新高中英语教材解析高二市公开课一等奖百校联赛特等奖课件

人教版《新高中英语》教材透视与解析─把握教材关键，灵活整合教材人民教育出版社外语分社肖菲第1页一、关于新课标教材反馈和认识二、《新高中英语》教材透视与解析IGettingtoknowacoursebookIIHowtoapproachNSECPreviewingthewholeunit

预览整个单元（模块）Focusingonvocabulary关注单元词汇，分门别类进行处理Lessonplanning(1)单元板块内容整合Lessonplanning(2)

课型设计（以阅读课为例）

◆阅读策略培养与活动设计◆阅读篇章特色分析Contents第2页一、关于新课标教材反馈与认识培训目标：

经过第一部分培训内容展现和讲述，参加培训教师能够：发觉英语教师常见提问中所隐含关于教材和教师本身角色定位误区；说出教材所能囊括内容，教材优点及其不足；用若干动词来简述几个常见教材处理方式。第3页ProblemsmostfrequentlymentionedbyEnglishteachers教材提供话题太广，内容太多，教学任务繁重，课时担心。学生基础微弱，拼读单词尚存在问题，词汇量不够，听力和口语水平较弱，无法实现新课标教材中各项任务。教材词汇量太大，处理起来非常困难。第4页QuestionsmostfrequentlyaskedbyEnglishteachers新课标教材一个单元要用几个课时来完成教学？新课标教材要教完几册书才能到达高考要求？听说课/词汇课/语法课/写作课怎么上？第5页Questionsforteacherstothinkabout:Howdoyoudefinetheroleofyourcoursebooks?What’sinyourcoursebooks?Howwouldyouusethecoursebooks?Why?第6页WhatcoursebookscanofferThesyllabusLanguagepresentationmaterialLanguagepracticematerialSkillsdevelopmentmaterialAsequenceofworkRecyclingandreviewoflanguageAdditionalmaterialTakenfromSuccessinEnglishTeaching,OxfordUniversityPress第7页Whatacoursebookcannotprovidespecificteachingconditionsspecificlearners’interestOnlyTEACHERScanrespondfullyto:TakenfromSuccessinEnglishTeaching,OxfordUniversityPress第8页OnlyTEACHERSCan:bringcoursebookmaterialtolifeandmakeitworkinclassroommotivatestudentsrespondsensitivelytolearnersmakelanguagelearningpersonalenjoyableandsatisfyingTakenfromSuccessinEnglishTeaching,OxfordUniversityPress第9页Coursebooks

Benefits

VsRestrictions优点缺点1提供了课程标准所要求全部或大部分信息，为帮助学生达成课程目标提供了内容上确保。1提供材料和内容有可能离学生生活较远、缺乏趣味性或不符合学生实际水平。2减轻教师准备教材负担。2可能对语言学习一些方面提供材料多而对另一些有所忽略。3提供材料有利于教师创造出形式多样学习活动。3提供材料和活动教师可能难以处理。4提供了评价学生学习基本方式。4要求了教学内容和步骤，但给教师留空间小。5含有教参、练习册、视听等各种资源辅助教学。5材料可能过时或缺乏针对性。第10页ShallIcompareacoursebooktoapiano?第11页AboutHowtoUseCoursebooksNevilleGrant:

“omit,replace,addandadapt”RAcklam:

SARS—Select,Adapt,Replace,Supplement第12页《普通高中课程标准（试验）》中关于教材使用提议：对教材内容进行适当补充和删减替换教学内容和活动扩展教学内容或活动步骤调整教学次序调整教学方法总结教材使用情况第13页二、《新高中英语》教材透视与解析

