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新东方高中英语精品课件ppt是由红软PPT免费下载网推荐的一款英语课件PPT类型的PowerPoint.
理智与情感并重，对高中英语教学的再思考
武汉市第二十三高中
高瑶琴
What is teaching? What is language?
Is teaching an art or is it a science?
As Becker(1983)put it， our picture of language is the single most important factor... In determining the way we choose to teach one.
Are we teaching language or teaching students?
We are ，after all，teaching students，not just teaching language.--“语法皇后”美国著名语言学家、语法学家Larsen-Freeman
Instrumental
是谁偷走了学生学习英语的激情 (情感:情绪、兴趣、情趣)？ 学英语＝死记硬背and题海战术
以人为本：目中有人，心中有情
是谁偷走了教师的英语教学激情 (情感:真情、激情、煽情)？ 教英语＝知识灌输or文化熏陶
在实践中，需要用教师的情引发学生的情，用鲜活、真实的情感激活英语课堂，教师是有真正有影响力的人
另类完成句子
为了防止他早恋，老师总是让漂亮的女生和他同桌。
和蓝翔毕业生相比，清华毕业生开挖掘机的技能简直弱爆了。
有两种方式让人抓狂：一、不把话说完。
新东方俞敏洪的课堂教学要求“教学内容、激情、励志和幽默”
在教育的滋养下，培养学生成为独立的人、法律的人、社会的人、完整的人、高贵的人
Lost：迷失与困惑
希望与出路：成“全”生命，朗润生命，恢复教师职业的精神性、生命化
英语是国际上使用最广泛的语言之一，英语素养是外语核心素养的重中之重。而它的培养必须以相应的课程体系和和评价体系为依托。--程晓堂
PISA（Program for International Student Assessment ）
One small step for a teacher ，a giant leap for a student
Learning is a partnership between teachers and students.
改变与超越：与时俱进，主动出击，改革并非教育的本性，是人们为了应对社会挑战而发起的。中国的课改势在必行。明白学生和学法才是教学的出发点和归宿。
从英语教学到英语教育
“教育—这首先是人学”“目中有人”的教育
英语教育要做什么 在传授知识、培养英语能力的同时，还要凸显英语教学过程中的“人文性”
继续享受作为英语教师特有的幸福。继续期待着英语教育一步步逼近其学科特点，逼近人的心灵，成为最富有个性最具魅力的精神创造，和最自由、最愉悦、最美好的心灵之旅。--李镇西
再回首：What is teaching? What is language?
Is teaching an art ，a science or
both of them?
值得关注的现象—不得不说的问题
英语语音是中国学生英语学习的基础。在实际教学中，往往由于教学时间不足，语音教学常被挤掉，小学生或中学生真正掌握英语品读规则的寥寥无几。--刘道义
普遍缺乏英语词典使用意识
真是Every minute counts吗？ --关于“高效课堂”的冷思考
高效课堂的目的
高效课堂中师生双方的角色
各校所有学科适用一个模式、流程吗？
“高效课堂” 如何真正实现课堂的高效、带来教育的高效
英语学科的课程目标、人文特点，决定了英语教育承担着提高学生综合人文素养的任务，成就幸福人生的使命。
高效与慢养的统一
人文素养需“养之有素” 。“养”包含后天的教化、培育、修习、陶冶等，只有在“慢养”中学生才能得以完整地、自由地、生态地成长
culture， agriculture， cultivate（耕作、种植、培育、陶冶、培养、修习、耕耘、逐渐形成等）， cult-种植，Culture consists of activities such as the arts and philosophy， which are considered to be important for the development of civilization and of people’s minds.
