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[组图]外语教学•教研简报       ★★★ 【字体:
外语教学•教研简报
作者:未知    文章来源:本站原创    点击数:4284    更新时间:2009-05-04    

外语教学·教研简报                   2009-4-17

走自己的路、探索外语特色教学

在市教科院的指导下和学校的正确领导下,我校外语教学在不断地进步,教学教研已经形成一定的氛围。孙连生现任湘潭市教育学会外语学会副理事长,倪萍,彭喜梅、黄美芳,李友芳,欧阳初鲜等老师为会员。

根据本校英语教学实际,高中外语教研组经过一个学期的努力,编写了校本教材《高中英语阅读理解》。该校本教材由孙连生执笔、黄美芳、胡辛平、李友芳、高爱群、欧阳初鲜校对,现已经脱稿并在实验使用中。

积累教学资料、建立教学资源库

高三英语教学积累了大量的高考英语资料,并且分门别类初步整理好了高考听力、高考语言知识运用、高考阅读理解等内容:

2000~2008年高考英语听力整理完毕。除2005年高考重庆卷外,其它的听力试题收集齐全、录音转录制作完毕、并将录音稿整理完毕,供英语听力教学使用。

2005~2008年高考单项填空整理完毕(按湖南省高考要求回归基础语法)。

2005~2008年高考完形填空整理完毕。

2005~2008年高考阅读理解整理完毕。

这些资料随时可供外语教师查阅使用。

资深教师带头、年青教师茁壮成长

中年教师徐红妮再次推出牛津新课程Project 研讨课,受到老师们的好评和同学们的欢迎。下面的图片为这次活动的部分剪影。

Project Putting on a play

学生主持人

学生小组表演竞赛

评委 — 英语教师和我校外教

     在资深教师的带动下,青年教师发奋向上,多人获得省级和市级奖励证书。彭喜梅老师制作的课件获得省级二等奖。

黄美芳老师撰写的两篇论文分别获得市级一等奖和二等奖。

彭喜梅老师撰写的论文获得市级二等奖。

倪萍老师撰写的论文获得市级二等奖。

倪萍老师设计制作的课件《高三语法复习与中国传统文化的结合》获省级一等奖,现挂在省教科院的网站上。

http://www.3633.com.cn/news/edu021.php?news_id=2771

 

 

新课程教学动态

1)新课程教学资源库

新课程牛津英语教材从高一至高二的教学资源库已经初具规模,按每个模块和单元进行了分类,基本上每个单元都提供了相应的教案、课件、图片、音频和视频文件,方便老师们备课参考和查阅。

 

2)新课程教学设计

彭喜梅老师设计的新课程教案被推荐为高中英语教学设计样本,作为任务教学课型示范,现挂在市教科院的网站上。

http://www.xtsjky.com/Article/ShowArticle.asp?ArticleID=675)详见附件1

欧阳初鲜老师设计的新课程教案被推荐为高中英语教学设计样本,作为语法教学课型示范,现挂在市教科院的网站上。

(http://www.xtsjky.com/Article/ShowArticle.asp?ArticleID=674) 详见附件2

 

高二学业水平考试

    高二备课组积极组织学生准备省级高二学业水平考试,备课组长李新桂老师参加了由湖南省教科院基础教育研究所召开的《湖南省中学英语评价研讨会》培训,随后将会议精神及时传达到相关教师,并组织了相关的高二学业水平考试解读的学习和资料处理。同时改编五套英语听力试题,对学生进行听力训练。


附件1

Module 4  Unit 1

Task: listening for statistics and descriptions

教学设计:狗万manbet官网  彭喜梅  审稿:湘潭市教科院 陈红

 

语言材料分析:每个task板块都通过提供一系列活动来提高学生的听说读写的综合技能。它含有三个步骤。其中步骤1通常是给学生一个明确的任务,让学生通过听和读的渠道来培养获取信息的能力。本单元的Skills building1旨在通过使学生学会怎么听数据和数据描述,来进一步提高学生的听力。在复习了解包括分数、小数和百分数等数据的表达和描述后,要求学生完成五段有关数据的听力填空,再根据听到的数据完成一个条形图表。

 

