NSEFC SIII U3 Teaching plans(人教版高三英语上册教案教学设计)

NSEFC SIII U3 Teaching plans(人教版高三英语上册教案教学设计)（共7篇）

NSEFC SIII U3 Teaching plans(人教版高三英语上册教案教学设计) 篇1

Unit1

1. settle an argument: put an end to an argument解决争端、纠纷

2. send in寄去(处理)

3. set down:○1 write down记下，写下 ○2放下，停车让乘客下车 联想短语：set about doing开始，着手

set out to do着手开始，出发

set off(for)动身，起程(去)

set aside留出，把…置于一旁

set up建立，树立

set back 退步，挫折，阻碍

4. keep track of: keep in touch with与…保持联系 Lose track of 失去联系

5.moustache: 上嘴唇的胡子

beard:下巴上的胡子，络腮胡子

6. draw/reach a conclusion得出结论

7.hire: employ雇佣 fire

8.reach a lengthheightdepthwidth of

长度、高度、深度、宽度(名词)

eg.○1Water was found at a depth of 30meters.

○2They dug down to a depth of 2 meters.

○3It’s about 10meters in depth.

=It’s about 10meters deep.

=It has a depth of 10meter.

9.be suitable for适合，恰当

10.set/hold/break a record

11.stand out显眼，突出，杰出

outstanding(a.)优秀的，杰出的，出色的

12.Impressive as the record is, it fades next…

=Though the record is impressive, it fades...

As引导的让步状语从句，应倒装，把从句中的状语和表语提到as之前，如果从句的表语是名词，则在名词前不加任何冠词。

eg.Child as he is, he has to make a living by himself.=Though he is a child, he has to…

比较：As he is a child, he doesn’t have to worry about life.由于他还是个小孩子……

13.be diagnosed with被诊断为

14.in a row连续几次地

15.lead sb. to do导致、诱使某人做某事

lead to(prep.) sth/doing导致

16.in the first place:○1用于句尾，当初○2用于句首，第一，首先(in the second/third/… place)

17.apply (to sb.) for 申请，请求

18.fascinate深深吸引、迷住 fascinated(a.)入迷的，极感兴趣的

19.burst/break into 突然开始(笑、哭等)

20.concentrate on 集中精力于，聚精会神

21.center/focus on把…当中心,使成为中心

22.sth be familiar to sb.熟悉的

Sb. be familiar with sth.

23.head(v.) (for)前往，朝向

24.have sth to do with和…有关

Unit2

1.take possession of:占有拥有 possess(vt.)

in possession of某人拥有……

in the possession of某物被某人拥有，占有

2.in the name of sb.=in one’s name 以…名义

3.masses of +可数/不可数名词: 大量

4.be rich in含有丰富的…，大量含有

5.dig up挖出，挖掘

6.expect to do期待;预料，预计

7.risk one’s life冒生命危险

8.be equipped with: be armed with用…装备

9.form/lay the foundation(for)(为…)奠定基础

10.puzzle(n.&vt.)谜，使困惑，使迷惑

puzzled(a.)感到困惑的，迷惑的

puzzling(a.)令人困惑的，迷惑的

11. before long：soon不久

long before很久以前

It was not long before+句子 ：不久就…

12.It is well known that…众所周知

13.in exchange for交换

14.develop into发展成为

15.be taken prisoner被俘虏，被关起来

16.make a voyage/journey/trip

go on a voyage/journey/trip

17.be ripe for时机成熟

18.height○1高度○2最高水平，最强点

19.command/order sb. to do 指挥，命令

command/order that sb.(should) do

under one’s command在某人的指挥下

=under the command of sb.

20.set sail (from/for/to)起航

21.excite(vt.)激发，引发，引起

22.response(n.) to(prep.) 回复，回答

respond(vi.) to(prep.)

23.in return (for)作为(对…的)回报，回应

in turn 依次，轮流，逐个

24.建议：suggest doing

suggest that sb.(should) do

表明，暗示：suggest that+真实语气的从句

25.at an altitude of=at a height of在…的高度

26.apart from○1except for除了(排除在外)

○2besides, in addition to除了…还(包括在内)

27.adjust to(prep.)适应

28.be ideal/perfect for完美的，理想的

29.the first(…) to do 第一个做某事的…

30.make an attempt to do试图，尝试

in an attempt to do

31.refer to○1提到，谈及○2指的是○3查阅，参考

32.run out: be used up耗尽，用光

33.arise-arose-arisen(vi.)发生，产生，出现

rise-rose-risen(vi.)上升，升起

raise-raised-raised(vt.)升起，饲养，筹措

34.on/upon (one’s) return/arrival一回来/到达就

35.praise sb. for/as表扬

36.bring up抚养，养育;提出

bring in引进

Unit3

1.make up○1组成 be made up of=consist of由…组成○2弥补○3化妆○4编造，虚构

2.people○1民族，种族。复数为peoples

○2人们，前不加the 单复数

○3人民，前需加the 同形

3.be harmful to(prep.)=be bad for对…有害

do harm (n.)to(prep.)

harm (vt.)sb./sth

4.as a consequence/result(of)因此，作为…的结果

5.have an influence/effect on=

influence/affect(vt.)sb./sth.对…产生影响

6.transform…into/to :change into转换

7.A&B differ (from each other)

=A differs from B不同，相异

=A is different from B

8.break out突然爆发

9.Having been separated from other continents for millions of years, Australia …

现在分词的完成式作状语，状语的动作比谓语动词的动作早.

