《英語詞匯教學》PPT課件.ppt

困惑一：閱讀教學中該如何使用多媒體課件,直接從網(wǎng)上下載就上課 下載后稍做改動就上課 制作過于花哨（動畫 、電影、電視片段等） 制作過于全面 （問題、答案等),例1：U3M2 : Computer Warming up: “Please watch this”放一段CS（美國研發(fā)的網(wǎng)絡(luò)槍戰(zhàn)游戲，約2分鐘）引出今天的話題： “Well, today well talk about computer. Do you like computer?” 學生行為： 觀看游戲，小聲議論。然后齊聲回答： “Yes.”有的學生在討論有關(guān)CS的話題。,分析：,熱身部分的主要作用是什么？ 目的是什么？ 你的設(shè)計有效嗎？ 如何設(shè)計一個與單元主題聯(lián)系緊密的導入,一個被多媒體充斥的課堂有人不客氣地把它說成是“網(wǎng)吧”，上課成了看“電視”， 教師成了課件的“講解員”， 學生只是一個“觀眾”，座著等答案。,弊端：,制作過于精美、全面教師一旦遇到意外就無法上課了。 不利于培養(yǎng)和訓練學生的聽力 制約了學生的想象力 不利于學生思維能力的訓練 不能調(diào)動學生的學習主動性，只能被動接受,困惑二：閱讀教學中如何處理生詞，是否需要領(lǐng)讀,利用早自習時間對整個單元的詞匯集中領(lǐng)讀或作一些簡單的解釋 把整個單元的詞匯根據(jù)課時分成若干部分處理 直接要求學生課前自習 有時由于課時緊張，干脆不做任何處理,詞匯教學的問題和困難,1. 主次不分，平均用力，負擔過重 2. 求深不求廣 ，難以有效拓展 3. 方法單一，缺乏語境，學得快忘得快 4. 缺乏策略指導，獨立學習能力差 5. 重記憶、輕運用，語言運用能力差,那么詞匯教學應該怎樣處理才有利于學生語言能力的發(fā)展呢？或者說如何促進學生詞匯學習的有效性呢？,學法指導貫穿始終，激活學生學習策略; 詞匯教學注重多樣，激發(fā)學生思維過程； 詞匯教學滲透過程，強化學生運用能力； 詞匯學習增加輸入，擴大學生資源策略。,一、學法指導貫穿始終，激活學生學習策略,英語詞匯是有規(guī)律的，成體系的。因此，詞匯教學應充分運用整體教學法，使學生依據(jù)詞匯內(nèi)部的形、音、義、構(gòu)造、用法的縱橫聯(lián)系去掌握詞匯。 音、形、義結(jié)合，構(gòu)詞策略，語境策略，直觀教學，組塊學習，類比聯(lián)想，歸類總結(jié)，使用詞典，記憶的間隔效應（有間斷地復述刺激信息）等等。,bag, bad, bat, cat, hat, mad, pat, dad, can, has, fat, gap, nap, sad, happy, lap, tap, bank, back, camp, fact, man, map, sat, stand, pal, match, act, fax, pack, black, rat, snack, flag, crack, mat, cash, crash, trash,made plane hate tape rate bake mad plan hat tap rat back,二、詞匯教學注重多樣，激發(fā)學生思維過程,（一）詞匯教學語境化體會用法，思考意義 1、利用語境，識詞辯義。 My parents are presenting the people present with presents at present. The boy laying the table lied that the hen lying there had just laid two big eggs. The sleeping child is sound asleep now, so by the time he is awake, he wont feel sleepy.,2 、一詞多義，置于情境。,Today is my birthday. When I came home with a light heart（adj.輕松的）, my parents were busy preparing dinner. The light in the room was poor（n. 光線）, so I turned on the lights（n.燈）. Now our room was bright with all the lights on. （n. 燈）Soon dinner was ready. My father turned off the lights（n. 燈）and lighted（v.點燃）the candles on the cake which lit up （v.照亮，使明亮）the room. Light music（輕音樂） was played. I prayed for my dream. When I opened my eyes, the lights（n. 燈） were on again. In my mothers hand lay a present which was a light（adj.輕的） silk scarf with a light (adj.淺色的，淡色的) blue flower in the middle. How beautiful it was! How happy I was!,3、英語解釋，明確意義。,單詞、詞組、句子 如M8 Unit 3 Inventors and Inventions 1.Youll know if I succeed by the size of my bank balance. 2. All really big discoveries are the result of thought. 3. Leave the beaten track occasionally and dive into the wood. 4. Bell was an inventor all his life. 5. The day is coming when telegraph wires will be laid on to houses just like water or gas.,4 、文化差異，英漢對比。