1、国家基础教育课程标准试验教材 北师大版,高中英语 教法建议,北京师范大学高中英语编写组,1. 阅读教学,阅读教学目的,培养阅读策略；培养语感；培养学生获取信息和处理信息的能力；体验过程，享受乐趣。,阅读教学基本技能,略读 找读 预测下文 理解大意 分清文章中的事实和观点 猜测词义 推理判断 了解重点细节 理解文章结构 理解图表信息 理解指代关系 理解逻辑关系 理解作者意图 评价阅读内容,阅读教学过程,Pre-reading: 调动学生已有的知识和经验，为输入新的知识和技能做准备（话题、情感态度和语言准备） While-reading：语言输入，信息提取、加工、整理，新知识建构与内化，语言知识与
2、技能训练，举一反三 Post-reading：语言知识与技能的巩固和综合运用,观看下面一段教学片断， 思考以下问题：教师用了哪些读前活动？每个读前活动的目的是什么？,候敏华教学课例剪辑2候敏华阅读Lesson 4 1.ra,张旭,读前活动,激发阅读兴趣，明确阅读目的 熟悉话题，预测内容 在语境中呈现关键词汇 布置阅读任务,读中活动,常见的课堂阅读教学活动朗读课文，回答问题做选择题和判断正误题讲解课文、语言点，翻译句子这些活动往往以教师为中心，学生参与有限，没有关注阅读过程， 更多关注的是阅读结果。 请思考：是否有其他有效的读中活动方式？,读中活动,请观看下面教学片断， 回答问题 ：这位教师采用
3、了哪些读中活动方式？这种读中活动和传统的阅读教学有什么不同？读中教学活动中是否渗透了阅读策略？如果有，是哪些？,候敏华教学课例剪辑2候敏华阅读Lesson 4 2.ra,张晋芳教学课例剪辑2张晋芳M1U2L4 SuperheroP1-2.rmvb,读中活动,Transition devices （信息转换）,From texts to:Pictures Pie chartsDrawings Bar chartsMaps FlowchartsTables SequencingSubtitles Tree diagrams Notes Cyclic diagrams,不同体裁的文章应该选用不同的信
4、息转换方式,一节阅读课可以安排的不同层次的活动,Using the texts,TALO- text as a linguistic object TAVI - text as a vehicle of information TASP- text as a springboard for production1 Prepare the text you are going to use. 2 In the class, start with a TAVI type activities, so that the students understand the information. 3 T
5、hen look at the language in closer detail, through TALO type activities. 4 Finally, close the lesson off with a TASP activities.,Example 1 Narration National Hero (M1 U2 L1),Spaceship Shenzhou V,Lifted off,Soared into the sky,Circled the earth,Separated from the rocket,Landed,Let out its parachute,E
6、xample 2 : Superhero-Taking notes (M1 U2 L4),Example 2 : Superhero-Taking notes (M1 U2 L4),Unit 2 L. 3 Sports Stars,Pre-reading：预教生词brilliant, skilful, smart, awful, boring, lazy, useless1. Guess the meaning of the key words:A: I think Liu Xiangs a brilliant player. Hes very smart, fast and skilful.
7、 Shell never pass the exam-shes an awful student.Poor Michael, he loves football but hes a terrible player.My brother is very good at computer but hes useless at everything else.Get up, you lazy thing! Its nearly lunchtime.The professor was so boring, hardly anyone came to class.,Unit 2 L. 3 Sports
8、Stars,B: The Internet is becoming a useful tool for investors.The bank gave us a lot of useful advice about starting our own business.It was useless to complain.It think it would be useless writing to the company - they havent even returned my calls. 2. Use the key words to talk about your sporting
9、heroes or heroines.Example:Zhang Yining is my sporting heroine. In my opinion, shes a brilliant player. Shes very fast and skilful.Yes, I agree. I think shes very smart, too.,Unit 2 L. 3 Sports Stars,3.the world important tennis events:1) (win) Wimbledon2) the US Open3) the French Open 4) the Austra
10、lian Open5) the Chinese Open 4. tennis championthe womens single championthe world heavyweight boxing champion the Olympic championthe world 110-metre hurdle championWimbledon championthe World Cup champion,Unit 2 L. 3 Sports Stars,While-reading:1. Skim the text to find out the main idea of each par
11、agraph.2. Scan the text and underline the words and phrases in the box. Guess the meaning of them.3. Read the text carefully and complete the table.,Unit 2 L. 3 Sports Stars,Unit 2 L. 3 Sports Stars,4. Read the article again and answer the questions in pairs according to information in the table. 5.
12、 Read the article again and suggest a title. 6. Tell the story of the sisters to each other in pairs. 7. Make an interview in groups: two reporters and the sisters 8. Add new information about the two sisters.,Unit 2 L. 3 Sports Stars,Post-reading:1. A press conference 2. A brief introduction of the
13、 sisters3. What can we learn from the sisters?,词汇学习与巩固- L. 3 Sports Stars,举例：1. Fill in the gaps with verbs. Check your answers in the text. (verb+noun collocations)_ the sisters to play tennis _ their high school _ their careers _ their skills _ fantastic progress _ Wimbeldon /the US Open _ problem
14、s _ the dishes _ design _ a _ interest (in) _ tennisSuggested Practice: 1） Translate the sentences into English, using the collocations above:她们的父亲开始训练他们。她们的父亲训练她们相互竞争。2） Make sentences with the prompts:3) Complete the sentences, using the collocations above,词汇学习与巩固- L. 3 Sports Stars,2. Phrases:a)
15、Phrasal verbs: look back, compete against, be strict with, be full of, come to an end, b) tennis champion, tennis career, the womens singles champion, c) the road to success, in a poor and dangerous area, full of drugs and violence, fly through the air, work in design, 3. Adjectives for opinion:,Adj
16、ectives,词汇学习与巩固- L. 3 Sports Stars,4. WordbuildingComplete the table.,Unit 3 L.4 Christmas,Pre-reading: Do Ex 1: Pictures & Key words Add more about Christmas Predict what activities the writer told us they did at Christmas While-reading: Scan the text to check their predictions. Skim the text and t
17、ell about how the article is written. Look in the text and find word or expression Read the text again carefully and complete the table. Talk about the boys memories of Christmas in pairs.,Unit 3 L.4 Christmas,1) which means in a way that is not joking, especially because something is important ( se
18、riously) 2) a set of pages that show the days, weeks, and months of a particular year, that you usually hang on a wall ( calendar)3) which means to make something look more attractive by putting something pretty on it (find the noun for it) (decorate, decoration)4) which means to make food or drink
19、go down your throat and towards your stomach (swallow)5) which means not sleeping (stay awake)6) which means to continue doing something (carry on) 7) which means a fully-grown person, or one who is considered to be legally responsible for their actions (adult)8) which means an object made of bright
20、ly-coloured thin rubber, that is filled with air and used as a toy or decoration for parties (balloon),Unit 3 L.4 Christmas,Unit 3 L.1 Festivals,Unit 16 L. 1 What Is Beauty?,Unit 16 L. 1 What Is Beauty?,Unit 16 L. 1 What Is Beauty? Learning Vocabulary,consistent: a consistent improvement in our stud
21、y, a consistent economy strategy, our consistent supporter, a consistent growth overweight: He is slightly overweight. My mother is about 50 pounds overweight. My luggage was overweight by five kilos. commitment: Are you ready to make a long-term commitment ? Our company has a commitment to quality
22、and customer service. Marriage should be a lifelong commitment. The governor has a strong commitment to creating jobs in the state. die out: The wild population of koalas is in danger of dying out. Many of the old village traditions are dying out. Unless we do something now, hundreds of plant and an
23、imal species will die out.,Unit 16 L. 1 What Is Beauty? Learning Vocabulary,accompany: Children under 14 must be accompanied by an adult. Headaches due to viral infections may be accompanied by fever. John has decided to accompany me on my trip to India. The disease is accompanied by sneezing and fe
24、ver. a (wide) range of: The students are from a wide range of backgrounds. They give advice on a whole range of subjects. The banks offer a wide range of financial services to their customers. She has a wide range of hobbies, from stamp-collecting to astronomy. subjective: As a critic, he is far too
25、 subjective. subjective opinion. Marking the tests calls for a dangerous amount of subjective judgment. To start the Christmas debate, the following are highly subjective and totally personal suggestions. dimension: the moral dimension of world politics, the historical dimension to these issues. His
26、 coaching has added another dimension to my game. the social dimension, It also has an economic dimension.,Beauty,Physical beauty,Inner beauty,change and adapt with,much more important (para5.),time (para2.),culture (para3.),no precise criteria (para4.),Conclusion:,There was no consistent view on be
27、auty. (para1.),1.,2.,3.,Beauty has more than one dimension,“Beauty is in the eye of the beholder”.,Beauty is certainly in the eye of the beholder. (para6.),judging inner beauty is more subjective,be accompanied by,Who is the most brilliant star in your eyes?,B. Speaking: Voice your opinion,Your desc
28、ription should include physical beauty and inner beauty.,handsome; good-looking; attractive; brilliant; beautiful; pretty; attractive; glamorous; elegant,kind-hearted; patient; hard-working; confident; gentle; humorous; generous,Basic adjectives,Physical:,Inner:,childlike face; smooth and white skin
29、; in/out of fashion; dressing/hair style ; looks cool/sweet/cute; smile is sweet/gentle; smile likes sunshine; voice is gentle/attractive;, has a great sense of/talent for humour. bring us a lot of laughter/joy/happiness/energy devote oneself to the cause of education/performance/music/charity. ones
30、 devotion to sth. moves me. be willing to help the poor/disabled,Phrases and expressions,Physical:,Inner:,Speaking,Its your turn!,Unit 16 L.2 Name Stories,Unit 16 L.2 Name Stories,Listen for phrasal verbs: When my parents were looking for a name for me, they _ the character “Nan”. “Nan” is a type of
31、 wood that is used to _ the roof in the construction of traditional Chinese houses. “Jiannan” sounds like another set of characters that _” built in the south” So my name tells me where I am from and it tells me what to _. and riders _ the services of smiths for metal horses shoes. and one in my fam
32、ily can _ which ancestor was a smith Now my mother says I _ my grandma. and he _ in Manchester. He _ a lot of hardship and suffering all his life and he wasnt afraid to _ new ideas in his music.,Unit 16 L.2 Name Stories,Work out meaning of the phrasal verbs by matching each with its definition. to t
33、est something to see if it is effective or works properly to think about a problem or situation until you find the answer or understand what has happened to support something and prevent it from falling down to meet, find, or discover someone or something by chance to depend on someone or something,
34、 especially in a difficult situation to try or intend to achieve something to accept an unpleasant situation or person without complaining to be in a particular situation, state, or place after a series of events, especially when you did not plan it if a letter or symbol stands for something, it rep
35、resents a word or idea, especially as a short form to have a similar appearance,Unit 15 Lesson 3,Suggested Steps: 1 Do Ex. 1 Students work in pairs and discuss the questions. 2 Prediction Questions may be asked: What kind of Student do you think Graham may be?What kind of teacher do you think Mr Jen
36、kins may be?,Unit 15 Lesson 3,3 Read quickly and confirm your predictions 4 Read for gist. Questions may be asked: Why does Graham remember Jenkins? Why does Mr Jenkins love teaching? 5 Read for detailed information. Complete the notes.,Unit 15 L. 3 Teachers,Module 6 Unit 16 Lesson 1,Suggested readi
37、ng steps: 1 Prediction, using key words and pictures 2 Scanning for (1st Reading): name and location of the city, who wrote it, when the volcano erupted, when was it found 3. 2nd Reading: Read the text again and devide the paragraphs into three sections,Module 6 Unit 16 Lesson 1,Module 6 Unit 16 Les
38、son 1,4. 3rd Reading: Read carefully again for detailed information 5. Students work in pairs and ask and answer questions, using the information in the table. 6. Study the meanings of the key words through the context. 7. Listen to the text and enjoy the story 8. Speaking role playsChoice: 1. a rep
39、orter interviews the scientist who found the city. 2. a tour guide introduces the city to a group of tourists.,Module 6 Unit 16 Lesson 1,Module 2 Unit 4 Lesson 1,Steps Suggested : 1 Do Ex. 1. 2 Do Ex. 2. 3 Do Ex. 4. 4 Read quickly and find the headings for each paragraph. 5 Read carefully and comple
40、te the table.,Unit 4 L.1 Tomorrows World how computers and Internet are going to affect our lives,6 Students work in pairs, ask and answer questions, using the information from the table. 7 Do Ex. 5. 8 Do Ex.6. Students are divided into two groups: pessimistic group and optimistic group, debating on
41、 the future of the Net.,Unit 4 L.1 Tomorrows World,Module 2 Unit 4 Lesson 4,Suggested reading steps: 1 Do Ex. 1. Look at the photos and guess a few things about Auckland. 2 Read the text quickly and check your guesses. 3 Do Ex. 3. Read the text and complete the table. (First Reading) 4 Learn to use
42、the strategies. 5 Do Ex. 4. Match the topics with the paragraphs. (Second Reading) 6 Read it again for detailed information. (Third Reading),Unit 4 L.4 Virtual Tourism,7 Students work in pairs, asking and answering questions about the information in the table. 8 Students work in groups and introduce
43、 Auckland. 9 Students work in groups collect the information of the home town, then introduce it to a group of foreign tourists.,Module 2 Unit 5 Lesson 1,Suggested reading steps: 1 Present the key words by giving a description of a concert, then have students talk about it using the key words. 2 Pre
44、dict what the text is about according to the title and the photo. 3 Read for gist (First reading) 4 Scanning for: (Second reading),Name of the singer Her nationality Where did she perform Her achievement 5 Do Ex. 2 (Third reading) 6 Read carefully for detailed information. 7 Students work in pairs,
45、asking and answering questions.,8 Do Ex. 4. Find words in the text with the following meanings. 9 Listen to the tape and fill in the blanks. ( Listen for collocations and expressions) 10 Speaking (Role- play)Option 1: Alanis fans describe her performance;Option 2: A reporter interviews Alanis,Detail
46、ed information of the concert,Module 6 Unit 17 Lesson3,1 Do Ex.1 2 Do Ex. 2 . 3 Do more exercises for the phrasal verbs. 4 First reading: Read quickly and find out what the story is about. 5 Second reading: Read and give headings for each paragraph. 6 Third reading: Read for detailed information.,Mr
47、. Beans Experience in the Fancy Restaurant,Module 6 Unit 17 Lesson3,7 Students work in pairs, asking and answering questions about the information in the table. 8 Students work in groups and tell Mr. Beans story to the class. 9 Read the strategies. Make sure that students understand them. 10 Do Ex.3
48、. 11 Discuss in groups: What kind of person do you think Mr Bean is? How do you know?,Exploiting Texts for Grammar Practice,Ask the students to find (underline, highlight) an example or examples of a particular structure in the text and then try to work out the form and rules. For example:1. In para
49、graph 1, find an example of a passive sentence.2. Underline all the passive sentences in the text.3. How many different tenses can you find expressed in the passive voice in the text?4. Find a passive sentence in the present continuous tense. When looking at the meaning and use in more depth, the teacher might ask questions like these: 1. Why does the author use the passive voice here?2. Could the author use the active voice? If so, what would the sentence be like?,
