高一下教材處理意見(編輯修改稿)
2024-12-16 01:11 本頁面
【文章內(nèi)容簡介】 設(shè)計體現(xiàn)真實(shí)性 ◆ 學(xué)生活動體現(xiàn)多樣性 ◆ 操練模式體現(xiàn)階梯性 ◆ 使用教材體現(xiàn)靈活性 ◆ 評價反思 體現(xiàn)連續(xù)性 聽說教學(xué)程序建議 ? Leadin a. Warmingup small talk b. Ss’ listening to the tape c. Ss’ reading for further understanding and find out what the misunderstanding is about. d. Extension by offering some synonyms for a certain word ? Listening activities a. Ss’ description of the illustration (done in pairs or groups) b. Tasksetting for listening c. Ss’ listening ( 3 times if necessary ) d. Answerchecking ( done in pairs / groups first ) ? Speaking activities a. Ss’ reading amp。 practising ( to find out key information ) b. Ss’ pleting the sentences, individually first, then in groups ? Controlled amp。 halfcontrolled practice a. Ss’ creating and practising their own dialogues b. Closed pair work / group work c. Open pair work / group work ? Productive activities a. Free talk using the newlylearned items b. Group discussion (Ss themselves choose a topic about language difficulties, and try to discuss it cooperatively) c. Open performance 閱讀教學(xué)程序建議 Six major skills students might use in classroom teaching ? Predictive skills ? Extracting specific information ? Getting the general picture ? Inferring opinion and attitude ? Deducing meaning from context ? Recognizing function and discourse patterns and markers (by Jeremy Harmer, The Practice of English Language Teaching) Read the lines → Read between the lines → Read beyond the lines Characteristics of efficient reading ? It is purposeful. ? It is silent. ? It is textbased. ? The type of reading varies according to the purpose. ? It progresses as quickly as the purpose requires. ? It involves plex cognitive skills. ? Prereading 1. Leadin 導(dǎo)入 1 導(dǎo)入 2 導(dǎo)入 3 導(dǎo)入 4 導(dǎo)入 5 導(dǎo)入 6 導(dǎo)入 7 導(dǎo)入 8 2. Help to make prediction amp。 expectation 3. Guide questions ? Whilereading 1. Ss’ skimming for the answers to the guide questions 2. Comprehensionchecking 3. Ss39。 careful reading for more detailed information 4. T’s presenting some tasks questionnaire / true amp。 false questions / discourse analyses ? Postreading 1. Ss’ discussing the answers in pairs / groups 2. Answerchecking with the whole class 3.
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