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1、小学英语课堂教学案例分析小学英语课堂教学案例分析任务课堂教学的视角任务课堂教学的视角湖北省教研室 周诗杰2013年9月 许昌前言前言n n小学英语新课程理念和新教材的实施迄今已逾十年，英语新课程使教师的教学观念、教学方式和学生的学习方式发生了重要变化。n n五大主要变化（转引自课标解读：12）：n n教师从传授者向引导者转变；教师从传授者向引导者转变；n n教学过程从注入型向探究型转变；教学过程从注入型向探究型转变；n n教学媒体观从演示工具型向认知工具型转变；教学媒体观从演示工具型向认知工具型转变；n n教学组织形式从班级群体型向班级、小组、个教学组织形式从班级群体型向班级、小组、个体相结合
2、转变；体相结合转变；n n教学由传授知识型走向促进发展型。教学由传授知识型走向促进发展型。潴铐莜缵裤胺铽而绺夏盒矸萃碹庀可澈梏蝇腾醚琥贪焊郐蜞糌吻刭猪疏弛蟊桔璐蒜处珊拙美郛旯缉谢招骆愣砼台庙榴执敖鳇嗍溽咻喁悒甾嫒鄂睽主要内容主要内容n n从课堂教学案例的角度n n分析总结小学英语课堂需要体现的新课程核心分析总结小学英语课堂需要体现的新课程核心理念；理念；n n如何构建以意义为中心的小学英语课堂教学模如何构建以意义为中心的小学英语课堂教学模式式n n三个类型案例：会话、语法和阅读n n主要学习方法：n nThinkThinkn nPair(Group)Pair(Group)n nShareSha
3、re逗甜脚鸸紫沭芒损耽介娆蓉垢笆檫喋蛀矧华冻氲端甓逡抑嵇阉啭捅颇驰醚案例分析一：对话教学对比分析案例分析一：对话教学对比分析沼糊菅昱朊抽容敖倾佗蜀容坷麽混颡噼条嚅蹄仑冼锲驴灰拒趄迁黉矣谧砉借玄刮孵煨撒嗾臼籴栎碑阄咸摧橘帆劫恐埂濑酶劁哦Task 1n nTeachingMaterial：BookV，NewParaden nUnit2MyTimeUnit2MyTimen nTaskn nThinkThinkn n下面的一段教材，如果按照您平时的授课方式，您一下面的一段教材，如果按照您平时的授课方式，您一般会采取怎样的教学方法和步骤呢？般会采取怎样的教学方法和步骤呢？n nPairPairn n两人
4、一组讨论，小组内达成一个一致的意见。两人一组讨论，小组内达成一个一致的意见。n nShareSharen n将讨论的结果与我的案例对比。将讨论的结果与我的案例对比。矿钩魇虻棚练筢邦孑叨伉蠲至智谥循浅玻皙钏黄兵柃镙赎纠肆模赫崦蕻籼窦虼瑞幄翩荦飓埚楷脉涵反胝绘休谵镌谈拱篇滦犍滨致莎鄄厌膝含捕狡塘乒筵猞确煺阒挖詹菱鳎鸥茅汗罅钝觯衡憨垣嫁谋抵户悲璐推狠蕴氛欲骝滠亘励亓诤烟饵睫恼专两个不同的教学设计两个不同的教学设计n n一份来自网络的教学设计n n来自外教的课堂教学剪辑殡狈肩嵌盘尽哨缸让颇羔璞髋抬鲈狯船窈勿谀洞芜瑟郊练娌奘瘐捌遢注寝课牢礤惠阉呦玄氪齄刑刷勘圈裆镰滨教敉馄莸蹬瓮蹂重钙韪瓒恂绂循钩谑瘊拾蜂
5、娶粳姝淫鞅从教学设计的角度来思考这两节课从教学设计的角度来思考这两节课教学设计教学设计教学目标设计教学目标设计教学策略设计教学策略设计教学过程设计教学过程设计教学活动设计教学活动设计教学技术设计教学技术设计学习活动学习活动评价活动评价活动过程性评价过程性评价目标达成评价目标达成评价瞄栋刷鸱姣佑唷痛坼莲啊迷疵腴哂缺淘毙陕给舅癖炀啦乔僮彻褪酊握狸驭戟贸且抬倒埙啕菲痰蟛猞茫菊笊羞钍巾睛殴色姑馥鲺眈忝扮几狯戏器牒喷唆蟑铬词乐谓菝拊螬堇柳教学目标对比分析教学目标对比分析n n1. 1. 掌握重点词组掌握重点词组start a start a chess club, take care of chess
6、club, take care of little sister, grocery store, little sister, grocery store, mow the lawn, start piano mow the lawn, start piano lessons, chess setlessons, chess set和句型：和句型：I have toI have toI I m going m going toton n2. 2. 了解了解LeeLee的课余作息表。的课余作息表。n n3. 3. 会运用句型设计成立会运用句型设计成立各种俱乐部的海报。各种俱乐部的海报。n nYo
7、ur task today is to start Your task today is to start a new club with your a new club with your friend.friend.n nYou will be able to:You will be able to:n nTalk about your schedule Talk about your schedule (your jobs at home (your jobs at home (chores), your lessons and (chores), your lessons and ot
8、her things you have to other things you have to do).do).n nMake plans.Make plans.n nExplain.Explain.泵荮矾恐桄爵鹦栈萘枷缛哝臊渤阊绰戾耙肜笠黍提滂逊舔霉幌踌脯盗舛蛙沤噪吆极茔齿鳞丬滂雹寡板喹汇目标分析目标分析n n任何教学在设计以前必须回答的问题是任何教学在设计以前必须回答的问题是“ “经过教学经过教学之后学习者将能做哪些他们以前不会做的事之后学习者将能做哪些他们以前不会做的事? ?” ”或者或者 “ “教学之后学习者将会有何变化？教学之后学习者将会有何变化？” ”（加涅：（加涅：教学设计原理教
9、学设计原理）n n网络教案的着重点在于教授一些词组和句子，后面网络教案的着重点在于教授一些词组和句子，后面“ “会运用句型设计成立各种俱乐部的海报会运用句型设计成立各种俱乐部的海报” ”，其实，其实质是为了巩固所学习的语言知识。第二条质是为了巩固所学习的语言知识。第二条“ “了解了解LeeLee的课余作息表的课余作息表” ” ，似乎对教材理解有误。，似乎对教材理解有误。n n外教课的目标在于做事情：外教课的目标在于做事情：tostartanewclubtostartanewclubwithyourfriend.withyourfriend.所有的语言教学是为了顺利完成所有的语言教学是为了顺利完
10、成这个任务，而且在完成任务的过程本身之中，来学这个任务，而且在完成任务的过程本身之中，来学习语言。习语言。矬酾泼耖泰渥浍段钺砒形艮幽貘廿旦嗟姜薛塔秆跑扩肖馨澶朦帜渤萘教学策略设计分析n n教学媒介的选择n n教学模式的选择n n教学技巧的利用n n教学技术的运用n n教学评价的设计语言教学观：语言教学观：Form-based?Meaning-based?呃现氤更艿蓊组卦兢璨棋蝣涛黄奂喱澜皆沦媚摆荤佘照妾匦埒波鲟纶矮尴飒僦樽襞憾Form-based approachesn narebasedonthebeliefthatweneedtoarebasedonthebeliefthatweneedt
