高中英语课堂教学.ppt

1、高中英语课堂教学 如何实施 新课程理念,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。,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. 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

2、.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。,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。,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

3、。,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。,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。,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。,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

4、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。,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。,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。

5、”,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,一、删除,本单元的“热身”Warming Up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？,删除Warming Up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：When he is

6、cheerful, what can you see?(blue sky, green forest, bright sunshine, and so on ） 问题2：When he gets angry, what will happen?（natural disasters, such as flood，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：When you see the word“ Earthquake”, what do you think of ?引导学生一步步地得出以下结论：,同时自然过渡到阅读前

7、的Predicting：If you are a writer, how will you describe an earthquake? Which aspects will you include in your article?,接下来设置阅读任务Skimming： How many aspects were mentioned in the text? What are they? （signs， damage， rescue）以及 Divide the text into 3 parts, and focus on the organization of the passage. (

8、Para.1) Part1: Signs before the earthquake. (Para.2, 3) Part2: Damage during the earthquake. (Para .4) Part3: Rescue work after the earthquake.,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。,第一个

9、问题与Workbook（第67页）Speaking Task部分（In pairs you are to choose eight things from the lists below to put into your personal earthquake bag. Remember these may be the only things you have, so make sure that you only take essential things with you. They must last you five days.）的内容相似，因此，我将他们整和在一起放在Reading

10、后作为Discussion让学生分小组讨论。,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，According to the pictures, try to describe the signs before the earthquakes.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。,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

11、子的正误，并说明其理由。,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：,1Pick up the words you hear. five oclock shaking winds fires bricks sheep police boat cows trees New York soldiers,2Tell whether they are true or false.（原有的练习2） (1) The man was sleeping dow

12、nstairs when the earthquake happened. (2) Many huge buildings were shaking bricks were falling. (3) A lot of people were buried under the ruins. (4) Some cows were killed in the fires. (5) He felt safer because he got away easily.,3. Fill in the blanks. （1）It was about _ in the morning. I remember,

13、I _ up when I was thrown out of the bed. I felt terrified and _ downstairs. （2）It seemed as if the end of the world came. People were _, _ and _ everywhere. Bricks were _ down from some buildings while big ones were _. Lots of people were getting _ under bricks.,（3）I asked a man standing next to me

14、what happened. _ he could answer, some _ fell on him and he was _. Some frightened cows rushed up Market Street and _ into one of the cracks. I will never forget the _ they made. 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。,四、替换,本单元的“语言学习”Learning about Language 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

15、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。,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：,1

16、Introduce the positions of the attribute（定语的位置）. （1） It is a water bottle.（Word） （2） It is a bottle full of water. （Phrase） （3） It is a bottle that is full of water. （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。,2Introduce Antecedent(先行词), Relative Pronoun(关系代词)，and the Attributive Clause（定语从句

17、）. 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。 Lily is an English teacher who likes pop songs. 先行词 关系代词 定语从句,3Read the sentences and find out Antecedent(先行词), Relative Pronoun(关系代词)，and the Attributive Clause（定语从句）. （1）Mr. Chen Jiageng is the man that built JiMei Middle School. （2）The girl whom we saw yesterday is

18、 his sister.,（3）A plane is a machine that can fly. （4）The book which he reads is interesting. （5）Do you know the boy whose father is a teacher? （6）I dont like the room whose window is broken.,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

19、或物）与定语从句中的主语表所属关系时，关系代词用whose。,4Divide the sentences into two parts and get the result listed in the table. Example: Lily is an English teacher who likes pop songs. Lily is an English teacher. She likes pop songs. （1）Mr. Chen Jiageng is the man that built JiMei Middle School. （2）The girl whom we saw

20、 yesterday is his sister. （,3）A plane is a machine that can fly. （4）The book which he reads is interesting. （5）Do you know the boy whose father is a teacher? （6）I dont like the room whose window is broken.,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。,5Join two sentences into one Attributive Clause, usin

21、g as many relative pronouns as possible. Example: The woman is a teacher. The woman lives next door. The woman who/that lives next door is a teacher. （1） The nurse is kind. The nurse looks after my sister. （2） We watched the play “ Teahouse”. The play was written by Lao She. （3） Where is the girl? Y

22、ou talked with her last Sunday. （4） Have you found the bike? You are looking for the bike. （5） I saw some trees. Their leaves were black with disease. （6） I still remember my first English teacher. His lessons are lively and interesting. 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。,6Competition in Groups：Des

23、cribe pictures according to the given words，using the Attributive Clause.（图片略） 7Read the passage through on Workbook（第64页）and complete the sentences, using different relative pronouns.（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。,五、 扩展,在处理本单元Workbook（第66页）Listening Task 部分（Ever since

