5 英语课程教学设计(3).ppt

6InstructionalDesignforEnglishCurriculum,6.1GeneralIssues,What:BasicconceptsWhy:Significance练习;任务;作业;操练;活动;2)Englishtermspractice,work,drill,exercise,task,activity,WangQiang,2006:27;28刘炜，2005,活动的基本类型(What:basictypes)1）从活动的语言交际性-认知性角度划分:交际性活动vs.非交际性/认知性活communicativecognitive理据：语言观邹为诚，2008:1-4；WangQiang，2006:3-4，307学习观WangQiang，2006:5-6语言交际教学观（CLT）：强交际观（strongversion）和弱交际观(weakversion)WangQiang，2006:20ComponentsofCCWangQiang，2006:18刘炜，2005交际性活动的判断原则/标准/角度RichardsClark,ScarioActivity2.Task8，WangQiang,2006:24-26;Activity3.Task10,WangQiang,2006:29-30.,2010-12-20/21,2）从活动的内容指向划分：语言知识教学活动vs.语言技能教学活动structure/contents-basedskill-oriented理据：语言课程教学的内容邹，2008：目录（第1、6章）；5-19；103-122WangQiang,2006:TableofContents,Units6-12Practice思考性练习:1.语言知识教学活动都是非交际性活动？语言技能教学都是交际性活动？2.在语言知识教学过程和语言技能教学过程，哪些阶段的活动属于认知性活动？哪些阶段的活动属于交际性活动？,Pre-task,TaskCycleTaskPlanningReport,LanguageFocus,“Lead-in+PPP”(LPPPstructure-basedteachingmodel),Lead-inPresentation:Theteacherintroducesthenewvocabularyandgrammaticalstructuresinwhateverwaysappropriate.Thefocusisonlanguageitselfandaccuracy.Practice:Thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitation(拓展)ofthetextswhennecessary.Thefocusismovingfromlanguagestudytolanguageuse.Production:Thestudentsareencouragedtousewhattheyhavelearnedandpractisetoperformcommunicativetasks.Thefocusismoreandmoreonmeaningconveyingandfluencyratherthanaccurateuseoflanguageforms.,The3-staged/PWPskill-orientedmodel,Areading/listeningpartofalessonStage1:Pre-reading/Pre-listening(settingascene,warming-up,providingnewinformation,suchaskeywords);Stage2:While-reading/While-listening(carryoutactivitiesortasksthatthestudentsmustperformwhiletheyarereadingorlistening);Stage3:Post-reading/Post-listening(provideachanceforstudentstoobtainfeedbackontheiractivities,inwhichstudentsrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously),The3-stagedskill-orientedteachingmodel,Areading/listeninglesson:Stage1:Pre-reading/Pre-listening(settingascene,warming-up,providingnewinformation,suchaskeywords);Stage2:While-reading/While-listening(carryoutactivitiesortasksthatthestudentsmustperformwhiletheyarereadingorlistening);Stage3:Post-reading/Post-listening(provideachanceforstudentstoobtainfeedbackontheiractivities,inwhichstudentsrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously),3）从活动的组织方式角度划分：studentgrouping邹为诚，2008:100-102王蔷，2006，5.3，74-78理据：自主学习合作学习语言的个体性语言的社会性学习认知风格多元智能理论,wholeclasswork/lockstepwork/choruswork,pairwork,groupwork,individualwork,Why:Who?Howmany?Inwhatorganizationalways?What:typesprinciples,VarietyAppropriateness,上述对语言教学的启发：活动设计的基本考虑（How：basicconsiderationsofprinciples,dimensionsandsteps)1)活动设计的基本原则：活动类型平衡观(balanceofactivitytypes)WangQiang，2006:2.11,Conclusion,36-37活动类型多样化(varietyofactivitytypes)邹为诚，2008:100；103,122理据：教学设计遵循的原则之一:多样性/多样化(variety)在活动层面的体现,languageskillactivitieslanguageknowledge/componentsactivitiesaccuracy-basedactivitiesfluency-basedactivitiesfocus-on-communication/meaningfocus-on-form/language-points,C.活动类型适切性（appropriatenessofactivitytypes）,2)活动设计的基本维度Breen(1987:25,citedinWangQiang,2006:33-34Why（Aims：活动的目标价值取向WangQiang，2006:26）What（Contents:语言资源；非语言信息）How（Who:Studentgrouping;When:Timeinclass;afterclass;Where:Contextreal;simulated;imaginary)）3)活动设计的基本步骤WangQiang，2006:34活动的目标指向确定Aims任务的语言项目选择Languageitems活动材料的准备Materials活动设计：大脑风暴Brainstormingactivities/tasks活动设计：清单评估Makingalistofintendedactivities,evaluating28刘炜，200活动的基本类型1）从活动的语言交际性-认知性角度划分：交际性活动vs非交际性活动/认知性活动（理据：语言观邹为诚，2008:1-4；WangQiang，2006:3-4，307学习观WangQiang，2006:5-6强交际观和弱交际观王蔷，2006:20；ComponentsofCC王蔷，2006:18)交际性活动（判断的原则/标准/角度：Richards282）从活动的内容指向划分：语言知识教学活动语言技能教学活动邹，2008：目录（第1、6章）；5-19；103-122WangQiang,2006:TableofContents,Units6-12理据：语言课程教学的内容思考性练习:在语言知识教学过程和语言技能教学过程，哪些阶段的活动属于认知性活动？哪些阶段的活动属于交际性活动？3）从活动的组织方式角度划分：邹为诚，2008:100-102王蔷，2006，5.3，74-78理据：自主学习；合作学习；学习认知风格；多元智能理论上述对语言教学的启发：活动设计的基本考虑活动类型平衡观