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1、第四讲教学策略设计第1页，本讲稿共129页教学策略教学策略是对完成特定的教学目标而采用的教学是对完成特定的教学目标而采用的教学顺序、教学活动程序、教学方法、教学顺序、教学活动程序、教学方法、教学组织形式和教学媒体等因素的总体考虑组织形式和教学媒体等因素的总体考虑教学策略的特点教学策略的特点具有指示性和灵活性，不具有规定性和刻板性具有指示性和灵活性，不具有规定性和刻板性没有任何单一策略适用于所用的没有任何单一策略适用于所用的情况情况最好的策略就是在一定情况下达到目标的最有效的最好的策略就是在一定情况下达到目标的最有效的方法论体系方法论体系第2页，本讲稿共129页教学策略的分类教学策略的分类教学策
2、略的分类教学策略的分类7按照教学策略的性质划分按照教学策略的性质划分 产生式教学策略产生式教学策略替代式教学策略替代式教学策略产生式产生式是指让学生作为学习的主要控制者，学生是指让学生作为学习的主要控制者，学生自己形成教学目标，自己对学习内容进行组织和自己形成教学目标，自己对学习内容进行组织和加工、安排学习活动的顺序，并鼓励学生自己从加工、安排学习活动的顺序，并鼓励学生自己从教学中建构具有个人特有风格的学习。教学中建构具有个人特有风格的学习。替代式替代式强调教师在学生学习过程中的指导作用，强调教师在学生学习过程中的指导作用，倾向于替学生处理信息，为学生提供学习目标、倾向于替学生处理信息，为学生
3、提供学习目标、选择教学内容、安排教学顺序以及设计教学活动等。选择教学内容、安排教学顺序以及设计教学活动等。7按照教学策略的工作对象划分按照教学策略的工作对象划分 组织策略组织策略传递策略传递策略管理策略管理策略第3页，本讲稿共129页4二种基本教学策略二种基本教学策略学习是一系列信息加工过程谁控制信息加学习是一系列信息加工过程谁控制信息加工过程？工过程？教师控制教师控制替代性教学策略替代性教学策略学习者控制学习者控制产生性教学策略产生性教学策略第4页，本讲稿共129页替代性策略替代性策略supplantivestrategies教师教师 指明教学目标指明教学目标 组织内容、排序、重点、迁移组织
4、内容、排序、重点、迁移 提供教学活动提供教学活动 吸引学生注意吸引学生注意 较多地为学生加工信息较多地为学生加工信息 构建教学环境构建教学环境第5页，本讲稿共129页优优点：点：信息加工强度大信息加工强度大 短期内使学生学习较多材料短期内使学生学习较多材料 可带来更集中、有效、可预测的学习结果可带来更集中、有效、可预测的学习结果 适用先决知识、技能或学习适用先决知识、技能或学习策略有限的学习者策略有限的学习者第6页，本讲稿共129页缺点：缺点：学习者投入智力活动少学习者投入智力活动少 信息加工不够深入信息加工不够深入 缺乏挑战性、刺激性缺乏挑战性、刺激性 缺乏个性、独立性和动力缺乏个性、独立性
5、和动力第7页，本讲稿共129页产生性策略产生性策略GenerativeStratagies学习者学习者 按自己的需要和风格按自己的需要和风格 形成教学目标形成教学目标 自己组织内容、顺序、重点、迁移自己组织内容、顺序、重点、迁移 自行决定活动自行决定活动 自己控制信息加工自己控制信息加工 构建自己的学习环境构建自己的学习环境第8页，本讲稿共129页优优点：点：信息加工深入，学习效果好信息加工深入，学习效果好 激发兴趣、动机激发兴趣、动机 学习策略得到使用、练习与修正学习策略得到使用、练习与修正 学习结果因人而异、高度个性化学习结果因人而异、高度个性化第9页，本讲稿共129页缺缺点：点：对学生记
6、忆力有较高的要求对学生记忆力有较高的要求 成功依赖于学习者拥有策略的宽广度成功依赖于学习者拥有策略的宽广度 易导致认知超荷、情绪受挫折易导致认知超荷、情绪受挫折第10页，本讲稿共129页两种教学策略的平衡两种教学策略的平衡替代性策略替代性策略减轻认知负荷减轻认知负荷生成性策略生成性策略提高加工效果提高加工效果时间、能力、动机时间、能力、动机任务紧迫性任务紧迫性 认知策略认知策略进一步学习要求进一步学习要求 先前知识先前知识第11页，本讲稿共129页没有任何单一的策略能够适用于所没有任何单一的策略能够适用于所有的情况有的情况最好的教学策略就是在一定情况下最好的教学策略就是在一定情况下达到特定目标
7、的最有效的方法论体系达到特定目标的最有效的方法论体系有效的教学需要有可供选择的各种有效的教学需要有可供选择的各种策略来达到不同的教学目标策略来达到不同的教学目标第12页，本讲稿共129页第13页，本讲稿共129页组织策略组织策略教学教学组织策略组织策略英语知识英语知识组织策略组织策略课外活动课外活动组织策略组织策略教学形式教学形式组织策略组织策略课堂活动课堂活动组织策略组织策略第14页，本讲稿共129页KnowledgeofEnglish1.pronunciation2.Vocabulary3.grammar4.culture第15页，本讲稿共129页Discussion(TeachingPr
8、onunciation)1.Students need to be able to read and write International Phonetic Alphabets.2.Poor pronunciation may cause problems for the learning of other skills.3.Adult learners need to focus on pronunciation,but young learners dont.4.Both consistency and accuracy in pronunciation are very importa
9、nt.5.Stress and intonation are not important for beginning learners.6.Bad intonation can lead to important misunderstanding 第16页，本讲稿共129页QuestionfordiscussionWorkwithyourpartnerandbrainanyreasonswhymostlearnersofEnglishasaforeignlanguagecannotacquirenative-likeEnglishpronunciation.Consistency:the pr
10、onunciation should be smooth and natural.Intelligibility:the pronunciation should be understandable to the listeners.Communicative efficiency:the pronunciation should help convey the meaning that is intended by the speaker.第17页，本讲稿共129页Aspects of pronunciationSoundsPhoneticSymbolsStressIntonationRhy
