高三英语教学现状分析与思考

课件19张PPT。基于高三调研的思考：

后阶段我们应着力改变和关注些什么？
—高三英语教学的现状及几点思考
绍兴市教育教学研究院 戴军熔一、高三复习课教学现状分析存在问题：
1、缺乏紧迫感，缺乏目标意识，高三教学存在“脚踩西瓜皮”、“混日子”的现象。
——不备课，教学活动安排不合理。复习课堂无知识的梳理，无语言的运用，无能力的训练，无策略的指导，学生学习无收获；
——教学无目标，或者只有大目标，但无具体的、可操作性的月计划、周计划，一个阶段中，有多少天，有几节课，每一节课复习什么不清楚，导致第几周、第几节课究竟要做什么不清楚；
——每天讲练习，以单纯地讲完某一份练习或试卷为目标，不以“学生会什么、能什么，还需要什么”为目标；
——备课不够充分，以练习解答代替教案，课堂无重点，缺乏对重点和难点问题进行突破性、启发性预设。一、高三复习课教学现状分析存在问题：
2、盲目布置作业，缺乏错误分析、学生需求分析。
——练习选择无筛选、无整合，习题缺乏典型性、经典性、针对性，前后出现大量不必要的重复；
——作业布置无规划，无一定提前量，导致学生作业完不成（或者出现“假做”现象），也导致教师批改跟不上；
——单项基础部分讲解不分重点，平均施力，就题论题，“蜻蜓点水”、“走马观花”, 难点重点问题没有拓展、没有策略、没有深化、没有相关知识点的后续（follow-up exercises)巩固性、强化性练习，教学中存在大量水沟现象，导致难点问题理解不透彻、不深入。语法复习和语言练习讲评质量不高。
一、高三复习课教学现状分析存在问题：
3、复习教学理念滞后，学生无自主思考、实践、运用和体验的空间。
——教师满堂灌，“语法-翻译”一成不变、教师讲解一灌到底、不提问一个学生、不留一个思考余地等等无效的做法；以讲代学、以教代练；
——纯单词听写，孤立的词汇记忆，毫无语境或语篇支持撑的词汇复习方式；
——英语课堂，汉语“天下”。没有以词汇解释词汇，以词汇带动相关词汇的辨析、比较、拓展和联系，大大窄化了词汇输入和习得的途径与空间；
——大量地进行毫无语境体验的、贴标签式的语法教学，课堂使用大量的语法概念、语法术语来进行抽象、枯燥的语法教学。语法练习形式单调、机械；
——普遍性的演绎式教学策略(语法规则罗列—练习堆积)。缺乏关注语言教学的“发现、体验、实践、探究”的特点，缺乏关注学生在练习中的自我思考和感悟、自我发现与归纳，未能使学生在思维中学(Learning with thoughts),在做中学(Learning while doing),在完成各种语言任务的体验和实践中习得语言知识；
4、语句材料、语篇材料利用率不高，没有很好地对一些佳题、佳篇进行“一题多用、一文多用、一文多能”式的立体开发。
——分析单选题时仅仅局限于点到为止，对一些好题、经典题缺乏深度拓展、纵横联系；
——分析阅读、完形时仅仅局限于“读一句、译一句”的传统形式；或者，仅仅停留在对答案式的分析；忽视在此基础上进行语言层面/理解层面的多层次分析(语篇结构、语言表达的分析)，如：语篇段落间的关系、深层推理性问题、有哪些好的语言表达等，忽视对语篇进行综合利用，在读的基础上进行写作、开放式完形或短文改错等其它题型的再开发。
一、高三复习课教学现状分析一、高三复习课教学现状分析5、缺乏策略意识，指导意识，反馈意识。 ——策略意识训练不够，复习教学仅定位在“做练习”这一层面上。比如：语篇阅读理解分析，只停留在“对答案—翻译句子意思”的层面上，未能引起学生如何运用一定的阅读策略去答题的这种意识的关注；写作过程，只停留在“布置—批改—提供正确表达或范文”的层面，缺乏有效讲评、有效写作策略的指导；——缺调整教学。教学无反馈，无针对问题的调查与访谈，考试后无进度和教学方法与策略的及时调整与跟进；——缺指导学生。无鼓励性谈话，或对学生的指导很少就实质性问题的解决以及解决的先后顺序给予对策及指导）二、基于现状的思考1、确立高三教学的正确理念
讲得多并不等于学得多，会得多，收获多
（语言运用、思考空间、策略训练）
课堂学习必须体现对学生学的关注
（以讲代学、以练代教----以学论教、以错定教）二、基于现状的思考2、明确高考究竟考什么实际要求
词汇量（2500）
阅读量（书、报、杂志、网络—文字材料、公告、说明、广告）
[生词量不超3%]
①理解主旨和要义；②理解文中具体信息；③根据上下文推断生词意义；④作出判断和推理；⑤理解文章的基本结构；⑥理解作者的意图、观点和态度
语音敏感性
语言准确性
思维逻辑性
心理素质
学习习惯
个人生活体验
关注新增词汇，其中新增词汇都为高级词汇
关注语篇阅读量，加强对长语篇阅读的训练书面表达中的单词拼写—书面表达中：套路式写作、上下文观点的不一致性、文章内容没有自己的思想
—完形的上下文推理
—阅读理解的推断分析、阅读表达（自选05、06题）
抗挫折能力：高考是在同一层面上让学生间互拼心理素质。比如：如何训练学生阅读心理素质中“遇生词不慌”的能力？如何训练学生一见长语篇不慌的能力？细心与粗心的问题、时间调控与把握、答题规范性与答题的策略、顺序
