高中英語(yǔ)新課標(biāo)新教材和課堂教學(xué)方法北京師范大學(xué)外文學(xué)院王薔市公開課金獎(jiǎng)市賽課一等獎(jiǎng)?wù)n件

1、高中英語(yǔ)新課標(biāo)、新教材與課堂教學(xué)方法 北京師范大學(xué)外文學(xué)院 王薔5月第1頁(yè)國(guó)際外語(yǔ)教學(xué)改革發(fā)展趨勢(shì)以滿足人發(fā)展需求為目標(biāo)，強(qiáng)調(diào)對(duì)語(yǔ)言利用能力培養(yǎng)。外語(yǔ)課程普遍采取按能力分級(jí)方式，制訂各個(gè)級(jí)別能力標(biāo)準(zhǔn)。課程設(shè)置采取必修和選修相結(jié)合方式。課程內(nèi)容強(qiáng)調(diào)外語(yǔ)學(xué)習(xí)與其它學(xué)科相互滲透。教學(xué)方法強(qiáng)調(diào)以學(xué)生為主體，重視學(xué)生參加，發(fā)展多方面能力。重視外語(yǔ)教育對(duì)情感、態(tài)度、價(jià)值觀等基本素養(yǎng)培養(yǎng)教學(xué)資源擴(kuò)展促進(jìn)教學(xué)模式改進(jìn)，使個(gè)性化學(xué)習(xí)方式得以實(shí)現(xiàn)。評(píng)價(jià)改革形成時(shí)尚，重視對(duì)學(xué)生學(xué)習(xí)過(guò)程評(píng)價(jià)。第2頁(yè)我國(guó)高中英語(yǔ)教學(xué)現(xiàn)實(shí)狀況改革開放以來(lái)取得了顯著成績(jī)1985高中英語(yǔ)課程得到普及1993強(qiáng)調(diào)英語(yǔ)交際能力培養(yǎng)1999 聽說(shuō)

2、能力得到普遍提升第3頁(yè)教學(xué)依然以知識(shí)講解為主，輕視對(duì)學(xué)生綜合語(yǔ)言利用能力培養(yǎng)；高考?jí)毫κ箤W(xué)校和學(xué)生均按照一個(gè)書本、一個(gè)進(jìn)度、一個(gè)目標(biāo)、一個(gè)要求開展教學(xué)；教師教學(xué)觀念、方法以及伎倆都需要轉(zhuǎn)變；現(xiàn)行教材和教學(xué)綱領(lǐng)要求已經(jīng)不能適應(yīng)發(fā)展需要高中英語(yǔ)教學(xué)存在主要問(wèn)題第4頁(yè)高中英語(yǔ)課程設(shè)計(jì)基本理念1. 重視共同基礎(chǔ)，構(gòu)建發(fā)展平臺(tái)2. 提供多樣選擇，適應(yīng)個(gè)性需求3. 優(yōu)化學(xué)習(xí)方式，提升自主能力4. 關(guān)注學(xué)生情感，提升人文素養(yǎng)5. 完善評(píng)價(jià)體系，促進(jìn)學(xué)生發(fā)展第5頁(yè)高中英語(yǔ)課程性質(zhì) 語(yǔ)言是人類最重要思維和交流工具，也是人們參加社會(huì)活動(dòng)重要條件。當(dāng)今社會(huì)生活和經(jīng)濟(jì)活動(dòng)日益全球化，外國(guó)語(yǔ)已經(jīng)成為世界各國(guó)公民必備基本

3、語(yǔ)言素養(yǎng)之一。所以，學(xué)習(xí)和掌握外語(yǔ)，特別是英語(yǔ)，具有重要意義。 高中英語(yǔ)課程是義務(wù)教育后普通高級(jí)中學(xué)一門主要課程。高中學(xué)生學(xué)習(xí)外語(yǔ)，一方面可以促進(jìn)心智、情感、態(tài)度與價(jià)值觀發(fā)展以及綜合人文素養(yǎng)提高；其次，掌握一門重要國(guó)際通用語(yǔ)種可認(rèn)為學(xué)習(xí)國(guó)外先進(jìn)文化科學(xué)知識(shí)和進(jìn)行國(guó)際交往創(chuàng)造條件。開設(shè)高中英語(yǔ)課程有利于提高全民族勞動(dòng)者素質(zhì)，有利于我國(guó)對(duì)外開放和國(guó)際交往，有利于我國(guó)綜合國(guó)力增強(qiáng)。 第6頁(yè)綜合語(yǔ)言利用能力情感態(tài)度學(xué)習(xí)策略文化意識(shí)語(yǔ)言技能語(yǔ)言知識(shí)國(guó)際視野祖國(guó)意識(shí)合作精神自信意志興趣動(dòng)機(jī)交際策略資源策略調(diào)控策略認(rèn)知策略跨文化交際文化了解文化知識(shí)話題功效語(yǔ)法詞匯語(yǔ)音寫讀說(shuō)聽課 程 目 標(biāo)第7頁(yè)高中英語(yǔ)課程

