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1、更新理念探索实践走出一片天 高中英语外研版教材的使用体会及建议 山西省实验中学王岩 一 认真研读教材 耐心感知编写脉络 仔细体悟教材是如何实施课标精神的 二 勇于探索 大胆实践 创造性地使用课本内容 找到适合教师和学生的最佳教学方法 正确 到位地使用符合教学新理念的教学手段和方法 一 认真研读教材 耐心感知编写脉络 仔细体悟其对课标精神的实施 1 对编写体例的认识 对各个栏目 板块 的认识 对各栏目 板块 间关系的认识 对每个任务 活动 练习 编制目的的认识 ScopeandsequenceINTRODUCTIONVocabularyandreading READINGANDVOCABULAR
2、YFUNCTIONGRAMMAR1andGRAMMAR2LISTENINGANDVOCABULARY SPEAKINGWRITINGPRONUNCIATIONANDEVERYDAYENGLISH LEARNINGTOLEARNCULTURALCORNER 2 以人为本 在学生的认知水平基础上充分考虑其语言学习和人格塑造的需要 3 遵循 英语 新课标 题材 功能 结构 任务 的编写原则 4 题材多样 语言地道鲜活 难度适中 5 加强学生学习策略 文化意识和跨文化交流能力的培养 6 提供探究式 发现式 任务型等多种学习方式 7 培养学生逐步获得独立学习和自主学习的能力 8 寓素质教育于外语教材中
3、有助于学生良好道德品质的培养 9 培养学生用英语获取信息 处理信息分析和解决问题的能力 二 勇于探索 大胆实践 创造性地使用课本内容 找到适合教师和学生的最佳教学方法 正确 到位地使用符合教学新理念的教学手段和方法 以下所有范例均出自必修3 模块3 INTRUDUCTIONLeadinandpreparethestudentsforthecomingtopic learningmaterialsandprovideactivitieswiththevocabularyrelatedtothetopic Module1Possibledesign1 Brainstormingtocollectt
4、henamesofcapitalcitiesinEuropeandlistthosetoappearinthetextontheblackboard Teachermayhelpwithsomedifficultonesandthesamecanberepeatedwiththecountries thepeopleandthelanguagesinEurope AmapofEurope theworldinEnglishcanbeprovidedtohelp Possibledesign2 Jigsaw DownloadfromtheInternetfiveshortpassagesabou
5、tthosefiveEuropeancountriesreferredtointhetext whichbestcontainthenamesofthecountries capitals people languages famousbuildings etc Cuteachpassageintoseveralparts mixthemallanddelivertwopassagestoeachgroup Therefore thestudentshavetoworktogethertoputtheparts backintoapassage Theworkingprocesswillcer
6、tainlyhelpthemfindouttherelationshipbetweencapitals countries people languagesandbuildings andofcoursewillhelpthemgetfamiliarwiththewordsaswell Adictionaryissuggested Suggestedwaystoleadin Predicting e g aguessinggame actoutsomething Freetalk e g question and answer Audioaids e g listentoashortdialo
7、gue apieceofmusic apieceofnews somethingrecordedVisualaids e g pictures avideo movieclipGraphicorganizers Anythinginterestingandrelevanttoyourtopic READINGANDVOCABULARYRaisethestudents reading Asuccessfullead in mustbetothepoint mustbecarefullytimed mustbewellcontrolled mustmotivateandencouragestude
8、ntstolearnandexplore comprehensionlevel enlargetheirvocabularyandteachthemsomebasicreadingskills techniques Module2Apossibledesign Askthestudentstoreadthetitletopredictwhattheywillreadaboutinthetext Collecttheanswersandlistsomethingimportantontheblackboard Somenewwordsand usefulinformationcanbeprovi
9、dedintheprocess 2 Scanthetexttogetthemainidea writingpurpose 3 Skimthetexttofindmoredetailedinformation Activity2andActivity4 4 Readthetextonemoretime carefulreading toanswerthequestionslistedabovethetext 5 Activity3andActivity5willhelpto handlesomeofthedifficultwordsorphrases 6 Morereadingcomprehen
10、sionexercisescanbegivenhereaccordingtoyourstudents languagelevelandthetime 7 Helpwiththepossiblelanguagepoints A CollectwhatshouldbeexplainedfromthestudentsandTeacher addssomemore B Teacherexplainsfirstandthenaskthestudentsformorepossibledifficulties Attention Whatshouldbeexplained Howmuchshouldbeex
11、plainedabout thelanguagepoints 8 Afterreadingactivity reproductiveactivity PossibleActivity1 Investigation Self developmentPlanAQuestionnairetocollectyourownandyourclassmates personalinformationonstudies past now and future Comparethedataandwriteashortreport makeasimplediagramtomakeapresentationbefo
12、reyourgroupmembers beforetheclass PossibleActivity2 AnInterviewwithAnOfficialfromUN Arole playactivity Groupworkwithdifferentworksheetprovidedfordifferentroles Suggestedactivitiesbeforereading Purposes MotivatingandsettingpurposesforreadingActivatingandbuildingbackgroundknowledgeRelatingthereadingto
13、students livesPre teachingvocabularyandconcepts Pre questioning predicting anddirectionsettingStrategiestoactivatepriorknowledgeinclude ConceptMap MentalMapAconceptmapisaspecialformofawebdiagramforexploringknowledgeandgatheringandsharinginformation Conceptmappingisthestrategyemployedtodevelopaconcep
14、tmap Aconceptmapconsistsofnodesorcells thatcontainaconcept itemorquestionandlinks Thelinksarelabeledanddenotedirectionwithanarrowsymbol Thelabeledlinksexplaintherelationshipbetweenthenodes Thearrowdescribesthedirectionoftherelationshipandreadslikeasentence KWLChart Brainstorming detailsomitted Graph
15、icOrganizerCycle Usedtoshowhowaseriesofeventsinteracttoproduceasetofresultsagainandagain weatherphenomena cyclesofachievementandfailure thelifecycle Keyframequestions Whatarethecriticaleventsinthecycle Howaretheyrelated Inwhatwaysaretheyself reinforcing FishboneMapUsedtoshowthecausalinteractionofaco
16、mplexevent anelection anuclearexplosion orcomplexphenomenon juveniledelinquency learningdisabilities Keyframequestions WhatarethefactorsthatcauseX Howdotheyinterrelate ArethefactorsthatcauseXthesameasthosethatcauseXtopersist HumanInteractionOutlineUsedtoshowthenatureofaninteractionbetweenpersonsorgroups EuropeanssettlersandAmerican Indians Keyframequestions Whoarethepersonsorgroups Whatweretheirgoals Didtheyconflictorcooperate Whatwastheoutcomeforeachpersonorgroup NetworkTreeUsedtoshowcausalinfo