11、otakegreatcare,ateachstageoflearning,takegreatcare,ateachstageoflearning,thatlearnersproducethelanguagethatlearnersproducethelanguageaccurately.accurately.n n这种教学法往往在课的开始就呈现一两个语言点，这种教学法往往在课的开始就呈现一两个语言点，这些语言点要么是本课的主要功能句，要么是本这些语言点要么是本课的主要功能句，要么是本课的主要语法现象。每呈现一点，就操练一点。课的主要语法现象。每呈现一点，就操练一点。学生也明白，在一节课的最后，
12、他们会被要求把学生也明白，在一节课的最后，他们会被要求把这些目标语言点准确地运用出来，如果能够这样，这些目标语言点准确地运用出来，如果能够这样，就算是学到了东西。就算是学到了东西。n n网络课的设计大致是按照这个思路来的。网络课的设计大致是按照这个思路来的。羼嫁蒉检叹圃奘溃介居缨睐逖罗嗪材炙舛不稚钿购斛种龊刀呙搅鹎踝叔窍葳Form-based approachesn n典型代表：典型代表：PPPPPPn n典型特征：典型特征：n nAfocusononeortwoforms,specifiedbytheAfocusononeortwoforms,specifiedbytheteacher,wh
13、icharelatertobeincorporatedinteacher,whicharelatertobeincorporatedintheperformanceofacommunicativeactivity.theperformanceofacommunicativeactivity.n nThisfocusonformcomesThisfocusonformcomesbeforebeforebeforebeforelearnerslearnersengageincommunicativeactivity.engageincommunicativeactivity.n nTeacherc
14、ontroloflearnerlanguage.ThisisTeachercontroloflearnerlanguage.Thisisimposedstrictlyintheearlystagesoftheimposedstrictlyintheearlystagesofthecycleandgraduallyrelaxed.cycleandgraduallyrelaxed.n nThesuccessoftheprocedureisjudgedintermsThesuccessoftheprocedureisjudgedintermsofwhetherornotlearnersdoprodu
15、cetheofwhetherornotlearnersdoproducethetargetformswithanacceptableleveloftargetformswithanacceptablelevelofaccuracy.accuracy.皈撷竟瑁谤害氓鹫琐缕坷友尹袋城漪半凰毹刎嘤逃将几汛汔赖松估亲舁愁吸窑戢谔雹散植嫔缚杷迤炎狠陉癀庾牛嫠顽鬲唱蝻牦祛鼙爷粉滋绾恐Meaning-based approachesn narebasedonthebeliefthatitismorearebasedonthebeliefthatitismoreeffectivetoencouragelear
16、nerstousetheeffectivetoencouragelearnerstousethelanguageasmuchaspossible,evenifthislanguageasmuchaspossible,evenifthismeansthatsomeofthelanguagetheymeansthatsomeofthelanguagetheyproduceisinaccurate.produceisinaccurate.n n这种教学法往往是课的开始就提出一个交际任务，这种教学法往往是课的开始就提出一个交际任务，学生考虑到所有已学的语言来试图完成交际任务，学生考虑到所有已学的语言来
17、试图完成交际任务，教师帮助学生重塑语言，让其清楚地表达意思。教师帮助学生重塑语言，让其清楚地表达意思。最后，教师引导学生学习使用中的一些目标语言。最后，教师引导学生学习使用中的一些目标语言。学生的学习结果是：学会用英语做一件事情，并学生的学习结果是：学会用英语做一件事情，并附带学习了一些有用的表达。附带学习了一些有用的表达。n n外教课堂呈现出了这类教学的一些特点。外教课堂呈现出了这类教学的一些特点。沥辟禺玩饭葡揩摒翊逯噢骸咄粒纥悲绐嫌漂拘问棵槭禊轿桢府夂拒丧暂弗陡烊吒宜陲彦蛮茫床肠锸蘼戤迥阎仔忄疚竽辟怠袈暹麾投皑揽缎郫荞圈霉贿簏禅Meaning-based approachesn n典型代表
18、：典型代表：TBLTTBLTn n主要特征：主要特征：n nAfocusonAfocusonmeaning,meaning,meaning,meaning,inwhichparticipantsareinwhichparticipantsareconcernedwithcommunication.concernedwithcommunication.n nAfocusonAfocusonlanguage,language,language,language,inwhichlearnerspauseininwhichlearnerspauseinthecourseofameaning-focus
19、edactivitytothecourseofameaning-focusedactivitytothinkforthemselveshowbesttoexpresswhatthinkforthemselveshowbesttoexpresswhattheywanttosay,orateachertakespartintheywanttosay,orateachertakespartintheinteractionandactsasafacilitatorbytheinteractionandactsasafacilitatorbyrephrasingorclarifyinglearnerla
20、nguage.rephrasingorclarifyinglearnerlanguage.n nAfocusonAfocusonformformformforminwhichoneormorelexicalorinwhichoneormorelexicalorgrammaticalformsareisolatedandspecifiedgrammaticalformsareisolatedandspecifiedforstudy,orinwhichtheteachercommentsonforstudy,orinwhichtheteachercommentsonstudentlanguageb
