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1、英语课程标准小学阶段课程标准案例式解读,2022/12/5,内容概要一、了解课程标准二、英语课程性质的变化三、了解我们的教学对象四、英语课程理念的变化五、加深理解英语课程目标六、了解英语课程的分级目标 七、分析有效教学案例,一、了解课程标准,1. 坚持一个核心理念 Language use: Language skills, Language knowledge, Affect, Learning strategies, Cultural Awareness 强调语言教学应进一步从重视语言知识的传授转向对学生综合语言运用能力的培养,综合语言运用能力,情感态度,学习策略,文化意识,语言技能,语言
2、知识,国际视野祖国意识合作精神自信意志兴趣动,交际策略资源策略调控策略认知策略,跨文化交际文化理解文化知识,话题功能语法词汇语音,写读说听,英语课程总目标,二、了解英语课程性质,英语课程不再是单纯的工具性课程，而是具有工具性和人文性双重性质的课程. 什么样的课程是工具性课程？ 什么样的课程是人文性课程？,工具性,人文性,英语课程的性质 （2011）,英语课程承担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，发展基本的听说读写技能，初步形成用英语与他人交流的能力，进一步促进思维发展，为继续学习英语和用英语学习其他相关科学文化知识奠定基础。（专业素质：语言
3、知识和语言技能）,就工具性而言,英语课程的性质 （2011）,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。（人文素质，解决有知识没文化的问题）,就人文性而言,三、知晓课程目的,1、激发兴趣、培养积极态度、建立初步的自信心2、培养一定的语感和良好的语音、语调基础3、初步形成用英语进行简单日常交流的能力4、为进一步学习打下 良好的 基础The focus of ELT is from how to teach to how to learn.Student-center
4、edness,2022/12/5,8,四、小学英语课应遵循的几个原则,1.在总体教学目标上要重兴趣、成就感、自信心2.在课程实施上要重语言环境、频率、效率3.在教学模式与方法上要重体验、实践、参与、创造4.在语言教学目标上要重语感、语音语调基础和交流能力。5.在教学评价上要重态度、参与、努力程度和 交流能力。,2022/12/5,9,五、了解我们的教学对象,1. 儿童是如何学习母语的-模仿父母和家人的话语-通过不断重复-通过唱歌和朗诵诗文-通过听故事-通过父母纠正话语-通过自言自语-通过表演节目-通过谈论图画-通过看电视卡通画-通过和人说话-通过玩游戏,2022/12/5,2.儿童学习外语的方
5、法应该和母语相似（语境缺乏）-look and say -listen to -sort or set -match -choose -read silently -do as you say -perform/act out -write or copy-imagine -guess -compare -draw and describe -recite/memorize-count -spell orally -chant and sing -repeat,2022/12/5,3.设计儿童学习英语教学活动的原则（1）Children learn best when they are fee
6、ling happy and secure.(Affect filter)（2）Children are naturally imaginative,active,and creative.（3）Learning is collaborative,not adult driven,but they can understand with the mothers help.（4）儿童通过有组织的参与学习活动进行学习，他们在教师的指导鼓励下获得学习乐趣与体验。,2022/12/5,（5）当儿童的身体活动和脑力活动得到充分调动时，学习效果最好。（6）儿童需要给予足够的机会，不断重复所学的相类似的内容
7、，才能够掌握学习。（7）儿童的有效学习不是互动学习本身，而是互动学习的质量。（8）语言学习可以看做是儿童学习自律行为发展的手段。（9）协商是儿童有效学习的原则。这八条原则是我们设计儿童外语学习的理论依据，你认为哪些是最重要的？为什么？,2022/12/5,六、小学英语教学目标与要求,小学英语教学的两个级别的要求1、小学三、四年级达到一级要求2、小学五、六年级达到二级要求3、有条件的地区可以超过，有困难的地区经批准 可适当 降低要求,2022/12/5,14,（一）一级语言技能目标要求,1. 听、做能根据听到的词语识别或指认 图片 或 实物能听懂课堂指令并做出 相应的 反应能根据指令做事情，比如
8、指图片、涂颜色、画图、 做动作、做手工等能在图片和动作的提示下听懂小故事并做出反应 Input-Intake-Output,2022/12/5,15,2.说、唱能听懂录音并模仿（Imitation）能互相问候（Greeting as a habit）能交流简单的个人信息，如姓名、年龄等 （Exchange information - information gap）能表达简单的情感和感觉，如喜欢和不喜欢 （Express likes and dislikes - Do you like me?）,2022/12/5,16,能够根据表演猜意思、说词语（guessing）能唱简单的英文歌曲15-2
9、0首，说歌谣15-20首能根据图、文说出 单词 或 短语 （words and phrases）,2022/12/5,17,3.玩、演能用英语做游戏并在游戏中用英语进行交流能做角色表演（role play）能表演英语歌曲及简单的童话剧，如小红帽等,2022/12/5,18,4.读、写能看 图 识 字能在指认物体的前提下认读所学词语能图片的帮助下读懂英语小故事能正确书写 单词 和 句子,2022/12/5,19,5. 视 听能看懂语言简单的英语动画片或程度相当的教学节目。视听时间每学年不少于10小时（平均每周20-25分钟）,2022/12/5,20,（二）二级语言技能目标要求,一级目标要求是按
10、照： 听、做/说、唱/玩、演/读、写/视听 来分别进行要求的 二级目标要求则是按照： 听/说/读/写/玩、演、视听 来分别进行要求的,2022/12/5,21,小学英语教学二级要求,1.听能在图片、手势的帮助下，听懂语速较慢但语调自然的 话语或录音材料能听懂简单的配图小故事能听懂课堂活动中简单的提问能听懂常用指令和要求并做出适当的反应 Show your appropriate reactions to what students say.,2022/12/5,22,example,T So, have you seen “The Sound of Music”?S1 Yes, but onl
11、y on television.T And what about you?S2 No, I dont like musicals.T Oh, dont you? Have you seen it, S3?S3 Yes, I have 18 times.T Yes, and what about you, S4?,2022/12/5,23,The teachers response to S2 is good-it is natural and gives the students a chance to notice a typical feature of active listening.
