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,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,本资料仅供参考，不能作为科学依据。谢谢。本资料仅供参考，不能作为科学依据。本资料仅供参考，不能作为科学依据。谢谢。不能作为科学依据。,新课程标准下中学英语教与学,常德芷兰试验学校李秘秘,1/91,第一节-阅读教与学,第二节-口语教与学,第三节-写作教与与学,第四节-Task和Project,2/91,必 修 课 程,级 别,模 块,教 材,学 分,7 级,6 级,模块 5,高中英语第5册,2,模块 4,高中英语第4册,2,模块 3,高中英语第3册,2,模块 2,高中英语第2册,2,模块 1,高中英语第1册,2,3/91,选 修 课 程 系 列,(次序选修课程),级 别,模 块,教 材,学分,9 级,模块 11,高中英语第11册,2,模块 10,高中英语第10册,2,模块 9,高中英语第9册,2,8 级,模块 8,高中英语第8册,2,模块 7,高中英语第7册,2,模块 6,高中英语第6册,2,4/91,设计思绪,采取国际通用分级方式，将基础教育英语课程目标按照能力水平分为九个级别。,第二、五、七级为关键级，分别为小学、初中和高中毕业基本要求。,第三、四、六级为三个关键级别之间过渡级，其目标是指导各层次教学，同时又为课程灵活性和开放提供了依据。,第八、九级为较高要求，供有潜力或有特殊需要学生选择学习。,5/91,八级,七级,六级,五级,普通高中毕业要求,九级,小学毕业要求,义务教育毕业要求,二级,四级,三级,一级,九级目标体系示意图,6/91,第一节-阅读教与学,一,、,新课程标准阅读部分解读,二、,阅读与课程目标横向综合关系,三、NSEC阅读文章特色,四、NSEC阅读教学目标,五、模块阅读结构,六、阅读教学基本步骤,七、NSEC阅读技能训练,7/91,一、课程标准阅读部分解读,三级:朗诵、书面指令、大意、工具书,4万词以上（不包含教科书）,四级：朗诵、,说明文和信件等应用文体、,大意、,猜词（上下文）,、,图表,、,事件,次序和人物行为,、工具书,10万词以上（不包含教科书）,五级：猜测词义（上下文和,构词法,）、,篇章结构,中逻辑关系、主题情节与预测、常见体,裁、简单策略利用,、工具书,15万词以上,8/91,新课程标准阅读部分解读（2）,六级：摄取主要信息和,观点,、猜词（上下,文与,构词法,）、,推理预测,故事情节,发展,阅读策略,、经过不一样信息渠道,查,找信息,、,20万词上（不包含教科书）,七级：主要信息并,摘录关键点,、文章,主旨和,意图,、,提取、筛选并重新整合文章信息,、,利用,上下文线索,、经典英语,诗歌,30万词以上,八级：,观点、态度、不一样文体特征、长句、浅显文学欣,赏、网络信息利用,36万词以上,9/91,新课程标准阅读部分解读（3）,九级：,阅读普通英文报刊杂志,普通英文原著,商品说明书等非专业技术性材料,依据情景与上下问,猜测不熟悉语言现象,使用,各种参考资料和工具书,有,广泛阅读兴趣,和,良好阅读习惯,能有效利用网络等媒体获取和处理信,息,10/91,二、阅读与课程目标横向综合关系（1）内容层面,情感态度 国际视野,祖国意识,合作精神,自信意志,动机兴趣,文化意识 文化知识,文化了解,跨文化交际意识和能力,阅读,11/91,阅读与课程目标横向综合关系（2）语言技能与知识层面,语言技能：听,说,读,写,译,语言知识：语音,词汇,语法,功效,话题,阅读,12/91,阅读与课程目标横向综合关系（3）学习策略与审慎格调层面,学习策略：认知策略,调控策略,交际策略,资源策略,学习格调：审慎格调,阅读,13/91,三、NSEC阅读文章特色,语言地道，情境自然,题材广泛，体裁多样,内涵丰富，文化多元,技能整合，综合利用,渗透策略，培养能力,沟通情感，开发智力,1,14/91,Module 1,Teenage experiences,Unit 1,School life,英国中学生生活印象,Unit 2,Growing pains,小鬼当家,Unit 3,Looking good,feeling good,想瘦身想得快死了,Module 2,Making discoveries,Unit 1,Tales of the unexplained,男孩失踪，警方迷惑,Unit 2,Wish you were here,非洲探险,Unit 3,Amazing people,木乃伊诅咒,15/91,Module 3,Broadening horizons,Unit 1,The world of our senses,雾,Unit 2,Language,英语发展简史,Unit 3,Back to the past,失落文明,Module 4,Modern life,Unit 1,Advertising,广告,Unit 2,Sporting events,奥运会,Unit 3,Tomorrows world,虚拟现实影院,16/91,Module 5,Balance and harmony,Unit 1,Getting along with others,秘密与谎言,Unit 2,The environment,经济发展还是环境保护？