整体思路

1、引入:通过谈论巧克力,引出分数、小数和百分数,使学生对数字有初步印象。

2、分别讲解分数,小数和百分数的表达和读法,并总结规律。

3、帮助学生熟悉常见的数据描述,如增加,减少,趋势和范围等。23都是为后面的教学步骤听力做准备。

4、听力竞赛:听五段材料,根据所听到的数据填空。(exercise on page 12

5、听力练习,根据听到的数据完成一个条形图表。(Step 1 on page 13)

6、进一步熟悉数据的描述,根据设计的一个数据表格,谈论数据变化。帮助学生由“听”进一步到“说”。

 

 

具体操作

 Period 1

 

I. Teaching aims (Three dimensions):

1) Knowledge and skills:

   a. To learn how to listen for fractions, decimals and percentages and descriptions.

    b. To improve the Ss’ ability of listening and speaking.

2) Process and methods:

a. How to read, listen for and talk about statistics and descriptions.

b. adopting new study methods: exploration, cooperation and independent study

3) Emotions, attitudes and values:

Help the Ss form a good habit of listening and become more patient and careful with statistics

and description.

 

II. Teaching Principles

       Task-based Teaching Approach and Situational Teaching Approach.

III. Teaching aids:

       Multi-media teaching equipment

 

IV. Teaching Procedures:

Step 1 Greetings and lead in

       Good morning, students. Do you like chocolate? How many of you like chocolate? Oh, about a half of the class. That’s 50%. (write ½ and 50% on the Bb)  Now I’ll show you a picture of the most expensive chocolate in the world. It costs Us102.50 per pound. (write 102.50 on the Bb) Today we are going to listen for fractions, decimals, percentages and descriptions of statistics.

Step 2  How to read statistics

Task 1  A: How to read fractions?

    ½   a/one half       2/3  two thirds   ¾  three quarters   two and one half

Tips: 1.分子用基数词表示,分母用序数词表示.

        2. 当分子大于1时,分母要用复数.

B: How to read decimals?

0.3  zero/ nought) point three      6.79  six point seven nine

Tips:在小数点后,我们要单独读每个数字。

   Get the Ss to read the decimals in the passage: 

一块44重的德芙黑巧克力中含有碳水化合物27.76,蛋白质1.85,脂肪13.2,钙14.08毫克,磷58.08毫克,镁50.6毫克,钾160.60毫克,所以巧克力能够补充人体每天对于多种营养素的需求。

C: How to read percentages?

63%  sixty-three per cent           45.72% forty-five point seven two per cent

Tips: 在小数点后,我们要单独读每个数字

Step3  How to describe the change of statistics

 Task 2  When listening, we should care about:

  (1) an increase  an increase of             (2) a decrease   a decrease of

                go up by                               decrease/fall by

                increase/rise by                         decrease/fall to

 increase/rise to            (3) no change   no change

four times as many                       remain/stay the same

                 

  (4) trends   downward/upward trend           (5) a range : vary  between A and B

             a steady increase/decrease                         from A to B

             start off at/end up at              (6) an average: average price/number…

          rise slowly/gradually/smoothly/sharply

  (7) a limit    the maximum volume

             peak at

             fall to the lowest level

             drop to the lowest point

 Show the Ss some words and phrases to describe the change of statistics as above. (Point 2 on page 12)  Explain the meanings to them .

Step 4  Listening

Task 3  Listening competition: Listen for the statistics

  Rules: The whole class is divided into two parts: Yellow team and Blue team. After listening,

anyone of the team can write the answers you hear on the blackboard. One person each

time. The team which gets the most correct answers is the winner.

Have the Ss listen to the recording and do the exercise on page12.

Task 4  Listening: Complete a bar chart

 

Year

Market share (%)

Year

Market share (%)

1950

 10.5

1990

12

1960

 

2000

 15

1970

 7

2010

 

1980

 

2020

 

Step 5 Speaking

Task 5  Teamwork

Situation:  Suppose you are the director of the Dove Company. Please announce to the marketing assistants the market shares in the last few months .You’ll also discuss what to do next to increase sales.

        Month

Jan

Feb

Mar

Apr

Market share (%)

26.5

28.5

24

26.6

Useful expressions:

did well in …, with a …share of the market

rose sharply to, increasedly, peakedat

decreased by/to, fell to the lowest level

a steady increase/decrease

expect a …market share in May

Now we are considering doing ...to increase sales

A sample

   We did quite well in the first month of this year, with a twenty-six point five per cent share of the market. And by the following month, it had grown by two per cent. However, the sales figures in March were not so good, and decreased to twenty four per cent, falling to the lowest level. And in April there was an increase of two point four per cent. Now we are considering repacking our chocolate bar to make it be more colorful and attractive to people of all ages. We will also place more advertisements to increase sales.

