《普通高中课程标准实验教科书 英语》Module 5 – Module 8 简介[上学期]
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| 名称 | 《普通高中课程标准实验教科书 英语》Module 5 – Module 8 简介[上学期] |  | |
| 格式 | rar | ||
| 文件大小 | 4.2MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2006-08-10 12:13:00 | ||
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课件36张PPT。《普通高中课程标准实验教科书 英语》 Module 5 – Module 8 简介人教版顺序选修教材 人教版《普通高中课程标准实验教科书 英语》选修模块6－11是在必修课程模块1－5的基础上顺序开设的课程，共6个模块，每个模块2个学分。学生完成模块英语6－8的学习，可以达到八级目标要求。完成模块9－11的学习可以达到九级或接近九级目标要求。人教版任意选修教材任意选修教材：《初级经贸英语》《英语写作》 （经全国中小学教材审定委员会2005年初审通过）
以下任意选修教材将于明年送审：《英语文学欣赏》《英语语法》《英语辩论》《计算机英语》。
模块5－8主题内容分布情况模块5－8语法分布情况Book 5: 过去分词；倒装；省略
Book 6: 虚拟语气；代词it的用法；复习动词 -ing 形式
Book 7: 复习动词的不定式；复习被动语态； 复习定语从句（非限制性与限制性）
Book 8: 复习名词性从句；复习同位语；复习 过去分词；复习时态模块5－8功能项目分布情况模块5－8的写作内容分布情况模块5－8的特点根据课程标准中八级的要求目标进行设计和编排，基本结构与前四个模块相似，更注重能力与素质的培养：
自主学习的能力
与人沟通和交流的能力
科学思维、分析和创新能力
跨文化理解和跨文化交际能力文学素养
团队协作意识
社会责任感与忧患意识培养自主学习的能力学习方式分为接受式学习和发现式学习 两种。现代学习方式是以弘扬人的主体性为宗旨，以促进人的可持续发展为目的。
激发学生学习兴趣，帮助学生形成学习 动机，创设最佳的学习状态。
注重知识的归纳与总结
帮助学生形成有效的学习策略
Report of a House Break-in at 26 Mount Pleasant Road, Cambridge
When I entered the house I found the telephone ______________, the windows ________________ and the door ________________.I was overcome by the smell. I had to get the kitchen __________________, the cooker _________________ and the floor _________________ before I could look into the problem. Mrs Smith had had the house ________________ and ______________ a few months ago so it should have been safe. Nobody should have been able to enter without permission.
…
Signed: Police Constable Stephen Briggs.
Date: 21/6/200_ Book 5 Unit 2 P51
2 You are a policeman writing a report about a house that has been broken into. Use the past participle as object complement to describe what you found.steal disconnect wash repair mend check
open lock examine clean break insure(保险)Book 6 Unit 5 P37
5 In pairs make a dialogue using the –ing form as the adverbial. One of you is a policeman asking questions and the other is the witness answering them.
POLICEMAN: What did you do when you got to the party?
WITNESS: __________1__________, I found everybody was there and the dancing was just beginning. ________2___________, I saw some of my friends chatting at a table. So I went over to join them.
POLICEMAN: When did you last see the hostess?
WITNESS: __________3__________, I got a headache and the hostess led me to a room upstairs to have a rest. It was about 10 pm.
POLICEMAN: ?What happened next?
WITNESS: _________4__________, I felt much better and went to wash my face. __________5______________, I ran downstairs and saw the hostess lying on the floor, surrounded by all the guests. Using words and expressions (Book 5 Unit 1 P43)
3 Here is a list of prefixes which are useful in helping you learn new words. Think of some examples for each prefix and try to write as many as you can. Remember not all words that begin with these letters contain a prefix (eg important)4 Look at the dictionary entry for the verb suggest, and match the meanings with the sentences in the right brackets. suggest /?? ?????? / v [T] 1 to tell someone your ideas about what they should do: suggest sth I suggest Baideihe as a good place for your holiday. suggest doing sth Maggie suggested going to the museum tomorrow. suggest (that) … Chris suggested that we try the shop on Green Road. suggest how/where etc. Can you suggest where I can find a chemist’s? 2 to tell someone about a suitable person for a job: suggest sb for Did you suggest he is the best man for the job? 3 to state sth indirectly: Did he suggest that she was not telling the truth? 4 to make sb have a new idea: suggest sth to sb What did you suggest to the headmaster? ( ) I suggest you read this article before you take that medicine.
