越秀区讲座(2011年12月8日).ppt

1、从高考听说评卷看中学英语教学的侧重,广东外语外贸大学英语教育学院 董金伟 2011年12月8日,2,提 纲,1. 现代外语教学的基本理念 2. 2011、2010年广东高考英语听说分析 3. 高中英语新课标的基本要求 4. 英语课堂教学改革建议,3,为什么学习英语？,1. 功利性 (Profit-driven) (Instrumental motivation) 考试目的主义（升学、竞赛、就业） 出国镀金、淘金主义（International language) 2. 交际性 (Communication) (Integrated motivation) 综合运用能力主义(Communicat

2、ion) 英语不只是一种知识 (Knowledge)，更是一种技能 (Skill)。 K-S-A-A (Attitude 25% of what we saw; 35% of we demonstrated; 60% of what we did; and 90% of what we taught others.,21,如何教英语？（4）,You hear, you forget. You see, you remember. You do, you understand.,22,2011年高考,Part C 故事复述（24分） 评分标准（内容与综合评分并行）： 内容： 按信息点给分，共10

3、个信息点，满分15分；每个信息点1.5分：完全正确1.5，基本正确0.5-1.0，完全错误0。 综合评分： 根据内容、语言、流利和语音综合评分,23,档次与分值,A：7-9分 1）忠实原文内容； 2）语言得体，合乎规范； 3）表达流利； 4）语音语调不影响理解。 B：4-6分 1）基本复述了原文主要内容； 2）语言较为得体，基本合乎规范（出现稍许错误但不影响理解）； 3）比较流利（附属过程出现短暂的间歇）； 4）出现一些语音语调错误，但不影响理解。 C：0-3分 1）不能复述原文主要内容； 2）语言不得体，出现较多语言错误； 3）不够流利； 4）语音语调影响理解。 共有A、B、C、D、E、F、

4、G,24,Example 1 Test A,梗概： Uncle John 独居，某日侄子Tom得知叔叔晕倒，请来医生救了他。 关键词： alone（独自），nephew（侄子），call（打电话），neighbor（邻居），save（救活）,25,Uncle John was saved,When Uncle John was 85 years old, most of his friends and relatives were already dead. He lived by himself in a big house. The only person who often talked

5、 to him was his nephew Tom. Tom called several times a week, just for a few minutes to say hello, and see if everything was OK. One morning, Tom phoned Uncle John, but he did not answer the phone. He then hung up and went back to work. That afternoon he called Uncle John again. Again, no answer. Two

6、 hours later, he called the third time. Still no answer. He got very anxious, so he called Uncle Johns next-door neighbor. Tom told her that he was worried about Uncle John, and asked her to see what was wrong. A while later, the neighbor phoned Tom. She said nervously, “Tom, Im sorry it took so lon

7、g. Uncle John didnt answer the door, so I used his spare key. I found him lying on the bothroom floor. I could not wake him up.” Tom called the doctor immediately, and then rushed to Uncle Johns house. When he got there, the doctor had already arrived. The doctor said that he was just in time to sav

8、e him.,26,信息点,Uncle John was 85 years old. Tom was the only one who talked to him. Tom called several times a week. One day, Tom called 3 times, but no answer. Tom called his uncles neighbor. The neighbor got into Uncle Johns house. Uncle John was unconscious. Tom rushed to his uncles house. The doc

9、tor saved Uncle John.,27,Example 2 Test C,梗概： Tom抄下了黑板上的两道题，做完后交给教授，结果解出的是从未有人解开过的数学难题。 关键词： Math problem （数学题），homework （作业），professor （教授），paper （论文），work out（解出题目）,28,Two problems,During his first year at the university, one day Tom arrived late at one of Professor Browns classes. On the blackboa

10、rd were two math problems. He thought they were their homework, and copied them dowm. A few days later, Tom went to Professor Browns office and apologied to him for taking so long to finish the homework. The problems seemed to be a little bit harder to do than usual. He asked Professor Brown if he s

11、till wanted his homework. He told Tom to throw it on the desk covered with a lot of papers. Tom feared that his homework would be there forever. One Sunday morning, about 6 weeks later, Tom heard a heavy knock at the front door. It was Professor Brown. He rushed in with Toms homework in his hand. He

12、 said to Tom excitedly: “Ive just written an introduction for one of your papers. Read it so that we can get it published.” For a minute Tom had no idea what he was talking about. Tom was later told that the two problems he copied down as homework were two famous problems that had never been worked

13、out. For the first time Tom realized that the two problems had something special in them.,29,信息点,Tom was late for Professor Browns class. Tom copied down two math problems as homework. The problems were hard. Tom handed in his homework late. Professor Brown asked Tom to put his homework on the desk.

