如何灵活使用NSEC教材.ppt

如何灵活使用NSEC教材 教学教法建议,人民教育出版社 2008年8月,一、实验区教师关注的问题,1 如何备课？备课过程中会遇到哪些困难？应注意哪些问题？ 是否熟悉课标？ 是否熟悉教材？是否了解教材的优点和缺陷？ 学生的水平和接受能力如何？ 教师自身的能力如何？ 教学环境如何？教学资源如何？ ,教科书的优点和不足 （摘自Lee & Adamson 1993）,2 如何处理教材？ 课时如何安排？ 教材内容如何整合？ 各个课型该如何把握？ 一节课的容量和深度？ 教学目的是否明确？ 教学的重点？ 如何设计教学活动？如何写教案？ ,3 如何评价学生的学习？ 形成性评价？ 终结性评价？,二、教材使用建议（1）,1 通览全书，把握主脉，明确教学内容 主题（话题呼应，人物） 词汇（复现） 语法（反复） 功能项目 写作,2 充分利用教学资源，灵活使用教材 如： 英语听说 英语评价手册 同步解析和测评 课件 投影片 修订版SEFC,深入研究新课标、新教材，不断探索行之有效的教学方法 如： 任务型语言教学 探究式学习、自主学习、合作学习 学习策略 教学观：个性化教学，分层教学,Tell me and Ill forget Show me and I may remember Involve me and Ill understand,师师合作，互通互补，共同发展 集体备课，共享资源 教研网络、论坛 研讨观摩课 科研课题 总结反思 教学日志 人教网地址： 网页：高中英语 教学设计,5 不仅要为“教”而设计，还要为“学”而设计 各种课型：听、说、读、写、词汇、语法等 培养学生的综合语言运用能力 “教材千变，考试万变，但能力培养是教学的永恒主线”,1 对教材的内容进行适当的补充和删减 2 替换教学内容和活动 3 扩展教学内容或活动步骤 4 调整教学顺序 5 调整教学方法 6 总结教材的使用情况,教材使用建议（2）,三、如何重组教材 以Book 1 Unit 1为例,Book 1 Unit 1 Friendship 单元整体设计思路,第一课时 听说课 Warming Up (p. 1); Listening (p. 41) and speaking 第二课时 阅读课 Pre-reading (p. 2); Reading (p. 2); Comprehending (p. 3) 第三课时 语法课 Discovering useful structures (p. 5); Using structures (p. 42-43) 第四课时 语言学习课 Discovering useful words and expressions (p. 4); Using words and expressions (p. 41-42) 第五课时 综合语言练习课 Reading and listening (p. 6); Speaking (p.6); Listening task (p. 43) 第六课时 写作课 Reading and writing (p. 7) 第七课时 综合评价练习课 Reading task (p. 44); Self-evaluation, Summing up and self-test/exercises,一、教学内容： Warming Up (p. 1); Listening (p. 41) and speaking 二、教学目标： 1能力目标 在本节课结束时，学生能够： 就“朋友应具备什么品质”这一话题表达自己的看法，使用适当的形容词并通过简单举例来描述人的品质。 在与其他人交流观点时使用同意或不同意的交际用语。 理解听力材料中主人公对交友问题的看法，在教师的提示和帮助下简明扼要地归纳中心内容。 在提供的语境中猜测新词汇的含义，并根据朋友应具有的品质这一话题，通过联想记忆扩展词汇量。,第一课时 听说课,2目标语言 重点词汇和短语 upset, loose, ignore, add up, walk the dog, 重点句型结构 calm down, have got to, be concerned about, cheat in the exam 3文化目标 领会友谊和朋友的真正内涵，懂得正确处理与朋友之间的问题。,三、教学步骤,Step 1 Lead in 导入 Activity: brainstorming Ss: active, brave, careful, clever, honest, helpful, humorous, kind, smart, wise, hard-working generous, selfless, easy-going, reliable, considerate, patient, sincere, responsible (Preparation for Book 1 Unit 5),T: (Summing up Ss answers, presenting new words) Its lucky to have good friends. When you feel upset or unhappy, a humorous friend can cheer you up. When you are angry or nervous about something, a considerate friend will listen to you and help you calm down. A kind-hearted friend will care about you at all times. He/she will be concerned about you and want to see you are always happy. An honest friend will tell you the truth when you make a mistake. In addition, an honest friend wont help you cheat in the exam. A helpful friend will be ready to offer help when you need it. A helpful friend wont add up what he/she does for you. (listing the new words on Bb),Step 2 Warming Up 热身 Activity: do the survey in the Warming Up section and finish the matching exercise (form and meaning: words and phrases) Summary: Q1: A friend should be helpful. Q2: A friend should be generous. Q3: A friend should be kind-hearted and concerned about you. Q4: A friend should be responsible. Q5: A friend should be honest.,Step 3 Listening 听力 Activity 1: listen to what Joy says about her friends (words and expressions used to describe a friends qualities) Activity 2: listen to what Leslie says about friends (the importance of pre-listening),Step 4 Speaking 说 Activity: discuss whether animals or other things can be your friends (Think about: the purpose of this activity) Step 5 Summary 总结 Words and expressions to describe qualities Agreement & Disagreement Step 6 Homework 作业,教师应该在课堂上用多长时间处理热身？ 时间不宜过长，一般建议控制在510分钟之内，否则可能喧宾夺主，冲淡主要的教学内容。 在整合单元教学时，应如何处理“热身”？ 两种处理办法：作为阅读部分的“热身”；作为单元主题的热身。 “热身”部分有新词汇怎么办？ 热身部分的词汇，教师不必在教学“热身”时花大力气来讲，可以引导学生用猜词的方法根据上下语境来判断词汇的意思。凭借语境无法猜出意思的单词或短语，教师可以直接告诉他们词汇的含义，以扫清理解障碍，因为本单元后面有专门的词汇板块来重新再现这些单词。 “热身”中的问题学生回答不出来或讨论起来有困难怎么办？ 从实际出发，根据学生的兴趣爱好和知识水平，结合当时本地情况，使教学情景化。,How to teach listening in class?,Here are some general steps for teachers to follow: Listen for the accent: This is optional if your class have good listening skills and good pronunciation. Listen all the way through without stopping. Your purpose is to concentrate on the accent of the speaker rather than the content. It will help students “tune in” and understand the content better. Listen for the main idea: This stage is necessary for all listeners. Let the students listen to the whole text and ask them for the main idea. Encourage them to use their own words to talk about it. Do not tell them the answer or stop the tape before the end of the listening. Listen for the detailed information: Do the same for each part if the listening text is divided into several parts. Let the students read the exercises first and listen to the tape. Ask them to take notes while listening so as to catch the important information that may help them complete the exercises. Listen and check: Play the whole tape again and check the answers to the exercises. If the students have difficulty, let them listen again. Listen for the pronunciation: This is optional. The students can listen again to the tape to improve their pronunciation and / or intonation.,第二课时 阅读课,一、教学内容： Pre-reading; Reading and comprehending (pp. 2-3) 二、教学目标： 1能力目标 在本节课结束时，学生能够 简单介绍主人公安妮所生活的时代背景以及她的悲惨遭遇，能根据提示复述课文部分内容。 简单描述人物由于环境变化而造成的思想感情的变化。 在同学和教师的帮助下正确理解结构较为复杂的句子。 初步掌握skimming 和scanning两种阅读技能，找出关键信息，并能在教师帮助下归纳阅读篇章中心。,2 目标语言 重点词汇和短语 Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer 难句（非本单元重点的句型只要求理解，不要求加以运用） I wonder if its because I havent been able to be outdoors for so long that Ive grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself. It was the first time in a year and a half that Id seen the night face to face ,3. 文化目标 了解二战时期纳粹德国迫害犹太人的历史以及犹太人的悲惨命运。 通过阅读安妮日记体会作者在处于恶劣生活环境之下渴望友谊、朋友、大自然的心境，保持乐观的人生态度，更加珍惜和平和稳定带来的幸福生活。,三、教学步骤,Step 1 Pre-reading 读前 Activity 1: observe the title and pics and predict the content Activity 2: introduce background information Step 2 Fast-reading 快速阅读 Activity 1: skimming: first part Activity 2: scanning: first part Activity 3: skimming: second part,Step 3 Careful reading 仔细阅读 Activity 1: table-filling Activity 2: analyzing the character (feelings, emotions) Activity 3: describing peoples feelings or emotions Step 4 Difficulties 难点解析 Step 5 Summary and retelling 小结与复述 Step 6 Homework,阅读教学的目的是什么？ Reading for information Reading for developing reading skills Reading for learning the language Reading for pleasure 新课程提倡什么样的阅读教学模式？ Interactive approach 阅读过程可分成几个阶段？ Pre-reading While-reading Post-reading,Critical thinking skills,Critical thinking brings conscious awareness, skills, and standards to the process of observing, analyzing, reasoning, evaluating, reading, and communicating. Mayfield (2007) Book 1 Unit 5 - important people vs. great people,Critical thinking - 22 comprehension strategies,Drawing conclusions Understanding cause and effect Making connections Comparing view points Evaluating ideas Reading between the lines Making judgments,22 comprehension strategies (cont.),Making comparisons Interpreting meaning Making inferences Comparing characters Reading a map Interpreting graphs and charts Making calculations Examining reasons,22 comprehension strategies (cont.),Separating facts from opinion Identifying the main idea Organizing information Sequencing Summarizing Recalling details Synthesizing,第三课时 语法课,一、教学内容： Discovering useful structures (p. 5); Using structures (p. 42-43) 二、教学目标： 1能力目标 在本节课结束时，学生能够 结合教材中的例句和语法知识归纳出直接引语和间接引语互换的规律。 根据直接引语和间接引语的转换规律完成句式互换练习。 在适当的语境中运用间接引语对他人的语言进行复述或转述。,2目标语言 重点词汇和短语 get tired of, pack up, suitcase 语法项目：直接引语和间接引语 三、教学步骤 Step 1 Lead in 导入 Activity 1: retelling Annes story S1: retell Annes story using the first person T: repeat what S1 said Activity 2: distinguish the difference between direct speech and indirect speech,Step 2: Learn about the structure Group Activity 1: observing the examples and find out the changes Group Activity 2: generalizing the rules Activity 3: observing some special examples Step 3: Practice Exx in SB Play the game Step 4: Summary and homework (WB Ex),语法教学建议,语法学习可以采用归纳法，即给予学生大量含有某种语言用法的语言材料（短文、对话或其他文本及音像资料）。学生通过大量接触和使用这些资料对所要学习的语法或词语用法有了足够的感知，再经过讨论或教师的点拨，总结归纳出某种语法的用法。 语法图表可以用于学生自学或小组讨论，得出一个结论并以图表形式归纳出若干用法特点。这样学习语法的方法给予学生大量接触语言材料的机会，而不仅仅是让学生记住语法规则。,一、教学内容： Discovering useful words and expressions (p. 4); Using words and expressions (pp. 41-42) 二、教学目标： 1. 能力目标 在本节课结束时，学生能够 根据释义写出本单元所学的新词汇。 在适当语境和情景下正确使用本单元的重点词汇和句型。 选取本单元部分新词汇编成小故事或小短文。,第四课时 语言知识学习课,2目标语言 重点词汇和短语 add up, be concerned about, go through, set down, a series of, on purpose, in order to, calm down, get along with, walk the dog, suffer from, dare 难句（只要求理解，不要求运用） It was the first time in a year and a half that Id seen the night face to face. While walking the dog, you were careless and it got loose.,三、教学步骤 Step 1: Finish the exercises in SB Step 2: Study language points and do some practice (Using contexts, pics) Step 3: Summary Step 4: Homework,How to deal with vocabulary in an intensive reading text,Justifying procedures Reasons: It is a high frequency word or will occur in other texts. It is a useful technical word. It is a low frequency word. It is important for the message of the text. It is not important for the message of the text. It has useful parts. It is easy to guess from context. It is like a first language word.,Justifications for Procedures for Dealing with Words in Texts,Paul Nation, Managing Vocabulary Learning 中小学英语教师发展丛书：词汇教学设计,第五课时 综合语言技能课,一、教学内容： Reading and listening (p. 6); Speaking (p. 6); Listening task (p. 43) 二、教学目标： 1. 能力目标 在本节课结束时，学生能够 根据Lisa信件内容，指出她的交友烦恼所在。 听懂听力材料中Miss Wang给Lisa的回信中所表明的态度以及她的建议。 针对别人的问题和观点发表自己的看法，并使用关于同意和不同意的表达用语。 2目标语言 重点词汇和短语 ignore, disagree, exactly, fall in love 重点句型结构 have trouble with get along with There is nothing wrong (with) (in) doing There is no reason to That way ,三、教学步骤 Step 1 Reading Activity 1: discuss how to deal with your friends on some occasions (introducing new words and phrases) Activity 2: read for information Step 2 Listening (listening for information, sentence patterns and phrases, structure) Step 3 Speaking (agreement & disagreement) Step 4 Listening task Step 5 Homework,听力（Listening ),学生听的困难来自以下几个方面： 语言方面: 语音、语调、单词发音在句中的变化，如连读、同化、弱化、失去爆破, 还有重音、语调以及口语习惯表达方法、语法结构等。 听的技能: 听文段大意和细节、确定中心思想、理解人物关系、推断作者意图、懂得因果关系、做出结论等等。 文化背景知识: 如历史、地理、社会常识、思维方式、社交礼仪、价值观念、禁忌幽默、文化习俗等 语言材料的篇幅和难度 大班教学的局限,Listening comprehension skills,1. Ability to retain chunks of language of different length for short periods 2. Ability to discriminate among the distinctive sounds of the target language 3. Ability to recognize the stress patterns of words 4. Ability to recognize the rhythmic structure of English 5. Ability to recognize the functions of stress and intonation to signal the information structure of utterance,6. Ability to identify words in stresses and unstressed position. 7. Ability to recognize reduced forms of words 8. Ability to distinguish word boundaries 9. Ability to recognize typical word order patterns in the target language 10. Ability to recognize vocabulary used in core conversational topics 11. Ability to detect key words(i.e., those which identify topics and propositions) 12. Ability to guess the meanings of words from the contexts in which they occur 13. Ability to recognize grammatical word classes (parts of speech),14. Ability to recognize the communicative functions, participants, goals 15. Ability to reconstruct or infer situations, goals, participants, procedures 16. Ability to recognize the communicative functions, participants, goals 17. Ability to reconstruct or infer situations, goals, participants, procedures 18. Ability to use real world knowledge and experience to work out purposes, goals, settings, procedures 19. Ability to predict outcomes from events described 20. Ability to infer links and connections between events 21. Ability to deduce causes and effects from events Richards，1987,第六课时 写作课,一、教学内容： Reading and writing ( P.7 ); *Writing task (WB P.46 ) 二、教学目标： 1能力目标 在本节课结束后，学生能够 针对如何交朋友的问题提出自己的观点和建议。 根据教材以及教师提供的辅助信息，在一定的时间内独立完成一封建议信，并且条理清晰，观点明确，具有一定的逻辑性，能正确运用关于建议的表达句型。 纠正同伴在写作中的错误，掌握评价写作的基本标准。,2目标语言 重点词汇和短语 grateful, join in, dislike, tip, swap 重点句型 I would be grateful if Why not ? It would be a good idea if You should / can If you do this, . That way, . By doing this, .,三、教学步骤 Step 1: Lead in (reading the instructions and the letter) Step 2: Brainstorming Step 3: Outlining Step 4: Writing and editing Step 5: Assessment Step 6: Summary and homework,写作教学中应该注意的问题,根据学生英语的实际能力、写作课的长度和强度来制定某一个阶段的写作教学的目标。 写作教学是分阶段分步骤进行的，由易到难： 控制性写作练习 （Controlled writing exercises） 指导性练习 （Directed Exercises） 指导性作文 （Guided Composition） 交流性的写作，包括作文写作 （Expressive writi