第四讲教学策略设计ppt课件

1、,教学策略,是对完成特定的教学目标而采用的教学 顺序、教学活动程序、教学方法、教学 组织形式和教学媒体等因素的总体考虑 教学策略的特点 具有指示性和灵活性，不具有规定性和刻板性 没有任何单一策略适用于所用的 情况 最好的策略就是在一定情况下达到目标的最有效的方法论体系,教学策略的分类,按照教学策略的性质划分,产生式教学策略 替代式教学策略,产生式是指让学生作为学习的主要控制者，学生 自己形成教学目标，自己对学习内容进行组织和 加工、安排学习活动的顺序，并鼓励学生自己从 教学中建构具有个人特有风格的学习。,替代式强调教师在学生学习过程中的指导作用， 倾向于替学生处理信息，为学生提供学习目标、 选

2、择教学内容、安排教学顺序以及设计教学活动等。,按照教学策略的工作对象划分,组织策略 传递策略 管理策略,4二种基本教学策略 学习是一系列信息加工过程谁控制信息加工过程？ 教师控制 替代性教学策略 学习者控制 产生性教学策略,替代性策略 supplantive strategies,教师 指明教学目标 组织内容、排序、重点、迁移 提供教学活动 吸引学生注意 较多地为学生加工信息 构建教学环境,优 点： 信息加工强度大 短期内使学生学习较多材料 可带来更集中、有效、可预测的学习结果 适用先决知识、技能或学习 策略有限的学习者,缺点： 学习者投入智力活动少 信息加工不够深入 缺乏挑战性、刺激性 缺乏

3、个性、独立性和动力,产生性策略Generative Stratagies,学习者 按自己的需要和风格 形成教学目标 自己组织内容、顺序、重点、迁移 自行决定活动 自己控制信息加工 构建自己的学习环境,优 点： 信息加工深入，学习效果好 激发兴趣、动机 学习策略得到使用、练习与修正 学习结果因人而异、高度个性化,缺 点： 对学生记忆力有较高的要求 成功依赖于学习者拥有策略的宽广度 易导致认知超荷、情绪受挫折,两种教学策略的平衡,替代性策略减轻认知负荷,生成性策略 提高加工效果,时间、能力、动机,任务紧迫性,认知策略,进一步学习要求,先前知识,没有任何单一的策略能够适用于所 有的情况 最好的教学策

4、略就是在一定情况下 达到特定目标的最有效的方法论体系 有效的教学需要有可供选择的各种 策略来达到不同的教学目标,组织策略,Knowledge of English,1.pronunciation 2.Vocabulary 3.grammar 4.culture,Discussion (Teaching Pronunciation),1.Students need to be able to read and write International Phonetic Alphabets. 2.Poor pronunciation may cause problems for the learni

5、ng of other skills. 3.Adult learners need to focus on pronunciation, but young learners dont. 4.Both consistency and accuracy in pronunciation are very important. 5.Stress and intonation are not important for beginning learners. 6.Bad intonation can lead to important misunderstanding,Question for di

6、scussion,Work with your partner and brain any reasons why most learners of English as a foreign language cannot acquire native-like English pronunciation. Consistency :the pronunciation should be smooth and natural. Intelligibility: the pronunciation should be understandable to the listeners. Commun

7、icative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.,Aspects of pronunciation,Sounds Phonetic Symbols Stress Intonation Rhythm,Question fro discussion: Imagine that you want to focus on a sound which your students are having difficulty with. Which of

8、the following steps are necessary,1.Get students to repeat the sound in chorus 2.Explain how to make the sound 3.Contrast it with other sounds 4.Write words on the blackboard 5.Get individual students to repeat the sound 6.Say the sound in a word. 7.Say the sound alone 8.Say the sound in meaningful

