核心素养与高中英语教学(共45张PPT)

Group Discussion:
If you were in some foreign countries
such as Colombia, Japan or Britain,
would you greet them in their ways or
Chinese ways?
语言能力 学习能力 文化品质 思维品质
Using language: 2 periods
Reading Listening Speaking and writing
Revision of language items: 1 period Quiz and evaluation: 1 period
课例1：把大的不知如何表达的话题设计成生活中的小话题。 Book 4 Unit 4 Earthquakes
and ask for sweets
playing food,
_m_u_s_i_c_
flowers and
_g_i_ft_sto the
dead
Book 4 Unit 4 Reading
Communication: No problem?
Lead-in:
Eye contact s: Encouraged in America,
France Russia
Shaking one’s head China
or hand
Reading: to find out cultural conflicts
Para3:
1. How do men from Muslim countries greet others ?
To men: stand close, and shake hands To women: nodding
Children visit or call their grandparents to express thanks and love What is the symbol of the festival? The Chinese character for long life “寿”
课例3：Post Reading
Act Out
Meaning
Gesture
countries
No, no, Moving the index finger USA
don’t do from side to side.
that.
Waving one’s hand (s)
China
I don’t Shrugging one’s know. shoulders.
单元目标: 让学生学会在地震中如何自救？ 如何帮助别人？
1. If you are a driver, how would you protect yourself?
2. If you are in the cinema, how could you protect yourself?
3. If your mother is at home when the earthquake happens, how could you protect her?
4
核心素养
文化品格
文化品格指对中外文化的理解和对优秀文 化的认同，是学生在全球化背景下表现出的 知识素质、人文修养和行为取向。
通过本课程的学习，学生能获得文化知识， 理解文化内涵，比较文化异同，吸收文化精 华，形成正确的价值观念和道德情感，自信、 自尊、自强，具备一定的跨文化沟通和传播 中华优秀文化的能力。
1 What words can we use to describe Helen's behavior?
3 What made Helen behave in this way?
5 Summary
Andrea Cammelleri woke up, looked out the front window of her house in West Jefferson…Her Ford Ranger, which had been parked on the street the night before, was gone.
They would like to dress up as frightening and ugly ghosts or witches. They would like to knock at others’ doors and say “Trick or treat”.
1. Skimming:
Life Stories: Helen Keller
词汇分类
在语境和意义 中滚动深化
以主题意义为核 心建立词汇关系
网
STUBBORN TROUBLESOME UNBEARBLE
2 Wห้องสมุดไป่ตู้at do you learn about Helen?
4 Revision
6 What made Helen a successful learner?
5
核心素养
思维品质
思维品质指人的思维个性特征，反映其在 思维的逻辑性、批判性、创新性等方面所表 现的水平和特点。
通过本课程的学习，学生能辨析语言和文 化中的各种现象；分类、概括信息，建构新 概念；分析、推断信息的逻辑关系；正确评 判各种思想观点，理性表达自己的观点，具 备初步用英语进行多元思维的能力。
核心素养与高中英语教学
陕西省西安中学 李宏杰 2017年10月
主要内容
一、了解核心素养，明确教学方向 二、研读课本内容，领悟教材真谛 三、研究高考试题，赢得高考胜利
Core competence 《中国学生发展核心素养》 《高中英语课程标准》 《2017年高考考试大纲》 《2017年高考考试大纲修订内容》
核心素养
语言能力
语言能力是在社会情境中借助语言，以听 、说、读、看、写等方式理解和表达意义的 能力。
通过本课程的学习，学生能进一步发展语 言意识和英语语感；掌握英语语言知识并在 语境中整合性运用所学知识；理解口、笔语 语篇所传递的意义，识别并赏析其恰当表达 意义的手段；有效使用口、笔语传递意义和 进行人际交流。
2. How did Tony and Darlene greet each other?
They shook hands and then kissed each other twice on each cheek, and this is the French custom when adults meet people they know.
每组选择一个话题讨论 学生会变得有话可说 再参照课本内容，一篇文章很快诞生 完成了写作任务。
课例2： Book 3 Unit 1 Festivals Around the World
Group work: Create a festival for your school
Name of the festival: Grandparents’ Day Date: March 25th Meaning: To honor grandparents’ hard work and caring principles: Respect and dignity How is the festival celebrated?
Canada, Europe. Rude in
most Asian countries and in
Winking
Africa eye:Sharing
secret
in
America
and
Europe. Impolite gesture in
other countries
Closed eyes : b“Io’rmedliosrtesnleinegpyanindAmerica concentrating.” in Japan, Thailand, China
Kinds of Names of
Countries
Festivals Festivals
Festivals
of the
Obon
Japan
Dead Day of the Dead Mexico
Halloween
Some western countries
2. Scanning:
Festivals Activities
▪ 展示型问题
▪ 是“教师根据具体教学内容进行的提问。这类问 题只要求学生对课文进行事实性的表层理解，并 根据短时记忆或者查看课文找到答案。”
1. What Chinese festivals do you know?
2. Read the following descriptions about western festivals and guess which festival it is.
Halloween
Most children are excited on this day. They wear black costumes or masks.
Obon
The Day Halloween
of the Dead
Cleaning Eating
Children
_g_r_a_v_e_s; cakes with _d_r_es_s__u_p
lighting _b_o_n__e_s on _i_n_c_en__se_ them; and lamps; offering
通常每单元8课时左右，可这样整合： Warming up & Reading: 2 periods Learning about language: 2 periods
Discovering useful words and expressions Discovering useful structures
7
完形之根
阅读之本
词汇
写作之魂
英语之基
语言能力在词汇教学中的渗透
以主题意义为核心的词汇教学
运用词汇理解和表达不同的功能、意图和态度 等;在比较复杂的情况下,运用词汇给事物命名、进 行指称、描述行为和特征、说明概念等;
学会使用3300个左右的单词和400-500个习惯用 语或固定搭配.
普通高中英语课程标准(八级)
Andrea Cammelleri woke up, looked out the front window of her house in West Jefferson…Her Ford Ranger, which had been parked on the street the night before, was gone.
Car Culture
主题意义框架下建立对词汇的理解
10-16次
词块
Which are the three most important changes? Which is the most difficult decision to make? Which is the easiest change to deal with? Which is most stressful? Have you had to make any of these changes in your life?
二、研读课本内容，领悟教材真谛
课堂 课本
How to penetrate culture into English Reading?
▪ lead-in ▪ text analysis ▪ class activities
语言能力 学习能力 文化品质 思维品质
Book 3 Unit 1
Games:
6
核心素养
学习能力
学习能力指学生积极运用和主动调适英语学 习策略、拓宽英语学习渠道、努力提升英语学 习效率的意识和能力。
通过本课程的学习，学生保持对英语学习的 兴趣，具有明确的目标意识，能够多渠道获取 学习资源，有效规划学习时间和学习任务，选 择恰当的策略与方法，监控、反思、调整和评 价自己的学习。
文化品格在词汇教学中的渗透
了解一些文化现象和情感态度与价值观; 评价语 篇反映的文化传统和社会文化现象，解释语篇反 映的文化传统和社会文化现象，比较和归纳语篇 反映的文化，形成自己的文化立场与态度、文化 认同感和文化鉴别能力。
学习外语，特别是英语，是实现国际视野和跨文化 交流的重要途径。 国际视野和跨文化交流中英语作为 一种语言工具 的作用 学习英语的过程本身也是增进国际理解和形成跨文 化意识和能力的过程。