高中英语SeniorHighEnglish总体编写思路北京师范大…

《高中英语》

SeniorHighEnglish

总体编写思路

北京师范大学出版社

曹瑞珍高中英语课程目的语言技能LanguageSkills听、说、读、写语言知识LanguageItems语音、词汇、语法、功效、话题情感态度EmotionsandAttitudes爱好、动机、自信、合作学习方略LearningStrategies认知、调控、交际、资源文化意识CulturalAwareness英语国家的文化、中外文化比较教材编写原则以语言技能和语言知识为根本，融入学习方略的教学以及情感态度和文化意识的培养；Input+Practice=OutputInterest→Motivation→MakeslearningandteachingeasierIntegratedskillsapproach

grammarvocabularylisteningReadingWarm-upProjectLearningtolearnLiteraturespotLanguagepowerCulturecornerBulletinboardUnitDiaryLanguagefocusSkillfocusGuidedspeaking&writingpracticeUnit1Unit2Unit3CommunicationworkshopLesson1Lesson2Lesson3Lesson4

模块Module1-5

单元内容一览表

单元结构听说读写语音词汇语法功能话题策略文化Warm-upLesson1Lesson2Lesson3Lesson4CommunicationWorkshopCultureCornerBulletinBoardModule6-8

单元内容一览表

单元结构听说读写语音词汇语法功能话题策略文化Warm-upLesson1Lesson2Lesson3CommunicationWorkshopLanguageAwarenessCultureCornerBulletinBoard语言技能ReadingListeningSpeakingWriting语言技能Integratedskills的几个方式SpeakingReading(Listening)Speaking(Writing)ReadingReading(Listening)Speaking(Writing)语言技能FromModule1onwards,strategiesforreading,listening,writing,organisingyourvocabulary,andorganisingyourlearningencourageindependentlearningandgoodlearninghabitsforlife.Reading–VarietyofTextTypesMonologuesNewReportsDialogsArticlesInterviewsWebPagesShortStoriesConcertReviewsBrochuresAdvertisementsLettersReadingStrategiesPredictionReadingfordetailsReadingformainideasSequencingDealingwithdifficultwordsCompletingnotesIdentifyingfactsandopinionsDealingwithculturereferencesReading–VarietyofTopicsLifestylesHeroesModule1CelebrationsCyberspaceRhythmModule2DesignTheSeaAdventureModule3WheelsMoneyTheMediaModule4CultureShockPeopleCareersModule5LearningStoriesLaughterModule6BueatyCommunicationNewFrontierModule7HumanBiologyConflictModule8SocietyEnvironmentalProtectionReadingStrategiesParagraphsandheadingsIdentifyingaccurateinformationCompletingtextswithsentencegapsReadingunderpressureSummarisingReadingStrategiesReadingStrategies:FactsandopinionsTofindopinions,lookforadjectives(e.g.amazing/attractive).Factsgiveinformationwhichis,intheory,true(e.g.hasanautomaticfocus)ReadinginlessonsToprovidelanguageinputToteachgrammarorreadingskillsTopracticereadingskillsTopracticegrammarTolearnandpracticevocabularyExampleExampleReadingsinCommunicationWorkshopandBulletinBoardToprovidemodelsforwritingReadingStagesBeforereadingWhilereadingPostreadingExampleFocusonReadingListening–VarietyofTextTypesMonologuesNewReportsDialogsArticlesInterviewsShortStoriesAdvertisementsListeninginWarm-up

4-5shortdialoguesTointroducetheunittopicTopromptstudentstotalkaboutthetopicListeningStrategiesPreparationsListeningforspecificinformationFocusonsituationIdentifyingpeopleIdentifyingstyleIdentifyingdifferentEnglishaccentsCompletingtextsIdentifyingmoodsUnderstandingculturereferencesExampleListeninginLessons

ToprovideaudiolanguageinputToteachlisteningstrategiesTopractiselisteningskillsToteachfunctionsTopractisepronunciationListeninginStagesBeforelisteningWhilelisteningPostlisteningListeninginCommunicationWorkshop

