高中英语2005年八月广东培训资料.ppt

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1、高中英语2005年八月广东培训资料 主编：王蔷 Michael Harris 副主编：曹瑞珍一、以高中英语课程标准为依据，进一步发展学生的综合语言运用能力，着重培养学生获取信息、处理信息、分析和解决问题的能力，注重提高学生用英语进行思维和表达的能力，为学生进一步学习和发展打基础。二、以创新精神和实践能力的培养为重点，在学习过程中，引导学生观察思考，提倡积极尝试、自我探究、自我发展和主动实践等学习方式，在教材设计思路上实现从教学本位向学习本位的转变，使学生形成终身学习的能力。三、将语言知识和语言结构同语言的功能、应用有机结合，在体现语言的系统性的同时，注重知识与能力的内在联系，把握好培养听说读写

2、的综合语言运用能力的目标。四、注重培养学生的独立性和自主性，培养积极主动的学习者，使学习成为既是在教师指导下主动的、富有个性的学习过程，又是合作学习、富有创造性的学习过程，以适应终身学习和未来发展的需要。五、将语言学习与理解所学语言国家的文化相结合，使学生形成跨文化交际的意识和基本的跨文化交际能力，形成继承民族优秀文化传统的同时吸收世界先进文化的意识和能力。六、注重提高学生独立思考、判断的能力，发展与人沟通和合作的能力，使学生形成健全的情感、态度、价值观，为未来发展奠定良好的基础。七、提升所选教材的文化品味，帮助学生在接触语言的同时，接触到丰富的文化、文学、自然科学和社会科学知识，接触了解和认

3、识世界的方法，学会尊重不同的文化习俗。在保证语言材料真实、地道的同时，注重选文的思想性、知识性和欣赏性，开阔学生的文化视野，培养他们的审美情趣。八、遵循语言学习和习得的规律，循序渐进，努力为学生反复使用语言提供机会，使学生在原有知识和能力的基础上加深、扩展、增强他们对语言的理解与运用。二、教材特点i)Topics related to the students own worldii)Cross-curricular themesiii)Cultural input1.Topic-based units2.Clear objectives,clear outcomes The units St

4、age 1 Warm-up Stage 2 Four main input lessons Stage 3 Performance Stage 4 Review/reflection 2.Clear objectives,clear outcomesThe lessons Stage 1 Before you start Stage 2 Main input Stage 3 Main performance2.Clear objectives,clear outcomesThe tasks Before you start Stage 1 Preparation Stage 2 Perform

5、ance Stage 3 Reflection3.Process approach to skills i)Strategies ii)Staging iii)Integration of skills4.Comprehensive skills developmenti)Readingii)Listeningiii)Writingiiii)Speaking 5.Discovery approach to grammar i)Language Input ii)Presentation iii)Practice iiii)Language in Use6.A three-dimensional

6、 approach to vocabulary i)Dealing with vocabulary in context ii)Learning vocabulary in context iii)Using vocabulary in context7.PronunciationnRelated to specific language areas and communicative functions Intonation for hesitation Intonation for showing surprise and interestInterest for politenessSt

7、ressed and unstressed words 8.Recycling a)Across levelsb)across unitsc)across lessons 9.Culturen Comparing culturen QuoteUnquoten Culture cornersn Literature spotsn Function filen Writing workshops 10.Learner Developmentn Learning to learningn Unit objectivesn Strategy boxesn Projectn Key word bank,

8、word tip,word power,word cornern Check your progressn Bulletin board n Unit diaryn Writing helpn Grammar Summary三、模块、单元结构 grammarvocabularylisteningReadingWarm-upProjectLearning to learnLiterature spotLanguage powerCulture cornerBulletin boardUnit DiaryLanguage focusSkill focusGuided speaking&writin

9、g practiceUnit 1Unit 2Unit 3Communication work shopLesson 1Lesson 2Lesson 3Lesson 4 模块模块Writing HelpGrammar SummaryNotes to the textsWord List 四、教学建议Making Teaching&Learning Easier 教师角色 学生学习的促进者、指导者、学生学习的促进者、指导者、组织者、帮助者、参与者和合组织者、帮助者、参与者和合作者作者 organiser,activator,confidence-builder,language model,cul

