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1、培养英语学科核心素养提升小学英语读写教学技能北京教育学院于淑卿,ReadingReading and writingReading and writing skillsReading and writing skills in teachingReading and writing skills in teaching English,What are you?We are teachers.,Questions,What are the teachers?What are the students?What are the textbooks?,Teachers are directors,
2、Students are actors,Textbooks are scripts,What do you think of teaching?,Teaching is like cooking.You need to know who,what and how.You need to know who you are cooking for.That will decide the types and amount of the ingredients.Then,you decide how to prepare them.When you finish cooking,you taste
3、the food and decide how you want to improve it next time.,英语学科核心素养,学科素养对全人的培养,由从知识为本和以技能为纲转向对核心素养的关注，由关注知识和技能的传授到更加关注培养思维品质、运用学习策略、实现创新迁移。确保教学设计情景化、问题化、活动化、体现综合性、实践性和关联性。,综合语言运用能力,情感态度,学习策略,文化意识,语言技能,语言知识,国际视野祖国意识合作精神自信意志兴趣动机,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,课程目标,小学英语教学中的文化意识渗透,通过教学的内容
4、和教师的文化知识、教学行为及言谈话语，潜移默化到学生。什么是文化？-根植于内心的修养-无需提醒的自觉-以限制为前提的自由-为他人着想的善良,实现学科素养的重要条件,教育要回归到原点，关注自然人（不是揠苗助长式）的发展；教学要走向服务学生学科核心素养的发展；研读文本、情景交融、知识结构化、关注内化提升、迁移创新、问题解决；课堂教学三要素与教师角色定位。,小学生学习语言的过程,Notice注意,Want想学,Inquire探究,Engage 参与,Link 联系,Succeed成功,附：一级教学目标：,听做,说唱,玩演,视听,读写,2023/3/20,小学英语教师培训,能根据听到的词语识别或指认图
5、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：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,能,一级：听、做,2023/3/20,小学英语教师培训,一级：说、唱,能 听录音并进行模仿能 相互问候能 交流简单的个人信息，如：姓名、年龄能 表达简单的情感和感觉，如喜欢和不喜欢能根据表演猜意思、说词语能演唱简单的英文歌曲15-20首，说歌谣15-20首能根据图、文说出单词或短语,能,2023/3/20,小学英语教师培训,能用英语做游戏并在游戏中用英语进行交际能做角色表演能表演英文歌曲及简单的童话剧,能,一级：玩、演,2023/3/20,小学英语教师
6、培训,能看图识字能在指认物体的前提下认读所学词语能在图片的帮助下读懂小故事能正确书写单词和句子,能,一级：读、写,2023/3/20,小学英语教师培训,能看懂语言简单的英文动画片或程度相当的英语教学节目，视听时间每学年不少于10小时（平均每周20-25分钟）,能,一级：视听,2023/3/20,小学英语教师培训,二级教学目标：,听,说,读,玩演视听,写,2023/3/20,小学英语教师培训,二级：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作出适当的反应,能,2023/3/20,小学英语教师培训,20
7、23/3/20,二级：说,能在口头表达中做到发音清楚、重音正确、语调达意能就所熟悉的个人和家庭情况进行简短对话 能恰当运用一些最常用的日常套语（如问候、告别、致谢、致歉等）能在教师的帮助下讲述小故事,能,2023/3/20,小学英语教师培训,二级：读,能认读所学词语能 根据拼读规律读出简单的单词能读懂教材中简短的要求或指令 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短文，养成按意群阅读的习惯能正确朗读所学故事或短文,能,2023/3/20,小学英语教师培训,二级：写,能根据要求为图片、实物等写出标题或描述能 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,能,
8、2023/3/20,小学英语教师培训,二级：玩演视听,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的诗歌30-40首能演唱英文歌曲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）,能,2023/3/20,小学英语教师培训,2023/3/20,28,二、要有教师的教学基本功,小学英语课堂的特点,采用活动途径，倡导体验参与与互动；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
9、 手,行动,动 耳,互 动,2023/3/20,29,小学英语教师培训 于淑卿,Children learn English,类似母语习得的自然途径在信任接受的氛围中互动 参与多种有趣的活动（模仿和重复、唱歌和诵读等）儿童的英语技能不是老师“教给”的，而是他们在参与学习活动过程中“学会”的他们学习外语需要有利的外部条件,引起小学生阅读英语的外部条件External Conditions for Children Learning English,Clear objectives 的兴趣,正确的示范Correct demonstration,可理解的输入Understandable input,
10、轻松的氛围Stress-free atmosphere,有意义的互动Meaningful interaction,积极的强化Positive reinforcement,充分的练习Adequate practice,常见的问题,教师没能提供引起学生注意的足够机会学生不愿努力尝试不知如何做；词句太难；没趣味活动不够充分难以记忆和运用经历过多的失败失去信心不能有效地建立联系不能活用操练太狭窄；内容难于内化；或缺乏挑战性 如何改进？,小学英语教学的三条重要原则,Learner-Centered perspective 以学习者为中心的教育理念 Communication-Oriented appro