10. lay(vt.)-laid-laid-laying 放;下蛋

lie(vi.)-lay-lain-lying 躺

lie-lied-lied-lying 说谎

11.feed(…)on喂养，饲养

12.give birth to生孩子，产仔

13.倍数的表达法：

○1Tom is twice as old as Jerry.

○2Tom is twice older than Jerry.

○3Tom is twice the age of Jerry.

○4Tom’s age is twice that of Jerry.复数用those

14.keep out (of)不进入，留在外面，把…关外面

15.round up: gather together使聚集，聚拢

Unit4

1. classify into: group分类 class等级，种类

后缀-fy(vt.)：identify/satisfy/terrify/horrify

2. be born into/to出生于

3. lead/live a cozy life过着舒适的生活

4. have an appetite for: have a strong desire for有强烈的愿望

5. appoint sb. as任命，委任

6. firstly, secondly, thirdly：同first, second, third(用于列举)第一，第二，第三

7. look/watch out (for)当心，留心寻觅

8. on a large scale大规模，大范围

9. from behind his desk幕后

10. involve卷入 be involved in有关联

11. elect sb. (as) sth选举，推举

12. a great deal of+不可数名词。大量

13. at great/vast /little/no expense花费大/小

at one’s expense:paid for by sb.由某人花钱

14. pass away/on(婉辞)去世，亡故

15. name after按…命名

16. in one’s youth在某人年少的时候

17. deserve sth值得，应得，不用进行时

deserve to do sth

18. carry out /conduct/do/ perform an experiment做实验

19. concern(v.)○1涉及○2使担忧

concerning(prep.): about关于，涉及

20. pass on○1转交，传给○2去世

21. consider (to be)+a./n.认为

consider doing考虑

24. year after year年年

25. in detail详细地

NSEFC SIII U3 Teaching plans(人教版高三英语上册教案教学设计) 篇2

对于初一的学生而言, 进入了学习外语的最佳时期 (12～15岁) 。其中一部分学生, 尤其是来自农村地区的学生, 刚刚接触英语;同时此时的学习者较小学阶段在智力和认知能力等方面都有了很大的提高。因此, 英语教材中适当的语用输入对于初一的学生来说尤为重要。目前的初一英语教材是人民教育出版社发行的《义务教育课程标准实验教科书英语 (新目标) 》系列教材之一。笔者将简要的从语用角度, 即合作原则、相邻对和语境三方面透析《新目标》 (学生用书七年级上册) 中的对话设计, 就其疏漏之处提出一些个人的建议和解决方法。

一、《新目标》的对话内容简介

全书的对话设计采用任务型语言教学 (Task-based Language Learning) 模式, 融合了话题交际功能和语言结构, 形成了一套循序渐进的生活化的学习程序。全书正式共14个单元, 其中包括2个复习单元, 同时附加3个单元的预备篇。现将正式的14个单元中的对话设计的主题和句型归纳如下:

通过此表格可对全书的对话主题和主要句型结构获得总体的印象, 便于理解下文所做的分析。

二、从合作原则分析对话设计

浏览全书不难发现书中部分对话的设计遵循了一些语用原则, 如Unit1中的一段对话如下:A:What’s your name?B:Alan.这段对话遵循了语用中的合作原则, 采用了省略句, 符合交际习惯和学生现有的认知水平。然而, 仔细地从语用角度分析每个话题的对话编写, 发现有些设计仍然存在一些漏洞, 有待完善。

会话的合作原则 (Cooperative Principle, 简称CP) 是重要的语用原则之一, 由美国哲学家Grice提出, 指在所有的语言交际活动中为了达到特定的目标, 说话人和听话人之间存在着一种默契, 一种双方都应遵守的原则。主要体现为四条准则:数量准则、质量准则、关系准则和方式准则。教材中的对话在答语方面都采用了完全句的形式, 尽管对初学者而言, 用完整的句子回答提问有利于加强语言形式的记忆, 然而过度的使用完全句便违反了合作原则中的“量”的准则, 即不能使自己所说的话比所要求的更详尽。应答的后部分重复问句中的话语明显地属于多余的信息。在强化学生语言公式化记忆的同时, 也不可忽视对其语用能力的培养。可在每段句后附以小括号, 提供省略句, 以便教师提醒学生在日常的口语交际中省略句回答更加简洁恰当, 符合语用原则。如:Unit2 (pp7) A:Is that your pencil?B:Yes, it is.It’s my pencil. (Yes.) Unit4 (pp19) A:Where’s the backpack?B:It’s under the table. (Under the table.) Unit7 (pp41) A:How much is the blue T-shirt?B:It’s 10dollars. (10 dollars.) Unit8 (pp47) A:When is your birthday, Vera?B:My birthday i s November 11th. (November 11th.) Unit12 (pp71) A:What’s your favorite subject?B:My favorite subjectis science. (Science.)

