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宁波市高中英新语课程培训
宁波市高中英语新课程培训3-4模块教学建议;高中英语课程目标结构图;人民教育出版社:高中英语教材-版块;人民教育出版社:高中英语教材;教学观的转变;教材是教师和学生据以进行教学活动的材料,是教学的主要媒介,是课程实施的主要组成部分。但教材不是圣经,它无非是个文本,是个例子,我们不要做教材的奴隶,要用教材教,不是教教材,要创造性地使用教材、重组教材、活化教材,并可尝试一材多用,使教材真正成为一种(但不是唯一的)教学资源。
;以“话题”为单元
以“结构”为基础
重视“功能”的体现
通过“任务”开展活动;新课程实施的保障措施;英语学科教学指导意见;Topics (Module 3)
Festivals around the world
Healthy eating
The million pound bank-note
Astronomy: the science of the stars
5. Canada--- “The truth north”;Topics (Module 4)
Women of achievement
Working the land
A taste of English humour
Body language
Theme parks ;Functional items (Module 3)
1.Request thanks
2. Suggestions advice / Seeing the doctor / Agreement disagreement
3. Request / Ordering food
4. Instructions
5. Direction / Position;Functional items (Module 4)
Describing people
Suggestions advice
Emotions
Prohibition warnings / Obligation
Asking the way;Structures (Module 3)
Modal verbs: may/ might, can/ could, shall/should, must/ can
Modal verbs: ought to/ ought not to/ have to/ don’t have to/ mustn’t / needn’t
Noun clause as the Object Predicative
Noun clause as the Subject
Noun clause as the Appositive;Structures (Module 4)
Subject-verb agreement
The –ing form as Subject Object
The –ing form as Predicative, Attributive Object Complement
The –ing form as Attribute Adverbial
Word formation;;Writing (Module 4)
Short article / Descriptive writing
Poster / Advertising
Story / Humorous writing
Diary / Reflective writing
Explanatory writing / persuasive writing;实例:Unit 1 Festivals around the world;2.语言知识:;3.情感态度;4.学习策略;5.文化意识;二、教学要求:;(二)、 发展要求;(三)说明;三、本单元教学建议;2、单元要点;3、教学建议;3、教学建议;“学习建议”(Learning Tip) ;4、评价建议;Roles of a Teacher Teacher as Organizer Teacher as Prompter Teacher as Participant Teacher as Controller Teacher as Resource Teacher as Investigator Teacher as Tutor Teacher as Assessor; Classroom Interaction Classroom Talk Classroom Language Classroom Setting
;2. Micro-Teaching
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