11、ach以交际为导向的教学途径Activity-Based interaction 以活动为基础的互动模式,以学生为中心 Learner-Centeredness,学习者的需要和兴趣 needs and interests 学习的个性化 individualization of learning 学习者的自主性 learner autonomy 让学生担任愉快和积极的角色 Offer enjoyable and active roles in the learning experience让学生充分发挥主动性，体现学生的首创精神；给学生多种机会在不同的情境中应用所学的知识(知识“外化”)；让学生
12、能根据自身行动的反馈信息来建构意义和进行有效交际(实现自我反馈)。,交际为导向 Communication-Orientedness,用英语教学Teaching in English 可理解输入Understandable input提供“脚手架”支持 Scaffolding 真实的语言Authentic language 有意义交流Meaningful communication“信息沟”的互动 Info-gap interaction口语为基础的技能发展Speech-based skill development提供明确的学习目标和业绩反馈 Provide clear objectives
13、 and feedback on performance,活动为基础 Activity-Basedness,采用多元智能和主题为基础的教学活动 Use multiple intelligence and topic-based activities活动/任务型教学 learning by activities/tasks全身反应Total physical response(TPR)任务型学习Activity/Task-based learning做中学Learning by doing创新课堂活动 Creative classroom activities 合作学习 Cooperative
14、learning 在教中学Learning by teaching(LBT),解决小学英语教学问题的有效策略,如何提高输入的可理解性？如何正确地示范？如何保证练习的有效性？如何使课堂互动有意义？如何积极地强化？如何创设轻松的学习氛围？如何促进学习的积极参与？如何维持学生的积极性？如何提高大班的教学效果？如何有效地进行学习评价？,1）如何保证语言输入的可理解性？,利用直观教具呈现新内容（图片、动作示范）使用简单易懂的课堂用语正确：Now listen and repeat.简单：（少用复合句、长句）Books out,please.伴随情景、表情和手势动作：Eyes to the front,p
15、lease.Back to the class.Work in twos/pairs.Well done.I like it.清楚：Face the class.重复：Speak up.Say it louder.Just the girls.The girls only.,2）如何正确地示范？,发音音素：Whats your name?Im Sarah.Show me your pencil.This is my nose.Many音节：sharpener,连读：I have a pencil.Look at me.失去爆破：pink ball,Act like a cat.重音：thirt
16、een,thirty,Chinese,语调：May I have a look?（用手势）,对话注意使用自然、真实、得体的表情和体态语书写位置、笔顺、单词间隔、字体的规范性活动指令/规则让某几个学生在课前做好准备任务范例教师课前做好示范，在课堂上展示,3）如何保证练习的有效性？,有效性：针对新学的内容，结合原有知识 难易适度：保证绝大多数学生能轻松完成避免要求过高；让学生体验成功有意义：避免机械操练多样化、趣味性：避免单调乏味自主性、灵活性：适应学生的个体差异积累性、周期性：巩固以前所学的内容、建立新旧知识的联系,4）如何使课堂互动有意义？,重视课堂教学过程中的真实交际组织“信息沟”（info
17、rmation gap）活动交际性任务和活动问答、采访谈论图片竞猜游戏听指令行动角色表演,5）如何积极地强化？,欣赏学生积极的态度和取得的进步及时对学习过程和结果进行评价和反馈给学生充分展示学习进步的机会纠正错误策略根据任务的目的决定纠错的方式准确性还是流利性（accuracy or fluency？）强化正确范例；消除错误影响让学生自我认识错误并自行改正,6）如何创设轻松的学习氛围？,没有紧张感和压力学生不用担心和焦虑教师积极鼓励学生参与教学过程伴有音乐、歌曲、游戏开展组间竞赛，但竞赛只是手段表扬成绩，但不批评学习中出现的错误形式踊跃，但活动有序,7）如何促进学生积极参与？,教师应具备尊敬（
18、Respect）、体谅（Empathy）、真诚（Authenticity）的个性特征。真诚对待学生，真正尊重学生，多从学生的角度考虑教学问题。创设友好、轻松的学习氛围，减少焦虑。多提问少解释，减少不必要的TTT(teacher talking time)，增加STT（Student Talking Time)。多问特殊疑问句（如：where,what,who,why,how,when 等）；少问一般疑问句。注意wait time，给学生留足听问题、思考和回答所需的时间。,认真地听学生回答，允许学生讲述完整，并根据回答及时调整教学。在学生思考的时间不要多谈，保持安静。利用分组或对子的同时活动扩大
19、学生说英语的机会。鼓励学生之间的互动，多给学生提问的机会。鼓励合作，减少竞争。多鼓励学生互相交流各自的想法，互相学习。培养学生对自己学习的责任感，让他们有自主决定学习的机会。当一个学生发言太轻时，不要走进，应该走远些，同时鼓励她（他）说得大声点。,8）如何维持学生的积极性？,培育成就感：赞扬、鼓励、引导学生体验成功提供表现机会：让展示学生的学习成果布置弹性、个性化的任务：小组、对子、手工活动、画画等自主性较强的活动培养学习自主能力：让学生有选择和决策的机会变换教学方法：根据学生的特点和需要，采用多种教学方法（多元智能），寓教于乐更多支持中下学生：让尽可能多的学生跟上注意反馈的策略：避免不恰当的
20、纠错慎用奖励机制：避免偏离学习的目的性,9）如何提高大班的教学效果？,建立四人小组(组内异质heterogeneous groups)促进合作学习 cooperative learning鼓励互教互学 peer teaching 多用集体练习 more choral practice激励全体学生 activating students roles(both low and high achievers)有效利用差异 making use of individual differences,10）如何有效地进行学习评价？,以评促学：把评价作为促进学习的一种手段。目标导向：以教学目标为评价的依据。
