1、英语教师 EPCK发展的课例研究 EPCK的基本理论 舒尔曼教授 :学科教学知识 Pedagogical Content Knowledge （ 简称 PCK） 英语学科教学知识（简称 EPCK） EPCK的组成部分 EPCK的重要性 课程和教材的知识 每单元由 7个板块构成： 1 Welcome to the unit (1p) 2 Reading (4 pp) 3 Word power (2 pp) 4 Grammar and usage (4 pp) 5 Task (6 pp) 6 Project (2 pp) 7 Self-assessment (1 p) 牛津高中英语牛津高中英语 单
2、元结构单元结构 3 一、一、 Reading Reading 包括 :读前问题（ A），阅读材料本 身 (B)、读后练习 (C F) 和紧跟在阅读文章后 面的 Reading strategy。 A 三个问题，练习快速阅读。 B 阅读文章。对话或短文，跨两页。 C 关于文章的更多问题，有时分 C1, C2，从更 多的细节到文章的深层理解。 D 根据上下文猜测和理解词义，有时分 D1, D2。 E 根据课文意义完成短文，综合理解。 F 拓展 延伸练习。依据与课文相关的话题或 细节开展讨论。 4 Steps and methods for teaching reading The main sub
3、-skills of reading are: Prediction; Reading for the main idea; Reading for specific information; Checking for comprehension; Having a discussion 英语课程与教学论新编 课例一、 阅读版块 教学操作要领和 实例 1、课文的巧妙导入 2、阅读过程的正确引导 3、提高学生阅读技能的精心指导 4、有效的课后活动设计 1、课文的巧妙导入 1.1直观导入 1.2对话导入 1.3媒体导入 1.1直观导入法 e.g.:在教学第七模块第一单元 living with t
4、echnology的阅读文章 the evolution of video and sound devices导入阶段就可以 直接向学生展示手提电脑、手机、电子词 典等电子设备。 第二单元阅读课 two life-saving medicines导入时就可以展示阿司匹林和盘 尼西林两种药物。 1.2对话导入 第六模块第二单元阅读课文 Turandot in beijing 以学生的兴趣爱好为切入点，问： Who is your favorite singer? Do you like opera? 引出图兰朵歌剧这一话题 2、阅读过程的正确引导 2.1 浅层阅读，整体了解课文大意和脉络 2.2
5、 深层阅读，局部了解课文主要情节和要点 2 1浅层阅读，整体了解课文大意 和轮廓 第四模块第三单元阅读课文 Not just watching a film 3、提高学生阅读技能的精心指导 3.1 快速浏览，抓住关键词和主题句技能的培养 3.2 巧妙猜词释义技能的培养 3.3 学会领会 title及 sub-title 3.4 帮助学生养成良好的阅读习惯 3.1快速浏览，抓住关键词和主题句技能的培养 阅读第五模块第一单元时，指导学生抓住如 下的关键词和主题句： Para 1:best friends, academic, hard-working, get good marks. Para 2
6、: had a surprise Maths test, worried about the results Para 3: be cheerful, something was wrong, Para 4:noticed that, were staring at me Para 5:I was so angry that I went straight to 3.2巧妙猜词和释义技能的培养 (1)根据上下文提供的内容猜测生词 (2)内在逻辑关系 (3) 根据构词法判断、猜测词义 (4) 通过对比关系来推测词义 (1)根据上下文提供的内容猜测生词 如： Anthropology is the
7、 scientific study of man.由定义可知， anthropology就是 “研究人类 的科学 ”。 又如： The word “etiquette”, which is of French origin and originally meant a label, or a sign, passed into Spanish and kept its original meaning. 通过 or（即，就是），我们可以知道前后所指的 是同一概念，因此句中的 label是指 sign。 (2)内在逻辑关系 如： 2003年全国高考卷阅读理解 C篇： First put forw
8、ard by the French mathematician Pierre de Fermat in the seventeenth century, the theorem had baffled and beaten the finest mathematical minds, including a French woman scientist who made a major advance in working out the problem, Through unbelievable determination Andrew Wiles finally worked out th
9、e problem in 1995. 根据 对下文的理解：直到 1995年才解决了这一问题，以及分 析 baffled与 beaten的关系，我们不难推测出 baffled意 为 “cause difficulty in understanding: 难住，难倒 ” 。 (3) 根据构词法判断、猜测词义 1999年全国高考卷中 B篇： Computer people talk a lot about the need for other people to become “computer-literate.” But not all experts agree that this is a
10、good idea. 从整 篇文章可知本文在谈论人们学会使用电脑；另外 ，从这一复合词的构词可知，它由 computer (电 脑 )和 literate（会读书写字的）两部分组成，因此 合在一起便是 “understanding the computer and knowing how to use it: 懂得电脑并会用电 脑的 ”。 (4) 通过对比关系来推测词义 能够体现对比关系的词汇很多，主要有表 示转折关系的 but, however, yet, otherwise, though, on the one hand on the other hand, for one thing
11、for another等一些反义词，在句中其前后的词 有明显的对比关系。 3.3学会领会 title及 sub-title 如第七模块第一单元 The evolution of video and sound devices一文中，每一部 分都有一个 sub-title. “Early history of TV/The Modern age: satellite TV/Early history of sound recorders /” 读了下文 段落后我们可知这些标题恰恰告诉了我们 本段的主旨。 3.4帮助学生养成良好的阅读习惯 常见的不良阅读习惯： 出声读、指读 零容忍生词 无意群意识
