牛津高中英语高二教材设计方案理念.ppt
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1、牛津高中英语 高 二 教 材 设 计 理 念,江苏省通州高级中学 张 淳,模块 第一第四模块回顾 第五、六模块介绍 第五、六模块教学建议,普通高中课程由学习领域、科目、模块三个层次构成。,学习领域,科 目,模 块,新高中课程结构,新课程设置八个学习领域: 语言与文学 数学 人文与社会 科学 体育与健康 技术 综合实践活动 艺术 每一个领域由课程价值相近的若干科目组成。,关于学习领域,普通高中课程结构,学习领域 科目 模块,各学习领域由若干科目组成,包括语文、数学、外语(英语、日语、俄语等)、政治、历史、地理、物理、化学、生物、技术、体育与健康、 艺术(或音乐、美术)等1213个科目; 技术、艺
2、术是新增设的科目; 艺术与音乐、美术并行设置,供学校选用; 鼓励有条件的学校开设多种外语。,关于科目,每一科目由若干模块组成; 模块之间既相互独立,又反映了学科内在的逻辑联系;每一个模块都有明确的教育目标,并围绕某一特定内容,整合学生经验和相关内容,构成相对完整的学习单元; 每一个模块都有对教师教学行为和学生学习方式的要求与建议; 每个模块通常为36学时。,关于模块,有条件的地区或学校可以提高相应级别的要求;条件暂不具备的地区或学校可以适当降低相应级别的要求。,必 修 课 程,选 修 系 列 一,选修系列二,School life Growing pains Looking good, fee
3、ling good,模块,Teenage experiences,第一单元,第二单元,第三单元,一 二 三 四,主题,语法 定语从句 反义疑问句,模块,Tales of the unexpected Wish you were here Amazing people,Making discoveries,第一单元,第二单元,第三单元,一 二 三 四,主题,语法 现在完成时、现在完成进行时 将来进行时、过去将来时 过去完成时、现在/过去完成时,模块,一 二 三 四,The world of our senses Language Back to the past,Broadening horiz
4、ons,第一单元,第二单元,第三单元,主题,语法 名词性从句、形式主语it 宾语补足语、主谓一致,模块,一 二 三 四,Advertising Sporting events Tomorrows world,Modern life,第一单元,第二单元,第三单元,主题,语法 间接引语、情态动词 被动语态,第五模块介绍,第五模块介绍 主题 Science and harmony 第一单元 Getting along with others 第二单元 The environment 第三单元 Science versus nature 语法 非谓语动词 (不定式、-ing形式 过去分词形式),1 W
5、elcome to the unit (1p) 2 Reading (4 pp) 3 Word power (2 pp) 4 Grammar and usage (4 pp) 5 Task (6 pp) 6 Project (2 pp) 7 Self-assessment (1 p),每单元由7个板块构成,Welcome to the unit,Welcome to the unit板块通过照片、图片等引出一个或几个相关的话题,由下面的三个问题引发讨论,既是一种读前热身,也是对本单元话题的一种导入,有利于激活学生已有的相关知识,激发学习兴趣,为接下来的阅读和后面的一系列活动做好铺垫。所选择的图
6、片和照片涉及学生比较感兴趣的话题,下面的三个问题大多是开放性的,容易引发讨论、引起兴趣。,Unit 1 Getting along with others Almost everyone wants to make friends and develop friendships with other people. But what should a best friend be like? Look at the following illustrations and read the friendship proverb under each one. What do you think
7、the proverbs mean? What do you think the proverbs tell us about friendship and getting along with others?,Friends are thieves of time. The best mirror is an old friend. If you can buy a persons friendship, its not worth having. True friends have hearts that beat as one.,Do you have a best friend? Wh
8、y do you think that he or she is your best friend? How do you get on with your friend(s)? Do you help each other when you have problems? What do you think are the most important characteristics in a friend?,QUESTIONS:,Unit 2 The environment,A healthy environment is important for our survival. Look a
9、t these pictures and discuss the questions below with a partner.,QUESTIONS:,Look at the pictures and discuss which problems are caused by nature and which are caused by man. Can you think of other natural disasters that damage the environment? Can you think of other ways in which people damage the e
10、nvironment?,Unit 3 Science versus nature,Science is developing so fast that it is beyond our imagination. Cloning is one of the more advanced technologies. Read the following introductions for an article from a leaflet for a laboratory and discuss the questions below with your partner.,What do you k
11、now about cloning? What other cloned animals do you know about? Do you think it would be a good idea to clone humans one day? Why or why not?,QUESTIONS:,2 Reading,Reading包括:读前问题(A),阅读材料本 身(B)、读后练习(C-F)和紧跟在阅读文章后面的Reading strategy。 A 三到四个问题,练习快速阅读。 B 阅读文章。对话或短文,跨两页。 C 关于文章的更多问题,有时分C1, C2, 从更多的细节到文章的深层
12、理解。 D 根据上下文猜测和理解词义,有时分D1, D2。 E 根据课文意义完成短文,综合理解。 F 拓展延伸练习。依据与课文相关的话题或 细节开展讨论。,Unit 1 Getting along with others,Reading: Secrets and lies A friendship in trouble,A 3 questions B 2 letters; reading strategy C1, C2 questions; filling a table D words (match definitions) E 2 letters (using words) F 2 que
