《《高中英语高中英语》》Senior High EnglishSenior High English

总体编写思路总体编写思路北京师范大学出版社曹瑞珍

国际外语教学改革的发展趋势国际外语教学改革的发展趋势• 以满足人的发展需求为目标，强调对语言运用能力的培养。• 外语课程普遍采用按能力分级的方式，制定各个级别的能力标准。• 课程设置采用必修和选修相结合的方式。• 课程内容强调外语学习与其他学科的相互渗透。• 教学方法强调以学生为主体，重视学生参与，发多方面的能力。• 重视外语教育对情感、态度、价值观等基本素养的培养• 教学资源的扩展促进教学模式的改进，使个性化学习方式得以实现。• 评价改革形成潮流，重视对学生学习过程的评价。

高中英语教学存在的主要问题高中英语教学存在的主要问题• 教学仍然以知识的讲解为主，轻视对学生综合语言运用能力的培养；• 高考的压力使学校和学生均按照一个课本、一个进度、一个目标、一个要求开展教学；• 教师的教学观念、教学方法以及教学手段都需要转变；• 现行的教材和教学大纲的要求已经不能适应发展的需要

高中英语课程设计的基本理念高中英语课程设计的基本理念1. 重视共同基础，构建发展平台2. 提供多样选择，适应个性需求3. 优化学习方式，提高自主能力4. 关注学生情感，提高人文素养5. 完善评价体系，促进学生发展

高中英语课程的性质高中英语课程的性质 语言是人类最重要的思维和交流的工具，也是人们参与社会活动的重要条件。当今社会生活和经济活动日益全球化，外国语已经成为世界各国公民必备的基本语言素养之一。因此，学习和掌握外语，特别是英语，具有重要意义。 高中英语课程是义务教育后普通高级中学的一门主要课程。高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展以及综合人文素养的提高；另一方面，掌握一门重要的国际通用语种可以为学习国外先进的文化科学知识和进行国际交往创造条件。开设高中英语课程有利于提高全民族劳动者的素质，有利于我国对外开放和国际交往，有利于我国综合国力的增强。

综合语言运用能力

情感态度学习策略 文化意识

语言技能 语言知识

国际视野祖国

意识合作精神

自信意志兴趣

动机

交际策略资源

策略调控策略

认知策略 跨文化交际

文化理解文化知识

话题功能语法词汇语音写读说听

课 程 目 标

高中英语课程的教学重点高中英语课程的教学重点　发展学生• 用英语获取信息、处理信息的能力；• 用英语分析问题、解决问题的能力；• 用英语进行思维和表达的能力。

1 、基础性：通过必修课程英语 1-5 的学习，为每个学生打好知识、技能、情感态度、学习策略以及文化意识等方面的共同基础；使学生具备高中生必备的英语基础素养，为终身学习奠定基础。2、时代性：课程从目标到内容都要反映时代发展的需要和学生终身学习的需要，关注学生的情感和策略以及跨文化意识与能力的形成。 课程采用模块方式设置，具有较高的灵活性和开放性，从而使学校和教师可以不断更新教学内容，使之具有时代性。3、选择性：指课程为不同学生的不同志向、潜力和学习兴趣提供学习和发展的机会和条件。选修课程为学生学习英语提供了多种可选择学习内容，既有提高性课程，也有为不同兴趣和潜能的学生开设的拓展性课程。

力求体现高中课程整体改革的指导思想力求体现高中课程整体改革的指导思想

高中英语课程整体设计思路：高中英语课程整体设计思路： 为每个学生创设未来发展的平台和机会。高中课程应该在创设一个共同语言能力的基础上，使学生能够按照个人的能力、个人的潜力、个人的特长与志趣以及未来的职业倾向和长远发展的目标来规划自己的人生，做出自己的选择。使高中阶段的英语课程成为具有体现基础性学习、扩展性学习、提高性学习、个性化学习特点的学习过程，为每个学生的充分发展和表现提供充分的机会和条件。

