剑桥少儿英语教师上岗培训讲座CYLETraining05-11-26.ppt
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1、1,剑桥少儿英语教师上岗培训讲座,A Training Session for Pre-service Teachers of CYLE,26/11/2005,浙江大学教育学院 褚献华,2,Enjoyable and Effective,3,Outline 提纲,Children as language learners 儿童学习语言的特点 Approaches & Principles 教学途径和原则 Effective teaching strategies 有效的教学策略 Priorities for CYLE 剑桥少儿英语的教学重点,4,学习目标 Learning Objectives
2、,After this lecture, you are expected to 听了今天的讲座,希望您能 State the characteristics of children learning English说出少儿学习外语的特点 小学生的特点、学习过程、学习的条件 Explain the key principles and strategies for teaching young learners English解释少儿英语教学的重要原则和策略 以学生为中心、交际为导向、活动为基础,5,Please ask yourself:,Why do children learn Engl
3、ish? 少儿英语教学的主要目的是什么? What are their characteristics? 少儿学习外语有哪些特点? What approach is more effective?什么样的教学途径对少儿更有效?,6,Why teach Children English? To develop learners capability of using English. 培养学生综合的语言运用能力,情感态度affective attitude,语言技能language skills,语言知识language knowledge,学习策略learning strategies,文化意
4、识cultural awareness,7,少儿英语教学的目的,了解英语国家文化形成世界意识,初步形成英语学习策略,良好的语音基础初步的口头交际能力,学习和掌握英语语言基础知识,建立英语学习的兴趣和信心 形成积极的态度,8,少儿作为外语学习者 young learners of English,Young learners: strengths and weaknesses少儿学习外语的优势和弱点 Language learning approaches for young learners少儿语言学习的途径 External conditions for effective YLE少儿英语学
5、习的外部条件,9,学习能力是与生俱来的 The ability to learn is innate.,学习是在一定的社会文化情境中,通过参与活动、与他人交流而实现的意义建构过程。 Learning is a process of meaning construction in a socio-cultural context by the learners involvement in the activities and communication 每个学生都是积极的探究者和知识建构者 。 学生原有的知识经验是新知识的生长基点 。 学生需求、兴趣和自主性是有效学习的内部基础。 与他人的互动
6、和正确的引导对意义建构非常重要。,10,Children as language learners 儿童作为语言学习者,11,Children,are more enthusiastic and lively are bold to have a go at an activity have less psycho-stress on learning have more time to learn 热情积极活泼 勇于参与活动 心理压力较少 学习时间较多,12,But they are less cognitively developed cant retain their attention
7、 long lose interest more quickly have less learning experience 认知水平较低 注意保持较短 容易丧失兴趣 学习经验较少,13,少儿如何有效地学英语? How YL learn English?,通过类似母语习得的自然途径 in a natural way 通过在信任接受的氛围中互动 by interacting with each other in an atmosphere of trust and acceptance 通过参与多种有趣的活动by participating in a variety of interesting
8、 activities 通过模仿和重复、唱歌和诵读等 by imitating and repeating, singing and chanting,14,自然的方式The natural way,Exposure to language 感受语言,Comprehension 理解意思,Imitation 模仿,Active use 活用语言,Language input语言输入,Language output语言输出,15,Notice注意,Want想学,Engage 参与,Link 联系,Succeed成功,少儿学习语言的过程 the process of YL language lea
9、rning,16,Clear objectives 的兴趣,正确的示范Correct demonstration,可理解的输入Understandable input,轻松的氛围Stress-free atmosphere,有意义的互动Meaningful interaction,积极的强化Positive reinforcement,充分的参与Adequate involvement,少儿学习英语的外部条件 External Conditions for Children Learning English,17,External Conditions for CYLE,Understanda
10、ble input 可理解的输入 Correct demonstration 正确的示范 Meaningful interaction 有意义的互动 Adequate involvement 充分的参与 Stress-free atmosphere 轻松的氛围 Positive reinforcement 积极的强化,18,儿童以一种类似自然的语言习得方式学习外语 他们具备学习外语的优势和但也有劣势 他们的英语技能不是老师“教给”的,而是他们在参与学习活动过程中“学会”的。 他们学习外语需要有利的外部条件。,重要理念 Key ideas,19,常见的问题Common problems,教师没有
11、提供足够机会引起学生的注意 教学目标与学生的需要不一致 学生不愿努力尝试 词句太难;不知如何做;没趣味 活动机会不够难以记忆和运用 经历过多的失败失去信心 不能有效地建立联系不能活用 操练太狭窄;内容难于内化;或缺乏挑战性 如何改进?,20,Implications for Teachers 对教师的启示,21,The teacher should ,be aware that language acquisition is a natural process 认识语言习得是个自然的过程 Speech first 口语领先 Step by step 循序渐进,22,2. adopt metho
