浙大褚教授有效教學(xué)Effective Jr High ELT（沐風(fēng)書(shū)屋）

1、浙江大學(xué)教育學(xué)院 褚獻(xiàn)華初中英語(yǔ)有效教學(xué)Effective ELT in Middle Schools1沐風(fēng)書(shū)苑rOutline 提綱Strategies for teaching reading 英語(yǔ)閱讀教學(xué)的策略Process & principles of English Teaching 英語(yǔ)教學(xué)的過(guò)程Examples for Discussion 案例討論2沐風(fēng)書(shū)苑rThe general process of language learning 語(yǔ)言學(xué)習(xí)的一般過(guò)程Exposure to language 感受語(yǔ)言Comprehension 理解意思Imitation 模仿保持Act

2、ive use 活用語(yǔ)言Language input 語(yǔ)言輸入Language output語(yǔ)言輸出Internalization 內(nèi)化Externalization 外化UUnderstandse3沐風(fēng)書(shū)苑r教學(xué)目標(biāo)達(dá)成度高effective教學(xué)過(guò)程快樂(lè)有趣enjoyable教學(xué)資源消耗較少economicalEffective teaching produces maximal effects (learning outcomes) through an enjoyable process with limited resources. 有效教學(xué)就是：利用有限的資源通過(guò)快樂(lè)的過(guò)程達(dá)到最大的

3、學(xué)習(xí)結(jié)果 Effective Teaching 有效教學(xué)4沐風(fēng)書(shū)苑rSupportive Conditions支持條件SUCCESS5equential transfer 有序的遷移SUCCESS orrelated review 相關(guān)的復(fù)習(xí)orrect demonstration 正確的示范ngaging activities 參與型活動(dòng)ufficient practice 充分的練習(xí)SUCCESS nderstanable input 可理解輸入 tress-free environment 輕松的環(huán)境5沐風(fēng)書(shū)苑rPrinciples of ELT 英語(yǔ)教學(xué)原則Learner as cen

4、tre 學(xué)生為中心Skills as goals技能為目標(biāo)Sentence as basis 句子為基礎(chǔ)Content-based learning 內(nèi)容為依托Autonomous learning自主學(xué)習(xí)Reflective teaching 反思性教學(xué)6沐風(fēng)書(shū)苑r詞匯與語(yǔ)言技能 Vocabulary and Language Skills 語(yǔ)言教學(xué)單詞起步（字-詞-句-篇） 單詞掌握體現(xiàn)在音、形、意、用 學(xué)習(xí)詞匯以發(fā)展語(yǔ)言技能為目標(biāo) 詞匯掌握有賴于語(yǔ)言運(yùn)用的情境7沐風(fēng)書(shū)苑r英語(yǔ)詞匯教學(xué)原則Principles of Teaching Vocabulary在情境中引出 Present wor

5、ds in context示范清晰準(zhǔn)確 Demonstrate accurately聯(lián)系原有詞匯 Connect prior learning運(yùn)用直觀手段 Use visual aids & means采用有趣方法 Make learning enjoyable 在語(yǔ)句中操練 Practice in sentences 8沐風(fēng)書(shū)苑rWhy Encourage Students to Read?為何鼓勵(lì)學(xué)生閱讀Increasing English input增加英語(yǔ)輸入Building up cultural awareness 形成文化意識(shí)Reinforcement & Transfer鞏固和

6、遷移Developing language skills提高語(yǔ)言技能Enhancing confidence強(qiáng)化信心Maintaining interest維持興趣9沐風(fēng)書(shū)苑rFour Levels of Reading閱讀的四個(gè)層次Word Reading詞語(yǔ)閱讀Phrase & Sentence Reading語(yǔ)句閱讀Paragraph Reading語(yǔ)篇閱讀Advanced Reading 高級(jí)閱讀10沐風(fēng)書(shū)苑rPhonics-Based InstructionOral Reading Instruction Comprehension InstructionInitial Readin

7、g Instruction 初級(jí)閱讀教學(xué) 拼讀教學(xué)Phonemic awareness 音位意識(shí)Spelling skills 拼讀技能朗讀教學(xué)Accuracy準(zhǔn)確性Fluency 流利性理解教學(xué)Comprehension 理解Reading strategies閱讀策略11沐風(fēng)書(shū)苑rPhonics Method拼讀教學(xué)c-a-t P-a-t b-a-g h-a-n-dm-a-g t-a-g s-a-p N-a-t Linguistic Method 語(yǔ)言教學(xué)I see the wind.Dan and I see the wind.Nan and I see the wind.Sam and

