1、Application of teaching materials and lesson planning,初中英語教材使用與教學設計 劉道義 ,Roles of English textbooks Ways of using the textbook How to use the textbook effectively How to make lesson planning Effective approaches and methods How to design activities for teaching English knowledge and skills What kind

2、 of lesson plan is considered to be effective?,What is curriculum? What can we use as curriculum resources? instructional materials teaching facilities human resources,教材在課程資源中的地位與作用,人們談到課程，往往僅限于學校開設的各個學科。其實，課程應指學習者在學校環(huán)境中獲得的全部知識和經(jīng)驗。那么，學習者獲得知識和經(jīng)驗的源泉（source）便是課程資源（curriculum resources）了。由此可知，課程資源絕非僅限于

3、教材，而是指有助于學生學習和教師教學的所有材料和設施。這里提出三種課程資源： 1、教學材料（instructional materials）可以用作學習和教學內(nèi)容的材料，如教科書和以教科書為核心的系列配套教材、課外讀物、報刊雜志、音像材料、廣播電視節(jié)目、電影等。 2、教學輔助設施（teaching facilities）促進學習和教學的環(huán)境、條件和設施，如教室、桌椅、音像設備、網(wǎng)絡、圖書館、試驗室、校園文化設施（標語、壁畫、板報、廣播等）。 3、教學者資源（human resources）學生在學習的過程中和教師在教學過程中所制作的任何材料或設施，如教具、課件、習作、演講、黑板報等。,The

4、roles of textbooks (Alan Cunningsworth, 2002),A source of activities for learner practice and communicative interaction A reference source for learners on grammar, vocabulary, pronunciation, etc. A source of stimulation and ideas for classroom language activities A resource for self-directed learnin

5、g and access work A support for less experienced teachers,Textbooks（Lee relative clauses to describe people or things; passive voice to describe products,Integrating grammar with topics and functions,Grammar structures related to functional items e.g. use indirect speech to pass on messages; use the

6、 subjunctive mood to express wishes; use emphatic structures for argument,Natural Grammar (S. Thornbury),Learn the grammar of English naturally, through its words. Words have grammar. The grammar associated with high frequency words like for, to, the, you, as, that, etc. is very high-frequency gramm

7、ar and so, of course very useful grammar The common grammar of each word is displayed in the form of patterns. So, by learning these high-frequency words and their high frequency patterns, the learner is getting grammar for free.,Natural Grammar,John Sinclair: “Learners would do well to learn the co

8、mmon words of the language very thoroughly, because they carry the main patterns of the language.” Teach English grammar by lexical approach.,While vocabulary is largely a collection of items, grammar is a system of rules. Since one rule can generate a great many sentences, the teaching of grammar i

9、s considered to be more productive. Grammar multiplies, while vocabulary merely adds. However, two key developments were to challenge the hegemony of grammar. One was the lexical syllabus based on high frequency words in spoken and written English. The other was recognition of the role of lexical ch

10、unks. Both were fuelled by the new science of corpus linguistics.,Ways of developing listening skills,Be exposed to a wide variety of listening text genres and text types (poems, conversations, speeches, stories, radio/TV programs, ads, announcements, etc.) Get Ss to know what problems they have to

11、deal with (accent, culture, language, psychological problem) Raise awareness of listening strategies (verbal and non-verbal, context, WK, note-taking, etc.) Develop micro listening skills (listening for gist, for specific information, for the speakers attitude and mood, etc.),Listening procedures,Pr

12、e-listening Tell the Ss what they are going to hear, get them to think about the topic, often by asking them questions or looking at the title/picture While-listening First listening to get the main idea Second listening to find specific information Third listening to find inferential information Af

13、ter listening Tasks that are related to Ss own experience,Speaking activities in the materials(Grant, 1988),Three types of speechwork Drills: aimed at encouraging accuracy Fluency: graded to enable communication to take place within the language capacity of the students Natural language use: bring o

14、rdinary, everyday human speech naturally and spontaneously into the classroom,Types of speechwork,Drills Transformation drills (mechanical) Pronunciation drills (listening, repetition, production) Chain drills (forward / backward),Types of speechwork,Communicative activities Information gap Half-dia

15、logues Quizzes: an integrated activity, combining reading and writing with speaking. Problem solving Guided interviews Role-play Natural language use (personalize learning) Free talk (S on duty) and S-T interaction,Aims of reading in the materials(Grant, 1988),To teach basic reading comprehension sk

16、ills To teach real-life reading skills To develop critical reading skills To develop the students general knowledge (phonological, lexical, grammatical, cultural, discourse analysis, etc) To act as a stimulus for oral or written work,Approaches to teaching reading(Hitomi Masuhara, 2003, p.341),Readi

17、ng comprehension-based approaches Reading is the process of constructing meaning through the dynamic interaction among the readers existing knowledge, the information suggested by the written language, and the context of the reading situation. (Anthony, Pearson, & Raphael, 1993) The mental represent

18、ation of a reader depends on connection gained through decoded linguistic data with the knowledge that already exists in the readers mind. 閱讀理解不是讀者感知文字的意義，而是讀者賦予文字以意義。（胡春洞、戴忠信）,閱讀能力分析,閱讀理解能力主要由四個能力構(gòu)成： 語能 理解言語作品形式的語言能力 才能 理解言語作品內(nèi)容的能力 智能 理解交際意念的能力 （猜詞、推理、概括等） 技能 閱讀心理活動技能 （視幅、速度、復讀等）,教材編寫 非常重視 語能與才能,教學

