1、新課標的機遇與挑戰(zhàn),學習理念 學習方法 評價體系,理念解決認識問題,方法提供技術(shù)支持,評價體系政策保障,三者缺一不可,教育理念：全民素質(zhì)教育,從精英教育-大眾教育 從統(tǒng)一教育-多樣化教育 從科舉御用-個人與職業(yè)發(fā)展 從學校教育-到終身教育 從圍繞“教學”到圍繞“學習” 從“學科中心”、“教師中心” -以學生發(fā)展為中心,四個學會,1.learning to be 2. learning to do 3.learning to know 4.learning to live together,教學方法：任務(wù)型教學方法,什么是任務(wù)？,任務(wù)是人們在日常生活中所從事的有目的的活動（廣義的） 是人們在學習

2、、理解、體會語言之后所展開的活動（語言學角度）,什么交際型任務(wù)？,交際型任務(wù)是一種涉及到學習者理解、運用所學語言進行交流的課堂活動。學生的注意力主要集中在語言的意義上，而不是語言的形式上,什么是任務(wù)型教學？,以具體的任務(wù)為載體，以完成任務(wù)為動力，把知識和技能融為一體，學生通過聽、說、讀、寫等活動，用所學語言去做事情，在做事情的過程中自然的使用所學語言，在使用所學語言做事情的過程中發(fā)展和完善自己的語言能力。,3.循序漸進,為用而學 用中學 學了就用,外語教學的基本原則,Practice is the first thing Recognition is the second,復(fù)雜問題簡單化。Ma

3、ke it easy!,英語教學應(yīng)以教會學生應(yīng)用英語為目的，既不能培養(yǎng)只會說英語的文盲，或不懂語法的沒有受過教育的人，也不能培養(yǎng)應(yīng)考機器，只會鸚鵡學舌，不會自由表達的書呆子。,高度重視情感因素,再好的方法離開了情感都難以實現(xiàn)目標，從一開始教學生時就不應(yīng)把他們當成一種知識接收器，而應(yīng)是一種文化提高的交際對象。 Relax, Enjoy Study with relaxation will help the students learn to learn. Enjoy is not the purpose of our teaching. The target of teaching is to

4、give the students the method of fishing,Learn to analyze Learn to classifies Learn to association,仁義教學法 communicational flexible language teaching,仁-把學生當作完整的人來對待，當作有個性，有完善人格的人來對待。 義-易，容易,語言首先是感性的，但好的語言是理性的,學而不思則罔 思而不學則怠,learning without thinking will be lost Thinking without learning will be dead,面向

5、現(xiàn)實 保存古典 季羨林：中國的外語教學方法是狗熊掰棒子。,寓教于樂：課堂游戲舉例：,A，Noughts and crosses Draw a grid of nine squares on the blackboard Write a target word in each square. For example:,Divide the class into two teams. One team is “nought”, the other is “crooss”. The tems take turns to choose a target word and make a correct

6、sentence . In this example,the comparative could be practiced. If a team make a correct sentence, they can put a crooss (X) or a nought(0) on the word. The first team to make a line of three noughts or croosses is the winner. Notice: Onece the students are familiar with the rules, this game can also

7、 be played in pairs.,B, Pictionary Teams; Small groups Divide the class into two teams. Each team needs an “artist”. The two “artists” come to the blackboard. They take turn to draw a word shown to them by the teacher. The artist must NOT speak or use body language; they can only draw. the teams hav

8、e exactly one minute to guess what the picture is. If they cannot guess, the other team can have a try. Teams win a point for every word they guess correctly. Notice: Once the students are familiar with the rules, this game can also be played in smaller groups.,C, Simon Says TSS; S-SS Explain the si

9、mple rules to the class: you will give instructionif you say “Simon says”before the instruction, the students must do what you say. If you do not say “Simon says”before the instruction, the students must not do what you say. You can use instructions to practice classroom language, for example “open

10、your books” or “stand up” or you can give instructions which will wake the students up and create a lively atmosphere. For example “jump”, “dance”You can also practice other language such as “be angry” “be sad” “be exited” and so on. Notice: Once the students are familiar with the rules, you can ask

11、 a confident student to come to the front and give the instruction.,D, Anagrams T-SS teams; Small groups; SSSS Write a word with the letters mixed up on the blackboard, for example: dyhilao (holiday). Students working individually, in pairs or teams must work out what the word is. Students win point

12、s for every correct word. Notice: Once the students are familiar with the rules, they can make their own anagrams to play the game with in small groups or pairs.,E, Back to the blackboard TSS; S-SS Invite a volunteer to come to the front of the classroom. The student must stand with his or her back

13、to the black board. Write a word on the blackboard. The student must not look! The other students in the class must give clues to describe the word without saying the word or using body language. The student at the front must guess the word. Notice: Once the students are familiar with the rules, thi

14、s game can also be played in pairs or smaller groups.,F, What am I? TSS; S-SS; SS Invite a student to come to the front of the classroom. Stick a piece of paper with a word written on it to the students back. The students must ask yes/no questions ( for example. “Am I an animal?” ) to discover what

15、is written on the paper. Notice: Once the students are familiar with the rules, this game can be played in pairs or small groups.,G, Bingo TSS Draw a grid of 9 squares on the blackboard. Student copy the grid and write a different number (between 1 and 50) in each square. For example:,Before the cla

