高中英语课堂教学PPT课件

.,1,高中英语课堂教学如何实施新课程理念,.,2,教学设计与课堂实施,利用课标确定一个单元的知识目标、能力目标、文化与情感态度目标。,.,3,1.根据课标的词汇，确定教材各个单元哪些是听、说、读、写四会词汇，哪些是二会词汇。2.根据课标上的意念功能和话题要求，确定对教材上文章内容的增减。3.根据课标上的意念功能和话题要求，确定单元口语表达话题，在此基础上进一步确定满足话题话题和功能表达的词汇、短语、句子。,.,4,4.根据课标上的“语言技能目标”对各级阅读要求确定单元的阅读课上课方式，阅读课上培养学生阅读能力的目标和方法。5.根据课标上的“语法项目表”结合教材安排的语法项目，确定每一单元的语法突破点。6.根据课标上的意念功能和话题要求，确定每一单元的写作内容和写作方法。,.,5,课标六级要求（听力）,1.能抓住说听语段的关键词，理解话语之间的逻辑关系。2.能听懂日常的要求和指令，并能根据指令进行操作。3.能听懂故事或记叙文，理解其中主要任务和时间以及他们之间的关系。4.能从听力材料、简单演讲或讨论中提取信息和观点。,.,6,课标六级要求（阅读）,1.能从一般文字资料中获取主要信息。2.能利用上下文和句子结构猜测词义。3.能根据上下文线索预测股市情节的发展。4.能根据阅读目的使用不同的阅读策略。5.能通过不同信息渠道查找所需信息。6.除教材外，课外阅读量累计达到18万词以上。,.,7,课标六级要求（写）,1.能用恰当的格式写便条和简单的信函。2.能简单描述任务或时间，并简单表达自己的意见。3.能用恰当的语言书写问候卡。4.能给朋友、笔友写信，交流信息和情感。5.能对所写内容进行修改。,.,8,课标七级词汇要求,学会使用24002500个单词和300400各习惯用语或固定搭配。了解英语单词的词义变化以及日常生活中新出现的词汇。,.,9,情感态度目标（七级八级）,在英语交流中能理解并尊重他人的感情。能了解并尊重异国文化，体现国际合作精神。在学习中有较强的合作精神。,.,10,学习策略目标（七级）,认知、调控、交际、资源策略借助联想建立相关知识之间的联系。利用推理和归纳等逻辑手段分析和解决问题。善于专注重点，做好笔记，并能对所学内容进行整理和归纳。借助图表等非语言信息进行理解或表达。根据需要制定学习计划。评价自己的学习效果，总结有效的学习方法。有效使用词典等工具书。通过各种资源获得英语信息，扩展知识。,.,11,文化意识（七级）,理解英语中常用的成语和俗语及其文化内涵。了解英语国家中主要大众传播媒体的情况。了解世界文化，培养世界意识。扩大学生接触异国文化的范围，提高中外文化异同的敏感度和鉴别能力，发展跨文化交际能力。,.,12,英语课程标准指出：“教师要善于结合教学实际的需要，灵活地和有创造性地使用教材，对教材的内容、编排顺序和教学方法等方面进行适当的取舍和调整。”,.,13,优化教材提高效果,一、删除二、调整三、补充四、替换五、扩展六、合并,.,14,一、删除,本单元的“热身”WarmingUp部分提供了两个城市的图片，分别是中国河北省的唐山市和美国西海岸加利福尼亚州的旧金山市，这两个城市在20世纪都曾发生过大地震，要求学生描述地震对这两个城市造成的危害，并展开讨论。学生对唐山大地震也许会有一定的了解，但对于旧金山市所发生的地震，有些学生尤其是来自于农村地区的学生来说，根本就是一无所知，在没有任何语言输入的情况下，何来语言的输出呢？,.,15,删除WarmingUp这一环节，向学生介绍一位朋友Mr.Nature并结合图片让学生回答问题1：Whenheischeerful,whatcanyousee?(bluesky,greenforest,brightsunshine,andsoon）问题2：Whenhegetsangry,whatwillhappen?（naturaldisasters,suchasflood，fire，earthquake，etc.），由此导出地震这一话题以Brainstorming的形式让学生讨论问题：Whenyouseetheword“Earthquake”,whatdoyouthinkof?引导学生一步步地得出以下结论：,.,16,.,17,同时自然过渡到阅读前的Predicting：Ifyouareawriter,howwillyoudescribeanearthquake?Whichaspectswillyouincludeinyourarticle?,.,18,接下来设置阅读任务Skimming：Howmanyaspectswerementionedinthetext?Whatarethey?（signs，damage，rescue）以及Dividethetextinto3parts,andfocusontheorganizationofthepassage.(Para.1)Part1:Signsbeforetheearthquake.(Para.2,3)Part2:Damageduringtheearthquake.(Para.4)Part3:Rescueworkaftertheearthquake.,.,19,二、调整,本单元的“读前”Pre-reading部分设计了两个有关地震方面的问题让学生回答。第一个问题是让学生设想一下：地震发生后的瞬间你在离开住房前只来得及带走一件东西，你要带什么，为什么要带这件物品？第二个问题是让学生看图回答地震前夕动物和自然界奇特的异常变化。针对这两个问题，笔者都作了相应的调整。,.,20,第一个问题与Workbook（第67页）SpeakingTask部分（Inpairsyouaretochooseeightthingsfromthelistsbelowtoputintoyourpersonalearthquakebag.Rememberthesemaybetheonlythingsyouhave,somakesurethatyouonlytakeessentialthingswithyou.Theymustlastyoufivedays.）的内容相似，因此，我将他们整和在一起放在Reading后作为Discussion让学生分小组讨论。,.,21,第二个问题与Reading部分第一段的内容重复，所以，将它调整到让学生阅读完第一段之后来完成，Accordingtothepictures,trytodescribethesignsbeforetheearthquakes.