高中英语how-to-use-textbooks-properly-and-efficiently知识点分析人教版必修一

1、How to use textbooks properly and efficientlyAbstract : the English textbooksNew Senior English for China offer great space for our teachers to spread knowledge and develop our teaching skills. Its important for our teachers to explore how to use them properly and efficiently according to the realit

2、y of students learning.Key words: textbooks the new curriculum idea efficiency teaching cases Someone said, “If you have no hand, you cant make a fist.” For our teachers, the fist refers to teaching while the hand stands for our textbooks . We should make our efforts to use the textbooks to teach we

3、ll. Part I Brief introduction of the textbooks First of all, Id like to introduce the structure of our English textbooks to you , therere eleven modules in total. For each module, there are five units, each of which is based on one topic. Each unit consists of eight parts containing task-based activ

4、ities for listening, speaking, reading, and writingSecondly, the content of the books is rich. In terms of topics, many aspects are involved, ranging from the science, geography to language culture, nature, history and so on . The topics rely on the real life and keep pace with times. Not only do th

5、ey broaden our fields of vision, but also enable students to enhance their understanding of the history and culture of our country thus deepening their passion for their motherland.Part II Requirements for using textbooks under the new curriculum ideas According to the new curriculum ideas, the stud

6、y goal of the students in senior high school is to develop the capacity of autonomic learning, cooperation learning and inquiry learning; The knowledge aim is to cultivate their ability of using language and to improve their power of gaining and dealing with information, analyzing and solving proble

7、ms. Furthermore, the emotional goal is to help students build up their moral value and patriotic spirits. Our textbooks- New Senior English for China are the method and tool of carrying out the new curriculum and are the core of teaching resources. They offer such a vast stage for us to stand on. Si

8、nce its such a good tool, its important for our teachers to know how to use it properly and efficiently. Part III How to use the textbooks properly and efficiently according to students learning realityNow, Id like to give some actual examples for you from the following three points:1. Using the tex

9、tbooks as the main resource in teachingIn NSEFC Module 1 Unit 4 the reading part is about the 1976 Tangshan earthquake. For my students who were born in the 1990s, theyre not familiar with that earthquake. Before reading class, I enlightened them into reading by asking questions about Wenchuan earth

10、quake which theyre much more familiar with and meanwhile presented some pictures and videos about the quake to give them vivid images.Activity 1 Answer the questions 1) Do you know Wenchuan Earthquake?2) Can you tell me something about it? (use multi-media as auxiliary teaching method)What happened?

11、 (Before, during, and after the quake) I encouraged students to make use of the pictures in the Pre-reading and on the screen and find sentences in the reading text that can describe. After that, I asked students to speak out their opinions in front of class. They told as much information as they co

12、uld. In this part, I trained students ability of speaking & gaining information. Then I directed them to read the following whole passage. Activity 2 Divide the passage into three parts and find main idea for each part.Part1 (Para1) signs before the earthquakePart2 (Paras2&3) destruction during the

13、earthquake.Part3 (Para4) rescue after the earthquakeI passed on a learning strategy to them: Topic sentences often fall on the first or the last sentence of each paragraph. Its very easy for them to divide the whole passage according to meaning and summarize the main idea for each paragraph. In this

14、 activity, students abilities of comprehending and summarizing were trained.After the reading, I added one question and engaged them in discussing.Activity 3 Discussion : What have you learned from the passage?Give them some clue points: Why did so many people die since there were unusual things hap

15、pening before the earthquake? They know people should improve their awareness of safety. Why were so many buildings destroyed? They knew we should build strong houses. Why did so many soldiers go to help? We should be grateful for others and be willing to help others when others are in trouble. In t

16、his activity, I cultivated students emotional attitudes. At last, I designed an interview for students to consolidate their knowledge.Activity 4 Interview: If youre a survivor from Tangshan earthquake, Im a reporter who is going to interview you, tell a me what youve experienced.In this activity, I

17、not only helped them review what they learned, made the atmosphere of the whole class lively, but also embodied the interaction between the teacher and the students.From this reading class, I not only disciplined students knowledge ability, such as summing up a passage, speaking something about a di

18、saster, but also cultivated their emotional attitudes.2. Adding or deleting and replacing or extending some contentsFor example, Module2 Unit 1 Cultural relics , the questions in Warming up are difficult for students to answer. I replaced them with simple question-asking task.1) Do you know these fa

19、mous places? If you know, what do you know about them?2) Which one do you like to visit? Why?3) What makes a city great and famous?4) In your opinion, what are culture relics?These questions stand much closer to students life and can better arouse their interest.3. Rearranging the order of the textbooksSometimes, its necessary for us to realign the different parts in one unit or even adjust the orders in different units according to the cognitive laws and knowledge structure. For instance, Module1 Unit 3 Travel journals, therere six parts about th