新课程标准与英语课堂教学设计

LiuZhao-huifrank_land2001@Nan-tong,Oct.22,2005NewStandards&EnglishTeachingDesigninSchoolsI.

SignificanceofTeachingDesign

1.

Concept:InstructionalDesign

coursedesigncurriculumdesignweek’sdesignlessondesign2.Elementsinvolvedinteachingdesigninstructionalsyllabusthenewnationalcurriculumstandardsknowledge,skills,emotion,learningstrategies,culturelanguageteachingtheoriesparttowhole,wholetopart,wholetoparttowhole,textsandstudents

textsandstudents3.SignificanceAnecessarywayleadingtoaneffectiveandproficientteachinglevelinwhichwecanhelpstudentsnotonlywithknowledgeacquisitionbutalsohowtolearnEnglishwell.

II.Basisfortheimplementationofteachingdesign1.

Teachingaimseducationalobjectivesexcellenttargetlanguagesense,deepunderstandingofthetargetlanguageculture,intelligencedevelopmentInstructionalobjectivesteachingcontent,teachingcontents,learningactivitiesAnydesignerwillclearlyknowwhatwillbetheexpectedchangesfromthestudentsaftertheirlearningIII.IngredientsinvolvedinteachingdesignCombiningteachingdesigncloselywithteachingcontentsandaimsOfferinggreatdelightanddiversityinordertoavoidthelearningbyoutsideforceandencouragethelearningbyinnerpower2.Teachingprocedures

conceptteachingprocedureisthestrategiesandmeasureschosenbyteachersinfullyconsideringstudents’interests,knowledgebasis,cognitiveandintelligencelevelsetc.soastoreachthedesignatedaims.mediausedintheprocedureschalkboard,charts,objects,projectors,tape-recorders,computers,libraries,internetetc.3.

Assessmentreconsiderationandimprovementontheprocedureactivatingstudents’interestandmotivationthechangesthestudentshaveobtainedthroughthestudy3.Embodyingtheprincipleofcommunication

teachingisofcommunication

teachingisbycommunicationteachingisforcommunicationteachingactivitiespairwork,groupwork,task-basedactivities,roleplayalltheactivitiesareconductedonthepurposetocreatetheinformationgapsothatthestudentscanrealizetheimportanceofthecommunicativeactivities4.Utilizationofmoderntechniquesintheteachingdesign5.QuestionsdesignedDo-question,W-question,H-question

IVPracticeUnit3I’dlikealargepizza!(Thesecondvolumeofthebookfortheseventhgrade)KWL

TheKWLisaneasystrategyforteachers,andparentstoimplement.

Thisstrategyworkswellwithchildrenofallages.

Inaddition,itworkswithindividualchildren,smallgroupsofchildren,andawholeclassofchildren.

Thefollowingdiagramshowsthestepsinvolvedinimplementingthisstrategy.Thenameofthisstrategy,KWL,isderivedfromthekeywordsineachcolumnofthestrategychart:

Know,Want(toknow),andLearned.WhatIthinkIknowWhatIwanttoknowWhatIlearnedPizzaKWL1.

ConstructatransparencythatlooksliketheKWLchartabove.

Writethetopictobestudiedonthetopofthechart(as"pizza"isshownabove).

SometeachersliketosupplytheirstudentswithpapercopiesoftheKWLtoallowthemtowritedowntheinformationasthediscussionprogresses.2.

PuttheKWLtransparencyonanoverheadprojector.

Directthestudents'attentiontotheK,orfirst,column.

Havethemshareeverythingthattheythinktheyknowabout,forexample,pizzas.

Writeeverythingdown(includingtheincorrectstatements)intheleftcolumn.

Numbertheitems.

3.

NowdirectthestudentstowardtheW,orsecond,columnandhavethemphrasequestionsthatdescribewhattheywanttoknow.

Havethemphrasequestionsthatwillguidetheirreading.

Iftheyphraseitasastatementlike:

"Iwanttoknowhowmanydifferentkindsofpizzasthereare,"helpthemturnitintoaquestion:"So,you'reaskingthequestion:'Howmanydifferentkindsofpizzasarethere?'"

Recordtheirquestionsandnumberthem.

Whentheygeneratethesequestions,theyaresettingtheirownpurposesforreading(whichthey'remoremotivatedtousethanthetextbookauthor'squestionsoryourquestions).

4.Designatethetextthatstudentsareexpectedtoreadsilently.

Itcanbeasmallportionoftextoralongportionoftext.Tellthemthatwhiletheyarereading,theyshouldkeepthefollowingpurposesforreadinginmind:

Readtoanswertheirquestionsinthemiddlecolumn.

Readtoconfirmanddisconfirmwhattheythoughttheyknewinthefirstcolumn.

Inthatway,iftheysaid,"Pizzasarewesternfood"whileworkingonthefirstcolumn,

hopefullythey'llcatchtheirerrorwhilethey'rereading

andshareitinthediscussion

thatfollows.

Thisputstheminchargeoftheircomprehensioninsteadoftheteacherorparent.

5Afterthestudentshavefinishedreadingthedesignatedtextsilently,directthembacktotheKWLtransparency.

Readeachstatementrecordedinthefirstcolumnandhavestudentstellyouwhetheritistrueorfalsebasedonwhattheylearnedwhilereading.

Putachecknexttothestatementsthatthestudentscannowconfirm.

Drawalinethroughthestatementsinthefirstcolumnthatthestudentsfoundtobeuntrue.

6.Lookatthequestionsinthesecondcolumn.

Readeachquestion;ifitwasansweredintheselection,havethemgeneratetheanswerandrecorditintheLcolumntoshowwhattheylearned.RecordthenumberofthequestionbytheanswerinthisLcolumn.

AsyougodownthelistofquestionsintheWcolumn,putacirclearoundthenumbersofthequestionsthatcannotyetbeanswered.

7.NowrecordotherthingsthattheylearnedintheLcolumn.Youmayneedanothertransparencytorecordeverythingthatthestudentscancollectivelyrecallaboutthetopic.

Thisstrategycanendhereortheteachercanaddafourthcolumn.

8.Someteachersliketoaddafourthcolumn(oranothertransparencylabeledK)atthispoint.

Thiscolumnwouldsay"WhatIStillDon'tKnow."

Thisiswherethestudentscanlistthequestionsinthesecondcolumnthattheyweren'tabletoanswerwiththefirstreading.

Inaddition,thenewinformationthattheylearnedwhilereadingmighthelpthemgenerateadditionalquestionsforthislastcolumn.

Theteachermaynowturnstudentsloosetoreadavai