在阅读的同时又借此机会让学生提高口头表达的能力，可谓一举两得。,.,22,.,23,.,24,.,25,.,26,.,27,.,28,三、补充,本单元的“听力”Listening部分是一名记者采访1906年美国旧金山大地震幸存者的材料，围绕该篇听力内容设计了四个练习。练习1是组织学生两人一组的活动，归纳在突遇的灾难面前用来表达感情的形容词。练习2是让学生听采访材料，判断所给句子的正误，并说明其理由。,.,29,练习3组织学生再听材料，分小组或两人一组根据录音练习讨论、回答问题。练习4引导学生练习朗读句子，注意其中的连读与不完全爆破。听力是一个重难点，因此，笔者在原有练习的基础上补充了以下的听力任务：,.,30,1Pickupthewordsyouhear.fiveoclockshakingwindsfiresbrickssheeppoliceboatcowstreesNewYorksoldiers,.,31,2Tellwhethertheyaretrueorfalse.（原有的练习2）(1)Themanwassleepingdownstairswhentheearthquakehappened.(2)Manyhugebuildingswereshakingbrickswerefalling.(3)Alotofpeoplewereburiedundertheruins.(4)Somecowswerekilledinthefires.(5)Hefeltsaferbecausehegotawayeasily.,.,32,3.Fillintheblanks.（1）Itwasabout_inthemorning.Iremember,I_upwhenIwasthrownoutofthebed.Ifeltterrifiedand_downstairs.（2）Itseemedasiftheendoftheworldcame.Peoplewere_,_and_everywhere.Brickswere_downfromsomebuildingswhilebigoneswere_.Lotsofpeopleweregetting_underbricks.,.,33,（3）Iaskedamanstandingnexttomewhathappened._hecouldanswer,some_fellonhimandhewas_.SomefrightenedcowsrushedupMarketStreetand_intooneofthecracks.Iwillneverforgetthe_theymade.以上任务的设计遵循先易后难的原则，给学生一个台阶铺垫，减少了听力的难度和负担，很受学生的欢迎。,.,34,四、替换,本单元的“语言学习”LearningaboutLanguage部分由“词汇学习”和“语法学习”两项内容组成。“语法学习”部分主要是帮助学生了解、熟悉并初步掌握由关系代词（whom,who,which,whose,that）引导的定语从句，有3个练习：练习1要求学生了解定语从句的意义、引导词与构成方式，并能从课文中找出含有定语从句的句子；练习2要求学生能用whom,who,which,whose,that完成定语从句，并译成汉语，引导他们进行汉英句子结构的比较；练习3要求学生能用whom,who,which,whose,that完成句子。,.,35,定语从句是语法学习的重点和难点，学生在第一次接触定语从句时，一定要让他们弄清楚基本的原理并通过各种形式让学生对它感兴趣。将这部分的内容替换成以下几个教学步骤：,.,36,1Introducethepositionsoftheattribute（定语的位置）.（1）Itisawaterbottle.（Word）（2）Itisabottlefullofwater.（Phrase）（3）Itisabottlethatisfullofwater.（Clause）归纳：单个的词作定语时要放于被修饰词的前面，短语或从句作定语时要放于被修饰词的后面。,.,37,2IntroduceAntecedent(先行词),RelativePronoun(关系代词)，andtheAttributiveClause（定语从句）.概念：在复合句中，修饰某一名词或代词的从句叫做定语从句。LilyisanEnglishteacherwholikespopsongs.先行词关系代词定语从句,.,38,3ReadthesentencesandfindoutAntecedent(先行词),RelativePronoun(关系代词)，andtheAttributiveClause（定语从句）.（1）Mr.ChenJiagengisthemanthatbuiltJiMeiMiddleSchool.（2）Thegirlwhomwesawyesterdayishissister.,.,39,（3）Aplaneisamachinethatcanfly.（4）Thebookwhichhereadsisinteresting.（5）Doyouknowtheboywhosefatherisateacher?（6）Idontliketheroomwhosewindowisbroken.,.,40,此项步骤让学生通过实例分辨先行词、关系代词和定语从句，帮助他们弄清楚基本的概念同时由学生自己找出规律：先行词为人时，关系代词用whom,who,that；先行词为物时，关系代词用which,that；先行词（人或物）与定语从句中的主语表所属关系时，关系代词用whose。,.,41,4Dividethesentencesintotwopartsandgettheresultlistedinthetable.Example:LilyisanEnglishteacherwholikespopsongs.LilyisanEnglishteacher.Shelikespopsongs.（1）Mr.ChenJiagengisthemanthatbuiltJiMeiMiddleSchool.（2）Thegirlwhomwesawyesterdayishissister.（,.,42,3）Aplaneisamachinethatcanfly.（4）Thebookwhichhereadsisinteresting.（5）Doyouknowtheboywhosefatherisateacher?