中職國(guó)家規(guī)劃新教材《英語(yǔ)》教學(xué)設(shè)計(jì)專家講座PPT-諸凌虹

1、Instructional Design 教學(xué)設(shè)計(jì)教學(xué)設(shè)計(jì)首都師范大學(xué)諸凌虹The teaching and learning processWillingness UnderstandingApplicationoTell me, I just forget.oShow me, I only remember.oInvolve me, I will learn.ObjectivesoDefinitionoStagesoPracticeWhat is Instructional Design?Instructional Design is the systematic process of t

2、ranslating general principles of learning and instruction into plans for instructional materials and learning activities. 教學(xué)設(shè)計(jì)教學(xué)設(shè)計(jì)教學(xué)設(shè)計(jì)是教師依據(jù)教育教學(xué)理論，為了達(dá)教學(xué)設(shè)計(jì)是教師依據(jù)教育教學(xué)理論，為了達(dá)到某階段教學(xué)目標(biāo)，根據(jù)受教育者認(rèn)知結(jié)構(gòu)，到某階段教學(xué)目標(biāo)，根據(jù)受教育者認(rèn)知結(jié)構(gòu)，對(duì)教學(xué)課程、教學(xué)內(nèi)容、教學(xué)組織形式、教對(duì)教學(xué)課程、教學(xué)內(nèi)容、教學(xué)組織形式、教學(xué)方法和需要使用的教學(xué)手段進(jìn)行的策劃。學(xué)方法和需要使用的教學(xué)手段進(jìn)行的策劃。教學(xué)設(shè)計(jì)與傳統(tǒng)教案教學(xué)設(shè)計(jì)與傳統(tǒng)

3、教案 傳統(tǒng)教學(xué)中的備課，教師更關(guān)注的是如何將傳統(tǒng)教學(xué)中的備課，教師更關(guān)注的是如何將教材規(guī)定的知識(shí)教材規(guī)定的知識(shí)“教教”給學(xué)生，因此教案中給學(xué)生，因此教案中所謂的教學(xué)方法更多的是教師單方面構(gòu)思出所謂的教學(xué)方法更多的是教師單方面構(gòu)思出的的“教教”的方法，而忽略學(xué)生的方法，而忽略學(xué)生“學(xué)學(xué)”的方法，的方法，它體現(xiàn)了以教師為中心的教學(xué)理念。它體現(xiàn)了以教師為中心的教學(xué)理念。教學(xué)設(shè)計(jì)與傳統(tǒng)教案教學(xué)設(shè)計(jì)與傳統(tǒng)教案 教學(xué)設(shè)計(jì)旨在為學(xué)生創(chuàng)設(shè)豐富的教學(xué)情境，教學(xué)設(shè)計(jì)旨在為學(xué)生創(chuàng)設(shè)豐富的教學(xué)情境，以培養(yǎng)學(xué)生的學(xué)習(xí)興趣，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)以培養(yǎng)學(xué)生的學(xué)習(xí)興趣，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，同時(shí)要設(shè)計(jì)出學(xué)生易于理解并能調(diào)動(dòng)學(xué)機(jī)，同

4、時(shí)要設(shè)計(jì)出學(xué)生易于理解并能調(diào)動(dòng)學(xué)生積極主動(dòng)參與的教學(xué)方式，將學(xué)生的被動(dòng)生積極主動(dòng)參與的教學(xué)方式，將學(xué)生的被動(dòng)學(xué)習(xí)方式轉(zhuǎn)變?yōu)橹鲃?dòng)學(xué)習(xí)方式。學(xué)習(xí)方式轉(zhuǎn)變?yōu)橹鲃?dòng)學(xué)習(xí)方式。教學(xué)設(shè)計(jì)與傳統(tǒng)教案教學(xué)設(shè)計(jì)與傳統(tǒng)教案o教學(xué)理念：教師中心教學(xué)理念：教師中心-學(xué)生中心學(xué)生中心o課堂焦點(diǎn)：教師教學(xué)課堂焦點(diǎn)：教師教學(xué)-學(xué)生學(xué)習(xí)學(xué)生學(xué)習(xí)o教學(xué)成果：被動(dòng)學(xué)習(xí)者教學(xué)成果：被動(dòng)學(xué)習(xí)者-主動(dòng)學(xué)習(xí)者主動(dòng)學(xué)習(xí)者Stages of instructional designoAnalyzing course content （教學(xué)內(nèi)容分析）oAnalyzing learner factors （學(xué)生情況分析）oSetting the