,Unit 3,Science versus nature,克隆,17/91,牛津高中教材次序选修模块,Module 6,Making a better world,Unit 1 Laughter is good for you,Unit 2 What is happiness to you?,Unit 3 Understanding each other,Unit 4 Helping people around world,Module 7,Improving our lives,Unit 1 Living with technology,Unit 2 Fit for life,(,医药与健康,),Unit 3 The world online,(,因特网,),Unit 4 Public transport,18/91,Module 8,Appreciating literature and art,Unit 1 The written world,Unit 2 The universal language(音乐),Unit 3 The world of colours and light,Unit 4 Films and film events,Module 9,Communicating with other cultures,Unit 1 Other countries,other cultures,Unit 2 Witnessing time(民族),Unit 3 The meaning of colour(宗教),Unit 4 Behind beliefs(文明),19/91,Module 10,Understanding society,（社会生活方方面面，比如法律等）,Unit 1 Building the future,Unit 2 People on the move,Unit 3 Protecting ourselves,Unit 4 Law and order,Module 11,Preparing for the future,（,人生规划、大学生活、工作和就业、成功,）,Unit 1 Careers and skills,Unit 2 Getting a job,Unit 3 The secret of success,Unit 4 The next step,20/91,四、NSEC阅读教学目标,1获取语言知识(Reading for language),2获取信息知识(Reading for information),3消遣与观赏(Reading for pleasure),21/91,五,、,模块阅读结构,帮助学生学习语言、文化等方面知识，形,成良好阅读策略，提升阅读了解能力。,包含:读前问题（A）、阅读材料本身（B）、,读后练习（CF）和紧跟在阅读文章后面阅,读策略（Reading strategy）。,A,三/四,个问题，练习快速阅读。经过略读或,寻读，了解文章主旨大意和比较显著,细节内容。,B,阅,读文章。对话或短文，跨两页，包含相关,语言和文化知识。,22/91,C 关于文章更多问题，有时分C1,C2，从更,多细节到文章深层了解。培养获取信息,和处理信息能力。,D 依据上下文猜测和了解词义，有时分D1,D2。,E 依据课文意义完成短文（变换角色、情境、,体裁），综合了解。,F 拓展延伸练习。依据与课文相关话题或细,节开展讨论，以取得对主阅读文章深层,次了解。,Reading strategy介绍阅读技巧和策略，也配合,主阅读文章体裁、结构和行文特征介绍,对应阅读方法，帮助更加好地了解所读文,章，提升阅读能力。,23/91,Reading,School life in the UK,A,3 questions,B,an article;reading strategy,C1,C2,questions;true or false,D,new,words (meanings),E,a passage(using words;understanding),F,2 questions,；,making a dialogue,Module 1,Unit 1,School life,24/91,六、阅读方法,1朗诵与默读,2精读与泛读,25/91,七,、,NSEC阅读技能训练,(一)了解生词（为了解文章而教生词，在阅读教学中学习词汇使用方法）,(二)了解课文（读前活动提供背景知识，读中活动了解文章内容，读后活动进行讨论利用,26/91,第二节口语教与学,一、课程标准中对英语“说”要求,二、NSEC教材中口语安排,三、中学生英语口语微弱原因,四、高中英语口语教与学方法,五、学生提升英语口语路径,六、学生提升英语口语能力六大方法,27/91,级别,目标描述,情感态度,学习策略,六级,1能传递信息并就熟悉话题表示看法；,2能经过重复、举例和解释等方式澄清意思；,3能有条理地描述个人体验和表示个人看法和想象；,4能用恰当方式在特定场所中表示态度和意愿；,5能用英语进行简单语言实践活动，如访谈。,一、课程标准中对英语“说”要求,28/91,七,级,1能在日常交际中对普通问询和要求做出恰当反应；,2能依据熟悉话题，,稍作准备后，有条理地作简短讲话；,3能就普通性话题进行讨论；,4能依据话题要求与人交流、合作，共同完成任务；,5能用恰当语气和节奏表示意图。,1保持学习英语愿望和兴趣，主动参加有利于提升英语能力活动；,2有正确英语学习动机，明确英语学习目标是为了沟通和表示；,3在英语学习中有较强自信心，勇于用英,1在课内外活动中主动用英语与同学交流；,2借助手势和表情等非语言伎俩提升交际效,果；,3经过解释或重复等方式克服交际中语言,障碍；,4利用各种机会用英语进行真实交际；,5监控交际中语言利用得体性。,29/91,4，能够克服英语学习,所碰到困难，愿意主动向他人请教；,5在英语交流中能了解并尊重他人情感；,6在学习中有较强合作精神，愿意与他人分享各种学习资源；,7能在交流中用英语简单介绍祖国文化；,8能了解并尊重异国文化，表示国际合作精神。,30/91,八,级,1能在交流中使用恰当语气、语气和节奏表示个人意图和情感等；,2能依据学习任务进行商讨和制订计划；,3能汇报任务和项目完成过程和结果；,4能经过准备就普通话题作3分钟演讲；,5能在日常人际交往中有效地使用语言进行表示，比如：发表意见、进行判断、责备或投诉等；,6能做普通生活翻译，比如：带外宾购物或游览等。