1) 思维品质指思维在逻辑性、批判性、创新性等方面表现的能力和水平。 2) 思维品质体现英语学科核心素养的心智特征。
3) 思维品质的发展有助于提升学生分析和解决问题的能力， 使他们能够从
跨文化视角观察和认识世界，对事物作出正确的价值判断。
4) 思维品质目标：能辨析语言和文化中的具体现象，梳理、概括信息，构
建新概念，分析、推断信息的逻辑关系，正确评判各种思想观点，创造性地表达自己的观点，具备初步运用英语进行独立思考、创新思维的能力。
7. 学习能力：
1) 学习能力指学生积极运用和主动调试英语学习策略，拓宽英语学习渠道，
努力提升英语学习效率的意识和能力。
2) 学习能力构成英语学科核心素养的发展条件。
3) 学习能力的培养有助于学生做好英语学习的自我管理，养成良好的学习
习惯，拓宽学习渠道，提高学习效率。
8. 课程内容： 1) 主题语境：
[1] 人与自我:生活与学习，做人与做事
[2] 人与社会：社会服务与人际沟通，文学、艺术与体育，历史、社会与
文化，科学与技术
[3] 人与自然：自然生态、环境保护、灾害防护、宇宙探索 2) 语篇类型：口语和书面语篇，不同类型的文体形式.
[1] 连续性文本: 记叙文、说明文、议论文、应用文、访谈、对话等 [2] 非连续文本:图表、图示、网页、广告、漫画等 3) 语言知识：语音、词汇、语法、语篇、语用 4) 语言技能：听、说、读、看、写
5) 文化知识：中外优秀人文和科学知识：物质文明知识、精神文明知识 6) 学习策略：元认知策略、认知策略、交际策略、情感策略
5. Lesson planning and classroom management
1. Macro planning vs. micro planning
1) Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course. [1] Macro planning involves the following:
? knowing about the profession: language contents and skills; materials,
teaching aids, methods and techniques;
? knowing about the institution: the institution's arrangements regarding
time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.
? knowing about the learners: students' age range, sex proportion, social
background, motivation, attitudes, interests, learning needs and other individual factors.
? knowing about the curriculum/syllabus: principles, purposes,
requirements and objectives, methodological suggestions and assessment requirement
11
? knowing about the textbook: its philosophy of teaching, organization of
learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.
? knowing about the objectives: what learners are expected to achieve and
able to do after one semester or a year’s learning so that he/she can design suitable activities to meet the objectives.
2) Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on. 3) How to make a micro plan.
[1] The teaching aims and demands (ability, knowledge) [2] The teaching contents ? vocabulary, phrase ? structure ? grammar ? skills
[3] The teaching important and difficult points [4] The teaching methods and aims [5] The teaching procedure ? stage 1: warm-up activities
? stage 2: (step1: presentation -------step 2: practice-------step3:
production)
? stage 3: lesson summary
? stage 4: assignments/optional activities ? stage 5: after class reflection 2. components in a lesson plan:
1) Background information: Material, Learner (students’ number, age, sex,
interest, cooperative or quiet, easy to control?)
2) Teaching aims: study a piece of grammar, write a narrative, listen to an
interview, read a passage etc. 3) Language contents and skills 4) Teaching aids
5) Stages and procedures 6) End of lesson summary 7) Optional activities
8) Homework: After lesson reflection, Board-writing design
3. Principle for a good lesson plan: Variety, Flexibility, Learnability, Linkage 4. Classroom management:
1) How to use physical presence in class
[1] Proximity: Teachers should consider how close they want to be to the
students they are working with.
[2] Appropriacy: Teachers should decide what manners they should use to
work with students is a matter of appropriacy.
12
[3] Movement: How should teachers move during the teaching procedure? [4] Contact: How can teachers make contact with students? 2) How to mark the stages of the lesson? [1] How to start a lesson?
[2] Should teachers explain exactly what they are going to do? [3] How can teachers move from one stage to another one?
[4] How can teachers re-focus the students’ attention, or point it in some new
direction.
3) Hints for lesson management [1] Prepare more than you need.
[2] Note in advance which part(s) of the lesson you will sacrifice if there is too
little time for everything!
[3] For group work, give instructions and make sure these are understood
before dividing into groups or even, if practicable, handing out materials. 5. Classification of Questioning 1) Closed and Open questions
[1] Closed questions refer to those with only one single correct answer while
open questions may invite many different answers. 2) Display questions and genuine questions
[1] Display questions are those that the answers are already known to the
teacher and they are used for checking if students know the answers, too. [2] Genuine questions are questions which are used to find out new
information and since they often reflect real contexts, they are therefore more communicative.