 Step 6 Homework

      Finish  Exercises A and B on Page 96.

 

 

 

 

 

 

 

 

 

 

 

附件2

Module 5  Revision

Verb-ing Form Versus Verb-ed Form

教学设计:狗万manbet官网  欧阳初鲜  审稿:陈红

 

语言材料及学情分析:语法教学不管是对于教师的“教”还是学生的“学”这两方面的活动来说都是难点,尤其是对于英语基础不太好的学生而言更加是最为头痛的部分,因此如何突破这一难点也成为了很多英语教师钻研的目标。《牛津高中英语》模块五中三个单元的语法部分都是关于非谓语动词 (Unit 1To-infinitive and Verb-ing form as a noun; Unit 2: Verb-ing form as an adjective and adverb, Verb-ing phrases; Unit 3: Verb-ed form, Verb-ed phrases, Verb-ing and Verb-ed used as adjectives), 经过三个单元的语法学习,同学们对于Verb-ed Verb-ing有了一定的了解,但所掌握的语言知识又似乎是支离破碎的,因此对于这两种形式的综合复习刚好顺应了学生们,尤其基础较差学生的迫切需要。

整体思路

1、引入话题:通过谈论当时社会反响最大、人人关心的牛奶事件,阅读这件事中的受害婴儿以及无辜的奶牛的心里话,使学生接触Verb-ingVerb-ed在句子乃至语篇中的运用。

2、通过分析四组句子的基本结构,了解Verb-ingVerb-ed在句子中的作用(作定语、表语、宾语补足语和状语)。

3、通过对单个例句和学生熟悉的简短语篇的分析,分别从时态、语态以及作表语在意义上的区别三个方面比较Verb-ingVerb-ed的不同用法,做出小结,并用多种不同形式的练习来巩固所复习的内容,使讲与练相结合,尤其采用较多的学生所熟知的短文来进行练习,让语法教学在真正的语篇中进行。

4、巩固语法,综合练习,让学生学会遇到问题从不同的角度去思考。

5、高考链接,熟识高考中对Verb-ingVerb-ed这一考点的出题思路。

 

教学过程

I. Teaching aims (Three dimensions):

1) Knowledge and skills:

       a. Getting an overview of the grammatical point---- verb-ing form and verb-ed form.

       b. Consolidating the skills of using verb-ing form and verb-ed form in sentences and passages. .

2) Process and methods:

       a. How to summarize the usage of some grammatical points.

       b. Adopting new study methods: exploration, cooperation and independent study.

       3) Emotions, attitudes and values:

  Getting the Ss to learn to consider a question in all its aspects.

II. Teaching Principles

       Task-based Teaching Approach and Situational Teaching Approach.

III. Teaching aids:

       Multi-media teaching equipment

 

IV. Teaching Procedures:

Step 1 Greetings and lead in.

    Good morning, students. What is the most hot topic these days? Let’s share some pictures about the Milk Affair.

Ask the following questions:

What are these pictures about? (They are about the famous milk affair.)

Who suffered a lot from the milk affair? (Babies.)

Task 1 Let’s read

1. A baby who suffered from the milk affair has something to say!

My name is Li Dongyang. I don’t like getting an injection. But I have to, because I have drunk much polluted milk. When I see many other friends getting an injection, I feel like crying. It is really frightening. Luckily, the nurse giving me an injection is really patient.

2. Let’s read what the cow said about the milk affair!

I used to be very popular, but now my owner is worried about me. Frightened by the polluted milk, no one wants to drink milk any more. When walking in the field, I can see many fellows like me. Even we can see large amounts of milk poured into the fields .

Have the students pay attention to the underlined parts.

Step 2 Revising the structures of sentences

Task 2 Let’s have a discussion:

What are the verb-ing forms or verb-ed forms used as in each sentence?

              Verb-ing         

The nurse giving me an injection is really patient. (Attribute)

It is really frightening.                      (Predicative)    

When walking in the field, I can see many fellows like me. (Adverbial)

When I see many other friends getting an injection, I feel like crying. (Object complement)

Verb-ed

I have drunk much polluted milk.              (Attribute)

My owner is worried about me.                (Predicative)

We can see large amounts of milk poured into the fields.   (Object complement)

Frightened by the polluted milk, no one wants to drink milk any more. (Adverbial)

Conclusion: Both the verb-ing form and the verb-ed form can be used as attribute, predicative, object complement and adverbial in a sentence.