,1能全方面和正确地认识英语学习意义；,2有稳定和持久英语学习动机；,3有学好英语毅力和克服困难意志；,4能用英语恰当地表示自己情感、态度和价值观；,5在用英语交流过程中，能了解语言隐含情感、态度和价值观；,6有较强祖国意识和国际视野。,1经过解释、重复、,举例和证实等方式,澄清或论证观点；,2能在必要时使用,委婉语言来表示意,思或想法；,3依据语言使用环境，得体地使用语言；,4交际中善于克服语言障碍，维持交际；,5在真实交际中注意并恪守英语交际基本礼仪。,31/91,九,级,1能在交流中把握分寸，并依据交谈对象调整用语和表示方式；,2能经过准备就一些专题作510分钟演讲，并回答相关提问；,3能用英语接收面试；,4能作普通性口头翻译；,5能在交际中恰当表示自己情感；,6能对交际中产生误会加以澄清或解释；,7能就国内外普遍关心问题(比如：环境保护、人口、和平与发展等)用英语交谈，表明自己态度和观点。,32/91,二、NSEC教材中口语安排,NSEC是从内容安排、编排体系到采取教学方法和练,习设计等方面都落实了新课程标准理念和精神，实,现了由高中英语教学纲领向新课程标准平稳过渡，其,中对于英语口语培养内容安排努力实现了新课程标准,要求能力要求学生用书中，教材每个单元设置了若,干板块，围绕一个主要话题展开听说读写活动，每个单,元共分八个部分，每个部分都有明确教学目标，其中,表达“说”部分有：,热身(Welcome to the Unit)；读前(Prereading)；语言利用(Using Language)；小结,(Summing Up)。,当然，在阅读(Reading)、了解,(Comprehending)、语言学习(Learning about Language)、,学习提议(Learning Tip)等这些部分都贯通着对学生口语,能力培养。,33/91,（一）NSEC教材口语教学内容贴近学生生活，富有较强时代气息，有利于提升学生思想品质和人文涵养。,（二）NSEC中口语活动安排利用了建构主义理论观点。,34/91,三、中学生英语口语微弱原因,（一）客观原因,1学生缺乏操演英语口语机会。,2学生缺乏操演口语语言环境。,3学生缺乏操演英语口语时间和空间。,4学生缺乏操演英语口语“教练”。,5文化视野狭窄，对高中教材中包括许多话题缺乏了解。,35/91,（二）主观原因,1师生对英语口语重视程度不够。,学生对英语口语缺乏信心。,36/91,四、高中英语口语教与学方法,针对当前高中生学习特点，认为有以下,几个方法能够用于新高中口语教学,1问答式口语教学(Interactiveapproach,toteachingspeaking),2值日生汇报(DailyTalk orClass,Report),3复述法,4小组讨论式教学,5讨论和辩,生动活泼课外口语活动,37/91,五,、,学生提升英语口语路径,(1)学生要充分认识英语口语主要性。,(2)学生要树立信心，大胆尝试。,(3)学生学习口语应该遵照一个由易到难，由简到繁，循序渐进过程。,(4)学生要扩大词汇量和加强听力训练。,(5)学生要了解和熟悉英语国家文化。,38/91,六,、,学生提升英语口语能力六大方法,(1)Model-based Method范例模拟法是指按照英文范例进行创造性模拟。,(2)Theme-based Method以主题为基础训练法是说和写训练更为有序，目标更为明确。,(3)Recitation Method背诵是英语语言和知识积累过程，也是训练英语发音、节奏、连贯、停顿以及换气有效方法。,39/91,(,4)Ouestioning Method能够有效地用英语提问是人与人交际基本功。,(5)Step-by-step Method英语学习要循序渐进，学生可依据自己英语水平训练主动技能，由简单到复杂，有字词句到对话和篇章，一步一步地训练.,(6)QuantityMethod训练一定要有量化目标。要求学生制订天天、每七天计划，按计划实施，每晚睡觉前检验自己是否完成了当日训练计划，如未完 成，查询原因，调整计划。计划内容能够是天天回答若干个问题，练习一个对话，背诵一篇短文等。,40/91,第三节 写作教与与学,一、高中英语课程标准对写作能力要求,1能用文字及图表提供信息并进行简单描述；,2能写出常见体裁应用文，比如：信函和普通通知等；,3能描述人物或事件，并进行简单评论；,41/91,4能填写相关个人情况表格，比如：申请表等；,5能以小组形式依据课文改编短剧。,6能依据所读文章进行转述或写摘要；,7能依据用文字及图表提供信息写短文或汇报；,42/91,8能写出语意连贯且结构完整短文，叙述事情或表示观点和态度；,9能在写作中做到文体规范、语句通顺,10能用英文书写摘要、汇报、通知和公务信函等；,11能比较详细和生动地用英语描述情景、态度或感情；,12能阐述自己观点和评述他人观点，文体恰当，用词准确；,43/91,13能在写作中恰当地处理引用资料及,他人原话；,14能填写各种表格，写个人简历和申请,书，用语基本正确、得当；,15能做简单笔头翻译；,16能在以上写作过程中做到文字通顺，,格式正确。,44/91,二、英语写作文体特征,“文体”作为社会语言学和写作学,中惯用术语.在以往中学英语,教中极少提到。不过课程标准对,写作能力要求中却几次提到了,文体，这说明了新课标在原来教,学纲领基础上有了很大进步，,也表达了人们对文体普通视。,45/91,表现手法,-记叙文体、议论文体、,抒情文体、说明文体,社会功效角度,-新闻文体、应用文,体,文艺文体,语言格调角度,-正式和非正式文体,46/91,三、英语写作教学四个不一样阶段,阶段1Writing down,学习语言符号规则,阶段2Writing the language,学习语言潜在符,号内涵,阶段3Production writing,即,compositionwriting训练流利且有,表现力句式和段落建构,阶段4Expressive writing,利用语言符号到达有,目标交流,47/91,四、写作技能培养过程,(一)控制性写作练习(Controlledwriting exercises),1基础训练,2替换练习,3句子结构训练,4完形填空训练,5听写,48/91,(二)指导性练习(Directed Exercises),指导性练习能够考查学生各种语言技能。