高中英语课程结构高中英语课程结构

关于高中英语课程结构的说明关于高中英语课程结构的说明（ 1）高中英语课程分必修课程和选修课程，采用模块设计方

式。必修课程分为 5个模块，设置为英语 1至英语 5，每个模块 2 个学分，每周 4 课时。选修课程分为两个系列。系列 I 课程为完成共同必修课程之后的顺序选修课程，系列 II 为任意选修课程，包括三类课程。

（ 2）必修课程与系列 I 的课程是顺承关系，但是与年级没有对应关系。系列 II的课程可以在高中任何年级任意选修。

（ 3）高中英语水平等级分为 6、 7、 8、 9 四个等级；水平等级与年级没有直接的对应关系。

（ 4）系列 II中的课程包括三类，各门课程均按模块设计，由各校根据自己的条件和学生的需求选择部分开设。

选修课 系列 选修课 系列 IIII• 语言知识与技能类： 初级英语语法与修辞、英汉初级笔译、英语应用文写作、英语报刊阅读、英语演讲与辩论；• 语言应用类：文秘英语、科技英语、信息技术英语、初级旅游英语、初级经贸英语；• 欣赏类：英语文学欣赏入门、英语影视欣赏入门、英语戏剧与表演入门、英语歌曲欣赏。

高中英语课程目标高中英语课程目标语言技能 Language Skills

听、说、读、写语言知识 Language Items

语音、词汇、语法、功能、话题 情感态度 Emotions and Attitudes

兴趣、动机、自信、合作学习策略 Learning Strategies

认知、调控、交际、资源文化意识 Cultural Awareness

英语国家的文化、中外文化比较

教材编写原则教材编写原则1. 以语言技能和语言知识为主线，融入学习策略的教学以及情感态度和文化意识的培养；2. Input + Practice = Output3. Interest → Motivation → Makes learning and teaching easier

4. Integrated skills approach

grammar

vocabulary

listening

Reading

Warm-up

Project

Learning to learn

Literature spot

Language power

Culture corner

Bulletin board

Unit Diary

Language focus

Skill focus

Guided speaking & writing practice

Unit 1

Unit 2

Unit 3

Communication work shop

Lesson 1Lesson 2Lesson 3Lesson 4

模块

Module Module 1-51-5 单元内容一览表单元内容一览表单元结构 听 说 读 写 语音 词汇 语法 功能 话题 策略 文化

Warm-upLesson 1Lesson 2Lesson 3Lesson 4Communication Workshop

Culture CornerBulletin Board

Module Module 6-86-8 单元内容一览表单元内容一览表单元结构 听 说 读 写 语音 词汇 语法 功能 话题 策略 文化

Warm-upLesson 1Lesson 2Lesson 3Communication Workshop

Language Awareness

Culture CornerBulletin Board

语言技能语言技能1. Reading2. Listening3. Speaking4. Writing

Reading – Variety of Text Reading – Variety of Text TypesTypes

MonologuesMonologues

News ReportsNews Reports

DialoguesDialogues

ArticlesArticles InterviewsInterviews

Web Web PagesPages

Short StoriesShort Stories

Concert ReviewsConcert Reviews

BrochuresBrochures

AdvertisementsAdvertisementsLetters

Reading – Variety of Reading – Variety of TopicsTopics

Lifestyles

HeroesModule 1 CelebrationsCybers

paceRhyth

mModule 2 Design

The Sea Adventure

Module 3 WheelsMoney The

MediaModule 4 Culture

ShockPeople Careers

Module 5 LearningStories Laught

erModule 6 Beauty

Communication

New Frontier

Module 7 Human Biology

ConflictModule 8 SocietyEnvironmental

Protection

Reading StrategiesReading Strategies• Prediction• Reading for details• Reading for main ideas• Sequencing• Dealing with difficult words• Completing notes• Identifying facts and opinions• Dealing with culture references

