启智性英语教学思想初探.ppt

启智性英语教学思想初探刘道义注重素质教育，体现语言学习对学生发展的价值注重素质教育，体现语言学习对学生发展的价值 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的探索启智性课堂教学的探索注重素质教育，体现语言学习对学生发展的价值教育是使人的潜能得以充分发展的事业。教育能使人变得更加聪明。语言既是交流的工具，也是思维的工具。学习一门外语能够促进人的心智发展，有助于学生认识世界的多样性，在体验中外文化的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，提高人文素养。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的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语听、说、读、写的技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，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，英语课程承担着提高学生综合人文素养的任务，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，形成良好的品格和正确的人生观与价值观。Language communication and language humanistic featuresLanguage is an instrument for communication,but being used by humans it has humanistic features.语言是交际的工语言是交际的工具，但同时也具有人文性。具，但同时也具有人文性。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,2003)许多教材只注重语言和分析层面，而忽略学习者作为人所具有的许多教材只注重语言和分析层面，而忽略学习者作为人所具有的多维加工的潜在能力，也很少发挥学习者通过做中学、通过感知多维加工的潜在能力，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的这些能力。和情感、通过大脑体验事物来学习的这些能力。The most important factor in learning is affect.(Arnold,1999)学习最重要的因素是情感。学习最重要的因素是情感。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的感觉，也需要建立自学习者需要有放松和自如的感觉，也需要建立自信和自尊，并对学习经历持积极的态度，还需要信和自尊，并对学习经历持积极的态度，还需要学习者从智力上、审美上、情感上全身心投入。学习者从智力上、审美上、情感上全身心投入。英语课首先要承担“提高中华民族的思想道德素质，文化科学素质和身体心理素质”的任务。素质教育面向全体学生，它是指人以其先天禀赋为基础，在后天的环境和教育影响下，尽可能挖掘和发挥人的潜能，使其获得稳定的、长期发挥作用的基本品质结构，包括人的思想、知识、身体、心理品质等。素质教育是每一个学生的一生打基础的教育。（刘道义英语教育自选集第103页）语言是交流思想传递信息的工具。思想和信息都是有具体内容的，这些内容在多数情况下都包含着情感教育的因素。情感是一个人对他生活中所发生的事情，对他所认识或所做的事情的内部态度的不同形式的体验。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）道德感是以人对人、人对社会的态度为其内容的。属于道德感的有：爱心、同情、善心、仁爱、忠诚、合作等。美感表现了对各种不同的生活事实及艺术的态度和评价。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的态度。属于其范围的有：兴趣、动机、求知欲、热情、发现、信心、意志、毅力等。情感态度的五级要求1.有明确的学习有明确的学习目的目的，能认识到学习英语的目的在于交流。，能认识到学习英语的目的在于交流。2.有学习英语的愿望和有学习英语的愿望和兴趣兴趣，乐于参与各种英语实践活动。，乐于参与各种英语实践活动。3.有学好英语的有学好英语的信心信心，敢于用英语进行表达。，敢于用英语进行表达。4.能在小组活动中积极与他人能在小组活动中积极与他人合作合作，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.能体会英语学习中的兴趣，乐于接触英语歌曲、读物等。能体会英语学习中的兴趣，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理解理解他人的情感。他人的情感。7.遇到问题是能主动请教，遇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的了解，具有初步的文化能有更深刻的了解，具有初步的国际国际理解意识。理解意识。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，形成良好的品格和正确的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)尊重主体，开发智力、发展思维，构建知识体系发展学生的智力，提高他们的观察、注意、记忆、思维和想象等能力。观察 语言的功能体现在语言的行为上注意 是有效地组织教育教学过程的最基本的条件。“注意正是那扇一切从外部世界进入到人的心灵之中的东西所要通过的大门。”（乌申斯基）记忆 是人们对经验反映的心理过程，其中包括识记、保持、再现与回忆。思维 是表象、概念基础上进行的分析、综合、判断、类比、联想、推理等认知活动。想象 是人的创造活动的一个必要因素，具有能动性和有效性的特点，积极想象（不是脱离实际的空想）的机制被用来作为改造周围事物的创造活动的条件。尊重主体，开发智力、发展思维，构建知识体系Listening Speaking Reading Writing Phonological studyVocabularystudyGrammar studyPhonological study 语音学习1.Pronunciation of 1.Pronunciation of 26 letters26 lettersa,e,i(y),o,u in stressed/unstressed syllablesa,e,i(y),o,u in stressed/unstressed syllablesVowel combinations in stressed syllablesVowel combinations in stressed syllablesCommon vowel combinations in stressed syllablesCommon vowel combinations in stressed syllablesConsonant combinations(ch,dg,th,tch,Consonant combinations(ch,dg,th,tch,ph,ng,nk)ph,ng,nk)Consonant clusters(bl-,cl-,fl-,gl-,br-,Consonant clusters(bl-,cl-,fl-,gl-,br-,cr-,sm-,sp-,pr-,qu-)cr-,sm-,sp-,pr-,qu-)Syllabic soundsSyllabic sounds(ble,-ple,-cle,-gle,-(ble,-ple,-cle,-gle,-dle,-sin,-ten,-ven)dle,-sin,-ten,-ven)2.Word stress and sentence stress2.Word stress and sentence stress3.Sound variation3.Sound variationliaison liaison（连读）（连读）incomplete explosive incomplete explosive weak form weak form Assimilation Assimilation（同化）（同化）4.Intonation and rhythm4.Intonation and rhythmsense group and pausing sense group and pausing rising and falling tones rising and falling tones rhythmrhythmDo your students know these phonological items?How do you help them learn them?How do they learn to usethem in their real life?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 基本的基本的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 小组成员小组成员myth mythmyth mythical mythical mythologyology 神话的神话的 神话神话 请根据前面列举的辅音字母和辅音字母组合的拼请根据前面列举的辅音字母和辅音字母组合的拼读规则，从现行初中课本中找出合适的例词来，完读规则，从现行初中课本中找出合适的例词来，完成以下表格。