Basic ideas and methods of new target English teac.docx
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Basic ideas and methods of new target English teac.docx
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BasicideasandmethodsofnewtargetEnglishteac
BasicideasandmethodsofnewtargetEnglishteachingmodelinjuniorhighschool
ThebasicideasandmethodsofthenewtargetEnglish351teachingmodelinjuniorhighschool
Conceptionofreadingandwritingcourse
Twilightschool,juniorhighschool,LiuHui
First,buildthefoundation:
Briefanalysisof1.teachingmode:
"Teachingmode"referstothestructuralformofthestablerelationshipandprocessofteachingandlearningactivitiesundercertaineducationalideas,teachingtheoriesandlearningtheories".Therefore,teachingmodeistheconcentratedexpressionofteachingthoughtandteachingandlearningtheory.
The351teachingmodeofouruniversityembodiesthecomprehensiveteachingmethod.Comprehensiveteachingmethodisakindofteachingmethodwhichcanfullymobilizestudentstousevarioussensorymeanstostudy.Thismethodisanefficientteachingmethodbasedonphysiologyandpsychology,thephysiologyofthehumanbodywillbefullyeffectiverulesandstudents'psychologicalcombination,createarelaxed,interestingandenthusiasticatmosphereintheclassroom,letthestudentswithapassionforlearningandmemoryinlaughingintheinterestof.
351,theteachingmethodisbasedonthecharacteristicsoftheconsistentschoolsystem.Itisnotonlyateachingmode,butalsoareflectionoftheteachingvalue.
2.:
thetheoreticalbasisthatthecurriculumstandards,thegeneralgoalofEnglishcourseinthestageofcompulsoryeducationis:
ThroughEnglishlearningtoenablestudentstoformapreliminarycomprehensivelanguageability,promotementaldevelopment,improvethecomprehensivehumanisticquality.Theformationofcomprehensivelanguagecompetenceisbasedontheoveralldevelopmentoflanguageskills,languageknowledge,emotionalattitudes,learningstrategiesandculturalawareness.Languageskillsandlanguageknowledgeisthefoundationoflanguageability;culturalawarenesshelpstocorrectlyunderstandthelanguageandusethelanguageappropriately;effectivelearningstrategiestoimprovethelearningefficiencyandthedevelopmentofautonomouslearningability;positiveemotionalattitudeisconducivetothepromotionofactivelearningandsustainabledevelopment.Fiveaspectscomplementeachother,andpromotetheformationanddevelopmentofstudents'comprehensivelanguageability.
3.,thenewcurriculumstandardsonlanguageskillsrequirements:
languageskillsareanimportantpartoflanguageuseability,includinglistening,speaking,readingandwritingskills,andthecomprehensiveuseoftheseskills.Listeningandreadingareskillsforunderstanding.Speakingandwritingareexpressions.Theycomplementeachotherandpromoteeachotherinlanguagelearningandcommunication.Studentsshouldmakeuseofalargenumberofspecialandcomprehensivelanguagepracticeactivitiestoformcomprehensivelanguagecompetenceandlaythefoundationforreallanguagecommunication.Therefore,listening,speaking,readingandwritingareboththecontentsoflearning,andWeiisthemeansoflearning.Thestandardlanguageskillstostudentsatacertainlevelof"whattodo"asthemaincontent,whichnotonlycanarousetheenthusiasmofstudents,promotestudents'languageability,butalsoconducivetothescientificandreasonableevaluationofstudents'learningresults.
Two.Operationmode:
accordingtothenewEnglishcurriculumstandardsandthecharacteristicsoflanguagecourses,GO,FOR,IT!
TheteachingmodelofreadingandwritinginthenewcurriculumEnglishtextbooksisasfollows:
1.contentofreadingandwritingisreflectedinthetextbook:
Mainlyreflectedintheoldversionoftheteachingmaterials,applicabletoeachunitofSection,A,3A-4andSection,B,3A-4,twopartsofteaching
Inthe2012editionofEnglishtextbooks,Section,B,2a---3b.
2.basiclinks:
First,unitintroduction,producethetarget.
Two,studentsincooperativelearningvocabulary,teachers'pronunciationinterpretation.
Three,giventheproblemswithreadingpassage,grouppresentations,teachershelp.
Four,variantexercises,expandandimprove.(afterreading,finishthequestionagain,thencopyit,thenwritearoundthetopic.)
Five,regressionunittopic,conductsmalltest.(keywordsandphrasesinashortpassage,writtenaroundunittopics)
3.designinterpretation(operationinstructions)
First,unitintroduction,producethetarget.Accordingtothetopicofthisunit,combinedwithsectionAknowledge,Role-playtheconversation.studentsroleplay,leadstotheunitcentertopic,presentationoftopics,showthetargetfornewlessonpreparation.
Two,studentsincooperativelearningvocabulary,teachers'pronunciationinterpretation.
Three,giventheproblemswithreadingpassage,grouppresentations,teachershelp.
