北师大版高中英语编写思路

null《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《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 国际外语教学改革的发展趋势 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 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 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。 高中英语教学存在的主要问题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 高中英语课程 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 的基本理念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。 null综合语言运用能力情感态度学习策略文化意识语言技能语言知识国际视野祖国意识合作精神自信意志兴趣动机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 文化知识话题功能语法词汇语音写读说听课 程 目 标 高中英语课程的教学重点 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 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达的能力。null1、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。 力求体现高中课程整体改革的指导思想高中英语课程整体设计思路：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。null 高中英语课程结构null 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。 选修课 系列 II 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。 高中英语课程目标 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 教材编写原则 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 skills approach null grammarvocabularylisteningReadingWarm-upProjectLearning to learnLiterature spotLanguage powerCulture cornerBulletin boardUnit DiaryLanguage focusSkill focusGuided speaking & writing practiceUnit 1Unit 2Unit 3Communication work shopLesson 1 Lesson 2 Lesson 3 Lesson 4 模块Module 1-5 单元内容一览表 Module 1-5 单元内容一览表 Module 6-8 单元内容一览表 Module 6-8 单元内容一览表 语言技能 语言技能1. Reading 2. Listening 3. Speaking 4. Writing nullReading – Variety of Text TypesDialoguesArticlesShort StoriesConcert ReviewsnullReading – Variety of TopicsLifestylesHeroesModule 1CelebrationsCyberspaceRhythmModule 2DesignThe SeaAdventureModule 3WheelsMoneyThe MediaModule 4Culture ShockPeopleCareersModule 5LearningStoriesLaughterModule 6BeautyCommunicationNew FrontierModule 7Human BiologyConflictModule 8SocietyEnvironmental Protection Reading Strategies Reading StrategiesPrediction Reading for details Reading for main ideas Sequencing Dealing with difficult words Completing notes Identifying facts and opinions Dealing with culture references Reading Strategies Reading StrategiesParagraphs and headings Identifying accurate information Completing texts with sentence gaps Reading under pressure Summarizing nullReading StrategiesReading 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) Reading in lessons Reading in lessonsTo provide language input To teach grammar or reading skills To practice reading skills To practice grammar To learn and practice vocabulary Example Example Example ExamplenullReadings in Communication Workshop and Bulletin BoardTo provide models for writing Reading Stages Reading StagesBefore reading While reading Post reading Example Example Focus on Reading Focus on ReadingnullListening – Variety of Text TypesArticlesShort StoriesFilm ExtractsnullListening in Warm-up 4-5 short dialogues To introduce the unit topic To prompt students to talk about the topic Listening Strategies Listening StrategiesPreparations Listening for specific information Focus on situation Identifying people Identifying style Identifying different English accents Completing texts Identifying moods Understanding culture references Example ExamplenullListening in Lessons To provide audio language input To teach listening strategies To practise listening skills To teach functions To practise pronunciation Listening in Stages Listening in StagesBefore listening While listening Post listeningnullnullListening in Communication Workshop Speaking – Before you start To provide language input for speaking task Song To arouse students’ interest nullnullSpeaking in Warm-up To get students familiar with the topicRead the questions. Then, in pairs, tell your partner about yourself. Example I 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?nullSpeaking 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 worknullSpeaking 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 stepsnullWriting 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 Focus on Writing Focus on Writing Practise using linking words Guided writing with example Translation语言知识语言知识1. Grammar 2. Vocabulary 3. Functions 4. PronunciationGrammar– discovery approachGrammar– discovery approachThe 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.Contrastive