新课程与英语教学 (社会主义学院2011年8月19日)PPT.ppt

;;;课程的性质;;;;;情感态度;;学习策略;;;;;;;;;;;;文化意识;;;;;基本原则：;基本原则：; 2. 以语言活动设计为主要手段。 3. 以学生体验、参与为主要形式。 4. 以综合语言运用能力的发展为主要目标。;;;活动的设计：;; (2) During-reading activities → reading for the main idea(s). (3) After-reading activities → reading for specific information.; (1) Before-reading activities: a. Brainstorm Ask your students what words or ideas they can suggest that relate to the text that they will read, or to a picture from the text or to the topic or title. b. Discussion Ask your students to discuss a picture from the text or the title. They can talk about what they think the story will be about, who will be in it, and what might happen. c. Questioning d. Pre-teaching difficult key words;(2) During-reading activities: a. Reading for the main idea Finding key words and topic sentences; True or false sentences written on the blackboard to be checked, according to the text; Fill in the blanks in the passage with sentences, or match the topic sentences to some paragraphs in the text. b. Mid-text predicting c. Reading for specific information d. Gap-filling exercise Remove some key words from the text, ask students to guess the missing words from the context. e. Pronoun checks and guessing unknown words;(3) After-reading activities a. Retell the story in small groups or as a class. Students act out the story, using their own words. b. Rewrite the story in their own words, preferably in pairs or in groups to encourage discussion. c. Discuss the story in pairs or small groups, giving their opinions of what they have read, or suggesting different endings.;三、实例 It’s a spring morning. Paul is going to school on his bike. On the way to the school, he finds a wallet and picks it up. There is two hundred and fifty dollars in the wallet. “Whose wallet is it?” he wonders. Then, an old lady comes over. Paul asks the old lady, “Is it your wallet, madam?” The old lady says, “Yes, it’s mine.” “What’s in the wallet, then?” Paul