9、context.,Conclusion:语音知识组织策略,1.确保学习者的发音尽可能准确。 2.坚持长期的语音训练。 3.力求音素，音标，词汇，句子，语义，语用各个层面的结合。 4.针对学习者的发音困难采取相应的教学措施。 5.增强语音学习的趣味性。 6.将语音置于特定的运用语境中。,语词知识组织策略(Teaching Vocabulary),Discussion: 1.A vocabulary item can be more than one word. 2.Language consists of words with equivalents from one language to a

10、nother. 3.Vocabulary cannot be taught .It must be learned by the individuals. 4.Both teachers and students need to know that there is a difference between active and passive vocabulary.,5.The best way to explain vocabulary is to translate 6.English-English explanations are the best way for vocabular

11、y teaching. 7.Words can be taught and learned most effectively in groups which are related to each other in meaning. 8.Words must be learned in language contexts 9.If we do not use the words we learned,we will soon forget them.,Question for discussion,What does it mean to know a word?,1.Pronunciatio

12、n and stress 2.Spelling and grammatical properties 3.Meaning 4.Know how and when to use it to express the intended meaning.,Conclusion: 1.选择适当的语词。 2.合理确定语词学习目标 3.本着直观性，情景性，趣味性原则展示词汇。 4.引导学习者在具体情景下使用语词。 5.帮助学习者了解语词所包含的文化意义。 6.利用记忆规律，学习风格帮助学习者记忆词汇。,语法组织策略 Discussion： 1.Students need to be given detail

13、ed grammar rules if they are to learn a foreign language successfully. 2.Children do not need to learn grammar rules when they acquire their first language ,so they do not need them either when learning a foreign language. 3.If students get enough chance to practise using language ,they do not need

14、to learn grammar.,4.Making students aware of grammatical information is one of the teaching objectives,allowing students opportunities for using the language is just as important. 5.Grammar should be taught to help students analyse difficult structures in texts. 6.Teaching and learning grammar shoul

15、d focus on practice rather than the study of grammar itself. 7.Grammar should be taught and practsed in context. 8.Knowing grammar is not enough for real communication.,9.An inadequate knowledge of grammar would severely constrain ones capacity for effective communication. 10.Grammar is always “the

16、boring bit” of language learning.,Conclusion: 1.注重语法教学的系统性 2.贯彻语法教学的交际性 3.注重语法教学方法的多样性 4.激发语法学习者的语法学习动机,文化活动组织策略,1.系统地组织文化知识教学活动。 2.将文化知识目标和态度目标能力目标融入外语教学。 3.通过师生活动感知文化差异。 4.通过学习者直接参与文化交往获得文化知识和文化体验。,语法呈现,展示的内容： 语法结构、意义和功能 展示的方式： 演绎 归纳 提供语境，让学生自己归纳，从语用入手 虚拟语气：包含语用，提问看学生的理解，然后让学生观察虚拟语气与真实条件句结构上的差别。 注

17、意与听力、阅读材料的结合。,案例,T: Todays subject is the subjunctive mood. Do you know why we should learn subjunctive mood? 展示大话西游经典对白，让两名学生跟着电影读英语配音（但是汉语配音没有mute 处理） T: So there is subjunctive mood in the dialogue. (教师板书If you take half a step, Ill kill you.)If Zhou Xingchi had taken half a step, he would have b

18、een killed. OK.（教师并没有板书包含虚拟语气的句子） T:虚拟语气使用广泛，without it, language will be dull.我们就无法表达regret,我们就缺乏imagination，所以这个片段full of imagination。We have to learn subjunctive mood because we have to take the college English entrance examination.（已过404”教师还未展示虚拟语气） 让学生拿出纸来，【教师的幻灯片上面有problem-based learning字样】T:

19、Draw grammar rules, using sentence patterns (syntax) grouped under four heads Suppositions suggestions wishes others （学生个体活动）(459”) （展示材料中有例子） (652”) 让两名学生到讲台把句型写上 (848”) If + S + had done, S could have done (848”)教师把黑板上学生书写的句型读一遍，发表有一个没有写上，再让一名学生补上。(1121”) T: 这是一总语法学习方式，当遇到新句子时可以这样总结（接下来是造句练习）。,语法练

20、习与应用,Practice: 1) mechanical practice: sentence completion,substitution,questions and answers 2) situation-based practice: talk about pictures, fill in blanks according to the pictures Application: 1) Describe an accident 2) Describe the changes of a city 3) talk about weekend plans 4) interview abo

21、ut hobbies 5) articles comparison 6) slip dictation,语法训练,I will be rather disappointed if _. I will be overexcited if _. I will be frightened if _. I will be happy if _ I will be sad if _.,Now discuss the following with your neighbors.（非谓语动词） _, the man got infected with SRARS. _, the girl screamed.

