2010暑假徐州市高中英语培训课件 39页

HOWTOBEANEFFICIENTTEACHER?WuRongmingNo.3SeniorHighSchool\n中学英语教师的目标定位\n中学英语教师的目标定位\nII.新课程课堂教学目标\nA1.教师的专业知识技能包括：1.教学理论2.教学技巧3.交流技能4.专业知识5.教学推理与决策技能6.环境知识\nA2.过程与方法1.任务型教学a.原则：体验、实践、参与、合作、交流、探究\nA2.过程与方法1.任务型教学b.途径：★将任务设计放在学生的“最近发展区”；★捕捉学生的兴趣、爱好和知识特点，力求找出两者的最佳结合点。\nA2.过程与方法1.任务型教学C.设计要求：★以学生的生活经验和兴趣为出发点；★有利于学生学习英语知识、发展语言技能、提高语言应用能力；★有利于学生习得语言知识，课内外结合；★多设计主动性强、形式多样的任务（如：指令型任务、猜测型任务、竞赛型任务、调查型任务、展示型任务、表演型任务等）\nA2.过程与方法1.任务型教学C.设计要求：★结合教材的重点与难点，构建阶梯型任务链，先输入后输出，围绕主题由浅入深、环环紧扣，保障课堂的整体性和流畅性。如：猜、说、写、编、演。\nA2.过程与方法2.教材内容处理a.单元导入：★问题导入★讨论图片深入★多媒体画面扩充知识面激发兴趣★表演激发高潮\nA2.过程与方法2.教材内容处理b.课文内容（复述）①学生自主型②采访型③表演型④完形填空型⑤提问型⑥关键词启发型⑦简笔画启发型⑧表格呈现型\nA2.过程与方法2.教材内容处理c.语法教学（课文语言点、词汇能力、语法部分）①重要性②有效性③语法教学原则：★实践性★针对性★区别性★渐进性★创新性\nA2.过程与方法例1（动名词教学）①ridamergarckfepsam②aloglameduck（一只木跛鸭）\nridamergarckfepsamresist,imagine,delay,admit,mind,enjoyregret,giveup,avoid,risk,consider,keep,finish,escape,practise,suggest,appreciate,miss\nAloglameduck（木跛鸭）beaccustomedto,lookforwardto,objectto,getdownto,leadto,payattentionto,makecontributionsto,beequalto,devote…to,beusedto,Whenitcomesto,thekeyto\nTeachtheAppositiveClausebymeansoftheAttributiveClauseTheman_____Isawjustnowisateacher.Thebook_____Iboughtjustnowisveryinteresting.Theplace______wevisitedlastweekistheplace______thefamouswriterspenthischildhood.Thedays______Ispentonyourfarmwerethedays______Ifeltthehappiest.Thefact______youtoldmejustnowisthefact______hewasillyesterday.Thequestion______hewentthereyesterdayisthequestion______Iwanttoaskyou.例2：同位语从句教学\n1、语境使词义单一化英语词汇往往是多义的，但是在一定的语篇中只使用一个义项。例如“lie”是一个有多个义项的词，但是在“Theboyliedthatahenwaslayingeggs.”这样的语篇中只适用一个义项“撒谎”。在“Ahenwaslyingunderthetree”中只适用“躺”这一个义项。如“Theboyliedthatahenlyingunderthetreewaslayingeggs.”一个句子解释清楚一个词的多个义项。（例3）语境法\n2、语境使词义具体化词义有概括性，如“class、family、army”，词义可以指整体又可以指整类事物中的某些个或某一个个体，什么时候指整类，什么时候指个别成员由语境决定。例如：Hehasabigfamily，andhisfamilyarekeenonsports.前一个“family”指“一个家庭”,后一个“family”指”所有家庭成员”。（例3）语境法\n3、语境表现出词义搭配的选择性如下例：Hetookmybaginerror,whileItookyoursbymistake.他不巧错拿了我的包，而我错拿了你的包。I’mverypleasedwithmyowncooking.IthasapleasantsmellandI’msureitwillpleasemyhusband.我对自己做的菜感到满意，菜闻起来不错，肯定能令丈夫高兴的。（例3）语境法\n4、语境辨别近义词、反义词（1）e.gThereasonforhisdeparturewasthathewantedtolookintothecauseoftheaccident.（2）Thedoctortreatedherheadachewithanewmedicine,butdidn’tcureher.（3）Iusedtobedependentonmyparents.NowI’mindependentofthem（例3）语境法\n5、语境辨别词的主被动（1）I’msurethatyourdreamwillcometrue.I’msurethatyourdreamwillberealized.（2）Thenewtextbookwillcomeoutnextmonth.Thenewtextbookwillbepublishednextmonth.（3）Doyouknowwherethemeetingwilltakeplace?Doyouknowwherethemeetingwillbeheld?（4）Housingpricewon’trisethisyear.Housingpricewon’tberaisedthisyear。（例3）语境法\n6、语境辨别动词的及物与不及物（1）Pleaseturnitupsothatthepeoplesittingatthebackcanhearit.Idon’tthinkshewillturnup.（2）Hetookoffhishatthemomenthesteppedin.Theplanetookoff10minutesago.（3）Theseawatercan’tbreakdowntheplastics.Mybusbrokedownonmywayhomeyesterdayevening.（例3）语境法\n7、在语境中感悟名词结构与动词进行时的转换(1）Theringroadisunderconstructionatthemoment.Theringroadisbeingconstructed.(2)I’mafraidthattheVCRisunderrepair.I’mafraidthattheVCRisbeingrepaired.(3)ThesituationinIraqisnotundercontrolatall.ThesituationinIraqisnotbeingcontrolledatall.（例3）语境法\n8、在语境中感觉词性(1)Onebyonewegotupfromourseats(n.)andlefttheroomquietly.Heenteredtheroomandseated(v.)himselfatthedesk.(2)Theboydidn’tknowhowtoanswerthequestion.(n.)Themastertoldhispupilsthathewouldquestion(v.)themonverbs.（例3）语境法\n9、在语境中操练词形变化（例3）语境法1.Teachers’wordsusuallybenefitstudentsalot.Ourteacher’swordswereofmuch________.Thismorninghesaidkeepingabalancebetweenworkandrestwouldbe___________toourstudy.benefitbeneficial\n2.Beforehandingoutthepapers,theteacherwarned,‘Cheatinginexamsmeansbetrayingyourmorality！’Tomrealizedthatcheatingwas_________,sohefeltguiltyabouthisbadbehavior.3.Finally,hesucceededaftersomanyyears'hardwork.Hewas___________inbeingadmittedintothefamousuniversity,andallhisfriendscongratulatedhimonhis___________.immoralsuccessfulsuccess9、在语境中操练词形变化\n4.Heiswaitingfortheresultoftheexamanxiously.Heis_________abouttheresultoftheexam.Heiswaitingoutsidehisteacher’sofficewith_________.5.ItisannouncedthatH1N1virushascontinuedtospread.Sheislisteningtotheradio.Animportant________________madebythegovernmentisbeingread,andthereaderisherfavorite____________.anxiousanxietyannouncementannouncer9、在语境中操练词形变化\n10、在语境中体悟一词多义（二）语境法adoptdeliveradvance\nadopt(vt.)Ontheonehand,shedeeplylovedherson.Ontheotherhand,shewastoopoortoraisehim.Finallysheadoptedhersister’sideaandsenthersontotheorphanage.Luckily,thislittleboywasadoptedbyarichfamilyseveralmonthslater.Ourgovernmentshouldadoptmeasurestohelpthepoor.采纳建议领养孩子采取措施adoptone’sideaadoptanorphanadoptmeasures10、在语境中体悟一词多义\ndeliver(vt.)WhenwatchingTV,thefamousprofessorwasshockedtoseethatmanybabiesinIraqweredeliveredinbloodywars.Sheimmediatelydeliveredaspeechwiththeintentionofdeliveringherappealforpeacetothewholeworld.接生发表（演讲）传递deliverababydeliveraspeechdeliversthtosb/spl10、在语境中体悟一词多义\nadvance(n&vt.)ThedateofthemeetinghasbeenadvancedfromFridaytoWednesday.Mr.Liuadvancedhispointofviewinthemeeting.Hepointedoutthatinordertoadvancethegrowthofwheat,weshouldmakeuseofadvancedtechnology.提前日期提出观点促进发展advancethedateadvanceone’sopinionadvancethedevelopment10、在语境中体悟一词多义\n11、利用语篇教授英语词汇的原则首先，尽量不过多使用没有用过的词语，避免增加学生的负担。其次，尽量设置学生熟悉的、生活化的语篇，便于学生理解。如：Electronicgamesdon’thavemanyeffectsongrown-upsbutaffectstudentsagreatdeal.（二）语境法\nAddOn:学生在原来的句子上添加新的语言。由于学生必须重复前一个学生所说的话，这就必须迫使其余学生必须认真听，仔细记，并有所发挥。如在一次公开课中，学生进行了这样的操练：StudentA:Theweatherwasfine.StudentB:Theweatherwasfinethegreatpartofthevoyage.StudentC:Theweatherwasfinethegreatpartofthevoyage,butthenaterriblestormcame.StudentD:Theweatherwasfinethegreatpartofthevoyage,butthenaterriblestormcame,whichmadeagreatleakintheship.等等。学生可以根据自己的能力将句子变得很长。如果句子长得无法进行下去，那么教师就可以再换一句。\nOh,no;notI:学生或老师利用课文造一个句子，用这样的开头：Iknowthat…;Ihearthat…;Iunderstandthat…等等。例如在我教Apersonofgreatdetermination这一课时，我说：“IknowyouwereononeofthefinestshipstoEurope”学生甲听后说：“Oh,no;notI.ItwasthewriterwhowasononeofthefinestshipstoEurope.”然后学生甲对学生乙说：“Iknowyoumetwithaterriblestorm.”学生乙听后说：“Oh,no;notI.Itwasthecaptainandeveryoneelseintheshipthatmetwithaterriblestorm.ButIknowyouorderedeveryoneonboardtohisposttopumpwater.”学生丙听后说：”Oh,no;notI.Itwasthecaptainwhoordered…”这种形式可以使学生在很短的时间内很快地熟悉课文。如在小组内进行效果尤为显著。\nPoor(Jim):这是一种可以用于各种课文的操练形式。只要造出与课文内容相反并符合“可怜的”意思，操练就可以进行。如在教Apersonofgreatdetermination一课时，我们进行了以下的操练：StudentA:Poorboy,hewasonlysevenyearsofage.S.B:No,hewasabouttwelveyearsofage.Poorboy,hedidn’twanttobuyageography.S.C:Buthedid.Poorboy,hecouldn’tfindabookstore.S.D:Yes,hedidfindabookstore.Poorboy,hewasdisappointedattheharshrefusal.S.E:No,hewasn’tdisappointedattheharshrefusal;butpoorboy,hisfatherwasn’tasailorandhedidn’twanttobeasailoreither.这种形式可以使学生在很短的时间内很快地熟悉课文。\n听力训练10结合：1.听力材料与背景相结合；2.讨论听力材料与听录音相结合；3.听录音与读相结合；4.表演听力材料与开展小组竞赛相结合；5.听与写相结合；\n听力训练10结合：6.听与复述相结合；7.关键问题与听力训练相结合；8.听力与每日故事相结合；9.听力与测试相结合；10.两台录音机相结合（立体声）。\n结论教学有法，教无定法；革新教法，必然得法。\nThanksamillionforyourattention!WuRongmingrongmingwu@sohu.com