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1、新课程标准下的初中英语课堂教学,昌吉州教育教学研究中心 杨金花,如何感悟课改的变化?,写给一位英语学习较为优秀的同学的评语 虽然你才刚入初中，但老师认为你的英语水平已达到初中毕业生的水平，并且老师也知道，这决不是你的目标，因为你正以你的实际行动-大量阅读英文作品和深层次的学习向更高的目标迈进。愿你梦想成真。,写给一位英语学习较为一般的同学的评语 每当想起你，一个幽默、上进，有着良好教养的男孩就跃然出现在我的眼前。虽然有时你的英语成绩并不很稳定，但老师相信只要你不松劲地学，一定会取得优异的成绩的。,写给一位英语学习较为困难的同学的评语 本学期你下了很大的决心想提高英语学习成绩，并为之而努力，这一
2、点从你花在单词上的时间就可以看出。可是你想过吗？为什么实施的过程并不十分顺利呢？你还缺少什么呢？其实老师也多次和你谈过，你每次也都很爽快地答应了，我希望你能以各种方式向同学们证明：你一定行！你一定能学好英语！（当然越快越好，正如运动场上的你！）,教师不仅要尊重每一位学生，还要学会赞赏每一位学生,赞赏每一位学生的独特性、兴趣、爱好、专长；赞赏每一位学生所取得的哪怕是极其微小的成绩；赞赏每一位学生所付出的努力和所表现出来的善意；赞赏每一位学生对教科书的质疑和对自己的超越。,“教的本质在于引导，引导的特点是含而不露，指而不明，开而不达，引而不发；引导的内容不仅包括方法和思维，同时也包括价值和做人。引
3、导可以表现为一种启迪：当学生迷路的时候，教师不是轻易告诉方向，而是引导他怎样去辨明方向；引导可以表现为一种激励：当学生登山畏惧了的时候，教师不是拖着他走，而是唤起他内在的精神动力，鼓励他不断向上攀登。”,讨论:1、教师们对课改的认识？,讨论：2、教师们如何看待教学活动的设计与组 织？,“差生”的成绩 我是差生行列中的一员，经受着同其他差生一样的遭遇。然而我并不想当差生，我也曾努力过，刻苦过，但最后却被一盆盆冷水浇得心灰意冷。就拿一次英语考试来说吧。我学英语觉得比上青天还难，每次考试不是个位数就是十几分，一次老师骂我是蠢猪，我一生气就下决心下次一定要考好。于是，我起早摸黑，加倍努力，记不住牺牲了
4、多少休息时间。好在功夫不负苦心人，期末预考时，真的拿了个英语第一名。当时我心里的高兴劲儿就别提了，心想这次老师一定会表扬我了吧!可是出乎意料，老师一进教室就当着全班同学的面问我：你这次考这么好，不是抄来的吧?听了这话，我一下子从头凉到脚，心里感到一阵刺痛，那种心情真是比死还难受一百倍。难道我们差生就一辈子都翻不了身了吗?,优 点 单 年轻的初中女教师海伦发现自己所教的班里有不少学生学习很吃力，有一些人因此而有些灰心。为了帮助这些学生增强信心，她想了一条“妙计”：让每个学生用纸写下其他同学的优点，然后海伦分别抄下大家写给每个人的优点，再把这份“优点”发给学生自己。同学们看到“优点单”上写的优点，
5、一个个惊喜万分，那些信心不足的同学很快恢复了信心，学习成绩都有了明显提高。若干年后，海伦与这个班的学生们一起参加本班一个在战争中死去的学生马克的葬礼，死者的父亲从其遗物中拿出一张曾经打开、折合过许多次的两张笔记本纸，海伦一眼就认出了这是马克的“优点单”!这时，其他同学也都从自己的贴身口袋里拿出了自己的“优点单”。大家说：我们都保留着这份“优点单”，随时随地都带着它。它在我们遇到困难的时候,一、新课程基本理念,（一）为了每一位学生的发展（二）走向生活（三）为了孩子美好的明天（四）参与是课程实施的核心（五）让课堂教学充满创新活力（六）教是为了学,（一）为了每一位学生的发展,1、课程要着眼于学生的发
6、展。2、面向每一位学生。3、关注学生全面、和谐的发展。,（二）、走向生活,1、课程要面向学生的生活世界 现实生活世界：精神世界 家庭生活世界 学校生活世界 社会生活世界可能的生活世界：每个人将要去实现的生活,“Merry Christmas”教学片段T:December is the favorite month for people in the western countries,do you know why?S:Because Christmas Day comes in this month.It is like Spring festival(春节)in China.T:Youre
7、 right.Christmas Day is the most important holiday for westerners.Do you know how westerners spend it?,S1:They prepare Christmas trees,delicious food and a warmer home.S2:They buy presents for their children.S3:They put stockings at the end of their beds before they go to bed.S4:The whole family gat
8、her together and sing Christmas song.T:Can you sing any Christmas songs?,S4:Yes,I can sing We wish you a Merry Christmas(学生唱歌)。S5:Jingle BellsS6:Silent nightT:Now read Paragraph 1 and find the answer to the question below.How do people sing on Christmas Day?(学生读后得出答案),S7:They get together and go fro