5、objectives （設(shè)定目標(biāo)）oDesigning activities（設(shè)計(jì)教學(xué)活動(dòng)）oUsing teaching aids （運(yùn)用教學(xué)資源）oAssessment (評(píng)價(jià)）Analyzing course contentoWhat is it that students should know by the end of the course? oWhat exams are students required to take after completing the course? oWhat professional requirements does this course s

6、atisfy? Analyzing course contentTask 1: Study Unit 6 and think about the content of the unit.(5mins)Task 2: Work in group and try to answer the following questions:nWhat content is covered here?nDo you think our students can use this to do things in English now? How well can they do?nDo you think ou

7、r students can learn to do these things in English?nHow is the material presented?Example from the coursebook Tick () the restaurant lexis to see what you know about restaurants. ( ) food ( ) ball ( ) chicken ( ) waiter ( ) waitress ( ) menu ( ) teacher ( ) sunny ( ) delicious ( ) cloudy ( ) juice (

8、 ) book ( ) tomato ( ) manager ( ) meatExample from the coursebook14. Look at the prices of the items and guess the meaning of the underlined words. Coca-cola is cheap.Orange juice is cheaper than Coca-cola.Sprite is the cheapest among the drinks.Tomato & Onion Salad is expensive.Mixed Leaf Sala

9、d is more expensive than Tomato & onion salad.Fruit Salad is the most expensive among the salads.Example from the course bookoUnit task：Make a survey to compare three restaurants near your school.oUnit task: Make a name card for yourself in 2030.oUnit task: Work out an application form for yours

10、elf in 2015.Stages of instructional designoAnalyzing course content oAnalyzing learner factorsoSetting the objectivesoDesigning activitiesoUsing teaching aidsoAssessmentAnalyzing learner factorsWhile learning is the goal of teaching, it is not necessarily the mirror image of teaching. Learners bring

11、 to learning their beliefs and their learning styles, which influence how they approach their learning.Task:oThink about your students and write your analysis of learner factors. oShare your analysis with your group members and see how informative and instructive is your analysis?Example學(xué)生構(gòu)成為小學(xué)英語(yǔ)基礎(chǔ)幾

12、乎為零的百分之百借讀生，學(xué)習(xí)習(xí)慣和學(xué)習(xí)能力很差。學(xué)生學(xué)習(xí)上最大的特點(diǎn)是“學(xué)一個(gè)忘一個(gè)”。但有沒有積極的一面？學(xué)生對(duì)動(dòng)詞be的is, am, are的三種形式及其相應(yīng)的主語(yǔ)形式有較好的掌握。但在何種情況下去使用動(dòng)詞be，學(xué)生對(duì)此體會(huì)和理解的不好，做句子時(shí)經(jīng)常丟掉動(dòng)詞be。什么句子容易丟？有原因嗎？ Learning Interests&Learning Motivation Learning for fun: 10%Learning for work: 90%being relevant to the Ss majorAnalysis on LearnersLevels of the S

13、tudentsAnalysis on LearnersSsGradesPercentageSs A6033%Ss B40-5932%Ss C3935%sitting in groups of mixed levelsThree levels of learning objectives:For Ss AFor Ss BFor Ss CFill in an application form with basic informationDesign and fill in an application formDesign and fill in an application form Inter

14、viewAnalysis on LearnersQuestions to considerQ1: What do they already know?Q2: How do they know?What do they already know?They already know what you want them to know. -or- They have the background knowledge or experiences you can bring into your course to make it easier for them to learn the conten

