教学材料的处理和使用.pptVIP

教学材料的处理与使用 绍兴市教育教育教学研究院 戴军熔,华东地区外语教学法研究会第十五届年会： 讨论的一个焦点问题教材问题 如何创造性地运用教材？ 如何利用教材资源开展写作训练？ 如何对英语教材的教学效果进行反思？ 如何克服教材难度和课时不足的矛盾？,高中教学调研： 语篇材料利用率不高，分析阅读、完形时仅仅局限于“读一句、译一句”的传统形式；或者，仅仅停留在对答案式的分析；忽视在此基础上进行语言层面、理解层面的多层次分析(语篇结构、语言表达的分析)，如：语篇段落间的关系、深层推理性问题、有哪些好的语言表达等，忽视对语篇进行综合利用； 语篇教学按部就班，无视教材自身存在的内部缺陷，如： 前后衔接的不足，前后逻辑联系的缺失和断裂； 前后内容的跳跃性和不系统性； 话题内容的不集中性与不一致性，学习活动难以构成认知连续体； 问题或任务过大过泛、过于抽象、单调或笼统。,新课程背景下高中英语教师究竟应怎样用好教学材料，用好身边的课程资源？,例1：Module 3 Unit 3 The Million Pound Bank Note,Pre-reading: Imagine that somebody gives you a large sum of money to spend as you like. What would you do with it? Have you read the story of “the Million Pound Bank Note”? Have you seen the film? If you have, what did you think of it? 【问题1】： 作为活动前活动，其目的是在语言、背景、情感等方面为下一步教学活动做好热身准备，所以教学的这个环节不宜过长、过难、过大、过复杂。而这一问题一设问内容过大、过泛。 【问题2】： 该问题属于评价性问题。从阅读设问的层次性看，一般遵循：引入话题宏观感知（导读性理解题）微观探究（梳理细节性理解题）整体吸收（评价提高性理解题），因此该问题置于阅读后的讨论中比较适合。,例2：Module 5 Unit 1 Great Scientists,Warming up: 小测验，检测学生对科学家的成就了解多少 Pre-reading: What do you know about infectious diseases? What do you know about cholera? Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in examining a new scientific idea. 【问题】：读前活动的第一个问题与热身部分问题无关，容易造成学生思维中断。因此，处理中可将这一问题置于第二个问题，从热身部分顺利过渡到读前活动。,教材使用之我见： 把握目标的定位：为什么而用教材？ 把握运用的适切性：这样使用适合学生和能力要求吗？ 把握教材的生发点：什么可以成为教材的拓展点？ 把握开发的多维性：如何立体开发将文本运用到极致？ 把握学科的本位性：如何遵循学科本位？ 把握用与评的一致性：如何在教学评价中体现教材的 特点与导向？,一、把握目标的定位：为什么而用教材？,从教师出发，还是从学生出发？ 从语言知识点出发，还是从学生的综合语言运用能力发展出发？ 目标是否具体，具有可操作性和检测性？ 目标定位是否恰当、合理 ？,教学目标主体不明确或不一致: eg. To develop Ss abilities of listening and speaking. eg. To train Ss ability of working in groups. eg. To inspire the Ss to learn positive qualities from great women. eg. To get/lead/help Ss to eg. Ss will develop their skimming and scanning skills. eg. Ss will learn to think and speak logically in English. 行为主体是教师，而不是学生。目标本身以“教师为中心”,关注老师教了什么,而未体现一节课后学生学了什么?会了什么? Ss will be able to understand and use the following words. By understanding the passage, Ss can know about Through the study of the passage, Ss will realize,目标太大,要求不明确，重点不突出，缺乏可操作性: eg. To improve Ss reading ability through various tasks. eg. To review Modal Verbs. 问题:How to improve? What skills or strategies to improve? Review what modal verbs?What usage to review? 教学目标应是通过一堂课后可以达成的目标。如果所定的目标是要经3-6年后才得以实现，在本质上就意味着没有目标。 Ss will be able to make, and accept or decline an invitation in the given situations or their real life. SS will be able to read for specific information. SS will be able to write an email message to decline/accept an invitation. Ss will be able to be aware when and how western people make an invitation. Ss will be able to understand and use the following words and expressions.,语言技能目标定位不当： eg. careful reading: Read aloud for detailed information. 问题：第1项目标:集体朗读是否能确保学生理解课文？目标究竟定位在阅读还是诵读上？如果是阅读，其侧重点主要是培养学生的阅读策略和学生在阅读过程中获取和处理信息的能力，而如果是诵读，则主要是以体会语音语调为目的。 eg. Listening: Listen to the tape and find the main idea of each paragraph. Listen to the tape and then design some questions according to what you hear. 问题：第2项目标究竟定位在读还是听？如果是听，那么阅读就会对听产生干扰，达不到训练听的目的;而如果是听,在听一次后就让学生找出每段的大意，或者让学生根据文本内容提出问题则难度过高。 eg. Post-reading: If you want to be successful, you have to think about the following question: What are the qualities that make Yuan Longping a pioneer for all people? Please summarize the great mans qualities and find some words to describe him. 问题：该目标只是某一特定语境下的任务目标，并非代表描述人物品质这一类能力。因此，本环节的目标描述应改为:Learn how to describe peoples/ great womens qualities after reading the text.,运用的方法：新课标对教材使用的建议： 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、编排顺序和教学方法等方面进行适当地重组和调整。