路桥区金清中学.ppt

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1、,Details Lead to Success-a shortcut to teachers professional development,路桥区金清中学 蔡裕方,教师是一条河,一条常流、常清、不断更新的河。头脑不是一个要被填满的容器,而是一把需被点燃的火把。古希腊身生物学家,散文家 普罗塔戈 教师的职责现在已越来越少地传递知识，而越来越多得激励思考，除了他的正式职能外，他将越来越成为一位顾问，一位交换意见者，一位帮助发现矛盾论点而不是拿出现成真理的人,一个优秀教师应该具有:,陶行知的热情，朱熹的学识，孔子的智慧，孙中山的博爱。,英语教育中的主要问题,1、视野不宽：教书乏招；搬教参，教不

2、活。2、底蕴不厚：创新乏力；无法面对互动生 成的课堂。3、修养不足：育人乏术；责任心似乎很强，艺术性却很差；自我感觉良好，反思能 力欠佳。,4、情趣不多：生活乏味；人未老心先衰；心灵缺乏阳光；难与学生交往沟通。5、学段纵向衔接不够：学生得不到系统发展6、学科横向交流不够：学科本位、学生发 展不均衡。,英语课堂教学中的主要问题,Too much encouragement of Ss loud voiceToo much praise or awardToo many meaningless activitiesToo much teacher controlToo much adherence

3、 to the text book(e.g.),Little attention to Ss in the corner/backLittle concern for Ss real interests/needsLittle variety of tasks/activitiesLittle adoption of Ss life experienceLittle guidance in learning strategiesLittle consideration of teaching context,转变教学观念，强调语言运用,Tell me,I forget.Show me,I re

4、member.Involve me,I understand.,一、在过程中体验英语学习的价值，发展学习兴趣二、在过程中逐步改善学习方法，提高英语学习质量 三、在过程中逐步获取文化策略，提高跨文化交际能力四、在过程中养成良好的学习习惯，提高英语运用能力五、在过程中提高英语学习能力，促进英语学习的可持续发展,“授人玫瑰,手留余香”,给学生一张发展的存折,Professional development,Teacher professional development is the learning process by which teachers continuously develop th

5、eir expertise(their professional knowledge and skills),Questions,-How long have you been a teacher?-How do you understand the work of teachers:professional or not?-How do you understand the term“professional development”?-Which period do you find you grow fastest in your teaching expertise?-Do you f

6、ind your growth slow down or even stop after you became skilful enough in your everyday teaching?What strategies/means do you use to enhance your professional development?-What area(s)do you find you most need to learn further?,Professional development,Why？-professional purpose(eg.for the curriculum

7、 reform)-personal purpose What？-gaining technology-knowing about new syllabus&materials-acquiring(public)theories-develop understanding/personal theoriesHow?-being trained/knowledge transmission-self-directed learning/reflective teaching/teacher-as-researcher,Reflective teaching,Reflective teaching

8、is an approach to teaching and to teacher education which is based on the assumption that teachers can improve their understanding of teaching and the quality of their own teaching by reflecting critically on their teaching experiences.based on J.Richards(1996),Reflective teaching is one in which te

9、achers and student-teachers collect data about teaching,examine their attitudes,beliefs,assumptions and teaching practices,and use the information obtained as a basis for critical reflection about teaching.J.Richards(1996),Reflective teaching involves asking questions such as,What are my beliefs abo

10、ut teaching and learning,ad how do these beliefs influence my teaching?Where do these beliefs come from?What kind of teacher am I?What kind of planning decisions do I make use of?What is my role as a teacher?How effectively do I create and utilize learning opportunities within a lesson?Did I address

11、 needs of different kinds of students?Did I give weaker students enough attention?,What kind of interaction occur in my classroom?What interactional styles do my learners favor?What kind of grouping arrangement do I use and how effective are they?What kind of leaning activities do I employ?What is t

12、he purpose of these activities?Are meaning-focus activities and form-focus ones in appropriated balance?How do I modify my language to facilitate teaching and learning?Richard&Lockhart,1994,Why teacher-as-researcher?,Much can be learned about teaching through self-inquiry(research into ones own/peer

13、s teaching)Much of what happens in teaching is unknown to the teacherExperience is insufficient as a basis for developmentReflection can trigger a deeper understanding of teaching(Richards&Lockhart,1994),Features of teacher-as-researcher,Research by teacher,not on teachers by external researchersFor

14、 practical purpose not for scholarly purposesContext-dependent not context freeBased on classroom data(facts/evidence),Observation and recordingField notesJournals or diaryQuestionnaireInterviewDocuments,How do we collect classroom data for research?,Language Classroom research,Describing what reall

15、y happens in classroomWhat is said by the teacher and learners*What is done by teacher and learnersHow what happens affects learners and their learning,Classroom discourse,Classroom discourse:verbal exchanges,or conversation between teacher and students and among students themselvesThe role of teach

16、er talk:the way the teacher talks shapes the learning experience of the students,as it decides-quantity and quality of the target language students are exposed to-opportunities that students are provided to produce the target language-cognitive and affective conditions that students may perceive,Tea

17、cher talk is used for-ExplainingGiving directionQuestioningFeedbackSocial talking/chatting,Functions of teacher talk,Features of teacher talk,Teacher talk can be described in-Linguistic featuresInteraction features*,Linguistic features,Fluency:rate of speech,pause,hesitation,naturalnessAccuracy:gram

18、mar,pronunciation,vocabularyComplexity:grammar,vocabulary,Interactional features,Interaction patternTurn distributionTopic controlWay of questioning Way of feedbackNegotiation/communication strategies,课堂观察记录表（一）课堂教学互动（即交际）模式的观察课堂教学互动（即交际）模式包括活动类型和活动形式。课堂活动的类型(即课堂组织形式)有提问、默读、朗读、听录音、讨论、复述、竞赛、填空练习、笔头练习

19、、看录像、听歌曲、编对话、角色表演、采访等。课堂活动形式是指课堂上教师与学生、学生与学生之间交流的形式。它包括教师全体学生、教师单个学生、学生学生(两人活动)、学生学生(小组活动)、学生个体活动、全班活动等。活动效果可分为好、一般、差。,课堂观察记录表（二）师生课堂语言面貌的观察 学生的语言面貌包括两方面：输出方式和输出质量。输出方式分为单词、短语、单句、语段（3-4句）和语篇。输出质量为正确、错误较多、自然流畅、断断续续等。教师的语言面貌主要指教师在表扬、鼓励学生时所使用的语言。分为单一的、变化的、客观得体的、超值的、模糊的。,课堂观察记录表（三）教师课堂提问的类型及学生反应的观察教师课堂提

20、问的类型包括课堂程序性问题（这类问题与课堂进展程序和课堂管理的指令有关。目的在于落实教学计划、实施课堂活动、检查学生的学习状况，从而保障教学步骤的自然衔接和实施）、展示型问题（指根据教学内容提出的问题，能直接找到答案）、参阅型问题（指根据课文相关信息提出问题。这类问题没有现成答案，学生要结合个人的知识和课文所提供的信息进行综合分析）、和评估型问题（指要求学生在理解的基础上进行深层次的逻辑思维，运用所学语言知识就课文的某个事件或观点发表自己的看法）。学生反应指学生对教师提问的总体反应。分为积极主动、被动、沉默。,BEST TEACHER DESCRIPTION,1.EnthusiasmStude

21、nts can feel the excitementStudents easily detect the teachers love for job and subject2.PreparationTeacher knows the subjectTeacher plans and prepares lessons daily3.PunctualityAlways arrives on timeBegins and ends class on time Expects and encourages students to arrive on time,4.Support and concer

22、n for studentsLet students know that he/she cares about their successTakes time with students Allows for creativityIs friendly and courteous Is supportive and encouragingIs smiling,caring and loving5.ConsistencyDoes not miss classIs consistent in attitude and dealings with studentsIs always well pre

23、pared to teach class6.Politeness Treats students with respect Avoids embarrassing students in class7.Firmness and control Is firm in a kind manner Avoids tangents in teaching8.Does not play favorites,9.Provides personal help Takes time to explain concept Gives individual attention10.Accepts individu

24、al differences11.Employs an effective delivery Clarifies for understanding Creates a sense of fun with the learning task Eliminates bad,irritating and/or distracting habits12.Does not make students lose face Avoids criticizing students13.Has high expectations of class members14.Is humble15.Is fair,1

25、6.Uses variety Uses a variety of learning activities Experiments Allows for spontaneity17.Has a sense of humor;is relaxed18.Use of engaged time Sets a good pace and provides for a change of pace Avoids engaging students in busy work19.Use of text Is not a slave to the text Uses text as a road map20.

26、Keeps within 1-2 days of the scheduled course outline21.Field trips and other activities Applies student experiences to classwork22.Does not always teach from a sitting or leaning position,23.Interpersonal relationships with students Does not allow students to call him/her by first name Does not try

27、 to win a popularity contest Maintains a healthy teacher-student relationship Respects students(remember that sometimes what you think is healthy,fun joking with students may be interpreted by them as disapproval and dislike.)24.Does not allow one or two students to monopolize or dominate the class2

28、5.Keeps accurate records of Work completed Attendance Test results Grades,英语教师的新目标：ccuracy(语言准确)ook knowledge(知识丰富)ongeniality(亲密无间)evotion(事业心强)xemplary conduct(行为模范)luency(语言流利)eneral cultivation(综合素质)umor(幽默感)mpartiality(不偏不倚)udgment(判断力)ind-heartedness（同情心）iberty-mindedness（思想开明）asterful/mistres

29、sful touches(操纵自如),o-nonsense style（不失师尊）nes own critic（自我批评）lethora of methods（兼收并蓄）uick-wittedness（思维敏捷）omantic realism(理想主义与现实主义)tamina（体魄强健）hree abilities（三种技能）nlearned mother-tongue habits（摒弃母语习惯）eracity（诚信为本）ide-awakeness（知识更新）-ray eye for error detection(纠错能力)earning for perfection(精益求精)estfu

30、lness(满腔热情),A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,Q,R,S,P,T,U,V,W,X,Y,Z,Roles of a Teacher Teacher as Organizer Teacher as Prompter Teacher as Participant Teacher as Controller Teacher as Resource Teacher as InvestigatorTeacher as Tutor Teacher as Assessor,Skills Required for a Teacher 1.Classroom Managemen

31、t:Classroom Interaction Classroom Talk Classroom Language Classroom Setting,2.Micro-Teaching Skills,Using real thingsRaising a real problemTalking about the students themselvesInformation gapBrainstormingUsing puzzles,games,crosswords,picture jigsaws,Using unusual viewsUsing whole and parts Activati

32、ng a discussion,debate or an argumentMaking an interview,report,plan or a listOrganizing a partySkimmingScanningPrediction,提高英语教师研究能力:明确教学能力与研究能力教师的教学能力应该包括：(1)制订英语教学计划能力(2)钻研教材的能力(3)设计教学的能力(4)驾驭课堂的能力(5)处理作业的能力 教师的研究能力应包括如下方面：(1)选题的能力(2)收集资料的能力(3)撰写 教学研究论文的能力,英语教师发展的内容：（一）建立英语教学信念（二）英语教学相关的知识普通文化知识

33、学科知识a.较为扎实的英语专业知识b.语言学基础（基本）知识C.本民族语言知识 一般教学法知识英语教学法知识 个人实践知识,（三）从事英语教学活动必需的特殊能力英语教育能力英语作为交际语言和作为教学语言的运用能力课堂教学能力和教材处理能力创造、鉴别、运用英语教学方法和手段的能力（四）职业道德和情感态度（五）健康的个性心理善于合作交往的工作风格良好的心理承受力宽容、谦逊的品质（六）自我发展需要的自觉性,（一）科学的自我反思教学前反思 a.对教学条件的分析b.对教学对象的分析 c.对教学措施的选择 教学中反思 教学后的反思（二）自觉的教学科研自觉的教学科研的必要性掌握基本的教学科研的方法采用行动研

34、究 a.积极参与校本教研b.开放思想，进行校内外交流c.坚持自学提高,阅读新思维：提升自我,有效的阅读不仅是指从文章中获取信息，更重要的是把所获得的信息进行加工处理，并运用于现实生活，尤其是运用于自身的生活实际，通过阅读拓宽视野，通过阅读启迪思维，通过阅读塑造自我。,（1）就情感方面的提问：How do you feel about the subject of the reading?Are your feelings similar to the writers?Which parts of the reading seemed exciting?dull?funny?depressing

35、?Why did you feel that way?Do you feel sympathy with any of the people described in the reading?（2）就阅历方面的提问：Did you ever have any experience similar to the events described in the reading?Do you know any people who are similar to the people described in the reading?Does the reading describe places o

36、r situations or problems like those that you know?,（3）就信念方面的提问：Do you have the same opinions about the subject as the writer does?Is there any statement that you particularly agree or disagree with?（4）就思维方面的提问：As you were reading,what ideas went through your mind?Did the reading remind you of other

37、thoughts that you have been having?How does the reading connect with any subject that you have been thinking about?Did you have any new thoughts after doing the reading?,（5）就印象方面的提问：Why do I find this boring?Why dont I like this kind of reading?Why dont I care about this subject?Why do I think that

38、this piece is worthless?What kind of person might be interested in this reading?,英语读书报告班别：姓名：学号：评价:,New teaching ideas on listening,Prelistening Discuss a relevant picture Discuss relevant experiences Associate ideas with the topicAssociate vocabulary with the topic Predict information about the top

39、ic Write questions about the topic,Whilelistening,Identify the exact topic,or an aspect of it Note two to four pieces of information Answer questions Complete sentences Complete a table,map or picture,Postlistening,Giving opinions Relate similar experiences Roleplay a similar interaction Write a bri

40、ef report Write a similar text Debate the topic,Whats the real communication?,Youll need to exploit:-events and changes in the classroom(the weather,the learners clothes,their health and mood,and pictures.)-events in the world outside(a circus in town a national sports victory,the learners family,ne

41、w films)-potentially useful or amusing roleplay.,Developing spoken communication,Unscripted roleplay:The living room of a house at one oclock in the morning.The parents have been waiting up.The 14yearold son/daughter has just arrived home.The may also have a card for each role,for example:,Mother:Yo

42、u are furious.You have phoned your son/daughters best friends.Your son/daughter was not with them either.Father:You are a bit angry,but you are tired and would prefer to go to bed and talk tomorrow.Son/Daughter:start by lying that you were studying at Adams house,then that you were at a party at Ali

43、ces house,finally,tell the truthyou went to a disco Problemsolving/decisiontaking activities,说的技能训练,说的技能 言语生成能力 语音语调 词汇 语句结构 言语反应 应变能力语言使用得体交际策略（减缩、简化、迂回、拖延、替代、非言语手段等）思维、创新、分析、表达能力,影响口语能力发展的因素,考试教师（语言 开放 宽容 方法）环境（大班）学生（焦虑 内向 心理）,高中英语口语训练,热身 读前理解说说的任务听说读说说写,高中英语说的要求,能在交流中使用恰当的语调、语气和节奏表达个人的意图和情感等；能根据学

44、习任务进行商讨和制定计划；能报告任务和项目完成的过程和结果；能经过准备就一般话题作3分钟演讲；能在日常人际交往中有效的使用语言进行表达；能做一般的生活翻译。,高中英语说的教学,独白（叙事、报告、演讲等）对话（交谈、打电话、采访、指令等）讨论（小组专题讨论、调查、采访）辩论（小组专题辩论）,高中英语说的教学,功能意念项目（课标第68-71页）11大项68小项分布于初、高中教材中。新高中英语每个单元都安排了功能意念项目，主要体现在说的练习或任务之中。,高中英语说的教学步骤,选定话题 确定方式听/读示范性对话或独白学习有关的功能项目（日常交际用语）独立思考/两人小组/多人小组讨论内容，可记要点全班表

45、演评价,Working on Vocabulary,BrainstormingLabeling(things in the kitchen)Miming(1.act out:sail a boat.2.guess)Oral fillin:One day I was at home sitting in an.(armchair)I was reading.Classification(tyre,blender,boots,saucepan goal,brake)(cars:.cooking:.Football:.),词块的效率,An apple a day keeps the doctor a

46、way.谚 一天一个苹果,医生不上门。apple of ones/the eye瞳孔,掌上明珠;心爱的宝贝a heavy light,fine rain一阵大小、细雨a rain of tears泪如雨下cats and dogs美俚价值低的股票,杂物;零星东西猛烈地,大量地(指大雨),词块的效率,a green fruit未熟的水果a green wound新伤口a green old age老当益壮a boy green to his job工作无经验的小伙子green timber未干的木材a green face苍白发青的脸I suspect that my friends are g

47、reening me.我怀疑我的朋友们在作弄我。,词汇的文化内涵,beef teablack teamake(the)teaafternoon teagreen teaice teajasmine teaoolong red teastrong weak teaones cup of tea,牛肉汤汁红茶泡茶,沏茶午后茶点绿茶冰茶茉莉花茶乌龙茶浓淡茶喜爱的东西；正中下怀,词汇的文化差异,吃了没有?How are you?最近很忙吧？Hows it going?慢点走。Take care.干杯！Cheers!来，敬您一杯！To your health.您干得真好！You did a good j

48、ob.您过奖了！Thank you.这是我应该做的！My pleasure.,词汇的文化巧合,自食其言 eat ones words一个接一个 one by one乱七八糟 as sixes and sevens第六感觉 sixth sense在我的眼皮底下 under my nose隔墙有耳 walls have ears一耳进另一耳出 go in one ear and out the other,y,颜 色:语言应用(例子),Mr Brown is a very white man.He was looking rather green the other day.He has been

49、 feeling blue lately.When I saw him,he was in a brown study.I hope he will soon be in the pink again.,实例（Grammar）,必修1 Unit 4 定语从句第一步：用英文歌曲Thats why you go away 作导入，要求学生完成4句带定语从句的歌词：1.Youre the one who set it up 2.Every little thing you said 3.Im not the man your heart is missing 4.I wont forget the

50、way youre kissing 第二步：让学生跟唱 Thats why you go away,第三步：讨论和提供带定语从句的谚语：1.God help those who help themselves.2.All that glitters is not gold.3.He who laughs last laughs best.4.He who doesnt reach the Great Wall is not a true man.,第四步：猜词游戏（带定语从句）：A machine that can fly in the sky.What is it?第五步：完成句子竞赛（带定