9、m house to house singing Christmas songs.T:Why do they do that?S8:They do that for fun and to bring the spirit of Christmas to everyone.T:Do you know what the spirit of Christmas is?(学生答不上来)T:Please read the rest of the text,youll get the answer.（学生阅读后得出答案）,S:Generosity.T:Good.This word comes from“g
10、enerous”.It means one is always ready to give.What kind of man do you think Father Christmas is?S1:Generous.S2:Kind-hearted.S3:Caring.S4:Loving.,T:Excellent.Who is like the old man in your family?S:My mother.She cares for the whole family.She gives what she can to us.T:So in our society,some people
11、would love to give,just like Father Christmas and your mother,while some others would just want to take(用彩色粉笔板书：give-take)Which do you think is more important?,S1:Give.Helping others makes me happy.S2:Take.Taking is easy.T:Have you ever heard of the story Give or Take?Please listen:Neserriding was a
12、 selfish old man.One day,he fell into a river while he was walking on the bank.He cried for help,and a young man heard him.He,went over to the old man and said,“Give me your hand and let me help you.”Neserriding refused to do so.The young man thought for a while and said,“Take my hand and Ill pull y
13、ou out.”Then Neserriding held out his hand quickly and he was saved by the young man.T:What do you learn from the story?S1:Neserriding was too selfish.,S2:I agree.He only wanted to take.T:Youre clever!If he hadnt given his hand to the young man,he would have been dead.We must learn to give.I am sure
14、 you have heard of the Chinese saying:送人玫瑰，己手留香。And if you give,youll get one day.I hope you can learn the spirit of generosity from Father Christmas and always be ready to help your friends.If everybody does this,well have 60 Father Christmas in our class.点评：本课例由“西方人是如何过圣诞节的”的话题引出“圣诞精神”进而对学生进行“助人为乐
15、”的教育。教学以学生的生活和体验为基础来展开。,2、课程要面向社会生活实践即课程内容要反映社会、科技发展水平，把学生从课程领入社会生活的实践之中。,3、教学活动必须尊重学生已有的知识与经验（1）学习的过程是自我建构、自我生成的过程注重学生原有的知识注重学生的经验（2）学生的个人知识、直接经验，生活世界也是是重要的课程资源。,（3）教学要尊重学生独特的感受和理解尊重学生的不同观点或看法充分体现出师生在讨论问题中的平等性尊重学生个体的差异性,（三）为了孩子美好的明天,提倡自主、合作、探究的学习方式。例：谈论职业的教学片段：Step 1 Warming up(2 minutes)Reviewing
16、the following questions:a.Whats your name?b.Where are you from?c.How many people are there in your family?,Step 2 Presentation(10 minutes)T:Now please ask me about my family?S:How many people are there in your family?T:Six.S:Who are they?T:They are my father,my mother,my brothers,my sister and I.（教师
17、边回答问题边在屏幕上呈现自己家庭成员的画面。然后看图向学生逐一介绍各人的职业和工作地点。）,T:This is my father.He is a doctor.He works in a hospital（略）Look at this beautiful girl.She is my sister.What does she do?She is a nurse.Where does she work?She works in a hospital.（教师边介绍边呈现词汇和句型，然后师生、生生看图说话）Step 3 Practice(18 minutes)T:(指向画面)How many ki
