英语教学设计
首都师范大学 外国语学院 英语教育系 林立 教授 2007夏 2007夏 厦门
Topics for Today
Instructional design (focus on lesson planning) Writing lesson objectives for learning effectiveness
Lesson planning
Begins with lesson objectives Tasks lead to the achieving of objectives Ends with a check on the objectives
Writing Teaching objectives
For learning effectiveness
Teaching objectives
An objective is a statement not of what the instructor plans to put into the lesson but of what the learner ought to get out of the lesson. Heinich, R. et al. 1993
确定教学目标
根据《英语课标》 根据《英语课标》教学的总目 标、单元目标来确定一节课教 学目标, 学目标,指导课堂整个教学过 程。 目标设定:知识与技能, 目标设定:知识与技能,还涉 过程与方法、 及过程与方法、情感态度和价 值观等 值观等 。
Importance
For the teacher, to know where to lead learners For learners, to know where to go The teacher and learners travel together, going to the same destination. Teaching and learning are goalgoaloriented activities.
教学目标阐述内容 目标阐述内容

  1. 行为主体:(学生) 行为主体:
  2. 行为内容(动词 + 对象):写出、说 行为内容 出、陈述、鉴别、判断、计算…
  3. 行动条件: 学生行为产生的条件,影 行动条件: 响学生学习产生的结果。例:依据句 子类型…
  4。行为标准:学生达到目标的最低水平, 。行为标准: 用以测量学习成果的达成度。例:至 少说出3点A与B的区别
Decide on teaching objectives Write them down in the format of ABCD Inform learners of them Design quick way to check if they are reached
Procedures
Objectives A udience B ehavior C ondition D egree
目标的陈述
新课标对 “教学目标的陈述” 的要求:
主体施动者” 教学目标表述的 “主体施动者”应是学 抛弃以前的“以教师为主体施动者” 生,抛弃以前的“以教师为主体施动者” 的表述方式。 学生为主体, 的表述方式。体现 “学生为主体,教师为 主导” “一切为了学生的发展”的教学 主导” 一切为了学生的发展” 理念。 理念。 以前:通过本节课的教学 教学, 以前:通过本节课的教学,让学生了解 或理解、掌握) 等 (或理解、掌握)XX等 现在:通过本节课的交流、探讨, 现在:通过本节课的交流、探讨,学 生能够获得XX知识、学会XX方法,等。 生能够获得 知识、学会 方法, 知识 方法
In other words
Who (A) Will do what (B) Under what conditions (C) To what degree (D)
ABCD
A = students’ needs, level students’ B = students’ action (verbs) students’ C = activities D = realistic goals
目标陈述
? 说明教学后学生能够做什么、 说明教学后学生能够做什么、 说什么( 说什么(预期学生学习之后 将产生的可观察 可测量的 可观察、 将产生的可观察、可测量的 行为变化) 行为变化) ? 规定学生行为产生的条件 ? 规定符合要求的作业标准
Verbs in objectives
Our teaching objectives need some verbs to tell us what our students will be able to do after teaching. These verbs should be action verbs through which we can anticipate their actions.
Mental verbs
grasp, understand, develop, enjoy, improve, remember, review, train, get the general idea, practice, master, etc. Too general to be qualified as a specific lesson objective
Behavioral verbs
a to z
Analyze, apply, arrange, assemble Build Categorize, choose, classify, compare Deduce, define, demonstrate Estimate, evaluate, explain Generate, graph Identify, indicate Label, locate
A to Z
cont. cont.
Make, match, measure, modify Name Operate, order, organize, outline Predict, prepare, present, pronounce Read, reconstruct, reduce, revise Select, solve, sort, specify, state, suggest Tabulate, time, translate, type Underline Verbalize Write
教学目标的四个层次
知道:对所学知识有大致印象 识记:记住所学知识要点,说出大意,在有关情
景中识别它们 理解:在识记基础上,能解释说明所学知识含 义,对不同知识采用适当的形式(文字、 图、表)来表达。 应用:在理解基础上分析知识的联系与区别;在 新的情景中综合运用所学知识,解决实际 问题;运用所学知识,对有关的规律和结 果进行评价
Some commonly used structures
1
Teaching goals Ability goals Learning ability goals 2 Teaching aims and demands
Some structures
3 Knowledge Affect Skill 4 Teaching purpose
Some structures
5 Teaching aims Teaching difficulties Teaching method Teaching procedures 6 Teaching goals
Structures
7 Knowledge aims Ability aims Moral education aims
Some choices
Teaching purposes Teaching goals Teaching aims Teaching objectives
Practice
Objectives Revision
Sample 1
Original: Original:Enable students to talk about festivals and customs in English and express or support an opinion with suitable expressions Revised: Revised: After the functional practice (C), the students (A) will be able to say (B) fluently (D), the names of some important festivals in English, and say what people often do on these holidays.
Sample 2
Original version:Let students version: know something about New Zealand Revised version:After reading version: the passage (C),most (D) ),most students (A) will be able to list in written form (B) ,places of interest in New Zealand
Sample 3
Original version:Help students version: learn to read science writing and know about scientists and their work Revised version:Through version: reading and explanation (C), students (A) will be able to summarize the main contents of the passage (B), orally/in writing (C), from memory (C).
Ex. 1
Original version: Train the students’ students’ listening and speaking abilities Revised version:
Ex. 2
Original: Learn and master useful new words and expressions appeared in this period Revised:
Ex. 3
Original: Improve students’ ability of students’ reading comprehension by skimming and scanning Revised:
Ex. 4
Original: Review some important words and expressions learnt in this unit Revised:
Ex. 5
Original: Do some reading to improve students’ students’ integrating skill Revised:
Ex. 6
Original: Train students’ ability of students’ reading Revised:
Ex. 7
Original: Learn to describe a person, using proper adjectives Revised:
Practice 2
Objectives Revision Check
Sample 1
Original: Original:Enable students to talk about festivals and customs in English and express or support an opinion with suitable expressions Revised: Revised: After the functional practice (C), the students (A) will be able to say (B) fluently (D), the names of some important festivals in English, and say what people often do on these holidays. Questions to check: what’s the English for 圣诞 check: what’ Christmas? 节?What do people do on Christmas?
Sample 2
Original version:Let students know version: something about New Zealand Revised version:After reading the version: passage (C),most (D) students (A) ),most will be able to list in written form (B) , places of interest in New Zealand Ways to check: write some places you’d check: you’ like to visit in New Zealand.
Sample 3
Original version:Help students learn to read version: science writing and know about scientists and their work Revised version:Through reading and version: explanation (C), students (A) will be able to summarize the main contents of the passage (B), orally/in writing (C), from memory (C). Ways to check: ask students sum up the check: contents. Or ask them to write out the contents.
Ex. 1
Develop students’ abilities in students’ speaking, listening as well as reading by doing some practice Revised: Check:
Ex. 2
Enable students’ to grasp the students’ main idea by analyzing the title and the topic sentence of each paragraph Revised: Check:
Ex. 3
Revise the usage of the modal verbs like must, mustn’t, should, ought to, shouldn’t Revised: Check:
Ex. 4
Talk about modern agriculture and the effects it has on people’s people’ life Revised: Check:
Ex. 5
Let students’ know how to deal with students’ an accident. Revised: Check:
Ex. 6
Help students’ to master the students’ important words, phrases and sentences in the passage. Revised: Check:
Ex. 7
Develop students’ other abilities students’ of using English as well as the ability of reading. Revised: Check:
Ex. 8
Talking about the USA and New York Revised: Check:
Ex. 9
Improving students’ listening students’ and speaking abilities Revised: Check:
Ex. 10
Enabling students to learn the culture of USA Revised: Check:
Case studies
Real samples
Case 1