16、ss prepare a plastic bag which contains 50 small pieces of paper with the numbers 1-50 written on them. Pull the pieces of paper out of the bag and read them to the class, one by one. If the students hear a number which they have written in their grid. They cross the number out. When a student has c

17、rossed out three numbers in a row, they shout “bingo!” The students wins a prize.,The game continues, but this time the students must shout “bingo!” when they have crossed out ALL the numbers. The first student to do so wins a prize. Notice: This game can be used to practice the vocabulary-instead o

18、f numbers, students write words from a unit, or from a lexical group. For example, students write verbs in the past simple.,H, Word boxing T-SS; SS . Ask two volunteers to come to the front. Say a letterstudents take turns to say a word beginning with the letter as quickly as possible. continue unti

19、l one student pauses for too long-he or she loses! Ask another student to challenge the winner and play again. If a student can win three games in the row, he or she wins a prize. Notice: Once the students are familiar with the rules, this game can be played in pairs.,I, Word parade TSS Divide the c

20、lass into three or four teams. Give each student a card with the letter of the alphabet on it.( Prepare this well before the lesson, depending on the number of students in the class.) Say a word. Students with the letters needed to spell the word must come to the front and arrange themselves so that

21、 they spell the word. The first team to arrange themselves correctly wins a point. Notice: If you take the time to prepare the durable letters you can use them again and again. You could use the cards for other games or activities too.,J, Alphabet TSS ; SSSS; SSS; S-S Think of a word and present eac

22、h letter of the word on the blackboard with a dash. For example _ _ _ _ _ _. Do not tell the class what the word is. Students must guess letters. If the letter is in the word, the teacher writes the letter in the correct place._ _ _ _ o _.If the letter is not in the word, the teacher draws one part

23、of a stick person. Keeps a record of the incorrect letters so that students dont guess them twice.,This continues until either the students guess the word and win, or you complete the stick person and win. Notice: Once the students are familiar with the rules, a student can come to the front and cho

24、ose the word, or students can play this game in small groups or pairs.,K, I went to the market and bought.Only small groups or pairs. Not effective with the whole class Divide the class into groups of 6-8 students. Students take turns to say a sentence which always begins “I went to the market and I

25、 bought.” they complete the sentence with the item that they bought.,Students listen carefully, and repeat each others items before adding their own to the sentence. For example, student 1 says “I went to the market and I bought some shoes.” Student 2 says “I went to the market and I bought some sho

26、es and a kilo of apples.” Student 3 says “I went to the market and I bought some shoes, a kilo of apples and some mushrooms .” and so on. Students must try to continue for as long as possible without forgetting any items. Notice: this game is not so effective if played with the whole class because t

27、he students can get bored quickly while waiting for their turns.,評價體系：發(fā)展性評價體系,教學評價發(fā)展的趨勢,評價與教學的協(xié)調(diào)統(tǒng)一 強調(diào)評價的診斷與發(fā)展功能，弱化評價的選拔與淘汰功能。 強調(diào)評價的內(nèi)在激勵功能，弱化評價的外在誘因和壓力作用。 改變過分追求評價的標準化和客觀化的傾向，,評價的原則：Assessment is fun!,激勵性原則 參考性原則。 活動性原則,國家有關(guān)部門考慮的相應(yīng)措施,考級（二級小學；五級初中；七級普通高中；九級特殊高中） 高校招生不僅看總分，還要看?？瞥煽?，結(jié)合部分高校自主招生（命題考試） 重點高中

28、不以分數(shù)劃段，改以各初中人數(shù)為參考分配指標； 小學考試各校自主命題，全部就近升入初中。,目標：培養(yǎng)創(chuàng)造性,創(chuàng)造性與搗亂性 何既保護學生的創(chuàng)造性又將有害的搗亂性引導(dǎo)成無害的搗亂性 如何培養(yǎng)創(chuàng)造性 鼓勵 開導(dǎo) 引導(dǎo) 指導(dǎo) 放手 打破權(quán)威，特別是教師的權(quán)威。,教師素質(zhì),未來教師應(yīng)具備四種能力 具有永恒價值的基礎(chǔ)能力 具有發(fā)展價值的“擴展能力” 具有高效價值的創(chuàng)造力 具有職業(yè)特點的“臨床”實踐能力,目前有待提高的能力,表達能力,口語表達能力 書面語表達能力 肢體語言表達能力,口語表達能力,教師的教學效果很大程度上取決于他們的語言表達能力，于漪老師說：“語言不是蜜，但是可以粘住學生?！保ㄕZ言要準確明白，

29、符合語法習慣，邏輯性強，以保持英語的規(guī)范化，真正成為學生學習英語的典范。當然，要讓學生能聽得懂，能用短句不用長句，能用簡單詞不用復(fù)雜詞。其次是感染力。要有高低變化，有感情變化。同時還要配以肢體語言。,書面語表達能力,It was raining hard, they could not work in the fields. A man is judged not only by what he says but also by his deeds. She told my sister what she is wrong. Looking out of the window, the grassland stretches as far as the eye can see.,I read an interesting story in a magazine about sportsman. In my opinion, I think your plan is feasible. Mr. Smith likes to drink all kinds of wines that are produced in France.,It is often windy and dusty here in spring,In spring there is often a