关注体验、关注现实二、基于现状的思考3、研究《考试说明》，关注变化（稳中有变），牢牢把握高考命题“立足语境,重视基础,讲究策略，贴近生活、体现人文”的基本点
—高考命题将始终立足语境、强化语用，体现“用英语做事”的课程理念。把语言考查放在实际语境中，比如：单项选择、完型填空、短文改错、语篇填空等题型，都要求在特定的微型语境中灵活运用语法、词汇和语用知识来完成特定任务，从而考查其正确运用语境进行理解和交际的能力；
其次，注重基础知识（样卷），保证知识覆盖面，试题对知识面的考查进扣考纲。考点内容涵盖《考试说明》中所列12个语法大项，对词汇量要求也将体现一定要求。在语篇阅读方面，试题也将从不同领域考查考生的文化基础知识，从而体现对语言综合运用能力的考查；
第三，在各部分题型中，须根据上下文来仔细分析、推理和判断的题目都会占一定的比例，这就要求考生必须在解题中运用多种解题策略。
综上所述，高三英语必须要避免低层次的重复练习。而是在教学中始终紧紧把握住“语境”、“语篇”、“词汇”、“技能”、“策略”、“文化”、“情感态度”等多个关键词和核心概念，并将其自觉地体现在复习课的备课过程中，在教学练习的选择与创设、在教学活动的设计与安排中自觉融入对上述不同层面的多元目标的关注。4、抓重点
抓重点临界争取学生，加强与学生的交流。对英语弱科生实行三补：
—补干劲；
—补方法；
—补知识；
抓重点问题、常考项目、难点问题和易错问题，避免不分重点的机械重复。做到每周有重点专题，每天有重点训练，每堂有重点突破。
二、基于现状的思考5、抓练习作业：
抓作业精选关，确保练习质量，避免低效重复，给学生一定的自主安排空间；
强化批改和抽改。抓错误分析，针对错误备课、针对错误讲解，针对错误一纠到底，避免同一问题或类似问题的重复出错。确定哪些不必讲或少讲，哪些该重点讲，哪些内容该拓展延伸，哪些问题需要有补偿性或后续性练习，某一难点问题该怎么讲可以使学生更容易理解和掌握；
练习分析：讲究教学策略，最大限度地提高英语练习分析的课堂教学效率
—难点问题深入讲。有的放矢，因疑而释。难点要预设，站在学生视角，降低语法讲解难度，给学生搭建脚手架(Learning scaffolding)，帮助学生理解问题；
—同质/同类问题集中讲。针对试卷不同特点，重组试题内容，整合相关问题、同类问题，使问题分析更具系统性、层次性，以此达到难点知识在认知过程中的内化、迁移与巩固，促进学生对语言知识的掌握；
—重点问题拓展讲。每一份试题能重点突出4-5个语法重点，围绕这些基本点进行纵向、横线的知识系统化、网络化的梳理
练习形式多样化：如：单项填空、短语翻译、句子翻译、根据所给语句/提示补全信息、句型转化、造句、单词拼写、语法填空（开放型完形填空）、语境对比（对比性练习/问题变式）、句子改错、难词难句释意解释等多种形式进行语言练习；
行为跟进：难点问题、补充问题的分析必须配以补偿性或后续性练习、典例及语境。
二、基于现状的思考6、研究词汇/句法/语法的有效复习
——有意义的词汇复习方式
——有语境的词汇复习方式
——有思维的词汇复习方式
——有拓展的词汇复习方式
——以学为主体的词汇复习方式词汇教学的语境化
词汇运用的语篇化
词汇记忆的语境化
词汇听写的综合化
语境中猜词
语境中填词
语境中拓展词汇
语境中联系词汇
用新学词汇编文
用高级词汇改句词不离句
词不离义
词不离段
词不离篇—以话题为线索听写词/词组—句—段—篇；
—以练习为线索听写练习题目或练习语篇中的词/词组—句—段—篇
二、基于现状的思考7、正确认识读写教学的核心地位，加强读写教学的研究
“得阅读者得天下”：将读写训练作为后阶段高三复习教学的核心内容，确立“以语篇促阅读，以语篇促写作，以语篇促语言知识复习。以语篇为载体综合读、写与语言知识教学”这一指导思想；
改变“读一句、译一句、讲一题”的模式，增强语篇、语段意识，立体开发语篇；
以任务驱动阅读过程，读写结合；
（根据现行高考题型自行编制任务型阅读）
—文脉梳理（图表类）
—主题、细节把握（信息匹配）
—语法+阅读（语法填空、语篇填空、短文改错）
—阅读+表达（回答问题、阅读写作）
重视拓展，一文多能、一文多用，提高语篇利用率；
（“理解”不是阅读活动的终点，而是进行后续“表达”的起点）
关注语篇新题型的训练（短文改错、自选综合）
渗透策略训练，提高策略意识
二、基于现状的思考增强语篇、语段意识，立体开发语篇；[完形、阅读]宏观层面：
不同文体特点及主题的把握；
中观层面：
语篇结构的分析；（语义图的建构）
语篇写作意图的分析；
各种语篇衔接、连贯手段的分析。
微观层面：
词语意义、句子意义的理解与表达；（阅读表达）
事实细节的寻读；
基于主题的深层问题、评价问题的思考与表达；（阅读表达）
语境中部分核心词汇（词组）、句式、语法的适度联系、拓展与训练
