高师技能竞赛.ppt

1、全国高师学生英语教师职业技能竞赛决赛,说课评价标准,教师基本素质 （20%） 教学设计 （20%） 教学过程的呈现（30%） 预期的教学效果（15%） 假设的教学反思（15%）,教师基本素质,教态、仪表、表情、感染力等 英语知识能力（语音语调、词汇和语法） 外语教学理论和教学基本功,教学设计,教学目标明确，符合学生学习阶段和学习水平 教材应用得当 教学设计合理，难度适中 学用比例平衡 教学方法得当 适当使用教学资源,教学过程的呈现,预习、准备、讲解、练习、结束等步骤顺畅、自然 引导学生积极参与（包括认知参与、行为参与和情感参与） 教学辅助手段 评价手段的选用 课堂教学组织形式合理，课堂管理有序

2、,预期的教学效果,各类学生均学有所得 学生的专项知识、技能和综合能力得到一定的发展 教学策略与学习策略能互相促进 时间利用合理，学生能基本完成教学活动,假设的教学反思,教学设计与实施过程的反差进行反思 学生的活动设计以及调动学生积极性方面进行反思 自己的教学策略是否适应学生的学习需要进行反思 实施的评价手段进行反思 正确回答评委提出的问题,Teaching Presentation,The similarities and differences between teaching presentation and teaching plan and demo class 说课与教案、试讲的相同

3、点和不同点,说课的对象是其他教师或者教研人员，试讲的对象是学生； 说课是解释具体教学设想和相关教学理念，教案是呈现教学设计，可以说前者是对后者的更具体详细的解释说明，特别是对每个教学设计环节的意图和作用的说明（这一点一般无需在教案中体现）。,注意,不要把要对学生说的话全文当成说课的内容； T: S: 可以在对某个环节的简单叙述后插进教师对学生的指令语或者一些作为示范性的片段对话；在书面上，一般教学叙述和直接引用分段来呈现；,比赛要求,要求选手结合外语教学理论分析所使用教材，分析学生接受情况，按说课类型设计教学方案。说明本课的教学目标、课重难点、所采取的教学方法、教学手段、评价手段、教学过程呈现

4、方式、预期达到的教学效果和假设的教学反思等，并在说课后回答评委提出的问题。,A formal plan,Title Date 主语要一致，目标是教师通过教学帮助学生达到的学习目标，主语是学生，选择动词必须考虑主语，混淆的例子如：1. enable; 2. learn;,Part 3 Analysis of the teaching aims,Correct 表达的准确性 要采用能够表达能力水平的词语 By the end of the class, students will be able to ; 要选择具体的词语，避免过于笼统，如：know, study, learn, have a c

5、oncept of, be familiar with等都很难确定一个水平，下面的词语可供参考： recognize in reading/listening, spell, say, use in speaking/writing, use make new sentences, build up confidence, be more in , adopt , appreciate, ,说教学重点和难点 Analysis of the Important Points and Difficult Points,重点 一般是落在知识和技能上； 难点 一般是重点知识点、技能中的某个 方面；,P

6、art 4Analysis of the important and difficult points,重难点分开; 不要过多，一般不要超过三个项目; 用名词词组表示; 口头表述： The important points lie in /relate to Its important students understand/use Students may find it difficult to understand/use/remember ,说教学策略Analysis of the Teaching Strategies,教法策略分析（教学方法） 学法指导（如何引导学生） 教学手段（教

7、学活动的具体说明，结合教具的使用和功能）,Part 5 Analysis of teaching and learning strategies,Teaching strategies 宏观：选择使用何种教学方法(以哪种为主，哪几种为辅), The Grammar Translation Method The Direct Method Situational Language Teaching The Audiolingual Method The Cognitive Approach The Communicative Language Teaching Task-based Langua

8、ge Teaching 微观：采用什么教学手段实现教学目标， Pairwork, teamwork, discussion, role-play, debate, game, 采用这些教学方法和手段的理论依据是什么,Part 5 Analysis of teaching and learning strategies,Learning strategies 说出在本课教学过程中，指导学生学习或学会使用什么学习方法，如五官并用、强化记忆、比较归纳、分析概括规律、循环记忆、分类记忆、联想记忆、发现学习、心口一致等等。要说明结合本课教学培养学生哪种学习能力，如观察力、记忆力、想像力、注意力、创造力、

