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1、Designing More Effective English Lessons,浙江大学教育学院 褚献华 2008-04-25,设计更有效的英语教学,2,DESIGNING EFFECTIVE ELT,今天的讲座讨论以下问题Topics to talk about,有效的英语教学有哪些基本理念？ What are the essential ideas underpinning effective ELT? 学生学好英语需要哪些条件？ What conditions do students need in learning English? 怎样把课堂教学设计得更有效？ How can we
2、 design our lessons more effective?,2020/9/2,Some Constructive Ideas About ELT 关于英语教学几条建构主义理念,Language knowledge and skills are acquired through participation in language activities. 学生的语言知识和技能在语言活动中获得 Effective language learning calls for certain conditions. 有效的学习需要一定的条件 The teachers role is a lear
3、ning facilitator. 教师是角色是学习的促进者,2020/9/2,3,DESIGNING EFFECTIVE ELT,4,DESIGNING EFFECTIVE ELT,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,202
4、0/9/2,5,DESIGNING EFFECTIVE ELT,What conditions are needed? 学生学好英语需要哪些条件？,内部条件 SMILE,外部条件SUCCESS,2020/9/2,6,DESIGNING EFFECTIVE ELT,Internal learning conditions内部的学习条件,chemata (prior learning) 原有知识 otivation 学习动机 ntelligence level (IQ) 智力水平 earning ability 学习能力 Self- fficacy (confidence)自我效能感,SMILE,
5、2020/9/2,S,M,I,L,E,S,M,I,L,E,7,DESIGNING EFFECTIVE ELT,External learning conditions外部条件,SUCCESS,7,equential transfer 有序的迁移,SUCCESS,tress-free environment 轻松的环境,nderstandable input 可理解输入,orrelated review 相关的复习,orrect demonstration 正确的示范,ngaging tasks 参与的任务,ufficient practice 充分的练习,2020/9/2,SUCCESS,Wh
6、at are the purposes of teaching? 教学的目的是什么？,To provide supportive conditions for learning 为学生的学习提供支持条件,To engage students in meaningful learning in supportive environment 让学生积极地参与有意义的学习,To enable students to achieve the learning objectives 促进学生达到学习目标,2020/9/2,8,DESIGNING EFFECTIVE ELT,9,DESIGNING EFF
7、ECTIVE ELT,Teachers Responsibility教师的职责,为学生搭建学习的平台 Stage setting,激发学生的学习兴趣 stimulating interest 提供学生参与的机会和条件providing learning opportunities & conditions,示范 demonstration (呈现和使用语言) 指导 guidance (组织课堂语言实践活动） 支持 support (引导、简化任务、鼓励) 反馈 feedback (评价、强化、纠错),为维持学习提供脚手架 Scaffolding,2020/9/2,10,DESIGNING EF
8、FECTIVE ELT,Learning objective学习目标,Teacher as a facilitator 教师是促进者,Providing external conditions提供外部学习条件, ELT Process英语教学过程,2020/9/2,SUCCESS,激活原有知识,产生注意和兴趣,热身,复习,呈现,操练,评价,接受新授知识,认知加工（编码）,应用知识（表现）,Learning Process & Phases of a Lesson 学习过程和课堂教学环节,Assessment,Performance,2020/9/2,11,DESIGNING EFFECTIVE
9、 ELT,Attention,Activation,Reception,Encoding,Warming-up,Revision,Presentation,Practice,12,DESIGNING EFFECTIVE ELT,Two Tasks in Designing Effective Lessons 设计有效教学的两个任务,2020/9/2,Instructional Objectives,Learning Activity,Learning Activity,Learning Activity,Learning Activity,Learning Activity,Identify
10、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,明确具体、切实可行的教学目标 Specified and practicable objectives 内容相关、集体参与的准备活动 Relevant and collective preparation 教材为本、准确简明的新知呈现 Textbook-based and accurate presentation 有效充分、循序
11、渐进的操练巩固 Adequate and sequential practice 依据目标、激励为主的教学评价 Objective-based and encouraging assessment,2020/9/2,13,DESIGNING EFFECTIVE ELT,Specified and Practical Objectives 明确具体、切实可行的教学目标,Instructional objectives are the descriptions of the students expected abilities教学目标应该是对学生通过教学活动预计达到能力所作的描述 Specifi
12、ed明确具体: observable and measurable, not ambiguous. 要求目标是可以观察和测量的，而不是笼统而含糊的。 Practical切实可行: appropriate and achievable to most students. 要求教学目标必须适合学生的实际，是绝大部分学生能够达到的,2020/9/2,14,DESIGNING EFFECTIVE ELT,A Case from Unit 7, Bk B, Gr 8, Go for It,After this lesson, the students should be able: (1) to use
13、 the following new words and: yard, task, not at all, turn down, right away (Language knowledge) (2) to make requests using the structure: Would you mind (not) doing? and the responses: Im sorry. Ill do it right away. (Language skill) (3) to make up a dialogue of requests and write a list of kind re
14、minders. (Communicative tasks) (4) to show etiquette in public places. (Attitude & Cultural awareness),2020/9/2,15,DESIGNING EFFECTIVE ELT,Relevant and involving preparation 内容相关、参与面广的准备活动,Relevant 教学准备活动的“相关性” Relevant to new learning与新的教学内容相关 Relevant to students interests, needs & abilities 与学生的兴
15、趣、需求以及能力相关 Involving all students 全班学生参与 Avoid one-to-one, individual activities 避免一对一或个人表现的提问和对话 Whole-class, group interaction多组织全班、小组等集体参与的活动,2020/9/2,16,DESIGNING EFFECTIVE ELT,Instructional Procedures,I. Warming up A song: This is the way. Students listen and sing the song to activate the verba
16、l phrases. Or: II. Revision 1. Elicit students to speak out the daily activities in the song “This is the way”. 2. Let students speak out their weekend activities in gerund phrases, e.g. playing football, watching TV, going swimming,Textbook-based and accurate presentation 教材为本、准确简明的新知呈现,Present the content in the textbook in the familiar context在熟悉的语境中呈现教材内容 Relate new learning to existing schema联系新旧知识 Focus on the key points 抓住重点 Present new c