12、ds compatible with the childrens developmental stage 教学法方法适应儿童发展阶段 Active, hands-on动手活动 Multi-dimensional learning,23,3. Make the learning relevant to childrens interests and perspective 学习结合儿童的兴趣和认识 Concrete vocabulary具体的词汇 Here-and-now content身边的内容 Start where children are,24,4. The teacher should
13、 provide understandable language and necessary support 5. The teacher should provide many opportunities for language interaction,25,6. The teacher should support pupils motivation and self-esteem while diminishing their anxiety,26,7. The teacher should value the role of the classroom environment in
14、supporting learning,27,Behavioral approach行为主义途径,Focus: the reinforcement of behavior through repetition and rewards Teacher controls learners behavior and learning process Teacher has a clear lesson plan English patterns are repeated through drills and choral repetition Success is reinforced by pra
15、ise and rewards,28,Input approach 语言输入途径,Focus: the input of language from the teacher, tapes, reading material Learners are exposed to English understandable or just beyond their present level Learners are not expected to produce language until they feel ready Teacher introduce new words and patter
16、ns through physical demonstration Learners are encouraged to be physically active,29,Humanistic approach人本主义途径,Focus: the importance of the inner thoughts and feelings of each learner Development of inter-personal skills is encouraged Focus is on the learning process Each child is allowed to make ch
17、oice and pace Learners are emotionally immersed in the lesson Motivation comes from inside, not external reward Children are ensured to feel least anxiety Teacher is a “facilitator” and encourage children learn naturally,30,Constructivist approach建构主义途径,Focus: child as an individual trying to make s
18、ense to the world Each child is an active explorer A child tends to move in directions that have personal meaning A child has the potential to reach beyond the present level, but needs to interact with adults and peers having more knowledge A child learns language in the attempt to communicate,31,Th
19、ree Important Principles,Child-Centered perspective 以儿童为中心的教育理念 Speech-Oriented approach 以口语为导向教学途径 Activity-Based interaction 以活动为基础的互动模式,32,Child-Centered,Young learners characteristics, needs and interest 少儿的特点、需要和兴趣 Learner-centered instruction in以学习者为中心的教学体现在 designing a lesson(备课) teaching a l
20、esson (上课) assigning homework(作业) assessing learning(评价),33,Speech-Oriented,Teaching in English 用英语教学 Understandable input 可理解输入 Scaffolding 提供“脚手架”支持 Authentic language 真实的语言 Meaningful communication 有意义交流 Realia-supported interaction 教具辅助的互动 Speech-based skill development 口语为基础的技能发展,34,Activity-Ba
21、sed,Activating learning 激发学生积极性 Stimulating interest 刺激兴趣 Multiple Intelligence strategies 多元智能策略 Engaging all learners 促进全体参与 Group learning 小组集体活动 Peer tutorial 同伴互助 Integrating skills 整合技能 Recurrent practice 循环实践 Multi-skilled communication 多技能的交流,35,Language Learning Activities,Listening Listen
22、and repeat 听听读读 Listen and guess 听听猜猜 Listen and act (match/find/draw, etc) 听听做做 Speaking Draw and ask questions 画图提问 Whisper a sentence 轻声传话 Pairs finding 寻找对子 Speaking chain 连环说话 Story telling 讲故事 Guessing games猜谜游戏 Interview/survey采访调查,36,Reading Phonics 认读方法 Read and colour 阅读图色 Read and match 阅
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