8、加强备课组团队合作，组织好以下4方面专题复习（编题、选题），把综合训练与专题复习相结合。话题专题：以话题为线索，把1-3册教材中的话题模块进行重组，以实现话题相关语言、话题核心词汇、话题相关功能与结构、话题相关体裁的聚合。比如：语言模块（英语变化/体态语/外语学习）、旅游休闲娱乐模块、难忘经历探险模块、体育运动模块、健康饮食医疗急救模块、生态环保灾害模块、地理历史传统习俗模块、媒体广告模块、科学技术发明模块、人物传记模块（科学家）、文物与考古模块等等。比如：以人物传记类文章为例
词汇及表达聚合：birth/be born in (on)/family/marry/get married/hobby/interest/be interested in/show interest in/love/education/be educated/receive education/graduation/graduate from/receive a degree/work hard/struggle for/struggle against/fight/develop a powerful optimism (interest, etc.)/work as/ success/make success/succeed in/be successful in/successfully/fail to do/honor/be honored/be well-known for (as)/be rewarded/achieve one’s goal/realize one’s dream/come true/make achievement in/contribute to/make contributions to
话题功能及体裁聚合：人物传记类记叙文、求职信或推荐信等二、基于现状的思考语法专题：围绕《考试说明》12大项语法逐一过关。其间应特别关注：
--动词，包括动词固定搭配或固定用法、动词短语、动词词义辨析、动词在不同时态或语态下的特殊变化形式，与动词相关的语法项目内容（如：情态动词、非谓语动词、倒装句中的动词语序）、写作时动词的正确运用等应重点突破；
--词汇用法及意义辨析（名词、动词、形容词、副词等）； --复合句分析（状语从句、名词性从句、定语从句、强调句、倒装句等）
写作训练专题：加强写作策略的指导，如写作结构训练（避免套路式作文）、审题训练、词数的控制、句间的连贯性、运用丰富的词汇（高级词汇慎用）和句式结构以及书写清晰性等。
建议备课组一人出一个写作题 ，加强不同体裁、话题的书面表达训练。
策略训练专题：对各题型答题策略、答题要点进行整理、归纳。针对不同策略进行分类训练。
如：单选题训练可采用语境补充法、语法分析法（照应指代、省略时间关联、）、结构透视法、结构还原法、逻辑推理法、逻辑排除法等多种策略；
如：阅读理解则可采用跳读法、寻读法、猜词法、正选法、排除法、定位法、概括法（找主题句、找高频词）、推理法（对比、因果、转折、同义近义、平行结构）、列表法（分析语篇结构）、语义解释法（同义词、定语从句、标点符号、构词法分析）等策略。为此，在训练阅读理解时也可将策略运用相同类的问题或文章放在一起进行分析；
如：完形则可采用研读首尾抓主题、上下联系寻信息（各种逻辑联系语、平行结构、从句引导词、非谓语动词、插入语结构、独立主格结构、倒装结构、强调句型、主从复合句、情态动词、虚拟语气、动词的基本句型） 、左顾右盼找搭配、语境分析辨词义（各种词性的单词及动词短语）、词汇复现寻信息（原词复现、同义词/近义词/反义词/同源词复现等策略）。
8、重视答题规范，适当安排强化训练和模拟训练，积累考试经验
网上阅卷对考生答题的规范性提出了更高的要求，因此，在练习写作部分的短文改错和书面表达中尤其要注意答题的规范性和书写的清晰性。
另外，每周要有针对性地安排考卷各题型的加强性训练，促进学生的能力转化。通过适当安排强化训练，也可使学生在有限的时间内[《考试说明》P60，试卷结构—时间（分钟）]从容地去完成各专项题型的答题，从而全面提高学生的语言运用能力和考前解题的适应能力。
二、基于现状的思考Chapter 1 开课内容原稿
Things I wish I’d known when I was younger
Most people learn over time, but often learning comes too late to be fully useful. There are certainly many things that I know now that would have been extremely useful to me earlier in my life; things that could have saved me from many of the mistakes and hurts I suffered over the years—and most of those that I inflicted on others too.
