区初中英语教师培训课件

It’s

useless

to

run

onthe

wrong

road.The

direction

is

wrong.The

harder

you

work,

theworse

the

result

is.QuestionWhat

are

your

expectations?Aim,

Goal,

ObjectiveAims:

Teacher

DevelopmentGoals:

Training

courses2018Day

1Day

4ObjectivesObjectivesObjectivesDay

3Day

2ObjectivesAims

are

of

a

lot

broader

sense,

oftenmentioned

as

our

terminalaim

whywe

pursue

education.Goals

are

the

more

shorter

ones,

butnot

that

short

compared

toobjectives.They are

achieved

maybe

within

themonth

or

the

end

of

the

year.Objectives

are

what

the

studentswillbe

able

to

do

at

the

end

that

they

arenot

be

able

todo

at

the

beginning.They

can

be

acquired

in

a

day,

a

weekorso.Aims/Goals

are

what

you want

toachieve,

objectives

are

smallachievable

steps thatyou takeinorder

to

reach theaim/goal.单元设计·语篇分析·活动设计西南大学外语学院杨晓钰How

do

you

understand

?To

begin

with the

end

in

mindTo

Begin

with

the

End

in

Mind

meansto

start

with

a

clear

understanding

ofyour

destination.

It

means

to

knowwhere

you’re

going

so

that

you

betterunderstand

where

you

are

now

and

sothat

the

steps

you

take

are

always

in

therightdirection.(Stephen

R.

Covey)初一年级上学期以三年级Learning

objectivesLearning

objectives

are

also

calledinstructional

objectives

or

performanceobjectives.

They

are

the

statementsthatdescribes

what

Ss

will

be

able

to

do

oncethey

successfully

complete

a

unit/lessonofinstruction.核心素养Macro

planningIt

is

planning

over

time,

planning

for

amonth,

a

term,

a

year

or

the

wholecourse.Micro

planningIt

is

planning

for

a

specific

unit

or

alesson

which

usually

lasts

from

one

ortwo

weeks

or

40

minutesrespectively.Preparing

LessonsMacro

PlanningMicro

PlanningA

specificunitAnindividuallesson2.

Knowing

about

theinstitution1.

Knowing

about

thecoursewhole

course

onesemesterplanning

planninghalf

semesterplanningunitplanningLessonplanning3.

Knowing

about

thelearnersKnowing

about

thecurriculumKnowing

about

thetextbook6.

Knowing

about

thecurriculum学习能力思维品质文化意识学科基础语言能力价值取向心智塑造发展条件Integration文化意识英语学科的核心素养语言能力语言能力指在社会情境中，以听、说、读、看、写等方式理解和表达意义的能力，以及在学习和使用语言的过程中形成的语言意识和语感。

英语语言能力构成英语学科核心素养的基础要素。英语语言能力的提高蕴含文化意识、思维品质和

学习能力的提升，有助于学生拓展国际视野和思

维方式，开展跨文化交流。综合技能的发展Viewing:

The

active

process

ofapplyingskills

and

learnerstrategies(learning/production/communication

strategy)

to

interpret

and

understand

avariety

ofvisual

texts.View:

observe

with

purpose,understandingand

critical

awareness.

Some

studentsparticipate

in

viewing

activities

by

listeningto

an

adult

or

peer

describingthevisualfeatures

oftext,

diagrams,

picturesandmultimedia.Integrated

Skills简单综合(Simple

integration)We

use

a

listening

text

as

a

model

for

thestudents’

speaking

,

and

a

reading

text

as

amodel

for

the

students’

writing.复杂综合(Complex

integration)Complex

integration

is

a

combination

ofactivities

involving

different

skills,

linkedthematically.

It involves

constructing

a

seriesof activities

that

use

a

variety

ofskills.文化意识文化意识指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的跨文化认知、态度和行为取向。文化意识体现英语学科核心素养的价值取向。文化意识的培育有助于学生增强国家认同和家国情怀，坚定文化自信，树立人类命运共同体意识，学会做人做事，成为有文明素养合身会责任感的人。思维品质思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。思维品质体现英语学科核心素养的心智特征。思维品质的发展有助于提升学生分析和解决问题的能力，使他们能够从跨文化视角观察和认识世界，对事物做出正确的价值判断。学习能力学习能力指学生积极运用和主动调适英语

学习策略、拓宽英语学习渠道、努力提升

学习效率的意识和能力。学习能力构成英

语核心素养的发展条件。学习能力的培养

有助于学生做好英语学习的自我管理，养

成良好的学习习惯，多渠道获取学习资源，自主、高效地开展学习。英语课程内容的六大要素：主题语境：提供意义情境，为开展主题探究、激活学生已有知识和经验创设平台。语篇类型：为探究主题意义提供语言和内容素材，它承载语言知识和文化知识，其背后蕴含价值取向和思维方式。语言知识：语音、词汇、语法（结构性知识）、语篇、语用知识（运用性知识）文化知识：涵盖物质文化和精神文化等多种中外文化知识语言技能：听、读、看（理解性技能）、说、写（表达性技能）学习策略：元认知策略、认知策略、交际策略、情感策略主题语境：人与自我人与社会人与自然语篇类型：口头书面不同的文体形式（连续性文体，非连续性文体）语言知识：语音、词汇、语法、语篇和语用知识语言技能：听、说、读、看、写学习策略：元认知策略、认知策略、交际策略、情感策略文化知识：涵盖物质文化和精神文化等

多种中外文化知识英语学习活动观英语学科核心素养六要素整合Teaching

materialBook

2

of

Grade

8

by

PEPTeaching

design

basedonthe

whole

unit1.1a-1c2a-2d3a-3c4.

4a-4c1.1a-1e2a-2e3a-3b1-3

Section

AGrammar

Focus

Section

BSelf

CheckUnit

3

Couldyou

please

cleanyourroom?Unit

Lesson

PlanningUnit

334Listening

&

speakingGrammar

Focus5

Reading for

writingReadingListening

&

speaking语言知识：语音、词汇、语法、语

篇和语用知识语言技能：听、说、读、看、写学习策略：元认知策略、认知策略、交际策略、情感策略文化知识：分享家务；解决父母冲突语篇类型：记叙文（故事）、应用文（专栏）主题语境：人与社会之家庭教育整合、关联、阶梯、循环、综合What’s

a

teacher’s

job?A

teacher’s

job

is

to

help

studentslearn,

to

help

them

learn

totakeresponsibility

for

their

own

learning.The

teacher’s

job

is

to

help

students

toreach

his

or

her

best.The

great

teacher

inspires.有效教学的“教学”，是指教师引起、维持和促进学生学习的所有行为和策略。它主要包括三个方面：引发学生的学习意向、兴趣，使教学在学生“想学”“愿学”、“乐学”的心理基础上展开。明确教学目标。教师要让学生知道“学什么”和“学到什么程度”。采用学生易于理解和接受的教学方式。有效教学就应该以学生能力的实际变化为目标，是指学生学会了多少，而不是教师教了多少学习目标—学习过程—评价学习目标可以引领和帮助学生自我调控学习过程，当学生知道一节课的目标，就会根据目标监控和调整自己的学习，最后基于目标反思自己的学习。Assessment

of,

for

and

asLearning学习目标—学习过程—评价（反思）文本解读内容主题内容语言特点语篇结构作者意图情感态度价值取向WhatWhy文体形式How选材出处发表时间立场观点写作风格时代印记其它：语篇中中学生需要学习的语言知识、语言技能、文化知识、学习策略等如何研读语篇问题一

(what)

语篇“写/说了什么”？问题二(why)问题三(how)问题四(who)作者或说话人“为什么写说”？语篇“是怎样写”或者“如何组织的”？谁写的？谁说的？问题五(where)发生的情景或背景是什么？问题六

(when)

何时写的？何时说的？其它：语篇中中学生需要学习的语言知识、语言技能、文化知识、学习策略等教材文本如何进行文本解读仔细阅读文本，了解文体特征，读懂编者意图。读懂文本的显性信

息（3a-3c的设计意图，有哪些需要补充）和隐性信息。确定知识与技能目标，同时思考情感态度、学习策略与文化意识目

标（英语学科素养）。读后能形成单元技能树与知识树，思考如何将知识转化为能力。分析学情，将目标再次细化、分层，确定如何引导学生自我反思。图片是否能够帮助阅读理解？主题结构词汇知识性neithereitherbothtoowelcome,

walk,

show,

watch,

shout,work,

clean,

surprise,share?如何进行文本解读1.解读内容问题一

(what)

语篇“写/说了什么”,关注语篇的基本意义读出自己的独特理解对作品中的“空白点”和“不确定性”等进行思考、联想、想象、填补、反