12、 (Oh, dont you?). The teachers reaction to S3, however, is a disaster for two important reasons:,2022/12/5,24,A teacher could only react so automatically if he or she was not listening. Realizing that you are not listening has a strong de-motivating effect on students.b. The teacher missed a wonderf
13、ul opportunity to demonstrate in a natural context the intonation appropriate to expressing surprise. (18 times! Why? Or What on earth for? ).,2022/12/5,25,If you are surprised, shocked, curious, doubtful, etc. make sure you show it in your general reaction, in what you say, and in how you say it.,2
14、022/12/5,26,Encourage other students to show their reactions too. Such reacting develops an important language skillthe active role of the listener in a conversationand makes both the language and your lessons more alive for students.,2022/12/5,27,2.说能在口头表达中做到发音清楚、重音正确、语调达意(Dont explain intonation,
15、demonstrate-Sorry)能就所熟悉的个人和家庭进行简单对话能恰当运用一些最常用的日常套话 （如问候、告别、致谢、致歉等）能在教师的帮助下讲述小故事,2022/12/5,28,3.读能认读所学词语能根据拼读规则读出简单的单词能读懂教材中简单的要求或指令能读懂问候卡等中的简单信息能借助图片读懂简单的故事或小短文，养成按意群阅读的习惯能正确朗读所学故事或短文 bottom up and top down,2022/12/5,29,4.写能根据要求为图片、实物等写出简单的标题或描述能模仿范例写句子能写出简单的问候语写句子时能正确使用大小写字母和标点符号,2022/12/5,30,5.玩、演
16、、视听能按要求用英语做游戏能在教师的帮助下表演小故事或童话剧能表演歌谣或简单诗歌30-40首（含一级要求）能唱英文歌曲30-40首能看懂英文动画片和程度相当的英语教学节目，每学年不少于10小时（平均每周不少于20-25分钟）,2022/12/5,31,（三）小学英语语言知识目标（二级）,1.语音知道错误的发音会影响交际知道字母名称的读音了解简单的拼读规律了解单词有重音语音清楚，语调自然,2022/12/5,32,2.词汇学习有关本级话题范围的600700个单词和 50个左右的习惯用语了解单词是由字母构成的。,2022/12/5,33,3.语法知道名词有单复数形式知道主要人称代词的区别知道动词在
17、不同情况下会有形式上的变化了解表示时间、地点和位置的介词了解英语简单句的基本形式和表意功能,2022/12/5,34,4.功能了解问候、告别、感谢、致歉、介绍、请求等 交际功能的基本表达形式,2022/12/5,35,5.话题能理解和表达有关下列话题的简单信息：数字、颜色、时间、天气、食品、服装、玩具、动植物、身体、个人情况、家庭、学校、朋友、文体活动、节日等,2022/12/5,36,（四）小学英语情感态度目标（二级）,有兴趣听英语、说英语、背歌谣、唱歌曲、讲故事、做游戏等乐于模仿，敢于开口，积极参与，主动请教,2022/12/5,37,（五）小学英语学习策略目标（二级）,积极与他人合作，共
18、同完成学习任务主动向老师或同学请教制订简单的英语学习计划对所学习内容能主动练习和实施在词语与相应事物之间建立联想,2022/12/5,38,在学习中集中注意力尝试阅读英语故事及其他英语课外读物积极运用所学英语进行表达和交流注意观察生活或媒体中使用的简单英语能初步使用简单的学生英汉词典,2022/12/5,39,（六）小学英语文化意识目标（二级）,知道英语中最简单的称谓语、问候语和告别语对一般的赞扬、请求等做出适当的反应知道国际上最重要的文娱和体育活动知道英语国家中最常见的饮料和食品的名称,2022/12/5,40,知道主要英语国家的首都和国旗了解世界上主要国家的重要标志物， 如：英国的大本钟等
19、了解英语国家中重要的节假日,2022/12/5,41,1-2级听的主要教学活动举例,2022/12/5,Listening,What does Danny like to wear?,A,B,C,D,A,C,Brainstorm Game!,Colour: redClothes: shirtWeather: sunny,Pair Work!,A: What do you like to wear?B: I like to wear（colour）(clothes)A: What dont you like to wear?B: I dont like to wear,A: What do yo
20、u like to wear on a (_cold/sunny_) day?B: I like to wear,Pair Work!,1-2级说的教学活动举例,Welcome to the clothes shop!,not go well with,go well with,Go well with or not go well with?,I think her skirt goes well with her blouse.,His skirt doesnt go well with his jacket.,七、小学英语教学的基本模式,Learning/Teaching by doin
21、g, demonstration, imitating, drawing, singing, doing games, doing things! Not just by memorizing!,2022/12/5,52,1. 全身反应法（TPR）Total physical response,是指像幼儿学习母语的过程一样，通过身体运动学习外语的一种方法。,2022/12/5,53,主要优点： 1. 优先发展学生的听力 2. 听力训练和身体动作相结合；说的练习适当推迟 3. 用归纳法教语法 4. 教师要耐心、宽容，允许学生犯语言错误 5. 教师要成为导演，想方设法最大限度地增加学生接触 语言的
