《英语教学法》Unit-13-Integrated-Skills-teaching课件.ppt(无音视频)
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1、Unit13IntegratedSkills Problems with the current English teaching in Chinav1.isolated learning of English vocabularyv2.focus on language forms without their contexts or meaningsv3.teaching grammar without connecting to language usev4.teaching of a certain single skill without combining to the other
2、three.v5.many students are accustomed to self-learning without finding partners to practice their English.vAll the above can be summarized as segregatedsegregated teaching or learning of English.None of them can be regarded as a successful learning of language because ones overall competence in a fo
3、reign language involves performing effectively a combination of the skills(McDonough and Shaw,2003)13.1 Why should we integrate the four skills?vIn everyday life,we communicate through integrated skills.People can seldom employ a single language skill to do things:vinterview,vmake a speech,vorder di
4、shes,vexamination,vhave a lesson,vShoppingvIn language study,the skills will often interact with each other.For example,if you want to speak to others,you should first be able to understand the others;if you want to write back,you should be able to read.Obviously,the other skills can help one with t
5、he learning of a certain skill.vReading a novelvListen to the radiovWrite a lettervMake a speechvSo the understanding of listening and writing will enable you to speak and write.Thus,integrated skills will motivate students to learn English in real communication.vThese are the essential conditions f
6、or language learning.the conditions for language learningvAccording to Willis(1996:11),language can be acquired if the following conditions can be met:v1)Exposure v2)Usev3)Motivationv4)InstructionvThe first three are essential to language learning while the 4th one is a desirable one.Very amusingly,
7、most Chinese students can easily get the desirable condition but can only dream of the 3 essential ones.(see page 229)Segregated-skill teaching vs.integrated-skill teachingvSegregated teaching may suggest that one will never learn a language successfully.vIntegrating the four skills can lead to the
8、students all-round development of communicative competence in English.13.2 How can we integrate the four skills?vTherearetwotypesofintegration:vSimpleIntegration Receptive skills Productive skillsOral mediumlistening speakingWritten mediumreading writingv Complex IntegrationvOral medium:vlistening(a
9、 dialogue)speakingv (a dictation)vWritten medium:vreading (a letter)writingDictation is a good example of integrated activity.vA dictationvMy name is Jim Green.I live at 152 Jianguo Street,not far from the center of the city.I have lived there since 1990.I go to Number 14 Middle School.Ive been a st
10、udent there for nearly two and a half years.Example:an activity of integrated skills teachingvStep 1:T reads a story and Ss write it down listening and writingvStep 2:Ss may have a discussion about the topic listening and speaking vStep 3:Ask Ss to rewrite the story writingvStep 4:Exchange their wri
11、tings readingvAnd try to make some change if there are any mistakes.vSo this activity can be very communicative because it involves all of the skills.12.3 What are the implications for teaching(except for integrating skills)?v1.Try to teach language as a whole.v2.Try to integrate the four skills in
12、any classroom activity.v3.Adjust the textbook for an integrated teaching.v4.Train our student to have a sense of discourse,not just knowing of sentences or individual words and phrases.What is discourse?vIt is a whole unit of communicative text,either spoken or written,that is,every aspect of a text
