《新目标英语》教材教法研讨讲义

《新目标英语》教材教法研讨讲义研讨要点一、教材编写体例和特点二、教学建议（词汇；听力；口语；阅读）三、概括一、教材编写体例和特点单元结构SectionASectionBSelfcheck为目标句型提供分步示例和指导性练习使学生对学过的目标句型运用自如使学生对自己的英语水平有明确的认识符合语言学习和学生认知规律先输入后输出先听后说先读后写先基础（1a1b2a2b3a）后扩展（1c2c3b3c4）循序渐进听力：内容和活动先简单后复杂一些1b-2a,2b-2a,2b说话：任务链（controlled-half-controlled-free）阅读：先简后繁写作：先仿写（3b）后开放写作（3c)任务链controlledHalf-controlledopen单元课时安排举例B2Unit1Howoftendoyouexercise?五课时第一课时：P1-2

(SectionA:1a,1b,1C,2a,2b,2c)听说课第二课时：p3(SectionA:3,4)读说课+语法第三课时：p4(sectionB:1a,1b,2a,2b,2c)听说课第四课时：p5

(3a,3b,3c,4)读写课第五课时：p6

(self-check&workbook)综合复习课二、教学建议

1、词汇：常见问题学生不会读记不住孤立记单词教师教了就要求学生会不分重难点，每个词平均用力不重视语境不重视词的搭配两大原则：语音是单词记忆的线索

bathtubeffectint____ting,fes__val

拼读规则重音弱读；连读2语义是单词组织的中心原则Test:ANameafruitthatbeginswithp.BNameawordthatbeginswithpthatisafruit.NS联想saltpepper,sugarwater,foodNNS联想expectexceptassistresist启示：按语义场组织单词（mindmap)重视搭配，语块教学Book3,Unit6DescribingPeopleHeighttallshortHairPersonalityBodylongshortstraightcurlythinlightoutgoingquietfunnyseriousfatheavyWhat’sthematter?headearnosetoothneckstomachback

throatcoldfeverheadachetoothachestomachachesorethroatstressedoutthirstyBodypartsillnessesadvicegotothedentistliedownresthoneywatershouldshouldn’tContinued

（1）Brainstormwordsthatconnectwith‘Englishlearning’.（2）Makeamindmapwith‘vacation’.（3）Makeamindmapwith‘familymembers’.搭配（语法搭配＋词汇搭配）语法搭配beinterestedinThanksfor…Itisnice/thoughtful/stupidofyoutodosth.Verbpattern1IgaveTracythebook.passedhandedthrewVerbpattern2Subject+verbitComplementTodosth/thatclauseIthinkWeallconsider

ititwisewrongtofinishtheworksoon.thathecheatedintheexam.Commonverbsused:believe,feel,find,know,take,prove,countHornbyA.S.AGuidetoPatternsandUsageinEnglish2词汇搭配prettygirl/womanhandsomemanbeautifullady/womanblondhairaccidenthappenreadaloudIboughtthecarata(high/expensive)price.Icouldn’t(begin/start)mycar.(strong/remarkable)ability2Writeasmanycorrectpairsofverb+nounphrasesaspossible.

putongotaketidysightseeingaholidaymyroomaphotoacoatforawalkherdeskaposterTypical方法用实物用图片

A______isworthonethousandwords.简笔画动作表演（动词、形容词）(u5,9,10,11)TPR(TotalPhysicalResponse)(u2Touchyourbook/pen/pencilcase.)Simonsays…(u10,11)猜词游戏

a用英语解释、描述特征（正、反义词）

It’sakindoffruit.It’sround.Ithasfiveletters.b问问题

-I’mthinkingofathing.It’sintheclassroom.-Isit…?Bingo!

看谁组的单词多

later–eat,tea,art,tear,letWhat’smissing?Whisper（看口型，猜单词)分类如何减负

区分核心词（黑体词）和非核心词

forall:掌握核心词

forgoodstudents:了解常用的白体词

区分活跃词和非活跃词活跃词：一词多义；搭配多动词和有些名词动词与名词的搭配；动词与副词的搭配；动词与介词的搭配；名词与介词的搭配；语块教学短语；固定句子结构

examples:affordaf‧fordS1W3verb[transitive]1can/couldafford[usuallynegative]a)tohaveenoughmoneytobuyorpayforsomethingafford(todo)something

Wecan’taffordtogoonvacationthisyear.Icouldn’taffordtherentonmyown.Howcansheaffordtoeatouteverynight?

b)tohaveenoughtimetodosomething:

Dadcan’taffordanymoretimeoffwork.

c)ifyoucannotaffordtodosomething,youmustnotdoitbecauseitcouldcauseseriousproblemsforyouaffordtodosomething

Wecan’taffordtowaitanylongerorwe’llmisstheplane.►Affordcanbefollowedbyaninfinitivewithto,butnotan‘-ing’form

:

Ican’taffordtobuy(NOTcan’taffordbuying)acar.Example:Unit1(Book3)活跃词verbnounadj.exercisedrinktrykeeplookafterresulthealthhabitgradedifferenceactivesamedifferent活跃词的搭配exercise:dosportsorotherphysicalactivityvi.Itisimportanttoexerciseeveryday.n.DoExercise3.doexercisesdo/takelittleexercisehardly:almostnot,否定意义

Sheisagoodstudentbutshefailstopasstheexam.Icanhardlybelieveit.hardyever:ever起强调作用Idon’tlikewatchingTVandIthinkitwastestime,soIhardlyeverwatchTV.drinkvi.Don’tdrinkanddrive.vt.drinkwater/milk/tea/juice/beer/winen.goforadrinkhaveadrinkof…cold/softdrink也应重视名词的搭配habitagood/bad~eating/learning~shave/get/become/changeahabitgrade1年级2markinschoolgetagradeA—getagoodgradegetgoodgradesContinuedresulttheresultofthesurvey/research/examshowgood/badresultsprogramsee/watcha~differenceabig/small~cantell/seethe~(between…)Continuedhealth

good/excellent/poor~Herhealthisgood/excellent/poor.be/keepingoodhealthbegood/badforyourhealthahealthproblemTimeKnowledgeTheForgettingCurve如何与遗忘作斗争多用！单词的复习巩固应贯穿到听、说、读、写等各个环节给语境（搭配，惯用语，句子惯用语）多练习一义多种表达法Example:我妈身体健康。

Mymomis/stays/keepshealthy/fit.Sheis/keeps/staysingoodhealth.Mymom’shealthisgood.2、听力：常见问题对听力教学的过程体现不够对听力策略重视不够对听力内容挖掘不够建议

1体现听力教学过程听前：预热、准备，词汇，背景听中：Takenotes.Askquestions.听后：听说结合：分角色表演、复述听力内容；听写结合：仿写对话；将听力改写成叙事短文2渗透听力策略教学记笔记听关键词推断生词意思推断说话者关系，发生场景等精听与泛听相结合训练听力材料课本网络资源

普特英语听力新概念英语(NewConceptEnglish)3深度挖掘听力材料Example:SectionA,2a,2bQuestions：Howmanypeoplearetalking?Whatistheirpossiblerelationship?DoesthemanlikewatchingTV?Doesthemanlovereading?Doesthemanliketoexercise?Whatkindofmandoyouthinkthemanis?朗读、背诵对于一般学生：根据听力材料仿写对话给结构：howoften…?对于优秀学生：转述听力内容e.g.,Book3,Unit1,P85

ThereporterasksChengsomequestionsabouthisfreetimeactivities.ChengwatchesTVtwiceaweek.Helovesreadingandhereadseverydayatschool.Hegoestothemoviesonceamonth.Helikesexercisingandheexercisesthreetimesaweek.Hedoesn’tlikeshoppingandheshopsabouttwiceamonth.口语任务前：活动目的，分组，组员角色安排任务中：充足时间演练任务后：给学生展示的机会，有效评价好课的特征：一定有心与心之间的交流一定有学生创造性的产出Who’stheheathiest?ActivityFrequencyStudent1Student2Student3Howoftendoyouexercise?Whatsportsdoyouplay?Howoftendoyoueatvegetables?HowoftendoyouwatchTV?Howmanyhoursdoyousleep?GroupreportIthinkinmygroup…isthehealthiest.Heexerciseseveryday.Helikesrunning.Helikesvegetablesandeatthemeveryday.Heevenlikesonions.HeonlywatchesTVtwiceaweekontheweekend.Asforsleeping,hesleeps9hoursaday.DisappearingdialogueA:What’sthematter?B:I’mnotfeelingwell.Ihaveacold.A:Whendiditstart?B:Abouttwodaysago.A:Oh,that’stoobad.Youshouldgetsomerest.B:Yes,Ithinkso.A:Ihopeyoufeelbettersoon.DisappearingdialogueA:What’sthe…?B:I’mnotfeeling….Ihavea….A:Whendidit…?B:Abouttwodays….A:Oh,that’stoo….You…getsomerest.B:Yes,Ithinkso.A:Ihopeyoufeel…soon.DisappearingdialogueA:What’s……?B:I’m……….I…a….A:When…it…?B:About…days….A:Oh,…too….You…get…….B:Yes,I…….A:I…you……soon.阅读：常见问题学生读得慢，逐词读MrGreentookhisdogtotheparkthismorning.理解正确率不高心里读出声回读教师只见树木，不见森林重视语法和词汇知识点，忽略文章本身传达的信息“挖金矿”忽略阅读策略和好的阅读习惯的培养建议——培养学生好的阅读习惯读前：预热；预测（看标题、看插图）读中原则：

先快读、略读，后慢读、细读

先理解大意或关键信息，后理解细节

先默读，后朗读

读后：读说结合；读写结合Example:Unit1Book5P5FirstfastreadingIsKatrina’slifestylehealthy?Whatisthekeywordforthepassage?Secondreading5questionsatp5.…阅读微技能段落主题句：首句或末句p11,p35语篇标记词:p11Forexample,areyouoftenweakandtired?指代

Thatmustbelotofmorefunthantakingabus.p23Wedidasurveyofourreadersandthisiswhatwelearned.p73猜测词义

A:Howoftendoyoudrinkmilk?B:Never.Ican’tstandmilk.It’sawful.长句或难句Educationiswhatyouhaveleftafterallthatistaughtisforgotten.

教育就是当你忘掉你所学的一切之后所剩下的东西。It’seasytohaveahealthylifestyle,andit’simportanttoeatabalanceddiet.B2,p11Forexample,standingveryclosetothepersonyouaretalkingwithisquitecommoninsomeAsiancountries.B4,p58问题的层次字面理解层：plainfacts;readinthelines推断层：infermeaningbetweenthelines评估层：readbeyondthelines;Whatdoyouthinkof…?Doyouagreewiththewriter?Doyouthink…?课外阅读课标要求：三－四－五级：4-10-15万选择合适的材料（浅、薄、有趣）指导学生写阅读日志建议读物精读，背诵《真实趣味读物》人民教育出版社《新概念英语》第2册，96个故事可选背外研社《泰西50轶事》上海科学技术文献出版社泛读Teens中国日报社

泛读任务

DateTitleNewwordsIlearnPhrasesandsentencestructuresIlearnGoodsentencesIlikeSummaryMyopinion三、概括改变应试教学，重视学习过程摒弃题海战术，低效率——遵循学生学习规律1帮助学生打好基本功

单词拼写；基本的句型

语音：能够见词读音，听音写词

听： 听时做笔记(note-taking)；听写

说： 课上多给机会练习，听说结合、读说结合

读： 加强阅读教学，培养学生语感。不拘泥于语法教学，不钻偏、难、怪题目；大量课外阅读。

写： 将口语活动内容落实到笔头；听写结 合，读写结合2单词按语块教学，整存整取，提高效率3解放学生头脑，让学生用心：让学生提问（就听力和阅读材料）；PW和GW留余地让学生发挥多变化，让看似枯燥的学习变得有意思：句型操练；单词教学5加调料，enjoyable：games,chants,poems,songs,moviescripts(

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