12、 无整体意识 4.1读后设计活动应遵循的原则 目标性 拓展性 组织与指导策略设计 注重思维 任务型设计 引自仲主任论文 读后活动设计失 当的案例分析及对策 4.2读后活动设计失当案例 与文本脱节 缺乏有效组织 教师的观点缺失或不合理 伪话题，伪讨论 忽视学生写的能力的落实 引自仲主任论文 读后活动设计失 当的案例分析及对策 Discussion in groups(refer to P41) What developments in science and technology would you like to see happen in the future? Virtual Realit
13、y Not just watching a film Find out the topic sentence. (the first sentence) This presentation will give you some information about RealCine: how it works, why it is better than a film, and how it can be used in other ways. Para.? Para.? Paras.? I. While-reading activities 1. Fast-reading the introd
14、uction of the presentation How RealCine works Why RealCine is better than a film Part 1(Para.1) 2. Reading for the outline Part 3(Para.3) Part 2(Para.2) Part 4(Paras.4- 7) How it can be used in other ways 1.How can people watch an ordinary film? 2. How many of the users senses does this product conn
15、ect with? 3. Reading in detail Watch and hear passively. Four of the users senses-sight, hearing, smell and touch. Part 2(Para.2) Ordinary cinema RealCine sight hearing smell touch taste Special VR headset Small openings in the headset Small gloves How does RealCine work? Para.3 What did the teenage
16、r experience in RealCine?He attended a World Cup final as the captain of the Brazilian football team and scored the winning goal. Para.4 1. The grandfather can no longer walk, but experienced a real African adventure.( ) 2. Besides, VR can be used in training firefighters.( ) 3. RealCine will not di
17、sappoint us. ( )F F T Paras. 5-7 4. Teachers could teach biology by allowing students to experience the world as an animal.( )T True or false? the topic sentence-Para.1? (the first sentence) This presentation will give you some information about RealCine: how it works, why it is better than a film,
18、and how it can be used in other ways. Para.? Para.? Paras.? II. Summary: Summary 1: (the first sentence) This presentation will give you some information about RealCine: how it works, why it is better than a film, and how it can be used in other ways. Para.3 Para.2 Paras.4-7 the topic sentence-Para.
19、1? Summary 1: A good presentation Reading strategy: reading a business presentation Summary 2: Specific information or examples Convincing facts Objective III. Post-reading What other ways can VR be used, besides a film?(refer to Paras4-7) If you are given the chance to use the RealCine, what will y
20、ou use it to do? Why? 3D films urban planning and construction computer games Military Training Promote products (houses) Tragedy. A boy was so addicted to virtual games that he killed one of his companions thinking that he could be alive again, just like the figures in the game. Conclusion: Every c
21、oin has its two sides.Learn to make the most of its good side. Try to avoid its bad side. Be smart about VR! Schoolwork Write an essay about your opinion on VR. Reading for the outline Turandot in Beijing Part I: (Paras.1-3) Part II: (Paras. 4-6) Part III: (Paras. 7-9) Reading for the outline Turand
22、ot in Beijing Part I: Part II: Part III: Background about Turandot The of Turandot Other information about Turandot information plot 2 2深层阅读，局部了解课文的主 要情节和要点 Reading in detail: I.(Paras. 1-3) Background information: Setting: in _ _ _ outdoors Writer: _ _a world- famous opera writer What: Turandot is
23、the story of a _ Chinese _ the Forbidden City Giacomo Puccinis cold-hearted princess II. (Paras.4-6) The plot of Turandot: Main characters: Turandot- a _ _ Calaf- a _ Liu- Calafs fathers _ _ Plot:the classic _ _ of the three main characters; Calaf has _ _ _ _ Turandot; Turandot does not want to get