grammar approachContrastive grammar approachStudents 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.Contextualized Presentation of GrammarContextualized Presentation of GrammarGrammar is always presented in a context, so that students start out with meaning rather than form.nullContextualized Presentation of GrammarAfrica 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. nullGrammar - 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?nullRead these pairs of sentences. Compare the verbs. Does the verb mean the same in both sentences? a) All our guides have several years of experience in leading hiking trips in the Himalayas. b) You are having a hot cup of tea. a) You are feeling tired. b) At Adventure 2000 we feel that we understand the needs of hikers. a) We also think that good travel arrangements are important. b) You are thinking about how far there is to go. Grammar Summary 3, on page 93 null Guided practice: more controlledGrammar - PracticeWhich of the sentences cannot be changed into the Present Continuous? The coffee tastes awful. We have breakfast very early. She thinks she is the best. They feel they need more time. I have a serious headache. She thinks about her mother a lot. Which of these expressions can be used in both Present Continuous and Present Simple, and which only in the Present Simple? have a shower, play football, think about, know, look awful, want, see the boss, like, sound interesting, watch TV, believe, taste good, look atnull Less guided practice: less controlledGrammar - PracticeRead the interview with a Tibetan guide and put the verbs in brackets in the Present Continuous or Present Simple. Reporter: Do you (1) _______(like) your job? Guide: Oh, yes. I (2) ______(love) it. I (3) _______(enjoy) meeting new people and travelling a lot. Reporter: What do you (4) ______(think) about the tourists who (5) ______ (come) to Tibet? Guide: Most of them already (6) ______(know) a lot about mountains and (7) ______(want) to see as much as possible. Right now, I (8) ______(work) for a group of Austrian hikers who have all been here before. They (9) ______(understand) all about hiking and I’m sure they (10) ______(enjoy) themselves. That’s great because it (11) _______mean) that the hike is good fun for me too.null Free PracticeLanguage in UseWork in pairs. Use the verbs above to tell your partner about what you do/ don’t do and what you are/ aren’t doing. Example have a shower I always have a shower in the morning. I’m not having a shower now.Vocabulary developmentVocabulary developmentModule 1-5 specific focus is put on working out the meaning of unknown vocabulary Multi-part verbs/Phrasal verbs Preposition bank Module 6-8 Idiomatic bank--- the focus moves to more colloquial language and multi-word verbs Vocabulary developmentVocabulary developmentFocusing on lexical development through longer, more detailed reading texts Vocabulary work looking at issues such as worldbuilding, multi-part verbs, collocations, idiomatic language and word families; chatroom---focus on the colloquial uses of the language Lexican---gives instant reference for students dealing with the increased load of vocabulary associated with Module 6-8 Vocabulary developmentVocabulary developmentLanguage Power Word power Key Word Bank Word tips---present strategies for expanding vocabulary, e.g. start your own vocabulary book Working with dictionaries Phrase builder and lexicon ---invaluable resource both in the classroom as well as out and for both teachers and studentsVocabulary – Topic wordsVocabulary – Topic wordsWarm-up 1 Look at the types of transport in the Key Words and complete the table. Plane, balloon, bicycle, boat, Bus, car, ferry, helicopter, Lorry, motorcycle, ship, train, The underground, minibus KEY WORDSTopic words to help recycle known vocabulary Help students to remember new wordsTrain students to categorize words, which helps their memoryVocabulary – Target New WordsVocabulary – Target New WordsComplete the sentences using the words below. Innocent, fiction, strawberry, spokesman, contemporary, sew, as long as, load, In favour of, bush, evidence, electricity 1 The lights won’t work because there is no _______. 2 I will help you with your homework ______ you stop watching TV now. 3 Can I help you? That is a heavy _______ you are carrying. 4 Are you _______ this new law to stop people smoking? 