Reading StrategiesReading Strategies• Paragraphs and headings• Identifying accurate information• Completing texts with sentence gaps• Reading under pressure• Summarizing

Reading Reading StrategiesStrategies

Reading Strategies:Facts and opinionsTo find opinions, look for adjectives (e.g. amazing / attractive).Facts give information which is, in theory, true (e.g. has an automatic focus)

Reading in lessonsReading in lessons• To provide language input• To teach grammar or reading skills • To practice reading skills • To practice grammar• To learn and practice vocabulary

ExampleExample

ExampleExample

Readings in Communication Workshop and Bulletin Readings in Communication Workshop and Bulletin BoardBoard

To provide models for To provide models for writingwriting

Reading StagesReading Stages

• Before reading • While reading• Post reading

ExampleExample

Focus on ReadingFocus on Reading

Listening – Variety of Text Listening – Variety of Text TypesTypes

MonologuesMonologues

News ReportsNews Reports

DialoguesDialogues

ArticlesArticles InterviewsInterviews

Short StoriesShort Stories

Film ExtractsFilm Extracts

AdvertisementsAdvertisementsSongsSongs

Listening in Warm-Listening in Warm-upup

4-5 short dialogues To introduce the unit topic To prompt students to talk about the topic

Listening StrategiesListening Strategies• Preparations• Listening for specific information• Focus on situation• Identifying people• Identifying style• Identifying different English accents• Completing texts• Identifying moods• Understanding culture references

ExampleExample

Listening in Listening in LessonsLessons

To provide audio language input To teach listening strategies To practise listening skills To teach functions To practise pronunciation

Listening in StagesListening in Stages• Before listening • While listening • Post listening

Listening in Communication Listening in Communication WorkshopWorkshop

Speaking – Before you start

To provide language input for speaking task Song

To arouse students’ interest

Speaking in Warm-upSpeaking in Warm-up

To get students familiar with the topicRead the questions. Then, in pairs, tell your partner about yourself.

Example I listen to the radio every morning while I’m getting ready for school. And you?

1 Do you listen to the radio much? Which programmes?2 How many hours of TV do you watch each week?3 What are your favourite TV programmes?4 What magazines do you read regularly?5 Do you often read a newspaper? If so, which one?6 Which paper do your parents read?7 Do you sometimes use the Internet? What for?

Speaking in Lessons 1-4Speaking in Lessons 1-4

To practise using the language taught in the lesson To practise functions To share views and opinions Mostly teacher / student interaction or pair work

Speaking in Communication Speaking in Communication WorkshopWorkshop

To practise using the language taught in the unit To practise functions To share views and opinions Full speaking task involving group work and several steps

Writing in Communication Writing in Communication WorkshopWorkshop

Teaching writing by showing the process step by step There is always a model to follow. Talkback – for students to share ideas

Focus on WritingFocus on Writing Practise using linking words

Guided writing with example

Translation

语言知识语言知识1. Grammar2. Vocabulary3. Functions4. Pronunciation

Grammar– discovery Grammar– discovery approachapproach

• The discovery or inductive approach of grammar provides students with a challenge. They are not simply given the rules. The process of rule-discovery ensures the rules are better internalized. A staging method has also been implemented--- revise, practice, rehearse, perform, which takes students from more controlled to freer practice.

Contrastive grammar Contrastive grammar approachapproach

• Students not only have to discover the rules on their own, they are also given a chance of comparing various tenses in different combinations (Present Perfect versus Past Simple, Present Simple versus Present Continuous, etc.). This allows them to better understand the differences in usage.

• The contrastive approach to grammar deals with common problem areas that students face.

Contextualized Contextualized Presentation of GrammarPresentation of Grammar

• Grammar is always presented in a context, so that students start out with meaning rather than form.

Contextualized Presentation of Contextualized Presentation of GrammarGrammar

Africa on G8 AgendaThe Group of Eight, or G8, was formed by eight of the world’s wealthiest nations in 1998. The G8 is made up of political leaders from France, the United States, Britain, Germany, Japan, Italy, Canada and Russia. They meet every summer to discuss major problems that concern the whole world.

