启智英语教学思想初探市公开课一等奖百校联赛特等奖课件.pptx

启智性英语教学思想初探刘道义第1页重视素质教育，表达语言学习对学生发展价值重视素质教育，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，促进心智发展尊重主体，发展思维尊重主体，发展思维,构建知识体系构建知识体系,培养能力培养能力启智性课堂教学探索启智性课堂教学探索第2页重视素质教育，表达语言学习对学生发展价值教育是使人潜能得以充分发展事业。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。学习一门外语能够促进人心智发展，有利于学生认识世界多样性，在体验中外文化异同中形成跨文化意识，促进国际了解，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页课程性质 就工具性而言，英语课程负担着培养学生基本英语素养和发展学生思维能力任务，即学生经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，初步形成用英语与他人交流能力，深入促进思维能力发展，为今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，英语课程负担着提升学生综合人文素养任务，即学生经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 Language communication and language humanistic featuresLanguage is an instrument for communication,but being used by humans it has humanistic features.语言是交际工具，语言是交际工具，但同时也含有些人文性。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,)许多教材只重视语言和分析层面，而忽略学习者作为人所含有多许多教材只重视语言和分析层面，而忽略学习者作为人所含有多维加工潜在能力，也极少发挥学习者经过做中学、经过感知和情维加工潜在能力，也极少发挥学习者经过做中学、经过感知和情感、经过大脑体验事物来学习这些能力。感、经过大脑体验事物来学习这些能力。第5页The most important factor in learning is affect.(Arnold,1999)学习最主要原因是情感。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，并对学习经历持主动态度，还需要学习和自尊，并对学习经历持主动态度，还需要学习者从智力上、审美上、情感上全身心投入。者从智力上、审美上、情感上全身心投入。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，关注语言学习者不一样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，甚至一些浅薄、颓废，鼓吹享乐、放纵殖民地文化也搭车载入，从而对年青一代信仰、追求、责任感、完备人格形成造成危害。（陈宝泉，）功利主义渗透到教育领域、这片净土也遭到污染：学术腐败、学校乱收费、考试作弊、论文剽窃等累禁不止。这里极需要我们考虑是，中小学外语教育怎样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页英语课首先要负担“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，尽可能挖掘和发挥人潜能，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一样形式体验。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一样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页情感态度五级要求1.有明确学习有明确学习目标目标，能认识到学习英语目标在于交流。，能认识到学习英语目标在于交流。2.有学习英语愿望和有学习英语愿望和兴趣兴趣，乐于参加各种英语实践活动。，乐于参加各种英语实践活动。3.有学好英语有学好英语信心信心，勇于用英语进行表示。，勇于用英语进行表示。4.能在小组活动中主动与他人能在小组活动中主动与他人合作合作，相互，相互帮助帮助，共同完成学习任务。，共同完成学习任务。5.能体会英语学习中兴趣，乐于接触英语歌曲、读物等。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能在英语交流中注意并了解了解他人情感。他人情感。7.碰到问题是能主动请教，碰到问题是能主动请教，勇于勇于克服困难。克服困难。8.在生活中接触英语时，乐于在生活中接触英语时，乐于探究探究其含义并尝试模仿。其含义并尝试模仿。9.对对祖国祖国文化能有更深刻了解，含有初步文化能有更深刻了解，含有初步国际国际了解意识。了解意识。第12页激发学习兴趣，拓展视野，促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，提升他们观察、注意、记忆、思维和想象等能力。观察 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经过大门。”（乌申斯基）记忆 是人们对经验反应心理过程，其中包含识记、保持、再现与回想。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，主动想象（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页尊重主体，开发智力、发展思维，构建知识体系Listening Speaking Reading Writing Phonological studyVocabularystudyGrammar study第16页Phonological study 语音学习1.Pronunciation of 26 lettersa,e,i(y),o,u in stressed/unstressed syllablesVowel combinations in stressed syllablesCommon vowel combinations in stressed syllablesConsonant 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2.Word stress and sentence stress3.Sound variationliaison（连读）（连读）incomplete explosive weak form Assimilation（同化）（同化）4.Intonation and rhythmsense group and pausing rising and falling tones rhythmDo your students know these phonological items?How do you help them learn them?How do they learn to usethem in their real life?第18页Can your students read these words?Can your students read these words?dab den cod cluck braid dadodab den cod cluck braid dado轻拍轻拍 巢穴巢穴 鳕鳕 咯咯叫咯咯叫 辫子辫子 墙裙墙裙 duck chuck chuckleduck chuck chuckle 抛，扔抛，扔 暗自笑暗自笑lot log loggerheadlot log loggerhead 原木原木 笨蛋笨蛋fun fund fundamentalfun fund fundamental 基金基金 基本基本第19页cot cotcot cottage cottage cottager tager 幼儿床幼儿床 村舍村舍 村民村民 pan panpan panel panel panelistelist 专门小组专门小组 小组组员小组组员myth mythmyth mythical mythical mythologyology 神话神话 神话神话第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，完成以下表格。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 thinkingability in the study of English vocabulary?Why?