人教版新高中英语教材透视与解析高一二.ppt
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1、人教版新高中英语教材透视与解析, 把握教材核心,灵活整合教材,人民教育出版社外语分社 肖菲,一、关于新课标教材的反馈和认识 二、新高中英语教材透视与解析 I Getting to know a coursebook II How to approach NSEC Previewing the whole unit 预览整个单元(模块) Focusing on vocabulary关注单元词汇,分门别类进行处理 Lesson planning (1)单元板块内容整合 Lesson planning (2) 课型设计(以阅读课为例) 阅读策略培养与活动设计 阅读篇章特色分析,Contents,一、
2、关于新课标教材的反馈与认识,培训目标: 通过第一部分培训内容的呈现和讲述,参加培训的教师能够:,发现英语教师常见提问中所隐含的关于教材和教师自身角色定位的误区; 说出教材所能囊括的内容,教材的优点及其局限性; 用若干动词来简述几种常见的教材处理方式。,Problems most frequently mentioned by English teachers,教材提供的话题太广,内容太多,教学任务繁重,课时紧张。 学生基础薄弱,拼读单词尚存在问题,词汇量不够,听力和口语水平较弱,无法实现新课标教材中的各项任务。 教材的词汇量太大,处理起来非常困难。,Questions most frequen
3、tly asked by English teachers,新课标教材一个单元要用几个课时来完成教学? 新课标教材要教完几册书才能达到高考的要求? 听说课/词汇课/语法课/写作课怎么上?,Questions for teachers to think about:,How do you define the role of your coursebooks? Whats in your coursebooks? How would you use the coursebooks? Why?,What coursebooks can offer,The syllabus Language pre
4、sentation material Language practice material Skills development material A sequence of work Recycling and review of language Additional material,Taken from Success in English Teaching, Oxford University Press,What a coursebook cannot provide,specific teaching conditions,specific learners interest,O
5、nly TEACHERS can respond fully to:,Taken from Success in English Teaching, Oxford University Press,Only TEACHERS Can: bring coursebook material to life and make it work in classroom motivate students respond sensitively to learners make language learning personal enjoyable and satisfying,Taken from
6、Success in English Teaching, Oxford University Press,Coursebooks Benefits Vs Restrictions,Shall I compare a coursebook to a piano?,About How to Use Coursebooks,Neville Grant: “omit, replace, add and adapt” R Acklam: SARS Select, Adapt, Replace, Supplement,普通高中课程标准(实验)中关于教材使用的建议:,对教材内容进行适当的补充和删减 替换教学
7、内容和活动 扩展教学内容或活动步骤 调整教学顺序 调整教学方法 总结教材使用情况,二、新高中英语教材透视与解析,培训目标: 通过第二部分培训内容的呈现和讲述,希望参加培训的教师能够:,在日常备课时,先预览整本教材或整个单元,对教材所提供的内容进行整体分析。 在完成单元整体分析后,列出对教材内容进行选择、删减、替换或补充的计划,并能说明原因。 针对各单元不同词汇的特点,整理出不同的处理办法,并将词汇的呈现、讲解、训练及巩固合理地安排在不同课时中。 根据语篇特点进行阅读活动设计,并将阅读策略培养渗透到活动之中。,A Marley: materials use is a “complex trade
8、-off(权衡,协调)between the three major elements in the equation: the materials, the teachers and the learners” Jeremy Harmer: “Using coursebooks appropriately is an art which becomes clearer with experience.”,I Getting to know a coursebook,the syllabus (objectives, content, sequence, lesson or unit divi
9、sions) the layout (typical organization of each lesson or unit, format and presentation of the main types of material, including activities and exercises) the proposed methodology and procedures (suggested use of the coursebook as indicated by the types of activity, instructions, TB) the supplementa
10、ry material (cassettes, WB, wall-charts, DVD, etc.),Taken from Success in English Teaching, Oxford University Press,II How to approach NSEC,教材解析思路与案例参考,目的: 了解各板块内容的特色以及蕴含的文化背景, 以便领会教学重难点,合理取舍,1 Previewing the whole unit 预览整个单元(模块),1) Preview the reading passages and listening scripts,目的: 比较分析语篇的内容、篇
11、幅与操作难易度 浏览单元语篇,了解话题和文化信息,Book 2 Unit 5 Music,SB: Reading 1: The band that wasnt SB Listening: Freddy the frog (I) (篇幅较长,含新词汇) Reading 2: Freddy the frog (II),WB: Listening: The Mozart Effect (190 words) Listening task: The Music of Bach(180 words, 含新词汇) Reading task: Cats in the Cradle (A song),多种多样
12、的音乐形式(本土,西方) The Monkees乐队 寓言:Freddy the Frog的明星路 古典音乐的功能(莫扎特效应)和特色 (巴赫),话题与文化信息,Book 5 Unit 1 Great Scientists Topics (主题内容概况分析),跨学科知识(如右图),追求真理的精神 (Copernicus) 科学研究的步骤 (John Snow, Euler) 科学家应具备的素质和条件 (curiosity, responsibility, determination, bravery, good education, etc),SB: Reading 1: a brief in
