Transcript Document
The Zone of Proximal Development and the Design of Communicative Activities By Lan Weihong Stage 1 Experience What do you know about the the zone of proximal development ? • Sociocultural theory proposes that social interaction plays a fundamental role in the development of cognition (社 会建构主义认为，社会交往在人的认知发 展中发挥根本的作用）. • In Vygotsky’s view, the learner does not learn in isolation. Instead, learning is strongly influenced by social interactions, which take place in meaningful contexts • （学习者不能孤立地学习，学习深受富有 意义的情景中的社会交往所影响）. • According to Vygotsky, thinking and problems solving fall into three possible categories （人的思维和解决问 题的能力有三种可能）. • At the first level are tasks that the child can complete independently without any need of assistance（不需要他人的帮 助就能独立完成的）. • At the next level are the tasks that the child is not able to complete independently, but could complete if given assistance（不能独立完成，但在 他人的协助下可以完成）. • • The third level includes tasks that fall beyond the present cognitive abilities of the individual. Even with assistance, the child would not be successful in completing the task（超出学生现有认知 水平，即使有他人的帮助也无法完成）. Stage 2: Exploration 1. Which level is the zone of proximal development ( ZPD) (最近发展区）? 2. How do you try to develop the students’ potential ability by desiging communicative activities? Stage 3 Exchange Share your experience of how to design communicative learning activities for pupils. Stage 4 Extension Read some cases of communicative activites and find out how the teachers develop the students’ potential ability by desiging communicative activities. Cases of commnunicative activities. How do the teachers develop the students’ potential ability by desiging communicative activities? Help the students to learn to communicate through interaction in the target language(用目的语在互动中学会交 际）. Provide opportunities for learners to focus not only on language, but also on the learning process itself（提供学语言 和用语言的过程） Make use of the learner‘s own personal experience (利用学习者的经验）. Link classroom language learning with language activation outside the classroom (把课堂语言学习和课 外的语言的激活联系起来） What objectives can be reached if we can make learning activities ____? learner-centered (以学习者为中心） Interactive （互动的） Meaning-focused （以意义为中心） Collaborative（具有合作性） Purposeful （有目的性） • provide opportunities for active communicative interaction among students (提供机会让学生之间进行积 极的互动性交际活动) make language learning meaningful for the students. encourage the students to use English in an authentic context The objectives of ommunicative Language Teaching Students will learn to use language as a means of expression Students will use language as a means of expressing values and judgments Students will learn to express the functions that best meet their own communication needs. 语言知识二级目标 • 功能 了解问候、告别、感谢、致歉、介绍、请 求等交际功能的基本表达形式。 • 话题 能理解和表达有关下列话题的简单信息:数 字、颜色、时间、天气、食品、服装、玩 具、动植物、身体、个人情况、家庭、学 校、朋友、文体活动、节日等。 二级说的目标 • 1、能在口头表达中做到发音清楚、语调达 意； • 2、能就所熟悉的个人和家庭情况进行简短 对话； • 3、能运用一些最常用的日常套语(如问候、 告别、致谢、致歉等)； • 4、能在教师的帮助下讲述简单的小故事。 二级读的目标 • 1、能认读所学词语； • 2、能根据拼读的规律，读出简单的单词； 3、能读懂教材中简短的要求或指令； • 4、能看懂贺卡等所表达的简单信息； • 5、能借助图片读懂简单的故事或小短文， 并养成按意群阅读的习惯； • 6、能正确朗读所学故事或短文。 Stage 5 Evaluation 1. What have you learned and what else you want to discuss about? 2. Key words for further reading. Communicative Language teaching