I don’t buy the romantic notion that my life has been somehow richer or more interesting because of all the times I screwed up; nor that the mistakes were “put” there to help me learn. I made them myself—through ignorance, fear, and a dumb wish to have everyone like me—and life and work would have been less stressful and more enjoyable (and certainly more successful) without them. So here are some of the things I wish I had learned long ago. I hope they may help a few of you avoid the mistakes that I made back then.Most of it doesn’t matter. So much of what I got excited about, anxious about, or wasted my time and energy on, turned out not to matter. There are only a few things that truly count for a happy life. I wish I had known to concentrate on those and ignore the rest.
The greatest source of misery and hatred in this world is clinging to past hurts. Look at all the terrorists and militant groups that hark back to some event long gone, or base their justification for killing on claims of some supposed historical right to a bit of land, or redress for a wrong done hundreds of years ago.
Waiting to do something until you can be sure of doing it exactly right means waiting for ever. One of the greatest advantages anyone can have is the willingness to make a fool of themselves publicly and often. There’s no better way to learn and develop. Heck, it’s fun too.
Following the latest fashion, in work or in life, is spiritual and intellectual suicide. You can be a cheap imitation of the ideal of the moment; or you can be a unique individual. The choice is yours. Religion isn’t the opiate of the masses, fashion is.
If people complain that you’re too fond of going your own way and aren’t fitting in, you must be on the right track. Who wants to live life as a herd animal? The guys in power don’t want you to fit in for your own sake; they want you to stop causing them problems and follow their orders. You can’t have the freedom to be yourself and meekly fit in at the same time.
If you make your work your life, you’re making your life into hard work. Like most people, I confused myself by looking at people like artists and musicians whose life’s “work” fills their time. That isn’t work. It’s who they are. Unless you have some overwhelming passion that also happens to allow you to earn a living doing it, always remember that work should be a means to an end: living an enjoyable life. Spend as little time on the means as possible consistent with achieving the end. Only idiots live to work.
The quickest and simplest way to wreck any relationship is to listen to gossip. The worst way to spend your time is spreading more. People who spread gossip are the plague-carriers of our day. Cockroaches are clean, kindly creatures in comparison.
Trying to please other people is largely a futile activity. Everyone will be mad at you sometime. Most of the people you deal with will dislike, disparage, belittle, or ignore what you say or do most of the time. Besides, you can never really know what others do want, so a good deal of whatever you do in that regard will go to waste. Be comforted. Those who love you will probably love you regardless, and they are the ones whose opinions are worth caring about. The rest aren’t worth five minutes of thought between them.
Every winner is destined to be a loser in due course. It’s great to be up on the winner’s podium. Just don’t imagine you can stay there for ever. Worst of all is being determined to do so, by any means available.
You can rarely, if ever, please, placate, change, or mollify an asshole. The best thing you can do is stay away from every one you encounter. Being an asshole is a contagious disease. The more time you spend around one, the more likely you are to catch it and become one too.
Everything takes twice as long as you plan for and produces results about half as good as you hoped. There’s no reason to be downhearted about this. Just allow for it and move on.
People are oddly consistent. Liars usually tell lies. Cheaters cheat whenever it suits them. A person who confides in you has usually confided in several others first—but not got the response they wanted. A loyal friend will stay loyal under enormous amounts of thoughtless abuse.
However hard you try, you can’t avoid being yourself. Who else could you be? You can act and pretend, but the person acting and pretending is still you. And if you won’t accept yourself—and do the best you can with what you have—who then has any obligation to accept you?
When it comes to blatant lies, there are none more egregious than budget figures. Time spent agonizing over them is time wasted. Even if (miracle of miracles!) yours are honest and accurate, no one else will have been so foolish.
The loudest noise in the world is the sound of people whining. Don’t add to it.
Adrian Savage is a writer, an Englishman, and a retired business executive, in that order, who now lives in Tucson, Arizona. You can read his other articles at Slow Leadership, the site for everyone who wants to build a civilized place to work and bring back the taste, zest and satisfaction to leadership and life. Recent articles there on similar topics include Chickens, eggs, and happiness and Why perfection isn’t a viable goal. His latest book, Slow Leadership: Civilizing the Organization, is now available at all good bookstores.
