职业学校英语优秀.ppt

职业学校英语优秀教学案例评讲 2007-08-10 英语教学设计与教学案例 2007-08-10 教学设计 1.Activity type (to serve certain goals) 2.Procedural sequence 3.Organization mode 4.T-S role relationship 5.Resource use 6.Discourse( teacher talk and student talk) 1.Activity types By contents, eg. Listening activity, writing activity, teaching vocabulary By procedural sequence, eg. lead-in activity; pre/ while/ post reading activity; presentation activity/ practice activity By role-relationship, learner-centered activity / teacher-centered activity By theoretical constructs, meaning focused vs. form-focused activity; functional vs. social interaction activity; reception (input) vs. productive (output) activity …. 2. Procedural sequence Generally, we have top-down sequence (for meaning-focused class) and bottom-up sequence (for form-focused class) More specifically, for top-down approach (eg. teaching reading ), the sequence usually used is: Pre-reading While-reading Post-reading For bottom-up approach, (eg. teaching “present continues tense”), PPP sequence is often used: Presentation Practice Production 3. Organization mode Classroom activities can be organized in different patterns of student grouping: Whole-class work (T-centered) Group work Pair work (learner-centered) Individual work Q: 1.What are the advantages and likely problems with each of them ? 2.In terms of teacher-student role relationship, what is the difference among these groupings? Task I: How to design the first lessons Task I: How to design the first lessons To teachers: 1. Spoken to a number of individuals in the class 2. Learned some people’s names 3. Started to learn some personal information about them 4. Started to learn something of the individual characters in the class Task I: How to design the first lessons To students: 1. Taken part in a number of interesting and involving activities 2. Started to find ways of working co-operatively with others Learned some inform