8、 I see the wind. 12沐風(fēng)書(shū)苑rOral Reading Instruction 朗讀教學(xué)Repeated reading, modeling with an audio tape/CD 跟著錄音重復(fù)朗讀Paired-Reading 同伴互助朗讀Rhythmic poems and chants 韻律詩(shī)和說(shuō)唱Linguistic stories 語(yǔ)言(結(jié)構(gòu))故事13沐風(fēng)書(shū)苑rSCROL Procedure “SCROL”閱讀法Survey the headings瀏覽標(biāo)題: Read each heading and its subheadings; “What do I al

9、ready know about this topic? What information might the writer provide?”Connect連貫: “How do these headings relate to each other?” Write down key words from the headingRead the text閱讀文章: Mark the text to point out the important information; Stop to check understanding. If not, reread.Outline概括: Reflec

10、t and outline the major ideas and supporting detailsLook back回顧: Look back to the text and verify the accuracy of your outline14沐風(fēng)書(shū)苑rThe SQ3R technique “SQ3R”閱讀法Survey瀏覽: Skim to get the main ideaQuestion提問(wèn): Ask yourself questions (write them down) you want the text to answerRead閱讀: read carefully f

11、or the answersRecite背誦: speak aloud the answers to your questionsReview回顧: think about what you have learned and organize the information in your mind 15沐風(fēng)書(shū)苑rObjectives of Reading Instruction 閱讀教學(xué)目標(biāo)Motivating students and making reading an enjoyable experience; 激發(fā)閱讀興趣Enlarging Ss vocabulary and deve

12、loping their strategies for increasing vocabulary; 擴(kuò)大詞匯量Teaching specific skills that increase Ss reading comprehension; 提高理解能力Developing Ss strategies for reading diverse genre of English for different purposes effectively.培養(yǎng)閱讀策略16沐風(fēng)書(shū)苑rPrinciples for RI 閱讀教學(xué)原則Making reading an enjoyable experience.

13、讓閱讀成為趣事Taking account of the students reading ability, cultural background, interests, needs and goals.考慮學(xué)生的特點(diǎn)Integrating skill and strategy instruction throughout the lesson.結(jié)合技能和策略教學(xué)Encouraging extensive reading: the more, the better.鼓勵(lì)泛讀：多多益善17沐風(fēng)書(shū)苑rThe Task-Feedback Circle:任務(wù)-反饋圈 A basic working

14、procedure for lessons on readingLead-in Pre-task work Set clear task Ss Read text Feedback on task Could they do the task? No Yes Conclude (Scrivener, 1994)18沐風(fēng)書(shū)苑rSteps for a reading lesson閱讀課基本程序Introduction and lead-in 導(dǎo)入First task (pre-reading) 任務(wù)1（讀前活動(dòng)）Tasks focusing on gist 了解大意的任務(wù)Tasks focusin

15、g on specific details 了解細(xì)節(jié)的任務(wù)Tasks requiring more comprehensive understanding 全面理解的任務(wù)Tasks focusing on individual language items語(yǔ)言項(xiàng)目的任務(wù)Follow-on tasks 后續(xù)任務(wù)Closing 結(jié)束19沐風(fēng)書(shū)苑rReading Strategies閱讀策略Before reading:閱讀前Previewing for information預(yù)習(xí)Activating schema 激活圖式Predicting 預(yù)測(cè)Organization of text 課文組織

16、Content related vocabulary 有關(guān)詞匯Purpose for reading develop questions閱讀目的提問(wèn)20沐風(fēng)書(shū)苑rReading StrategiesDuring reading: 閱讀中Marginal notes 頁(yè)邊筆記Underline key ideas 劃出重點(diǎn)Circle unfamiliar vocabulary 圈出生詞Internal summary 內(nèi)部概括Make predications 作出預(yù)測(cè)Relate old and new information新舊聯(lián)系Form mental images 構(gòu)建心像21沐風(fēng)書(shū)苑

17、rReading StrategiesAfter reading:讀后活動(dòng)Review 回顧Outline 概要Mind Map (Webs) 思維圖Summarize 總結(jié)Discussion groups 小組討論React 反應(yīng)Answer questions from pre-reading回答問(wèn)題Answer post-reading questions 讀后問(wèn)題Follow-up? 后續(xù)活動(dòng)22沐風(fēng)書(shū)苑rVocabulary詞匯Vocabulary in context 語(yǔ)境中教學(xué)詞匯Synonyms 同義詞Antonyms 反義詞Examples and definitions

