初中課標(biāo)解讀課件

新課標(biāo)理念與初中英語教材教法研討Michelle2011-3-14新課標(biāo)理念與初中英語教材教法研討Michelle1Definitionofcurriculum&syllabus

(seeGreenb.1,Blueb.2-4)國家課程標(biāo)準(zhǔn)是教材編寫，教學(xué)，評估和考試命題的依據(jù)，是國家管理和評價(jià)課程的基礎(chǔ)，它體現(xiàn)了國家對不同階段的學(xué)生在知識與技能，過程與方法，情感態(tài)度與價(jià)值觀念等方面的要求，規(guī)定各門課程的性質(zhì)，目標(biāo)，內(nèi)容框架，提出教學(xué)和評價(jià)建議。(摘自《基礎(chǔ)教育改革綱要(試行)》，轉(zhuǎn)引自《光明日報(bào)》2001年6月7日)Acurriculum

containsabroaddescriptionofgeneralgoalsbyindicatinganoveralleducational-culturalphilosophywhichappliesacrosssubjectstogetherwithatheoreticalorientationtolanguageandlanguagelearningwithrespecttothesubjectmatterathand.Acurriculumisoftenreflectiveofnationalandpoliticaltrendsaswell.Asyllabusisamoredetailedandoperationalstatementofteachingandlearningelementswhichtranslatesthephilosophyofthecurriculumintoaseriesofplannedstepsleadingtowardsmorenarrowlydefinedobjectivesateachlevel.(fromCourseDesignbyDubin&Olshtain,2002:34-35,---he’sbluebookp2-3)Definitionofcurriculum&syl2Theterm‘curriculum’itselfcanbeusedintwoways.Inonesense,itreferstotheprogramofstudiesofaneducationalinstitution.….forexample,theschoolcurriculuminthedistributionofsubjectsandactivities….Inamorerestrictedsenseweusethetermcurriculumtodescribethesubstanceofwhatistaughtinagivensubject….(It)usuallyinvolvesatleastthreeaspects:(a)definingobjectives,(b)determiningcontent,and(c)indicatingsomesortofsequenceorprogression.(fromIssuesandOptionsinLanguageTeachingbyH.H.Stern,1992:19-20---he’swhitebookp4-5)）Theterm‘curriculum’itselfc3Definitionofteachingmaterials

what,whyneed,function/role—(Redb.29)Tgmaterials&conceptsofeducationResourcesfortg.&lg.---knowledgetransferringToolsoftg.&lg.---studentcenterMediabetw.Lger&knowledge&curriculumlgers/tgers---constructivismSum:Tgmaterialsincludingkeyknowledge,wayoflg&tg,finecasesofinteractionTask:Lookatyourtextbookandidentifyeachoftheabovefunctionsrepresentedinit,highlightitssurfacefeaturesandimplicationsunderlined.Definitionofteachingmateria4Greenb.Greenb.5Whiteb.Whiteb.6Blueb.Blueb.7綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識語言技能語言知識國際視野祖國意識合作精神自信意志興趣動機(jī)交際策略資源策略調(diào)控策略認(rèn)知策略跨文化交際文化理解文化知識話題功能語法詞匯語音寫讀說聽綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識語言技能語言知識國際8Unittitles<U-1Hello!What'syourname?<U-2Nicetomeetyou!<U-3Canyouspellit?<U-4NumbersinEnglish<U-5What'sthisinEnglish?<U-6Howoldishe?<U-7Isthisyourpencil-box?<U-8Mainlyrevision<U-9Thenewstudents<U-10Whereisit?<U-11Comeandmeetthefamily!<U-12Whatcanyousee?<U-13Whatcolourisit?<U-14That'smine!<U-15What'sthetime?<U-16Mainlyrevision<U-1Myname'sGina.<U-2Isthisyourpencil?<U-3Thisismysister.<U-4Where'smybackpack?<U-5Doyouhaveasoccerball?<U-6Doyoulikebananas?<U-Reviewofunits1-6<U-7Howmucharethesepants?<U-8Whenisyourbirthday?<U-9Doyouwanttogotoamovie?<U-10Canyouplaytheguitar?<U-11Whattimedoyougotoschool?<U-12Myfavoritesubjectisscience.<U-ReviewofUnits7-129604Unittitles<U-1Hello!What's9Curriculum&Textbooks Underlinedtheory↓Curriculum/syllabus↓ Textbook↓ Exercises/activitiesItispreciselyinthenatureofclassroomtasksthatmaterialsdesigners’assumptionsaboutthebestroutetolanguagelearningbecomeclearandinconsequence,teacherandlearnerrolesbecomedefined.Itisalsothroughananalysisoftasksthatwecanmosteffectivelytestoutthevariousclaimsmadeforthematerials.”Littlejohn(1998,p200)Curriculum&Textbooks Underli10Linear&spiralsequencing/ordering(whitb:89-93)LineargradationInatypicallinearlyorderedcoursetheitemsarepresentedonebyoneinastrictlylinearsequencewhichismaintainedthroughoutthecourse.Eachitemisdiscussedindetail,andtheaimistoattaincompletecommandoftheitembeforeproceedingtothenextitem.Cyclicgradation/spiralsequencingThefeaturecyclicreferstothepresentationofapointinawayleadingtogradualfamiliarizationbyreturningtoitatdifferentintervalsinthecourseofinstruction....Inthecyclicapproachmasteryisachievedbysuccessiveapproximationtoagivenstandard.（摘自AppliedLinguisticsandtheTeachingandLearningofForeignLanguages---GradationofCourseContent，byTheoVanetal.1884：226-228）Sequencingintermsof

