小学英语有效教学的路径.ppt

小学英语有效教学的路径 2010.11.05 南京市鼓楼区 扬州市广陵区教育局师资培训中心 龚海平 导 语 w语言是什么？ w语言为什么？ w人类的语言是怎么产生和发展的？ w儿童的语言能力（这里指“母语”能力）是怎 样获得的？ w儿童为什么要学外语？ w语言是通过模仿而学会的吗？ 一、有效的小学英语教学的概念 w有效的小学英语教学是指，在明确的教学目 标和适中的教学难度前提下，通过对教学内 容的科学分析和合理安排所进行的、既能够 促进学生英语语言知识的建构、语言运用技 能的提高和英语语言文化意识的发展又能够 培养、巩固和发展学生学习英语的情感、态 度和价值观的高效的小学英语课堂教学组织 形态和教学行为。 小学英语有效教学的前提 1.教师的英语语言基本功； 2.外语教学的基础理论与方法，教师的语言教 学信念； 3.对课程的属性的了解； 4.对教学对象的了解； 5.对教学目标与要求的掌握； 6.对教学文本的研究与处理； 7.教学程序的设计和教学方法的选择(有效设计 、有效提问、有效评价；等等)。 二、有效的小学英语教学对教师教学理念的要求 Classroom effectiveness: Research into school effectiveness appears to have recognized that a key determined factor is the quality of learning in individual classroom. It is individual departments and teachers, more than whole schools, that have the most significant impact. The following eleven features identified as being characteristic of effective schools (Sammons et al. 1995, p.8) are recognized as being crucial and some of them can also form a framework for the evaluation of ones own work within language departments: professional knowledge of the leading professional; shared vision and goals; a learning environment; concentration on teaching and learning; purposeful teaching; high expectations; positive feedback and reinforcement; the regular monitoring progress; raising pupils self-esteem; home-school partnership; a learning organization in which school-based staff development takes place. 三、有效的小学英语教学行为应具有的特征 1. Students-centered; 2. Active 3. Interesting presentation; 4. Interactive teaching; 5. Meaningful practice; 6. Evidence notion; 7. Multiple and right evaluation. （1）影响有效教学的不正确的教学行为： laziness dislike or intolerance of children lack of praise failure to put the child at the centre unwillingness to consider or seek alternatives tolerance of chaos in the classroom getting out of the habit of promoting the target language not taking account of learner needs, for example by doctrinaire use of the target language when it is clearly unhelpful not incorporating sufficient variety always using the same strategy (e.g. role-play) being unwilling to try other ways of teaching not considering how pupils might learn failing to exercise positive discipline in the classroom wsetting clear objectives for language learning; wpresenting language clearly; wusing the target language; wgiving instructions in the target language; wproviding for a balance of skills (LSRW); wusing the textbook creatively; wconsulting pupils about their preferred language- learning techniques; wpacing practice appropriately; wusing the cassette or video recorder appropriately; wproducing language learning materials （2）影响有效教学的正确的教学行为： （3）有效的英语教学中教师所体现的的共同特点： have a will to communicate; explain things well and in interesting, sometimes funny, way; know all pupils names, care about them and get on with them, never patronizing them; trust their pupils and seek to build them up (encourage them with positive feedback) show genuine enthusiasm for the job; know their staff and reflect on how best to teach it; maintain high standards of behaviour and manage to maximize the amount of class time which is devoted to learning. 