三、从相邻对分析对话设计

会话是至少有两个人参加的合作性的语言交际活动, 相邻对 (adjacent pair) 是局部会话的基本单位。其指两个谈话者各说依次话所构成的对子。相邻对的第一部分和第二部分常存在固定的搭配形式, 两部分在句法形式等方面存在着一致性。在日常的交际中存在着一些规约性的较完美的搭配。然而, 同样一个第一部分具有不止一种可能的第二部分, 仍符合交际的实际情况, 构成恰当的相邻对。这反映在教材中对话设计方面, 就是编写者应提供给学生关于相邻对的多种搭配, 以避免僵化学生的思想, 不分语境的滥用。当然, 鉴于初一学生的认知水平有限, 可以将其他搭配列入对话练习, 以作补充。

如预备篇中Unit 1 Dale和Cindy见面打招呼的对话即是最常见的相邻对。Dale:Hi, Cindy!How are you?Cindy:I’m fine, thanks.How are you?Dale:I’m ok.编写者可在页末的练习中适当地增加其他的相邻对, 以避免固化学生的思维, 以供实际交际具体交际之需。增加项如下:A:Hi, how are you?B:Fine, thanks.Ok.So-so.Not bad.All right.too bad.类似的对话练习如:Unit5 (pp27) A:Well, Let’s play volleyball.B:That sounds good. (Ok.All right.Why not?Great.) , Unit6 (pp31) A:Do you like bananas?B:Yes, I do. (Yes.Sure.Certainly.Yes, I like it very much.) , Unit7 (pp43) Mary:I’ll take it.Thank you.Clerk:You’re welcome. (Not at all.That’s all right.) , Unit10 (pp59) A:I want to join the art club.B:Can youpaint?A:Yes, I can. (Sure.Certainly.)

四、从语境角度分析对话设计

对话的设计离不开语境 (Context) , 任何用语言进行的交际离不开一定的客观条件和背景, 语言活动总是在特定的时间、空间、特定的情景、特定的人之间进行。Lyons以知识解释语境, 他认为除语言知识以外, 构成语境的知识还包括背景知识 (常识, 特定文化的社会规范和特定文化的会话规则) 、情景知识 (交际的时间地点, 交际的主题, 交际的正式程度和交际参与者的相互关系) 以及相互关系。教材中的对话设计源于生活, 以字面语言的形式记录在一定语境下发生的交际活动。因此, 教材编写者在设计对话时应该考虑学习者现有的总体语境知识, 如背景知识中的百科全书式的知识, 即常识等。此教材中的对话编排基本上考虑了学习者的背景知识和情景知识等方面, 无论话题的设计还是句型表达、词汇的选择都十分生动、鲜活, 易于学生理解和掌握。

但也有一些疏漏之处。例如, Unit6 (pp31-36) 的话题为Food。对话中出现的食物除一些常见的水果之外, 也有一些国外的食品, 如French fries、hamburgers、broccoli等。这对于开阔学习者的眼界, 了解国外的文化具有一定的积极影响。但是, 其中的部分国外食物对于一些学生, 甚至教师, 尤其是农村地区的学生而言, 根本不存在于他们的概念, 无法理解。因此, 书中可以结合中国具体的实际情况, 在练习中适当地添加一些中国特色的食品, 如油条、饺子等, 一方面便于学生的理解, 激发其学习的兴趣, 另一方面也可以学以致用, 符合国内现有条件下学习外语的实际情况。

此外, Unit10谈论的话题为joining a club, 对于大部分中学来说, 俱乐部、协会等学生的社团组织数量较少, 在广大的农村中学更是寥寥无几, 这在学生的常识中并不是十分清楚。虽然使用俱乐部这个话题能把can (表能力) 所引导的一般疑问句的表达授予学生, 但学生在实际交际中使用what club do you want to join?这个句型的情况较少, 而且谈论各种俱乐部的话题由于偏离当前的实际情况而不能很好的调动学生学习的积极性。这一话题可以改为sports meeting, 在学习者都熟悉的语境下设计对话更利于激发其学习和运用语言的积极性。

再者, Unit1～Unit12每个话题的设计应在语境上保持前后的一定的连贯性和可推导性, 符合学生的认知推理习惯, 以提高学习效果。从前面的表格中可以看出Unit1-Unit6每个话题的前后比较连贯, 首先从刚踏入一个新环境——新教室认识新朋友开始, 到熟悉教室的环境, 随后和朋友谈谈自己的家庭, 包括亲人和自己的房间, 进而放学后和新朋友玩游戏做体育锻炼, 玩耍累了则需要补充食物。这样的设计安排前后连贯, 循序渐进, 可以促进学生更好的习得语言。但是, U nit7～Unit12各个话题的设计前后关系松散, 缺乏递进性, 有些话题与前后话题的关联程度小, 比较突兀。所以, 其次序应该调整如下:在彼此询问生日日期后 (Unit8) , 向对方介绍庆祝生日的活动安排比如去购物 (Unit7) 或去看电影 (Unit9) 或者开生日宴会邀请朋友表演 (Unit6) 在欢乐后也该谈谈学习的情况了, 如到到校的时间 (Unit11) 和最喜爱的科目 (Unit12) 。按照这样的顺序编排各个对话更符合学生的认知习惯, 利于习得。

