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1、 Verse 1Tell me,Ill forget;Show me,Ill remember;Involve me,Ill learn.-Anonymous听则易忘，听则易忘，看则助记，看则助记，干乃真学。干乃真学。第1页/共152页 Verse 2The mediocre teacher tells;The good teacher explains;The superb teacher demonstrates;The great teacher inspires.-William A.Ward第2页/共152页Personalityintroverted-quiet,shy,gentl
2、eExtroverted-active,open-minded,talkativemodest,tolerant,prudent,generous,bold,kind,patient,easy-going,selflesscareless,aggressive,arrogant,vain(vanity),jealous,selfish,self-conceited第3页/共152页ShapesHow many?trianglerectanglesquarecircleoval7141054第4页/共152页教教 学学 案案 例例(一一)活动目的：学习和巩固表示图形的单词，培养学生的观察能力。适
3、合级别：2-3级教学过程：1.教师事先制作下面的图,复印若干份(全班学生总人数除以2)。第5页/共152页2.通过卡片或实物向学生呈现表示形状词:triangle,rectangle,square,circle,oval.要求学生做到:(1)看见图片能说出单词;(2)给出单词也能说出形状名称,只要求学生能人的认读,不要求拼写。3.把学生分为两人一组。把复印好的图表发给每组学生。让学生用英语数一数图表中各种图形的个数并把数的结果填在图表中(用阿拉伯数字)。4.相邻两组比较他们的结果。第6页/共152页评述评述:这个活动把学习英语的数字与形状及培养学生的观察能力有机地结合起来。学生能够学以致用。第
4、7页/共152页 调 查 表ResultGroup8Group7Group6Group5Group4Group3Group2Group1ExerciseorplaysportsInternetsurfingWorkingaroundthehouseSpendingtimewithfriendsReadingWatchingTV第8页/共152页汇汇 总总 统统 计计 表表ReadingHouse-workSports第9页/共152页OutlineI.TheintroductionofsomekeyconceptsII.DefiningclassroomactivitiesIII.Typeso
5、fclassroomactivitiesIV.TheprinciplesofcommunicativeclassroomactivitiesV.Examplesofcommunicativeclassroomactivities.VI.TheApplicationofthefive-stagecommunicativeclassroomactivitiesVII.Onteacherdevelopment第10页/共152页I.The introduction of some key concepts1.Thenatureofforeignlanguagelearning1)Fivefactor
6、s Social context Learner characteristics Learning conditions Learning process Learning outcomes第11页/共152页2.Learner characteristics1.Social contextEducationaltreatment:ObjectivesContentProceduresMaterialsEvaluationExposureto targetlanguagein itsnaturalsettingAgeCognitive characteristicsAffective char
7、acteristicsPersonality characteristicsStrategies,techniques,And mental operationsSociolinguistic,sociocultural,andsocioeconomic factorsL2Competence/ProficiencyTheoretically basedschemesImpressionistic ratingsTest performanceInterlanguagee.g.EFLe.g.ESLe.g.ESL5.Learning outcomes3.Learning conditions4.
