英语教学设计与案例分析.doc

英语教学设计与案例分析English Teaching Design & Case Analysis【课程性质】本课程是为英语教育硕士学位研究生开设的一门专业必修课。 本课程系统地阐述了中学英语教学设计的基本原理、方法和教学活动的具体案例，并通过对教学案例的分析为学习者更好、更有效地进行英语课堂教学设计提供了方向、具体的操作路径和方法。本课程主要包括课程的导入、语言知识（语音、词汇、语法）、语言技能（听、说、读、写）、课堂管理和教学反思等方面的内容，共分为十个教学专题。每个专题都将引导学生对英语课堂教学的各层面与环节进行系统的探讨与学习，通过理论学习与案例分析相结合的方法，使学生学会根据具体的教学目标、教学内容与教学对象，在相关理论的指导下进行科学合理的单元整体设计和分课设计，有效组织课堂教学，灵活应对和处理课堂教学中的问题。【课程学分】本课程拟定60课时学习完毕，共计3学分。【教学目标】1. 了解导入环节对一节课的成功与失败起着重要的作用，掌握各种教学导入的方式和方法。2. 了解语音教学贯穿整个中学的英语学习阶段，包括发语音、语调、重音等多个方面的内容。掌握语音教学的技能和方法。 3. 了解词汇教学的具体内容和呈现方式，学会使用最恰当方法进行词汇的讲解和教学活动的设计。 4. 了解语法教学的基本教学模式，学会使用归纳法进行语法教学的讲解和教学活动的设计。5. 了解并掌握听力教学的三个教学阶段和听力理解的学习策略，并能针对三个不同阶段的教学任务设计恰当的教学活动。 6. 了解口语教学的策略与方法，能够掌握口语教学活动设计的方法。 7. 了解阅读教学的模式与训练学生阅读策略的方法，能够根据不同的文章体裁进行不同阅读教学活动的设计。8. 了解写作教学不同教学模式，掌握过程写作具体教学活动的设计方法。9. 了解课堂教学管理的基本原理，学会使用恰当的方式进行课堂管理。10. 了解并掌握教学反思的各种方式与方法，学会对自已的教学进行系统的反思。【教学方式】本课程采用网络授课的方式进行，学生主要采取自主的方式进行学习。在教学过程中学生可以在网上观看教师的教学录像视频，教学使用的PPT，同时还可以进行文本的阅读。【考核方式】课程学习过程中，包括专题思考讨论题、在线测试和小组合作研究三种考核方式。其中期中和期末测试和小组合作研究考核结果计入最终的课程通过成绩。1. 专题思考讨论题：提供每个专题的思考讨论题，从而引导学员领悟总结所学知识并实际运用于英语课堂教学中解决实际教学问题。2. 小组合作研究：提供3个小组合作研究题供学员选择。合作研究题目的在于引导学员运用所学知识，通过相互合作，解决教学过程中遇到的问题。3. 期中在线测试： 本阶段性在线测试旨在监控研究生的学习过程，促进研究生注重平时学习，同时检查研究生对课程基本内容的掌握情况。4. 期末在线测试：本总结性测试旨在对研究生的整个学习结果进行考核，考核内容侧重于对教学原理的应用，着重考核学员的实际应用能力。【学习建议】1. 学习方法建议（1）在每个专题的开始，都设有本专题的主要学习内容，在开始学习的时候，需要仔细阅读这部分的内容，对本单元所学的内容有着整体的把握。（2）在学习课程内容部分，结合课程中所提供的链接材料，加深自己对内容的理解。（3）每个专题配有思考讨论题，在每单元学习结束时自觉地进行测试。（4）拓展阅读部分是本课程所学内容的拓展，在熟悉了解完课程内容所介绍的相关知识点之后，可以通过拓展资源部分扩展自己的知识面。（5）学生除了自主学习以外，还应该充分利用“我的空间”实现与老师、同学的交流，提高学习效率。2. 拓展资源的利用拓展资源是本门课程所有资源的集合，既包括课内的资源，也包括课外的资源。（1）视频资源：除主讲教师所讲授的课程的内容以，本课程还提供了相关的中学英语教学视频的集合，学员可以运用所学到的知识对这些教学内容进行点评的分析，从而提高自己的教学设计能力。（2）文献资源：文献资源部分是本门课程所学内容的拓展，是本课程重要的组成部分。通过文献资源部分，不仅可以加深学生对本门课程的学习，而且可以培养学生的基础科研能力。（3）课件资源：课件资源部分除本课程的课件以外，还提供了中学英语教师制作的课件，学员可以从这些课件中学习一些新的见解和创意，开阔视野和思路。（4）教学设计资源：教学设计资源主要提供了一些中学英语教师的教学设计供学员们在教学设计过程中进行参考和借鉴。 （5）网站资源：网站资源部分选择的是一些优质的与英语教学设计相关的教学网站，学员可以通过对这些网站的访问，搜索可用于英语课堂教学的有用的资源，也可在网站中进行有选择的阅读与学习。 Lecture 1 Lesson Opening: How a Lesson BeginsContents of this Lecture1.1 Four Dimensions of Structuring1.2 The Opening-What It Is and Why It Is Important1.3 Steps for Preparing a Lesson Opening1.4 Types of Opening Activities 1.5 Key Principles for Effective Lesson OpeningsIn tennis you are allowed two serves for each point. How you play the first serve will allow you to dictate the point. In knitting, how you begin the first row will determine your success with the rest of the stitches. Its all in how you start (Wong & Wong, 2000).At the beginning of every class, teachers need to decide how they can activate students prior knowledge, how they will connect the days lesson to the previous class meeting, how they can introduce the topic the text, how they can reduce students anxiety, and how they can motivate their students for the days activities (Yan Guiqin, 2010). How a lesson begins is referred to as lesson opening. 1.1 Four Dimensions of StructuringThe process of teaching English is a complicated one: as for many other subjects, it is necessarily to be divided into four dimensions.1.1.1 OpeningOperas are usually preceded by the short overtures, which prepare the audience for the main show. Brief remarks are often made to introduce a radio or television show. And many books have prefaces explain the authors aims. Similarly, appropriate lesson openings can help to activate and harness learners attention, effort, and intelligence and conscious learning strategies in order to enhance learning.1.1.2 SequencingSequencing is how a lesson is divided into segments and how the segments relate to each other. Basic sequencing rules are listed below.(1) Simple activities should be placed before complex ones.(2) Activities involving receptive skills should be preceded those that involve productive skills.(3) Students should study a grammar rule before trying to use it.(4) Students should practice using a tense or grammar structure before studying the rule that underlies it.(5) Accuracy-focused activities should be preceded fluency-focused ones.(6) There should be a transition within a lesson from mechanical or form-based activities to meaningful-based activities. 1.1.3 PacingPacing is how a sense of movement is achieved within a lesson. English teachers should be aware of the following pacing rules.