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1、小学英语课堂教学案例分析n nThis is a strategy I often use to get listeners involved in my self-introduction.n nIt can shift the Ss attention from a non-English-speaking environment to an English one.n nAnd besides,it can make your class more interactive.Class rulesn nBasic pattern n nThink-Pair-ShareThink-Pair-
2、Sharen nWork individually,in pairs,or in groups.Work individually,in pairs,or in groups.n nFind your partners or group members RIGHT NOW!Find your partners or group members RIGHT NOW!n nNo cheatingn nDo as I tell you to do.Do as I tell you to do.n nReport your result honestlyReport your result hones
3、tly小学英语课堂教学案例分析小学英语课堂教学案例分析任务课堂教学的视角任务课堂教学的视角湖北省教研室 周诗杰2013年12月 主要内容主要内容n n从课堂教学案例的角度n n分析总结小学英语课堂需要体现的新课程核心分析总结小学英语课堂需要体现的新课程核心理念；理念；n n如何构建以意义为中心的小学英语课堂教学模如何构建以意义为中心的小学英语课堂教学模式式n n三个类型案例：会话、语法和阅读n n主要学习方法：n nThinkThinkn nPair(Group)Pair(Group)n nShareShare案例分析一：对话教学对比分析案例分析一：对话教学对比分析Task 1n nTeach
4、ing Material：Book V，New Parade n nUnit 2 My TimeUnit 2 My Timen nTaskn nThinkThinkn n下面的一段教材，如果按照您平时的授课方式，您一下面的一段教材，如果按照您平时的授课方式，您一般会采取怎样的教学方法和步骤呢？般会采取怎样的教学方法和步骤呢？n nPairPairn n两人一组讨论，小组内达成一个一致的意见。两人一组讨论，小组内达成一个一致的意见。n nShareSharen n将讨论的结果与我的案例对比。将讨论的结果与我的案例对比。两个不同的教学设计两个不同的教学设计n n一份来自网络的教学设计n n来自外教
5、的教学实录 n n1 2 3 41 2 3 4n n5 6 75 6 7从教学设计的角度来思考这两节课从教学设计的角度来思考这两节课 教学设计教学设计教学目标设计教学目标设计教学策略设计教学策略设计教学过程设计教学过程设计教学活动设计教学活动设计教学技术设计教学技术设计学习活动学习活动评价活动评价活动过程性评价过程性评价目标达成评价目标达成评价教学目标对比分析教学目标对比分析n n1.1.掌握重点词组掌握重点词组start a start a chess club,take care of little chess club,take care of little sister,grocery
6、 store,mow sister,grocery store,mow the lawn,start piano the lawn,start piano lessons,chess setlessons,chess set和句型：和句型：I have toI have toI I m going m going toton n2.2.了解了解LeeLee的课余作息表。的课余作息表。n n3.3.会运用句型设计成立会运用句型设计成立各种俱乐部的海报。各种俱乐部的海报。n nYour task today is to start Your task today is to start a new
7、 club with your a new club with your friend.friend.n nYou will be able to:You will be able to:n nTalk about your schedule Talk about your schedule(your jobs at home(your jobs at home(chores),your lessons and(chores),your lessons and other things you have to other things you have to do).do).n nMake p
8、lans.Make plans.n nExplain.Explain.目标分析目标分析n n任何教学在设计以前必须回答的问题是任何教学在设计以前必须回答的问题是“经过教学经过教学之后学习者将能做哪些他们以前不会做的事之后学习者将能做哪些他们以前不会做的事?”或者或者 “教学之后学习者将会有何变化？教学之后学习者将会有何变化？”（加涅：（加涅：教教学设计原理学设计原理）n n网络教案的着重点在于教授一些词组和句子，后面网络教案的着重点在于教授一些词组和句子，后面“会运用句型设计成立各种俱乐部的海报会运用句型设计成立各种俱乐部的海报”，其实，其实质是为了巩固所学习的语言知识。第二条质是为了巩固所学
9、习的语言知识。第二条“了解了解LeeLee的课余作息表的课余作息表”，似乎对教材理解有误。，似乎对教材理解有误。n n外教课的目标在于做事情：外教课的目标在于做事情：to start a new club with your to start a new club with your friend.friend.所有的语言教学是为了顺利完成这个任务，所有的语言教学是为了顺利完成这个任务，而且在完成任务的过程本身之中，来学习语言。而且在完成任务的过程本身之中，来学习语言。教学过程分析n n教学媒介的选择n n教学模式的选择n n教学技巧的利用n n教学技术的运用n n教学评价的设计语言教学观：语
10、言教学观：Form-based?Meaning-based?Form-based approachesn n are based on the belief that we need to take great are based on the belief that we need to take great care,at each stage of learning,that learners produce the care,at each stage of learning,that learners produce the language accurately.language
11、accurately.n n这种教学法往往在课的开始就呈现一两个语言点，这种教学法往往在课的开始就呈现一两个语言点，这些语言点要么是本课的主要功能句，要么是本这些语言点要么是本课的主要功能句，要么是本课的主要语法现象。每呈现一点，就操练一点。课的主要语法现象。每呈现一点，就操练一点。学生也明白，在一节课的最后，他们会被要求把学生也明白，在一节课的最后，他们会被要求把这些目标语言点准确地运用出来，如果能够这样，这些目标语言点准确地运用出来，如果能够这样，就算是学到了东西。就算是学到了东西。n n网络课的设计大致是按照这个思路来的。网络课的设计大致是按照这个思路来的。Form-based appr