总之, 《新目标》 (学生用书七年级上册) 与以前不同版本的教科书相比, 在对话设计方面吸纳了一些语用原则, 考虑了培养学生语用能力的问题, 然而在某些具体的细节方面仍然存在一些疏漏之处。当然, 中学教材编写是一项复杂艰巨的工程, 除了要考虑各大原则之外, 学生的认知水平也不容忽视。于是问题便随之而生:如何衡量学生现有的认知水平, 保证语用输入的“适当度”?可否设计出一套测试体系, 为今后的教材编写提供参考可鉴之用呢?另外, 教材的编写往往基于城市学生的认识情况, 农村的学生因环境所限, 理解教材较为困难。那么, 可否在教材编排上吸纳一些农村素材, 一方面利于农村学生学习之便, 同时也便于城市学生开阔视野。当然, 恰当地保持材料来源和情景设计的平衡度仍需要探索。再者, 可否考虑专为农村的学生量身定做一套英语教材, 是否可行。以上的问题仍需要从事英语教育的人士不懈地思考和努力。

摘要：英语教材是重要的语言输入媒介。就教材编写而言, 尤其是在对话设计方面应该考虑一些重要的语用原则, 以培养学生的语用能力。本文从语用角度分析初一英语入门教材《新目标》中的对话设计, 指出其疏漏之处, 并提出一些建议和解决办法。

关键词：语用原则,教材,对话设计

参考文献

[1]何自然.语用学概论[M].长沙:湖南教育出版社, 1988.238.

[2]束定芳, 庄智象.现代外语教学[M].上海:上海外语教育出版社, 1996.38-39.

[3]新目标 (学生用书七年级上册) [M].北京:人民教育出版社.2005.

NSEFC SIII U3 Teaching plans(人教版高三英语上册教案教学设计) 篇3

1. What is Fun On Wheel? How did it come around?

(Follow these small questions.

1) When and where was the ramp built? And by whom?

2) Was it success?

3) When do they usually go skateboarding there?

2. How long has skateboards been around?

3. How did teenagers discover it?

4. What is the X games?

5. What kind of safety equipment do skateboarders use?

6. Why do you think some people like extreme sports?

(Following these small questions:

1) How are “extreme sports” different from traditional sports?

2) What can they get from the sports?

1. It is a skateboarding club which started by a dozen of teenagers who usually hang ten in a park where a ramp was built three years ago, which has arisen the adult’s interest and won their support.

2. Since 1970s.

3. As a result of TV shows, films, and competitions such as the X games.

4. The X games are like the Olympic Games for a new generation of sports which are less familiar to us than sports like football and basketball.

5. Helmets and other equipment which can protect them from danger.

6. First they enjoy beauty, harmony, and thrills more in extreme sports than in regular(traditional) sports.

Second the participants can have fun and enjoy the excitement of trying something new, that is to enjoy the pure joy of doing something that you did not think you could do and overcoming the fears,

Besides, they can develop friendship with each other through the X games

P 6 Exercise 2 Use some adj to describe the people.

kind-hearted, adventurous, supportive, understanding, creative, pioneer,

How do you understand this sentence, “Once you are Xperienced, your life will truly change.”

Language points:

1. trick

n. play a trick on, trick or treat, trick to open the door

v. trick sb into sth/doing sth (用计谋诱使某人做某事)

trick sb out of st (骗走某人某物)

trick sb out in(with) sth (用某物打扮可装饰)

adj. tricky

2. dozen

a dozen of 一打， 十二个

a dozen (of) eggs

二十四 two dozen(s) (of)

三十六 three doz (of) eg: I’ve bought a dozen of pencils for my son. I want four dozen (of) eggs.

dozens of 许多

several / a few / some dozens of

by the dozen 按打，以打计算

in dozens 成打地

3. head down to

head vt &vi 使……朝向，前往

head down to, head for

4. skillful, adj.灵巧的，熟练的

skilled adj熟练的,有技能的

be skillful at/in = be skilled at/in

5. be around be active in a particular field 在某一领域或行业中活跃

have been around 有阅历，有见识

walk around, around the world, around 8 o’clock

6. as a result of

As a result of

Because of

Owing to

On account of

Due to

7. center on 将…当作中心或重点; 集中于

他们的谈话总是围绕着政治。 Their talks always center on politics.

~ sth. on /upon 将某物集中在…上/集中concentrate on/upon 集中,集中(思想/注意力…) 于…

我们必须把注意力集中在效率上。We must ~ our attention on efficiency/studies.

concentrated 浓缩的 concentration 注意力

9. enthusiastic over, for, about 热心于，狂热于

NSEFC SIII U3 Teaching plans(人教版高三英语上册教案教学设计) 篇4

By XiaoShan No.10 High School Han Miao

Teaching goals

1. Deal with the language points of this reading to help students understand the text better.

2. Try to understand and use the Object Complement.

Teaching important points

1. Try to master some important words and phrases. Eg. available, illegal, hand in hand, accuse of, take into consideration,…

2. let students understand the types of the Object Complement and use it.