(1) Avoiding needless or overlengthy explanations and instructions, and letting students get on with the job of learning.(2) Using a variety of activities within a lesson, rather than spending the whole lesson on one activity.(3) Avoiding predictable and repetitive activities.(4) Selecting activities with an appropriate difficulty level.(5) Setting a goal and time limit for activities.(6) Monitoring students performance on activities to ensure that students have sufficient but not too much time. 1.1.4 ClosureClosure is the phase when a lesson is brought to an end. Frequently-used closure techniques are listed below.(1) Summarizing what has been covered on the lesson.(2) Reviewing key points of the lesson.(3) Relating the lesson to the course or lesson goals.(4) Pointing out links between the lesson and previous lessons.(5) Showing how the lesson relates to students real-world needs.(6) Making links to a forthcoming lesson.(7) Praising students for what they have accomplished during the lesson. 1.2 The Opening-What It Is and Why It Is Important1.2.1 Definition of OpeningThe opening of a lesson consists of the procedures the teacher uses to focus the students attention on the learning aims of the lesson.Research on teaching suggests that the opening or entry of a lesson generally occupies the first five minutes and can have an important influence on how much the students learn from the lesson. 1.2.2 Purpose of OpeningLesson beginnings can serve a variety of purposes. For example, specific lesson openings can be used to (McGrath et al, 1992):(1) Establish appropriate affective framework.a. Create friendly, relaxed atmosphere.b. Focus attention. c. Make class enjoyable. d. Get everyone involved.e. Raise confidence.f. Stimulate interest. (2) Establish proper cognitive framework.a. Provide organizing framework.b. Stimulate awareness of linguistic /cultural need.c. Elicit relevant linguistic knowledge.d. Elicit relevant experience. (3) Encourage students responsibility and independence.a. Make students be aware of learning skills and strategies.(4) Fulfill required institutional role.a. Give feedback.b. Check on previous learning. 1.2.3 Importance of OpeningA common rookie mistake is to fail to appreciate the importance of a lessons beginning and end. At the beginning of classes, many if not most teachers jump into lessons without capturing student attention or providing any context for what is about to be learned.Consider the following lesson opening: Okay class, open your books and turn to page 321 and begin reading. Then answer questions 3 to 11 on page 322. Any questions? Lesson opening like this one leave students with no understanding of the lesson purpose, no reason to be engaged, and no incentive to achieve. Consequently beginning a lesson like this will contribute to off-task behavior, student apathy, and minimal progress towards any end goals. Without any sense of what is about to happen, why it is important to be able to answer questions 3-11, or how pages 321-332 connect to what has been done before, students may simply be following directions without connecting their work to any prior knowledge or future experience.Jere Brophys (1998) summary of academic research verifies the importance of a strong opening for every lesson:Research indicates the value of establishing a learning orientation by beginning lessons and activities with advance organizers or previews. These introductions facilitate students learning by communicating the nature and purpose of the activity, connecting it to prior knowledge, and cueing the kinds of student responses that the activity requires.1.3 Steps for Preparing a Lesson OpeningBelow are six steps to guide you when you create lesson openings. Each step is accompanied by a set of questions meant to prompt reflection and aid you in designing your opening activities (Milkova, 2012). 1.3.1 Outline Learning ObjectivesThe first step is to determine what you want students to learn at the beginning and be able to do at the end of class. To help you specify your objectives for student learning, answer the following questions: (1) What is the topic of the lesson? (2) What do I want students to learn? (3) What do I want them to understand and be able to do at the end of class? (4) What do I want them to take away from this particular lesson? Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This step will prepare you for managing class time and accomplishing the more important learning objectives in case you are pressed for time. Consider the following questions: (1) What are the most important concepts, ideas, or skills I want students to be able to grasp and apply?(2) Why are they important? (3) If I ran out of time, which ones could not be omitted? (4) And conversely, which ones could I skip if pressed for time? 1.3.2 Develop the IntroductionNow that you have your learning objectives in order based on their importance, design the specific activities you will use to get students to understand and apply what they have learned. Because you will have diverse students with different academic and personal experiences, they may already be familiar with the topic. That is why you might start with a question or activity to gauge students knowledge of the subject or possibility, their preconceived notions about it. For example, you can take a simple poll: How many of you have heard of X? Raise your hand if you have. You can also gather background information from your students prior to class by sending students an electronic survey or asking them to write comments on index cards. This additional information can help shape your introduction, learning activities, etc. When you have an idea of the students familiarity with the topic, you will also have a sense of what to focus on. Develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a variety of approaches to engage students (e.g., personal anecdote, historical event, thought-provoking dilemma, real-world example, short video clip, practical application, probing question, etc.). Consider the following questions when planning your introduction: (1) How will I check whether students know anything about the topic or have any preconceived notions about it? (2) What are some commonly held ideas (or possibly misconceptions) about this topic that students might be familiar with or might espouse? (3) What will I do to introduce the topic? 1.3.3 Plan the Specific Opening ActivitiesPrepare several different ways of leading in the topics (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each one. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. These questions would help you design the learning activities you will use:(1) What will I do to explain the topic? (2) What will I do to illustrate the topic in a different way? (3) How can I engage students in the topic? (4) What are some relevant real-life examples, analogies, or situations that can help students understand the topic?(5) What will students need to do to help them understand the topic better? 1.3.4 Create a Realistic Timeline Many if not most experienced teachers know how easy it is to run out of time and not cover all of the many points they had planned to cover. A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn. Instructors also agree that they often need to adjust their lesson plan during class depending on what the students need. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed. Having additional examples or alternative activities will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment. Here are some strategies for creating a realistic timeline:(1) Estimate how much time each of the activities will take, then plan some extra time for each.(2) When you prepare your lesson plan, indicate how much time you expect it will take.(3) Plan a few minutes at the end of class to answer any remaining questions and to sum up key points.(4) Plan an extra activity or discussion question in case you have time left.(5) Be flexible be ready to adjust your lesson plan to students needs and focus on what seems to be more productive rather than sticking to your original plan. 1.4 Types of Opening Activities1.4.1 Checking HomeworkA teacher could choose to go through previous homework, in order to fulfill required institutional role, especially check on previous learning and give feedback.This can be accomplished by(1) Asking questions about concepts or skills taught in the previous lesson.