初中英语大纲教师.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,#,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,#,高中课程改革实际推进情况：,课堂观察和评价的基本依据是什么？,课堂教学,教学评价,课程标准,教材编写,教学指导意见,教学基本要求,教 材教 师学 生,学业测试中 考,考试大纲,考试说明,中考试题,Constitution,课程标准,考试大纲,考试说明,中考试题,八级,七级,六级,普通高中毕业应达到的要求,九级,五级,义务教育,6,年级结束时应达到的要求,义务教育,9,年级结束时应到达的要求,二级,四级,三级,一级,义务教育阶段课程,图,1,：英语课程分级目标结构,1.,名词,(1),可数名词及其单复数,(2),不可数名词,(3),专有名词,(4),名词所有格,2.,代词,(1),人称代词,(2),物主代词,(3),反身代词,(4),指示代词,(5),不定代词,(some,any,no),(6),疑问代词,3.,数词,(1),基数词,(2),序数词,4.,介词和介词短语,5.,连词,6.,形容词（包括比较级和撮高级）,7.,副词（包括比较级和是高级）,8.,冠词,9.,动词,(1),动词的基本形式,(2),系动词,(3),及物动词和不及物动词,(4),助动词,(5),情态动词,(6),时态,现在进行时,一般现在时,一般过去时,一般将来时,过去进行时,现在完成时,五级语法标准,(7),被动语态,一般现在时,一般过去时,一般将来时,(8),非谓语动词（动词不定式做宾语、宾语补足语、目的状语）,(9),动词短语,10.,构词法,(1),前缀、后缀,(2),转化,(3),合成,11.,句子种类,(1),陈述句（肯定式和否定式）,(2),疑问句（一般疑问句、特殊疑问句、选择疑问句）,(3),祈使句,(4,感叹句,12.,简单句的基本句型,(1),主语十系动词,+,表语,(2),主语十不及物动词,(3),主语十及物动词十宾语,(4),主语十及物动词,+,间接宾语,+,直接宾语,(5),主语,+,及物动词,+,宾语,+,宾语补足语,(6)there be,句型,13.,并列复合句,14.,主从复合句,(1),宾语从句,(2),状语从句,(3),定语从句,(,能辨认出由,that,which,who,引导的限定性定语从句,并能理解句子意思。,),Active Attitude,积极的态度,Effective Practice,有效的操练,Primary English as Cornerstone,Confidence,信心,Language Skills,语言技能,Further Learning,未来学习,It is the first step that counts.,起步最重要。,It is the first step that costs.,万事开头难。,课程理念之四：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。,英语课程提倡采用既强调语言学习过程又有利于提高学生学习成效的语言教学途径和方法，尽可能多地为学生创造在真实语境中运用语言的机会。,makes confidence?,信心,Confidence,信心,Achievable Objectives,可达到的目标,Enjoyable Activities,有趣的活动,Noticeable Outcomes,明显的结果,Sense of Achievement,成就感,教学建议之二,:,注重语言实践,培养学生语言运用能力,教师要通过创设接近生活的各种语境，采用循序渐进的语言实践活动，以及各种强调过程与结果并重的教学途径和方法，如,任务型语言教学途径,等，增强学生用英语做事情的能力。,英语教学中的任务指的是有利于学生用英语做事情的各种语言实践活动。,普通高中英语英语课程标准,(,实验,),2011,版义务教育英语课程标准,Task-based Language Teaching?,Four dimensions of teaching and learning tasks represented by the,“four eyes”,:Involvement(,参与,),Inquiry(,探究,),Induction(,归纳,),Incorporation(,整合,).,TBLT,Incorporation,Induction,Inquiry,Involvement,learning then using,learning by using,learning for using,learning by doing,doing things with(by)language,3,2,1,3,2,1,任务型教学途径,教学有效性原则,观摩焦点,Is it task-based?,Book 2 Lesson82,设计,Pretask Do you know Beethoven?,师生谈论被贝多芬的生平,Task One Fast Reading,，做,true or False,题目,Task Two Detailed Reading,，回答,whquestion,Task Three Practice,根据所给的图和关键词复述文章,Task Four Consolidation,，放几张,CD,然后问,Who sang the songs,？,Whats the name of the song,？等问题,Task Five Discussion,假设一 歌星来到杭州，你写信问他索取演唱会门票并向他请教如何唱好歌,Which is a task?,根据“,listening to a weather forecast”,的内容，我们可以设计两类教学活动：,1,）学生根据所听内容判断正误完成回答问题,2,）学生根据所听的天气情况决定穿什么衣服,广义的任务：所有课内外学习活动都是学习任务，比如：,1,-Role-play a dialogue in the textbook,2-Read a passage and answer questions,3-Do a survey to find out the favorite foods,4-Change sentences into passive voice,5-Write about your favorite sport,6-Reply,to,an email message,7-Fill in the gaps with suitable words,8-Listen to instructions and draw a picture,9-Make a list of drinks and food for a party,任务型语言教学中的“任务”,Peter Skehan(1998),A task is an activity in which,meaning is primary,there is some sort of relationship to comparable real-world activities,尽可能接近或类似现实生活中的真实活动,。贴近学生生活、学习经历和社会实际的。