9、思维能力、反应能力、自学能力等。 说学法可以与说教法结合。,说教学程序 Analysis of the Teaching Procedure,单元： 课时分配 导入设计 新课教学设计 练习设计,一节课： Steps,说教学程序（一节课） Analysis of the Teaching Procedure,最重要的活动要注意在后面加入评价环节，让学生能够清楚地认识到自己完成的质量。,注意,给每个环节加上小标题，以便听着更加清楚这部分的内容，另外，在每个环节结束进入下个步骤之前最后能用一个短句回指总结之前的环节； E.g. Part 2, presentation. Ask the studen

10、ts the above is to present . Then lets come to Part 3, 叙述中多用基数词、序数词和小标题，但不表示在念表格，注意采用过渡语； 每一个步骤要说明教学意图（对学生起到哪方面的作用）,Part 6 Teaching Procedure,缺小标题； 小标题的表达不统一（各种词性短语混用，或者与课本的小标题1a, 1b混用）； 小标题的表达方式不能体现教学过程的完整性； 教学过程的安排不合理，没有突出课型 （时间分配和步骤的多少）； 缺作业和学生的自评（最后环节）； 语言表达不是单纯记录教师与学生的对话，而是叙述如何组织教学活动，要用叙述性的语言；

11、没有说明每个步骤设计的意图；,小标题,3P: Presentation Practice Production,Five-step teaching: Revision Presentation Drill Practice Consolidation,小标题,Task: Pre-task (listening, speaking,) While-task Post-task,小标题,如果想说明该环节的具体活动类型，可在小标题中用破折号，先用统一的小标题，之后再解释说明该部分的具体活动，如：Step 1 Warming up Guessing the names of fruit; 如果遇到重

12、复环节，比如先呈现第一层用法，然后练习，再呈现第二层，再练习，可给小标题编号，如：Step 2 Presentation 1, Step 3 Practice 1, Step 4 Presentation 2, Step 5 Practice 2;,说板书 Analysis of Board Design,简单地叙述黑板各部分的内容，一般分为两到三部分。,Step 7 Analysis of board design,采用画图的形式进行展示,注意,不要把书上已经附有的冗长的语法规则原原本本抄在黑板上，因为用一些简练的公式来表述；,说预期教学效果和教学反思,总结教学方法可能带来的教学效果： 各层

13、次学生的进步 学生的知识、技能等方面的进步 教学反思： 设计与实施实际可能存在的差距 活动设计与积极性的调动 教学策略与学生的学习需要 评价手段是否科学,Step 8 Analysis of teaching effects and teaching reflection,Teaching effects: The achievement of students of different levels; The improvements in terms of knowledge, skills, ; Teaching reflection: The contrast between the

14、design and reality; The contrast between the design and students interest; The contrast between teaching strategies and students real need; The feasibility of evaluation; ,说课的衔接,七大部分：Part 1, Part 2, 教学过程：Step 1, Step 2, 衔接词：first, second, one, two, next, then, finally, 转入新的部分可对上一部分进行简单的回顾，如：This is

15、about . Next I am going to talk about , thats Part * ,说课的板书,Material Ss Aims I. Context: similar to real-life context (meaningful, interesting); Language exposure: sufficient, providing choices; Process: interaction, cooperation; Product: usually measurable; Comment (evaluation specific ): helps imp

16、rove the performance of the task;,Case analysis,初二学生在学完有关食物的英文名称和表达喜欢或不喜欢的句型后，听关于食物喜好的一段对话，然后教师布置学生做一个小调查，即用英语询问并记录小组中各个同学最喜欢的食物，各小组用统计表的形式表示调查结果，每个小组写几句话来简短回报调查结果。,初二学生在学完有关食物的英文名称和表达喜欢或不喜欢的句型后，听关于食物喜好的一段对话，然后教师布置学生做一个小调查，即用英语询问并记录小组中各个同学最喜欢的食物，各小组用统计表的形式表示调查结果，每个小组写几句话来简短回报调查结果。,目标是什么？是否具有交际性（信息交流