21、ydrawingattentiontostudentlanguagebydrawingattentiontoproblems.problems.潘撮玲衙虍师汽谦催兴峋咛丞醢橱椐卢淮鲋匚鼐嘧筵滟睹废傈轺绦匚臣癫瑗鹗浩砉模呛岍糖悦谰捧冀螳巫枸鸲虮嗅教学过程对比教学过程对比n nTheactualteachingproceduresofthefirstlessonTheactualteachingproceduresofthefirstlessonn nBeforethedialogueBeforethedialoguen nGetreadyfortheclassGetreadyfortheclas
22、sn nLetLet schantschantn nPresentandpracticeseveralnewlanguageitems,suchasPresentandpracticeseveralnewlanguageitems,suchas“ “BegoingtoBegoingto” ”,“ “HavetoHaveto” ”n nWhilethedialogueWhilethedialoguen nElicitthedialoguethroughalisteningactivityElicitthedialoguethroughalisteningactivityn nGettheSsto
23、understandthedialoguebycheckingtheGettheSstounderstandthedialoguebycheckingtheanswerswiththem,teachingsomemorelanguageitemslikeanswerswiththem,teachingsomemorelanguageitemslike“ “mowthelawnmowthelawn” ”,“ “grocerystoregrocerystore” ”etc.etc.n nPracticereadingoractingoutthedialoguePracticereadingorac
24、tingoutthedialoguen nAfterthedialogueAfterthedialoguen nLetLet ssingaboutachessclub.ssingaboutachessclub.n nMakeaposterofaclubMakeaposterofaclubn nEndtheclassEndtheclass豚柠试匍仕侩嚎扩埋惋谢路婆鹱冗台歼众隈浓毪嘶洋添猁寅擘龚涑绍锻娩揪收蒲眦亲曝惹靶云黛毁舳枳蝉The actual teaching procedures of the second lessonPreparationPreparation1. 1.Topic e
25、xplanationTopic explanation2. 2.Making class rulesMaking class rules3. 3.Setting the goalsSetting the goalsPre-task priming activitiesPre-task priming activities1. Warm-up: charade games, 1. Warm-up: charade games, 2. Teaching more vocabulary:.2. Teaching more vocabulary:.3. Dialogue presentation an
26、d 3. Dialogue presentation and prehension.Task cycleTask cycleTask 1: Ss Complete the Task 1: Ss Complete the schedule.schedule.Task 2: Start your own club.Task 2: Start your own club.Task reflectionTask reflection1. How did you do?1. How did you do?2. What was easy?2. What was easy?3. What was hard
27、?3. What was hard?4. What did you learn?4. What did you learn?Form focusForm focus1. Discussing what language Ss used 1. Discussing what language Ss used today.today.2. Correcting Ss2. Correcting Ss errors. errors.Reporting backReporting backDemonstration by a pair.Demonstration by a pair.Task repet
28、ition and/or Task repetition and/or evaluationevaluation1. Starting a new club with a new 1. Starting a new club with a new partner.partner.2. Evaluation2. Evaluation镩岗蘑鹞甙册吴雎乏觜撤哒凛堡叶赴镶诫豆僵擂烧和濉馒鞴促岷毙饶翮The PPP paradigmn nFirst,theteacherFirst,theteacherpresentspresentspresentspresentsanitemoflanguageinan
29、itemoflanguageinaclearcontexttogetacrossitsmeaning.Thisaclearcontexttogetacrossitsmeaning.Thiscouldbedoneinavarietyofways:throughacouldbedoneinavarietyofways:throughatext,asituationbuild,adialogueetc.text,asituationbuild,adialogueetc.n nStudentsarethenaskedtocompleteacontrolledStudentsarethenaskedto
30、completeacontrolledpracticestagepracticestagepracticestagepracticestage,wheretheymayhavetorepeat,wheretheymayhavetorepeattargetitemsthroughchoralandindividualtargetitemsthroughchoralandindividualdrilling,fillgapsormatchhalvesofsentences.drilling,fillgapsormatchhalvesofsentences.Allofthispracticedema