培训目标：

经过第二部分培训内容展现和讲述，希望参加培训教师能够：在日常备课时，先预览整本教材或整个单元，对教材所提供内容进行整体分析。在完成单元整体分析后，列出对教材内容进行选择、删减、替换或补充计划，并能说明原因。针对各单元不一样词汇特点，整理出不一样处理方法，并将词汇展现、讲解、训练及巩固合理地安排在不一样课时中。依据语篇特点进行阅读活动设计，并将阅读策略培养渗透到活动之中。第14页AMarley:materialsuseisa“complextrade-off（权衡，协调）betweenthethreemajorelementsintheequation:thematerials,theteachersandthelearners”JeremyHarmer:“Usingcoursebooksappropriatelyisanartwhichbecomesclearerwithexperience.”第15页IGettingtoknowacoursebookthesyllabus(objectives,content,sequence,lessonorunitdivisions)thelayout(typicalorganizationofeachlessonorunit,formatandpresentationofthemaintypesofmaterial,includingactivitiesandexercises)theproposedmethodologyandprocedures(suggesteduseofthecoursebookasindicatedbythetypesofactivity,instructions,TB)thesupplementarymaterial(cassettes,WB,wall-charts,DVD,etc.)TakenfromSuccessinEnglishTeaching,OxfordUniversityPress第16页IIHowtoapproachNSEC——教材解析思绪与案例参考第17页目标：了解各板块内容特色以及蕴含文化背景，方便领会教学重难点，合理取舍1Previewingthewholeunit

预览整个单元（模块）第18页1)Previewthereadingpassagesandlisteningscripts目标：

比较分析语篇内容、篇幅与操作难易度浏览单元语篇，了解话题和文化信息第19页Book5

Unit1GreatScientists

Topics（主题内容概况分析）跨学科知识（如右图）ScientistCountrySubjectJohnSnowBritainMedicineQianXuesenChinaPhysicsCopernicusPolandAstronomyCarlLinnaeusSwedenBiologyLeonhardEulerSwitzerlandMaths第20页追求真理精神

(Copernicus)科学研究步骤

(JohnSnow,Euler)科学家应具备素质和条件

(curiosity,responsibility,determination,bravery,goodeducation,etc)第21页SB：Reading1:abriefintroductiontotheUnitedKingdomReading2:touristattractionsinLondonListening:TowerofLondonandstoriesabouttheroyalfamilyBook5Unit2TheUnitedKingdomWB：Listening:BritishcitizenshipReadingtask:GuyFawkes’DayListeningtask:ReligioushistoryinBritain第22页话题与文化信息英国地理名称、概况及其发展历史专有名词和文化古迹（伦敦）英国宗教历史与焰火节第23页2)Previewingthewordlist,contents

andgrammaritems目标：

浏览单元词汇表，简单总结单元词汇特点。浏览教材目录以及各单元语法教学部分，了解该语法项目在整套教材中编排次序以及教学重点。第24页Book5structures（语法结构）Unit1(ThePastParticiple)astheAttribute&PredicativeUnit2astheObjectComplementUnit3astheAdverbial&AttributeUnit4InversionUnit5Ellipsis第25页RevisingthePastParticiple选修8：Unit3astheAttribute,Predicative&ObjectComplementUnit4astheAdverbial选修9：Unit3thePredicativeUnit5theObjectComplement选修10：Unit1theAttributeUnit2theAdverbial第26页词汇：名词较多，短语较多，非课标词汇包含专有名词较多（学会读）语法：过去分词作宾补，篇章中示例较少(需要补充，让学生大量接触相关语法现象)Book5Unit2TheUnitedKingdom第27页供教师参考工具书GrammarBooks:

GrammarinContext《英语语境语法》EnglishGrammarinUse《英语在用－剑桥中/高级英语语法》GrammarDimensions《汤姆森三维英语语法》EnglishGrammarToolsforLife《高中英语语法与词汇》《薄冰新编英语语法》《张道真英语语法》VocabularyBooks:EnglishVocabularyinUse《英语在用－剑桥中/高级英语词汇》ADictionaryofCurrentEnglishUsage《当代英语使用方法词典》LongmanDictionaryofContemporaryEnglish《朗文当代英语词典》PracticalVocabularyforStudents《高中英语词汇实用手册》第28页3)Previewingthespeakingtasksandwritingtasks目标：依据单元教学目标要求，权衡任务难易程度、学生兴趣及其实际英文写作水平等原因，选择适宜口语和写作任务，并采取适当补充调整策略帮助学生有效完成。第29页Book5Unit1SBSpeaking第30页Book5Unit1WBTalking第31页Book5Unit1WBSpeakingtask第32页Book5Unit1GreatScientists

