)系智能)Intrapersonalintelligence("selfsmart")(自我認(rèn)識智能)Naturalistintelligence(“naturesmart”)(自然觀察者智能)28ReadingPhonics認(rèn)讀方法Readandcolour閱讀圖色Readandmatch閱讀配對Readanddraw閱讀畫圖Wordgames單詞游戲Writing

Spellingbee拼詞比賽Enricheddictation多種聽寫Describingthepicture描述圖片Journalwriting記日記30Unit4,BookA,STARTERSThesentencepatternslearned:Thisismy…What’sthis?It’sa/an…Whatwouldyoulike?Iwantsome…/I’dlike…Howmany…?Thesoundsofa,e,o

Thelearningobjectives:Childrencananswer“What’sinmybag/box/hat?”withthenounslearned;Saythesoundofi,anddistinguishthesoundsofa,e,o.andthechantonp.2331Activity1:Aguessinggame:“What’sinmyhat?”Motivatingthelearnersandgettingtheirattention;Revisionofthewordsandthepluralnounslearned;Gettingthemreadyforpracticeinpairs.32Activity2:Practiceinpairswiththecards.Twopairsasdemonstration;Involvingallthestudents;(Tchecksandfacilitates)Somepairsperformatthefront.

33Activity3:PhonicspracticeTbeginswithrevisionofthesoundslearned;Tdemonstratesexplicitly;Childrenrepeataccurately.34Activity4:Saythewords.EncourageSstoreadoutontheirown.Lettheimitateafterthetape.35Activity5:Listenandwrite:makesurechildrenknowtheletterandthesounds,andcantellthedifferences.l

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Encouragechildrentochangethingsand

ways(?)37Activity7:ListenandtickEnablechildrentodistinguishthesounds.38Activity8:TeamgameEachteamlineinthefront,onechildcarriesabag,andtheothersputonethingsinturn,theotherteamsask:What’sinthebag?Iftheguessis