2024届高考基于主题语境的高中英语单元复习教学策略 课件(共26张PPT)
文档属性
| 名称 | 2024届高考基于主题语境的高中英语单元复习教学策略 课件(共26张PPT) |  | |
| 格式 | pptx | ||
| 文件大小 | 1.5MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-04-12 11:38:09 | ||
图片预览
文档简介
(共26张PPT)
基于主题语境的高中英语单元复习教学策略
主题语境综述
单元复习的常见情况
如何实施主题语境下的单元复习
主题语境综述
主题语境是英语课程标准六要素中的第一要素
课程标准六要素
主题语境：
人与自我
人与社会
人与自然
元认知策略
认知策略
交际策略
情感策略
语音知识
词汇知识
语法知识
语篇知识
语用知识
中外优秀人文与科学知识
听、说、读、看、写
语篇类型：
口语、书面语
应用文、记叙文、议论文、说明文、新媒体语篇
人与自我：
人与社会：社会服务与人际沟通；文学、艺术与体育；历史、社会与文化；科学与技术等四个主题群下的16项子主题
人与自然：自然生态；环境保护； 灾害防范；宇宙探索等四个主题群下的7项子主题
课本的编排也完全按照主题语境的要求，以Book 1 为例：
Unit 1 Back to school
Unit 2 Parent-child matters
Unit 3 Friendship
Unit 4 Lifestyle
二、单元复习的常见情况
过度关注语言知识点，脱离单元文本主题语境；
忽视单元各板块之间的联系，缺乏有效整合单元板块内容的意识或能力；
忽视单元主题语境，布置缺乏实效的巩固练习；
复习内容局限于课文内容背诵、默写或复述，缺乏深度和广度以及必要的拓展和延伸；
复习内容仅限于语言知识的学习和语言技能的培养，忽视学生思维能力的训练和思维品质的培养。
从语言知识角度来分析具体现状：
1.单元词汇复习的误区
单元复习时，老师往往从教材课文中挑选出重点词汇来讲解其意义、用法，“蜻蜓点水”过一遍词汇；
利用听写或默写进行词汇检测， 检测方式脱离句子语境， 误导学生选择死记硬背词汇表；
相关词汇孤立分裂，学生在练习考试中无法举一反三地提取相关词汇。
这些陈旧套路只注重了教师角度的知识传授，而忽略了学生角度的语言学习规律；教师词汇教学脱离语境，学生词汇学习也随之孤立生硬，导致了词汇教学投入大、成效低的现状。
2.目前语法教学中的问题
语法教学设计时往往考虑的是语法知识点自身的语法形式、结构特征、应用句型等，忽略整体教学活动在该语法教学中的位置及其作用，也不能给学生提供整体的语言学习语境。其教学重点聚焦于语法结构和形式运用得是否到位，对于学生语法点掌握是否熟练也只局限于填空、单选和造句等简单机械的操练中。这种以自身语法知识结构和形式为基础进行的语法教学，不仅会导致知识碎片化，更不能实现有层次的整合学习。
3.单元复习中的无主题语境阅读现象
只重视单元词块再识记，忽视语篇的语言特征、衔接方式的分析
拘泥于几个高级句式的分析，翻译，仿写等，而缺少理解语篇成分间的逻辑语义如次序关系、因果关系、概况与例证关系等。
简单检查部分段落的背诵，无视语篇的结构严谨性、意思连贯性等。
应景式阅读理解文章，缺失思想和情感的提高与升华。
4.单元复习中缺少深度的写作
一般复习都不涉及写作，即使有也只是翻译式的文本，或者简单的summary，或教辅资料的一个书面表达题目，好多与主题无关，更不能提升学生对话题的深度理解与思考。
三、如何实施主题语境下的单元复习
利用单元语境对单元词汇进行分类，绘制单元词汇思维导图，形成词汇关系网；
再利用词根进行拓展；
探究以话题为主线，依托适当单元的语境来有效复习话题词汇，从而帮助学生准确而灵活地运用词汇进行语言交际。
1.单元语境的词汇复习的建议
利用思维导图，让学生结合主题语境来整合单元词汇，提取出主题核心词汇，形成词汇关系网。
话题是纲，纲举目张。 在词汇复习教学中，教师只有立足考纲，借助单元话题，有效整合相关话题的词汇和句型，依托与之相关的语境来呈现，方可将孤立的词汇、词组、句型、语法等统一在同一话题之下，才能最大限度地调动出学生的“内存”，从而提高学生在该话题下的语言综合运用能力及应试能力。
2.单元语境的语法复习的探索与思考
程晓棠提出语法教学要兼顾形式、意义和功能，并在语境中输入产出语法。
有些老师认为语法教学应基于一定的主题语境，通过导入、创设情境、总结规律、练习巩固、迁移运用等来培养学生的语用能力。
这些语法教学活动都尝试在主题语境下进行语法教学，强调语法的表意功能，增强语法的语用功能。
通过头脑风暴，激发学生对主题词汇的识记。及时整合运用。
Teenagers, unlike adults, can’t get calm when they meet with problems, but often feel anxious. The pressure of study can make them feel tension, and their concern over their studies may lead to a mental breakdown. At this time. they have a desire to get normal and regular mental guidance. The first thing we need to do is calm them down. Some time ago there was an argument about the problem of teenagers in the newspaper. The editor argued that there was a failure in our education and we must back down. We couldn’t regard our students as targets of our anger even if they got under our skin. As a teacher, I have thought this question through. From my point of view, I don't quite see eye to eye with the editor on this matter. Children’s education is a comprehensive project and a rough task. In order to let the children shoot up healthily, teachers and the whole society must struggle to win the rough battle.