18、舉例和定義General sense of the passage 段落大意Goal: “ownership”, not memorization目標(biāo)：“擁有”，而不是記住23沐風(fēng)書(shū)苑rSome ideas for reading tasks閱讀任務(wù)建議Put these cut-up paragraphs back in the correct order 段落排序Find words in the text that mean the same as these文中找同義詞Read the text and find the mistakes in these sentences 讀課文找

19、句中錯(cuò)誤Given headlines to each section of the article寫(xiě)段落標(biāo)題Put this list of events in the correct order事件排序Write a reply寫(xiě)出應(yīng)答Discuss the missing last paragraph討論前文Discuss interpretations of, reactions to, feelings about the text討論對(duì)課文的認(rèn)識(shí)、反應(yīng)和感受24沐風(fēng)書(shū)苑rStrategies for Improving Reading Comprehension 提高閱讀理解的策略

20、Chunking for Fluency分塊熟讀(Sentence level)Read-Pair-Share閱讀-討論問(wèn)題卡片(Paragraph level)KWL Chart KWL閱讀記錄表 (Holistic comprehension)25沐風(fēng)書(shū)苑rChunking for fluency 分塊熟讀Modeling by the teacher,Echo reading, in which T models and Ss echo Ts phrasing and expression,Choral reading, in which S reads along with T and

21、 sometimes other Ss, Chunking practice exercise to mark the reading material in some way to indicate proper phrasing. 26沐風(fēng)書(shū)苑rNarrative Form（記敘文）Title _Paragraph number _Answer the questions with a word, sentence or phrase from the paragraphWho is the paragraph about?What is the character doing?When

22、does this action take place?Where does this action take place?How does the character perform the action?Question format for Read-Pair-Share 閱讀-討論問(wèn)題卡片27沐風(fēng)書(shū)苑rInformational Form（說(shuō)明文）Title _Paragraph number _Answer the questions with a word, sentence or phrase from the paragraphWho? Are there any people

23、 mentioned in the paragraph?What? What is the paragraph about?When? Is the time important in the paragraph?Where? Is the location important in the paragraph?How? How do the other elements related to the idea of this paragraph?28沐風(fēng)書(shū)苑rKWL Chart KWL閱讀記錄表KWL(What we KNOW)(What we WANT to know)(What we L

24、EARNED)29沐風(fēng)書(shū)苑rSAVE to promote extensive reading促進(jìn)泛讀的建議：簡(jiǎn)短、有趣、多樣、容易Short Appealing VariedEasy Enjoys readingReads fasterUnderstands betterReads moreThe virtuous circle of a good reader 會(huì)讀者的良性循環(huán)30沐風(fēng)書(shū)苑rMaximizing student reading 促進(jìn)學(xué)生閱讀Actively engage students in reading for at least 30 minutes per day.

25、每天半小時(shí)Vary presentation, format, and ways to activate students.變換教學(xué)方式、鼓動(dòng)學(xué)生閱讀 Reduce teacher talk and encourage students more active participation. Make high-achievers peer-tutors and provide extra support and opportunities to those have difficulty reading. 減少教師講解，鼓勵(lì)學(xué)生積極參與，鼓勵(lì)學(xué)生互相幫助Use appropriate, aut

26、hentic reading materials, including supplementary graded readers.選擇合適、真實(shí)閱讀材料，包括分級(jí)補(bǔ)充讀物Adapt the pacing, content, and emphasis of instruction for individuals and groups of students.因材施教31沐風(fēng)書(shū)苑rThe Start with Simple Stories (SSS) program“從簡(jiǎn)易故事開(kāi)始讀起”Learners start with picture books with simple stories wi

27、thout difficulty, They can reach the goal of reading one million words in six months to two years. Elementary school students in English-speaking countries read one million words on average per year.“One Million Words Extensive Reading Approach”（百萬(wàn)詞泛讀途徑）, 32沐風(fēng)書(shū)苑rThe three main features of the SSS me

28、thod SSS泛讀法的三特征1. Start with simple stories and gradually increase the level, length, and difficulty of the books, using various titles from Leveled Readers (LR) written for native English speaking children, Graded Readers (GR) written for English learners as a second language, books for children an

29、d young adults, picture books and comics. 循序漸進(jìn)采用各類分級(jí)讀物33沐風(fēng)書(shū)苑r2. Read books not only at home, but also in the classroom.課內(nèi)課外都要讀3. Record the titles students read, total the number of words they read and give individual advice to students by looking up the records they keep in their logbooks. 記錄閱讀過(guò)程給與