19、中充分利用 教材培養(yǎng)學生的 智能與技能,Approaches to teaching reading,The language-based approach It is important to nurture learners automatic language processing ability in order to facilitate successful reading. Such behaviourist views led to reading being treated as a means of language practice through the use of

20、simplified texts and graded readers. The skill/strategy-based approach,Approaches to teaching reading,The bottom-up, top-down and interactive-compensatory processing views Activating prior knowledge and experiences of the students Predicting Skimming Scanning Guessing meaning of unknown words throug

21、h contextual clues,Recognizing text structure Identifying text features Finding the writers purposes and attitudes Making a judgment, summary, conclusion, report, etc. Establishing a personal connection to the text (summed up by Liu),Recognizing text structure,Structure the concepts/ideas into an ap

22、propriate sequence and think about the relationships among them (by asking What, Why and How) Using a concept map (a schematic device for representing the key concepts in a topic),Text structure 篇章結(jié)構(gòu),Language,Content/ information,Structure,General idea,Paragraphs,Beginning,Development,Summary,Main i

23、dea of each paragraph,Topic sentence,Key words,Example,The trendiest kind of pet these days is the pot-bellied pig. David Smith of North London has a pot-bellied pig named Connie. “Pot-bellied pigs make the best pets,” said David. “She watches TV on the sofa with me every night. Shes my best friend.

24、” However, life with a pig isnt always perfect. “When I got my pig, she was small,” said David, “but she eats a lot. Now shes too big to sleep in the house, so I made her a special pig house. Also, pigs need a lot of love. Sometimes I dont have enough time to spend with her.”,Mind map,However,David

25、Smith,Pot-bellied pig named Connie,The trendiest kind of pet,Advantages Watches TV Best friend Small at first,Disadvantages Eats a lot Too big to sleep In the house Needs a lot of love,Methods of concept mapping,Selection of concepts 選擇要點 Ranking concepts 排序 Clustering concepts 分層次 Rearrange into a

26、two-dimensional array 重組 Linking concepts 連接,Using cards,Clarification,Group work,Open-endedness,Questioning,由展示型問題(display/close questions)向咨詢型問題(referential/open questions)過渡 知識型問題（knowledge questions) 理解型問題 (comprehension questions) 應用型問題 (application questions) 推理型問題 (inference questions) 分析型問題

27、(analysis questions) 綜合型問題 (synthesis questions) 評價型問題 (evaluation questions),Purposes of writing in the materials,Consolidation of Ss knowledge of language Display writing for academic purposes, usually for the teacher to mark as well as for the exam Real writing for readers to get information from

28、 it Display writing is a way of life in school. However, ELT should strive to be more content-based, theme-based or task-based to give students the opportunity to convey genuine information on topics of intrinsic interest.,Writing practice in the materials,Graded practice Form sentences with words 遣

29、詞造句 Form sentences into paragraphs 連句成段 Form paragraphs into a passage 組段成篇 Graded writing Controlled writing (copy, dictation, simulation) Guided writing (condense, fill-in, out of speechwork) Free writing (relevant both to the Ss and to the subject dealt with in the material, functional, personal,

30、 imaginative),Approaches to writing,Product-oriented and process approaches to writing 1. Product-oriented writing To meet certain standards of prescribed English rhetorical style To reflect accurate grammar To be organized in conformity with what the audience would consider to be conventional Atten

31、tion was placed on how well it measured up against a list of criteria.,2.The process approach to writing(D. Brown),Focus on the process of writing that leads to the final written product Writing is indeed a thinking process Writing is a two-step process. First you figure out your meaning, then you p

32、ut it into language. Make a plan and use an outline Have time to write and rewrite Encourage feedback both from the instructor and peers,10 Types of writing,Practical writing (應用文) Recount/Narration (敘述文 ) Exposition (說明文) Descriptive writing (描述文 ) Reports (報道文 ) Essays (論說文) Stories/novels (故事/小說)

33、 Dialogues or play scripts (短劇) Poems (詩歌) Graphs charts and forms (圖表),Linking words連接詞,因果關(guān)系due to, owing to, thanks to, as a result 轉(zhuǎn)折關(guān)系rather than, on the contrary, in spite of, 條件as long as, so long as, in case, unless, or else 時間、順序the moment, shortly after, afterwards 空間on the left, in the cen

34、ter of, at the side of 列舉first of all, to begin with, next 舉例for instance, such as, namely, that is 遞進whats more, moreover, besides, in addition 目的so that, in order that, for the purpose 總結(jié)in a word, in short, on the whole, in all, in conclusion, to sum up, in brief, general speaking,Rhetoric 修辭,Sim

35、ile (明喻) as white as snow Metaphor (暗喻) Have you ever seen snowmen ride bicycles? Personification (擬人)Who am I? (Computers) Repetition (反復) Contrast (對照) I have a dream,Example: Organization of narration and stories,Title (attention-grabbing) Introduction who (main characters), where & when (situati

36、on) Problem (change of situation, why) Sequence of events (solutions, how) Ending (happy, sad or surprising, what),Considerations for an effective lesson plan有效設計考量,To see whether our lesson is effective, we must consider: Students conditions considered （能力、知識結(jié)構(gòu)、 興趣、需要、學習方式） Objectives appropriate ( 多元，簡明，可達到） Tie with previous lessons （新舊聯(lián)系） Suitable methods and techniques（方法、手段運用合適） Supplementary materials (有趣、有針對性、分層次） Activities well designed(安排有序形式、意義、運用，有啟發(fā)性、互動性、合作性） Key points and questions （ 重