启智英语教学思想初探.pptx

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,启智性英语教学思想初探,刘道义,liudy,第1页,第1页,注重素质教育，表达语言学习对学生发展价值,课程性质 工具性与人文性,课程理念,激发学习兴趣，拓展视野，增进心智发展,尊重主体，发展思维,构建知识体系,培养能力,启智性课堂教学摸索,第2页,第2页,注重素质教育，表达语言学习对学生发展价值,教育是使人潜能得以充足发展事业。,教育能使人变得愈加聪明。,语言既是交流工具，也是思维工具。学习一门外语能够增进人心智发展，有助于学生结识世界多样性，在体验中外文化异同中形成跨文化意识，增进国际理解，弘扬爱国主义精神，形成社会责任感和创新意识，提升人文素养。,第3页,第3页,课程性质,就,工具性,而言，英语课程承担着培养学生,基本英语素养,和发展学生,思维能力,任务，即学生通过英语课程掌握基本英语语言知识，发展基本英语听、说、读、写技能，初步形成用英语与别人交流能力，进一步增进思维能力发展，为此后继续学习英语和用英语学习其它相关科学文化知识奠定基础。就,人文性,而言，英语课程承担着提升学生,综合人文素养,任务，即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好品格和正确人生观与价值观。,第4页,第4页,Language communication and language humanistic features,Language is an instrument for communication,but being used by humans it has,humanistic features,.语言是交际工具，但同时也含有些人文性。,Many of these coursebooks concentrated on the linguistic and analytical aspects of lge learning and failed to tap the,human beings potential for multidimensional processing,.They made insufficient use of the learners ability to learn through doing things physically,to learn through feeling emotion,to learn through experiencing things in the mind.(Tomlinson,),许多教材只注重语言和分析层面，而忽略学习者作为人所含有多维加工潜在能力，也很少发挥学习者通过做中学、通过感知和情感、通过大脑体验事物来学习这些能力。,第5页,第5页,The most important factor in learning is,affect,.(Arnold,1999),学习最主要原因是情感。,Language learners need to relax,feel at ease,develop self-confidence and self-esteem,develop positive attitudes towards the learning experience and be involved,intellectually,aesthetically and emotionally,.(Tomlinson,1998),学习者需要有放松和自如感觉，也需要建立自信和自尊，并对学习经历持积极态度，还需要学习者从智力上、审美上、情感上全身心投入。,第6页,第6页,课程理念,重视素质教育，表达语言学习对学生发展价值,面向全体学生，关注语言学习者不同特点和个体差异,整体设计目标，充分考虑语言学习渐进性和连续性,强调学习过程，重视语言学习实践性和应用性,优化评价方式，着重评价学生综合语言利用能力,丰富课程资源，拓展英语学习渠道,第7页,第7页,在经济快速发展同时，人文精神有所缺失，伴伴随西方一些低端商业文化入侵，极,端个人主义、拜金主义、恶性竞争泛滥，甚至一些肤浅、颓废，鼓吹享乐、放纵殖民地文化也搭车载入，从而对年青一代信奉、追求、责任感、完备人格形成造成危害。（陈宝泉，）功利主义渗入到教育领域、这片净土也遭到污染：学术腐败、学校乱收费、考试作弊、论文抄袭等累禁不止。这里极需要我们考虑是，中小学外语教育如何加强人文道德素质教育，抵制这些污泥浊水对青少年腐蚀！（刘道义，）,第8页,第8页,英语课首先要承担“提升中华民族思想道德素质，文化科学素质和身体心理素质”任务。素质教育面向全体学生，它是指人以其先天禀赋为基础，在后天环境和教育影响下，尽也许挖掘和发挥人潜能，使其取得稳定、长久发挥作用基本品质结构，包含人思想、知识、身体、心理品质等。素质教育是每一个学生一生打基础教育。（刘道义英语教育自选集第103页）,第9页,第9页,语言是交流思想传递信息工具。思想和信息都是有详细内容，这些内容在多数情况下都包含着情感教育原因。,情感是一个人对他生活中所发生事情，对他所认识或所做事情内部态度不同形式体验。有些心理学家把情感分为道德感、美感和理智感。（刘道义英语教育自选集第111页）,第10页,第10页,道德感是以人对人、人对社会态度为其内容。属于道德感有：爱心、同情、善心、仁爱、忠诚、合作等。,美感表现了对各种不同生活事实及艺术态度和评价。能够识别和判断它们是真、善、美、高雅，还是假、恶、丑、庸俗。,理智感表现为一个人对认识过程、对这个过程是否顺利态度。属于其范围有：兴趣、动机、求知欲、热情、发觉、信心、意志、毅力等。,第11页,第11页,情感态度五级要求,1.有明确学习,目的,，能结识到学习英语目的在于交流。,2.有学习英语愿望和,兴趣,，乐于参与各种英语实践活动。,3.有学好英语,信心,，敢于用英语进行表示。,4.能在小组活动中积极与别人,合作,，互相,帮助,，共同完毕学习任务。,5.能体会英语学习中兴趣，乐于接触英语歌曲、读物等。,6.能在英语交流中注意并,理解,别人情感。,7.碰到问题是能积极请教，,敢于,克服困难。,8.在生活中接触英语时，乐于,探究,其含义并尝试模仿。,9.对,祖国,文化能有更深刻理解，含有初步,国际,理解意识。,第12页,第12页,激发学习兴趣，拓展视野，增进心智发展,增强,爱国,主义精神，发展,创新,能力，形成良好,品格,和正确,人生观,与,价值观,利用教材资源（Mothers Day,Mother Teresa,Manners,Nightingale,etc),How do you make a banana milk shake?(8A),Will people have robots?(8B),He used to cause a lot of trouble.(9),Could you please tell me where,the restrooms are?