15、t of your course. Example from the course book Tick () the restaurant lexis to see what you know about restaurants. ( ) food ( ) ball ( ) chicken ( ) waiter ( ) waitress ( ) menu ( ) teacher ( ) sunny ( ) delicious ( ) cloudy ( ) juice ( ) book ( ) tomato ( ) manager ( ) meat ( )beefHow do they know

16、? (Learning strategies)Learning strategies are the specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations.Learning strategiesoMemory strategies -creating mental linkage (e.g. placing new words into a context)

17、 (Act.2,19)oCognitive strategies- Practicing (e.g. using formulas and patterns) (Act. 17)oCompensation strategies-Guessing intelligently (e.g. using contextual clues to guess meaning) (Act.14)Stages of instructional designoAnalyzing course content oAnalyzing learner factorsoSetting the objectivesoDe

18、signing activitiesoUsing teaching aidsoAssessmentSetting the objectives 教學(xué)目標(biāo)是通過某一具體的教學(xué)活動(dòng)所要教學(xué)目標(biāo)是通過某一具體的教學(xué)活動(dòng)所要達(dá)到的某一具體的、可見的行為結(jié)果。達(dá)到的某一具體的、可見的行為結(jié)果。Different types of the objectivesoThe students will be able to carry on short conversational exchanges involving greeting and leave taking.oTo teach the langu

19、age of greeting and leave taking.oTo cover the first section of Unit 6.oTo develop students confidence in speaking English.課程目標(biāo)課程目標(biāo) 幫助學(xué)生進(jìn)一步學(xué)習(xí)英語(yǔ)基礎(chǔ)知識(shí)，培幫助學(xué)生進(jìn)一步學(xué)習(xí)英語(yǔ)基礎(chǔ)知識(shí)，培養(yǎng)聽、說、讀、寫等語(yǔ)言技能，使學(xué)生初步養(yǎng)聽、說、讀、寫等語(yǔ)言技能，使學(xué)生初步形成職場(chǎng)英語(yǔ)的應(yīng)用能力形成職場(chǎng)英語(yǔ)的應(yīng)用能力；激發(fā)和培養(yǎng)學(xué)生激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，提高學(xué)生學(xué)習(xí)的自信心，學(xué)習(xí)英語(yǔ)的興趣，提高學(xué)生學(xué)習(xí)的自信心，幫助學(xué)生掌握學(xué)習(xí)策略，養(yǎng)成良好的學(xué)習(xí)習(xí)幫助

20、學(xué)生掌握學(xué)習(xí)策略，養(yǎng)成良好的學(xué)習(xí)習(xí)慣，提高自主學(xué)習(xí)能力；慣，提高自主學(xué)習(xí)能力；引導(dǎo)學(xué)生了解、認(rèn)引導(dǎo)學(xué)生了解、認(rèn)識(shí)中西方文化差異識(shí)中西方文化差異，培養(yǎng)正確的情感、態(tài)度培養(yǎng)正確的情感、態(tài)度和價(jià)值觀和價(jià)值觀 。o語(yǔ)言能力語(yǔ)言能力o學(xué)習(xí)策略學(xué)習(xí)策略o情感態(tài)度情感態(tài)度o文化意識(shí)文化意識(shí)Aspects of the objectivesWriting instructional objectivesoSpecificoOperableoObservableDescribing the objectivesoThe students as the subjectoAn action verb to defi

21、ne behavior or performance to be learnedExampleStudents will be able to write a short paragraph about themselves using verbs in the present tense, including the verbs live, go, study, like, be, and have.Blooms Cognitive Taxonomy oevaluation - judge value of ideas, appraise, predict, assess, select,

22、rate, choose osynthesis - put together parts, compose, construct, formulate, manage, prepare, design, plan oanalysis - dissect parts, detect relationships, diagram, compare, differentiate, criticize, debate oapplication - use methods, concepts, principles, apply, practice, demonstrate, illustrate, o