Chapter 2 开课内容改编稿（For Ss）
Reading for fun!
Things I wish I’d known when I was younger
1. Can remember the following words and phrases (by pronunciation and spelling):
extremely adv. = to a very high degree somehow adv. = in some way
ignore vt. = to pay no attention to … ignorance n.
stressful adj. causing a lot of anxiety matter v. = to be important
available adj. = sth that you can get
comforted adj. = made comfortable or more comfortable in a time of distress
regardless adv. = paying no attention, even if there are difficulties
worth adj. = having a specified value over time = as time goes by
save sb from… avoid the mistakes
get excited about… get anxious about…
waste one’s time and energy on…
turn out = prove to be … in the result or end
concentrate on … = focus one’s attention on …
worst of all
be determined to do = make up one’s mind to do
by any means = in any way necessary of no use = useless
be mad at … = be angry at …
deal with sb = to take appropriate action in a particular situation or according to who you’re talking to, ect.

2. Can refer to the dictionary to understand the following words and phrases in English:
podium herd
obligation in that regard
in power fit in
for one’s own sake count for
in due course
3. Can understand and use the following structure in different situations:
There are certainly many things that I know now that would have been extremely useful to me earlier in my life; things that could have saved me from many of the mistakes I suffered over the years.
So here are some of the things I wish I had learned long ago.

Things I wish I’d known when I was younger
Most people learn over time, but often learning comes too late to be fully useful. There are certainly many things that I know now that would have been extremely useful to me earlier in my life; things that could have saved me from many of the mistakes I suffered over the years.
I don’t believe the romantic notion that my life has been somehow richer or more interesting because of all the times I failed; nor that the mistakes were “put” there to help me learn. I made them myself—through ignorance, fear, and a stupid wish to have everyone like me. Without them, life and work would have been less stressful and more enjoyable (and certainly more successful). So here are some of the things I wish I had learned long ago. I hope they may help a few of you avoid the mistakes that I made back then.
So much of what I got excited about, anxious about, or wasted my time and energy on, turned out not to matter. There are only a few things that truly count for a happy life. I wish I had known to concentrate on those and ignore the rest.
It’s great to be up on the winner’s podium. Just don’t imagine you can stay there for ever. Worst of all is being determined to do so, by any means available.
Everyone will be mad at you sometime. Most of the people you deal with will dislike, belittle, or ignore what you say or do most of the time. Besides, you can never really know what others do want, so a good deal of whatever you do in that regard will go to waste. Be comforted. Those who love you will probably love you regardless, and they are the ones whose opinions are worth caring about. The rest aren’t worth five minutes of thought between them.
Who wants to live life as a herd animal? The guys in power don’t want you to fit in for your own sake; they want you to stop causing them problems and follow their orders. You can’t have the freedom to be yourself and fit in at the same time.
Who else could you be? You can act and pretend, but the person acting and pretending is still you. If you won’t accept yourself and do the best you can with what you have, who then has any obligation to accept you?
Things I wish I’d known when I was younger
Most people learn over time, but often learning comes too late to be fully useful. There are certainly many things that I know now that would have been extremely useful to me earlier in my life; things that could have saved me from many of the mistakes I suffered over the years.
I don’t believe the romantic notion that my life has been somehow richer or more interesting because of all the times I failed; nor that the mistakes were “put” there to help me learn. I made them myself—through ignorance, fear, and a stupid wish to have everyone like me. Without them, life and work would have been less stressful and more enjoyable (and certainly more successful). So here are some of the things I wish I had learned long ago. I hope they may help a few of you avoid the mistakes that I made back then.
Most of it doesn’t matter. So much of what I got excited about, anxious about, or wasted my time and energy on, turned out not to matter. There are only a few things that truly count for a happy life. I wish I had known to concentrate on those and ignore the rest.
Every winner may become a loser in due course. It’s great to be up on the winner’s podium. Just don’t imagine you can stay there for ever. Worst of all is being determined to do so, by any means available.
Trying to please other people is largely an activity of no use. Everyone will be mad at you sometime. Most of the people you deal with will dislike, belittle, or ignore what you say or do most of the time. Besides, you can never really know what others do want, so a good deal of whatever you do in that regard will go to waste. Be comforted. Those who love you will probably love you regardless, and they are the ones whose opinions are worth caring about. The rest aren’t worth five minutes of thought between them.
If people complain that you’re too fond of going your own way and aren’t fitting in, you are making the right decision. Who wants to live life as a herd animal? The guys in power don’t want you to fit in for your own sake; they want you to stop causing them problems and follow their orders. You can’t have the freedom to be yourself and fit in at the same time.