第22页How is our word knowledge organized?Mental lexicon WORD The meaning义义 Pronunciation音音 Spelling 形形 The grammar behavior 语法语法 The wordsderivation 派生派生 The collocationsof the word搭配搭配The register 语域语域of The word spokenand written口笔语利用口笔语利用 The connotations of the word 隐含之意隐含之意 The words frequency 复现率复现率第23页Vocabulary learning strategiesLearn words in context 经过语境学词汇、猜词义经过语境学词汇、猜词义(picture/sentences/texts)Learn the sound,shape&meaning掌握音、形、义掌握音、形、义Have a wide exposure to the words大量接触（大量接触（LSRW），积，积累词汇累词汇Have 7-8 experiences with a word in order to retain it 重复重复复习复习Use the word in LSRW 学中用，用中学学中用，用中学Integrate thinking,looking,listening,reading and writing 脑脑思、眼看、耳听、口诵、手写思、眼看、耳听、口诵、手写Use glossaries and dictionaries 使用词表和词典使用词表和词典Learning vocabulary in chunks 学习词块学习词块Form a habit of learning and testing words 养成学习词汇习养成学习词汇习惯惯第24页Classification 分类分类Translation 翻译翻译Labeling 标注标注 Use the Mind Map or Webbing 思维导图第25页Comparison and contrast 比较、对比比较、对比 Words with similar meaning near close next to cry shout scream Words with opposite meaning up/down before/behind live/dieAssociation 联想联想 Words with the same root unhappy happy happily happiness第26页Learning vocabulary in chunks心理学家提出心理学家提出“组块组块”理论。理论。Lewis把把词块分为单词和短语、搭配、惯用话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：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.这种方法不但帮助学生记忆词汇，还可这种方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。帮助他们用英语思维和表示。第27页weathersunnyrainyumbrellablueskysunhotswimseashipsnowysnowsnowmancarrotredtravel学习学习/复习单词方法：制作复习单词方法：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Mind map or webbingSPORTSBALL GAMESBasketball volley ball FIELD EVENTS High jump Long jumpAQUATIC EVENTSSwimming Diving TRACK EVENTS100-m dash110-m hurdleboxinggymnasticsWINTER SPORTS第29页Guessing words through context clues1)Punctuation(利用利用标点符号标点符号引出对生词解释引出对生词解释)The principal money he put in his savings account to earn interest was safe even though the bank was closed by the police.例例句句中中用用了了两两个个破破折折号号把把对对principal解解释释置置于于其其间间，说说明明 principal 意思是意思是sum of money。其它用于解释标点符号有：逗号，小括号和中括号等。其它用于解释标点符号有：逗号，小括号和中括号等。2)Explanation(用用辅助性词汇和标点符号辅助性词汇和标点符号解释生词意义）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.辅助性词语辅助性词语that is能帮助学生了解能帮助学生了解dazed意思是意思是stunned。其它辅助性词语还有：其它辅助性词语还有：meaning,such as,or,is called等。等。第30页3)Contrast（经过（经过相关反义词意义相关反义词意义帮助了解生词）帮助了解生词）During During office office hours hours he he looked looked very very tensetense and and anxious,but on weekends he was quite relaxed.anxious,but on weekends he was quite relaxed.表表示示转转折折关关系系连连词词butbut能能帮帮助助学学生生确确定定relaxedrelaxed是是tensetense反反义义词词。假假如如学学生生知知道道relaxedrelaxed意意思思是是at at easeease，就就不不难了解难了解tensetense意思是意思是 tighttight 或或 at attentionat attention。4)Experience（学生个人阅历学生个人阅历也能帮助了解生词）也能帮助了解生词）Marthas Marthas husband husband and and mother mother died died within within a a month month of of each each other,other,and and she she cried cried often often at at her terrible her terrible sorrowssorrows.家家庭庭悲悲剧剧会会让让人人感感到到非非常常难难过过，这这是是众众所所周周知知，利利用用这一常识就能了解这一常识就能了解sorrowssorrows意思是意思是 great sadness great sadness。第31页5)5)ContextContext （上下文也有利于了解）上下文也有利于了解）I I dont dont like like violence violence but but in in 1963 1963 I I helped him blow up some government buildings.helped him blow up some government buildings.句句子子前前半半部部分分violenceviolence和和后后半半部部分分中中government government buildingsbuildings有利于解释有利于解释 blow up blow up，意思是，意思是“爆炸爆炸”。6)6)DefinitionDefinition（用一个句子给生词（用一个句子给生词下定义下定义）She She wanted wanted baked baked clams clams for for her her appetizerappetizer.An An appetizer is the first course of a meal.appetizer is the first course of a meal.第第二二个个词词用用来来给给appetizerappetizer下下定定义义，由由此此学学生生便便知知道道appetizerappetizer是开胃菜。是开胃菜。第32页7)7)HyponymsHyponyms （经过下义词推断词义）（经过下义词推断词义）Legume,Legume,like like string string beans,beans,lima lima beans,beans,and and green peas are important in your diet.green peas are important in your diet.尽尽管管句句子子中中并并没没有有直直接接说说明明 legumelegume是是一一类类植植物物名名称称，不不过过从从其其下下义义词词中中能能够够推推断断：legumelegume是是a a name name for a group of vegetables with podsfor a group of vegetables with pods。8)8)From From known known to to unknownunknown(用用学学生生熟熟悉悉词词或或短短语语来来解释解释生词生词)The The mayor mayor wanted wanted privacyprivacy because because he he knew knew that that being being alone alone would would help help him him solve solve his his problems.problems.