Grammarknowledge(demonstrationof‘a(chǎn)ttributiveclauseinsrj07)VocabularyknowledgeTopic&content(titlesincontentableofpxbz04,whitb.)WorkshopObservetheunitlistandgrammarknowledgesequenceof04srjIdentifysomelanguageitemsequencinginyourtextbook

Linear&spiralsequencing/or11NewcurriculumconceptsinnewtextbooksAimingatdoingthingsinEnglish:moduletask|languagegoal,(1R),VerbsLang.knowledgegowithlang.Skill:*and*ing,attentiontowhatVideo:scanning7:20,dictagloss:27Contentisclosetolger’slifeU-*(1R-3R),my|your(2W.cluster),email,justforfun,way*tolearn,learningtolearn,Howtotg.GrammarHowtotg.VocabularyWordchunkbuildupmeaningincontextcome,back,giveNewcurriculumconceptsinnew121）Listenforthestressedwordsintheconversation.2）Writethenextnumbersinwords:2,4,6,3）Putthewordsintothreelists4）Readthethreestoriesandtrytoguesswhatthelastwordsare5）Addsomewordsfrom(a)tomake5negativesentences6）Whatphrasesgowith‘best’,whatwordscomeafter‘best’?7）Whichwordfitallthespaces?8）Canyouhearthewordsthatmissedoutoftheoraltranscript?9）Whichwordscouldbeusedtoreplacethewordsthatareunderlined?10）Lookatthetext,findout13morewordsendsin‘s’andputthemincategories.11）ThisstoryhappensinAmerica,readitandfindwhatwordsaremissing.12）Whatotherwordscanyouthinkoftoputintothisspider(詞匯聯(lián)想圖)?13）Whatwordsorphraseswouldyouchangeoraddtomakeitmorewelcoming?14）Howmanywordsfortime/colour/doyouhaveinyourownlanguage？15）Trytoworkoutthemeaningofthesewordsbeginningwith‘over-’.16）Whatwordswouldyousayfor‘mygoodness’inyourownlanguage?（何紅書46-7頁）國外教材詞匯學(xué)習(xí)活動指令語摘抄1）Listenforthestressedword13課堂教學(xué)改革的突破口要改變課程實(shí)施過于強(qiáng)調(diào)接受學(xué)習(xí)、死記硬背、機(jī)械訓(xùn)練的現(xiàn)狀，倡導(dǎo)學(xué)生主動參與、樂于探究、勤于動手，培養(yǎng)學(xué)生搜集和處理信息的能力、獲取新知識的能力、分析和解決問題的能力以及交流與合作的能力。（摘自《基礎(chǔ)教育改革綱要(試行)》，轉(zhuǎn)引自《光明日報(bào)》2001年6月7日）課堂教學(xué)應(yīng)改變以教師為中心、單純傳授書本知識的教學(xué)模式。教師應(yīng)幫助學(xué)生發(fā)展探究知識的能力，獲取信息的能力和自主學(xué)習(xí)的能力。（轉(zhuǎn)引自《高中課標(biāo)》2003：1，18）課堂教學(xué)改革的突破口要改變課程實(shí)施過于強(qiáng)調(diào)接受學(xué)習(xí)、死記硬背14初中課標(biāo)解讀課件15一、

