What are the requirements of the new curriculum reform textbooks for senior high school English?

First, the arrangement of teaching materials.

1, dialogue preheating

In the last two editions of senior high school English textbooks published by People's Education Press, each unit is divided into four lessons, of which the first lesson-warm-up part is a pair of paragraphs.

In other words, until the third year of high school. The current version has deleted this part, and the unit component has also changed its name: heating.

Up, reading, synthesis, learning language and using language are five parts.

In fact, there are quite a lot of "speaking" in the new textbook, and there are "speaking tasks" in three places

(Oral task), there is one place in the language section, and there are two places in the workbook where oral English is available.

Mission. Because the school hired foreign teachers to take oral classes, I spent relatively little time on oral practice and organized few activities for students to speak. The oral tasks in these textbooks are basically not done.

However, speaking English is really important. So it is better to keep the dialogue part in the old textbook. Although there are many explanations in the current textbooks,

But in some cases, it is not easy to arouse students' interest, or there is nothing to say. And there are basically no examples of dialogue in the textbook (only in the teaching reference). Even if students come to practice, they can only talk nonsense.

One breath, it is very likely that it does not conform to the real English habits. The old textbooks provide specific dialogue texts, at least students can imitate them after reading them, and then make up their own dialogues, as we did before.

Now some warm-up activities arranged in textbooks can be boldly cancelled, which actually wastes the space of textbooks. Personally, I think the warm-up part should be taught by the teacher.

I will collect information and arrange the design by myself according to the theme of the unit, the content of the text and the actual situation of the students. Many warm-ups provided in the textbook have no actual content, so it is better to give this space to dialogue. while

However, the dialogue should be as relevant as possible to the unit topic, and lively, vivid, true and valuable for learning.

2. Super vocabulary

It is found that there are many words with triangle symbols (that is, super-words) in the teaching materials, especially many proper nouns. For example, the vocabulary that is not required to be mastered in the compulsory unit 35 is:

Unit 1:

Seasonal, Obon, tomb, incense, skull, Halloween, Columbus Day, Christopher.

Columbus, production (agricultural products

), carnival, lunar calendar, parade, Jesus, cherry blossoms, flowering, rose buds,

Necessity, prediction, fashion (personally, it should not belong to the super category.

Remittance), Trinidad, Kara, Harry, Valentine's Day, knitting, herbs, milk.

Magpie, announcer. (One * * * 28 words, 50 words in this unit)

Unit 2:

Pasta, muscle, protection, kebab, stirring, cola, sugary, logo (this word is also super

Outline? ), toxic, scurvy, rickets, obesity, vitamins, protein, cooperation, ingredients, taste.

There are *** 17 super-class words, and there are 47 words in this unit.

Unit 3: Mark

Twain, Florida, Hannibal lecter, Missouri, Mississippi, boyhood, Tom

Sawyer, Huckleberry Finn, Understanding, Samuel Langhorne.

Clemens, narrator, Roderick, Oliver, bet, let one

Bet, penniless, night arrival, free, charity, Horace, problem, fake. There are 22 super words * * *, which are the standard word of this unit.

Remit to 39

Unit 4: Astronomers, Sun, Big

Keywords explosion, global, nitrogen, steam, existence, dissolution,

Reaction, shellfish, amphibians, dinosaurs, mammals, geologists, extinction, comets, Isaac.

Newton, Albert Einstein, Stephen Hawking, lightening, weightlessness, engine room, getting.

Exhaust (a very common word) has 25 words * * *, and the vocabulary of this unit is 43.

Unit 5:

Keywords multiculturalism, Vancouver, Toronto, Calgary, Ottawa, Beaver, grizzly bear,

Polar regions, penguins, gold, governors, rocky mountains

Mountain range, stampede, cowboy, thunder, Lake Superior, location, Vatican.

City-state, Niagara, Pearl, Cantonese, workplace, St. Lawrence

River) has 23 super words * * *, and the vocabulary of this unit is 44.

Note: There is only one part-of-speech change, such as reckle and panic in Unit5, not two words.

It is inevitable that there will be super vocabulary in textbooks, but according to the above statistics, the ratio of super vocabulary to curriculum standard vocabulary is almost one to two, which affects the efficiency and enthusiasm of students in memorizing words. If you don't remember, the text is difficult to understand; If you remember carefully, it will undoubtedly increase students' learning burden, thus weakening their enthusiasm and interest in learning English.

According to statistics, in recent years, the proportion of super-class words in college entrance examination English papers has increased year by year. The occurrence rate of new words in reading comprehension is above 2%, which is lower than the outline index of 3%. There are always 38 words in a test paper outside the outline. There is a considerable difference in the proportion of super vocabulary between the text and the test questions.