( ) What do his last words suggest to you?
( ) The tour guide suggested a one-day tour of Hong Kong.
( ) The painter suggested painting houses in his hometown with a series of blobs（小圆点）.
( ) Statistics suggest that SARS may be over now.
( ) Could you suggest where I can park the car?
( ) He suggested to the young parents a girl he knew for the babysitter.
( ) Zhao Qing suggested that we should run to the top of the hill. Book 5 Unit 1 P4
3 In English verbs like make are very active and useful. Apart from the construction mentioned above, you have also learned the following phrases. Can you give an example using each of them?
make a face make friends make money
make one’s way to make phone calls make sure make up one’s mind make the bed make room forBook 5 Unit 2 P12
Discovering useful words and expressions
2 All of the words below can take the place of said. But they can be used under different conditions and in different situations.
1 “Shall we leave now?” he _________ to us and we left the room very quietly.
2 “Is she tall and thin with black hair and wearing a red dress?” he _______ the police.
3 “How pleased I am to see you well today and looking so happy,” ________ her father.
…
whisper smile ask reply call laugh advise answer
cry beg suggest decide shout agree scream complainBook 5 Unit 5 P70
Using words and expressions
2 Each pair of words below has a different stress. The boldfaced syllable shows you where the stress is. Say the words aloud so you can hear the difference. Find out the meaning of each word. Then write a sentence for each of them.Noun present record desert combine permit
Verb present record desert combine permit培养与人沟通和交流的能力通过听的训练，能够识别不同语气所表达的不同情感；听懂有关熟悉话题的讨论和谈话并记住要点
通过说的训练，能在人际交往中有效地使用语言进行表达（如打电话的用语，信息差任务，小组活动）
培养科学思维、分析与创新能力培养科学态度和科学道德
提高发现问题、分析问题和解决问题的能力
亲自参与研究探索的积极体验
创设情景，进行想象力的训练培养跨文化理解和跨文化交际能力文化的内涵
根据外语教学中的文化背景和语言功能的特点，文化可分为知识文化和交际文化
根据教材和文化的关系，教材中的文化可以分为母语文化、目标语文化和其他国家的文化
外国文化知识的积累
跨文化意识的培养
文化意识目标（八级）英语语言与英语国家文化的关系
隐含在语言中的对他国文化的态度
对英语和英语国家的人民及其文化传统的认识
英语国家最突出的特色
主要英语国家重要历史文化现象的渊源
英语国家文化在日常生活和人们价值观中的体现Guy Fawkes Day培养文学素养了解简单的诗歌种类、节奏和韵律
欣赏浅显的英语文学作品 培养团队协作意识合作学习
合作学习的组织策略
积极的互赖策略
编组策略
责任制策略
社交技能策略
调整焦虑策略
小组活动应注意的问题培养社会责任感与忧患意识民族使命感
爱国精神
国际意识
科技意识
竞争意识
环保意识
可持续发展意识
健康意识教材的实施建议通览全书，明确教学内容
充分利用教学资源，灵活使用教材
深入研究新课标、新教材，不断探索行之有效的教学方法
师师合作，互通互补
不仅要为“教”而设计，还要为“学”而设计
总结反思
如何使用教材？新课标对教材的使用提出了如下建议：“教师要善于结合实际的需要，灵活地和有创造性地使用教材，对教材内容、编排顺序和教学方法等方面进行适当的取舍或调整。”
对教材的内容进行适当的补充和删减
替换教学内容和活动
扩展教学内容或活动步骤
调整教学顺序
调整教学方法
总结教材的使用情况课时的安排与重组实例1 广州增城中学 王德强课时的安排与重组实例2 山东肥城泰西中学 汪花 Module 1 Unit 4 Earthquakes
PeriodⅠ: Vocabulary
PeriodⅡ:Reading
PeriodⅢ:Learning about language and structures (Grammar)
PeriodⅣ:Using language (reading, listening and writing)
PeriodⅤ:Listening , Speaking & Writing task
PeriodⅥ: Summing up 课时的安排与重组实例3 广州市五中 陈艳华Module 1 Unit 1 Friendship
Period 1:Words; Warming-up; Talking 听说活动课
Period 2:Reading (P2) 精读课
Period 3: Listening; Listening Task; Discover-ing useful structures 听力，语法及写作
Period 4:Using Language；Reading Task 综合活动课
Period 5:Language points in Unit One 语言学习和拓展
Period 6:Writing and Summary 综合活动课替换法 必修② P11 Comprehending Ex 144GreekSummer WintermoreworldwomenEvery county is possibleolive wrath
Thank you!