13、stions;discuss questions,Unit 2 The environment,Reading: The economy or the environment must we choose?,A 3 questions B opening speech of a TV debate; reading strategy C1, C2 questions; sequence D words (match meanings) E speech (using words) F 3 questions;discuss questions,Unit 3 Science versus nat
14、ure,Reading: The perfect copy A newspaper article+ 2 letters to the editor,A 3 questions B newspaper article + 2 letters ; reading strategy C1, C2 T/F; filling a table D words (match definitions) E letter (using words) F 3 questions;discuss the questions,3 Word power,Word power从两个方面帮助学生学习新的单词,力求快速、高
15、效地扩大他们的词汇量。 一是通过介绍英语单词的构词方法(合成、派生、转化等),帮助学生对所学过的单词进行归纳,从中发现规律,同时,根据这些规则向他们介绍更多的符合这些规则的生词; 二是根据本单元的有关话题,从Word family的角度,向学生介绍该话题的更多生词。,Unit 1 Getting along with others,Word power: adjectives to describe personality,Presenting dialogue Positive and negative adjectives Synonyms and antonyms A Practisin
16、g a passage B Extending,Unit 2 The environment,Word power: discussing the environment,A Presenting a passage and a map B Practising label the pictures C Practising a passage D Extending (words beginning with eco-),Unit 3 Science versus nature,Word power: prefixes and suffixes; organs of the body,Pre
17、senting prefixes, examples and meanings suffixes, examples and meanings Practising a passage A Presenting 2 pictures B Practising a passage C Extending,4 Grammar and usage,高中学生的英语学习已经接近成年人学习英语的特点,所以语法教学一直受到高中老师的重视。Grammar and usage板块根据课程标准对高中语法的教学要求,系统讲授语法知识,并通过及时的练习加以巩固和提高。基本思想是,归纳演绎并举,讲练结合,讲求实效。,U
18、nit 1 Getting along with others,Grammar and usage 1 To-infinitive; Bare infinitive Presenting (浅显的英语对所要讲的语法项目进行描述,并配以典型的例句。) Practising a letter (在语篇中练习所学的语法知识。) Verb ing form as a noun Presenting (浅显的英语对所要讲的语法项目进行描述,并配以典型的例句。) Practising e-mail (在语篇中练习所学的语法知识。),Unit 2 The environment,Grammar and us
19、age 1 Verb ing as as adjective or an adverb Presenting (浅显的英语对所要讲的语法项目进行描述,并配以典型的例句。) Practising A a letter B a passage (在语篇中练习所学的语法知识。) Verb ing phrases Presenting (浅显的英语对所要讲的语法项目进行描述,并配以典型的例句。) Practising Re-write highlighted sentences from a passage (在语篇中练习所学的语法知识。),Unit 3 Science versus nature,G
20、rammar and usage 1 Verb ed form Presenting (浅显的英语对所要讲的语法项目进行描述,并配以典型的例句。) Practising A a passage B re-write sentences (在语篇中练习所学的语法知识。) Verb ed phrases Verb ed and verb ing as adjectives Presenting (浅显的英语对所要讲的语法项目进行描述,并配以典型的例句。) Practising A rewrite sentences B complete a dialogue,5 Task,Task 板块顺着本单元
21、的话题,以任务的最终产品为目标,设计了一系列的活动,学生通过结对、或小组活动的方式,亲历语言实践,在完成任务的过程中获得语言运用能力。任务分三个步骤: Step 1 听或读的活动(Receptive) Step 2 双人或小组的互动(Interactive) Step 3 口头或书面产品(Productive) 另外, 每个Step都有一个技能训练(Skills building ), 确保学生顺利完成三个步骤。三个步骤在内容和能力训练上既相对独立,又相互联系,可操作性强。,在课堂内进行的开放式任务型活动的学 习内容,要求学生在完成任务的过程中使 用英语,培养学生听、说、读、写的综合 技能。
22、每个单元的 Task 板块设计一个任务, 学生通过运用英语进行听、说、读、写, 来完成这个任务。每个单元的任务与单元 话题密切相关。,Three steps (三个步骤) Step 1 (Receptive) 通过听或读,获取与任务 相关的信息 Step 2 (Interactive) 通过读(提供说的内容)和 说,开展相互对话或小组等交际活动 Step 3 (Productive) 分析、处理信息,进行归 纳总结,完成说或写的任务,Three skills building (三个技能训练) Skills building 1 对在Step 1中进行听或读 活动时所要用的技能进行指导和训练
23、Skills building 2 对在Step 2中进行活动时所 要用的技能进行指导和训练 Skills building 3 对完成Step 3中说或写所要 用的技能进行指导和训练,Task Writing a letter to a friend Skills building 1: writing down the answers Step 1: calling Teen Talk for advice Skills building 2: agreeing and disagreeing Step 2: discussing friendship with others Skills
24、 building 3: proofreading Step 3: Writing a letter to your friend,Unit 1 Getting along with others,Task Designing a poster Skills building 1: listening and drawing conclusions Step 1: listening to a lecture Skills building 2: reading for information Step 2: reading a scientific article Skills buildi
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