體驗(yàn)、參與、合作、探究的學(xué)習(xí)方式的特點(diǎn)是什么？1、體驗(yàn)式、參與式學(xué)習(xí)（Experientiallearning）的特點(diǎn)是：learninglanguagethroughexperiencingitinuseratherthanthroughfocusingconsciousattentiononlanguageitems.即讓學(xué)生通過用目標(biāo)語去做事來體驗(yàn)該語言的形式和使用規(guī)則例如：通過閱讀英語小故事，連環(huán)畫，聽唱英文歌來識記英語中經(jīng)常使用的單詞和句型。參與一些小項(xiàng)目活動，親自動手收集材料制作的英文賀卡或者給外國同齡人朋友用英文email通信等等。一、體驗(yàn)、參與、合作、探究的學(xué)習(xí)方式的特點(diǎn)是什么？1、162、探究式、發(fā)現(xiàn)式學(xué)習(xí)（inquiryanddiscoverylearning）的特點(diǎn)是：involvelearnersininvestingenergyandattentioninordertodiscoversomethingaboutthelanguageforthemselves，即要學(xué)生自己動腦筋，花力氣去尋找和發(fā)現(xiàn)語言的特點(diǎn)和規(guī)律而不是由老師首先介紹語言規(guī)則或給出答案。例如：讓學(xué)生通過觀察一批實(shí)例來總結(jié)英語的直接引語和間接引語的形式區(qū)別；要求學(xué)生在閱讀英文小故事的時(shí)候留意是什么人在什么時(shí)候會使用情態(tài)動詞must；在聽日常英語對話錄音時(shí)留意說話者在什么情況下可以使用省略句等等。2、探究式、發(fā)現(xiàn)式學(xué)習(xí)（inquiryanddiscov173、體驗(yàn)、參與、合作、探究的學(xué)習(xí)方式的特點(diǎn)歸納:1）有問題的提出（但沒有現(xiàn)成的、或唯一的答案）；2）有用英語做事的過程（觀察、收集、歸類、分析、解釋…）；3）有明顯的結(jié)果并進(jìn)行交流（對不同的結(jié)果展開討論，說明理由）。3、體驗(yàn)、參與、合作、探究的學(xué)習(xí)方式的特點(diǎn)歸納:18二、什么學(xué)習(xí)活動可以體現(xiàn)出這種學(xué)習(xí)方式？個(gè)案1----語法課段：說說‘國際詞’個(gè)案2----閱讀教材：蝴蝶的故事個(gè)案3----課堂活動：人物描寫二、什么學(xué)習(xí)活動可以體現(xiàn)出這種學(xué)習(xí)方式？個(gè)案1----語法19Myfriend,Johnwasborninasmallvillageandstudiedinaschoolinatown.Theschoolwasnotfarandhealwayswalkedthere.Hisfatherboughtabikeforhimbuthedidn’tliketouseit.Threeyearsago,whenJohnwasnine,hisfatherfoundworkinthecity.Hedroveacartothefactory.Andhisfamilymovedthere.ThisyearJohnbegantostudyinamiddleschool.Heworkedhardathislessonsandalltheteachersandstudentslikehim.Nowheenjoyslivingthere.Onedayateachersaidinclass,“Ithinkyou’reacleverboy,John.Doyouwanttoanswertwoeasyquestionsoradifficultone?” “Adifficultone,sir.” “Well,”saidtheteacher.”wheredidaneggcomefrom?” “Ahenlaidit.” “Andwheredidthehencomefromthen?” “Itisthesecondquestion,sir,”saidJohn.Pleaseanswerfivequestionsaccordingtothepassage：WasJohnborninacityorinavillage?Howdidhegotoschool？Wheredidhisfatherfindajob?HowdidJohnstudy?WhatwasthedifficultquestiontheteacheraskedJohn?Myfriend,Johnwasbornina20個(gè)案1：語法課段---說說‘國際詞’（internationalwords）課段描述：

1)要學(xué)生例舉幾個(gè)‘國際詞’（名詞）2)讓學(xué)生聽聽幾個(gè)英國人如何談?wù)摗畤H詞’(link1）3)讓學(xué)生讀讀這段錄音的文字材料，挑出里面的‘國際詞’并與自己原先例舉的進(jìn)行對比(link2)4)留意‘國際詞’后面的反饋語，把所有帶that的句子劃出來(link3)5）按照that在句子中的位置和前后搭配詞特點(diǎn)進(jìn)行分類(link4)個(gè)案1：語法課段---說說‘國際詞’（internatio21點(diǎn)評：真實(shí)生活中的英語—〉熟悉簡單的詞、句—〉易懂形式歸類組合—〉觀察學(xué)生通過親身體驗(yàn)和參與，構(gòu)建起對that的使用知識，對比傳統(tǒng)課本中的Thisisapen.Thatisapencil.點(diǎn)評：221)通讀故事（link5）2)回答事實(shí)性問題(link6)3)回答推理性問題(link7)4)回答評價(jià)性問題(link8)點(diǎn)評：

小故事的語言簡單，但內(nèi)容寓意深刻問題的設(shè)計(jì)有層次，觀察、理解和探究的過程由淺入深，從易到難學(xué)生不但回答what,還要思考why個(gè)案2閱讀教材---蝴蝶的故事(Butterflies)1)通讀故事（link5）個(gè)案2閱讀教材---蝴蝶的故23錄像觀摩5分鐘（link9）人物描寫的3個(gè)層面：一般介紹，相貌衣著–〉喜好、與人關(guān)系–〉評價(jià)(link10)3)做事的策略指引：跳讀式閱讀，從圖畫變文字，超越課文信息，語言表達(dá)方式，創(chuàng)設(shè)合作學(xué)習(xí)環(huán)境.點(diǎn)評：有教師的幫助和指引有合作交流的過程從關(guān)注內(nèi)容到關(guān)注語言形式個(gè)案3課堂活動：描寫插圖故事中的人物錄像觀摩5分鐘（link9）個(gè)案3課堂活動：描寫插圖故事241、通過三個(gè)案例分析 1）從生活話語中總結(jié)that的句型， 2）對蝴蝶故事的三個(gè)層次提問， 3）合作式的寫作活動體驗(yàn)與參與：從被動學(xué)習(xí)到主動參與發(fā)現(xiàn)或構(gòu)建知識的過程探究和發(fā)現(xiàn):從簡單的重復(fù)、記背到深入觀察、理解2、自我反思：你能分出教材里閱讀或聽力理解練習(xí)題的深淺嗎？你在堂上的提問有沒有要求學(xué)生說說答案的理由？如果學(xué)生對于開放型的問題有不同答案，你會組織他們進(jìn)一步探討嗎？三、小結(jié)與反思1、通過三個(gè)案例分析三、小結(jié)與反思25《新課程理念與初中英語課程改革》，何安平主編，東北師范大學(xué)出版社，2002：68-79?！陡咧杏⒄Z課程改革理論與實(shí)踐》，何安平編著，東北師范大學(xué)出版社，2004：158-169。

參考資料---THEEND---《新課程理念與初中英語課程改革》，何安平主編，東北師范大學(xué)26<William>: Pizza?<Helena>: Pizza.<Eva>: Mhm.<Eva>: Hamburger<Helena>: Mhm.Mhm.<Chris>: Whatabouttaxi?<Eva>: Ohyes,that'sagoodone.<William>: Erm...<Helena>: Picnic?Whataboutthat?<Eva>: Ohyes,that'sagoodone.<Helena>: Whatabout...weekend?<Eva>: Mhm.<Chris>: Yes.Hamburger?Howaboutthat?