12、oachesn n典型代表：典型代表：PPPPPPn n典型特征：典型特征：n nA focus on one or two forms,specified by the teacher,which A focus on one or two forms,specified by the teacher,which are later to be incorporated in the performance of a are later to be incorporated in the performance of a communicative municative activity.n
13、 nThis focus on form comes This focus on form comes before before learners engage in learners engage in communicative municative activity.n nTeacher control of learner language.This is imposed strictly Teacher control of learner language.This is imposed strictly in the early stages of the cycle and
14、gradually relaxed.in the early stages of the cycle and gradually relaxed.n nThe success of the procedure is judged in terms of whether The success of the procedure is judged in terms of whether or not learners do produce the target forms with an or not learners do produce the target forms with an ac
15、ceptable level of accuracy.acceptable level of accuracy.Meaning-based approachesn n are based on the belief that it is more effective to are based on the belief that it is more effective to encourage learners to use the language as much as encourage learners to use the language as much as possible,e
16、ven if this means that some of the language possible,even if this means that some of the language they produce is inaccurate.they produce is inaccurate.n n这种教学法往往是课的开始就提出一个交际任务，这种教学法往往是课的开始就提出一个交际任务，学生考虑到所有已学的语言来试图完成交际任务，学生考虑到所有已学的语言来试图完成交际任务，教师帮助学生重塑语言，让其清楚地表达意思。教师帮助学生重塑语言，让其清楚地表达意思。最后，教师引导学生学习使用中的
17、一些目标语言。最后，教师引导学生学习使用中的一些目标语言。学生的学习结果是：学会用英语做一件事情，并学生的学习结果是：学会用英语做一件事情，并附带学习了一些有用的表达。附带学习了一些有用的表达。n n外教课堂呈现出了这类教学的一些特点。外教课堂呈现出了这类教学的一些特点。Meaning-based approachesn n典型代表：典型代表：TBLTTBLTn n主要特征：主要特征：n nA focus on A focus on meaning,meaning,in which participants are concerned in which participants are con
18、cerned with communication.with communication.n nA focus on A focus on language,language,in which learners pause in the course in which learners pause in the course of a meaning-focused activity to think for themselves how of a meaning-focused activity to think for themselves how best to express what
19、 they want to say,or a teacher takes part best to express what they want to say,or a teacher takes part in the interaction and acts as a facilitator by rephrasing or in the interaction and acts as a facilitator by rephrasing or clarifying learner language.clarifying learner language.n nA focus on A
20、focus on form form in which one or more lexical or in which one or more lexical or grammatical forms are isolated and specified for study,or in grammatical forms are isolated and specified for study,or in which the teacher comments on student language by drawing which the teacher comments on student
21、 language by drawing attention to problems.attention to problems.教学过程对比教学过程对比n nThe actual teaching procedures of the first lessonThe actual teaching procedures of the first lessonn nBefore the dialogueBefore the dialoguen nGet ready for the classGet ready for the classn nLetLet s chants chantn nPre
22、sent and practice several new language items,such as Present and practice several new language items,such as“Be going toBe going to”,“Have toHave to”n nWhile the dialogueWhile the dialoguen nElicit the dialogue through a listening activityElicit the dialogue through a listening activityn nGet the Ss
