新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠課件

新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠新教材新困惑？你見(jiàn)，或者不見(jiàn)我

我就在那里不悲不喜

你念，或者不念我

情就在那里不來(lái)不去

你愛(ài)，或者不愛(ài)我

愛(ài)就在那里不增不減

你跟，或者不跟我

我的手就在你手里不舍不棄

來(lái)我的懷里

或者

讓我住進(jìn)你的心里

黯然相愛(ài)

寂靜歡喜倉(cāng)央嘉措新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠新目標(biāo)英語(yǔ)與初中英1新教材新困惑？你見(jiàn)，或者不見(jiàn)我

我就在那里不悲不喜

你念，或者不念我

情就在那里不來(lái)不去

你愛(ài)，或者不愛(ài)我

愛(ài)就在那里不增不減

你跟，或者不跟我

我的手就在你手里不舍不棄

來(lái)我的懷里

或者

讓我住進(jìn)你的心里

黯然相愛(ài)

寂靜歡喜倉(cāng)央嘉措新教材新困惑？你見(jiàn)，或者不見(jiàn)我

我就在那里不悲不喜認(rèn)識(shí)教材WhatWhyHow認(rèn)識(shí)教材WhatWhyHow呈現(xiàn)并操練話題、目標(biāo)詞匯模仿輸出簡(jiǎn)單輸入呈現(xiàn)并操練話題、目標(biāo)詞匯模仿輸出簡(jiǎn)單輸入修訂前修訂前進(jìn)一步輸入并通過(guò)聽(tīng)獲取有效信息口頭輸出，通過(guò)范例練習(xí)并鞏固目標(biāo)結(jié)構(gòu)birthdayweekthinkaboutfoodsurehowaboutburgervegetablefruitrightapplethenJohnlikes…whatabout…?Let’shave…Soundsgood.進(jìn)一步輸入并通過(guò)聽(tīng)獲取有效信息口頭輸出，通過(guò)范例練習(xí)并鞏固目Role-play教學(xué)建議：導(dǎo)入語(yǔ)境，處理部分生詞；閱讀對(duì)話、理解大意；點(diǎn)撥重難點(diǎn)生詞及句式；聽(tīng)錄音并跟讀，模仿語(yǔ)音語(yǔ)調(diào)；角色扮演，表演對(duì)話，使用恰當(dāng)?shù)膭?dòng)作、眼神，并拓展對(duì)話中的語(yǔ)言表達(dá)；程度較好的學(xué)生編寫(xiě)并表演新的對(duì)話。關(guān)于role-play的教學(xué)時(shí)機(jī)Linda:Goodafternoon!Myname’sLinda.AreyouHelen?Helen:Yes,Iam.Nicetomeetyou,Linda.Linda:Nicetomeetyou,too.What’shername?Helen:She’sJane.Linda:IsheJack?Helen:No,heisn’t.Hisname’sMike.Role-play教學(xué)建議：導(dǎo)入語(yǔ)境，處理部分生詞；關(guān)于探究、發(fā)現(xiàn)、歸納認(rèn)知?jiǎng)釉~在不同人稱(chēng)下的變化——關(guān)注語(yǔ)言形式從句式和語(yǔ)序上關(guān)注本單元的重點(diǎn)表達(dá)法提供了相對(duì)開(kāi)放的口頭交際活動(dòng)，讓學(xué)生在接近真實(shí)的語(yǔ)境中運(yùn)用所學(xué)的語(yǔ)言結(jié)構(gòu)。探究、發(fā)現(xiàn)、歸納認(rèn)知?jiǎng)釉~在不同人稱(chēng)下的變化——關(guān)注語(yǔ)言形式從GrammarFocus課例

七年級(jí)上第一單元

在GrammarFocus之后設(shè)計(jì)了三個(gè)語(yǔ)法活動(dòng)3a-3c。3a通過(guò)句子重組幫助學(xué)生從句式和語(yǔ)序上關(guān)注本單元所學(xué)的特殊疑問(wèn)句、一般疑問(wèn)句及其回答。3b訓(xùn)練學(xué)生在語(yǔ)境中使用正確的語(yǔ)言結(jié)構(gòu)，從而從對(duì)目標(biāo)語(yǔ)言形式的關(guān)注過(guò)渡到對(duì)意義的關(guān)注。3c則提供了相對(duì)開(kāi)放的口頭交際活動(dòng)，讓學(xué)生在接近真實(shí)的語(yǔ)境中運(yùn)用所學(xué)的語(yǔ)言結(jié)構(gòu)。課后反思磨課說(shuō)明GrammarFocus課例在Gramma修訂前修訂后目標(biāo)詞匯拓展更為復(fù)雜的語(yǔ)言輸入，通過(guò)聽(tīng)的活動(dòng)進(jìn)一步鞏固拓展詞匯及目標(biāo)句型較為復(fù)雜的語(yǔ)言輸出修訂前修訂后目標(biāo)詞匯拓展更為復(fù)雜的語(yǔ)言輸入，通過(guò)聽(tīng)的活動(dòng)進(jìn)一Pre-listeningactivities:twomaincategories:languageorientedactivities---toprepareyourstudentsforthetypeoflanguageandevenspecificwordsthattheymayhearknowledgeorientedactivities---toprepareyourstudentsbyencouragingthemtoactivateoracquirerelevanttypesofworldknowledge(previousknowledge).brainstormingmind-mappingdiscussiongamesquestionspicturespredictionskimmingPre-listeningactivities:twoPost-listening:Post-listeningactivitiesshouldbeanextensionofcommunicativeoutcomesandlisteningmaterials.Theyhaveseveralaims:

◆practicelanguageskills(speaking,reading,writing)usingthesametopic.

