新高中英语教材的教学思路.ppt

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1、新高中英语教材的教学思路新高中英语教材的教学思路广州市第五中学广州市第五中学 陈艳华陈艳华20062006年年7 7月月 一、对新课标与新教材的总体认识一、对新课标与新教材的总体认识二、课堂教学的总体设计原则和思路二、课堂教学的总体设计原则和思路三、教材中各部分的处理思路与实例分析三、教材中各部分的处理思路与实例分析四、教学中如何实现课程目标四、教学中如何实现课程目标五、如何进行课堂教学评价五、如何进行课堂教学评价对新课标与新教材的总体认识对新课标与新教材的总体认识(1)(1)1.关于新教材的关键词关于新教材的关键词:*以学生为主体以学生为主体*为用而学为用而学-学会用语言做事学会用语言做事;

2、学会学习学会学习;学会做学会做人人*学中做学中做,做中学做中学-体验，发现，归纳，运用体验，发现，归纳，运用,创造，创造，探究，探究，发发展展-自主意识，合作意识，情感意识的形成自主意识，合作意识，情感意识的形成*以话题为中心呈现听说读写的材料和学习任务以话题为中心呈现听说读写的材料和学习任务对新课标与新教材的总体认识对新课标与新教材的总体认识(2)(2)2.使用新教材必须明确以下几种关系:*教材与教学的关系 “教师要善于结合实际的需要，灵活地和有创造教师要善于结合实际的需要，灵活地和有创造性地使用教材，对教材内容、编排顺序和教学方性地使用教材，对教材内容、编排顺序和教学方法等方面进行适当的取

3、舍或调整。法等方面进行适当的取舍或调整。”（新课标（新课标61页页（二）教材使用建议）（二）教材使用建议）*教师与教学的关系*考试与教学的关系1.1.新教材的单元整体教学设计和重组新教材的单元整体教学设计和重组1)1)新教材重组的原则新教材重组的原则 通读整个单元，熟悉教学内容，领悟编写意图，结合实通读整个单元，熟悉教学内容，领悟编写意图，结合实际际(学生认知水平学生认知水平,心理特点等心理特点等),恰当取舍。恰当取舍。2)2)新教材重组的新教材重组的理念理念 倡导图式理论，坚持倡导图式理论，坚持input-based instruction的教学的教学理念，运用英语理念，运用英语“四位一体四

4、位一体”语言技能体系，即语言技能体系，即 WSLR-Writing(including translation)-Speaking-Listening-Reading课堂教学的总体设计原则和思路课堂教学的总体设计原则和思路(1)3)新教材重组的方法新教材重组的方法 删减法删减法 扩充法扩充法 简化法简化法 调整法调整法 替换法替换法 课课 时时 课课 型型1 课课 型型2 1 Warming up;Reading Warming up;Talking 2 Learning about Language Reading 3 Using Language Learning about Langua

5、ge 4 Workbook(听听/说说)Grammar 5 Workbook(读读/说说/写写)Using language 6 Writing（与听（与听/说说/读读结合）结合）Writing（与听（与听/说说/读结读结合）合）7同步综合练习同步综合练习;自我评自我评价价同步综合练习同步综合练习;自我评价自我评价4)新教材重组的方式和实例新教材重组的方式和实例 通常每单元通常每单元7课时，可这样重组：课时，可这样重组：Book I Unit OneBook I Unit One单元整体课时设计单元整体课时设计Period 1-Words(语音语音);Warming-up;Talking(Pa

6、ge 41)听说活动课听说活动课Period 2-Reading(Page 2)阅读课阅读课Period 3-Learning about Language Reading 中的中的词汇句型和语法词汇句型和语法(练习内容是阅读文段的延展练习内容是阅读文段的延展,重组时应重组时应考虑以话题内容的相关性为线索考虑以话题内容的相关性为线索;又如又如Period 4的编排的编排)Period 4-Listening(Page 41);Listening Task(P43)Period 5-Using Language(Page 6)；Reading Task(Page 44)综合活动课综合活动课Per

7、iod 6-Writing(Page 7)写作课写作课Period 7-Language Practice and summary(自编练自编练习习;Summing up(P8);Learning tip(P8);Checking yourself(P47)综合练习与自我评价综合练习与自我评价课堂教学的总体设计原则和思路课堂教学的总体设计原则和思路(2)(2)2.2.单节课的设计思路和原则单节课的设计思路和原则 *Student centered;Student centered;*Integrating skills;*Integrating skills;*Input first;*Inp