（6）Idontliketheroomwhosewindowisbroken.,.,43,这项练习可以让学生明白先行词在定语从句中充当主语、宾语和定语时如何选用关系代词。,.,44,5JointwosentencesintooneAttributiveClause,usingasmanyrelativepronounsaspossible.Example:Thewomanisateacher.Thewomanlivesnextdoor.Thewomanwho/thatlivesnextdoorisateacher.（1）Thenurseiskind.Thenurselooksaftermysister.（2）Wewatchedtheplay“Teahouse”.TheplaywaswrittenbyLaoShe.（3）Whereisthegirl?YoutalkedwithherlastSunday.（4）Haveyoufoundthebike?Youarelookingforthebike.（5）Isawsometrees.Theirleaveswereblackwithdisease.（6）IstillremembermyfirstEnglishteacher.Hislessonsarelivelyandinteresting.这项练习可以当堂检测学生听课效果同时有利于教师发现问题并及时解决问题。,.,45,6CompetitioninGroups：Describepicturesaccordingtothegivenwords，usingtheAttributiveClause.（图片略）7ReadthepassagethroughonWorkbook（第64页）andcompletethesentences,usingdifferentrelativepronouns.（内容略）6、7两个步骤是知识的综合运用与提高，小组竞赛激发了学生的兴趣，又让学生体验了合作学习的快乐，课堂效果非常好。,.,46,五、扩展,在处理本单元Workbook（第66页）ListeningTask部分（EversincetheSanFranciscoearthquake，allchildreninCaliforniahavebeentaughtwhattododuringanearthquake.）的内容时，对其进行扩展。先让学生听，接着让学生以小组为单位讨论话题：ImagineyouareastudentofSanFrancisco。YourTaiwanfriendKittyaskedyouwhattododuringanearthquake.Writealettertoherandtellheryouradvice.最后再让学生将讨论的结果形成文字进行写作方面的训练。在整个教学的过程中，学生由Listening的静态行为过渡到Speaking的动态行为，再由Speaking的动态行为转化为Writing的静态行为，最后由Writing的静态行为升华到Presentation的动态行为。这动静结合的课堂充分体现了新课程改革中所倡导的变“教教材”为“用教材教”的教学理念。,.,47,六、合并,每个单元的“小结”SummingUp部分和Workbook中CheckingYourself部分都是让学生小结本单元所学到的知识并作出自我评价，可以合二为一，减少项目。,.,48,具体课例实施,1.Warmingup,Reading&Workbook2.Warmingup&Listening3.Vocabulary,Reading&Speaking4.WarmingupandPre-reading5.WarmingupandReading6.Listening,Reading&Grammar7.Reading&Writing,.,49,LinxiaoyingJimeiMiddleSchoolXiamenFujian,Welcome,Unit4Period1Warmingup，ReadingWorkbook,.,50,Groupwork(fourstudentsagroup)Lookatthefollowingtenpicturesandwordsquicklyandtrytomemorizeasmanywordsasyoucan,thenwritedownthewordsyouremember.,Playagame,.,51,fire,.,52,flood,.,53,drought,.,54,sandstorm,.,55,typhoon,.,56,mudflow,.,57,volcanoeruption,.,58,tornado,.,59,tsunami,.,60,earthquake,.,61,NaturalDisasters,fire,earthquake,tsunami,typhoon(hurricane),drought,volcanoeruption,flood,mudflow,sandstorm,tornado,Divisionoflabourandcooperationandhelpingeachotherisavictory.,WhatcanwelearnfromthegameorABrainstormingMap:whatsthesecretofyoursuccess?,分工,合作与互相帮助就是胜利.,.,62,Predicting:Whatnaturaldisasterdoesthetexttellaboutaccordingtothepictureandthetitle?,ANightTheEarthDidntSleep,.,63,Skimandmatchthemainideaofthethreeparts,Part1:para1,Part2:para2&3,Part3:para4,Signsbeforetheearthquake,Damageduringtheearthquake,rescueafterTheearthquake,saving,.,64,Scanpart1andtalkaboutthepicture:Whathappenedbeforeanearthquake?,thewaterinthewellsThewellwallsChickensandpigsMiceFishBrightlightsThesoundofplanesThewaterpipes,.,65,thewaterinthevillagewells,roseandfell,roseandfell.,.,66,Thewellwalls.,haddeepcracks.,.,67,Chickensandpigs.,weretoonervoustoeat,.,68,Mice.,ranoutofthefieldlookingforplacestohide.,.,69,Fish.,jumpedoutoftheirbowlsandponds,.,70,couldbeheard,ThesoundofplanesoutsideTangshanevenwhennoplaneswereinthesky.,.,71,Thewaterpipes,crackedandburst.,.,72,Scanpart2and3andanswer:,1.Howwasthecitydamaged?