Teaching difficult points

How to explain the Object Complement clearly to help students understand it.

Teaching methods

1. Question-and-answer method to go through with the language points and grammar.

2. Check their homework to make every student work in class.

Teaching aids

A computer

Teaching procedures & ways

Step I Greetings

Greet the students as usual.

Step II Language points

We have divided the text into three parts. Let’s check your homework part by part.

1) Part 1 Tick the right answers.

Advertising is a ( highly developed / high developed) industry. The development of media has gone (hand to hand / hand in hand) with its development. In order to influence the choices customers make, advertising tries to associate the product ( to / with) the customers’needs. As people see many ads every day, advertisers must work hard to get their message ( across / across to) .For that reason, companies spend ( large amounts of / large amount of) money employing advertisers who can produce

wonderful ads to(appeal to / appeal for) customers’emotions.While people (react to / react on) abvertisements in different ways. Some people think it useful and entertaining .( On the one hand / On the other hand), some accuse companies ( of / by) using ads to mislead us.

Explain some important points:

1. highly developed

2. hand in hand

3. get across

4. large amounts of

5. accuse sb. of sth.

2.) Part 2 Complete the following sentences with the proper form of the words. The first letter is given.

1. Ads help people in a v_______ of ways.

2. First of all, it can help consumers make right choices to choose among all the a_________ products.

3. There are many things we need to take into c___________ before we buy a new product.

4. Ads a_______ customers to compare prices and quality by explaining the new product to them.

5. A______ with the facts and figures given by advertising, customers are better able to deal with the product.

6. However, not all ads are used to p_______ a product or to increase a company’s profits

7. Many governments use ad campaigns to make people a______ of social problems and government policies.

Explain some important points:

1. a variety of

2. take into consideration

3. arm with

3. not all

3) . Part 3 Find out some mistakes in the following sentences, then correct them.

There are also some bad ads to use legal ways to mislead consumers. It is not always easy to spotting a bad ad. But there are a few things we can look out. First of all, we should always keep a eye out for “hidden information”. Then we should be careful of a trick used in so-called “bait-and-switch” ads. Good ads make it is possible for companies to introduce new products and increase sales. Advertisements should provide accurate information to help consumers to find the right product in the best price., We consumers should learn to analyse ads to protect ourselves from false advertisements and make ourselves to believe this product.

Explain some important points:

1. look out for sth

2. keep an eye out for

3. make it possible

Step III grammar

1. Let students analyse the structure of a sentence:

The ads make ourselves believe this product.

Believe is the Object Complement.

The Object Complement 是位于宾语之后，说明宾语的行为、身份、状态、特征的成分

2. Let students analyse the types of Object Complement by finish the sentences.

1. We call her Linda.(我们叫她琳达) → 名词2. The coat keeps us warm.( 大衣让我们保暖) → 形容词

3. He ordered them away. （他命令他们离开）→ 副词

4. Make yourselves at home. (请随便一点) → 介词短语

5. They wish you to go with them.(他们希望你和他们一起去) → 动词不定式6. I heard you singing.(我听到他正在唱歌) → 现在分词

7. Speak louder to make yourselves heard.(说大声一点，让他们听到你) → 过去分词

要点：

1． 动词不定式作宾补时要注意的地方。

2． 现在分词与动词不定式作宾补的区别。

3． 现在分词和过去分词作宾补的区别

3.Let students do some exercises about the Object Complement.

3. check their answers and explain them if necessary.

Step IV. Homework.

1.Finish the exercises on page 180-181

2.Preview Integrating Skills

NSEFC SIII U3 Teaching plans(人教版高三英语上册教案教学设计) 篇5

1.（重庆2004）I failed in the final examination last term and only then the importance of studies.

A.I realized B.I had realized

C.had I realized D.did I realize

解析：以only+状语开头的句子要用倒装。

答案：D

2.（广东2004）Helen always helps her mother even though going to school most of her day.

A.takes up B.makes up

C.saves up D.puts up

解析：take up占用（时间）， make up补足， save up储存， put up建立。

答案：A

3.（湖南2004）Everyone was on time for the meeting- Chris,who’s usually ten minutes late for everything.

A.but B.only

C.even D.yet

解析：even“甚至”，进一步说明每个人都按时参加会议。

答案：C

4.（湖北2004） straight on and you’ll see a church.You won’t miss it.

A.Go B.Going

C.If you go D.When going

解析：从后边的and以及 and后的句子用将来时可知本句是个祈使句。

答案：A

5.（福建2004）It was with great joy he received the news that his lost daughter had been found.