四、有效的小学英语教学的实现路径 备课要依照课标要求，吃透教材，准确定位教学重 点和难点，从学习者角度出发，把握学习者可能出现的 学习困难。在此基础上，设计教学程序和方法。做到： 1. 教学要求不盲目拔高，不随意降低； 2. 对教材做二度加工，不机械执行教材； 3. 要有处理教学重点和难点的科学办法和可行措施； 4. 要有对学习者可能遇到的问题的处理策略； 5. 要遵循小学英语语言教学的基本规律进行教学设计； 6. 教学程序和方法的设计要围绕教学重点体现主体性、 趣味性、知识性、交际性、综合性、程序性和全面性。 实例 Its a spring morning. Paul is going to school on his bike. On the way to the school, he finds a wallet and picks it up. There is two hundred and fifty dollars in the wallet. “Whose wallet is it?” he wonders. Then, an old lady comes over. Paul asks the old lady, “Is it your wallet, madam?” The old lady says, “Yes, its mine.” “Whats in the wallet, then?” Peter asks. The old lady say, ”Two hundred and fifty dollars.” Paul says, “Thats right, madam. Here you are.” And he gives the wallet back to the lady. The lady smiles and says, “You are a good boy. Here is twenty- five dollars for you. Thank you very much.” Paul says, “Youre welcome, madam. Bye, bye.” Then he rides his bike to school. 沪教版小学英语分级阅读（五上） 其隐性教学目标有： 通过再读课文，使学生加深对文本的理解，从而 对其进行思想道德教育，引导其学习和养成拾金 不昧的良好品德； 通过小组合作学习，使学生智慧地处理较为复杂 事情的生活能力得到形成和发展； 通过对话语的比较，使学生的英语语言文化知识 进一步增长，英语交际中的语用能力得到提高。 针对隐性目标： 在“阅读中活动” 中向学生提出了问题“What do you think of Paul? Why?”，让学生带着问题再读课 文。 学生的答案 ：1) Paul is an honest boy. 2) Paul is a smart boy. 3) Paul is a polite boy. 4) Paul is a kind boy. 5) Paul is a silly boy. 针对隐性目标 ： 在“阅读后活动” 中向学生提出了问题：“What will you do if you find a wallet in the street? And Why?”，让学生通过小组讨论后再回答。 在多数学生主张拾到钱包交给警察时，有一名 男生提出“But are all policemen good? Im not so sure.”的疑问。 针对隐性目标 在口语操练中设计了这样一道选择题： Which of them is better? Why? 1) a. Then, an old lady comes over. b. Then, an old woman comes over. 2) a. Peter asks the old lady, “Is it your wallet, madam?” b. Peter asks the old lady, “Is it your wallet, granny?” 通过反复比较，学生逐渐明白了“an old lady” 与“an old woman”在英语语言文化上的语义差异， 也认识到了“madam”与“granny”作为称呼在英语 口语交际中语义的本质区别。 讨论（请大家发言）： 1.你是怎样在教学中体现“以学生为中心”？ 2.你是怎样理解教学中“活泼、有效”？ 3.学生喜欢什么样的新授内容的呈现方式？ 4.你是怎样理解教学中的“互动”？ 5.“有意义的操练”应该是什么样的？ 6.你上课前有“问题意识”吗？请举例说明。 7.你对学生的评价通常采取什么样的方式？ 8.你在教学中是怎样采用多元评价方式的？ 9.对学生的评价怎样才能做到既恰当又能够较好地 发挥评价的功能？ 10.在教学中的各个环节可以如何体现“趣味性”？ 五、有效的小学英语教学对教师的教学策略要求 w把握学生内在需求，激发学生的学习动机； w创设直观的语言情境，调动学生学习兴趣； w变换教学手段和方法，吸引学生的注意力； w精讲多练，边讲边练，及时消化和巩固； w合理分配师生的话语时空，满足学生表现自我 实际语言应用能力的欲望； w任务设计体现多样性和多层次性，适合不同学 生的能力、特点和需求； w坚持面向全体，关注和厚爱那些“视而不见”的 学生(Invisible students)。 Unit 3 It was there! It is Sports Day. All the students are very excited. Su Hai and Su Yang are watching the running race. Su Hai wants to take some photos. She is looking for her camera. Su Yang is helping her. Questions about the text: 1. What day is it today? 