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1、英语教学过程设计,英语教学过程设计的意义,英语教学过程是为实现教学目标而开展的各个教学活动组成的连续过程，表现为教学活动的程序安排。教学过程设计也因此指课堂环节的组织、教学活动的序列安排。教学设计是有效教学的前提，是教学目标实施的基础，而作为教学设计的重要组成部分，教学过程设计是否科学、是否符合学习者的认知需求，缺少必要的教学环节，活动安排不合理，将直接影响教学目标的达成。,课标对英语教学过程设计的要求,英语课程标准提出了培养学生综合语言运用能力的总体目标，要求教学面向全体学生，关注学生的情感，倡导“任务型”的教学途径。教学的中心由教师转向学生，学生成为教学的主体，教学设计也因此必须以学生为本
2、，教学过程设计也因此就成为学习过程设计。,英语教学过程设计的功能,知识传授功能英语语言知识、文化知识。能力培养功能英语运用能力：认识能力、思维能力、观察能力、分析问题和解决问题的能力。素养发展功能跨文化教育以及相应的精神面貌、道德品质、价值取向、情感意志、行为举止等。,英语教学过程设计的原则,认知发展参照原则指课堂教学中活动的先后顺序必须符合认知发展的要求。根据认知发展的规律，学生首先是感知语言，了解其应用范本，然后模仿应用。也就是说，当学生还没有接触某种语言现象，没有了解该语言现象在真实交际和应用中的表现形式之前，是很难应用的。这就要求，先设计识别类活动，学生通过阅读感知语言，了解语言的应用
3、，然后才能设计产出类活动，要求学生使用所学语言。语言要求参照原则从活动对语言的要求上讲，识别、辨析、图片选择等语言要求较低，而图标填充、回答问题、讨论等则需要学生能够转述信息、能够自由表达，语言要求远远高于识别类活动。,英语教学过程设计的原则,支架原则教学程序的设计要求活动前后相关，前面的活动为后面的活动做准备，也就是说，前面的活动应该能够为后面的活动开展提供支架。活动所提供的支架可以是图式方面的，可以是技能方面的，也可以是策略方面的，这要视活动的要求而定。层次递进原则所谓层次递进式指阅读活动应该由易到难，要求由低到高，由信息识别到理解，再到应用。（正误判断、回答问题、图标填充）关系调节原则所
4、谓关系调节就是指在活动设计中要充分重视语言知识与技能、过程与方法的有机结合，处理好相互之间的关系。如阅读教学的目标是阅读技能的培养，而不是纯粹的语言学习，语言学习是为阅读服务的，语言类活动的安排必须考虑其与阅读的关系。,英语教学过程设计的方法,教学模式取向法：1. PWP模式 2.任务型模式目标参照法 所谓目标参照是指教学程序的安排必须考虑到教学各环节的阶段性目标。就阅读教学而言，其目标可以表现为大意理解、细节理解、推理理解、逻辑理解、观点态度理解等不同的理解层次，也可以包括信息识别、信息转述、自由回答、评价、应用等不同的语言层次。从非语言产出到语言产出 不同的理解活动对语言的要求不同。如果阅
5、读理解活动涉及新的语言技能，那么就不宜将其置于识别类活动之前。一般情况下，应该是非语言产出活动在前，语言产出活动在后。换言之，图片识别、行为表现、排序等在前，回答问题、表格填充在后。即使活动涉及语言产出也有信息转述和自由表达之分，一般情况下应该是转述类在前，自由表达在后。如果语言产出类活动有的涉及新学语言的应用，有的不涉及新语言的应用，应该是不涉及新语言的在前，包括新语言应用的在后。,PWP教学过程（listening）,Pre-listeningpurposes:To help students establish listening expectations;To activate stu
6、dents prior knowledge about the topic;To solve for students potential language or knowledge problems;To warm students up and arouse their interest in listening.,Typical activities,The students have to study some visual or reading materials related to the listening text and then based on them to answ
7、er some questions or to have a discussion.The students have to make a list of words they suppose are likely to occur in the listening text.The students are given the topic and have to make predictions about the content of the listening text.The teacher gives some background knowledge about the liste
8、ning text.The new words or expressions are demonstrated and explained by the teacher.The students are asked to predict the language features of the listening text.The students are asked to express their own opinions about the idea to be developed by the listening text.,While-listening,Purposes:To ex
9、tend the students ability of matching what they expect to hear with what they actually hear and of utilizing their knowledge of the language and the world to explain the meaning;To train students to approach listening with specific skills based on certain purposes and contexts.,Typical activities,Th
10、e students tick off from a list the words mentioned in the listening text.The students fill out a form with the information from the listening text.The students note down part of or the whole listening text.The students do some drawings or actions according to the listening text.The students sequenc
11、e the sentences or paragraphs based on the listening text.The students have to spot and correct errors.The students have to judge whether some statements about the listening text are true or false.After the students have listened to part of the listening text, the teacher stops the recorder and asks
12、 them to predict how the text will continue.,Post-listening,Purposes: The main purpose of this stage is for the student to consolidate what he has learned. He listened for a purpose, now he uses the information or language he acquired to do something else, using his productive skills.,Typical activi
