高中英語(yǔ)新課程教學(xué)實(shí)踐與思考（課件）.ppt

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1、福建省英語(yǔ)學(xué)科高中骨干教師培訓(xùn),高中英語(yǔ)新課程教學(xué)實(shí)踐與思考 孫巧平 廈門外國(guó)語(yǔ)學(xué)校 2009-07-04 福州銀河花園,外國(guó)語(yǔ)學(xué)校既要為國(guó)內(nèi)高校輸送優(yōu)秀畢業(yè)生也要培養(yǎng)國(guó)際型人才： -具有國(guó)際視野和本土情懷的現(xiàn)代公民 -具有實(shí)干精神與遠(yuǎn)大志向的領(lǐng)袖英才 -學(xué)識(shí)廣博又具有外語(yǔ)特長(zhǎng)的創(chuàng)新人才 -學(xué)貫中西又善于兼容并蓄的文化使者 -善于保護(hù)自己又善待他人的合作伙伴 教育部中學(xué)校長(zhǎng)培訓(xùn)中心主任、華東師范大學(xué)教育管理學(xué)院院長(zhǎng)、國(guó)家督學(xué)陳玉琨教授,國(guó)際外語(yǔ)教學(xué)改革的發(fā)展趨勢(shì),以滿足人的發(fā)展需求為目標(biāo)，強(qiáng)調(diào)對(duì)語(yǔ)言運(yùn)用能力的培養(yǎng)。 外語(yǔ)課程普遍采用按能力分級(jí)的方式，制定各個(gè)級(jí)別的能力標(biāo)準(zhǔn)。 課程設(shè)置采用必修和

2、選修相結(jié)合的方式。 課程內(nèi)容強(qiáng)調(diào)外語(yǔ)學(xué)習(xí)與其他學(xué)科的相互滲透。 教學(xué)方法強(qiáng)調(diào)以學(xué)生為主體，重視學(xué)生參與，發(fā)展多方面的能力。 重視外語(yǔ)教育對(duì)情感、態(tài)度、價(jià)值觀等基本素養(yǎng)的培養(yǎng) 教學(xué)資源的擴(kuò)展促進(jìn)教學(xué)模式的改進(jìn)，使個(gè)性化學(xué)習(xí)方式得以實(shí)現(xiàn)。 評(píng)價(jià)改革形成潮流，重視對(duì)學(xué)生學(xué)習(xí)過(guò)程的評(píng)價(jià)。,高中英語(yǔ)教學(xué)存在的主要問(wèn)題,教學(xué)仍然以知識(shí)的講解為主，輕視對(duì)學(xué)生綜合語(yǔ)言運(yùn)用能力的培養(yǎng)； 高考的壓力使學(xué)校和學(xué)生均按照一個(gè)課本、一個(gè)進(jìn)度、一個(gè)目標(biāo)、一個(gè)要求開(kāi)展教學(xué)； 教師的教學(xué)觀念、教學(xué)方法以及教學(xué)手段都需要轉(zhuǎn)變； 課改前的教材和教學(xué)大綱的要求已經(jīng)不能適應(yīng)發(fā)展的需要,高中英語(yǔ)課程設(shè)計(jì)的基本理念,1. 重視共同基礎(chǔ)，

3、構(gòu)建發(fā)展平臺(tái) 2. 提供多樣選擇，適應(yīng)個(gè)性需求 3. 優(yōu)化學(xué)習(xí)方式，提高自主能力 4. 關(guān)注學(xué)生情感，提高人文素養(yǎng) 5. 完善評(píng)價(jià)體系，促進(jìn)學(xué)生發(fā)展,高中英語(yǔ)課程的性質(zhì),語(yǔ)言是人類最重要的思維和交流的工具，也是人們參與社會(huì)活動(dòng)的重要條件。當(dāng)今社會(huì)生活和經(jīng)濟(jì)活動(dòng)日益全球化，外國(guó)語(yǔ)已經(jīng)成為世界各國(guó)公民必備的基本語(yǔ)言素養(yǎng)之一。因此，學(xué)習(xí)和掌握外語(yǔ)，特別是英語(yǔ)，具有重要意義。 高中英語(yǔ)課程是義務(wù)教育后普通高級(jí)中學(xué)的一門主要課程。高中學(xué)生學(xué)習(xí)外語(yǔ)，一方面可以促進(jìn)心智、情感、態(tài)度與價(jià)值觀的發(fā)展以及綜合人文素養(yǎng)的提高；另一方面，掌握一門重要的國(guó)際通用語(yǔ)種可以為學(xué)習(xí)國(guó)外先進(jìn)的文化科學(xué)知識(shí)和進(jìn)行國(guó)際交往創(chuàng)造條件

4、。開(kāi)設(shè)高中英語(yǔ)課程有利于提高全民族勞動(dòng)者的素質(zhì)，有利于我國(guó)對(duì)外開(kāi)放和國(guó)際交往，有利于我國(guó)綜合國(guó)力的增強(qiáng)。,綜合語(yǔ)言運(yùn)用能力,情感態(tài)度,學(xué)習(xí)策略,文化意識(shí),語(yǔ)言技能,語(yǔ)言知識(shí),國(guó)際視野祖國(guó)意識(shí)合作精神自信意志興趣動(dòng)機(jī),交際策略資源策略調(diào)控策略認(rèn)知策略,跨文化交際 文化理解 文化知識(shí),話題功能語(yǔ)法詞匯語(yǔ)音,寫讀說(shuō)聽(tīng),課 程 目 標(biāo),教師角色,學(xué)生學(xué)習(xí)的促進(jìn)者、指導(dǎo)者、組織者、幫助者、參與者和合作者、 confidence-builder ,關(guān)于教學(xué)目標(biāo),傳統(tǒng)的課堂教學(xué)目標(biāo) 關(guān)注知識(shí)學(xué)習(xí)，忽視知識(shí)的運(yùn)用； 關(guān)注教師的教；忽視學(xué)生的學(xué)； 關(guān)注知識(shí)的記憶，忽視建構(gòu)知識(shí)的過(guò)程； 關(guān)注書(shū)本知識(shí)的學(xué)習(xí)，忽視與

5、生活經(jīng)驗(yàn)的聯(lián)系； 關(guān)注智力的發(fā)展，忽視情感的發(fā)展；,關(guān)于教學(xué)目標(biāo),新課程的課堂教學(xué)目標(biāo) 既關(guān)注知識(shí)的學(xué)習(xí)，更關(guān)注知識(shí)的運(yùn)用； 既關(guān)注教師的教；更關(guān)注學(xué)生的學(xué)； 重視記憶策略，更關(guān)注建構(gòu)知識(shí)的過(guò)程； 重視書(shū)本知識(shí)，更重視與生活經(jīng)驗(yàn)的聯(lián)系； 既關(guān)注智力的發(fā)展，更關(guān)注學(xué)生身心的健康； 重視學(xué)科內(nèi)容的學(xué)習(xí)，也關(guān)注學(xué)科間的聯(lián)系； 力求滿足學(xué)生的終身發(fā)展的需要。,基本教學(xué)原則,使學(xué)習(xí)機(jī)會(huì)最大化(Maximize Learning Opportunity)。不管你用什么方法，首先要?jiǎng)?chuàng)設(shè)一種使學(xué)生獲得最大學(xué)習(xí)機(jī)會(huì)的環(huán)境和教學(xué)過(guò)程。教師的角色即是為學(xué)生創(chuàng)造這種機(jī)會(huì)。 最大限度地縮小教與學(xué)的差距。教和學(xué)的過(guò)程不一