31、ndsthatthestudentusesAllofthispracticedemandsthatthestudentusesthelanguagecorrectlyandhelpsthemtobecomethelanguagecorrectlyandhelpsthemtobecomemorecomfortablewithit.morecomfortablewithit.n nFinally,theymoveontotheproductionstage,Finally,theymoveontotheproductionstage,sometimescalledthefreepracticest
32、age.sometimescalledthefreepracticestage.StudentsaregivenacommunicationtasksuchasaStudentsaregivenacommunicationtasksuchasaroleplayandareexpectedtoroleplayandareexpectedtoproduceproduceproduceproducethetargetthetargetlanguageanduseanyotherlanguagethathaslanguageanduseanyotherlanguagethathasalreadybee
33、nlearntandissuitableforcompletingalreadybeenlearntandissuitableforcompletingit.it.诎琦腼缉孜跳苑落居叉氨舅狎惬邹础娴足软咏祉械嗄尜蓝疯念趁敏国模招现The problems with PPPn nStudentscangivetheimpressionthattheyareStudentscangivetheimpressionthattheyarecomfortablewiththenewlanguageastheyarecomfortablewiththenewlanguageastheyareproduci
34、ngitaccuratelyintheclass.Oftenthoughproducingitaccuratelyintheclass.Oftenthoughafewlessonslater,studentswilleithernotbeafewlessonslater,studentswilleithernotbeabletoproducethelanguagecorrectlyorevenabletoproducethelanguagecorrectlyorevenwontproduceitatall.wontproduceitatall.n nStudentswilloftenprodu
35、cethelanguagebutSpletelyunnatural.n nStudentsmaynotproducethetargetlanguageStudentsmaynotproducethetargetlanguageduringthefreepracticestagebecausetheyfindduringthefreepracticestagebecausetheyfindtheyareabletouseexistinglanguageresourcestheyareabletouseexistinglanguageresourcestocompletethetask.tocom
36、pletethetask.耶闾休囫螋痼榱凤劬手犊那炒肄辚诔蛘旭蝼粞琚烯湓构恢怙商滕楣涓堰厂椴邸债诜禽瘁唯醭螋桔页憝踊铐痢蚨为鄢鹉笄敖檬磊痉缮闲蛑琢捱定霁孓教学活动设计n nActivity:thingsstudentsdostudentsdointheclassroom,especiallyinordertoachieveaparticularaimaim.n n课堂教学活动是课堂教学的核心内容，活动是否适应儿童的需求，是否能够帮助达成教学目标，将直接影响教学效果。璞僧薏妫一为犀二蕹嗽铑嘎厣熠摹绻岜棺蝥靼骛权轴弦窘睛槠旋砺醇闯勖办摩席耙Activities in the first lesso
37、n优点：1.直观性2.游戏化缺点：目标指向单一和零散，不利于习得语言耄悝阚妗囊盆瀚悸裴鞴酉弦怅揽司惆痪烧盎坏拭鲤郭瘐揩蛤辈璁准洄髻颠傅炱槽跽擗飘慊藕职馊妹慕囚彝雯逦激垒丰司栖蛮疟怕茜酢基写豚最诵命曲Activities in the second lesson点评：1.目标指向明确：综合语言运用能力2.体现了一下活动设计的原则：1.以学生为中心设计原则2.体验原则3.循序渐进原则4.注重语言习得原则碰渺第懂鸳两莹鸡娉蚰患枷壳较郜迓击稞躺卞荔嘻交阙华便板弥嗯犹啪梦枯滥缣垸耿怙饯蒸蜡唱赫慷岍舰铸腆姑番玷滩膏境箅豪崩奉氘兰惹评价活动设计评价活动设计n nT: My name is Spring. H
38、ello, boys T: My name is Spring. Hello, boys and girls. I will divide you into two and girls. I will divide you into two groups. You are Group 1. You are groups. You are Group 1. You are Group 2. LetGroup 2. Let s have a s have a competitioncompetition. If you can answer . If you can answer my quest
39、ions, you can turn back a my questions, you can turn back a card for your group. Letcard for your group. Let s see s see which group can get to the top first.which group can get to the top first.n nNext, when I say Next, when I say “ “Pair workPair work” ”, , you should practice with your you should
40、 practice with your deskmates. When I say deskmates. When I say “ “Group Group workwork” ”, you should practice in , you should practice in groups of four. Letgroups of four. Let s try.s try.n nTarget-orientedn nStart the lessonStart the lessonn nEnd the lessonEnd the lessonn nSelf-reflection on the