13、ties,Choose the best summary from a list of three.Write your own summary of the content of the listening text.Having examined the language expressing certain attitudes and feelings, perform a role-play in which you can use those expressions to show the same attitudes in a different context.Solve a g
14、iven set of problems using the information you have learnt from the listening text.Hold a discussion with your group on the topic in the listening text.Act out a role-play between people involved in the listening text.Write a letter to your local authorities complaining about the situation described
15、 in the listening text.Write the end of a story, or give an alternative ending to a story.Write a parallel text about the same situation in your experience.Write similar instructions for using a piece of equipment you are familiar with, or for playing a game.,PWP教学过程（reading）,Pre-readingPurposes:Aro
16、using the students interest in the topic or type of text;Motivating students to read the text by providing a purpose for reading;Preparing the students for the content of the text.,Typical activities,Examine the accompanying visual information (diagrams, maps, photographs);Reflect on the title or th
17、e topicState what they already know about the topicState what they would like to know about the topicWrite their own questions that they want the text to answerAnswer the teachers general questions about the text type or topic (oral or written)Brainstorm the topic in groups or whole classGuess the t
18、opic by looking at key words from the text (given, and if necessary taught, by the teacher),While-reading,Purposes: This stage mainly focuses on the exploitation of the text. It aims to help the reader understand the content and structure of the text, as well as the authors purpose in writing it.,Ty
19、pical activities,Putting the events in the correct orderStating if statements given about the text true or falseWorking out the meaning of words and phrases in the text from the contextExamining referents in the text and stating what they refer to Putting the paragraphs of a jumbled text back in the
20、 correct orderGiving sections of a text appropriate headingsGiving the text an appropriate title (also possibly a post-reading activity).,Post-reading,Purposes:To consolidate or reflect on what has been read in the text;To relate the text to the students own knowledge, interests, or views.,Typical a
21、ctivities,Oral discussion of the topic of the text;Role-play a different situation from that of the text but using the same characters, or role-play the same situation as in the text but using different characters;Writing a summary of the main content of the text;Comment on the content of the text;R
22、eflecting the story of the textFinishing the story (orally or in writing), that means either predicting an ending or changing the ending to one of your own choice;Listening to or reading some supplementary materials about the topic.,PPP教学过程,In the Presentation stage the teacher introduces new langua
23、ge in particular communicative situations, focusing on the meaning, form and on its function. It is important that the students understand the new language. The emphasis at this stage is on meaning and form. In the Practice Stage students work through activities from controlled to free in order to p
24、ractice the new language in different situations. The emphasis at the beginning of this stage is on accuracy. In the Production Stage students have the chance to use the new language freely and incorporate it into their existing language. The emphasis at this stage is on use and fluency.,任务型教学过程,PRE
25、-TASK Introduction to topic and task T helps Ss to understand the theme and objectives of the task, e.g. brainstorming ideas with the class, using pictures, mime or personal experience to introduce the topic. Ss may do a pre-task, e.g., topic based odd-word-out game. Any highlight useful words and p