11、thm第18页，本讲稿共129页Questionfrodiscussion:Imaginethatyouwanttofocusonasoundwhichyourstudentsarehavingdifficultywith.Whichofthefollowingstepsarenecessary1.Getstudentstorepeatthesoundinchorus2.Explainhowtomakethesound3.Contrastitwithothersounds4.Writewordsontheblackboard5.Getindividualstudentstorepeatthes
12、ound6.Saythesoundinaword.7.Saythesoundalone8.Saythesoundinmeaningfulcontext.第19页，本讲稿共129页Conclusion:语音知识组织策略语音知识组织策略1.确保学习者的发音尽可能准确。2.坚持长期的语音训练。3.力求音素，音标，词汇，句子，语义，语用各个层面的结合。4.针对学习者的发音困难采取相应的教学措施。5.增强语音学习的趣味性。6.将语音置于特定的运用语境中。第20页，本讲稿共129页语词知识组织策略语词知识组织策略语词知识组织策略语词知识组织策略(TeachingVocabulary)Discussion:
13、1.A vocabulary item can be more than one word.2.Language consists of words with equivalents from one language to another.3.Vocabulary cannot be taught.It must be learned by the individuals.4.Both teachers and students need to know that there is a difference between active and passive vocabulary.第21页
14、，本讲稿共129页5.The best way to explain vocabulary is to translate6.English-English explanations are the best way for vocabulary teaching.7.Words can be taught and learned most effectively in groups which are related to each other in meaning.8.Words must be learned in language contexts9.If we do not use
15、the words we learned,we will soon forget them.第22页，本讲稿共129页QuestionfordiscussionWhat does it mean to know a word?第23页，本讲稿共129页1.Pronunciationandstress2.Spellingandgrammaticalproperties3.Meaning4.Knowhowandwhentouseittoexpresstheintendedmeaning.第24页，本讲稿共129页Conclusion:1.选择适当的语词。2.合理确定语词学习目标3.本着直观性，情景
16、性，趣味性原则展示词汇。4.引导学习者在具体情景下使用语词。5.帮助学习者了解语词所包含的文化意义。6.利用记忆规律，学习风格帮助学习者记忆词汇。第25页，本讲稿共129页语法组织策略Discussion：1.Students need to be given detailed grammar rules if they are to learn a foreign language successfully.2.Children do not need to learn grammar rules when they acquire their first language,so they
17、do not need them either when learning a foreign language.3.If students get enough chance to practise using language,they do not need to learn grammar.第26页，本讲稿共129页4.Making students aware of grammatical information is one of the teaching objectives,allowing students opportunities for using the langua
18、ge is just as important.5.Grammar should be taught to help students analyse difficult structures in texts.6.Teaching and learning grammar should focus on practice rather than the study of grammar itself.7.Grammar should be taught and practsed in context.8.Knowing grammar is not enough for real commu
19、nication.第27页，本讲稿共129页9.An inadequate knowledge of grammar would severely constrain ones capacity for effective communication.10.Grammar is always“the boring bit”of language learning.第28页，本讲稿共129页Conclusion:1.注重语法教学的系统性2.贯彻语法教学的交际性3.注重语法教学方法的多样性4.激发语法学习者的语法学习动机第29页，本讲稿共129页文化活动组织策略文化活动组织策略1.系统地组织文化知
20、识教学活动。2.将文化知识目标和态度目标能力目标融入外语教学。3.通过师生活动感知文化差异。4.通过学习者直接参与文化交往获得文化知识和文化体验。第30页，本讲稿共129页语法呈现展示的内容：语法结构、意义和功能展示的方式：演绎归纳提供语境，让学生自己归纳，从语用入手虚拟语气：包含语用，提问看学生的理解，然后让学生观察虚拟语气与真实条件句结构上的差别。注意与听力、阅读材料的结合。第31页，本讲稿共129页案例T:Todays subject is the subjunctive mood.Do you know why we should learn subjunctive mood?展示大话