However hard you try, you can’t avoid being yourself. Who else could you be? You can act and pretend, but the person acting and pretending is still you. If you won’t accept yourself and do the best you can with what you have, who then has any obligation to accept you?
(Ex. V marked with a ★ is optional.)
I. Read the passage several times until you read it fluently.
II. Pick out and recite 5-8 beautiful sentences in the passage.
III. Fill in the blanks according to the passage.
Life is not always easy for us. Everyone may fail or make a mistake from time to time, even a . Looking back on the past, most of what I got excited about, , or wasted my time and energy on, not to matter. I wish I’d known to those that truly a happy life and the rest.
After all, what really matters is to .
If people complain that you’re too fond of going your own way and aren’t , you are making the right decision. You know, any attempt to please other people is mainly a
activity. So just stop doing such silly thing! And never act and !
All in all, what is also really important is to .
IV. Write down your opinion on the author’s blog. ( www.slowleadership.org/blog/) Try to use the following words and phrases from the passage.








★V. The passage is an adaptation. Read more points from the author and try to understand them by replacing some unknown words and phrases.
The greatest source of misery and hatred in this world is clinging to past hurts. Look at all the terrorists and militant groups that hark back to some event long gone, or base their justification for killing on claims of some supposed historical right to a bit of land, or redress for a wrong done hundreds of years ago.
Following the latest fashion, in work or in life, is spiritual and intellectual suicide. You can be a cheap imitation of the ideal of the moment; or you can be a unique individual. The choice is yours. Religion isn’t the opiate of the masses, fashion is.
If you make your work your life, you’re making your life into hard work. Like most people, I confused myself by looking at people like artists and musicians whose life’s “work” fills their time. That isn’t work. It’s who they are. Unless you have some overwhelming passion that also happens to allow you to earn a living doing it, always remember that work should be a means to an end: living an enjoyable life. Spend as little time on the means as possible consistent with achieving the end. Only idiots live to work.
You can rarely, if ever, please, placate, change, or mollify an asshole. The best thing you can do is stay away from every one you encounter. Being an asshole is a contagious disease. The more time you spend around one, the more likely you are to catch it and become one too.
People are oddly consistent. Liars usually tell lies. Cheaters cheat whenever it suits them. A person who confides in you has usually confided in several others first—but not got the response they wanted. A loyal friend will stay loyal under enormous amounts of thoughtless abuse.
After learning the passage, go through the following checklist and tick out what you are able to do.
ITEMS
What am I able to do?
TOPICS
□ Able to understand Adrian Savage’s ideas by reading
□ Able to share with others my understanding of Adrian Savage’s ideas by talking and writing
STRATEGIES
□ Able to identify specific information about the author’s opinion by reading
□ Able to understand and process information related to the topic
□ Able to understand the unknown words in the context
GRAMMAR
□ Able to understand and use some expressions of Subjunctive Mood
VOCABULARY
□extremely □notion □somehow □ignore □ignorance □stressful
□matter □available □belittle □comforted □regardless □worth □herd □obligation □over time □save sb from…□avoid the mistakes
□get excited about □get anxious about □waste one’s time and energy on…□turn out □count for □concentrate on □in due course □worst of all
□be determined to do □by any means available □of no use □be mad at …□deal with sb □in that regard □in power □fit in
Chapter 3 Teaching Plan
3.1 材料改编说明
What
How
Why
改编材料
把原材料最后的作者简介放到了教学材料的最前面
方便学生在预习的时候了解一些文章的背景
设计了“预习目标卡”
根据学生的实际情况，明确学生的预习任务和单元学习目标，激发学生主动学习和评价自己的学习。
“预习目标卡”中要求学生查字典并注明一些词汇的英文含义，意在训练学生Think in English。另外，一些词组由学生熟悉的单词构成，但学生却不了解词组的意思，通过查字典让学生了解“旧词新意”的重要性，这也恰恰是高考所关注的。
设计了选择小标题的预习任务
本文的文章结构刚好适合小标题6选5的高考人物性阅读模式，目的是训练学生这方面的阅读技巧，也可以鼓励学生预习课文
保留原文的第1和2自然段，只对3个地方进行了删除或替换的处理（①删除了that I inflicted on others too ②用believe替换了buy ③用failed替换了screwed up）
完整地保留文章的基本框架结构，但也考虑到一些语言的难度问题
从原文的15点中挑选出5点并个别调整排列顺序
根据两个线索选取相关材料
设计作业
I. Read the passage several times until you read it fluently.
II. Pick out and recite 5-8 beautiful sentences in the passage.
III. Fill in the blanks according to the passage.
IV. Write down your opinion on the author’s blog.
www.slowleadership.org/blog/
Try to use the following words and phrases from the passage.