23、perate ocomprehension - understand information, discuss, explain, restate, report, tell, locate, express, recognizeo knowledge - recall information, define, repeat, list, name, label, memorize TaskStudy Unit 6 and set the objectives of this unit.A possible version語(yǔ)言知識(shí)目標(biāo)：學(xué)生能夠理解并運(yùn)用與飯店相關(guān)的詞匯及形容語(yǔ)言知識(shí)目標(biāo)：學(xué)生

24、能夠理解并運(yùn)用與飯店相關(guān)的詞匯及形容詞的比較級(jí)和最高級(jí)從不同方面談?wù)摬⒈容^餐廳。詞的比較級(jí)和最高級(jí)從不同方面談?wù)摬⒈容^餐廳。 語(yǔ)言能力目標(biāo)：聽語(yǔ)言能力目標(biāo)：聽 能夠聽懂有關(guān)飯店及外出就餐的談話。能夠聽懂有關(guān)飯店及外出就餐的談話。 說說 能夠用用簡(jiǎn)單的句式詢問并提出建議。能夠用用簡(jiǎn)單的句式詢問并提出建議。 讀讀 能夠讀懂菜單。能夠讀懂菜單。 寫寫 能夠簡(jiǎn)單介紹飯店的基本情況，如路程能夠簡(jiǎn)單介紹飯店的基本情況，如路程 遠(yuǎn)近、遠(yuǎn)近、 飯菜價(jià)格及質(zhì)量等。飯菜價(jià)格及質(zhì)量等。學(xué)習(xí)策略：學(xué)生能夠運(yùn)用閱讀表格的策略對(duì)餐廳進(jìn)行比較。學(xué)習(xí)策略：學(xué)生能夠運(yùn)用閱讀表格的策略對(duì)餐廳進(jìn)行比較。文化意識(shí)：學(xué)生能夠了解西方國(guó)

25、家的就餐習(xí)慣以及中西餐飲文文化意識(shí)：學(xué)生能夠了解西方國(guó)家的就餐習(xí)慣以及中西餐飲文化的不同?；牟煌Ｇ楦星楦袘B(tài)度態(tài)度 ：學(xué)生能夠體驗(yàn)餐廳服務(wù)及就餐的基本禮儀。：學(xué)生能夠體驗(yàn)餐廳服務(wù)及就餐的基本禮儀。Teaching objectivesAfter listening to the conversations several times, the students will be able to make a list of the useful expressions on offering food and drinks as well as the responses;After the

26、speaking practice, the students will be able to offer food and drinks and give responses in the given situation;During the course of the speaking practice, the students will realize the importance of good manners.Stages of instructional designoAnalyzing course content oAnalyzing learner factorsoSett

27、ing the objectivesoDesigning activitiesoUsing teaching aidsoAssessmentLanguage learning activitiesAn activity is described as a task that has been selected to achieve a particular teaching/learning goal.Types of language learning activitiesoPresentation activitiesoPractice activitiesoMemorization ac

28、tivitiesoComprehension activities oApplication activitiesoStrategy activitiesoAffective activitiesoFeedback activitiesoAssessment activities V. Teaching procedure教學(xué)步驟Lead-in戰(zhàn)前熱身戰(zhàn)前熱身I. Look and matchII. Group PKBackI. Look and matchLook and match （warm-up 個(gè)人搶答）個(gè)人搶答）.Bus stophospitalPost officeTrain s

29、tationPolice stationsupermarketI. Look and matchGo cross the roadTurn rightTurn left at the crossroads.Go along the roadTake the second turn on the rightF. Turn left at the traffic light全班分四組全班分四組, 現(xiàn)場(chǎng)搶答，最終獲勝組每人得現(xiàn)場(chǎng)搶答，最終獲勝組每人得2分，第二名分，第二名每人得每人得1分，后兩名不得分。分，后兩名不得分。(Brain Storm)II. Group PK 兩軍對(duì)壘 每?jī)山M進(jìn)行每?jī)山M進(jìn)

