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如何在新课程标准的理念下实施英语语言基本技能的教学 《标准》指出，“根椐高中学生的交际需求和认知发展水平，高中英语教学应该 着重培养学生以下几方面的能力：在人际交往中得体地使用英语的能力；用英语获 取和处理信息的能力；用英语分析问题和解决问题的能力以及批判性思维能力。高 中阶段听、说、读、写的训练应该立足于学生对这几个方面发展需求。” 新课程理念下的教学单元是对模内容的进一步划分。每个教学单元都有明确的 教学目标和要求，通常围绕一个话题展开，以结构和功能项目为主线，综合安排听、 说、读、写话动，从而有计划、分步骤地完成整个模块的教学内容。实施单元教学应注 意以下几个方面： （1）把握单元教学目标 《标准》对语言知识、语言技能、学习策略、文化意识和情感态度等方面提出目标 要求，教科书中每个单元的教学都要围绕这些目标要求开民活动。教师在实施单元 教学中，要认真研究教材，弄清在不同的单元对学生的学习目标提出哪些具体的要 求，根据学校、班级和学生的实际情况，综合设计教学过程。 （2）围绕话题开民各项技能训练 话题是单元的灵魂，每个单元的听、说、读、写练习都围绕着单元话题展开。教师 应抓住教材设计特点，实行单元整体备课，整体安排各项技能的训练，使单元教学 具有完整性、连贯性，达到结构、功能和话题的有机结合。 听力教学的目的是培养听的策略，培养语感，特别强调在听的过程中获取和处 理信息的能力。教学中应围绕中心话题，采取视听训练、听说训练和听写训练等方法 培养学生的听力技能。应指导学生进行课处听力训练，如有选择地看英语电影、录像 等。 口语技能教学的目的的是提高说的准确性、得体性、流利性和连贯性，增强语感。 课堂上的口语教学活动应围绕教材提供的“话题”和“功能”，开展各种形式的口 语表达活动，如情景和功能对话、表演、采访、辩论、看图说话等。英语教师应该尽可 能地用英语组织课堂活动，让学生在大量口语实践中培养口语技能，同时要开展课 外口语实践活动。 阅读技能教学目的是培养阅读策略，培养语感，特别强调培养学生在阅读过程 中获取和处理信息的能力。学生阅读技能的发展是高中英语教学的关键环节。教师要 学习阅读教学的有关理论，积极探索提高学生阅读效率的途径。课堂上的阅读教学 要实现学生自主探究，要彻底废除以讲代读、先听后读或通过朗读实现阅读因材施 教的目的，教师要根据正在教学的话题内容，为学生推荐相关的课外阅读材料，确 保达到各级课外阅读要求的累计词数。 写作技能教学是为了让学生通过书写表达事实、观点、情感和想象力，与他人交 流信息，养成规范的写作习惯。写作是组词成句、连名成段、连段成篇的系统工程。高 中阶段的写作要做到指导性写作、表达性写作和开放式写作相结合，如看图写话、改 写课文、书面聊天、实用性写作等。要从高中一年级练起，由浅入深、由简而繁，逐步 提高学生的写作水平。要防止高三突出击练、只写“百字文”等应试教学倾向。 听、说、读、写技能既要分别训练，也要综合实践。技能培养要与思维策略的培养 密切结合，如在听、读活动中通过预测、猜测、分析、推理、判断等对材料进行积极的 思维加工，在说、写活动中引导学生学会运用分析与综合、抽象与概括、比较与分类、 归纳与演绎等思维方式说明自己的观点等。要特别重视培养学生思维活动的自觉性 和能动性。 1 教学设计 一、教学内容 Unit 1 Friendship 二、教学目标 1．语言技能目标 （1）听懂Miss Wang of Radio for Teenagers的回信，抓住要点，并能回答就信 中主要内容提出的问题。 （2）能围绕中心话题 Friends and Friendship，与同学交谈、合作学习，共同完 成调查问卷设计任务。 （3）能从 Anne’ s Best Friend中获取主要信息，理解课文的内容和细节；理解 “语言运用”部分的两封信，为下面的听和写做好准备。 （4）能根据提示，以编辑的身份为Xiaodong写封加信。 2．语言知识目标 （ 1）话题：熟悉有关 Friends and friendship; how to make friends 和 how to maintain friendship的话题。 （2）功能：在日常交际中有效地使用得体的语言表达态度： a)同意和不同意： I agree; I think so; Exactly; I don’t agree; I don’t think so; I’m afraid not. b)肯定程度：That’s correct; Of course not. （3）语法：掌握陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。 （4）词汇：理解、掌握下列词汇与短语 add; point; upset; calm; concern; careless; loose; cheat; reason; list; share; feeling; thought; German; series; outdoors; crazy; nature; moonlight; purpose; dare; thunder; entirely; power; according; trust; indoors; suffer; teenager; advice; quiz; editor; communicate; situation; habit add up; calm down; have got to; be concerned about; walk the dog; go through; hide away; set down; a series of ; on purpose; in order to; face to face; according to; get along with; fall in love; join in 3．学习策略目标 （1）认知策略目标：总结语言材料中有关直接引语和间接引语的规律并加以 应用。 （2）交际策略：在课内外活动中积极围绕话题与同学交流。 （3）调控策略：合理分配注意力。 （4）资源策略：学习有效地使用词典等工具书。 4．文化意识目标 了解英语交际中如何恰当地表达态度；通过课文学习，了解德国法西斯残害犹 太人的历史，感受外国历史文化。 5．情感态度目标 加深对友谊、友情、朋友的理解，学习如何正确交友，对待友谊、友情，处理朋 友间发生的问题。 三、教学重点和难点 1．本单元所出现的词汇的用法。 2．陈述句、一般疑问句和特殊疑问句的直接引语和间接引语。 3．对于个人观点态度的表达方法。 2 四、课时计划 本单元计划用 6课时 Period 1 Teaching aims: 1. Speaking: Talk about friends and friendship. 2. Writing task: Design a questionnaire on friendship. Step 1 Introduction to the topic 1. Get the students to describe one of their friends. e.g. T: This unit talks about all kinds of friendship. Do you have any friends? S: Yes, we do. T: Can you give us a brief description of one of them? (Students may describe their age, appearance, personality, hobbies, something they have in common, etc.) 2. Have students make a list of 3 qualities a good friend should have. T: What qualities do you think make a good friend? 3. Divide the students into groups of four to find out what qualities each has listed. 4. Have a member of each group report on what they’ve listed and put them on the board. (Students may include the following qualities on their lists: honest, friendly, open- minded, generous, helpful, patient, full of love, brave, easy-going, responsible, kind, tolerant, etc.) 5. Discuss whether or not they agree with all the qualities listed. (Encourage the students to use the following functional items: I agree./ I don’t agree. / I think so. / I don’t think so. / Exactly. / I’m afraid not. / That’s correct. / Of course not. etc.) Step 2 Doing the survey 1. Explain to students what a survey is and do the one in the textbook. 