14、 Tom thought that Professor Brown would not read his homework. Professor Brown gave Toms homework back. Professor Brown said they could get Toms paper published. Tom did not understand Professor Browns words. Tom had worked our two unsolved math problems.,30,Example 3 Test F,梗概： Mary 聚会时遇见一只猫，以为是主人的

15、，主任却以为是Mary 的。 关键词： Party （聚会），cat （猫），climb （爬），upset （不安），surprised（吃惊）,31,Uninvited Cat,When she was in England last year, Mary was invited to a party held by Mr. And Mrs. Brown. When Mr. And Mrs. Brown opened the door for her, a white cat ran into the house ahead of Mary. Mary liked the cat very

16、 much. She bent down and asked the cat to come to her. Immediately, the lovely cat ran towards her. Mrs. Brown looked at the cat with a smile, and then she asked Mary to sit down and have a cup of tea. Mary took her seat, and the cat followed her, sitting beside her quietly. The cat looked at them w

17、hile they were talking, but soon she started to run around the house and climb over the chairs and tables. Mr. and Mrs. Brown watched the cat and became very upset. They could not concentrate on their conversation. Looking at the cat, Mary said to them: “Your cat is very clever, and is very friendly

18、 with visitors.” Hearing this, Mr. and Mrs. Brown were very surprised. “Our cat? We thought it was yours!” They thought that Mary brought the cat with her, and it was impolite to let it climb all over everything.,32,信息点,Mary was invited to a party. A cat ran into the house ahead of Mary. Mary liked

19、the cat. Mrs. Brown asked Mary to have a cup of tea. The cat followed Mary and set beside her. The cat clibmed over the chairs and tables. Mr. and Mrs. Brown were very upset. Mary thought the cat was Mrs. Browns. Mr. and Mrs. Brown were surprised. Mr. and Mrs. Brown thought Mary brought the cat.,33,

20、2010年高考,满分50分，其中， Part A Reading Aloud (10) Part B Role Play (18) Part C Oral Composition(22),34,Part A Reading Aloud (10)评分标准（语音语调+语速与内容）,档次与分值： A (5-6)：发言清晰、准确，语调正确、自然，语流连贯、流畅； （4）：按照原语速朗读，且内容完整。 B (4-5)：发音基本准确，语调基本正确，语流尚为连贯； （3）：基本按照原语速内容朗读，至多漏过三个单词。 C (2-3)：部分发音不正确，语调不连贯，语流不够连贯； （2）：基本按照原语速朗读，时有

21、漏过单词现象。 D (0-1)：大部分的音素发音不正确，语调不正确，语流不连贯； （0-1）：不能按照原语速朗读，漏过一个完整的句子或超过10个以上的单词。,35,Part B Role Play (18)评分标准（3个提问+3个回答）,语言与信息各自评分 提问：语言（2分）+信息（1分） 回答：语言（1分）+信息（2分）,36,1. 提问,1）语言： 2分：语法结构和选词正确 1分：语法结构和选词基本正确，以下错误需要扣0.5分：动词时态和语法错误；动词的及物性不正确；主谓语不一致。 2）信息： 1分：基本按照要求传递了信息 0.5分：传递了部分信息,37,2. 回答,1）语言： 1分：不影

22、响理解所表达的信息 0.5分：基本不影响理解所表达的信息 2）信息: 2分：按照要求传递了信息 1分：基本按照要求传递了信息（漏了以、两点次要信息、或添加了无关信息）,38,Example 1: Test APart A: Reading Aloud (10 points),Under the effect of global warming, the ice cap has lost 40% of its thickness in 40 years. Its surface area in the summer shrinks year by year. It could disappear