17、）？ 以哪个目标为主？（交际目标，教学目标） 构成任务内容的输入材料是什么？来自何处？ 构成任务的活动是否与现实世界中的活动类似？ 活动强调的是语言形式的获取还是语言技能的使用（意义的表达）？ 学生是被动接受知识还是主动获取知识？ 教师是知识的传授者还是活动的设计者、参与者？ 活动是仅限于课堂教学还是可以延伸到课余学习和生活？ 任务的结果如何体现？能否被观察到？ 任务的结果是否可测？,Grammar Teaching,Grammar Practice,Mechanical practice Substitution drills smallest lawn, cleanest house, n

18、icest flowers, most beautiful garden Mrs. Green has the largest house in town. Small lawn, clean house, nice flowers, beautiful garden Transformation drills Now he lives in London. (last year, Paris) We have English and maths today. (yesterday, music and P. E.) Repetition drills Twenty questions (ye

19、s-no questions) to guess whats in a Ss mind Focus Pros and Cons,Grammar Practice,Meaningful practice usually comes after mechanical practice; e.g. comparatives and superlatives Focus Pros and Cons,Picture prompts present continuous tense,Picture prompts “There be ”,Information sheet as prompts,Key p

20、hrases or key words as prompts,How many? Playground Boys dancing Girls playing football Children,Chained phrases for story telling,7 oclock got up had breakfast hurried to school school closed surprised,You are a stranger in this town. You want to buy some fruit. You want to post a letter, and you a

21、lso want to see a movie at night. Ask about the places.,Created situations,From Grammar to Grammaring (Larsen Freeman, 1991),Form How is it formed?,Meaning What does it mean?,Pragmatics When/why is it used?,Vocabulary Teaching,What does it mean to know a word?,A simple answer: pronunciation and stre

22、ss; spelling and grammatical properties; meaning; how and when the intended meaning;,What does knowing a word involve?,Denotative meaning; Connotative meaning; Collocations and colligation; Synonyms, antonyms, hyponyms; Receptive and productive vocabulary;,Collocation,Frequent co-occurrence depend o

23、n, as a matter of fact, prevent from, according to, turn off, as well as, in addition to, （固定搭配） between （常用相邻搭配） take place （常用相邻或不相邻搭配）, between, take place ,The coup occurred because of all the changes that have taken place, and it failed because of all the changes that have taken place. they wer

24、e either simulated or recorded from the real events that had already taken place, The exhibition took place at a time during The first partly-free elections took place in 1989. The interviews took place in the Spring term That meeting took place on 10th January 1990.,Colligation,教师可让学生对比taken place出

25、现在句末和took place接介词短语的例子，思考“哪种形式常作从句谓语，哪种常作主句谓语？”在得出前者多为从句谓语，后者多为主句谓语后，教师可提供典型例子，要求学生观察并思考“表述一件发生过的事情与另一件存在关系（常为因果关系）时，哪种形式更合适？叙述一件过去发生的事件时，哪种形式更合适？” 加深学生对易混淆形式的认识。,The coup occurred because of all the changes that have taken place, and it failed because of all the changes that have taken place. they

26、 were either simulated or recorded from the real events that had already taken place, After the lambs were born, and the had taken place, came down from what would have happened if some event (which did occur) had not taken place. The exhibition took place at a time during The first partly-free elec

27、tions took place in 1989. The interviews took place in the Spring term That meeting took place on 10th January 1990.,Synonyms,Similarity Difference,Synonyms,take place和 happen都有“发生”的意思。教师设计问题引导学生对这两者进行比较。 首先take place和happen的主语进行比较，要求学生观察在主语位置使用5次以上的名词和代词。 问题：happen 的主语与take place的主语有什么区别？ 学生很容易发现ha

28、ppen之前代词出现的频率非常高，特别是what (26.8%) 和it (13.3%),而名词只有一个accident (0.8%)。要求学生观察what和happen共现的例子（事先筛选好），如： . Bernice: Whats happening? Whats going on? Wheres Clive?. . Wheres Raul? Whats happening? I wont leave until you tell me. . . give my boy a bird dog. What happened? He died, I said. . . the roaring

