1、书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟2022年6月7日星期二高中英语外研版教材的高中英语外研版教材的使用体会与建议使用体会与建议书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟一、认真研读教材，耐心感知编写一、认真研读教材，耐心感知编写脉络，仔细体悟教材是如何实施课脉络，仔细体悟教材是如何实施课标精神的。标精神的。 二、二、 勇于探索，大胆实践，创造性勇于探索，大胆实践，创造性地使用课本内容，找到适合教师和地使用课本内容，找到适合教师和学生的最佳教学方法。正确、到位学生的最佳教学方法。正确、到位地使用符合教学新理念的教学手段地使用符合教学新理念的教学手段和方
2、法。和方法。书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟一、认真研读教材，耐心感知编写一、认真研读教材，耐心感知编写脉络，仔细体悟其对课标精神的实施脉络，仔细体悟其对课标精神的实施。1、对编写体例的认识；对各个栏目（板块）的认识；对各栏目（板块）间关系的认识；对每个任务（活动/练习）编制目的的认识。Scope and sequence INTRODUCTION Vocabulary and reading书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟READING AND VOCABULARYFUNCTI
3、ON GRAMMAR 1 and GRAMMAR 2LISTENING AND VOCABULARY / SPEAKINGWRITINGPRONUNCIATION AND EVERYDAY ENGLISH书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟LEARNING TO LEARNCULTURAL CORNER2、以人为本，在学生的认知水平基础上充分考虑其语言学习和人格塑造的需要；3、遵循英语新课标 “题材-功能-结构-任务” 的编写原则。书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟4、题材多样、语言地道鲜活、难度适中。5、加强学生学习策略、文化意识和跨文化交流
4、能力的培养。6、提供探究式、发现式、任务型等多种学习方式。7、培养学生逐步获得独立学习和自主学习的能力。书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟8、寓素质教育于外语教材中，有助于学生良好道德品质的培养。9、培养学生用英语获取信息、处理信息分析和解决问题的能力。二、勇于探索，大胆实践，创造性地二、勇于探索，大胆实践，创造性地使用课本内容，找到适合教师和学生使用课本内容，找到适合教师和学生的最佳教学方法。正确、到位地使用的最佳教学方法。正确、到位地使用符合教学新理念的教学手段和方法。符合教学新理念的教学手段和方法。书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟（以
5、下所有范例均出自必修3 / 模块3）INTRUDUCTIONLead in and prepare the students for the coming topic, learning materials and provide activities with the vocabulary related to the topic.Module 1Possible design 1书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟 to collect the names of capital cities in Europe and list those to appear in
6、 the text on the blackboard. Teacher may help with some difficult ones and the same can be repeated with the countries, the people and the languages in Europe.A map of Europe / the world in English can be provided to help. Possible design 2书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟 Download from the Internet fi
7、ve short passages about those five European countries referred to in the text, which best contain the names of the countries, capitals, people, languages, famous buildings, etc. Cut each passage into several parts, mix them all and deliver two passages to each group. Therefore, the students have to
8、work together to put the parts书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟back into a passage. The working process will certainly help them find out the relationship between capitals, countries, people, languages and buildings, and of course will help them get familiar with the words as well. A dictionary is sugg
9、ested. Suggested ways to lead in:l Predicting: e.g. a guessing game; act out something书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟l Free talk: e.g. question-and-answer; l Audio aids: e.g. listen to a short dialogue; a piece of music; a piece of news; something recordedl Visual aids: e.g. pictures; a video / movie
10、 clipl Graphic organizers:l Anything interesting and relevant to your topic.书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟READING AND VOCABULARY Raise the students readingA successful lead-in:l must be to the point.l must be carefully timed.l must be well controlled.l must motivate and encourage students to learn a
11、nd explore.书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟 comprehension level, enlarge their vocabulary and teach them some basic reading skills / techniques. Module 2 A possible design:1.Ask the students to read the title to predict what they will read about in the text. Collect the answers and list something impo
12、rtant on the blackboard. Some new words and书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟 useful information can be provided in the process. 2. Scan the text to get the main idea (writing purpose). 3. Skim the text to find more detailed information (Activity 2 and Activity 4). 4. Read the text one more time (carefu
13、l reading) to answer the questions listed above the text. 5. Activity 3 and Activity 5 will help to书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟 handle some of the difficult words or phrases.6. More reading comprehension exercises can be given here according to your students language level and the time.7. Help wit
14、h the possible language points: A. Collect what should be explained from the students and Teacher书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟 adds some more. B. Teacher explains first and then ask the students for more possible difficulties. Attention: What should be explained? How much should be explained about
15、书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟 the language points?8. After reading activity (reproductive activity):Possible Activity 1: 书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Possible Activity 2:An Interview with An Official from UN (A role-play activity)Group work with different worksheet provided for different roles.书山有
16、路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Suggested activities before reading:Purposes:Motivating and setting purposes for reading Activating and building background knowledge Relating the reading to students lives Pre-teaching vocabulary and concepts 书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Pre-questioning, predicting, and
17、direction settingStrategies to activate prior knowledge include: Concept Map / Mental Map A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information. Concept mapping is the strategy employed to develop a concept map. A concept map consists of nodes
18、 or cells书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟that contain a concept, item or question and links. The links are labeled and denote direction with an arrow symbol. The labeled links explain the relationship between the nodes. The arrow describes the direction of the relationship and reads like a sentence.书山
19、有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟KWL ChartBrainstorming (details omitted)Graphic Organizer Cycle书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Used to show how a series of events interact to produce a set of results again and again (weather phenomena, cycles of achievement and failure, the life cycle). Key frame question
20、s: What are the critical events in the cycle? How are they related? In what ways are they self-reinforcing?书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Fishbone MapUsed to show the causal interaction of a complex event (an election, a nuclear explosion) or complex phenomenon (juvenile delinquency, learning disabil
