《 高中英语 》 Senior High English 总体编写思路 北京师范大学出版社 曹瑞珍

1. 《高中英语》Senior High English总体编写思路北京师范大学出版社曹瑞珍

2. 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的培养。 • 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。

3. 高中英语教学存在的主要问题 • 教学仍然以知识的讲解为主，轻视对学生综合语言运用能力的培养； • 高考的压力使学校和学生均按照一个课本、一个进度、一个目标、一个要求开展教学； • 教师的教学观念、教学方法以及教学手段都需要转变； • 现行的教材和教学大纲的要求已经不能适应发展的需要

4. 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

5. 高中英语课程的性质 语言是人类最重要的思维和交流的工具，也是人们参与社会活动的重要条件。当今社会生活和经济活动日益全球化，外国语已经成为世界各国公民必备的基本语言素养之一。因此，学习和掌握外语，特别是英语，具有重要意义。 高中英语课程是义务教育后普通高级中学的一门主要课程。高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展以及综合人文素养的提高；另一方面，掌握一门重要的国际通用语种可以为学习国外先进的文化科学知识和进行国际交往创造条件。开设高中英语课程有利于提高全民族劳动者的素质，有利于我国对外开放和国际交往，有利于我国综合国力的增强。

6. 情感态度 课 程 目 标 国际视野祖国意识合作精神自信意志兴趣动机 学习策略 文化意识 交际策略资源策略调控策略认知策略 跨文化交际 文化理解 文化知识 综合语言运用能力 语言技能 语言知识 话题功能语法词汇语音 写读说听

7. 高中英语课程的教学重点 发展学生 • 用英语获取信息、处理信息的能力； • 用英语分析问题、解决问题的能力； • 用英语进行思维和表达的能力。

8. 力求体现高中课程整体改革的指导思想 1、基础性：通过必修课程英语1-5的学习，为每个学生打好知识、技能、情感态度、学习策略以及文化意识等方面的共同基础；使学生具备高中生必备的英语基础素养，为终身学习奠定基础。 2、时代性：课程从目标到内容都要反映时代发展的需要和学生终身学习的需要，关注学生的情感和策略以及跨文化意识与能力的形成。 课程采用模块方式设置，具有较高的灵活性和开放性，从而使学校和教师可以不断更新教学内容，使之具有时代性。 3、选择性：指课程为不同学生的不同志向、潜力和学习兴趣提供学习和发展的机会和条件。选修课程为学生学习英语提供了多种可选择学习内容，既有提高性课程，也有为不同兴趣和潜能的学生开设的拓展性课程。

9. 高中英语课程整体设计思路： 为每个学生创设未来发展的平台和机会。高中课程应该在创设一个共同语言能力的基础上，使学生能够按照个人的能力、个人的潜力、个人的特长与志趣以及未来的职业倾向和长远发展的目标来规划自己的人生，做出自己的选择。使高中阶段的英语课程成为具有体现基础性学习、扩展性学习、提高性学习、个性化学习特点的学习过程，为每个学生的充分发展和表现提供充分的机会和条件。

10. 高中英语课程结构

11. 关于高中英语课程结构的说明 （1）高中英语课程分必修课程和选修课程，采用模块设计方式。必修课程分为5个模块，设置为英语1至英语5，每个模块2个学分，每周4课时。选修课程分为两个系列。系列I课程为完成共同必修课程之后的顺序选修课程，系列II 为任意选修课程，包括三类课程。 （2）必修课程与系列I的课程是顺承关系，但是与年级没有对应关系。系列II的课程可以在高中任何年级任意选修。 （3）高中英语水平等级分为6、7、8、9四个等级；水平等级与年级没有直接的对应关系。 （4）系列II中的课程包括三类，各门课程均按模块设计，由各校根据自己的条件和学生的需求选择部分开设。

12. 选修课 系列 II • 语言知识与技能类： 初级英语语法与修辞、英汉初级笔译、英语应用文写作、英语报刊阅读、英语演讲与辩论； • 语言应用类： 文秘英语、科技英语、信息技术英语、初级旅游英语、初级经贸英语； • 欣赏类： 英语文学欣赏入门、英语影视欣赏入门、英语戏剧与表演入门、英语歌曲欣赏。

13. 高中英语课程目标 • 语言技能 Language Skills • 听、说、读、写 • 语言知识 Language Items • 语音、词汇、语法、功能、话题 • 情感态度 Emotions and Attitudes • 兴趣、动机、自信、合作 • 学习策略 Learning Strategies • 认知、调控、交际、资源 • 文化意识 Cultural Awareness • 英语国家的文化、中外文化比较

14. 教材编写原则 1. 以语言技能和语言知识为主线，融入学习策略的教学以及情感态度和文化意识的培养； 2. Input+Practice=Output 3. Interest→Motivation→ Makes learning and teaching easier 4. Integrated skillsapproach

15. Warm-up Learning to learn grammar Lesson 1 Lesson 2 Lesson 3 Lesson 4 Language focus vocabulary listening Unit 1 Skill focus Reading Unit 2 Communication work shop Guided speaking & writing practice Unit 3 模块 Culture corner Project Bulletin board Unit Diary Literature spot Language power

16. Module 1-5单元内容一览表

17. Module 6-8单元内容一览表

18. 语言技能 1. Reading 2. Listening 3. Speaking 4. Writing

19. Interviews Advertisements News Reports Monologues Brochures Web Pages Letters Reading – Variety of Text Types Short Stories Dialogues Concert Reviews Articles

20. Reading – Variety of Topics Lifestyles Heroes Celebrations Module 1 Cyberspace Rhythm Design Module 2 The Sea Adventure Wheels Module 3 Module 4 Money The Media Culture Shock Module 5 People Careers Learning Module 6 Stories Laughter Beauty Module 7 Communication New Frontier Human Biology Environmental Protection Module 8 Conflict Society

21. Reading Strategies • Prediction • Reading for details • Reading for main ideas • Sequencing • Dealing with difficult words • Completing notes • Identifying facts and opinions • Dealing with culture references

22. Reading Strategies • Paragraphs and headings • Identifying accurate information • Completing texts with sentence gaps • Reading under pressure • Summarizing

23. Reading Strategies Reading Strategies: Facts and opinions To find opinions, look for adjectives (e.g. amazing / attractive). Facts give information which is, in theory, true (e.g. has an automatic focus)

24. Reading in lessons • To provide language input • To teach grammar or reading skills • To practice reading skills • To practice grammar • To learn and practice vocabulary

25. Example

26. Example

27. Readings in Communication Workshop and Bulletin Board To provide models for writing

28. Reading Stages • Before reading • While reading • Post reading

29. Example

30. Focus on Reading

31. Interviews Advertisements News Reports Monologues Dialogues Songs Listening – Variety of Text Types Short Stories Film Extracts Articles

32. Listening in Warm-up • 4-5 short dialogues • To introduce the unit topic • To prompt students to talk about the topic

33. Listening Strategies • Preparations • Listening for specific information • Focus on situation • Identifying people • Identifying style • Identifying different English accents • Completing texts • Identifying moods • Understanding culture references

34. Example

35. Listening in Lessons • To provide audio language input • To teach listening strategies • To practise listening skills • To teach functions • To practise pronunciation

36. Listening in Stages • Before listening • While listening • Post listening

38. Listening in Communication Workshop • Speaking – Before you start To provide language input for speaking task • Song To arouse students’ interest

40. Speaking in Warm-up • To get students familiar with the topic Read the questions. Then, in pairs, tell your partner about yourself. ExampleI listen to the radio every morning while I’m getting ready for school. And you? Do you listen to the radio much? Which programmes? How many hours of TV do you watch each week? What are your favourite TV programmes? What magazines do you read regularly? Do you often read a newspaper? If so, which one? Which paper do your parents read? Do you sometimes use the Internet? What for?

41. Speaking in Lessons 1-4 • To practise using the language taught in the lesson • To practise functions • To share views and opinions • Mostly teacher / student interaction or pair work

42. Speaking in Communication Workshop • To practise using the language taught in the unit • To practise functions • To share views and opinions • Full speaking task involving group work and several steps

43. Writing in Communication Workshop • Teaching writing by showing the process step by step • There is always a model to follow. • Talkback – for students to share ideas

44. Practise using linking words Guided writing with example Translation Focus on Writing

45. 语言知识 1. Grammar 2. Vocabulary 3. Functions 4. Pronunciation

46. Grammar– discovery approach • The discovery or inductive approach of grammar provides students with a challenge. They are not simply given the rules. The process of rule-discovery ensures the rules are better internalized. A staging method has also been implemented--- revise, practice, rehearse, perform, which takes students from more controlled to freer practice.

47. Contrastive grammar approach • Students not only have to discover the rules on their own, they are also given a chance of comparing various tenses in different combinations (Present Perfect versus Past Simple, Present Simple versus Present Continuous, etc.). This allows them to better understand the differences in usage. • The contrastive approach to grammar deals with common problem areas that students face.

48. Contextualized Presentation of Grammar • Grammar is always presented in a context, so that students start out with meaning rather than form.

49. Contextualized Presentation of Grammar Africa on G8 Agenda The Group of Eight, or G8, was formed by eight of the world’s wealthiest nations in 1998. The G8 is made up of political leaders from France, the United States, Britain, Germany, Japan, Italy, Canada and Russia. They meet every summer to discuss major problems that concern the whole world. It is going to be remembered as a historical meeting. This year, the topic of Africa will be discussed in detail. Widespread poverty there means that many people cannot get the water, clothing, housing, electricity or education they need. AIDS is another problem of great concern so sex education and health care administration is extremely important. Reforms have been demanded by people from all over the world. They want the leaders to cancel the debt of Africa’s poorest countries so that the problems there can be prevented from getting any worse. Their belief is that this is the only way for many of these nations to escape their painful pasts.

50. Grammar - Presentation • Students are given lot of examples and are required to discover grammar rules themselves. STATE OR ACTIVITY VERBS 4 Look at the blue words in the text. Can they be used in simple and continuous tenses or only simple tenses? Complete the table. Blue words: arrive watch talk feel understand know realize believe prepare carry means want like prefer need Can you add more verbs to each column?