29、in his head. What happened? he questioned . 问题：询问“发生了什么事？”一般用happen还是take place?,Hyponyms,Teaching Guidance: 1. Can you pronounce the word speg? 2. What word class is it in? Why do you think so? 3. Is it sth. eatable? Healthy food? Why? 4. Is it sth. solid or liquid? Why?,Present New Words,Pictures,

30、 diagrams, maps. Real objects. Mime or act. Verbal context. Synonyms or antonyms. Lexical sets or hyponyms. Translation and exemplification. Word formation rules, affixes. Vocabulary in chunks. The context in real life. Different context for new words. Preparation for possible misunderstanding or co

31、nfusion.,Example,T-A: a) wrote “grumble” on the blackboard; b) said “complain about someone or something in an annoyed way”; c) translate the word into the students native language; d) gave more example sentences for the students to translate into their native language.,Example,T-B: Said “some peopl

32、e grumble about everything. For example, they grumble about the weather. If it is sunny, they say it is too hot. If it is cool, they say it is too cold. They are never happy with the weather. They always grumble about the weather”. Then “So what does grumble mean?”,Consolidating vocabulary,Labelling

33、 picture: objects and names Spotting the differences partners having slightly different pictures discover the differences by Q and A. Describing and drawing pairs: one having the picture describes, the other draws. Playing a game memory competition. Using word thermometers the degree of words (esp.

34、synonyms).,Thermometers,Consolidating vocabulary,Using word series category. Word bingo squares with words related to a topic, cross the word out when it is heard. Word association writing down words in association. Odd man out category. Synonyms and antonyms finding pairs from a group of words. Usi

35、ng word category grouping. Using word net-work relation.,Developing vocabulary strategies,Review regularly A word can not be learned by only being presented to the students, often it has to be encountered at least seven times in different contexts/tasks before it can be learned by the students. Gues

36、s meaning from context. Organise vocabulary effectively. Use a dictionary. Manage strategy use.,Teaching Listening,Pre-listening activities,1. Predicting Good listeners good predictors Discuss a relevant picture; Discuss relevant experiences; Answer a set of questions about the topic; Associate idea

37、s with the topic; Associate vocabulary with the topic; Predict information about the topic; Write questions about the topic;,Pre-listening activities,2. Setting the scene Depending on what he or she knows about the topic in question and what he or she has in hand; 3. Listening for the gist Similar t

38、o the concept of skimming a passage in reading; Asking Ss one or two questions that focus on the main idea or the tone or mood of the whole passage; 4. Listening for specific information,Summary on pre-listening activities,The purpose: to motivate Ss, to activate their schema, to add context, prepar

39、e them for necessary language.,While-listening activities,Train Ss listening skill rather than to test their memory: Identify the exact topic, or an aspect of it; Note two to four pieces of information; Answer questions; Complete sentences; Match pictures with the text;,While listening activities,No

40、 specific responses Listen and tick Listen and sequence (find out the order) Listen and act Listen and draw Listen and fill Listen and guess Listen and take notes,Listen and fill,Note that it is important not to overdo this type of tasks, since it gives students the impression that they need to unde

41、rstand every word, but there are times when you want your students to focus on the details. E.g. key words (related to the content) function words (related to the discourse),Summary on while-listening activities,It is good to just let the students listen and enjoy what they are listening to without

42、a specific task. (after-class activity) However, most of the time, it is helpful to provide a task for the Ss to do while they are listening. (in-class activity),Post-listening activities,Multiple-choice questions (balanced) Answering questions (open-ended) or give opinions Note-taking and gap-filli

43、ng Dictogloss Noting down the words; Discussing their understanding of the overall meaning; Working together to reconstruct the passage; Being given the original text for a comparison; Relate similar experiences Role-play a similar interaction Write a brief report Write a similar text Debate the top

44、ic,Teaching Speaking,Principles for teaching speaking,Balancing accuracy-based with fluency-based practices; Contextualising practice; Personalizing practice; Building up confidence; Maximizing meaningful interactions; Helping students develop speaking strategies; Making the best use of classroom le

