高中英语新课标新教材和课堂教学方法[北京师范大学外文学院王蔷]省公共课一等奖全国赛课获奖课件.pptx

高中英语新课标、新教材高中英语新课标、新教材与课堂教学方法与课堂教学方法北京师范大学外文学院王蔷5月第1页国际外语教学改革发展趋势国际外语教学改革发展趋势 以满足人发展需求为目标，强调对语言利用能力培养。以满足人发展需求为目标，强调对语言利用能力培养。以满足人发展需求为目标，强调对语言利用能力培养。以满足人发展需求为目标，强调对语言利用能力培养。外语课程普遍采取按能力分级方式，制订各个级别能力标准。外语课程普遍采取按能力分级方式，制订各个级别能力标准。外语课程普遍采取按能力分级方式，制订各个级别能力标准。外语课程普遍采取按能力分级方式，制订各个级别能力标准。课程设置采取必修和选修相结合方式。课程设置采取必修和选修相结合方式。课程设置采取必修和选修相结合方式。课程设置采取必修和选修相结合方式。课程内容强调外语学习与其它学科相互渗透。课程内容强调外语学习与其它学科相互渗透。课程内容强调外语学习与其它学科相互渗透。课程内容强调外语学习与其它学科相互渗透。教学方法强调以学生为主体，重视学生参加，发展多方面能力。教学方法强调以学生为主体，重视学生参加，发展多方面能力。教学方法强调以学生为主体，重视学生参加，发展多方面能力。教学方法强调以学生为主体，重视学生参加，发展多方面能力。重视外语教育对情感、态度、价值观等基本素养培养重视外语教育对情感、态度、价值观等基本素养培养重视外语教育对情感、态度价值观等基本素养培养重视外语教育对情感、态度、价值观等基本素养培养 教学资源扩展促进教学模式改进，使个性化学习方式得以实现。教学资源扩展促进教学模式改进，使个性化学习方式得以实现。教学资源扩展促进教学模式改进，使个性化学习方式得以实现。教学资源扩展促进教学模式改进，使个性化学习方式得以实现。评价改革形成时尚，重视对学生学习过程评价。评价改革形成时尚，重视对学生学习过程评价。评价改革形成时尚，重视对学生学习过程评价。评价改革形成时尚，重视对学生学习过程评价。第2页我国高中英语教学现实状况我国高中英语教学现实状况改革开放以来取得了显著成绩改革开放以来取得了显著成绩1985高中英语课程得到普及高中英语课程得到普及1993-强调英语交际能力培养强调英语交际能力培养1999-听说能力得到普遍提升听说能力得到普遍提升第3页教学依然以知识讲解为主，轻视对学生综合语言教学依然以知识讲解为主，轻视对学生综合语言教学依然以知识讲解为主，轻视对学生综合语言教学依然以知识讲解为主，轻视对学生综合语言利用能力培养；利用能力培养；利用能力培养；利用能力培养；高考压力使学校和学生均按照一个书本、一个进高考压力使学校和学生均按照一个书本、一个进高考压力使学校和学生均按照一个书本、一个进高考压力使学校和学生均按照一个书本、一个进度、一个目标、一个要求开展教学；度、一个目标、一个要求开展教学；度、一个目标、一个要求开展教学；度、一个目标、一个要求开展教学；教师教学观念、方法以及伎俩都需要转变；教师教学观念、方法以及伎俩都需要转变；教师教学观念、方法以及伎俩都需要转变；教师教学观念、方法以及伎俩都需要转变；现行教材和教学纲领要求已经不能适应发展需要现行教材和教学纲领要求已经不能适应发展需要现行教材和教学纲领要求已经不能适应发展需要现行教材和教学纲领要求已经不能适应发展需要高中英语教学存在主要问题高中英语教学存在主要问题第4页高中英语课程设计基本理念1.重视共同基础，构建发展平台重视共同基础，构建发展平台2.提供多样选择，适应个性需求提供多样选择，适应个性需求3.优化学习方式，提升自主能力优化学习方式，提升自主能力4.关注学生情感，提升人文素养关注学生情感，提升人文素养5.完善评价体系，促进学生发展完善评价体系，促进学生发展第5页高中英语课程性质 语言是人类最重要思维和交流工具，也是人们参加社会活动重要条件。当今社会生活和经济活动日益全球化，外国语已经成为世界各国公民必备基本语言素养之一。所以，学习和掌握外语，特别是英语，具有重要意义。高中英语课程是义务教育后普通高级中学一门主要课程。高中学生学习外语，一方面可以促进心智、情感、态度与价值观发展以及综合人文素养提高；其次，掌握一门重要国际通用语种可认为学习国外先进文化科学知识和进行国际交往创造条件。开设高中英语课程有利于提高全民族劳动者素质，有利于我国对外开放和国际交往，有利于我国综合国力增强。第6页综合语言利用能力情感态度情感态度学习策略学习策略文化意识文化意识语言技能语言技能语言知识语言知识国际视野国际视野祖国意识祖国意识合作精神合作精神自信意志自信意志兴趣动机兴趣动机交际策略交际策略资源策略资源策略调控策略调控策略认知策略认知策略跨文化交际跨文化交际文化了解文化了解文化知识文化知识话题话题功效功效语法语法词汇词汇语音语音写写读读说说听听课 程 目 标第7页高中英语课程教学重点发展学生发展学生用英语进行交流能力；用英语进行交流能力；用英语获取信息、处理信息能力；用英语获取信息、处理信息能力；用英语进行思维能力用英语进行思维能力。第8页改进教学方法，落实新课程目标词汇教学语法教学听教学说教学阅读教学写教学 综合技能学习者培训第9页词汇教学词汇教学什么是词汇学习？什么是词汇学习？(1)(1)knowingawordmeansknowingitspronunciationknowingawordmeansknowingitspronunciationandstress;andstress;(2)knowingawordmeansknowingitsspellingand(2)knowingawordmeansknowingitsspellingandgrammaticalproperties;grammaticalproperties;(3)knowingawordmeansknowingitsmeaning;(3)knowingawordmeansknowingitsmeaning;(4)knowingawordmeansknowinghowandwhento(4)knowingawordmeansknowinghowandwhentouseittoexpresstheintendedmeaninguseittoexpresstheintendedmeaning(5)Knowingawordoftenmeansknowingmorethan(5)Knowingawordoftenmeansknowingmorethanjustoneword(e.g.giveup;babysitter,teacher,upsjustoneword(e.g.giveup;babysitter,teacher,upsanddowns)anddowns)(6)Knowingawordmeansknowingitscollocations(e.g.