课堂教学要素PPT课件

1、WarmingWarming upupPresentationP Practice ractice P ProductionroductionOn-going assessmentOn-going assessment第1页/共23页1. Warming up激活大脑和行为激活大脑和行为激活已学知识（复习）激活已学知识（复习）教学教学目的：目的：第2页/共23页2. Presentation聚焦重点语言聚焦重点语言设设置真置真实语境实语境优选呈现形式优选呈现形式教学原则：教学原则：体现短时高效体现短时高效第3页/共23页3. Practice互动形式多样互动形式多样活动形式多样活动形式多样 强

2、调实践体验强调实践体验学生积极参与学生积极参与活动有序高效活动有序高效教学原则：教学原则：突出小组活动突出小组活动第4页/共23页4. Production突出内容真实突出内容真实体现学生自主体现学生自主注重体验过程注重体验过程教学原则：教学原则： 强调语言应用强调语言应用第5页/共23页评价手段评价手段评价主体评价主体评价工具评价工具评价内容评价内容评价语言评价语言 5 On-going assessment 第6页/共23页3 Elements for succesful language Learning in classrooms课堂教学三要素 Engage (E)投入 Study (

3、S) 学习 Activate (A)运用第7页/共23页How do the three elements of ESA fit together in lesson sequences? 例1 ESA Engage Study ActivatePreparation presentation practice production 例2 EASA 例3 EAASASEA第8页/共23页ESAEngage: students and teacher look at a picture or video of modern robots. They say what the robots are

4、 doing. They say why they like or dont like robots. 第9页/共23页Study The teacher shows students (the picture of) a particular robot. Students are introduced to can and cant (how they are pronounced and constructed) and say things like It can do maths and It cant play the piano. The teacher tries to mak

5、e sure the sentences are pronounced correctly and that the students use accurate grammar.第10页/共23页ActivateStudents work in groups and design their own robot. They make a presentation to the class saying what their robot can and cant do.第11页/共23页What does language study consist of? expose students to

6、 language help students to understand meaning help students to understand language form practice language Example: Its a pen第12页/共23页expose students to language The teacher wants them to be able to say what objects are called. She holds up a pen, points to it and says penlookpenpen as many times as

7、she thinks it is necessary. The students have had a chance to hear the word.第13页/共23页 Later, she may want to go beyond single words. She can hold up the pen and say Listenits a penits a penits a pen. Once again, she is giving students a chance to hear the sound of the new language before they try to

8、 use it themselves. Later still, she may start asking the question What is it? (pointing to the pen)What is it so that students get a chance to hear what the question sounds like. 第14页/共23页help students to understand meaning The teacher wants the students to understand the meaning of the form pen so

9、 she holds up a pen and says pen. The meaning will be clear. She can do the same with words like pencil, table, chair etc第15页/共23页 If she wants to expose students to the question form What is it? she cant rely on objects. Instead, she asks the question using gestures (raised shoulders and open arms)

10、 and expressions (a puzzled look on her face) to indicate the meaning of the question. The teacher can also ensure that students understand the meaning of a word by showing pictures or by drawing them on the board.第16页/共23页help students to understand language form When the teacher says pen she can t

11、hen show what the sounds in the word are by saying them one by one, e.g. penpen/p/e/n/pen. By picking out the bits in this way, she clearly explains the sound construction of the word. Some sounds can be demonstrated. The sound /p/ for example is made by forcing the lips apart with air from the lung

12、s: the teacher can point to her mouth show this happening. 第17页/共23页 The bits that make up the phrase Its a pen need to be clear in the students mind too. One way of doing this is for the teacher to say the bits one by one ( just like the sounds, e.g. It is a penitisapenitisapenits a pen) or she can

13、 write the following on the board.第18页/共23页practice language Choral and individual repetition is useful for sentences as well as words. The teacher may well use both techniques for sentences like Its a pen and what is it? After choral repetition, the teacher can ask students to repeat the word individually .第19页/共23页 Practice sessions at this level are likely to be a combination of repetition and simple sentence-making of the kind of the teacher is using in this