漫谈高中英语新教材教法

漫谈高中英语新教材教学教法,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？,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,思考题,1 为什么要这样整合课时？比如第一单元第一节课？为什么词汇课放在第四节？2 教材中哪些内容被舍弃？舍弃的原则是什么？,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 exam3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。,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，灵活使用教材学生用书、练习册、教师用书其他教学资源，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 forgetShow me and I may rememberInvolve me and Ill understand 荀子曰：“不闻不若闻之， 闻之不若见之， 见之不若知之， 知之不若行之， 学至于行而止也,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,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”,Unit 1 Friendship,Period 2Reading,I Pre-reading,1. Look at the pictures and the title of the reading passage. Guess what it might be about.,Annes best friend,2. Now observe the text carefully to find out:how many parts it containswhat the different parts are about,It contains two parts. One part is one page of Annes diary, the other one is the background knowledge about Anne and her diary.,Pre-reading,Reading skills: skimming,How to skim:Read the title.Read the introduction or the first paragraph.Read the first sentence of every other paragraph.Read any headings and sub-headings.Notice any pictures, charts, or graphs.Notice any italicized or boldface words or phrases.Read the summary or last paragraph.,II Fast reading,1. Read the first part of the reading section and answer these questions:,Who was Annes best friend?When did the story happen?,Her diaryKitty.,During World War II.,Skimming,Reading skills: scanning,How to scan: Read for specific information you are looking for. Use headings and any other aids that will help you identify which sections might contain the information you are looking for.Selectively read and skip through sections of the passage.,2. Fill in the form below:,Netherlands,Anne Frank,her diary-Kitty,over two years,Fast reading,Scanning,July 1942,Fast reading,3. Join the correct parts of the sentences.,Anne kept a diary becauseShe felt very lonely becauseThey have to hide becauseAnne named her diary Kitty because,she couldnt meet her friends.Jews were caught by Nazis and put away.she could tell everything to it.she wanted it to be her best friend.,Fast reading,4. Read the diary quickly to find out the main idea of the diary.,Anne expressed _after hiding for a long time._kept Anne spellbound.,Skimming,her feelings about nature,Everything about nature,III Careful reading,1. Read the diary carefully and fill in the table.,blue sky, songs of birds, moonlight, flowers,never felt spellbound,darkness, rain, wind, thundering clouds,felt crazy,Careful reading,Brainstorming,eager,excited,anxious,sad,lonely,earnest,crazy,calm,How do you think he felt?,Josef, a Jewish boy rescued （解救）during World War II,Before he was rescued:After he was rescued:,IV Difficulties,Pick out the difficult sentences from the reading passage. Discuss in groups of four and work out the meaning together.,Difficulties,1. 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.2. 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. 3. It was the first time in a year and a half that Id seen the night face to face4. I am only able to look at nature through dirty curtains hanging before very dusty windows.,Difficulties,1. 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.,its because,grow/be crazy about,something/anything/everything to do with,我不知道这是不是因为我很久无法出门的缘故,我变得对一切与大自然有关的事物都无比狂热。,2. 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.,Difficulties,我记得很清楚，以前，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。,spellbind v. 吸引人；迷人,when 引导的定语从句（划线部分）修饰句中的time,Difficulties,3. It was the first time in a year and a half that Id seen the night face to face,Its the first timethat 某人第一次做某事,face to face. 面对面,这是我一年半以来第一次面对面目睹夜晚。,4. I am only able to look at nature through dirty curtains hanging before very dusty windows.,hanging before very dusty windows 现在分词短语, 修饰curtains.,我只能透过肮脏的窗帘看大自然,窗帘悬挂在沾满灰尘的窗前。