(9),第13页,第13页,尊重主体，开发智力、发展思维，构建知识体系,发展学生智力，提升他们观测、注意、记忆、思维和想象等能力。,观测,语言功效表达在语言行为上,注意,是有效地组织教育教学过程最基本条件。“注意正是那扇一切从外部世界进入到人心灵之中东西所要通过大门。”（乌申斯基）,记忆,是人们对经验反应心理过程，其中包括识记、保持、再现与回想。,第14页,第14页,思维,是表象、概念基础上进行分析、综合、判断、类比、联想、推理等认知活动。,想象,是人创造活动一个必要原因，含有能动性和有效性特点，积极想象（不是脱离实际空想）机制被用来作为改造周围事物创造活动条件。,第15页,第15页,尊重主体，开发智力、发展思维，构建知识体系,第16页,第16页,Phonological study 语音学习,1.Pronunciation of,26 letters,a,e,i(y),o,u in stressed/unstressed syllables,Vowel combinations in stressed syllables,Common vowel combinations in stressed syllables,Consonant combinations(ch,dg,th,tch,ph,ng,nk),Consonant clusters(bl-,cl-,fl-,gl-,br-,cr-,sm-,sp-,pr-,qu-),Syllabic sounds,(ble,-ple,-cle,-gle,-dle,-sin,-ten,-ven),第17页,第17页,2.Word stress and sentence stress,3.Sound variation,liaison（连读）,incomplete explosive,weak form,Assimilation（同化）,4.Intonation and rhythm,sense group and pausing,rising and falling tones,rhythm,Do your students know,these phonological items?,How do you help them,learn them?,How do they learn to use,them in their real life?,第18页,第18页,Can your students read these words?,dab den cod cluck braid dado,轻拍 巢穴 鳕 咯咯叫 辫子 墙裙,duck chuck chuckle,抛，扔 暗自笑,lot log loggerhead,原木 笨蛋,fun fund fundamental,基金 基本,第19页,第19页,cot cot,tage cot,tager,幼儿床 村舍 村民,pan pan,el pan,elist,专门小组 小组组员,myth myth,ical myth,ology,神话 神话,第20页,第20页,请根据前面列举辅音字母和辅音字母组合拼读规则，从现行初中课本中找出合适例词来，完毕下列表格。表格开头示比如下：,辅音字母和辅音字母组合读音,b/b/back bag buy table bring bright,c/k/car cat card catch close clean,/s/face city pencil,第21页,第21页,Vocabulary study 词汇学习,Do your students find it hard to learn English words and,expressions?,How do you help them to learn English vocabulary?,What strategies do your students use in their study of,English vocabulary?,Do you get your students to exchange their ways of study?,Do you think students can develop their thinking,ability in the study of English vocabulary?Why?,第22页,第22页,How is our word knowledge organized?Mental lexicon,WORD,The meaning,义,Pronunciation,音,Spelling,形,The grammar,behavior,语法,The words,derivation,派生,The collocations,of the word,搭配,The register,语域of,The word spoken,and written口笔语利用,The connotations,of the word,隐含之意,The words,frequency,复现率,第23页,第23页,Vocabulary learning strategies,Learn words in context 通过语境学词汇、猜词义(picture/sentences/texts),Learn the sound,shape&meaning掌握音、形、义,Have a wide exposure to the words大量接触（LS,R,W），积累词汇,Have 7-8 experiences with a word in order to retain it 重复复习,Use the word in LSRW 学中用，用中学,Integrate thinking,looking,listening,reading and writing 脑思、眼看、耳听、口诵、手写,Use glossaries and dictionaries 使用词表和词典,Learning vocabulary in chunks 学习词块,Form a habit of learning and testing words 养成学习词汇习惯,第24页,第24页,Classification 分类,Translation 翻译,Labeling 标注,Use the Mind Map or Webbing,思维导图,第25页,第25页,Comparison and contrast 比较、对比,Words with similar meaning,near close next to ,cry shout scream,Words with opposite meaning,up/down before/behind live/die,Association 联想,Words with the same root,unhappy happy happily happiness,第26页,第26页,Learning vocabulary in chunks,心理学家提出“组块”理论。Lewis把词块分为单词和短语、搭配、惯用话语和句子框架等四种。