So I think there are too many words outside the syllabus of the current People's Education Edition textbook, which should be reduced appropriately. Every article and every unit should be strictly counted and controlled in a certain proportion.

Of course, the responsibility for too many super-class words is not entirely in the editing of teaching materials, but also in the vocabulary of curriculum standards, and so are the experts who formulate curriculum standards. Some are obvious.

Those very common words that students should master and check regularly are not included in the curriculum standards (such as America, Australia, fashion, fashion, logo

Wait. ), but there are also some unpopular words "fortunately" that have entered the vocabulary of the curriculum standard (such as bathrobe, beehive, laxative.

Cathedral (Catholic))

3. Word annotation method.

For a long time, the new words in English textbooks have been separated from the text and word notes, and the vocabulary list of each unit is put together as an appendix in class.

Behind Ben. This way of marking brings great inconvenience to students, and it takes a lot of time to keep flipping back and forth. If English textbooks use footnotes or marginal notes like ancient Chinese, it will be better and more convenient to learn.

Read and remember. Perhaps some experts think that this is not conducive to cultivating students' ability to guess words. Personally, I think the ability to guess words can be cultivated by doing regular reading exercises, but there is no need to guess super-class words, especially many proprietary ones.

Nouns don't mean to guess at all. Students often can't pronounce the text correctly, so they have to look it up in the dictionary later. So the advantage of changing to footnotes or marginal notes is that most students are happy to see it! Like popularity.

New concept English is also arranged in this way. I hope this small change can be recognized and realized by editing experts!

4. Grammatical arrangement

For a long time, the grammar of English textbooks has been broken down and arranged, which looks very scattered. The grammar items in units 1 to 4 of the new curriculum standard are arranged as follows:

The grammar items introduced in the compulsory course 1 are:

The use of verbs in the present continuous tense to express the future tense.

Direct and indirect speech

attributive clause

1) review the attributive clauses guided by the relative pronouns that, which and who.

2) the relative pronoun who and the attributive clause guided by preposition +which/who

3) Attributive clauses guided by relative adverbs where, when and why

The grammar items introduced in Compulsory 2 are:

attributive clause

1) attributive clauses guided by relative pronouns that, which, who and who.

2) Attributive clauses guided by relative adverbs when, where and why

3) restrictive attributive clauses and non-restrictive attributive clauses

passive voice

1) Passive voice in the simple future tense

2) Passive voice in the present perfect tense

3) Passive voice in the present continuous tense

4) Passive voice of phrasal verbs

The grammar items introduced in Compulsory 3 are:

modal verb

Yes, maybe, maybe, must, must, should, willing, should.

Substantive clause

1) object clause 2) predicative clause 3) subject clause

The grammar items introduced in Compulsory 4 are:

Usage of verb ing (as subject, object and object complement, as attribute, predicative and adverbial)

subject-predicate agreement

word-building

1) synthesis 2) transformation 3) derivation (prefix and suffix)

Generally speaking, there are ten grammar items introduced by senior one, which is not too many. Among them, the more difficult ones are: attributive clause, modal verb, nominal clause and verb -ing. I think there are too few grammar items in a module, and some grammar items have to be divided into several units to finish reading.

In fact, many grammatical items have appeared in junior high school, such as direct speech and indirect speech, object clause, passive voice, subject-predicate agreement and modal verbs.

In other words, I don't go deep into the first year of high school, just review. In the process of explaining, I found that many students are very skilled in some grammar projects, so there is no need to tell them at the beginning. In addition, the dispersion of grammar items

It is not conducive to teachers' explanation and students' complete understanding. For example, when it comes to noun clauses, teachers usually speak several clauses at the same time, which is easier to distinguish and master; Say the verb ing, which is the subject, object and table.

Language, attribute, object complement and adverbial must be completed in four units. My plan is to explain it all at once.

Therefore, is the textbook bold to make a revolution in grammar arrangement: grammar is relatively concentrated in one or two modules, with relatively complete exercises. In particular, projects with little difficulty and strong foundation, such as word formation, can be arranged in the early grades. In addition, in the primary stage, we should also focus on arranging grammar items about parts of speech and sentence components, which is a difficult point for senior one students.

Second, the content of the text.

1, original problem

I think some texts selected in the new curriculum are not ideal. The biggest problem is that there is no foreign flavor, and the original articles written by British and American people are not selected.

The first module, Unit3 Travel journal, tells the story of a bicycle trip along the Mekong River. The protagonist "Kun Wang" recorded this process in detail in the form of a travel log. It is about the travel experience of a brother and sister in China. It's a story.