,Difficulties,V Summary,1. According to the information in the table below try to use the first person to retell the story:,Annes best friend,Annes feeling,Summary,Retelling,I lived in _in the _ during _. My family were _, so we had to _ for a year and a half in order _ by the German Nazis. During that time I wasnt able to go _ for so long that I had _ about everything to _ nature. Once, I decided to look at the moon _ by myself.,Amsterdam,Netherlands,World War II,hide away,Jewish,not to be caught,outdoors,grown so crazy,do with,at midnight,Retelling,But I didnt _ open the window to see the night _ because I was afraid of being discovered by the Nazis. I felt very _ without seeing my old friends. So I had to make a new friend -_, whom I could tell _ to. Sadly, at last my family was discovered and caught by _ sometime later.,dare to,face to face,lonely,my diary Kitty,everything,the German Nazis,1. Read the text again and review the meaning and usage of the key words and phrases: do sth. on purpose, in order to, face to face, hide away, set down, a series of, go through, dare, holdin ones power, no longer2. Retell the story yourself in the first person.,VI Homework,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）,Now discuss these questions with your partner: Does a friend always have to be a person? Can animals or other things be our friends?,IV Speaking,Sample answers: Yes, I think so. So do I. Of course. No, I dont think so. Neither do I. Im afraid not. I agree because we can . Yes, but .Im sorry, but I dont agree. In my opinion, I think/believe/feel that its bad for us to .,Unit 1 period 1,IV Speaking,Would you regard a diary as your friend? Why or why not?,Sample questions:What do you think?How would you feel about that?Do you think ?/ Why do you think so?/ What are your ideas?,思考题,这节课关于“说”的话题来自于教材哪个部分的素材？为什么要用这个话题进行讨论？,教学中应该注意的问题,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（Warming Up ),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,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.,阅读教学的目的是什么？Reading for informationReading for developing reading skillsReading for learning the languageReading 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-readingWhile-readingPost-reading,阅读 (Reading),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 writing including composition writing）,设立评价写作的标准。 文章的内容（有理有据）、文章的结构（逻辑关系）、文章的语言表达（语法、词汇、句法、标点符号）实现从关注写作成果转向关注写作过程。 构思（阅读和讨论）、拟提纲（头脑风暴）、起草初稿、校订（检查和修改）、定稿运用适当的修改策略。 避免初期阶段过多修改；课堂上纠正学生共同的错误等,新课标关于语言知识教学的理念,目标： 改变“过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养的倾向”实施：课改绝不是反对词汇和语法教学.但“语法教学必须从形式主义中走出来要引导学生从表达需要出发，从观察语言形式入手，关注语言形式的表意功能和在实际语境中的作用”.提倡“单词学习要结合表达需求、话题范围和语境进行。简单地用中英文对照方法学习和记忆单词或者孤立地死记硬背单词不利于对英语单词的理解、掌握和积累 单词学习应和学习策略的培养和应用相结合”（详见英语课程标准解读，2004：153-163,）,词汇How to deal with vocabulary in an intensive reading text,Justifying proceduresReasons: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,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。,Unit 1 Friendship,Period 3GrammarDirect speech & Indirect speech,Listen to Annes story. The teacher will repeat each sentence after her. Pay attention to how your teacher retells what Anne said. Notice the difference between Annes story and your teachers retelling of it.,I Warming Up,Pay attention to how your teacher retells what Anne said!,S: My name is Anne Frank and my family is Jewish.,T: She said that her name was Anne Frank and her family was Jewish.,Direct speech,Indirect speech,_,_,_,_,Warming Up,Pay attention to how your teacher retells what Anne said!,S: My family and I are hiding in Amsterdam.,T: She said that she and her family were hiding in Amsterdam.,Direct speech,Indirect speech,_,_,Warming Up,Pay attention to how your teacher retells what Anne said!,S: My only true friend is Kitty my diary.,T: She said that her only true friend was Kitty her diary.,Direct speech,Indirect speech,_,_,_,Warming Up,Pay attention to how your teacher retells what Anne said!,S: After hiding here for a long time, Ive become crazy about nature.,T: She said that after hiding there for a long time, she had become crazy about nature.,Direct speech,Indirect speech,_,_,_,Warming Up,1. Look at the sentences in Exercise 1 of your Students Book on page 5. Work in pairs and identify the difference between direct speech and indirect speech in the sentences.,Differences:,Verb tenses,Pronoun forms,Word order,Adverbials of time,II Grammar Study,Grammar Study,2. Now, observe the changes between direct speech and indirect speech in the chart, and then try to summarize the rules !,She said that she had passed that exam.,John told me that he couldnt finish the job that afternoon.,Grammar Study,Sam asked Mary if she was going to buy the coat.,Grammar Study,Jane asked me how she could solve the problem.,Work in groups of four, study all the examples provided and read the grammar appendix on page 89-90. Finish your task of summarizing the rules.,Grammar Study,Group Work:,Group 1,Group Work:,Group 2,Group Work:,Group 3,Group Work:,Group 4,Summary,Summary,Summary,Summary,Change direct speech into indirect speech,Grammar Study,Try to change direct speech into indirect speech :,He said that the earth goes around the sun.,He said that the train leaves at 7:30p.m.,He said that Rome is