1、英語(yǔ)科專(zhuān)業(yè)對(duì)話(huà)與教學(xué)經(jīng)驗(yàn)分享文湖國(guó)小 周莉媛93年4月28日English Teaching Methods英語(yǔ)教學(xué)法l 文法翻譯法(Grammar-Translation Method) l 直接教學(xué)法(Direct Method)l 情境教學(xué)法(Situational Language Teaching)l 聽(tīng)說(shuō)教學(xué)法(Audio-Lingual Method)l 肢體反應(yīng)教學(xué)法(Total Physical Response Method)l 默示教學(xué)法(The Silent Way)l 溝通式教學(xué)法(Communicative Language Teaching)l 自然教學(xué)法(Nat

2、ural Approach) q 聽(tīng)力TPR, Relay game, BINGO, Tic-Tac-Toe q 口說(shuō)能力 Q&A, Role-play, Retelling,Tic-Tac-Toeq 讀寫(xiě)能力 Dictation, Q&A教學(xué)活動(dòng)分組教學(xué)l 實(shí)施年度1. 90學(xué)年度：6年級(jí)2. 91學(xué)年度：5年級(jí)、6年級(jí)l 實(shí)施方式1. 90學(xué)年度： 使用相同教材、依座號(hào)分2組、由2位教師分別授課。2. 91學(xué)年度： 6年級(jí)：使用相同教材、依分級(jí)測(cè)驗(yàn)之成績(jī)分2組、由2位教師分別授課。 5年級(jí)：使用相同教材、依分級(jí)測(cè)驗(yàn)之成績(jī)分2組(1節(jié)分組上課另1節(jié)合班上課)。分組教學(xué)l優(yōu)點(diǎn)和

3、程度相當(dāng)?shù)耐瑑娨黄饘W(xué)習(xí)，可以減輕學(xué)生的學(xué)習(xí)焦慮。學(xué)生在課堂上有更多參與練習(xí)的機(jī)會(huì)。老師得以根據(jù)程度差異調(diào)整教學(xué)步調(diào)及內(nèi)容。l缺點(diǎn)學(xué)生被貼標(biāo)籤，容易產(chǎn)生自卑感或優(yōu)越感。老師亦被貼標(biāo)籤。l 分級(jí)測(cè)驗(yàn)：1. 目的：檢測(cè)學(xué)生對(duì)教材的精熟度及聽(tīng)、讀、寫(xiě)的能力，作為分組教學(xué)的依據(jù)。2. 方式：每學(xué)期兩次、同一時(shí)間舉行。3. 範(fàn)圍及內(nèi)容：以所使用的教科書(shū)為主，包括文法選擇題、配合題、問(wèn)答題以及聽(tīng)力測(cè)驗(yàn)由老師透過(guò)廣播系統(tǒng)統(tǒng)一播放題目。分組教學(xué)分組教學(xué)題目分組教學(xué)題目分組教學(xué)91學(xué)年度因開(kāi)始使用新教材，學(xué)生仍在適應(yīng)階段，故平均成績(jī)差異較大且較低。92學(xué)年度平均成績(jī)普遍提高，差異變小的原因可能和分組教學(xué)有關(guān)。分組

4、教學(xué)分組教學(xué)分組教學(xué)91學(xué)年度平均成績(jī)較高的原因和分組教學(xué)有關(guān)，當(dāng)然也和學(xué)生本身程度較高有關(guān)。閱讀教學(xué)l 目的：1. 高年級(jí)學(xué)生已累積不少字彙與句型，透過(guò)繪本教學(xué)的方式可讓學(xué)生了解單字在句子及文章上的應(yīng)用，以加深字彙與句型的印象。2. 學(xué)生可體驗(yàn)文學(xué)之美以及不同於教科書(shū)的學(xué)習(xí)方式。3. 學(xué)生可將自己的感受藉由簡(jiǎn)易的寫(xiě)作表達(dá)出來(lái)。閱讀教學(xué)閱讀教學(xué)l 方式：1. 利用圖書(shū)館中的英語(yǔ)繪本，並盡量配合教科書(shū)的單元主題，透過(guò)實(shí)物投影機(jī)進(jìn)行教學(xué)。或?qū)⒂⒄Z(yǔ)繪本掃描進(jìn)電腦，再透過(guò)單槍投影機(jī)進(jìn)行教學(xué)。2. 發(fā)給學(xué)生一份故事內(nèi)文及閱讀報(bào)告單。閱讀教學(xué)l 結(jié)果：1. 學(xué)生大多被繪本的故事性或趣味性所吸引。2. 許多

5、平日不願(yuàn)開(kāi)口的學(xué)生開(kāi)始願(yuàn)意分享或發(fā)表感想。3. 學(xué)習(xí)單回收不如預(yù)期。4. 學(xué)生的語(yǔ)言成熟度不及心理成熟度，因此提高了繪本選擇的難度。閱讀教學(xué) Class: _Name:_ Date: _ Title(書(shū)名): _ Author(作者):_ Draw a picture. 請(qǐng)畫(huà)出書(shū)中令你印象最深的一幅畫(huà)。 Reading Response: 請(qǐng)寫(xiě)出書(shū)中你最喜歡的兩個(gè)句子或?qū)懗鲩喿x此書(shū)後的想法。 Story Text of “The Tunnel” Written by Anthony Browne - 1 - Once upon a time there lived a sister and b

6、rother who were not at all alike. In every way they were different. The sister stayed inside on her own, reading and dreaming. The brother played outside with his friends, laughing and shouting, throwing and kicking, roughing and tumbling. At night he slept soundly in his room. But she would lie awa

7、ke, listening to the noises of the night. Sometimes he crept into her room to frighten her, for he knew that she was afraid of the dark. Whenever they were together they fought and argued noisily. All the time. One morning their mother grew impatient with them. “Out you go together,” she said, “and

8、try to be nice to each other just for once. And be back in time for lunch.” But the boy didnt want his little sister with him. They went to a piece of waste ground. “Why did you have to come?” he moaned. “Its not my fault,” she said. ”I didnt want to come to this awful place. It scares me.” “Oh, you

9、 baby,” said her brother. “Youre frightened of everything.” He went off to explore. “Hey! Come here!” he yelled a little while later. She walked over to him. “Look!” he said. “A tunnel! Come on, lets see whats at the other end.” “N-no, you mustnt,” she said. “There might be witchesor goblinsor anything down there.” “Dont be so wet,” said her brother. “Thats kids stuff.” “We have to be back by lunchtime” she said. His sister was frightened of the tunn