4、教學(xué)重點(diǎn)發(fā)展學(xué)生用英語(yǔ)進(jìn)行交流能力；用英語(yǔ)獲取信息、處理信息能力；用英語(yǔ)進(jìn)行思維能力。第8頁(yè)改進(jìn)教學(xué)方法，落實(shí)新課程目標(biāo)詞匯教學(xué)語(yǔ)法教學(xué)聽教學(xué)說(shuō)教學(xué)閱讀教學(xué)寫教學(xué) 綜合技能學(xué)習(xí)者培訓(xùn)第9頁(yè)詞匯教學(xué)什么是詞匯學(xué)習(xí)？ (1) knowing a word means knowing its pronunciation and stress; (2) knowing a word means knowing its spelling and grammatical properties; (3) knowing a word means knowing its meaning;(4) knowing

5、 a word means knowing how and when to use it to express the intended meaning (5) Knowing a word often means knowing more than just one word (e.g. give up; babysitter, teacher, ups and downs)(6) Knowing a word means knowing its collocations (e.g. see, look, and watch; heavy rain but not heavy wind)第1

6、0頁(yè)Receptive and productive vocabulary Receptive/passive vocabulary words that one is able to recognize and comprehend in reading or listening but unable to use those automatically in speaking or writing. Productive/active vocabulary - words that one is not only able to recognize but also able to use

7、 in speech and writing are considered ones productive/active vocabulary. At beginner level, most new words learned by students usually have immediate practical use, hence they quickly become the productive vocabulary. However, as students learn more and more words, they will find that some words the

8、y are able to use for speaking and writing and some are only recognizable when encountered in reading. Also, there are some words that after being encountered more and more times gradually enters from ones receptive to ones productive 第11頁(yè) Ways of presenting vocabularyTry to provide a visual or phys

9、ical 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 it is offered by the teacher.Use synonyms or antonyms to explain meaningsUse lexical sets o

10、r 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.Use word formation rules and common affixes to build new lexical knowledge on what is already known.Teach vocabular

11、y in chunks. Chunks refer to a group of words that go together to form meaning. It is also referred to as pre-fabricated formulaic items (Lewis, :121). 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.Th

12、ink about providing different context for introducing new words.第12頁(yè)詞匯學(xué)習(xí)舉例Module 4 Unit 11 Complete the questionnaire below by choosing the correct preposition. Then use the questionnaire to interview your partner.1. In your family, who is usually the first person to turn to/on the TV when you get h

13、ome?2What programmes make you want to turn off/over to another channel?3. When you are watching, to you ever turn away/up when something is extremely frightening or exciting?4. Do you ever turn the volume of the TV up/off or down? Why?5. If somebody turns up/on at your house, do you turn the TV over

14、/off or do you leave it on?第13頁(yè)Use words in boxes A and B to write new adjectives. Then complete the sentences with these words. A. hand, well, early, old, two , high, longB.known, made, morning, week, haired, fashioned, fat.1.Go for an _ run in our fantastic trainer!2.We only sell _ jewellery in ou

15、r shop. Nothing is made by machine.3.Try our _ sweets, sweets that your parents used to eat.4.That ladys dress looks so _ as if she is from the 19th century.5.Bargain holidays! Go on the cheapest _ holiday youll ever have.6.Im going abroad. My beautiful _ dog will have to stay at home.詞匯學(xué)習(xí)舉例Module 4