Speaking–BeforeyoustartToprovidelanguageinputforspeakingtaskSongToarousestudents’interestSpeakinginWarm-up

TogetstudentsfamiliarwiththetopicReadthequestions.Then,inpairs,tellyourpartneraboutyourself.ExampleIlistentotheradioeverymorningwhileI’mgettingreadyforschool.Andyou?Doyoulistentotheradiomuch?Whichprogrammes?HowmanyhoursofTVdoyouwatcheachweek?WhatareyourfavouriteTVprogrammes?Whatmagazinesdoyoureadregularly?Doyouoftenreadanewspaper?Ifso,whichone?Whichpaperdoyourparentsread?DoyousometimesusetheInternet?Whatfor?SpeakinginLessons1-4

TopractiseusingthelanguagetaughtinthelessonTopractisefunctionsToshareviewsandopinionsMostlyteacher/studentinteractionorpairworkSpeakinginCommunicationWorkshop

TopractiseusingthelanguagetaughtintheunitTopractisefunctionsToshareviewsandopinionsFullspeakingtaskinvolvinggroupworkandseveralstepsWritinginCommunicationWorkshop

TeachingwritingbyshowingtheprocessstepbystepThereisalwaysamodeltofollow.Talkback–forstudentstoshareideasFocusonWritingPractiseusinglinkingwordsGuidedwritingwithexampleTranslation语言知识GrammarVocabularyFunctionsPronunciationGrammar–discoveryapproachThediscoveryorinductiveapproachofgrammarprovidesstudentswithachallenge.Theyarenotsimplygiventherules.Theprocessofrule-discoveryensurestherulesarebetterinternalized.Astagingmethodhasalsobeenimplementedrevise,practice,rehearse,perform,whichtakesstudentsfrommorecontrolledtofreerpracticeContrastivegrammarapproachStudentsnotonlyhavetodiscovertherulesontheirown,theyarealsogivenachanceofcomparingvarioustensesindifferentcombinations(PresentPerfectversusPastSimple,PresentSimpleversusPresentContinuous,etc.).Thisallowsthemtobetterunderstandthedifferencesinusage.Thecontrastiveapproachtogrammardealswithcommonproblemareasthatstudentsface.ContextualizedPresentationofGrammarGrammarisalwayspresentedinacontext,sothatstudentsstartoutwithmeaningratherthanform.ContextualizedPresentationofGrammarAfricaonG8AgendaTheGroupofEight,orG8,wasformedbyeightoftheworld’swealthiestnationsin1998.TheG8ismadeupofpoliticalleadersfromFrance,theUnitedStates,Britain,Germany,Japan,Italy,CanadaandRussia.Theymeeteverysummertodiscussmajorproblemsthatconcernthewholeworld.Itisgoingtoberememberedasahistoricalmeeting.Thisyear,thetopicofAfricawillbediscussedindetail.Widespreadpovertytheremeansthatmanypeoplecannotgetthewater,clothing,housing,electricityoreducationtheyneed.AIDSisanotherproblemofgreatconcernsosexeducationandhealthcareadministrationisextremelyimportant.Reformshavebeendemandedbypeoplefromallovertheworld.TheywanttheleaderstocancelthedebtofAfrica’spoorestcountriessothattheproblemstherecanbepreventedfromgettinganyworse.Theirbeliefisthatthisistheonlywayformanyofthesenationstoescapetheirpainfulpasts.Grammar-PresentationSTATEORACTIVITYVERBS4Lookatthebluewordsinthetext.Cantheybeusedinsimpleandcontinuoustensesoronlysimpletenses?Completethetable.Bluewords:arrivewatchtalkfeelunderstandknowrealisebelievepreparecarrymeanswantlikepreferneed

Canyouaddmoreverbstoeachcolumn?OnlysimpletensesSimpleandcontinuoustensesrealisecarry