真正的高效课堂应是激发学生兴趣，让所有学生都动起来的课。
探寻英语之美--朗读需慢养
回归英语教学的本真 ，磨刀不误砍柴工。 引导学生体验并运用朗读技巧读和说英语，最重要是帮学生建构起终身英语学习的语音基础知识体系，当然如能将朗读能力纳入考查体系，会更加有利于教学。
不朗读---不“语”（说话，是有声语言的表达）导致低效课堂
借鉴《语文课程标准》对朗读能力的培养。
每一个英语教师都应该是一个合格的Reader. 通过朗读，将学生从声音世界渡到文字世界---朗读是美妙的手段，可以触动心灵，可以营造出仪式感，纯洁和净化心灵，有了一份严肃和崇高，这种仪式感对于孩子的成长是必要的。
朗读有助于口语品质的提升。朗读是体会、发现到英语语言之美的重要途径，有利于培养学生对于英语的亲近感。--曹文轩
能否选择20-30篇精彩的文章，每天诵读，从而达到修身养性，净化心灵的作用，增加校园的“文化气息”--田辉林
教育是科学，教育是艺术
艺术的生命在于创新，创新的基础在于乐学，创新的关键是思维。
缺失新鲜思想活力的“泡沫写作”意味着什么？
教师是否具备创新意识是培养学生创新能力的关键。
在教学中关注学生思维的启迪，注重学生情感的引导。在课堂中让情感与理性齐飞，情感与思维共舞。
语言创新思维能力LANGUAGE THINKING ABILITY: logical thinking skills， critical thinking， creative thinking skills
从“学答”向“学问”转变
为思而教是英语教育的价值取向和实施策略的高度统一，“学”与“思”能够汇通语言与思维，使学英语与学思维良性互动，实现培养语言创新思维的价值取向。--黄远振，兰春寿，黄睿
创新教学要发展思辨力和创新精神
不得不重申的关系：情感思维语言三位一体，不可分离。用情感放飞思维，语言就有了灵性与活力
语言是一切认知活动的基础，研究表明，语言能力（母语和外语）与学生的认知能力有明显的相关性。--程晓堂
英语是交流思想和思维的工具，对中小学学生开启心智，形成情感价值观、培养国际视野、促进个体潜能、发展思维能力，具有其他学科难以替代的作用。在英语语音、词汇、语法教学过程中，尊重学生主体，开发智力、发展思维，使之建构知识体系；在听说读写技能教学过程中，通过体验、实践、探究和合作，发现语言规律，形成有效的学习策略，发展自主学习的能力。--刘道义
传统概念Language is …? Grammar is …?
Language—The method of human communication， either spoken or written， consisting of the use of words in a structured and conventional way:
A system of communication used by a particular country or community
The style of a piece of writing or speech
关于语法教学 --从语言到语法
Larsen-Freeman Teaching Language
—From Grammar To Grammaring
解决 “惰性知识”问题的关键，在语言形式(form， grammar)和功能(use， communication)之间架起一座桥梁，因而首先要转变对语法的传统认识。
What? Grammar
When I think of grammar， I think of …
Defining Language and Grammar
Language is a dynamic process of pattern formation by which humans use linguistic forms to make meaning in context- appropriate ways.
拉森认为语法能力(grammaring)是继听、说、读、写之外的第五项技能，是准确地使用语法结构合乎情景地表达意义的能力。为了避免语法知识和语法能力脱节，拉森扩展了语法的内容，制定了语法能力的新框架。
a skill rather than an area of knowledge… Skill development takes practice， and learning grammar takes practice.
Grammar(ing) is…什么是语法？如何教语法？
Grammar(ing) is one of the dynamic process of pattern formation in language ，which can be used by humans for making meaning in context-appropriate ways.
再回首Language is a dynamic process of pattern formation by which humans use linguistic forms to make meaning in context- appropriate ways.
Grammaring ＆Consciousness-Raising
How do we help our students get on a train that is moving and has already left the station?
关于语法教学的理性思考
听、说、读、写、诵、悟这几个环节相互依存，必不可少，贯穿在整体的英语教学和具体课堂教学中。诵—朗读、诵读、背诵、默记等。悟—即语法意识提升consciousness-raising。
词块教学法的提出：词块构成受到语法结构和语义搭配的双重限制，整体记忆、更易于即取即用，提高语言表达的准确性和流利性。如：at any rate， a heavy snow， I’m not at all sure that…，If I were you…香港学生习作：That’s means more graduate students feels hopeless. A lot of graduate students are difficult to find job from 1997-1998.A lot of graduate students need about three months to find first job. Then， some graduate students cannot find first job after?
The grammar of discourse
I don’t know what to do for my vacation. It will start in three weeks. I saved enough money for a really nice trip. I already went to Hawaii. It will be too early to go to the mountains. I worked hard all year. I really need a break.