18、nds of jobs can you on the screen?Ss:Five.Doctor,dentist,policeman,postman and nurse.T:Good.You can say out these words very well.Now Id like you to introduce your family members to another in groups.,（学生以小组为单位进行交流活动，每组合人，小组发言人做记录，教师巡回指导，8分钟后交流结束）T:(to Group 1)How many students introduce their famil
19、y members in your group?Group 1:SixT:How many jobs do you have?Group 1:Five.Worker,cleaner.,T:Well?Why do you have only five jobs?Group 1:We have two workers,Johns（班里学生的英文名）father is a worker.Lindas（班里学生的英文名）mother is a worker,too.T:Oh,I see.T:(to Group 2)What about yours?Group 2:Six,Businessman,sol
20、dier,lawyer,nurse,postman,TV reporter.T:(to Group 3)How about yours?Group 3:,T:Well done!You have collected so many words.Now first lets learn these words together and then choose the correct pictures.（师生共同学习单词，然后教师在屏幕上呈现一组图片并让学生听录音选择正确的图片）点评：学生在理解话题内容的基础上，自己提出学习目标。T:You all did a good job in the di
21、scussion.Now Id like some of you to introduce your family members to the class.Which group will try first?（学生纷纷上台表演，课堂气氛活跃、热烈）,T:How do you introduce your family members?S1:I use a Picture.(展示他的绘画作品)This is my father.What does my father do?He is a driver.Where does he work?He works at a bus station.
22、S2:I use a drawing.（展示他的图画）This is my uncle.He is a worker.He works in a factory.S3:I use a photo（展示她的相片）This is my mother.What does my mother do?She is a bookseller.Where does she work?She works in bookshop.,S4:I use a photo.（展示她的相片）This is my brother.He is a TV reporter.He works at a TV station.S5
23、:I use photo.（展示她的相片）This is my aunt.What does my aunt do?She is a worker.Where does she work?She works in an office.S6:,T:Who else introduces his family members like this?Please show us your pictures and drawings.（学生高高举起相片和绘画作品，师生共同欣赏）T:Any other ways?S7:(戴上警察帽)My brother is a policeman.He works at
24、 a police station.S8:（戴上医生听筒）My aunt is a doctor.She works in a hospital.S9:（背起邮递包）My father is a postman.He works in a post office.S10:（拿起一把扫帚）My mother is a cleaner.She works in the street.,S11:（作投篮动作）My brother is a basketball player.He works in a basketball team.S12:（作打手机状）My father is a manager
25、.He works in a company.S13:T:Wonderful!You all did very well.Im proud of you!Anyone else who would like to try?S14:老师，我想用的chant形式介绍我的家庭成员。T:（很感兴趣地）Oh?How do you introduce?,S14：What does my father do?Worker,worker,worker.What does my mother do?Teacher,teacher,teacher.What does my brother do?Soldier,s