8、ut first;*Scaffolding *Scaffolding;教材中各部分的处理思路与实例分析教材中各部分的处理思路与实例分析(1)1.Warming-up 1.Warming-up的两种处理建议的两种处理建议:*作为作为ReadingReading的热身的热身(Book 1,Unit 2);(Book 1,Unit 2);*作为单元的热身作为单元的热身(Book 1,Unit 1);(Book 1,Unit 1);Warming up课堂教学设计实例实例：必修1，Unit 1Scoring sheet for the survey(P8)1.A1 2.A1 3.A1 4.A3 5.A

9、0 B3 B2 B2 B2 B6 C2 C3 C3 C1 C0Whats your score?Evaluation48You are always thinking about yourself.You should care more about your friends.If you continue to be self-centered and dont consider others feelings,you wont make more friends and keep friendship for long.913You take things smoothly(平稳).You

10、 seldom hurt your friends with your benefit considered.Youd better add more affection(爱)to your friends.Friendship is about feelings and we must give as much as we take.1418Wow!How faithful(忠 诚)l and generous(慷 慨)you are!Congratulations!You are always ready to help your friends.Whenever they have an

11、y difficulty,Youll try your best to do what you can to help them without hesitation(犹豫).?学生是否在用语言做事?学生是否能关注到新的语言现象(意义,形式)?体现了课标的哪些目标,是否得以实现教材中各部分的处理思路与实例分析教材中各部分的处理思路与实例分析(2)2.Reading的处理建议的处理建议Intensive reading-Students book中的两篇阅读中的两篇阅读文章文章;Extensive reading-Workbook中的阅读材料中的阅读材料;阅读课流程阅读课流程 引入（问题，背景）

12、引入（问题，背景）-生词呈现生词呈现-快速快速阅读阅读-细读细读-提提问讨论问讨论难点难点-听录音自听录音自我检测我检测-说说或写的或写的活动活动-课后作业课后作业(列出列出需要需要highlighthighlight的语言现象的语言现象,包括短语包括短语,句句子子,让学生课后思考让学生课后思考,下一节课讨论下一节课讨论)阅读课教学实例必修必修 Unit 1 Annes best friend Warming upActivity1:Suppose you have to stay indoors to hide yourself for a whole year.You can never

13、go outdoors,otherwise you will be killed.You have no telephone,computer,or TV at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.本页本页制作制作:广州朱琼广州朱琼 Predicting Students read the title of the passage and observe the pictures and the outline of it to

14、 guess:Who is Annes best friend?What will happen in the passage?本页本页制作制作:朱琼朱琼Statue of Anne FrankThe Anne Frank House in Amsterdam 本页本页制作制作:广州朱琼广州朱琼New words for Readinggo through-经历经历hide away-躲藏躲藏set down-write downcrazy-very interested in somethingon purpose-故意故意in order to-为了为了dare-敢于敢于thunder-雷

15、雷单词呈现原则：单词呈现原则：数量不能过多数量不能过多速度要快速度要快兼用中英文解释兼用中英文解释读前词汇呈现方式-Predicting using vocabulary promptsExample 1:(Nelson Mandela)We are going to read a story about a famous man.These words and phrases will occur in the story:black people,prison,equal,rightsWho do you think is the story about?Make a guess.华南师范

16、大学华南师范大学 陈道明陈道明读前词汇呈现方式-Predicting using vocabulary promptsExample 2:(Mandela)We are going to read a story about Nelson Mandela,the first black president of South Africa.Which of the following words do you think may be used in the story?prison,rights,violence,lawyer,youth,league,position,matter,fact

17、,president;vote,accept;continueblack,equal,poor,young,wrong,worriedMake a guess.华南师范大学华南师范大学 陈道明陈道明Fast readingRead the passage in 2 minutes to get the main idea.It tells us why Anne made a _her best friend and shows us one page in her _.diarydiaryRead the text carefully and fill the following form.