(6)Knowingawordmeansknowingitscollocations(e.g.see,look,andwatch;heavyrainbutnotheavysee,look,andwatch;heavyrainbutnotheavywind)wind)第10页ReceptiveandproductivevocabularyReceptive/passivevocabularyReceptive/passivevocabularywordsthatoneiswordsthatoneisabletorecognizeandcomprehendinreadingorabletorecognizeandcomprehendinreadingorlisteningbutunabletousethoseautomaticallyinlisteningbutunabletousethoseautomaticallyinspeakingorwriting.speakingorwriting.Productive/activevocabulary-wordsthatoneisnotProductive/activevocabulary-wordsthatoneisnotonlyabletorecognizebutalsoabletouseinspeechonlyabletorecognizebutalsoabletouseinspeechandwritingareconsideredonesproductive/activeandwritingareconsideredonesproductive/activevocabulary.vocabulary.Atbeginnerlevel,mostnewwordslearnedbystudentsusuallyAtbeginnerlevel,mostnewwordslearnedbystudentsusuallyhaveimmediatepracticaluse,hencetheyquicklybecomethehaveimmediatepracticaluse,hencetheyquicklybecometheproductivevocabulary.However,asstudentslearnmoreandmoreproductivevocabulary.However,asstudentslearnmoreandmorewords,theywillfindthatsomewordstheyareabletouseforwords,theywillfindthatsomewordstheyareabletouseforspeakingandwritingandsomeareonlyrecognizablewhenspeakingandwritingandsomeareonlyrecognizablewhenencounteredinreading.Also,therearesomewordsthatafterencounteredinreading.Also,therearesomewordsthatafterbeingencounteredmoreandmoretimesgraduallyentersfrombeingencounteredmoreandmoretimesgraduallyentersfromonesreceptivetoonesproductiveonesreceptivetoonesproductive第11页WaysofpresentingvocabularyWaysofpresentingvocabulary Trytoprovideavisualorphysicaldemonstrationwheneverpossible,Trytoprovideavisualorphysicaldemonstrationwheneverpossible,usingpictures,photos,videoclips,mimeorgesturestoshowmeaning.usingpictures,photos,videoclips,mimeorgesturestoshowmeaning.Provideaverbalcontexttodemonstratemeaning.ThenaskstudentstoProvideaverbalcontexttodemonstratemeaning.Thenaskstudentstotellthemeaningfirstbeforeitisofferedbytheteacher.tellthemeaningfirstbeforeitisofferedbytheteacher.UsesynonymsorantonymstoexplainmeaningsUsesynonymsorantonymstoexplainmeanings UselexicalsetsorhyponymstoshowrelationsofwordsandtheirUselexicalsetsorhyponymstoshowrelationsofwordsandtheirmeanings,e.g.cook:fry,boil,bake,grill,etc.meanings,e.g.cook:fry,boil,bake,grill,etc.Translateandexemplify,especiallywithtechnicalwordsorwordswithTranslateandexemplify,especiallywithtechnicalwordsorwordswithabstractmeaning.abstractmeaning.UsewordformationrulesandcommonaffixestobuildnewlexicalUsewordformationrulesandcommonaffixestobuildnewlexicalknowledgeonwhatisalreadyknown.knowledgeonwhatisalreadyknown.Teachvocabularyinchunks.ChunksrefertoagroupofwordsthatgoTeachvocabularyinchunks.Chunksrefertoagroupofwordsthatgotogethertoformmeaning.Itisalsoreferredtoaspre-fabricatedtogethertoformmeaning.Itisalsoreferredtoaspre-fabricatedformulaicitems(Lewis,:121).formulaicitems(Lewis,:121).Thinkaboutthecontextinreallifewherethewordmightbeused.RelateThinkaboutthecontextinreallifewherethewordmightbeused.Relatenewlylearnedlanguagetostudentsreallifetopromotehighmotivation.newlylearnedlanguagetostudentsreallifetopromotehighmotivation.ThinkaboutprovidingdifferentThinkaboutprovidingdifferent contextforintroducingnewwords.contextforintroducingnewwords.