30、行PKPK，每組派出兩名同學(xué)進(jìn)行游戲，先得三分者，每組派出兩名同學(xué)進(jìn)行游戲，先得三分者將對(duì)方選手淘汰，換另一選手上臺(tái)，直至決出勝方。將對(duì)方選手淘汰，換另一選手上臺(tái)，直至決出勝方。 游戲規(guī)則如下：游戲規(guī)則如下： 兩名選手面朝對(duì)方，分列講臺(tái)兩側(cè)，老師念出單詞，如兩名選手面朝對(duì)方，分列講臺(tái)兩側(cè)，老師念出單詞，如 hospitalhospital，選手最快速度在黑板上寫出該單詞，正確并快速，選手最快速度在黑板上寫出該單詞，正確并快速者得分。者得分。1. 1.選手并排站立于講臺(tái)前方，聽老師指令，如老師念出選手并排站立于講臺(tái)前方，聽老師指令，如老師念出“turn left or go to the doo

31、r”turn left or go to the door”，最快做出正確動(dòng)作者得分。，最快做出正確動(dòng)作者得分。In-class pictures2. Listen and speak 實(shí)戰(zhàn)演習(xí)BackA. Listen and Tick 現(xiàn)場(chǎng)搶答 ( )Listen and tick. 聽第一遍錄音選出提到的地點(diǎn)。 ( ) ( ) ( ) ( ) ( )返回返回Click B. Listen and complete練聽力，學(xué)句型A: Excuse me. How can I get to the nearest ?B: go along the road and turn at the f

32、irst traffic lights. Then take the turn on the right.A: is it by the roadside?B: yes, its just beside a .A: how will it take me to get there?B: about minutes. You cant miss it.A:I see, thank you! Listen&complete bank left second post office long 15Click聽第二遍錄聽第二遍錄音填空。音填空。 Excuse me, where is the

33、nearest bank?Go straight on, and turn left at the traffic light.Pardon me, can you please tell me how to get to the Zhongshan Hospital?It is just beside the post office.趁熱打鐵：趁熱打鐵：Sentence PatternsSentence Patterns聽錄音，學(xué)句型，夯實(shí)語(yǔ)法基礎(chǔ)。聽錄音，學(xué)句型，夯實(shí)語(yǔ)法基礎(chǔ)。返回返回C. Act and practice 活學(xué)活用老師先示范，同學(xué)再上臺(tái)表演，可看提示對(duì)話，也可自編老師先示

34、范，同學(xué)再上臺(tái)表演，可看提示對(duì)話，也可自編對(duì)白，原創(chuàng)者額外加分對(duì)白，原創(chuàng)者額外加分(Bonus Points)(Bonus Points)。Question：The hospitalAnswer: turn left at the first traffic lightsQuestion：Dr. Li, Room 304Answer: go upstairs to the third floorC. Act and practice 仿真模擬模擬醫(yī)院內(nèi)導(dǎo)診臺(tái)，根據(jù)提示演示，同學(xué)自愿組合，依據(jù)模擬醫(yī)院內(nèi)導(dǎo)診臺(tái)，根據(jù)提示演示，同學(xué)自愿組合，依據(jù)評(píng)價(jià)體系評(píng)價(jià)體系-10-10分制打分，原創(chuàng)者額外加分。

35、分制打分，原創(chuàng)者額外加分。Information childrens blood x-rayInformation childrens blood x-rayDesk doctor test roomDesk doctor test roomscenescene：根據(jù)提示詞，兩人一組，一人導(dǎo)診，指示另一根據(jù)提示詞，兩人一組，一人導(dǎo)診，指示另一人去以上三個(gè)地點(diǎn)：兒科，驗(yàn)血，人去以上三個(gè)地點(diǎn)：兒科，驗(yàn)血，X X光室。光室。C. Act and practice 角色扮演大廳導(dǎo)診臺(tái)大廳導(dǎo)診臺(tái) 兒科診室兒科診室 208208Information x-rayInformation x-ray desk room desk roomHintsHints：go