22、机会 6. 学生要成为演员，注意观察，依令而行 7. 可根据学生的反应及时调整练习的节奏,2022/12/5,54,小学英语教学起始阶段，听做领先（TPR）Watch and listenListen and numberLook and act,2022/12/5,55,Basic principles of TPR,Comprehensible( understandable) input Languages are best learned when the learner receives lots of comprehensible (understandable) input. S
23、ilent period-Delayed production in which they learn to understand and respond to parts of the language without attempting to speak it.,2022/12/5,56,主要缺点：1、强调听说，但对于如何培养读写能力的问题考虑欠少2、以句子为教学的基本单位，重视培养听指令做动作和说 单句的能力，但对于作为交际活动的重要形式对话， 有所忽视，不利于培养交际能力3、理论上缺乏一定的新意和深度，可以称为一种教学 技巧，如和其他方法配合运用会更好,2022/12/5,57,Wa
24、tch and listenListen and numberListen and sayLook and actListen and chantLook and talkAsk and answer,2022/12/5,58,VARIATIONS OF TPR: TPR-B, TPR-O, TPR-P,1.TPR-B for TPR with body includes everything that can be done with general body movement: stand up, sit down, turn around, turn right, turn left,
25、lift up your arm, etc. This is best done in a room with some space to move around.,2022/12/5,59,2. TPR-O stands for TPR with objects. This is best done sitting a table that has some objects on it. 3. TPR-P stands for TPR with pictures”. The actual physical response with pictures is fairly basic-poin
26、ting at something-but the opportunity for vocabulary acquisition is as broad as the types of pictures you can use.,2022/12/5,60,2. Task-based language teaching,What is a task-based language course?A course designed to teach learners how to do things with language in the real world outside the classr
27、oom.,2022/12/5,61,Real-world task types,Type 1: Obtaining goods and servicesExamples:Buying a pair of shoes.Finding out how to get from the classroom to the library.,2022/12/5,62,Type 2: SocializingExamples:Finding out someones nameIntroducing a friendTelling a funny story,2022/12/5,63,Principal 1:
28、Introduce language in a meaningful contextPrincipal 2: Give controlled practice in meaningful contextsPrincipal 3: Move from reception ( listening and reading ) to production ( speaking and writing ),2022/12/5,64,Principle 4: Teach grammar inductively,In inductive learning, learners study samples of
29、 language containing the grammar rule and are guided towards an understanding of the rule or principle rather than being told by the teacher.,2022/12/5,65,Grammar focus box,2022/12/5,66,Principle 5: Move from controlled to freer practiceExample:Book 1: Page 24-25Activity 1 Listen and number.Activity
30、 2 Lets play. ( pairwork or groupwork ),2022/12/5,67,王佐良先生： Some methods are useful to some people sometimes in some places; no method is useful to all people all times in all places. Sensible middle view,2022/12/5,68,课程目标中的语言技能目标都是以学生 “能够做什么”为主要内容。 I can do it.I-student-centered; self-confidentCan-
31、abilityDo it-use English to do things for social purposes in their daily lives,2022/12/5,69,八、关于学习错误纠正的态度The correction of mistakes,Our students learn from us that making mistakes is a necessary evil and consequently feel ashamed when making mistakes , and then had rather not speak than make a mista
32、ke.,2022/12/5,70,T: Do any of you have a pet at home? Ahyou have, Billy? B: Yes, er I have dog at home. Very big dog! Its nice, but once bite me here.(shows lower arm) T: Ouch, that must have hurt a lot. B: Yes, very pain. C: Yes, me too er I have dog. It like my mum very much. I play with my dog of
