高中英语课件汇总.ppt

理智与情感并重，对高中英语教学的再思考;What is teaching?What is language?;Are we teaching language or teaching students?;;是谁偷走了学生学习英语的激情 (情感:情绪、兴趣、情趣)？学英语＝死记硬背and题海战术;以人为本：目中有人，心中有情;是谁偷走了教师的英语教学激情 (情感:真情、激情、煽情)？教英语＝知识灌输or文化熏陶;在实践中，需要用教师的情引发学生的情，用鲜活、真实的情感激活英语课堂，教师是有真正有影响力的人; 1 翻译句子;另类完成句子;新东方俞敏洪的课堂教学要求“教学内容、激情、励志和幽默” ;在教育的滋养下，培养学生成为独立的人、法律的人、社会的人、完整的人、高贵的人;Lost：迷失与困惑;希望与出路：成“全”生命，朗润生命，恢复教师职业的精神性、生命化;One small step for a teacher ,a giant leap for a student;从英语教学到英语教育;再回首：What is teaching? What is language?;值得关注的现象—不得不说的问题;真是Every minute counts吗？--关于“高效课堂”的冷思考;“高效课堂” 如何真正实现课堂的高效、带来教育的高效;高效与慢养的统一;探寻英语之美--朗读需慢养;不朗读---不“语”（说话，是有声语言的表达）导致低效课堂;教育是科学，教育是艺术;在教学中关注学生思维的启迪，注重学生情感的引导。在课堂中让情感与理性齐飞，情感与思维共舞。;从“学答”向“学问”转变;不得不重申的关系：情感思维语言三位一体，不可分离。用情感放飞思维，语言就有了灵性与活力;;传统概念Language is …? Grammar is …?;关于语法教学 --从语言到语法;Defining Language and Grammar;Grammar(ing) is…什么是语法？如何教语法？;Grammaring ＆Consciousness-Raising;关于语法教学的理性思考;The grammar of discourse;再悟时态的语篇功能;From a discourse grammar view to a sentence-level view;结合语篇和语境进行语法教学应该是语法教学设计的最优选择;高考英语语法测试题型与学生语法能力的相关性研究--周榕 李广利;走近《课程标准》语法教学目标 ;新课改背景要求英语语法教学必须思变;我的教学主张：“三D”立体教学Dynamic Distinct Diverse;语法教学精练策略 ;1.Who was John Snow? (so expert that) John Snow was so expert that he attended as her personal physician. 2.How did he become? (inspired, when, exposed to) He became inspired when he thought about helping ordinary people exposed to cholera. 3.What did he suspect? (that, absorb, but, evidence) He suspected that people absorbed the disease into their bodies with their meals but he needed evidence. 4.What was he determined to do? (find out) He was determined to find out why. 5.What did he discover? (after, make further investigations, be to blame) He discovered that (it seemed ) the water was to blame after making further investigations. 6.What was he able to announce with certainty finally? (polluted water, carry the virus) He was able to announce with certainty that polluted water carried the virus.