1、英語(yǔ)教學(xué)設(shè)計(jì),首都師范大學(xué) 外國(guó)語(yǔ)學(xué)院 英語(yǔ)教育系 林立 教授 2007夏 廈門,Topics for Today,Instructional design (focus on lesson planning) Writing lesson objectives for learning effectiveness,Lesson planning,Begins with lesson objectives Tasks lead to the achieving of objectives Ends with a check on the objectives,Writing Teaching

2、objectives,For learning effectiveness,Teaching objectives,An objective is a statement not of what the instructor plans to put into the lesson but of what the learner ought to get out of the lesson. Heinich, R. et al. 1993,確定教學(xué)目標(biāo),根據(jù)英語(yǔ)課標(biāo)教學(xué)的總目標(biāo)、單元目標(biāo)來(lái)確定一節(jié)課教學(xué)目標(biāo)，指導(dǎo)課堂整個(gè)教學(xué)過程。 目標(biāo)設(shè)定：知識(shí)與技能，還涉及過程與方法、情感態(tài)度和價(jià)值觀等 。

3、,Importance,For the teacher, to know where to lead learners For learners, to know where to go The teacher and learners travel together, going to the same destination. Teaching and learning are goal-oriented activities.,教學(xué)目標(biāo)闡述內(nèi)容,行為主體：（學(xué)生） 行為內(nèi)容（動(dòng)詞 + 對(duì)象）：寫出、說出、陳述、鑒別、判斷、計(jì)算 行動(dòng)條件： 學(xué)生行為產(chǎn)生的條件，影響學(xué)生學(xué)習(xí)產(chǎn)生的結(jié)果。例：

4、依據(jù)句子類型 4。行為標(biāo)準(zhǔn)：學(xué)生達(dá)到目標(biāo)的最低水平，用以測(cè)量學(xué)習(xí)成果的達(dá)成度。例：至少說出3點(diǎn)A與B的區(qū)別,Procedures,Decide on teaching objectives Write them down in the format of ABCD Inform learners of them Design quick way to check if they are reached,Objectives,A udience B ehavior C ondition D egree,目標(biāo)的陳述,新課標(biāo)對(duì) “教學(xué)目標(biāo)的陳述” 的要求： 教學(xué)目標(biāo)表述的 “主體施動(dòng)者”應(yīng)是學(xué)生，拋

5、棄以前的“以教師為主體施動(dòng)者” 的表述方式。體現(xiàn) “學(xué)生為主體，教師為主導(dǎo)” “一切為了學(xué)生的發(fā)展”的教學(xué)理念。 以前：通過本節(jié)課的教學(xué)，讓學(xué)生了解（或理解、掌握）XX等 現(xiàn)在：通過本節(jié)課的交流、探討，學(xué)生能夠獲得XX知識(shí)、學(xué)會(huì)XX方法，等。,In other words,Who (A) Will do what (B) Under what conditions (C) To what degree (D),ABCD,A = students needs, level B = students action (verbs) C = activities D = realistic goals

6、,目標(biāo)陳述,說明教學(xué)后學(xué)生能夠做什么、說什么（預(yù)期學(xué)生學(xué)習(xí)之后將產(chǎn)生的可觀察、可測(cè)量的行為變化） 規(guī)定學(xué)生行為產(chǎn)生的條件 規(guī)定符合要求的作業(yè)標(biāo)準(zhǔn),Verbs in objectives,Our teaching objectives need some verbs to tell us what our students will be able to do after teaching. These verbs should be action verbs through which we can anticipate their actions.,Mental verbs,grasp, u

7、nderstand, develop, enjoy, improve, remember, review, train, get the general idea, practice, master, etc. Too general to be qualified as a specific lesson objective,Behavioral verbs a to z,Analyze, apply, arrange, assemble Build Categorize, choose, classify, compare Deduce, define, demonstrate Estim

8、ate, evaluate, explain Generate, graph Identify, indicate Label, locate,A to Z cont.,Make, match, measure, modify Name Operate, order, organize, outline Predict, prepare, present, pronounce Read, reconstruct, reduce, revise Select, solve, sort, specify, state, suggest Tabulate, time, translate, type

