課堂教學(xué)要素PPT課件

1、WarmingWarming upupPresentationP Practice ractice P ProductionroductionOn-going assessmentOn-going assessment第1頁/共23頁1. Warming up激活大腦和行為激活大腦和行為激活已學(xué)知識（復(fù)習(xí)）激活已學(xué)知識（復(fù)習(xí)）教學(xué)教學(xué)目的：目的：第2頁/共23頁2. Presentation聚焦重點語言聚焦重點語言設(shè)設(shè)置真置真實語境實語境優(yōu)選呈現(xiàn)形式優(yōu)選呈現(xiàn)形式教學(xué)原則：教學(xué)原則：體現(xiàn)短時高效體現(xiàn)短時高效第3頁/共23頁3. Practice互動形式多樣互動形式多樣活動形式多樣活動形式多樣 強

2、調(diào)實踐體驗強調(diào)實踐體驗學(xué)生積極參與學(xué)生積極參與活動有序高效活動有序高效教學(xué)原則：教學(xué)原則：突出小組活動突出小組活動第4頁/共23頁4. Production突出內(nèi)容真實突出內(nèi)容真實體現(xiàn)學(xué)生自主體現(xiàn)學(xué)生自主注重體驗過程注重體驗過程教學(xué)原則：教學(xué)原則： 強調(diào)語言應(yīng)用強調(diào)語言應(yīng)用第5頁/共23頁評價手段評價手段評價主體評價主體評價工具評價工具評價內(nèi)容評價內(nèi)容評價語言評價語言 5 On-going assessment 第6頁/共23頁3 Elements for succesful language Learning in classrooms課堂教學(xué)三要素 Engage (E)投入 Study (

3、S) 學(xué)習(xí) Activate (A)運用第7頁/共23頁How do the three elements of ESA fit together in lesson sequences? 例1 ESA Engage Study ActivatePreparation presentation practice production 例2 EASA 例3 EAASASEA第8頁/共23頁ESAEngage: students and teacher look at a picture or video of modern robots. They say what the robots are

4、 doing. They say why they like or dont like robots. 第9頁/共23頁Study The teacher shows students (the picture of) a particular robot. Students are introduced to can and cant (how they are pronounced and constructed) and say things like It can do maths and It cant play the piano. The teacher tries to mak

5、e sure the sentences are pronounced correctly and that the students use accurate grammar.第10頁/共23頁ActivateStudents work in groups and design their own robot. They make a presentation to the class saying what their robot can and cant do.第11頁/共23頁What does language study consist of? expose students to

6、 language help students to understand meaning help students to understand language form practice language Example: Its a pen第12頁/共23頁expose students to language The teacher wants them to be able to say what objects are called. She holds up a pen, points to it and says penlookpenpen as many times as

7、she thinks it is necessary. The students have had a chance to hear the word.第13頁/共23頁 Later, she may want to go beyond single words. She can hold up the pen and say Listenits a penits a penits a pen. Once again, she is giving students a chance to hear the sound of the new language before they try to

8、 use it themselves. Later still, she may start asking the question What is it? (pointing to the pen)What is it so that students get a chance to hear what the question sounds like. 第14頁/共23頁help students to understand meaning The teacher wants the students to understand the meaning of the form pen so

9、 she holds up a pen and says pen. The meaning will be clear. She can do the same with words like pencil, table, chair etc第15頁/共23頁 If she wants to expose students to the question form What is it? she cant rely on objects. Instead, she asks the question using gestures (raised shoulders and open arms)

10、 and expressions (a puzzled look on her face) to indicate the meaning of the question. The teacher can also ensure that students understand the meaning of a word by showing pictures or by drawing them on the board.第16頁/共23頁help students to understand language form When the teacher says pen she can t

11、hen show what the sounds in the word are by saying them one by one, e.g. penpen/p/e/n/pen. By picking out the bits in this way, she clearly explains the sound construction of the word. Some sounds can be demonstrated. The sound /p/ for example is made by forcing the lips apart with air from the lung

12、s: the teacher can point to her mouth show this happening. 第17頁/共23頁 The bits that make up the phrase Its a pen need to be clear in the students mind too. One way of doing this is for the teacher to say the bits one by one ( just like the sounds, e.g. It is a penitisapenitisapenits a pen) or she can

13、 write the following on the board.第18頁/共23頁practice language Choral and individual repetition is useful for sentences as well as words. The teacher may well use both techniques for sentences like Its a pen and what is it? After choral repetition, the teacher can ask students to repeat the word individually .第19頁/共23頁 Practice sessions at this level are likely to be a combination of repetition and simple sentence-making of the kind of the teacher is using in this