★V. The passage is an adaptation. Read more points from the author and try to understand them by replacing some unknown words and phrases.(Optional)
适当安排文章朗读、句子背诵、词汇巩固和观点写作的作业，巩固课堂的学、学习效果。另外，把删除的部分中挑选了5条，方便有能力的学生扩展阅读面。
设计自我评价
Checklist
可以促进师生互动,并为学生的自主学习及发展提供了广阔的空间
总的来说，以上材料改编的原则和方向是基于本课教学目标之上的，是为实现教学目标服务的。
3.2 教学目标 (Teaching aims)
根据高二年级学生的实际，并结合材料的改编情况，将本教学材料的教学目标分为语言知识、语言技能、情感态度和文化意识等4个方面。
Part I 语言知识（Knowledge）
1. 语音（Phonology）：
能根据语音辨别和书写本材料中不太熟悉的单词。
能就本教学材料的有关话题流畅地表达自己的观点，并做到语音准确、语调自然。
2. 词汇（Vocabulary）：
能理解、内化、运用以下单词 — extremely, notion, somehow, ignore, ignorance, stressful, matter, podium, available, belittle, comforted, regardless, worth, herd, obligation
能理解、内化、运用以下短语 — over time, save sb from…, avoid the mistakes, get excited about, get anxious about, waste one’s time and energy on…, turn out, count for, concentrate on, in due course, worst of all, be determined to do, by any means available, of no use, be mad at …, deal with sb, in that regard, fit in, a herd animal, in power, for one’s own sake
3. 语法（Grammar）：Subjunctive Mood。如：
There are certainly many things that I know now that would have been extremely useful to me earlier in my life; things that could have saved me from many of the mistakes I suffered over the years.
So here are some of the things I wish I had learned long ago.
Part II 语言技能（Skills）
读：能获取相关信息(Reading for language, Reading for information, Reading for appreciation, Reading for enriching experience)，且进行predicting, skimming, scanning, generalization等阅读微技能训练。
写：能在课堂讨论中发表自己的观点，并在课后落实到笔头,对课堂内容有一个较好的输出。
Part III 情感态度（Affect）
1. 引导学生在理解文章的基础上明白：Life is not always easy. Everyone may make mistakes from time to time. However, never be afraid of them and never give up. Keep in mind that we should think twice before making the final decision and follow others’ advice as well. What really matters is to enjoy yourself and be yourself.
2. 使学生在学习中形成一定的合作精神。
Part IV 文化意识（ Cultural awareness）
帮助学生理解中西方文化中不同的生活态度、价值观和人生观。
3.3 具体教学步骤 (Teaching procedure)
Pre-class Stage
1. (The night before the class) Give the materials to the students and assign the preview tasks to them:
Finish “Card of Previewing Targets预习目标卡”.
Read the passage through and choose the proper key sentences for the certain paragraphs: (One is extra.)
【A】However hard you try, you can’t avoid being yourself.
【B】Most of it doesn’t matter.
【C】If you make your work your life, you’re making your life into hard work.
【D】Trying to please other people is largely an activity of no use.
【E】Every winner may become a loser in due course.
【F】If people complain that you’re too fond of going your own way and aren’t fitting in, you are making the right decision.
2. (Five minutes before the class) Make the students ready for the class by making requirements:
Find your group members.
Put your name card on the desk.
Get your attention ready.
3. (Three minutes before the class) Enjoy a song “Yesterday Once More”.
While-class Stage
Focus: Reading
Teaching materials: The things I wish I’d known when I was younger
Skills: Reading for language, Reading for information, Reading for appreciation, Reading for enriching experience
概要
My instructional design is mainly based on two themes.
What
Why
How
Step 1 Warming up
Get the Ss ready for the class, and lead the topic in.
Enjoy a song before the class.
能碰到的问题
（原因及解决方法）
Problem: Maybe there is no time or not enough time.
Reason: Unpredictability.
Solution: Free talk.
Step 2 Lead-in
Make the lesson a bit more interesting.
Suppose we had a time machine that could bring yesterday back.
能碰到的问题
（原因及解决方法）
/
Step 3 Skimming
Enable the Ss to have a general idea of the passage.
Read the title, and try to predict what will be talked about in his passage.
Tip: In some way, the title can tell us the main idea of a passage.
Skim the whole article, and then answer the following questions.
Try to find the key sentence of the passage.
How many points does the author tell us?
能碰到的问题
（原因及解决方法）
Problem: The Ss can’t find the answers.
Reason: Difficulty with understanding.
Solution: Make the questions easier orally.
Step 4 Scanning
Understand the passage in details.
1. The first 2 paragraphs.
2. 5 points one by one.
能碰到的问题
（原因及解决方法）
Problem: The Ss can’t follow some points.
Reason: The Ss’ abilities of language understanding.
Solution: The teacher gives an example, or helps give the answer.
