《英语课程标准》小学阶段解读(修改版)课件

,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,*,*,*,英语课程标准小学阶段解读,11/18/2024,1,英语课程标准小学阶段解读9/27/20231,一、课程目的,1、激发兴趣、培养积极态度、建立初步的自信心,2、培养一定的语感和良好的语音、语调基础,3、初步形成用英语进行简单日常交流的能力,4、为进一步学习打下,良好的,基础,The focus of ELT is,from,how to teach,to,how to learn,.,Student-centeredness,11/18/2024,2,一、课程目的1、激发兴趣、培养积极态度、建立初步的自信心9/,小学英语课应遵循的几个原则,一、在总体教学目标上要重,兴趣,、,成就感,、,自信心,二、在课程实施上要重,语言环境,、,频率,、,效率,三、在教学模式与方法上要重,体验,、,实践,、,参与,、,创造,11/18/2024,3,小学英语课应遵循的几个原则一、在总体教学目标上要重兴趣、成就,四、在语言教学目标上要重语感、语音语调基础,和交流能力,五、在教学评价上要重态度、参与、努力程度和,交流能力。,11/18/2024,4,四、在语言教学目标上要重语感、语音语调基础9/27/2023,二、起始年级与课时安排,原则：长短课时结合、高频率,1、保证每周不少于四次教学活动；,2、三、四年级以短课时为主；,3、五、六年级长短课时结合，长课时不少于两课时。,11/18/2024,5,二、起始年级与课时安排原则：长短课时结合、高频率9/27/2,三、教学目标与要求,小学英语教学的两个级别的要求,1、小学三、四年级达到一级要求,2、小学五、六年级达到二级要求,3、有条件的地区可以超过，有困难的地区经批准,可,适当,降低要求,11/18/2024,6,三、教学目标与要求小学英语教学的两个级别的要求9/27/20,一级语言技能目标要求,听、做,能根据听到的词语识别或指认,图片,或,实物,能听懂课堂指令并做出,相应的,反应,能根据指令做事情，比如指图片、涂颜色、画图、,做动作、做手工等,能在图片和动作的提示下听懂小故事并做出反应,Input-Intake-Output,11/18/2024,7,一级语言技能目标要求 听、做9/27/20237,说、唱,能听懂录音并模仿（,Imitation,）,能互相问候（,Greeting as a habit,）,能交流简单的个人信息，如姓名、年龄等,（,Exchange information - information gap,）,能表达简单的情感和感觉，如喜欢和不喜欢,（,Express likes and dislikes -,Do you like me?,）,11/18/2024,8,说、唱9/27/20238,能够根据表演猜意思、说词语（,guessing,）,能唱简单的英文歌曲15-20首，说歌谣15-20首,能根据图、文说出,单词,或,短语,（,words and phrases,）,11/18/2024,9,9/27/20239,玩、演,能用英语做游戏并在游戏中用英语进行交流,能做角色表演（,role play,）,能表演英语歌曲及简单的童话剧，如小红帽等,11/18/2024,10,玩、演9/27/202310,读、写,能看,图,识,字,能在,指认物体的前提下,认读所学词语,能图片的帮助下读懂英语小故事,能正确书写,单词,和,句子,11/18/2024,11,读、写9/27/202311,视 听,能看懂语言简单的英语动画片或程度相当的教学节目。,视听时间每学年不少于10小时（平均每周20-25分钟）,11/18/2024,12,视 听9/27/202312,二级目标要求,一级目标要求是按照：,听、做,/,说、唱,/,玩、演,/,读、写,/,视听,来分别进行要求的,二级目标要求则是按照：,听,/,说,/,读,/,写,/,玩、演、视听,来分别进行要求的,11/18/2024,13,二级目标要求 一级目标要求是按照：9/27/202313,小学英语教学二级要求,听,能在图片、手势的帮助下，听懂语速较慢但,语调自然,的,话语或录音材料,能听懂简单的配图小故事,能听懂,课堂活动中,简单的,提问,能听懂常用指令和要求并做出,适当的,反应,Show your appropriate reactions to what students say.,11/18/2024,14,小学英语教学二级要求 听9/27/202314,example,T,So, have you seen “,The Sound of Music,”?,S,1 Yes, but only on television.,T,And what about you?,S,2 No, I dont like musicals.,T,Oh, dont you? Have you seen it, S3?,S,3 Yes, I have 18 times.,T,Yes, and what about you, S4?,11/18/2024,15,exampleT So, have you seen,The teachers response to S2 is good-it is,natural and gives the students a chance to notice,a typical feature of active listening.,(,Oh, dont you,?,).,The teachers reaction to S3, however, is a,disaster for two important reasons:,11/18/2024,16,9/27/202316,a. A teacher could only react so automatically if he or she was not listening. Realizing that you are not listening has a strong de-motivating effect on students.,b. The teacher missed a wonderful opportunity to demonstrate in a natural context the intonation appropriate to expressing surprise.,(,18 times,!,Why?,Or,What on earth for,?,).,11/18/2024,17,a. A teacher could only react,If you are surprised, shocked, curious, doubtful, etc.,make sure you show it in your general reaction, in,what you say, and in,how,you say it.,11/18/2024,18,9/27/202318,Encourage other students to show their reactions too.,Such reacting develops,an important language,skill,the active role of the listener in a,conversationand makes both the language and,your lessons more alive for students.,11/18/2024,19,Encourage other students to s,说,能在口头表达中做到发音清楚、重音正确、,语调达意(,Dont