1、高中英语新课标、新教材 与课堂教学方法,北京师范大学外文学院 王蔷 2006年5月,国际外语教学改革的发展趋势,以满足人的发展需求为目标，强调对语言运用能力培养。 外语课程普遍采用按能力分级的方式，制定各个级别的能力标准。 课程设置采用必修和选修相结合的方式。 课程内容强调外语学习与其他学科的相互渗透。 教学方法强调以学生为主体，重视学生参与，发展多方面的能力。 重视外语教育对情感、态度、价值观等基本素养的培养 教学资源的扩展促进教学模式的改进，使个性化学习方式得以实现。 评价改革形成潮流，重视对学生学习过程的评价。,我国高中英语教学的现状,改革开放以来取得了显著成绩1985高中英语课程得到普
2、及1993-强调英语交际能力培养1999- 听说能力得到普遍提高,教学仍然以知识的讲解为主，轻视对学生综合语言运用能力的培养； 高考的压力使学校和学生均按照一个课本、一个进度、一个目标、一个要求开展教学； 教师的教学观念、方法以及手段都需要转变； 现行的教材和教学大纲的要求已经不能适应发展的需要,高中英语教学存在的主要问题,高中英语课程设计的基本理念,1. 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 3. 优化学习方式，提高自主能力 4. 关注学生情感，提高人文素养 5. 完善评价体系，促进学生发展,高中英语课程的性质,语言是人类最重要的思维和交流的工具，也是人们参与社会活动
3、的重要条件。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的基本语言素养之一。因此，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的一门主要课程。高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展以及综合人文素养的提高；另一方面，掌握一门重要的国际通用语种可以为学习国外先进的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的素质，有利于我国对外开放和国际交往，有利于我国综合国力的增强。,综合语言运用能力,情感态度,学习策略,文化意识,语言技能,语言知识,国际视野祖国意识合作精神自信意志兴趣动机,交际策略资源
4、策略调控策略认知策略,跨文化交际 文化理解 文化知识,话题功能语法词汇语音,写读说听,课 程 目 标,高中英语课程的教学重点,发展学生 用英语进行交流的能力； 用英语获取信息、处理信息的能力； 用英语进行思维的能力。,改进教学方法，落实新课程目标,词汇教学 语法教学,听的教学 说的教学 阅读教学 写的教学综合技能,学习者培训,词汇教学什么是词汇学习？,(1) knowing a word means knowing its pronunciation and stress; (2) knowing a word means knowing its spelling and grammatica
5、l properties; (3) knowing a word means knowing its meaning; (4) knowing a word means knowing how and when to use it to express the intended meaning (5) Knowing a word often means knowing more than just one word (e.g. give up; babysitter, teacher, ups and downs) (6) Knowing a word means knowing its c
6、ollocations (e.g. see, look, and watch; heavy rain but not heavy wind),Receptive and productive vocabulary,Receptive/passive vocabulary words that one is able to recognize and comprehend in reading or listening but unable to use those automatically in speaking or writing. Productive/active vocabular
7、y - words that one is not only able to recognize but also able to use in speech and writing are considered ones productive/active vocabulary. At beginner level, most new words learned by students usually have immediate practical use, hence they quickly become the productive vocabulary. However, as s
8、tudents learn more and more words, they will find that some words they are able to use for speaking and writing and some are only recognizable when encountered in reading. Also, there are some words that after being encountered more and more times gradually enters from ones receptive to ones product
9、ive,Ways of presenting vocabulary,Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning. Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teach
10、er. Use synonyms or antonyms to explain meanings Use lexical sets or hyponyms to show relations of words and their meanings, e.g. cook: fry, boil, bake, grill, etc. Translate and exemplify, especially with technical words or words with abstract meaning. Use word formation rules and common affixes to
11、 build new lexical knowledge on what is already known. Teach vocabulary in chunks. Chunks refer to a group of words that go together to form meaning. It is also referred to as pre-fabricated formulaic items (Lewis, 2002:121). Think about the context in real life where the word might be used. Relate
12、newly learned language to students real life to promote high motivation. Think about providing different context for introducing new words.,词汇学习举例Module 4 Unit 11,Complete the questionnaire below by choosing the correct preposition. Then use the questionnaire to interview your partner. 1. In your fa
13、mily, who is usually the first person to turn to/on the TV when you get home? 2What programmes make you want to turn off/over to another channel? 3. When you are watching, to you ever turn away/up when something is extremely frightening or exciting? 4. Do you ever turn the volume of the TV up/off or
14、 down? Why? 5. If somebody turns up/on at your house, do you turn the TV over/off or do you leave it on?,Use words in boxes A and B to write new adjectives. Then complete the sentences with these words. A. hand, well, early, old, two , high, long B. known, made, morning, week, haired, fashioned, fat
15、.1. Go for an _ run in our fantastic trainer! 2. We only sell _ jewellery in our shop. Nothing is made by machine. 3. Try our _ sweets, sweets that your parents used to eat. 4. That ladys dress looks so _ as if she is from the 19th century. 5. Bargain holidays! Go on the cheapest _ holiday youll eve
16、r have. 6. Im going abroad. My beautiful _ dog will have to stay at home.,词汇学习举例Module 4 Unit 11,Labeling,词汇学习举例Module 1 p.56 ex.3,Words that go together,例 module 1, page 22, ex.6 Module 2, page 56, ex. 4,词汇学习举例4Module 1&2,Use word series,Example: Cutlery: knife, fork, spoon Transport: _ _ _ _ Vehic
17、les: _ _ _ _ Furniture: _ _ _ _ Buildings: _ _ _ _,词汇教学活动举例5Module 2 p.63 key word bank,Find synonyms and antonyms,词汇教学活动举例6Module 2 p.75,Categories,词汇教学活动举例7Module 2 p.59,Using word net-work,词汇学习举例8,Developing vocabulary learning strategies,Review regularlyGuess meaning from contextOrganizing vocab
18、ulary effectively (Module 2, p. 5)Use learned vocabularyUse dictionaryCreate vocabulary notebook,语法教学,Grammar presentationDeductive method Inductive methodGuided discovery method,语法教学,Deductive method Example: Module 2, p.57,语法教学,Inductive method例Module 2, p.66-67,语法教学,Guided discovery method例 Modul
19、e 6, p.35,Grammar practice,Mechanical practice substitution drills 例 Module 1, p.54. Ex 1,transformation drillsExample: Module 1, page 59 ex. 6,Grammar practice,Meaningful Practice -,语言技能教学,Listening Speaking Reading Writing Integrated skills practice,About the teaching of listening,听的目的to maintain
20、or build social relationships. to obtain and exchange information. 关注听的过程The skills of listening are often thought of as passive skills. This is not true. People must do many things to process information that they are receiving. First they have to hear what is being said, then they have to pay atte
21、ntion, and construct a meaningful message in their mind by relating what they hear to what they already know. We all know that it is possible to hear people talking without paying attention. We also know that if we do not have enough previous knowledge of what is being said, it is more difficult to
22、make sense of what is said. So, listening is as active a skill as speaking. It is simply more difficult for teachers to judge how well the students are comprehending the messages. So it is very important to design tasks the performance of which show how well the students have comprehended the listen
23、ing material.,Principles for teaching listening,(1) The listening activity must have a real, communicative purpose. (2) The activity must use authentic language without significantly slower or simpler speech than would normally be used in everyday life. (3) The listening text must offer content that
24、 is personally interesting and motivating to learners. (4) The listening activity must offer many clues to meaning, just as in real-life listening. (5) When possible, the whole listening text should be given first, and then it should be divided into parts that can be repeated. At the end, the whole
25、text should be given again, and learners should have the opportunity to discuss what they have heard. (6) The listening activity must require listeners to respond in some meaningful fashion, either individually or in small groups or pairs . (7) The text of the listening activity must be typical for
26、its own speech type; that is, an informal conversation must have short, redundant, rapid chunks of speech, while a lecture must be more formalized and orderly. (8) The classroom climate surrounding the listening activity must be non-threatening and positive, and simple affective strategies should be
27、 used to reduce anxiety if it is present before or during the listening activity.,Three stages of listening,Pre-listening tasks should be used to stimulate the appropriate background knowledge, provide learners with a purpose of the listening activity and prepare them with the language needed for un
28、derstanding the message (e.g. discussing the topic, brainstorming, presenting vocabulary, sharing of related information).While-listening tasks must focus on obtaining information, checking comprehension, organizing information, further study of the language in meaningful context.Post-listening task
29、s must provide opportunities for students to integrate what they learned from the text into their existing knowledge and communicate with others using the information obtained from the listening text.,Three stages of listening,Pre-listeningExample: Module 1, p.10 ex 1 and 2,Three stages of listening
30、,Pre-listening - PredictingExample:Module 1p. 11, ex 3,Pre-listening activities,Predicting Example: Module 1, p. 12, ex. 1,Pre-listening activities,Setting the scene Example: Module 1, p.38 ex 1,Pre-listening activities,Strategy training Listening for gist Example: Module 1, p. 38, 3,While listening
31、 activities, answer questions - listen and take notesExample: Module 1, p. 11. ex 5 and 6,While-listening activities,Listening for specific informationExample: Module 2, p. 38, ex.3 and 4,While listening activities,Listen and sequence Example: Module 2, p. 24,While listening activities,Listen and ti
32、ck Example: Module 2, p.10 ex 4,While listening activities,Listen and fill Example: Module 2, p.38, 3,Post-listening activities,Multiple choice questionsGap-filling and note-taking Example: Module 3, p.10, ex 4,Post-listening,SpeakingExample: Module 1, p.11, ex 8 and 10,Post-listening activities,Ans
33、wering questions Discussions Dictogloss Role plays Interviews Debate,Principles of Teaching speaking,Balancing accuracy-based with fluency-based practices Contextualizing practice Personalizing practice Building up confidence Maximizing meaningful interactions Helping students develop speaking strat
34、egies,Designing speaking tasks,Controlled activitiesSemi-controlled activities Semi-communicative activitiesCommunicative activities,Designing speaking tasks,Activity using pictures Example: Module 2, p.43,Designing speaking tasks,Information-gap activities Dialogue and role-play Example: Module 3,
35、p.11,Designing speaking tasks,Problem solving activities Example: Module. 2, p. 49,Strategies involved in reading comprehension,Specifying a purpose for reading Planning what to do/what steps to take Previewing the text Predicting the contents of the text r section of text Checking predictions Posin
36、g questions about the text Finding answers to posed questions Connecting text to background knowledge Summarizing information,Making inferences Connecting one part of the text to another Paying attention to text structure Rereading Guessing the meaning of a new word from context Using discourse mark
37、ers to see relationships Checking comprehension Identifying difficulties Taking steps to repair faulty comprehension Critiquing the author Critiquing the text Judging how well objectives were met Reflecting on what has been learned from the text,Models of reading,Bottom-up model Top-down model Inter
38、active model,Three stages of teaching reading,Pre-reading activities While-reading activities Post-reading activities,读前活动 Pre-reading,Pooling together the existing knowledge about the topic, creating expectations (predicting contents) Arousing students interest about the topic Pre-teaching key word
39、s/phrases or structures;skimming or scanning the text or parts of the text for certain purposes.,Do you agree with the following?,Pre-reading activities,Predicting Example: Module 2, p. 14 , ex 1,Pre-reading activities,setting the scene Example: Module 2, p.28 ex 1,Pre-reading activities,Skimming Ex
40、ample: Module 2, p.28, ex 2 Scanning,读中活动While reading activities,常见的课堂阅读教学往往以教师为中心question and answersmultiple choice questionsT/F questions, explanation, paraphrasing, and translation.,While reading activities,Transition devices,Pictures Pie chartsDrawings Bar chartsMaps FlowchartsTables Sequencin
41、gSubtitles Tree diagrams Notes Cyclic diagrams,Description,Time Place Characters Major events Ending,Comparison and contrast,Different characteristics,Different characteristics,Shared characteristics,Process and procedures,Sequencing,Classification,motor vehicles,non-motor vehicles,cars,bicycles,spo
42、rts cars,Vehicles,Narration,Exposition,Main idea(s) Supporting details Conclusion,Taking notes,Making inferences,- Blandida is a country which has every climatic condition known to man. - When she came into the room the large crowd grew silent. - The painting had been in the family for years, but sa
43、dly Bill realised he would have to sell it.,While-reading activities,Information transfer activitiesExample: Module 1, p. 14 ex 4,While-reading activities,Making inferenceExample: Module 6 p.24 ex 3 and ex 7,While-reading activities,Texts with sentence gapsExample: Module 5, p.28, ex 2,While-reading
44、 activities,Reading comprehension questionsExample: Module 1, p.22, ex.5,While-reading activities,Understanding referenceExample: Module 5, P. 42, ex 2 and ex 3,Focus on language study,Vocabulary Understanding word meaning in context Focus on collocations Pay attention to discourse markers Focus on
45、idioms, synonyms, antonyms,etc. Focus on Prefix, suffix, and root words Structures Draw students attention to the new structures Invite students to analyse and summarize the the main features Create different context for meaningful practice,读后活动 Post-reading activities,Discussion Example: Module 2,
46、p. 15 speaking,Post-reading activities,Role-play Gap-filling Retelling,Post-reading activities,Writing Example: Module 2, p.13, ex 11,Writing process,Brainstorming Outlining Drafting Editing (self and peer editing) Revising Proofreading Conferencing,Integrating the skills,When we communicate, we oft
47、en use more than a single language skill. On the telephone, for instance, we listen and speakmaybe we also write down a message and read over what we have written. Transferring language from one medium to another is itself an important skill. Above all, integrating the skills means that you are work
48、ing at the level of realistic communication, not just at the level of vocabulary and sentence patterns.,学习策略培训,many teachers are unsure about what they can do to help learners learn how to learn in the classroom. Dickinson and Carver (1980, cf. Ellis and Sinclair, 1989:7) identify three areas for pr
49、eparing learners to become autonomous and these three areas can be used for considering contents and procedures for learner training. They are: Psychological preparation, e.g. activities to build confidence Methodological preparation, e.g. activities to help learners understand and use metalanguage (language for describing language and language learning) and to become aware of the rationale behind classroom activities. Practice in self-direction, e.g. activities which provide learners with opportunities to make choices about their learning.,
