1、人教版新高中英語教材透視與解析, 把握教材核心，靈活整合教材,人民教育出版社外語分社,一、關(guān)于新課標(biāo)教材的反饋和認(rèn)識 二、新高中英語教材透視與解析 I Getting to know a coursebook II How to approach NSEC Previewing the whole unit 預(yù)覽整個(gè)單元（模塊） Focusing on vocabulary關(guān)注單元詞匯，分門別類進(jìn)行處理 Lesson planning (1)單元板塊內(nèi)容整合 Lesson planning (2) 課型設(shè)計(jì)（以閱讀課為例） 閱讀策略培養(yǎng)與活動(dòng)設(shè)計(jì) 閱讀篇章特色分析,Contents,一、關(guān)于新

2、課標(biāo)教材的反饋與認(rèn)識,培訓(xùn)目標(biāo)： 通過第一部分培訓(xùn)內(nèi)容的呈現(xiàn)和講述，參加培訓(xùn)的教師能夠：,發(fā)現(xiàn)英語教師常見提問中所隱含的關(guān)于教材和教師自身角色定位的誤區(qū)； 說出教材所能囊括的內(nèi)容，教材的優(yōu)點(diǎn)及其局限性； 用若干動(dòng)詞來簡述幾種常見的教材處理方式。,Problems most frequently mentioned by English teachers,教材提供的話題太廣，內(nèi)容太多，教學(xué)任務(wù)繁重，課時(shí)緊張。 學(xué)生基礎(chǔ)薄弱，拼讀單詞尚存在問題，詞匯量不夠，聽力和口語水平較弱，無法實(shí)現(xiàn)新課標(biāo)教材中的各項(xiàng)任務(wù)。 教材的詞匯量太大，處理起來非常困難。,Questions most frequently

3、 asked by English teachers,新課標(biāo)教材一個(gè)單元要用幾個(gè)課時(shí)來完成教學(xué)？ 新課標(biāo)教材要教完幾冊書才能達(dá)到高考的要求？ 聽說課/詞匯課/語法課/寫作課怎么上？,Questions for teachers to think about:,How do you define the role of your coursebooks? Whats in your coursebooks? How would you use the coursebooks? Why?,What coursebooks can offer,The syllabus Language presen

4、tation material Language practice material Skills development material A sequence of work Recycling and review of language Additional material,Taken from Success in English Teaching, Oxford University Press,What a coursebook cannot provide,specific teaching conditions,specific learners interest,Only

5、 TEACHERS can respond fully to:,Taken from Success in English Teaching, Oxford University Press,Only TEACHERS Can: bring coursebook material to life and make it work in classroom motivate students respond sensitively to learners make language learning personal enjoyable and satisfying,Taken from Suc

6、cess in English Teaching, Oxford University Press,CoursebooksBenefits Vs Restrictions,Shall I compare a coursebook to a piano?,About How to Use Coursebooks,Neville Grant: “omit, replace, add and adapt” R Acklam: SARS Select, Adapt, Replace, Supplement,普通高中課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）中關(guān)于教材使用的建議：,對教材內(nèi)容進(jìn)行適當(dāng)?shù)难a(bǔ)充和刪減 替換教學(xué)內(nèi)容和活

7、動(dòng) 擴(kuò)展教學(xué)內(nèi)容或活動(dòng)步驟 調(diào)整教學(xué)順序 調(diào)整教學(xué)方法 總結(jié)教材使用情況,二、新高中英語教材透視與解析,培訓(xùn)目標(biāo)： 通過第二部分培訓(xùn)內(nèi)容的呈現(xiàn)和講述，希望參加培訓(xùn)的教師能夠：,在日常備課時(shí)，先預(yù)覽整本教材或整個(gè)單元，對教材所提供的內(nèi)容進(jìn)行整體分析。 在完成單元整體分析后，列出對教材內(nèi)容進(jìn)行選擇、刪減、替換或補(bǔ)充的計(jì)劃，并能說明原因。 針對各單元不同詞匯的特點(diǎn)，整理出不同的處理辦法，并將詞匯的呈現(xiàn)、講解、訓(xùn)練及鞏固合理地安排在不同課時(shí)中。 根據(jù)語篇特點(diǎn)進(jìn)行閱讀活動(dòng)設(shè)計(jì)，并將閱讀策略培養(yǎng)滲透到活動(dòng)之中。,A Marley: materials use is a “complex trade-off