8、Learning process第12页/共152页Personalityintroverted-quiet,shy,gentleExtroverted-active,open-minded,talkativemodest,tolerant,prudent,generous,bold,kind,patient,easy-going,selflesscareless,aggressive,arrogant,vain(vanity),jealous,selfish,self-conceited第13页/共152页由五个假设构成，它们是由五个假设构成，它们是：(1)习得习得学得有别假设学得有别假设（
9、theAcquisitionDistinctionHypothesis）：克拉申认为，成人是通过两种不同而又独立的途径发展第二语言能力的，一是习得（acquisition）,一是学得（learning）。习得是下意识地自然吸收，类似儿童学母语，不知不觉地学会了语言。学得是有意识地学习语言规则。2)克拉申的语言监察理论（或称第二语言习得理论）简介第14页/共152页(2)自然顺序假设自然顺序假设（theNaturalOrderHypothesis）：该假设认为学习者在自然习得时，要按一定的可以预见的顺序学会语法结构（主要是词法）。第15页/共152页(3)监察假设监察假设（theMonitorH
10、ypothesis）：克拉申认为，在第二语言学习中，习得是首要的，是形成流利语言能力的关键途径。而学得的语言规则只起“监察”（monitor）或“编辑”（edit）的作用。监察必须具备三个条件才能发挥作用：一是有充裕的时间；二是要把注意力集中于形式；三是必须知道要用的规则。第16页/共152页(4)输入假设输入假设（the“i+1”Input Hypothesis）：该假设主张学习者所接触语言材）：该假设主张学习者所接触语言材料的语法结构应略高于学习者的现有水平。如果现料的语法结构应略高于学习者的现有水平。如果现有水平是有水平是i，语言材料就应是，语言材料就应是i+1。第17页/共152页(5
11、)情感过滤假设情感过滤假设（the Affective Filter）：克拉申认为，情感因素对）：克拉申认为，情感因素对语言输入起着过滤的作用，因而直接语言输入起着过滤的作用，因而直接影响语言习得。这些因素构成心理障影响语言习得。这些因素构成心理障碍，使语言材料无法到达大脑中吸收碍，使语言材料无法到达大脑中吸收语言的部位。该假设认为，只有在最语言的部位。该假设认为，只有在最佳情感条件下，才会产生真正的习得。佳情感条件下，才会产生真正的习得。最佳情感条件有三：最佳情感条件有三：A.学习者有强学习者有强烈的动机；烈的动机；B.学习者充满信心；学习者充满信心；C.心情轻松，无焦虑感。心情轻松，无焦虑
12、感。第18页/共152页克拉申语言监察理论可归结为克拉申语言监察理论可归结为两点两点：“一是一是习得比学得更重要。二是为了能够习得语言，必习得比学得更重要。二是为了能够习得语言，必须具备两个条件。首先，能理解的语言材料（如须具备两个条件。首先，能理解的语言材料（如果是理解了的语言材料更好）应该是果是理解了的语言材料更好）应该是i+1，即稍，即稍稍超过学习者的目前水平。其次，心理障碍应该稍超过学习者的目前水平。其次，心理障碍应该小，以便语言材料能进来。小，以便语言材料能进来。”第19页/共152页2.外语学习的内涵：学得外语学习的内涵：学得+习习得得从外语教学的实践来看，习得和学得都是从外语教学
13、的实践来看，习得和学得都是行之有效的方法。克拉申区分这一对范畴行之有效的方法。克拉申区分这一对范畴的意义在于，在的意义在于，在“外语学习外语学习”这一笼统概这一笼统概念之下存在者两种有着独立意义的内涵。念之下存在者两种有着独立意义的内涵。这对我们理解外语学习的本质大有帮助。这对我们理解外语学习的本质大有帮助。一些语言学家（如伦敦学派）认为语言是一些语言学家（如伦敦学派）认为语言是一种社会行为，另一些语言学家（如乔姆一种社会行为，另一些语言学家（如乔姆斯基等人）认为语言是一种被称为斯基等人）认为语言是一种被称为competence的知识体系。的知识体系。第20页/共152页3.“i+1”输入假设
14、的启示输入假设的启示人究竟是怎样习得语言能力的？克拉申人究竟是怎样习得语言能力的？克拉申的的“i+1”输入假设为我们提供了对这一输入假设为我们提供了对这一根本性问题的探索性答案。从克拉申的根本性问题的探索性答案。从克拉申的这一假设可以看出，语言学习者从一个这一假设可以看出，语言学习者从一个阶梯前进到下一个阶梯，必须在对其进阶梯前进到下一个阶梯，必须在对其进行的语言输入中适当包含下一个阶梯的行的语言输入中适当包含下一个阶梯的内容（即内容（即i+1）。）。第21页/共152页4.外语学习的本质外语学习的本质其本质可作如下表述：外语学习是在非目的语社会环境中（socialcontext），通过发挥学
15、习者（thelearner）所具有的意识和潜意识学习机制，在广泛而充足的语言输入（adequatecomprehensibleinput）作用下，学得和习得（learnandacquire）目的语的形式和使用知识（linguisticandpragmaticknowledge），并通过交际活动（communicativeinteractions）和语言训练（languagetraining），使其转化（transfer）为学习者的言语技能（verbalskills）并发展为交际能力的认知过程（cognitiveprocess）。第22页/共152页课程是知识课程是经验 课程是活动 评价的内容和
16、标准是既定的评价的内容和标准是既定的评价外在于学生和教学评价外在于学生和教学评价是单向的、权威的评价是单向的、权威的评价关注个体差异评价关注个体差异评价重视学生本人在评价中的作用评价重视学生本人在评价中的作用评价强调真实性、过程性和生成性评价强调真实性、过程性和生成性评价强调学生的主体地位评价强调学生的主体地位评价与教学紧密结合评价与教学紧密结合评价强调通过协商达成共识评价强调通过协商达成共识backback对课程的再认识对课程的再认识第23页/共152页5.National English Curriculum Standard for Basic Education Somekeyconc
17、epts:1)HumanisticApproachthethreestagesoflanguageteachingdevelopment:structural(behaviorism)functionalandnotional(social-linguistics)humanistic(philosophyandpsychology)第24页/共152页2)Multipleintelligencestheory:bodily-kinestheticintintra-personalintinter-personalintlinguisticintculturalintlogicalmathem
