1、核心素养与高中英语教学陕西省西安中学 李宏杰2017年10月主要内容一、了解核心素养，明确教学方向二、研读课本内容，领悟教材真谛三、研究高考试题，赢得高考胜利中国学生发展核心素养高中英语课程标准2017年高考考试大纲2017年高考考试大纲修订内容Core competence核心素养4语言能力语言能力是在社会情境中借助语言，以听、说、读、看、写等方式理解和表达意义的能力。通过本课程的学习，学生能进一步发展语言意识和英语语感；掌握英语语言知识并在语境中整合性运用所学知识；理解口、笔语语篇所传递的意义，识别并赏析其恰当表达意义的手段；有效使用口、笔语传递意义和进行人际交流。核心素养5文化品格文化品
2、格指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的知识素质、人文修养和行为取向。通过本课程的学习，学生能获得文化知识，理解文化内涵，比较文化异同，吸收文化精华，形成正确的价值观念和道德情感，自信、自尊、自强，具备一定的跨文化沟通和传播中华优秀文化的能力。6思维品质思维品质指人的思维个性特征，反映其在思维的逻辑性、批判性、创新性等方面所表现的水平和特点。通过本课程的学习，学生能辨析语言和文化中的各种现象；分类、概括信息，建构新概念；分析、推断信息的逻辑关系；正确评判各种思想观点，理性表达自己的观点，具备初步用英语进行多元思维的能力。核心素养7学习能力学习能力指学生积极运用和主动
3、调适英语学习策略、拓宽英语学习渠道、努力提升英语学习效率的意识和能力。通过本课程的学习，学生保持对英语学习的兴趣，具有明确的目标意识，能够多渠道获取学习资源，有效规划学习时间和学习任务，选择恰当的策略与方法，监控、反思、调整和评价自己的学习。核心素养词汇英语之基完形之根阅读之本写作之魂语言能力在词汇教学中的渗透以主题意义为核心的词汇教学运用词汇理解和表达不同的功能、意图和态度等;在比较复杂的情况下,运用词汇给事物命名、进行指称、描述行为和特征、说明概念等;学会使用3300个左右的单词和400-500个习惯用语或固定搭配.普通高中英语课程标准(八级)Life Stories:Helen Kell
4、er词汇分类在语境和意义中 滚 动 深 化以 主 题 意 义 为 核心 建 立 词 汇 关 系网S T U B B O R NT R O U B L E S O M EU N B E A R B L E1What words canwe use todescribe Helensbehavior?2What do you learn about Helen?3What made Helenbehave in thisway?4Revision5Summary6What made Helen asuccessful learner?Andrea Cammelleri woke up,looked
5、 out the front window of her house in West JeffersonHer Ford Ranger,which had been parked on the street the night before,was gone.Car Culture主题意义框架下建立对词汇的理解10-16次词块Which are the threemost importantchanges?Which is the mostdifficult decision tomake?Which is the easiestchange to dealwith?Which is most
6、stressful?Have you had tomake any of thesechanges in your life?文化品格在词汇教学中的渗透文化品格在词汇教学中的渗透了解一些文化现象和情感态度与价值观;评价语篇反映的文化传统和社会文化现象，解释语篇反映的文化传统和社会文化现象，比较和归纳语篇反映的文化，形成自己的文化立场与态度、文化认同感和文化鉴别能力。学习外语，特别是英语，是实现国际视野和跨文化交流的重要途径。国际视野和跨文化交流中英语作为 一种语言工具的作用学习英语的过程本身也是增进国际理解和形成跨文化意识和能力的过程。Andrea Cammelleri woke up,loo
7、ked out the front window of her house in West JeffersonHer Ford Ranger,which had been parked on the street the night before,was gone.二、研读课本内容，领悟教材真谛课堂课本How to penetrate culture into English Reading?lead-in text analysis class activities语言能力 学习能力文化品质 思维品质Book 3 Unit 1 Games:1.What Chinese festivals d
8、o you know?2.Read the following descriptions about western festivals and guess which festival it is.Most children are excited on this day.They would like to dress up as frightening and ugly ghosts or witches.They wear black costumes or masks.They would like to knock at others doors and say“Trick or
9、treat”.HalloweenKinds of Festivals Names of FestivalsCountriesFestivals of the DeadObon JapanDay of the DeadHalloweenMexicoSomewesterncountries1.Skimming:ActivitiesCleaning _;lighting _ and lamps;playing _Eating cakes with _ on them;offering food,flowers and _ to the deadChildren _ and ask for sweet
10、sObonThe Day of the DeadHalloweenFestivalsgravesincensemusicbonesgiftsdress up2.Scanning:Book 4 Unit 4 ReadingCommunication:No problem?*Eye contacts:*Winking eye:*Closed eyes:*Encouraged in America,Canada,Europe.Rude in most Asian countries and in Africa*Sharing secret in America and Europe.Impolite
11、 gesture in other countries*bored or sleepy in America*“Im listening and concentrating.”in Japan,Thailand,ChinaLead-in:MeaningGesturecountriesNo,no,dont do that.Moving the index finger from side to side.USAChinaI dont know.Shrugging ones shoulders.FranceRussiaChina Waving ones hand(s)Shaking ones he