Step 5 Generalization
Train the Ss’ skills of generalizing.
1. Try to put the 5 points into 2 groups.
2. Conclude the theme for each Group.
Step 6 Discussion
Put what the Ss have learnt into practice. Inspire the Ss to think.
Adrian Savage’s passage has attracted more and more attention among the public. A lot of people have been logging in his blog and leaving their opinions.
Work in groups of 4 or 5. Make one of you the reporter. Any kind of opinion is welcomed by Adrian Savage.
能碰到的问题
（原因及解决方法）
Problem: The Ss cannot think of a wide range of ideas.
Reason: Limitation of thinking.
Solution: Inspire them.
Step 7 Assignment
Give the Ss a chance to use what they’ve learnt.
I. Read the passage several times until you read it fluently.
II. Pick out and recite 5-8 beautiful sentences in the passage.
III. Fill in the blanks according to the passage.
IV. Write down your opinion on the author’s blog. ( www.slowleadership.org/blog/) Try to use the following words and phrases from the passage.
★V. The passage is an adaptation. Read more points from the author and try to understand them by replacing some unknown words and phrases.
能碰到的问题
（原因及解决方法）
Problem: Maybe something is beyond the Ss’ ability.
Reason: Unpredictability.
Solution: Give it up or change it.
Post-class Stage
Focus: 评价与反思 (Assessment and reflection)
《英语课程标准》指出，在英语课程中，应突出学生主体，努力倡导学生的积极参与，让学生在学习过程中通过感知、体验、实践、参与和合作探究等活动方式，完成任务和实现目标。正所谓，“授之以鱼，不如授之以渔”。对教师而言，把学生培养为终身学习者，使他们成为学习的主人，才是教学真正的成功。所以，本教学设计结合教学内容及学生基础，采取评价表对学生进行过程性评价。同时，教师也要对自己的教学做出相应的评价与反思。
1. 教师教学效果的评价与反思 (Ts’)
教师教学效果的评价（Ts’ assessment）：
表一：英语课堂教学评价表：
学校
执教者
授课班级
授课时间
教学内容
评价者
评价维度
评价指标
权重
评价得分
要点记载
教学目标
目标理解
5
教学要求
5
贯彻始终
5
教学内容
内容选取
5
切入角度
5
优化组合
5
学习活动方式
教学方法
14
学习方式
14
师生关系
14
教学实效
课堂表现
7
任务完成
7
语言素养
7
教学特色
个人风格
3．5
教学创新
3．5
执教者
与评价
者交流
执教者
改进建议：
评价者
注：评价结果呈现方式：A(100-88)??? B(87-75)??? C(74-60)??? D(60以下)
表二：教师对学生课堂活动的评价：
Class:
Name:
Score:
Items:
Understandable
5 4 3 2 1
Logical
5 4 3 2 1
Creative
5 4 3 2 1
Active
5 4 3 2 1
Cooperative
5 4 3 2 1
Others
5 4 3 2 1
教师反思（Ts’ reflection）：
Have all the teaching aims been reached?
Have all the Ss learnt a lot in the lessons?
What can be improved?
…
2． 学生学习效果的评价与反思 (Ss’)
学生学习效果的评价（Ss’ assessment）：
表一：Self-assessment
After learning the passage, go through the following checklist and tick out what you are able to do.
ITEMS
What am I able to do?
TOPICS
□ Able to understand Adrian Savage’s ideas by reading
□ Able to share with others my understanding of Adrian Savage’s ideas by talking and writing
STRATEGIES
□ Able to identify specific information about the author’s opinion by reading
□ Able to understand and process information related to the topic
□ Able to understand the unknown words in the context
GRAMMAR
□ Able to understand and use some expressions of Subjunctive Mood
VOCABULARY
□extremely □notion □somehow □ignore □ignorance □stressful
□matter □available □belittle □comforted □regardless □worth □herd □obligation □over time □save sb from…□avoid the mistakes
□get excited about □get anxious about □waste one’s time and energy on…□turn out □count for □concentrate on □in due course □worst of all
□be determined to do □by any means available □of no use □be mad at …□deal with sb □in that regard □in power □fit in
表二：写作评价表（WRITING ASSESSMENT）：
我的写作评价表（MY WRITING ASSESSMENT）
评价内容
成绩（COMMENT）
能正确使用标点符号
0 5 10
能正确使用字母的大小写和拼写
0 5 10
能使用地道、准确的词汇写作
0 5 10
能巧用连词，上下文连贯
0 5 10
能运用本单元词汇、结构
0 5 10
逻辑顺序正确，条理清楚
0 5 10
书写规范、漂亮，卷面整洁
0 5 10
COMMENT：
总评：
学生反思（Ss’ reflection）：
Have all the learning aims been reached?
Have I learnt a lot in the lessons?
What can be improved?
…