16、 Unit 11 第14頁(yè)Labeling 詞匯學(xué)習(xí)舉例Module 1 p.56 ex.3 第15頁(yè)Words that go together 例 module 1, page 22, ex.6Module 2, page 56, ex. 4詞匯學(xué)習(xí)舉例4Module 1&2第16頁(yè)Use word series Example: Cutlery: knife, fork, spoonTransport: _ _ _ _ Vehicles: _ _ _ _ Furniture: _ _ _ _ Buildings: _ _ _ _ 詞匯教學(xué)活動(dòng)舉例5Module 2 p.63 key wo

17、rd bank第17頁(yè)Find synonyms and antonyms 詞匯教學(xué)活動(dòng)舉例6Module 2 p.75 第18頁(yè)Categories詞匯教學(xué)活動(dòng)舉例7Module 2 p.59 第19頁(yè)Using word net-work詞匯學(xué)習(xí)舉例8 第20頁(yè) Developing vocabulary learning strategies Review regularly Guess meaning from context Organizing vocabulary effectively (Module 2, p. 5) Use learned vocabulary Use di

18、ctionary Create vocabulary notebook第21頁(yè)語(yǔ)法教學(xué) Grammar presentationDeductive method Inductive method Guided discovery method第22頁(yè)語(yǔ)法教學(xué) Deductive method Example: Module 2, p.57第23頁(yè)語(yǔ)法教學(xué)Inductive method例 Module 2, p.66-67第24頁(yè)語(yǔ)法教學(xué)Guided discovery method例Module 6, p.35第25頁(yè)Grammar practice Mechanical practices

19、ubstitution drills例Module 1, p.54. Ex 1第26頁(yè) transformation drillsExample: Module 1, page 59 ex. 6Grammar practice Meaningful Practice -第27頁(yè)語(yǔ)言技能教學(xué) Listening Speaking Reading Writing Integrated skills practice第28頁(yè) About the teaching of listening 聽目標(biāo) to maintain or build social relationships. to obtain

20、 and exchange information. 關(guān)注聽過(guò)程The skills of listening are often thought of as passive skills. This is not true. People must do many things to process information that they are receiving. First they have to hear what is being said, then they have to pay attention, and construct a meaningful message

21、 in their mind by relating what they hear to what they already know. We all know that it is possible to hear people talking without paying attention. We also know that if we do not have enough previous knowledge of what is being said, it is more difficult to make sense of what is said. So, listening

22、 is as active a skill as speaking. It is simply more difficult for teachers to judge how well the students are comprehending the messages. So it is very important to design tasks the performance of which show how well the students have comprehended the listening material.第29頁(yè)P(yáng)rinciples for teaching

23、listening (1) The listening activity must have a real, communicative purpose.(2) The activity must use authentic language without significantly slower or simpler speech than would normally be used in everyday life.(3) The listening text must offer content that is personally interesting and motivatin

24、g to learners.(4) The listening activity must offer many clues to meaning, just as in real-life listening.(5) When possible, the whole listening text should be given first, and then it should be divided into parts that can be repeated. At the end, the whole text should be given again, and learners s

25、hould have the opportunity to discuss what they have heard.(6) The listening activity must require listeners to respond in some meaningful fashion, either individually or in small groups or pairs .(7) The text of the listening activity must be typical for its own speech type; that is, an informal co

26、nversation must have short, redundant, rapid chunks of speech, while a lecture must be more formalized and orderly.(8) The classroom climate surrounding the listening activity must be non-threatening and positive, and simple affective strategies should be used to reduce anxiety if it is present befo

27、re or during the listening activity.第30頁(yè)Three stages of listening Pre-listening tasks should be used to stimulate the appropriate background knowledge, provide learners with a purpose of the listening activity and prepare them with the language needed for understanding the message (e.g. discussing t

28、he topic, brainstorming, presenting vocabulary, sharing of related information).While-listening tasks must focus on obtaining information, checking comprehension, organizing information, further study of the language in meaningful context.Post-listening tasks must provide opportunities for students

29、to integrate what they learned from the text into their existing knowledge and communicate with others using the information obtained from the listening text.第31頁(yè)Three stages of listening Pre-listeningExample:Module 1, p.10 ex 1 and 2第32頁(yè)Three stages of listeningPre-listening- Predicting Example: Mo

30、dule 1 p. 11, ex 3第33頁(yè)P(yáng)re-listening activities Predicting Example: Module 1, p. 12, ex. 1第34頁(yè)P(yáng)re-listening activitiesSetting the scene Example: Module 1, p.38 ex 1第35頁(yè)P(yáng)re-listening activitiesStrategy trainingListening for gist Example:Module 1, p. 38, 3第36頁(yè)While listening activities answer questions

31、 - listen and take notesExample:Module 1, p. 11. ex 5 and 6第37頁(yè)While-listening activitiesListening for specific informationExample:Module 2, p. 38, ex.3 and 4第38頁(yè)While listening activities Listen and sequence Example:Module 2, p. 24第39頁(yè)While listening activitiesListen and tick Example:Module 2, p.10

32、 ex 4第40頁(yè)While listening activitiesListen and fill Example:Module 2, p.38, 3第41頁(yè)P(yáng)ost-listening activities Multiple choice questionsGap-filling and note-taking Example:Module 3, p.10, ex 4第42頁(yè)P(yáng)ost-listeningSpeakingExample:Module 1, p.11, ex 8 and 10第43頁(yè)P(yáng)ost-listening activitiesAnswering questionsDisc

33、ussionsDictoglossRole playsInterviewsDebate第44頁(yè) Principles of Teaching speaking Balancing accuracy-based with fluency-based practicesContextualizing practice Personalizing practice Building up confidenceMaximizing meaningful interactionsHelping students develop speaking strategies 第45頁(yè)Designing spea

34、king tasks Controlled activitiesSemi-controlled activities Semi-communicative activities Communicative activities第46頁(yè)Designing speaking tasksActivity using pictures Example:Module 2, p.43第47頁(yè)Designing speaking tasks Information-gap activitiesDialogue and role-play Example: Module 3, p.11 第48頁(yè)Designi

35、ng speaking tasksProblem solving activities Example:Module. 2, p. 49第49頁(yè)Strategies involved in reading comprehensionSpecifying a purpose for readingPlanning what to do/what steps to takePreviewing the textPredicting the contents of the text r section of textChecking predictionsPosing questions about

36、 the textFinding answers to posed questionsConnecting text to background knowledgeSummarizing information第50頁(yè)Making inferencesConnecting one part of the text to anotherPaying attention to text structureRereadingGuessing the meaning of a new word from contextUsing discourse markers to see relationshi

37、psChecking comprehensionIdentifying difficultiesTaking steps to repair faulty comprehensionCritiquing the authorCritiquing the textJudging how well objectives were metReflecting on what has been learned from the text第51頁(yè)Models of reading Bottom-up modelTop-down modelInteractive model第52頁(yè)Three stages

38、 of teaching reading Pre-reading activitiesWhile-reading activitiesPost-reading activities第53頁(yè)讀前活動(dòng) Pre-reading Pooling together the existing knowledge about the topic, creating expectations (predicting contents) Arousing students interest about the topic Pre-teaching key words/phrases or structures;

39、 skimming or scanning the text or parts of the text for certain purposes. 第54頁(yè)Do you agree with the following? StatementsBefore readingAfter readingAlways try to please the interviewer. Do not try to dominate the interview. Never interrupt the interviewer. If necessary, disagree with the interviewer

40、. Never change your mind. 第55頁(yè)P(yáng)re-reading activities Predicting Example: Module 2, p. 14 , ex 1 第56頁(yè)P(yáng)re-reading activitiessetting the scene Example:Module 2, p.28 ex 1第57頁(yè)P(yáng)re-reading activitiesSkimming Example:Module 2, p.28, ex 2 Scanning第58頁(yè)讀中活動(dòng)While reading activities 常見課堂閱讀教學(xué)往往以教師為中心 question an

41、d answers multiple choice questions T/F questions, explanation, paraphrasing, and translation. 第59頁(yè)While reading activities語(yǔ)言輸入 信息轉(zhuǎn)換語(yǔ)言學(xué)習(xí) 語(yǔ)言輸出第60頁(yè)Transition devices Pictures Pie charts Drawings Bar charts Maps Flowcharts Tables Sequencing Subtitles Tree diagrams Notes Cyclic diagrams 第61頁(yè)DescriptionT