这个练,习能够是写一组句子、把一堆单句重新组合、回,答一系列问题、写一个小段落或者是重新组合段,落。练习中学生需要阅读、需要更正、需要做评,语，全部这些都是为了实现每个练，习详细,目标而准备。下面是几点提议：,49/91,1组句练习,2文本听写和文本重组,50/91,(三)指导性作文(Guided Composition),1段落写作,2逻辑说明,3写摘要,4基于调查问卷写作,5有目标写作,6翻译,51/91,(四)交流性写作，包含作文写作(Expressive writing including composition writing),1随意性写或是誊录,2叙述和描述细节,52/91,第四节 Task和Project,Task,Task,板块顺着本单元话题，以任务最终产品为,目标，设计了一系列活动，学生经过结对或小组活动,方式，亲历语言实践，在完成任务过程中取得语言,利用能力。,该板块为在课堂内进行开放式任务型活动学习内,容，要求学生在完成任务过程中使用英语，培养学生,听、说、读、写综合技能。,每个单元,Task,板块设计一个任务，学生经过运,用英语进行听、说、读、写来完成这个任务。每个单元任务与单元话题亲密相关。,53/91,任务分三个步骤：,Step 1,听或读活动（receptive）。侧重培养学生,获取信息能力。,Step 2,双人或小组互动（interactive)。侧重鼓,励学生学会合作，发展与人沟通能力，实,现教师与学生、学生与学生之间互动。,Step 3,口头或书面产品（productive）活动。侧重,完成一个富有情景写作或口头任务。,另外，每一个,Step,前都设有一个技能训练（,skills building,）,以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，又相互联络，可操作性强。,54/91,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技能进行指导和训练,Skills building 2,对在,Step 2,中进行活动时所要用技能进行指导和训练,Skills building 3,对完成,Step 3,中说或写所要用技能进行指导和训练,55/91,Task,Reporting school activities,Skills building 1:understanding a,programme,Step 1:,completing a timetable for,a school programme,Skills building 2:comparing information,Step 2:,reporting to your class teacher,Skills building 3:writing a notice,Step 3:,informing your classmates,Module 1,Unit 1,School life,56/91,Writing a notice,Lead in activity,What happened to you on Monday,September 12,?,How did you get the information?,Pair work:telephone conversation about the news that school will be closed on Mon.Sept 12th,57/91,What is a notice?,a piece of paper which gives written or printed information before something is going to happen(,Advance with English,),information or a warning given in advance about something that is going to happen in the future(,Cambridge International Dictionary of English,),a written or printed statement that gives information or a warning to people(,Longman Dictionary of Contemporary English),58/91,Why do we write a notice?,to inform the public of the event or activity that will soon happen,In what way can we inform the public?,Put up a notice,Make an announcement,Visit people door to door,59/91,What should a notice be?,informative,attractive,clear,What should a notice usually include?,date,time,venue,activity,60/91,Practice,Can you write down the names of dates,months and days of a week in abbreviations?For example:,21,st,Aug,Thur,P12,61/91,Listening-completing a timetable,Listen,to