5 My mum ________ all my clothes for me. 6 There is a lot of ________ that he was the person who stole the book. 7 I don’t think he did it. I think he’s ______. 8 I love to eat ______ with cream. 9 He hid the knife under a ______ in the garden. 10 The ______ has to explain what the team thinks. 11 I like to read books that are ______. 12 David really likes ______art. He doesn’t like old paintings very much. Practice in both the main lessons and in Language powerVocabulary – Key Word BankVocabulary – Key Word Bank Food: bacon, barbecues, dessert, fusion, garlic, hamburger, hot dogs, lemon, mushroom, roast beef, steak, toast Places: Big Ben, Buckingham Palace, Sydney Opera House, the Great Barrier Reef, World Trace Centre, the Statue of Liberty Sports: American football, basketball, fishing, soccer, golf, hiking, horse-riding, rugby, sailing, surfing, tennis Adjectives: amazing, brilliant, broad, cautious, contrary, cosy, curious, delicious, dull, familiar, foggy, informal, interesting, limited, lively, modest, muddy, multi-cultural, outgoing, poor, popular, reasonable, splendid, tasty, top, unfair, well-off, yummy Phrasal verbs: drop (somebody) off, go back, hang on, hurry up, look after, look back, look for, look forward to, look in, look up, pick (somebody) up Money: bank, cash, credit card, coin, notes, traveller’s cheques Australia: coal, desert, diamond, export, flavour, mine, outdoors The UK: bed and breakfast, comfort, hotel, phone box, the underground Beijing polite: Excuse me. Of course (not). Thank you. That’s very kind of you. Would you mind doing…nullVocabulary – Others Wordbuilding Phrasal verbs Matching of words (collocations) Function FunctionContextualized Presentation of functions function is always presented in real life context, so that students start out with discourse rather than isolated sentences. Function Presented Function PresentedInteraction Giving opinions Preferences Travel situations Discussing suggestions Shopping and bargaining Interrupting people Being polite Showing Sympathy Clarifying and asking Presenting Giving and asking for advice Example Example Pronunciation PronunciationPronunciation is presented with language functions. Culture content Culture content The textbook incorporates culture throughout the course. Culture corner in each unit Literature spot in each module Comparing culture A Unit on Culture Shock Reading texts about Life in the Arctic, Christmas in Britain, how to behave in different cultures and seasonal festivals around the world… Culture Content Culture ContentCultures about English speaking countries and other countries in the world. Chinese culture Culture content Culture content Reading texts about Life in the Arctic, Christmas in Britain, how to behave in different cultures and seasonal festivals around the world… Quote….Unquote starting point for further discussion either in English or Chinese; to stimulate both teachers and students to extra activities and work To provide students with examples of real speech that they can further explore or use Culture – Culture Corner Culture – Culture Corner Culture – Comparing Cultures Culture – Comparing Culturesnull配套资源 教师用 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 教师用书 教师用书 教师用书 教师用书 教师用书 教师用书 教师用书 教师用书 教师用书 教师用书 教师用书 北师大版高中英语配套教辅用书 北师大版高中英语配套教辅用书伴你读英语 本套书由教材的编写者编写，是一套为北师大版高中英语教材量身订做的阅读教程，其目的是巩固和扩展课上所学内容，系统地复习和强化教材倡导的学习策略，提高学生的阅读能力。本书与教材的模块1和模块2配套，全书共6个单元，每个单元有4课，各单元的话题与教材相同。每课有Preview, Before you read, Focus on reading, Get the main idea, Look at the details和Speed reading几部分。《伴你读》《伴你读》 《伴你读》 《伴你读》《伴你读》《伴你读》《伴你读》《伴你读》《伴你读》《伴你读》《伴你读》《伴你读》《伴你读》《伴你读》《伴你读》《伴你读》 北师大版高中英语配套教辅用书 北师大版高中英语配套教辅用书 伴你学英语 本书由北京师范大学出版社教材分社英语编辑室策划，按照教材编写的思路编写，与教材同步。每个单元包括：核心内容提要、背景知识、课文解读、基础练习、高考真题实战、实文选读几部分。书后附有教材的听力录音材料、课文参考译文和教材练习册的参考答案。本书对学生消化、理解和掌握教材的重点极为有益，同时在教材的基础上近一步培养和发展学生的综合语言运用能力，也为日后的高考做了铺垫。 北师大版高中英语配套教辅用书 北师大版高中英语配套教辅用书 复习与提高 本书由北京师范大学出版社教材分社组稿，由富有教学经验的一线教师和教研员编写，目的是复习和巩固所学内容，每本书与教材同步，每单元包括以下几部分：知识要点、学习导航、授业解惑、阶段训练和一试身手。 北师大版高中英语配套资源 北师大版高中英语配套资源 培训 焊锡培训资料ppt免费下载焊接培训教程 ppt 下载特设培训下载班长管理培训下载培训时间表下载 光盘 录音带、光盘 北师大教材网 www.100875.bnup.com.cn 培训、回访 培训、回访全员培训－课程标准、教材编写指导思想、教材结构内容介绍、教法介绍演示、现场授课、课例分析点评 定期回访－听课、评课、面对面交流，答疑解惑 北师大版教材支持系统 北师大版教材支持系统 曹瑞珍 010－58862782 王 源 010－58802831 E-mail: bnupress@263.net 教材分社传真 010－58802838 市场营销部电话 010－58808015 读者服务中心电话 010－58808014 电子信箱 bnupress@263.net 基础教育教材网址 http://www.100875.com.cnnull