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1、全日制普通高级中学英语教科书 修订介绍 人民教育出版社英语室 生 平,教材特点 教材使用的几点建议,按照现行高中大纲编写，同时吸纳 新课标的基本理念和教学思路,现行高中大纲,新课标,RSEFC,修订目的？,本套教材共有五册，总共58个单元。 本套教材覆盖了新课程标准所要求的24个话 题66个功能意念项目和3000多个单词及习惯用语和固定搭配。 本套教材采用板块式编写方式。,教材概况,教材编排体系和结构,Students Book,教材特点,1.现代性 5. 语言知识和技能 2.趣味性 6.评价 3.学习策略 7. 融合性和扩展性 4.综合能力 8. 中外文化交织,一、教学内容贴近现代生活，富有
2、较强的时代气息，加强课程内容与学生生活以及现代社会科技发展的联系,帮助学生树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。,新旧高一上对比,The summer holidays In the lab(删除) American English Travel Why do you do that? A new factory (删除) Earthquakes Computers Sports Country music English programmes (删除) Abraham lincoln (删除),Good friends English around the wo
3、rld Going places Unforgettable experiences The silver screen Good manners Cultural relics Sports Technology The world around us The sounds of the world Art and literature,高一下话题,1、饮食健康 2、节日传统 3、戏剧表演 4、科学实验 5、伟大女性 6、异域风情（新西兰） 7、现代农业 8、幽默喜剧 9、交流与文化差异 10、休闲娱乐,高二上,1 科学与科学家 6 未来生活 2 新闻媒体 7 疾病与医疗 3 建筑与艺术 8
4、 急救 4 诗人与诗歌 9 保护地球 5 不列颠群岛 10自然灾害,二、关注学生情感，激发学习兴趣 ，实现情感态度目标,材料的选择 Oprah Winfrey & Yang Lan Unit 3 Adventure travel Unit 5 The silver screen: Spielberg2. 教学活动设计 Unit 14 Integrating skills Unit 7 Living with disease (warming up: a quiz)Unit 10 Frightening nature (listening: look at the picture and pre
5、dict, tick, reason),三、 帮助学生明确学习目标，优化学习方式，形成有效的学习策略，为其终身学习创造条件 1. 认知策略 (goals, language study, tips, pre-reading.) 2. 调控策略 (goals, assessing) 3. 交际策略 (speaking, listening, tips, writing . ) 4. 资源策略 (warming-up, projects .) You cannot teach a man anything; you can only help him find it within himself.
6、,四、采用话题、功能、结构、任务相结合的教学方法，有利于培养学生的创新精神、合作精神和实践能力与现行教材相比，修订本在设计不同层次和多种形式的听说读写活动时，更注意以学生的生活经验和兴趣为出发点，尽可能提供真实的情景，使学生综合地运用语言完成一些任务，促使他们获取处理和使用信息，用英语与他人交流，解决实际问题，甚至完成某个项目。,Book 1A unit 3 Project (Presentation is needed) Work in groups and try to think of good ideas for travelling,五、对英语语言知识和技能训练作了更为系统的安排，更
7、加有利于学生构建知识系统,减少跳跃性,注重连贯性 由简到繁,不断加深,循序渐进,Unit 1 Direct & Indirect Speech (1) Unit 2 Direct & Indirect Speech (2) Unit 3 Verb tenses Unit 4 The Attributive Clause (1) Unit 5 The Attributive Clause (2) Unit 6 The Attributive Clause (3) Unit 7 The Passive Voice (1) Unit 8 The Passive Voice (2) Unit 9 Th
8、e Passive Voice (3) Unit 10 Review Direct & Indirect Speech Unit 11 Review the Passive Voice Unit 12 Review the Attributive Clause,1A structure,Unit 13 Modal verbs (1) Unit 14 Modal verbs (2) Unit 15 Modal verbs (3) Unit 16 Word formation Unit 17 Subject-Verb Agreement Unit 18 The use of “It” (1) as
9、 Subject Unit 19 The use of “It” (2) for Emphasis Unit 20 The ing Form (1) as Attribute and ObjectComplement Unit 21 The ing Form (2) as Subject, Object and Predicative Unit 22 The ing Form (3) as Adverbial,1B structure,Unit 1 The Infinitive Unit 2 The past participle (1) Unit 3 The past participle
10、(2) Unit 4 The past participle (3) Unit 5 Noun Clauses (1) Unit 6 Noun Clauses (2) Unit 7 The Subjunctive Mood (1) Unit 8 The Subjunctive Mood (2) Unit 9 Inversion Unit 10 Ellipsis,2A structure,六、增加行为表现评价与形成性评价，体现学生在评价中的主体地位 本套教材在各个单元的练习册中专门设了“评价”（Assessing）这一板块，采取学生自我评价的方式，鼓励学生在学习的过程中不断反思。,Learner
11、log,1=Not comfortable 2=Need more practice 3=Comfortable 4=Very comfortable,Comfort level Talk about eating habits and health 1 2 3 4 Practise seeing seeing a doctor 1 2 3 4Give advice and make suggestions 1 2 3 4Use the modal verbs had better, should, ought to 1 2 3 4Use the new words and expressio
12、ns 1 2 3 4Read and write recipes 1 2 3 4Reflection I learnt _. I would like to know more about _. Im still not sure about _.,Talking about eating habits and health1.Can you talk about your favourite food(what/why/how)?2. Can you say something fluently about your usual breakfast/lunch/dinner(what/whe
13、n/how to improve your health)?3. Can you give us a clear report of your exercises and health?,细化问题,An achievement chart,在新单元的学习开始前，将学生分成若干组，每组中每个学生自有分工。 结合本单元的目标，根据每个学生的实际确定自己的目标。 设计成绩表。应包含每个学生在每个板块中的学习情况。 从“热身”到“写作”，都尽量以小组进行，让学生自己跟踪自己的全程学习过程。 单元学习结束后，反思评价（如第2单元的Assessing）,Wish list (Unit 7),Yes No
14、I feel ready to go on and use what I have learnt in this unit. I would like to read more texts related to cultural relics. I would like to listen to more information about this topic. I would like to talk more about this topic. I would like to think more about this topic. I would like to learn more about the grammar in this unit. I would like to learn more about the words in this unit and how to use them. I would like to write more about this topic.,