固定组块如：at risk,make up ones mind,get accustomed to,so long as,the man in the shop,It is said that,etc.,这种办法不但帮助学生记忆词汇，还可帮助他们用英语思维和表示。,第27页,第27页,weather,sunny,rainy,umbrella,blue,sky,sun,hot,swim,sea,ship,snowy,snow,snowman,carrot,red,travel,学习/复习单词办法：制作Word map,参考:,赵淑红.新课程课堂教学技能与学科教学（小学英语）.世界知识出版社.,第28页,第28页,Mind map or webbing,SPORTS,BALL GAMES,Basketball,volley ball,FIELD EVENTS,High jump,Long jump,AQUATIC EVENTS,Swimming,Diving,TRACK EVENTS,100-m dash,110-m hurdle,boxing,gymnastics,WINTER SPORTS,第29页,第29页,Guessing words through context clues,1),Punctuation,(利用,标点符号,引出对生词解释),The,principal,money he put in his savings account to earn interest was safe even though the bank was closed by the police.,例句中用了两个破折号把对,principal,解释置于其间，阐明,principal,意思是sum of money。,其它用于解释标点符号有：逗号，小括号和中括号等。,2),Explanation,(用,辅助性词汇和标点符号,解释生词意义）,Carlos looked,dazed,that is,stunned,as if someone had shocked him with bad news or with a heavy blow to the head.,辅助性词语,that is,能帮助学生理解,dazed,意思是,stunned,。,其它辅助性词语尚有：,meaning,such as,or,is called,等。,第30页,第30页,3),Contrast,（通过,相关反义词意义,帮助理解生词）,During office hours he looked very,tense,and anxious,but on weekends he was quite relaxed.,表示转折关系连词,but,能帮助学生拟定,relaxed,是,tense,反义词。假如学生知道,relaxed,意思是,at ease,，就不难理解,tense,意思是,tight,或,at attention,。,4),Experience,（,学生个人阅历,也能帮助理解生词）,Marthas husband and mother died within a month of each other,and she cried often at her terrible,sorrows,.,家庭悲剧会让人感到非常伤心，这是众所周知，利用这一常识就能理解,sorrows,意思是,great sadness,。,第31页,第31页,5),Context,（,上下文也有助于理解）,I dont like violence but in 1963 I helped him blow up some government buildings.,句子前半部分,violence,和后半部分中,government buildings,有助于解释,blow up,，意思是“,爆炸”。,6),Definition,（用一个句子给生词,下定义,）,She wanted baked clams for her,appetizer,.An appetizer is the first course of a meal.,第二个词用来给,appetizer,下定义，由此学生便知道,appetizer,是开胃菜。,第32页,第32页,7),Hyponyms,（通过下义词推断词义）,Legume,like string beans,lima beans,and green peas are important in your diet.,尽管句子中并没有直接阐明,legume,是一类植物名称，但是从其下义词中能够推断：,legume,是,a name for a group of vegetables with pods,。,8),From known to unknown,(,用学生,熟悉词或短语来解释,生词),The mayor wanted,privacy,because he knew that being alone would help him solve his problems.,句中,privacy,指是,being alone,。,第33页,第33页,2.词块呈现式,第34页,第34页,Mr.Cat,He,He,He,He,He,get,up,eat,breakfast,go,to bed,take,a shower,have,a walk,watch,TV,get,s,eat,s,ha,s,watch,es,take,s,go,es,Mr.Cats Day,at,at,at,at,at,at,6:30,7:15,9:45 am,4:30,9:40 pm,10:00,.,.,.,.,.,.,in the morning.,in the afternoon.,in the evening.,第35页,第35页,3.图片、词块共现式,第36页,第36页,get up,eat breakfast,go to bed,take a shower,have a walk,watch TV,6:30,7:15,9:45,7:30,9:40,10:00,has,gets,eats,watches,takes,goes,at,at,at,at,at,at,in the morning,in the afternoon,in the evening,pm.,am.,第37页,第37页,work on,Aunt Pigs Day,sweep.,go home,ride to work,cook,do the washing,water.,play with,第38页,第38页,Grammatical study 语法学习,Why do your students find it difficult to write,correct English sentences?,Do you think English grammar is important?,How do you help your students learn grammar?,Do