句中句中privacyprivacy指是指是being alonebeing alone。第33页第34页 Mr.Cats Day.第35页第36页get upeat breakfastgo to bedtake a showerhave a walkwatch TV6:307:159:457:309:4010:00hasgetseatswatchestakesgoesatatatatatatin the morningin the afternoonin the eveningpm.am.第37页Aunt Pigs Day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 usingthem in speaking and writing?What successful ways do your students use?第39页Six kinds of simple sentencesuuS+V She workS+V She works s.uuS+V+O She likeS+V+O She likes s her work.her work.uuS+V+IO+DO She teachS+V+IO+DO She teacheses usus English.English.uuS+LV+P She is a teacher.S+LV+P She is a teacher.She She isis friendly.friendly.She She isis at work.at work.uuS+V+O+OC Her lessons make S+V+O+OC Her lessons make usus happy.happy.There be+S+Ad There is a book on the desk.There be+S+Ad There is a book on the desk.There are 6 classes every There are 6 classes every day.day.第40页Typical mistakes Chinese students makeWater 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Types of sentencesnStatement I am a student.I study English.nQuestions Do you like English?Which school are you in?Does he speak English or French?She is from Japan,isnt she?nImperative Close the door.nExclamation What a nice day!How beautiful the flower is!第42页The most useful verb tensesuSimple Present She likes singing.uPresent Continuous She is singing.uSimple Past She sang at the party.uSimple Future She is going to sing at the party.She will sing at the party.uPresent Perfect Have you ever been to Beijing?第43页Grammar teaching in Chinas schoolsGr teachingin schoolDeduction(from rules)Induction(from examples,from texts)Lexical approach(Natural grammar)Presentationin LSRW Integration with topics&function Grammar 3D第44页强调学习过程，重视语言学习实践性和应用性当代外语教育重视语言学习过程，强调语言学习实践性，主张学生在语境中接触，体验和了解真实语言，并在此基础上学习和利用语言。勉励学生在教师指导下，经过体验、实践、参加、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，不停调整情感态度，形成有效学习策略，发展自主学习能力。第45页Meaningful inputIntake(Thinkingand Expressing)Meaningful outputListening and readingSpeaking andwritingTeacherssupport第46页Listening skills(White,1998)Name Examples of activitiesPerceptive Skills:skills such as recognizing individual sounds,identifying reduced forms,recognizing intonation patternsLanguage Skills:skills such as identifying individual words and groups and building up meanings for them.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 speakerspeaker:variations such as speed and accent,recognizing speaker intention,identifying speaker mood.第48页Ways of developing listening skillsBe 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Listening proceduresPre-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/pictureWhile-listening First listening to get the main idea Second listening to find specific information Third listening to find inferential informationAfter listening Tasks that are related to Ss own experience第50页Speaking activities in the materials(Grant,1988)Three types of speechworkDrills:aimed at encouraging accuracyFluency:graded to enable communication to take place within the language capacity of the studentsNatural language use:bring ordinary,everyday human speech naturally and spontaneously into the classroom第51页Types of speechworkCommunicative activities Information gapHalf-dialoguesQuizzes:an integrated activity,combining reading and writing with speaking.Problem solvingGuided interviewsRole-playNatural language use(personalize learning)Free talk(S on duty)and S-T interaction第52页Speaking strategiesStrategies must be incorporated in the materialsnPracticing building talk upon talknDealing with interaction pressurenHandling unrehearsed discoursenApplying diplomacy and courtesynChoosing when to move on to a new topicnWinding down a conversationnRecognizing signals or body language of the partnernBecoming aware of ellipsis in spoken language 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)读者已经有知识、文字信息、阅读语读者已经有知识、文字信息、阅读语境之间互动境之间互动第54页ReadingSchemata 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了解不是读者感知文字意