形成网络发展能力应对中考-高中英语.PPT

8. 在语境中教学、运用 “去语境化”和“语境化”的词汇教学例举 grumble 去语境化 Step 1. （板书）Wrote “grumble” on the blackboard; Step 2. （释义）Said complain about someone or something in an annoyed way. Step 3. （翻译）Translated the word into Chinese. 语境化 A. Said: Some people grumble about everything. For example, they grumble about the weather. If it is sunny, they say it is too hot. If it is cool, they say it is too cold. They are never happy with the weather. They always grumble about the weather. B. asked: So what does “grumble” mean? 基于3P的英语词汇boring教学过程例举 Presentation Step 1. Convey meaning T: Last night I went to see a movie. It was not interesting. It made me fall asleep. Not interesting. It was boring. Step 2. Check understanding T: Do you understand the word “boring”? What does it mean in Chinese? S1: 枯燥的，没有意思的。 T: Good. You’ve got it. Practice T: (to S1) Do you like interesting or boring movies? S1: … T: Why? S1: … Production T: Ask the person next to you if they had a boring weekend. If they say “Yes”, find out the reason. 高中阶段的语法项目 时态：过去完成时、过去将来时 非谓语动词：动词的-ing、-ed形式 句子种类：反意疑问句 主从复合句：定语从句（关系副词）、同位语、主语从句 省略、倒装、强调、虚拟语气 结束语 课堂教学实践是教学反思的前提基础。 语言教学理论是教学反思的必备支撑（如：语层互动理论、语言协同效应、 语言习得有效途径——互动→理解→协同→产出→习得）； 王初明（2011）指出： 互动→理解→协同→产出→习得（学习之后的获得）是一条完整的“语言习得有效途径”。 他认为，有效的语言习得根植于互动，经历理解、协同、产出等环节，得益于协同效应所产生的产出与理解紧密结合，最终的语言习得是学习者经历所有前列四个步骤的自然结果。 Thank you! 从句 1. 名词性： 主语从句，宾语从句，表语从句，同位语从句 2. 形容词性：定语从句（限定与非限定） 3. 副词性： 状语从句（时间，地点，条件，原因，让步等） 语法教学例举 内容：模块1 Unit 1Grammar and usage定语从句 Step 1 通过一组带有修饰语的名词短语来介绍和说明英语中定语的基本意义，以及它们在句中的常见位置，即前置和后置两种，从而引出学生对定语的用法的思考： Adjective:????????????????????? the green trees Prepositional phrase:????the trees in green Attributive clause:? the trees which were wearing green Step 2 提供一篇与本单元主要话题密切相关的短文，让学生在真实的语境中加深感受和了解定语从句的运用。通过讨论，要求学生找出这含有定语从句的句子,并指出这些定语从句所修饰的名词。 （1）David was one of the most helpful students that we ever had. （2）In 1998, Oxford University where he get interested in Chinese culture. （3）