Module 1, Unit 4 Earthquake.

The main reading text is about "Sleepless Night of Tangshan Earthquake in China", which describes the earthquake that occurred in Tangshan, Hebei Province in the early morning of 1976. Judging from the content of the article, it is unlikely that foreigners will write it. In the workbook,

The Story of an Eye written by Jack London is obviously much more vivid and readable.

The second module, 1 reading task of unit exercise book, chooses Dafeng to rescue cultural relics. Reading is of little value, so I rewrite it into grammar to fill in the blanks.

The third module, Unit 1 local festivals

The world, these two books should be edited by editors; The reading article of Unit 2 Healthy Eating is to eat here.

100 100% is a fake story written for the topic. Unit 4 Astronomy: Using

In the language part, I read the article "Exploring the Moon", which is also about China people from China to China. Unit 5 Canada-"Truth"

The North is also a story about two China teenagers crossing Canada.

The fourth module uses the unit 1 to achieve women.

Why don't you bring her good work? This is a story about the famous medical scientist Lin. Unit 2 Work

The land reader "Pioneer of the Whole People" introduces China agronomist Yuan Longping; Unit 4 Body

The reading text of Chinese is communication: no problem? Through the experience of a Peking University student picking up several foreign students at the airport, talk about different body languages.

Reading the original text should be the basic principle of learning a foreign language. The famous Zhang Sizhong's sixteen-character teaching method emphasizes "reading the original". Maybe someone recognized it.

Because such an article helps students to understand, and the editor of the textbook clearly lists foreign editors, the correctness of the article should be beyond doubt. I don't think there should be any major grammatical problems with the articles in the textbook. hero

You can also talk about China in English class. However, it is not a good thing that students make up too many articles. After all, these are not authentic English articles. Practice has proved that students don't like such articles very much and can't stimulate their interest.

College English articles are different. They are all interesting to read. This smell is the charm of authentic language!

High school students have a certain foundation in English, so it is absolutely necessary and necessary to provide them with real English classics instead of second-hand articles translated from Chinese.

2. Interesting story

Example 1:

People's education edition, unit 1, using language, module 3, senior one English, there is an article,

The editor thinks this is a sad love story that happened on Valentine's Day. The story goes like this:

Li Fang's heart is broken. Today is Valentine's Day. Jin Hu said that she would meet him in the coffee shop after work. But now he's gone. Maybe she

I will stay with my friend and make fun of him. She said she would arrive at 7 o'clock, and he thought she would keep her promise. He has been looking forward to seeing her all day, but now he is waiting alone with roses and chocolates, like a fool.

Melon. He didn't want to hold his breath and wait for her to apologize. He wants to relieve his worries with coffee.

Then he went into the cafe, where he watched a TV program introducing the story of Cowherd and Weaver Girl.

After reading the letter, Li Fang left for home, thinking, "I don't think Jin Hu loves me anymore. Let's throw away all these flowers and chocolates. I don't want to think of her because of them. " So he threw away chocolate and flowers.

On his way home, he walked dejectedly through a teahouse on the corner and heard his name called. It was Jin Hu who waved to him. She shouted, "Why did you come so late? I've been waiting for you here for a long time! This is my gift to you! "

What would he do? He threw away all the Valentine's gifts! I'm afraid she will never forgive him. I am not happy this Valentine's Day!

That's the whole story!

I don't think this is a love story, let alone a sad story. I think it would be better if the editor chose a more classic and complete story. This story is incomplete and meaningless. I wonder what the editor wants to convey to the students. When I got here, I hurried over. It's really boring

Example 2:

In the third module of Unit 2 of Senior High School English published by People's Education Press, the central topic of this unit is "Healthy Eating". Teachers' teaching books analyze the teaching content like this:

The textbook reflects the present situation by telling the different styles, different dishes and customers' different reactions to different foods in Wang Peng and Yonghui Hotel.

A generation's attention to diet and pursuit of fashion. This arrangement is different from the usual classified description, which is fascinating to read, and students can easily understand healthy eating in interesting storylines.

Know and understand the influence of dietary balance on health, and form a good habit of loving research.

Wang Peng's story is divided into three parts in a student's book:

The first part is mainly reading articles. Wang Peng and Yonghui compete to attract tourists and make use of the efficacy of dishes for publicity. The second part is listening passage. Wang Peng asked experts for advice to study dietary balance. The third part is also reading a short passage. Wang Peng and Yonghui cooperated to provide customers with a balanced and healthy diet, and finally they got married.