高中英语论文Howtousetextbooksproperlyandefficiently

Howtousetextbooksproperlyandefficiently

Abstract:theEnglishtextbooks—NewSeniorEnglishforChinaoffergreatspaceforourteacherstospreadknowledgeanddevelopourteachingskills.It’simportantforourteacherstoexplorehowtousethemproperlyandefficientlyaccordingtotherealityofstudents ’

learning.

Keywords:textbooksthenewcurriculumideaefficiencyteachingcases

Someonesaid,“Ifyouhavenohand,youcan’tmakeafist.”Forourteachers,thefistreferstoteachingwhilethehandstandsforourtextbooks.Weshouldmakeoureffortstousethetextbookstoteachwell.

PartIBriefintroductionofthetextbooks

Firstofall,I’dliketointroducethestructureofourEnglishtextbookstoyou,there’reelevenmodulesintotal.Foreachmodule,therearefiveunits,eachofwhichisbasedononetopic.Eachunitconsistsofeightpartscontainingtask-basedactivitiesforlistening, speaking,reading,and

writing

Secondly,thecontentofthebooksisrich.Intermsoftopics,manyaspectsareinvolved,rangingfromthescience,geographytolanguageculture,nature,historyandsoon.Thetopicsrelyonthereallifeandkeeppacewithtimes.

Notonlydotheybroadenourfieldsofvision,butalsoenablestudentstoenhancetheirunderstandingofthehistoryandcultureofourcountrythusdeepeningtheirpassionfortheirmotherland.

PartIIRequirementsforusingtextbooksunderthenewcurriculumideasAccordingtothenewcurriculumideas,thestudygoalofthestudentsinseniorhighschoolistodevelopthecapacityofautonomiclearning,cooperationlearningandinquirylearning; Theknowledgeaimistocultivate

theirabilityofusinglanguageandtoimprovetheirpowerofgaininganddealingwithinformation,analyzingandsolvingproblems.Furthermore,theemotionalgoalistohelpstudentsbuilduptheirmoralvalueandpatrioticspirits.Ourtextbooks-NewSeniorEnglishforChinaarethemethodandtoolofcarryingoutthenewcurriculumandarethecoreofteachingresources.

Theyoffersuchavaststageforustostandon.Sinceit’ssuchagoodtool,it’simportantforourteacherstoknowhowtouseitproperlyandefficiently.

PartIIIHowtousethetextbooksproperlyandefficientlyaccordingtostudents’learningreality

Now,I’dliketogivesomeactualexamplesforyou fromthefollowing

three

points:

Usingthetextbooksasthemainresourceinteaching

InNSEFCModule1Unit4thereadingpartisaboutthe1976Tangshanearthquake.Formystudentswhowereborninthe1990s,they’renotfamiliarwiththatearthquake.Beforereadingclass,IenlightenedthemintoreadingbyaskingquestionsaboutWenchuanearthquakewhichthey’remuchmorefamiliarwithandmeanwhilepresentedsomepicturesandvideosaboutthequaketogivethemvividimages.

Activity1Answerthequestions

DoyouknowWenchuanEarthquake?

Canyoutellmesomethingaboutit?(usemulti-mediaasauxiliaryteachingmethod)

Whathappened?(Before,during,andafterthequake)

IencouragedstudentstomakeuseofthepicturesinthePre-readingandonthescreenandfindsentencesinthereadingtextthatcandescribe.Afterthat,Iaskedstudentstospeakouttheiropinionsinfrontofclass.Theytoldasmuchinformationastheycould.Inthispart,Itrainedstudents ’

abilityofspeaking&gaininginformation.ThenIdirectedthemtoreadthefollowingwholepassage.

Activity2Dividethepassageintothreepartsandfindmainideaforeachpart.

(Para1)signsbeforetheearthquake

(Paras2&3)destructionduringtheearthquake.

(Para4)rescueaftertheearthquake

Ipassedonalearningstrategytothem:Topicsentencesoftenfallonthefirstorthelastsentenceofeachparagraph. It’sveryeasyforthem

todividethewholepassageaccordingtomeaningandsummarizethemainideaforeachparagraph.Inthisactivity, students’abilitiesofcomprehending

andsummarizingweretrained.

Afterthereading,Iaddedonequestionandengagedthemindiscussing.

Activity3Discussion:Whathaveyoulearnedfromthepassage?

Givethemsomecluepoints:①Whydidsomanypeoplediesincetherewereunusualthingshappeningbeforetheearthquake?Theyknowpeopleshouldimprovetheirawarenessofsafety. dWhyweresomanybuildingsdestroyed?

Theyknewweshouldbuildstronghouses. (3Whydidsomanysoldiersgoto

help?Weshouldbegratefulforothersandbewillingtohelpotherswhen

othersareintrouble.

Inthisactivity,Icultivatedstudents ’emotionalattitudes.Atlast,

Idesignedaninterviewforstudentstoconsolidatetheirknowledge.

Activity4Interview:Ifyou’reasurvivorfromTangshanearthquake,I’mareporterwhoisgoingtointerviewyou,tellamewhatyou’veexperienced.

Inthisactivity,Inotonlyhelpedthemreviewwhattheylearned,made

theatmosphereofthewholeclasslively,butalsoembodiedtheinteractionbetweentheteacherandthestudents.

Fromthisreadingclass,Inotonlydisciplined students’knowledge

ability,suchas

summingupapassage,speakingsomethingaboutadisaster,butalsocultivatedtheiremotionalattitudes.

Addingordeletingandreplacingorextendingsomecontents

Forexample,Module2Unit1Culturalrelics,thequestionsinWarming

upare

difficultforstudentstoanswer.Ireplacedthemwithsimplequestion-askingtask.

Doyouknowthesefamousplaces?Ifyouknow,whatdoyouknowaboutthem?

Whichonedoyouliketovisit?Why?

Whatmakesacitygreatandfamous?

Inyouropinion,whatareculturerelics?

Thesequestionsstandmuchclosertostudents’lifeandcanbetterarousetheir

interest.

Rearrangingtheorderofthetextbooks

Sometimes,it’snecessaryforustorealignthedifferentpartsinone

unitorevenadjusttheordersindifferentunitsaccordingtothecognitivelawsandknowledgestructure.

Forinstance,Module1Unit3Traveljournals,there’resixpartsaboutthe