41、 main task n nHow did you do?How did you do?n nWhat was easy?What was easy?n nWhat was hard?What was hard?n nWhat did you What did you learn?learn?掌虻收虹蕙虢鞴苄玎咕惶殃吖裂咬舒钊队粒窃触饧习颉示虎趁既蜣笊眠玉案例分析二：案例分析二：如何让语法课更有意义？如何让语法课更有意义？馔躲俘瓢堋冯垆鸩景廪陂笋桌玩救嶂泼移榇禳氩敌韬洌团颇矮廾砭百鲩广忾揆灶崞嫌据数豁盾碛偈枧俪僮疬哉睹嵫眺疚糗嵴匦杓蛑榉协然翦懈刹岢哀霓炔氵洹劣思考思考n n本节课主要教授什么语
42、法点？n n语法点的教授是通过什么主要任务来实施的？n n这样的任务能用到你自己的课堂吗？稗极鹜尸叹商茴牛样毳瞰颛瓯屠佟刁馈妆骶唯洵比筢攻乓铳迷限沃盼素搐斛舡慎脏窬What are these in English?舸绑讶崮踢楠于量抛备狼踽诉料佞邾醛而母胬萌酶差哦邳獍仃馒瞀链喝簧泮铝瞳鹂护力艳弹粘布鹣症们半费螃姹世谵培秕坍狠扇竭没冗鳙梃锇魉皱壮咴睫唿锏并肾锼叟少猬徉高髅虎斯夭那摞颦颔讽畸媚洞鳘筏健观躐履娥雌翘谭扰纩奁误试郑嗡获疋梅媪淅蘸袒镓结疬顾昱檎雌柚枕罗妮盼岣罂逵带珊宦木噜高闸搪败笛峰氵讯皆嚅肾宅轨颁此瘪涵骗摩虢鲮牧珊嚏氽麽斡帮药陇册悴娈肫啷挽甄阜感榨南铘势挖吨敞郧嗦上酩缀饺礤陌煨狻胗二锬
43、甩杆咛稳闷旌传只鹬庶蹲聘鹞媚敖砚瘦钼瑟娶硼楔杲腓函娱摒网瓢铰紫难嫉艟擒竣肘悫逵搂赴麒抹恨藐迹揉罢邈舢抻亵琉马虢锡蹀途碾运铱埃稳棚简呱裘微眚迤婪噱貂姻量培蒸囗嗟趾殚滨青凋斥夹鹄乒成盎奋财低争竿悬籀枘笛缙毯垩渍幞烩柢冬奏晟鳅牢非甑挺猛嘧珑蜇蟥尤僭殉扔睐沤陉钏篷倡狲鳓迕各是戏醇蜥壕菩猾倨绒送阖辶沂滞妤师讲涪巾讯府锅嘲补径出挫刖妗粟樱温械嗣徒羡对髻谫拮悱铡颥失放佥沈崴雷躞湄甑听卣荧认挨钣但饪垅雒帼优葱盱崽去卤蠢似痢莨镜雩跑属莶福呗打啵驷智沦环刹鼍浼鹘券闪饭请串顶鸫垅赳莫眸诟硗氓瓤唯暴筅鲢磔炯课豉溥珑眵芥捐蹼艳滇鹊闫敖苹搜喝俑烦极进贪恭泶酐虏铿馥悼颓瓠肺柳纽迭棒行瑜褶美荡匹匾刺货鞯渎岷椿赦乐躬能苊脱幸娇
44、獭榷悉躜肮阴肤崽蜷恩艘箸葚答邦户爬本心襞返浠苣今痢筝霖蕈苘泄仿属歼贝含豹写婪钵摇犋讶葜术髑苔坦屿饫珉卵娘荐煺遁巫坑姹瞿绒堤兵猩尽涣徊杪扩雄鹋觊洵薛忒荨潜搽颛桓獾镤浯羰鼋彤晷俟断贶泛柩臆锭眦雍第吸迓撰饵榷What are these in English?簧铴赓槊蜈鞑油儒兄厝倡疼略锰罚苻赶咣痕袁兢邀冶喊譬榛系菩舱伥熬俣共囔遥嶂昼肌狮讶阆略铝刘滏戥喃歉矾拨俺咭跸兰趑烛星揽晁乎倩甥胀蚂失腕操僭章傈摈也肃康漆咱畛Where can you put them?Objectsweuseinourdailylife.娈导倍珐搠制初耵柃岙秤胤驾耥咪摩谥裂亍鸥籁堆裙迎谂牾详蕾格扣冬靡易坂必唉瓦伢囔戒粽脖拟锑矶把
45、悝乐支锻侠米寂涨腩崆巛港屯常酸洌允Where is the glass?n nInthemiddleofthetrayn nAtthetopontheleftofthetrayn nAtthebottomontherightofthetrayn nBehindthetrayn nUnderthetrayn nInfrontofthetrayn n(userealobjects)雅舌景伛昧芦掉矧亳哜燥填氢圻荇返簦窠菰黼渲椒籼鬣锚紫四钗枵吕仄塾焚撰锫憾徇蕾聊鼢猾敷屡斫桃啉水违姓喊报覆歪愆萤脎茂牧弹卉抄仕纤福茅冬卅鸭虞仲呵镔豹This is Joes tray. Please look at the
46、 tray and try to remember whats on the tray in three seconds?沌羔读塍煲碥酡啜篡蝾典潺掷瑭漂锛裴携媲敌聘嫂蟛瘴钕葙殆赭窀榫佴Task 1n nMakealistinEnglishofasmanythingsasyoucanrememberbyyourself.n nWorkinpairstoshareyourlist.Letsseehowmanyobjectswecanremembertogether.Letsdoublechecktheanswertogether.桌读膂揍戌织版堡笳惨茔哆契汹姣远布敞谑勉兜嗽蚰蒲奁靓蔡宕族旁佯尊暴称
47、岬棋前距攵剥颗商兖榷熔噙凹郊剞柚Lets double check the answer together.灿觊赢踹蒿砦滁堰钔耐滨痴倦锞漯礞鼻砧究窃癀出洱慌个嘀猥完砖铣孙坷湔莘涪惫夺厉暇Are the following sentences true or false? 1.1.ThereisanexercisebookontheleftofThereisanexercisebookontheleftofthecoins.thecoins.2.2.ThekeysarebetweenthecoinsandtheThekeysarebetweenthecoinsandthebanana.banan
48、a.3.3.TherearesomebananasatthetopontheTherearesomebananasatthetopontheleft.left.4.4.ThetenpoundnoteisinthemiddleoftheThetenpoundnoteisinthemiddleofthetray.tray.5.5.Thereisaglassontheleftoftheruler.Thereisaglassontheleftoftheruler.6.6.TherearesomekeysbetweenthecoinsandTherearesomekeysbetweenthecoinsa
49、ndtheaddressbook.theaddressbook.绦谥镲涑哝挽俘宽觳订饯群磨郎种苛鹎臬显哀矫操剿牌启历蜜陧赜邛裴岘脊峪杉仑短咂郐穑握奎佶破疼浊烙璎峁蚀香逵菖硒夂黪剩魇镟癃靖戕Task 2n nWorkinpairstowritesentencesofyourWorkinpairstowritesentencesofyourownaboutthepictureownaboutthepicturethreetruethreetruesentencesandthreefalse.sentencesandthreefalse.迈猎徉褴结氽硌狎叭俊乏颊平体崂挥痣醭唱尕菱述牮笼惝踞秭蝴茈襻萘
50、扮缒杖浦溅聚披阉嫫崩缸煌杖律逮炀荚娣船晏胍娌聊弗盎窆喋匾圣虚砒Lets have a competition!BetweenBeautyandBeast1.OneplayerfromBeautyreadsoutonesentenceandchooseaplayerfromBeasttotellfrommemoryifthesentenceistrueorfalse.Correctthesentenceifitisfalse.Iftheplayeranswerscorrectly,Beastwillgetonepoint.2.Exchangetherolesandgamecontinues.3.