Functionalitems（功效项目分析）Describingpeople:Appearance(WBtalking)Characterorpersonality(SBListeningandspeaking,WBSpeakingtask)Characteristicsandqualities(SBListeningandspeaking,WBWritingtask)第33页思索题除了教材中提供句型以外，教师还可提供哪些资源以确保学生口语活动得以顺利进行？怎样帮助学生有条理地进行表示？第34页Describingpeople’sappearanceHeightandbuild:

tall,slim,short,fat,stoutHair:

straighthair,wavyhear,curlyhair,blondehairFace:

thin-faced,round-faced,long-facedSkin:

white/darkskin,dark-skinnedSpecialfeatures:

broadshoulders,beard,moustacheGeneralappearance:

elegant,well-dressed,good-looking,handsome,pretty,beautiful第35页DescribingcharacterandqualitiesAbility:

intelligent,bright,clever,smart,able,talented,simple,sillyAttitudestowardslife:optimistic,pessimistic,sensible,sensitive,relaxedAttitudestowardsotherpeople:

sociable,easy-going,bad-tempered,honest,reliable,sincere第36页Book5Unit1SBSpeaking

Yourdiscussionmayinclude:

YourjobinthefutureEducationTraining/workexperiencePersonalityProblems第37页功效：Askingforrepetition:

/speaking/asking_repetition.htmlGivingdirections:

/speaking/asking_place_location.htmlBook5Unit2TheUnitedKingdom第38页2Focusingonvocabulary

关注单元词汇，分门别类进行处理第39页guessfromthecontext

putforward,challenge,absorb,severe,linkto,announce,blame,polluteAdjectives(todescribesb’scharacterorpersonality)positive,(be)strictwith,enthusiastic,cautiousImportantverbsandphrasesconclude,drawaconclusion,defeat,attend,expose(to),cure,challenge,suspect,blame,pollute,handle,contribute,apartfrom,makesense,spinBook5Unit1GreatScientists第40页wordformationpainter,scientific,conclusion,physician,neighbourhood,movement,backward,EnglishVsChinesecharacteristic,radium,expert,victim,enquiry,pump,handle,firework,chart,universe,constructionOtherverbs:analyse,foresee,instruct,construct,reject第41页IMatching

(FormandMeaning)Usefulverbsinthefirstreadingpassage:analyze→toexamineorthinkaboutsomethingcarefullydefeat→towinavictoryoversbattend→tolookaftersbexpose→toleavesb/sthunprotectedabsorb→totakesthinblame→tosayorthinkthatitissb’sfaultlinkto→tomakeaconnectionbetweenpeopleorthingsannounce→tomakeknownrepubliclyinstruct→togiveordersordirectionstosbcure→tomakeanillnessgoaway第42页IISorting

(Classifyingthewordsandphrasesintogroups)asaverboranoun:

defeat,blame,cure,pump,handle,linkprefixorsuffix:

-tion:instruct→instruction,-ment:announce→announcement…topics:

Relatedtoresearchorstudy:putforward,scientific,drawaconclusion,analyzeRelatedtoqualitiesorcharacters:positive,strict,enthusiastic,cautious…第43页IIICompletion

(ofsentencesandtexts)第44页第45页IVUsethedictionary第46页VOthers第47页阅读部分（热身，读前，阅读，了解）：热身或读前时，利用图片和语境展现：

Province/counties,currency,institution,architecture,convenience,administration,clarify读中让学生猜测词汇或用英文释义解释：

Nationwide,accomplish,conflict,totheircredit,roughly,attract非课标专有名词需带读：

UnitedKingdom,Scotland,Wales,NorthernIreland…无须处理：

Unwilling,countryside,enjoyable,union,port,leaveoutBook5Unit2TheUnitedKingdom第48页语言学习部分：学生查字典自学：

Description,furnished,fax,possibility,quarrels,alike,wedding,fold泛读部分：大部分词汇都可用汉字或英文释义展现，或让学生完成词汇形义搭配（可重点讲解：thrilled）第49页词汇课：教师重点讲解：

toone’scredit;attract;leaveout;plus;taketheplaceof;arrange;delight;thrill总结归纳比较：

consistof,divide…into,bemadeupof….Breakdown,breakawayfrom,break….写作课：用英文释义展现:Error,tense,consistent第50页3Lessonplanning(1)

单元板块内容整合第51页1）“热身”部分整合案例参考第52页第53页关注点：科学家－贡献－学科领域生词展现(characteristics,radium,painter,putforward)第54页Archimedes―mathematicianCharlesDarwin―biologistThomasNewcomen―inventorGregorMendel―geneticsMarieCurie―physicist&chemistThomasEdison―inventorLeonardodaVinci―painter&inventorSirHumphryDavy―chemist,physicistZhangHeng―astonomerStephenHawking―physicist第55页（供参考）“热身”教学步骤：堂上展现人物图片和名字，提供正确答案，让学生课后自己搜集相关材料，利用下几节课dailyreport时间，让学生自己组织语言完成简短介绍（口头、笔头）。节约时间，能激发学生学习兴趣，勉励学生自主进行探索研究，进行合作学习，锻炼口语和笔头表示能力。第56页Project:areportofagreatscientist“Givemeaplacetostandon,andIwillmovetheearth”

－Archimedes

第57页热身或导入（删减，调整）Usingpics:HowmanycountriesdoestheUKconsistof?Whatarethey?WhichisthenationalflagoftheUK?UnionJackWhatcurrencyisusedintheUK?WhatdoyouknowaboutBritisharchitecture?Canyounamesomeofthefamousbuildings?WhorulestheUK:thePrimeMinisterortheQueen?WhataretheprovincescalledinEngland?CanyounamesomefamouscitiesinBritain?WhatelsedoyouknowaboutBritishhistory?Book5Unit2TheUnitedKingdom第58页2）单元板块整合案例参考第59页第一课时：阅读课(WarmingUp,Pre-reading,Reading,Comprehending)

（Homework:记忆阅读部分词汇）第二课时：语法课(Discoveringstructures,Usingstructures)

（Homework:语法练习,collectinformationabouttouristattractionsinLondon）第三课时：综合技能课(Reading2,SBspeaking)

（Homework:记忆Reading2词汇，自学learningaboutlanguage词汇）Book5Unit2TheUnitedKingdom第60页第四课时：词汇课(Learningaboutlanguage,Usingwordsandexpressions)

(Homework:reviewingvocabulary)第五课时：听说课(SBListening/WBListening,Speaking:makingcomparison)

(Homework:collectingadsorpostersabouttouristattractions)第六课时：写作课(SBWriting)

(Homework:finalisingthedraft)第七课时：评价综合课(SummingUp,Checkingyourself,exercisesorextensivereading)第61页Book5Unit2单元整体课时设计*每节课容量均包含课外任务Period1---Warming-up;Pre-reading;Reading；LearningaboutlanguageEx.1阅读课（微技能训练，文章从浅层到深层了解,生词初步学习-音形意）Period2---LearningaboutLanguage（1），P12Ex.2Reading中词汇句型及拓展Period3---LearningaboutLanguage（2）语法,WBUsingstructures-1(P50)语法课Period4---UsingLanguage;Learningtip(P8);

综合活动课Period5---P51-53ReadingTask-WritingTask

Period6---Reviewandpractiseusefullanguageitems

(P50Ex.2,3及自编练习或配套练习册)andSummingup(P8);Period7---Quizandevaluation

(Checkingyourself(P47))摘自广州市第五中学陈艳华老师培训讲义第62页4Lessonplanning(2)

课型设计（以阅读课为例）第63页阅读了解活动设计

设计阅读了解练习和活动时，最少应该从以下多个角度考虑：阅读策略阅读体裁及其语篇特色篇章（单元）结构教学重难点文化内涵与背景第64页Book5Unit1GreatScientists

Pre-reading,Reading&Comprehending（1）1）阅读策略培养与活动设计第65页Thestagesofdoingscientificresearch(Howtodescribethescientificresearch)Infectiousdiseases(Cholera)Predictwhatthereadingpassageisabout(title,picture,map）FindaproblemMakeaquestionThinkofamethodCollectresultsAnalyzetheresultsFindsupportingevidenceDrawaconclusion第66页预读：提出若干问题，目标是启发学生预测课文内容。预览：主要目标是帮助学生了解文章主题思想和主要内容。TitleSub-titlePicturesThefirstparagraphThelastparagraphThetopicsentenceineachparagraphQuestions第67页第68页阅读篇章重点：

Howtodoscientificresearch(Howtodescribethescientificresearch)HowJohnSnowtracedthesourceofcholera第69页ReadingandComprehending表层信息了解（搞清段落主要意思和文中细节）深层信息了解区分事实与观点：作者所写内容不一定全部是事实，作者既陈说客观事实也表示个人观点。做出合理推理：读者能依据文章细节材料推测出作者言外之意、弦外之音，依据字面意思进行必要推理、推论。合理推理必须以文章中出现事实为依据，同时需要学生生活体验、阅历等背景知识参加。阅读内容迁移应用依据学生水平实际需要,教师能够在原来书本设计活动基础上设计一些愈加综合性活动,其目标是为了让学生充分利用所学知识处理实际中生活问题.第70页阅读活动（先整体，后细节）包括整体了解活动1概括文章大意2如无标题，补充标题3提问4信息转换，填表5排序6找关键信息7其它第71页包括细节活动（要有认知深度）1