,二、把握运用的适切性：这样用适合学生和能力要求吗？,学生的起点如何？学生的能力要求趋向？ 眼里有资源，心里有学生。以学生为基点，开发利用贴近学生生活和经历的资源。 与前后内容的联结点如何？ 眼里有资源，心中常联系。以前后内容为联结点，开发利用贴近教学内容的资源。,运用的视角：,Supple-ment,贴近学生生活和经历？ 贴近教学内容？,符合学生认知能力？ 符合学生语言能力？,把握用的适切性： 取舍整合，突出主题内容 创设过渡情景，建构认知链条 替换改编原文，降低学习难度 创造性使用网络资料，丰富话题内容 重组主题内容，加强前后逻辑联系,取舍整合，突出主题内容：舍弃无关、关系不密切或不适用的内容，使讨论问题紧扣主题；必要时把同一话题内容合而为一。,案例1：Module 6 Unit 2 Poems Warming up: 1. Do you remember any little poems or songs you learned when you were a child? These little poems and songs might have been some of the first poetry you learned. 2. Do you remember any poems you have read in high school, either in Chinese or in English? Can you recite any? 3. There are many reasons why people write poems. In small groups make a list of these reasons. The list has been started for you. People write poems：to tell a story/ to express feelings/ to recall an enjoyable or unpleasant incident Pre-reading: Do you have a favorite poem in Chinese or in English? Why is it your favorite poem? Skim the poems on the following pages and tick the correct box(es) for each question.,12两个问题引导学生回顾幼时以及学生时代接触的汉英诗歌,探讨写诗目的,问题1阻碍学生思维，使Warming up部分问题3无法进一步展开和深入,该问题与Warming up问题3相似，因此可将两个问题进行整合，并将Pre-reading问题1调整到warming up问题2后，使问题2得以展开,创设过渡情景，建构认知链条：补充或拓展与主题或话题相关的内容，使教学具有连贯性、关联性，降低学生的认知难度。,案例2：Module 7 Unit 4 Sharing Warming up:问卷调查，列举班上同学所做的好人好事，并在调查中初步感知volunteer一词的意义，并通过小组讨论得出volunteer一词的定义。 Pre-reading: 导入reading部分的背景知识： The reading passage is an airmail letter from a young Australian woman, Jo, who worked as a volunteer teacher in Papua New Guinea (PNG) for two years. Do you know where PNG is? Jo also sent her friend some photos,与“志愿者”话题相关,与志愿服务地点相关,在warming up后增加以下过渡情景： T: In our daily life, many people work without being paid. They are willing to devote themselves to their work and do not need any payment. Maybe, some of us may think they are foolish, even stupid. But you are wrong. Although they work for free, they are not worthless but priceless. They are volunteers. 进一步设问： Why should people volunteer? What volunteer work have you done? In which country or place do you want to do volunteer work? In China or abroad? Why? Which countries do you think need help most? Why? T: Jo was a volunteer who worked in Papua New Guinea (PNG) for two years. She is from Australia and just now I heard from her. Now I will show the letter to you.,替换改编原文，降低学习难度：对于教材中篇幅过长、生词过多或难度过大的材料（尤其是听力材料）；或者，对一些不符合学生实际生活或经历的文本予以替换或进行改编，以降低难度。,案例3：Module 3 Unit 1 Festivals around the World Listening：Trinidad Carnival（特立尼达岛狂欢节）,话题内容：对绝大部分学生来说陌生； 话题写作：听力材料中的语言对话题写作无实际指导意义,Behind the Turkey: The story of Thanksgiving Task 1: Listen to para.1 and answer the following questions: When is Thanksgiving Day celebrated every year? What did O. Henry call Thanksgiving Day? What is special about Thanksgiving Day? Whats the spiritual meaning of the day? Task 2: Spot dictation: Listen to the whole passage and fill in the missing words. Task 3: Find out the useful expressions for describing a holiday. (when / how/ what/ who/ where/ why, etc.) Task 4: Describe Christmas Day by using some of the expressions in the passage.,创造性使用网络资料，丰富话题内容: 利用幻灯片、录音资料、电影片段或网络资源等丰富教学资源，为学生提供与话题相关的听力材料或阅读材料等作为课文学习的补充与拓展，丰富背景知识，积累与话题相关的核心词汇、句式结构、语篇结构、表达技巧等。