23、 before 2030. Some predictions suggest 2015. Soon these waters will be free of ice several summer months a year. The sunbeams that the ice sheet previously reflected back now penetrate the dark water, heating it ip. The warming process gathers pace. This ice contains the records of our planet. The c

24、oncentration of carbon dioxide hasnt been so high for several hundred thousand years. Humanity has never lived in an atmosphere like this.,39,Part B: Role Play (18 points),背景介绍 角色：你是学生。 任务： 1）和同学谈论各自的大学生活及今后的打算； 2）根据谈话内容回答另一同学的提问。,40,Questions to raise,1. 你不用做兼职吧？ You dont need/have to work part tim

25、e, do you? Do you need/have to work part time? （语言2分，信息1分) 2. 毕业后你想做什么？ What do you want to do when you graduate? What are you going to do after graduation? （语言2分，信息1分） 3. 你已决定按照你父母的愿望去做吗？ Have you decided/made up your mind to do as your parents expect? Have you decided/made up your mind to do what

26、your parents expect you to do? （语言2分，信息1分）,41,Questions to answer,1. What does Frank do for a part-time job? He works as a waiter in a restaurant. He is a waiter in a restaurant. （语言1分，信息2分） 2. Why does Maria change her major from French to computer science? (Because) she thought it would be easier

27、for her to find a job. (Because) she realized it might be difficult for her to find a job. （语言1分，信息2分） 3. Why does Maria say that she is lucky? (Because) she has got a four-year scholarship. （语言1分，信息2分） Part C Oral Composition (22 points) (omitted),42,高中英语新课标回顾,新课标新在何处？ 新的课程目标 新的课程设计 新的课程内容 新的教学方式 新

28、的教材体系 新的评价体系,43,新的课程目标,1、语言技能 语言技能是语言运用能力的重要组成部分。高中英语课程要着重培养学生理解与表达的能力，用英语获取信息、处理信息的能力，用英语分析问题、解决问题的能力等。,44,2、语言知识 语言知识是语言能力的有机组成部分，是发展语言技能的重要基础。高中阶段语言知识的学习要以语用为目的。不能为了知识而学习知识。要把知识的学习与语言实践活动紧密结合起来。,45,3、情感态度 情感态度指兴趣、动机、自信、意志和合作精神等影响学生学习过程和学习效果的相关因素，以及在学习过程中逐渐形成的祖国意识和国际视野。保持积极的学习态度是英语学习成功的关键。,46,4、学习

29、策略 学习策略指学生为了有效地学习语言和使用语言而采取的各种行动和步骤以及指导学习行为的各种理念和认识。英语学习策略包括认知策略、调控策略、交际策略和资源策略等。,47,5、文化意识 文化实际上包括文化知识、文化理解、文化意识和跨文化交际能力等。接触和了解英语国家的文化有利于对英语的理解和使用，有利于加深对本国文化的理解与认识，有利于培养世界意识，有利于形成跨文化交际能力。,48,新的课程内容,课程内容主要体现时代性、基础性和选择性三个原则。 1、时代性 所选语言素材具有时代性，即既要反映英语语言的最新发展，又要反映时代发展对学生语言能力的要求。,49,2、基础性 课程内容的选择和编排首先要体

30、现高中教育的基础性原则，即保证绝大多数高中学生的共同基础。也就是说，课程内容的安排首先要使绝大多数高中生达到高中毕业的基本要求。,50,3、选择性 课程内容应具有可选择性，即课程应提供较多的内容，供学生有选择地学习。,51,新的教学方式,高中英语新课程提倡以下教学方式： 1、多数课堂活动以学生为主体，而不是以教师为主体； 2、多数时间里，不是教师讲解、学生倾听的过程，而是教师与学生之间、学生与学生之间的互动过程；,52,3、教师不是直截了当地把知识告诉学生，而是引导学生自己去发现知识； 4、学生不是机械地记忆知识，而是运用所学英语语言知识去做一些具体的事情； 5、学生不是整齐划一地按教师的要求