,英漢文化不同，表達方式也不同。為了使學生用英語時思想通暢，就應把英漢的差異點作為教學的難點和重點，進行有針對性的實踐練習，達到習慣成自然的地步。 漢語 英語 我的英語好。 Im good at English. 我的生活好。 Im living a happy life. 我的身體好。 Im in good health./ Im fine/ well. 我的視力好。 I have a good eyesight. 我的生意好。 I have good business./ My business is booming./ Im getting on well with my business. 我一切都好。 Everything goes on well with me. Everything is O.K with me.,5 、搭配不同，復用舉例。,英語中有許多同義詞在與其他詞使用的規(guī)則上或在適用的句式和位置分配上往往有約定俗成的“習慣用法”，如果將它們所組合的詞組或句子排列起來加以比較，學生對它們的概念就會更清楚。 如：gain (full marks, honour, experience, respect); earn (wage, a living, bread, a reputation, admiration, respect ); win (a prize, a war, a match, a victory) beat (sb, a team, a class, a school, an army, the world record. ) defeat (sb, a team, the enemy, her hopes of election),6、一句多譯，曲折表達。,他是班上最好的學生。 He is the best student in the class. He is better than anyone else / any other student in the class. He is better than any of the other students / all the other students in the class. Nobody else in the class is as good as he. He is ahead of any other student in the class.,二、詞匯教學注重多樣，激發(fā)學生思維過程,（二）詞匯教學主題化豐富詞匯，強化運用 1、頭腦風暴，思維輻射。 課文中每個話題都可列出許許多多與話題有關(guān)的詞、詞組、句式、相關(guān)文章等等。 進行大量輸入，反復刺激，不但使學生鞏固詞匯，使他們有話可說，而且能為寫作作好鋪墊。如話題disaster,說出很多相關(guān)的詞匯：earthquake, flood, drought, typhoon, hurricane, fire, volcano eruption, storm, snow storm, sand storm, thunder storm, landslide, avalanche（雪崩，山崩）,mountain landslide（山體滑坡）, torrential rain（山洪，暴雨）, tsunami. 利用聯(lián)想找出許多與natural disaster有“牽連”的動詞、詞組等。（下面例略） 由這些現(xiàn)象想到各種原因與結(jié)果的相關(guān)詞匯， 由結(jié)果聯(lián)想到相應的人為原因的詞匯， 針對這些現(xiàn)象可采取哪些措施的詞匯等等。 轉(zhuǎn)入話題討論,語義場理論在詞匯教學學習中運用的主要策略,1.大腦風暴 2.建立語義網(wǎng)絡(luò) 3.建立概念圖,1、大腦風暴,2、建立語義網(wǎng)絡(luò),3、建立概念圖,建立概念圖,建立概念圖,Unit1Book3詞匯教學過程,1.以“festival”為核心激活原有詞匯 2.以 “festival”為核心建立概念圖 3.以 “Valentines Day” 為主題展開聯(lián)想 4.詞匯產(chǎn)出運用,2 、激發(fā)興趣，話題討論。 話題討論是詞匯理解與運用的突破口。教材中每一單元都有一個中心話題以及相關(guān)詞匯。因此，教師課前要有效導入，引出重點詞匯，課中要圍繞重點，以話題為主線，理順邏輯，層層推進。 例： Unit 2 M8 Cloning What do you know about cloning? (definition, kinds of cloning, benefits, questions, etc.) Retell the procedures of sheep cloning Is cloning good or bad?,Describing a place/ building Brainstorming: Words relevant to a place or building n. 相關(guān)名勝、建筑、可欣賞的項目等 v. 