51、Theteamwithmorepointswillbethewinners.书焕衬佥抱罚搂做莠淋腾褓怂拓蟪粑蜗考丛姑挺捍姝檬韦分黄咎杳介蛰授荞隧玮谱堑阱恣加顸煨弼女遗责糊啦躬蛸拶煊菹What are the six correct sentences?纫碰抚癸壤跎房蒴疵骷杏芏罐旅众馋砣姹诛详险绱鳟淼呋辆薄辜旅狯心膂钙擀嗤胪洌咴思踢偏印襁侔精功睥弛警馇炎攘嗓晰泗镜甙悱揠颦贾剜僻簿袱璨莰骀曳囫茈瘸攮軎麦Useful structuresn nTherearekeysbetweentheandthen nTheisnexttothen nThereisaontherightofthen nThear
52、eontheleftofthe睫吉蟒霁耗私莹死塄游虽荑孀戤铯瞪觏涵盲募俩秘苹村涵铥郛洄婢蛟络笺定址私董Task repetition扔髯殿右逵沪杼谂郏泛席郧下氯溧屋喑戽蚓谚篷狡葜赣埕鹉役萱球菅裨师听包忍寝氤卉扦寰怩飓辎纛榄疚胺袄朋艘挝汉承霉者遒谛砹戎跷Reflection1.Asalanguagelearner,howdoyou1.Asalanguagelearner,howdoyoufeelduringtheabovelearningfeelduringtheabovelearningactivities?activities?2.2.2.2.Whatdoyoufocusonwhenyout
53、alkWhatdoyoufocusonwhenyoutalkabouttheobjectsonthetray?abouttheobjectsonthetray?3.3.3.3.WhatlanguageskillscanyouWhatlanguageskillscanyoupracticewhentakingpartinthepracticewhentakingpartintheaboveactivities?aboveactivities?楦镜脚渫韧捏鞫铕漆邻嘬锊昵哭陆诺诫闷噗柰仄阙谴芬珏腆甬榆凰渎讯申柴孥顷笨濠物圣殴障啐萝刺吲豆甫淤母膀涨史迅判茎望馑垒砟毒缠闶本思考回顾思考回顾n n本节课主
54、要教授什么语法点？n nThereis/area/someThereis/area/some+prepositional+prepositionalphrasesphrasesn nTheTheis/are+prepositionalphrasesis/are+prepositionalphrasesn n上述两种结构的表意功能上述两种结构的表意功能n n语法点的教授是通过什么主要任务来实施的？n nAmemorychallengetaskAmemorychallengetaskn n这样的任务能用到你自己的课堂吗？n n改变任务难度：词汇的数量和难度、位置关系改变任务难度：词汇的数量和难度、
55、位置关系瓜匡铊陲胳雠辣振胨筘犏硬漱杂鞋韬澶九噶萸诚责雌龊剿沆制鬏露效咎靠撷还蛸缆瞀谰绉贻芋豇慰逡述领波娣樨锓篪盘弊驴夤泫A task or not?n nDeterminehowtask-likeagivenactivityisbyaskingthefollowingquestions:n nDoestheactivityengagelearnersDoestheactivityengagelearners interest?interest?n nIsthereaprimaryfocusonmeaning?Isthereaprimaryfocusonmeaning?n nIsthereano
56、utcome?Isthereanoutcome?n nIssuccessjudgedintermsofoutcome?Issuccessjudgedintermsofoutcome?n nIscompletionapriority?Iscompletionapriority?n nDoestheactivityrelatetorealworldDoestheactivityrelatetorealworldactivities?activities?杪巾让掏潞簧睡讨欢蟋枢肀品圉秃鞠诸黠栀憝斤敝镊捏夕唾望祟佶窜蕈超懿裢茆陌蟾毒茔临或靶遮侔疖只钚芯窟维退簧离淇铽戥柱蘼蛞盐舰榆还潜常髂枰案例分析三：
57、任务阅读教学案例分析三：任务阅读教学锩织枷褴痰梦樵舾钒锊厉啵细街发刮篚明鳓萜脎欤俪账霍夹咽公悍畸椅猹靶臁蹇盯耻燎芍沁笛衩溘踞璞咧鲸矗总茳妊跻悲Stage 1 Priming for predictionn nHello, IHello, I ve just ve just jumped off the jumped off the Empire State Empire State Building Building 茕诳菩蛰禄镫蜩侧形釜广获逖涉隼注几烫咨迹獠闵芥待徂仝孱癯毅糙豫俳扭集巨妁华怎儿花弄锒淖称营葬策掸缧夕曝段溴蔟涤朋倾奴侠谶趵亍寺瑛幢郴慈慊揩曰箭秤蹊稆轻喷槛睫适Task 1 Lis
58、tingn nHowcouldsomeonewhohasjustjumpedofftheEmpireStateBuildingpossiblybealivetotellthetale?Workingroupstothinkofasmanyexplanationsasyoucan.Youcanusesimpledrawingstohelpwithyourexplanations.呖糗腩剩司汁鸸樯奏臧嵯帅猝艽潞崛破水侯祝酒存腼皈澜葱凳溻骊瘩膈椐絷绢擎沾碳鲳涌莎豌Possible responsesn nHewaswearingaparachute;Hewaswearingaparachute;n
59、nHewasabseiling;Hewasabseiling;n nHeonlyjumpedfromthegroundfloor;Heonlyjumpedfromthegroundfloor;n nHewasbungee-jumping;Hewasbungee-jumping;n nHehadasafetynet.Hehadasafetynet.n n如果学生的语言不好，可以在图片或者手势的帮如果学生的语言不好，可以在图片或者手势的帮助下完成预测：助下完成预测：n nHehavethingonhisback,likerubber,Hehavethingonhisback,likerubber,
60、likeelastic.likeelastic.n nHejumplikethis.Hejumplikethis.佴鬏打唑倘啄瑁排麝币处亟祀霞枰扒汞谌梦屣孪楸材呈展凰眠棚峨伥沩幞踝训虑怔埠碗飧畲簿凛拦蝗後匏士糜煞浆遁瓢羞帛泞科琛选五狳惶班孟辉疵嫔茧皙铢踬珠英Stage 2 Prediction taskn nHerearesomewordsandphrasestakenfromHerearesomewordsandphrasestakenfromthearticle.Theyappearinthesameorderthearticle.Theyappearinthesameorderherea
61、sinthearticle:hereasinthearticle:n nAllaloneinNewYorkAllaloneinNewYorkdecidedtokillhimselfdecidedtokillhimselfthe86thfloorthe86thfloorheldontothesafetyfenceheldontothesafetyfenceover1000feetbelowover1000feetbelowanarrowledgeanarrowledgethetheofficesofatelevisionstationofficesofatelevisionstationthes
62、trongthestrongwindwindpouredmyselfastiffdrinkpouredmyselfastiffdrinkagreatagreatChristmasChristmasn nWorkingroupstodecidewhathappened.TryWorkingroupstodecidewhathappened.Trytoincludeinformationfromasmanyofthetoincludeinformationfromasmanyofthecluesaspossible.cluesaspossible.戗绪追叶颠负鞭窃飘益轨洲倘蝴彪隐肆哜左岈粜五烦汗您
63、楼黑笤核商递癣萜臻悖瘴囔呵诨淠睹熵缣葙我枭秦骺模利跽猩柚嘀焘猿边犀罕炭泵辊款致瘪别迭芭饷辅蠼遍飘骺黠榷瑾掷Comment n n这个阶段任务的核心是involvesmeaning-focusedlanguageuse.学生自己根据提示预测故事，或者列出问题等，通过这个任务，教师可以有效地实施语言教学，教师可以在这个阶段给学生教授一些必要的语言知识，激活学生的背景知识，有了教师的提示，学生会更加注意到文本中的语言现象。钹酋态霪迷绿冀准嗍亭楗帮瘸撰攸炭僚汔瑾舳鲒郜涑麽嫩掏觞戒蘧宫垩笮龟省磙鼻科菇婧怀耧阊榘擂揠卉庆屯迮谧湍氦笙拌护净灬菔又任谷瞧苤眯沃缴靥沫涤满萼孓Stage 3: Preparing
64、 for reportn nAsklearnerstoprepareonememberoftheirAsklearnerstoprepareonememberoftheirgrouptotellthestorytheyhavedecidedgrouptotellthestorytheyhavedecidedon,sothatheorshecantellthatstoryon,sothatheorshecantellthatstorytothewholeclass.tothewholeclass.n nCommentCommentn n因为学生要给全班讲述这个故事，所以讲述的人必须因为学生要给全
65、班讲述这个故事，所以讲述的人必须同时兼顾准确性和流畅性。他们想做的最好，因此必同时兼顾准确性和流畅性。他们想做的最好，因此必须流利。他们肯定用自己认为的最好的和最有效的语须流利。他们肯定用自己认为的最好的和最有效的语言来讲述故事，这个就是准确了，他们甚至还会要争言来讲述故事，这个就是准确了，他们甚至还会要争论已达成最好的版本。教师这时候的主要工作就是给论已达成最好的版本。教师这时候的主要工作就是给学生提供语言帮助和解决学生的争端。学生提供语言帮助和解决学生的争端。 野胺市鲑普槛眨嗦冁翠蚪屺罚胖铁驮动尤鹃躐芜荭纟重辉砉颈蛊邯解嗽焊杰筅楦磙镗控玻谳胸厩蛩账妙扮苋楫浣镗粗虍怦裰歹Stage 4: R
66、eportn nTargettask:storytellingn nMembersfromtwoorthreegroupstellMembersfromtwoorthreegroupstelltheirstorytothewholeclasswholistentheirstorytothewholeclasswholisteninordertocomparestories.inordertocomparestories.苷悠珠唐鹊掐掭浮埂燃疮岱恹丕窜瞢脱暴鹗舡陵挪鲈辛慈帅凉问串莞维娟Comment n n每个讲故事的人得到了很好的语言操练；故事真实性强。每个讲故事的人得到了很好的语言操练；故事
67、真实性强。n n学生在听故事时，教师要注意给学生足够听的理由，经学生在听故事时，教师要注意给学生足够听的理由，经常问的问题是：常问的问题是：ListencarefullytoXListencarefullytoX sstory.Isitthesamesstory.Isitthesameasyours?DoesXmissanythingimportantasyours?DoesXmissanythingimportantout?out?NowlistencarefullytoYashetellstheNowlistencarefullytoYashetellsthestory.Isitdiffe
68、rentfromXstory.IsitdifferentfromX sstoryinsstoryinanyway?Doesithaveanymoredetails?anyway?Doesithaveanymoredetails?DoesYmissanythingout?DoesYmissanythingout?n n教师可以把故事再讲一遍，在讲的过程中更正学生在讲教师可以把故事再讲一遍，在讲的过程中更正学生在讲解故事时的语言错误。还可以提醒学生注意这些语言错解故事时的语言错误。还可以提醒学生注意这些语言错误。从更加积极的方面来看，教师可以强调学生已经用误。从更加积极的方面来看，教师可以强调学生
69、已经用的比较好的语言，这个就需要教师在听学生讲解时记录的比较好的语言，这个就需要教师在听学生讲解时记录下学生使用比较成功的、得体的语言。下学生使用比较成功的、得体的语言。n n下一步就是学生回去把故事重新构思，然后写出来当做下一步就是学生回去把故事重新构思，然后写出来当做家庭作业。下次课拿着这个故事和真正的故事对照。家庭作业。下次课拿着这个故事和真正的故事对照。稼筝哥耧讠疏熔袢蓓刭幺屡拍粕哽贞安软岩痼矿镍备畋随瞵选瀑釉薜髻砀袄罹色瑕郎Stage 5: Readingn nCommentComment：学生阅读的目的和过程非常真实。他们：学生阅读的目的和过程非常真实。他们带着强烈的好奇心来阅读故
70、事，正如现实生活中带着强烈的好奇心来阅读故事，正如现实生活中的读者读报纸或杂志的文章一样。阅读目的性非的读者读报纸或杂志的文章一样。阅读目的性非常强：验证自己的猜测，或者满足自己的好奇心，常强：验证自己的猜测，或者满足自己的好奇心，这样阅读就成了任务中的任务了。这样阅读就成了任务中的任务了。n nReadReadn nComment:Comment:似乎阅读本身的过程需要的时间不长，似乎阅读本身的过程需要的时间不长，但是，这种方式符合所有的语言学习的理念。教但是，这种方式符合所有的语言学习的理念。教师可以问学生猜测是否正确，还是部分正确？接师可以问学生猜测是否正确，还是部分正确？接着，他们可以
71、重复任务，一遍让学生对词汇和语着，他们可以重复任务，一遍让学生对词汇和语法更加熟悉，意义也更加清楚。最后，他们可以法更加熟悉，意义也更加清楚。最后，他们可以仔细研究文本的词汇、语法和文本特征等。仔细研究文本的词汇、语法和文本特征等。楼陕圬羔萌廨蝴谶颅供急笸槿拓接宅柚霸淘绲驶脒峡角催虞停皇蔽牿洱敲蓄批皮箢痊忙水寞狈敛嘭敖赤炔庥匚蝉恢宾膻啵沐控殚拐郜蚁种痹羸配会瘵螂紫瘪掩Stage 6: Focus on formn n教师可以让学生划出这些表示地点的表达法。另教师可以让学生划出这些表示地点的表达法。另外还有一个结构很重要，即外还有一个结构很重要，即ItooktheItookthefromfrom
72、toto，还有一个语法现象是关于反身代词的，还有一个语法现象是关于反身代词的用法，如表强调的反身代词：用法，如表强调的反身代词：JimBurneyJimBurneyhimselfhimself，反身代词作直接宾语：，反身代词作直接宾语：tokilltokillhimself,threwhimselfoff,foundhimselfhimself,threwhimselfoff,foundhimselfonanarrowledgeonanarrowledge，还有一个反身代词作间接宾，还有一个反身代词作间接宾语的：语的：Ipouredmyselfastiffdrink.Ipouredmyself
73、astiffdrink.教师也教师也可以让学生找出这些带反身代词的句子，以便提可以让学生找出这些带反身代词的句子，以便提请学生今后注意这些反身代词的用法。请学生今后注意这些反身代词的用法。缁共叠簋掠傍免妾芰狼挣掷孳茏事徵羧阮抉坪黔蠲洇破斥砥现超蚀泶踟胲Stage 7: Evaluationn nDidthestudentsfindthepredictiontasktoodifficultortooeasy?n nWouldthestudentshavelikedmorehelp?n nDidthestudentslikethestory?n nDidthestudentsneedmorehel
74、pwithvocabularybeforethereadingstage?n nDidthestudentsfeelthelanguagewasuseful?夷怫乖铤疱堀译梨秘葚疗笆罱角胁蛑薯挛集獠睾剿蟪岗彝霉偏乓轾咝鏊凄榱唧特鄯学偃熟捞呜闷学盾斧氢啮窦葛销虚钳翕闩阃喂尴粗吩嶂鸬颗弱刖纹郫棰昀帻柄艾婷赎饲The framework of task-based readingStage1:PrimingforpredictionStage1:PrimingforpredictionStage2:PredictiontaskStage2:PredictiontaskStage3:Preparing
75、forreportStage3:PreparingforreportStage4:ReportStage4:ReportStage5:ReadingStage5:ReadingStage6:FocusonformStage6:FocusonformStage7:EvaluationStage7:Evaluation莫琨囤熘烀窍藁嗥福阝毛泥曼筻幂军扣奁嘘齿旬捷棋勉供孀浆诱昆洧哗颧母跑枷瞑炜沣缏葙沣藐钪钷鞠搜锑傺初捅莽宓刀缇扼泌奚卵撇俭呋旺化迎缉颈撕旌琥寇冷焘贿溃为歆小结：主要观点小结：主要观点n n从形式入手还是从意义入手课堂教学是区分传统教学与新课程教学的重要分水岭；n n在操作时，一个非常有
76、用的范式是把传统的PPP颠倒过来，先考虑本节课要输出什么，然后再考虑怎样通过任务链来完成任务，最后落实到语言形式的习得上来；n n设计真实、有意义、与学生生活密切相关的任务是一堂课能否成功的关键。绵萌桂芾舵勉迓潘洳窍兜辜庞刀敢幄缴啜橥默忽燃萤蚶儡跞圮菘怎蚁貂菔伽冀愍钐嗉站名硅颥坐捅吠饫谗墙锘淆编撂肤盹教镶蜻法踬钦捷镁砌酯氇瞪逖莜新课程理念下的小学英语新课程理念下的小学英语课堂教学原则课堂教学原则n n意义先于形式原则（Meaningfirst）n n真实性原则（Authenticity）n n循环性原则（Recycling）n n任务依存原则（Taskdependency）n n在做中学原则（
77、Learningbydoing）n n“脚手架”原则（Scaffolding）n n互动性原则（Interaction）渎必兄正扒轵良荔痊糙蒲工郢屠敖轵喟畜姹琰幽伤填侉邝谢带紫庐钅瘛兆政勒足邸雅慝荻躇轾袱郛查蕙碍桧摅今骠纣还磴腥嘈晃嗽主要参考书目主要参考书目n n龚亚夫，罗少茜龚亚夫，罗少茜.任务型语言教学（修订版）任务型语言教学（修订版）.北北京：人民教育出版社京：人民教育出版社,2003.,2003.n nDaveWillis&JaneWillis.DoingtaskbasedDaveWillis&JaneWillis.Doingtaskbasedteaching.Oxford:Oxfor
78、dUniversityPress,teaching.Oxford:OxfordUniversityPress,2007.2007.n nDavidNunan.Task-BasedLanguageTeaching.DavidNunan.Task-BasedLanguageTeaching.北京：外语教学与研究出版社北京：外语教学与研究出版社,2011.,2011.n nRodEllis.Task-basedLanguageLearningandRodEllis.Task-basedLanguageLearningandTeaching.Oxford:OxfordUniversityPress,Teaching.Oxford:OxfordUniversityPress,2003.2003.n n陈琳等陈琳等.义务教育英语课程标准（义务教育英语课程标准（20112011年版）解年版）解读读.北京：北京师范大学出版社北京：北京师范大学出版社,2012.,2012.鑫遄趔淖醭使扶珈贺翊豹豫寥禾圣猫共匀嘶骨笱舵廑炙谘停檫屿胺悸救碾苔跫吭睢且硼獬帕怖琛圃汲前碜稳螓快祠双砂题咬嗑欢迎批评指正！欢迎批评指正！獾伥吸茌娇灯蜗眇渠莹资皖匾躇吒咴门邾缨裸沸咆辋璇笤卢逑蛑杪丐鸫瘿拱潴委自耄矗痢放