6、定完全吻合，教師的作用即在于盡量使這種差距縮小。 促進(jìn)積極的課堂互動(dòng)(Interaction)。教學(xué)過(guò)程應(yīng)當(dāng)為學(xué)生提供有意義的互動(dòng)，使教師和學(xué)生進(jìn)行有效的交流。 培養(yǎng)積極主動(dòng)的學(xué)習(xí)者。這是我們的課堂教學(xué)目標(biāo)，即培養(yǎng)更加自覺(jué)自愿的學(xué)習(xí)者。 提高語(yǔ)言意識(shí)。培養(yǎng)學(xué)生對(duì)于語(yǔ)言的敏感性，理解語(yǔ)言的意義聯(lián)系。同時(shí)，還要了解包括語(yǔ)法和詞匯在內(nèi)的語(yǔ)言形式及其功能。,基本教學(xué)原則,激發(fā)學(xué)生本能的發(fā)現(xiàn)力。引導(dǎo)學(xué)生去發(fā)現(xiàn)語(yǔ)法規(guī)律。 發(fā)展綜合語(yǔ)言技能(Integrated Language Skills)。語(yǔ)言教學(xué)必須是綜合性的，目的在于使學(xué)生掌握聽(tīng)說(shuō)讀寫等方面的綜合語(yǔ)言技能。 力求語(yǔ)言輸入情境化(Contextua

7、lize Linguistic Skills)。在一定的語(yǔ)境下呈現(xiàn)語(yǔ)言，而不是孤立地去呈現(xiàn)語(yǔ)言語(yǔ)法規(guī)則和詞匯。教師要?jiǎng)?chuàng)設(shè)一定的語(yǔ)言環(huán)境，幫助學(xué)生在情境中理解語(yǔ)言。 確保語(yǔ)言與社會(huì)生活的相關(guān)性。使教學(xué)過(guò)程符合學(xué)生的思維能力、社會(huì)生活經(jīng)驗(yàn)和年齡特征。 提高文化意識(shí)。語(yǔ)言是文化的載體，語(yǔ)言的學(xué)習(xí)離不開(kāi)文化。教學(xué)過(guò)程中要給予培育學(xué)生的文化敏銳性和鑒別力等方面足夠的關(guān)注。,學(xué)生主體參與的具體表現(xiàn),教師角色的轉(zhuǎn)變 學(xué)生主動(dòng)、積極，自信 課堂氣氛民主、平等、活躍 有效調(diào)動(dòng)學(xué)生已有知識(shí)和經(jīng)驗(yàn) 學(xué)生發(fā)現(xiàn)新知識(shí)（如：語(yǔ)言的規(guī)律，表達(dá)的方式） 學(xué)生積極思考，從不知到知，體現(xiàn)建構(gòu)過(guò)程 學(xué)生有表達(dá)個(gè)人的觀點(diǎn)、意見(jiàn)或情感

8、的機(jī)會(huì) 學(xué)生有自主提問(wèn)的動(dòng)機(jī)和機(jī)會(huì) 活動(dòng)設(shè)計(jì)從學(xué)生的興趣和經(jīng)驗(yàn)出發(fā) 教師鼓勵(lì)、尊重、發(fā)展學(xué)生的見(jiàn)解和觀點(diǎn),學(xué)生主體參與的具體表現(xiàn),教師是積極的傾聽(tīng)者 教師與學(xué)生交流學(xué)習(xí)的目標(biāo)和達(dá)標(biāo)的要求 教師允許學(xué)生出錯(cuò)，適時(shí)幫助修正 教師與學(xué)生有真實(shí)的交流機(jī)會(huì) 教師創(chuàng)造機(jī)會(huì)讓學(xué)生反思和評(píng)價(jià)自己的學(xué)習(xí) 教師給予學(xué)生進(jìn)行選擇的機(jī)會(huì) 教師提供師生、生生互動(dòng)的機(jī)會(huì) 教學(xué)滲透與其他學(xué)科知識(shí)的聯(lián)系 教師提供學(xué)生用英語(yǔ)做事情的機(jī)會(huì) 教師與學(xué)生交流和討論情感,高中英語(yǔ)課程的教學(xué)重點(diǎn),發(fā)展學(xué)生 用英語(yǔ)獲取信息、處理信息的能力； 用英語(yǔ)分析問(wèn)題、解決問(wèn)題的能力； 用英語(yǔ)進(jìn)行思維和表達(dá)的能力。,1、基礎(chǔ)性：通過(guò)必修課程英語(yǔ)1-5

9、的學(xué)習(xí)，為每個(gè)學(xué)生打好知識(shí)、技能、情感態(tài)度、學(xué)習(xí)策略以及文化意識(shí)等方面的共同基礎(chǔ)；使學(xué)生具備高中生必備的英語(yǔ)基礎(chǔ)素養(yǎng)，為終身學(xué)習(xí)奠定基礎(chǔ)。 2、時(shí)代性：課程從目標(biāo)到內(nèi)容都要反映時(shí)代發(fā)展的需要和學(xué)生終身學(xué)習(xí)的需要，關(guān)注學(xué)生的情感和策略以及跨文化意識(shí)與能力的形成。 課程采用模塊方式設(shè)置，具有較高的靈活性和開(kāi)放性，從而使學(xué)校和教師可以不斷更新教學(xué)內(nèi)容，使之具有時(shí)代性。 3、選擇性：指課程為不同學(xué)生的不同志向、潛力和學(xué)習(xí)興趣提供學(xué)習(xí)和發(fā)展的機(jī)會(huì)和條件。選修課程為學(xué)生學(xué)習(xí)英語(yǔ)提供了多種可選擇學(xué)習(xí)內(nèi)容，既有提高性課程，也有為不同興趣和潛能的學(xué)生開(kāi)設(shè)的拓展性課程。,力求體現(xiàn)高中課程整體改革的指導(dǎo)思想,高中英

10、語(yǔ)課程整體設(shè)計(jì)思路：,為每個(gè)學(xué)生創(chuàng)設(shè)未來(lái)發(fā)展的平臺(tái)和機(jī)會(huì)。高中課程應(yīng)該在創(chuàng)設(shè)一個(gè)共同語(yǔ)言能力的基礎(chǔ)上，使學(xué)生能夠按照個(gè)人的能力、個(gè)人的潛力、個(gè)人的特長(zhǎng)與志趣以及未來(lái)的職業(yè)傾向和長(zhǎng)遠(yuǎn)發(fā)展的目標(biāo)來(lái)規(guī)劃自己的人生，做出自己的選擇。使高中階段的英語(yǔ)課程成為具有體現(xiàn)基礎(chǔ)性學(xué)習(xí)、擴(kuò)展性學(xué)習(xí)、提高性學(xué)習(xí)、個(gè)性化學(xué)習(xí)特點(diǎn)的學(xué)習(xí)過(guò)程，為每個(gè)學(xué)生的充分發(fā)展和表現(xiàn)提供充分的機(jī)會(huì)和條件。,高中英語(yǔ)課程結(jié)構(gòu),關(guān)于高中英語(yǔ)課程結(jié)構(gòu)的說(shuō)明 （1）高中英語(yǔ)課程分必修課程和選修課程，采用模塊設(shè)計(jì)方式。必修課程分為5個(gè)模塊，設(shè)置為英語(yǔ)1至英語(yǔ)5，每個(gè)模塊2個(gè)學(xué)分，每周4課時(shí)。選修課程分為兩個(gè)系列。系列I課程為完成共同必修課程之后

11、的順序選修課程，系列II 為任意選修課程，包括三類課程。 （2）必修課程與系列I的課程是順承關(guān)系，但是與年級(jí)沒(méi)有對(duì)應(yīng)關(guān)系。系列II的課程可以在高中任何年級(jí)任意選修。 （3）高中英語(yǔ)水平等級(jí)分為6、7、8、9四個(gè)等級(jí)；水平等級(jí)與年級(jí)沒(méi)有直接的對(duì)應(yīng)關(guān)系。 （4）系列II中的課程包括三類，各門課程均按模塊設(shè)計(jì)，由各校根據(jù)自己的條件和學(xué)生的需求選擇部分開(kāi)設(shè)。,選修課 系列 II,語(yǔ)言知識(shí)與技能類： 初級(jí)英語(yǔ)語(yǔ)法與修辭、英漢初級(jí)筆譯、英語(yǔ)應(yīng)用文寫作、英語(yǔ)報(bào)刊閱讀、英語(yǔ)演講與辯論； 語(yǔ)言應(yīng)用類： 文秘英語(yǔ)、科技英語(yǔ)、信息技術(shù)英語(yǔ)、初級(jí)旅游英語(yǔ)、初級(jí)經(jīng)貿(mào)英語(yǔ)； 欣賞類： 英語(yǔ)文學(xué)欣賞入門、英語(yǔ)影視欣賞入門、

12、英語(yǔ)戲劇與表演入門、英語(yǔ)歌曲欣賞。,高中英語(yǔ)課程目標(biāo),語(yǔ)言技能 Language Skills 聽(tīng)、說(shuō)、讀、寫 語(yǔ)言知識(shí) Language Items 語(yǔ)音、詞匯、語(yǔ)法、功能、話題 情感態(tài)度 Emotions and Attitudes 興趣、動(dòng)機(jī)、自信、合作 學(xué)習(xí)策略 Learning Strategies 認(rèn)知、調(diào)控、交際、資源 文化意識(shí) Cultural Awareness 英語(yǔ)國(guó)家的文化、中外文化比較,教材編寫原則,1. 以語(yǔ)言技能和語(yǔ)言知識(shí)為主線，融入學(xué)習(xí)策略的教學(xué)以及情感態(tài)度和文化意識(shí)的培養(yǎng)； 2. Input + Practice = Output 3. Interest Mot

13、ivation Makes learning and teaching easier 4. Integrated skills approach,grammar,vocabulary,listening,Reading,Warm-up,Project,Learning to learn,Literature spot,Language power,Culture corner,Bulletin board,Unit Diary,Language focus,Skill focus,Guided speaking & writing practice,Unit 1,Unit 2,Unit 3,C

14、ommunication work shop,Lesson 1 Lesson 2 Lesson 3 Lesson 4,模塊,Module 1-5 單元內(nèi)容一覽表,Module 6-8 單元內(nèi)容一覽表,Module 9-11 單元內(nèi)容一覽表,語(yǔ)言技能,1. Reading 2. Listening 3. Speaking 4. Writing,Reading Variety of Text Types,Monologues,News Reports,Dialogues,Articles,Interviews,Web Pages,Short Stories,Concert Reviews,Broc

15、hures,Advertisements,Letters,Reading Variety of Topics,Lifestyles,Heroes,Module 1,Celebrations,Cyberspace,Rhythm,Module 2,Design,The Sea,Adventure,Module 3,Wheels,Money,The Media,Module 4,Culture Shock,People,Careers,Module 5,Learning,Stories,Laughter,Module 6,Beauty,Communication,New Frontier,Modul

16、e 7,Human Biology,Conflict,Module 8,Society,Environmental Protection,Reading Variety of Topics,Going Global,Emotions,Module 9,Behavior,Health,Education,Module 10,Relationships,Personal Preferences,Modern Living,Module 11,Truth and Lies,Reading Strategies,Prediction Reading for details Reading for ma

17、in ideas Sequencing Dealing with difficult words Completing notes Identifying facts and opinions Dealing with culture references,Reading Strategies,Paragraphs and headings Identifying accurate information Completing texts with sentence gaps Reading under pressure Summarizing,Reading Strategies,Readi

18、ng Strategies: Facts and opinions To find opinions, look for adjectives (e.g. amazing / attractive). Facts give information which is, in theory, true (e.g. has an automatic focus),Reading in lessons,To provide language input To teach grammar or reading skills To practice reading skills To practice g

19、rammar To learn and practice vocabulary,Example,Example,Readings in Communication Workshop and Bulletin Board,To provide models for writing,Reading Stages,Before reading While reading Post reading,Example,Focus on Reading,Listening Variety of Text Types,Monologues,News Reports,Dialogues,Articles,Int

20、erviews,Short Stories,Film Extracts,Advertisements,Songs,Listening in Warm-up,4-5 short dialogues To introduce the unit topic To prompt students to talk about the topic,Listening Strategies,Preparations Listening for specific information Focus on situation Identifying people Identifying style Identi

21、fying different English accents Completing texts Identifying moods Understanding culture references,Example,Listening in Lessons,To provide audio language input To teach listening strategies To practise listening skills To teach functions To practise pronunciation,Listening in Stages,Before listenin

22、g While listening Post listening,Listening in Communication Workshop,Speaking Before you start To provide language input for speaking task Song To arouse students interest,Speaking in Warm-up,To get students familiar with the topic,Read the questions. Then, in pairs, tell your partner about yourself

23、. Example I listen to the radio every morning while Im getting ready for school. And you? Do you listen to the radio much? Which programmes? How many hours of TV do you watch each week? What are your favourite TV programmes? What magazines do you read regularly? Do you often read a newspaper? If so,

24、 which one? Which paper do your parents read? Do you sometimes use the Internet? What for?,Speaking in Lessons 1-4,To practise using the language taught in the lesson To practise functions To share views and opinions Mostly teacher / student interaction or pair work,Speaking in Communication Worksho

25、p,To practise using the language taught in the unit To practise functions To share views and opinions Full speaking task involving group work and several steps,Writing in Communication Workshop,Teaching writing by showing the process step by step There is always a model to follow. Talkback for stude

26、nts to share ideas,Focus on Writing,Practise using linking words Guided writing with example Translation,語(yǔ)言知識(shí),1. Grammar 2. Vocabulary 3. Functions 4. Pronunciation,Grammar discovery approach,The discovery or inductive approach of grammar provides students with a challenge. They are not simply given

27、 the rules. The process of rule-discovery ensures the rules are better internalized. A staging method has also been implemented- revise, practice, rehearse, perform, which takes students from more controlled to freer practice.,Contrastive grammar approach,Students not only have to discover the rules

28、 on their own, they are also given a chance of comparing various tenses in different combinations (Present Perfect versus Past Simple, Present Simple versus Present Continuous, etc.). This allows them to better understand the differences in usage. The contrastive approach to grammar deals with commo

29、n problem areas that students face.,Contextualized Presentation of Grammar,Grammar is always presented in a context, so that students start out with meaning rather than form.,Contextualized Presentation of Grammar,Africa on G8 Agenda The Group of Eight, or G8, was formed by eight of the worlds wealt

30、hiest nations in 1998. The G8 is made up of political leaders from France, the United States, Britain, Germany, Japan, Italy, Canada and Russia. They meet every summer to discuss major problems that concern the whole world. It is going to be remembered as a historical meeting. This year, the topic o

31、f Africa will be discussed in detail. Widespread poverty there means that many people cannot get the water, clothing, housing, electricity or education they need. AIDS is another problem of great concern so sex education and health care administration is extremely important. Reforms have been demand

32、ed by people from all over the world. They want the leaders to cancel the debt of Africas poorest countries so that the problems there can be prevented from getting any worse. Their belief is that this is the only way for many of these nations to escape their painful pasts.,Grammar - Presentation,St

33、udents are given lot of examples and are required to discover grammar rules themselves.,STATE OR ACTIVITY VERBS 4 Look at the blue words in the text. Can they be used in simple and continuous tenses or only simple tenses? Complete the table. Blue words: arrive watch talk feel understand know realize

34、 believe prepare carry means want like prefer need Can you add more verbs to each column?,Read these pairs of sentences. Compare the verbs. Does the verb mean the same in both sentences? a) All our guides have several years of experience in leading hiking trips in the Himalayas. b) You are having a

35、hot cup of tea. a) You are feeling tired. b) At Adventure 2000 we feel that we understand the needs of hikers. a) We also think that good travel arrangements are important. b) You are thinking about how far there is to go. Grammar Summary 3, on page 93,Grammar - Practice,Guided practice: more contro

36、lled,Which of the sentences cannot be changed into the Present Continuous? The coffee tastes awful. We have breakfast very early. She thinks she is the best. They feel they need more time. I have a serious headache. She thinks about her mother a lot. Which of these expressions can be used in both Pr

37、esent Continuous and Present Simple, and which only in the Present Simple? have a shower, play football, think about, know, look awful, want, see the boss, like, sound interesting, watch TV, believe, taste good, look at,Grammar - Practice,Less guided practice: less controlled,Read the interview with

38、 a Tibetan guide and put the verbs in brackets in the Present Continuous or Present Simple. Reporter: Do you (1) _(like) your job? Guide: Oh, yes. I (2) _(love) it. I (3) _(enjoy) meeting new people and travelling a lot. Reporter: What do you (4) _(think) about the tourists who (5) _ (come) to Tibet

39、? Guide: Most of them already (6) _(know) a lot about mountains and (7) _(want) to see as much as possible. Right now, I (8) _(work) for a group of Austrian hikers who have all been here before. They (9) _(understand) all about hiking and Im sure they (10) _(enjoy) themselves. Thats great because it

40、 (11) _mean) that the hike is good fun for me too.,Language in Use,Free Practice,Work in pairs. Use the verbs above to tell your partner about what you do/ dont do and what you are/ arent doing. Example have a shower I always have a shower in the morning. Im not having a shower now.,Vocabulary devel

41、opment,Module 1-5 specific focus is put on working out the meaning of unknown vocabulary Multi-part verbs/Phrasal verbs Preposition bank Module 6-8 Idiomatic bank- the focus moves to more colloquial language and multi-word verbs,Vocabulary development,Focusing on lexical development through longer,

42、more detailed reading texts Vocabulary work looking at issues such as worldbuilding, multi-part verbs, collocations, idiomatic language and word families; chatroom-focus on the colloquial uses of the language Lexican-gives instant reference for students dealing with the increased load of vocabulary

43、associated with Module 6-8,Vocabulary development,Language Power Word power Key Word Bank Word tips-present strategies for expanding vocabulary, e.g. start your own vocabulary book Working with dictionaries Phrase builder and lexicon -invaluable resource both in the classroom as well as out and for

44、both teachers and students,Vocabulary Topic words,Warm-up 1 Look at the types of transport in the Key Words and complete the table. Plane, balloon, bicycle, boat, Bus, car, ferry, helicopter, Lorry, motorcycle, ship, train, The underground, minibus,KEY WORDS,Topic words to help recycle known vocabul

45、ary Help students to remember new words,Train students to categorize words, which helps their memory,Vocabulary Target New Words,Complete the sentences using the words below. Innocent, fiction, strawberry, spokesman, contemporary, sew, as long as, load, In favour of, bush, evidence, electricity 1 Th

46、e lights wont work because there is no _. 2 I will help you with your homework _ you stop watching TV now. 3 Can I help you? That is a heavy _ you are carrying. 4 Are you _ this new law to stop people smoking? 5 My mum _ all my clothes for me. 6 There is a lot of _ that he was the person who stole t

47、he book. 7 I dont think he did it. I think hes _. 8 I love to eat _ with cream. 9 He hid the knife under a _ in the garden. 10 The _ has to explain what the team thinks. 11 I like to read books that are _. 12 David really likes _art. He doesnt like old paintings very much.,Practice in both the main

48、lessons and in Language power,Vocabulary Key Word Bank,Food: bacon, barbecues, dessert, fusion, garlic, hamburger, hot dogs, lemon, mushroom, roast beef, steak, toast Places: Big Ben, Buckingham Palace, Sydney Opera House, the Great Barrier Reef, World Trace Centre, the Statue of Liberty Sports: Ame

49、rican football, basketball, fishing, soccer, golf, hiking, horse-riding, rugby, sailing, surfing, tennis Adjectives: amazing, brilliant, broad, cautious, contrary, cosy, curious, delicious, dull, familiar, foggy, informal, interesting, limited, lively, modest, muddy, multi-cultural, outgoing, poor,

50、popular, reasonable, splendid, tasty, top, unfair, well-off, yummy Phrasal verbs: drop (somebody) off, go back, hang on, hurry up, look after, look back, look for, look forward to, look in, look up, pick (somebody) up Money: bank, cash, credit card, coin, notes, travellers cheques Australia: coal, d

51、esert, diamond, export, flavour, mine, outdoors The UK: bed and breakfast, comfort, hotel, phone box, the underground Beijing polite: Excuse me. Of course (not). Thank you. Thats very kind of you. Would you mind doing,Vocabulary Others,Wordbuilding Phrasal verbs Matching of words (collocations),Func

52、tion,Contextualized Presentation of functions function is always presented in real life context, so that students start out with discourse rather than isolated sentences.,Function Presented,Interaction Giving opinions Preferences Travel situations Discussing suggestions Shopping and bargaining Inter

53、rupting people Being polite Showing Sympathy Clarifying and asking Presenting Giving and asking for advice,Example,Pronunciation,Pronunciation is presented with language functions.,Culture content,The textbook incorporates culture throughout the course. Culture corner in each unit Literature spot in

54、 each module Comparing culture A Unit on Culture Shock Reading texts about Life in the Arctic, Christmas in Britain, how to behave in different cultures and seasonal festivals around the world,Culture Content,Cultures about English speaking countries and other countries in the world. Chinese culture

55、,Culture content,Reading texts about Life in the Arctic, Christmas in Britain, how to behave in different cultures and seasonal festivals around the world Quote.Unquote starting point for further discussion either in English or Chinese; to stimulate both teachers and students to extra activities and

56、 work To provide students with examples of real speech that they can further explore or use,Culture Culture Corner,Culture Comparing Cultures,配套資源,教師用書(shū),教師用書(shū),教師用書(shū),教師用書(shū),教師用書(shū),教師用書(shū),Suggested class time,Learning to learn (1 or 2 periods) Each unit (10-12 periods): Warm-up (20 minutes or so) Four lessons

57、(1-2 periods for each lesson) Communication Workshop (2 periods) Culture Corner and Bulletin Board (1 periods) Bulletin Board Unit Diary Language Power and Review (1 period),Teaching methodology,I hear and I forget, I see and I remember, I do and I understand.,Teaching methodology,Teach positively E

58、ncourage success Praise every little learning step Build confidence Mistakes are learning opportunities. Encourage efforts Praise attempts to communicate Encourage co-operation Reward participation Encourage reflection on learning Encourage review after: -1 day -1 week -1 month,結(jié)語(yǔ),高中英語(yǔ)新課程對(duì)每一位教師既是機(jī)遇更

59、是挑戰(zhàn)。新教材為課堂教學(xué)中新課程的實(shí)施提供了資源和方式，但是在實(shí)際教學(xué)中教師應(yīng)根據(jù)教學(xué)的需要和學(xué)生的基礎(chǔ)創(chuàng)造性地整合教材，也就是要合理和有效地調(diào)整、刪減或補(bǔ)充教材的內(nèi)容。教材在課程改革中具有重要的作用，但是我們也不能成為教材的奴隸，因?yàn)槿魏我环N教材都不可能滿足某一特定學(xué)生群體的學(xué)習(xí)需要。把握好新課程的精神和多種有效的教學(xué)方法，我們才能成為課程改革的主動(dòng)實(shí)施者和教材的駕馭者。,謝 謝！ 地址：湖濱北路88號(hào)（初中） 361012 海滄嵩嶼路89號(hào)（高中） 361026 電話：5281923（h）6893277（o）13950128223 傳真：5208179（初中） 6893202（高中） 網(wǎng)址： Email: charlesqpsun,