高中英语 语言技能的培养 New Standard English 江西省南昌市新建县第三中学 罗劲柏

Language Skills  Input Listening Reading / Understanding  Output Speaking Writing

高中英语课程标准 听的技能目标描述  能抓住所听语段中的关键词, 理解话语之间的 逻辑关系 ;  能听懂日常的要求和指令, 并能根据指令进行 操作 ;  能听懂故事或记叙文, 理解其中主要人物和事 件以及他们之间的关系 ;  能从听力材料、简单演讲或讨论中提取信息 和观点.

Problems in learning to listen to English  Lack of control over speaker’s speed  Listener’s limited vocabulary  Problems of interpretation  Inability to concentrate  Habit of listening to each word too carefully

P. 5 Module 1 第二册 ( 必修 2) Listening And Vocabulary  The pre-listening stage  The while-listening stage  The post-listening stage

The pre-listening stage  Questions: 1. How are you today? 2. What would you do if you don’t feel well? 3. How do you feel when you are sick? 4. When you have a flu, you usually have a headache / a sore throat / a high fever.  Looking at a human body picture with the English names on each particular part.  Written preparation work on P. 5

高中英语课程标准 读的技能目标描述  能从一般文字资料中获取主要信息 ;  能利用上下文和句子结构猜测词义 ;  能根据上下文线索预测故事情节的发展 ;  能根据阅读目的使用不同的阅读策略 ;  能通过不同信息渠道查找所需信息 ;  除教材外, 课外阅读量应累计达到 18 万词以上.

P. 12 Module 2 第二册 ( 必修 2)  My name is Adam Rouse. I’m 19 years old and I used to be a drug addict. I first started using drugs when I was 15. I bought cannabis from a man in the street. I continued to buy cannabis from the same man for about six months. One day, he offered me some crack cocaine.  Cocaine is a powerful addictive drug. Some drug users inject cocaine, others smoke it. Both ways are dangerous. Users who inject the drug are also in more danger if they share needles with other users.

 drug : (a new anti-cancer drug 抗癌新药 ) Both the drug dealer and the drug addict were arrested by the police.  addict; addictive: (active; talkative) (someone who takes drugs more and more and cannot stop taking them)  power; powerful: (harmful; careful; wonderful)  cocaine; crack cocaine; cannabis: (a pure form of cocaine 强效可卡因 )  inject; needle:

高中英语课程标准 说的技能目标描述  能传递信息并就熟悉的生活话题表达看法 ;  能通过重复、举例和解释等方式澄清意思 ;  能有条理地描述个人体验和表达个人的见解 和想象 ;  能用恰当方式在特定场合中表达态度和意愿 ;  能用英语进行简单的语言实践活动, 如访谈.

 Be immersed in standard English speaking environment. (English Immersion)  Encourage students to speak English (not only in the English class).  Give every student a chance to practice each day (in each class) (clearly and in a loud voice).

P. 47 Module 5 第二册 ( 必修 2)  Discuss these questions. 1. Do you like reading and hearing interviews with film stars and other celebrities? 2. Who are more interesting to listen to or read about? (a) pop stars (b) politicians (c) film stars (d) sports stars

 Monitor the whole class.  Assist those who need help.  Encourage the quiet students to speak more or louder.  Not to talk or discuss with the same pair or the same group only.

高中英语课程标准 写的技能目标描述  能用恰当的格式写便条和简单的信函 ;  能简单地描述人物或事件, 并简单地表达自己 的意见 ;  能用恰当的语言书写问候卡 ;  能给朋友、笔友写信, 交流信息和情感 ;  能对所写内容进行修改.

P. 38 Module 4 第二册 ( 必修 2) Writing Topic sentences  Look at the passage in Reading and vocabulary activity 2. The first sentences of paragraph A – D are topic sentences.  Now write a paragraph that begins with the topic sentence below.

What is Topic Sentence?  Topic sentence tells what topic the paragraph is going to discuss.  What is a good topic sentence?

Topic sentence Topic sentence announces the main idea of a paragraph. The topic sentence states the topic + controlling idea In English, there are several idioms with color words that describe emotions.

The topic sentence should be neither too general nor too specific  I have a roommate.  My roommate always leaves his dirty socks in the bathroom.  My roommate is a messy person.

My roommate is a messy person. topic controlling idea My roommate and I are very different. topic controlling idea A good roommate has three basic qualities. topic controlling idea

P. 38 Module 4 第二册 ( 必修 2) Writing Topic sentences  Look at the passage in Reading and vocabulary activity 2. The first sentences of paragraph A – D are topic sentences.  Now write a paragraph that begins with the topic sentence below.

Supporting sentences  Supporting sentences explain or prove the topic sentence. Each one proves the truth of the topic sentence by giving one or more examples.

Use facts, not opinions, for support  Facts are objective statements of truth. (One inch equals 2.54 centimeters.)  Opinions are subjective statements based on a person’s beliefs or feelings. (The metric system of measurement is easier to use than the English system. )

Use examples, statistics, and quotations as specific supporting details  Keep in mind that supporting sentences are the “meat” of a paragraph. Make your supporting sentences as specific and detailed as possible; they make your paragraph rich and interesting.

Concluding sentence  A concluding sentence signals the end of the paragraph and reminds the reader of the main idea.

Don’t copy the topic sentence Topic sentence: Japan is a nation of workaholics. You can repeat the idea in the topic sentence, but use different words. It is clear that workers in Japan are dedicated employees --- perhaps too dedicated for their own health and happiness.

Do not introduce a new idea  Never end a paragraph by introducing a new idea. Topic sentence: Japan is a nation of workaholics. Concluding sentence: In conclusion, Japanese employees spend so much time working that family life suffers as a result.

P. 38 Module 4 第二册 ( 必修 2) Look at the sentences below. Put them in the right order to make a paragraph. Find the topic sentence first. 1. Their paintings were realistic, but the painters also wanted to show their feelings about the landscape. 2. These artists painted with watercolors and inks, using soft brushes. 3. Chinese landscape painting was at its best over a thousand years ago, in the time of Song landscape artists. 4. They were very successful in achieving both aims. ( )

P. 38 Module 4 第二册 ( 必修 2) 1. Chinese landscape painting was at its best over a thousand years ago, in the time of Song landscape artists. 2. These artists painted with watercolors and inks, using soft brushes. 3. Their paintings were realistic, but the painters also wanted to show their feelings about the landscape. 4. They were very successful in achieving both aims.

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