18、aticalintmusicalintspatialint第25页/共152页3)Student-centeredlanguagelearningWhatsthepurposeoflanguagelearning?(languagesystem&pragmaticfunction）rolesoflanguagerolesofthelearnerrolesoftheteacherrolesofthetextbookandotherresources(seeNunan:P7)第26页/共152页4)sustainabledevelopmentlearningforthetestorlearning
19、todeveloplanguageability5)integrativelearningintegrationofskills,ofknowledge,ofsubjects6)co-operation&interaction7)assessmentandevaluation第27页/共152页6.General Language abilitiesIn order to achieve the aim,students need to learn and develop:language knowledge and communicative functionslanguage skills
20、learning strategies(learning how to learn)cultural awarenesspositive attitude to learning(affect)第28页/共152页综合语言综合语言运用能力运用能力情感态度情感态度学习策略学习策略文化意识文化意识语言技能语言技能语言知识语言知识国国际际视视野野祖祖国国意意识识合合作作精精神神自自信信意意志志兴兴趣趣动动机机交交际际策策略略资资源源策策略略调调控控策策略略认认知知策策略略跨跨文文化化交交际际文文化化理理解解文文化化知知识识话话题题功功能能语语法法词词汇汇语语音音写写读读说说听听 The relati
21、onship of the 5 aims is as follows第29页/共152页II.Defining classroom activities Crooks(1986:1)definesactivitiesaspiecesofwork,“usuallywithaspecifiedobjective,undertakenaspartofaneducationcourseorusedtoelicitdataforresearch.”Long(1986:89)seemstohavethesameideabysayingthatanactivityismeantthehundredandon
22、ethingspeopledoineverydaylife,atwork,atplayandinbetween.第30页/共152页Defining classroom activitiesLockhartC.(1996:161)giveusaclearandsimpledefinition:aclassroomactivityisdescribedasataskthathasbeenselectedtoachieveaparticularteaching/learninggoal.第31页/共152页III.Types of classroom activities RichardsJ.C.
23、andLockhartC.(1996)divideclassroomactivitiesintonine categories,whichfocuson:A.relationshipbetweenactivitytypesB.purposeoflanguageteaching.第32页/共152页Types of classroom activitiesa.Presentation activitiesservetointroduceandclarifythenewlearningitem.b.Practice activitiesinvolveperformanceorlearningofa
24、nitemthathasbeenpreviouslypresented.c.Memorization activitiesinvolvememorizationofinformationorlearningmaterial.第33页/共152页Types of classroom activitiesd.Comprehension activitiesrequirestudentstodevelopordemonstratetheirunderstandingofwrittenorspokentexts.e.Application activitiesrequirelearnerstousei
25、ncreativewayknowledgeorskillsthathavebeenpreviouslypresentedorpracticed.f.Strategy activitiesdevelopparticularlearningstrategiesandapproachestolearning.第34页/共152页Types of classroom activitiesg.Affective activitiesimprovethemotivationalclimateoftheclassroomanddevelopthestudentsinterests,confidenceand
26、positiveattitudestowardlearning.h.Feedback activitiesareusedtogivefeedbackonlearningoronsomeaspectofperformanceontheactivity.i.Assessment activitiesenabletheteacherorlearnertoevaluatetheextenttowhichthegoalsofanactivityorlessonhavebeensuccessfullyaccomplished.第35页/共152页Types of classroom activitiesL
27、ittlewood(1981)proposestodistinguishtheclassroomactivitiesbetweentwomaincategories:A.Functionalcommunicationactivities.B.Socialinteractionactivities.第36页/共152页IV.The principles of communicative classroom activities 1.Meaningful2.Localized3.Largeamountofinput4.Learner-centred5.Interactiveanddynamic6.
28、Fullofcreativeandcriticalthinking第37页/共152页V.Examples of communicative classroom activities 1.Information-gap activities:Theyaredrillsinfact,buttheyaremoreinvolvingandmotivatingthanalotofquestionandanswerpracticebecausetosomeextenttheyensurelifelikecommunication.Differentstudentsaregivendifferentbit
29、sofinformation.Bysharingthisinformationtheycancompleteatask第38页/共152页Information-gap activities-Country location Capital Features Scotland In the north of Edinburgh Lakes,Uk mountains,beautiful countryside Wales To the west of England London Northern In the north of Belfast Ireland Ireland 第39页/共152
30、页Examples of communicative classroom activities2.Games:The obvious advantage of games is that they are fun,but the teachershould explain to students what the educational value of the game is,what skill orknowledge they are practicing.Otherwise they may view the game as fun butmeaningless.第40页/共152页G
31、ames第41页/共152页Games第42页/共152页Examples of communicative classroom activities3.Songs:Greatformakingclassawarmer,nicerplace.Song-trainingcanbeausefulaidinthelearningofincreasingtheamountofrepetitionpossiblywithoutlosingthelearnersinterest(RichardsJ.C.1984).第43页/共152页Examples of communicative classroom
32、activities4.Surveys:Theyinvolveaskingthesamefewquestionsseveraltimestodifferentpeople,sotheyareagoodwayforstudentstorepeatedlypracticequestionsandanswersinaformatwhichencouragesgenuinecommunication.第44页/共152页Survey:questions and answersWhenisyourbirthday?Whenisyourmothersbirthday?Whenishis/herbirthd
33、ay?oneslikeordislike第45页/共152页Examples of communicative classroom activities5.Problem-solving activities:Theyencouragestudentstotalktogethertofindasolutiontoasetofproblemsortasks.First,learnersareaskedtoshareinformationinordertocompleteatableormap.Then,thelearnersareaskedtosolvetheproblemonthebasiso
34、ftheinformationtheyvepooled.第46页/共152页Problem-solving activitiesTrafficproblemsPollutionproblemsHowtolearnEnglishwellHowtogettoaplaceHowtostudyEnglish第47页/共152页Examples of communicative classroom activities6.Pair/small group activities:They are good for speakingpracticebecausemanystudentshaveachance
35、tospeak.Smallgroupsoftenworkbestifthere is a discussion leader.It is importantfor the teacher to give clear instructions sothatgroupsknowexactlywhattheyaresupposedtodo.第48页/共152页Examples of communicative classroom activities7.Large group discussion:Theycangetaclassexcitedandinterested,buthavetheseri
36、ousdisadvantageofallowingonlyonepersonspeakatatime.Therefore,itisgenerallygoodtohavestudentsfirstprepareinsmallgroupsforlargegroupdiscussion.Andagooddiscussiontopiccloselyrelatedtostudentslivesandinterestsshouldbeprovided.第49页/共152页Large group discussionTheadvantagesanddisadvantagesofplayingcomputer
37、gamesLivinginthecityversuslivinginthecountryIshomeworkaburdenoragoodpractice?第50页/共152页Examples of communicative classroom activities8.Simulation and role-playing activities:They areuseful as a way to practice not onlylanguage,butalsoculturallyappropriatebehavior.They create the pretence of areal-li
38、fesituationintheclassroom:students simulate the real world.It isimportantfortheteachertogivestudents feedback about the content ofanactivityaswellastheuseofEnglish.第51页/共152页Simulation and role-playing activitiesInthehospital:doctorandpatientInthestore:salesmanandcustomerAthome:parentsandchild第52页/共