Theteacherfirstpresentstwoorthreegeneralquestionsrelatedtothecontentofthereading.Theproblemofsettingupshouldbesimpleandhighlightthefocusofthereadings.Letthestudentsreadthepassagequicklywithquestions.Byreadingfast,moststudentscanfindtheanswer.Thissettingcanstimulatestudents'interestinreading,letthestudentsthroughthereadingmaterialstobrowse,notonlyapreliminaryunderstandingofthecontentofthematerial,butalsocancultivatestudents'abilityofcollectinganddealingwithinformationquickly.
Four,variantexercises,expandandimprove.(afterreading,finishthequestionagain,thencopyit,thenwritearoundthetopic.)
1.,findthesolutioninreading.
Thisisthecenterlinkinreadingclass,studentsshouldcarefullyreadthefulltext,newwords,inthereadingcircleandspeculation,findthekeyyouthinkordonotunderstandthepart.
Groupdiscussionusesthemethodofautonomy,cooperationandinquirybetweenstudentsandgroupstosolvethedifficultpointsinthetext.Theneckofteacherscantimelycoaching,supplement.Inthisprocess,theteachermustchangethepast"actor"role,andwillbecomeastudentinquiryactivities"director",andguidethemtounlockthedoorsofknowledge,toguidestudentstoread,accordingtothecontextofguessing.Studentsmustbegivenenoughtimetoreadoverandoveruntiltheyunderstandthemeaningofwordsandphrases.
2.structuredreading
Afterthedifficultproblemissolved,letthestudentsreadcarefullyandarrangethemaininformationoftheessay.Theycanfillinthemaininformationforms,shortpassages,missingwordsandfillintheblankssoastoclearuptheideasanddeepentheunderstandingofthearticle.
3.readthepassage.Thisisanindispensablepartofthereadingcourse.OnlybyreadingaloudalotcanstudentscorrecttheirpronunciationandintonationconstantlyandgraduallydeveloptheirEnglishsenseoflanguage.Readingtrainingisnotenoughforafewminutesintheclassroom.Itrequiresstudentstopracticeconstantlyafterclass.Teacherscanregularlycarryoutthe"readingaloud"competition,sothatstudentscanimprovetheirreadingskills.
4.afterreadingactivities
Thisisaprocessofreadingoutput,imitating,writing,orwritingessaysordialogues.Incombinationwiththeflexibleteachingmaterials,afterthereadingoftheteachingmaterials,thedesignedexercisesaresometimesshortpassages,fillintheblanks,andsometimesdialogue.Afterthestudentshavefinishedtheexercises,theteachercanguidethestudentstoimitateandtrain.
Five,regressionunittopic,conductsmalltest.Afterabriefsummary,wegobacktotheunittopicandmakeasmalltest.Thecontentofthetestcanbethekeywordsandphrasesinthepassage,andwritearoundthetopicoftheunit.
Teachingcase
Unit2,This,is,my,sister.(SectionB2a-3b)
I.Analysisofteachingmaterials
Thisunitrevolvesaround"familymember"onthesubjectoflistening,speaking,readingandwritingandotherteachingactivities.ThecoreofteachingistointroducefamilyandfriendsinEnglish,thestudentsshouldmasterthefamilymemberscall;bytalkingaboutthe"family"topic,toenablestudentstolearnandmasterthebasicsentence"introducesthecharactersandcharacterrecognition",tofurtherunderstandthegeneralquestionsoftheusage,learntousepronounstointroducecharacterstheuseofpersonalpronounstoaskpeople.Suchas:
This,is,my,sister.Is,that,your,brother,These,are,my,parents.Are,those,brothers,your,andWhobeginswithspecialquestions,generalquestions,andsimpleanswers;usesthepluralformofnouns.BeabletointroduceyourfamilytoyourfriendsinEnglish,sothattheycanunderstandtheirfamily.
Two.Studysituationanalysis
Fromthetextbookthatthisunitisthefirstunitofunderstandingfriends,thenstillinEnglishlearningandcognition,andstudentsarethemostfamiliarpersonisafamilymember,byunderstandingthestudentsnamenaturallyovertotheunderstandingofthenameofthefamilymembers,andcallforfamilymembers,comparedtothestudentseasytoaccept.Beforetheyour,his,her,myandotherpossessives,inthisunitthrowisthefocusofthelearningtask;butinthepluralformoftheunittocontactthenoun,theverbbeandtheplural,andmanynewwordsinthisunit,theunitoflearningtaskmoredifficult.
Three,theteachingobjectives:
1)learnsomeEnglishnamesanddistinguishbetweendifferentgenders.
2)gettherightinformationbyreadingashortessayaboutfamilymembers,anddrawpicturesoffamilymembersbasedontheinformationgained.
3)canusetheknowledgeofthestudysynthetically,introducethememberofthephotographinthefamilycorrectlytoothers,andcanwriteintheformofsmallessay.
4)developexercisestoreinforcethesentencestructureoffamilymembers.
Four
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