课堂教学设计与实施

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,课堂教学设计与实施,2007.7.16,1,小学英语课堂的特点,采用活动途径，倡导体验参与,课堂教学是一种动态的教学，只有从组织课堂活动入手，大量地进行语言实践，使英语课堂交际化，才能有效的培养学生运用英语进行交际的能力。,活动,氛围活跃,内容活化,活学活用,动脑,动口,动手,行动,动耳,互动,2,教案设计须思考三点,让学生学会什么本领？,给学生做什么事？,学生从你的活动中获得了什么？,教学目标,教学活动,活动的有效性,3,语言技能,语言知识,课时教学目标,单元教学目标,整册书教学目标,年级培养目标,新授课,复习课,拓展课,故事课,三维目标,教材分析,学情分析,4,教学内容,When,do you,get up,in the morning,?,I,get up,at,6:00,in the morning,.,Were doing lesson 15. Its question and answer practice use a substitution table.,Teacher A,Were going to practice present simple question with “When” and time expressions.,Teacher B,Were going to practice asking questions using present simple, so that students learn to talk about everyday activities when they do them.,Teacher C,Which teacher has the clearest idea of the aim of the lesson?,Which teacher is focused only on the target language?,Which teacher is thinking mainly about the materials and ticking off things in the syllabus?,5,教案设计须思考三点,让学生学会什么本领？,给学生做什么事？,学生从你的活动中获得了什么？,教学目标,教学活动,活动的有效性,6,相同点 与 不同点,教学活动,教学思路,传统,创新,7,教学过程,Preparation,Presentation,Practice,Production,(the central task),Ending,On-going assessment,8,Preparation,a song,a chant,a talk,a TPR activity,a game,a story,要和后面的内容相关,9,Presentation,visuals,real things,a game,mime or gestures,charts,a story,特定情境,语言的真实性,要尽可能的直截了当,整体呈现,避免产生歧义,10,Practice,role play,TPR activities,a game,act out,模仿,替换,意义,应用,功能操练,词汇操练,意,音,音,意,意、音,形,形,音、意,11,Production,(the central task),drawing,or painting,making,things,making,a survey,writing,making a project,writing a report,acting,12,PRODUCT,13,Classroom Management,Lead,in,Set,up,Run,Close,Post,activity,14,Lead in,Set context / situation,Arouse students interest,Get students motivated,Activate students background knowledge,Pre-teach vocabulary,Why do we learn it?,15,Set up,Clear instruction,demonstration,examples,checking,Organize students,interaction patterns,allocations,What are the details?,16,Run,Students are on the task,Students are actively involved,Teacher monitors and facilitates (help to make sth happen),Check that students know what to do,Listen and jot down common errors,What do students do?,What does Teacher do?,17,Close,Time warning,Teacher signals the task is finished,Post activity,Feedback on the task,Error correction if appropriate,18,教案设计须思考三点,让学生学会什么本领？,给学生做什么事？,学生从你的活动中获得了什么？,教学目标,教学活动,活动的有效性,19,课堂活动的有效性,效率：,教师在课堂管理中做某一件事所花费的时间和所取得效果的匹配。是学生和老师在某个活动中投入的时间和它实际产出的结果之间的比率。,效果：,教师实施的活动是不是达到了事先预计的目的和目标？是否收到了事先预计的效果？,活动是否达到效果？,达到效果的状况如何？,效率：,效果：,20,提高活动有效性的建议,关注常规培养，形成课堂活动规范（行为习惯和组织规范）,让学生成为知情者让学生明确活动的目的、要求（时间要求、角色责任、活动规则）和活动程序,学生的有效参与：,participation,involvement,21,设计教学方案的流程,教材及学情分析,确定教学目标,形成思路（确定中心任务）,选择教学活动、方法,选择教学手段、材料,如何创新,细化(具体实施),调整,教学目标,教学活动,活动的有效性,22,How to make a travel plan?,观看旅游宣传片,教师介绍自己的旅游计划,听一听主线人物的旅游计划,新授，并归纳出旅游计划的框架,制定自己的计划（确定地点、寻找同伴、讨论活动）,汇报分享,Travel Plan,Where:,Who:,What:,How:,_,_,23,课堂活动有效性观察表,24,Put yourself at the position of the students,Put the students to experience the learning process,Put the emphasis on students practice,P,P,P,25,有理：教学过程和教学程序合理，是否以学生为中心?是否以学生的发展为主要的目的?教学目标设定是否恰当?教学是否具有一定理论支持？,有序：遵循学生认知规律；遵循由易到难的规律（前面的活动是后面活动的基础，后面活动是前面活动的延伸与提高）,有效：是否达到预期目标？学生是否有所发展（学科成绩；人的发展）,有理,有序,有效,26,欢迎批评指正,李静,2007.7.16,Thanks,27,