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最新人教版《普通高中课程标准实验教科书 英语 必修5~选修6》简介_图文

人教版
《普通高中课程标准实验教科书 英语 必修5-选修6》简介
生平 人民教育出版社

选修课程系列I: 顺序选修教材
人教版《普通高中课程标准实验教科书 英 语》(New Senior English for China)顺序 选修教材(模块 6~11 ,共六册)是在必修 课程 1~5 的基础上顺序开设的课程,共 6 个 模块,每个模块2个学分。 ? 学生完成模块英语 6~8的学习,可以达到八 级目标要求。完成模块 9~11 的学习可以达 到九级或接近九级目标要求。
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模块6~10的基本结构与必修模块相似, 模块 11则根据高中学生毕业高考的需要, 对词汇、语法以及练习册中的练习进行 调整,便于学生复习巩固以往所学知识。

选修课程系列II: 任意选修教材
语言知识与技能类: 《高中英语语法与词汇》(English Grammar Tools for Life) 《英语写作》(Writing in English) ? 语言应用类: 《初级财经英语》(English for Personal Finance) 《计算机英语》(Discovering Computers) ? 欣赏类: 《小说欣赏入门》(Basic Elements of Short Stories)
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必修 5 ~ 选修 6 主题概览
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话题涵盖了科学发展、异国文化、新闻媒体、 急救常识、绘画、诗歌、社会问题、环境问 题、自然灾害等。

Module 5 topics
Great scientists ? The United Kingdom ? Life in the future ? Making the news ? First aid
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Differences Between SEFC and NSEC
NSEC 6
Unit 1 Art Unit 2 Poems

Reading
A short history of Western painting A few simple forms of English poems

SEFC(2A)
Unit 3 Art and Architecture Unit 4 A garden of poems

Reading
Modern architecture English Poetry (history)

Unit 3 A Healthy life Unit 4 Global warming Unit 5 The Power

Advice from Granddad; HIV/AIDS: are you at risk?

Unit 5 Living with diseases

Born Dying Diagnosed with cancer Welcome to the earth summit Under the volcano

The earth is Unit 9 becoming Saving the warmer—but earth does it matter? An exciting job Unit 10 Frightening

必修 5 ~ 选修 6 语法项目概览
The Past Participle ? Inversion ? Ellipsis ? The Subjunctive Mood ? The use of “it” ? Revising the -ing form
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必修 5 ~ 选修 6 写作任务概览
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Letter of persuasion(M5U1) Letter of suggestion Letter of advice Description of a building or an attraction(M5U2) Descriptions of alien life forms(M5U3) Description of hot springs Simple poems Newspaper article(M5U4) First aid instructions(M5U5) Poster: ways to reduce carbon dioxide

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必修 5 ~ 选修 6词汇量概况分析
Module 5
Unit
Unit 1
Unit 2 Unit 3 Unit 4

Module 6
Phrases
10
6 8 4

Words
42
35 40 39

Unit
Unit 1
Unit 2 Unit 3 Unit 4

Words
30
30 34 27

Phrases
4
4 10 11

Unit 5
Total

41
197

8
36

Unit 5

34
155

7
36

其他情况
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体裁与风格:
Book 5: use the first person, describe some personal experience or tell stories Book 6: educational and informative, be concerned about some social problems

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难度和深度:

vocabulary, sentence patterns, topics, writing styles
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教学时需要灵活处理的问题:

Book 6: topics, reading passages, vocabulary exercises

必修 5 Unit 1
Great scientists

单元内容分析案例

分析角度: 从编者的角度解释教材内容安排的思路, 从课堂教学的需求出发分析单元内容整合 的方法以及应考虑的调整措施。 ? 目的: 深入分析教材内容,最大限度地发挥教材 的作用,为广大教师备课以及进行课堂教 学提供一些可借鉴的思路。
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Module 5 Unit 1 Great Scientists Topics (主题内容概况分析)
Scientist Country
Britain China Poland Sweden Switzerland

Subject
Medicine Physics Astronomy Biology Maths

? 跨学科知识(如

John Snow Qian Xuesen Copernicus Carl Linnaeus Leonhard Euler

右图)

? 追求真理的精神

(Copernicus)
? 科学研究的步骤

(John Snow, Euler)
? 科学家应具备的素质和条件

(curiosity, responsibility, determination, bravery, good education, etc)