3.寻找主题语境相关的文章或多模态形式来进行泛读泛听，用多个自然完整的语篇让学生进一步体验英语，熟悉英语，拓宽眼界，增强语言意识，发展英语语感，感知英语的美妙。加深学生对主题的认识，助其形成观点、为后续写作提供基础。
How to Have Closer Friendships (and Why You Need Them)
Like so many people, I grew up watching the TV show “Friends,” dreaming of the day I would be living a glamorous city life surrounded by a group of close friends. Over the years, I’ve made lots of friends: childhood friends, work friends, college friends, writer friends. I have friends who like to hike, and friends who like to chat over coffee and friends who live far away but whom I talk to a few times a year.
But close friends “Friends” level friends The “I can tell you anything and count on you always” kind of friends Not so much. A childhood friend and I had a falling-out, never to be repaired. Another close friend moved away.
In groups of adults, you often hear some form of this complaint: It’s hard to make friends as an adult. And if, for whatever reason, you don’t stay connected to your childhood or college friends, you can end up in your 30s (or 40s, or 50s) knowing a lot of people, but being close to very few of them.
Do we even need close friendships
When you’re overworked and overwhelmed, the motivation to have dinner with a friend versus turning on Netflix and eating pizza with your spouse can be hard to summon. But the research is clear: Close friendships are necessary for optimal health and well-being.
小组讨论：探讨friendship的好处
The Benefits of Friendship
Strong friendships are a critical aspect of most people's emotional well-being. Research indicates that close friendships are associated with greater happiness, self-esteem, and sense of purpose. These bonds are even associated with physical outcomes, such as lower blood pressure and a longer lifespan.
What are the emotional benefits of friendship
Friendship creates a foundation through which we can develop social skills, advance our careers and romantic relationships, and enjoy compassion and support. Here are 15 ways that friendship can shape well-being.
What are the physical benefits of friendship
Research has long revealed that people with close connections are healthier, recover from certain illnesses more quickly, and live longer. New evidence suggests that friendship confers the most benefit during adolescence and old age.
If you hurt your friend, how will you make up for your friendship
为疯狂动物城片段配音
4.主题语境下的以读促写
在主题语境的统帅下，创设真实语境，将主题阅读文本与写作任务有效结合，借助主题阅读提升写作水平的一种写作教学模式。
可以分三个阶段来做：
准备阶段：即为语言输入做准备，教师先需要明确课程的主要内容，了解课文的主题意义，确定写作任务，把握学情；
实施阶段：主题语境下的输入、输出与反馈活动，先进行基于主题语境的阅读教学，从中提炼出精美词快，引导学生积累好词好句，并进行写作任务。
评点和反思阶段：建议学生进行小组互评、同伴互评和教师点评。课后，巩固、反思与进步。
你是兴化中学高一五班的学生苏昭，在美丽的新校园学习时，看到一些不恰当的行为，如乱扔废纸、采摘花草等，就此请用英语给校长写一封100词的建议信。内容如下：
1.写信原因； 2.批评不当行为； 3.给出建议
注意：信的抬头、落款及信的第一句已给出（不计词数）。
乱抛废物：to litter
Sept. 18, 2021
Dear Headmaster,
I’m Su Zhao, a student from Class 5, Senior I of Xinghua Senior School. I am writing to _______________________________________________________________________
Your faithfully,
Su Zhao
Dear headmaster,
I’m Su Zhao, a student from Class 5, Senior One of Xinghua Senior School. I am writing to draw your attention to some improper behavior at school and provide some suggestions.
We feel proud to study in such a new beautiful school like a garden, but I feel ashamed that many students are littering or picking grasses and flowers casually, which does damage to its beauty.
I wonder if more dustbins and notices can be placed at school. Additionally, more rules can be set to encourage us students to behave themselves. Most importantly, class meetings should be held to raise students’ responsibility for the facilities and environment of our school. With our joint efforts, our school will become a more enjoyable place.
Thank you for your consideration.
Your faithfully,
Su Zhao
基于主题语境的高中英语单元复习教学策略
主题语境综述
单元复习的常见情况
如何实施主题语境下的单元复习
主题语境综述
主题语境是英语课程标准六要素中的第一要素
课程标准六要素
主题语境：
人与自我
人与社会
人与自然
元认知策略
认知策略
交际策略
情感策略
语音知识
词汇知识
语法知识
语篇知识
语用知识
中外优秀人文与科学知识
听、说、读、看、写
语篇类型：
口语、书面语
应用文、记叙文、议论文、说明文、新媒体语篇
人与自我：
人与社会：社会服务与人际沟通；文学、艺术与体育；历史、社会与文化；科学与技术等四个主题群下的16项子主题
人与自然：自然生态；环境保护； 灾害防范；宇宙探索等四个主题群下的7项子主题
课本的编排也完全按照主题语境的要求，以Book 1 为例：
Unit 1 Back to school
Unit 2 Parent-child matters
Unit 3 Friendship
Unit 4 Lifestyle
二、单元复习的常见情况
过度关注语言知识点，脱离单元文本主题语境；
忽视单元各板块之间的联系，缺乏有效整合单元板块内容的意识或能力；
忽视单元主题语境，布置缺乏实效的巩固练习；
复习内容局限于课文内容背诵、默写或复述，缺乏深度和广度以及必要的拓展和延伸；
复习内容仅限于语言知识的学习和语言技能的培养，忽视学生思维能力的训练和思维品质的培养。
从语言知识角度来分析具体现状：
1.单元词汇复习的误区
单元复习时，老师往往从教材课文中挑选出重点词汇来讲解其意义、用法，“蜻蜓点水”过一遍词汇；
利用听写或默写进行词汇检测， 检测方式脱离句子语境， 误导学生选择死记硬背词汇表；
相关词汇孤立分裂，学生在练习考试中无法举一反三地提取相关词汇。
这些陈旧套路只注重了教师角度的知识传授，而忽略了学生角度的语言学习规律；教师词汇教学脱离语境，学生词汇学习也随之孤立生硬，导致了词汇教学投入大、成效低的现状。
2.目前语法教学中的问题
语法教学设计时往往考虑的是语法知识点自身的语法形式、结构特征、应用句型等，忽略整体教学活动在该语法教学中的位置及其作用，也不能给学生提供整体的语言学习语境。其教学重点聚焦于语法结构和形式运用得是否到位，对于学生语法点掌握是否熟练也只局限于填空、单选和造句等简单机械的操练中。这种以自身语法知识结构和形式为基础进行的语法教学，不仅会导致知识碎片化，更不能实现有层次的整合学习。
3.单元复习中的无主题语境阅读现象
只重视单元词块再识记，忽视语篇的语言特征、衔接方式的分析
拘泥于几个高级句式的分析，翻译，仿写等，而缺少理解语篇成分间的逻辑语义如次序关系、因果关系、概况与例证关系等。
简单检查部分段落的背诵，无视语篇的结构严谨性、意思连贯性等。
应景式阅读理解文章，缺失思想和情感的提高与升华。
4.单元复习中缺少深度的写作
一般复习都不涉及写作，即使有也只是翻译式的文本，或者简单的summary，或教辅资料的一个书面表达题目，好多与主题无关，更不能提升学生对话题的深度理解与思考。
三、如何实施主题语境下的单元复习
利用单元语境对单元词汇进行分类，绘制单元词汇思维导图，形成词汇关系网；
再利用词根进行拓展；
探究以话题为主线，依托适当单元的语境来有效复习话题词汇，从而帮助学生准确而灵活地运用词汇进行语言交际。
1.单元语境的词汇复习的建议
利用思维导图，让学生结合主题语境来整合单元词汇，提取出主题核心词汇，形成词汇关系网。
话题是纲，纲举目张。 在词汇复习教学中，教师只有立足考纲，借助单元话题，有效整合相关话题的词汇和句型，依托与之相关的语境来呈现，方可将孤立的词汇、词组、句型、语法等统一在同一话题之下，才能最大限度地调动出学生的“内存”，从而提高学生在该话题下的语言综合运用能力及应试能力。
2.单元语境的语法复习的探索与思考
程晓棠提出语法教学要兼顾形式、意义和功能，并在语境中输入产出语法。
有些老师认为语法教学应基于一定的主题语境，通过导入、创设情境、总结规律、练习巩固、迁移运用等来培养学生的语用能力。
这些语法教学活动都尝试在主题语境下进行语法教学，强调语法的表意功能，增强语法的语用功能。
通过头脑风暴，激发学生对主题词汇的识记。及时整合运用。
Teenagers, unlike adults, can’t get calm when they meet with problems, but often feel anxious. The pressure of study can make them feel tension, and their concern over their studies may lead to a mental breakdown. At this time. they have a desire to get normal and regular mental guidance. The first thing we need to do is calm them down. Some time ago there was an argument about the problem of teenagers in the newspaper. The editor argued that there was a failure in our education and we must back down. We couldn’t regard our students as targets of our anger even if they got under our skin. As a teacher, I have thought this question through. From my point of view, I don't quite see eye to eye with the editor on this matter. Children’s education is a comprehensive project and a rough task. In order to let the children shoot up healthily, teachers and the whole society must struggle to win the rough battle.