2. While doing that, encourage students to guess the meaning of unfamiliar words ( if necessary ) 3. Have students work out their scores on Page 7. 4. Discuss the results. 4-7 points: not a good friend; 8-12 points: a fairly good friend; 12+ points: an excellent friend. Step 3 Designing a questionnaire 1. Divide the students into groups of four. 2. Ask the students to design questions accordingly with three possible answers each. 3. Give a score to each answer. 4. Set down the questions and answers to make a questionnaire. Sample dialogue: A: Now let’s design a questionnaire to find out what kind of friend he / she is. B: OK. First we must think of five questions and four answers to each question. A: What about the first question? Have you got one in mind? B: Suppose you friend has taken away your book by mistake, what will you do or say 3 to him / her? … A: That’s a good question. Let me put it down. B: Then how about the four answers? A: Well, the best answer I think of is “ You will ask your friend to be careful next time ”. B: I agree. The worst answer may be “You’ll get upset and won’t talk to him / her any more”. A: All right. Two more answers. Oh, I’ve got one. “You’ll ask you friend to return it to you.” B: That’s quite natural. Another possible answer is to tell your friend’s parents about it. A: Oh, dear, I wouldn’t do that. But I agree to have it. B: How many points shall we give each question? A: The total is five. The best answer can score 3 and the worst 0. B: Each of the others will score 1. A: Oh, no. It’s silly to tell one’s parents about it. I won’t give it any score. B: Then give 2 to the third answer. Shall we go on to / with the next question? Step 4 Trying out the questionnaire 1. Check the questionnaire through and try it out on your own group. 2. Share your questionnaire with one or two other groups and try each other’s questionnaires. Step 5 Homework Do Ex. 1 in USING WORDS AND EXPRESSIONS. Period 2 Teaching aims: 1. Read Anne’s diary and try to understand its main idea as well as details. 2. Foster the reading strategy. Step 1 Pre-reading Group work: Work in groups of four on the following questions: 1. Does a friend always have to be a person? What else can be your friend? 2. Do you think a diary can become your friend? Why or why not? Step 2 Reading 1. Look at the title of the reading passage and the pictures on Pages 2 and 3. Guess who those people are and what the text might be about. 2. Skimming Read the passage silently and quickly to answer the following questions: (1) Who is Anne’s best friend? (2) What’s the main idea for Paragraph 2? 3. Intensive reading (1) Read the passage again and find out words and phrases which you are unsure of. Use your dictionary when necessary. T: Now, let’s read the text again. While reading, please pay attention to words and 4 phrases which you are unfamiliar with, especially those bold ones. Then you can ask questions and we can talk about them. e.g. S: What does “set down a series of facts” mea, please? T: Do you keep a diary? S: Yes, I do. T: What do you usually write in your diary? S: I usually write about what I do during the day. Oh I see. “Set down a series of facts” means “write down some fact”. Am I right? T: Exactly. (2) Comprehending: Read the passage again carefully and do the exercises on Page 3. Step 3 Post- reading Discuss the following questions: 1. Imagine you had to hide somewhere to escape being killed, where would you plan to hide? 2. What would you choose if you were only allowed to have five things with you in the hiding place because there was very little room? 3. What might it be like if you had to stay in your bedroom for a whole year? 4. What would you do to pass the time? Step 4 Homework 1. Do LISTENING on Page 71 in workbook. 2. Read FRIENDSHIP IN HAWAII on Page 74 and do the exercise following. Period 3 Teaching aims: 1. Lexis: Have a deeper understanding of some useful words and expressions. 2. Grammar: The use of the Direct and Indirect Speech in narration and questions. Step 1 Checking the homework Discuss the questions on Page 75 about the reading passage FRIENDSHIP IN Step 2 Lexis 1. Go through the questionnaire and the reading passage on Pages 1-3, then do Discovering useful words and expressions on Page 4. 