42、imePlaceCharactersMajor eventsEnding第62頁(yè)Comparison and contrast Different characteristics Different characteristics Shared characteristics第63頁(yè)P(yáng)rocess and proceduresSequencingNoMarketSurveyCuttingSewingIroningSaleQualityinspectionYesDesigning第64頁(yè)Classificationmotor vehiclesnon-motor vehiclescarsbicyc

43、lessportscarsVehicles第65頁(yè)NarrationYearWhat happened?19621971198019831991第66頁(yè)ExpositionMain idea(s)Supporting detailsConclusion第67頁(yè)Taking notesTimeDateLocationNumber of people killedDamages causedEarthquakein 1906Earthquakein 1989第68頁(yè)Making inferences- Blandida is a country which has every climatic c

44、ondition known to man.- When she came into the room the large crowd grew silent.- The painting had been in the family for years, but sadly Bill realised he would have to sell it.第69頁(yè)While-reading activities Information transfer activitiesExample:Module 1, p. 14 ex 4第70頁(yè)While-reading activitiesMaking

45、 inferenceExample:Module 6p.24 ex 3 and ex 7第71頁(yè)While-reading activitiesTexts with sentence gapsExample:Module 5, p.28, ex 2第72頁(yè)While-reading activitiesReading comprehension questionsExample:Module 1, p.22, ex.5第73頁(yè)While-reading activitiesUnderstanding reference Example:Module 5,P. 42, ex 2 and ex 3

46、第74頁(yè)Focus on language studyVocabularyUnderstanding word meaning in contextFocus on collocationsPay attention to discourse markersFocus on idioms, synonyms, antonyms,etc.Focus on Prefix, suffix, and root wordsStructuresDraw students attention to the new structuresInvite students to analyse and summar

47、ize the the main featuresCreate different context for meaningful practice第75頁(yè)讀后活動(dòng) Post-reading activities Discussion Example:Module 2, p. 15 speaking第76頁(yè)P(yáng)ost-reading activitiesRole-playGap-filling Retelling 第77頁(yè)P(yáng)ost-reading activitiesWriting Example:Module 2, p.13, ex 11第78頁(yè)Writing process Brainstor

48、mingOutliningDraftingEditing (self and peer editing)RevisingProofreadingConferencing第79頁(yè) Integrating the skills When we communicate, we often use more than a single language skill. On the telephone, for instance, we listen and speakmaybe we also write down a message and read over what we have writte

49、n. Transferring language from one medium to another is itself an important skill. Above all, integrating the skills means that you are working at the level of realistic communication, not just at the level of vocabulary and sentence patterns. 第80頁(yè)學(xué)習(xí)策略培訓(xùn)many teachers are unsure about what they can do

50、 to help learners learn how to learn in the classroom. Dickinson and Carver (1980, cf. Ellis and Sinclair, 1989:7) identify three areas for preparing learners to become autonomous and these three areas can be used for considering contents and procedures for learner training. They are:Psychological p

51、reparation, e.g. activities to build confidenceMethodological preparation, e.g. activities to help learners understand and use metalanguage (language for describing language and language learning) and to become aware of the rationale behind classroom activities.Practice in self-direction, e.g. activ

52、ities which provide learners with opportunities to make choices about their learning. 第81頁(yè)Involve students in an overview of the textbook at the beginningAt the beginning of the course, it is useful for the teacher to guide students through the content page for them to get an overview idea about wha

53、t is to be learned. This helps raise students awareness and also get their involvement in thinking about learning rather than following the teacher or the textbook with no particular reason.第82頁(yè)Involve students in finding out about themselvesHelping learners to gain a better idea about themselves as

54、 learners is the first step in guiding them to take responsibilities for their own learning.Questions to be used to start them to think about themselves and about their learning:What do you expect to learn in the new course?What kind of a learner are you?How much time do you have to learn English ev

55、ery week?How do you organize your time after class?How confident you are about yourself in learning EnglishWhat do you often do in order to remember new vocabulary?What resources do you use for learning after school?第83頁(yè)Introduce students to a number of different learning strategiesDifferent strateg

56、ies have different effectiveness for different students.For advanced students, they like to use strategies including both easy and complex ones.For lower level students, they prefer simple strategies to complex ones.No single strategy will be appropriate for all learners or for all tasks, and individual learners can and should apply the various strategies in different ways.第84頁(yè)Help learners to set up their own learning goals and make their own plans This can be done at t