22、 _, the young man got dismissed by the company. _, the boy won the only gold medal in the competition.,课堂活动组织策略,1.Pwp 教学活动组织策略 强调学习过程的一种教学方式，而不仅是学习结果。常用于听力，阅读等教学中。,听力活动的层次,1.辨认(discrimination and identification) 语音识别、具体信息识别 2. 转换 (transferring) 将听到的信息转换到图、表中，这其中涉及到对信息的分析和笔头输出。等方式进行。 3.重组与再现(reformul

23、ation and reproduction) 要求学生用自己的语言重新组合获取信息通过口头方式或笔头方式表达出来。在教学中可以组织学生根据所填写的图表进行复述练习等活动。,听力活动的层次,4. 领会社会含义（interpretation of meaning） 解释、转化、推理观点、态度、情感 5.第五层：运用(application) 在新的语境中使用所获知的信息、技巧、策略等,用于传达信息、表达思想、解决问题 6.综合（synthesis) 将所听力的多个信息按照一定的逻辑组合起来 7.评价(evaluation) 对听力中的事件、任务、观点态度按照一定的标准（内在的或外在的）进行评论,

24、阅读的层次,阅读的层次 Level 1 = read the lines/literal reading Level 2 = read between the lines/deductive reading Level 3 = read beyond the lines/projective reading 阅读活动的层次 Level 1 = identifying information: true/false/matching Level 2 = transferring information: TD (fill in tables, complete sentences) Level

25、3 = reformulating information: answer questions Level 4 = understanding implied meaning Level 5 = applying information to convey ideas and solve problems Level 6 = synthesize information for a specific purpose Level 7 = analyze the structure, the relationship and the mechanism of text Level 8 = make

26、 evaluation of the ideas, arguments, attitudes and also events in the context Read to take in information read to convey information, expression attitudes, affect and solve problems=read to produce something,Pre-listening activities Before listen, teachers need to consider: To motivate students To a

27、ctivate their prior knowledge To teach keywords or key structures to the students before listening begins so that students are affectively, thematically and linguistically prepare for the listening task. Pre-listening activities. Predicting-good listeners are good predictors. Pictures/Visual aids ar

28、e immensely helpful in aiding students comprehension.,1.What do you see in the picture? 2.What is the girl going to do?, Setting the scene-provide the background information to activate students schema, so they will be better prepared to understand what they hear Listening for the gist-ask one or tw

29、o questions that focus on the main idea of the passage Listening for specific information-weather report/airport announcement Summary on Pre-listening activities Most of the time, we would only use one kind of Pre-listening activity each listening session. Pre-listening tasks should not take much ti

30、me. Remember the purpose is to motivate students, activate their schema, to add context, prepared them for necessary language so that the actual listening itself becomes easier.,Titles: A Nation of Pet-Lovers Vocabulary: Students can be asked to predict some lexical items that they think are likely

31、to happen in the text, then the students read the text to confirm their predictions. Based on T/F questions:,Drinking while driving,The text contains these words: alcohol, drunk, over-speed, traffic light, punish, test,Wildlife protection,awareness, authority, spicy, habit, survival, bird, reptile,

32、statistic, design, publicize,Setting the scene: It means getting the students familiarized with the cultural and social background knowledge relevant to the reading text.,Discuss culture-bound aspects of the text. Relating what students already know to what they want to know. Use visual aids: real o