Studentsaregivenlotofexamplesandarerequiredtodiscovergrammarrulesthemselves.Readthesepairsofsentences.Comparetheverbs.Doestheverbmeanthesameinbothsentences?a)AllourguideshaveseveralyearsofexperienceinleadinghikingtripsintheHimalayas.

b)Youarehavingahotcupoftea.a)Youarefeelingtired.

b)AtAdventure2000wefeelthatweunderstandtheneedsofhikers.a)Wealsothinkthatgoodtravelarrangementsareimportant. b)Youarethinkingabouthowfarthereistogo.⇨GrammarSummary3,onpage93Grammar-Practice

Guidedpractice:morecontrolled6

WhichofthesentencescannotbechangedintothePresentContinuous?Thecoffeetastesawful.Wehavebreakfastveryearly.Shethinkssheisthebest.Theyfeeltheyneedmoretime.Ihaveaseriousheadache.Shethinksabouthermotheralot.WhichoftheseexpressionsanbeusedinbothPresentContinuousandPresentSimple,andwhichonlyinthePresentSimple?

haveashower,playfootball,thinkabout,know,lookawful,want,seetheboss,like,soundinteresting,watchTV,believe,tastegood,lookatGrammar-Practice

Lessguidedpractice:lesscontrolled8 ReadtheinterviewwithaTibetanguideandputtheverbsinbracketsinthePresentContinuousorPresentSimple.Reporter:Doyou(1)________(like)yourjob?Guide:Oh,yes.I(2)________(love)it.I(3)________(enjoy)meetingnewpeopleandtravellingalot.Reporter:Whatdoyou(4)________(think)aboutthetouristswho(5)________(come)toTibet?Guide:Mostofthemalready(6)________(know)alotaboutmountainsand(7)________(want)toseeasmuchaspossible.Rightnow,I(8)________(work)foragroupofAustrianhikerswhohaveallbeenherebefore.They(9)________(understand)allabouthikingandI’msurethey(10)________(enjoy)themselves.That’sgreatbecauseit(11)________(mean)thatthehikeisgoodfunformetoo.LanguageinUse

FreePractice11 Workinpairs.Usetheverbsabovetotellyourpartneraboutwhatyoudo/don’tdoandwhatyouare/aren’tdoing.ExamplehaveashowerIalwayshaveashowerinthemorning.I’mnothavingashowernow.VocabularydevelopmentModule1-5specificfocusisputonworkingoutthemeaningofunknownvocabularyMulti-partverbs/PhrasalverbsPrepositionbankModule6-8Idiomaticbankthefocusmovestomorecolloquiallanguageandmulti-wordverbsVocabularydevelopmentFocusingonlexicaldevelopmentthroughlonger,moredetailedreadingtextsVocabularyworklookingatissuessuchasworldbuilding,multi-partverbs,collocations,idiomaticlanguageandwordfamilies;chatroomfocusonthecolloquialusesofthelanguageLexicangivesinstantreferenceforstudentsdealingwiththeincreasedloadofvocabularyassociatedwithModule6-8VocabularydevelopmentLanguagePowerWordpowerKeyWordBankWordtipspresentstrategiesforexpandingvocabulary,e.g.startyourownvocabularybookWorkingwithdictionariesPhrasebuilderandlexiconinvaluableresourcebothintheclassroomaswellasoutandforbothteachersandstudentsVocabulary–TopicWordsWarm-up1LookatthetypesoftransportintheKeyWordsandcompletethetable.KEYWORDSplane,balloon,bicycle,boat,bus,car,ferry,helicopter,lorry,motorcycle,ship,train,theunderground,minibus

