课堂教学要素

课堂教学要素WarmingupPresentationPracticeProductionOn-goingassessment21.Warmingup激活大脑和行为激活已学知识（复习）教学目的：32.Presentation聚焦重点语言设置真实语境优选呈现形式教学原则：体现短时高效43.Practice互动形式多样活动形式多样

强调实践体验学生积极参与活动有序高效教学原则：突出小组活动54.Production突出内容真实体现学生自主注重体验过程教学原则：

强调语言应用6评价手段评价主体评价工具评价内容评价语言

5On-goingassessment

73ElementsforsuccesfullanguageLearninginclassrooms

课堂教学三要素Engage(E)投入Study(S)学习Activate(A)运用8大家学习辛苦了，还是要坚持继续保持安静9HowdothethreeelementsofESAfittogetherinlessonsequences?例1ESAEngage→Study→ActivatePreparation→presentation→practice→production例2EASA例3EAASASEA10ESA

Engage:

studentsandteacherlookatapictureorvideoofmodernrobots.Theysaywhattherobotsaredoing.Theysaywhytheylikeordon’tlikerobots.↓

11StudyTheteachershowsstudents(thepictureof)aparticularrobot.Studentsareintroducedto‘can’and‘can’t’(howtheyarepronouncedandconstructed)andsaythingslike‘Itcandomaths’and‘Itcan’tplaythepiano’.Theteachertriestomakesurethesentencesarepronouncedcorrectlyandthatthestudentsuseaccurategrammar.12ActivateStudentsworkingroupsanddesigntheirownrobot.Theymakeapresentationtotheclasssayingwhattheirrobotcanandcan’tdo.13Whatdoeslanguagestudy

consistof?exposestudentstolanguage

helpstudentstounderstandmeaning

helpstudentstounderstandlanguageform

practicelanguage

Example:‘It’sapen’14exposestudentstolanguageTheteacherwantsthemtobeabletosaywhatobjectsarecalled.Sheholdsupapen,pointstoitandsays‘pen…look…pen…pen’asmanytimesasshethinksitisnecessary.Thestudentshavehadachancetoheartheword.15

Later,shemaywanttogobeyondsinglewords.Shecanholdupthepenandsay‘Listen…it’sapen…it’sapen…it’sapen’.Onceagain,sheisgivingstudentsachancetohearthesoundofthenewlanguagebeforetheytrytouseitthemselves.Laterstill,shemaystartaskingthequestion‘Whatisit?(pointingtothepen)…Whatisit’sothatstudentsgetachancetohearwhatthequestionsoundslike.16helpstudentstounderstandmeaning

Theteacherwantsthestudentstounderstandthemeaningoftheform‘pen’sosheholdsupapenandsays‘pen’.Themeaningwillbeclear.Shecandothesamewithwordslike‘pencil’,‘table’,‘chair’etc17Ifshewantstoexposestudentstothequestionform‘Whatisit?’shecan’trelyonobjects.Instead,sheasksthequestionusinggestures(raisedshouldersandopenarms)andexpressions(apuzzledlookonherface)toindicatethemeaningofthequestion.Theteachercanalsoensurethatstudentsunderstandthemeaningofawordbyshowingpicturesorbydrawingthemontheboard.18helpstudentstounderstandlanguageform

19Thebitsthatmakeupthephrase‘It’sapen’needtobeclearinthestudents’mindtoo.Onewayofdoingthisisfortheteachertosaythebitsonebyone(justlikethesounds,e.g.‘Itisapen…it…is…a…pen…it…is…a…pen…it’sapen’)orshecanwritethefollowingontheboard.20practicelanguageChoralandindividualrepetitionisusefulforsentencesaswellaswords.Theteachermaywellusebothtechniquesforsentenceslike‘It’sapen’and‘whatisit?’Afterchoralrepetition,theteachercanaskstudentstorepeatthewordindividually.21Practicesessionsatthislevelarelikelytobeacombinationofrepetitionandsimplesentence-makingofthekindoftheteacherisusinginthis