you make your students recite the rules or practice using,them in speaking and writing?,What successful ways do your students use?,第39页,第39页,Six kinds of simple sentences,S+V She work,s,.,S+V+O She like,s,her work.,S+V+IO+DO She teach,es,us,English.,S+LV+P She is a teacher.,She,is,friendly.,She,is,at work.,S+V+O+OC Her lessons make,us,happy.,There be+S+Ad There is a book on the desk.,There are 6 classes every day.,第40页,第40页,Typical mistakes Chinese students make,Water flower.,Morning I and my mother by shu cai.,My mother and I were go shopping at 6:30.,We were brought a lot of theings.,Why do you think Chinese students make such silly sentences?,第41页,第41页,Types of sentences,Statement,I am a student.I study English.,Questions,Do,you like English?,Which school,are,you in?,Does,he speak English or French?,She is from Japan,isnt,she?,Imperative,Close the door.,Exclamation,What,a nice day!,How,beautiful the,flower is!,第42页,第42页,The most useful verb tenses,Simple Present She,likes,singing.,Present Continuous She,is singing,.,Simple Past,She,sang,at the party.,Simple Future,She,is going to,sing at the party.,She,will sing,at the party.,Present Perfect,Have,you ever,been,to Beijing?,第43页,第43页,Grammar teaching in Chinas schools,Gr teaching,in school,Deduction,(from rules),Induction,(from examples,from texts),Lexical approach,(Natural,grammar),Presentation,in LSRW,Integration,with topics&,function,Grammar 3D,第44页,第44页,强调学习过程，注重语言学习实践性和应用性,当代外语教育注重语言学习过程，强调语言学习实践性，主张学生在语境中接触，体验和理解真实语言，并在此基础上学习和利用语言。,勉励学生在教师指导下，通过体验、实践、参与、探究和合作等方式，发觉语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效学习策略，发展自主学习能力。,第45页,第45页,Meaningful input,Intake,(Thinking,and,Expressing),Meaningful output,Listening and,reading,Speaking and,writing,Teachers,support,第46页,第46页,Listening skills(White,1998),Name,Examples of activities,Perceptive Skills:skills such as recognizing,individual sounds,identifying,reduced forms,recognizing,intonation patterns,Language Skills:skills such as identifying,individual words and groups,and building up meanings for,them.,第47页,第47页,Listening skills(White,1998),Using knowledge connecting words to non-,of the world:linguistic features to get clues,to meaning,using knowledge,of topic.,Dealing with understanding gist meaning,Information:inferring information which is,not specifically stated.,Interacting with a coping with speaker,speaker:variations such as speed and,accent,recognizing speaker,intention,identifying speaker,mood.,第48页,第48页,Ways of developing listening skills,Be exposed to a,wide variety,of listening text genres and text types(poems,conversations,speeches,stories,radio/TV programs,ads,announcements,etc.),Get Ss to know,what problems,they have to deal with(accent,culture,language,psychological problem),Raise awareness of,listening strategies,(verbal and non-verbal,context,WK,note-taking,etc.),Develop,micro listening skills,(listening for gist,for specific information,for the speakers attitude and mood,etc.),第49页,第49页,Listening procedures,Pre-listening,Tell