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1、英语课堂教学设计与实施,钦北区教育科学研究室 潘福军,小学英语课堂的特点,采用活动途径，倡导体验参与课堂教学是一种动态的教学，只有从组织课堂活动入手，大量地进行语言实践，使英语课堂交际化，才能有效的培养学生运用英语进行交际的能力。,活动,氛围活跃,内容活化,活学活用,动脑,动口,动手,行动,动耳,互动,语言技能,语言知识,三维目标,教材分析学情分析,教学内容When do you get up in the morning?I get up at 6:00 in the morning.,Were doing lesson 15.Its question and answer practice
2、 use a substitution table.,Teacher A,Were going to practice present simple question with“When”and time expressions.,Teacher B,Were going to practice asking questions using present simple,so that students learn to talk about everyday activities when they do them.,Teacher C,Which teacher has the clear
3、est idea of the aim of the lesson?Which teacher is focused only on the target language?Which teacher is thinking mainly about the materials and ticking off things in the syllabus?,A,C,B,相同点 与 不同点,教学活动,教学思路,传统,创新,教学过程,Preparation,Presentation,Practice,Production(the central task),Ending,On-going asse
4、ssment,Preparation,a song,a chant,a talk,a TPR activity全身反应教学法,a game,a story,要和后面的内容相关,Presentation,visuals,real things,a game,mime or gestures,charts,a story,特定情境语言的真实性,要尽可能的直截了当整体呈现避免产生歧义,Practice,role play,TPR activities,a game,act out,模仿,替换,意义,应用,功能操练,词汇操练,意音,音意,意、音形,形音、意,Production(the central
5、 task),drawingor painting,makingthings,makinga survey,writing,making a project,writing a report,acting,PRODUCT,Classroom Management,Leadin,Setup,Run,Close,Postactivity,Lead in,Set context/situationArouse students interestGet students motivatedActivate students background knowledgePre-teach vocabular
6、y,Why do we learn it?,Set up,Clear instruction（规划）demonstration(说明、示范)examples checkingOrganize students interaction patterns（相互模仿）allocations（布置、分派）,What are the details?,Run,Students are on the taskStudents are actively involvedTeacher monitors and facilitates(help to make sth happen)Check that st
7、udents know what to do Listen and jot down common errors,What do students do?What does Teacher do?,Close,Time warningTeacher signals the task is finished,Post activity,Feedback on the taskError correction if appropriate,教案设计须思考三点,让学生学会什么本领？,给学生做什么事？,学生从你的活动中获得了什么？,教学目标,教学活动,活动的有效性,课堂活动的有效性,效率：教师在课堂管
8、理中做某一件事所花费的时间和所取得效果的匹配。是学生和老师在某个活动中投入的时间和它实际产出的结果之间的比率。效果：教师实施的活动是不是达到了事先预计的目的和目标？是否收到了事先预计的效果？,活动是否达到效果？达到效果的状况如何？,效率：,效果：,提高活动有效性的建议,关注常规培养，形成课堂活动规范（行为习惯和组织规范）让学生成为知情者让学生明确活动的目的、要求（时间要求、角色责任、活动规则）和活动程序学生的有效参与：participation involvement,设计教学方案的流程,教材及学情分析确定教学目标形成思路（确定中心任务）选择教学活动、方法选择教学手段、材料如何创新细化(具体实
9、施)调整,教学目标,教学活动,活动的有效性,How to make a travel plan?,观看旅游宣传片教师介绍自己的旅游计划听一听主线人物的旅游计划新授，并归纳出旅游计划的框架制定自己的计划（确定地点、寻找同伴、讨论活动）汇报分享,Travel PlanWhere:Who:What:How:_,提高活动有效性应关注：,Put yourself at the position of the students Put the students to experience the learning process Put the emphasis（着重点）on students practice,P,P,P,英语课堂教学成功与否的标准,有理：教学过程和教学程序合理，是否以学生为中心?是否以学生的发展为主要的目的?教学目标设定是否恰当?教学是否具有一定理论支持？有序：遵循学生认知规律；遵循由易到难的规律（前面的活动是后面活动的基础，后面活动是前面活动的延伸与提高）有效：是否达到预期目标？学生是否有所发展（学科成绩；人的发展）,有理,有序,有效,欢迎批评指正,潘福军2010.8.19,Thanks,