10、tural role model 高中英语课程的教学重点高中英语课程的教学重点发展学生发展学生n用英语获取信息、处理信息的能力；用英语获取信息、处理信息的能力；n用英语分析问题、解决问题的能力；用英语分析问题、解决问题的能力；n用英语进行思维和表达的能力。用英语进行思维和表达的能力。关于教学目标传统的课堂教学目标n关注知识学习，忽视知识的运用；n关注教师的教；忽视学生的学；n关注知识的记忆，忽视建构知识的过程；n关注书本知识的学习，忽视与生活经验的联系；n关注智力的发展，忽视情感的发展；关于教学目标新课程的课堂教学目标n既关注知识的学习，更关注知识的运用；n既关注教师的教；更关注学生的学；n重

11、视记忆策略，更关注建构知识的过程；n重视书本知识，更重视与生活经验的联系；n既关注智力的发展，更关注学生身心的健康；n重视学科内容的学习，也关注学科间的联系；n力求满足学生的终身发展的需要。关于课堂教学过程nPre-learningnLearningnAfter learning关于课堂教学过程nPre-learning:调动学生已有的知识和经验，为输入新的知识和技能做准备（情感态度和语言准备）nLearning：语言输入，新知识建构、知识与技能操练、概念的理解和提炼，举一反三nAfter learning：语言知识与技能的巩固和综合运用基本教学原则n使学习机会最大化(Maximize Lea

12、rning Opportunity)。不管你用什么方法，首先要创设一种使学生获得最大学习机会的环境和教学过程。教师的角色即是为学生创造这种机会。n最大限度地缩小教与学的差距。教和学的过程不一定完全吻合，教师的作用即在于尽量使这种差距缩小。n促进积极的课堂互动(Interaction)。教学过程应当为学生提供有意义的互动，使教师和学生进行有效的交流。n培养积极主动的学习者。这是我们的课堂教学目标，即培养更加自觉自愿的学习者。n提高语言意识。培养学生对于语言的敏感性，理解语言的意义联系。同时，还要了解包括语法和词汇在内的语言形式及其功能。基本教学原则（续）n激发学生本能的发现力。引导学生去发现语法

13、规律。n发展综合语言技能(Integrated Language Skills)。语言教学必须是综合性的，目的在于使学生掌握听说读写等方面的综合语言技能。n力求语言输入情境化(Contextualize Linguistic Skills)。在一定的语境下呈现语言，而不是孤立地去呈现语言语法规则和词汇。教师要创设一定的语言环境，帮助学生在情境中理解语言。n确保语言与社会生活的相关性。使教学过程符合学生的思维能力、社会生活经验和年龄特征。n提高文化意识。语言是文化的载体，语言的学习离不开文化。教学过程中要给予培育学生的文化敏锐性和鉴别力等方面足够的关注。学生主体参与的具体表现n教师角色的转变n学

14、生主动、积极，自信n课堂气氛民主、平等、活跃n有效调动学生已有知识和经验n学生发现新知识（如：语言的规律，表达的方式）n学生积极思考，从不知到知，体现建构过程n学生有表达个人的观点、意见或情感的机会n学生有自主提问的动机和机会n活动设计从学生的兴趣和经验出发n教师鼓励、尊重、发展学生的见解和观点学生主体参与的具体表现n教师是积极的倾听者n教师与学生交流学习的目标和达标的要求n教师允许学生出错，适时帮助修正n教师与学生有真实的交流机会n教师创造机会让学生反思和评价自己的学习n教师给予学生进行选择的机会n教师提供师生、生生互动的机会n教学渗透与其他学科知识的联系n教师提供学生用英语做事情的机会n教

15、师与学生交流和讨论情感Suggested class timesnLearning to learn (2 periods)nEach unit(12 periods)Warm-up(20 minutes or so)Four lessons(8 periods)Communication Workshop(2 periods)Culture Corner and Bulletin Board(homework)Unit Diary(20 minutes)Language Power and Review(1 period)Important feature Learner developme

16、ntnStudents are encouraged to develop as independent and active learners of English.nThese skills and habits will make them better students throughout their educational lives.Learner developmentnSee learner development as investmentnSelf-study featuresnEncourage students to keep learner diariesnUse

17、the unit objectivesnTime for reflection.nLink self-assessment with your own assessment.Using Learning to learn To arouse students awareness of individual autonomy.nPart A:To get students motivated toward speaking English in class.nPart B:To provide familiarity with the new coursebook and arouse inte

18、rest.nPart C:To review grammar and encourage record-keeping of new grammar.Using the warm-up pagenIntroducing the unit themenBuilding up awareness of skills nExploring the unit themenRecycling and developing skills In this unit you will nStimulates interest in the themenBrings awareness of what the

