常州市英语五课两评精品教案.docx

常州市英语五课两评精品教案.docx

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常州市英语五课两评精品教案

EnjoyTeachingandLearningin“Real”Life!

---ABriefIntroductiontotheInstructionDesignof“Unit8LifeOnline”

Ⅰ.Teachingphilosophy

Socratesoncesaid,“Educationisnotthefillingofavessel,butthekindlingofaflame.”Therefore,theprocessofanInstructionDesignisratherlikeseekingforproperkindling,aswellasthesurroundingsandmethods.Whatateachershoulddoisnotonlytosetafireinstudents’mindbyputtingthekindlingtogether,butalsotomakehigherflamesbyutilizingallresourcesinthebestway.

Inclassroomteaching,teachershouldalwaysrememberthefollowingconcept:

TellmeandIwillforget;

teachmeandIwillremember;

involvemeandIwilllearn.

Sotheprocessofteachingalanguageshouldnotonlybepracticingthelanguageitself,butaninterestingjourneytothecultures,valuesandlife.Duringthejourney,learnersareinvolvedinthelanguageandengagedinreallife.Whatevertheyhavelearnedisnotactuallyimportant,butthattheyhaveusedthelanguagetosolveproblemsreallycounts.

Inthisway,theteacherswillsurelyenjoyteachingwhilethestudentsenjoylearningthelanguagein“real”life.

Ⅱ.Thecontexts

AsaforeignlanguageinChina,Englishisseldomusedinstudents’reallife.StudentscannotacquirethelanguagenaturallylikenativespeakersorlearnersinwhosecountryorregionEnglishisusedasaSecondLanguage.

Inanactualfact,theclasseshavebeenthemostimportantandfrequentoccasionsonwhichstudentsareexposedtothelanguage.Therefore,theclassroomteachingshouldprovidethelearnerswithopportunitiesformorethanmerelymechanicalclassroompractices,butvalidandnaturallyoccurringcontexts.

Ⅲ.Teachingmaterials:

1.Aboutthetextbook

PublishedbyFenghuangMediaGroupandJiangsuEducationPublishingHouse,thebookEnglishisspeciallydesignedforvocationalschoollearners.Inbook1,thereare10units,andallofthetentopicsarecloselyrelatedtostudents’studyandlife.Eachunitconsistsofthefollowingsevenparts:

warm-up,listeningandspeaking,readingandwriting,languageinuse,reallifeskills,furtherreadingandwrap-up.Withtheconceptoftask-basedteaching,thesevenpartscanbeconnectedtogetherandeachservesthefollowingpart,justlike“scaffolding”.Withlife-likesituations,studentscan“use”,ratherthanmerelypracticethetargetlanguageindifferent“tasks”.Inthisway,students’interestsaremotivated,andtherefore,abilitiesimproved.

2.Aboutthisunit

Amongallthetentopics,Unit8“LifeOnline”providesmuchinformationaboutthedigitalproductsandonlineactivities.MoststudentshaveownedcertaindigitalproductsandtheyareabletomakeuseoftheInternetaswell.However,somestudentsareaddictedtotheInternetactivitiesandtheyspendfarmoretimeontheInternetthanontheirstudy.Therefore,itisnecessaryforthestudentstohaveproperopinionsontheInternet.Afterlearningthisunit,studentswilllearnnotonlythelanguage,butalsothedialecticpointofviewontheInternet,aswellasproperattitudestowardslife.

3.Teachingresources

（1）.English,book1,pages127-146;

（2）.Teacher’sbookforEnglish,book1;

（3）.StudyGuideforEnglish,book1;

（4）.multimedia;

（5）.somedigitalproducts;

（6）.tonguetwisters;

（7）.theInternet,etc.

4.Reconstructionofthematerials

“Teachthelanguagebythetextbookratherthanteachthetextbook.”Thisconceptiswidelyacknowledged.Sowhiledoingtheinstructiondesign,theteacherreconstructssomeofthematerialsinthetextbook.ThewholeunitisdesignedforaProject,whichaimsatfosteringstudents’overallabilitiesoflistening,speaking,readingandwriting.Thesituationdesignedintheprojecthassomethingtodowithstudents’futurecareer,sostudentscanfostertheirintegratedskillsintheproject.What’smore,bydoingtheproject,studentswillhaveproperattitudestowardstheInternetandlife.

（1）TherearetwoitemsintheVocabularypart.OneisaboutpopularabbreviationsinSMSmessages;theotherisrevisionofwordsinthereadingpassage.Takingstudents’interestsandEnglishproficiencyintoaccount,bothofthetwoitemsarearrangedashomework.TheformeroneisdoneafterthePhoneticsandGrammar.Thelatterone,assignedafterthefirstreadingpassage,isusedasrevision.

（2）Accordingtothetextbook,thewritingactivity（actuallyacontrolledwriting）fallsafterthefirstreadingpassage.Inthispart,studentsarerequiredtowritepostsonthemicroblog.Consideringthattargetlearnerscanfinishthisactivitywithoutanydifficulty,theteachermovesthisparttothe“wrap-up”,andgetsstudentstofinishthetaskonREALmicroblog,makingitafreewriting.Whenthelanguageisusedinreallife,studentswillgetinvolvedandenjoydoingthetaskinsteadofbeingforcedtofinishtheassignment.