如何旅游、看、欣賞 adj. fascinating, charming, superb, wonderful, fantastic, terrific, gorgeous, break-taking, spellbinding, famous, well-known, amazing, magnificent, huge, pretty, grand, beautiful, oddly-shaped, curiously-shaped, excellent, popular, interesting, attractive, exciting, thrilling, impressive, delighting, spectacular, modern, historical, cultural,Expressions（英語同步閱讀與寫作葛炳芳）,Location lies/ stands/ near/ behind/ in front of/ by the side of/between/ among is situated/ located in/ on/ to/ at There stands/ sits / lies/ exists/ live Surroundings is located/ situated on the west of the lake/ to the east of the mountain/ in the east of the province West of the city stands a tall building. Its about 40 km northeast of Surrounded by mountains on three sides, the small village faces a clear river on the east. Vancouver is surrounded by mountains on the north and east and the Pacific on the west.,Population has a small/ large population of acountry with a population of percent of the population here are Area Tianan Men Square, the largest square in the world, covers/ has/ occupies an area of Tianan Men Square, covering an area of is the largest square in the world. The square is 2,000 metres long and 1,500 metres wide. Our school, which takes up 63 square kilometres, is very large in size.,History has a history of over awith a long history. is years old. / dates back to/ dates from Places of interest In there are many places of interest, such as / like is one of the most well-known places of interest in the world. is known as a paradise for is like a beautiful landscape painting is a feast for the eyes. was built in memory of/ in the style / shape of it is a wise choice/ alternative to, get the itch to travel, feel the urge to ,Benefits,A trip to will give you a glimpse of A tour ofwill broaden your horizons. A walk through the downtown is a history lesson and an adventure. the perfect place for a walk/ swim/ surf enjoy / have/ get a beautiful/ superb view of overlooking the broad St. Lawrence River be fascinated by the oddly-shaped hills and peaks along the river and also reflects in the clear water. a lively mix of an old village culture and the excitement of an international area. offer a variety of entertainment, a wide range of,三、詞匯教學滲透過程，強化學生運用能力,用中學詞匯詞匯教學，過程體現(xiàn)，聽說讀寫，反復運用 1 、突出重點，梯度體現(xiàn)。 單元詞匯教學過程要注意梯度性。單元詞匯教學應分輕重緩急，保證突出重點，分散難點，在不同的活動中處理詞匯。如在聽力中的詞匯應在聽力練習過程中教學，閱讀中的詞匯要在閱讀過程中體現(xiàn)。,2 、有效導入，反復呈現(xiàn)。 模塊小結(jié)中單詞均與主題相關(guān)。 在聽、說、讀、寫各項技能訓練之前，通過有效導入，明確地將要學習或復現(xiàn)的生詞呈現(xiàn)出來，便于學生在具體的語言練習操作中學習掌握。 3、聽說讀寫，緊密結(jié)合。 詞匯練習與各項技能訓練緊密結(jié)合，不孤立訓練單詞。 Vocabulary and listening Vocabulary and speaking Vocabulary and reading Vocabulary and grammar Vocabulary and writing,閱讀依托 1）猜測詞義 2）課文復述 3）突出重點 4）縱橫聯(lián)系 課后綜合 每上完一個單元，都要求學生利用本單元詞匯進行小組討論編成片段，批改后加以點評，表揚優(yōu)秀小組、創(chuàng)新小組，并及時展覽。