39、152页Examples of communicative classroom activities9.Interview activities:Theyprovidestudentswithpracticeinexplainingopinions.Topicwhichinvolvesopinionsorinformationthatisnotsharedbyeveryoneintheclassarethebestbecausetheymakeinterviewsmorecommunicative.Role-playingcanmixwithinterviewsnicely.第53页/共152
40、页Interview activitiesAreporterandafamouspersonAreporterandastudent第54页/共152页Examples of communicative classroom activities10.Jigsaw activities:TheyareawonderfulwaytoinvolveallstudentsinspeakingandlearninginEnglishlanguageclassroom.Aftermuchpractice,studentsfeelmorecomfortablepresentinginfrontofthewh
41、oleclass.Itisagoodwayofcooperativelearning.第55页/共152页Jigsaw activitiesFirstdividetheclassintoequalgroupsoffive.Eachgroupwillberesponsibleforadifferenttask.GrouponewillresearchHitlersrisetopower.Grouptwowilluncoverthedevastationofconcentrationcamps.GroupthreewillcoverBritainsroleinthewar.Groupfourwil
42、luncoverthecontributionoftheSovietUniontoWorldWarTwo.GroupfivewillresearchJapansentryintothewar.Collectivelyeachgroupwillgatheranddiscussinformationontheirtask.第56页/共152页Jigsaw activitiesEachgroupmemberwillbereassignedtoadifferentgroupwithfellowstudentsthatcollectedinformationonadifferenttask.Asanew
43、formationtheywillshareandpiecetogetherinformationonWorldWarTwo.Eachstudentwilltaketimetosharetheircollectivedata,and,asawhole,thegroupwilldiscusshoweacheventcontributedtomakingthewar.第57页/共152页VIII.The Application of the five-stage communicative classroom activities Warm-up activitiesPresentation ac
44、tivitiesPractice activitiesProduction activitiesFeedback activities第58页/共152页1.Stage One:Warm-up activities Warm-upactivitiesusedastheopeningofalessonserveavarietyofpurposes:a.Helplearnerstorelatethecontentofthenewlessontothatofthelastorpreviouslessons.b.Assessrelevantknowledge.c.Establishanappropri
45、atesetinlearners.d.Allowtuning-intime-whichmaybeespeciallyimportantinsituationswherelearnershavecomedirectlyfromradicallydifferentenvironment.e.Reducethedisruptioncausedbylate一arrivingstudents.第59页/共152页Different kinds of warm-up activities:a.Askingquestionsaboutconceptsorskillstaughtinthepreviousle
46、ssons.b.Givinglessonsashortquizatthebeginningofclassonmaterialfrompreviousorhomeworkc.Havingstudentsmeethomeworkassignmentsinsmallgroups(2or4studentspergroup)toreview第60页/共152页Different kinds of warm-up activitiesd.Havingstudentspreparequestionsaboutpreviouslessonsorhomework.Theycanaskquestionstoeac
47、hother,ortheteachercanaskthemtotheclass.e.Havingstudentsprepareawrittensummaryofthepreviouslesson.f.Havingstudentsasktheteacherproblemsonhomeworkandhavingtheteacherreview,re-teach,orprovideadditionalpractice.第61页/共152页Other ActivitiesBesidestheabovewarm-upactivities,Englishclassesmaybeginwithstudent
48、sdutyreport.Forexample,theytellstoriesandjokes,introducesomelanguageknowledgesuchasidiomsandsayings,discussfamiliarquestions,actoutplaysorevenplaygames.Teachersmayuselisteningactivityorvisualstimulustofocusstudentsattention.Teachersmayplayfamousmusicforstudentstocreatefriendlyandrelaxedatmosphere.Te
49、achersmayhaveachatwithstudentsonhotissuestoraisestudentsconfidence.第62页/共152页SummaryIngeneral,teacherscanusevariouskindsofwarm-upactivitiestostimulatestudentsinterestinclassandestablishappropriateaffectiveframework.Mostimportantly,theyaregoodopportunitiesforstudentstobeinvolvedincommunicationbycreat
50、ivelyusingthelanguagetheyvelearned.第63页/共152页2.Stage Two:Presentation activities1)PlaceandpurposeThisstageisperhapsthemostcrucialonetothelanguagelearningprocess,asitusuallyhasaprofoundinfluenceonthestagesthatfollowandgovernwhetherthosestagesareeffectiveornot.Thepurposeofpresentationactivitiesistogiv