【文章內(nèi)容簡(jiǎn)介】 Develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher’s 、實(shí)踐、參與、探究和合作老師的引導(dǎo)。形成性評(píng)價(jià)中扮演主要角色。Formative assessment playing a primary Summative assessment should focus on assessing students’ overall language ability and the ability to use the 。 changes of goals and objectives of English language teaching(p45)目的目標(biāo) Compare the teaching objectives in the syllabi which have appeared since 1978, and pay attention to the ,出現(xiàn)了自1978年以來(lái),并注意更改。該框架的目標(biāo)在新的國(guó)家英語(yǔ)課程。整體目標(biāo)的5個(gè)方面 the framework of objectives in the new National English Language ability: 整體語(yǔ)言能力: 語(yǔ)言知識(shí):語(yǔ)音,語(yǔ)法,詞匯。功能。(1).Language knowledge: Phonetics。Grammar。Vocabulary。Functions。Topics 話題(2).Language skills: listening。Speaking。Reading。Writing 語(yǔ)言技能:聽(tīng),說(shuō),讀,寫(xiě)(3).Learning strategies: Cognitive。Selfmanagement。Communication。Resourcing 學(xué)習(xí)策略:認(rèn)知策略。自我調(diào)控策略。交際策略。資源策略(4).Affection and attitude: Motivation。Confidence。Patriotism。International perspectives 感情和態(tài)度:動(dòng)機(jī)興趣。自信意志。合作精神。國(guó)際視野(5).Cultural awareness: Knowledge。Understanding。Awareness of crossculture munication文化意識(shí):知識(shí)。理解。跨文化交際的意識(shí) of the National English Curriculum 國(guó)家英語(yǔ)課程的設(shè)計(jì)Before 2001, the English syllabus did not include the primary Ninepetence based levels9段能力水平The primary phase: Level 1, Level 2 初級(jí)階段:1級(jí)、2級(jí)The junior high school phase: Level 3 to Level 5 初中階段:39級(jí)的水平Level 7 is the requirement for every senior high school Required courses(English 15)必修課程(英語(yǔ)15)Two tracks of elective courses選修課程的兩個(gè)軌道Elective Track 1(English 611)選修課跟蹤1 選修課跟蹤2(三大系列課程)Elective Track 2(three series of courses): Specialized skills courses。ESP courses。Culture and literary studies 。ESP課程。文化和文學(xué)研究課程 standards for different levels of petenceRefer to the Chinese version 指中國(guó)版本不同級(jí)別的能力的性能標(biāo)準(zhǔn) facing English language teachers 英語(yǔ)教師面臨的挑戰(zhàn)Faced with the new curriculum, English teachers are expected to change in many ,英語(yǔ)教師將在很多方面發(fā)生變化。What should English teachers do? 英語(yǔ)教師應(yīng)該做什么?使用更多的 to change their views about 任務(wù)型活動(dòng)to bee a multirole 學(xué)生學(xué)習(xí)的中心to use more taskbased activities and put the students in the centre of use more formativeassessment in addtion to using to use modern technology in teaching, creating more effective resources for learning and for using the ,創(chuàng)造更有效的資源來(lái)學(xué)習(xí)使用語(yǔ)言Unit 4 Lesson Planning 課程計(jì)劃 Contents 教學(xué)內(nèi)容(1).Importance of lesson planning 課程計(jì)劃的重要性(2).Principles for good lesson planning 好的課程規(guī)劃的原則(3).Macro planning amp。 micro planning 宏觀規(guī)劃和微觀規(guī)劃(4).Components of a lesson plan 教案的組成(5).Suitable form of a lesson plan 合適的教學(xué)計(jì)劃(1).Importance of lesson planning 課程計(jì)劃的重要性A Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.(P51)教案是一個(gè)框架的一課教師預(yù)先決定他們希望獲得什么以及他們?nèi)绾蜗雽?shí)現(xiàn)它。Benefits from lesson planning(P52)課程計(jì)劃的好處Be aware of the aims and language contents of a lesson。注意目標(biāo)和語(yǔ)言課內(nèi)容Distinguish the various stages of a lesson and see the relationship between them。Anticipate potential problems。預(yù)測(cè)潛在的問(wèn)題 區(qū)分不同階段的一個(gè)教訓(xùn)Give teachers confidence。