2. Where are Su Hai and Su Yang? 3. What are Su Hai and Su Yang doing now? 4. What does Su Hai want to do? 5. Why is Su Yang helping Su Hai? Su Hai: Look, Su Yang. The boys are running. Its very exciting. Let me take some photos. Su Yang, wheres my camera? Su Yang: Its in your bag. Su Hai: Let me see. No! It isnt here. Su Yang: It was there a moment ago. Where is it now? Su Hai: Is it in your bag? Su Yang: Let me see. Oh, yes, it is. Su Hai: Where are the films? Su Yang: They are in my bag. Su Hai: Can I have them, please? Su Yang: Oh, no! They arent in my bag. They were here just now. Are they in your bag? Su Hai: No, they arent. Su Yang: Where are they now? Su Hai: Look, theyre on the ground. Can you pick then up for me, please? Su Yang: Sure! Su Yang is telling her mum about Sports Day. Read the sentences. Write T if the is true. Write F if the sentence is false. ( )1. There was a running race. ( )2. I wanted to take some photos. ( )3. The camera was in my bag. ( )4. The films were on the ground. What does the underlined word in each of the following sentence mean? 1. The boys are running. Its very exciting. 2. Su Hai: Wheres my camera? Su Yang: Its in your bag. 3. Su Hai: Where are the films? Su Yang: Theyre in my bag. 4. Can you pick them up for me, please? 5. Look, theyre on the ground. Say in other ways. 1. Su Hai: Is it in your bag? Su Yang: Let me see. Oh, yes, it is. 2. Su Yang: Where are they now? Su Hai: Look, theyre on the ground. Can you pick them up for me, please? 3. It is Sports Day. Read, think and answer. 1. Su Hai cant find her camera and films. Why? 有效的小学英语课堂教学还要注意： w教师穿着得体，仪态大方、亲切，身心投入 ，以自身的良好情绪影响和感染学生 w教学语言简洁明了，教学语言的选择和使用 适合教学对象的语言能力和认知水平，善于 运用体态语辅助教学 w在教学过程中体现宽容、爱心和耐心，决不 吝啬表扬、肯定和鼓励，但也不滥用 w在教学方法上要体现循循善诱和循序渐进， 一步一步地把学生从“未知” 引向“已知” ，从 “能知” 引向“能行” 小学英语有效课堂我们共同的目标 一、教学准备：充分 二、教学资源：丰富 三、师生关系：平等、民主 四、教学过程：合作、探究 五、教学方法：平实 六、教学效果：学生的最大发展 1. 英语教学目标的本质与结构 (1)英语教学目标的本质是育人，即促进人的发展， 具体表现在技能与知识、情感态度与价值观。 (2)英语教学目标的本质决定其课程结构具有下列特 征：系统性，连续性，联系性，层次性，人文性， 科学性，应用性（这里特指“交际性”）。 (3)英语教学目标的表现形式也就具有主要目标与次 要目标之分，共性与个性之分，显性与隐性之分， 预设性与生成性之分。 2. 英语教学过程的本质与结构 (1)英语教学过程的本质是育人，其育人过程又是一 个基于学生原有的综合结构素质加以发展和提高的 过程。这个过程就是对文本结构首先加以解构，通 过结构来帮助学生建构新的结构，最终让学生在语 言实践中完成重构，内化为新的综合素质。 (2)教学过程的路径表示： Structure Destructure Constructure Restructure Seasons in Canada I love summer! In summer, the weather is usually very hot, and I can swim in the sea. Spring is beautiful, but in Canada it often rains. And it is hard to plant flowers in the rain. I love my garden! It is so nice to watch the flowers grow. In autumn I can pick apples. They are so delicious in the autumn. I also love to watch the leaves fall. Is that why we can call autumn “fall”? It usually snows in winter in Canada. Sometimes it snows here in Beijing, too. When it snows, I can ski. I love all the seasons. They are all beautiful and I can find many things to do. Pre-reading. Read the passage and answer the questions: 1. Whose report is it? 2. Whats the report about? 3. Where is Canada? While-reading. Read the passage again and answer the questions: 1. Whats the weather like in summer in Canada? 2. Is it often rainy in spring in canada? 3. What can Mike do in autumn in Canada? 4. Because the leaves fall in autumn, people call autumn “fall”. Right? 5. Where is Mike now? Why? 6. Is it really very hot in summer i