3) Lower-order questions and higher-order questions
[1] Lower-order questions refer to those that simply require recalling of
information or memorization of facts.
[2] Higher order questions require more reasoning, analysis, and evaluation. 6. Tips for making questioning more effective
1) Questions should be closely linked to the learning objectives in the lesson; 2) Questions should be staged so that the level of challenge increases as the
lesson proceeds;
3) There should be a balance between closed and open, lower-order and
higher-order questions;
4) Wait time is important to allow students to think through their answers. 5) Students should be provided opportunities to ask their own questions and
seek their own answers;
6) A secure and relaxed atmosphere of trust is needed and students’ opinions
and ideas are valued. 7. Errors & mistakes
1) A mistake refers to a failure performance to a known system.
2) An error has direct relation with the language competence. Errors result
from lack of knowledge from the target language. 3) Dealing with spoken errors:
13
[1] When to correct? ? trivial mistake ? common mistake
? after the students' performance [2] How to correct? ? self-correction ? peer correction
? indirect teacher correction ? direct teacher correction
6. Teaching the language system and skills
1. language system: Pronunciation, Vocabulary, Grammar 1) The importance of teaching the language system:
[1] Without grammar, very little can be conveyed. Without vocabulary,
nothing can be conveyed (Wilkins,1972).
[2] A Knowledge of phonology and phonetics enables teachers to anticipate
difficulties and to help students overcome them (Cross, 1992).
[3] The teaching of grammar and vocabulary has always been a central
aspect of foreign language teaching (Brown, 1994).
[4] No one doubts the prominence of grammar as an organizational
framework within which communication operates.
[5] A good store of words is crucial for understanding and communication
(Cross, 1992).
2. Phonology:
1) The phonology can be regarded as falling into two major parts-the phonemes (vowels and consonants)
2) The way the individual sounds interact with the other phonological features in connected speech to produce the characteristic patterns of stress, rhythm and intonation.
3) The objective of teaching pronunciation:
[1] The aim of pronunciation improvement is not to achieve a perfect
imitation of a native accent.
[2] It is simply to get the learner to pronounce accurately enough to be
easily and comfortably comprehensible to other (competent) speakers. [3] “Perfect” accents are difficult if not impossible for most of us to
achieve in a foreign language anyway, and may not even be desirable. [4] Intelligibility: The pronunciation should be understandable to the
listeners.
[5] Communicative efficiency: The pronunciation should help to convey
the meaning that is intended by the speaker.
[6] Consistency: The pronunciation should be smooth and natural. 3. Teaching steps of a single sound 1) Say the sound alone.
2) Get the students to repeat the sound in chorus.
14
3) Get individual students to repeat the sound. 4) Explain how to make the sound. 5) Say the sound in a word.
6) Contrast it with other sounds.
7) Say the sound in meaningful context. 4. Types of pronunciation exercises 1) Perception practice
[1] Minimal pairs: Minimal pairs are pairs of words which have only one sound different from each other. [2] Which order? [3] Same or different? [4] Odd man out [5] Completion
2) Production practice
[1] Listen and repeat [2] Fill in the blanks [3] Make up sentences [4] Using meaningful text. [5] Using pictures
[6] Using tongue twisters 5. Practicing stressing 1) Two kinds of stress: [1] word-level stress
[2] phrase-level or sentence-level stress 2) Ways of showing the stress [1] Use gestures. [2] Use the voice. [3] Use the blackboard.
6. The importance of practicing intonation
1) Intonation can greatly affect the intention of the speaker’s message.
2) Intonation is used by native speakers to express meanings in many subtle
ways such as surprise, complaint, sarcasm, friendliness, threats, etc. 3) Intonation is “as important as grammar or lexis.”
7. The role of the teacher (based on the function of the teacher):
1) Controller: control the pace, the time, the target language, the student. 2) Assessor: two things
[1] as corrector: correct the mistakes, organizing feed back the learners
[2] as evaluator: to create a success-oriented learning, atmosphere, more
praise, less criticism
3) Organizer: task based on teaching to design tasks and to organize 4) Prompter: to give appropriate prompts hints 5) Participant: to take part in the activities 6) Resource-provide: as a walking dictionary 7. Grammar, vocabulary, listening, and speaking teaching
15
相关推荐：
loading