中学英语片段教学关键问题教师话语及实践智慧.ppt
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1、Key issues in EFL episode teaching: Teacher talk & wisdom of practice 中学英语片段教学关键问题:教师话语及实践智慧,黄军生 福建教育学院 October 19, 2011 ,1,Focus,4Cs C Create the episode through goal setting C Create the whole through episodes C Create dialogues through monologues C Create authentic contexts through imaginary prac
2、tice 以目标创设片段 以片段创设整体 以独白创设对话 以假想创设实境,2,Preview,Introduction Episode teaching: Whats different? Create the episode through goal setting Create the whole through episodes Create dialogues through monologues Create authentic contexts through imaginary practice Implications & limitations Awareness & exp
3、ertise (Conclusion),4Cs,3,1. Introduction,The distinction between the whole and parts What about episode teaching?,“The whole is more than the sum of its parts” (Aristotle),4,Events in Fujian The special-title teacher selection (August 15, 2010) The expert/master teacher selection (October 17, 2010)
4、 The teaching-skill contest (December 20, 2010),5,A pleasant surprise English was spoken in all the episode teaching sessions without exception.,“Use English if possible, and use Chinese when necessary” “尽量使用英语,适当使用母语” 高中英语大纲(实验修订版)(2000) (刘道义,2006a:49),6,Research group 卢 健、严淑琼、杨华娟、姜 蕴、陈文浩、黄军生 (Marc
5、h 23, 2011),7,Negotiating the meaning of episode teaching (June 4, 2011),8,Questions What is episode teaching situated in the community of teaching practice in Fujian? What are the key features? How do EFL teachers do episode teaching in practice? What are the implications for episode teaching? What
6、 are the potential limitations of episode teaching?,9,2. Episode teaching: Whats different?,A working definition Episode teaching refers to a teaching practice activity in which teachers engage to present and evaluate teaching expertise through a micro-lesson with a specific focus. Design features:
7、- Pre- or in-service teachers (Subject) - A teaching practice exercise or activity (Nature) - The presentation and evaluation of teaching expertise (Purpose) (As an approach to the teachers professional development) - A micro-lesson (5-20 min.) with a specific focus (Prerequisite),micro-lesson,10,A
8、mini-lesson, a lesson section, or talking about the lesson? A mini-lesson: the contracted version of a regular lesson (with the integrity in contents & procedures) A section of a regular lesson: An integral part of a regular lesson (without the integrity in contents & procedures) Talking about the l
9、esson: (A brief introduction to a regular lesson how & why),Introducing how & why,11,5Ps (刘道义,2006a, b) (刘道义,2010),12,Justifying “episode teaching” - Episode: an event that is distinctive and separate although part of a larger series (Merriam-Webster Online) - Episode teaching can be viewed as a bri
10、ef unit of action as well as an integral part of a larger series,Progress,Presentation,Preparation,Practice,Production,13,Microteaching (Allen, 1967) Stanford Teacher Training Programs Stanford Teacher Training Programs Mainly for pre-service teachers and later extended to in-service teachers A shor
11、t micro-lesson (5 20 minutes) Two major elements: (1) teach-reteach cycle (2) focus on individual teaching skills Two major limitations: (1) emphasis on individual skills and less attempt made to integrate these skills (2) gap between the “shallow water” of teaching and the “deep end” of the real cl
12、assroom (Hargie et al, 1978),14,14 teaching skills (Allen, 1967) Stimulus variation Set induction Closure Silence and nonverbal cues Reinforcement of student participation Fluency in asking questions Probing questions Higher-order questions Divergent questions Recognizing attending behavior Illustra
13、ting and use of examples Lecturing Planned repetition Completeness of communication,15,10 teaching skills (袁昌寰,1999) Introduction Presentation Mechanical drills Practice Questioning Variability Designing and organizing activities Visual aids Reinforcement Closure,16,Four skills in the 2010 contest,1
14、7,My PPT online http:/ Video,Wangs video permitted on June 9, 2011,18,3. Creating the episode through goal setting,The goal setting Help Ss describe a person orally (The speaking goal) Teach how to use adjectives appropriately (The speaking goal) Help Ss write a description of a person (The writing
15、goal) Teach the structure of a descriptive text (The writing goal),19,20,Focus on episode teaching Persons: Lin Qiaozhi, or Madam Curie, Song Qingling, Song Zuying, Deng Yaping, English teacher Achievements & qualities Initiate Ss into talking about the woman Write a description of the woman you hav
16、e talked about,21,Example 1: Opening remarks 1) Well, boys and girls, just now we read a passage about women of achievement (Writing “Women of achievement” on the board), right? 2) Who did we talk about and read about? 3) Yes, Lin Qiaozhi, right? 4) Next, well do some speaking and writing. 5) Before
17、 we do that, well review and do some tasks. (S1, 2010),Analysis Cohesion & coherence Sequence: just now next Before Contents: Reading Speaking Writing Goal of episode teaching: Speaking & writing,22,Example 2: Closure (After the presentation of 12 minutes) 1) So, today weve learned “Women of achieve
18、ment”. 2) Weve read about a passage about Lin Qiaozhi. 3) Weve also talked about another woman of achievement. 4) And we also know how to write about a person, right? 5) and also learn how to check with yourself and try to evaluate others. 6) Here, lets see who is better 7) Todays topic is about wom
19、en, maybe, today girls performed better. 8) I hope you (boys) will cooperate with each other very well later.,Analysis Cohesion & coherence Discourse markers: “So, right, here” Summary Result / Product Assessment,23,9) Here is the assessment for you: 10) Here is the homework for you: - discussing yo
20、ur writing and checking it in pairs and in groups; - choosing the best one to put on the bulletin board; - searching the Internet for further information about more famous women (S1, 2010),Analysis Assessment Homework,24,4. Creating the whole through episodes,Example 3: An interview (task) (Leading
21、 to speaking) 1) Lets welcome S1 and S2, please come to the blackboard to have a dialogue. 2) OK! S1 and S2, who would like to do (an interview), for example, one is the interviewer and the other is the interviewee. 3) So, S1, you will act as the interviewer and S2 as the interviewee. 4) Youll have
22、a dialogue. 5) Please try to make all of your classmates understand what you are talking about. 6) (Turning to the class) Listen carefully Pause 5,Analysis Preparation (Activating) 2 students Purpose Roles Whole class (Presentation) (Practice),25,7) OK! S1 and S2, thank you very much, and go back to
23、 your seats. 8) Just now S1 and S2 talked about a woman you know. 9) They never mentioned her name in their dialogue, but from the information, you know she is Writing “Your English teacher” 10) Im sorry to write out the three words “Your English teacher” Smiling modestly. 11) Maybe Im not that good
24、 enough to be a great woman, to be a woman of achievement. 12) Thank you very much for admiring me and I hope I can do better for you to set a good example for you to follow. 13) Now, lets come to the second part. Youre required to write a passage: (S4, 2010),Analysis (Production) Comments Associati
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