2. Further study of the lexis. (1) upset adj. &v. Read the following sentences, paying attention to the use of “upset”. a) She sounded upset when I told her you couldn’t give her an appointment. b) They are terribly upset by the break-up of their parents’ marriage. c) She warned me not to say anything to upset him. We can draw a conclusion that: a) If you are upset, you feel because something unhappy has happened to you. b) If something upsets you ,you feel or . (2) be concerned about Complete the following sentences with the Chinese hints. a) The family all (担心) his safety. 5 b) (她为什么如此关注)his attitude to her work? There seems nothing to do with him. c) The pubic (越来越关注)the spread of the deadly disease. (3) dare modal v. (4) happen to Step 3 Grammar Direct and Indirect Speech 1. Do Discovering useful structures. (1) Examine the sentences in Part 1 and try to find out the difference(s) between direct speech and indirect speech. (2) Do Part 2, following the models in Part 1. 2. Play a game. Form groups of three and carry on conversations like this: A: What did they do when they arrived at the hiding place? B: What did he / she say? C: He / She asked you what they did when they arrived at the hiding place. 3. Summing up T: In fact, how to say it in indirect speech depends on the specific situation. For example: My friend says, “I will come here tomorrow.” How should you tell me about that at the very time and the very place? S: Your friend says he / she will come here tomorrow. T: Right. What if another time at the same place? S: Your friend said he / she would come here the next day. T: Good. What if the same day at another place? S: Your friend said he / she would go there tomorrow. T: Well done. What if another time at another place? S: Your friend said he / her would go there the next day. T: Good job. So you see, it’s of little use just memorizing the basic rules when we change direct speech into indirect speech. In a word, we must take different situations into consideration. Step 4 Homework 1. Do translation on Page 72. 2. Use Indirect Speech to retell another entry of Anne’s diary on Page 72. Period 4 Teaching aims: 1. Read the letter from Lisa and have a discussion on it. 2. Do the listening task. Step 1 Checking the homework 1. Get some students to write their translation on the blackboard. 2. Get some students to retell another entry of Anne’s diary. Step 2 Reading, listening and writing 1. Read the letter from Lisa on Page 5 and discuss the problem which was upsetting her. 6 2. Imagine you were on Radio for Teenagers, discuss in groups what advice you’d like to give Lisa. 3. Listen to the tape and answer the questions in Part 2, paying attention to the use of Indirect Speech. The teacher can list some new words on the blackboard if necessary. 4. Compare Miss Wang’s suggestions with yours. Step 3 Listening task Do LISTENING TASK in the workbook. 1. Pre-listening Discuss the following questions: (1) Do you always do what your parents tell you? (2) What if you want to relax after dinner while your parents want you to do your homework right away? (3) What will you do if your parents want you to end friendship with happened afterwards. 2. While-listening Focus your attention on the gist of the listening passage. Then fill in the form on Page 73. 3. Post-listening Perhaps you can help Anne with this problem. Work in pairs, make a list of things she might say to her father to make him change his mind. Step 4 Homework Do SPEAKING TASK in the workbook and prepare a dialogue. 1. In pairs, have the students read all of the situations and choose one to discuss. 2. Get them to write down their ideas about how to deal with the moral problems. 3. Let them discuss about the best course of action. 4. Ask them to make a dialogue to prepare for presentation. Sample dialogue: A: Hello, Liu Ming. How are you? I have something to discuss with you. I feel very uncomfortable about this but I feel we must talk about it. I have been offered a ticket to a concert of the “Backstreet Boys”. B: Wow, that’s wonderful! I know how much you like them and how much you’ve always wanted to go to one of their concerts. Is there any chance I might get a ticket, too? A: I’m so sorry. They are only staying here for one night and Shen Qing offered me one. There was only one, or of course I would have thought of you. B: When are they coming? Perhaps I can queue up with you to get their autographs? A: That’s just what I wanted to say. The concert is on Saturday. B: Oh, I see. You want to change our arrangement for the picnic. Well, in fact I can’t go either. My cousin is coming over and we shall have to visit my aunt. Period 5 Teaching aims: 1. Read the letter from Xiaodong and have a discussion on it, especially on the writing purpose, writing style, the author’s attitude, etc. 2. Write a letter in reply. 7 Step 1 Checking the homework 1. Ask some pairs of students to act out the dialogues the have prepared. 2. After each dialogue is presented, discuss their solution to the moral problem. Step 2 Reading writing 1. Read the letter from Xiaodong on Page 5 and discuss in groups. (1) What do you think is the purpose of the letter? (2) Do you think it is successful? Are there any phrases or sentences that you feel explain the situation well? (3)What is Xiaodong’s tone? That is , is he angry, sad, happy, worried, or thrilled? (4) Do either you or your friend have the similar problem(s)? (5) How to begin a letter? Is it different from a story? If so, what’s the difference? 2. Imagine you are the editor of the 21st Century English, what advice can you give to Xiaodong? Write down your solutions. Exchange opinions with other groups. 3. Writing a reply. Sample writing: Dear Xiaodong, Some people like talking with others, but some people are shy. If you fall into the second group, it can be hard to make friends. But you can change the situation. What are interested in? If you like basketball, for example, you could talk with some of your classmates who like basketball. The easiest way to start talking to people is to find something you have in common. If you are standing beside a group of your classmates, join in their discussion of you know something about the subject they are discussing. But if you don’t, you should feel afraid to say, for example, “That sounds interesting. What’s it about?” Once you start talking to one person, it will get easier to talk to others. Find one person you have something in common with, and once you become friends with him, his friends will start talking to you, too. Good luck! Editor Step 3 Homework Write a few lines to describe your best friend or a person you know. The example on Page 6 may help you. Period 6 Teaching aims: 1. Sum up what has been learned in this unit. 2. Foster students’ resource strategy. Step 1 Revision of vocabulary and expressions Show the students some important words and phrases learned in this unit, and get some students to make some sentences with some of them. For example: S: I suggested going there by bus, but they insisted on going there by taxi. He suggested to us that we should start a little earlier. The pale face suggested that she was in a poor state. Tom made a suggestion that we should put off the meeting. T: You’ve done a good job. From what you’ ve done, I know you have learned quite 8 well about this unit. Step 2 Give a short passage and ask the students to fill in the blanks according to what they have learned in this unit. 阅读下列文章，在空白处填入适当的词，使文章通顺且合乎语法规则。 Since we are social beings, the quality of our lives depends in large measure on our interpersonal relationships. One strength of the human condition is our possibility to give and receive support from one another under stressful(有压力的) conditions. Social support makes up of the exchange of resources among people based on their interpersonal ties. Those of us with strong support systems appear better able to deal with major life changes and daily problems… Step 3 Allow the students some time to talk about their difficult points and the teacher gives necessary help around the students. Step 4 Homework Go through the unit again and try to assess what you have learned according to the following table. 评价等级 存在问题 努力方向 A B C D 语 言 知 识 语音 词汇 语法 话题 功能 语 言 技 能 听 说 读 写 情感态度 学习策略 文化意识 9 评 价项目