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1、DesigningDesigningEffective Primary ELT 褚献华设计有效的小学英语教学Im going to talk about n英语课堂教学的主要环节Major phases of an ELT lessonn设计有效教学的原则Principles of designing effective lessonsMethods for designing effective lessonsn有效教学设计的方法沙龙国际http:/ lshWhat leads to effective lessons?Appropriate instructional objectives
2、合适的目标合适的目标Effective instructional activities有效的活动有效的活动Expected learning Outcomes预期的结果预期的结果Students engagement学生参与学生参与Three Important Principles for ELT英语的三条重要原则Child-Centered perspective 儿童为中心的教育理念 Speech-Oriented approach口语为导向的教学途径Activity-Based instruction活动为基础的教学方式Effective ELTEffective ELTEffect
3、ive English LessonObjectivesActivitiesLearner EngagementThe Key to an Effective LessonLearning Process and Phases of a Lesson学习过程和课堂教学环节学习过程和课堂教学环节沙龙国际http:/ lshThe Learning Process 学习过程学习过程AttentionActivationReceptionEncodingPerformanceMajor Phases of a Lesson教学主要环节Warming-UpRevision PresentationPr
4、acticeAssessmentPrinciples of designing effective ELT lessons设计有效英语教学的原则设计有效英语教学的原则沙龙国际http:/ lshTwo Tasks in Designing Effective Lessons 设计有效教学的两个任务Instructional ObjectivesLearning Activity Learning Activity Learning Activity Learning Activity Learning Activity Identify instructional objectives 确定教
5、学目标确定教学目标Design learning activities 设计学习活动设计学习活动Learning Activity Principles of designing effective ELT 英语有效教学设计的原则 1.Specified and practicable objectives 明确具体、切实可行的教学目标2.Relevant and collective preparation 内容相关、集体参与的准备活动内容相关、集体参与的准备活动3.Textbook-based and accurate presentation 教材为本、准确简明的新知呈现教材为本、准确简
6、明的新知呈现4.Adequate and sequential practice 有效充分、循序渐进的操练巩固有效充分、循序渐进的操练巩固5.Objective-based and encouraging assessment 依据目标、激励为主的教学评价依据目标、激励为主的教学评价Appropriate instructional objectivesSpecified明确具体明确具体Observable可观察可观察Measurable可测量可测量Not ambiguous不含糊不含糊Practicable切实可行切实可行 Appropriate 适合学生能力适合学生能力 Achievabl
7、e to most students 绝大部分学生能达到绝大部分学生能达到合适的合适的 教学教学目标目标Instructional objectives are the descriptions of the students expected abilities 教学目标 是对通过教学活动预计学是对通过教学活动预计学生达到能力的描述生达到能力的描述 沙龙国际http:/ lsh相关的相关的准备活动准备活动Relevant&collective reparationsRelevant to 相关相关New learning 与新内容与新内容Learners characteristics与学生
8、的特点与学生的特点Collective 集体参与集体参与Involving all the learners面向全体学生面向全体学生Avoiding sampling 避免个别提问避免个别提问Warming-up and revision are to prepare the learners by attracting their attention and Activating the prior learning.准备活动目的是吸引学生目的是吸引学生注意力和激活原有知识注意力和激活原有知识Textbook-based&accurate presentationTextbook-based
9、教材为本教材为本Key points抓住重点抓住重点Connection with prior learning 新旧联系新旧联系Accurate 准确性准确性Demonstration 示范示范Pronunciation 语音语音Phrases&patterns语句语句Teaching contents should be presented so that the learners can understand and take in easily.新知呈现应有助于应有助于学生理解和吸收。学生理解和吸收。准确的准确的新知呈现新知呈现Adequate and Sequential Pract
10、iceEveryone engagedMeaningful practiceSentence-basedSkills integratedObjective-Based AssessmentObjective-based基于目标基于目标Knowledge&skills知识技能知识技能Validity&Reliability效度信效度信度度Encouragement 鼓励鼓励Self-efficacy自我效能感自我效能感Self-assessment自我评价自我评价Peer assessment同伴互评同伴互评Objective-based assessment and feedback sho