26、oldier,soldier.T:Oh.Great!How clever you are!I think this is a good way to learn words and drills.（教师抓住这个闪光点，马上在黑板上书写出来，并组织全班学生进行chant的替换训练活动）,eg:What does your father do?Doctor,doctor,doctor.What does her father do?Farmer,farmer,farmer.What does his father do?Postman,postman,postman.(学生激动、兴奋，活动达到高潮
27、)点评：教师让学生选择自己喜欢的方式来学习和表现，为学生提供了自主学习的最大空间。,Step 4 Making a survey(10 minutes)教师发给学生问卷调查表，学生选择自己喜欢的对象进行采访活动。（学生兴致勃勃地开展采访活动，老师参与其中，成为学生采访对象）What does your do?Where does your work?.(6分钟后采访结束）,T:Now please report your results to the class.Who would like to try?(学生纷纷举手)S1：I interviewed Jim（班里学生的英文名）.Here
28、is my report:Jims father is a worker.He works in a factory.Jims mother has no work.She stays at home.Jims brother is a bus driver.He works at the bus station.Jim has no sister.Jims uncle is a lawyer.He works in an office.Jims aunt is a nurse.She works in a hospital.S2:,点评：教师提供调查活动的时间和空间，学生运用所学知识开展交际
29、活动，学生收集信息、获取新知识的能力以及交流与合作的能力得以培养。Step 5 Consolidation(3 minutes)T:Well done!Boys and girls.You have learnt the words and drills in your own ways.Im proud of you!Now Ill show you another way of learning these words and drills.Please look at the screen and lets sing a song:1 2 3 1 1 2 3 1What does she
30、 do?What does she do?3 4 5-3 4 5-Shes a nurse.Shes a nurse.（学生自己套入与职业相关的词汇进行演唱）,点评：教师把所学句型编到学生熟悉的“两只老虎”的歌曲旋律中去唱，既巩固了教学内容，又增添了教学情趣，同时也教给学生新的学习方式。Step 6 Homework(2 minutes)Make a survey after class:What do you want to be when you grow up?Write short passage about your family.点评：本课例教师精心设计学生的学习活动，并为学生提供
31、充足的自主学习与合作学习的时间和空间，使学生的学习过程成为一个生活活泼的主动而富有个性的过程。,1、自主学习的表现形式（1）学习目标自我确定（2）学习方法自我选择（3）学习过程自我调控（4）学习结果自我反馈,2、合作学习的有效性合作学习指学生在小组或团队中为了完成共同的任务，有明确的责任分工的互助性的学习。（1）合理分组（2）规范操作（3）明确任务（4）形式整合（5）全班交流,（6）教师的作用首先：规范行为第二：发现火花第三：排除障碍第四：引导深化,3、探究学习的条件（1）要有探究的欲望（2）探究要有问题空间（3）要有充分的自主学习时间（4）要有多维互动的交流时间,（四）参与是课程实施的核心,
32、1、学生参与教学集中体现了现代课程理念、活动民主、自由。（1）活动是教学发生的基础（2）给每一个学生以平等 学生与老师是平等的。学生与学生之间是平等的。课堂是学生舒展灵性的空间。,2、积极参与和有效参与缺一不 可（1）积极参与是学生有效学习的前提。情绪饱满 交往互动 参与面广,例：八年级上册现在完成时态的讲授。（教师用自己的旅游照片引入复习课）T:Do you like traveling?Ss:（众人答）Of course!T:Here I have some interesting photos.Guess where I have been?（把相片投影出来）.Now lets make
33、 a survey,using the chart below.Pay attention to the tense you use.Name Where have you traveled?,（学生们迅速组成8人一组，组长负责登记调查结果，教师巡视，观察进展情况，给予必要的指导，4分钟内填完下列表格）T:You were making the survey carefully.Please put your charts on the projector and report to the class group by group.(五个小组汇报完后，通过教师和学生的互动，在教师的帮助下，让
34、学生归纳学习策略）,点评：本课例通过猜图片上的旅游地点，引出“现在完成时”时态词语。巧设调查活动，在活动中使用该时态。然后教师步步引导，步步深入，学生积极思维，主动参与，很快把现在完成时的框架建构起来，使得积极参与和有效参与结合在一起。,（2）有效参与是学生自主学习的保证有效参与有四种表现：学生拥有独立学习时间思维活跃获得学习策略表现机会充分创新素质得到培养（3）真正参与是积极参与和有效参与的和 谐统一。,3、参与式教学目标三维的交融性（1）积极参与侧重解决情感、态 度维度。（2）有效参与侧重解决知识与技能，过程与方法维度。（3）三维融合的境界来自于对知识的理解和感受过程。,（五）、让课堂教学
35、充满创新活力,1、一切着眼于培养学生的创新素质。（1）自主的根本目的是张扬个性，个性是创新的前提。（2）合作与探索有利于培养学生的创新精神与创造能力,2、营造一个充满“磁性”的课堂环境。（1）还学生以自尊，把学生看成一个完整的人。（2）还学生以自信，把学生看成一个发展中人。（3）尊重学生的差异，把学生看成一个独特的人。,（六）、教是为了学,1、教师是学习活动的组织者（1）组织学生发现、寻找、搜集和利用学习资源。例：谈论天气的课例（天气的表达以及有关天气的词汇）,T:Look at the pictures,and listen to me carefully.(出示一幅图)Whats this
36、?Ss:Its the sun.T:Whats the weather like?Ss:Its nice.T:Its sunny.Its sunny.(板书：sun-sunny)Read after me,class.（学生跟读）T:（出示另一幅图）Whats this?（自答）Its a cloud.Whats the weather like?（自答）Its cloudy.（重复并板书 cloud-cloudy）Read after me,class（学生跟读）,T:(出示第三幅图，放慢语速)度Whats this?Its wind.Whats the weather like?(停顿，有
37、学生插语 Its windy.)Good.Its windy,windy.（学生跟读）T:Ok,now look at the blackboard(黑板显示 sun sunny,cloud cloudy,wind-windy)Can you make a rule out of these words?（学生思考片刻，然后有人犹豫回答）右边的三个词都有一个字母y。T:谁能告诉老师这三个词的词性？S1：都是形容词。,S2：哦，原来是名词后加上一个y，就成了形容词了。T：You look very carefully.Well done!y是形容词后缀，in English,the suffix
38、 of adjective.There are other such words like rainy,snowy,foggy,showery,misty,and so on.（板书以上五词）Can you guess the Chinese meanings of the words?S1:rainy是有雨的，下雨的。T:How do you know that?S1:前面有个名词rain，加上后缀-y就成了形容词了。,T:So youre got the rule.课例中，教师利用图片引出有关天气的生词sunny,windy,cloudy.这其中sun,wind,cloud都是已学过的单词
39、，教师问“Can you make a rule out of these three words?”启发学生进行观察、分析，从而自己总结出-y是形容词后缀。,（2）组织学生营造教学中积极的心理氛围（3）创设丰富的教学情景，激发学生的学习动机，培养学习兴趣，充分调动学生的学习积极性。（4）创设问题情境，把学生置于问题中。（5）给学生提供合作交流的空间与时间,2、教师是学习活动的引导者（1）引导学生设计恰当的学习活动，激活进一步探究所需要的先前知识和经验。（2）引导学生在自主探索与合作交流的过程中，真正理解和掌握基础知识和基本技能。（3）引导学生进行积极的内省和反思，实现自我超越,3、教师是学习
40、活动的参与者（1）在观察、倾听和交流中成为学生学习的参与者。（2）与学生一起分享经验与认识。（3）新课程要求教师与学生相互提供支持，启迪灵感共享智慧。（4）勇敢地承认自己的过失、错误与不足。4、师生是“学习共同体”即师生互动、相互沟通、相互影响、相互补充。,二、教学方法与技巧,1、Differences between language use in real life and traditional language teaching.How is language used?What parts of language are used?,2、Lesson planning有教案就有备课这
41、一环节，它的类型有：学期备课（一般都交教务处、教研组），单元备课、课时备课。,单元备课应注意：（1）熟悉和掌握单元的教学内容、教学目标、教学重点和教学建议。（2）分析本单元的重点、难点，确定每课教学重点及教学活动安排，全面考虑学生的技能和能力培养。（3）考虑单元教学的任务设计、活动步骤及练习设计。（4）研究本单元的教学方法与技巧。,课时备课应注意：（1）明确本课的教学目标和任务设计。（2）确定课型和课的结构。（3）明确教学重难点。（4）选用或设计教学方法和技巧。（5）了解上节课学生的任务完成情况。（6）考虑课题的导入方式。（7）板书的安排。（8）课内或课外习题的设计和练习方式。（9）教学步骤的
42、设计安排。,Presentation这一阶段，就必须注意：（1）什么时候只注意结构，什么时候在情景中学习。（2）口头演示还是笔头演示。（3）是给出信息还是从学生中引出相关信息。（4）何时、怎样使用辅助手段进行演示。（5）学生不明白演示内容怎么办。,3、Teaching Pronunciation(1)Using minimal pairs.(2)Which order(3)Same or different(4)Odd man out(5)Completion,提高学生能力的语音练习。（1）Listen and repeat(T say,Ss repeat)（2）Fill in the bla