explain intonation, demonstrate-Sorry,),能就所,熟悉,的个人和家庭进行简单对话,能,恰当,运用一些最常用的日常套话,（如问候、告别、致谢、致歉等）,能在教师的帮助下讲述小故事,11/18/2024,20,说9/27/202320,读,能认读所学词语,能根据,拼读规则,读出简单的单词,能读懂,教材中,简单的要求或指令,能读懂问候卡等中的简单信息,能借助图片读懂简单的故事或小短文，养成,按意群阅读,的习惯,能正确朗读所学故事或短文,bottom up,and,top down,11/18/2024,21,读9/27/202321,写,能根据要求为图片、实物等写出,简单的标题,或,描述,能模仿范例写句子,能写出简单的问候语,写句子时能正确使用大小写字母和标点符号,11/18/2024,22,写9/27/202322,玩、演、视听,能按要求用英语做游戏,能在教师的帮助下表演小故事或童话剧,能表演歌谣或简单诗歌30-40首（含一级要求）,能唱英文歌曲30-40首,能看懂英文动画片和程度相当的英语教学节目，每学年不少于10小时（平均每周不少于20-25分钟）,11/18/2024,23,9/27/202323,小学英语语言知识目标（二级）,语音,知道错误的发音会影响交际,知道字母名称的读音,了解简单的拼读规律,了解单词有重音,语音清楚，语调自然,11/18/2024,24,小学英语语言知识目标（二级） 语音9/27/20232,词汇,学习有关本级话题范围的600700个单词和,50个左右的习惯用语,了解单词是由字母构成的。,11/18/2024,25,词汇9/27/202325,语法,知道名词有单复数形式,知道主要人称代词的区别,知道动词在不同情况下会有形式上的变化,了解表示时间、地点和位置的介词,了解英语简单句的基本形式和表意功能,11/18/2024,26,语法9/27/202326,功能,了解问候、告别、感谢、致歉、介绍、请求等,交际功能的基本表达形式,11/18/2024,27,功能9/27/202327,话题,能理解和表达有关下列话题的简单信息：数字、颜色、时间、天气、食品、服装、玩具、动植物、身体、个人情况、家庭、学校、朋友、文体活动、节日等,11/18/2024,28,话题9/27/202328,小学英语情感态度目标（二级）,有兴趣听英语、说英语、背歌谣、唱歌曲、讲故事、做游戏等,乐于模仿，敢于开口，积极参与，主动请教,11/18/2024,29,小学英语情感态度目标（二级）9/27/202329,小学英语学习策略目标（二级）,积极与他人合作，共同完成学习任务,主动向老师或同学请教,制订简单的英语学习计划,对所学习内容能主动练习和实施,在词语与相应事物之间建立联想,11/18/2024,30,小学英语学习策略目标（二级）9/27/202330,在学习中集中注意力,尝试阅读英语故事及其他英语课外读物,积极运用所学英语进行表达和交流,注意观察生活或媒体中使用的简单英语,能初步使用简单的学生英汉词典,11/18/2024,31,9/27/202331,小学英语文化意识目标（二级）,知道英语中最简单的称谓语、问候语和告别语,对一般的赞扬、请求等做出适当的反应,知道国际上最重要的文娱和体育活动,知道英语国家中最常见的饮料和食品的名称,11/18/2024,32,小学英语文化意识目标（二级）9/27/202332,知道主要英语国家的首都和国旗,了解世界上主要国家的重要标志物，,如：英国的大本钟等,了解英语国家中重要的节假日,11/18/2024,33,知道主要英语国家的首都和国旗9/27/202333,小学英语教学的基本模式,Learning/Teaching by doing,demonstration, imitating, drawing,singing, doing games, doing things!,Not just by memorizing!,11/18/2024,34,小学英语教学的基本模式9/27/202334,全身反应法（TPR）Total physical response,是指像幼儿学习母语的过程一样，通过身体运动学习外语的一种方法,。,11/18/2024,35,全身反应法（TPR）Total physical res,主要优点,：,1. 优先发展学生的听力,2. 听力训练和身体动作相结合；说的练习适当推迟,3. 用归纳法教语法,4. 教师要耐心、宽容，允许学生犯语言错误,5. 教师要成为导演，想方设法最大限度地增加学生接触,语言的机会,6. 学生要成为演员，注意观察，依令而行,7. 可根据学生的反应及时调整练习的节奏,11/18/2024,36,主要优点：9/27/202336,小学英语教学起始阶段，听做领先（TPR）,Watch and listen,Listen and number,Look and act,11/18/2024,37,小学英语教学起始阶段，听做领先（TPR）9/27/20233,Basic principles of TPR,Comprehensible( understandable) input,Languages are best learned when the learner receives lots of comprehensible (understandable) input.,Silent period,-Delayed production,in which they learn to understand and respond to parts of the language without attempting to speak it.,11/18/2024,38,Basic principles of TPRCompre,主要缺点,：,1、强调听说，但对于如何培养读写能力的问题考虑欠少,2、以句子为教学的基本单位，重视培养听指令做动作和说,单句的能力，但对于作为交际活动的重要形式对话，,有所忽视，不利于培养交际能力,3、理论上缺乏一定的新意和深度，可以称为一种教学,技巧，如和其他方法配合运用会更好,11/18/2024,39,主要缺点：9/27/202339,Watch and listen,Listen and number,Listen and say,Look and act,Listen and chant,Look and talk,Ask and answer,11/18/2024,40,Watch and listen9/27/202340,VARIATIONS OF TPR:,TPR-B,TPR-O,TPR-P,1.TPR-B for TPR with body,includes everything that can be done with general body movement:,stand up, sit down, turn around, turn right,turn left, lift up your arm, etc.,This is best done in a room with some space to move around,.,11/18/2024,41,VARIATIONS OF TPR: TPR-B, TPR,2. TPR-O stands for TPR with objects,.,This is best done sitting a table that has some objects on it,.,3. TPR-P stands for TPR with pictures”.,The actual physical response with pictures is fairly basic-pointing at something-but