高中英语外研版教材的使用体会与建议课件

09六月2023高中英语外研版教材的使用体会与建议一、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本资料来源READINGANDVOCABULARYFUNCTIONGRAMMAR1andGRAMMAR2LISTENINGANDVOCABULARY/SPEAKINGWRITINGPRONUNCIATIONANDEVERYDAYENGLISHLEARNINGTOLEARNCULTURALCORNER2、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，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.Module1Possibledesign1BrainstormingtocollectthenamesofcapitalcitiesinEuropeandlistthosetoappearinthetextontheblackboard.Teachermayhelpwithsomedifficultonesandthesamecanberepeatedwiththecountries,thepeopleandthelanguagesinEurope.AmapofEurope/theworldinEnglishcanbeprovidedtohelp.Possibledesign2Jigsaw:DownloadfromtheInternetfiveshortpassagesaboutthosefiveEuropeancountriesreferredtointhetext,whichbestcontainthenamesofthecountries,capitals,people,languages,famousbuildings,etc.Cuteachpassageintoseveralparts,mixthemallanddelivertwopassagestoeachgroup.Therefore,thestudentshavetoworktogethertoputthepartsbackintoapassage.The

workingprocesswillcertainlyhelpthemfindouttherelationshipbetweencapitals,countries,people,languagesandbuildings,andofcoursewillhelpthemgetfamiliarwiththewordsaswell.Adictionaryissuggested.Suggestedwaystoleadin:Predicting:e.g.aguessinggame;actoutsomethingFreetalk:e.g.question-and-answer;Audioaids:e.g.listentoashortdialogue;apieceofmusic;apieceofnews;somethingrecordedVisualaids:e.g.pictures;avideo/movieclipGraphicorganizers:Anythinginterestingandrelevanttoyourtopic.READINGANDVOCABULARYRaisethestudents’readingAsuccessfullead-in:mustbetothepoint.mustbecarefullytimed.mustbewellcontrolled.mustmotivateandencouragestudentstolearnandexplore.comprehensionlevel,enlargetheirvocabularyand

teachthemsomebasicreadingskills/techniques.Module2Apossibledesign:Askthestudentstoreadthetitletopredictwhattheywillreadaboutinthetext.Collecttheanswersandlistsomethingimportantontheblackboard.Somenewwordsandusefulinformationcanbeprovidedintheprocess.2.Scanthetexttogetthemainidea(writingpurpose).3.Skimthetexttofindmoredetailedinformation(Activity2andActivity4).4.Readthetextonemoretime(carefulreading)toanswerthequestionslistedabovethetext.5.Activity3andActivity5willhelptohandlesomeofthedifficultwordsorphrases.6.Morereadingcomprehensionexercisescanbegivenhereaccordingtoyourstudents’languagelevelandthetime.7.Helpwiththepossiblelanguagepoints:A.CollectwhatshouldbeexplainedfromthestudentsandTeacheraddssomemore.B.Teacherexplainsfirstandthenaskthestudentsformorepossibledifficulties.

Attention:

Whatshouldbeexplained?Howmuchshouldbeexplainedabout

thelanguagepoints?8.Afterreadingactivity(reproductiveactivity):PossibleActivity1:

Investigation+Self-developmentPlanAQuestionnairetocollectyourownandyourclassmates’personalinformationonstudies.(past,now,andfuture)Comparethedataandwriteashortreport/makeasimplediagramtomakeapresentationbeforeyourgroupmembers/beforetheclass.PossibleActivity2:AnInterviewwithAnOfficialfromUN(Arole-playactivity)Groupworkwithdifferentworksheetprovidedfordifferentroles.Suggestedactivitiesbeforereading:Purposes:MotivatingandsettingpurposesforreadingActivatingandbuildingbackgroundknowledgeRelatingthereadingtostudents’livesPre-teachingvocabularyandconceptsPre-questioning,predicting,anddirectionsettingStrategiestoactivatepriorknowledgeinclude:

ConceptMap/MentalMap

Aconceptmapisaspecialformofawebdiagramforexploringknowledgeandgatheringandsharinginformation.Conceptmappingisthestrategyemployedtodevelopaconceptmap.Aconceptmapconsistsofnodesorcellsthatcontainaconcept,itemorquestionandlinks.Thelinksarelabeledanddenotedirectionwithanarrowsymbol.Thelabeledlinksexplaintherelationshipbetweenthenodes.Thearrowdescribesthedirectionoftherelationshipandreadslikeasentence.KWLChartWhatIKnowWhatIwanttoLearnWhatIhaveLearned