11、uld let learners experience success and correct errors.评价反馈应有助于学生体验成功和应有助于学生体验成功和纠错。纠错。基于目标基于目标的评价的评价Methods for designing effective ELT lessons设计有效英语教学的方法设计有效英语教学的方法Objectives Revised（1-3）1)指导学生学会两个动词短语:play basketball,sleepR:学生看图能用Hes/Shes(doing)描述某人正在做的事2)引导学生选择有利于身心健康的周末活动R:学生能正确地认读、说出词语play bas
12、ketball,sleepR:学生看图能用英语说出（某人）五种周末活动3)掌握Hesing.Shes ing的拓展表达沙龙国际http:/ lshObjectives Revised（4-7）4)To learn to talk about the past.R:Ss can ask&answer the 4 questions used at the library5)Vocabulary:the British Museum,wonderful,understandR:Ss are able to talk about ones past,using was/were.R:Ss will
13、say the words correctly:wonderful,understand.6)Teach the students to borrow some books.R:Ss are able to make sentences using these words in the text:more,postcards,thousand,kilometers,7)Be able to master words:more,postcards,thousand,Activity 1 呈现图片和单词（或投影）全班chant，还可以用“Apple Red”曲调来唱。这个活动既直接复习Unit 1
14、的主要内容，又为新学内容作准备。全班合诵，参与面广。CHANT and SINGWhat do you do at school,Sam?I have English and Chinese.What do you do at the weekend?I go swimming and play football.Warming Up and RevisionActivity 2 逐个呈现或投影Book 2中p.31的8张图片，提问全班：What do you do in spring/summer/autumn/winter(或at school/at the weekend)?”引导学生回
15、答，并清晰呈现有关动词词组。这个活动既复习以前学的相关内容，全班回答后集体朗读强化。Warming Up and RevisionActivity 3 投影呈现p.5的歌曲“Where did you go?”全班跟着录音齐唱然后呈现本模块Unit 1中关于Amy在London游览的图片，让学生分成两大组问答。如果学生基础较好，可呈现疑问词和关键词引导学生问答，否则就呈现完整的句子让学生练习。Warming Up and RevisionActivity 4 呈现Unit 2,M 6的chant,让全班学生诵读。然后用本Module 前一个Unit 中的 3.Learn and say 的图片
16、加上时间、地点、时间等关键词和When,Where,What,等疑问词或疑问句复习在Uint 1所学关于Helen Keller的内容，先两人一组、后集体问答。Warming Up and RevisionPractice Activities（1-3）1)学生用舞蹈动作练习p.25的chant:“Pen and pencil.”R:Show pictures of young and old animals and encourage students to ask and answer“Whats it like now?”and“What was it like then?”2)“Sta
17、r guessing”game:Guess what the stars are doing.R:学生左手拿pen右手拿pencil，边说chant边举起相应的物品。R:Show some animals at the circus,and let students talk about what the animals are doing.3)Free talk about Yao Ming using the pattern“Whats he like now and what was he like then.”Practice Activities（4-6）4)学生把可数名词和不可数名
18、词分别放在不同冰箱。里。R:给每4人小组分发一套animal,food,China,England,games等名词卡片，每个学生轮流取一张卡片，根据单词说出问句“Where can I find out about?”小组其他成员分别予以回答。5)Group work:Retell the story.R:学生把可数的名词和不可数的名词分别列在How many?和How much？的下面并说出问句。R:Group work/Pair work:Put in the missing words(or:Complete the sentence according to the story).6
19、)全班学生闭眼，一个学生把文具放到教室内某个地方，然后学生逐个猜测回答“Where is the.?”(教学内容却是“Where can I find out?”）沙龙国际http:/ lshGroup Work:Designing分组设计活动1.Select a lesson 选择一节课的教学内容2.Design the following完成以下设计任务：Instructional/Learning Objectives教学/学习目标Warming-up&Revision Activity热身和复习活动Presentation Process 呈现过程Practice Activities 操练活动3.Evaluate and reflect on the design评价反思设计的效果Lets Share Our Design