45、arning environment to provide sufficient language input and practice for the students;,Contextualized practice,E.g. present continuous tense Activity 1: A: Im opening the window. B: What are you doing? A: Im reading my book. ,Activity 2,Personalizing language,The implication is that practice must al

46、low students some degree of choice in what they say.,Types of speaking tasks,Pre-communicative activities Controlled (focus on form and accuracy) or semi-controlled; : drilling, modeling, repetitions, focused structural dialogues, controlled role plays, using clues or prompts for practices, etc. Com

47、municative activities Communicative or more contextualized; : information gap activities, problem-solving activities, discussions, debates, interviews, fluency-focused games, etc.,Types of speaking tasks,Information-gap activities Role-play Using pictures Problem-solving (requiring a higher level of

48、 language proficiency) Making up a story (one by one) Find someone who Human scrabble Free discussion,?,Support,The amount of information given by the teacher or materials. Phasing the activity with careful instructions (write down some ideas before the talk) (sometimes added by the teacher) Structu

49、ring interactions with suggestions for group roles. Establishing goals for the discussion (for Ss to judge whether they fulfill the task or not),Teaching Reading,Pre-reading activities,Predicting Based on the title; (help Ss by asking certain questions) Based on vocabulary (brainstorm) Based on the

50、pictures Based on the T/F questions Setting the scene Discussion; Guessing; Visual aids;,Pre-reading activities,Skimming Ask general questions; Make multiple choice about main idea; Put subtitles in order; Scanning Scan for specific information; Scan for vocabulary;,Predicting based on the vocabular

51、y,Drinking While Driving Predict what words may be used in the text. Predict which ten of the twenty words provided would most probably occur in the text.,Predicting based on the T/F questions,While-reading activities,Recognizing functional value Recognizing text organization Information transfer ac

52、tivities Summary on transition devices Reading comprehension questions Understanding references Making inferences,Recognizing functional value,Supply a simple text and a set of alternative function labels for each sentence, or for key sentence. Supply a text, with alternative descriptions of it in t

53、erms of functions, or alternative text diagrams setting out its functional structure. Supply a skeletal functional description of a short text a few sentences long. Supply all the sentences of the text, in random order. Ask students to put them in order. (You may need to make small changes first, ot

54、herwise the task is too easy),1 e.g.,Sentence 1 is A) an assertion; B) a hypothesis C) a classification,A,B,2 e.g.,3 e.g. Assertion example explanation Sentences: Foxes will collect seagull eggs during the nesting season and bury them in scattered places. Foxes often conceal the food items they obta

55、in. Seagull eggs can be eaten at times when food supplies are scarce. The original text: Foxes often conceal the food items they obtain. For instance, they will collect seagull eggs during the nesting season and bury them in scattered places. These can thus be eaten at times when food supplies are s

56、carce.,Recognizing text organization,Task 1: Decide where in the text the omitted paragraph fits. Task 2: Decide which paragraph best fits the beginning and which best fits the conclusion. (several possible choices) Task 3: Decide which sentence fits into which paragraph. Task 4: Decide which paragr

57、aph is out of place and where it ought to be.,Task 5: Arrange the paragraphs to make a coherent text. Task 6: Match the paragraphs with the topic sentences and produce a coherent text (topic sentences in correct sequence while paragraphs in random) Task 7: Choose the correct key sentence. Task 8: De

58、cide where in the text the omitted sentence should go. Task 9: decide which sentence is out of place, and where it should go.,Recognizing text organization,Information transfer activities,Pictures Drawings Maps Tables Tree diagrams Cyclic programs,Pie charts Bar charts Flowcharts Chronological seque

59、nce Subtitles Notes,Summary on transition devices,E.g. In the previous paragraphs, I have offered my analysis of the causes of this growing discontent. At this point, I would like to take up the subject of what might be done to remedy it.,Reading comprehension questions,Questions for literal comprehension. Questions involving reorganization or reinterpretation. Questions for inferences. Questions for evaluation or appreciation. Questions for personal response.,Post-reading activities