高中英语课堂教学设计课件

高中英语课堂教学设计$高中英语课堂教学设计$1一、高中英语教材设计理念二、教学目标的设立三、课堂教学环节四、阅读教学文本分析模式五、阅读、写作一体化课堂教学设计$一、高中英语教材设计理念$2一、高中英语教材设计理念$一、高中英语教材设计理念$3教材编写理念TopicFunctionsActivitiesStructuresSkills教材编写理念TopicFunctionsActivities4

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国际视野祖国意识合作精神自信意志动机兴趣情感态度文化知识文化理解跨文化交际意识和能力文化意识学习策略资源策略交际策略调控策略认识策略听说读写语言技能话题功能词汇语法语音语言知识英语新课程目标结构示意图国际视野祖国意识合作精神自信意志动机兴9

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12二、教学目标的设立：教学目标描述的准确性和可及性$二、教学目标的设立：$13Students'sample:1.1LanguageObjectivesImportantwordsandphrases:injury,anxious,fever,normal,diet,becrazyabout,takeexerciseImportantsentencepatterns:a.WhenZhoukai'smothersawhimheadingtowardsthefrontdoorwithoutajacketon,sheeyedhimanxiously.b.Iamgoingtoplayfootball.c.I'mcrazyaboutfootball.Students'sample:14

1.1LanguageObjectivesLearn

somenewwordsandexpressionstodescribeaplaceintermsof:cityname,districtname,climate,touristattraction,

famousarchitectureandleisurelife.Newwords:

attractive,pretty,gorgeous,harbor,fortunate,

villa,somodernPhrases:putup,high-risebuilding,businessdistrict,shoppingmall,interestingarchitecture,hugeapartmentblock.Sentencepattern:Don’ttheybotheryou?1.1LanguageObjectives15students'sample1.2

AbilityObjectivesEnablestudentstolearntheimportantwordsandphrasesEnablestudentstolearnhowtodescribeapersonEnablestudentstoimprovetheirreadingskillsCollectanddealwithimportantinformationfromapassageDescribeacityformdifferentaspectsinEnglish.HelpstudentstoimprovetheirreadingabilityTrainingstudents'abilityofgetttingusefulinformationfromthetextstudents'sample16

1.2

AbilityObjectivesListening:Listeningforunderstandingwordsandexpressionsdescribingaplace.Speaking:Learntotalkaboutaplacewhereyouliveintermsofits

name,district,climate,touristattraction,

famousarchitectureandleisurelife.Reading:beabletoskimapassageformainideaandscanitforspecificinformationWriting:beabletowriteapassagetodescribeaplaceintermsofits

name,district,climate,touristattraction,

famousarchitectureandleisurelife.1.2AbilityObjectives17students'sample1.3MoralObjectivesGetstudentstoknowtheimportanceofhealthyhabitsHelpstudentstofostertheawarenessoftakingfrequentexerciseandkeepingfitInspirestudentstoloveandrespecttheirteachersHelpstudentstoknowthatdifferentpeoplehavedifferntcharactersandshouldbeunderstandbystudentsstudents'sample181.3MoralObjectivesExperiencecooperativelearning,developstudents’awarenessandskillsofcooperatingwithpartnersinpairworkExperienceanddevelopstudents'feelingofloveandprideoftheirhometown1.3MoralObjectives19

?Teachingmethods:TeachingAids:?20三、课堂教学环节$三、课堂教学环节$21Task-BasedLanguageTeaching(TBLT)

Pre-taskstageWhile-taskstagePost-taskstageTask-BasedLanguageTeaching(22Pre-taskstage

Aims:1.Introducethetopic,wordsandexpressionsneededfortalkingaboutthetopic,andthebackgroundknowledgerelatedtothereadingmaterial.2.Stimulatestudents’interestandexpectationsforreading.Activities:i.e.activitiestofamiliarizestudentswiththecontentinPoint1.Thecontentsneedtobecloselyrelatedtotheissuesinvolvedinstudents’real-lifesituationsandthereadingmaterials.Opportunitiesforlanguage(oral)outputneedtobemaximized.Pre-taskstage23While-taskstage