第12页词汇学习举例Module4Unit11CompletethequestionnairebelowbychoosingtheCompletethequestionnairebelowbychoosingthecorrectpreposition.Thenusethequestionnairetocorrectpreposition.Thenusethequestionnairetointerviewyourpartner.interviewyourpartner.1.Inyourfamily,whoisusuallythefirstpersonto1.Inyourfamily,whoisusuallythefirstpersontoturn turn to/onto/ontheTVwhenyougethome?theTVwhenyougethome?2 2WhatprogrammesmakeyouwanttoWhatprogrammesmakeyouwanttoturn off/overturn off/overtotoanotherchannel?anotherchannel?3.Whenyouarewatching,toyouever3.Whenyouarewatching,toyoueverturn away/upturn away/up whensomethingisextremelyfrighteningorexciting?whensomethingisextremelyfrighteningorexciting?4.Doyouever4.DoyoueverturnturnthevolumeoftheTVthevolumeoftheTVup/offup/offordown?ordown?Why?Why?5.Ifsomebody5.Ifsomebodyturns up/onturns up/onatyourhouse,doyouatyourhouse,doyouturnturn theTVtheTVover/offover/offordoyouleaveiton?ordoyouleaveiton?第13页UseUse wordswords inin boxesboxes AA andand BB toto writewrite newnew adjectives.adjectives.Thencompletethesentenceswiththesewords.Thencompletethesentenceswiththesewords.A.A.hand,well,early,old,two,high,longhand,well,early,old,two,high,longB.B.known,made,morning,week,haired,fashioned,fat.known,made,morning,week,haired,fashioned,fat.1.1.Goforan_runinourfantastictrainer!Goforan_runinourfantastictrainer!2.2.WeWeonlyonlysellsell_jewelleryjewelleryininourourshopshop.NothingNothingisismademadebybymachine.machine.3.3.Tryour_sweets,sweetsthatyourparentsusedtoeat.Tryour_sweets,sweetsthatyourparentsusedtoeat.4.4.Thatladysdresslooksso_asifsheisfromthe19Thatladysdresslooksso_asifsheisfromthe19ththcentury.century.5.5.BargainBargain holidays!holidays!GoGo onon thethe cheapestcheapest _ holidayholiday youllyoull evereverhave.have.6.6.ImIm goinggoing abroad.abroad.MyMy beautifulbeautiful _ dogdog willwill havehave toto staystay atathome.home.词汇学习举例词汇学习举例Module4Unit11第14页Labeling 词汇学习举例Module 1 p.56 ex.3 第15页Words that go together例例module1,page22,ex.6module1,page22,ex.6Module2,page56,ex.4Module2,page56,ex.4词汇学习举例4Module 1&2第16页Use word series Example:Cutlery:knife,fork,spoonTransport:_Transport:_Vehicles:_Vehicles:_Furniture:_Furniture:_Buildings:_Buildings:_词汇教学活动举例5Module 2 p.63 key word bank第17页Find synonyms and antonyms词汇教学活动举例6Module 2 p.75 第18页Categories词汇教学活动举例7Module 2 p.59 第19页Using word net-work词汇学习举例8 第20页 Developing vocabulary learning strategiesReviewregularlyGuessmeaningfromcontextOrganizingvocabularyeffectively(Module2,p.5)(Module2,p.5)UselearnedvocabularyUsedictionaryCreatevocabularynotebook第21页语法教学GrammarpresentationDeductivemethodInductivemethodGuideddiscoverymethod第22页语法教学DeductivemethodExample:Module2,p.57第23页语法教学Inductivemethod例Module2,p.66-67第24页语法教学Guideddiscoverymethod例Module6,Module6,p.35p.35第25页Grammar practice Mechanicalpracticesubstitutiondrills例Module1,p.54.Ex1第26页transformationdrillsExample:Module1,page59ex.6Grammar practice Meaningful Practice-第27页语言技能教学ListeningSpeakingReadingWritingIntegratedskillspractice第28页 About the teaching of listeningn n 听目听目听目听目标标-tomaintainorbuildsocialrelationships.tomaintainorbuildsocialrelationships.