12、ador handAct OutReading:to find out cultural conflicts1.How do men from Muslim countries greet others?2.How did Tony and Darlene greet each other?Para3:They shook hands and then kissed each other twice on each cheek,and this is the French custom when adults meet people they know.To men:To women:stan
13、d close,and shake handsnoddingGroup Discussion:If you were in some foreign countries such as Colombia,Japan or Britain,would you greet them in their ways or Chinese ways?语言能力 学习能力文化品质 思维品质通常每单元8课时左右，可这样整合：Warming up&Reading:2 periodsLearning about language:2 periodsDiscovering useful words and expre
14、ssions Discovering useful structuresUsing language:2 periodsReading Listening Speaking and writingRevision of language items:1 periodQuiz and evaluation:1 period课例1：把大的不知如何表达的话题设计成生活中的小话题。Book 4 Unit 4 Earthquakes单元目标:让学生学会在地震中如何自救？如何帮助别人？1.If you are a driver,how would you protect yourself?2.If you
15、 are in the cinema,how could you protect yourself?3.If your mother is at home when the earthquake happens,how could you protect her?每组选择一个话题讨论学生会变得有话可说再参照课本内容，一篇文章很快诞生完成了写作任务。课例2：Book 3 Unit 1 Festivals Around the WorldGroup work:Create a festival for your schoolName of the festival:Date:Meaning:pri
16、nciples:How is the festival celebrated?What is the symbol of the festival?Grandparents DayMarch 25thTo honor grandparents hard work and caringRespect and dignityChildren visit or call their grandparents to express thanks and loveThe Chinese character for long life“寿”课例3：Post Reading 展示型问题 是“教师根据具体教学
17、内容进行的提问。这类问题只要求学生对课文进行事实性的表层理解，并根据短时记忆或者查看课文找到答案。”参阅型问题 是根据课文相关信息提问。“这类问题没有现成的答案，学生要结合个人的知识和课文所提供的信息进行综合分析。”评估型问题 是“要求学生在理解课文的基础上进行深层次的逻辑思维，运用所学语言是“知识就课文的某个事件或观点发表自己的看法。”Unit 1 Cultural Relics,Reading 展示型问题 The King of Prussia gave the Amber Room to Russia because _.A.he wanted to marry Catherine B.
18、he was kind C.he needed better soldiers D.he wanted to make friends 文中线索 In 1716,Frederick Williamgave it to Peter the Great,as a gift of friendship from the Prussian to the Russia People.Unit 1 Cultural Relics reading 参阅型问题 The Russians didnt hide the Amber Room because_.A.they were at war B they c
19、ouldnt find a place C.the German soldiers arrived too soon D.no train could take it away 文中线索 However,before the Nazis could get to the summer palace,the Russians were only able to remove the furniture and small art objects from the Amber Room.Unit 1 Cultural Relics reading 评估型问题 Do you think it nec
20、essary to spend so much money and time reproducing and finding the Amber room?思维品质课例4：Grammar study：Discovery approach定语从句活动1、导入：猜谜游戏Listen and guess what I am talking about:Its a machine that can fly.Whats it?He is a popular singer in Taiwan who is famous for rap music.活动2、描述并呈现定语从句结构A plane is a m
21、achine.It can fly.=A plane is a machine that can fly.活动3、练习活动：让学生在指定的短文中找出所有的定语从句活动4、发现规律：whose,whom,which,that的用法（所指代的先行词、省略等）活动5、运用规律：改写句子、填空等活动6、综合运用：角色扮演（采访写新闻报道）作业：write a news report of advice on a safe home,using Attributive Clauses语法教学的模式:感受-观察-发现-讨论-讲解-运用语法教学最好要先感性，后理性,重视学生的参与（involvement）和建构（construction）。为了提高学生的主动参与和自觉思维，最好不要采用“给予式”，可采用“发现式”。现代英语教材中语法板块的处理大多采用“发现式”。Tell me,Ill forget.Show me,Ill remember.Involve me,Ill learn.Thank you！三、研究高考试题，赢得高考胜利