31、做同样的事情，而是根据自己的学习需要、按自己的学生方式实现学习目标。,53,新的教材体系,1、新教材的特点 （1）具有灵活性和可选择性 宏观上有多种多样的教材可供教师和学生选择；微观上一套教材的组成部分具有可选择性，教材的具体内容也具有可选择性。这样教师可以对教材进行适当的调整和取舍。,54,（2）以活动为主要呈现形式 教材中设计的活动以意义的理解和表达为主要目的；尽可能避免直接呈现语言知识和语言素材的编排方式。避免过于机械的语言操练活动。要给学生提供真实表达的机会。,55,（3）使用真实、地道的当代英语语言材料 教材中所选语言材料要符合学生的生活实际、认知水平和知识水平。,56,（4）注重中

32、外文化的比较和交流，培养学生跨文化交际的意识和能力 要以适当的方式向学生介绍外国文化并引导学生对中外文化进行比较。,57,（5）关注学生的学习过程和感受 要尽可能满足不同学生的学习需求，要兼顾不同学生的学习方式，使不同学习风格的学生都能受益。,58,（6）有利于学生对学习过程和结果进行自我评价 教材要以适当的形式帮助学生了解自己的学习情况，监控学习结果。,59,2、新教材使用的建议 （1）正确认识教材的作用，合理使用教材 要牢固树立“用教材去教而不是教教材”的思想； 要充分认识教材对教学的重要意义，同时也要认识到教材的局限性； 要在教学中创造性地使用教材。,60,（2）正确认识教材与课程标准之

33、间的关系 教材是实现课程标准的重要手段之一，但是教材不等于课程标准； 教材不拘泥于课程标准。教材中的有些内容可能超越课程标准的要求，以体现教材的灵活性和可选择性； 要认识到教材与标准之间可能存在的差距。,61,（3）正确认识教材与考试的关系 教材的内容不等于考试的内容； 平时的评价可以以教材中的某些内容为基础，但也不能死抠书本知识； 不能出于应付考试的目的而对教材进行随意的取舍和调整。,62,理论依据,以行促学（Learning by doing） 教学包括： 知识（knowledge） 技能（skills） 态度（attitude） 悟觉意识（ awareness ） - D. Freema

34、n, 1989,63,理论依据（2）,建构主义学习理论（Constructive theory of learning) 知识不是教师硬教、硬塞给学生的，而是学生通过活动，以原有经验、心理结构和信念为基础自我建构起来的。强调学习的主动性、社会性和情境性。三个主要观点： 1、对新知识意义的理解，强调理解， 而不是记忆。 2、对旧知识的改造和重组。 3、通过自己的话语重组、生成知识。,64,理论依据（3）,对话教学 (dialogue teaching)： 来自他人的信息为自己所吸收，自己的既有知识被他人的视点唤起了，于是产生新的思想。 对话教学借助创造性的、生成性的过程，使学生不再仅仅是知识的接

35、收器，还是知识的发生器。 教学从知识的传授走向知识的生成与建构，学生不再是被动的接受知识。 教学是发生在对话与合作之中的知识生成。,65,教学改革（1）,自觉转变、更新教育思想和教学观念 1.理论武装： 1)应用语言学、二语习得理论等 2)合作教学、教学反思、行动研究等 3)解决具体教学问题，如：如何进行课 堂提问、如何开展大班口语活动、如 何使用多媒体辅助语言教学等。 2.诊断式教学督导（课堂观摩）,66,教学改革（2）,努力进行自身课堂教学改革 1）灵活处理教材； 2）制作电子教案； 3）加强听说训练，增设视听说课程； 4）课堂教学采用讨论式、仿真式、启 发式、探究式的教学模式； 5) 教学反思、集体备课、行动研究。,67,教学改革（3）,改革英语测试体系 平时成绩+口试+笔试=课程成绩 开辟多途径的第二英语课堂 1) 各种英语竞赛 （词汇、演讲、朗诵、 写作、戏剧表演、影视配音等） 2) 校园英语电台(Radio Campus) 3) 英语电影之夜 (Movie Night) 4) 周日英语学校 (Sunday School),68,Teachi