21、西游经典对白，让两名学生跟着电影读英语配音（但是汉语配音没有mute 处理）T:So there is subjunctive mood in the dialogue.(教师板书If you take half a step,Ill kill you.)If Zhou Xingchi had taken half a step,he would have been killed.OK.（教师并没有板书包含虚拟语气的句子）T:虚拟语气使用广泛，without it,language will be dull.我们就无法表达regret,我们就缺乏imagination，所以这个片段full o
22、f imagination。We have to learn subjunctive mood because we have to take the college English entrance examination.（已过404”教师还未展示虚拟语气）让学生拿出纸来，【教师的幻灯片上面有problem-based learning字样】T:Draw grammar rules,using sentence patterns(syntax)grouped under four heads Suppositions suggestions wishes others （学生个体活动）(4
23、59”)（展示材料中有例子）(652”)让两名学生到讲台把句型写上(848”)If+S+had done,S could have done(848”)教师把黑板上学生书写的句型读一遍，发表有一个没有写上，再让一名学生补上。(1121”)T:这是一总语法学习方式，当遇到新句子时可以这样总结（接下来是造句练习）。第32页，本讲稿共129页语法练习与应用Practice:1)mechanicalpractice:sentencecompletion,substitution,questionsandanswers2)situation-basedpractice:talkaboutpictures
24、,fillinblanksaccordingtothepicturesApplication:1)Describeanaccident2)Describethechangesofacity3)talkaboutweekendplans4)interviewabouthobbies5)articlescomparison6)slipdictation第33页，本讲稿共129页语法训练Iwillberatherdisappointedif_.Iwillbeoverexcitedif_.Iwillbefrightenedif_.Iwillbehappyif_Iwillbesadif_.Nowdisc
25、ussthefollowingwithyourneighbors.（非谓语动词）1._,themangotinfectedwithSRARS.2._,thegirlscreamed.3._,theyoungmangotdismissedbythecompany.4._,theboywontheonlygoldmedalinthecompetition.第34页，本讲稿共129页课堂活动组织策略1.Pwp教学活动组织策略强调学习过程的一种教学方式，而不仅是学习结果。常用于听力，阅读等教学中。第35页，本讲稿共129页听力活动的层次1.1.辨认辨认(discrimination and ident
26、ification)语音识别、具体信息识别2.转换转换(transferring)将听到的信息转换到图、表中，这其中涉及到对信息的分析和笔头输出。等方式进行。3.3.重组与再现重组与再现(reformulation and reproduction)要求学生用自己的语言重新组合获取信息通过口头方式或笔头方式表达出来。在教学中可以组织学生根据所填写的图表进行复述练习等活动。第36页，本讲稿共129页听力活动的层次4.领领会社会含会社会含义义（interpretation of meaning）解释、转化、推理观点、态度、情感5.第五层：运用第五层：运用(application)在新的语境中使用所
27、获知的信息、技巧、策略等,用于传达信息、表达思想、解决问题6.综综合（合（synthesis)将所听力的多个信息按照一定的逻辑组合起来7.评评价价(evaluation)对听力中的事件、任务、观点态度按照一定的标准（内在的或外在的）进行评论第37页，本讲稿共129页阅读的层次阅读的层次阅读的层次Level1=readthelines/literalreadingLevel2=readbetweenthelines/deductivereadingLevel3=readbeyondthelines/projectivereading阅读活动的层次阅读活动的层次Level1=identifying
28、information:true/false/matchingLevel2=transferringinformation:TD(fillintables,completesentences)Level3=reformulatinginformation:answerquestionsLevel4=understandingimpliedmeaningLevel5=applyinginformationtoconveyideasandsolveproblemsLevel6=synthesizeinformationforaspecificpurposeLevel7=analyzethestru
29、cture,therelationshipandthemechanismoftextLevel8=makeevaluationoftheideas,arguments,attitudesandalsoeventsinthecontextReadtotakeininformationreadtoconveyinformation,expressionattitudes,affectandsolveproblems=readtoproducesomething第38页，本讲稿共129页Pre-listeningactivitiesBeforelisten,teachersneedtoconside
30、r:TomotivatestudentsToactivatetheirpriorknowledgeToteachkeywordsorkeystructurestothestudentsbeforelisteningbeginssothatstudentsareaffectively,thematicallyandlinguisticallyprepareforthelisteningtask.Pre-listeningactivities.Predicting-goodlistenersaregoodpredictors.Pictures/Visualaidsareimmenselyhelpf
