重庆小学英语教学活动设计培训PPT.ppt

小学英语教学活动设计 四川省教育科学研究所 付春敏 2012.10.24 重庆 Case Study: Is this your…? Yes, it is./No, it isn’t. Vocabulary pen pencil book … Case Study: Is this your…? Yes, it is./No, it isn’t. Activity 1: Look, listen and read Case Study: Is this your…? Yes, it is./No, it isn’t. Activity 1: Look, listen and read Activity 2: Is this your pencil? Is this your pencil? Yes, it is./No, it isn’t. Role play: Is this your…? 2018-2-3 2010年“国培计划”小学英语系列讲座之四 7 外语教学法回溯 -Direct approaches (audio-lingualism) -Functional approaches -Communicative approaches 2018-2-3 2010年“国培计划”小学英语系列讲座之四 8 The Audiolingual Method -The audiolingual method focuses on the comprehension of language at a largely mechanical level (Davidson, 1978). -Examples of mechanically structured activities might include repetition or substitution. The teacher is in control of the lesson, and students can often successfully participate without any understanding of meaning (Davidson, 1978). 2018-2-3 2010年“国培计划”小学英语系列讲座之四 9 Functional Approaches -These are usually based on situational language needs (Hinkel Fotos, 2002). - According to Skehan, these activities often follow a “presentation, practice, and production” protocol (cited in Hinkel Fotos, 2002). 2018-2-3 2010年“国培计划”小学英语系列讲座之四 10 Communicative/Humanistic Approaches -These methods mimic a natural acquisition of language, for example, how a child acquires L1 (Hinkel Fotos, 2002). -Language is acquired using meaningful input, with no formal grammatical instruction. It is assumed that ELLs will naturally acquire the forms of language when this approach is used (Hinkel Fotos, 2002). 系列之一： 建构交互性语言活动的 信息差与观点差 Meaningful communication depends on information gaps and Perspectives differences Make use of information gaps Create information gaps How to make use of information gaps? Case 1: Brain storm Case 2: Pre-lesson tasks Case 3: Talk about their experiences 2018-2-3 2010年“国培计划”小学英语系列讲座之四 15 What