9、 Underline Verbalize Write,教學(xué)目標(biāo)的四個(gè)層次,知道：對(duì)所學(xué)知識(shí)有大致印象 識(shí)記：記住所學(xué)知識(shí)要點(diǎn)，說出大意，在有關(guān)情 景中識(shí)別它們 理解：在識(shí)記基礎(chǔ)上，能解釋說明所學(xué)知識(shí)含 義，對(duì)不同知識(shí)采用適當(dāng)?shù)男问剑ㄎ淖帧?圖、表）來(lái)表達(dá)。 應(yīng)用：在理解基礎(chǔ)上分析知識(shí)的聯(lián)系與區(qū)別；在 新的情景中綜合運(yùn)用所學(xué)知識(shí)，解決實(shí)際 問題；運(yùn)用所學(xué)知識(shí)，對(duì)有關(guān)的規(guī)律和結(jié) 果進(jìn)行評(píng)價(jià),Some commonly used structures,1 Teaching goals Ability goals Learning ability goals 2 Teaching aims and d

10、emands,Some structures,3 Knowledge Affect Skill 4 Teaching purpose,Some structures,5 Teaching aims Teaching difficulties Teaching method Teaching procedures 6 Teaching goals,Structures,7 Knowledge aims Ability aims Moral education aims,Some choices,Teaching purposes Teaching goals Teaching aims Teac

11、hing objectives,Practice,Objectives Revision,Sample 1,Original：Enable students to talk about festivals and customs in English and express or support an opinion with suitable expressions Revised: After the functional practice (C), the students (A) will be able to say (B) fluently (D), the names of so

12、me important festivals in English, and say what people often do on these holidays.,Sample 2,Original version：Let students know something about New Zealand Revised version：After reading the passage （C），most （D） students （A） will be able to list in written form （B） ，places of interest in New Zealand,S

13、ample 3,Original version：Help students learn to read science writing and know about scientists and their work Revised version：Through reading and explanation (C), students (A) will be able to summarize the main contents of the passage (B), orally/in writing (C), from memory (C).,Ex. 1,Original versi

14、on: Train the students listening and speaking abilities Revised version:,Ex. 2,Original: Learn and master useful new words and expressions appeared in this period Revised:,Ex. 3,Original: Improve students ability of reading comprehension by skimming and scanning Revised:,Ex. 4,Original: Review some

15、important words and expressions learnt in this unit Revised:,Ex. 5,Original: Do some reading to improve students integrating skill Revised:,Ex. 6,Original: Train students ability of reading Revised:,Ex. 7,Original: Learn to describe a person, using proper adjectives Revised:,Practice 2,Objectives Re

16、vision Check,Sample 1,Original：Enable students to talk about festivals and customs in English and express or support an opinion with suitable expressions Revised: After the functional practice (C), the students (A) will be able to say (B) fluently (D), the names of some important festivals in Englis

17、h, and say what people often do on these holidays. Questions to check: whats the English for 圣誕節(jié)？What do people do on Christmas？,Sample 2,Original version：Let students know something about New Zealand Revised version：After reading the passage （C），most （D） students （A） will be able to list in written

18、 form （B） ，places of interest in New Zealand Ways to check: write some places youd like to visit in New Zealand.,Sample 3,Original version：Help students learn to read science writing and know about scientists and their work Revised version：Through reading and explanation (C), students (A) will be ab

19、le to summarize the main contents of the passage (B), orally/in writing (C), from memory (C). Ways to check: ask students sum up the contents. Or ask them to write out the contents.,Ex. 1,Develop students abilities in speaking, listening as well as reading by doing some practice Revised: Check:,Ex.

20、2,Enable students to grasp the main idea by analyzing the title and the topic sentence of each paragraph Revised: Check:,Ex. 3,Revise the usage of the modal verbs like must, mustnt, should, ought to, shouldnt Revised: Check:,Ex. 4,Talk about modern agriculture and the effects it has on peoples life

21、Revised: Check:,Ex. 5,Let students know how to deal with an accident. Revised: Check:,Ex. 6,Help students to master the important words, phrases and sentences in the passage. Revised: Check:,Ex. 7,Develop students other abilities of using English as well as the ability of reading. Revised: Check:,Ex

22、. 8,Talking about the USA and New York Revised: Check:,Ex. 9,Improving students listening and speaking abilities Revised: Check:,Ex. 10,Enabling students to learn the culture of USA Revised: Check:,Case studies,Real samples,Case 1,1.全體學(xué)生能正確認(rèn)讀、聽懂、理解本課一些服裝詞匯：tie, socks, coat, jeans, jacket, etc. 2.正確讀出dark 等11個(gè)單詞。3. 90左右的學(xué)生能正確拼寫這些單詞。 Check: 認(rèn)讀評(píng)估：quick check 3 levels-learners 聽寫評(píng)估：Group/peer dictation 匹配評(píng)估：picture/word match 拼寫評(píng)估：combine with 2,Case 2,全體學(xué)生繼續(xù)