33、bjects, pictures, photos, maps, drawings, multi-media materials.,Skimming: It means reading quickly to get the main idea of the text.,Ask general questions: Why did the writer write the article? Provide 3-4 statements and one of them represents the main idea. Ask students to read the text and decide

34、 which statement is the correct one. Provide subtitles for different parts of a text and asks students to put them in the right place.,Scanning: It means to read to locate specific information.,Questions: Specific information Find Mr. Smiths phone number. How many people were injured in the explosio

35、n? Scan for vocabulary: Words about being crowded: jammed, packed, overcrowded, crammed Certain structures: tense forms, discourse connectors, particular sentence structures.,While-listening activities During which the focus of students attention is led to the listening text and the teachers can gui

36、de the students and help them understand it. No specific response- If not give any task student will take the anxiety out of listening. This can work well with stories or with any kind of material that is interesting, humourous, or dramatic. Listen and tick Directions: You are going to listen to thr

37、ee students giving their opinions about their school subjects. Listen carefully and decide if they like or dislike the subjects. Put a for like and a for dislike, Listen and sequence-find out the order of the things. This helps builds up their confidence and prepare them for the real world where the

38、y certainly will not be able to understand everything they hear. Listen and act we also called Total Physical Response. Such as sit down Listen and draw-The student are drawing pictures, diagrams, etc. Listen and fill- All you need to do is to decide which words to take out and replace with blanks.,

39、Purposes of transition device (TD),Focus attention on the main meaning of the text. Be able to simplify sophisticated input so that it becomes the basis for output. Allow students to perform tasks while they are reading. Highlight the main structural organization of a text/part of a text, and show h

40、ow the structure relates to meaning. Involve all the students in clearly defined reading tasks. Precede one step at a time. When a TD is completed, use it as a basis for further oral and/or written language practice.,Reading comprehension questions,Questions of literal comprehension: The answers are

41、 directly and explicitly expressed in the text. How old is Tom? Questions involving reorganization or reinterpretation: How many children did Tom have? Questions for inferences: It require students to consider what is implied but not explicitly stated. Why John proud of his son? Questions for evalua

42、tion or appreciation: It involve making judgments about what the writer is trying to do and how successful he/she is in achieving his/her purpose. Questions for personal response: The answers to these questions depend most on the readers reaction to the content of the text rather than the writers. D

43、o you agree that John should be proud of his son?,Understanding references:,All natural language, spoken or written, uses referential words such as pronouns to refer to people or things already mentioned preciously in the context. Understanding what these words refer to is crucial for comprehension.

44、 The idea of evolution (which is gradual change) was not a new one. It is one thing to have an idea. Darwin thought he had that proof in his notebooks.,Making inferences: It requires the reader to use background knowledge in order to infer the implied meaning of the author,Blandida is a country whic

45、h has every climatic condition known to man. Form this sentence we can probably infer that climate in that country varies greatly from place to place. When she came into the room the large crows grew silent. It may probably implies that the woman was an important person or the crowd was talking abou

46、t her when she came in.,Post-listening activities Student are offered with opportunities to integrate what they learned from the text into their existing knowledge and communicate with others using the information in the listening text. Multiple-choice questions :. The most typical type of post-list

47、ening task. Answering questions : Open-ended questions can be asked. You can find answers in the passage or the attitude of the speaker or only be inferred from the text. Note-taking and gap-filling: This is a good activity where students reconstruct meaning from what they hear.,Dictogloss : The aim

48、 is to stress the use of various listening strategies for overall understanding and. Dictogloss has four stage: 1) Preparation: The teacher should also make sure that students know what to do exactly. 2) Dictation: The teacher dictates the text three times. 3) Reconstruction: Base on the notes, stud

49、ents work in pairs or group and reconstruct the text they have heard. 4) Analysis and correction. Identify mistakes.,2.任务教学活动组织策略,What is task-based language teaching? The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written lang