23、 to understand the dialogue by checking the answers with them,Get the Ss to understand the dialogue by checking the answers with them,teaching some more language items like teaching some more language items like“mow the lawnmow the lawn”,“grocery grocery storestore”etc.etc.n nPractice reading or act
24、ing out the dialoguePractice reading or acting out the dialoguen nAfter the dialogueAfter the dialoguen nLetLet s sing about a chess club.s sing about a chess club.n nMake a poster of a clubMake a poster of a clubn nEnd the classEnd the classThe actual teaching procedures of the second lessonPrepara
25、tionPreparation1.1.Topic explanationTopic explanation2.2.Making class rulesMaking class rules3.3.Setting the goalsSetting the goalsPre-task priming activitiesPre-task priming activities1.Warm-up:charade games,1.Warm-up:charade games,2.Teaching more vocabulary:.2.Teaching more vocabulary:.3.Dialogue
26、presentation and 3.Dialogue presentation and prehension.Task cycleTask cycleTask 1:Ss Complete the Task 1:Ss Complete the schedule.schedule.Task 2:Start your own club.Task 2:Start your own club.Task reflectionTask reflection1.How did you do?1.How did you do?2.What was easy?2.What was easy?3.What was
27、 hard?3.What was hard?4.What did you learn?4.What did you learn?Form focusForm focus1.Discussing what language Ss used 1.Discussing what language Ss used today.today.2.Correcting Ss2.Correcting Ss errors.errors.Reporting backReporting backDemonstration by a pair.Demonstration by a pair.Task repetiti
28、on and/or Task repetition and/or evaluationevaluation1.Starting a new club with a new 1.Starting a new club with a new partner.partner.2.Evaluation2.EvaluationThe problems with PPPn nStudents can give the impression that they are comfortable with Students can give the impression that they are comfor
29、table with the new language as they are producing it accurately in the class.the new language as they are producing it accurately in the class.Often though a few lessons later,students will either not be able Often though a few lessons later,students will either not be able to produce the language c
30、orrectly or even wont produce it at all.to produce the language correctly or even wont produce it at all.n nStudents will often produce the language but overuse the target Students will often produce the language but overuse the target structure so that it sounds completely unnatural.structure so th
31、at it sounds completely unnatural.n nStudents may not produce the target language during the free Students may not produce the target language during the free practice stage because they find they are able to use existing practice stage because they find they are able to use existing language resour
32、ces to complete the task.language resources to complete the task.教学活动设计n nActivity:things students do in the classroom,especially in order to achieve a particular aim.n n课堂教学活动是课堂教学的核心内容，活动是否适应儿童的需求，是否能够帮助达成教学目标，将直接影响教学效果。Activities in the first lesson优点：1.直观性2.游戏化缺点：目标指向单一和零散，不利于习得语言Activities in t
33、he second lesson点评：1.目标指向明确：综合语言运用能力2.体现了一下活动设计的原则：1.以学生为中心设计原则2.体验原则3.循序渐进原则4.注重语言习得原则评价活动设计评价活动设计n nT:My name is Spring.Hello,boys T:My name is Spring.Hello,boys and girls.I will divide you into and girls.I will divide you into two groups.You are Group 1.two groups.You are Group 1.You are Group 2.