43、nks(3)Make up sentences（4）Use meaningful context.(5)Use pictures(6)Use tongue twisters,4、Teaching GrammarGrammar practice:mechanical practice,meaningful practice(1)Mechanical practicesubstitution drills.transformation drills.(2)Meaningful practice,(3)Using prompts for practice图片（我们教师使用较多）哑语信息卡关键词、词组
44、用一连串的词叙述故事（chained phrases for story telling）,5、Teaching Vocabulary有两位老师这样教单词“grumble”.Teacher A:a)wrote“grumble”on the blackboard.b)said“complain about someone or something in an annoyed way”.c)translated the word into the students native language.d)gave more example sentences for the students to t
45、ranslate into their native language.,Teacher B:Said“some people grumble about everything.For example,they grumble about the weather.If it is sunny,they say it is too hot.If it is cool,they say it is too cold.They are never happy with the weather.They always grumble about the weather”.Then the teache
46、r set out to check the students understanding by asking“So what does”grumble mean?Discuss:Which way is more effective?,解释单词有以下方法：（）画图、图表（）实物（）哑语、手势语（）同义词、反义词（）词汇组（eg:cook,fry,boil）（）构词法、前后缀,巩固词汇有以下方法：（）看图标词（根据图片写出物品的名称）。（）辨别差异（两人一组，分别拿一张有微小区别的图画，将图片藏起来，通过问问题来发现不同之处）（）描述、画图（两人一组，一学生拿一张画，另一位学生手拿纸、笔，手拿
47、画的同学告诉对方画什么，直到画完。,（）玩游戏（给学生展示一张画或实物、卡片、杂志图片，看一两分钟后，收起来，回忆所看到的物品）（）采用系列词的形式（freezing,cold,cool,warm,hot,boiling）（）同一类词(knife fork spoon)（）采用bingo游戏(相关的词放入方格中，看谁先赢cross out all the words in the squares),（）词汇连接（写出和旅游有关的词，和教室有关的词汇，有时间限制）（）Odd man outeg:cheese gees oranges bread soap meat(soap is the“odd
48、 man out”)（）同义词、反义词（给出一组词，找出相关联的一对）,6、Teaching Listening(1)Pre listening activities预测听之前阅读听力理解的问题确定情景听要领，听梗概听具体的信息,比如下面一段话，它的具体信息是什么？你如何设计有关具体信息的pre listening task?Hello,Kate.Its Jane here.Im catching a train to Guangzhou on Saturday evening.It gets to Guangzhou at 10:30 on Monday morning.I dont kno
49、w where you live.Can you come and meet me at the station?Oh,yes.My telephone number is Bye.Discuss:,（2）While listening activitiesListen and tickListen and sequenceListen and actListen and drawListen and fillListen and guess(oral descriptions),（3）Post listening activitiesMultiple choice question这指的是m
50、ultiple choice comprehension question.eg:Tom is a librarian.She does a number of different tasks every day.List five things she might be expected to do,Then,while you are listening to this passage,tick any jobs she mentions which are on your list.,Answering questions一些问题可以在原文找到，有些则不能，可以在小组讨论的。Note t