A.because B.which

C.since D.that

解析：这是一个强调句型，with great joy是被强调部分。

NSEFC SIII U3 Teaching plans(人教版高三英语上册教案教学设计) 篇6

1 新课标解读

1.1 课程性质

义务教育阶段的英语课程的性质界定为“具有工具性和人文性双重性质”。就工具性而言, 英语课程承担着培养学生基本英语素养和发展学生思维能力的任务, 即学生通过英语课程掌握基本的英语语言知识, 发展基本的英语听、说、读、写技能, 形成用英语与他人交流的能力, 进一步促进思维能力的发展, 为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。就人文性而言, 英语课程承担着提高学生综合人文素养的任务, 即学生通过英语课程学生能够开阔视野, 丰富生活经历, 形成跨文化意识, 增强爱国主义精神, 发展创新能力, 形成良好的品格和正确的人生观和价值观, 为终身发展奠定基础。

1.2 课程基本理念

1) 注重素质教育, 充分体现语言学习对学生发展的价值;

2) 面向全体学生, 充分考虑语言学习者的不同特点和个体差异;

3) 整体设计目标, 体现语言学习的渐进性和持续性;

4) 强调学习过程, 体现语言学习的实践性和应用性;

5) 优化评价方式, 着重评价学生的综合语言运用能力;

6) 丰富课程资源, 拓展英语学习渠道。

1.3 课程目标

义务教育阶段英语课程的总体目标是通过英语学习使学生形成初步的综合语言运用能力, 促进心智发展, 提高综合人文素养。而综合语言运用能力的形成是建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础上 (详见表1) 。语言知识和语言技能是综合语言运用能力的基础;文化意识有利于正确的理解语言和得体地使用语言;有效的学习策略有利于提高学习效率、发展自主学习能力;积极的情感态度有利于促进主动学习和持续发展。这五个方面相辅相成, 共同促进学生综合语言运用能力的形成和发展。

1.4 分级标准

义务教育阶段英语课程各个级别的的目标是指学生在语言技能、语言知识、情感态度、学习策略和文化意识五个方面应达到的综合行为表现。鉴于本文我们主要分析的是七年级的教材, 那么根据表2可以看出, 七年级的英语学习要达到三级, 而且在这个级别的有这样一些要求。首先, 在七年级英语课程学习完之后, 能对英语学习表现出积极性和初步的自信心;其次, 能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题 (如学校、家庭生活) 交换信息, 能听懂小故事及其他文体的简单书面材料;能用短语或句子描述系列图片, 编写简单的故事;能根据提示简要描述一件事情, 参与简单的角色等活动。最后;能尝试使用适当的学习方法, 克服学习中遇到的困难;能意识到语言交际中存在的文化差异。

2 教材分析

2.1 教材理念层面的分析

新目标英语以任务型语言教学为编写理念, 采取把语言应用的基本理念转化为具有实践意义的课堂教学方式, 以学生为学习活动的主体, 以任务为中心, 在运用语言完成各种任务的过程中来学习、体会、掌握语言。编写的思路是以话题为主线, 采用任务型语言教学模式, 兼顾交际功能和语言知识结构的学习, 以一种循序渐进的生活化的学习程序, 引导学生学会运用英语有目的地做事情。

我们用课标的理念来分析, 有以下四点。第一, 从目的来看, 主要是运用语言完成各种任务的过程中来学习、体会、掌握语言, 引导学生学会运用英语有目的地做事情。这一点充分体现注重素质教育, 体现语言学习对学生发展的价值, 另外强调学习过程, 重视语言学习的实践性和应用性;第二, 从编写思路看, 以一种循序渐进的生活化的学习程序, 这种思路充分把握英语学习的渐进性和持续性的特点, 为目标的整体设计提供一种标准;第三, 从主要的课堂教学方式来看, 以学生为学习活动的主体, 以任务为中心, 开展具有实践意义的课堂教学方式, 充分体现课标中关注语言学习者的不同特点和个性差异, 使得英语课堂成为学生在教师的指导下构建知识、发展技能、拓宽视野、活跃思维、发展个性的过程成为可能。第四, 从评价来看, 此理念中没有明显提到, 我们知道, 课标要求要优化评价方式, 着重评价学生的综合语言运用能力, 而且提出评价体系包括形成性评价和终结性评价。尽管说评价是老师与学生之间进行的, 和教材没有直接的联系, 但是仍然需要提供一些这方面的指导, 不仅有利于新手老师的进行合理的教学评价, 也有利于学生对自己形成一个正确的评价, 从而树立起对英语学习的自信, 进一步积极地学习英语。

2.2 教材特点的分析

这部分我们从课程目标五个维度, 进一步对教材的特点进行剖析, 以此为我们的教学提供一些借鉴和思考。

第一, 采用“话题、功能、结构、任务”相结合的编写思路。以“话题”统领每个单元的教学内容, 语法结构为表述话题内容和实现内容相关的交际功能服务。为此, 教材采用不同层次的“任务”的形式来组织教学活动, 让学生通过“用语言做事情”来学习和使用英语。这一点恰恰体现课程目标在语言知识方面的要求, 即语音、词汇、语法 (结构) 、功能、话题。

第二, 单元教学结构层次分明、循序渐进。每个单元主要分为Section A和Section B两部分。Section A是基本的教学内容, 着重于听说练习, 兼顾语法学习;Section B在Section A的基础上将话题进一步拓展, 除听说外着重训练学生的阅读和写作技能, 帮助学生灵活运用所学语言进行口、笔头输出。主要是以“先听说、后读写、再评价”的结构来安排的。这一点体现课标要求的发展学生听、说、读、写四个方面的语言技能。这一点也符合三级课程目标对语言技能方面的要求, 这样循序渐进的学习有利于学生掌握知识, 建立学习英语的信心。