◆examineandreinforcelanguagepoints(e.g.grammar,vocabulary,usefulexpression)

◆acquirefurthercontentknowledgerelatedtothetheme/topicofthelisteningmaterial.shortwrittentexts;summaries;oralpresentation;roleplay;languageanalysis;languagework;vocabularywork;recording;groupsharing;reading;oralpracticePost-listening:shortwrittentHelena:LanguageDevelopmentforTeachers(DevelopingCommunicativeSkills)

HomeworkJouranlscontest主講：教師語(yǔ)言技能的發(fā)展。她的教學(xué)方式和對(duì)課堂結(jié)構(gòu)的完美把握給我們留下深刻的影響。Helena:LanguageDevelopmentfListeninglessonprocessAphonecallbetweenanansweringmachineandamobilephone

[Phoneringing…]Bill:Hey,thisBill.I’msorryI’mnotin.Justleaveamessage.[Beep]Hank:Hey,Bill.ThisisHank.I’,justcallingtoletyouknowthatI’llbealittlelatetothegametomorrownight.Ihavetoworkafewextrahoursatworktofinishareport.Ishouldwrapthingsupsometimebetweensevenandeightthough.Oh,thenI’mplanningondroppingbyLisa’shouseforaboutanhoursinceshe’sbeensickrecently.And,uh,onemorething.I’llswingbymyhousetopickupsomefoodforthegame.Seeyouthen.ListeninglessonprocessStep1Pre-listening1.Talkaboutthewaysandexpressionsofleavingcallmessage:

●identifyingwhogivesthecall

●thepurposeofthecall

●actionrequest(details/contact)

●verbalsignoff(thanks,lookforwardtohearingfromyou,bye…)2.Discussandformashortpassage,usingthegivenwords:Hours LateGame EightExtra SickFinish PickupAim:togetustopredictwhatwewillhearinthematerial.Aim:toactivatelearners’previousknowledgeonhowtomakeacallStep1Pre-listeningHoursStep2While-listening1.Listenandfinishthefollowingexercise

(1)WhatwilltakeplaceatBill’shousetomorrow?A.Aparty. B.Agame. C.Adance.(2)WhydoesHankhavetoworklate?A.Hehastoattendameeting. B.Hehastowriteareport.C.Hehastoclosetheoffice.(3)WhyisHankgoingtovisitLisaafterwork?A.Becausesheissickinbed.B.Becausehehastoreturnsomething.C.BecauseheisgoingtotakehertoBill’shouse.(4)WhereisHankgoingtogetthesnakestotaketoBill’shouse?A.Fromhishouse. B.Fromhisstore. C.Fromhiswork.(5)WhattimewillHankmostlikelyarriveatBill’shouse?A.At7:00PM. B.At8:00PM. C.At9:00PM2.Comparelearners’passageswiththelisteningmaterialAim:tomadelearnersunderstandthephonecallmuchbetter.Step2While-listeningAim:toStep3Post-listeningMakeasimilarphonecallfromamobiletoaansweringmachineHank:Hello.ThisisHank.I’msorryI’mnotinnow.Justleaveamessage.I’llcallbacklate.Bill:Hi,Hank.ThisisBill.I’vereceivedourmessage.Don’tworryaboutthegame.SorrytohearthatLisaisill.Don’tforgettosayhellotoherwhenyouseeher.It’sunnecessarytotakefoodfromyourhome.Wehaveeverythinghere.Lookingforwardtoseeingyousoon.Givemyregardstoyourfamily.Bye.Aim:Thisactivitywascrucialtothelisteningactivity.Itwillencouragelearnerstousewhatthey’velearnedinauthenticsituation.Ifthefirstthreeactivitiesfocusonreceptiveuse,thefourthactivityisconcentratedonproductiveuse,whichistheultimateaimoflanguageteaching.Step3Post-listeningAim:ThisStep4idiomaticLANGUAGE1.Fillintheblankswith:

●wrapup(phrasalverb):tofinish

●dropup(phrasalverb):tovisit

●swingup(phrasalverb):dropby,stopby-Ineedto_____thestoreandpickupsomefoodfordinner.-Weneedto_____thisprojectbytheendoftheday.-Please_____myplaceonyourwayhomefromworkAim:Fromskillstoknowledge.Languageknowledgeisalsocrucialtolanguagelearning,whilelearningknowledgeinthecontextisundoubtedlyoneofthebestways.Thisactivityisaimedtoarouselearners’attentiontophrasalverbs.Step4idiomaticLANGUAGEAim:2.Readapassageandunderlineallthephrasalverbswithget.Readthedialogue.ArepeterandSusanenjoyingworkingontheirlatestfilm?Who:PeterSusanWhere:Onthesetoftheirlatestfilm.Talkingabout:workingontheirlatestfilmS:Whatareyougettinguptoattheweekend?P:IamgoingoutwithTomandCatherinethoughIdon’tgetonwiththemthatwell.Howaboutyou?S:NotmuchIguess.I’mstillgettingovertheflu.DoyouthinkIcangetawaywithtakingMondayoff?P:Youcanaskthedirector….Butprobablynot.He’stheworstdirectorI’veeverworkedwith.He’sreallygettingatus,isn’the?S:Yes,Iwishwecouldgetridofhim.P:Yes,you’reright.I’mgladwegotoutofdoingthatlastscenetodaybecauseofthebadweather.Wegotofflightlyforonce.S:Yes,I’vetriedtogetthrough

