课堂教学：策略、评价与研究演示课件.pptVIP

口语教学原则 练习时，在流利度和准确度之间找到平衡点 创设情境进行口语练习 联系学生实际或个人生活展开口语活动 使有意义的交际最大化 帮助学生树立信心 帮助学生发展口语交际策略 好好的 成功的口语活动具备以下特点 最大限度使用英语 学生参与度比较均衡 学生有较强的表达欲望 适合学生水平 好好的 The ABCD Model 好好的 可以用于表述教学目标的动词 tell, list, define, name, identify, state; transform, change, describe, explain, restate/retell, infer; apply, practise, employ, use, demonstrate, illustrate, show, report; analyze, distinguish, examine, compare, contrast, investigate, categorize, classify, organize; create, compose, construct, design, produce, discuss, imagine; judge, decide, select, justify, evaluate Knowledge Comprehension (understanding) Application (using) Analysis (Taking part) Synthesis (creating new) Evaluation 好好的 知识理解：指认、辨认、命名、标示、排列、选择、列题纲、阐述、说/答出具体事实，名称、地点、事件等； 知识运用和能力发展 ：读懂，询问，描述，讲述，举例、计划、表演，展示，说明，推测，想像，创造，表达个人见解，写出，改编… 认知和思维能力发展：知道为什么，区分，分类、比较、归纳与概括、举例、推理、判断等 学习策略 发展的描述：积极运用英语进行表达，能够借助图片理解故事主要内容，能够利用手势、表情进行交流，能够反思自己的学习情况，等 可以用于表述教学目标的动词 好好的 听说教学 好好的 The bottom-up model The top-down model The Pre-, While-, Post- model 听力教学的模式 好好的 The bottom-up model In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. This process expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases, and structures. 听力教学的模式 好好的 The top-down model In the top-down model, listening for gist, making use of the contextual clues (knowledge about the speaker, the setting, the topic and the purpose of the talk) to construct meaning are emphasized. In other words, listening involves “knowledge that a listener brings to a text, sometimes called ‘inside the head’ information, as opposed to the information that is available within the text itself” (Hedge, 2000:232). 听力教学的模式 好好的 The Pre-, While-, Post- model 听力教学的模式 好好的 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。 听前活动举例 好好的 检查预测 听主旨大意 连线/配对 完成表格/段落 听关键词 排序 记笔记 判断