构建生动有效课堂促进教师职业发展.ppt

构建生动有效课堂，促进教师职业发展构建生动有效课堂课前准备设定目标教学设计原则教学设计中常见问题教学程序课堂实施策略听说教学听力常常停留在“听懂”的层面上，忽略提取信息的活动；忽略听力的语境（如课文中说话人的关系）；听力活动的设计未能关注意义，而是个别词语；未能利用听力的素材学习语言（词汇、功能、语法）；听说脱节，缺少模仿活动；听后的说没有围绕落实听中学到的语言展开。听力为什么难？听力过程的特点听力教学的原则录像片段活动1Listentothelifestoryofaninventorandanswerthefollowingquestions.1.Whatisthenameoftheinventor?.Wherewashefrom?.WhendidhestartworkinginBostonUniversity?.Whatinventiondidtheinventormakethatisstillusedtoday?.Howdopeoplerememberhimnow?活动2活动2Thebottom-upmodelInthebottom-upmodel,listeningcomprehensionisbelievedtostartwithsoundandmeaningrecognitions.Thisprocessexpectsthelistenertohaveaveryeffectiveshort-termmemoryastheyhavetomakesenseofeverysoundinordertofigureoutthemeaningofwords,phrases,andstructures.Thetop-downmodelInthetop-downmodel,listeningforgist,makinguseofthecontextualclues(knowledgeaboutthespeaker,thesetting,thetopicandthepurposeofthetalk)toconstructmeaningareemphasized.Inotherwords,listeninginvolves“knowledgethatalistenerbringstoatext,sometimescalled‘insidethehead’information,asopposedtotheinformationthatisavailablewithinthetextitself”(Hedge,2000:232).ThePre-,While-,Post-model激活背景知识交代听力目的提供语言铺垫头脑风暴：激活背景知识:预测：使学生带着目的听;预教生词：扫除部分障碍;围绕话题展开讨论：激发已有知识，语言铺垫。获取、加工、重组信息检测理解在情境中学习语言内化语言检查预测听主旨大意连线/配对完成表格/段落排序记笔记判断对错回答问题抓关键词新旧知识融合语言运用回答问题讨论角色扮演访谈辩论口语教学lesscomplexsyntaxshortcuts,e.g.incompletesentencesfixedconventionalphrases/chunksusingfillers,hesitationdevicetogivetimetothinkbeforespeaking.口语教学原则成功的口语活动具备以下特点口语活动的设计阅读教学如何理解“阅读素养”？目标：是阅读能力还是阅读素养？阅读过程-阅读理解的五个层次读前可以预教词汇或激活背景知识；阅读任务应以发展学生阅读策略为目标而非测试阅读理解；教师应逐渐减少指导，帮助学生最终成为独立的阅读者。以教师为中心，以讲解为主；侧重词汇讲解而非文章的理解；测试阅读理解而非教给学生如何阅读；不关心学生是否愿意读、喜欢读；忽视对学生阅读技巧和策略的培养；…TheBottom-upModelTheTop-downModelTheInteractiveModelskimmingscanningpredictingguessingmeaningfromthecontextunderstandingdetailsunderstandingtextorganizationsPre-readingWhile-readingPost-readingPre-readingWhilereadingactivities－linkinginputwithoutputReadthepassageandfindoutimportanteventsinthedifferentperiodsofGoogle’shistory.Writedowntheseevents.TransitiondevicesPostreadi