-toobtainandexchangeinformation.toobtainandexchangeinformation.n n 关注听过程关注听过程关注听过程关注听过程Theskillsoflisteningareoftenthoughtofaspassiveskills.ThisisnotTheskillsoflisteningareoftenthoughtofaspassiveskills.Thisisnottrue.Peoplemustdomanythingstoprocessinformationthattheyaretrue.Peoplemustdomanythingstoprocessinformationthattheyarereceiving.Firsttheyhavetohearwhatisbeingsaid,thentheyhavetopayreceiving.Firsttheyhavetohearwhatisbeingsaid,thentheyhavetopayattention,andconstructameaningfulmessageintheirmindbyrelatingattention,andconstructameaningfulmessageintheirmindbyrelatingwhattheyheartowhattheyalreadyknow.Weallknowthatitispossiblewhattheyheartowhattheyalreadyknow.Weallknowthatitispossibletohearpeopletalkingwithoutpayingattention.Wealsoknowthatifwetohearpeopletalkingwithoutpayingattention.Wealsoknowthatifwedonothaveenoughpreviousknowledgeofwhatisbeingsaid,itismoredonothaveenoughpreviousknowledgeofwhatisbeingsaid,itismoredifficulttomakesenseofwhatissaid.So,listeningisasactiveaskillasdifficulttomakesenseofwhatissaid.So,listeningisasactiveaskillasspeaking.Itissimplymoredifficultforteacherstojudgehowwellthespeaking.Itissimplymoredifficultforteacherstojudgehowwellthestudentsarecomprehendingthemessages.Soitisveryimportanttostudentsarecomprehendingthemessages.Soitisveryimportanttodesigntaskstheperformanceofwhichshowhowwellthestudentshavedesigntaskstheperformanceofwhichshowhowwellthestudentshavecomprehendedthelisteningmaterialcomprehendedthelisteningmaterial.第29页Principles for teaching listeningPrinciples for teaching listening(1)Thelisteningactivitymusthaveareal,communicativepurpose.(1)Thelisteningactivitymusthaveareal,communicativepurpose.(2)Theactivitymustuseauthenticlanguagewithoutsignificantlysloweror(2)Theactivitymustuseauthenticlanguagewithoutsignificantlyslowerorsimplerspeechthanwouldnormallybeusedineverydaylife.simplerspeechthanwouldnormallybeusedineverydaylife.(3)Thelisteningtextmustoffercontentthatispersonallyinterestingand(3)Thelisteningtextmustoffercontentthatispersonallyinterestingandmotivatingtolearners.motivatingtolearners.(4)Thelisteningactivitymustoffermanycluestomeaning,justasinreal-life(4)Thelisteningactivitymustoffermanycluestomeaningjustasinreal-lifelistening.listening.(5)Whenpossible,thewholelisteningtextshouldbegivenfirst,andthenit(5)Whenpossible,thewholelisteningtextshouldbegivenfirst,andthenitshouldbedividedintopartsthatcanberepeated.Attheend,thewholetextshouldbedividedintopartsthatcanberepeated.Attheend,thewholetextshouldbegivenagain,andlearnersshouldhavetheopportunitytodiscussshouldbegivenagain,andlearnersshouldhavetheopportunitytodiscusswhattheyhaveheard.whattheyhaveheard.(6)Thelisteningactivitymustrequirelistenerstorespondinsomemeaningful(6)Thelisteningactivitymustrequirelistenerstorespondinsomemeaningfulfashion,eitherindividuallyorinsmallgroupsorpairs.fashion,eitherindividuallyorinsmallgroupsorpairs.