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英語新課標、新教材
與課堂教學方法
2006年5月2021/5/91國際外語教學改革的發(fā)展趨勢以滿足人的發(fā)展需求為目標,強調對語言運用能力培養(yǎng)。外語課程普遍采用按能力分級的方式,制定各個級別的能力標準。課程設置采用必修和選修相結合的方式。課程內容強調外語學習與其他學科的相互滲透。教學方法強調以學生為主體,重視學生參與,發(fā)展多方面的能力。重視外語教育對情感、態(tài)度、價值觀等基本素養(yǎng)的培養(yǎng)教學資源的擴展促進教學模式的改進,使個性化學習方式得以實現。評價改革形成潮流,重視對學生學習過程的評價。2021/5/92我國高中英語教學的現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強調英語交際能力培養(yǎng)
1999聽說能力得到普遍提高2021/5/93教學仍然以知識的講解為主,輕視對學生綜合語言運用能力的培養(yǎng);高考的壓力使學校和學生均按照一個課本、一個進度、一個目標、一個要求開展教學;教師的教學觀念、方法以及手段都需要轉變;現行的教材和教學大綱的要求已經不能適應發(fā)展的需要高中英語教學存在的主要問題2021/5/94高中英語課程設計的基本理念1.重視共同基礎,構建發(fā)展平臺2.提供多樣選擇,適應個性需求3.優(yōu)化學習方式,提高自主能力4.關注學生情感,提高人文素養(yǎng)5.完善評價體系,促進學生發(fā)展2021/5/95高中英語課程的性質
語言是人類最重要的思維和交流的工具,也是人們參與社會活動的重要條件。當今社會生活和經濟活動日益全球化,外國語已經成為世界各國公民必備的基本語言素養(yǎng)之一。因此,學習和掌握外語,特別是英語,具有重要意義。高中英語課程是義務教育后普通高級中學的一門主要課程。高中學生學習外語,一方面可以促進心智、情感、態(tài)度與價值觀的發(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習國外先進的文化科學知識和進行國際交往創(chuàng)造條件。開設高中英語課程有利于提高全民族勞動者的素質,有利于我國對外開放和國際交往,有利于我國綜合國力的增強。2021/5/96綜合語言運用能力情感態(tài)度學習策略文化意識語言技能語言知識國際視野祖國意識合作精神自信意志興趣動機交際策略資源策略調控策略認知策略跨文化交際文化理解文化知識話題功能語法詞匯語音寫讀說聽課程目標2021/5/97高中英語課程的教學重點發(fā)展學生用英語進行交流的能力;用英語獲取信息、處理信息的能力;用英語進行思維的能力。2021/5/98改進教學方法,落實新課程目標詞匯教學語法教學聽的教學說的教學閱讀教學寫的教學綜合技能學習者培訓2021/5/99詞匯教學-什么是詞匯學習?
(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詞匯學習舉例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.詞匯學習舉例2-Module4Unit112021/5/914Labeling
詞匯學習舉例3-Module1p.56ex.32021/5/915Wordsthatgotogether
例module1,page22,ex.6Module2,page56,ex.4詞匯學習舉例4-Module1&22021/5/916Usewordseries
Example:Cutlery:
knife,fork,spoonTransport:_______________________________________Vehicles:_______________________________________Furniture:_______________________________________Buildings:_______________________________________詞匯教學活動舉例5-Module2p.63
keywordbank2021/5/917Findsynonymsandantonyms
詞匯教學活動舉例6-Module2p.752021/5/918Categories詞匯教學活動舉例7-Module2p.592021/5/919Usingwordnet-work詞匯學習舉例82021/5/920
Developingvocabularylearningstrategies
ReviewregularlyGuessmeaningfromcontextOrganizingvocabularyeffectively(Module2,p.5)UselearnedvocabularyUsedictionaryCreatevocabularynotebook2021/5/921語法教學
GrammarpresentationDeductivemethodInductivemethodGuideddiscoverymethod2021/5/922語法教學
DeductivemethodExample:Module2,p.572021/5/923語法教學Inductivemethod例
Module2,p.66-672021/5/924語法教學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
Listening
Speaking
Reading
WritingIntegratedskillspractice2021/5/928
Abouttheteachingoflistening
聽的目的
tomaintainorbuildsocialrelationships.toobtainandexchangeinformation.
關注聽的過程
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Whilereadingactivities
常見的課堂閱讀教學往往以教師為中心
questionandanswersmultiplechoicequestionsT/Fquestions,explanation,paraphrasing,andtranslation.
2021/5/959Whilereadingactivities語言輸入
信息轉換語言學習語言輸出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學習策略培訓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
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