34、LetYou are Group 2.Let s have a s have a competitioncompetition.If you can answer.If you can answer my questions,you can turn back my questions,you can turn back a card for your group.Leta card for your group.Let s see s see which group can get to the top which group can get to the top first.first.n
35、 nNext,when I say Next,when I say“Pair workPair work”,you should practice with your you should practice with your deskmates.When I say deskmates.When I say“Group Group workwork”,you should practice in,you should practice in groups of four.Letgroups of four.Let s try.s try.n nTarget-orientedn nStart
36、the lessonStart the lessonn nEnd the lessonEnd the lessonn nSelf-reflection on the main task n nHow did you do?How did you do?n nWhat was easy?What was easy?n nWhat was hard?What was hard?n nWhat did you learn?What did you learn?构建以意义为中心的课堂设计思路构建以意义为中心的课堂设计思路n nRe-ordering activities:PPP upside-down
37、Re-ordering activities:PPP upside-downn nBrainstorm words and phrases and ideas related to the topic Brainstorm words and phrases and ideas related to the topic with the class.(pre-task preparation)with the class.(pre-task preparation)n nGet learners to do the task,plan what to say and report the Ge
38、t learners to do the task,plan what to say and report the results to the class.(task cycle)results to the class.(task cycle)n nAfter commenting or giving feed-back on the content of their After commenting or giving feed-back on the content of their task reports,go back to the text-book,saying task r
39、eports,go back to the text-book,saying“LetLet s look more s look more closely at some of the forms you might have used when doing closely at some of the forms you might have used when doing your taskyour task”,and do the form focused exercises quickly.,and do the form focused exercises quickly.n nIf
40、 you can remember what other language they used If you can remember what other language they used to express their meanings(or if you have made a to express their meanings(or if you have made a note of this in your notebook),highlight those note of this in your notebook),highlight those patterns and
41、 expressions too,this gives value to their patterns and expressions too,this gives value to their own efforts,and shows there is not just one correct own efforts,and shows there is not just one correct way of expressing those meanings.way of expressing those meanings.n nGet the students to repeat th
42、e task or do a similar Get the students to repeat the task or do a similar one with a different partner.one with a different partner.案例分析二：案例分析二：如何让语法课更有意义？如何让语法课更有意义？思考思考n n本节课主要教授什么语法点？n n语法点的教授是通过什么主要任务来实施的？n n这样的任务能用到你自己的课堂吗？What are these in English?What are these in English?Where can you put t
43、hem?Objectsweuseinourdailylife.Where is the glass?n nIn the middle of the trayn nAt the top on the left of the trayn nAt the bottom on the right of the trayn nBehind the trayn nUnder the trayn nIn front of the trayn n(use real objects)This is Joes tray.Please look at the tray and try to remember wha
44、ts on the tray in three seconds?Task 1n nMake a list in English of as many things as you can remember by yourself.n nWork in pairs to share your list.Letsseehowmanyobjectswecanremembertogether.Letsdoublechecktheanswertogether.Lets double check the answer together.Are the following sentences true or
45、false?1.1.There is an exercise book on the left of the coins.There is an exercise book on the left of the coins.2.2.The keys are between the coins and the banana.The keys are between the coins and the banana.3.3.There are some bananas at the top on the left.There are some bananas at the top on the l
46、eft.4.4.The ten pound note is in the middle of the tray.The ten pound note is in the middle of the tray.5.5.There is a glass on the left of the ruler.There is a glass on the left of the ruler.6.6.There are some keys between the coins and the There are some keys between the coins and the address book
47、.address book.Task 2n n Work in pairs to write sentences of your own about the Work in pairs to write sentences of your own about the picture picture three true sentences and three false.three true sentences and three false.Lets have a competition!BetweenBeautyandBeast1.OneplayerfromBeautyreadsouton
48、esentenceandchooseaplayerfromBeasttotellfrommemoryifthesentenceistrueorfalse.Correctthesentenceifitisfalse.Iftheplayeranswerscorrectly,Beastwillgetonepoint.2.Exchangetherolesandgamecontinues.3.Theteamwithmorepointswillbethewinners.What are the six correct sentences?Useful structuresn nThere are keys
49、 between the and the n nThe is next to the n nThere is a on the right of the n nThe are on the left of the Task repetitionReflection1.As a language learner,how do you feel during the above learning activities?2.2.What do you focus on when you talk about the objects on the tray?3.3.What language skil
50、ls can you practice when taking part in the above activities?思考回顾思考回顾n n本节课主要教授什么语法点？n nThere is/are a/some There is/are a/some+prepositional phrases+prepositional phrasesn nThe The is/are+prepositional phrases is/are+prepositional phrasesn n上述两种结构的表意功能上述两种结构的表意功能n n语法点的教授是通过什么主要任务来实施的？n nA memory c