the Ss what they are going to hear,get them to think about the,topic,often by asking them,questions,or looking at the,title/picture,While-listening,First listening to get the,main idea,Second listening to find,specific information,Third listening to find,inferential information,After listening,Tasks,that are related to Ss own experience,第50页,第50页,Speaking activities in the materials(Grant,1988),Three types of speechwork,Drills:aimed at encouraging accuracy,Fluency:graded to enable communication to take place within the language capacity of the students,Natural language use:bring ordinary,everyday human speech naturally and spontaneously into the classroom,第51页,第51页,Types of speechwork,Communicative activities,Information gap,Half-dialogues,Quizzes:an integrated activity,combining reading and writing with speaking.,Problem solving,Guided interviews,Role-play,Natural language use(personalize learning),Free talk(S on duty)and S-T interaction,第52页,第52页,Speaking strategies,Strategies must be incorporated in the materials,Practicing building talk upon talk,Dealing with interaction pressure,Handling unrehearsed discourse,Applying diplomacy and courtesy,Choosing when to move on to a new topic,Winding down a conversation,Recognizing signals or body language of the partner,Becoming aware of ellipsis in spoken language,第53页,第53页,Reading ability,What is reading?,Reading is the process of constructing meaning through the dynamic interaction among the,readers existing knowledge,the,information,suggested by the written language,and the,context,of the reading situation.(Anthony,Pearson,&Raphael,1993),读者已有知识、文字信息、阅读语境之间互动,第54页,第54页,Reading,Schemata theory and background knowledge图示理论与背景知识,A text does not by itself carry meaning.The reader brings information,knowledge,emotion,experience,and culture to the printed words.(D.Brown,1994)文字本身不具意义，而是读者赋予其,阅读理解不是读者感知文字意义，而是读者赋予文字以意义。（胡春洞、戴忠信）,Skill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world.(Clarke&Silberstein,1977)阅读理处理定于语言知识与世界知识之间互动,第55页,第55页,Reading activities in the materials(adapted from Grant,1988),Pre-reading activities:teaching voc,pre-reading questions,quiz,background information,discussion,etc.,Reading aloud or silently:for different purposes,While-reading activities:skimming,scanning,interpreting,answering questions,etc.,Post-reading activities:retelling,discussing,reporting,interviewing,debating,opinion making,concluding,etc.,第56页,第56页,Reading strategies阅读策略,Activating 激活学生已有知识和经验,Predicting 预测,Skimming 略读,Scanning 寻读,Guessing words in the context 猜想词义,Analyzing text structure 分析篇章结构,Identifying the main idea 拟定主旨大意,Analyzing the authors purposes,attitude and implied facts,分析作者目的、态度、隐含事实等,Making summary,conclusion,judgment,interview,discussion,report,etc 进行总结、结论、判断、采访、讨论、辩论、报道等活动,Establishing a personal connection to the text,联系本身实际开展活动,第57页,第57页,Text structure 篇章结构,Language,Content/,information,Structure,General idea,Paragraphs,Beginning,Development,Summary,Main idea of,each,paragraph,