TravelonlandTravelbyseaTravelintheairCausepollutionHavegotwheelsTopicwordstohelprecycleknownvocabularyHelpstudentstoremembernewwordsTrainstudentstocategorizewords,whichhelpstheirmemoryVocabulary–TragetNewWordsCompletethesentencesusingthewordsbelow.innocent,fiction,strawberry,spokesman,contemporary,sew,aslongas,load,infavourof,bush,evidence,electricity1Thelightswon’tworkbecausethereisno __________.2Iwillhelpyouwithyourhomework__________youstopwatchingTVnow. 3CanIhelpyou?Thatisaheavy__________youarecarrying.4Areyou__________thisnewlawtostoppeoplesmoking?5Mymum__________allmyclothesforme.6Thereisalotof__________thathewasthepersonwhostolethebook.7Idon’tthinkhedidit.Ithinkhe’s__________.8Ilovetoeat__________withcream.9Hehidtheknifeundera__________inthegarden.10The__________hastoexplainwhattheteamthinks.11Iliketoreadbooksthatare__________.12Davidreallylikes__________art.Hedoesn’tlikeoldpaintingsverymuch.PracticeinboththemainlessonsandinLanguagepowerVocabulary–KeyWordBankFood:bacon,barbecues,dessert,fusion,garlic,hamburger,hotdogs,lemon,mushroom,roastbeef,steak,toastPlaces:BigBen,BuckinghamPalace,SydneyOperaHouse,theGreatBarrierReef,WorldTraceCentre,theStatueofLibertySports:Americanfootball,basketball,fishing,soccer,golf,hiking,horse-riding,rugby,sailing,surfing,tennisAdjectives:amazing,brilliant,broad,cautious,contrary,cosy,curious,delicious,dull,familiar,foggy,informal,interesting,limited,lively,modest,muddy,multi-cultural,outgoing,poor,popular,reasonable,splendid,tasty,top.unfair,well-off,yummyPhrasalverbs:drop(somebody)off,goback,hangon,hurryup,lookafter,lookback,lookfor,lookforwardto,lookin,lookup,pick(somebody)upMoney:bank,cash,creditcard,coin,notes,traveller’schequesAustralia:coal,desert,diamond,export,flavour,mine,outdoorsTheUK:bedandbreakfast,comfort,hotel,phonebox,theundergroundBeijingpolite:Excuseme.Ofcourse(not).Thankyou.That’sverykindofyou.Wouldyouminddoing...Vocabulary–Others

WordbuildingPhrasalverbsMatchingofwords(collocations)FunctionContextualizedPresentationoffunctions

functionisalwayspresentedinreallifecontext,sothatstudentsstartoutwithdiscourseratherthanisolatedsentences.FunctionPresentedInteractionGivingopinionsPreferencesTravelsituationsDiscussingsuggestionsShoppingandbargainingInterruptingpeopleBeingpoliteShowingSympathyClarifyingandaskingPresentingGivingandaskingforadviceExamplePronunciationPronunciationispresentedwithlanguagefunctions.Culturecontent

Thetextbookincorporatesculturethroughoutthecourse.CulturecornerineachunitLiteraturespotineachmoduleComparingcultureAUnitonCultureShockReadingtextsaboutLifeintheArctic,ChristmasinBritain,howtobehaveindifferentculturesandseasonalfestivalsaroundtheworld…CultureContentCulturesaboutEnglishspeakingcountriesandothercountriesintheworld.ChinesecultureCulturecontent

ReadingtextsaboutLifeintheArctic,ChristmasinBritain,howtobehaveindifferentculturesandseasonalfestivalsaroundtheworld…Quote….UnquotestartingpointforfurtherdiscussioneitherinEnglishorChinese;tostimulatebothteachersandstudentstoextraactivitiesandworkToprovidestudentswithexamplesofrealspeechthattheycanfurtherexploreoruse

Culture–CultureCornerCulture–ComparingCulturesBenefitsforstudentsInductivemethodologypromotesstudentautonomy.Provideopportunitiestopersonaliselearninganddiscovergrammarrulesontheirown.Itsmatureapproachtreatsstudentslikeyoungadultsandexpectthemtoparticipateandtakeresponsibilityfortheirlearning.BenefitsforstudentsGradedexercisesinLPalloweveryonetoproceedattheappropriatepace.WritingHelpandGrammarSummaryinSBhelpstudentstostudyontheirown.Keywords,FunctionFileandLearningStrategiesmakelearningeveneasier.Opportunitytol