19、Ss are learning;helps build confidencenChallenges the SsWhat can you do with Key Words?nWork out the meaning with pictures,meaningful contexts,synonyms&AntonymsUnit 1 Warm-up Shepherd-picture A shepherds life is peaceful and relaxing,but a students life is usually stressful-(context)Use the words:I

20、think a students life is active,interesting and exciting(positive)but maybe it is stressful sometimes(negative).What can you do with Key Words?Unit 2 Warm-upA:He is always ready to give money or presents to those who need his help.The boy often causes pain and makes his parents suffer.She never shou

21、ts.She is never angry.She never hurries.She never worries.B:31 people have been injured in _ incidents throughout the day.Yao Ming is brave,_ and calm while playing basket ball,He seems a kind and _ friend in real life,but sometimes a little shy.How I hope he is romantic,too.C:Christine was trying t

22、o make what she said funny and enjoyable,but Peter felt threatened.Who are your heroes and heroines?Unit 2 Warm-up Lang Pin-famous Volleyball player/coach Nelson Mandela-brave man,fights for justice,fights against racism.Symbol of hope that things can change_ Professor Adrian Hall-hero of“the Day af

23、ter Tomorrow”,a great character!Try to save the world from the effects of global warming;also try to get his son,SamHow to deal with Listening?nBuild up and develop listening skills:Unit 1-Getting the gist/main ideaUnit 2-PredictingUnit 3-Important words nProduce language based on what they have lea

24、rned:key words and key sentences,etc.Unit 1 ex 3 and 4 听力主要教学活动举例听力主要教学活动举例 听前活动听前活动听时活动听时活动听后活动听后活动n 明确听的目的；明确听的目的；n 激发兴趣和欲望；激发兴趣和欲望；n 熟悉话题；熟悉话题；n 预测大意；预测大意；n 处理关键词；处理关键词；n 布置任务。布置任务。n边听边操作；边听边操作；n边边听听边边选选择择、填填空空、连连线线、图图画画、补补全全信信息；息；n 边听边做笔记；边听边做笔记；n 判断真伪。判断真伪。n讨论；讨论；n 根根据据所所听听内内容容进进行行口口头头或笔头转述；或笔头

25、转述；n 根据笔记写出梗概；根据笔记写出梗概；n 利利用用听听到到的的信信息息，以以同同一一题题目目为为主主题题，从从另另一一个个角度写出一个文段。角度写出一个文段。Skill Focus Lessons Example:6 History MakersDiscussion pointsBackground knowledgeProviding enough support Teaching opportunitiesStrategies boxnProvides learning tipsnProvides real communication in EnglishnOpportunity

26、for comprehension阅读主要教学活动举例阅读主要教学活动举例 读前活动读时活动读后活动n 明确目的；n 熟悉话题；n 预测内容；n 预测词汇；n 激发兴趣和欲望；n 布置任务。n 略读；找读；n 根据所读内容画图、标 图、连线、填表、排序、补全信息；n 为课文选择或添加标题；n 根据所读内容制作图表；n 边读边操作；n 判断真伪。n 转述所读内容；n 根据所读内容进行角色扮演；n 讨论；n 改写；n 续尾；n 写摘要。Skill Focus lessons-ReadingBefore you startdraw the students attention to the topi

27、c.Stimulate interests and get ss involved actively in discussing the topic always be prepared to extend the materialadditional vocabulary additional leading questionsSkill Focus Lessons Read to learnChoose your order for the activitiesTarget your activities according the skills that need to be devel

28、opedConsider a variety of options for reading textReadingnEncouraging guessing and prediction.nEncouraging guessing of meaning.nEncourage inference.nFocus on style.nDevelop dictionary skills.nOnly focus on key words in texts.nEncourage extensive reading outside the class.nUse Strategies boxes for re

29、vision.Language Focus LessonsnLanguage input:do tasks on reading and listening texts,only concentrate on the meaning of the textnGrammar Presentation:Focus ss attention on the target grammar in the text,then use the examples to work out rules in a guided way,refer to Grammar Summary for further expl

30、anationnPractice:carefully graded and get ss to apply the rules they have just discoveredGrammar Presentation and PracticenPay attention to both form AND functionnMake use of the Grammar SummariesnLook for teaching points in the practicesnExplore all options for the practice What happened?What was t

31、he crowd doing?What were the other team members doing?What was his mother doing?What were you doing?Voice your opinion/Language in usenGive students necessary supportnEncourage communicationTeaching GrammarnEncourage individual grammar notes.nDevelop reference skills.nGet students to work out gramma

32、r rules themselves.nDont worry when students say“Weve done it before!”nTop ten most typical mistakes in the class.nGet students to produce language tests.Teaching VocabularyExample Lexical Approach classroom activity The materials in this article aim to achieve the following goals:nGeneral GoalsTo d