英語本族語者談‘國際詞’的錄音文字片斷<William>: Pizza?英語本族語者談‘國際詞’27<All>: Ah,we'vedonethatone!Gotthat!<Chris>: Oh,we'vegotthat,sorry.<William>: Hotel?<Helena>: Yes!Hotel,That'sagoodone.<Eva>: Stop!<William>: Stop.Mhmmhm.Whataboutfootball?<Helena>: Ohyes,that'sagoodone,yes.<Eva>: Ohyes,definitely.Ohdear.<Helena>: Inthesamewaytennis?<William>: Yes,yes.<Helena>: Ithinkthat's-<William>: Andrugby...<Helena>: Yeah!<Chris>: Olympics.<Eva>: That'sGreek! 英語本族語者談‘國際詞’的錄音片斷（續(xù)）[BACK]<All>: Ah,we'vedonethato28<William>: Pizza?<Helena>: Pizza.<Eva>: Mhm.<Eva>: Hamburger<Helena>: Mhm.Mhm.<Chris>: Whatabouttaxi?<Eva>: Ohyes,that'sagoodone.<William>: Erm...<Helena>: Picnic?Whataboutthat?<Eva>: Ohyes,that'sagoodone.<Helena>: Whatabout...weekend?<Eva>: Mhm.<Chris>: Yes.Hamburger?Howaboutthat?<All>:: Ah,we'vedonethatone!Gotthat!<Chris>: Oh,we'vegotthat,sorry.找出名詞<William>: Pizza?找出名詞29<William>: Hotel?<Helena>: Yes!Hotel,That'sagoodone.<Eva>: Stop!<William>: Stop.Mhmmhm.Whataboutfootball?<Helena>: Ohyes,that'sagoodone,yes.<Eva>: Ohyes,definitely.Ohdear.<Helena>: Inthesamewaytennis?<William>: Yes,yes.<Helena>: Ithinkthat's-<William>: Andrugby...<Helena>: Yeah!<Chris>: Olympics.<Eva>: That'sGreek!找出名詞（續(xù)）BACK<William>: Hotel?找出名詞（續(xù)）BACK30<William>: Pizza?<Helena>: Pizza.<Eva>: Mhm.<Eva>: Hamburger<Helena>: Mhm.Mhm.<Chris>: Whatabouttaxi?<Eva>: Ohyes,that's

agoodone.<William>: Erm...<Helena>: Picnic?Whataboutthat?<Eva>: Ohyes,that's

agoodone.<Helena>: Whatabout...weekend?<Eva>: Mhm.<Chris>: Yes.Hamburger?Howaboutthat?找出帶‘that’的句子<William>: Pizza?找出帶‘that’的句子31<All>: Ah,we'vedonethatone!

Gotthat!<Chris>: Oh,we'vegotthat,sorry.<William>: Hotel?<Helena>: Yes!Hotel,That'sagoodone.<Eva>: Stop!<William>: Stop.Mhmmhm.Whataboutfootball?<Helena>: Ohyes,that'sagoodone,yes.<Eva>: Ohyes,definitely.Ohdear.<Helena>: Inthesamewaytennis?<William>: Yes,yes.<Helena>: Ithinkthat's-<William>: Andrugby...<Helena>: Yeah!<Chris>: Olympics.<Eva>: That'sGreek!

找出帶‘that’的句子（續(xù)）[BACK]<All>: Ah,we'vedonethato32 （1） （2） （3）Howaboutthat？ We’vedonethatone. Ohyes,that’sagoodone.Whataboutthat? We’vegotthat. That’sagoodone,yes. Gotthat That’sGreek![BACK]

學(xué)生的歸納結(jié)果： （1） （2） （3）[BACK]學(xué)生的歸納結(jié)果33Thegrandmotherplaitedhergranddaughter'shairandthenshesaid,'Getyourlunch.Putitinyourbag.Getyourapple.Youcomestraightbackafterschool,straighthomehere.Listentotheteacher,'shesaid.‘Dowhatshesay.’ Hergrandfatherwasoutonthestep.Hewalkeddownthepathwithherandoutontothefootpath.Hesaidtoaneighbor,'Ourgranddaughtergoestoschool.Sheliveswithusnow.' 'She'sfine,'theneighborsaid.‘She'sterrificwithhertwoplaitsinherhair.' 'Andclever,'thegrandfathersaid.'Writeseverydayinherbook.' 'She'sfine,'theneighborsaid. Thegrandfatherwaitedwithhisgranddaughterbythecrossingandthenhesaid,'Gotoschool.Listentotheteacher.Dowhatshesay.'