31、ulinaidingstudentscomprehension.1.Whatdoyouseeinthepicture?2.Whatisthegirlgoingtodo?第39页，本讲稿共129页Settingthescene-providethebackgroundinformationtoactivatestudentsschema,sotheywillbebetterpreparedtounderstandwhattheyhearListeningforthegist-askoneortwoquestionsthatfocusonthemainideaofthepassageListeni
32、ngforspecificinformation-weatherreport/airportannouncementSummaryonPre-listeningactivitiesMostofthetime,wewouldonlyuseonekindofPre-listeningactivityeachlisteningsession.Pre-listeningtasksshouldnottakemuchtime.Rememberthepurposeistomotivatestudents,activatetheirschema,toaddcontext,preparedthemfornece
33、ssarylanguagesothattheactuallisteningitselfbecomeseasier.第40页，本讲稿共129页Pre-readingpredictingSettingthesceneskimmingscanning第41页，本讲稿共129页predictingBasedonthetitleBasedonvocabularyBasedonT/Fquestions第42页，本讲稿共129页Titles:ANationofPet-LoversVocabulary:Studentscanbeaskedtopredictsomelexicalitemsthattheythi
34、nkarelikelytohappeninthetext,thenthestudentsreadthetexttoconfirmtheirpredictions.BasedonT/Fquestions:BeforereadingAfterreadingAlwaystrytopleasetheinterviewer.FDonottrytodominatetheinterview.TNeverinterrupttheinterview.FIfnecessary,disagreewiththeinterviewerT第43页，本讲稿共129页DrinkingwhiledrivingThetextco
35、ntainsthesewords:alcohol,drunk,over-speed,trafficlight,punish,test第44页，本讲稿共129页Wildlifeprotectionawareness,authority,spicy,habit,survival,bird,reptile,statistic,design,publicize第45页，本讲稿共129页Settingthescene:Itmeansgettingthestudentsfamiliarizedwiththeculturalandsocialbackgroundknowledgerelevanttother
36、eadingtext.Discussculture-boundaspectsofthetext.Relatingwhatstudentsalreadyknowtowhattheywanttoknow.Usevisualaids:realobjects,pictures,photos,maps,drawings,multi-mediamaterials.第46页，本讲稿共129页Skimming:Itmeansreadingquicklytogetthemainideaofthetext.Askgeneralquestions:Whydidthewriterwritethearticle?Pro
37、vide3-4statementsandoneofthemrepresentsthemainidea.Askstudentstoreadthetextanddecidewhichstatementisthecorrectone.Providesubtitlesfordifferentpartsofatextandasksstudentstoputthemintherightplace.第47页，本讲稿共129页Scanning:Itmeanstoreadtolocatespecificinformation.Questions:SpecificinformationFindMr.Smithsp
38、honenumber.Howmanypeoplewereinjuredintheexplosion?Scanforvocabulary:Wordsaboutbeingcrowded:jammed,packed,overcrowded,crammedCertainstructures:tenseforms,discourseconnectors,particularsentencestructures.第48页，本讲稿共129页While-listeningactivitiesDuringwhichthefocusofstudentsattentionisledtothelisteningtex
39、tandtheteacherscanguidethestudentsandhelpthemunderstandit.Nospecificresponse-Ifnotgiveanytaskstudentwilltaketheanxietyoutoflistening.Thiscanworkwellwithstoriesorwithanykindofmaterialthatisinteresting,humourous,ordramatic.ListenandtickDirections:Youaregoingtolistentothreestudentsgivingtheiropinionsab
40、outtheirschoolsubjects.Listencarefullyanddecideiftheylikeordislikethesubjects.PutaforlikeandafordislikeSubjectsJustinLynnBenHistoryMathEnglish第49页，本讲稿共129页Listenandsequence-findouttheorderofthethings.Thishelpsbuildsuptheirconfidenceandpreparethemfortherealworldwheretheycertainlywillnotbeabletounders