33、evelop students reading skillsTo increase students store of lexical chunksExample Lexical Approach classroom activitynMore Specific GoalsTo motivate students to read by providing texts with universally engaging themes providing activities that allow students to personalise texts encouraging meaningf

34、ul and authentic initial reactions to textsTo raise student awareness of the idea of lexical chunking by directing students attention to specific lexical chunks already encountered in the text helping students analyse these chunks directing students to different means of analysing lexical chunksTo h

35、elp students develop skills for independent learning by providing opportunities to experience lexical chunks in authentic texts encouraging students to analyse,generalize,research and experiment with lexical chunks providing students with opportunities to discover chunks for themselvesBefore you rea

36、d1:You are going to read a story about a young teenage boy from England.The boy has upset his parents.Read these sentences from the story and decide whether you think they come at the beginning,in the middle or at the end of the story.I got slapped three times with the sole of her shoe.Three times.T

37、hat was it.Then she left my room.She never said a word.2:The story is called Away Day and the first sentence reads,“The only time I ever bunked off school,I was thirteen years old.”What do you think the story is about?Write down some guesses and share them with other students.As you read1:As you rea

38、d the story from the point of view of a teenage school boy,try to see pictures of the boy in your mind and decide if the boy deserved the punishment.After you readReaction1:Tell a partner,if you think the boys punishment was appropriate and what you would have done if you were the parents.2:Think ab

39、out the following questions:How do you feel about the boy in the story?Why do you think the boy went with the twins?Why do you think the boys mother reacted in the way she did?At the beginning of the story the author tells you the twins were always in trouble.Why do you think he tells you that?Discu

40、ss your thoughts about the questions in a small group.3:Discuss your answers to the following questions with a partner:In paragraphs 1 and 2,what words tell you the housing estate is poor/working class?In paragraphs 3 and 4,how do you know the weather is hot and has been hot for some time?In paragra

41、phs 5 and 6 the boy is becoming more and more frightened.What do you think frightens him?The boy was punished in the final paragraph.Was it the punishment he expected?Was the punishment effective?Look at the language1:Look at the lexical chunks below.All the expressions are from the story,Away Day.F

42、or each chunk try to write an equivalent in your language.Are they lexical chunks in your language too?Tell a partner about the lexical chunks in your language.nLexical chunks(frozen or fixed)in the middle of nowhere I had no ideanLexical Chunks(semi-frozen or semi-fixed)She never said a word I didn

43、t know where we were going I didnt know what we were doingLook at the language adjective plus noun collocations 2:What other nouns can you use after the adjective shiny new?e.g.shiny new shoes shiny new bike3:What other nouns can you use after the adjective broken?e.g.broken heart broken window What

44、 nouns cant you use after broken?e.g.broken house Examples of verb plus noun collocations I didnt do my homework.(do/homework)They were always in trouble with the teachers.(be/trouble)4:Underline the weakest verb and noun collocation.Example:Exam take/pass/fail/study for/sit/revise homework do/forge

45、t/lose/prepare/finish/hand in trouble be in/expect/make/discover/get into/ask for5.Read the story again and make a list of collocations you think are useful to know.Using English 1:Think of a time you were punished by your parents.2:Tell a partner why you were punished and how you were punished.3:Wi

46、th your partner decide if the punishment was fair.4:Write about the time you were punished for other students in your class to read.OR 1:Think about a time you helped a friend.2:Tell a partner who your friend was and how you helped your friend.3:Write about the time you helped your friend for anothe

47、r friend to read.Teaching VocabularynWays of presenting vocabulary:Try to provide a visual or physical demonstration whenever possible,using pictures,photos,video clips,mime or gestures to show meaning.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before

48、 it is offered by the teacher.Use synonyms or antonyms to explain meaningsUse lexical sets or hyponyms to show relations of words and their meanings,e.g.cook:fry,boil,bake,grill,etc.Translate and exemplify,especially with technical words or words with abstract meaning.Teaching VocabularyUse word for

49、mation rules and common affixes to build new lexical knowledge on what is already known.Create and provide different contexts for introducing new words.e.g.grumble Some people grumble about everything.For example,they grumble about the weather.If it is sunny,they say it is too hot.If it is cool,they

50、 say it is too cold.They are never happy with the weather.They always grumble about the weather Think about the context in real life where the word might be used.Relate newly learned language to students real life to promote high motivation.Teaching VocabularynWays for consolidating vocabulary Using