高中英語新課標(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

英語新課標(biāo)、新教材

與課堂教學(xué)方法

2006年5月2021/5/91國際外語教學(xué)改革的發(fā)展趨勢以滿足人的發(fā)展需求為目標(biāo)，強(qiáng)調(diào)對(duì)語言運(yùn)用能力培養(yǎng)。外語課程普遍采用按能力分級(jí)的方式，制定各個(gè)級(jí)別的能力標(biāo)準(zhǔn)。課程設(shè)置采用必修和選修相結(jié)合的方式。課程內(nèi)容強(qiáng)調(diào)外語學(xué)習(xí)與其他學(xué)科的相互滲透。教學(xué)方法強(qiáng)調(diào)以學(xué)生為主體，重視學(xué)生參與，發(fā)展多方面的能力。重視外語教育對(duì)情感、態(tài)度、價(jià)值觀等基本素養(yǎng)的培養(yǎng)教學(xué)資源的擴(kuò)展促進(jìn)教學(xué)模式的改進(jìn)，使個(gè)性化學(xué)習(xí)方式得以實(shí)現(xiàn)。評(píng)價(jià)改革形成潮流，重視對(duì)學(xué)生學(xué)習(xí)過程的評(píng)價(jià)。2021/5/92我國高中英語教學(xué)的現(xiàn)狀改革開放以來取得了顯著成績

1985—高中英語課程得到普及

1993強(qiáng)調(diào)英語交際能力培養(yǎng)

1999聽說能力得到普遍提高2021/5/93教學(xué)仍然以知識(shí)的講解為主，輕視對(duì)學(xué)生綜合語言運(yùn)用能力的培養(yǎng)；高考的壓力使學(xué)校和學(xué)生均按照一個(gè)課本、一個(gè)進(jìn)度、一個(gè)目標(biāo)、一個(gè)要求開展教學(xué)；教師的教學(xué)觀念、方法以及手段都需要轉(zhuǎn)變；現(xiàn)行的教材和教學(xué)大綱的要求已經(jīng)不能適應(yīng)發(fā)展的需要高中英語教學(xué)存在的主要問題2021/5/94高中英語課程設(shè)計(jì)的基本理念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，提高自主能力4.關(guān)注學(xué)生情感，提高人文素養(yǎng)5.完善評(píng)價(jià)體系，促進(jìn)學(xué)生發(fā)展2021/5/95高中英語課程的性質(zhì)

語言是人類最重要的思維和交流的工具，也是人們參與社會(huì)活動(dòng)的重要條件。當(dāng)今社會(huì)生活和經(jīng)濟(jì)活動(dòng)日益全球化，外國語已經(jīng)成為世界各國公民必備的基本語言素養(yǎng)之一。因此，學(xué)習(xí)和掌握外語，特別是英語，具有重要意義。高中英語課程是義務(wù)教育后普通高級(jí)中學(xué)的一門主要課程。高中學(xué)生學(xué)習(xí)外語，一方面可以促進(jìn)心智、情感、態(tài)度與價(jià)值觀的發(fā)展以及綜合人文素養(yǎng)的提高；另一方面，掌握一門重要的國際通用語種可以為學(xué)習(xí)國外先進(jìn)的文化科學(xué)知識(shí)和進(jìn)行國際交往創(chuàng)造條件。開設(shè)高中英語課程有利于提高全民族勞動(dòng)者的素質(zhì)，有利于我國對(duì)外開放和國際交往，有利于我國綜合國力的增強(qiáng)。2021/5/96綜合語言運(yùn)用能力情感態(tài)度學(xué)習(xí)策略文化意識(shí)語言技能語言知識(shí)國際視野祖國意識(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理解文化知識(shí)話題功能語法詞匯語音寫讀說聽課程目標(biāo)2021/5/97高中英語課程的教學(xué)重點(diǎn)發(fā)展學(xué)生用英語進(jìn)行交流的能力；用英語獲取信息、處理信息的能力；用英語進(jìn)行思維的能力。2021/5/98改進(jìn)教學(xué)方法，落實(shí)新課程目標(biāo)詞匯教學(xué)語法教學(xué)聽的教學(xué)說的教學(xué)閱讀教學(xué)寫的教學(xué)綜合技能學(xué)習(xí)者培訓(xùn)2021/5/99詞匯教學(xué)－什么是詞匯學(xué)習(xí)？

(1)

knowingawordmeansknowingitspronunciationandstress;(2)knowingawordmeansknowingitsspellingandgrammaticalproperties;(3)knowingawordmeansknowingitsmeaning;(4)knowingawordmeansknowinghowandwhentouseittoexpresstheintendedmeaning(5)Knowingawordoftenmeansknowingmorethanjustoneword(e.g.giveup;babysitter,teacher,upsanddowns)(6)Knowingawordmeansknowingitscollocations(e.g.see,look,andwatch;heavyrainbutnotheavywind)2021/5/910ReceptiveandproductivevocabularyReceptive/passivevocabulary－wordsthatoneisabletorecognizeandcomprehendinreadingorlisteningbutunabletousethoseautomaticallyinspeakingorwriting.

Productive/activevocabulary-wordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeechandwritingareconsideredone’sproductive/activevocabulary.Atbeginnerlevel,mostnewwordslearnedbystudentsusuallyhaveimmediatepracticaluse,hencetheyquicklybecometheproductivevocabulary.However,asstudentslearnmoreandmorewords,theywillfindthatsomewordstheyareabletouseforspeakingandwritingandsomeareonlyrecognizablewhenencounteredinreading.Also,therearesomewordsthatafterbeingencounteredmoreandmoretimesgraduallyentersfromone’sreceptivetoone’sproductive2021/5/911

WaysofpresentingvocabularyTrytoprovideavisualorphysicaldemonstrationwheneverpossible,usingpictures,photos,videoclips,mimeorgesturestoshowmeaning.Provideaverbalcontexttodemonstratemeaning.Thenaskstudentstotellthemeaningfirstbeforeitisofferedbytheteacher.UsesynonymsorantonymstoexplainmeaningsUselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings,e.g.cook:fry,boil,bake,grill,etc.Translateandexemplify,especiallywithtechnicalwordsorwordswithabstractmeaning.Usewordformationrulesandcommonaffixestobuildnewlexicalknowledgeonwhatisalreadyknown.Teachvocabularyinchunks.Chunksrefertoagroupofwordsthatgotogethertoformmeaning.Itisalsoreferredtoas‘pre-fabricatedformulaicitems’(Lewis,2002:121).Thinkaboutthecontextinreallifewherethewordmightbeused.Relatenewlylearnedlanguagetostudents’reallifetopromotehighmotivation.Thinkaboutprovidingdifferent

contextforintroducingnewwords.2021/5/912詞匯學(xué)習(xí)舉例１－Module4Unit11Completethequestionnairebelowbychoosingthecorrectpreposition.Thenusethequestionnairetointerviewyourpartner.1.Inyourfamily,whoisusuallythefirstpersontoturnto/ontheTVwhenyougethome?2．Whatprogrammesmakeyouwanttoturnoff/overtoanotherchannel?3.Whenyouarewatching,toyoueverturnaway/upwhensomethingisextremelyfrighteningorexciting?4.DoyoueverturnthevolumeoftheTVup/offordown?Why?5.Ifsomebodyturnsup/onatyourhouse,doyouturntheTVover/offordoyouleaveiton?2021/5/913

UsewordsinboxesAandBtowritenewadjectives.Thencompletethesentenceswiththesewords.A.

hand,well,early,old,two,high,longB.

known,made,morning,week,haired,fashioned,fat.1.

Goforan________runinourfantastictrainer!2.

Weonlysell________jewelleryinourshop.Nothingismadebymachine.3.

Tryour_______sweets,sweetsthatyourparentsusedtoeat.4.

Thatlady’sdresslooksso_______asifsheisfromthe19thcentury.5.

Bargainholidays!Goonthecheapest_____holidayyou’lleverhave.6.

I’mgoingabroad.Mybeautiful______dogwillhavetostayathome.詞匯學(xué)習(xí)舉例２－Module4Unit112021/5/914Labeling

詞匯學(xué)習(xí)舉例３－Module1p.56ex.32021/5/915Wordsthatgotogether

例module1,page22,ex.6Module2,page56,ex.4詞匯學(xué)習(xí)舉例4－Module1&22021/5/916Usewordseries

Example:Cutlery:

knife,fork,spoonTransport:_______________________________________Vehicles:_______________________________________Furniture:_______________________________________Buildings:_______________________________________詞匯教學(xué)活動(dòng)舉例5－Module2p.63

keywordbank2021/5/917Findsynonymsandantonyms

詞匯教學(xué)活動(dòng)舉例6－Module2p.752021/5/918Categories詞匯教學(xué)活動(dòng)舉例7－Module2p.592021/5/919Usingwordnet-work詞匯學(xué)習(xí)舉例82021/5/920

Developingvocabularylearningstrategies

ReviewregularlyGuessmeaningfromcontextOrganizingvocabularyeffectively(Module2,p.5)UselearnedvocabularyUsedictionaryCreatevocabularynotebook2021/5/921語法教學(xué)

GrammarpresentationDeductivemethodInductivemethodGuideddiscoverymethod2021/5/922語法教學(xué)

DeductivemethodExample:Module2,p.572021/5/923語法教學(xué)Inductivemethod例

Module2,p.66-672021/5/924語法教學(xué)Guideddiscoverymethod例Module6,p.352021/5/925Grammarpractice

Mechanicalpractice－substitutiondrills例Module1,p.54.Ex12021/5/926

transformationdrillsExample:Module1,page59ex.6Grammarpractice

MeaningfulPractice-2021/5/927語言技能教學(xué)

Listening

Speaking

Reading

WritingIntegratedskillspractice2021/5/928

Abouttheteachingoflistening

聽的目的

tomaintainorbuildsocialrelationships.toobtainandexchangeinformation.

關(guān)注聽的過程

Theskillsoflisteningareoftenthoughtofaspassiveskills.Thisisnottrue.Peoplemustdomanythingstoprocessinformationthattheyarereceiving.Firsttheyhavetohearwhatisbeingsaid,thentheyhavetopayattention,andconstructameaningfulmessageintheirmindbyrelatingwhattheyheartowhattheyalreadyknow.Weallknowthatitispossibletohearpeopletalkingwithoutpayingattention.Wealsoknowthatifwedonothaveenoughpreviousknowledgeofwhatisbeingsaid,itismoredifficulttomakesenseofwhatissaid.So,listeningisasactiveaskillasspeaking.Itissimplymoredifficultforteacherstojudgehowwellthestudentsarecomprehendingthemessages.Soitisveryimportanttodesigntaskstheperformanceofwhichshowhowwellthestudentshavecomprehendedthelisteningmaterial.2021/5/929Principlesforteachinglistening

(1)Thelisteningactivitymusthaveareal,communicativepurpose.(2)Theactivitymustuseauthenticlanguagewithoutsignificantlyslowerorsimplerspeechthanwouldnormallybeusedineverydaylife.(3)Thelisteningtextmustoffercontentthatispersonallyinterestingandmotivatingtolearners.(4)Thelisteningactivitymustoffermanycluestomeaning,justasinreal-lifelistening.(5)Whenpossible,thewholelisteningtextshouldbegivenfirst,andthenitshouldbedividedintopartsthatcanberepeated.Attheend,thewholetextshouldbegivenagain,andlearnersshouldhavetheopportunitytodiscusswhattheyhaveheard.(6)Thelisteningactivitymustrequirelistenerstorespondinsomemeaningfulfashion,eitherindividuallyorinsmallgroupsorpairs.(7)Thetextofthelisteningactivitymustbetypicalforitsownspeechtype;thatis,aninformalconversationmusthaveshort,redundant,rapidchunksofspeech,whilealecturemustbemoreformalizedandorderly.(8)Theclassroomclimatesurroundingthelisteningactivitymustbenon-threateningandpositive,andsimpleaffectivestrategiesshouldbeusedtoreduceanxietyifitispresentbeforeorduringthelisteningactivity.2021/5/930Threestagesoflistening

Pre-listeningtasksshouldbeusedtostimulatetheappropriatebackgroundknowledge,providelearnerswithapurposeofthelisteningactivityandpreparethemwiththelanguageneededforunderstandingthemessage(e.g.discussingthetopic,brainstorming,presentingvocabulary,sharingofrelatedinformation).While-listeningtasksmustfocusonobtaininginformation,checkingcomprehension,organizinginformation,furtherstudyofthelanguageinmeaningfulcontext.Post-listeningtasksmustprovideopportunitiesforstudentstointegratewhattheylearnedfromthetextintotheirexistingknowledgeandcommunicatewithothersusingtheinformationobtainedfromthelisteningtext.2021/5/931Threestagesoflistening

Pre-listeningExample:Module1,p.10ex1and22021/5/932ThreestagesoflisteningPre-listening-PredictingExample:Module1p.11,ex32021/5/933Pre-listeningactivities

PredictingExample:Module1,p.12,ex.12021/5/934Pre-listeningactivitiesSettingthesceneExample:Module1,p.38ex12021/5/935Pre-listeningactivitiesStrategytrainingListeningforgistExample:Module1,p.38,32021/5/936Whilelisteningactivities

–answerquestions-listenandtakenotesExample:Module1,p.11.ex5and62021/5/937While-listeningactivitiesListeningforspecificinformationExample:Module2,p.38,ex.3and42021/5/938Whilelisteningactivities

ListenandsequenceExample:Module2,p.242021/5/939WhilelisteningactivitiesListenandtickExample:Module2,p.10ex42021/5/940WhilelisteningactivitiesListenandfillExample:Module2,p.38,32021/5/941Post-listeningactivities

MultiplechoicequestionsGap-fillingandnote-takingExample:Module3,p.10,ex42021/5/942Post-listeningSpeakingExample:Module1,p.11,ex8and102021/5/943Post-listeningactivitiesAnsweringquestionsDiscussionsDictoglossRoleplaysInterviewsDebate2021/5/944

PrinciplesofTeachingspeaking

Balancingaccuracy-basedwithfluency-basedpracticesContextualizingpracticePersonalizingpracticeBuildingupconfidenceMaximizingmeaningfulinteractionsHelpingstudentsdevelopspeakingstrategies2021/5/945DesigningspeakingtasksControlledactivitiesSemi-controlledactivitiesSemi-communicativeactivitiesCommunicativeactivities2021/5/946DesigningspeakingtasksActivityusingpicturesExample:Module2,p.432021/5/947DesigningspeakingtasksInformation-gap

activitiesDialogueandrole-playExample:Module3,p.112021/5/948DesigningspeakingtasksProblemsolvingactivitiesExample:Module.2,p.492021/5/949StrategiesinvolvedinreadingcomprehensionSpecifyingapurposeforreadingPlanningwhattodo/whatstepstotakePreviewingthetextPredictingthecontentsofthetextrsectionoftextCheckingpredictionsPosingquestionsaboutthetextFindinganswerstoposedquestionsConnectingtexttobackgroundknowledgeSummarizinginformation2021/5/950MakinginferencesConnectingonepartofthetexttoanotherPayingattentiontotextstructureRereadingGuessingthemeaningofanewwordfromcontextUsingdiscoursemarkerstoseerelationshipsCheckingcomprehensionIdentifyingdifficultiesTakingstepstorepairfaultycomprehensionCritiquingtheauthorCritiquingthetextJudginghowwellobjectivesweremetReflectingonwhathasbeenlearnedfromthetext2021/5/951Modelsofreading

Bottom-upmodelTop-downmodelInteractivemodel2021/5/952ThreestagesofteachingreadingPre-readingactivitiesWhile-readingactivitiesPost-readingactivities2021/5/953讀前活動(dòng)Pre-reading

Poolingtogethertheexistingknowledgeaboutthetopic,creatingexpectations(predictingcontents)Arousingstudent’sinterestaboutthetopicPre-teachingkeywords/phrasesorstructures;skimmingorscanningthetextorpartsofthetextforcertainpurposes.2021/5/954Doyouagreewiththefollowing?StatementsBeforereadingAfterreadingAlwaystrytopleasetheinterviewer.

Donottrytodominatetheinterview.

Neverinterrupttheinterviewer.

Ifnecessary,disagreewiththeinterviewer.Neverchangeyourmind.2021/5/955Pre-readingactivitiesPredicting

Example:Module2,p.14,ex12021/5/956Pre-readingactivitiessettingthescene

Example:Module2,p.28ex12021/5/957Pre-readingactivitiesSkimmingExample:Module2,p.28,ex2

Scanning2021/5/958讀中活動(dòng)Whilereadingactivities

常見的課堂閱讀教學(xué)往往以教師為中心

questionandanswersmultiplechoicequestionsT/Fquestions,explanation,paraphrasing,andtranslation.

2021/5/959Whilereadingactivities語言輸入

信息轉(zhuǎn)換語言學(xué)習(xí)語言輸出2021/5/960Transitiondevices

PicturesPiechartsDrawingsBarchartsMapsFlowchartsTablesSequencingSubtitlesTreediagramsNotesCyclicdiagrams2021/5/961DescriptionTimePlaceCharactersMajoreventsEnding2021/5/962Comparisonandcontrast

Differentcharacteristics

DifferentcharacteristicsSharedcharacteristics2021/5/963ProcessandproceduresSequencingNoMarketSurveyCuttingSewingIroningSaleQualityinspectionYesDesigning2021/5/964Classificationmotorvehiclesnon-motorvehiclescarsbicyclessportscarsVehicles2021/5/965NarrationYearWhathappened?196219711980198319912021/5/966ExpositionMainidea(s)SupportingdetailsConclusion2021/5/967TakingnotesTimeDateLocationNumberofpeoplekilledDamagescausedEarthquakein1906Earthquakein19892021/5/968Makinginferences-Blandidaisacountrywhichhaseveryclimaticconditionknowntoman.-Whenshecameintotheroomthelargecrowdgrewsilent.-Thepaintinghadbeeninthefamilyforyears,butsadlyBillrealisedhewouldhavetosellit.2021/5/969While-readingactivitiesInformationtransferactivitiesExample:Module1,p.14ex42021/5/970While-readingactivitiesMakinginferenceExample:Module6p.24ex3andex72021/5/971While-readingactivitiesTextswithsentencegapsExample:Module5,p.28,ex22021/5/972While-readingactivitiesReadingcomprehensionquestionsExample:Module1,p.22,ex.52021/5/973While-readingactivitiesUnderstandingreference

Example:Module5,P.42,ex2andex32021/5/974FocusonlanguagestudyVocabularyUnderstandingwordmeaningincontextFocusoncollocationsPayattentiontodiscoursemarkersFocusonidioms,synonyms,antonyms,etc.FocusonPrefix,suffix,androotwordsStructuresDrawstudents’attentiontothenewstructuresInvitestudentstoanalyseandsummarizethethemainfeaturesCreatedifferentcontextformeaningfulpractice2021/5/975讀后活動(dòng)Post-readingactivities

DiscussionExample:Module2,p.15speaking2021/5/976Post-readingactivitiesRole-playGap-fillingRetelling2021/5/977Post-readingactivitiesWritingExample:Module2,p.13,ex112021/5/978WritingprocessBrainstormingOutliningDraftingEditing(selfandpeerediting)RevisingProofreadingConferencing2021/5/979Integratingtheskills

Whenwecommunicate,weoftenusemorethanasinglelanguageskill.Onthetelephone,forinstance,welistenandspeak—maybewealsowritedownamessageandreadoverwhatwehavewritten.Transferringlanguagefromonemediumtoanotherisitselfanimportant

skill.Aboveall,integratingtheskillsmeansthatyouareworkingatthelevelofrealisticcommunication,notjustatthelevelofvocabularyandsentencepatterns.2021/5/980學(xué)習(xí)策略培訓(xùn)manyteachersareunsureaboutwhattheycandotohelplearnerslearnhowtolearnintheclassroom.DickinsonandCarver(1980,cf.EllisandSinclair,1989:7)identifythreeareasforpreparinglearnerstobecomeautonomousandthesethreeareascanbeusedforconsideringcontentsandproceduresforlearnertraining.Theyare:Psychologicalpreparation,e.g.activitiestobuildconfidenceMethodologicalpreparation,e.g.activitiestohelplearnersunderstandandusemetalanguage(languagefordescribinglanguageandlanguagelearning)andtobecomeawareoftherationalebehindclassroomactivities.Practiceinself-direction,e.g.activitieswhichprovidelearnerswithopportunitiestomakechoicesabouttheirlearning.

2021/5/981InvolvestudentsinanoverviewofthetextbookatthebeginningAtthebeginningofthecourse,itisusefulfortheteachertoguidestudentsthroughthecontentpageforthemtogetanoverviewideaaboutwhatistobelearned.Thishelpsraisestudents’awarenessandalsogettheirinvolvementinthinkingaboutlearningratherthanfollowingtheteacherorthetextbookwithnoparticularreason.2021/5/982InvolvestudentsinfindingoutaboutthemselvesHelpinglearnerstogainabetterideaaboutthemselvesaslearnersisthefirststepinguidingthemtotakeresponsibilitiesfortheirownlearning.Questionstobeusedtostartthemtothinkaboutthemselvesandabouttheirlearning:Whatdoyouexpecttolearninthenewcourse?Whatkindofalearnerareyou?HowmuchtimedoyouhavetolearnEnglisheveryweek?Howdoyouorganizeyourtimeafterclass?HowconfidentyouareaboutyourselfinlearningEnglishWhatdoyouoftendoinordertoremembernewvocabulary?Whatresourcesdoyouuseforlearningafterschool?2021/5/983IntroducestudentstoanumberofdifferentlearningstrategiesDifferentstrategieshavedifferenteffectivenessfordifferentstudents.Foradvancedstudents,theyliketousestrategiesincludingbotheasyandcomplexones.Forlowerlevelstudents,theyprefersimplestrategiestocomplexones.Nosinglestrategywillbeappropriateforalllearnersorforalltasks,andindividuallearnerscanandshouldapplythevariousstrategiesindifferentways.2021/5/98