the interview of a scientist,find out,his program for next week and,write down,the missing information.,P12,62/91,Task(1),1.,Read,the timetable and,guess,what will be the missing information.,2.,Listen,and,complete,the timetable.,P13,63/91,Skill-building 2-comparing information,Read,the chart and email,compare,take notes,and,find out,the book.,The title:,The price:,The year:,The writer:,The book:,The ISBN:,P14,64/91,Word study,1.I cant remember the,title,of the book.,2.I remember the price on,the back,cover,.,3.Chinese,dynasties,4.It was written by a famous,professor,.,5.It was a very,recent,book.,65/91,Task(2)-Reporting to your class teacher,Read directions of Part A and B.What are you supposed to do?,P15,66/91,Skill-building 3-Writing a notice,1.-What is a notice?,-It is a piece of writing in a public place which gives written or printed information before something is going to happen.,67/91,2.-What should I pay attention to when writing a notice?,(1)Include the most important information:time,date,event,person.,(2)Make your notice clear and attractive.,68/91,Read,a notice and,find out,:,Event:,Time:,Reason:,When to reopen:,New opening hours:,Person that gives the notice:,P16,69/91,Word study,We,regret,to,inform,you that our library will be closed next Wednesday.,I/We regret to say/inform/tell you,70/91,regret(vt.),regre,tt,ed,regre,tt,ed,To feel sorry about a mistake and wish it had not happened,I made the decision to sell the house.,I regretted _.,_.,_.,71/91,How to write a written notice?,Notice,Students Union,72/91,How to write an oral notice?,Ladies and gentlemen!May I have your attention please?,.,Thats all.Thank you.,73/91,Writing,Write a notice to inform your classmates of the program.,Present it to the class.,P17,74/91,Sample 1(written):,Notice,Talks in October,I am happy to inform you that in October we are going to attend five interesting and informative talks.,Read the following to get some detailed information about the five talks.,Li Hua,75/91,Sample 2(oral):,Hi,everybody!May I have you attention,please?,In October we are going to attend five interesting and informative talks.,Here they go:,Thats all.Thank you.,76/91,关于task提议,教课时间安排 2 课时,教学形式以活动为主,教学指导要突出重点,教学内容可二次处理,77/91,Project,Project,是一个开放性探究学习活动，学生在老师,指导下，经过小组协作，利用课外时间完成他们自己选,定课题。Project 有A、B两个部分，A部分是阅读材,料，为B部分提供范例，或者引发课题内容。B部分是,Project本身，设计有四个步骤：,Planning:,在老师指导下确定课题；组内分工；,Preparing:,查找资料、搜集信息、调查、讨论；,Producing:,拿出初稿，对其进行加工、完善；,Presenting:,展示各个小组结果。,Project,现有利于发展学生语言能力，也有利于开,发学生非语言能力，提升他们综合素质,。