,案例4：Module 1 Unit 4 Earthquakes 【课外阅读】: Chile rattled by massive 8.8 magnitude earthquake Science in the News - A New Way to Help Predict Earthquakes,Task 1: Skim the passage to find out the topic sentence. Task 2: Scan the passage and complete the following table.,Task 3: Find out the useful expressions for describing an earthquake. (when / where/ what/ who/ how, etc.),Eg. hit southwestern China in May /was not identified early enough for people to flee the area /killed sixty-nine thousand people/That quake measured three in intensity /found similar changes taking place two hours before the other quake struck five days later /rated seven point nine in intensity/ help move people from the area and save lives,Task 4: Writing,Module1 Unit4 Earthquakes,话题表达 2008年5月12日下午，四川发生里氏7.8级地震，造成了惨重损失，假如你是杭州某中学学生会主席，请代表学生会向全校师生简单介绍灾情，并号召师生踊跃捐款捐物，参加义卖活动。根据上述意思，补充完成以下语篇： Teachers and fellow students, As we all know, a severe earthquake _（爆发里氏7.8级地震） in Sichuan Province on May 12, 2008. Like most strong earthquakes, the one that hit southwestern China _(未能及早作出预测，以使人们及时逃离）. According to Xinhua news agency, in a few terrible seconds a large city _(变成一片废墟). _(仿佛到了世界末日). _(多达50，000人丧生) in this terrible disaster and still countless people _ (被困在废墟中). Another 20,000 were reported missing. Everywhere they looked, _(几乎一切都被毁了). We all _(听到这个消息我们都感到非常震惊和悲痛). Luckily, all hope was not lost. The army has organized teams to _(帮助人们离开灾区并挽救生命）. They also dig out the trapped people and workers _(为那些无家可归的幸存者建立临时避难处). Lets just imagine how the students there need help! Schools should be rebuilt _(因此他们能够尽快返回学校). Here _(学生会号召每个人) to help the relief work by donating things and _(筹款) to help those affected in the earthquake. Well have a voluntary contribution this week. Lets give away our pocket money. Besides, well _(组织一个义卖会) on Saturday morning in the meeting hall. Please bring your books, toys, CDs or something else here to sell. _(所有筹集的钱都将被送到灾区) Thats all. Thank you.,重组主题内容，加强前后逻辑联系: 从单元角度研究和分析教材，即通过单元的整体学习建构学生的知识结构：其一是语言知识结构，如围绕某一话题的词汇、句法、语法及功能；其二是建构话题的知识结构，如有关话题的背景知识、观点信息、语篇模式等。对于同一主题，可以对相互间缺乏逻辑关联，或者无法形成完整的内容序列的部分按照一定的逻辑线索或顺序进行重新组合，以使学生形成对某一问题的完整认知。,案例5：Module 4 Unit 4 Body Language,Warming up: Look at the pictures below. What are these people communicating? Discuss your ideas with your partner. 要求学生选择课本提供的15个日常交际用语中一个，用体态语表演出来，让同伴猜测其意义。 Pre-reading: What do you think is the purpose of language? Discuss your opinion with your partner. How can you communicate with someone if you cannot speak? Give an example. There are many different ways to greet someone using words. How many ways can you think of to greet someone if you cannot speak? Share your ideas with your partner.,主题：体态语,主题：思考语言的目的,主题：体态语,重组： 1. 先利用warming up部分的插图，激发学生对体态语的兴趣； 2. 教师提出问题： How can you communicate with someone if you cannot speak?要求结合课本提供的15个日常交际用语，选择其中三个，并用体态语表演，让同伴猜测其意； 3. 小组合作讨论：There are many different ways to greet someone using words. How many ways can you think of to greet someone if you cannot speak? Share your ideas with your partner. 4. 把Pre-reading部分放到最后，利用课本提供的15个日常交际用语分组讨论： What do you think is the purpose of language?,案例6： Module 1 Unit 5 Nelson Mandela A Modern Hero 浙江严州中学新安江校区 赖朝晖 中小学外语教学07-10,Using Language & Reading Task: 该单元的话题是人物， 因此，可将该板块中的语篇Reading “The Rest of Elias Story”与阅读任务板块中的两篇文章 “A Competitor of Bill Gates”& “A Follower of Bill Gates”进行整合，并 在此过程中培养学生区分观点(opinion)和事实(fact)的阅 读技能。