50、uage through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.,案例1： 李老师给学生布置作业，让学生用英文写一个信封地址，寄给张华，寄信人地址写学生自己的家庭住址。老师给学生提供张华的中文地址。在布置作业前，李老师发给每个学生一份中英文地址样例，然后讲解怎样写英文地址，解释中英文格式的区别，并阐释一些语言点，如写地址所涉及的“区”、“5栋”等词语的英

51、文表达法。 案例2： 王老师给学生布置作业：“你的舅舅（二姨或你母亲的朋友）在美国，你妈妈给他写了一封信，但她不懂英文，把他的地址给你，让你用英文写上信封地址，并把舅舅的地址给了你。注意中英文信封地址的格式和写法不同。你们不知道怎么写没关系，可以去图书馆、书店查阅有关英文写作的参考书，或上网查询，也可以问别人。如果遇到生词，查词典或上网查。”下一次上课时，王老师组织小组讨论，话题是“各自写的地址格式和写法有何不同以及从哪里你获得的有关写英文地址的信息”。小组活动后，老师抽查几个组为全班展示，然后对与此练习相关的语言点和难点进行归纳解释。,What is a task consist of ?,

52、Four components: A purpose A context A process A product,Pedagogical tasks defined by David Nunan (1999: 25) :, a piece of classroom work that involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on mobilizing their gramm

53、atical knowledge in order to express meaning, and in which the intention is to convey meaning, rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.,What is a “task”?

54、,According to M. H. Long (1985:89): A task “is a piece of work for oneself or for others, freely or for some reward.” e.g. painting a fence; dressing a child; filling out a form; buying a pair of shoes; making an airline reservation; borrowing a library book; taking a driving test; typing a letter;

55、weighing a patient; sorting letters; taking a hotel reservation; writing a cheque; finding a street destination; helping someone across a road; etc.,3.自主学习活动组织策略,课堂组织策略,自主学习的涵义 Autonomous Learning,自主学习等于自学吗？,自学：强调个人的独立学习， 忽略或弱化教师的指导、帮助。,自主学习：强调个人的主动学习， 不忽视教师的指导、帮助。,自主学习策略的核心：发挥学生学习的主动性、积极性，充分体现学生的认知

56、主体作用。,Henry Holec（1981）之自主学习观 Holec 最早将自主(autonomy)这一概念引入外语教学界（参看： Holec, H. Autonomy and Foreign Language Learning M. Oxford: Pergamon Press. 1981. ）。 关于自主学习的界定： autonomy as the ability to take charge of ones learning and as an ability or a capacity that needs to be acquired, rather than a process.

57、 “ (Holec 1981: 3) in autonomous learning the learner should want to take charge of his learning. (Holec 1981: 7) 按照Holec (1981)的观点， 自主学习是对自己的学习愿意负责的一种能力。从学习者角度看，具备自主性学习能力意味着获得确定学习的目标、内容、材料和方法，确定学习的时间、地点和进度，以及对学习进行评估的能力。,关于 自主学习能力 自主学习是“对待学习的态度和独立学习的能力” 。 Dickinson (1995) 自主学习能力是指 “学习者根据自己的需要和愿望控制学习

58、内容和过程的能力”。 Aoki（1999）,自主学习是一种主动的、建构性的学习过程，在这个过程中，学生首先确定学习目标、然后监视、调节、控制由目标和情境特征引导和约束的认知、动机和行为。,宾特里奇教授,齐莫曼 教授,自主学习的研究框架,强调元认知、动机和行为等方 面的自我调节策略的运用； 强调自主学习是一种自我定向 的反馈循环过程； 强调自主学习者知道何时、 如何使用某种特定的学习策略。,齐莫曼教授（Zimmerman）,齐莫曼教授等,Self-regulation of learning and performance,具有学习的自我负责精神； 具有强烈的学业自信心； 会设置有效的学习目标； 会设计规划自己的未来; 拥有充足的学习策略； 能够监控并调节自己的学习过程； 能有效管理和使用学习时间与资源。,奥德曼教授（Alderman）,主动创设学习策略、 目标和意义； 根据自身特点，监控 和调节学习行为； 正确评估学