It is going to be remembered as a historical meeting. This year, the topic of Africa will be discussed in detail. Widespread poverty there means that many people cannot get the water, clothing, housing, electricity or education they need. AIDS is another problem of great concern so sex education and health care administration is extremely important.

Reforms have been demanded by people from all over the world. They want the leaders to cancel the debt of Africa’s poorest countries so that the problems there can be prevented from getting any worse. Their belief is that this is the only way for many of these nations to escape their painful pasts.

Grammar - PresentationGrammar - Presentation Students are given lot of examples and are required to discover grammar rules themselves.

STATE OR ACTIVITY VERBS4 Look at the blue words in the text. Can they be used in simple and continuous tenses or only simple tenses? Complete the table.

Blue words:

arrive watch talk feel

understand know realize

believe prepare carry means

want like prefer need

Can you add more verbs to each column?

Only simple tenses

Simple and continuous tenses

realize carry

5 Read these pairs of sentences. Compare the verbs. Does the verb mean the same in both sentences?

6 a) All our guides have several years of experience in leading hiking trips in the Himalayas.

b) You are having a hot cup of tea.2 a) You are feeling tired. b) At Adventure 2000 we feel that we understand the

needs of hikers.3 a) We also think that good travel arrangements are

important. b) You are thinking about how far there is to go.

Grammar Summary 3, on page 93

Grammar - PracticeGrammar - Practice

Guided practice: more controlled6 Which of the sentences cannot be changed into the Present Continuous?

a) The coffee tastes awful.

b) We have breakfast very early.

c) She thinks she is the best.

d) They feel they need more time.

e) I have a serious headache.

f) She thinks about her mother a lot.

7 Which of these expressions can be used in both Present Continuous and Present Simple, and which only in the Present Simple?

have a shower, play football, think about, know, look awful, want, see the boss, like, sound interesting, watch TV, believe, taste good, look at

Grammar - PracticeGrammar - Practice Less guided practice: less controlled

8 Read the interview with a Tibetan guide and put the verbs in brackets in the Present Continuous or Present Simple.

Reporter: Do you (1) _______(like) your job?

Guide: Oh, yes. I (2) ______(love) it. I (3) _______(enjoy)

meeting new people and travelling a lot.

Reporter: What do you (4) ______(think) about the tourists who (5)

______ (come) to Tibet?

Guide: Most of them already (6) ______(know) a lot about

mountains and (7) ______(want) to see as much as possible.

Right now, I (8) ______(work) for a group of Austrian hikers

who have all been here before. They (9) ______(understand)

all about hiking and I’m sure they (10) ______(enjoy)

themselves. That’s great because it (11) _______mean) that

the hike is good fun for me too.

Language in UseLanguage in Use Free Practice

11 Work in pairs. Use the verbs above to tell your partner

about what you do/ don’t do and what you are/ aren’t doing.

Example have a shower

I always have a shower in the morning.

I’m not having a shower now.

Vocabulary developmentVocabulary developmentModule 1-5• specific focus is put on working out the

meaning of unknown vocabulary• Multi-part verbs/Phrasal verbs• Preposition bankModule 6-8• Idiomatic bank--- the focus moves to more

colloquial language and multi-word verbs

Vocabulary developmentVocabulary development• Focusing on lexical development through longer,

more detailed reading texts• Vocabulary work looking at issues such as

worldbuilding, multi-part verbs, collocations, idiomatic language and word families;

• chatroom---focus on the colloquial uses of the language

• Lexican---gives instant reference for students dealing with the increased load of vocabulary associated with Module 6-8

Vocabulary developmentVocabulary developmentLanguage Power• Word power• Key Word Bank• Word tips---present strategies for

expanding vocabulary, e.g. start your own vocabulary book

• Working with dictionaries• Phrase builder and lexicon ---invaluable

resource both in the classroom as well as out and for both teachers and students

Vocabulary – Topic wordsVocabulary – Topic wordsWarm-up1 Look at the types of transport in the Key Wordsand complete the table.