,Read Passage 1: The Rest of Elias Story Task 1： Read the passage and pick out some facts about Mandela. Task 2: Discuss what opinions can be formed of Nelson Mandela from the facts. Fact 1: was put in prison Fact 2: began a school Fact 3: taught Fact 4: still remembered Elias after coming to power,Opinions: determined, strong-willed, full of hope, ,Opinions: kind, considerate, thoughtful,Task 3: Read the passage again and find out Elias opinions of his job as a tourist guide in Robben Island Prison and the supporting facts he used. Then compete the following table.,Task 4： Discuss the following questions: -Are thee facts about Elias in the table also the facts about Mandela? -What opinions can we have of Mandela from the facts?,Read Passage 2: A Competitor of Bill Gates Task 1: Prepare to read the passage by getting ss to guess who will be talked about. Providing some information (facts): His enemies attacked him. Even the government is against him. He was a student at Harvard University, but didnt get any degree.,Task 2: Ask the ss to answer the following questions. What opinions do you have of Bill Gates? Do you like / admire him? Who dislikes him most? What opinions will his competitors have of Bill Gates? What facts will they use to support their opinions? Task 3: Read the text in three minutes and fill in Worksheet 1.,Read Passage 3: A Follower of Bill Gates,Task 1: Prepare to read A Follower of Bill Gates -Do you agree with the competitors opinion? -What will you argue for Bill Gates if you dont agree with the competitors opinion? Task 2: Read the text in four minutes, complete Worksheet 2, and then see how the writer organizes the text.,Sentences 1-6 Fact 1: was a student at Harvard University Fact 2: left Harvard to set up his own company and made his own software Fact 3: good at writing computer languages and almost all computers use Microsoft software. Sentences 7-11: Opposing opinions about Bill Gates Opinion 1: want to stop his success; government is against him Opinion 2: unfair to other people Sentences 12-17: the writers own opinions and the supporting facts,Integrating Language Skills: Task 1: Whose opinion do you believe, the followers or the competitors? Why? Why is it important to tell the difference between a fact and an opinion? How will you apply what youve learned to your future reading? Task 2: Summary A critical reader should remember: Doubt what the writer writes Consider the facts mentioned in the text and decide whether facts can support opinions It is important to form your own opinions from the facts in the article. Task 3: What opinions do you have about this English class from the facts you noticed?,Assignment: Send an email to the teacher expressing your opinions about his/her teaching. Remember to use facts to support your opinions.,三、把握教材的生发点：什么可以成为教材的拓展点？,一个插图（看图说话，根据插图预测文意） 一个标题（根据标题预测文意） 一个主题词（头脑风暴，补充拓展） 一个词汇（根据上下文理解或匹配词义、借鉴词汇进行仿写） 一个句子（根据上下文理解或解释句义、借鉴句子进行仿写） 一个观点（总结理解观点、评述阐发观点） 一个片段（理解片段细节及其所蕴含之深层语意，借鉴片段进行仿写）,根据标题猜测文章内容： What is the passage mainly about, according to the title and the pictures? What would you like to know about the passage according to the title? What information can you get from the title? Can you get the main idea from the title? What questions can you raise according to the title? What would you write about under this title if you were the writer?,根据主题词补充拓展：,Module 6 Unit 3 A Healthy Life,Ideas about how to live An apple a day keeps the doctor away. You are what you eat. The early bird catches the worm. A bird in the hand is worth two in the bush. Do not count your chickens before they are hatched. Do not put all your eggs in one basket. Reading is to the mind what exercise to the body. A merry mind goes all the way.,根据主题词头脑风暴：Module 2 Unit 4 Wildlife Protection,Understanding of the word “Wild”,Understanding of the word “Wildlife”,Showing a group of wild animals,Group