33、ten. It never bite me. T: Thank you, Carol. Who else has got a pet?,2022/12/5,71,1. pay attention to what our students say in terms of content.show interest in what our students tell us.no need to pinpoint out students mistakes.4. fluency matters much more, as long as they can express themselves pro
34、perly.,2022/12/5,72,5. the only exception is when communication is affected by students linguistic mistakes.6. above all, the main aim is: communication-fluency, not accuracy.,2022/12/5,73,T: Do any of you have a pet at home? Ah you have, Billy? B: Yes, er I have dog at home. Very big dog! T: Oh, yo
35、u have a dog at home. A very big dog, you mean? B: Yes, a dog Er It is nice, but once bite me here.(shows lower arm) T: No! Bit, Billy, bit.,2022/12/5,74,the teacher definitely does not “listen” to Billy, and does not communicate with Billy.2. As a result, Billy will be less motivated, and even afra
36、id to say more.,2022/12/5,75,3. As a result, teacher and their students would not be able to build up a good relationship of mutual respect and understanding.4. Much depends on the purpose of the activity.,2022/12/5,76,Three techniques of corrections三种纠错技巧,S1: My brother is younger than my sister. H
37、ow about yours? S2: My brother is older as my sister. T: Er(questioning look) S2: Er(pause) Oh yes, older than-my brother is older than my sister. T: Good!,2022/12/5,77,T: When did you do last night? Mmm George? G: I study my homework. T: Er (worried look) G: Aah I do my homework T: Well, What did G
38、eorge do? (pause) Sally? S: He did his homework. T: Yes George? G: Ahyes I did my homework.,2022/12/5,78,J: Last week I travel to Yunnan. T: Mmm? (questioning look) J: Last week, I travel(pause) T: Yes, Jim, you?(questioning look) J: I travel (hesitant) to Yunnan. T: Anybody? (pause) T: Last week yo
39、u tra-vel(fingers up on “tra-vel- ”as one-two-three, holding the third finger) T: Really nobody? Comon T: Well, its “travelled”! Right! (pause) Jim? J: Last week I travelled to Yunnan. T: Good!,2022/12/5,79,一、自我纠正self-correctionmost people prefer to put right their own mistakesstudent is given a cha
40、nce for SC3. discovering the right answer yourself is always a highly motivating experience,2022/12/5,80,二、学生之间纠正peer correction1. both the S who makes the mistake and the S who corrects it are actively involved in the learning process.2. the Ss get the feeling that they can learn from each other.3.
41、 trains Ss for more teacher-independent learning in group or pairs.4. gives teacher a clearer picture of the level of more than one students ability.,2022/12/5,81,三、老师纠正teacher correctionT feels that a mistake should be correct (as we know, many mistakes can be left uncorrected), while no S can corr
42、ect it.2. it doesnt mean that T corrects it immediately,2022/12/5,82,No news is good news.(No correction implies perfection.),2022/12/5,83,九、小学英语教学评价内涵,评价目的：激励学生的学习兴趣和积极性使学生获得成功感和自信心使他们形成初步用英语进行日常交流的能力为进一步学习打下基础。,2022/12/5,84,评价原则 Assessment is fun!,激励性原则 -让学生体验进步与成功，从而产 生进步的动力；要使学生喜欢评价；（ motivating & experiencing) 参与性原则 -学生是学习的主体和评价的主体； 鼓励学生积极、主动对自己的学习 情况进行评价与反思； (participating & reflective),2022/12/5,85,形成性评价为主的原则 - 对学生平时参与各种教学活动中表现出的学习兴趣、态度, 语用和交流能力进行评价；(formative & progressive)活动性原则 -以接近课堂教学活动的听、做、 说、写等形式进行评价。 (activities & activating),2022/12/5,86,Thank you!,2022/12/5,87,
