教學(xué)論1至3單元

3. What characteristics do we know about childrens learningChildrens characteristics Difficult to understand verbal instruction. Childrens attention span is limited. They learn simply because they feel happy. Children like to do things with their hands, bodies and minds. They like to do things with achievable targets. Imaginative, creative. Not good at analyzing language rules.Suggestions for teachers 2. Use simple instructions and body language. 4. Use many short and simple activities. 1. Make the learning enjoyable and pleasant. 3. Organize some hands-on activities for children. 6. Do not make tasks too difficult for children. 7. Give children opportunities to imagine and create 5. Do not explain complicated grammar rules to children. Guide children to discover by themselves.Multiple intelligenceIntelligenceActivitiesLinguistic intelligenceE.g. Story telling Logical-Mathematical intelligence E.g. Ordering Spatial intelligence E.g. Listening and drawing Bodily-kinesthetic intelligence E.g. Acting Musical intelligence E.g. Changing lyrics IntelligenceActivitiesInterpersonal intelligence E.g. Making a dialogue with a partner Intrapersonal intelligence E.g. Writing diary Naturalist intelligence E.g. Nature diary Benefits of offering English in the primary school1) The world becomes a global village. a. communication for living together. b. world peace and advances. c. understanding about this multicultural world from childhood.(2) The contribution is both linguistic and cultural.(3) Childrens advantages in learning another language, especially in pronunciation and intonation.Overall Language abilityLearning strategy Cognitive resourcing metercognitivecommunicative Affect International perspective Patriotism confidence motivation Cultural understanding Knowledge understanding awareness Language knowledge Phonetics grammar vocabulary functions topics Language skills Listening speaking reading writing Requirements for Levels 1 and 2一級目標(biāo)總體描述affects對英語有好奇心，喜歡聽他人說英語。Skills and knowledge能根據(jù)教師的簡單指令做游戲、做動作、做事情（如涂顏色、連線）。能做簡單的角色扮演。能唱簡單的英文歌曲，說簡單的英語歌謠。能在圖片的幫助下聽懂和讀懂簡單的小故事。能交流簡單的個人信息，表達(dá)簡單的情感和感覺。能書寫字母和單詞。Cultural awareness對英語學(xué)習(xí)中接觸的外國文化習(xí)俗感興趣二級目標(biāo)總體描述affects對英語學(xué)習(xí)有持久的興趣和愛好。Skills and knowledge能用簡單的英語互致問候、交換有關(guān)個人、家庭和朋友的簡單信息。能根據(jù)所學(xué)內(nèi)容表演小對話和歌謠。能在圖片的幫助下聽懂、讀懂并講述簡單的故事。能根據(jù)圖片、詞語或例句的提示，寫出簡短的描述；strategies在學(xué)習(xí)中樂于參與、積極合作、主動請教。Cultural awareness樂于了解異國文化.Motivating children to learnIntrinsic motivation: The individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity.Extrinsic motivationIt comes from outside of the individual. Students are extrinsically motivated when learning is done for the sake of rewards (such as grades or praise) that are not inherently associated with the learning itself.Why is lesson planning important?Get a clear idea about the lesson objectives, the main contents . Be able to choose the proper method and design the suitable activities.Decide on the sequence of activities. Will be more confident.Know what teaching aids they need to bring with them.Components of a lesson plan Lesson PlanBackground information Lesson objectives Language content and skillsTeaching aids Stages and procedures Optional activities and homework After-class reflection About Lesson objectives It focuses on what the pupils are able to do by the end of the lesson. a. Teachers can use “can do” statement to express the lesson objectives, such as: At the end of the lesson, pupils can: - say the chant: two little birds;- ask and answer questions concerning colors; - perform role plays with confidence in front of the class; - demonstrate cooperative strategies when doing group work. b. Write more specific lesson objectives by using action or behavioral verbs. Reference:- Tell, list, define, identify (for knowledge)- Transform, change, describe, explain, retell, infer (for comprehension)- Apply, practice, employ, use, demonstrate, show, report (for application / using)- Analyze, examine, compare, contrast, classify, organize (for analysis)- Create, compose, design, produce, discuss, imagine (for creating something new) - Judge, decide, select, evaluate (for evaluation)Classroom instructionsClassroom instructions refer to the type of language teachers use in classroom to organize or guide learning.WorriesChildren cannot understand. Children without understanding will be discouraged to continue. Children without understanding will misbehave. Its not easy to express in English.NeedsWe need to experience English as a real means of communication.We need more chance to be exposed to English. We need to see how English is used.simple English、proper demonstration：intonation gesture facial expressions action contextTask1:1. Look at this picture, here.2. Turn to page 10, please.3. Come to the front, please.4. Listen again.5. Repeat after me.6. Be quiet.7. Who wants to have a try?8. Close your books now.9. Take out your colored pens.10. Hands up when you hear “duck” in the song.11. Now you are going to do this in pairs.12. I need two helpers. Whod like to help?Task 2: Practice the language you may use to entertain our guests. Instruction: Please act out the dialogue in groups. You should divide your groups into two parts. One part is the friends and the other is family members. But when the friends come to your home, firstly, you should introduce your family members, “This is my father, this is my mother”. Clear? If you have any question, you can ask me. Clear? You have two minutesManaging Classroom Interaction Definition Classroom interaction refers to the patterns of interaction taking place in the classroom.Four patterns Group work Individual work Pair work Whole class workWhole class workAds: Good for teachers to give instruction and explanation together. An ideal way to show materials and do presentation together. Can also reinforce the sense of team.Dis: Everyone is forced to do the same thing at the same time and at the same pace. Some pupils feel nervous and anxious when they are asked to present in front of the class. The class favors the transmission of knowledge from teacher to students rather than students discovering things. Pupils have little chance