Aims:1.Developacertainreadingskill,e.g.skimming,scanning,predicting,makinginference,andetc.2.Understandtheorganizationofinformationinthereadingpassage(providingcluesofhowtheinfo.isorganized).Activities:i.e.activitiesthatcanhelpwithcomprehensionofthereading(.e.g.tables,charts,drawing,andetc.)While-taskstage24Post-taskstage

Aims:1.Checkcomprehension2.ConsolidatethelanguagelearntbymaximizingopportunitiesforlanguageoutputActivities:i.e.meaningful,problem-solving(oralorwritten)tasksthatcouldcheckstudents’comprehensionofthetextandcaninvolvetheirlanguageusePost-taskstage25Homework:thewritingstage

Aims:1.Consolidatingthelanguagelearnt.2.Generatecreativelanguageuse.Guidedwriting:Theinstructionshouldpriscribeaclearoutcomeandclueofthewriting.Thetopicneedstobecloselyrelatedtotheissuesinvolvedstudents’real-lifesituations;Thelanguageuseshouldnotexcessstudents’proficiencylevel.Homework:thewritingstage26四、阅读教学文本分析模式$四、阅读教学文本分析模式$27如何设计检验阅读理解的活动？Answerthefollowingquestion?Trueorfalsestatement?Multiplechoices?Fillintheblanks?.........$如何设计检验阅读理解的活动？$28ActivitiesExercisesExercise-tasksTasksActivitiesExercisesExercise-t29语言“任务”应具备的特征：任务中的语言运用必须具备信息沟（参与者之间的信息交换、意见交流或逻辑推理交流），即以意义（而非以语言形式）为中心；完成任务的过程应为学习者提供一个具体的运用目标语的语境；任务内容应和真实生活中的交际情景有较高的相似度；完成任务的过程应至少涉及到一种语言技能的运用（如听、说、读、写）；应涉及适度的认知活动；应有明确的任务结果（如完成一小段文章、填写信息表、或达成一致的意见等）语言“任务”应具备的特征：30文本分析的五个层次：Level1(literalcomprehension):theanswersareexplicitlyexpressedorbythewordsofthetextitselfLevel2(re-organizationorre-interpretation):puttogetherinformationfromvariouspartsofthetextandre-interpretitLevel3(inferences):considerwhatisimpliedbutnotexplicitlystated.Level4(evaluationorappreciation):makingjudgmentaboutthewriter'sintentionandhowsuccessfuls/hesiinachieveingthepurposeLevel5(personalresponse):thereader'sreactiontothecontentofthetextratherthanthewriter's文本分析的五个层次：31WhoisDaisy?HowdidDaisytraveltodifferentplaces?Howmanypartsarethereinthetext?Canyoufindthemainideaofeachpart?WhyhastheantelopeinTibetbecomeanendangeredspecies?WhatanimaldidDaisymeetinZimbabwe?WasshehappywheninZimbabwe?WhatwasthemonkeydoingwhenDaisysawit?Whatdoesamillipedeinsectcontain?Whyisitimportanttoprotecttherainforest?DoyouknowWWF?whatshouldwedoifwewerevolunteersofWWF?WhoisDaisy?32Whichdoyouprefer,WangWeiorWangKun?Canyougivesomereasons?WhatkindofgirlwasAnne?canyoufindsomeadjectivesdescribinghercharacter?Howdoyoulikeher?Canyouthinkofothermeasurestoprotectendangeredspecies?Whatdoyouthinkofthefoodservedintherestaurants?Whichonewouldyouchoosetoeat?Whichdoyouprefer,WangWei33Thereissomeinformationhiddenbehindthewordsinthetext.Readthemandseewhetheryouagreeornot:Anne'slifewashappy,beautifulandfree.Annedidn'tlovenatureAnnedidn'treallypaymuchattentionton