work: Asking ss to make a list of the English names of the animals theyve learned so far and tell the class their favorite animal as well as the reasons for their choice.,Showing a group of extinct and endangered animals.,Brainstorming: Causes of endangerment,Brainstorming: Measures to protect the endangered animals,Providing information about some international organizations of wildlife protection,Writing a short passage about wildlife protection,Module1 Unit 1 Friendship Reading & writing： 教师可针对Xiao Dong在交友中遇到的困惑，进行以下处理和拓展： 阅读Xiao Dong的来信； 头脑风暴：小组讨论与交友相关的三方面问题； 全班汇总，总结归纳，呈现与问题相关的主要观点与语言结构，建立写作支架； 独立完成写作任务，给Xiao Dong写一封回信。,无法融入的原因: You might be a selfish person. You might worry about what people think of you. You might be thinking and caring about too much of yourself. You might look to your own concerns. You might spread others secrets far and wide. You might pay no attention to others pride. You might not help or support others when you should. You might treat others badly 建立友谊的条件: be honest with others say what we mean not tell lies otherwise people will stay far away from you do something to make ourselves interesting as a friend keep company with others when they are in trouble prove to be valuable to others,如何建立和保持友谊： Make an effort to change the present situation always smile and be polite to talk to people about what you both like so that you will know each other better ask people their likes and dislikes to find classmates with the same interests Dont be too shy, try to exchange ideas and experiences with join in peoples discussion and show your interest in other peoples ideas show your interest in their talk try to make friends with one or two classmates get to know different people and let them see you are friendly Remain open to new cultures, ideas and values try to adapt yourself to the new environment. try to avoid quarrels Discuss and negotiate with others when your opinions differ. Nothing is so big that it is impossible to get over,Written work：Write your advice to Xiao Dong according to the given sample & expressions below.,Dear Xiaodong, Im sorry you are having trouble in making friends. However, the situation is easy to change if you take my advice. Here are some tips to help you. First, why not_? If you do this, _. Secondly, you should/can_. Then/That way_. Thirdly, it would be a good idea if _. By doing this, _. I hope you will find these ideas useful. Yours, Miss Wang,More Useful expressions: be polite to, be friendly to, care about others more than yourself, trust, share, make feel easy, lend sb. a hand whenever, help each other, pay attention to others pride, quarrel with, calm down, never lose your temper, be concerned about, help or supportwhen, treat sb. well, tellabout ones deepest feeling, hurt ones feeling, on purpose, go through tests of life and death,Module 7 Unit 1 A Biography of Isaac Asimov Using Language: (Para.4) It was when Asimov was eleven years old that his talent for writing become obvious. He had told a friend two chapters of a story he had written. The friend thought he was retelling a story from a book. This really astonished Asimov and from that moment, he started to take himself seriously as a writer. *It was whenthat/have a talent for/take seriously Situation 1: As we all know, is a famous singer/ actor/ athlete. How will you describe him/her by using the phrase “have a talent for”? Situation 2: John failed in the driving test since he didnt make good preparations for it. How will you describe him/her