,task completion has some priority,the assessment of the task is in terms of outcomes,Bygate,Skehan&Swain(2001):,Researching Pedagogic Tasks,Second language learning,teaching and testing.Longman:2001.,A task is an activity which requires learners to use language,with emphasis on meaning,to attain an objective.,英语教学中的任务指的是有利于学生用英语,做事情的各种语言实践活动。,The components of a task,：,目标,（,Goals,）,信息输入,（,Input Data),语言信息（,Verbal data,）,非语言信息（,Non-verbal data,）,活动,（,Activities,）,结果,（,Outcome),语言结果（,Verbal outcome,）,非语言结果（,Non-verbal outcome,）,Task VS Exercise,What are differences between tasks and exercises?,tasks,exercises,focus,situation,outcome,language,error,form,meaning,no situation,real-life situation,correct form,accomplishment of task,practice of assigned form,choice of form and content,immediate correction,delayed correction,4.TBLT,设计原则,任务应有明确的目的语学习或目的语应用的目标（,aims,）,尽可能接近或类似现实生活中的真实活动,任务应有充分的信息资料输入（,input,）,任务应有帮助学习者完成任务的一 系列活动设计和指令（,instruction/guidance,）,实施任务的过程必须融入目的语的活动（,language activity,）,学生必须做事情（讨论或实际操作等）,学生使用语言时，重点是表达意义而不是操练语言形式（,meaning-focused,）,任务应有明显的任务完成的结果标记（,outcome,）,请大家再次判断哪些是任务型语言教学中的任务？,1,-Role-play a dialogue in the textbook,2-Read a passage and answer questions,3-Do a survey to find out the favorite foods,4-Change sentences into passive voice,5-Write about your favorite sport,6-Reply,to,an email message,7-Fill in the gaps with suitable words,8-Listen to instructions and draw a picture,9-Make a list of drinks and food for a party,1-Role-play a dialogue in the textbook,（,Pedagogical tasks,）,2-Read a passage and answer questions,3-Do a survey to find out the favorite foods,（,Pedagogical tasks,）,4-Change sentences into passive voice,5-Write about your favorite sport,（Pedagogical tasks）,6-Reply,to,an email message,（Real-world tasks）,7-Fill in the gaps with suitable words,8-Listen to instructions and draw a picture,（,Pedagogical tasks,）,9-Make a list of drinks and food for a party,（Real-world tasks）,5.,任务型教学的步骤,Introduce to topic and task,Task cycle,Task,Planning,Report,Language focus,Analysis,Practice,Pre-task,Willis model for task-based instruction(Willis,1996:127),Long 1991,任务型教学的步骤,Willis,（,1996,）提出了任务型教学的三个步骤：,l,）前任务,(pre-task),教师引入任务。,2,）任务环,(task cycle),：,a.,任务,(task),学生执行任务；,b.,计划,(planning),各组学生准备如何向全班报告任务完成的情况；,c.,报告,(reporting),学生报告任务完成的情况。,3),后任务,(post-task),：,a.,分析,(analysis),学生分析其他各组执行任务的情况,;,b.,操练（,practice,）,学生在教师指导下练习语言难点。,The post-task phase:,Three major pedagogical goals:,-to provide an opportunity for a repeat performance of the task,（提供再做任务的机会）,-to encourage reflection on how the task was performed,（反思任务是怎样完成的）,-to encourage attention to form,（关注语言的形式）,An instructional model for teaching English in junior middle school,一、准备,热身活动、激发动机、回忆、复习、补缺漏、明确任务,二、呈现,引入新内容、讲解新内容、操练新内容,三、巩固,归纳小结、巩固性操练,四、发展,发展性操练、布置作业,五、反馈,（广州,鲁宗干,.2003),Preparation Enabling task,Presentation Enabling task,Consolidation Enabling task and communication Tasks,Development Final tasks,Feedback,For reference,Preparation,Enabling task,Methods and approach:,TPR,Games and songs,The Communicative Approach,Presentation,Enabling task,Methods and approaches:,Direct methods,Audio-lingual