I don’t know what to do with my vacation. It starts in three weeks. I have saved enough money for a really nice trip. I have already been to Hawaii. It is too early to go to the mountains. I have worked hard all year. I really need a break.
再悟时态的语篇功能
Yesterday I went to the market. It has lots of fruit that I like. I bought several different kinds of apples. I also found that plums were in season， so I bought two pounds of them.
From a discourse grammar view to a sentence-level view
I used to worry a lot when I was younger.
I would worry lot when I was younger.
The bad thing was they used to laugh at us， the Anglo kids. They would laugh because we’d bring tortillas and frijoles to lunch. They would have their nice little compact lunch boxed with cold milk in their thermos and they’d laugh at us because all we had was dried tortillas. Not only would they laugh at us， but the kids would pick fights.
结合语篇和语境进行语法教学应该是语法教学设计的最优选择
高考改革之语篇型语法填空2014年高考英语试卷结构调整，以语篇型语法填空题替代已使用几十年之久的单句型语言知识题
语篇型语法填空题任务真实，对中学英语教学产生良好反拨作用，选择型变为填空型，能够引导加强对学生精细阅读能力和语言知识运用能力的培养；有助于保持较高信度，答案开放，可控性强，半客观性试题，评分误差小…--教育部考试中心刘庆思，程蒙蒙
高考英语语法测试题型与学生语法能力的相关性研究 --周榕 李广利
“突出语篇，强调应用，注重实际”的命题思路，充分体现了语言测试的交际性原则，也很好得体现了英语课程改革的教学理念，实现教考相互促进的良性循环。
转变态度，加强听说读写综合能力的发展，将关注点转移到语言的社会功能和实际运用上来。加强对学生语篇逻辑分析能力和精细阅读能力的培养。基于语篇的针对性练习势必比句子层次的语言知识练习更能满足考生的需求和测试的要求。
走近《课程标准》语法教学目标
按照基础教育阶段英语课程分级总体目标的要求，《普通高中英语课程标准（实验）》（以下简称《标准》）对语言技能的语法教学提出了相应的具体内容和标准。对高中阶段达到语言技能七级的语法目标具体描述如下：
1．掌握描述时间、地点和方位的常用表达方式；
2．理解并掌握比较人、物体及事物的常用表达方式；
3．使用适当的语言形式进行描述事物。简单地表达观点、态度或情感等；
4．掌握语篇中基本的衔接和连贯手段，并根据特定目的有效地组织信息。
对高中阶段达到语言技能八级的语法目标描述为：
1．进一步掌握描述时间、地点、方位的表达方式；
2．进一步理解、掌握比较人、物体及事物的表达方式；
3．使用适当的语言形式进行描述和表达观点、态度、情感等；
4．学习、掌握基本语篇知识并根据特定目的有效地组织信息。
新课改背景要求英语语法教学必须思变
高中英语新课程对语法教学的要求是，重语法，但不唯语法，语法学习不是目标，而是手段。语法教学的地位只能是服从和服务于培养学生语言实践能力这一总体教学目的。
新课标并非是要淘汰或弱化语法教学，而是要求改变认识，优化语法教学。
我的教学主张：“三D”立体教学Dynamic Distinct Diverse
Being alert to reachable moments. It is the students’ learning that guides the teaching rather than vice versa. 适合自己学生的方法，就是最好的方法。
创设情景、话题引领、激发探究、强化语篇—用中学
语法教学精练策略
Fishing is my favourite sport. I often fish for hours without catching anything， But this does not worry me. Some fisherman are unlucky. Instead of catching fish， they catch old boots and rubbish. I am even less lucky. I never catch anything -not even old boots. After having spent whole mornings on the river， I always go home with an empty bag. 'You must give up fishing!' my friends say. 'It's a waste of time.‘ But they don't realize one important thing. I'm not really intersted in fishing. I am only interested in sitting in a boat and doing noting at all!
1.Who was John Snow? (so expert that)
John Snow was so expert that he attended as her personal physician.
2.How did he become? (inspired， when， exposed to)
He became inspired when he thought about helping ordinary people exposed to cholera.
3.What did he suspect? (that， absorb， but， evidence)
He suspected that people absorbed the disease into their bodies with their meals but he needed evidence.
4.What was he determined to do? (find out)
He was determined to find out why.