,Go hiking 高二（16）班 沈佳佳、金飛婷、董桂麗、沈夢驊、王飛、徐天驊 This spring I went on a hike with my family. We had a great daya day of pure magic. I thought it was the most fantastic thing I had ever done. We set out in the early morning for our destination a mountain. We really had a good view on the way to the top of the mountain. At the foot of the mountain, we found green grasses sticking out their heads out of the hard black soil and a variety of colourful flowers showing their pretty shapes.,I especially loved little red flowers. Little buds and new leaves came out of the trees. With warm wind blowing gently, all the grasses, flowers and leaves bowed to us as if they were welcoming us. As we went higher, the path became narrower and more difficult to walk on. Suddenly I saw something moving in the grass. It was a long grey snake. I was scared to death and my heart was beating wildly. Luckily, it disappeared sooner.,We kept walking, enjoying the nice sounds of the birds. Then we heard a huge noise coming from behind the trees. Walking through the trees, we could see a spectacular waterfall in the distance. As we got closer, the noise became louder, like thousands of people beating the drum. It was an absolutely fantastic sight. A thick stream of water poured down the mountain side, beating the big stone, flying wildly and singing merrily. Seeing such extraordinary beauty, I felt every cell in my body woke up. Having climbed for a long time, I was too tired to walk on, so I picked up a branch of a tree to support myself.,After an hours walk, we managed to stand at the top of the mountain. I looked up and saw a red sun rising from the horizon and white clouds were painted into light red. Turning around, I was aware that everything around me was vivid. What a magnificent view. It was the first time that I had got into the depths of nature. It was like discovering a whole new dimension of life. I had never had such a deep feeling of the beauty of nature.,四、詞匯學習增加輸入，擴大學生資源策略,1 、欣賞閱讀，儲存記憶。 欣賞特殊的句型和句式。 It was the first time in a year and a half that Id seen the night face to face. Only then did we decide to answer violence with violence. 欣賞文中的精彩詞語和句子。如： The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.,欣賞描寫特定場景和特殊心境的詞語與句式。有些作者選用某些特殊的句型或句式來增強文章的感染力，從而更好地表達情感。如Jack London關(guān)于對地震的描述：Never before in history has a city been so completely destroyed. San Francisco is gone. Nothing is left of it but memories and some houses far from the centre of the city. Its businesses are gone. The factories, hotels and palaces are all gone, too.There was no stopping the fires. There was no way to organize or communicate. A list of buildings undestroyed was now only a few addresses. A list of brave men and women would fill the library. A list of all those killed will never be made.,美文誦讀 Life is a great joke most of the time; however, the problem is that most people treat this joke very seriously. Life is given to us for enjoying and having fun, while we all see lots of sorrow and unhappiness around us. The amazing fact is that most of this sorrow and unhappiness is our creation. We make most mistakes in life due to our greed. However, in all this run we miss many beautiful moments of life. ,2、巧用語料，多次開發(fā)。 課本材料的多次開發(fā) 首先把課文作為信息處理閱讀，克服生詞障礙，獲取信息； 把課文作為知識賴以生存的語境處理詞匯、語法、語音； 把課文作為技能訓練的材料設(shè)小專題結(jié)合經(jīng)驗，進行聽說讀寫交流活動； 把課文作為思維訓練的材料篇章分析，挖掘課文中的思考題； 以課文話題為中心，鏈接、滾動、擴展。（例話題編寫）,另外，補充題材和體裁上比較類似或接近的語篇放在一起集中閱讀，這樣一些核心詞匯或句子結(jié)構(gòu)的復現(xiàn)率將大大提高，這樣有利于學生對這類詞匯或句子結(jié)構(gòu)的習得，并結(jié)合任務(wù)活動，訓練學生運用語篇中的核心詞匯或結(jié)構(gòu)去完成任務(wù)。 （例略）,語篇承載了大量的詞匯與表達方式，在語篇閱讀中關(guān)注詞匯應視為拓寬詞匯量的重要途徑。 要求學生認真記憶閱讀理解中出現(xiàn)的高頻詞匯； 鼓勵學生在閱讀中依據(jù)詞匯知識（構(gòu)詞知識）或語境線索猜測詞義， 然后通過查閱詞典或參考書來印證其含義； 在語篇閱讀理解過程中，培養(yǎng)學生做摘抄或者訓練學生通過中譯英、詞匯拼寫、完形填空（補全信息）等形式找出文中的好詞、好句、好段，訓練學生在閱讀中主動關(guān)注詞匯、關(guān)注語言知識的意識，提高學生在閱讀過程中的詞匯附帶習得效率；,以話題為依托，將題材和體裁上比較類似或接近的語篇放在一起集中閱讀，提高核心詞匯或句子結(jié)構(gòu)的復現(xiàn)率，使學生習得這類詞匯或句子結(jié)構(gòu)； 以任務(wù)型語言教學為依托，把閱讀中的詞匯附帶習得與聽、說、讀、寫、譯等各種任務(wù)結(jié)合起來，訓練學生運用語篇中的核心詞匯或結(jié)構(gòu)去完成任務(wù)。,復習階段要特別注意把課標詞匯與課本詞匯、練習詞匯的有機結(jié)合，突出常用詞，掌握高頻詞，兼顧低頻詞。注重綜合性，建立詞匯網(wǎng)。 3、多種渠道，擴大詞匯。 鞏固單詞要充分利用資源策略進行廣泛的閱讀。現(xiàn)代科技的發(fā)展使英語的輸入渠道大大增加，一方面，學生可利用磁帶、廣播、影視和網(wǎng)絡(luò)，通過聲像資料學習和擴大詞匯量，另方面，可利用報刊雜志、簡易讀物、上英語網(wǎng)站和閱讀電子圖書等方式進行大量的閱讀來鞏固詞匯的記憶和運用。 總之，要提高學生詞匯學習的效率，發(fā)展學生的語言能力唯有擴大閱讀，加強交際，注重運用。,困惑三：如何在閱讀教學中應用語篇分析與語篇文化,定義：從語言學的角度看，英語篇章的分析應該包括三大內(nèi)容，既“文體分析”、“語域分析”、“體裁分析”。文本分析是語域分析的基礎(chǔ)，語域分析是對語篇特有語義的深層分析，它在語篇分析中占有極其重要的地位。也就是說，在教學中。教師們不但要從語言描寫（linguistic description），分析語音、詞匯、語法及語篇內(nèi)在結(jié)構(gòu)等方面，回答“What does the text mean”的問題（文本分析），而且要從語言鑒賞的角度對此篇章選擇語言成分的得體性、合理性進行分析，弄清“How does the text mean”的問題（語域分析）,普遍的問題：,化大量的時間進行文本分析，即對語篇只作一些表層的理解，如只提一些What?、When?、 Where?、Who?、How many/much?等問題，只利于培養(yǎng)學生的尋讀能力。 忽略對語篇宏觀結(jié)構(gòu)及其導致特定語篇形成的社會文化背景的學習和探討。 缺乏對語篇交際功能的深層解釋，即對學生學習的語言是否得體（appropriateness）、是否可以令人接受（acceptability）分析不夠透徹。,例：如何對這個語篇進行教學處理： College is a new and different experience for me. Im away from home, so I have many things to adjust to. Being on my own, talking with friendly people. And having Fridays off- these are just some things I like about college,例2：短句理解U4M7 Many of them have walked a long way, sometimes up to two hours, to go to school. Everyone seems to be a relative of Tombes. The only possession I could see were one broom, a few tin plates and cups, and a couple of jars. It was a privilege to have spent a day with Tombes family.,理解下面的對話： Dialogue 1: Mary: Would you like to have dinner with me tonight? Tom: Id love to. But Ive other plans for tonight Dialogue 2: Mary: Lets have dinner tonight? John: Why not?,方法：,先學后教（對簡單的文本分析作為預習課文的作業(yè)事先布置下去，上課讓學生呈現(xiàn)或教師檢查） 在課堂教學中簡單處理文本分析，留出時間對課文進行語域分析，提高學生運用語言的能力。例：U5M7 1. What are the benefits of overseas study? 2. What kind of problems do people face? 3. What are the characteristics of an autonomous learners?,采用兩輪閱讀法。第一輪著重訓練學生的閱讀能力，重點放在微技能訓練，即獲取信息、掌握文章大意、把握文章基本結(jié)構(gòu)，并找出問題，以便進一步閱讀時解決。第二輪擴大學生的詞匯量，并培養(yǎng)學生的英語語感。要求學生仔細體會語篇中精彩的語言，留意詞的用法，課外反復朗讀并背誦課文段落。這樣有利于培養(yǎng)學生的語感。,困惑四：如何在閱讀教學中營造真正意義上的互動課堂,互動的有效性不夠,沒有做到真正意義上的互動。 互動的形式單一,如:只是教師與一個學生的互動較多。 互動缺乏監(jiān)控,尤其是學生之間的互動,如：discussion環(huán)節(jié)，很多時候就變成了聊天時間。 ,定義：,互動（interaction）是一個從社會心理學引入到數(shù)學領(lǐng)域的概念，動詞形式是interact。前綴inter表示“相互”，“在之間”，“共同”等含義，act有“行動”，“行為”的意思，合在一起的意思就是“相互作用（to act mutually/to perform reciprocally）”。在教學上互動，就是使某一教學主體與其他教學主體和教學環(huán)境全面地建立信息，情感，態(tài)度，思想，人格的方面的交往關(guān)系，以保持教學的活力，培養(yǎng)學生自主活動的能力。“互”就是要求變封閉為開放，變獨立為交互；“動”就是不但要自己動起來，還要感染他人，影響他人，并被他人所感染，所影響。,學生與教師：給學生提供機會向教師提問，質(zhì)疑或者主動要求討論，談?wù)撃硞€話題。 學生與學生：設(shè)計互動式的，合作式的課堂教學活動，使學生能夠有機會參與小組活動。 學生與文章作者：給學生提供合適的閱讀材料，并且設(shè)計與課本文本有關(guān)的活動。 學生與教學工具：利用掛圖，錄音，實物，多媒體等輔助教學工具，創(chuàng)設(shè)語境，營造學習氣氛。 學生與社區(qū)里的本族語言者：安排或者讓學生自己充分利用社區(qū)的條件與本族語言者接觸和交流。,互動的形式：,互動的好處：,提升學生的主體地位，增強學生的參與意識 有利于形成良好的人際關(guān)系，提高教學效率 教學信息及時反饋和資源共享 有利于合作與競爭機制的形成 獲得語言經(jīng)驗，提高交際能力,閱讀課互動表現(xiàn)更為靜態(tài)，主要表現(xiàn)為學生與本 互動，學生與文本作者的互動，學生在讀前，讀后自 我思考的互動等等。為了讓互動更有意義，可以參考 以下設(shè)計： What do you want to know? 目的是在閱讀前調(diào)動學生對閱讀材料的興趣，并對閱讀內(nèi)容進行預測，為閱讀制定個人目標。 Can you underline the words or expressions that show the authors sense/happiness/anxiety? 目的是培養(yǎng)學生運用多種感官閱讀的良好閱讀習慣，應該持之以恒地要求學生。 Lets see who is the first one to find out all the attributive sentences in this passage? 目的是讓學生在閱讀過程中發(fā)現(xiàn)語言形式，在篇章中學習語法知識。,From groups of four. Each member reads one paragraph and then shares what you have read with the other partners without referring to the text. After that, well do some comprehending questions. Lets see who is the best teller. 目的是制造真實的信息差，通過創(chuàng)造交流的必要，讓學生在真實的環(huán)境中自然交流，學以致用。 Tell your partner what you dont like to read. 目的是讓學生投入閱讀他不喜歡的題材，避免學生因為個人的閱讀喜好而放棄對某些題材的學習；同時，教師從中可以得到學生閱讀喜好的信息，并以此為依據(jù)調(diào)整閱讀教學行為。 Try to say No to me. Dont forget to support your idea with strong hints from the text. 目的是促使學生深入閱讀文章，正確理解可能會引起誤會的句子，讀懂字里行間的意思，了解作者的寫作意圖。,困惑五：如何才能使我們的閱讀教學更具有效性,定義： 何謂“有效”：它主要指通過教師在一段時間的教學之后，學生所獲得的具體的進步或發(fā)展，也就是說，學生有無進步或發(fā)展是教學有沒有效益的唯一指標。教學有沒有效益，并不是指教師有沒有教完內(nèi)容或教得認真不認真，而是學生有沒有學到什么或?qū)W生學得好不好。如果學生不想學或者學了沒有效果，即使教師教得很辛苦也是無效教學，同樣，如果學生學得很辛苦，但沒有得到應有的發(fā)展，也是無效或低效教學。,何謂“教學”：教學是指教師引起、維持或促進學生學習的所有行為。它的必要條件主要有三個方面：一是學生學習的意向，即教師首先需要激發(fā)學生的學習動機，教學是在學生“想學”的心理基礎(chǔ)上展開的；二是指明學生所要達到的目標和所學的內(nèi)容，即教師要讓學生知道學到什么程度以及學什么，只有學生知道了自己學什么或?qū)W到什么程度，才會有意識地主動參與；三是采用易于學生理解的方式，即教學語言有自己的獨特性-讓學生聽清楚、聽明白，因此，需要借助一些技巧，如重復、深入淺出、抑揚頓挫等。,教師課堂教學的有效性表現(xiàn)為：,教師對每一節(jié)課的教學目標的定位 教師對教材的分析 教師對學生的分析 教學重點和難點的確定 教學環(huán)節(jié)和步驟的設(shè)計 對自己教學效果評價方案的思考,存在的問題：,課堂活動并沒有得到科學、有效的利用。 改變了傳統(tǒng)的以教師為中心的“chalk and talk”的局面后，一些教師走向另一個極端-為活動而活動 課堂教學中常出現(xiàn)只有活動沒有語言的現(xiàn)象。 許多課堂活動與教學內(nèi)容關(guān)系不大，偏離了課堂教學目標。 課堂教學活動表面氣氛熱烈，形式花哨，但缺乏有效性。,有效的英語課堂教學活動應遵循以下幾個原則：,體現(xiàn)人文性（把課堂還給學生，讓課堂充滿生命氣息） 突出目標性（活動要圍繞某個教學目標展開） 遵循可行性（設(shè)計難度適中的活動） 提倡多樣性（記憶活動、理解活動、應用活動、策略活動、情感活動、反饋活動等） 凸現(xiàn)開放性 （讓教學活動真正“活”起來，不拘泥與一種教材） 力求生成性（教師有必要對活動進行預設(shè)，但不能完全依賴預設(shè)，否則就會造成只有預設(shè)的精確而沒有生成的精彩了。） 倡導激勵性（對學生的出色表現(xiàn)應及時給予表揚和鼓勵）,突出目標性,為閱讀尋找一個理由，明確閱讀目的和閱讀方法。教師可以在閱讀導入時設(shè)定情境對閱讀者角色進行定位。如：為完成寫作任務(wù)而進行參考性的閱讀；為收集演講素材作準備而進行的閱讀活動；為欣賞作品作準備而進行的閱讀活動。 介紹閱讀材料。使之與閱讀目的相關(guān)聯(lián) 活動要圍繞所學內(nèi)容展開,例1：U1M1 “Friendship”在閱讀前創(chuàng)設(shè)的情境： Suppose one of your classmates has a problem: He/She doesnt like sharing his/her feelings or thoughts with others, so he/she is very distressed most of the time. Please try to suggest that he/she keep a diary and write down his/her feelings and thoughts. This passage will give you some ideas on helping your class-mates start a diary。,例2；U4M1”Earthquake” “A Night the Earth Didnt Sleep”在閱讀前創(chuàng)設(shè)的情境： You are asked to make a speech on the commemoration of Tangshan Earthquake. You need to know more about that disaster. Heres a news report about it. Read it and see what you can get to help you prepare the speech. 例3：U1M6 Art “ A Short History of Western Painting” 在介紹背景知識時，用多媒體呈現(xiàn)了與閱讀內(nèi)容相關(guān)的藝術(shù)作品，通過簡單討論藝術(shù)的分類并輔以英文解釋引入相關(guān)的詞匯和概念。既起到了熱身的作用又在詞匯方面作了準備，并自然過渡到閱讀環(huán)節(jié)。 例4： “A balanced diet” 中的discusion設(shè)計,活動多樣性設(shè)計：,例5：U1M1 “Friendship” Survey: In most cases, close friends have a lot in common. What have you got in common with your close friends?,What do you think are important qualities for a friend? Read the following famous sayings and proverbs about friends and friendship and tell us your opinion. A friend in need is a friend indeed False friend are worse than open enemies A friend is a present which you give yourself No one is an island Everyone needs friends,討論以下問題：,每一節(jié)閱讀課是否都需要discussion這一環(huán)節(jié)，而是discussion否一定要和writing 聯(lián)系起來設(shè)計？ 閱讀課是否一定要根據(jù)warming up, skimming, scanning, while-reading, post-reading, discussion幾個步驟來設(shè)計？ 一堂閱讀課是否一定要具備五維目標？ 如何正確書寫閱讀課教案？ 教師該如何用正確的話語來調(diào)控課堂教學？ 教師如何提高課堂的提問技巧？ 對語篇標題如何處理？ ,謝謝,歡迎批評指正,