(part2)2.Whatrescuesweredone?(part3),.,73,Data(数据),ofthenationfelttheearthquake.Ahugecrackthatwaskilometreslongandmetreswidecutacrosshouses.Interriblesecondsalargecitylayinruins.ofthepeoplediedorwereinjuredduringtheearthquake.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan.Allofthecityshospitals,_ofitsfactoriesandbuildingsandofitshomesweregone.,1/3,8,30,15,2/3,400,000,75%,90%,Para.2-3,harmed,Fellanddamaged,Narrowopening,.,74,werelost/gone,coveredtheground,fell,wereuselesssteel,wouldnevergivemilk,died,werefilledwithsand,werehardtoget,Howwasthecitydamaged?,Filltheblanksaccordingtopara.3,.,75,Whatmeasuresweretakenaftertheearthquake?,Thearmy_teamsto_thetrapped,_thedeadand_theminers.Shelterswere_forsurvivors.Freshwaterwas_tothecity.,organized,digout,bury,rescue,built,taken,Readthethirdpartofthetextandfilltheblanks.,Whentroubleoccursatonespot,helpcomesfromallquarters.,一方有难,八方支援.,.,76,Tangshansnewlook,WhatdoyouthinkofwhenyoulookatthenewbeautifulTangshan?,TolearnfromthebraveryofpeopleinTangshantofacethereality,overcomethedifficultyandrebuildthecityandtrytoforgetsadexperiencesandlivewithstrongbelief.Whentroubleoccursatonespot,helpcomesfromallquarters.Lifeisbeautiful.Wemustloveourlives.,.,77,Pacificplate,Americanplate,Eurasianplate,Indiaplate,Africanplate,Antarcticplate,Thesixplates,.,78,OneofthestrongestinNorthAmerica,Tangshan,Alaska,SanFrancisco,3:42am.July28,1976,Holiday,March27,1964,Earthquake,Earthquake,Earthquake,fire,15second,30second,layinruins.,shocked,amazed,shocked,Thegreatestofthe20thcentury,400,000,weredestroyed.,wasgone.,Agreatnumber,Alistwillneverbemade,Consolidatereadingatp63and65andfillintheblanks,.,79,Activity:Discussionandrole-playsituation1Imagineyourhomebeginstoshakeandyoumustleaveitrightaway.Youhavetimetotakeonlyonething.Whatwillyoutake?Why?Pleasemakeaninterview.(areporter,studentA,B,C),.,80,Indepartmentstores,Onbuses,Whatshouldwedoiftheearthquakehappensintheseplacesorsomewhereelse?,Inthesupermarket,Intheclassroom,.,81,Dontbenervousandkeepcalm.Donttrytorunoutoftheclassroom.Protectyourheadbyputtingyourbagonyourhead.Squatorsitdownunderyourdesk.Leavetheclassroomaftertheearthquake.,Whatshallwedoifanearthquakehappensnowwhenweareallintheclassroom?,.,82,Findfirmcounters,orthecornerofawalltocrouchdownonthespot,2.Protecttheheadswithhandsorotherobjects,3.Keepawayfromglasswindows,glasscountersorshowcounter