24、_; declares anyone who wants to marry her must answer her three _ or _ Chinese princess prince young slave love triangle fallen in love with married riddles die Franco Alfano- Puccinis _ _ ; _ the final scene Director: _ Conductor: _, an internationally famous conductor born in _ Actors and actresse
25、s: _-Turandot; _ -Liu; _-Calaf; III. Other information about Turandot: former student completed Zhang Yimou Zubin Mehta India Sharon Sweet Barbara Hendricks Kristjan Johannsson 二、二、 Grammar and usage 通过语法规则的讲解和多种图示的呈 现 ,让学生比较全面系统地掌握语法知识。 Grammar and usage 板块根据课程标准 对高中语法的教学要求，系统讲授语法 知识，并通过在语篇中的练习加以巩固
26、 和提高。基本思想是：归纳演绎并举， 讲练结合，讲求实效。 52 高中阶段的语法教学，应从语 言应用的角度出发，把语言的形式 、意义和语法有机地结合起来。要 引导学生在语境中了解和掌握语法 的表意功能。 英语课程标准 53 Grammar and usage 1 Introduction to attributive clauses Presenting (浅显的英语对所要讲的语法项目进行描 述，并配以典型的例句。 ) Practising a passage (在语篇中练习所学的语法知识。 ) 2 Relative pronouns: that, which, who, whom and w
27、hose Presenting (浅显的英语对所要讲的语法项目进行描 述，并配以典型的例句。 ) Practising a dialogue (在语篇中练习所学的语法知识。 ) Module 1 Unit 1 School life 54 Module 1 Unit 2 Growing painsGrammar and usage 1 Preposition+which and preposition+whom Presenting (浅显的英语对所要讲的语法项目进行 描述，并配以典型的例句。 ) Practising (A、 B两部分在所给句子的特定情境 中练习所学的语法知识。） 2 Rel
28、ative adverbs: when, where and why Presenting (浅显的英语对所要讲的语法项目进行 描述，并配以典型的例句。 ) Practising （ 在语篇中练习所学的语法知识。） 55 课例二：课例二： Grammar and usage You love pop songs. So do I. Seldom have I given any present to my mother. Had I given any present to my mother last year, she would have been very excited. So ex
29、cited was she that she prepared a delicious meal for me. Only after I arrived, did I realize this was a beautiful school. Out came Ms. Wang Liai, an expert teacher in your school. Seated at the back are some expert teachers from diffrent schools. You love pop songs. So do I. Only after I arrived, di
30、d I realize this was a beautiful school. Seldom have I given any present to my mother. So excited was she that she prepared a delicious meal for me. Had I given any present to my mother last year , she would have been very excited. Seated at the back are some expert teachers from diffrent schools. .
31、 Out came Ms. Wang Liai, an expert teacher of your school. Partial inversion Full inversion 结构： 助动词 /情态动词 +主语 +谓语动词 Partial inversion部分倒装Inversion 倒装 结构： 谓语动词 +主语 Full inversion完全倒装 Seldom have I given any gift to,. Out came Ms. Wang Liai, an expert teacher of your school. 部分倒装（ Partial Inversion) 【
32、 规则 1】 否定或半否定词放句首表示强调时 【 规则 2】 only+状语位于句首 【 规则 3】 so / neither /nor 位于句首的情况 【 规则 4】 在虚拟语气条件句中 【 规则 5】 as引导的让步状语从句 【 规则 6】 特殊固定句型 在下列 否定或半否定词 放句首表示强调时 从不 任何地方都不 很少 刚刚，几乎不 决不 【 规则 1】 never nowhere seldom, little, few, rarely hardly, scarcely, barely by no means, at no time, in no way, in no case, und
33、er no circumstances, on no account 部分倒装（ Partial Inversion) 【 规则 1】 否定或半否定词放句首表示强调时 【 规则 2】 only+状语位于句首 【 规则 3】 so / neither (nor) 位于句首的情况 【 规则 4】 在虚拟语气条件句中 【 规则 5】 as引导的让步状语从句 【 规则 6】 特殊固定句型 Group1 Group2 Group3 Group4 Group5 介词短语 Only + 状语 状语从句 +部分 倒装 副词 (only用于修饰 主语 时 ,不 倒装 ) Only+状语位于句首 : 【 规则 2
34、】 eg:Only after I arrived, did I realize this is a beautiful school. eg:Only my brother didnt give any gift to my mother. So + 助 /be/情态动词 +主语 （ 也，主语不同） So + 主语 +助 /be/情态动词 ( 确实如此 ) Neither Nor +助 /be/情态动词 +主语 ( 也不 ) 【 规则 3】 so / neither /nor 位于句首的情况 : You love pop songs. So do I. You didnt give any