Method,The Situational Approach,The Communicative Approach,Consolidation,Enabling task and communication Tasks,Methods and approaches:,The Communicative Approach,The task-based Approach,Development&Feedback,Final tasks:,Methods and approaches:,The Task-based Approach,(Guangxi,Lan Weihong),6 Whats our proper attitude toward TBLT?,Wed better acquire a compromise viewpoint.An eclectic method can be more workable and practical in the Chinese context.We should adapt TBLT to our concrete conditions.We cannot copy it mechanically.TBLT is not the only feasible way for the foreign language teaching in our country.,任务型教学代表了西方重视输出的语言学习文化，其引进和倡导对改变我国传统的英语课堂教学具有重要的借鉴意义。同时还应看到，我国特有的将英语作为外语来学的语言学习环境和条件，与西方国家许多英语学习者将英语作为第二语言来学的特定环境和条件有许多不同，加上任务型教学本身的问题和局限，我们对任务型教学的借鉴应该抓住其本质与合理内核，促进其与我国传统外语教学方式相互取长补短，而不是形式上的盲目模仿。,魏永红（,2004,：,163,）,在学生的语言学习和实践活动中，教师的作用十分重要。教师应注意处理好学习知识与发展能力的关系、语言操练与语言运用的关系以及教学与考试的关系，,使教学活动更加有效。,有效教学的内涵与特征,有效果：学有所得,有效用：学的东西有价值、有用,有效率：学的过程和方法科学,（,1,）提高学习效率的教学（让学生学得快、学得多的 教，化难为易的教学策略）；,（,2,）增进学习结果的教学（让学生学得深、学得透的教，化浅为深的教学策略）；,（,3,）提升学习体验的教学（让学生爱学、乐学的教，激发情趣的教学策略）。,从新课程的角度来说,教学有效性是指通过课堂教学使学生获得发展（以学生发展为取向来界定有效教学）。,The general process of language learning,语言学习的一般过程,Exposure to language,感受语言,Comprehension,理解意思,Imitation,模仿保持,Active use,活用语言,Language input,语言输入,Language output,语言输出,Internalization,内化,Externalization,外化,U,U,nderstand,se,Traits of effective teachers,高效教师的特征,Efficacy,效能感,Enthusiasm,热情,Efficiency,高效性,Elaboration,精加工,Expertise,专业知识技能,Empathy,体谅心,Elasticity,灵活性,Expectations,高期望,3/27/2025,45,PD and Effective ELT,Teacher as facilitator,教师是促进者,3/27/2025,46,Effective Primary ELT,The teacher plays an important role as facilitator,who provides support to students learning.,教师发挥重要的促进者作用，为学生提供学习的支持,The art of teaching is the art of assisting discovery.,教学就是帮助学生去发现。,47,Arouse childrens interest,Simplify the task by breaking it into smaller steps,Remind children of goals,Keep children on task,Point out what is important,Manage frustration,3/27/2025,Effective Primary ELT,激发儿童兴趣,简化任务、化整为零,提示目标,指出重点,预防、化解挫折,保持他们参与,Teaching as scaffolding,教学是支撑,Three Important Principles for ELT,英语的三条重要原则,Child-Centered perspective,儿童为中心,的教育理念,Speech-Oriented approach,口语为导向,的教学途径,Activity-Based instruction,活动为基础,的教学方式,Effective ELT,What leads to effective lessons?,Appropriate instructional objectives,合适的目标,Effective instructional activities,有效的活动,Expected learning Outcomes,预期的结果,Students engagement,学生参与,Effective English Lesson,Objectives,Activities,Learner Engagement,The Key to an Effective Lesson,Learning Process and Phases of a Lesson,学习过程和课堂教学环节,The Learning Process,学习过程,3/27/2025,52,Effective Primary ELT,Attention,Activation,Reception,Encoding,Performance,Major Phases of a Lesson,教学,主要环节,3/27/2025,53,Effective Primary ELT,Warming-Up,Revision,Presentation,Practice,Assessment,Principles of designing effective ELT lessons,设计有效英语教学的原则,Two Tasks in Designing Effective Lessons,设计有效教学的两个任务,Instructional,Objectives,Learning Activity,Learning Activity,Learning Activity,Learning Activity,Learning Activity,Identify instructional objectives,确定教学目标,Design learning activities,设计学习活动,Learning