新课标理念与初中英语教材教法研讨

新课标理念与初中英语教材教法研讨,华南师范大学外文学院何安平2007 ，1112,Definition of curriculum & syllabus (see Greenb.1,Blueb.2-4 ),国家课程标准是教材编写，教学，评估和考试命题的依据，是国家管理和评价课程的基础，它体现了国家对不同阶段的学生在知识与技能，过程与方法，情感态度与价值观念等方面的要求，规定各门课程的性质，目标，内容框架， 提出教学和评价建议。(摘自基础教育改革纲要(试行)，转引自光明日报2001年6月7日)A curriculum contains a broad description of general goals by indicating an overall educational-cultural philosophy which applies across subjects together with a theoretical orientation to language and language learning with respect to the subject matter at hand. A curriculum is often reflective of national and political trends as well.A syllabus is a more detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level.(from Course Design by Dubin & Olshtain, 2002: 34-35, - hes blue book p2-3)The term curriculum itself can be used in two ways. In one sense, it refers to the program of studies of an educational institution. . for example, the school curriculum in the distribution of subjects and activities . In a more restricted sense we use the term curriculum to describe the substance of what is taught in a given subject.(It) usually involves at least three aspects: (a) defining objectives, (b) determining content, and(c) indicating some sort of sequence or progression. (from Issues and Options in Language Teaching by H.H. Stern, 1992:19-20 - hes white book p4-5)）,Definition of teaching materialswhat, why need, function/role(Redb.29),Tg materials & concepts of educationResources for tg.& lg. - knowledge transferringTools of tg. & lg. - student centerMedia betw. Lger & knowledge & curriculum lgers/tgers - constructivismSum: Tg materials including key knowledge, way of lg & tg, fine cases of interactionTask: Look at your textbook and identify each of the above functions represented in it, highlight its surface features and implications underlined.,Greenb.,Whiteb.,Blueb.,综合语言运用能力,情感态度,学习策略,文化意识,语言技能,语言知识,国际视野祖国意识合作精神自信意志兴趣动机,交际策略资源策略调控策略认知策略,跨文化交际文化理解文化知识,话题功能语法词汇语音,写读说听,Unit titles,U-1 Hello! What s your name?U-2 Nice to meet you! U-3 Can you spell it?U-4 Numbers in EnglishU-5 Whats this in English? U-6 How old is he?U-7 Is this your pencil-box?U-8 Mainly revisionU-9 The new studentsU-10 Where is it?U-11 Come and meet the family!U-12 What can you see?U-13 What colour is it?U-14 Thats mine!U-15 Whats the time?U-16 Mainly revision,U-1 My names Gina. U-2 Is this your pencil? U-3 This is my sister.U-4 Wheres my backpack?U-5 Do you have a soccer ball?U-6 Do you like bananas?U-Review of units 1-6 U-7 How much are these pants?U-8 When is your birthday?U-9 Do you want to go to a movie?U-10 Can you play the guitar?U-11 What time do you go to school?U-12 My favorite subject is science. U-Review of Units 7-12,96,04,Curriculum & Textbooks,Underlined theory Curriculum/syllabus Textbook Exercises/activities,It is precisely in the nature of classroom tasks that materials designers assumptions about the best route to language learning become clear and in consequence, teacher and learner roles become defined. It is also through an analysis of tasks that we can most effectively test out the various claims made for the materials.” Littlejohn (1998, p200),Linear & spiral sequencing /ordering (whitb:89-93),Linear gradationIn a typical linearly ordered course the items are presented one by one in a strictly linear sequence which is maintained throughout the course. Each item is discussed in detail, and the aim is to attain complete command of the item before proceeding to the next item.Cyclic gradation/spiral sequencingThe feature cyclic refers to the presentation of a point in a way leading to gradual familiarization by returning to it at different intervals in the course of instruction. .In the cyclic approach mastery is achieved by successive approximation to a given standard.（摘自Applied Linguistics and the Teaching and Learning of Foreign Languages -Gradation of Course Content，by Theo Van et al. 1884：226-228） Sequencing in terms of Grammar knowledge (demonstration of attributive clause in srj07)Vocabulary knowledgeTopic & content (titles in contentable of pxbz04, whitb.)WorkshopObserve the unit list and grammar knowledge sequence of 04srjIdentify some language item sequencing in your textbook,New curriculum concepts in new textbooks,Aiming at doing things in English : module task|language goal, (1R), VerbsLang.knowledge go with lang. Skill: * and *ing, attention to whatVideo: scanning7:20, dictagloss:27Content is close to lgers lifeU-* (1R-3R), my|your (2 W. cluster), email, just for fun, way* to learn, learning to learn, How to tg. GrammarHow to tg. VocabularyWord chunk build up meaning in context come, back, give,1）Listen for the stressed words in the conversation.2）Write the next numbers in words: 2,4,6,3）Put the words into three lists4）Read the three stories and try to guess what the last words are5）Add some words from (a) to make 5 negative sentences6）What phrases go with best, what words come after best?7）Which word fit all the spaces?8）Can you hear the words that missed out of the oral transcript?9）Which words could be used to replace the words that are underlined?10）Look at the text, find out 13 more words ends in s and put them in categories.11）This story happens in America, read it and find what words are missing.12）What other words can you think of to put into this spider (词汇联想图)?13）What words or phrases would you change or add to make it more welcoming?14）How many words for time/colour/ do you have in your own language？15）Try to work out the meaning of these words beginning with over-.16）What words would you say for my goodness in your own language?（何红书46-7页）,国外教材词汇学习活动指令语摘抄,课堂教学改革的突破口,要改变课程实施过于强调接受学习、死记硬背、机械训练的现状，倡导学生主动参与、乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。（摘自基础教育改革纲要(试行)，转引自光明日报2001年6月7日 ）课堂教学应改变以教师为中心、单纯传授书本知识的教学模式。教师应帮助学生发展探究知识的能力，获取信息的能力和自主学习的能力。（转引自高中课标2003：1，18）,一、 体验、参与、合作、探究的学习方式的特点是什么？,1、体验式、参与式学习（Experiential learning）的特点是：learning language through experiencing it in use rather than through focusing conscious attention on language items. 即让学生通过用目标语去做事来体验该语言的形式和使用规则 例如： 通过阅读英语小故事，连环画，听唱英文歌来识记英语中经常使用的单词和句型。 参与一些小项目活动，亲自动手收集材料制作的英文贺卡或者给外国同龄人朋友用英文email通信等等。,2、探究式、发现式学习（inquiry and discovery learning）的特点是：involve learners in investing energy and attention in order to discover something about the language for themselves， 即要学生自己动脑筋，花力气去寻找和发现语言的特点和规律而不是由老师首先介绍语言规则或给出答案。例如： 让学生通过观察一批实例来总结英语的直接引语和间接引语的形式区别； 要求学生在阅读英文小故事的时候留意是什么人在什么时候会使用情态动词must； 在听日常英语对话录音时留意说话者在什么情况下可以使用省略句等等。,3、体验、参与、合作、探究的学习方式的特点归纳:,1）有问题的提出 （但没有现成的、或唯一的答案）；2）有用英语做事的过程 （观察、收集、归类、分析、解释）；3）有明显的结果并进行交流 （对不同的结果展开讨论，说明理由）。,二、 什么学习活动可以体现出这种学习方式？,个案1-语法课段：说说国际词个案2-阅读教材：蝴蝶的故事个案3-课堂活动：人物描写,My friend, John was born in a small village and studied in a school in a town. The school was not far and he always walked there. His father bought a bike for him but he didnt like to use it.Three years ago, when John was nine, his father found work in the city. He drove a car to the factory. And his family moved there. This year John began to study in a middle school. He worked hard at his lessons and all the teachers and students like him. Now he enjoys living there.One day a teacher said in class, “I think youre a clever boy, John. Do you want to answer two easy questions or a difficult one?”“A difficult one, sir.”“Well,” said the teacher.” where did an egg come from?”“A hen laid it.”“And where did the hen come from then?”“It is the second question, sir,” said John.Please answer five questions according to the passage：Was John born in a city or in a village?How did he go to school？Where did his father find a job?How did John study?What was the difficult question the teacher asked John?,个案1：语法课段 -说说国际词（international words）,课段描述： 1) 要学生例举几个国际词（名词）2) 让学生听听几个英国人如何谈论国际词(link1）3) 让学生读读这段录音的文字材料，挑出里面的国际词并与自 己原先例举的进行对比(link2)4) 留意国际词后面的反馈语，把所有带that的句子划出来(link3)5）按照that在句子中的位置和前后搭配词特点进行分类(link4),点评： 真实生活中的英语 熟悉 简单的词、句 易懂 形式归类组合 观察 学生通过亲身体验和参与，构建起对that的使用知识，对比传统课本中的This is a pen. That is a pencil.,1) 通读故事（link5）2)回答事实性问题(link6) 3)回答推理性问题(link7)4)回答评价性问题(link8)点评： 小故事的语言简单，但内容寓意深刻 问题的设计有层次，观察、理解和探究的过程由浅入深，从易到难 学生不但回答what,还要思考why,个案2 阅读教材- 蝴蝶的故事(Butterflies),录像观摩5分钟（link9）人物描写的3个层面：一般介绍，相貌衣着 喜好、与人关 系 评价(link10) 3) 做事的策略指引：跳读式阅读，从图画变文字，超越课文信息，语言表达方式，创设合作学习环境.点评： 有教师的帮助和指引 有合作交流的过程 从关注内容到关注语言形式,个案3 课堂活动：描写插图故事中的人物,1、通过三个案例分析1）从生活话语中总结that的句型，2）对蝴蝶故事的三个层次提问，3） 合作式的写作活动 体验与参与：从被动学习到主动参与发现或构建知识的过程 探究和发现: 从简单的重复、记背到深入观察、理解2、自我反思： 你能分出教材里阅读或听力理解练习题的深浅吗？ 你在堂上的提问有没有要求学生说说答案的理由？ 如果学生对于开放型的问题有不同答案，你会组织他们进一步探讨吗？,三、小结与反思,新课程理念与初中英语课程改革， 何安平主编，东北师范大学出版社，2002：68-79。高中英语课程改革理论与实践，何安平编著，东北师范大学出版社，2004：158-169。,参考资料,- THE END -,:Pizza?: Pizza.: Mhm.: Hamburger:Mhm. Mhm.: What about taxi?: Oh yes, thats a good one.:Erm. . .: Picnic? What about that?: Oh yes, thats a good one.:What about. . . weekend?: Mhm.: Yes. Hamburger? How about that?,英语本族语者谈国际词的录音文字片断,: Ah, weve done that one! Got that!: Oh, weve got that, sorry.:Hotel?:Yes! Hotel, Thats a good one.: Stop!:Stop. Mhm mhm. What about football?:Oh yes, thats a good one, yes.:Oh yes, definitely. Oh dear.:In the same way tennis?:Yes, yes.: I think thats -:And rugby . . .:Yeah!: Olympics.: Thats Greek!,英语本族语者谈国际词的录音片断（续）,BACK,: Pizza?: Pizza.: Mhm.: Hamburger:Mhm. Mhm.: What about taxi?: Oh yes, thats a good one.:Erm. . .: Picnic? What about that?: Oh yes, thats a good one.:What about. . . weekend?: Mhm.: Yes. Hamburger? How about that?: Ah, weve done that one! Got that!: Oh, weve got that, sorry.,找出名词,:Hotel?:Yes! Hotel, Thats a good one.:Stop!:Stop. Mhm mhm. What about football?:Oh yes, thats a good one, yes.:Oh yes, definitely. Oh dear.:In the same way tennis?:Yes, yes.:I think thats -:And rugby . . .:Yeah!:Olympics.: Thats Greek!,找出名词（续）,BACK,:Pizza?: Pizza.: Mhm.: Hamburger:Mhm. Mhm.: What about taxi?: Oh yes, thats a good one.:Erm. . .: Picnic? What about that?: Oh yes, thats a good one.:What about. . . weekend?: Mhm.: Yes. Hamburger? How about that?,找出带that的句子,: Ah, weve done that one! Got that!: Oh, weve got that, sorry.:Hotel?:Yes! Hotel, Thats a good one.: Stop!:Stop. Mhm mhm. What about football?:Oh yes, thats a good one, yes.:Oh yes, definitely. Oh dear.:In the same way tennis?:Yes, yes.: I think thats -:And rugby . . .:Yeah!: Olympics.: Thats Greek!,找出带that 的句子（续）,BACK,（1）（2）（3）How about that？Weve done that one.Oh yes, thats a good one.What about that? Weve got that. Thats a good one, yes. Got that Thats Greek!,BACK,学生的归纳结果：,The grandmother plaited her granddaughters hair and then she said, Get your lunch. Put it in your bag. Get your apple. You come straight back after school, straight home here. Listen to the teacher, she said. Do what she say.Her grandfather was out on the step. He walked down the path with her and out on to the footpath. He said to a neighbor, Our granddaughter goes to school. She lives with us now.Shes fine, the neighbor said. Shes terrific with her two plaits in her hair.And clever, the grandfather said. Writes every day in her book.Shes fine, the neighbor said.The grandfather waited with his granddaughter by the crossing and then he said, Go to school. Listen to the teacher. Do what she say.,蝴蝶的故事,When the granddaughter came home from school her grandfather was hoeing round the cabbages. Her grandmother was picking beans. They stopped their work.You bring your book home? the grandmother asked.Yes.You write your story?Yes.Whats your story?About the butterflies.Get your book, then. Read your story.The granddaughter took her book from her schoolbag and opened it.I killed all the butterflies, she read. This is me and this is all the butterflies.And your teacher like your story, did she?I dont know.What you teacher say?,蝴蝶的故事 (续1）,BACK,She said butterflies are beautiful creatures. They hatch out and fly in the sun. The butterflies visit all the pretty flowers, she said. They lay their eggs and then they die. You dont kill butterflies, thats what she said.The grandmother and grandfather were quiet for a long time, and their granddaughter, holding the book, stood quite still in the warm garden.Because you see, the grandfather said, your teacher, she buy all her cabbages from the supermarket and thats why.,蝴蝶的故事 （续2）,BACK,第一层次：事实性问题,BACK,第二层次：推理性问题,BACK,第三层次：评价性问题,BACK,教师的指令语,First point is general information. So you can start with the name, his nationality, age, job, likes and dislikes, interests and so on. Some information are very clear on the book. Its very easy to find them. O