高中英语新课标 新教材与课堂教学方法 [北京师范大学外文学院 王蔷]课件.pptVIP

高中英语新课标、新教材与课堂教学方法 北京师范大学外文学院 王蔷 2006年5月 国际外语教学改革的发展趋势 以满足人的发展需求为目标，强调对语言运用能力培养。 外语课程普遍采用按能力分级的方式，制定各个级别的能力标准。 课程设置采用必修和选修相结合的方式。 课程内容强调外语学习与其他学科的相互渗透。 教学方法强调以学生为主体，重视学生参与，发展多方面的能力。 重视外语教育对情感、态度、价值观等基本素养的培养 教学资源的扩展促进教学模式的改进，使个性化学习方式得以实现。 评价改革形成潮流，重视对学生学习过程的评价。 我国高中英语教学的现状 改革开放以来取得了显著成绩 1985—高中英语课程得到普及 1993强调英语交际能力培养 1999 听说能力得到普遍提高 高中英语课程设计的基本理念 1. 重视共同基础，构建发展平台 2. 提供多样选择，适应个性需求 3. 优化学习方式，提高自主能力 4. 关注学生情感，提高人文素养 5. 完善评价体系，促进学生发展 高中英语课程的性质 高中英语课程的教学重点 发展学生 用英语进行交流的能力； 用英语获取信息、处理信息的能力； 用英语进行思维的能力。 改进教学方法，落实新课程目标 词汇教学 语法教学 词汇教学－什么是词汇学习？ (1) knowing a word means knowing its pronunciation and stress; (2) knowing a word means knowing its spelling and grammatical properties; (3) knowing a word means knowing its meaning; (4) knowing a word means knowing how and when to use it to express the intended meaning (5) Knowing a word often means knowing more than just one word (e.g. give up; babysitter, teacher, ups and downs) (6) Knowing a word means knowing its collocations (e.g. see, look, and watch; heavy rain but not heavy wind) Receptive and productive vocabulary Receptive/passive vocabulary　－ words that one is able to recognize and comprehend in reading or listening but unable to use those automatically in speaking or writing. 　Productive/active vocabulary - words that one is not only able to recognize but also able to use in speech and writing are considered one’s productive/active vocabulary. At beginner level, most new words learned by students usually have immediate practical use, hence they quickly become the productive vocabulary. However, as students learn more and more words, they will find that some words they are able to use for speaking and writing and some are only recognizable when encountered in reading. Also, there are some words that after being encountered more and more times gradually enters from one’s receptive to one’s productive Ways of presenting vocabulary Try to provide a visual or physical demonstration whenever p