3.寻找主题语境相关的文章或多模态形式来进行泛读泛听，用多个自然完整的语篇让学生进一步体验英语，熟悉英语，拓宽眼界，增强语言意识，发展英语语感，感知英语的美妙。加深学生对主题的认识，助其形成观点、为后续写作提供基础。
How to Have Closer Friendships (and Why You Need Them)
Like so many people, I grew up watching the TV show “Friends,” dreaming of the day I would be living a glamorous city life surrounded by a group of close friends. Over the years, I’ve made lots of friends: childhood friends, work friends, college friends, writer friends. I have friends who like to hike, and friends who like to chat over coffee and friends who live far away but whom I talk to a few times a year.
But close friends “Friends” level friends The “I can tell you anything and count on you always” kind of friends Not so much. A childhood friend and I had a falling-out, never to be repaired. Another close friend moved away.
In groups of adults, you often hear some form of this complaint: It’s hard to make friends as an adult. And if, for whatever reason, you don’t stay connected to your childhood or college friends, you can end up in your 30s (or 40s, or 50s) knowing a lot of people, but being close to very few of them.
Do we even need close friendships
When you’re overworked and overwhelmed, the motivation to have dinner with a friend versus turning on Netflix and eating pizza with your spouse can be hard to summon. But the research is clear: Close friendships are necessary for optimal health and well-being.
小组讨论：探讨friendship的好处
The Benefits of Friendship
Strong friendships are a critical aspect of most people's emotional well-being. Research indicates that close friendships are associated with greater happiness, self-esteem, and sense of purpose. These bonds are even associated with physical outcomes, such as lower blood pressure and a longer lifespan.
What are the emotional benefits of friendship
Friendship creates a foundation through which we can develop social skills, advance our careers and romantic relationships, and enjoy compassion and support. Here are 15 ways that friendship can shape well-being.
What are the physical benefits of friendship
Research has long revealed that people with close connections are healthier, recover from certain illnesses more quickly, and live longer. New evidence suggests that friendship confers the most benefit during adolescence and old age.
If you hurt your friend, how will you make up for your friendship
为疯狂动物城片段配音
4.主题语境下的以读促写
在主题语境的统帅下，创设真实语境，将主题阅读文本与写作任务有效结合，借助主题阅读提升写作水平的一种写作教学模式。
可以分三个阶段来做：
准备阶段：即为语言输入做准备，教师先需要明确课程的主要内容，了解课文的主题意义，确定写作任务，把握学情；
实施阶段：主题语境下的输入、输出与反馈活动，先进行基于主题语境的阅读教学，从中提炼出精美词快，引导学生积累好词好句，并进行写作任务。
评点和反思阶段：建议学生进行小组互评、同伴互评和教师点评。课后，巩固、反思与进步。
你是兴化中学高一五班的学生苏昭，在美丽的新校园学习时，看到一些不恰当的行为，如乱扔废纸、采摘花草等，就此请用英语给校长写一封100词的建议信。内容如下：
1.写信原因； 2.批评不当行为； 3.给出建议
注意：信的抬头、落款及信的第一句已给出（不计词数）。
乱抛废物：to litter
Sept. 18, 2021
Dear Headmaster,
I’m Su Zhao, a student from Class 5, Senior I of Xinghua Senior School. I am writing to _______________________________________________________________________
Your faithfully,
Su Zhao
Dear headmaster,
I’m Su Zhao, a student from Class 5, Senior One of Xinghua Senior School. I am writing to draw your attention to some improper behavior at school and provide some suggestions.
We feel proud to study in such a new beautiful school like a garden, but I feel ashamed that many students are littering or picking grasses and flowers casually, which does damage to its beauty.
I wonder if more dustbins and notices can be placed at school. Additionally, more rules can be set to encourage us students to behave themselves. Most importantly, class meetings should be held to raise students’ responsibility for the facilities and environment of our school. With our joint efforts, our school will become a more enjoyable place.
Thank you for your consideration.
Your faithfully,
Su Zhao