常州市英语五课两评精品教案文档格式.docx
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Inclassroomteaching,teachershouldalwaysrememberthefollowingconcept:
TellmeandIwillforget;
teachmeandIwillremember;
involvemeandIwilllearn.
Sotheprocessofteachingalanguageshouldnotonlybepracticingthelanguageitself,butaninterestingjourneytothecultures,valuesandlife.Duringthejourney,learnersareinvolvedinthelanguageandengagedinreallife.Whatevertheyhavelearnedisnotactuallyimportant,butthattheyhaveusedthelanguagetosolveproblemsreallycounts.
Inthisway,theteacherswillsurelyenjoyteachingwhilethestudentsenjoylearningthelanguagein“real”life.
Ⅱ.Thecontexts
AsaforeignlanguageinChina,Englishisseldomusedinstudents’reallife.StudentscannotacquirethelanguagenaturallylikenativespeakersorlearnersinwhosecountryorregionEnglishisusedasaSecondLanguage.
Inanactualfact,theclasseshavebeenthemostimportantandfrequentoccasionsonwhichstudentsareexposedtothelanguage.Therefore,theclassroomteachingshouldprovidethelearnerswithopportunitiesformorethanmerelymechanicalclassroompractices,butvalidandnaturallyoccurringcontexts.
Ⅲ.Teachingmaterials:
1.Aboutthetextbook
PublishedbyFenghuangMediaGroupandJiangsuEducationPublishingHouse,thebookEnglishisspeciallydesignedforvocationalschoollearners.Inbook1,thereare10units,andallofthetentopicsarecloselyrelatedtostudents’studyandlife.Eachunitconsistsofthefollowingsevenparts:
warm-up,listeningandspeaking,readingandwriting,languageinuse,reallifeskills,furtherreadingandwrap-up.Withtheconceptoftask-basedteaching,thesevenpartscanbeconnectedtogetherandeachservesthefollowingpart,justlike“scaffolding”.Withlife-likesituations,studentscan“use”,ratherthanmerelypracticethetargetlanguageindifferent“tasks”.Inthisway,students’interestsaremotivated,andtherefore,abilitiesimproved.
2.Aboutthisunit
Amongallthetentopics,Unit8“LifeOnline”providesmuchinformationaboutthedigitalproductsandonlineactivities.MoststudentshaveownedcertaindigitalproductsandtheyareabletomakeuseoftheInternetaswell.However,somestudentsareaddictedtotheInternetactivitiesandtheyspendfarmoretimeontheInternetthanontheirstudy.Therefore,itisnecessaryforthestudentstohaveproperopinionsontheInternet.Afterlearningthisunit,studentswilllearnnotonlythelanguage,butalsothedialecticpointofviewontheInternet,aswellasproperattitudestowardslife.
3.Teachingresources
(1).English,book1,pages127-146;
(2).Teacher’sbookforEnglish,book1;
(3).StudyGuideforEnglish,book1;
(4).multimedia;
(5).somedigitalproducts;
(6).tonguetwisters;
(7).theInternet,etc.
4.Reconstructionofthematerials
“Teachthelanguagebythetextbookratherthanteachthetextbook.”Thisconceptiswidelyacknowledged.Sowhiledoingtheinstructiondesign,theteacherreconstructssomeofthematerialsinthetextbook.ThewholeunitisdesignedforaProject,whichaimsatfosteringstudents’overallabilitiesoflistening,speaking,readingandwriting.Thesituationdesignedintheprojecthassomethingtodowithstudents’futurecareer,sostudentscanfostertheirintegratedskillsintheproject.What’smore,bydoingtheproject,studentswillhaveproperattitudestowardstheInternetandlife.
(1)TherearetwoitemsintheVocabularypart.OneisaboutpopularabbreviationsinSMSmessages;
theotherisrevisionofwordsinthereadingpassage.Takingstudents’interestsandEnglishproficiencyintoaccount,bothofthetwoitemsarearrangedashomework.TheformeroneisdoneafterthePhoneticsandGrammar.Thelatterone,assignedafterthefirstreadingpassage,isusedasrevision.
(2)Accordingtothetextbook,thewritingactivity(actuallyacontrolledwriting)fallsafterthefirstreadingpassage.Inthispart,studentsarerequiredtowritepostsonthemicroblog.Consideringthattargetlearnerscanfinishthisactivitywithoutanydifficulty,theteachermovesthisparttothe“wrap-up”,andgetsstudentstofinishthetaskonREALmicroblog,makingitafreewriting.Whenthelanguageisusedinreallife,studentswillgetinvolvedandenjoydoingthetaskinsteadofbeingforcedtofinishtheassignment.
(3)Inthelastperiod,studentswillpresenttheirproject,whichconsistsofbothspeakingandwriting.StudentspracticetheirspeakingabilitiesmainlyintheListeningandSpeakingpart.Asforfosteringstudents’writingabilities,theteacherarrangesitinRealLifeSkillspart.Theyareaskedtouseimperativesentencestoshowhowtoshoponlineandavoidcheatingonline,whichwillbeusedintheProjectinthelastperiod.
(4)TheInternetislikeavastoceanwheretherearehugeamountsofinformationandvariousactivities,includingmultimedia.Asfarasthetopic“Internet”isconcerned,muchabouttheInternetcanbeusedinteachingandlearning.Forexample,somewebsitesaresuggestedtostudentstofurthertheirstudyafterclass.Intheclass,teacherandstudentssurftheREALInternettogetinformationordothedemonstration.Whenfinishingtheunit,studentswritetheirfeelingsontheirMicroblogs,andtheteachercommunicateswiththemonMicroblogaswell.Inthisway,theteacheralsogetsfeedbackabouthis/herteachingandgetsabetterunderstandingofstudents.
Ⅳ.Learners
1.Learnersofgreatdiversity
Asisknowntoall,learnersareofgreatdiversityinaclass.
Somearefield-independent,whileothersarefield-dependent;
someareintrovertwhileothersareextrovert;
thereareactivists,reflectors,theorists,pragmatistsandsoon.Soininstructiondesign,theteachershouldtakealltheseintoaccount.
Besides,learnershavedifferentlanguageproficiency,sotheyshouldbeassigneddifferenttasks,includingclassroomactivitiesandhomework.
2.Learningstrategies
AccordingtoWedell,M(1995),extrovertlearnersaregenerallymoresociableandgregarious,andtheiroverallproficiencyislikelytobedevelopedmorequicklythantheintrovertones,whodevelopafullerandmoreaccurateunderstandingofthelanguagestructurethantheextroverts.
Fielddependentlearnersareusuallyexpectedtodevelopgoodinterpersonalcommunicationskillswhilefieldindependentlearnerstendtoanalyzeinformationtheyget.
Somestudentsarefondofgroupdiscussions,cooperationwhilesomeloveindividualreadingorwriting.
Differentlearnershavedifferentfavorablelearningstrategies.Whattheteachershoulddoistovaryactivitiesandstrategiessoastogeteverystudentinvolvedintheclass.
3.Thepreviousknowledgeoflearners
(1)Moststudentsarefamiliarwiththeonlineactivitiesandeverystudentownsoneormoredigitalproducts.TheytalkalotintheirlifeaboutthetwotopicsinChinese.However,somestudentshavedifficultyintalkingabouttheseinEnglish,nottomentionofferingopinionsinEnglish.So,tryingtobuild“scaffold”graduallyintheteachingandlearningprocessisnecessary
(2)Studentshavebeentaughttoreadthepassagebyprediction,skimming,scanningandotherstrategiesintheformerclasses.Sotheyareexpectedtofinishtheassignmentintworeadingpassages.
(3)StudentshavelearnedIPA(InternationalPhoneticAlphabet),buttheyareconfusedaboutsomeofthem.Sosufficientpracticesarenecessary.
(4)StudentshavelearnedPresentContinuousTense,andtheyarequiteconfidentofusingtherulestofinishtheassignmentsintheclass.ThefocusofthegrammarlearninginthisunitliesinthedifferencesbetweenPresentContinuousTenseandSimplePresentTense.
(5)Studentshavedoneprojectsintheformerunits,sotheywillbeabletodoitthistime.
(6)Students’majorhassomethingtodowiththeoldpeople,andtheyhaveleanedhowtotakecareoftheoldpatientsbothphysicallyandmentally.Sotheywillbeabletodotheprojectinaproperway.
4.Motivationandattitudesoflearners
Franklyspeaking,notallthestudentsinvocationalschoolsarewillingtolearnEnglish,someofwhomevendon’twanttodoanythingaboutstudy.AlotofstudentslearnEnglishnotbecausetheylikeit,butbecausetheyhavetopasssomeexaminationsorgetastablejobinthefuture.Thisistheirextrinsicmotivation,somewhatlikeInstrumentalMotivationbyLambert.
However,notasinglestudentlikeslosingfacebeforepeers.Teensareeagertoattractothers’attentionbothinandoutoftheclass.Soitisbelievedthatmeaningfullearningisoneofthemethodstostimulatestudents’intrinsicmotivation,similartoLambert’sIntegrativeMotivation.AccordingtoCooper(1981),“Ifmoststudentshadtoknowagivenlanguageinordertoaccomplishsomegoalforthemselves,thenmostwouldlearnit.”Inthisway,aprojectbasedona“real”situationwilldo.
Underlyingandsupportingmotivationareawholerangeofattitudestolearning,thelanguageanditsspeakers.Thelearner’sownattitudesmaybeinfluencedbythoseoftheirparents,theirpeers,andtheirteachers.
Unfortunately,somevocationalschoolstudents’attitudestoEnglisharenegativ