21、ities). Key frame questions: What are the factors that cause X ? How do they interrelate? Are the factors that cause X the same as those that cause X to persist?书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Human Interaction OutlineUsed to show the nature of an interaction between persons or groups (Europeans settl
22、ers and American书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Indians). Key frame questions: Who are the persons or groups? What were their goals? Did they conflict or cooperate? What was the outcome for each person or group?书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Network TreeUsed to show causal information (causes of povert
23、y), a hierarchy (types of insects), or branching procedures (the circulatory system). Key frame questions: What is the superordinate category? What are the subordinate categories? How are they related? How many levels are there?书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Problem/Solution OutlineUsed to represent
24、a problem, attempted solutions, and results (the national debt). Key frame questions:书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟What was the problem? Who had the problem? Why was it a problem? What attempts were made to solve the problem? Did those attempts succeed?书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Compare/Contrast
25、MatrixUsed to show similarities and differences between two things (people, places, events, ideas, etc.). Key frame question: What things are being compared? How are they similar? How are they different?书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Continuum ScaleUsed for time lines showing historical events or age
26、s (grade levels in school), degrees of something (weight), shades of meaning (Likert scales), or ratings scales (achievement in school). Key frame questions: What is being scaled? What are the end points?书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Series of Events ChainUsed to describe the stages of something (th
27、e life cycle of a primate); the steps in a linear procedure (how to neutralize an acid); a sequence of events (how feudalism led to the formation of nation states); or the goals, actions, and outcomes of a historical figure or character in a novel (the rise and fall of Napoleon). Key frame questions
28、: What is the object, 书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟procedure, or initiating event? What are the stages or steps? How do they lead to one another? What is the final outcome?书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Spider MapUsed to describe a central idea: a thing (a geographic region), process (meiosis), conc
29、ept (altruism), or proposition with support (experimental drugs should be available to AIDS victims). Key frame questions: What is the central idea? What are its attributes? What are its functions?书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Introduction of Key Words Suggested activit
30、ies while / during reading:lscanning and skimming for specific pieces of information lguessing word meanings by using context clues, word formation clues or cognates 书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟lpredicting text content lidentifying topic sentences that contain the main idea of the paragraph lusing
31、 visual and sensory images such as graphic organizers to identify the main idea or themes of a text ldistinguishing between general and specific ideas lrecognizing connecting ideas via connectors 书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟lrecognizing lexical clues (e.g. reference words) l making conclusions and
32、 drawing inferences leffective dictionary use l paying attention to the grammatical function of unknown words lanalyzing connectors and key words lusing fix-up strategies, such as rereading, to repair comprehension when it breaks down. 书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟lparaphrasing for the purpose of s
33、ummarizing ltiming readings for achieving automaticity / required reading speedldistinguishing between fact and opinionSuggested activities after reading:l help students to locate and record relevant information 书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟l support students to make connections with what they know
34、 and between texts l provide a framework for summarizing key ideas within a text l support students to make inferences and generalizations l help students to substantiate or reconsider their own ideas.l create reproductive / communicative activities to reuse the target language.书山有路勤为径，书山有路勤为径，学海无涯苦
35、作舟学海无涯苦作舟Attention:lReading aloud is really pronunciation practice, and it can be time-consuming.l Reading aloud is a natural way to read poems and plays.l Reading aloud can be good for fluency practice and can build students confidence if the text is not difficult for them.书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海
36、无涯苦作舟GRAMMARWith the help of the teacher and their own efforts, students will build up their grammar system and improve it all the way up until it finally becomes perfect.The first round: junior books. The second round: senior books 1-5. The third round: senior books 6-9. The grammar items will be r
37、epeated and perfected step by step.书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟Possible presenting waysl Present grammar through a text.l Present grammar through comparison.l Present grammar through a situation.l Present grammar through pictures and real objects.l Present grammar using the students书山有路勤为径，书山有路勤为径
38、，学海无涯苦作舟学海无涯苦作舟knowledge. l Present grammar using diagrams and timelines.l Encourage and lead students to observe, compare, analyze and draw a conclusion about grammar items themselves. (Explore / Observe to find out.)l Find a proper chance to help review 书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟PS:1. About co
39、-operative learning, pair work, group work and discussion.2. About creating communicative activities. Some principles to stick to:l a desire to communicate (There must be a information gap between the two speakers.)l a communicative purpose书山有路勤为径，书山有路勤为径，学海无涯苦作舟学海无涯苦作舟3. About rearrange the sections of a module to meet your teaching needs. We must learn to make best use of the materials, not only teach them.l content not form lvariety of languagel no teacher interventionlNa materials control