Activity,Principles of designing effective ELT,英语有效教学设计的原则,1.Specified and practicable objectives,明确具体、切实可行的教学目标,2.Relevant and collective preparation,内容相关、集体参与的准备活动,3.Textbook-based and accurate presentation,教材为本、准确简明的新知呈现,4.Adequate and sequential practice,有效充分、循序渐进的操练巩固,5.Objective-based and encouraging assessment,依据目标、激励为主的教学评价,Appropriate instructional objectives,Specified,明确具体,Observable,可观察,Measurable,可测量,Not ambiguous,不含糊,Practicable,切实可行,Appropriate,适合学生能力,Achievable to most students,绝大部分学生能达到,合适的 教学目标,Instructional objectives,are the descriptions of the students expected abilities,教学目标,是对通过教学活动预计学生达到能力的描述,Objectives Revised,（,1-3,）,1),指导学生学会两个动词短语,:play basketball,sleep,R:,学生看图能用,Hes/Shes(doing),描述某人正在做的事,2),引导学生选择有利于身心健康的周末活动,R:,学生能正确地认读、说出词语,play basketball,sleep,R:,学生看图能用英语说出（某人）五种周末活动,3),掌握,Hesing.Shes ing,的拓展表达,Objectives Revised,（,1-3,）,1),指导学生学会两个动词短语,:play basketball,sleep,R:,学生看图能用,Hes/Shes(doing),描述某人正在做的事,59,Effective Primary ELT,3/27/2025,2),引导学生选择有利于身心健康的周末活动,R:,学生能正确地认读、说出词语,play basketball,sleep,R:,学生看图能用英语说出（某人）五种周末活动,3),掌握,Hesing.Shes ing,的拓展表达,Objectives Revised,（,4-7,）,4)To learn to talk about the past.,R:,Ss can ask&answer the 4 questions used at the library,60,Effective Primary ELT,3/27/2025,5)Vocabulary:the British Museum,wonderful,understand,R:,Ss are able to talk about ones past,using,was,/,were,.,R:,Ss will say the words correctly:,wonderful,understand.,6)Teach the students to borrow some books.,R:,Ss are able to make sentences using these words in the text:,more,postcards,thousand,kilometers,7),Be able to master words:more,postcards,thousand,Relevant&collective reparations,Relevant to,相关,New learning,与新内容,Learners characteristics,与学生的特点,Collective,集体参与,Involving all the learners,面向全体学生,Avoiding sampling,避免个别提问,Warming-up and revision are to prepare the learners by attracting their attention and Activating the prior learning.,准备活动,目的是吸引学生注意力和激活原有知识,Textbook-based&accurate presentation,Textbook-based,教材为本,Key points,抓住重点,Connection with prior learning,新旧联系,Accurate,准确性,Demonstration,示范,Pronunciation,语音,Phrases&patterns,语句,Teaching contents should be presented so that the learners can understand and take in easily.,新知呈现,应有助于学生理解和吸收。,Adequate and Sequential Practice,Everyone engaged,Meaningful practice,Sentence-based,Skills integrated,Objective-Based Assessment,Objective-based,基于目标,Knowledge&skills,知识技能,Validity&Reliability,效度信度,Encouragement,鼓励,Self-efficacy,自我效能感,Self-assessment,自我评价,Peer assessment,同伴互评,Objective-based assessment and feedback should let learners experience success and correct errors.,评价反馈,应有助于学生体验成功和纠错。,Methods for designing effective ELT lessons,设计有效英语教学的方法,Activity 1,呈现图片和单词（或投影）全班,chant,，还可以用,“,Apple Red,”,曲调来唱。,这个活动既直接复习,Unit 1,的主要内容，又为新学内容作准备。全班合诵，参与面广。,CHANT and SING,What do you do at school,Sam?,I have English and Chinese.,What do you do at the weekend?,I go swimming and play football.,Warming Up and Revision,Activity 2,逐个呈现或投影,Book 2,中,p.31,的,8,张图片,提问全班：,What do you do in spring/summer/autumn/winter(,或,at school/at the weekend)?,”,引导学生回答,并清晰呈现有关动词词组。,这个活动既复习以前学的相关内容,全班回答后集体朗读强化。,Warming Up and Revision,