Step 3 Comparing the different usages of verb-ing form and verb-ed form.

1. a. a dancing girl = a girl who is dancing

b. Let’s welcome all the teachers sitting behind us!

=Let’s welcome all the teachers who are sitting behind us!

c. I heard the girl singing in her room.

d. I am a retired worker. I used to work in the USA, a developed country.  Now I live in the countryside. In the fall, I often take a walk on the path(小路) which is covered with fallen leaves.

Conclusion:  Verb-ing forms are usually used to show the actions which are in progress, while the above verb-ed forms express past meanings. 

 

Task 3 Let’s practice.

Practice:   Translate into English and change them into attributive clauses

the rising sun                    kites flying in the sky

escaped enemies                 a polluted river

2. a. The nurse giving an injection is patient. = The nurse who is giving an injection is patient.

b. I saw him writing a short novel.

c. They came into the classroom, singing and laughing.                                               

=They came into the classroom and they were singing and laughing.

d. He was reading a novel written by Lu Xun.= He was reading a novel which written by Lu Xun.

e. I heard my name called by someone

f. When heated, ice can be changed into water.=When it is heated, ice can be changed into water.

Conclusion:  Verb-ing forms can express the active meanings, while verb-ed forms usually express the passive meanings.

Practice:  Fill in the blanks

Hello, I am Dolly. I am a ______ (clone) sheep. I don’t know who my

  mother is. The lady _______(look) after me is really kind, like a mum.

The man who created me is a ________(respect) scientist. Could he be

my father? I don’t know. When _____(live) in the special house, I am

taken good care of.

 

3. Compare:  The film is interesting.

            I'm interested in English

 Similar words:  surprising ~surprised  exciting ~excited    disappointing ~disappointed

               tiring ~tired           amazing ~ amazed    boring ~ bored        

relaxing ~ relaxed      pleasing ~pleased

Conclusion:  When used as predicative, verb-ing forms are usually used to describe someone/something that causes certain feelings, and they are usually active in meaning. Verb-ed forms are used to say how we feel about someone/something. They are usually passive in meaning.

Practice:   Complete the passage using the correct form of the verbs

Studying all day is really _________( tire). After school, my best

friend and I always lie on the  grass and enjoy some music. We

feel so _________  (relax) that we even fall asleep soon . Isn’t

it _________ ( amaze) ? However, our mums are always

__________ (worry) about that.     

 

 

Step 4 Consolidation of the grammar

Task 4 Let’s do more exercises

Have the students finish the following exercises on the prepared exercise sheet.

 

Ex 1. Complete the passage taken from <The Emperor’s New Clothes>:

Once there was a king who loved new clothes than anything else.

He was a king_______________ (被人们所恨的). One day two

cheats came. They told the king that the clothes_____________(由他

们所做的) were the most beautiful . The king was very __________

(兴奋的) and gave them much money. He often saw the cheats

 ___________ (辛勤工作) in the room, but he could never see a

    piece of cloth.

 

Ex 2.Complete the sentences, using the correct form of each verb:

1. A man_____________ (respect) others will be respected

2. She is a teacher _____________ (respect) by all her students.

3. He was very happy to see his dog ____________ (take) good care of by his friend.

4. The baby watched his dad _____________ (wash) his face with great interest.

5. ___________ (arrive) at the airport, I found my flight (航班) had taken off.

6. Though _____________ (tire), I went on with the work.

Ex 3高考链接

(   ) 1. ________ in a white uniform, he looks more like a cook than a doctor. (2005 湖南卷)

A. Dressed     B. To dress   C. Dressing  D. Having dressed

(   ) 2. The wild flowers looked like a soft orange blanket _______ the desert. (2006 湖南卷)

A. covering    B. covered    C. cover   D. to cover

(   ) 3. “Things _______ never come again!” I couldn’t help talking to myself. (2007 湖南卷)

A. losing      B. lost    C. to lose   D. have lost

Step 5 Homework

1.       Finish the above exercises if time is limited.

2.       Finish C1, C2 on page 108 of the workbook.

 

 

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