第三, 重视学习策略指导, 培养学生自主探究和合作学习的能力, 在各项技能训练和语言知识训练中都渗透了学习策略的培养。我们都知道, 认知策略是指学生为了完成具体学习任务而采取的步骤和方法, 那么在本教材中, 一些活动的安排正体现这一点, 如听前、读前的预测, 听中、读中的推理和判断、词汇猜测等。其次, 调控策略是指学生对学习加以计划、实施、反思、评价和调整的行动和步骤, 这一点体现在, 教材优化了的Self Check部分的活动, 除了提供单元学习成果检测活动外, 更侧重引导学生归纳所学知识, 发展学生的自主学习能力。最后, 交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的行动, 教材中设计了很多结对活动和小组活动, 不仅让学生有更多机会操练新语言, 还为学生提供了合作学习的平台, 让学生使用所学语言交流信息、分享学习成果或共同解决某个问题, 并在此过程中互相帮助, 共同进步。

第四, 重视文化的渗透, 开阔学生文化视野, 提高学生人文素养。教材既介绍了英语国家的文化, 又介绍了我国民族文化, 同时还介绍了其他非英语国家的文化, 让学生通过英语学习扩大视野, 了解世界文化的多元性, 对世界文化形成开放、包容的心态, 并培养跨文化交际能力。同时, 教材力图增强学生对本民族文化的了解和热爱, 培养学生用英语介绍我国文化的能力。此外, 教材也体现了素质教育思想, 特别是思想品德教育, 注重对学生品格的培养, 这在每一单元学生所围绕的话题情境就可以看出, 并不是简单的会说会听几句英语, 而是要明白要表达的目的, 这样不仅合理的运用语言, 而且在这个交流的过程, 互相传递着彼此的思想。

2.3 对预备篇第一单元的具体分析

本单元将字母学习和功能学习相结合, 第一页和第三页循序渐进地呈现了问候的表达法, 并主要通过听、说活动让学生巩固、运用, 还介绍了8个常见的英文名字。第二页和第四页侧重于字母教学, 要求学生能认读字母A至H的大小写, 掌握它们的先后顺序以及书写规范, 并结合本单元字母和单词, 了解元音字母A和E的常见发音。最后教材为学生提供了一个融入本单元功能结构的歌谣, 帮助学生巩固本单元的目标语言。

1a-1c部分的作用是热身教学。活动1a通过图文导入整个单元的语境、话题, 并呈现表示问候的语言功能, 以及8个常见的英文名字。活动1b通过听力输入的方式呈现问候的表达法Hi./Hello./Good morning.活动1c让学生模仿录音, 进行控制性的口语输出。2a-2e部分的作用是字母教学。本单元让学生在熟悉8个英文名字的基础上, 学习8个名字的首字母A至H。其中2a-2b关注的是字母的发音和顺序, 2c-2d关注的是字母的写法, 以及大小写的匹配。活动2e呈现了字母A至H构成的首字母缩略词, 要求学生了解这些字母在生活中的含义, 激发学生学好字母的兴趣, 同时让他们认识到字母在生活中的重要性。3a-3d部分的作用是拓展第一页的功能结构。本部分通过图文及听力的形式导入新增的语境和问候表达法, 即下午、晚上等其他时段使用的问候语及应答方法:Good afternoon!Good evening! (活动3a-3b) A:How are you?B:I’m fine, thanks./I’m OK. (活动3c-3d) 通过3a、3c的听力练习和3b、3d的对话练习, 让学生综合运用本部分的核心句型和重点词汇, 进行互致问候的语言交流活动。4a-4d部分的作用是复习字母以及语音教学。活动4a让学生为学过的8个名字排序, 从而复习字母A至H的顺序以及8个英文名字的拼写。活动4b让学生通过熟悉的字母和单词解决新问题, 学会根据刚刚总结的字母A至H的发音规律, 试着读出第二栏生词。本部分要求学生先感知单词的发音, 再去总结, 然后运用自己发现的规律。活动4d通过听唱活动来梳理和总结本单元所学重点句型和功能。

本单元的重难点在于熟练运用问候他人的多种表达法, 包括Hi./Hello./Good morning./Good afternoon!/Good evening!/A:How are you?B:I’m fine, thanks.本单元还介绍了8个常见的英文名字, 学生需要区分男名和女名。在后面的学习中, 学生还会接触到更多的英文名字, 虽然教材不要求学生记忆这些名字, 学生需要熟悉它们, 以免它们成为学习的障碍。此外, 本单元在学习8个英文名字的基础上, 总结了元音字母A和E的发音。掌握元音字母的基本发音是后面英语学习的基础, 在随后两个预备篇单元中, 教材还将继续总结其他几个元音字母的发音。