18、Time Nature Feeling Before hidingAfter hiding Blue sky,songs of birds,moonlight,flowers Never felt spellboundDarkness,rain,wind,thundering cloudsGrew crazy 本页本页制作制作:广州朱琼广州朱琼 Students work in groups of four to discuss the following questions:1.Why did the windows stay closed?2.How did Anne feel as sh

19、e was looking out into the night sky?3.What do you think of Anne?4.Guess the meanings of“spellbound”,“hold me entirely in their power”from the discourse(语篇语篇,上下文上下文).5.Which sentences attract you in the passage?本页本页制作制作:广州朱琼广州朱琼More discussion-Do you understandthe sentences here?1.Do you want a frie

20、nd whom you could tell everything to,like your deepest feelings and thoughts?2.I wonder if its because I havent been able to be outdoors for so long that Ive grown crazy about everything to do with nature.3.there was a time when a deep blue sky,could never have kept me spellbound.Say sth.About Annes

21、 life according to the form.Time Nature Feeling Before hidingAfter hiding Blue sky,songs of birds,moonlight,flowers Never felt spellboundDarkness,rain,wind,thundering cloudsGrew crazy 本页本页制作制作:广州朱琼广州朱琼 Wang Wei and Wang Kun have dreamed about taking a great bike trip.Wei has planned the trip for two

22、 years.She bought an expensive bike herself and persuaded Kun to buy one.Then she got their cousins interested in cycling too.When Wei and Kun graduated from college,they got the chance to do it.Wei is a stubborn and determined person and once she makes up her mind,it is not easy to change her mind.

23、She insisted they begin the journey from the source of the river and didnt care about details.Although Kun didnt quite agree with her,he finally gave in.Several months before their trip,they went to the library to do research on the river.Then 必修一必修一 Unit 2 阅读任务完成后的课文复述阅读任务完成后的课文复述Activity Four stud

24、ents a group to discuss the situation:Suppose you four have to hide yourselves for 3 months.During the three months,you will be offered the basic food,water and clothes.Your group can take 5 things with you.*What will you take?Why?*How will you spend the 3 months?*How will you treat each other and m

25、ake friends?本页本页制作制作:广州朱琼广州朱琼Assignment 1.Go over the Reading and finish Ex1,2 on Page3 and Ex1,2,3 on Page 4.2.Write down your feelings after reading the passage with 50-80 words.You can get some suggestions from Ex.3 on Page 4.教材中各部分的处理思路与实例分析教材中各部分的处理思路与实例分析(3)3.关于听力技能的训练和听力材料处理关于听力技能的训练和听力材料处理听力

26、训练流程听力训练流程引入（背景，预测）引入（背景，预测）-呈现词汇呈现词汇-一一听大意听大意-二二听并记录听并记录-整理记整理记录录-合作讨论合作讨论-三听并对照正确三听并对照正确答案答案-说说或写的任或写的任务务 听力课堂教学设计实例1必修必修 Unit 1Listening on Page 41Predicting:Do you keep a diary?What do you write in your diary?(Something special.)Will you share your diary with others?(No,because its personal.)听力课

27、堂教学设计实例2必修必修 Unit 1 Listening on Page 43What Annes father thoughtWhat Anne thoughtabout being friends with PeterShe should be _ to make friends with Peter.She wanted her father to be _.about talking to him every nightShe must not talk to him _ so _.She wanted to _.about following her fathers ideasSh

28、e should not _ every night.She thought her father was _.carefulalonehappyoftencontinuego downstairswrongSpeaking的训练与相关材料的处理建议-口语训练中应注意根据学生的认知特点和水平给予足够的支持，同时充分利用小组合作的方式帮助学生树立信心，减少焦虑。教材中各部分的处理思路与实例分析教材中各部分的处理思路与实例分析(4)Speaking课堂教学设计实例1Discussion What kind of person do you think a good friend should be

29、?I think a good friend should be _.*honest;kind;helpful;polite;cool;active;interesting;honest;generous(慷慨慷慨);faithful(忠实忠实);humorous(幽默幽默);*understand me;*share my sorrows and happiness;*have a lot in common(志趣相投志趣相投);*give me courage and support me;必修一必修一 Unit 1 口语练习口语练习Speaking课堂教学设计实例2SampleYour

30、friend borrowed 100 Yuan from you last week and hasnt returned it.You will _.A.ask him/her to pay back as soon as possible;or youll end the friendship.B.ask him/her to pay back if he/she has.C.tell him/her there is no need to return the money.必修一必修一 Unit 1 口语练习口语练习 P45教材中各部分的处理思路与实例分析教材中各部分的处理思路与实例分

31、析(5)写作教学的流程写作教学的流程(Process Writing)引入引入(背景背景)-口头讨论口头讨论(收集点子收集点子)-列提纲列提纲-写作写作-组内交流组内交流-全班分享全班分享-课后修改课后修改-老师批老师批改改写作课写作课课堂教学设计实例课堂教学设计实例1为了让学生及时巩固和运用被动语态，可以就必修Unit3的教学内容设计以下控制性的命题作文 如下（两题任选）：in 1642 in 1822 in the 1960s since the 1970s now in the future 1.Computers 2.My home townin 1980 since 1980 now

32、 in the next 5 years?为什么要设计为为什么要设计为optional task如何评价学生的作文?怎么改才能使学生认识自己的优点,了解自己的问题,而又节省时间（合理、恰当）?*面批*全改(详细评语“老外式批改”）*全改(以与学生协商的统一符号批改)*学生先自评(能评什么?)*小组互评(能评什么?)*抽样全班示范改,先由学生自评,给出理由,再由其他学生评价,要求正面评.教教材材中中各各部部分分的的处处理理思思路路与与实实例例分分析析(6)6.Project的使用的使用Project能能充充分分体体现现化化静静为为动动，学学做做合合一一;体体 现现了了个个性性化化与与合合作作学学

33、习习相相结结合合的的学学习习模模式式；学学生生真真正正体体验验用用英英语语做做事事，其其成成果果为为他他们们带带来来学学习习的的成成就就感感和和推推动动力力。建建议议结结合合教教学学实实际每个模块至少安排际每个模块至少安排1-2次次Project的任务的任务.教学中如何实现课程目标教学中如何实现课程目标(1)(1)1.如何在新课标指引下实施语言基础知识如何在新课标指引下实施语言基础知识教学教学语法语法词汇词汇语音语音新课标对语言知识教学的理念新课标对语言知识教学的理念目标：目标：改变改变过分重视语法和词汇知识的讲解与传授，忽视过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养

34、的倾向对学生实际语言运用能力的培养的倾向实施：实施：课改绝不是反对词汇和语法教学课改绝不是反对词汇和语法教学.但但“语法教学必须语法教学必须从形式主义中走出来从形式主义中走出来要引导学生从表达要引导学生从表达需要需要出发，出发，从从观察观察语言形式入手，关注语言形式的语言形式入手，关注语言形式的表意功能表意功能和在和在实际语境实际语境中的作用中的作用”.提倡提倡“单词学习要结合单词学习要结合表达需求、话题范围和语境表达需求、话题范围和语境进行进行。简单地用中英文对照方法学习和记忆单词或者。简单地用中英文对照方法学习和记忆单词或者孤立地死记硬背单词不利于对英语单词的理解、掌握孤立地死记硬背单词不

35、利于对英语单词的理解、掌握和积累和积累 单词学习应和学习策略的培养和应用相单词学习应和学习策略的培养和应用相结合结合”（详见英语课程标准解读，（详见英语课程标准解读，20042004：153-163,153-163,）GRAMMAR LEARNING:-learn by observing,experiencing,discovering,using,summarizing,exploring -focus on meaning,function,use-highlight grammar form in/after task activities以定语从句的学习为例：Using attrib

36、utive clause to describe our new school Expressing what you likeDescribing a list of place and time/datesIntroducing your own city教材实例：Book 1 Unit 5 P37Play this game.Get into groups of four.The first person begins with a sentence and each person in the group adds extra and different information usi

37、ng the attributive clause.语法教学流程语法教学流程 观察现象观察现象-发现规律发现规律-模仿模仿练习练习(口头口头,笔头笔头)-情境练习情境练习(口头口头,笔头笔头)-小结（形式，小结（形式，功能）功能）-探究探究语法教学实例一必修 Unit 4 定语从句第一步：用英文歌曲Thats why 作导入,要求学生完成4句带定语从句的歌词：1.Youre the one who set it up 2.Every little thing you said 3.Im not the man your heart is missing 4.I wont forget the

38、way youre kissing 第二步：让学生跟唱 Thats why 设计制作设计制作:广州王德强广州王德强第三步：讨论带定语从句的谚语：第三步：讨论带定语从句的谚语：1.God helps those who help themselves.2.All that glitters is not gold.3.He who laughs last laughs best.4.He who doesnt reach the Great Wall is not a true man.第四步：从学过的第四步：从学过的Reading 中找出类似的句子中找出类似的句子（P28 Ex.1)设计制作设

39、计制作:广州王德强广州王德强第五步：猜词游戏第五步：猜词游戏(带定语从句带定语从句)：A machine that can fly in the sky.What is it?第六步：完成句子竞赛第六步：完成句子竞赛(带定语从句的句子带定语从句的句子)：A student is a person(who)第七步：完成书面习题练习（第七步：完成书面习题练习（P28 Ex.2)第八步：小组讨论归纳相关规则并对照教材的语第八步：小组讨论归纳相关规则并对照教材的语法说明部分（法说明部分（P90-91P90-91）设计制作设计制作:广州王德强广州王德强语法教学实例：Find how many attri

40、butive clauses there are in the text.1.The time when I first met Nelson Mandela2.The school where I studied only two years 3.a time when one had got to have a passbook to live in Johannesburg.4.The day when Mandela told me what to do and help me5.a stage where we have almost no rights at all.6.That

41、parts of town where they lived7.get jobs they wanted.8.The places where they were sent to live.9.a position in which we had either to accept we were less important,or fight the Government.10.in a way which was peaceful.（华南师范大学附属中学教案）（华南师范大学附属中学教案）1 said:“we were put in a position in which we had eit

42、her to accept we were2reading to help you.Work out the year in which he was born and then fit in the3Island made us afraid.It was a prison from which no one escaped.There I sp4whether I would be out of work.The day when Nelson Mandela told me what to do 5ring the lunch breaks and the eveningswhen we

43、 should have been asleep.We re6t a job in a gold mine.This was a time when one had got to have a passbook 7 black worker in South Africa.The time when I first met Nelson Mandela was a 8ld not get jobs they wanted.The places where they were sent to live were th9as very large.S4:The school where I was

44、 so unhappy was very large.10 I began school at six.The school where I studied only two years was three11as very large.S2:The school where I learned judo was very large.12as very large.S3:The school where I studied for six years was very 13until today we have reached a stagewhere we have almost no r

45、ights at all.14hoose who ruled them.The parts of town where they lived were places decided by 15 tape and find out the reason why Elias joined the ANC Youth League.16 to the tape and find out the reason why Elias why Elias joined the ANC Yout17 Nelson Mandela.Here are some reasons why I think he sho

46、uld be freed.ThConcordances of when,where,why,prep.+which(从华南师大英语教材语料库提取）-来自一线教师们的词汇教学经验来自一线教师们的词汇教学经验任何一个单词都不是在一节课里学会在多种语境刺激下的对音型相结合的意义理解拼写是高层次的学习活动感兴趣的信息+相关词汇记得住各种词汇学习策略的练习设计Vocabulary LearningDo you agree?教材词汇学习实例(Book 1 Unit 5)Grouping them according to theme/topic such as 国家、政权、法律republic，natio

47、nalism,law,principle,advise,vote,犯罪 law,put in prison,guard,criminal,be sentenced to，人品 hero,great,famous,quality,willing,active,not lose heart when being in trouble,战争与和平 invader,fight,violence,blow up,terror,fear,be worry about,cruelty,peaceful (meaningful association)1 1）Listen for the stressed w

48、ords in the conversation.Listen for the stressed words in the conversation.2 2）Write the next numbers in words:2,4,6,Write the next numbers in words:2,4,6,3 3）Put the words into three listsPut the words into three lists4 4）Read the three stories and try to guess what the last words areRead the three

49、 stories and try to guess what the last words are5 5）Add some words from Add some words from(a)(a)to make 5 negative sentencesto make 5 negative sentences6 6）What phrases go with best,what words come after best?What phrases go with best,what words come after best?7 7）Which word fit all the spaces?Wh

50、ich word fit all the spaces?8 8）Can you hear the words that missed out of the oral transcript?Can you hear the words that missed out of the oral transcript?9 9）Which words could be used to replace the words that are underlined?Which words could be used to replace the words that are underlined?1010）L