小学英语课堂教学设计.ppt

小学英语课堂教学设计TeacherTraining,义务教育英语新课程标准的出发点和归宿点：保障每一个学生与生俱来的“学习权”，每位学生的充分的、自由的、多元的、和谐的发展。每一个学生不仅是“学习的主体”，而且是“学习的主权者”。保障“学习权”即保障基本人权。,第一，强化品德教育第二，关注人文素养第三，凸显信息技术第四，倡导综合实践活动,外语教师专业化的素质结构,Beliefs外语教学信念Generalculturalknowledge一般文化知识Subjectknowledge学科知识Pedagogicalknowledge外语教学法知识Knowledgeofdidactics外语教学理论知识Personalpracticalknowledge个人实践知识,JeremyHarmer杰里米哈默英国英语教育专家，二十世纪八十年代的ThepracticeofEnglishlanguageteaching和HowtoteachEnglish风靡国际英语教学界,怎样设计课堂教学讨论课堂教学设计的作用。能帮助教师在施教过程中明确目标、突出重点、有所遵循，也会使学生感到教学很正规，老师很敬业。课堂教学设计应是协调一致（coherence）的教学内容与丰富多彩的（variety）教学活动的巧妙结合。课堂教学设计的形式可繁可简，因人而异。学生类别，学习内容，怎样进行教与学，运用什么手段。具体地说，应有课堂描述，教学目标，时间分配，预计可能发生的问题，教学辅助用具，教学步骤，具体教学活动的目的、目标和所用时间，以及这项活动与课堂中其他活动的衔接。,Howtoplanlessons,Whyplanatall?Whataretheaimsofaplan?Whatshouldbeinaplan?Whatquestionsdoweneedtoask?Whatformshouldaplantake?,Whyplanatall?,Mostteachersgoonpreparinglessonsthroughouttheircareers(formal/informal).Forstudents,evidenceofaplanshowstheteacherhasdevotedtimetothinkingabouttheclass.Itstronglysuggestsalevelofprofessionalismandacommitment.,Fortheteacher,aplangivesthelessonaframework,anoverallshape.Itistruethatheorshemayendupdepartingfromit,goodteachersareflexibleandcreativetowhathappensintheclassroom.Newtechniques,activitiesandmaterialsneedtobewellusedintheclass.,Planninghelps,becauseitallowsteacherstothinkaboutwheretheyregoingandgivesthemtimetohaveideasfortomorrowsandnextweekslessons.Intheclassroom,aplanhelpstoremindteacherswhattheyintendedtodo.Finally,planninghelpsbecauseitgivesstudentsconfidence:theyknowimmediatelywhetherateacherhasthoughtaboutthelesson,andtheyrespondpositivelytothosethathave.,Noplaniswrittenontabletsofstone,however.Misconceptionexperiencedteachersdonotneedtodoplanning.Teachersshouldbeawareofthedifferentstudents,timeandmood.Teachersbenefitfromit,suchastherelativevalueofdifferentactivities,theactualtimewithgreataccuracy,commentsandcorrections.,Whataretheaimsofaplan?,Agoodlessonneedstocontainajudiciousblendofcoherenceandvariety.Agoodplanneedstoreflectthis.Coherencemeansthatstudentscanseealogicalpatterntothelesson.Eveniftherearethreeseparateactivities,forexample,therehastobesomeconnectionbetweenthem.,Thelackofvarietycoupledwiththerelentlessnesswouldmilitateagainstthepossibilityofrealstudentengagement.Theidealcompromiseistoplanalessonthathasaninternalcoherencebutwhichallowsstudentstododifferentthings.Inotherwords:variety,flexibility,learnabilityandlinkage.,Whatshouldbeinaplan?,Theformatswillvarydependingonthetrainerandthecourse,butallplanshavethesameingredients.Theysaywhoisgoingtobetaught,whattheyaregoingtolearnorbetaught,howtheyaregoingtolearnorbetaught,andwithwhat.,Thefirstthingsuchawrittenplanneedstodetailiswhothestudentsare:Howmanyarethereintheclass?Whatages?Whatsexes?Whataretheylike?Cooperative?Quiet?Difficulttocontrol?Experiencedteachershaveallthisinformationintheirheadswhentheyplan.,Thenextthingtheplanhastocontainiswhattheteachers/studentswanttodo:studyapieceofgrammar,writeanarrative,listentoaninterview,readapassageetc.Lookingthroughaplan,anobjectiveobservershouldbeabletodiscernalogicalsequenceofthingstobestudiedand/oractivated.,Thethirdaspectofaplanwillsayhowtheteacher/studentsis/aregoingtodoit.Willthatworkinpairs?Foreachactivity,theteacherwillusuallyindicatehowlongsheexpectsittotakeandwhatclassroommaterialsoraidssheisgoingtouse.Lastly.Theplanwilltalkaboutwhatmightgowrong.,Whatquestionsdoweneedtoask?,Whoexactlyarethestudentsforthisactivity?Whydoyouwanttodoit?Whatwillitachieve?Howlongwillittake?Whatmightgowrong?Whatwillbeneeded?Howdoesitwork?Howwillitfitinwithwhatcomesbeforeandafterit?,Hereisapartofafirstyearlesson.Studyandanswerthetwoquestionsthatfollow.,Lesson15Whendoyougetupinthemorning/eatbreakfastafternoon/washyourfaceevening?gotoschoolfinishschoolWhendoyoucleanyourteeth?meetyourfriends?learnEnglish?playthepiano?,Whichteacherhastheclearestideaoftheaimsofthelesson?,TeacherA:Today,weregoingtolearnLesson15.Itsquestionandanswerpracticeusingasubstitutiontable.TeacherB:Todaywearegoingtopractisepresentsimplequestionswith“when”andothertimeexpressions.TeacherC:Todaywearegoingtopractiseaskingandansweringquestionsusingthepresentsimpletense,sothatwewilllearnhowtotalkabouteverydayactivities.,Bylanguagecontents,wemeanstructures(grammar),vocabulary,functions,topicsandsoon.Bylanguageskills,wemeancommunicativeskillsinvolvedinlistening,speaking,readingandwriting.Notallnewvocabularyandstructuresinalessonareequallyimportant.,Whatformshouldaplantake?,Thereisnoconceptformatforalessonplan.Themostimportantthingaboutitisthatitshouldbeusefulfortheteacher.Someteachershighlightpartsoftheirplan.Somedividetheirplansintocolumnswithtimingsontheleft.,Someteacherswritedownexactlywhattheyaregoingtosayandnotedowneachsentencethatthestudentsaregoingtosay.Practicingteachersshouldexperimentwithplanformatsuntiltheyfindonethatismostusefulforthem.,Teachingstagesandprocedures,ThemostpopularlanguageteachingstagesarethethreePsmodel,whichincludePresentationnewvocabularyandgrammaticalstructurewithreferencetothei