35、present. Neither/Nor did I. 【 规则 4】 在虚拟语气条件句中 从句谓语有 助动词 were, had, should时，可将 if 省略 , were, had, should 移到句首 。 Were I ten years younger, I would cherish Mothers Day more than ever. Had I given any present to my mother last year , she would have been very excited. Should I give a bunch of flowers to
36、my mother, she would be overjoyed. as引导的让步状语从句要用倒装语序 n/adj/ adv/ v+ as/though + subject + be/情态动词 . Tips:1.单数可数名词作表语提前不用冠词 2.句首是实义动词，则其他动词放在主语后 3.如果 实义动词有宾语和状语，则随实义动 词一起放在主语之前 【 规则 5】 eg: Although/though he may try, he never succeeds. Try as/though he may, he never succeeds. 特殊固定句型 在 hardly/scarcely
37、when ； no soonerthan; not only but also ； so.that; suchthat 的倒装句中， 前倒后不倒 not until 引导的从句位于句首引起的倒装 ,主倒从不倒 【 规则 6】 Hardly had my mother seen the gift, she burst into tears. Not until I saw the gift, did I realize it was the Mothers Day. 完全倒装（ Full Inversion) 【 规则 1】 here, there,now,then 或 out,in,up,do
38、wn, away,off等副词放在句首 ,谓语动词是 come,go,rush等 ,且 主语是名词 ，句子完全倒装 。 Out came Ms. Wang Liai. Tips: 若主语为人称代词 ，则句子 _倒装不 Out she came. 表方位的副词短语或介词短语置于句首，句中的 谓语动词为 sit ,stand, lie 等表示静态存在意义的不 及物动词时，句子完全倒装。 At the bottom of my heart_ who in the world would love us so deeply without asking for any reward. A. lies
39、a question B. a question lies C. does a question lie D. a question does lie 【 规则 2】 【 规则 3】 主语较长时，通常将表语提至句首，主语 和动词 be 倒装。表语 +系动词 +主语 改写句子 1.The days when my mother suffered from heavy housework are gone. 2. A group of expert teachers are seated at the back of the lecture hall. = Gone are the days wh
40、en my mother suffered from heavy housework . = Seated at the back of the lecture hall are a group of expert teachers. 倒装 全部倒装 部分倒装 1. 在以 here、 there、 now、 then、 off、 away等副词开头的句子里。 2. 表示地点的介词短语位于句首时。 1.Only+状语位于句首时 2. 否定副词或短语位于句首时 3. So Neither Nor 位于句首时 4. 在省去 if的虚拟条件从句 中 5. as引导的让步状语从句 6.特殊固定句型 总结
41、归纳 3.表语提前时 Consolidation:用倒装改写句子 1. I realized it was Mothers day, only when I saw the gifts. 2. I have seldom given any gift to my mother. 3. My mother had hardly seen the gift when she burst into tears. 4. I think of my mother only on Mothers day. 5. We shall forget our mothers at no time. Consoli
42、dation:用倒装改写句子 1. Only when I saw the gifts, did I realize it was Mothers Day. 2. Seldom have I given any gift to my mother. 3. Hardly had my mother seen the gift when she burst into tears. 4. Only on Mothers Day do I think of my mother. 5. At no time shall we forget our mothers. 写作应用 (120words) My
43、Mothers Day Last Sunday is Mothers Day. _ _ _ _ _ _ _. Reference: 1. Only when I saw the gifts, did I realize it was Mothers day. 2. Seldom have I given any gift to my mother. 3. Hardly had my mother seen the gift when she burst into tears. 4. Only on Mothers day do I think of my mother. 5. At no ti
44、me shall we forget our mothers. 三、 Task板块 的教学问题 1. Task板块教材设计意图 2. Task板块基本教学流程 3. Task板块教学活动原则 1. Task板块 教材设计意图 体现了任务型语言教学的理念 布置几个任务以完成终极任务 写 通过完成任务培养听、说、读、写的综合 技能 通过一系列的课堂学习活动学会熟练、自 如地运用英语 2. Task板块 基本教学流程 2.1 创设情境 导入 任务 2.2 协作阅读 信息输入 2.3 调查访谈 对话切入 2.4 小组讨论 集体构思 2.5 教师指导 画龙点睛 3.任务型语言活动的原则（ David N
45、unan） 3.1 Scaffolding 3.2 Task dependency 3.3 Recycling 3.4 Active learning 3.5 Integration 3.6 Reproduction to creation 3.7 Reflection (辅助性原则 ) (任务相依性原则 ) (循环性原则 ) (主动学习原则 ) (整合性原则 ) (由模仿到创造的原则 ) (反思性原则 ) 课例三： Task板块教学实例 task课例 .ppt 四、关于日常教学问题的讨论 u生词的处理方式？ u每节课都需要预习？ u课文录音处理方式？ u课文的朗读与背诵？ u怎样指导阅读策略？ u怎样处理教材中的听力？ 85 研究教材研究教材 研究课例研究课例 辅助建构辅助建构 EPCK 促进专业发展！促进专业发展！ Thank you very much ! Goodbye !