（3）Inthelastperiod,studentswillpresenttheirproject,whichconsistsofbothspeakingandwriting.StudentspracticetheirspeakingabilitiesmainlyintheListeningandSpeakingpart.Asforfosteringstudents’writingabilities,theteacherarrangesitinRealLifeSkillspart.Theyareaskedtouseimperativesentencestoshowhowtoshoponlineandavoidcheatingonline,whichwillbeusedintheProjectinthelastperiod.

（4）TheInternetislikeavastoceanwheretherearehugeamountsofinformationandvariousactivities,includingmultimedia.Asfarasthetopic“Internet”isconcerned,muchabouttheInternetcanbeusedinteachingandlearning.Forexample,somewebsitesaresuggestedtostudentstofurthertheirstudyafterclass.Intheclass,teacherandstudentssurftheREALInternettogetinformationordothedemonstration.Whenfinishingtheunit,studentswritetheirfeelingsontheirMicroblogs,andtheteachercommunicateswiththemonMicroblogaswell.Inthisway,theteacheralsogetsfeedbackabouthis/herteachingandgetsabetterunderstandingofstudents.

Ⅳ.Learners

1.Learnersofgreatdiversity

Asisknowntoall,learnersareofgreatdiversityinaclass.

Somearefield-independent,whileothersarefield-dependent;someareintrovertwhileothersareextrovert;thereareactivists,reflectors,theorists,pragmatistsandsoon.Soininstructiondesign,theteachershouldtakealltheseintoaccount.

Besides,learnershavedifferentlanguageproficiency,sotheyshouldbeassigneddifferenttasks,includingclassroomactivitiesandhomework.

2.Learningstrategies

AccordingtoWedell,M（1995）,extrovertlearnersaregenerallymoresociableandgregarious,andtheiroverallproficiencyislikelytobedevelopedmorequicklythantheintrovertones,whodevelopafullerandmoreaccurateunderstandingofthelanguagestructurethantheextroverts.

Fielddependentlearnersareusuallyexpectedtodevelopgoodinterpersonalcommunicationskillswhilefieldindependentlearnerstendtoanalyzeinformationtheyget.

Somestudentsarefondofgroupdiscussions,cooperationwhilesomeloveindividualreadingorwriting.

Differentlearnershavedifferentfavorablelearningstrategies.Whattheteachershoulddoistovaryactivitiesandstrategiessoastogeteverystudentinvolvedintheclass.

3.Thepreviousknowledgeoflearners

（1）Moststudentsarefamiliarwiththeonlineactivitiesandeverystudentownsoneormoredigitalproducts.TheytalkalotintheirlifeaboutthetwotopicsinChinese.However,somestudentshavedifficultyintalkingabouttheseinEnglish,nottomentionofferingopinionsinEnglish.So,tryingtobuild“scaffold”graduallyintheteachingandlearningprocessisnecessary

（2）Studentshavebeentaughttoreadthepassagebyprediction,skimming,scanningandotherstrategiesintheformerclasses.Sotheyareexpectedtofinishtheassignmentintworeadingpassages.

（3）StudentshavelearnedIPA（InternationalPhoneticAlphabet）,buttheyareconfusedaboutsomeofthem.Sosufficientpracticesarenecessary.

（4）StudentshavelearnedPresentContinuousTense,andtheyarequiteconfidentofusingtherulestofinishtheassignmentsintheclass.ThefocusofthegrammarlearninginthisunitliesinthedifferencesbetweenPresentContinuousTenseandSimplePresentTense.

（5）Studentshavedoneprojectsintheformerunits,sotheywillbeabletodoitthistime.

（6）Students’majorhassomethingtodowiththeoldpeople,andtheyhaveleanedhowtotakecareoftheoldpatientsbothphysicallyandmentally.Sotheywillbeabletodotheprojectinaproperway.

4.Motivationandattitudesoflearners

Franklyspeaking,notallthestudentsinvocationalschoolsarewillingtolearnEnglish,someofwhomevendon’twanttodoanythingaboutstudy.AlotofstudentslearnEnglishnotbecausetheylikeit,butbecausetheyhavetopasssomeexaminationsorgetastablejobinthefuture.Thisistheirextrinsicmotivation,somewhatlikeInstrumentalMotivationbyLambert.

However,notasinglestudentlikeslosingfacebeforepeers.Teensareeagertoattractothers’attentionbothinandoutoftheclass.Soitisbelievedthatmeaningfullearningisoneofthemethodstostimulatestudents’intrinsicmotivation,similartoLambert’sIntegrativeMotivation.AccordingtoCooper（1981）,“Ifmoststudentshadtoknowagivenlanguageinordertoaccomplishsomegoalforthemselves,thenmostwouldlearnit.”Inthisway,aprojectbasedona“real”situationwilldo.

Underlyingandsupportingmotivationareawholerangeofattitudestolearning,thelanguageanditsspeakers.Thelearner’sownattitudesmaybeinfluencedbythoseoftheirparents,theirpeers,andtheirteachers.

Unfortunately,somevocationalschoolstudents’attitudestoEnglisharenegativ