高中英語課堂教學設計$高中英語課堂教學設計$1一、高中英語教材設計理念二、教學目標的設立三、課堂教學環(huán)節(jié)四、閱讀教學文本分析模式五、閱讀、寫作一體化課堂教學設計$一、高中英語教材設計理念$2一、高中英語教材設計理念$一、高中英語教材設計理念$3教材編寫理念TopicFunctionsActivitiesStructuresSkills教材編寫理念TopicFunctionsActivities4

5

6

7

8

國際視野祖國意識合作精神自信意志動機興趣情感態(tài)度文化知識文化理解跨文化交際意識和能力文化意識學習策略資源策略交際策略調控策略認識策略聽說讀寫語言技能話題功能詞匯語法語音語言知識英語新課程目標結構示意圖國際視野祖國意識合作精神自信意志動機興9

10

11

12二、教學目標的設立：教學目標描述的準確性和可及性$二、教學目標的設立：$13Students'sample:1.1LanguageObjectivesImportantwordsandphrases:injury,anxious,fever,normal,diet,becrazyabout,takeexerciseImportantsentencepatterns:a.WhenZhoukai'smothersawhimheadingtowardsthefrontdoorwithoutajacketon,sheeyedhimanxiously.b.Iamgoingtoplayfootball.c.I'mcrazyaboutfootball.Students'sample:14

1.1LanguageObjectivesLearn

somenewwordsandexpressionstodescribeaplaceintermsof:cityname,districtname,climate,touristattraction,

famousarchitectureandleisurelife.Newwords:

attractive,pretty,gorgeous,harbor,fortunate,

villa,somodernPhrases:putup,high-risebuilding,businessdistrict,shoppingmall,interestingarchitecture,hugeapartmentblock.Sentencepattern:Don’ttheybotheryou?1.1LanguageObjectives15students'sample1.2

AbilityObjectivesEnablestudentstolearntheimportantwordsandphrasesEnablestudentstolearnhowtodescribeapersonEnablestudentstoimprovetheirreadingskillsCollectanddealwithimportantinformationfromapassageDescribeacityformdifferentaspectsinEnglish.HelpstudentstoimprovetheirreadingabilityTrainingstudents'abilityofgetttingusefulinformationfromthetextstudents'sample16

1.2

AbilityObjectivesListening:Listeningforunderstandingwordsandexpressionsdescribingaplace.Speaking:Learntotalkaboutaplacewhereyouliveintermsofits

name,district,climate,touristattraction,

famousarchitectureandleisurelife.Reading:beabletoskimapassageformainideaandscanitforspecificinformationWriting:beabletowriteapassagetodescribeaplaceintermsofits

name,district,climate,touristattraction,

famousarchitectureandleisurelife.1.2AbilityObjectives17students'sample1.3MoralObjectivesGetstudentstoknowtheimportanceofhealthyhabitsHelpstudentstofostertheawarenessoftakingfrequentexerciseandkeepingfitInspirestudentstoloveandrespecttheirteachersHelpstudentstoknowthatdifferentpeoplehavedifferntcharactersandshouldbeunderstandbystudentsstudents'sample181.3MoralObjectivesExperiencecooperativelearning,developstudents’awarenessandskillsofcooperatingwithpartnersinpairworkExperienceanddevelopstudents'feelingofloveandprideoftheirhometown1.3MoralObjectives19

?Teachingmethods:TeachingAids:?20三、課堂教學環(huán)節(jié)$三、課堂教學環(huán)節(jié)$21Task-BasedLanguageTeaching(TBLT)

Pre-taskstageWhile-taskstagePost-taskstageTask-BasedLanguageTeaching(22Pre-taskstage

Aims:1.Introducethetopic,wordsandexpressionsneededfortalkingaboutthetopic,andthebackgroundknowledgerelatedtothereadingmaterial.2.Stimulatestudents’interestandexpectationsforreading.Activities:i.e.activitiestofamiliarizestudentswiththecontentinPoint1.Thecontentsneedtobecloselyrelatedtotheissuesinvolvedinstudents’real-lifesituationsandthereadingmaterials.Opportunitiesforlanguage(oral)outputneedtobemaximized.Pre-taskstage23While-taskstage