21、分步评价：根据小学生的认知发展特点，循序渐进地分步骤评价学习效果。重视口语评价：以学生的口头交际能力为重点。重视过程评价：有效的学习的过程保证好的结果。重视自我评价：促进学生的自主学习能力。重视同伴评价：在互评中进一步巩固强化学习。重视准备：让学生体验成功、树立学习的信心。,语言学习活动 Language Activities,Listening 听听读读Listen and repeat 听听猜猜Listen and guess 听听做做Listen and act(match/find/draw,etc)Speaking画图提问Draw and ask questions 轻声传话Whis
22、per a sentence 寻找对子Pairs finding 连环说话Speaking chain 讲故事Story telling 猜谜游戏Guessing games采访调查Interview/survey,Reading认读方法 Phonics阅读图色 Read and colour 阅读配对 Read and match阅读画图 Read and draw 单词游戏 Word games Writing 拼词比赛 Spelling bee 多种听写 Enriched dictation 描述图片 Describing the picture 记日记 Journal writing,
23、Chant with TPR,Point to the window.Point to the door.,Point to the ceiling.Point to the floor.,Chant with TPR,提供“脚手架”Scaffolding,激发儿童们对任务的兴趣 Getting children interested in the task 简化任务、化整为零 Simplifying the task;breaking it down into smaller steps 保持儿童们参与，给予目标提示Keeping children on task;reminding the
24、m of goals 指出重点 Pointing out what is important 预防/化解挫折Preventing/managing frustration,Teach listening by listening Teach speaking by speakingTeach reading by reading Teach writing by writing,Tell me,I just forget.Show me,I only remember.Involve me,I will learn.If I learn，I will use what I have learn
25、ed.,2023/3/20,英语教师培训,How do students learn to read?,词汇教学给予词汇教学足够的重视注重从应用的角度学习词汇重视常用短语及其用法 适当增加词汇练习重视在语境中学习词汇区分主动词汇和被动词汇采取多样化的教学方式（词汇游戏，实物或课件）避免讲解一个词，引出一大串，增加学生负担。,如何呈现词汇,实物呈现图片&照片呈现动作呈现表情呈现反义词&近（同）义词呈现定义呈现例子呈现描述呈现情境（景）呈现图表呈现翻译呈现,直观、生动、方便对学生有吸引力,不适用于抽象词汇缺乏学生的思考学生得到的语言少,提供复习已有知识的机会有利于听、说能力的提得到更多的语言输入,
26、不够直观生动对教师、学生语言能力有一定要求,省时省事，特别方便对抽象词汇进行解释,缺乏学生思考，学生得不到关于单词用法任何信息,呈现时应注意适时适度，与其教学环节自然衔接。（举一个老师们太不熟悉的内容来感受当学生的感觉）,词汇教学技能之一：复现,复现大体分为两种：即时复现和延时复现。即时复现通常在学习新词汇的当堂进行。延时复现则是在随后的课堂学习中进行。,即时复现,即时复现一般以三次为宜：第一次：呈现词义、读音。第二次：呈现用法、词性。第三次：让学生尝试应用。,Early paper cuts can date back to the time of Northern and Southern
27、 Dynasty(386-589).,Word bank,第一次呈现,A temple is a place for religious activities.,Word bank,The apples are offerings to the dead.Paper cuts can also be used as offerings.,Word bank,They are made of the same material but they are different in colors and patterns.,Word bank,jewellery,Word bank,pronunci
28、ation,date back to dynasty temple religious offerings pattern jewellery,Do you still remember the meanings of these words?,The _ of Heaven is a place of interest in Beijing.,Temple,Check your memory,A temple is a place for religious activities.,第二次呈现,Paper cutting is a folk art,which _ the Northern
29、and Southern _.,Check your memory,dates back to,Dynasty,There is a dragon on the _ box.,jewellery,The _ on the T-shirt is paper cutting.,pattern,Check your memory,Talk about the pictures,第三次呈现,Talk about the pictures,Talk about the pictures,Talk about the pictures,Talk about the pictures,与延时复现同时进行的是
30、延时检测。第二天课上的复习：图片、联想、词串等 随后课堂教学中的有意识使用：讲解、例句等。,词汇教学策略之一：复现,请看下例,延时复现例一,学习过程中使用图片，并以matching 的形式让学生有所思考后再确定词义。延时复现时则采用brainstorming 的方式进行。既检测图片选用的效果又检测学生记忆的数量和准确意义。,学习时在语境中理解记忆。复习时以相同的图片让学生回想话题及相关的词串。这种复现方式使学生回想的内容更丰富，更开放。既复现词汇又复现话题。（再举例）,延时复现例二,Learning the new words,Global warming not only affects t