,78/91,Module 1,Unit 1,School life,Project Starting a new school club,A,Presenting,(two articles),(在教师教学用书和练习册中有相关了解练习设计）,B,Project,Designing a poster advertising a new school club,79/91,教案：,Project:Starting a new after-school activity,Teaching aims:,To learn two articles about after-school activities in school,To learn the use of as and require,To find out how an activity attracts the students and helps the students to learn what preparations to make when they plan to start a new school club.,80/91,Teaching Key Point:,The importance of arrangement and teamwork in starting a club.,Teaching Difficult Point:,Understand the outline of starting a new school club.,Teaching Procedures:,Step 1:,Listen to the recording of the articles on page 18,True or False questions:,1.The radio station is run by the principal.,2.The radio station started 2 years ago when CD players were allowed in school.,3.Members of Poets of the Next Generation meet up on the last Friday of every month.,4.Everyone was nice and friendly in the group.They liked the first poem Bob read to them.,81/91,Step 2:,Read the two articles and answer the following questions:,What do the student members in the radio station do during exam time?,What do they do when parents come to visit the school?,Who started“Poets of the Next Generation”?,What do the members of the group do when they meet?,82/91,Step 3:,Fill in the blanks:,The radio station in our school is _ by the student.Two years ago,I asked the _ if music could be played during _ _.He agreed.,We tell students the _,_ _ and some special messages.During _ _ we tell the students what they _ or _ do for preparation.When parents come,we play songs _ by students and _ them of _,such as _ and _ _.,Our English teacher Mr Owen started the group“_”.Group members _ to talk about _ and _ that we like.,When I _ it,I was _ to write five poems and _ one _ to the group.I _ every one around a tree before I read.The group said they loved the poem I read.,83/91,Step 4:,Vocabulary and language points:,Step 5:,Discussion,How do these two activities attract the students?,How do they help the students?,Assignment:,Try to find the answers to the following questions:,What after-school activities do you have in your school?,Do you like them?Why/Why not?,If you could start a new after-school activity to enjoy with your schoolmates,what new activity would you choose?,84/91,Step 6:,Organizing:,Every student has to tell their classmates what after-s
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