Aims:1.Developacertainreadingskill,e.g.skimming,scanning,predicting,makinginference,andetc.2.Understandtheorganizationofinformationinthereadingpassage(providingcluesofhowtheinfo.isorganized).Activities:i.e.activitiesthatcanhelpwithcomprehensionofthereading(.e.g.tables,charts,drawing,andetc.)While-taskstage24Post-taskstage

Aims:1.Checkcomprehension2.ConsolidatethelanguagelearntbymaximizingopportunitiesforlanguageoutputActivities:i.e.meaningful,problem-solving(oralorwritten)tasksthatcouldcheckstudents’comprehensionofthetextandcaninvolvetheirlanguageusePost-taskstage25Homework:thewritingstage

Aims:1.Consolidatingthelanguagelearnt.2.Generatecreativelanguageuse.Guidedwriting:Theinstructionshouldpriscribeaclearoutcomeandclueofthewriting.Thetopicneedstobecloselyrelatedtotheissuesinvolvedstudents’real-lifesituations;Thelanguageuseshouldnotexcessstudents’proficiencylevel.Homework:thewritingstage26四、閱讀教學文本分析模式$四、閱讀教學文本分析模式$27如何設計檢驗閱讀理解的活動？Answerthefollowingquestion?Trueorfalsestatement?Multiplechoices?Fillintheblanks?.........$如何設計檢驗閱讀理解的活動？$28ActivitiesExercisesExercise-tasksTasksActivitiesExercisesExercise-t29語言“任務”應具備的特征：任務中的語言運用必須具備信息溝（參與者之間的信息交換、意見交流或邏輯推理交流），即以意義（而非以語言形式）為中心；完成任務的過程應為學習者提供一個具體的運用目標語的語境；任務內(nèi)容應和真實生活中的交際情景有較高的相似度；完成任務的過程應至少涉及到一種語言技能的運用（如聽、說、讀、寫）；應涉及適度的認知活動；應有明確的任務結果（如完成一小段文章、填寫信息表、或達成一致的意見等）語言“任務”應具備的特征：30文本分析的五個層次：Level1(literalcomprehension):theanswersareexplicitlyexpressedorbythewordsofthetextitselfLevel2(re-organizationorre-interpretation):puttogetherinformationfromvariouspartsofthetextandre-interpretitLevel3(inferences):considerwhatisimpliedbutnotexplicitlystated.Level4(evaluationorappreciation):makingjudgmentaboutthewriter'sintentionandhowsuccessfuls/hesiinachieveingthepurposeLevel5(personalresponse):thereader'sreactiontothecontentofthetextratherthanthewriter's文本分析的五個層次：31WhoisDaisy?HowdidDaisytraveltodifferentplaces?Howmanypartsarethereinthetext?Canyoufindthemainideaofeachpart?WhyhastheantelopeinTibetbecomeanendangeredspecies?WhatanimaldidDaisymeetinZimbabwe?WasshehappywheninZimbabwe?WhatwasthemonkeydoingwhenDaisysawit?Whatdoesamillipedeinsectcontain?Whyisitimportanttoprotecttherainforest?DoyouknowWWF?whatshouldwedoifwewerevolunteersofWWF?WhoisDaisy?32Whichdoyouprefer,WangWeiorWangKun?Canyougivesomereasons?WhatkindofgirlwasAnne?canyoufindsomeadjectivesdescribinghercharacter?Howdoyoulikeher?Canyouthinkofothermeasurestoprotectendangeredspecies?Whatdoyouthinkofthefoodservedintherestaurants?Whichonewouldyouchoosetoeat?Whichdoyouprefer,WangWei33Thereissomeinformationhiddenbehindthewordsinthetext.Readthemandseewhetheryouagreeornot:Anne'slifewashappy,beautifulandfree.Annedidn'tlovenatureAnnedidn'treallypaymuchattentionton