the opportunity for vocabulary acquisition is as broad as the types of pictures you can use.,11/18/2024,42,2. TPR-O stands for TPR with,Task-based language teaching,What is a task-based language course?,A course designed to teach learners how to,do things with language in the real world,outside the classroom.,11/18/2024,43,Task-based language teachingWh,Real-world task types,Type 1: Obtaining goods and services,Examples:,Buying a pair of shoes.,Finding out how to get from the classroom to the library.,11/18/2024,44,Real-world task typesType 1: O,Type 2: Socializing,Examples:,Finding out someones name,Introducing a friend,Telling a funny story,11/18/2024,45,Type 2: Socializing9/27/2023,Principal 1: Introduce language in a meaningful context,Principal 2: Give controlled practice in meaningful contexts,Principal 3: Move from reception ( listening and reading ) to production ( speaking and writing ),11/18/2024,46,Principal 1: Introduce langua,Principle 4: Teach grammar inductively,In inductive learning, learners study samples of language containing the grammar rule and are guided towards an understanding of the rule or principle rather than being told by the teacher.,11/18/2024,47,Principle 4: Teach grammar in,Grammar focus box,Questions,Answers,Look!,Is this your pencil?,Yes. Its my ruler.,Its=It is,Is this your book?,Yes. Its my book,Is this your peach?,Oh, no! Its my eraser!,What color is your book?,Its orange.,Its + color.,What color is you ruler?,Its red.,Whats this?,Its a book.,Its a +,Whats that?,Its a ruler.,11/18/2024,48,Grammar focus boxQuestionsAnsw,Principle 5: Move from controlled to freer practice,Example:,Book 1: Page 24-25,Activity 1 Listen and number.,Activity 2 Lets play. ( pairwork or groupwork ),11/18/2024,49,Principle 5: Move from contro,Principle 6: Give learners opportunities to reflect on their learning,Example:,Book 1: Page 42-43,Recycle 3,11/18/2024,50,Principle 6: Give learners op,王佐良先生：,Some methods are useful to some people sometimes in some places; no method is useful to all people all times in all places.,Sensible middle view,11/18/2024,51,王佐良先生：9/27/202351,课程目标中的语言技能目标都是以学生,“能够做什么”,为主要内容。,I can do it,.,I-student-centered; self-confident,Can-ability,Do it-use English to do things for social purposes in their daily lives,11/18/2024,52,课程目标中的语言技能目标都是以学生9/27/202352,错误纠正The correction of,mistakes,Our students learn from us that making mistakes is a necessary evil and consequently feel ashamed when making mistakes , and then had rather not speak than make a mistake.,11/18/2024,53,错误纠正The correction of mistake,T: Do any of you have a pet at home?,Ahyou have, Billy?,B: Yes, er I have dog at home. Very big dog!,Its nice, but once bite me here.(shows lower arm),T: Ouch, that must have hurt a lot.,B: Yes, very pain.,C: Yes, me too er I have dog. It like my mum very much. I play with my dog often. It never bite me.,T: Thank you, Carol. Who,else has got a pet?,11/18/2024,54,T: Do any of you have a pet,1. pay attention to what our students say,in terms of content.,2. show interest in what our students tell us.,3. no need to pinpoint out students mistakes.,4. fluency matters much more, as long as,they can express themselves properly.,11/18/2024,55,9/27/202355,5. the only exception is when communication is affected by students linguistic mistakes.,6.,above all, the main aim is,:,communication-fluency, not accuracy.,11/18/2024,56,5. the only exception is when,T: Do any of you have a pet at home?,Ah you have, Billy?,B: Yes, er I have dog at home. Very big dog!,T: Oh, you have,a,dog at home.,A,very big dog, you mean?,B: Yes, a dog Er It is nice, but once bite,me here.(shows lower arm),T: No!,Bit, Billy,bit,.,11/18/2024,57,T: Do any of you have a pe,1. the teacher definitely does not “listen” to Billy, and does not communicate with Billy.,2. As a result, Billy will be less motivated, and even afraid to say more.,11/18/2024,58,1. the teacher definitely does,3. As a result, teacher and their students would,not be able to build up a good relationship of,mutual respect and understanding.,4. Much depends on the purpose of the activity.,11/18/2024,59,3. As a result, teacher and th,Three techniques of corrections三种纠错技巧,S1: My brother is younger than my sister.,How about yours?,S2: My brother is older as my sister.,T: Er(questioning look),S2: Er(pause) Oh yes, older than-my,brother is older than my sister.,T: Good!,11/18/2024,60,Three techniques of correction,T: When did you do last night?,Mmm George?,G: I study my homework.,T: Er (worried look),G: Aah I do my homework,T: Well, What did George do?,(pause) Sally?,S: He did his homework.,T: Yes George?,G: Ahyes I did my homework.,11/18/2024,61,T: When did you do last ni,J: Last week I travel to Yunnan.,T: Mmm? (questioning look),J: Last week, I travel(pause),T: Yes, Jim, you?(questioning look),J: I travel (hesitant) to Yunnan.,T: Anybody? (pause),T: Last week you tra-vel(fingers up on “tra-vel-”as one-two-three, holding the third finger),T: Really nobody? Comon,T: Well, its “travelled”! Right! (pause) Jim?,J: Last week I travelled to Yunnan.,T: Good!,11/18/2024,62,J: Last week I travel to Yun,一、,自我纠正self-correction,1. most people prefer to put right their own,mistakes,2. student is given a chance for SC,3. discovering the right answer yourself is always a highly motivating experience,11/18/2024,63,一、自我纠正self-correction9/2,二、,学生之间纠正peer correction,1. both the S who makes the mistake and the S,who corrects it are actively involved in the,learning process.,2. the Ss get the feeling that they can learn from each other.,3. trains Ss for more teacher-independent,learning in group or pairs.,4. gives teacher a clearer picture of the level of more than one students ability.,11/18/2024,64,二、学生之间纠正peer correctio,三、,老师纠正teacher correction,T feels that a mistake should be correct,(as we know, many mistakes can be left uncorrected), while no S can correct it.,2. it doesnt mean that T corrects it immediately,11/18/2024,65,三、老师纠正teacher correction9,No news is good news.,(No correction implies perfection.),11/18/2024,66,No news is good news.9/27/2023,小学英语教学评价,评价目的：,激励学生的学习兴趣和积极性,使学生获得成功感和自信心,使他们形成,初步,用英语进行日常交流的能力,为进一步学习打下基础。,11/18/2024,67,小学英语教学评价评价目的：9/27/202367,评价原则,Assessment is fun!,激励性原则 -让学生体验进步与成功，从而产,生进步的动力；要使学生喜欢评价；（,motivating & experiencing,),参与性原则 -学生是学习的主体和评价的主体；,鼓励学生积极、主动对自己的学习,情况进行评价与反思；,(,participating & reflective,),11/18/2024,68,评价原则 Assessment is fun!激励性原则,形成性评价为主的原则 -,对学生平时参与各种教学活动中表现出的学习兴趣、,态度, 语用和交流能力进行评价；,(,formative & progressive,),活动性原则 -以接近课堂教学活动的听、做、,说、写等形式进行评价。,(,activities & activating,),11/18/2024,69,形成性评价为主的原则 - 9/27/202369,Thank you!,11/18/2024,70,Thank you!9/27/202370,