(7)Thetextofthelisteningactivitymustbetypicalforitsownspeechtype;that(7)Thetextofthelisteningactivitymustbetypicalforitsownspeechtype;thatis,aninformalconversationmusthaveshort,redundant,rapidchunksofis,aninformalconversationmusthaveshort,redundant,rapidchunksofspeech,whilealecturemustbemoreformalizedandorderly.speech,whilealecturemustbemoreformalizedandorderly.(8)Theclassroomclimatesurroundingthelisteningactivitymustbenon-(8)Theclassroomclimatesurroundingthelisteningactivitymustbenon-threateningandpositive,andsimpleaffectivestrategiesshouldbeusedtothreateningandpositive,andsimpleaffectivestrategiesshouldbeusedtoreduceanxietyifitispresentbeforeorduringthelisteningactivity.reduceanxietyifitispresentbeforeorduringthelisteningactivity.第30页Three stages of listening Pre-listeningtasksshouldPre-listeningtasksshouldbeusedtostimulatetheappropriatebeusedtostimulatetheappropriatebackgroundknowledge,providelearnerswithapurposeofthebackgroundknowledge,providelearnerswithapurposeofthelisteningactivityandpreparethemwiththelanguageneededforlisteningactivityandpreparethemwiththelanguageneededforunderstandingthemessage(e.g.discussingthetopic,understandingthemessage(e.g.discussingthetopic,brainstorming,presentingvocabulary,sharingofrelatedbrainstorming,presentingvocabulary,sharingofrelatedinformation).information).While-listeningtasksmustfocusonobtaininginformation,checkingWhile-listeningtasksmustfocusonobtaininginformation,checkingcomprehension,organizinginformation,furtherstudyofthecomprehension,organizinginformation,furtherstudyofthelanguageinmeaningfulcontext.languageinmeaningfulcontext.Post-listeningtasksmustprovideopportunitiesforstudentstoPost-listeningtasksmustprovideopportunitiesforstudentsto integratewhattheylearnedfromthetextintotheirexistingintegratewhattheylearnedfromthetextintotheirexistingknowledgeandcommunicatewithothersusingtheinformationknowledgeandcommunicatewithothersusingtheinformationobtainedfromthelisteningtextobtainedfromthelisteningtext.第31页Three stages of listening Pre-listeningExample:Module1,p.10ex1and2第32页Three stages of listeningPre-listeningPre-listening-Predicting-PredictingExample:Example:Module1Module1p.11,ex3p.11,ex3第33页Pre-listening activitiesPredictingExample:Module1,p.12,ex.1第34页Pre-listening activitiesSettingtheSettingthescenesceneExample:Example:Module1,Module1,p.38ex1p.38ex1第35页Pre-listening activitiesStrategyStrategytrainingtrainingListeningforListeningforgistgistExample:Example:Module1,Module1,p.38,3p.38,3第36页While listening activitiesansweranswerquestionsquestions-listenandtake-listenandtakenotesnotesExample:Example:Module1,Module1,p.11.ex5and6p.11.ex5and6第37页While-listening activitiesListeningforListeningforspecificspecificinformationinformationExample:Example:Module2,Module2,p.38,ex.3and4p.38,ex.3and4第38页While listening activities ListenandsequenceExample:Module2,p.24第39页While listening activitiesListenandListenandticktickExample: