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1、《新目标英语》教材教法探讨人民教育出版社外语分社熊金霞xiongjx@pep.com.cnNovember,2010研讨要点一、教材编写体例和特点二、教学建议（词汇；听力；口语；阅读）三、概括一、教材编写体例和特点单元结构SectionASectionBSelfcheck为目标句型提供分步示例和指导性练习使学生对学过的目标句型运用自如使学生对自己的英语水平有明确的认识符合语言学习和学生认知规律先输入后输出先听后说先读后写先基础（1a1b2a2b3a）后扩展（1c2c3b3c4）循序渐进听力：内容和活动先简单后复杂一些1b-2a,2b-2a,2b说话：任务链（controlled-h
2、alf-controlled-free）阅读：先简后繁写作：先仿写（3b）后开放写作（3c)任务链controlledHalf-controlledopen单元课时安排举例B2Unit1Howoftendoyouexercise?五课时第一课时：P1-2(SectionA:1a,1b,1C,2a,2b,2c)听说课第二课时：p3(SectionA:3,4)读说课+语法第三课时：p4(sectionB:1a,1b,2a,2b,2c)听说课第四课时：p5(3a,3b,3c,4)读写课第五课时：p6(self-check&workbook)综合复习课二、教学建议1、词汇：常见问题学生不会
3、读记不住孤立记单词教师教了就要求学生会不分重难点，每个词平均用力不重视语境不重视词的搭配两大原则：语音是单词记忆的线索bathtubeffectint____ting,fes__val拼读规则重音弱读；连读2语义是单词组织的中心原则Test:ANameafruitthatbeginswithp.BNameawordthatbeginswithpthatisafruit.NS联想saltpepper,sugarwater,foodNNS联想expectexceptassistresist启示：按语义场组织单词（mindmap)重视搭配，语块教学Book3,Unit6Describ
4、ingPeopleHeighttallshortHairPersonalityBodylongshortstraightcurlythinlightoutgoingquietfunnyseriousfatheavyWhat’sthematter?headearnosetoothneckstomachback throatcoldfeverheadachetoothachestomachachesorethroatstressedoutthirstyBodypartsillnessesadvicegotothedentistliedownresthoneywatershouldsho
5、uldn’tContinued（1）Brainstormwordsthatconnectwith‘Englishlearning’.（2）Makeamindmapwith‘vacation’.（3）Makeamindmapwith‘familymembers’.搭配（语法搭配＋词汇搭配）语法搭配beinterestedinThanksfor…Itisnice/thoughtful/stupidofyoutodosth.Verbpattern1IgaveTracythebook.passedhandedthrewVerbpattern2Subject+verbitComplement
6、Todosth/thatclauseIthinkWeallconsiderititwisewrongtofinishtheworksoon.thathecheatedintheexam.Commonverbsused:believe,feel,find,know,take,prove,countHornbyA.S.AGuidetoPatternsandUsageinEnglish2词汇搭配prettygirl/womanhandsomemanbeautifullady/womanblondhairaccidenthappenreadaloudIboughtthecarata(hig
7、h/expensive)price.Icouldn’t(begin/start)mycar.(strong/remarkable)ability2Writeasmanycorrectpairsofverb+nounphrasesaspossible.putongotaketidysightseeingaholidaymyroomaphotoacoatforawalkherdeskaposterTypical方法用实物用图片A______isworthonethousa