給教師的信心 看到它們之間的關(guān)系Be aware of the teaching aids。注意教學(xué)用具(2).Principles for good lesson planning(P53)好的課程規(guī)劃的原則They are described in terms of aim, variety, flexibility, learnability, and : the things that students are able to do by the end of the : a number of different types of activity。a wide selection of materials Flexibility: some extra and alternative tasks and activities靈活性:額外和替代的任務(wù) Learnability: the contents and tasks should be within the learning capability of the students 可學(xué)習(xí)性原則:內(nèi)容和任務(wù)應(yīng)該在學(xué)生的學(xué)習(xí)能力Linkage: the stages and the steps within each stage are someway linked with one :階段,在每個(gè)階段的步驟以某種方式相關(guān)。目標(biāo):學(xué)生能做的事情的教訓(xùn)。多樣性:許多不同類(lèi)型活動(dòng),參加多種多樣的材料(3).Macro planning amp。 micro planning(P54)宏觀規(guī)劃和微觀規(guī)劃M(mǎn)acro planning: Planning over a long period of time 規(guī)劃在很長(zhǎng)一段時(shí)間Micro planning: Planning for a specific unit or a lesson 一個(gè)特定的單元或課程Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go ，宏觀規(guī)劃課上容易被修改。(4).Components of a lesson plan(P55)教案的組成Different teachers have different teaching styles and may use different teaching procedures, so ‘every lesson is unique’(Robertson and Acklam, 2000:6), and so is every lesson ,可以使用不同的教學(xué)程序,所以“每課是獨(dú)一無(wú)二的”，也是每一個(gè)教案。①.What should a lesson plan include?(P56P60)Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection背景信息，教學(xué)目標(biāo)，語(yǔ)言?xún)?nèi)容和技能，階段和過(guò)程，教學(xué)用具，總結(jié)教訓(xùn)，教訓(xùn)后可選的活動(dòng)和任務(wù)，反思 ②.Teaching aims:(P56P57)教學(xué)目標(biāo)language skills。knowledge。affection amp。 attitude。Learning strategies。culture awareness 語(yǔ)言技能。知識(shí)。情感與態(tài)度。學(xué)習(xí)策略。文化意識(shí)Language contents: structure(grammar), vocabulary, functions, topics etc.(P58)Language skills: municative skills(listening, speaking, reading and writing)語(yǔ)言?xún)?nèi)容:結(jié)構(gòu)(語(yǔ)法)、詞匯、功能、話題等。語(yǔ)言技能:交際技能(聽(tīng)說(shuō)讀寫(xiě))Stages and procedures(P58)階段和過(guò)程Teaching stages refer to the major activities that teachers go through in a are the detailed steps in each teaching ,教師經(jīng)過(guò)一個(gè)教訓(xùn) 程序在每個(gè)教學(xué)階段的詳細(xì)步驟 A warmup or a starter(P58)熱身或起動(dòng)器A starter is an activity or a series of activities that a teacher does at the beginning of the ,教師在課的開(kāi)始。③.A new structurebased lesson(P59)一種新的基于結(jié)構(gòu)課The PPP model 適合此種課程介紹:介紹新詞匯和語(yǔ)法結(jié)構(gòu)Presentation: introduce new vocabulary and grammatical structuresPractice: controlled practice, guided practice實(shí)踐:控制實(shí)踐,指導(dǎo)實(shí)踐Production: municative tasks生產(chǎn):交際任務(wù) ④.A skilloriented lesson 一個(gè)技巧性的課 The PWP model 適合此種課程任務(wù)前:準(zhǔn)備工作,例如設(shè)置場(chǎng)景, Pretask: preparation work, such as setting the scene, warming up, or providing the key information(such as key words).熱身,或者提供的關(guān)鍵信息(如關(guān)鍵字)Whiletask: activities or tasks the students must perform while they are reading or :學(xué)生活動(dòng)或任務(wù)必須執(zhí)行在他們閱讀或傾聽(tīng)Posttask: students obtain feedback on their performance at the whilestage。some followup :學(xué)生獲得反饋性能的同時(shí),舞臺(tái)上,一些后續(xù)行動(dòng)(5).Suitable form of a lesson plan(P55)合適的教學(xué)計(jì)劃Teaching plan for lesson ~ Teaching Contents:……教學(xué)內(nèi)容