蝴蝶的故事Thegrandmotherp34Whenthegranddaughtercamehomefromschoolhergrandfatherwashoeingroundthecabbages.Hergrandmotherwaspickingbeans.Theystoppedtheirwork. 'Youbringyourbookhome?'thegrandmotherasked. 'Yes.' 'Youwriteyourstory?' 'Yes.' 'What'syourstory?' 'Aboutthebutterflies.' 'Getyourbook,then.Readyourstory.'Thegranddaughtertookherbookfromherschoolbagandopenedit. 'Ikilledallthebutterflies,'sheread.‘Thisismeandthisisallthebutterflies.' 'Andyourteacherlikeyourstory,didshe?' 'Idon'tknow.' 'Whatyouteachersay?'

蝴蝶的故事(續(xù)1）[BACK]Whenthegranddaughtercameho35

'Shesaidbutterfliesarebeautifulcreatures.Theyhatchoutandflyinthesun.Thebutterfliesvisitalltheprettyflowers,’shesaid.‘Theylaytheireggsandthentheydie.Youdon'tkillbutterflies,that'swhatshesaid.' Thegrandmotherandgrandfatherwerequietforalongtime,andtheirgranddaughter,holdingthebook,stoodquitestillinthewarmgarden. 'Becauseyousee,'thegrandfathersaid,'yourteacher,shebuyallhercabbagesfromthesupermarketandthat'swhy.'

蝴蝶的故事（續(xù)2）

[BACK] 'Shesaidbutterfliesarebea36第一層次：事實(shí)性問題[BACK]第一層次：事實(shí)性問題[BACK]37第二層次：推理性問題[BACK]第二層次：推理性問題[BACK]38第三層次：評價(jià)性問題[BACK]第三層次：評價(jià)性問題[BACK]39

教師的指令語Firstpointisgeneralinformation.Soyoucanstartwiththename,hisnationality,age,job,likesanddislikes,interestsandsoon.Someinformationareveryclearonthebook.It'sveryeasytofindthem.Otherinformation,youcanfindthemoutanyway,forexampletheage,youdon‘thaveitwritten,butyoucansay,‘Ithinkheis...’Forexample,hisattitudetowards,Gordon'sattitudetowardsSue.Youcanalwaysgiveyourideaofit.教師的指令語Firstpointisgeneral40Thesecondpointis‘Physicalaspectplusclothes'.

Youcanfindalltheseinformationlookingatpictures.You'vegotlotsofpictures.Youcanlookatthepicturesandfindoutabouthim:ifhe'stall,short,ifshe'stallorshort,thecolorofhairandsoon.Andpointthree,‘Youropinion'ofhimorofherWhatdoyouthink?Nowapartfromthebookwe'vebeenworkingonpersonalitywords,youremember?Youcanusealsootherinformationapartfromthebook.Imean,otheradjectivesorother…

教師指令語（續(xù)）[BACK]Thesecondpointis‘Physicala41

單純的教材資源，無論是其結(jié)構(gòu)和內(nèi)容都是相對穩(wěn)定和靜止的，

從整體上看，它還只能立足于學(xué)生的共同基礎(chǔ)，

滿足通常課堂教學(xué)的需要。

必須積極開發(fā)和廣泛利用其他資源作為教材資源的補(bǔ)充、延伸和拓展，

以開拓教與學(xué)的多種渠道，更新教與學(xué)的方式，

增強(qiáng)教與學(xué)的開放性和靈活性，

使正規(guī)教育和非正規(guī)教育得以和諧和有機(jī)的結(jié)合。

教學(xué)資源的利用和開發(fā)

單純的教材資源，無論是其結(jié)構(gòu)和內(nèi)容都是相對穩(wěn)定和靜止的42運(yùn)用語料庫手段和工具開展教學(xué)與研究背景和理據(jù)信息時(shí)代的外語學(xué)習(xí)資源和手段外語學(xué)習(xí)是一個(gè)多維度思維活動呈現(xiàn)的過程語料庫輔助的外語教學(xué)是培養(yǎng)語言敏感意識的智力型學(xué)習(xí)途徑語料的來源網(wǎng)上，光盤，自建E.g./alice, /student/English/reading中小學(xué)教育資源－－學(xué)生－－英語學(xué)習(xí)－－在線閱讀檢索工具GoogleAntconc.3.2.研究的方法和手段關(guān)注頻數(shù)、觀察語境共現(xiàn)、歸納相同/相似/相關(guān)實(shí)例演示：Halloween,Alice,flag,therebe,becauseof,makein/of/from/by作用和意義教材分析、教學(xué)設(shè)計(jì)、學(xué)生中介語分析用語言事實(shí)來支撐理論觀點(diǎn)；將理論概念落到實(shí)處運(yùn)用語料庫手段和工具開展教學(xué)與研究背景和理據(jù)43語料庫輔助的教學(xué)個(gè)案演示網(wǎng)上語料中國學(xué)生作文：萬圣節(jié)之夜英國兒童文學(xué)：艾麗絲怎樣說話？高中教材：以where,when,why引導(dǎo)的定語從句講述曼德拉生平猜猜“speg”是什么？學(xué)生的口，筆頭語料從拼寫錯(cuò)誤看發(fā)音問題從’中式語法‘看詞塊學(xué)習(xí)從語句連慣看語篇語料庫輔助的教學(xué)個(gè)案演示網(wǎng)上語料44新課標(biāo)理念與初中英語教材教法研討Michelle2011-3-14新課標(biāo)理念與初中英語教材教法研討Michelle45Definitionofcurriculum&syllabus

(seeGreenb.1,Blueb.2-4)國家課程標(biāo)準(zhǔn)是教材編寫，教學(xué)，評估和考試命題的依據(jù)，是國家管理和評價(jià)課程的基礎(chǔ)，它體現(xiàn)了國家對不同階段的學(xué)生在知識與技能，過程與方法，情感態(tài)度與價(jià)值觀念等方面的要求，規(guī)定各門課程的性質(zhì)，目標(biāo)，內(nèi)容框架，提出教學(xué)和評價(jià)建議。(摘自《基礎(chǔ)教育改革綱要(試行)》，轉(zhuǎn)引自《光明日報(bào)》2001年6月7日)Acurriculum

containsabroaddescriptionofgeneralgoalsbyindicatinganoveralleducational-culturalphilosophywhichappliesacrosssubjectstogetherwithatheoreticalorientationtolanguageandlanguagelearningwithrespecttothesubjectmatterathand.Acurriculumisoftenreflectiveofnationalandpoliticaltrendsaswell.Asyllabusisamoredetailedandoperationalstatementofteachingandlearningelementswhichtranslatesthephilosophyofthecurriculumintoaseriesofplannedstepsleadingtowardsmorenarrowlydefinedobjectivesateachlevel.(fromCourseDesignbyDubin&Olshtain,2002:34-35,---he’sbluebookp2-3)Definitionofcurriculum&syl46Theterm‘curriculum’itselfcanbeusedintwoways.Inonesense,itreferstotheprogramofstudiesofaneducationalinstitution.….forexample,theschoolcurriculuminthedistributionofsubjectsandactivities….Inamorerestrictedsenseweusethetermcurriculumtodescribethesubstanceofwhatistaughtinagivensubject….(It)usuallyinvolvesatleastthreeaspects:(a)definingobjectives,(b)determiningcontent,and(c)indicatingsomesortofsequenceorprogression.(fromIssuesandOptionsinLanguageTeachingbyH.H.Stern,1992:19-20---he’swhitebookp4-5)）Theterm‘curriculum’itselfc47Definitionofteachingmaterials

what,whyneed,function/role—(Redb.29)Tgmaterials&conceptsofeducationResourcesfortg.&lg.---knowledgetransferringToolsoftg.&lg.---studentcenterMediabetw.Lger&knowledge&curriculumlgers/tgers---constructivismSum:Tgmaterialsincludingkeyknowledge,wayoflg&tg,finecasesofinteractionTask:Lookatyourtextbookandidentifyeachoftheabovefunctionsrepresentedinit,highlightitssurfacefeaturesandimplicationsunderlined.Definitionofteachingmateria48Greenb.Greenb.49Whiteb.Whiteb.50Blueb.Blueb.51綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識語言技能語言知識國際視野祖國意識合作精神自信意志興趣動機(jī)交際策略資源策略調(diào)控策略認(rèn)知策略跨文化交際文化理解文化知識話題功能語法詞匯語音寫讀說聽綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識語言技能語言知識國際52Unittitles<U-1Hello!What'syourname?<U-2Nicetomeetyou!<U-3Canyouspellit?<U-4NumbersinEnglish<U-5What'sthisinEnglish?<U-6Howoldishe?<U-7Isthisyourpencil-box?<U-8Mainlyrevision<U-9Thenewstudents<U-10Whereisit?<U-11Comeandmeetthefamily!<U-12Whatcanyousee?<U-13Whatcolourisit?<U-14That'smine!<U-15What'sthetime?<U-16Mainlyrevision<U-1Myname'sGina.<U-2Isthisyourpencil?<U-3Thisismysister.<U-4Where'smybackpack?<U-5Doyouhaveasoccerball?<U-6Doyoulikebananas?<U-Reviewofunits1-6<U-7Howmucharethesepants?<U-8Whenisyourbirthday?<U-9Doyouwanttogotoamovie?<U-10Canyouplaytheguitar?<U-11Whattimedoyougotoschool?<U-12Myfavoritesubjectisscience.<U-ReviewofUnits7-129604Unittitles<U-1Hello!What's53Curriculum&Textbooks Underlinedtheory↓Curriculum/syllabus↓ Textbook↓ Exercises/activitiesItispreciselyinthenatureofclassroomtasksthatmaterialsdesigners’assumptionsaboutthebestroutetolanguagelearningbecomeclearandinconsequence,teacherandlearnerrolesbecomedefined.Itisalsothroughananalysisoftasksthatwecanmosteffectivelytestoutthevariousclaimsmadeforthematerials.”Littlejohn(1998,p200)Curriculum&Textbooks Underli54Linear&spiralsequencing/ordering(whitb:89-93)LineargradationInatypicallinearlyorderedcoursetheitemsarepresentedonebyoneinastrictlylinearsequencewhichismaintainedthroughoutthecourse.Eachitemisdiscussedindetail,andtheaimistoattaincompletecommandoftheitembeforeproceedingtothenextitem.Cyclicgradation/spiralsequencingThefeaturecyclicreferstothepresentationofapointinawayleadingtogradualfamiliarizationbyreturningtoitatdifferentintervalsinthecourseofinstruction....Inthecyclicapproachmasteryisachievedbysuccessiveapproximationtoagivenstandard.（摘自AppliedLinguisticsandtheTeachingandLearningofForeignLanguages---GradationofCourseContent，byTheoVanetal.1884：226-228）Sequencingintermsof

Grammarknowledge(demonstrationof‘a(chǎn)ttributiveclauseinsrj07)VocabularyknowledgeTopic&content(titlesincontentableofpxbz04,whitb.)WorkshopObservetheunitlistandgrammarknowledgesequenceof04srjIdentifysomelanguageitemsequencinginyourtextbook

Linear&spiralsequencing/or55NewcurriculumconceptsinnewtextbooksAimingatdoingthingsinEnglish:moduletask|languagegoal,(1R),VerbsLang.knowledgegowithlang.Skill:*and*ing,attentiontowhatVideo:scanning7:20,dictagloss:27Contentisclosetolger’slifeU-*(1R-3R),my|your(2W.cluster),email,justforfun,way*tolearn,learningtolearn,Howtotg.GrammarHowtotg.VocabularyWordchunkbuildupmeaningincontextcome,back,giveNewcurriculumconceptsinnew561）Listenforthestressedwordsintheconversation.2）Writethenextnumbersinwords:2,4,6,3）Putthewordsintothreelists4）Readthethreestoriesandtrytoguesswhatthelastwordsare5）Addsomewordsfrom(a)tomake5negativesentences6）Whatphrasesgowith‘best’,whatwordscomeafter‘best’?7）Whichwordfitallthespaces?8）Canyouhearthewordsthatmissedoutoftheoraltranscript?9）Whichwordscouldbeusedtoreplacethewordsthatareunderlined?10）Lookatthetext,findout13morewordsendsin‘s’andputthemincategories.11）ThisstoryhappensinAmerica,readitandfindwhatwordsaremissing.12）Whatotherwordscanyouthinkoftoputintothisspider(詞匯聯(lián)想圖)?13）Whatwordsorphraseswouldyouchangeoraddtomakeitmorewelcoming?14）Howmanywordsfortime/colour/doyouhaveinyourownlanguage？15）Trytoworkoutthemeaningofthesewordsbeginningwith‘over-’.16）Whatwordswouldyousayfor‘mygoodness’inyourownlanguage?（何紅書46-7頁）國外教材詞匯學(xué)習(xí)活動指令語摘抄1）Listenforthestressedword57課堂教學(xué)改革的突破口要改變課程實(shí)施過于強(qiáng)調(diào)接受學(xué)習(xí)、死記硬背、機(jī)械訓(xùn)練的現(xiàn)狀，倡導(dǎo)學(xué)生主動參與、樂于探究、勤于動手，培養(yǎng)學(xué)生搜集和處理信息的能力、獲取新知識的能力、分析和解決問題的能力以及交流與合作的能力。（摘自《基礎(chǔ)教育改革綱要(試行)》，轉(zhuǎn)引自《光明日報(bào)》2001年6月7日）課堂教學(xué)應(yīng)改變以教師為中心、單純傳授書本知識的教學(xué)模式。教師應(yīng)幫助學(xué)生發(fā)展探究知識的能力，獲取信息的能力和自主學(xué)習(xí)的能力。（轉(zhuǎn)引自《高中課標(biāo)》2003：1，18）課堂教學(xué)改革的突破口要改變課程實(shí)施過于強(qiáng)調(diào)接受學(xué)習(xí)、死記硬背58初中課標(biāo)解讀課件59一、

體驗(yàn)、參與、合作、探究的學(xué)習(xí)方式的特點(diǎn)是什么？1、體驗(yàn)式、參與式學(xué)習(xí)（Experientiallearning）的特點(diǎn)是：learninglanguagethroughexperiencingitinuseratherthanthroughfocusingconsciousattentiononlanguageitems.即讓學(xué)生通過用目標(biāo)語去做事來體驗(yàn)該語言的形式和使用規(guī)則例如：通過閱讀英語小故事，連環(huán)畫，聽唱英文歌來識記英語中經(jīng)常使用的單詞和句型。參與一些小項(xiàng)目活動，親自動手收集材料制作的英文賀卡或者給外國同齡人朋友用英文email通信等等。一、體驗(yàn)、參與、合作、探究的學(xué)習(xí)方式的特點(diǎn)是什么？1、602、探究式、發(fā)現(xiàn)式學(xué)習(xí)（inquiryanddiscoverylearning）的特點(diǎn)是：involvelearnersininvestingenergyandattentioninordertodiscoversomethingaboutthelanguageforthemselves，即要學(xué)生自己動腦筋，花力氣去尋找和發(fā)現(xiàn)語言的特點(diǎn)和規(guī)律而不是由老師首先介紹語言規(guī)則或給出答案。例如：讓學(xué)生通過觀察一批實(shí)例來總結(jié)英語的直接引語和間接引語的形式區(qū)別；要求學(xué)生在閱讀英文小故事的時(shí)候留意是什么人在什么時(shí)候會使用情態(tài)動詞must；在聽日常英語對話錄音時(shí)留意說話者在什么情況下可以使用省略句等等。2、探究式、發(fā)現(xiàn)式學(xué)習(xí)（inquiryanddiscov613、體驗(yàn)、參與、合作、探究的學(xué)習(xí)方式的特點(diǎn)歸納:1）有問題的提出（但沒有現(xiàn)成的、或唯一的答案）；2）有用英語做事的過程（觀察、收集、歸類、分析、解釋…）；3）有明顯的結(jié)果并進(jìn)行交流（對不同的結(jié)果展開討論，說明理由）。3、體驗(yàn)、參與、合作、探究的學(xué)習(xí)方式的特點(diǎn)歸納:62二、什么學(xué)習(xí)活動可以體現(xiàn)出這種學(xué)習(xí)方式？個(gè)案1----語法課段：說說‘國際詞’個(gè)案2----閱讀教材：蝴蝶的故事個(gè)案3----課堂活動：人物描寫二、什么學(xué)習(xí)活動可以體現(xiàn)出這種學(xué)習(xí)方式？個(gè)案1----語法63Myfriend,Johnwasborninasmallvillageandstudiedinaschoolinatown.Theschoolwasnotfarandhealwayswalkedthere.Hisfatherboughtabikeforhimbuthedidn’tliketouseit.Threeyearsago,whenJohnwasnine,hisfatherfoundworkinthecity.Hedroveacartothefactory.Andhisfamilymovedthere.ThisyearJohnbegantostudyinamiddleschool.Heworkedhardathislessonsandalltheteachersandstudentslikehim.Nowheenjoyslivingthere.Onedayateachersaidinclass,“Ithinkyou’reacleverboy,John.Doyouwanttoanswertwoeasyquestionsoradifficultone?” “Adifficultone,sir.” “Well,”saidtheteacher.”wheredidaneggcomefrom?” “Ahenlaidit.” “Andwheredidthehencomefromthen?” “Itisthesecondquestion,sir,”saidJohn.Pleaseanswerfivequestionsaccordingtothepassage：WasJohnborninacityorinavillage?Howdidhegotoschool？Wheredidhisfatherfindajob?HowdidJohnstudy?WhatwasthedifficultquestiontheteacheraskedJohn?Myfriend,Johnwasbornina64個(gè)案1：語法課段---說說‘國際詞’（internationalwords）課段描述：

1)要學(xué)生例舉幾個(gè)‘國際詞’（名詞）2)讓學(xué)生聽聽幾個(gè)英國人如何談?wù)摗畤H詞’(link1）3)讓學(xué)生讀讀這段錄音的文字材料，挑出里面的‘國際詞’并與自己原先例舉的進(jìn)行對比(link2)4)留意‘國際詞’后面的反饋語，把所有帶that的句子劃出來(link3)5）按照that在句子中的位置和前后搭配詞特點(diǎn)進(jìn)行分類(link4)個(gè)案1：語法課段---說說‘國際詞’（internatio65點(diǎn)評：真實(shí)生活中的英語—〉熟悉簡單的詞、句—〉易懂形式歸類組合—〉觀察學(xué)生通過親身體驗(yàn)和參與，構(gòu)建起對that的使用知識，對比傳統(tǒng)課本中的Thisisapen.Thatisapencil.點(diǎn)評：661)通讀故事（link5）2)回答事實(shí)性問題(link6)3)回答推理性問題(link7)4)回答評價(jià)性問題(link8)點(diǎn)評：

小故事的語言簡單，但內(nèi)容寓意深刻問題的設(shè)計(jì)有層次，觀察、理解和探究的過程由淺入深，從易到難學(xué)生不但回答what,還要思考why個(gè)案2閱讀教材---蝴蝶的故事(Butterflies)1)通讀故事（link5）個(gè)案2閱讀教材---蝴蝶的故67錄像觀摩5分鐘（link9）人物描寫的3個(gè)層面：一般介紹，相貌衣著–〉喜好、與人關(guān)系–〉評價(jià)(link10)3)做事的策略指引：跳讀式閱讀，從圖畫變文字，超越課文信息，語言表達(dá)方式，創(chuàng)設(shè)合作學(xué)習(xí)環(huán)境.點(diǎn)評：有教師的幫助和指引有合作交流的過程從關(guān)注內(nèi)容到關(guān)注語言形式個(gè)案3課堂活動：描寫插圖故事中的人物錄像觀摩5分鐘（link9）個(gè)案3課堂活動：描寫插圖故事681、通過三個(gè)案例分析 1）從生活話語中總結(jié)that的句型， 2）對蝴蝶故事的三個(gè)層次提問， 3）合作式的寫作活動體驗(yàn)與參與：從被動學(xué)習(xí)到主動參與發(fā)現(xiàn)或構(gòu)建知識的過程探究和發(fā)現(xiàn):從簡單的重復(fù)、記背到深入觀察、理解2、自我反思：你能分出教材里閱讀或聽力理解練習(xí)題的深淺嗎？你在堂上的提問有沒有要求學(xué)生說說答案的理由？如果學(xué)生對于開放型的問題有不同答案，你會組織他們進(jìn)一步探討嗎？三、小結(jié)與反思1、通過三個(gè)案例分析三、小結(jié)與反思69《新課程理念與初中英語課程改革》，何安平主編，東北師范大學(xué)出版社，2002：68-79?！陡咧杏⒄Z課程改革理論與實(shí)踐》，何安平編著，東北師范大學(xué)出版社，2004：158-169。

參考資料---THEEND---《新課程理念與初中英語課程改革》，何安平主編，東北師范大學(xué)70<William>: Pizza?<Helena>: Pizza.<Eva>: Mhm.<Eva>: Hamburger<Helena>: Mhm.Mhm.<Chris>: Whatabouttaxi?<Eva>: Ohyes,that'sagoodone.<William>: Erm...<Helena>: Picnic?Whataboutthat?<