上海市徐汇区教师进修学院
孟莎
Helen_m@sina.com

语言知识 Language Knowledge
语言技能 Language Skills
情感态度 Emotions and Attitudes
学习策略 Learning Strategies
文化意识 Cultural Awareness

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语言输入： Language input, exposure
使用机会： Language use, interaction
学习动机： Motivation, desire to learn
教学条件： Teachers’ guide, instruction
(Willis, 1996)

听
英
有效的途径

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是从教师出发还是从学生出发？
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是立足知识点学习还是立足能力发展？
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是否具有可操作性、可观测性和可检测性？

高中 (First plan)
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 to learn the history of the school uniforms in USA to learn about the advantages of wearing school uniforms to learn some new expressions in the text to develop proper attitudes towards wearing school uniforms

(Revised plan)
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 to extend students’ general knowledge on the history of the school uniforms in the USA and improve listening skills by listening to a recording to learn some new expressions in terms of school uniforms (go against, peer pressure, individuality, etc) to discuss the advantages/disadvantages of wearing school uniforms to form opinions which lead to proper attitudes towards wearing school uniforms

初中 (First plan)
Language focus
1. To enlarge vocabulary.
2. To understand the story.
Ability focus
1. To practice skimming and scanning skills.
2. To practice using tones to express different feelings.
Character building
1. To develop team spirit.
2. To be aware that there is enough for need but not enough for greed.

初中 (Revised plan)
Language focus
1.
To understand target vocabulary: grant, beg, greedy, bucket, mud hut, cottage
2. To practice using tones to express different feelings.
Ability focus
1. To get the gist through skimming and scanning.
2. To further understand the story through analyzing the change of the weather.
3. To demonstrate their interpretation of the story via acting and sharing opinions.
Character building
1. To be aware that there is enough for need but not enough for greed.
2. To taste the fun of reading and want to read more.

Learning objectives can help a teacher to
 be sure about what it is he/she wants to accomplish
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 maintain the unity of his/her lesson determine what is/are the key teaching point(s) evaluate students' success at the end of class.

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教学过程的设计应以目标为出发点和落脚点；
教学过程的设计要体现学生的学习过程：从不会到会，
通过体验、实践、参与、合作等方式建构新知识；
教学活动的设计要有目的性，体现活动与活动之间的
内在联系，同时又具有灵活性和课堂生成的空间。
教学过程的设计要有利于学生逐步将 知识 转化为个人
的 能力 ，有效实现从语言 输入 到语言 输出 的转化，并
在这一过程中发展 思维 与 情感 。

• 是测试学生的阅读理解还是帮助学生的阅读理解 ?
• 是语言知识的学习还是文本内容的理解 ?
• 学生真正阅读活动的时间和空间 ?
• 学生阅读思维能力如何培养 ?

To improve the effectiveness of pre-reading activities, what should be put into our consideration?
• Anything special about the text?
• What help do the students need when they read the text? What do they know already?
• What is the easiest way to lead students into the topic quickly and efficiently?

The major activity of the reading lesson is students reading texts.
Every class should have a reading period of actual reading where writing, speaking and listening should take a back seat.
Teachers should have students do actual reading during the lesson and not just talk or write about reading.

教学案例 八 A Dealing with trouble
Read the text and fill in the blanks.
Paul’s Diary
One day my father and I ___ (be) waiting for the ferry. We ___(hear) a big argument. Two women tourists ___ (be) shouting at a big man. He ___ (hold) out a bag and ___ (show) everyone that it ___ (be) empty. The crowd ___ (stare) at the three people.
One of the women ___ (say), “We ___ (be) down in the bookshop, buying post-cards. Three young men
___ (start) talking to us.

教学案例 Big Business
Scanning
1. In paragraph 1,why was Ray Kroc surprised?
2. Try to find what happened in these years.
1948/ 1954/ 1955/ 1956/ 1956/ 1959/ 1961/
1972/ 1974/ 1975/ 1990/ 1992/ 2005

When What happened
1948 McDonald’s was a small business in California ， the USA.
1954 Ray Kroc visited McDonald’s.
1955 Kroc opened his first McDonald’s near Chicago.
1956 McDonald’s adopted the motto “Q.S.C.&V.”
1959 The 100th McDonald’s was opened.
1961 Kroc took over the complete ownership.
1972 A new McDonald’s was being opened every day.
1974 There were over 3,000 restaurants.
1975 McDonald’s came to Hong Kong.
1990 McDonald’s was introduced into Shenzhen, and established its largest ever restauarnt in Moscow.
1992 The first McDonald’s in Beijing was opened.
2005 McDonald’s had over 30,000 outlets round the world.

教学案例
新世纪 B4 Unit 5 The Father of Modern Physics
Einstein’s theories also predicted that solid objects can be changed into pure energy. This did lead to the development of nuclear power and the atomic bomb. However,
Einstein himself protested against nuclear weapons, and became involved in the peace movement after the First World War.
 What did these theories predict?
 What did this prediction lead to later on?
 What was
Einstein’s attitude and reaction to nuclear weapons ？

1.
与阅读文本的关系如何 ?
2.
对学生巩固与加深文本理解的帮助 ?
3.
对学生运用阅读文本进行语言活动的关系
如何 ?

上对？
上实？
上全？
上活？

积极
主动
学生是否有机会用英语获取信息、学到东、
西、提出要求、表达感情、进行交流、完成任
务，而不是矫揉造作的课堂对话，也不是单纯
枯燥的语法规则。

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学生是否主动积极地学习
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学生是否全员参与学习
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学生是否有机会发表自己的观点和见解
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学生的不同需求是否受到教师的关注

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学生获得哪些新的知识和技能
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学生运用哪些不同的学习方法
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学生是否能跟上教师的教学节奏
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不同能力水平的学生是否都得到了一定程
度的发展
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学生的创造性思维是否得到鼓励和培养

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课堂教学活动的目的是否明确
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课堂教学活动是否符合学生实际
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各教学环节的安排是否体现层次性
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各环节之间是否自然过渡衔接
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教学时间的分配是否合理
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是否体现学生为主体的课堂教学

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课堂教学气氛
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师生互动的方式及效果
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生生互动的方式及效果
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多维的课堂教学评价

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教师的语言是否准确
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教师的指令是否简洁清晰
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教师的提问技巧（提问的频率，问题的
针对性、开放性、有效性）
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教师对于各种教学方法的灵活运用
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教师针对突发状况的应变能力

Natural Disasters
T: Look at the pictures! What do we call the people of those natural disasters? ( 指着图片 )
S1: victims
T: Is it right? Look at this picture! ( 再次指着图片 )
S1: the injured
T: Right! How about this one?
S2: the homeless
T: Good! Then what do we call those injured and the homeless?
Ss: victims
T: Very good! Now say the word after me together.

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教师运用了哪些教学资源
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教学资源的运用
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教材的处理
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媒体的运用
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情境的创设
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教学资源的运用是否合理有效

Destination
Starting
Point
Scenery
Details
Sign Posts
Vehicle

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教师不是教材被动的使用者，而是积极
的开发者
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教师要善于结合实际需要，灵活地、有
创造性地使用教材。
尽管选择教材是教学中的一个重要步骤，但是
教师对所选教材进行创造性的使用才是最重要
的。（ Harmer ， 2000 ： 118 ）

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按语言结构分类： 一般疑问句；特殊疑问句；选择疑问句；反
义疑问句等
按回答特点分类： 开放性问题（ open ）；
封闭性问题（ closed ）
按理解层面分类： 基于事实的问题（ display ）；
推断性问题（ referential ）
按思维层次分类： 高层次思维（ higher order thinking ）
低层次思维（ lower order thinking ）
按思维程度分类： 知识 knowledge, 理解 comprehension,
应用 application, 分析 analysis ，综合 synthesis ，
评价 evaluation

1. Knowledge: What happened in the story?
2. Comprehension: Why did it happen that way?
3. Application: What would you have done?
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4. Analysis: Which part did you like best?
5. Synthesis: Can you think of a different ending?
6. Evaluation: What do you think of the story? Why?

提问的类型
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思考性问题
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事实性问题
选择性问题
回答者的选择
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提问前指定回答的学生
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提问后叫自愿回答者
提问后叫非自愿回答者
停顿时间（提问后）
呈现问题的音调和态度
重复问题的次数

课堂互动模式
师
生 生 生 生 a. 教师在课堂上与学生保持单向交流，
效果较差。
师
生 生 生 生 c.
教师与学生保持双向交往，学生
与学生保持双向交往，效果更好
。
师
生 生 生 生 b.
教师在课堂上与学生保持双向交流，
效果较好
师
生 生
生 生 d.
教师成为相互交往的中心，并且促使
交往成员双方向往交往，效果最佳。

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为了小组活动而活动
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多而泛滥的小组活动
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名存实亡的小组活动