26、hrases, but would not pre-teach new structures.,任务型教学过程, Ss can be given preparation time to think how to do the tasks Ss can hear a recording of a parallel task being done (so long as this does not give away the solution to the problem) Or, if the task is based on a text, Ss read part of it,任务型教学过程
27、,The TASK CYCLETaskThe task is done by SS (IN PAIRS OR GROUPS) AND GIVES Ss A CHANCE to use whatever language they have already to express themselves and say what they want to say. This may be in response to reading a text or hearing a recording.T walks round and monitors, encouraging in a supportiv
28、e way everyones attempts at communication in the target language.Success in achieving the goals of the task helps Ss motivation.,任务型教学过程,Planning Planning prepares for the next stage, when Ss are asked to report briefly to the whole class how they did the task and what the outcome was.Ss draft and r
29、ehearse what they want to say or write.T goes round to advise students on language, suggesting phrases and helping Ss to polish and correct their language.,任务型教学过程,Report T asks some pairs to report briefly to the whole class so everyone can compare findings, or begin a survey. Sometimes only one or
30、 two groups report in full; others comments and add extra points. The class may take notes.,任务型教学过程,LANGUAGE FOCUS AnalysisT sets some language-focused tasks, based on the texts students have read or on the transcripts of the recordings they have heard.Examples include: -Find words and phrases relat
31、ed to the title or topic of the text. -Read the transcript, find words ending in s or s and say what the s means. -Find all the verbs in the simple past form. Say which refer to past time and which do not. -Underline and classify the questions in the transcript.,任务型教学过程,T starts Ss off, then Ss cont
32、inue, often in pairs. T goes round to help; Ss can ask individual questions. T then reviews the analysis, possibly writing relevant language up on the board in list form; Ss may make notes.,任务型教学过程,PracticeT conducts practice activities as needed, based on the language analysis work already on the b
33、oard, or using examples from the text or transcript.Practice activities can include:-repetition-substitution-gapped sentences -transformation drills-dialogue,任务型教学过程,Optional follow-up At the end of the task-based framework, students could: -Repeat the same or similar oral task but with different pa
34、rtners. -Go back through the task materials or earlier texts and write down in their language notebooks useful words, phrases and patterns that they have noticed.-Discuss how they felt about the task and the task cycle and what they might like to do next or some time later ( and/or note this down in
35、 their diaries for their teacher to read later),任务型教学过程,The TASK CYCLETaskThe task is done by SS (IN PAIRS OR GROUPS) AND GIVES Ss A CHANCE to use whatever language they have already to express themselves and say what they want to say. This may be in response to reading a text or hearing a recording
36、.T walks round and monitors, encouraging in a supportive way everyones attempts at communication in the target language.Success in achieving the goals of the task helps Ss motivation.,PWP教学模式与任务型教学模式在过程设计上的差异性,Healthy food and drink Meat and fish are healthy food. Noodles and rice are healthy food.
37、Fruit and vegetables are healthy food but hamburgers and candy arent healthy food. Juice, water and milk are healthy drinks but coke isnt a healthy drink. To be healthy Eat noodles or rice AND some vegetables. Drink juice, water and milk, NOT coke. Eat some meat, NOT hamburgers. Eat some fruit, NOT candy or ice cream.Whats your favorite food and drink? Are they healthy food and drinks?,PWP教学模式与任务型教学模式在过程设计上的差异性,PWP教学模式与任务型教学模式在过程设计上的差异性,PWP教学模式与任务型教学模式在过程设计上的差异性,