问题层次性（字面了解、推断、应用或评定）2排列次序及其它3猜测词义4语篇标识词5指代6长句和难句

第72页阅读课提议步骤：快速阅读，预测篇章大意和内容仔细阅读，了解篇章信息：判断正误、回答下列问题或排序(ComprehendingEx2,Q1-2;ComprehendingEx1)梳理篇章结构(Pre-reading:Q1)了解词汇与句型（猜测词义，分析难句）读后讨论(ComprehendingEx2,Q3)Book5Unit1GreatScientists

Pre-reading,Reading&Comprehending（1）第73页预读/预览(Pre-readingQ3)

Readthetitleandpictures,predictwhattheauthormaytalkaboutinthereadingpassage,thenskimtocheckifyouwereright.

快速阅读(ComprehendingEx.4)

Skimthereadingpassageanddivideitintothreeparts,matchingthemainideawithdifferentparts(TB)（降低难度）Book5Unit2TheUnitedKingdom第74页Paragraph1-3:

HowTheUnitedKingdomwasformedParagraph4:ThreezonesofEngland(characteristics)Paragraph5-6:TreasureinLondonandotherthingstoseeinBritain第75页仔细阅读(CarefulReading)Part1:Paragraph1-3Recallingdetails：Activity1:Readpart1andfinishEx.1inComprehending.Activity2:

Lookatthepicsandwritethecorrectnamesnexttothepictures.（替换）第76页《英语听说》Book5Unit2第77页Sequencing:

Activity3Readpart1andputalltheeventsinorder,thenmatchtheflagswiththecountries.(EX.2Q1)EnglandWalesScotlandNorthernIrelandTheUnitedKingdomofGreatBritainandNorthernIsland13thcentury:England17thcentury:Britain/GreatBritain20thcentury第78页InterpretingMeaning

(bottom-up):Activity4

Readthesentencesbelowanduseyourwordstoexplainthemeaning.HappilythiswasaccomplishedwithoutconflictwhenKingJamesofScotlandbecameKingofEnglandandWalesaswell.Totheircreditthefourcountriesdoworktogetherinsomeareas,buttheystillhaveverydifferentinstitutions.第79页Part2:Paragraph4Guessingwordsfromthecontext:

Readparagraph4carefullyandguesssomenewwordsbasedonthecontext:convenience,roughly,nationwide,attract.Makingcomparison:

Englandcanbedividedintothreezones.Whatarethecharacteristicsofthesezones?WhatarethedifferencesifwecompareitwithChina?（增加难度）第80页Part3:Paragraph5-6Organizinginformation:Readthelasttwoparagraphsandcompletethetablebelow.TimeInvadersInfluencebrought第81页SummarizingOption1:Getintogroupsoffourandgetreadytouseyourownwordstosummarizethereadingpassage.A:Part1;B:Part2;C:Part3;D:whatelseyouwanttoknowabouttheUnitedKingdomThemaps,pics,tablescanhelpyoutomakethesummary.Trytouseasmanynewwordsaspossible.

Option2:Blank-filling第82页HomeworkReviewthenewwordsyouhavelearnedfromthislesson.SBEx.1-2(readingaloud,classifywordsintodifferentcategories,wordformation,translation,mindmap,etc)第83页主课文分析题材：介绍西方绘画史上最主要几个历史时期，以及这些时期最具代表性艺术格调、艺术家及其作品特色体裁：描写文（Description)Book6Unit1Art2）阅读篇章特色分析第84页篇章结构阅读教学提议：依据篇章特点把握教学重点，可先整体阅读（快速），后分段阅读。每个段落教学过程中，既要捕捉关键内容信息，又要关注语言本身（猜词，难句解析），还有给予充分文化背景补充。第85页难句解析Atypicalpictureatthistimewasfullofreligioussymbols,whichcreatedafeelingofrespectandloveforGod.Butitwasevidentthatideaswerechanginginthe13thcenturywhenpainterslikeGiottodiBondonebegantopaintreligio