5.What did he discover? (after， make further investigations， be to blame)
He discovered that (it seemed ) the water was to blame after making further investigations.
6.What was he able to announce with certainty finally? (polluted water， carry the virus)
He was able to announce with certainty that polluted water carried the virus.
“I find this result delightful，” said Pamela Conrad， a scientist at NASA， who wasn’t involved in the research.(非限制性定语从句)
“The fact that an organism can grow with this much arsenic， that’s outrageous，” said Wolfe-Simon， a NASA researcher.（同位语从句）
Wolfe-Simon had the idea that arsenic might be able to stand in for phosphorus because it is located directly below phosphorus on the periodic table of elements and behaves similarly.（同位语从句）
In fact， arsenic’s likeness to phosphorus is what makes it poisonous to most life:（表语从句）
To look for something that might prove her theory， Wolfe-Simon led a team to Mono Lake， an arsenic-rich body of water.（不定式充当目的状语
）
The team collected mud from the lake last year and introduced it into an artificial water environment designed with the same qualities of the natural lake water.（过去分词短语作后置定语）
NASA researchers said the finding， published online in the journal Science， had made them reconsider what they ought to be looking for as they hunt for signs of life beyond Earth. （过去分词短语作后置定语）
They found a bacterium that survived in what should have been a poisonous environment.（介词后宾语从句）
Most scientists think the universe began with a “Big
Bang”.1 Between 4.5 and 3.8 billion years ago， the dust settled into 2 a solid globe， 3 which exploded with fire and rock and formed the earth’s atmosphere.
As the water appeared on the earth， the 4 harmful( harm )gases and acids was dissolved into the oceans and seas， which made it possible for life 5 to develop (develop) on the earth.
Many millions of years 6 later ， the first planets appeared on the water and they produced oxygen. Thanks to the oxygen，all kinds of life 7 appeared ( appear ) on the earth. Until 2.6 million years ago， the human being’s ancestors began to develop all over the earth one after another. But their 8 activities ( activity) produced too much dioxide into the air， 9 causing ( cause )global warming problem. So the earth will be 10 in danger.
Where there is a will there is a way.
How time flies!
Seeing is believing./To see is to believe.
Eat to live， but not live to eat.
Never too old to learn.
It is no use crying over split milk.
Rome was not built in a day.
When you are in Rome do as the Romans do.
Never put off till tomorrow what can be done today.
Strike while the iron is hot.
The more， the better./Actions speak louder than words.
Many heads are better than one.
The darkest hour is before dawn.
Hope for the best， but prepare for the worst.
He laughs best who laughs last.
He who does not reach the Great Wall is not a true man.
You may take a horse to water， but you can not make him drink.
选修七三单元Using language例句 The water was quite shallow but where the reef ended， there was a steep drop to the sandy ocean floor.
接不定式作宾语的动词 三个希望两答应：hope，wish，want，agree，promise 两个要求莫拒绝：demand，ask，refuse 设法学会做决定：manage，learn，decide 不要假装在选择：pretend，choose
接动名词作宾语的动词
Mrs. P Black missed a beef bag. (P•布莱克夫人丢了一个牛肉袋。) 【妙语诠释】 该句话中每个字母代表了一个动词或短语，这些动词要求后面跟动名词作宾语。这些动词分别是： M=mind， r=risk， s=succeed in，P=practice，B=be busy， l=look forward to，a=admit，c=can’t help， k=keep on， m=miss，i=insist on，s=suggest，s=stop，e=enjoy，d=delay， a=avoid，b=be worth，a=advise，g=give up
Rafe Esquith语录（全美杰出教师）
把学校、课堂变成一个让人激动、令人向往的地方。
在一个所有事物早已被标准化的世界里，艺术让孩子们保有独特的自我。对孩子以后的人生是否有帮助，是一个很重要的做事标准。
我不可能拯救每一个孩子，我只能提供更多的机会让孩子自己拯救自己。
这也正是艺术最美的地方—我们追求完美，但完美永远无法企及。追寻的过程就是一切。
作业：结合本次研修内容，设计一节语法教学研讨课，教学内容为人教版《高中英语》选修6 Unit2 Poems中的Discovering useful structures—Subjunctive Mood(2)(If I had done...， I would have done...)。 谢谢倾听 ！
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