  1.全体学生能正确认读、听懂、理解本课一 全体学生能正确认读、听懂、理解本课一 全体学生能正确认读 些服装词汇: 些服装词汇:tie, socks, coat, jeans, jacket, etc.
  2.正确读出dark 等11个单词。 正确读出 个单词。 正确读出 个单词
  3.
  90%左右的学生能正确拼写这些单词。 拼写这些单词 %左右的学生能正确拼写这些单词。 Check:

  1.
  2.
  3.
  4.
认读评估: 认读评估:quick check 3 levels-learners 听写评估: 听写评估:Group/peer dictation 匹配评估: 匹配评估:picture/word match 拼写评估: 拼写评估:combine with 2
Case 2
全体学生继续巩固练习现在进行时,
  95%左右的 全体学生继续巩固练习现在进行时,
  95%左右的 学生熟练掌握 学生熟练掌握 What she wearing? She __ wearing a T-shirt? 句型。 T句型评估:填空
What you wearing? I’m a white dress. What he wearing? He __ a brown suit. What they wearing? They yellow uniforms. What she wearing? She wearing a blue sandals.
Case 3
90%左右的学生能够口、笔头正确使用 90%左右的学生能够口、笔头正确使用 “主 左右的学生能够口 句型。 语 + be + wearing” 句型。 句型评估: 句型评估: 口头:教师问学生, 口头:教师问学生,学生互问 笔头:picture sentence making e.g. a boy 笔头: wearing a red T-shirt, a girl wearing a Twhite shirt, a man wearing a green uniform, a lady wearing a long dress, etc.