Warming Up

思考题
本单元“热身”的目的或作用是什么? ? 本单元的“热身”活动能否和阅读教学整 合在一起? ? 该“热身”是否能够激起学生对话题的兴 趣? ? “热身”的操作模式是什么?
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关注点:
? 科学家-贡献-学科领域 ? 生词呈现 (engine, characteristics, radium, put forward, theory)

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Archimedes ― mathematician Charles Darwin ― biologist Thomas Newcomen ― inventor Gregor Mendel ― genetics Marie Curie ― physicist & chemist Thomas Edison ― inventor Leonardo da Vinci ― painter & inventor Sir Humphry Davy ― chemist, physicist Zhang Heng ― astonomer Stephen Hawking ― physicist

(供参考)“热身”教学步骤:
堂上呈现人物图片和名字,提供正确答 案,让学生课后自己搜集相关材料,利 用下几节课daily report的时间,让学生 自己组织语言完成简短的介绍(口头、 笔头)。 ? 节省时间,能激发学生学习兴趣,鼓励 学生自主进行探索研究,进行合作学习, 锻炼口语和笔头表达能力。
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Project: a report of a great scientist
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“Give me a place to stand on, and I will move the earth” -Archimedes

Pre-reading, Reading & Comprehending (1)

Pre-reading
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预读:提出若干问题,目的是启发学生预测 课文内容。 Brainstorming 预览:主要目的是帮助学生了解文章的主题 思想和主要内容。
Title Sub-title Pictures The first paragraph The last paragraph The topic sentence in each paragraph Questions

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Pre-reading
List some scientists in other scientific fields (eg, medicine) ? The stages of doing scientific research ? Predict what the reading passage is about (title, picture, map)
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思考题
本单元阅读篇章的重点是什么?学生能学 到哪些实用的内容? ? 如何将“理解”部分的练习安排到阅读教 学过程中去? ? 阅读篇章中的新词汇应该如何处理?
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Reading & Comprehending
阅读篇章的重点:
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How to do scientific research (How to describe the scientific research) How John Snow traced the source of cholera
Find a problem Make up a question Think of a method Collect results Analyze results Find supporting evidence Make a conclusion Repeat if necessary

Reading and Comprehending
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表层信息的理解(弄清段落的主要意思和文中的 细节) 深层信息的理解 区分事实与观点 做出合理推理 阅读内容的迁移应用 根据学生水平的实际需要, 教师可以在原来课本 设计活动的基础上设计一些更加综合性的活动, 其目的是为了让学生充分利用所学知识解决实际 中的生活问题.

阅读教学的目的:
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Reading for information Reading for developing reading skills Reading for learning the language Reading for pleasure

阅读课建议步骤:
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归纳段落大意(快速阅读,寻找主题句) 理解篇章信息(仔细阅读,回答问题或判断正误) 梳理篇章结构(Comprehending Ex.1) 理解词汇与句型(猜测词义,分析难句) 读后讨论 (Comprehending Ex. 2)

Learning about Language
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词汇的记忆 只有通过有意义的参与,学生才有可能记 住和掌握所学词汇,所以教师应该设计多 样的活动使学生运用刚刚接触到的词汇。 活动尽量设置语境,尽可能使学生动起来, 而不只是被动地听或读。

Learning about Language (Vocabulary) I Matching (Form and Meaning)
Useful verbs in the first reading passage:
1. 2. 3.

examine → to look at carefully in order to learn about analyze → to examine or think about something carefully repeat → to say or write sth again

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5. 6. 7. 8. 9. 10. 11.

12.
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defeat → to win a victory over sb attend → to look after sb expose → to leave sb/sth unprotected control → to have power over sb/sth absorb → to take sth in blame → to say or think that it is sb’s fault link to → to make a connection between people or things announce →to make known republicly instruct → to give orders or directions to sb cure → to make an illness go away

Phrases: use context put forward in addition draw a conclusion Adjectives or adverbs: word formation scientific severe valuable immediately

Nouns: English Vs Chinese theory cure pump pub handle

II Sorting
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(Classifying the words and phrases into groups)

as a verb or a noun:
defeat, control, blame, cure, pump, handle, link, view

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prefix or suffix:

-tion: examine →examination, repeat → repetition, instruct →instruction, -ment: announce → announcement …
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topics:

Related to research or study: put forward, theory, scientific, examine, draw a conclusion, analyze Related to qualities or characters: positive, strict, enthusiastic, cautious …

Unit 1 Great Scientists WB
Using words and expressions

III Completion (of sentences and texts)
Unit 1 Great Scientists SB
Discovering useful words and expressions