人民教育出版社 肖菲
Email: xiaof@pep.com.cn
Phone: 010-82025890
以下任意选修教材将于明年送审：《英语文学欣赏》《英语语法》《英语辩论》《计算机英语》。
模块5－8主题内容分布情况模块5－8语法分布情况Book 5: 过去分词；倒装；省略
Book 6: 虚拟语气；代词it的用法；复习动词 -ing 形式
Book 7: 复习动词的不定式；复习被动语态； 复习定语从句（非限制性与限制性）
Book 8: 复习名词性从句；复习同位语；复习 过去分词；复习时态模块5－8功能项目分布情况模块5－8的写作内容分布情况模块5－8的特点根据课程标准中八级的要求目标进行设计和编排，基本结构与前四个模块相似，更注重能力与素质的培养：
自主学习的能力
与人沟通和交流的能力
科学思维、分析和创新能力
跨文化理解和跨文化交际能力文学素养
团队协作意识
社会责任感与忧患意识培养自主学习的能力学习方式分为接受式学习和发现式学习 两种。现代学习方式是以弘扬人的主体性为宗旨，以促进人的可持续发展为目的。
激发学生学习兴趣，帮助学生形成学习 动机，创设最佳的学习状态。
注重知识的归纳与总结
帮助学生形成有效的学习策略
Report of a House Break-in at 26 Mount Pleasant Road, Cambridge
When I entered the house I found the telephone ______________, the windows ________________ and the door ________________.I was overcome by the smell. I had to get the kitchen __________________, the cooker _________________ and the floor _________________ before I could look into the problem. Mrs Smith had had the house ________________ and ______________ a few months ago so it should have been safe. Nobody should have been able to enter without permission.
…
Signed: Police Constable Stephen Briggs.
Date: 21/6/200_ Book 5 Unit 2 P51
2 You are a policeman writing a report about a house that has been broken into. Use the past participle as object complement to describe what you found.steal disconnect wash repair mend check
open lock examine clean break insure(保险)Book 6 Unit 5 P37
5 In pairs make a dialogue using the –ing form as the adverbial. One of you is a policeman asking questions and the other is the witness answering them.
POLICEMAN: What did you do when you got to the party?
WITNESS: __________1__________, I found everybody was there and the dancing was just beginning. ________2___________, I saw some of my friends chatting at a table. So I went over to join them.
POLICEMAN: When did you last see the hostess?
WITNESS: __________3__________, I got a headache and the hostess led me to a room upstairs to have a rest. It was about 10 pm.
POLICEMAN: ?What happened next?
WITNESS: _________4__________, I felt much better and went to wash my face. __________5______________, I ran downstairs and saw the hostess lying on the floor, surrounded by all the guests. Using words and expressions (Book 5 Unit 1 P43)
3 Here is a list of prefixes which are useful in helping you learn new words. Think of some examples for each prefix and try to write as many as you can. Remember not all words that begin with these letters contain a prefix (eg important)4 Look at the dictionary entry for the verb suggest, and match the meanings with the sentences in the right brackets. suggest /?? ?????? / v [T] 1 to tell someone your ideas about what they should do: suggest sth I suggest Baideihe as a good place for your holiday. suggest doing sth Maggie suggested going to the museum tomorrow. suggest (that) … Chris suggested that we try the shop on Green Road. suggest how/where etc. Can you suggest where I can find a chemist’s? 2 to tell someone about a suitable person for a job: suggest sb for Did you suggest he is the best man for the job? 3 to state sth indirectly: Did he suggest that she was not telling the truth? 4 to make sb have a new idea: suggest sth to sb What did you suggest to the headmaster? ( ) I suggest you read this article before you take that medicine.
( ) What do his last words suggest to you?
( ) The tour guide suggested a one-day tour of Hong Kong.
( ) The painter suggested painting houses in his hometown with a series of blobs（小圆点）.
( ) Statistics suggest that SARS may be over now.
( ) Could you suggest where I can park the car?
( ) He suggested to the young parents a girl he knew for the babysitter.