3 总结

通过以课标为基准, 对人教版七年级英语上册教材的分析, 我们看出, 此教材在依据中学生的心理特点、认知水平和兴趣爱好的基础上, 其理念和主要特点基本与课标的理念和要求相符, 但是在评价方面本文认为还需要再做一点改进, 尽管每个单元的Self Check部分编写了检测活动, 以此来让学生在教师的指导下独立或合作完成对单元语言知识和语言运用能力的自我评价。但是本文认为, 最好在每个单元的听力和阅读方面的活动里提供一些可以参考的评价小建议。具体应该是什么还需要再以后的实践中继续探讨, 但首先要体现评价的多元化和全方位, 避免说空话, 要提实实在在的有助于学生学习, 教师教学的建议。

摘要：该文通过对初中英语新课标中课程的性质、理念、目标、分级标准进行研读, 从而对人教版七年级英语上册教材从理念和特点进行了分析, 其理念和主要特点基本充分反应了课标的理念和要求, 在评价方面认为还需要再做一点改进, 这也为以后的研究指明了方向。

关键词：新课标,教材,理念,目标

参考文献

[1]刘道义, 郑旺全.义务教育教科书英语七年级上册[M].北京:人民教育出版社, 2012.

[2]中华人民共和国教育部.义务教育英语课程标准[M].北京:北京师范大学出版社, 2012.

NSEFC SIII U3 Teaching plans(人教版高三英语上册教案教学设计) 篇7

Teaching Aims:

1.Train the students reading ability especially the skills of summarizing and scanning.

2.Study and have a good grasp of some keywords and phrases.

3.Learn to analyze some difficult long sentences.

Pre-reading:

We have learned several articles about introducing a country before, so before reading please try to finish the exercise on SB P21. Try to tick the questions that you think will be answered in the passage.

Reading:

Step I. Reading the article quickly and then check the answer that you ticked before reading.

keys: 2,3,4,7,9

Step II: Reading the article carefully to grasp some important facts and try to answer some questions.

Read Part One THE PORTRAIT OF A NATION and answer question 1-3.

1. What oceans are around Australia?

2. What’s the capital city of Australia? Is it also Australia’s most famous city?

3. How many stars are there in the Australian flag?

keys:1.Australia is surrounded by many oceans: the Indian Ocean, the Southern Ocean and the Pacific Ocean. 2. Canberra is the capital city of Australia, but it is not the most famous city. Sydney is Australia’s most famous city. 3. There are six stars.

Read Part Two THE FIRST AUSTRALIANS and answer question4-5.

4.Who are the first Australians?

5.Do they have their own culture?

keys: 4. The first Australians were the Aborigines and Torres Strait Islanders

澳大利亚最早的居民是土著居民和托雷斯海峡的岛上居民。

5.Yes, and their culture was highly developed.

Read Part Three A NATION OF PRISONERS? and answer question6-10.

6.When European explorers began arriving on the continent?

7.Who claimed the east coast of the continent for the British Crown?

8.Why so many prisoners and criminals were sent to Australia?

9.What day is Australia Day? What happened on that day?

10.Why many Aborigines and islanders were moved?

keys:

6.In the seventeenth century. 7. Captain James Cook. 8. Because of the American War of Independence, it was impossible for England to send prisoners to North America. 9.January 26. The British Governor landed on the continent on that day. 10.The newcomers came and introduced new plants and animals that were harmful to the Australian ecosystems. As a consequence, the original Australians suffered.

Read the last two parts and do the following T or F exercises:

11.In the early twentieth century, Australia was a “new world” society without a ruling class.

12.Aborigines and other non-Europeans enjoyed the same rights.

13. The First World War had a great influence on Australia.

14. In the early 1960s, the government passed laws to strengthen the rights of Aborigines and Islanders to improve their living condition.

15. French is the official language of Australia.

16. Australian English is different I spelling from British and American English.

17. “Down under” means “in Australia”.

18. Some of the Aboriginal language have been lost.

keys:T:11,13,17,18

F: 12,14,15,16

Step III. Books closed and listen to the tape. Try to imitate the pronunciation.

Discuss in groups and answer the questions on SB P23.

Step IV. Explain some words in the text and then finish the exercise on SB P 24.

newcomer: people who come to a place later the originals 后来者，新来者

differ: be different 不同于

diverse: be various 不同的，多种多样的

govern: be in the charge of 统治，控制

immigration: people who go to the another country 移民

resemble: looks like 看来象

transform: change 改变，变动

strengthen: make …strong 强化，加强

The Aborigines have been living in Australia for thousands of years. Their present lifestyle and culture(1)_____little from those of their ancestors. However, after the early European explorers set foot on this vast land in the seventeenth century, the Aborigines, who (2)______the Native Americans during the same period of time, were forced to leave their own land. The white (3)______ took their land and killed many of them. Many more Aborigines had to move to inland areas. The continent was (4)________ by the white settlers. Towns and farms were built rapidly. After World War II, a mass (5)_______ from nearly 200 countries (6)______ Australia in to a modern nation.

In a struggle that lasted for many years, the Aborigines claimed equal rights for all Australians, But it was not until the 1960s that the Australian government came to realize the importance of passing laws to (7)________ the rights of the “first Australians”. Only in this way could the people in Australia build a society of (8)________ cultures.

Keys: differ, resembled, newcomers, governed, immigrations, transformed, strengthen , diverse

Homework: