高中英语教学理论与实践培训课件 新课标 人教版 课件.ppt

单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,高中英语教学理论与实践,河南师范大学外国语学院,按照基础教育阶段英语课程分级总体目标的要求，高中,英语课程标准,对语言技能、语言知识情感态度、学习策略和文化意识等五个方面分别做出了相应的具体内容和标准。,Communication:,To communicate in languages other than English,Standard 1.1:Students engage in conversations,provide and obtain information,express feelings and emotions,and exchange opinions.,Standard 1.2:Students understand and interpret written and spoken language on a variety of topics.,Standard 1.3:Students present information,concepts,and ideas to an audience of listeners or readers on a variety of topics.,Cultures:,To gain knowledge and understanding of other cultures,Standard 2.1:Students demonstrate an understanding of the relationship between the,practices,and perspectives of the culture studied.,Standard 2.2:Students demonstrate an understanding of the relationship between the,products,and perspectives of the culture studied.,Connections:Connect with Other Disciplines and Acquire Information,Standard 3.1:Students reinforce and further their knowledge of other disciplines through the foreign language.,Standard 3.2:Students acquire information and reorganize the distinctive viewpoints that are only available through the foreign language and its cultures.,Comparisons:To develop insight into the nature of language and culture,Standard 4.1:Students demonstrate understanding of,the nature of language,through comparisons of the language studied and their own.,Standard 4.2:Students demonstrate understanding of,the concept of culture,through comparisons of the cultures studied and their own.,Communities:To participate in multilingual communities at home and around the world,Standard 5.1:Students use the language both within and beyond the school setting.,Standard 5.2:Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.,Four-,centred,Transmission Model of ELT,mastery of knowledge,Teacher,Textbook,Vocabulary,Grammar,Four-,centred,Communication Model of ELT,development of skills,Learner,Problems or tasks,Interaction,Functions,听力理解训练策略,*,充分利用已有的知识：语言 知识、日常交际知识、文化 背景知识等。*充分利用文字、图表等视觉 信息：电视画面、已知关键 词、文字提纲、练习题等。,捕捉说话者的语气和语调。克服听力过程中的记忆问题：有选择地记笔记、有效地运用缩写和速记符号。采用多种练习活动形式扩展听的内容和渠道。尽量熟悉日常生活中不同话题中的关键词,Pre-listening stage,To activate students prior knowledge about the topic,and to arouse their interest in listening.,While-listening stage,To extend the students abilityof matching what they expect to hear with what they actually hear,and to utilize their knowledge of the language and of the world.,Post-listening stage,To consolidate what the Ss have learned.They listened for a purpose,now they use the information or language they acquired to do something else,using their productive skills.,阅读理解训练策略,略读,Skimming,寻读,Scanning,预测,Predicting,猜测生词的意思,Inferring,识别指代关系,Identifying,识别修辞结构,Recognizing Rhetorical Structures,Chronological Order,Such texts are usually developed on a time basis,i.e.the earliest or oldest first,the latest or newest last.,Comparison and Contrast,Such texts are organized in a comparison-contrast pattern,in which the similarities and differences of two items are compared and contrasted.(on the other hand,in contrast,conversely;similarly,likewise,correspondingly),Cause and Effect,Writers sometimes develop their texts in a cause-effect pattern when they wish to analyze the reasons for particular actions or events(causes)and results or outcomes of those actions or events(effects).(because,causes,the reason for,the reason is,leads to,produces,creates,makes,results in,results from),阅读的方法,Bottom-up Approach,The readers build up the meaning of a text on the basis of decoding smaller units:first words,and phrases,then sentences and paragraphs,and finally working out the meaning of the whole text.,Top-down Approach,The readers use their knowledge of the topic or of the type of the text and make predictions about the text,then these predictions are checkedby reading and trying to understand the text.(an eagles eye view of a landscape),The interactive Way,The readers use bottom-up and top-down ways together,and the two ways interact with each other in the understanding of a text.The readers may shift from one focus to another during the process.,阅读课的教学方法,Pre-reading Stage,To arouse the students interest in the topic or type of text To motivate them to read the text by providing a purpose for reading To prepare them for the content of the text.,*,Examine the accompanying visual information;*Reflect on the title or the topic*State what they already know about the topic;*State what they would like to know about the topic,*,Write their own questions that they would like the text to answer;*Brainstorm the topic in groups or whole class;*Guess the topic using the key words from the text(given,and if necessary taught,by the teacher),While-reading Stage,To help the readers understand the content and structure of the text,as well as the authors purpose in writing it.,*,Skim to get the gist of the text*Locate specific information*Transfer information from the text to a diagram,form,map,etc.*Draw a diagram to show the text structure*Answer factual questions on the text,*,Put the events in the correct order*State if statements given are true or false*Work out the meaning of words and phrases by the context*Examine referents in the text and state what they refer to,Post-reading Stage,To consolidate or reflect on what has been read in the text To relate the text to the students own knowledge,interest,or views.,*,Oral discussion of the topic*Role-play a different situation from that of the text but using the same characters,or role-play the same situation as in the text but using different characters,*,Write a summary of the text*Retell the story of the text*Predict an ending or change the ending*Listen to or read some supplementary materials about the topic,Good language learners dont wait to be taught.They are always taking risks to try things out.Good language teachers show their Ss more about,HOW,to learn rather than,WHAT,to learn.,Good language teachers,prepare their Ss for,NMET,the moment they start teaching.,