13、.vThe discourse features are the main language aspects that we transfer from one skill to the other.Discourse features include aspects such as:v the organization 文字组织文字组织v the form/layout 文本格式文本格式v language style(formal or informal)语言风格语言风格v the register 标记性词语标记性词语v(e.g.Letters to students,parents,b
14、oyfriend,friend,Dean,manager,editor,teacher will be in different features of discourse.2.Adjusting the textbookvNot all the activities in the textbook can be designed for integration of the four skills,so we may need to make some changes to the contents,from the simple integration to the complex one
15、.3.Adjusting the timetablevThe Structure of a UnitvLesson 1 Dialogue SpeakingvLesson 2 A text ReadingvLesson 3 A second part of a dialogue/text Lesson 4 Listening or writing如何整合高中英语课本?如何整合高中英语课本?Take New Senior English for China as an example.v一、高中英语课本的有关情况必修课程必修课程 与与 顺序选修课程顺序选修课程普通高中课程标准实验教科书普通高中课程
16、标准实验教科书 英语英语(New Senior English for China)任意选修课程任意选修课程级别级别必修必修/顺序选修顺序选修模块模块名称名称学期学期(建议)(建议)单元单元语言语言知识知识与技与技能类能类高中英语语法与词汇高中英语语法与词汇 (English Grammar Tools for Life)英语写作英语写作 (Writing in English)九级九级 八级八级 七级七级 六级六级顺序顺序选修选修教材教材英语英语11高三下高三下5英语英语10高三上高三上学期学期5英语英语 95英语英语 8高二下高二下学期学期5语言语言应用应用类类初级财经英语初级财经英语 (
17、English for Personal Finance)计算机英语计算机英语 (Discovering Computers)英语英语 75英语英语 6高二上高二上学期学期5必修必修教材教材英语英语 55英语英语 4高一下高一下学期学期5欣赏欣赏类类小说欣赏入门小说欣赏入门(Basic Elements of Short Stories)英语英语 35英语英语 2 高一上高一上学期学期5英语英语 1518课程目标课程目标综合语言综合语言运用能力运用能力国际视野国际视野祖国意识祖国意识合作精神合作精神自信意志自信意志动机兴趣动机兴趣语言知识语言知识话题话题功能功能语法语法词汇词汇语音语音语言技能
18、语言技能听听 说说 读读 写写学习策略学习策略资源策略资源策略交际策略交际策略调控策略调控策略认知策略认知策略文化意识文化意识文化知识文化知识文化理解文化理解跨文化交际跨文化交际意识和能力意识和能力情感态度情感态度v优化学习方式,提高自主学习能优化学习方式,提高自主学习能力力v关注学生情感,提高人文素养关注学生情感,提高人文素养19每单元包含的项目每单元包含的项目(学生用书部分)(学生用书部分)vWarming UpvPre-readingvReadingvComprehendingvLearning about Language(Discovering useful words and ex
19、pressions,Discovering useful structures)vUsing Language(listening,speaking,reading and writing)vSumming UpvLearning TipvReading for Fun20Pre-readingReadingComprehendingSumming Up学生用书单元板块设计学生用书单元板块设计Warming UpLearning about Languagev Discovering useful words and expressionsv Discovering useful struct
20、uresUsing Language Listening Speaking Reading Writing*Reading for funLearning Tip211、教材整合的原则、教材整合的原则(1)(1)以课标为纲以课标为纲(2)(2)以教材为源以教材为源(3)(3)以教师为主以教师为主(4)(4)以学生为本以学生为本 二、教材的处理与整合的方法二、教材的处理与整合的方法222、教材整合的形式、教材整合的形式(1)(1)按照模块进行整合按照模块进行整合(2)(2)按照单元进行整合按照单元进行整合(3)(3)按照课时进行整合按照课时进行整合233、教材整合的方法、教材整合的方法(1)(1
21、)删减法删减法(2)(2)扩充法扩充法(3)(3)简化法简化法(4)(4)调整法调整法 (5)(5)替换法替换法24每单元每单元7 7课时,重组案例课时,重组案例 课课 型型1 课课 型型2课型课型3 热身、阅热身、阅 读读 热身、阅热身、阅 读读热身、听说热身、听说 语言知识语言知识 听(阅读听(阅读/写)写)阅读阅读 语语 法法 语言知识语言知识语言学习(语言点)语言学习(语言点)听(阅读听(阅读/写)写)语法语法语言学习(语法)语言学习(语法)说(与写)说(与写)说(与听)说(与听)语言运用(读、听)语言运用(读、听)写(与说)写(与说)写(与说)写(与说)语言运用(说、写)语言运用(说
22、、写)同步综合练习同步综合练习同步综合练习同步综合练习单元复习与反思单元复习与反思254、教材整合实例、教材整合实例 (Book 1 Unit 1)26vTextbook Unit 1 Page 1-8vWorkbook Unit 1v Page 41-47vTeachers book Page 1-29普通高中课程标准实验教科书英语book127 单元的内容结构单元的内容结构vTextbook Unit 1vWarming upvPre-readingvReadingvComprehendingvLearning about language Discovering useful words
23、&expressions Discovering useful structuresvUsing language Reading&listening Speaking Reading&writingvSumming up vLearning tipsWorkbook Unit 1ListeningTalkingUsing words and expressionsUsing structuresListening taskReading taskSpeaking taskWriting taskProjectChecking yourself28Unit 1 Friendship单元整体设计
24、思路单元整体设计思路第一课时第一课时 听说课听说课 Warming Up(p.1);Listening(p.41)and speaking第二课时第二课时 阅读课阅读课 Pre-reading(p.2);Reading(p.2);Comprehending (p.3)第三课时第三课时 语法课语法课 Discovering useful structures(p.5);Using structures(p.42-43)第四课时第四课时 语言学习课语言学习课 Discovering useful words and expressions(p.4);Using words and expressi
25、ons(p.41-42)第五课时第五课时 综合语言练习课综合语言练习课 Reading and listening(p.6);Speaking(p.6);Listening task(p.43)第六课时第六课时 写作课写作课 Reading and writing(p.7)第七课时第七课时 综合评价练习课综合评价练习课 Reading task(p.44);Self-evaluation,Summing up and self-test/exercises29一、教学内容一、教学内容:Warming Up(p.1);Listening(p.41)and speaking二、教学目标:二、教学目
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