31、he life of polar bears but also causes world flooding.,词汇学习,global warming,affect,climate,flood,water level,the North Pole,disaster,melt,延时复现,学习时用分类，延时再现时综合。使用(不同的)相关图片引发学生联想，检测学生对词场的理解，同时提供选择空间，照顾到学生间的差异。（有些老师在教学中从始至终都用一样的图片，是不科学的，对深化教学不利。我们再来看一个接近我们教学的例子。）,延时复现例三,These are Chinese festivals.,tradi
32、tional,the Spring Festival,the Dragon Boat Festival,the Lantern Festival,the Mid-Autumn Festival,dumpling,zongzi,sweetdumpling,moon cake,词汇学习,Some of the western festivals,Merry Christmas,The pictures remind me of these words,延时复现,词汇教学策略之二：积累,积累不仅是一种习惯也是一种方法。因为词汇积累的目的并不仅仅是追求数量，更重要的是讲求其应用价值。即，为用而学。,课
33、堂教学过程的特点,Pre-learning:交流目标，激发兴趣，调动已知，创设语境，呈现必要语言知识（话题准备、情感态度和语言准备）While-learning：明确任务或目的，语言整体输入与分层输入，意义/信息的提取，加工、整理及重组，新知识建构、分层/有结构输出，体现内化为表达奠定基础；After-learning：知识与技能的巩固、新旧知识整合、理解力进一步提升，发展深层思维、体现综合运用，反思学习过程，展示评价结果。,Anecdote 1,Liu Jiaxin is a five-yea-old Chinese girl.She is not a student yet.One day
34、,she told her mother that she saw the symbol 艺“on the advertisement in the street.She could not read the other words except that one.She said that one of her little friends was杨艺琳”.,Q1.Why could the little girl recognize the symbol艺”？Q2.What helped her remember the symbol艺”？,1.Because she recognized
35、 that the symbol 艺“is the same as the symbol in her friends name 杨艺琳”.2.She saw 艺“on her friends clothes in the kindergarten every day and she could remember the shape of 艺”.So she could remember it.,Anecdote 2,The following sentences are from a 12-year-old childs homework.They are about the story T
36、he Seven Little Men.Long long ago,there were seven litter men.One day,the saw a litter girl.Q1.Why did the child write little as litter?Q2.From these two examples,can we see anything that helps children read?,1.Because the shape of little and litter are quite similar.The child had learned litter bef
37、ore.2.These children were recognizing and remembering the whole shape of the words.The second child was not quite correct in her remembering,but nearly.,From this we know:,Children remember the written form of words by recognizing the whole shape of words.If they know the meaning of them,they can re
38、member better.,The searchlight of using grammar,Read the story and guess the meaning of Hedgehog.Ten in the BedThere were ten in the bed and the little one said,Roll over,roll over!So they all rolled over and Hedgehog fell out.Bang！”There were nine in the bed and the little one said,Roll over,roll o
39、ver!,So they all rolled over and Zebra fell out.Ouch!There were six in the bed and the little one said,Roll over,roll over!So they all rolled over and Rabbit fell out.Oof!There were two in the bed and the little one said,Roll over,roll over!So they rolled over and Sheep fell out.Plop!,There was one
40、in the bed and the little one said,Im cold!I miss you!So they all came back and jumped into bed-Hedgehog,Mouse,Nellie,Zebra,Ted,the little one,Rabbit,Croc,Bear and Sheep.Ten in the bed,all fast asleep.,1.Hedgehog is _.A.a verb B.a noun C.an adjective2.Hedgehog is _.A.A name of a number B.A name of a
41、 place C.A name of an animal3.What helps you work it out?,The structure of the sentence with the same pattern can help to guess that Hedgehog is a noun and it is a name of an animal.,From this we know:,When we teach reading,we make students use some grammatical knowlege to work out the possible mean
42、ings,e.g.different parts of speech,the order of the words helps them to predict the meaning in the context.,The searchlight of using sounds of letters,Read the following anecdotes and the questions with your partner.The following notes are on a book of a 8-year-old girl,named Li Dan from Shekou Prim
43、ary School,Shenzhen.Before the class,the teacher asked the children to pre study the words.Children had listened to the recording before they had the class.,se kou si gui er cuai ni gou si daa circle a square a triangle a starQ1.Why did the little girl write the pinyin notes above the English words?
44、Q2.What did you notice on her notes?,1.She tries to use pinyin to remind herself the pronunciation of the new words.2.The pinyin was written seperately according to the syllables,So when we teach children read aloud the words,we can help them divide the long words into syllables.This will make it ea
45、sier for the children and build up their confidence in reading English.,When children begin to read English words,they may use some other words or pinyin in Chinese to help them remeber the pronunciation.As they get to know pinyin,they will feel easier to read aloud the English words.They use their
46、strategy of sounds.,Anecdote 4,A ten-year-old child is reading the verse from Hand in Hand.See the fire in the sky.We feel the beating of our hearts together.Child(in mother tongue):How to read this word?(Point at the wordtogether.),Teacher:(in English)How do you say this?(write the word today and u
47、nderline to.)Child:Today.Teacher：How do you say this?(write the word get.)Child:Get.Teacher:How do you say this?(wrtie the word father and underline ther.),Child:Father.Yes,I know.Together.Teacher:Do you remember the song The more we get together?Child:Oh,yes,together.Q1.Why did the teacher write th
48、ree more words to help the child?Q2.Do you think the child has heard of together before?How does this help childrens understanding in reading?,请分析一下课堂互动8种模式,教师讲学生听 教师问学生答 学生问老师 学生们问老师一些学生问另一些学生 两个学生活动（互相问答讨论）一个学生问一些学生一些学生问另一个学生,2023/3/20,107,大班教阅读的措施与方法,低 小 多快,2023/3/20,108,低 起点小 步子多 练习快 反馈,2023/3/2
49、0,109,低 起点（抄底式）一个都不能少小 步子（搭台阶）降低难度多 练习（学生练）复练一百分快 反馈（会不会）堂堂清,低起点,Hello,hello,hello,hello,I am glad to meet you.I am glad to meet you.Hello,hello,hello,hello.,小梯度（小步子）,An apple for you.An apple for me.An apple for the monkey Up in the tree.No!No!No！A banana for you.A banana for me.A banana for the mo
50、nkey Up in the tree.Yes!Yes!Yes!,Spring is warm.Summer is hot.Autumn is rich.Winter is cold.,Spring is warm and green.Summer is hot and long.Autumn is rich and yellow.Winter is cold and white.,Spring is gay with flower and song.Summer is hot and days are long.Autumn is rich with fruit and grain.Wint