表格的开头示例如下：成以下表格。表格的开头示例如下：辅音字母和辅音字母组合的读音辅音字母和辅音字母组合的读音b/b/back bag buy table bring bright c/k/car cat card catch close clean /s/face city pencilVocabulary 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?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口笔语运用口笔语运用 The connotations of the word 隐含之意隐含之意 The words frequency 复现率复现率Vocabulary learning strategiesLearn words in context 通过语境学词汇、猜词义通过语境学词汇、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 反复反复复习复习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 养成学习词汇的养成学习词汇的习惯习惯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 happinessLearning 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.这种方法不仅帮助学生记忆词汇，还可这种方法不仅帮助学生记忆词汇，还可帮助他们用英语思维和表达。帮助他们用英语思维和表达。weathersunnyrainyumbrellablueskysunhotswimseashipsnowysnowsnowmancarrotredtravel学习学习/复习单词的方法：制作复习单词的方法：制作Word map 参考:赵淑红.2008.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.Mind map or webbingSPORTSBALL GAMESBasketball volley ball FIELD EVENTS High jump Long jumpAQUATIC EVENTSSwimming Diving TRACK EVENTS100-m dash110-m hurdleboxinggymnasticsWINTER SPORTSGuessing words through context clues1)Punctuation(运用运用标点符号标点符号引出对生词的解释引出对生词的解释)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的的解解释释置置于于其其间间，说说明明 principal 的意思是的意思是sum of money。其他用于解释的标点符号有：逗号，小括号和中括号等。其他用于解释的标点符号有：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能帮助学生理解能帮助学生理解dazed的意思是的意思是stunned。其他辅助性词语还有：其他辅助性词语还有：meaning,such as,or,is called等。等。3)Contrast（通过（通过相关反义词意义相关反义词意义帮助理解生词）帮助理解生词）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的的连连词词butbut能能帮帮助助学学生生确确定定relaxedrelaxed是是tensetense的的反反义义词词。如如果果学学生生知知道道relaxedrelaxed的的意意思思是是at at easeease，就就 不不 难难 理理 解解tensetense意意 思思 是是 tighttight 或或 at at attentionattention。4)Experience（学生个人的阅历学生个人的阅历也能帮助理解生词）也能帮助理解生词）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伤伤心心，这这是是众众所所周周知知的的，运运用用 这这 一一 常常 识识 就就 能能 理理 解解sorrowssorrows的的 意意 思思 是是 great great sadnesssadness。5)5)ContextContext （上下文也有助于理解）上下文也有助于理解）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 的的 violenceviolence和和 后后 半半 部部 分分 中中 的的government government buildingsbuildings有有助助于于解解释释 blow blow upup，意意思思是是“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。7)7)HyponymsHyponyms （通过下义词推断词义）（通过下义词推断词义）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的的名名称称，但但是是从从其其下下义义词词中中可可以以推推断断：legumelegume是是a a name for a group of vegetables with podsname for 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的的词词或或短短语语来解释来解释生词生词)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指的是指的是being alonebeing alone。Mr.Cats Day.get upeat breakfastgo to bedtake a showerhave a walkwatch TV6:307:159:457:309:4010:00hasgetseatswatchestakesgoesatatatatatatin the morningin the afternoonin the eveningpm.am.Aunt Pigs DayGrammatical 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?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.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?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!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?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强调学习过程，重视语言学习的实践性和应用性现代外语教育注重语言学习的过程，强调语言学习的实践性，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运用语言。鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略，发展自主学习能力。Meaningful inputIntake(Thinkingand Expressing)Meaningful outputListening and readingSpeaking andwritingTeacherssupportListening 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.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.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.)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 experienceSpeaking 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 classroomTypes 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 interactionSpeaking 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 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)读者已有的知识、文字信息、阅读语读者已有的知识、文字信息、阅读语境之间的互动境之间的互动ReadingSchemata theory and ba