Plane, balloon, bicycle, boat,Bus, car, ferry, helicopter,Lorry, motorcycle, ship, train,The underground, minibus

Travel on land

Travel by sea

Travel in the air

Cause pollution

Have got wheels

KEY WORDS

Topic words to help

recycle known vocabulary

Help students to

remember new words

Train students to

categorize words, which

helps their memory

Vocabulary – Target New Vocabulary – Target New WordsWords

Complete the sentences using the words below.Innocent, fiction, strawberry, spokesman, contemporary, sew, as long as, load, In favour of, bush, evidence, electricity1 The lights won’t work because there is no _______.2 I will help you with your homework ______ you stop watching TV now.3 Can I help you? That is a heavy _______ you are carrying.4 Are you _______ this new law to stop people smoking?5 My mum ________ all my clothes for me.6 There is a lot of ________ that he was the person who stole the book.7 I don’t think he did it. I think he’s ______.8 I love to eat ______ with cream.9 He hid the knife under a ______ in the garden.10 The ______ has to explain what the team thinks.11 I like to read books that are ______.12 David really likes ______art. He doesn’t like old paintings very much.

Practice in both the main lessons and in Language power

Vocabulary – Key Word Vocabulary – Key Word BankBank

Food: bacon, barbecues, dessert, fusion, garlic, hamburger, hot dogs, lemon, mushroom, roast beef, steak, toast

Places: Big Ben, Buckingham Palace, Sydney Opera House, the Great Barrier Reef, World Trace Centre, the Statue of Liberty

Sports: American football, basketball, fishing, soccer, golf, hiking, horse-riding, rugby, sailing, surfing, tennis

Adjectives: amazing, brilliant, broad, cautious, contrary, cosy, curious, delicious, dull, familiar, foggy, informal, interesting, limited, lively, modest, muddy, multi-cultural, outgoing, poor, popular, reasonable, splendid, tasty, top, unfair, well-off, yummy

Phrasal verbs: drop (somebody) off, go back, hang on, hurry up, look after, look back, look for, look forward to, look in, look up, pick (somebody) up

Money: bank, cash, credit card, coin, notes, traveller’s cheques Australia: coal, desert, diamond, export, flavour, mine, outdoors The UK: bed and breakfast, comfort, hotel, phone box, the underground Beijing polite: Excuse me. Of course (not). Thank you. That’s very kind of

you. Would you mind doing…

Vocabulary – OthersVocabulary – Others Wordbuilding Phrasal verbs Matching of words (collocations)

FunctionFunction• Contextualized Presentation of functions function is always presented in real life context,

so that students start out with discourse rather than isolated sentences.

Function PresentedFunction Presented• Interaction• Giving opinions• Preferences• Travel situations• Discussing suggestions• Shopping and bargaining• Interrupting people• Being polite• Showing Sympathy• Clarifying and asking• Presenting • Giving and asking for advice

ExampleExample

PronunciationPronunciation• Pronunciation is presented with language

functions.

Culture contentCulture content The textbook incorporates culture

throughout the course.• Culture corner in each unit• Literature spot in each module• Comparing culture• A Unit on Culture Shock• Reading texts about Life in the Arctic,

Christmas in Britain, how to behave in different cultures and seasonal festivals around the world…

Culture ContentCulture Content• Cultures about English speaking countries

and other countries in the world.• Chinese culture

Culture contentCulture content• Reading texts about Life in the Arctic,

Christmas in Britain, how to behave in different cultures and seasonal festivals around the world…

• Quote….Unquote starting point for further discussion either in

English or Chinese; to stimulate both teachers and students to

extra activities and work To provide students with examples of real

speech that they can further explore or use

Culture – Culture CornerCulture – Culture Corner

Culture – Comparing Culture – Comparing CulturesCultures

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