tohimthatweareworkingtoohard.P:Iknow,butweshouldn’tgettoowoundupaboutit.Afterallweareearning17millioneachforthisfilm.Aim:Trytounderstandthephrasalverbsinthecontext.2.Readapassageandunderlin2.MatchthephrasalverbsfromthedialoguetothemeaningPhrasalverbsAnswerMeaningA.getupto7)1)besuccessfulinsomethingB.getonwithsb.2)avoidsth.youdon’twanttodoC.getoversth./sb.3)getangryabutsth.D.getawaywithsth.4)recoverfromE.getatsb.5)toexperiencelesssufferingthanexpectedF.getridofsth./sb.6)successfullyexplainsth.G.getoutofdoingsth7)doH.getofflightly8)haveagoodrelationshipI.getthroughtosb.9)criticisesomeonerepeatedlyJ.getwoundupaboutsth.10)remove/throwawaysth.unwantedAim:tohelplearnersunderstandthesephrasalverbsbetter2.Matchthephrasalverbsfr3.FillintheblankswiththephrasalverbswithgetgetridofgetthroughtogetoffslightlygetoutofgetawaygetuptogetonwithgetovergetwoundupgetatE.g.Mymumisalwaysgettingatmetostartafamily1)Ithinkcriminals__________inthiscountry.Theynevergetsenttoprisonforlongenough.2)Thiswashingmachineistooold.Weneedto__________it.3.Idon’tknowhowwemanagedtowin.Weshouldneverhavegotthatpenalty.Wereally__________ithistime.4)Hestillhasn’t__________losinghisjob.I’veneverseenhimsodepressed.5)I_________doingthatboringprojectbecauseIsaidIwastoobusy.6)Ican’t__________mystudentsabouttheimportanceofspeakingEnglish.Theyonlywanttodowrittengrammarexercises.7)Ididn’t_________muchlastweekend.IjuststayedinandwatchedDVDs.8)I__________bytheneighbor’sdog.He’salwaysbarkingandkeepsmeawakeatnight.I’mgettingreallyangry.9).Idon’t__________mymother-in-law.She’salwaystellingmewhattodoandsheisreallyannoying.Aim:topracticethephrasalverbswithgetinthecontext3.FillintheblankswiththeTip:

Beforewepreparealessonplan,twothingsshouldbeconsidered.Oneishowtosupportstudents,thatis,howtoprovidescaffoldingintasks.Theotherishowtodealwiththeteachingmaterial.PossiblythelessonHelenagaveuswouldprovideuswiththeanswers,atleastwithregardtoteachinglistening.4.GroupworkEveryonepicksaquestionwithone“get”phraseandaskstheotherstoanswer.Aim:tousethephrasalverbsinauthenticcontext.Tip:Beforewepreparealesso讀前活動(dòng)：激活背景知識(shí)，進(jìn)行語(yǔ)言準(zhǔn)備讀中活動(dòng)：理解文本內(nèi)容讀后活動(dòng)：語(yǔ)言知識(shí)讀前活動(dòng)：激活背景知識(shí)，進(jìn)行語(yǔ)言準(zhǔn)備讀中活動(dòng)：理解文本內(nèi)容讀Pre-reading:topreparethelearnersforwhattheyaregoingtoread,justasweareusuallypreparedinreallife.

Guessthetopicofthetextfromtheheadings,illustrations,etc.

Brainstormatoundatopicwordontheboard

Predictwhatthetextwillsay

WritequestionsthatmaybeansweredbythetextPre-reading:topreparetheleWhile-reading:tohelpthelearnersynderstandthetext.Theymayfirstdoaneasyscanningorskimmingtask,andthenataskrequiringmorethoroughcomprehension.

scanfortwotofouritemsofinformation

skimforthegeneralidea

answerquestions

completesentences

completeatable,map,orpicture

askeachotherquestionsWhile-reading:tohelptheleaPost-reading:tohelpthelearnerstoconnectwhattheyhavelearnedwiththeirownideasandexperiencesandperhapstomovefluentlyfromreadingtoanotherclassroomactivity.

discusswhatwasinterestingornewinthetext

discussordebatethetopicofthetextifitiscontroversial

dotasksonthelanguageorstructureofthetext

summarizethetext,witherorallyorinwritingPost-reading:tohelpthelear新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠課件八年級(jí)上Unit2SectionB八年級(jí)上Unit2SectionB讀后活動(dòng)：過(guò)程性寫(xiě)作多樣化的自我檢測(cè)與評(píng)估讀后活動(dòng)：過(guò)程性寫(xiě)作多樣化的自我檢測(cè)與評(píng)估新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠課件什么是教學(xué)活動(dòng)？什么是教學(xué)活動(dòng)？Whatisapracticeactivity?

Anactivityisdescribedasataskthathasbeenselectedtoachieveaparticularteaching/learninggoal.---JackC.Richards，2000教學(xué)活動(dòng)：教和學(xué)的活動(dòng)；學(xué)習(xí)知識(shí)、提高技能Whatisapracticeactivity?

Thenotionofactivityiscentraltoanunderstandingofteaching.Itinfluencesbothhowteachersconceptualizeteachingaswellasthewaystheyorganizetheirlessons.

Lessonplanningusuallybeginswithconsiderationofgeneralgoalsforalesson,andthenleadstodecisionsaboutthekindsofactivitieswhichwillhelpattainthesegoals.---JackC,Richards，2000ThenotionofactivityiCharacteristicsofeffectivepracticeactivities

Validity(效度：目的與形式)

Pre-learning（學(xué)前準(zhǔn)備：活動(dòng)難度與學(xué)生水平）

Volume（活動(dòng)量：目標(biāo)語(yǔ)言運(yùn)用量）

Success-orientation（以成功為出發(fā)點(diǎn)，但不唯成功）

Heterogeneity（異質(zhì)建構(gòu)：分層）

Teacherassistance（教師幫助）

Interest（興趣）---Ur，2011CharacteristicsofeffectivepDimensionoflanguagelearningactivities

Purpose活動(dòng)目標(biāo)（目標(biāo)本身？如何將目標(biāo)告訴學(xué)生？）

Materials活動(dòng)材料(考慮學(xué)習(xí)方法、興趣、認(rèn)知度）

Level活動(dòng)難度(風(fēng)險(xiǎn),模糊,知識(shí),步驟)

Procedures活動(dòng)程序

Participants/Grouping活動(dòng)人員與分組

Outcomes活動(dòng)產(chǎn)出（并非所有活動(dòng)都聚焦結(jié)果）

Assessment活動(dòng)評(píng)價(jià)（內(nèi)容、主體、環(huán)境、形式、結(jié)果）

Variation活動(dòng)調(diào)整（需要教師的教學(xué)機(jī)智）Dimensionoflanguagelearning設(shè)計(jì)和實(shí)施有效教學(xué)活動(dòng)的策略設(shè)計(jì)和實(shí)施有效教學(xué)活動(dòng)的策略

Isthereanymoretea?Visitingafriend:

Makingashoppinglist:

Shoppinginthesupermarket:

語(yǔ)言的基本結(jié)構(gòu)和表意功能1.知識(shí)學(xué)習(xí)和語(yǔ)言運(yùn)用活動(dòng)相結(jié)合(活動(dòng)多樣性）I’dlikeanothercupoftea.ShallIbuysometea?Excuseme.Canyoufindsomemoreteaforme?Isthereanymoretea?Visitin2.活動(dòng)必須服務(wù)于教學(xué)主題Goforit!7AUnit9MyfavoritesubjectisscienceFunction:Talkaboutpreferences;GivereasonsTeachingmaterial:SectionB1a-1dGoal:Talkaboutfavoritesubjectsondifferentdays課前活動(dòng)1:聽(tīng)歌曲《JingleBells》

課前活動(dòng)2：聽(tīng)歌曲《Sunday,Monday,Tuesday》

2.活動(dòng)必須服務(wù)于教學(xué)主題Goforit!7AUT:OK.Ithinkyouaresoclever.Ilikeyouverymuch.Iwanttomakefriendswithyou.Wouldyouliketobemyfriends?Ss:Yes.T:WhenIgobackI’llcallyou.(該教師是外地接班上課）Look,thisismytelephonenumber.(卡片正面寫(xiě)著atelephonenumber)Mytelephonenumberis8357854.(卡片反面寫(xiě)著電話號(hào)碼)T:D0youhaveatelephonenumber?Ifyouhaveatelephonenumber,pleasewriteitdown.(稍后教師繼續(xù)說(shuō))Excuseme!Whatisyoutelephonenumber?S1:Mytelephonenumberis…——程曉堂，2010教學(xué)主題：電話號(hào)碼T:OK.IthinkyouaresoclevT:…ButIwouldtellyousomethingdifferent.IwouldsaythatIlikeMarchbest.Doyouknowwhy?CouldyouguesswhyIlikeMarchbest?S1:Because…Ss:(laugh)T:Oh,itdoesn’tmatter.(laugh)Andyou?Haveyouanyidea?S2:Ithinkeverythingbeginstogrow.T:Yeah.Springbegins.Youmean---whyIlikeMarchbest,doyouknow?S3:Ithinkeverythingbeginstogrow?T:---Everythingbeginstogrow.Youmeanthat---sospringcomes.Goodanswer.CanyouguesswhyIlikeMarch?S4:Ithink.Theweathersgetswarmer.T:Ah.Theweatherisgettingwarmerandwarmer.Right---what’syouridea?S5:Flowerisverybeautiful.3.活動(dòng)要接近師生的生活，要真實(shí)T:…ButIwouldtellyousomeT:

Theflowersareverybeautiful---good.Thankyou.Letmetellyouthissecret---IwilltellyouwhyIlikeMarch,soIlike---themonthMarchthebestofall---because---mybirthdayisinMarch.OK.SothatistheMarch12th---ah---whenisyourbirth.S6:MybirthdayisMay19th.T:May19th.OK.Andyou?S7:…——程曉堂，2010交流的目的不真實(shí)T:Theflowersareverybeauti4.活動(dòng)要有準(zhǔn)確的目標(biāo)定位

教學(xué)活動(dòng)是指為了某一特定教學(xué)目標(biāo)而設(shè)計(jì)的任務(wù)（Richards&Lockhart，2000），因此設(shè)計(jì)和實(shí)施活動(dòng)必須基于明確的目標(biāo)定位?；顒?dòng)目標(biāo)主要解決活動(dòng)要做什么的問(wèn)題，是呈現(xiàn)新的知識(shí)，還是訓(xùn)練技能；是發(fā)展策略，還是陶冶情操（陳芳，2010）。4.活動(dòng)要有準(zhǔn)確的目標(biāo)定位教學(xué)活動(dòng)是指為了某一特《GoForIt！》八下Unit3SectionB34-b；讀寫(xiě)課。3:閱讀回答問(wèn)題；4a:看圖寫(xiě)故事；4b:角色扮演?！禛oForIt！》八下Unit3SectionB

Ideallytheactivitiesselectedbytheteacherareappropriatetothepurposesforwhichtheyareintended,butsometimesthereisamismatchbetweenactivitiesandpurposes,asinthefollowingexamplestakenfromasupervisor’scommentsononestudentteacher’slesson:Inyourreadingclass,yourreportedgoalsweretodevelopfluencyinreadingandtodevelopgoodreadinghabits,includingreadingformainideasandkeepingthepurposeofthepassageinmindwhilereading.Thisshouldinvolveatop-downapproachtoreading,i.e.,oneinwhichthereaderisencouragedtousebackgroundinformation,prediction,andcontextwhilereading,ratherthantouseaword-by-wordreadingstrategy.However,youusereadingaloudasaregularclassroomactivity.Thereisaconflictbetweenteachinggoalsandtheactivityusedtosupportthesegoals,sincereadingaloudrequiresstudentstofocusontheformofatextratherthanitsmeaningandtogiveeverywordinthetextequalimportance.IdeallytheactivitiesseReadthetextandanswerthefollowingquestions

YesterdayIsawthepalgishflestergolliningbegruntthebruck.Heseemedverychanderbil.SoIdidnotjorterhim,justdeapledtohimquistly.Perhapslaterhewillbesandcander,andIwillbeabletorangeltohim.1.Whatwastheflesterdoing,andwhere?2.Whatsortofaflesterwashe?3.Whydidthewriterdecidenottojorterhim?4.Howdidshedeaple?5.Whatdidshehopewouldhappenlater?

---CambridgeUniversityPress1996Answering“comprehension”questionsmaynotencourage,orprovideof,successfulreading.ReadthetextandanswerthefReadthetextandanswerthefollowingquestions:YesterdayIsawthenewpatienthurryingalongthecorridor.Heseemedveryupset,soIdidnotfollowhim,justcalledtohimgently.Perhapslaterhewillfeelbetter,andIwillbeabletotalktohim.1.Whatistheproblemdescribedhere?2.Isthiseventtakingplaceindoorsoroutdoors?3.Didthewritertrytogetnearthepatient?4.Whatdoyouthinkshesaidwhenshecalledtohim?5.Whatmightthejobofthewriterbe?6.Whydoyouthinkshewantstotalktothepatient?Thequestionsdonotquotewordbywordfromthetextbutparaphraseit,orrequestparaphrase,orinvitesomemeasureofinterpretationandapplicationofthereader’sbackgroundknowledge.Readthetextandanswerthef5.活動(dòng)要確保演進(jìn)的合理性

課堂是教師對(duì)教學(xué)一種結(jié)構(gòu)化的設(shè)計(jì)和演繹（胡慶芳，2007）。每一堂課都是有不同教學(xué)活動(dòng)和環(huán)節(jié)組成，但不是各教學(xué)活動(dòng)和環(huán)節(jié)的按部就班就能有效地體現(xiàn)教學(xué)內(nèi)容和目標(biāo)，關(guān)鍵在于不同教學(xué)活動(dòng)的交替演進(jìn)是否自然、流暢和合理。眾所周知，大多數(shù)課堂都不是由單一活動(dòng)構(gòu)成的，而是教師在分析課時(shí)教學(xué)內(nèi)容和總目標(biāo)的基礎(chǔ)上安排一系列活動(dòng)來(lái)實(shí)現(xiàn)課時(shí)教學(xué)目標(biāo)。而教學(xué)活動(dòng)活動(dòng)的設(shè)計(jì)和安排則需要遵循一些基本原則，比如：簡(jiǎn)單的活動(dòng)必須放在較難活動(dòng)之前（Richards&Lockhart，2000）。

5.活動(dòng)要確保演進(jìn)的合理性安排課堂活動(dòng)的基本原則：＊先易后難＊接受性技能訓(xùn)練活動(dòng)先于產(chǎn)出性技能訓(xùn)練＊運(yùn)用語(yǔ)法規(guī)則前先學(xué)會(huì)這條規(guī)則＊先練習(xí)語(yǔ)法結(jié)構(gòu)再學(xué)規(guī)則＊準(zhǔn)確性練習(xí)先于熟用性練習(xí)＊從機(jī)械性練習(xí)過(guò)渡到有意義的語(yǔ)言活動(dòng)不同類(lèi)型的語(yǔ)言課程的主體模式也會(huì)很不相同安排課堂活動(dòng)的基本原則：不同類(lèi)型的語(yǔ)言課程的主體模式也會(huì)很不市屬優(yōu)質(zhì)課：NewYorkCityStreetFairs活動(dòng)1：ReadParagraphOneandanswerthequestions.

WhatareNewYorkCitystreetfairslike?What’sthere?活動(dòng)2：ReadParagraphsTwotoFourandfillinthechart.Youcandothreethings:1.Youcanbuybags,T-shirts,__________,CDs,toysandeverything.2.Youcanlistentorock,rapand__________.3.Youcaneat_________,hotdogsandicecream.Youcanalsoeat__________,Thai,__________,Chinesefoodandmore.活動(dòng)3：ReadthepassageagainandwriteTrueorFalse.AllNewYorkCitystreetfairsarereallybig.Youcanbuyalotofreallygoodthingsthere.Youcan’tlistentomusicatastreetfair.There’sonlyAmericanfoodatstreetfairs.市屬優(yōu)質(zhì)課：NewYorkCityStreetFaiReadthequestionsandguesswhattheanswersaregoingtobe.Later,youwillreadthetextandbeabletocheckhowmanyyougotright.1.WherewasJanewalking?2.Whatdidshehearbehindher?3.Whatwashernecklacemadeof?4.Whatdidthethiefsteal(twothings)?5.Whatdidhedonext?AsJanewaswalkingdownthestreet,sheheardsomeonewalkingquietlybehindher.Shebegantofeelafraid.Suddenlyalargehandtouchedherneck:hergoldnecklacebrokeanddisappeared.Inanothermoment,herbagtoowasgone,andthethiefwasrunningaway.Readthequestionsandguessw6.活動(dòng)要切合學(xué)生的認(rèn)知水平

由于學(xué)生自身水平存在著差異，因此教學(xué)活動(dòng)的難度相應(yīng)地也要貼近和調(diào)整，使之切合學(xué)生的實(shí)際水平和接受程度。教學(xué)活動(dòng)的難度如果超出學(xué)生的水平，則活動(dòng)無(wú)法順利開(kāi)展，如果活動(dòng)過(guò)于簡(jiǎn)單，沒(méi)有一點(diǎn)挑戰(zhàn)性，則容易使學(xué)生失去參與活動(dòng)的興趣和積極性。教學(xué)內(nèi)容七上U3Thisismysister第一課時(shí)目標(biāo)句型Thisismysister.Thesearemyfriends.Isthis…?Yes,itis./No,itisn’t.。NameAge(年齡)Job(工作)TelephonenumberHobbies(愛(ài)好)小組活動(dòng)：相互介紹一位朋友或家庭成員，并匯報(bào)6.活動(dòng)要切合學(xué)生的認(rèn)知水平由于學(xué)生自身水7.活動(dòng)離不開(kāi)教師的幫助

Ur（2000）認(rèn)為教師幫助在教學(xué)活動(dòng)中主要包括布置活動(dòng)、發(fā)出指令、說(shuō)明步驟、巡視檢查等。

本課例選自一次小班化教學(xué)研討活動(dòng)，內(nèi)容為話題Shopping的復(fù)習(xí)教學(xué)。在引導(dǎo)學(xué)生復(fù)習(xí)了與話題相關(guān)的詞匯和功能項(xiàng)目以后，教師設(shè)計(jì)了一個(gè)語(yǔ)言運(yùn)用活動(dòng)：課堂現(xiàn)場(chǎng)布置成服裝、水果、體育用品和文具四個(gè)商店，學(xué)生分成四組，每組選一個(gè)學(xué)生充當(dāng)?shù)陠T。要求其他學(xué)生在任意兩個(gè)商店各購(gòu)買(mǎi)一樣?xùn)|西。在交流和購(gòu)買(mǎi)過(guò)程中要求學(xué)生考慮以下問(wèn)題：Whatdoyouwanttobuy?/Whodoyouwanttobuyitfor?/Whydoyoubuyit?活動(dòng)結(jié)束后，要求學(xué)生對(duì)自己買(mǎi)的東西進(jìn)行匯報(bào)。

Richards&Lockhart（2000）認(rèn)為，交代活動(dòng)程序的方式主要有四種：a.教師描述學(xué)生將要執(zhí)行的程序；b.教師在全班示范程序；c.選擇一位學(xué)生來(lái)示范程序；d.讓學(xué)生按程序開(kāi)展活動(dòng)，活動(dòng)結(jié)束后討論程序的有效性。

人教社課例7.活動(dòng)離不開(kāi)教師的幫助Ur（2000）認(rèn)8.活動(dòng)需要及時(shí)評(píng)價(jià)

學(xué)習(xí)反饋是指告知學(xué)生學(xué)習(xí)活動(dòng)的進(jìn)展情況及其所取得的成績(jī)。評(píng)價(jià)則是對(duì)這種進(jìn)展及成績(jī)的價(jià)值進(jìn)行評(píng)判，并給予相應(yīng)的強(qiáng)化（皮連生，1997；轉(zhuǎn)引自陳芳，2010）。

本課例教學(xué)內(nèi)容為《GoForIt！》教材八年級(jí)上第六單元I’mmoreoutgoingthanmysister.SectionA3a-4,課型為讀寫(xiě)課，其中閱讀部分講的是一對(duì)雙胞胎之間的異同。教師在引導(dǎo)學(xué)生理解文本之后，布置了一個(gè)寫(xiě)作活動(dòng)，要求學(xué)生給老師寫(xiě)一封e-mail，談?wù)勛约汉图胰嘶蚺笥阎g的異同。活動(dòng)結(jié)束后，教師請(qǐng)幾個(gè)學(xué)生到講臺(tái)展示自己的作品，并進(jìn)行簡(jiǎn)單的評(píng)價(jià)，如Good，Notbad等，然后就重點(diǎn)講評(píng)學(xué)生習(xí)作中出現(xiàn)的語(yǔ)言錯(cuò)誤，如：拼寫(xiě)錯(cuò)誤、語(yǔ)序問(wèn)題、時(shí)態(tài)錯(cuò)誤、要點(diǎn)殘缺等。8.活動(dòng)需要及時(shí)評(píng)價(jià)學(xué)習(xí)反饋是指告知學(xué)生學(xué)習(xí)

科學(xué)的活動(dòng)評(píng)價(jià)應(yīng)包括評(píng)價(jià)重點(diǎn)、評(píng)價(jià)對(duì)象、評(píng)價(jià)方式等內(nèi)容（Richards&Lockhart，2000）。本課例中，教師對(duì)活動(dòng)的評(píng)價(jià)存在三個(gè)方面的問(wèn)題：（1）忽視對(duì)寫(xiě)作活動(dòng)過(guò)程的評(píng)價(jià)。學(xué)習(xí)過(guò)程往往是內(nèi)隱的，教師是無(wú)法觀察到的（教育部，2012）。比如，學(xué)生在寫(xiě)作中的思維過(guò)程、語(yǔ)言的選擇與使用就是內(nèi)隱的，了解這些過(guò)程比評(píng)估寫(xiě)作結(jié)果更為重要；（2）評(píng)價(jià)重點(diǎn)不突出。對(duì)活動(dòng)結(jié)果的評(píng)價(jià)顯得過(guò)于籠統(tǒng)，沒(méi)有突出重點(diǎn)，缺乏針對(duì)性。因?yàn)閷?xiě)作除了語(yǔ)言的準(zhǔn)確性以外，還要考慮到連貫性、邏輯性、思維性等內(nèi)容；（3）評(píng)價(jià)的主體單一。本課例中，教師是唯一的評(píng)價(jià)主體，缺少師生之間的互動(dòng)?？茖W(xué)的活動(dòng)評(píng)價(jià)應(yīng)包括評(píng)價(jià)重點(diǎn)、評(píng)價(jià)對(duì)象、評(píng)價(jià)方首先，教師既要重視對(duì)活動(dòng)結(jié)果的評(píng)價(jià)，更要重視對(duì)活動(dòng)過(guò)程的評(píng)價(jià)。教師可以根據(jù)事先擬定的問(wèn)題與學(xué)生交流，以了解學(xué)生內(nèi)隱的思維過(guò)程，如：Tellmesomethinginteresting/importantaboutyourwriting.Whydoyouorganizeyourwritingintotwoparts?Whichpartdoyoufindmostdifficulttowrite?Why?Whichpartdoyoulikebest?…其次，提高活動(dòng)評(píng)價(jià)的針對(duì)性。比如，一篇被認(rèn)為是“Good”的學(xué)生習(xí)作，到底好在哪里？是書(shū)寫(xiě)端正、漂亮，還是遣詞造句的豐富性，抑或行文的連貫性等方面？教師只有明確學(xué)生的優(yōu)點(diǎn)和不足，才能強(qiáng)化或修正活動(dòng)結(jié)果，真正有利于學(xué)生的發(fā)展。第三，嘗試評(píng)價(jià)主體的多元化。除了教師主導(dǎo)的評(píng)價(jià)方式以外，還可以有意識(shí)地培養(yǎng)學(xué)生自評(píng)和互評(píng)能力，當(dāng)然，在這之前教師必須明確評(píng)價(jià)的標(biāo)準(zhǔn)。課堂活動(dòng)評(píng)價(jià)維度根據(jù)話題或圖片進(jìn)行表述、敘述?！粽Z(yǔ)意的連貫性、邏輯性；◆語(yǔ)言的準(zhǔn)確性；◆語(yǔ)言的豐富性和地道性。省優(yōu)質(zhì)課課例演講1演講2首先，教師既要重視對(duì)活動(dòng)結(jié)果的評(píng)價(jià)，更要重視對(duì)活動(dòng)過(guò)程的評(píng)價(jià)9.活動(dòng)要有效利用材料活動(dòng)材料主要包括兩大類(lèi)：1.活動(dòng)所需的語(yǔ)言材料：主要指活動(dòng)所學(xué)的詞匯、句型和語(yǔ)法等語(yǔ)言知識(shí)；2.活動(dòng)所需的其他材料：包括實(shí)物、圖片、印發(fā)的材料、音頻、視頻和電腦課件等各類(lèi)相關(guān)的媒體資料和設(shè)備以及黑板、粉筆等教具

活動(dòng)材料的利用是否有效，首先要看選材是否圍繞活動(dòng)目標(biāo)來(lái)進(jìn)行；其次，要看選材是否發(fā)揮了其價(jià)值和作用9.活動(dòng)要有效利用材料活動(dòng)材料主要包括兩大類(lèi)：課題：Whatareyoudoing？活動(dòng)材料：在Flash動(dòng)畫(huà)中播放兩只小鳥(niǎo)的問(wèn)答，依次詢(xún)問(wèn)小狗、小鴨、小貓等動(dòng)物分別在做什么？學(xué)生活動(dòng)：觀看動(dòng)畫(huà)（片長(zhǎng)2分30秒）教師提問(wèn)：Whatarethetwobirdsdoing?學(xué)生回答：Theyaretalking.活動(dòng)目的：訓(xùn)練聽(tīng)的技能材料的運(yùn)用能否到達(dá)活動(dòng)的既定目的？2.材料的利用率如何？課題：Whatareyoudoing？材料的運(yùn)用能否到Unit3whatwereyoudoing(3-4b)Unit3whatwereyoudoing(3-4WhatwereyoudoingwhenIcamein?

進(jìn)來(lái)Iwas…

WhatwereyoudoingwhenIcam1.WhatdidBabyeggdowhenMotherbirdflewaway(飛走)?2.WhodidBabyeggmeetwhenhefelldown?Whatweretheydoing?3.WhydidMotherbirdcrywhenshecameback?MotherbirdBabyeggTomJerryMotherbirdBabyeggMotherbirdTomBabyeggMotherbirdJerryTomBabyeggMotherbird1.WhatdidBabyeggdowhenM1.WhatdidBabyeggdowhenMotherbirdflewaway?2.WhodidBabyeggmeetwhenhefelldown?Whatweretheydoing?3.WhydidMotherbirdcrywhenshecameback?Hejumpedoutofhishouseandranaway.HemetTomandJerry.Becauseshecouldn’tfindherbabyanywhere.Theyweretakingawalk.(任何地方)JerryTomBabyeggMotherbird(跑掉)1.WhatdidBabyeggdowhenM10.活動(dòng)離不開(kāi)教師的教學(xué)機(jī)智

活動(dòng)的實(shí)施情況與預(yù)先的活動(dòng)設(shè)計(jì)在很多時(shí)候并不吻合，所以活動(dòng)中教師要敏銳把握活動(dòng)中的生成，并根據(jù)生成對(duì)對(duì)話內(nèi)容和形式進(jìn)行必要的調(diào)整。課題：wouldyouliketogothecinema?活動(dòng)要求：選取下面廣告圖片中的任意一組，運(yùn)用所學(xué)的有關(guān)邀請(qǐng)的句型自編一段新對(duì)話?；顒?dòng)說(shuō)明：對(duì)話的難易度請(qǐng)參考廣告情境旁的星星，星星數(shù)越多活動(dòng)難度越高。活動(dòng)過(guò)程記錄：全班28名學(xué)生，三分之一的學(xué)生選擇了中等難度的情境編對(duì)話，三分之二的學(xué)生選擇了最難的情境，容易的情境卻沒(méi)有學(xué)生選擇。要點(diǎn)七：教師缺乏教學(xué)智慧10.活動(dòng)離不開(kāi)教師的教學(xué)機(jī)智活動(dòng)的實(shí)施情況與參考文獻(xiàn)：Jackc.Richards&CharlesLockhart.2000.ReflectiveTeachinginSecondLanguageClassrooms[M].ForeignLanguageTeachingandResearchPress.CambridgeUniversityPress.PennyUr.2001.AcourseinLanguageTeachingPracticeandTheory[M].ForeignLanguageTeachingandResearchPress.CambridgeUniversityPress.程曉堂.2010.英語(yǔ)教師課堂話語(yǔ)分析[M].上海：上海外語(yǔ)教育出版社.陳芳.2010.如何提高英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)的有效性[J].中小學(xué)外語(yǔ)教學(xué)（中學(xué)篇），（1）：1-5本材料參考河南師范大學(xué)王彩琴教授的《初中英語(yǔ)課堂教學(xué)的語(yǔ)境設(shè)計(jì)》講座的部分內(nèi)容，深表謝意。參考文獻(xiàn)：本材料參考河南師范大學(xué)王彩琴教授的《Thanks!Thanks!新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠課件Cnayuoraedtihs?Olny55plepoeoutof100can.

fiyuocnaraedtihs,yuohvaeasgtranemnidtoo.icdnuoltblveieetahtIcluodaulacltyuesdnatnrdwahtIwasrdanieg.Thephaonmnealpweorofthehmuanmnid,aoccdrnigtoarscheearchatCmabrigdeUinervtisy,itdseno‘tmtaetrinwahtoerdrtheltteresinawrodare,theolnyiproamtnttihngistahtthefrsitandlsatltteerbeintherghitpclae.Thersetcanbeataotlmsesandyoucansitllraeditwhotuitapboerlm.Tihsisbcuseaethehuamnmniddeosnotraederveylteterbyistlef,butthewrodasawlohe.Azanmighuh?yaehandIawlyastghuhotslpelingwasipmorantt!ifyoucanraedtihsforwradit.Cnayuoraedtihs?Olny55ple新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠課件謝謝觀賞謝謝觀賞68新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠新教材新困惑？你見(jiàn)，或者不見(jiàn)我

我就在那里不悲不喜

你念，或者不念我

情就在那里不來(lái)不去

你愛(ài)，或者不愛(ài)我

愛(ài)就在那里不增不減

你跟，或者不跟我

我的手就在你手里不舍不棄

來(lái)我的懷里

或者

讓我住進(jìn)你的心里

黯然相愛(ài)

寂靜歡喜倉(cāng)央嘉措新目標(biāo)英語(yǔ)與初中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)周智忠新目標(biāo)英語(yǔ)與初中英69新教材新困惑？你見(jiàn)，或者不見(jiàn)我

我就在那里不悲不喜

你念，或者不念我

情就在那里不來(lái)不去

你愛(ài)，或者不愛(ài)我

愛(ài)就在那里不增不減

你跟，或者不跟我

我的手就在你手里不舍不棄

來(lái)我的懷里

或者

讓我住進(jìn)你的心里

黯然相愛(ài)

寂靜歡喜倉(cāng)央嘉措新教材新困惑？你見(jiàn)，或者不見(jiàn)我

我就在那里不悲不喜認(rèn)識(shí)教材WhatWhyHow認(rèn)識(shí)教材WhatWhyHow呈現(xiàn)并操練話題、目標(biāo)詞匯模仿輸出簡(jiǎn)單輸入呈現(xiàn)并操練話題、目標(biāo)詞匯模仿輸出簡(jiǎn)單輸入修訂前修訂前進(jìn)一步輸入并通過(guò)聽(tīng)獲取有效信息口頭輸出，通過(guò)范例練習(xí)并鞏固目標(biāo)結(jié)構(gòu)birthdayweekthinkaboutfoodsurehowaboutburgervegetablefruitrightapplethenJohnlikes…whatabout…?Let’shave…Soundsgood.進(jìn)一步輸入并通過(guò)聽(tīng)獲取有效信息口頭輸出，通過(guò)范例練習(xí)并鞏固目Role-play教學(xué)建議：導(dǎo)入語(yǔ)境，處理部分生詞；閱讀對(duì)話、理解大意；點(diǎn)撥重難點(diǎn)生詞及句式；聽(tīng)錄音并跟讀，模仿語(yǔ)音語(yǔ)調(diào)；角色扮演，表演對(duì)話，使用恰當(dāng)?shù)膭?dòng)作、眼神，并拓展對(duì)話中的語(yǔ)言表達(dá)；程度較好的學(xué)生編寫(xiě)并表演新的對(duì)話。關(guān)于role-play的教學(xué)時(shí)機(jī)Linda:Goodafternoon!Myname’sLinda.AreyouHelen?Helen:Yes,Iam.Nicetomeetyou,Linda.Linda:Nicetomeetyou,too.What’shername?Helen:She’sJane.Linda:IsheJack?Helen:No,heisn’t.Hisname’sMike.Role-play教學(xué)建議：導(dǎo)入語(yǔ)境，處理部分生詞；關(guān)于探究、發(fā)現(xiàn)、歸納認(rèn)知?jiǎng)釉~在不同人稱(chēng)下的變化——關(guān)注語(yǔ)言形式從句式和語(yǔ)序上關(guān)注本單元的重點(diǎn)表達(dá)法提供了相對(duì)開(kāi)放的口頭交際活動(dòng)，讓學(xué)生在接近真實(shí)的語(yǔ)境中運(yùn)用所學(xué)的語(yǔ)言結(jié)構(gòu)。探究、發(fā)現(xiàn)、歸納認(rèn)知?jiǎng)釉~在不同人稱(chēng)下的變化——關(guān)注語(yǔ)言形式從GrammarFocus課例

七年級(jí)上第一單元

在GrammarFocus之后設(shè)計(jì)了三個(gè)語(yǔ)法活動(dòng)3a-3c。3a通過(guò)句子重組幫助學(xué)生從句式和語(yǔ)序上關(guān)注本單元所學(xué)的特殊疑問(wèn)句、一般疑問(wèn)句及其回答。3b訓(xùn)練學(xué)生在語(yǔ)境中使用正確的語(yǔ)言結(jié)構(gòu)，從而從對(duì)目標(biāo)語(yǔ)言形式的關(guān)注過(guò)渡到對(duì)意義的關(guān)注。3c則提供了相對(duì)開(kāi)放的口頭交際活動(dòng)，讓學(xué)生在接近真實(shí)的語(yǔ)境中運(yùn)用所學(xué)的語(yǔ)言結(jié)構(gòu)。課后反思磨課說(shuō)明GrammarFocus課例在Gramma修訂前修訂后目標(biāo)詞匯拓展更為復(fù)雜的語(yǔ)言輸入，通過(guò)聽(tīng)的活動(dòng)進(jìn)一步鞏固拓展詞匯及目標(biāo)句型較為復(fù)雜的語(yǔ)言輸出修訂前修訂后目標(biāo)詞匯拓展更為復(fù)雜的語(yǔ)言輸入，通過(guò)聽(tīng)的活動(dòng)進(jìn)一Pre-listeningactivities:twomaincategories:languageorientedactiviti