24、 the San Francisco earthquake，all children in California have been taught what to do during an earthquake.）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：Imagine you are a student of San Francisco。Your Taiwan friend Kitty asked you what to do during an earthquake. Write a letter to her and tell her your advice.最

25、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。,六、合并,每个单元的“小结”Summing Up 部分和Workbook中Checking Yourself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。,具体课例实施,1.Warming up , Readin

26、g & Workbook 2.Warming up & Listening 3.Vocabulary, Reading & Speaking 4. Warming up and Pre-reading 5. Warming up and Reading 6.Listening, Reading & Grammar 7.Reading & Writing,Lin xiaoying Jimei Middle School Xiamen Fujian,Welcome,Unit 4 Period 1 Warming up ， Reading Workbook,Group work (four stud

27、ents a group) Look at the following ten pictures and words quickly and try to memorize as many words as you can , then write down the words you remember.,Play a game,fire,flood,drought,sandstorm,typhoon,mudflow,volcano eruption,tornado,tsunami,earthquake,Natural Disasters,fire,earthquake,tsunami,typ

28、hoon (hurricane),drought,volcano eruption,flood,mudflow,sandstorm,tornado,Division of labour and cooperation and helping each other is a victory.,What can we learn from the game or A Brainstorming Map: whats the secret of your success?,分工,合作与互相帮助就是胜利.,Predicting : What natural disaster does the text

29、 tell about according to the picture and the title?,A Night The Earth Didnt Sleep,Skim and match the main idea of the three parts,Part 1: para 1,Part 2: para 2&3,Part 3: para 4,Signs before the earthquake,Damage during the earthquake,rescue after The earthquake,saving,Scan part 1 and talk about the

30、picture: What happened before an earthquake?,the water in the wells The well walls Chickens and pigs Mice Fish Bright lights The sound of planes The water pipes,the water in the village wells ,rose and fell, rose and fell.,The well walls .,had deep cracks.,Chickens and pigs .,were too nervous to eat

31、,Mice.,ran out of the field looking for places to hide.,Fish .,jumped out of their bowls and ponds,could be heard,The sound of planes outside Tangshan even when no planes were in the sky.,The water pipes,cracked and burst.,Scan part2 and 3 and answer:,1. How was the city damaged? (part2) 2. What res

32、cues were done? (part3),Data(数据),of the nation felt the earthquake . A huge crack that was kilometres long and metres wide cut across houses. In terrible seconds a large city lay in ruins. of the people died or were injured during the earthquake. The number of people who were killed or injured reach

33、ed more than . All of the citys hospitals, _ of its factories and buildings and of its homes were gone.,1/3,8,30,15,2/3,400,000,75%,90%,Para. 2-3,harmed,Fell and damaged,Narrow opening,were lost/gone,covered the ground,fell,were useless steel,would never give milk,died,were filled with sand,were har

34、d to get,How was the city damaged ?,Fill the blanks according to para.3,What measures were taken after the earthquake?,The army _teams to_ the trapped , _the dead and _the miners. Shelters were_ for survivors. Fresh water was _to the city.,organized,dig out,bury,rescue,built,taken,Read the third par

35、t of the text and fill the blanks .,When trouble occurs at one spot, help comes from all quarters.,一方有难,八方支援.,Tangshans new look,What do you think of when you look at the new beautiful Tangshan?,To learn from the bravery of people in Tangshan to face the reality ,overcome the difficulty and rebuild

36、the city and try to forget sad experiences and live with strong belief . When trouble occurs at one spot, help comes from all quarters. Life is beautiful. We must love our lives.,Pacific plate,American plate,Eurasian plate,India plate,African plate,Antarctic plate,The six plates,One of the strongest

37、 in North America,Tangshan,Alaska,San Francisco,3:42am. July28,1976,Holiday, March27,1964,Earthquake,Earthquake,Earthquake, fire,15 second,30 second,lay in ruins.,shocked,amazed,shocked,The greatest of the 20th century,400,000,were destroyed.,was gone.,A great number,A list will never be made,Consol

38、idate reading at p63 and 65 and fill in the blanks,Activity : Discussion and role-play situation 1 Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why? Please make an interview. (a reporter, student A ,B,C),In department s

39、tores,On buses,What should we do if the earthquake happens in these places or somewhere else?,In the supermarket,In the classroom,Dont be nervous and keep calm. Dont try to run out of the classroom. Protect your head by putting your bag on your head. Squat or sit down under your desk. Leave the classroom after the earthquake.,What shall we do if an earthquake happens now when we are all in the classroom?,Find firm counters, or the corner of a wall to crouch down on the spot,2. Protect the heads with hands or other