41、tandeverythingtheyhear.ListenandactwealsocalledTotalPhysicalResponse.SuchassitdownListenanddraw-Thestudentaredrawingpictures,diagrams,etc.Listenandfill-Allyouneedtodoistodecidewhichwordstotakeoutandreplacewithblanks.第50页，本讲稿共129页While-readingactivitiesUsingTDReadingcomprehensionquestionsUnderstandin
42、greferencesMakinginferences第51页，本讲稿共129页Purposesoftransitiondevice(TD)Focusattentiononthemainmeaningofthetext.Beabletosimplifysophisticatedinputsothatitbecomesthebasisforoutput.Allowstudentstoperformtaskswhiletheyarereading.Highlightthemainstructuralorganizationofatext/partofatext,andshowhowthestruc
43、turerelatestomeaning.Involveallthestudentsinclearlydefinedreadingtasks.Precedeonestepatatime.WhenaTDiscompleted,useitasabasisforfurtheroraland/orwrittenlanguagepractice.第52页，本讲稿共129页ReadingcomprehensionquestionsQuestionsofliteralcomprehension:The answers are directly and explicitly expressed in the
44、text.How old is Tom?Questionsinvolvingreorganizationorreinterpretation:How many children did Tom have?Questionsforinferences:Itrequirestudentstoconsiderwhatisimpliedbutnotexplicitlystated.Why John proud of his son?Questionsforevaluationorappreciation:It involve making judgments about what the writer
45、 is trying to do and how successful he/she is in achieving his/her purpose.Questionsforpersonalresponse:The answers to these questions depend most on the readers reaction to the content of the text rather than the writers.Do you agree that John should be proud of his son?第53页，本讲稿共129页Understandingre
46、ferences:Allnaturallanguage,spokenorwritten,usesreferentialwordssuchaspronounstorefertopeopleorthingsalreadymentionedpreciouslyinthecontext.Understandingwhatthesewordsrefertoiscrucialforcomprehension.Theideaofevolution(whichisgradualchange)wasnotanewone.Itisonethingtohaveanidea.Darwinthoughthehadtha
47、tproofinhisnotebooks.第54页，本讲稿共129页Makinginferences:ItrequiresthereadertousebackgroundknowledgeinordertoinfertheimpliedmeaningoftheauthorBlandidaisacountrywhichhaseveryclimaticconditionknowntoman.Form this sentence we can probably infer that climate in that country varies greatly from place to place.
48、Whenshecameintotheroomthelargecrowsgrewsilent.It may probably implies that the woman was an important person or the crowd was talking about her when she came in.第55页，本讲稿共129页Post-listeningactivitiesStudentareofferedwithopportunitiestointegratewhattheylearnedfromthetextintotheirexistingknowledgeandco
49、mmunicatewithothersusingtheinformationinthelisteningtext.Multiple-choicequestions:.Themosttypicaltypeofpost-listeningtask.Answeringquestions:Open-endedquestionscanbeasked.Youcanfindanswersinthepassageortheattitudeofthespeakeroronlybeinferredfromthetext.Note-takingandgap-filling:Thisisagoodactivitywh
50、erestudentsreconstructmeaningfromwhattheyhear.第56页，本讲稿共129页Dictogloss:Theaimistostresstheuseofvariouslisteningstrategiesforoverallunderstandingand.Dictoglosshasfourstage:1)Preparation:Theteachershouldalsomakesurethatstudentsknowwhattodoexactly.2)Dictation:Theteacherdictatesthetextthreetimes.3)Recons