Brainstorming

(detailsomitted)GraphicOrganizer

CycleUsedtoshowhowaseriesofeventsinteracttoproduceasetofresultsagainandagain(weatherphenomena,cyclesofachievementandfailure,thelifecycle).Keyframequestions:Whatarethecriticaleventsinthecycle?Howaretheyrelated?Inwhatwaysaretheyself-reinforcing?FishboneMapUsedtoshowthecausalinteractionofacomplexevent(anelection,anuclearexplosion)orcomplexphenomenon(juveniledelinquency,learningdisabilities).Keyframequestions:WhatarethefactorsthatcauseX?Howdotheyinterrelate?ArethefactorsthatcauseXthesameasthosethatcauseXtopersist?HumanInteractionOutlineUsedtoshowthenatureofaninteractionbetweenpersonsorgroups(EuropeanssettlersandAmericanIndians).Keyframequestions:Whoarethepersonsorgroups?Whatweretheirgoals?Didtheyconflictorcooperate?Whatwastheoutcomeforeachpersonorgroup?NetworkTreeUsedtoshowcausalinformation(causesofpoverty),ahierarchy(typesofinsects),orbranchingprocedures(thecirculatorysystem).Keyframequestions:Whatisthesuperordinatecategory?Whatarethesubordinatecategories?Howaretheyrelated?Howmanylevelsarethere?Problem/SolutionOutlineUsedtorepresentaproblem,attemptedsolutions,andresults(thenationaldebt).Keyframequestions:Whatwastheproblem?Whohadtheproblem?Whywasitaproblem?Whatattemptsweremadetosolvetheproblem?Didthoseattemptssucceed?Compare/ContrastMatrixUsedtoshowsimilaritiesanddifferencesbetweentwothings(people,places,events,ideas,etc.).Keyframequestion:Whatthingsarebeingcompared?Howaretheysimilar?Howaretheydifferent?Name1Name2Attribute1

Attribute2

Attribute3

ContinuumScaleUsedfortimelinesshowinghistoricaleventsorages(gradelevelsinschool),degreesofsomething(weight),shadesofmeaning(Likertscales),orratingsscales(achievementinschool).Keyframequestions:Whatisbeingscaled?Whataretheendpoints?SeriesofEventsChainUsedtodescribethestagesofsomething(thelifecycleofaprimate);thestepsinalinearprocedure(howtoneutralizeanacid);asequenceofevents(howfeudalismledtotheformationofnationstates);orthegoals,actions,andoutcomesofahistoricalfigureorcharacterinanovel(theriseandfallofNapoleon).Keyframequestions:Whatistheobject,procedure,orinitiatingevent?Whatarethestagesorsteps?Howdotheyleadtooneanother?Whatisthefinaloutcome?SpiderMapUsedtodescribeacentralidea:athing(ageographicregion),process(meiosis),concept(altruism),orpropositionwithsupport(experimentaldrugsshouldbeavailabletoAIDSvictims).Keyframequestions:Whatisthecentralidea?Whatareitsattributes?Whatareitsfunctions?IntroductionofKeyWordsSuggestedactivitieswhile/duringreading:scanningandskimmingforspecificpiecesofinformationguessingwordmeaningsbyusingcontextclues,wordformationcluesorcognatespredictingtextcontentidentifyingtopicsentencesthatcontainthemainideaoftheparagraphusingvisualandsensoryimagessuchasgraphicorganizerstoidentifythemainideaorthemesofatextdistinguishingbetweengeneralandspecificideasrecognizingconnectingideasviaconnectorsrecognizinglexicalclues(e.g.referencewords)makingconclusionsanddrawinginferenceseffectivedictionaryusepayingattentiontothegrammaticalfunctionofunknownwordsanalyzingconnectorsandkeywordsusing"fix-up"strategies,suchasrereading,torepaircomprehensionwhenitbreaksdown.paraphrasingforthepurposeofsummarizingtimingreadingsforachievingautomaticity/requiredreadingspeeddistinguishingbetweenfactandopinionSuggestedactivitiesafterreading:helpstudentstolocateandrecordrelevantinformationsupportstudentstomakeconnectionswithwhattheyknowandbetweentextsprovideaframeworkforsummarizingkeyideaswithinatextsupportstudentstomakeinferencesandgeneralizationshelpstudentstosubstantiateorreconsidertheirownideas.createreproductive/communicativeactivitiestoreusethetargetlanguage.Attention:Readingaloudisreallypronunciationpractice,anditcanbetime-consuming.Readingaloudisanaturalwaytoreadpoemsandplays.Readingaloudcanbegoodforfluencypracticeandcanbuildstudents’confidenceifthetextisnotdifficultforthem.GRAMMARWiththehelpoftheteacherandtheirownefforts,studentswillbuilduptheirgrammarsystemandimproveitallthewayupuntilitfinallybecomesperfect.Thefirs