  1.
  2.
Finally
Performance objectives help us focus on the desired behavior in designing tasks to help it happen, practice what is to happen, and check whether the desired behavior really happen.
What’s ABCD? A B C D
Give 3 mental verbs

  1.

  2.

  3.
Give 3 behavioral verbs

  1.

  2.

  3.
 

相关内容

高中新课程英语学科培训专题讲座(2)??首师大林立老师“教学设计”专题 人教版

   英语教学设计 首都师范大学 外国语学院 英语教育系 林立 教授 2007夏 2007夏 厦门 Topics for Today Instructional design (focus on lesson planning) Writing lesson objectives for learning effectiveness Lesson planning Begins with lesson objectives Tasks lead to the achieving of object ...

专题五 新课程理念下的高中英语听力教学

   专题五 新课程理念下的高中英语听力教学 【课标要求】 课标要求】 一、听力技能目标 6 级听力技能目标: 级听力技能目标: 1 .能抓住所听语段中的关键词,理解话语之间的逻辑关系; 2 .能听懂日常的要求和指令,并能根据指令进行操作; 3 .能听懂故事或记叙文,理解其中主要人物和事件以及他们之间的关系; 4 .能从听力材料、简单演讲或讨论中提取信息和观点。 7 级听力技能目标: 级听力技能目标: 1 .能识别语段中的重要信息并进行简单的推断; 2 .能听懂操作性指令,并能根据要求和指令完成任 ...

专题讲座:追求英语课堂导入教学

   追求英语课堂“导入教学” 追求英语课堂“导入教学”的效 度 ?中学英语导入教学案例分析 讲座背景??导入教学的重要性 讲座背景??导入教学的重要性 ?? 关联词??片断教学:在简短 片断教学: 关联词 片断教学 10-15分钟时间里 分钟时间里, 10-15分钟时间里,无论是专家指 定还是教师自定片断教学形式, 定还是教师自定片断教学形式, 一般都选择以导入为切入点。 一般都选择以导入为切入点。 能展示教师的设计智慧和教学 艺术等风采的有效途径。 艺术等风采的有效途径。 教学智慧: 教学智慧 ...

人教版小学四年级英语上册教学设计

   PEP 四年级第一课时教学设计示例 课题: Unit One My classroom 教学重点: 学习 What's in the classroom?及相关单词:classroom, window, door, picture, board, light. 教学难点:1. window 一词注意 w 的发音,不要与 v 的发音混淆,教师在教学中应及时纠正. 2. 在回答"What's in the classroom?"时,注意单词复数的读音. 教具准备: 1. 教材 ...

人教版PEP小学三年级英语上册教学设计

   本文由liushuai860323贡献 doc文档可能在WAP端浏览体验不佳。建议您优先选择TXT,或下载源文件到本机查看。 盘县英武乡中心小学 R? ^% 小学三年级英语上册教案设计 英语上册教案 PEP 小学三年级英语上册教案设计 [英武小学]PEP 英语三年级 Unit 1 Hello 第一课时 教学目标: 1、听懂、会说 Hello./Hi . Goodbye./Bye-Bye. I'm …… 2、通过创设见面打招呼、自我介绍以及道别等情景,让学生学 会见面打招 ...

人教版PEP小学三年级英语下册教学设计

   Unit 1 A 部分 Welcome back to school 第一课时 教学内容与目标: Let’s talk 本部分主要巩固 Good morning./ Hi.并学习新句型:We have a new friend today. I’m from …(国家)。Welcome!通过教学会话, 让学生学会介绍他人及做自我介绍。 教学过程: 1.热身/复习(Warm-up/Revision) (1)播放英语歌“Hello”的录音,让学生跟着录音演唱。 (2)师生之间互相打招呼,与学生进 ...

英语角专题讲座

   英语角专题讲座 Lectures About English 主题Topics: 主题Topics: 趣味英语Funny 趣味英语Funny English 高中英语学习法How 高中英语学习法How To Learn English 主讲人Speaker: 主讲人Speaker: 钱朝辉 Mr.Qian Zhaohui "Once a hole of mice lived in a family happily.. But one day a big black cat came to ...

大学生英语四六级专题讲座策划书

   【大学生电脑主页】?? 大学生电脑主页】 dxsdianano.com 友情提供,欢迎您的访问! 友情提供,欢迎您的访问 访问! 大学生英语四六级专题讲座策划书 一,活动背景,目的 活动背景, 全国英语四六级考试越来越近,同学们也都为之匆忙的准备着.在这短短的不到三个 月的准备中, 谁能高效率的复习谁就将是最后的胜利者. 为使同学们能更好的针对此次英语 四六级考试复习,一个提高复习效率的讲座是急需,必要的. 二,活动对象 全院对英语四六级感兴趣的全体学生,主要针对我院大一,大二同学. 三,活 ...

初中英语新教师第一次专题讲座一

   If teaching itself is a type of professional art, as teachers, you need to learn the art diligently before you can become artists. Give me six hours to chop down a tree and I will spend the first four hours sharpening the axe. How to design lessons ...

大学生英语四六级考研专题讲座策划书

   大学生英语四六级 考研专题讲座 策 划 书 校英语协会 大学生英语四六级考研专题讲座策划书 一、活动背景: 活动背景: 随着时代的发展,英语在社会中扮演的角色越来越重要。全国英 语四六级考试越来越近,同学们也都为之匆忙的准备着。在这短短的 不到三个月的准备中,谁能高效率的复习谁就将是最后的胜利者。为 使同学们能更好的针对此次英语四六级考试复习, 一个提高复习效率 的讲座是急需、必要的。 二、活动目的及意义: 活动目的及意义: 为了促进建院英语文化的繁荣发展, 培养学院浓厚的英语学习氛 围,推 ...

热门内容

机械专业英语词汇

   金属切削 metal cutting 机床 machine tool 金属工艺学 technology of metals 刀具 cutter 摩擦 friction 联结 link 传动 drive/transmission 轴 shaft 弹性 elasticity 频率特性 frequency characteristic 误差 error 响应 response 定位 allocation 机床夹具 jig 动力学 dynamic 运动学 kinematic 静力学 static 分 ...

79班七年级下英语单词记忆表

   日期 每天十 单词,请用心记忆哦, 每天十个单词,请用心记忆哦,加油 1. exciting 2. buzy 3.difficult 4. dangerous 5. fun 6. boring 7. want to do 8. job 9. because 10.work hard r= 令人激动的,刺激的 忙碌的,繁华的 拥挤的 困难的 危险的 好玩的 无聊的 想要做某事 工作 因为 努力工作,努力学习 期五的中午为自我检测时间, 重新记忆一遍 本星期的默写哦. 一定记得给自己评分哦. ) ...

高三英语专题复习-状语从句

   嘉兴英语教学网 www.jxenglish.com 收集整理 欢迎使用 高三复习 状语从句 【专题眺望 专题眺望】 专题眺望 知能目标: ① 状语从句中从属连词的正确使用。 ② 主从句动词时态的一致性。 ③ 状语从句中的省略现象。 ④ 状语从句与其他从句、非谓语动词作状语之间结构上的区别和相互转换。 命题规律: 状语从句在单项选择中的比重有所增大。侧重考查状语从句中的连词的选用,尤其是一些较特 殊的连词、连词词组的含义和用法,如 in case, on condition that, the ...

英国人学英语方法

   周维清他们这边 周维清他们这边,众人已经迅速做出了反应, 周维清他们这边,众人已经迅速做出了反应,林天熬身形一 闪,就冲到了周维清面前,本命珠释放而出。能让周维清狼 就冲到了周维清面前,本命珠释放而出。 狈逃回来的对手,又岂会普通? 狈逃回来的对手,又岂会普通? 乌鸦也扯着马群来到周维清另一边, 乌鸦也扯着马群来到周维清另一边,上官菲儿则是腾身 而起, 以她那天不怕、 地不怕的性格, 当然不肯就这样避开, 而起, 以她那天不怕、 地不怕的性格, 当然不肯就这样避开, 而是朝着外面血红狱众人看 ...

2010年6月大学英语六级真题B卷试卷

   恒星英语学习网 http://www.hxen.com 编者注: 编者注:2010 年 6 月大学英语六级考试 CET6A 卷真题与 B 卷完全一致,仅题目 顺序不一样而已,A 卷考生请参照 B 卷真题及参考答案! Part I Writing (30 minutes) 注意:此部分试题在答题卡 1 上。 Directions: For this part, you are allowed 30 minutes to write a short essay on the topic of D ...