案例分析與小學(xué)英語(yǔ)教研y

案例分析與小學(xué)英語(yǔ)教學(xué)研究TeachingFocusTeachingMethodsTeachingObjectivesCourseCoursedescriptionSpecialtyofCourseSpecialtyofCourseItisarequiredcourseinEnglishEducationmajorandalsocentralineducationalcurriculum.TeachingObjectives1234BecomefamiliarwiththeaimofprimaryEnglishteaching.Understandchildren’sphysical,psychologicalandcognitivefeatures.KnowqualitydemandsofateacherfromthepointofprimaryEnglishcurriculum.Comprehendsomerelativetheoreticalknowledge.TeachingMethodsMethodsCase-analysisQuestionsExercisesGroupdiscussionTeachingFocusConclusionDiscussionParticipation

Developingstudents’abilitiesinanalyzing/dealingwithproblemsandcooperationImprovingreflectivelearningandlearningindependenceStudents

Theteacher

ContentsHowdowelearnourfirstlanguage(L1)?1HowdowelearnEnglish?2Thecharacteristicsofchildren3Children’sdifferencesinlearning4MotivatingchildrentolearnEnglish5Treatingchildrenashumanbeings6ThequalityofagoodEnglishteacher71.1Howdowelearnourfirstlanguage(L1)?Lead-inCase-analysisanddiscussionDiscussionpointsLanguageitemsHomeworkLead-in

What’sourL1?Doyouhaveanytroublesinexpressingyourideasorcommunicatingwithothers?DoyouthinklearningL1isdifficult?Why?Qs:Case-analysisanddiscussionTopic:Howdowelearnourfirstlanguage?Case-analysisanddiscussionByimitationsByrepetitionByplayinggamesBylisteningtostoriesByactingandperformingBysongsandrhymesBywatchingcartoonsDiscussionpointsAInteractionandexperimentingwiththelanguageincommunicationareveryimportantfactorsforlanguagedevelopment.Factorsthatmayinfluencechildren’sL1development:Discussionpoints1.SimplifyLanguagefeatureswhenparentsorteachersteachchildrenChinese:

FewgrammaticalBeshorterAvoidpronouns

Discussionpoints2.Repeat3.Roughtune:Adjustinputtochildren’slanguagelevel4.Message-focusednotform-focusedLanguageitemsNaturalprocessorpickupNoconsciousfocusingonlinguisticformsParticipationinnaturalcommunicationsituations

ConsciousprocessUsuallytakeplaceinthelanguageclassroomErrorcorrectionRuleisolationAcquisition

Learning

Task

ThinkabouthowtoapplywhatwelearntwithourfutureprimaryEnglishteaching.1.2HowdowelearnEnglish?Lead-inCase-analysisanddiscussionDiscussionpointsLanguageitemsHomeworkEnglishteachingmethodsLead-in

HowmanyyearshaveyoulearnedEnglish?DoyouthinkyourEnglishisverywell?Why?DoyouhaveanytroublesinlearningEnglish?Whatarethey?HowdowelearnEnglish?Qs:Case-analysisanddiscussionTopic:Makealistofthedifferencesthatexistbetweenchildrenlearningtheirmothertongueandchildrenlearningaforeignlanguage.L1L2Exposureto

language

Time

LearningcontextTypesofinput

StrategiesforlearningMotivationforlearningNaturalandadequateNotnatural,nativeinputislimitedAlldaylongMuchshorter,usuallyinclassroomSupportive,friendly,tolerantPassive,formal,errorcorrection,strangeNaturalandincontextTV,radio,textbooks,selectedfromTs,limitedListeningbeforespeakingRemainhighforcommunicativeneedsInstrumentalmotivationforpassingexams4skillsbeginatthesametimeDiscussionpointsL1L2Valueoferror

correctionSupportandguidance

OpportunitiesforexperimentsFeedbackformsNotverymuchvaluePaygreatattentionVerypatientandconstantImpatient,off-and-onAlotofopportunitiesNottoomuch,noneedEncouragementNotmuchencouragement,sometimescriticizeDiscussionpointsDiscussionpointsA1.

trytocreateasupportivesituation.2.

betoleranttoourlearners’errors.3.

providemoreopportunitiestohearthelanguage.4.

givemorechancestoexperiment.5.

designinterestingactivities.ThingswecandrawfromL1acquisitionforL2learning:Languageitems斯金納發(fā)現(xiàn)兒童母語(yǔ)習(xí)得是一個(gè)習(xí)慣的形成過(guò)程，一般經(jīng)歷模仿---強(qiáng)化---形成三個(gè)階段。兒童的語(yǔ)言環(huán)境對(duì)其母語(yǔ)習(xí)得起決定性作用，其模仿能力和外界的強(qiáng)化作用決定了最終習(xí)得母語(yǔ)的水平。1957年喬姆斯基提出這一理論，認(rèn)為人腦中具有一種適于學(xué)習(xí)語(yǔ)言的習(xí)得機(jī)制〔LAD〕，包含著一套適用于所有人類(lèi)語(yǔ)言的語(yǔ)法〔UG〕。行為主義理論〔BehaviorismTheory〕認(rèn)知理論〔CognitiveTheory〕EnglishteachingmethodsHomework

WhatcanwedrawfromL1acquisitionforL2learning?1.3ThecharacteristicsofchildrenLead-inCase-analysisanddiscussionDiscussionpointsHomeworkLead-in

Whatarecharacteristicsofchildren?Q:Lead-inLead-inCuriousActiveCreativeImaginativeFullofenthusiasm/energyLikeimitationLiketoshowLiketobepraised/encouragedAttentionspanisshortLikecompetitionCase-analysisanddiscussionTopic:ThemajordifferencesbetweenchildrenandadultsinlearningL2.ChildrenAdultsAttention

spanPurposeFocusonAttitudetowardserrorsmakingorspeakinginpublicRegulating/self-studyUnderstandingcontentshortLongNotclearVeryclearMeaningFormBraveSelf-consciousNeeddevelopSimple,concreteAbstractBegoodatDiscussionpointsDiscussionpointsATeachingchildrenrequiresmoreenergyandcareintotheunderstandingofhowchildrenthinkandlearn.Takethedevelopmentof“thewholechild〞intoconsideration,caringforchildren’soveralldevelopment.DiscussionpointsAByplanningouractivitieswellwhichwillfacilitatedevelopment.2.

Bycreatingaclassroomenvironment.3.Byhelpingchildrenlearnhowtolearn.Teachersshoulddo:Homework

DrawconclusionsabouthowtoteachchildrenEnglishaccordingtotheircharacteristics.1.4Children’sdifferencesinlearningLead-inCase-analysisanddiscussionDiscussionpointsLanguageitemsHomeworkLead-in

Lookatthefollowingpicturesandguesswhichsmartdoeseachpresent?Q:Lead-in

WordsmartNaturesmartMusicsmartBodysmartPicturesmartNumber/reasoningsmartPeoplesmartSelfsmartVerbal/LinguisticLogical/MathematicalVisual/SpatialBody/KinestheticMusical/RhythmicInterpersonalIntra-personalNaturalistic-Physical

+

LanguageitemsCase-analysisanddiscussionTopic:Whatactivitiesthataresuitableforinvolvingchildren'sdifferentintelligenceswhenteachingthemEnglish?DiscussionpointsBodysmart喜歡操作和移動(dòng)物體，以及活潑的活動(dòng)—行為節(jié)拍和游戲，通過(guò)這些方式學(xué)習(xí)的人。SuitableactivitiesTPR，跳舞，體育活動(dòng)〔打球、跳繩等〕，歌曲和游戲，剪紙，拼圖，捏橡皮泥，做表情〔鬼臉等〕，打手勢(shì)〔做手語(yǔ)〕，字母操，折紙等等。DiscussionpointsPeoplesmart一個(gè)善于通過(guò)成對(duì)或團(tuán)體活動(dòng)—采訪(fǎng)、游戲、調(diào)查等進(jìn)行學(xué)習(xí)的人。Suitableactivities成對(duì)工作，群體工作，頭腦風(fēng)暴，同學(xué)互教活動(dòng)，對(duì)話(huà)，采訪(fǎng)，調(diào)查，做小老師、小領(lǐng)導(dǎo)，拼圖學(xué)習(xí)，快樂(lè)，交筆友等等。DiscussionpointsSelfsmart一個(gè)善于通過(guò)記日記等自我評(píng)價(jià)活動(dòng)進(jìn)行反思的學(xué)習(xí)者，喜歡設(shè)計(jì)和陳述類(lèi)需要獨(dú)立思考的工作，喜歡創(chuàng)造性的工作。Suitableactivities日記，反思，創(chuàng)造性寫(xiě)作，設(shè)計(jì)工作，個(gè)人目標(biāo)設(shè)定，腦筋急轉(zhuǎn)彎，觀察員，記錄員，出報(bào)刊，寫(xiě)博客，心理測(cè)驗(yàn)等等。DiscussionpointsNumber/reasoningsmart一個(gè)善于或者喜歡使用計(jì)算機(jī)的學(xué)習(xí)者，擅長(zhǎng)解決問(wèn)題，喜歡分類(lèi)，排序和劃分等級(jí)的活動(dòng)。Suitableactivities字謎，閱讀難題，寫(xiě)作難題，分類(lèi)，劃分等級(jí)，排序，配對(duì)題，記憶力，列大綱，找規(guī)律等等。DiscussionpointsMusicsmart一個(gè)通過(guò)旋律、節(jié)拍和歌曲學(xué)習(xí)得很好的人。Suitableactivities歌曲，行動(dòng)節(jié)拍，旋律，變化背景音樂(lè)，配樂(lè)朗誦，老歌新唱，升降調(diào)讀單詞，模仿聲音，聽(tīng)音摘字母/辨物等等。DiscussionpointsWordsmart一個(gè)有充足的詞匯量的學(xué)習(xí)者，一個(gè)善于從故事中學(xué)習(xí)，并且喜歡縱橫字謎的成功閱讀者。Suitableactivities單詞游戲，閱讀游戲，寫(xiě)作游戲，故事講述，表演和表達(dá)，繞口令，縱橫字謎，值日?qǐng)?bào)告，單詞接龍，造句，辯論，演講，看圖說(shuō)話(huà)等等。DiscussionpointsPicturesmart喜歡繪畫(huà)的學(xué)習(xí)者，喜歡通過(guò)使用圖片、圖表、地圖等很好地學(xué)習(xí)，喜歡完成單詞圖或單詞網(wǎng)。Suitableactivities繪畫(huà)，可視化圖表，拾建模型，地圖和地標(biāo)，通過(guò)錄像或CD學(xué)習(xí)，色彩搭配，出板報(bào)，魔方，拍照，連線(xiàn)題，實(shí)物認(rèn)單詞等等。DiscussionpointsNaturesmart善于識(shí)別事物中的樣式的學(xué)習(xí)者，能注意到事物之間的相同點(diǎn)和不同點(diǎn)，善于將事情分類(lèi)和分組。Suitableactivities樣式，分類(lèi)，資料分類(lèi)，自然研究工程，做模型，天氣介紹，糾錯(cuò)〔大家來(lái)找碴〕，尋寶，比較單詞異同等等。DiscussionpointsATeachersneedtobeawareofthechildren’sdifferencesandtrytohelpdevelopeachstudent’spotentialsandlearnhowtomakegooduseofthetheoryofmultipleintelligencestomotivatestudentsinlearning.Homework

Designanactivitythataresuitableforinvolvingchildren'sdifferentintelligenceswhenteachingthemEnglish.1.5MotivatingchildrentolearnEnglishLead-inCase-analysisanddiscussionDiscussionpointsLanguageitemsHomeworkFurtherlearningLead-in

WhichfactorsmayaffectyourEnglishlearning?Q:Attitudeandmotivationhavebeenregardedasthemostimportantfactorsaffectinglearning.Case-analysisanddiscussionTopic:Analyzethecommentsmadebychildrentofindoutthefactorsthatmayinfluencechildren’sattitudeandmotivation.Idon’tlikeEnglish.It’sdifficult.IreallylikemyEnglishteacher,sheisnice.IcansingEnglishsongsformyparents.I’vegot5redflowersthisweekformyEnglish.IliketospeakEnglish.Case-analysisanddiscussionCommentsbychildrenWhatwedoinclassisveryInteresting.IfeelnervouswhenIspeakEnglish.Ican’trecitethewordsandoftenfailinmyspellingtests.Idon’tlikemyhomework,alwayscopying.DiscussionpointsTeachingmethodsTheteacher

Smile

Praise

Activities

Environment

FeedbackFactorsthatmayinfluencechildren’sattitudeandmotivation:

LessondesignDiscussionpointsBuildupchildren’sattitudeandmotivationInvolvein

Enjoy

SuccessLanguageitems指學(xué)習(xí)者對(duì)目的語(yǔ)社團(tuán)有特殊興趣，期望參與或融入該社團(tuán)的社會(huì)生活。指學(xué)習(xí)者為了某一特殊目的，如通過(guò)某一考試，獲得某一職位等。IntegrativeMotivation〔綜合型動(dòng)機(jī)〕InstrumentalMotivation〔工具型動(dòng)機(jī)〕FurtherlearningHomework

DesignanactivitytomotivatechildrentolearnEnglish.1.6TreatingchildrenashumanbeingsLead-inCase-analysisanddiscussionDiscussionpointsReadingHomeworkLead-in

What’syourownopinionsabouthumanbeings?Q:Lead-incommunicateneedsvirtues/shortcomingsmakemistakescuriosityfeelingshobbiescharactersthoughtsdevelopingCase-analysisanddiscussionTopic:Analyzethetwoteachers’storiesandwritedownwhatteachersshoulddo.Story1老師，用我的筆吧！

課間休息的時(shí)候，李老師正在辦公室批閱學(xué)生的作業(yè)。此時(shí)，一名女學(xué)生來(lái)到辦公室門(mén)口，抬手輕輕地敲了敲門(mén)，問(wèn)道：“李老師，我能不能向您借個(gè)杯子倒點(diǎn)水吃藥，我感冒了，早上在家來(lái)不及吃藥了。〞坐在椅子上批閱作業(yè)的李老師沒(méi)有挪動(dòng)身子，抬頭看了看學(xué)生，用手指了指墻角的書(shū)柜，說(shuō)道：“喏，杯子在抽屜的第二個(gè)格，自已拿吧！〞這名女生有點(diǎn)喜出望外，滿(mǎn)心歡喜地找到了杯子，自已倒了杯水，把藥吃了，并對(duì)老師說(shuō)：老師，謝謝您！〞然后帶著滿(mǎn)臉的感謝，輕快地走出了辦公室。上課鈴響了，李老師來(lái)到了教室。這是一堂自修課，學(xué)生們都忙著自己手上的學(xué)習(xí)任務(wù)，李老師那么接著批閱學(xué)生的作業(yè)。還沒(méi)批閱完一本，李老師發(fā)現(xiàn)紅色筆芯不出油了。于是，他就輕聲地問(wèn)前排學(xué)生：“誰(shuí)有紅色圓珠筆，借來(lái)用用？〞盡管老師的聲音壓得很低，但是許多學(xué)生聽(tīng)到了。于是，坐在前幾排的學(xué)生都爭(zhēng)先恐后地找出筆。轉(zhuǎn)眼間，學(xué)生們握著圓珠筆的小手朝李老師伸過(guò)來(lái)：“李老師，用我的筆吧！〞“李老師，用我的！用我的！〞大家的眼中都充滿(mǎn)了真誠(chéng)的渴望和期待。還是那個(gè)課間借杯子的坐第三排的女生手腳麻利，只見(jiàn)她一路小跑來(lái)到講臺(tái)，把筆遞到老師手中，在遞之前，還小心地將筆芯從藍(lán)色旋轉(zhuǎn)到了紅色。Story2太陽(yáng)從西邊出來(lái)了!徐老師班上的學(xué)生White平時(shí)從不做家庭作業(yè)，教師屢次進(jìn)行家訪(fǎng)并沒(méi)有見(jiàn)到好轉(zhuǎn)?？墒窃趯W(xué)習(xí)了“動(dòng)物〞這個(gè)話(huà)題后，徐老師布置了一道觀察設(shè)計(jì)題，要求學(xué)生根據(jù)所了解的動(dòng)物園的情形，自已設(shè)計(jì)一個(gè)動(dòng)物園的平面圖，第二天，White居然主動(dòng)地將他完成的作業(yè)設(shè)計(jì)遞給老師批改。這可出乎徐老師的意料，緊接著她以一種疑心的態(tài)度審視了這個(gè)孩子一番，然后不以為然地說(shuō)道：“喲，太陽(yáng)從西邊出來(lái)了嗎？說(shuō)吧，你找誰(shuí)為你效勞做家庭作業(yè)的？〞White一臉茫然地解釋道：“老師，我喜歡動(dòng)物，我經(jīng)常去動(dòng)物園的。這個(gè)作業(yè)設(shè)計(jì)是我自己獨(dú)立完成的，不信，你可以打問(wèn)我爸爸媽媽。〞DiscussionpointsA1.respectstudents.2.encourageratherthanscold.3.understandandcareforchildren.4.keepsmileandbepatient.5.befair/equal.6.setagoodexample7.truststudents…

Teachersshould:

DiscussionpointsA1.Treatchildrenashumanbeingswhohavetheirownthoughtsandneeds.2.Nevertrytoforceourideasintochildren’smindsbuttrytothinkfromthechildren’spointofview.3.Learntoofferchildrenopportunitiestotry,tocreateandallowthemtofail.

Reading

Humanisticeducationisaneducationalapproach.

HumanisticHumanisticeducationenhancestheteachingofthebasics.Humanisticeducationsupportsmanygoalsofparents.Humanisticeducationteachesawidevarietyofskills.Homework

Writedownyourfeelingsabout“Humanisticeducation〞.1.7ThequalityofagoodEnglishteacherLead-inCase-analysisanddiscussionDiscussionpointsFurtherlearningHomeworkLead-in

Introducetheteacherimpresseddeeplyinyourmindsandgiveonequalityofhim/her?Q:Case-analysisanddiscussionTopic:Lookatthefollowingteachingca