Unit 1 Great Scientists WB
Using words and expressions

IV Creation
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Choose some adjectives from the words below which you think best describe either your own or a friend’s character.

creative, co-operative, positive, strict, enthusiastic, cautious, persuasive

V Others

Unit 1 Great Scientists SB Discovering useful words and expressions

Book 5 Unit 2 P12

Module 5 Structures(语法结构)
Unit 1 ? as the Attribute & Predicative Unit 2 ? as the Object Complement Unit 3 ? as the Adverbial & Attribute

第一轮语法复习: Books 6-8 Verb tenses The -ing form The infinitive The past participle Noun Clauses Attributive Clauses The Passive Voice * Subjunctive Mood
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第二轮语法复习: Books 9-10
The Subject The Object The Object Complement The Predicative The Attribute The Adverbial The Predicate

Nouns, pronouns, phrases, the -ing form, the infinitive, the past participle, clauses, etc

Verb Tenses Subjunctive Mood

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第三轮:查遗补缺(易错易混淆的语法知识 点) The Article (before place names) Adverbial Clauses Emphasis (it, do) Countable and Uncountable Nouns Sentence analysis

Revising the Past Participle
选修8:
Unit 3 as the Attribute, Predicative & Object Complement ? Unit 4 as the Adverbial 选修9: ? Unit 3 the Predicative ? Unit 5 the Object Complement 选修10: ? Unit 1 the Attribute ? Unit 2 the Adverbial
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Discovering

Story: What Are You Worried About?
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A young man was very unhappy. He looked very worried and tired. He went to a wise old man and said, “I am bored and disappointed with life. I’ve lost all my money. My friends have left me and my wife is disappointed with me now. I am puzzled and depressed. I am also frightened, tired and terribly unhappy. what should I do?” The wise old man said, “you may be troubled and feel dissatisfied with life now. But things will not be so bad for you in the future.” The young man was very happy. He asked the old man, “Will I get my money and my friends back? Will my wife be happy with me again?” The old man said, “no, but things will be better because you will know who your true friends are!” (taken from English Grammar Tools for Life Book I )

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Understanding and practising

Applying
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Examine these expressions and describe what kind of emotions they represent with past participles. For each emotion identify two or three situations that cause you to feel that emotion. Use the situations and the emotion to make sentences.

confused, tired, bored, pleased, shocked, embarrassed

Book 6 Unit 5 P37

供教师参考的工具书
Grammar Books: ? Grammar in Context《英语语境语法》 ? English Grammar in Use 《英语在用-剑桥中/高级英语语法》 ? Grammar Dimensions 《汤姆森三维英语语法》 ? English Grammar Tools for Life《高中英语语法与词汇》 ? 《薄冰新编英语语法》 ? 《张道真英语语法》 Vocabulary Books: ? English Vocabulary in Use《英语在用-剑桥中/高级英语词汇》 ? A Dictionary of Current English Usage《现代英语用法词典》 ? Longman Dictionary of Contemporary English《朗文当代英语词典》 ? Practical Vocabulary for Students 《高中英语词汇实用手册》

Using Language (Listening and speaking)
思考题
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教师应如何正确引导学生进行听力训练? 可以提供哪些具体的帮助?

Using Language (Listening and speaking)
The ways to help the students to listen: 1 If the listening text is too long, divide it into two parts.
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Part 1: From the very beginning to “he began his institute in China to design and build rockets to go into space”. Part 2: From “Do you think he wanted to travel into space …” to the end.

2 Before listen to the tape, let students predict what the listening text is about or ask them to find the possible hints from the exercises. Ask and answer: study; America; China; honour 3 Introduce the new words before listening. industry, astronaut 4 Provide background knowledge if necessary. a brief introduction or short discussion about Qian Xuesen

Here are some general steps for teachers to follow:
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How to teach listening in class?

Listen for the accent: This is optional if your class have good listening
skills and good pronunciation. Listen all the way through without stopping. Your purpose is to concentrate on the accent of the speaker rather than the content. It will help students “tune in” and understand the content better.

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Listen for the main idea: This stage is necessary for all listeners. Let the
students listen to the whole text and ask them for the main idea. Encourage them to use their own words to talk about it. Do not tell them the answer or stop the tape before the end of the listening.

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Listen for the detailed information: Do the same for each part if the
listening text is divided into several parts. Let the students read the exercises first and listen to the tape. Ask them to take notes while listening so as to catch the important information that may help them complete the exercises.

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Listen and check: Play the whole tape again and check the answers to
the exercises. If the students have difficulty, let them listen again.