13、troduction to the United Kingdom Reading 2: tourist attractions in London Listening: Tower of London and stories about the royal family,Book 5 Unit 2 The United Kingdom,WB: Listening: British citizenship Reading task: Guy Fawkes Day Listening task: Religious history in Britain,话题与文化信息,英国的地理名称、概况及其发展
14、历史 专有名词和文化古迹(伦敦) 英国的宗教历史与焰火节,2) Previewing the word list, contents and grammar items,目的: 浏览单元词汇表,简单总结单元词汇的特点。 浏览教材目录以及各单元的语法教学部分,了解该语法项目在整套教材中的编排顺序以及教学重点。,Revision: The Attributive Clause (prep + which/whom),Book 2 Unit 5 Music,Book 5 structures(语法结构),Unit 1 (The Past Participle) as the Attribute &
15、Predicative Unit 2 as the Object Complement Unit 3 as the Adverbial & Attribute Unit 4 Inversion Unit 5 Ellipsis,Revising the Past Participle,选修8: Unit 3 as the Attribute, Predicative & Object Complement Unit 4 as the Adverbial 选修9: Unit 3 the Predicative Unit 5 the Object Complement 选修10: Unit 1 th
16、e Attribute Unit 2 the Adverbial,词汇: 名词较多,短语较多,非课标词汇包含的专有名词较多(学会读) 语法: 过去分词作宾补,篇章中的示例较少(需要补充,让学生大量接触相关的语法现象),Book 5 Unit 2 The United Kingdom,供教师参考的工具书,Grammar Books: Grammar in Context英语语境语法 English Grammar in Use 英语在用剑桥中/高级英语语法 Grammar Dimensions 汤姆森三维英语语法 English Grammar Tools for Life高中英语语法与词汇 薄
17、冰新编英语语法张道真英语语法 Vocabulary Books: English Vocabulary in Use 英语在用剑桥中/高级英语词汇 A Dictionary of Current English Usage 现代英语用法词典 Longman Dictionary of Contemporary English 朗文当代英语词典 Practical Vocabulary for Students 高中英语词汇实用手册,3) Previewing the speaking tasks and writing tasks,目的: 根据单元教学目标要求,权衡任务难易程度、学生兴趣及其实
18、际英文写作水平等因素,选择适宜的口语和写作任务,并采取适当的补充调整策略帮助学生有效完成。,Book 2 Unit 5 Music,Talking about preference “What kind of music/Which musician do you like best? Why? How does it make you feel?” WB Talking, Speaking task Making suggestions: “Lets form a band” SB speaking and writing,明确单元写作目标,SB: An email to Freddy (a
19、sking for advice) WB: Your favourite musician/singer/ . (preference, vocabulary) TB: Sample writings,功能: Asking for repetition: http:/ Giving directions: http:/ 5 Unit 2 The United Kingdom,Book 5 Unit 1 Great Scientists Functional items(功能项目分析),Describing people: Appearance (WB talking) Character or
20、 personality (SB Listening and speaking, WB Speaking task) Characteristics and qualities (SB Listening and speaking, WB Writing task),思考题,除了教材中提供的句型以外,教师还可提供哪些资源以保证学生的口语活动得以顺利进行? 如何帮助学生有条理地进行表达?,Describing peoples appearance,Height and build: tall, slim, short, fat, stout Hair: straight hair, wavy h
21、ear, curly hair, blonde hair Face: thin-faced, round-faced, long-faced Skin: white/dark skin, dark-skinned Special features: broad shoulders, beard, moustache General appearance: elegant, well-dressed, good-looking, handsome, pretty, beautiful,Describing character and qualities,Ability: intelligent,
22、 bright, clever, smart, able, talented, simple, silly Attitudes towards life: optimistic, pessimistic, sensible, sensitive, relaxed Attitudes towards other people: sociable, easy-going, bad-tempered, honest, reliable, sincere,Book 5 Unit 1 SB Speaking Your discussion may include:,Your job in the fut
23、ure Education Training / work experience Personality Problems,2 Focusing on vocabulary 关注单元词汇,分门别类进行处理,1. 与音乐话题相关的词汇: 课标词:roll, folk, jazz, musician, instrument, perform, performance, pub, studio, broadcast 非课标词:classical, rock n roll, orchestra, rap, choral, the Monkees, karaoke, reunite, excitemen
24、t, ballad (可利用mind map的形式帮助学生建立新的词汇系统),Vocabulary,Book 2 Unit 5 Music,2. 重点要求掌握词汇:dream of, pretend, to be honest, attach (attach to), in cash, rely (rely on), broadcast, familiar (be/get familiar with), addition (in addition), sort out, above all (需要不断复现、训练巩固) 3. 猜词:form, earn, play jokes on, or so
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