(2) Giving a short quiz at the beginning of class on material from previous lessons or homework assignments.(3) Having students make small groups (two or four students per group) to review homework.(4) Having students prepare questions about previous lessons or homework. They ask questions to each other, or the teacher can ask them to the class.(5) Having students prepare a written summary of the previous lesson.However, according to Sjoberg (2012), although most students expect homework corrections to come right at the beginning of a lesson, its not the best or most enjoyable way to start off. He suggested the teachers to check homework as a way of calming down after a boisterous group-work session or leave it till the end of the lesson. 1.4.2 Brainstorming To establish proper cognitive framework, such as eliciting linguistic knowledge, a teacher can organize brainstorming activities at the beginning of class. Brainstorming works is focusing on a problem, and then deliberately coming up with as many solutions as possible and by pushing the ideas as far as possible. One of the reasons why it is so effective is that the barnstormers not only come up with new ideas in a session, but also spark off from associations with other peoples ideas by developing and refining them. Brainstorming can either be carried out by individuals or groups.Generally speaking, individual brainstorming is the use of brainstorming in solitary. It typically includes such techniques as free writing, free speaking, word association, and drawing a mind map. Individual brainstorming is a useful method in creative writing and has been shown to be superior to traditional group brainstorming (Furnham & Yazdanpanahi, 1995). When done individually, brainstormingtends to produce a wider range of ideas than group brainstorming as individuals are free to explore ideas in their own time without any fear of criticism. On the other hand, groups tend to develop the ideas more effectively due to the wider range of diversity.1. Free writingFree writing is based on a presumption that, while everybody has something to say and the ability to say it, the mental wellspring may be blocked by apathy, self-criticism, resentment, anxiety about deadlines, fear of failure, or other forms of resistance.How to carry out free writing?Step 1: Select a topic for free writing.If youve chosen to do focus free writing, write this topic at the top of the blackboard. Step 2: Set a timer or use the clock on your computer screen. Give the students 1-3 minutes to write continuously.Step 3: Start your timer.Step 4: Write down whatever comes to mind. Step 5: Continue writing until the designated time has run out.Tell the students not to stop until that point. Ask them not to pay attention to grammar or spelling. If there are any incomplete sentences or misspelled words, dont worry. Just keep going. If they run into a dead end or draw a blank, keep writing the same word or phrase over and over again until something else pops into their mind. When the time has run out, ask the students to look over what they have written and circle or underline ideas that they like or that they think that might be useful for the project. 2. Drawing a mind mapA mind map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Especially in British English, the terms spider gram and spider graph are more common, but they can cause confusion with the term spider diagram used in mathematics and logic. Mind maps are used to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions, and writing.The elements of a given mind map are arranged intuitively according to the importance of the concepts, and are classified into groupings, branches, or areas, with the goal of representing semantic or other connections between portions of information. Mind maps may also aid recall of existing memories. By presenting ideas in a radial, graphical, non-linear manner, mind maps encourage a brainstorming approach to planning and organizational tasks.citation needed Though the branches of a mind map represent hiera