( ) Zhao Qing suggested that we should run to the top of the hill. Book 5 Unit 1 P4
3 In English verbs like make are very active and useful. Apart from the construction mentioned above, you have also learned the following phrases. Can you give an example using each of them?
make a face make friends make money
make one’s way to make phone calls make sure make up one’s mind make the bed make room forBook 5 Unit 2 P12
Discovering useful words and expressions
2 All of the words below can take the place of said. But they can be used under different conditions and in different situations.
1 “Shall we leave now?” he _________ to us and we left the room very quietly.
2 “Is she tall and thin with black hair and wearing a red dress?” he _______ the police.
3 “How pleased I am to see you well today and looking so happy,” ________ her father.
…
whisper smile ask reply call laugh advise answer
cry beg suggest decide shout agree scream complainBook 5 Unit 5 P70
Using words and expressions
2 Each pair of words below has a different stress. The boldfaced syllable shows you where the stress is. Say the words aloud so you can hear the difference. Find out the meaning of each word. Then write a sentence for each of them.Noun present record desert combine permit
Verb present record desert combine permit培养与人沟通和交流的能力通过听的训练，能够识别不同语气所表达的不同情感；听懂有关熟悉话题的讨论和谈话并记住要点
通过说的训练，能在人际交往中有效地使用语言进行表达（如打电话的用语，信息差任务，小组活动）
培养科学思维、分析与创新能力培养科学态度和科学道德
提高发现问题、分析问题和解决问题的能力
亲自参与研究探索的积极体验
创设情景，进行想象力的训练培养跨文化理解和跨文化交际能力文化的内涵
根据外语教学中的文化背景和语言功能的特点，文化可分为知识文化和交际文化
根据教材和文化的关系，教材中的文化可以分为母语文化、目标语文化和其他国家的文化
外国文化知识的积累
跨文化意识的培养
文化意识目标（八级）英语语言与英语国家文化的关系
隐含在语言中的对他国文化的态度
对英语和英语国家的人民及其文化传统的认识
英语国家最突出的特色
主要英语国家重要历史文化现象的渊源
英语国家文化在日常生活和人们价值观中的体现Guy Fawkes Day培养文学素养了解简单的诗歌种类、节奏和韵律
欣赏浅显的英语文学作品 培养团队协作意识合作学习
合作学习的组织策略
积极的互赖策略
编组策略
责任制策略
社交技能策略
调整焦虑策略
小组活动应注意的问题培养社会责任感与忧患意识民族使命感
爱国精神
国际意识
科技意识
竞争意识
环保意识
可持续发展意识
健康意识教材的实施建议通览全书，明确教学内容
充分利用教学资源，灵活使用教材
深入研究新课标、新教材，不断探索行之有效的教学方法
师师合作，互通互补
不仅要为“教”而设计，还要为“学”而设计
总结反思
如何使用教材？新课标对教材的使用提出了如下建议：“教师要善于结合实际的需要，灵活地和有创造性地使用教材，对教材内容、编排顺序和教学方法等方面进行适当的取舍或调整。”
对教材的内容进行适当的补充和删减
替换教学内容和活动
扩展教学内容或活动步骤
调整教学顺序
调整教学方法
总结教材的使用情况课时的安排与重组实例1 广州增城中学 王德强课时的安排与重组实例2 山东肥城泰西中学 汪花 Module 1 Unit 4 Earthquakes
PeriodⅠ: Vocabulary
PeriodⅡ:Reading
PeriodⅢ:Learning about language and structures (Grammar)
PeriodⅣ:Using language (reading, listening and writing)
PeriodⅤ:Listening , Speaking & Writing task
PeriodⅥ: Summing up 课时的安排与重组实例3 广州市五中 陈艳华Module 1 Unit 1 Friendship
Period 1:Words; Warming-up; Talking 听说活动课
Period 2:Reading (P2) 精读课
Period 3: Listening; Listening Task; Discover-ing useful structures 听力，语法及写作
Period 4:Using Language；Reading Task 综合活动课
Period 5:Language points in Unit One 语言学习和拓展
Period 6:Writing and Summary 综合活动课替换法 必修② P11 Comprehending Ex 144GreekSummer WintermoreworldwomenEvery county is possibleolive wrath
Thank you!
人民教育出版社 肖菲
Email: xiaof@pep.com.cn
Phone: 010-82025890
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