30、個(gè)別指導(dǎo)34沐風(fēng)書(shū)苑rThe Three Golden Rules for Extensive Reading泛讀的三條“金科玉律”1) No dictionaries while reading 不用辭典2) Skip over difficult words 跳過(guò)難詞3) Stop reading when it is boring or too difficult 困倦就停35沐風(fēng)書(shū)苑r產(chǎn)生興趣和注意Teaching Matches Learning 教與學(xué)匹配激活原有知識(shí)接受新授知識(shí)認(rèn)知加工（編碼）應(yīng)用知識(shí)（表現(xiàn)）熱身AttentionActivationReceptionEncodi

31、ngPerformanceWarming-UpRevision PresentationPracticeAssessment復(fù)習(xí)呈現(xiàn)操練評(píng)價(jià)學(xué)習(xí)過(guò)程教學(xué)過(guò)程36沐風(fēng)書(shū)苑rTwo Tasks in Designing Effective Lessons 設(shè)計(jì)有效教學(xué)的兩個(gè)任務(wù)Instructional ObjectivesLearning Activity Learning Activity Learning Activity Learning Activity Learning Activity Identify instructional objectives 確定教學(xué)目標(biāo)Design le

32、arning activities 設(shè)計(jì)學(xué)習(xí)活動(dòng)Learning Activity 37沐風(fēng)書(shū)苑rSequential Activities有序活動(dòng)熱身活動(dòng)激 活輸 入聽(tīng)讀材料控制性訓(xùn)練針對(duì)性練習(xí)技能內(nèi)化技能合成語(yǔ)用活動(dòng)類似語(yǔ)境活用38沐風(fēng)書(shū)苑rAppropriate instructional objectivesSpecified明確具體Observable可觀察Measurable可測(cè)量Not ambiguous不含糊Practicable切實(shí)可行 Appropriate 適合學(xué)生能力 Achievable to most students 絕大部分學(xué)生能達(dá)到合適的 教學(xué)目標(biāo)Instru

33、ctional objectives are the descriptions of the students expected abilities 教學(xué)目標(biāo) 是對(duì)通過(guò)教學(xué)活動(dòng)預(yù)計(jì)學(xué)生達(dá)到能力的描述 39沐風(fēng)書(shū)苑rInstructional Objectives 教學(xué)目標(biāo)In this lesson, the students should be able to:1) read and make sentences with the new words:make a living, against, charity, chance, injured, sincerely2) list out

34、the reasons from the reading passage 3a.3) talk about the possibilities of being a professional athlete.4) write about their plans using the patterns with “ifwill/can”: 40沐風(fēng)書(shū)苑r相關(guān)的準(zhǔn)備活動(dòng)Relevant & collective preparationsRelevant to 相關(guān)New learning 與新內(nèi)容Learners characteristics與學(xué)生的特點(diǎn)Collective 集體參與Involvi

35、ng all the learners面向全體學(xué)生Avoiding sampling 避免個(gè)別提問(wèn)Warming-up and revision are to prepare the learners by attracting their attention and Activating the prior learning.準(zhǔn)備活動(dòng)目的是吸引學(xué)生注意力和激活原有知識(shí)41沐風(fēng)書(shū)苑rWarmer: A song: 500 Miles (video clip)If you miss the train I am on, You will know that I am gone, You can

36、hear the whistle blow, a hundred milesRevision1. Group talk: (2b, Sec B): What are they talking about? 2. Dictation: 4 sentence based on the previous part.1) What will happen if he becomes a professional athlete?2) If he works hard, he will become a great soccer player.3) If he becomes a great playe

37、r, he will be rich and famous.4) If he joins the Lion, he wont go to college.Start the Lesson with a Relevant Warmer42沐風(fēng)書(shū)苑rTextbook-based & accurate presentationTextbook-based教材為本Key points抓住重點(diǎn)Connection with prior learning 新舊聯(lián)系A(chǔ)ccurate 準(zhǔn)確性Demonstration 示范Pronunciation 語(yǔ)音Phrases & patterns語(yǔ)句Teaching contents should be presented so that the learners can understand and take in easily. 新知呈現(xiàn)應(yīng)有助于學(xué)生理解和吸收。準(zhǔn)確的新知呈現(xiàn)43沐風(fēng)書(shū)苑rLanguage InputPre-Reading: learning new wordsmake a livi