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Listen for the pronunciation: This is optional. The students can listen
again to the tape to improve their pronunciation and / or intonation.

Speaking

Unit 1 WB Talking

Unit 1 WB Speaking task

Module 5 Unit 1 Great Scientists Functional items(功能项目分析) Describing people: ? Appearance (WB talking) ? Character or personality (SB Listening and speaking, WB Speaking task) ? Characteristics and qualities (SB Listening and speaking, WB Writing task)

思考题
除了教材中提供的句型以外,教师还可提 供哪些资源以保证学生的口语活动得以顺 利进行? ? 如何帮助学生有条理地进行表达?
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Describing people’s appearance
Height and build: tall, slim, short, fat, stout ? Hair: straight hair, wavy hear, curly hair, blonde hair ? Face: thin-faced, round-faced, long-faced ? Skin: white/dark skin, dark-skinned ? Special features: broad shoulders, beard, moustache ? General appearance: elegant, well-dressed, good-looking, handsome, pretty, beautiful
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Describing character and qualities
Ability: intelligent, bright, clever, smart, able, talented, simple, silly ? Attitudes towards life: optimistic, pessimistic, sensible, sensitive, relaxed ? Attitudes towards other people: sociable, easy-going, bad-tempered, honest, reliable, sincere
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Using Language (Reading and writing)
思考题 ? 如何教学第二篇阅读篇章?其中的知识点 与语法点应如何处理?

Reading

Words and phrases:
Important/difficult words and phrases: lead to make sense complete spin reject
(Spelling and pronunciation) enthusiastic cautious Easy words: movement God backward

Sentences:
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Only if you put the sun there did …. Yet he could not tell anyone … the powerful Christian Church would have punished him …. He also suggested that the earth was spinning …. He did not want to …as he lay dying in 1543.

Structure
frightened ? confused ? fixed
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Writing

Unit 1 Great Scientists WB Writing task

思考题
如何在课堂教学中体现过程性写作? ? 教师应如何帮助学生顺利完成写作过程? 事先应做哪些准备?
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Process of Writing
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Generating ideas
Brainstorming Using questions Making notes Using visuals Using role-play/simulation

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Focusing
Discovering main ideas Considering purpose Considering audience Considering form

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Structuring
Ordering information Experimenting with arrangements

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Drafting
Beginning, adding, ending

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Evaluating
Assessing the draft Responding Conferencing

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Re-viewing
Checking the context Checking the connection Checking divisions Assessing impact Editing, correcting and marking

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写作教学建议步骤:
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Understanding the situation (writing type, style, the audience, etc) Brainstorming (listing ideas) Organizing ideas Analyzing the sample
Layout Opening and closing remarks Useful phrases and expressions Linking words

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Drafting (topic sentences & supporting sentences) Editing and proof-reading in groups (spelling, grammar, punctuation, etc) Finalizing the draft

Sample writing:
Dear Nicolaus Copernicus, I am a student ___________________and I would very much like to ____________________. I hope ___________________. I understand _______________________________________. __________________________________________________ So I ______________________________________________. I know ____________________________________________. __________________________________________________ No matter how people refuse to accept it, time will show if your ideas are right or wrong. / I believe_______________. I hope ____________________________________________. Yours sincerely,

WB Sections

Self-assessment
Summing Up ? Checking yourself ? Classroom exercises or activities ? Quiz (eg, dictation) ? Homework (eg, translation) ? Portfolio
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《新高中英语教与学》
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第一至第三章:课程目标 、 教学途径和方法 、编排体 系和使用 第四章:教学活动设计 (语音 、语法 、词汇、 听力、阅读、口语、写作、 综合语言运用) *教师教学设计、教案 、 课件 *学生作业、作品、经验 交流 第五章:评价体系

《高中英语词汇实用手册》
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为了帮助教师更好的使用我社新课标 高中英语教材,我们收集大量教材培 训、回访、调研、座谈、问卷调查中 遇到的问题,精心挑选出了100个最 常见,最有针对性的问题,并编写了 《新高中英语教学100问》一书。 该书内容涉及面广,问题涉及到课标 解读、教材使用、教学方法、教学评 价、教师发展等方面的内容。采用 “一问一答”的形式,不仅具有针对 性强的特点,而且还有较强的实用性。 每一个问题的答案简明扼要、深入浅 出,并指明了解决问题的方法。为进 入试验区的高中英语教师答疑解惑。 同时,大部分问题还可供实验区的教 师作为新课标高中英语教学研究的课 题。 本书开本小,适合携带、翻阅。

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