8、（權(quán)衡，協(xié)調(diào)）between the three major elements in the equation: the materials, the teachers and the learners” Jeremy Harmer: “Using coursebooks appropriately is an art which becomes clearer with experience.”,I Getting to know a coursebook,the syllabus (objectives, content, sequence, lesson or unit division

9、s) the layout (typical organization of each lesson or unit, format and presentation of the main types of material, including activities and exercises) the proposed methodology and procedures (suggested use of the coursebook as indicated by the types of activity, instructions, TB) the supplementary m

10、aterial (cassettes, WB, wall-charts, DVD, etc.),Taken from Success in English Teaching, Oxford University Press,II How to approach NSEC,教材解析思路與案例參考,目的： 了解各板塊內(nèi)容的特色以及蘊(yùn)含的文化背景， 以便領(lǐng)會教學(xué)重難點(diǎn)，合理取舍,1 Previewing the whole unit 預(yù)覽整個(gè)單元（模塊）,1) Preview the reading passages and listening scripts,目的： 比較分析語篇的內(nèi)容、篇幅與操作

11、難易度 瀏覽單元語篇，了解話題和文化信息,Book 5 Unit 1 Great ScientistsTopics （主題內(nèi)容概況分析）,跨學(xué)科知識（如右圖）,追求真理的精神 (Copernicus) 科學(xué)研究的步驟 (John Snow, Euler) 科學(xué)家應(yīng)具備的素質(zhì)和條件 (curiosity, responsibility, determination, bravery, good education, etc),SB： Reading 1: a brief introduction to the United Kingdom Reading 2: tourist attractio

12、ns in London Listening: Tower of London and stories about the royal family,Book 5 Unit 2 The United Kingdom,WB： Listening: British citizenship Reading task: Guy Fawkes Day Listening task: Religious history in Britain,話題與文化信息,英國的地理名稱、概況及其發(fā)展歷史 專有名詞和文化古跡（倫敦） 英國的宗教歷史與焰火節(jié),2) Previewing the word list, con

13、tents and grammar items,目的： 瀏覽單元詞匯表，簡單總結(jié)單元詞匯的特點(diǎn)。 瀏覽教材目錄以及各單元的語法教學(xué)部分，了解該語法項(xiàng)目在整套教材中的編排順序以及教學(xué)重點(diǎn)。,Book 5 structures（語法結(jié)構(gòu)）,Unit 1 (The Past Participle) as the Attribute attract; leave out; plus; take the place of; arrange; delight; thrill 總結(jié)歸納比較： consist of, divide into, be made up of . Break down, break

14、 away from, break . 寫作課： 用英文釋義呈現(xiàn): Error, tense, consistent,3 Lesson planning (1)單元板塊內(nèi)容整合,1）“熱身”部分的整合案例參考,關(guān)注點(diǎn)： 科學(xué)家貢獻(xiàn)學(xué)科領(lǐng)域 生詞呈現(xiàn) (characteristics, radium, painter, put forward),Archimedes mathematician Charles Darwin biologist Thomas Newcomen inventor Gregor Mendel genetics Marie Curie physicist Pre-rea

15、ding; Reading；Learning about language Ex.1 閱讀課（微技能的訓(xùn)練，文章從淺層到深層的理解,生詞的初步學(xué)習(xí)-音形意） Period 2- Learning about Language（1），P12 Ex. 2 Reading 中的詞匯句型及拓展 Period 3- Learning about Language（2） 語法, WB Using structures-1(P50) 語法課 Period 4- Using Language; Learning tip(P8); 綜合活動(dòng)課 Period 5- P51-53 Reading Task-Writ

16、ing Task Period 6-Review and practise useful language items (P50 Ex.2,3及自編練習(xí)或配套練習(xí)冊) and Summing up(P8); Period 7-Quiz and evaluation (Checking yourself(P47),摘自 廣州市第五中學(xué) 陳艷華老師培訓(xùn)講義,4 Lesson planning (2)課型設(shè)計(jì)（以閱讀課為例）,閱讀理解活動(dòng)設(shè)計(jì),設(shè)計(jì)閱讀理解練習(xí)和活動(dòng)時(shí)，至少應(yīng)該從以下多個(gè)角度考慮： 閱讀策略 閱讀體裁及其語篇特色 篇章（單元）結(jié)構(gòu) 教學(xué)重難點(diǎn) 文化內(nèi)涵與背景,Book 5 Unit

17、1 Great Scientists Pre-reading, Reading Comprehending Ex1) 梳理篇章結(jié)構(gòu)(Pre-reading: Q1) 理解詞匯與句型（猜測詞義，分析難句） 讀后討論 (Comprehending Ex2, Q3),Book 5 Unit 1 Great Scientists Pre-reading, Reading B: Part 2; C: Part 3; D: what else you want to know about the United Kingdom The maps, pics, tables can help you to m

18、ake the summary. Try to use as many new words as possible. Option 2: Blank-filling,Homework,Review the new words you have learned from this lesson. SB Ex. 1-2 (reading aloud, classify words into different categories, word formation, translation, mind map, etc),主課文分析 題材： 介紹西方繪畫史上最重要的幾個(gè)歷史時(shí)期，以及這些時(shí)期最具代表

19、性的藝術(shù)風(fēng)格、藝術(shù)家及其作品特色 體裁： 描寫文（Description),Book 6 Unit 1 Art,2）閱讀篇章特色分析,篇章結(jié)構(gòu),閱讀教學(xué)建議： 根據(jù)篇章特點(diǎn)把握教學(xué)重點(diǎn)，可先整體閱讀（快速），后分段閱讀。 每個(gè)段落的教學(xué)過程中，既要捕捉關(guān)鍵內(nèi)容信息，又要關(guān)注語言本身（猜詞，難句解析），還有給予充足的文化背景補(bǔ)充。,難句解析,A typical picture at this time was full of religious symbols, which created a feeling of respect and love for God. But it was evi

20、dent that ideas were changing in the 13th century when painters like Giotto di Bondone began to paint religious scenes in a more realistic way. If the rules of perspective had not been discovered, no one would have been able to paint such realistic pictures. （文化背景）,文化背景,不同時(shí)期的繪畫風(fēng)格： 中世紀(jì)繪畫藝術(shù) 中世紀(jì)：中世紀(jì)（約公

21、元476年公元1453年），是歐洲歷史上的一個(gè)時(shí)代（主要是西歐），由西羅馬帝國滅亡(公元476年)數(shù)百年后，在世界范圍內(nèi),封建制度占統(tǒng)治地位的時(shí)期,直到文藝復(fù)興時(shí)期(公元1453年)之后。這個(gè)時(shí)期的歐洲沒有一個(gè)強(qiáng)有力的政權(quán)來統(tǒng)治。封建割據(jù)帶來頻繁的戰(zhàn)爭，造成科技和生產(chǎn)力發(fā)展停滯，人民生活在毫無希望的痛苦中，所以中世紀(jì)或者中世紀(jì)的早期在歐美普遍稱作“黑暗時(shí)代”，傳統(tǒng)上認(rèn)為這是歐洲文明史上發(fā)展比較緩慢的時(shí)期。 公元325年，基督教第一次世界聯(lián)合大會上，公布了一條原則：畫家不能隨意創(chuàng)作，必須按照傳統(tǒng)和教會的法規(guī)進(jìn)行繪畫。,Giotto di Bondone,中世紀(jì),Justinian and his attendants,文藝復(fù)興時(shí)期（15世紀(jì)16世紀(jì)）,Massaccio,Michelangelo,Leonardo da Vinci,Raphael,鋼琴前的年輕姑娘Two girls at the piano Pierre Auguste Renoir 雷諾阿,睡蓮 Water Lilies Claude Monet 莫奈,印象派,現(xiàn)代藝術(shù),Post-impressionism 后印象派 Vincent Van Gogh 凡高,野獸派 Henri Matisse 亨利馬