1、,英语（新标准） 八年级（上）教材分析与教学建议广东 汕头 2006-09-21,Before Module 1,Scope and sequence 语音和音标问题,Module Topics (input)1) How to learn English2) Experiences3) Journey to space4) Education5) Western music6) A famous story7) Feelings and impressions8) Around town9) Animals in danger10) Lao Shes Teahouse11) The weat
2、her12) Traditional life,Module Tasks (output),1) Writing your English study plan 2) Doing a questionnaire about experiences 3) Making a poster about space travel 4) Writing a leaflet to raise money for Hope Schools 5) Talking about the music you like best 6) Writing a short story about your past exp
3、erience 7) Writing a description of someone 8) Giving directions around your town 9) Writing about animals in danger 10) Writing and acting out a scene from a play 11) Preparing some advice on the best time to visit China 12) Writing advice for foreign guests to a Chinese family,Grammar,1) Giving ad
4、vice: You should / shouldnt, Why dont you? Try, Its a good idea., How about?2) Present perfect3) Present perfect with already, just, yet4) Present perfect with for and since5) Tag questions6) Past continuous7) Sense verbs8) Prepositions of place and movement9) Infinitive structures10) Verbs followed
5、 by infinitives11) Possibility: may, might, probably12) Must / mustnt and can / cant,Pronunciation,1) Stress practice2) Intonation practice3) Speaking practice,Strategy (Learning to learn),1) Improving ones English learning through reflection2) Searching for information in a passage3) Making full us
6、e of titles, headings and pictures while reading4) Making proper use of conjunctions5) Learning about famous English writings6) Learning about body languages7) Dealing with proper nouns8) Learning words through translation9) Trying to master collocations,Culture (Around the world),1) English around
7、you2) Disneyland3) Planets and days4) Oxfam5) The orchestra6) Famous books in English7) Greetings8) A famous place9) Animals in danger10) Theatres11) The wettest place12) Signs around the world,Colloquialism (Everyday English),1) Agreements2) Asking others opinions3) Expressing opinions4) Expressing
8、 interests5) Encouragements6) Giving directions7) Expressing emotions8) Enquiries,第一单元（Unit 1）,以培养学生的听说能力为主，兼顾读写，并包括词汇、语法、语音学习活动。主要教学活动有：(1)Listening ( + Vocabulary + Grammar + Learning to learn)（2）Speaking(+Pronunciation+ Vocabulary + Learning to learn),New Characteristics,1. Main patterns plus a c
9、omplex conversation2. Difficult structures plus idiomatic expressions3. Listening comprehension plus speaking practice,第二单元（Unit 2）,第二单元以培养学生的读写能力为主，兼顾听说，并包括词汇、语法学习活动。主要教学活动有：(1)Reading (+ Listening + Speaking+ Vocabulary + Grammar+ Learning to learn)（2）Writing (+ Vocabulary + Grammar + Reading+ Spe
10、aking),Rich background knowledge plus attractive reading materials 2. Enlarged vocabulary plus complicated structures 3. Reading comprehension plus writing practice,New Characteristics,第一、二单元备课,分析课文，阅读教师用书 明确教学目标，分析学生，从学生角度分解教学目标，把握教学的重点与难点 根据语用功能，分析语用因素，确定运用任务，可使用教材中的任务，或依据学生情况调整任务，甚至重新设计任务 依据学生因素，
11、设计教学过程与教学活动，复习活动，导入活动、新语言学习活动、巩固活动等。,英语（新标准）初一上教师用书第30页,教学目标的确立,如何处理教材和把握教材,根据课标-Module -Unit 确立知识目标 + 能力目标,确立能力目标时 ， 既要确立听说读写这些运用手段性目标，更要确立运用英语进行交际这个运用目的性目标。,教学目标的确立,NSE-7B-Module 4-Unit 2 Module 4 Life in the future Unit 2 Everyone will have a small car. Unit 2 To get necessary information from th
12、e reading material.key vocabularycar, farm, holiday, plane, sea, sun, expensive, rough, comfortablekey structurewill +动词原形 Module 4能够读懂叙述未来的短文，掌握整体理解技能， 理解概念之间的上下义关系；能够用will表达自己对未来的预测和想象。 英语课程标准能从简单的文章中找出有关信息，理解大意；能根据上下文猜测生词的意思；能就熟悉的话题进行简单的交流。,教学目标的确立,NSE-7B-Module 4-Unit 2 * To help students unders
13、tand the passage about future life. * To help students get necessary information from the reading material. * To cultivate students reading strategies, such as grasping the main idea, understanding vocabularies through the context. * With enough exposure to English, students should be able to expres
14、s their opinions about future life.,天津南开中学 杜明环,第一单元（Unit 1）听力理解的过程,Top-down/bottom-up processingSchema/discriminationSchema theory-sampling, predicting, testing, confirming or revising,Two approaches to teach listening,1. Top-down Approach Making use of learner knowledge, context, text type to form
15、expectations about the text.,2. Bottom-up Approach Learning through the combination of sounds, words and grammar.,1. Top-down approach,Learning Teaching Macmillan,The whole text,paragraphs,sentences,clauses,words,sounds,The whole text,paragraphs,sentences,clauses,words,sounds,2. Bottom-up approach,L
16、earning Teaching Macmillan,听力教学的建议,More exposure to tapes Schema-building tasks should precede the listening. Explicit goals: learners should know what they are listening for and why. Progressively structure their listening through increasingly challenging listening tasksNotes:Listening is the Cinde
17、rella skill in second language learning. All too often, it has been overlooked by its elder sister, speaking. David Nunan,Listen and read的教学,注意学生的不同基础（Why listen and read?） 先用教材中的pre-listening活动，一方面学习词汇和短语，另一方面是为了激活学生的相关知识经验。 第一遍听，回答一个无语法难度的宏观问题 第二遍听，可跟读，然后完成non-productive理解问题 第三遍听，可跟读，然后完成productiv
18、e理解问题。 然后可学习语法，练习词汇与短语等,Speaking,Notes:1. How to stage a discussion?2. How to select discussion topics?E.g., related to students life,give the learner a choice, etc.3. Conversation strategies,E.g. showing youre listeningReally?Ah-Hah?I see.Is that so?.,8A Module 1,功能:掌握建议表达方式，如how about, what about,
19、 why dont you, it is a good idea to do, you should try to ? 等。 语法：掌握how about 后动名词的使用，why not后原形动词的使用，以及try (not) to do中不定式的使用。 重点词汇：grammar, meaning, spelling, count, shy, guess, bedroom, radio, magazine, notebook, match, number；check, correct, repeat, improve, increase, choose, remember,听力活动设计,The
20、 1st time: 无语法难度的宏观问题，E.g. What is the advice about?Ask the students to listen to the dialogue, and tick which of the following aspects the teacher gives advice on. grammar remembering new words listening translation writing speaking The 2nd time: non-productive问题，如T or False The 3rd time: productiv
21、e问题，E.g. Activity 4 on P.3听力活动的高层次（交际和运用，过渡到说）：Ask the students to work in pairs. Each student lists five problems he/she has in learning English and tells the other about it. The other student listens and gives advice.,第二单元（Unit 2） 阅读教学,阅读理解的过程Top-down / bottom-up / Interactive 阅读教学的两个重要方面1）阅读理解2）阅
22、读技能的培养Notes:不要面面俱到地详细讲解所有知识点。,写作教学,明确写作的目的，激发写作兴趣 Clear direction Guided writing (Models / scaffolding)Notes: 1. Reading passage can be used as a model to scaffold students, especially weaker students. 2. Pay attention to your assessment to writing.,阅读活动设计,Guessing from the title: E.g. what the pass
23、age is about Skimming: E.g. what are the three basic questions? Reading for details/Scanning: E.g. Read the passage and match the advice with the person who asks for it.,Activity 3 读向写过渡：E.g. What do you think of the Language Doctors advice? Which do you think are suitable for you, and which not? Wh
24、y?This may be conducted in whole-class work or group work.What advice can you give? 1) Ask one student to read his letter for help to the whole class. Or present the students letter for help on the screen with an OHP. 2) Ask the class to give advice according to the problems the student has. You can
25、 also ask the students to work in groups to talk about the problems and give relevant advice.What do you think of his advice?Present a pair of letters on the screen, one asking for help, the other giving,词汇教学,Receptive words / Productive words(Passive vocabulary/ Active vocabulary)What features make
26、 learning a word difficult? the learners previous experience of Englishand their mother tongue the way in which the word is learned or taught the intrinsic difficulty of the word,尽量创设情境来呈现和学习词汇注意词汇的分层教学策略，渗透词汇学习策略的培训, Learning strategies, for example-Guessing from context-Using mnemonic techniques-U
27、sing prefixes, roots and suffixes,Study how the following word is formed. Try to find similar words in the reading passage.,Re (meaning “again” + build = rebuild (meaning “build again”) 1_ 2 _ 3_ 1_ 2 _ 3_ 1_ 2 _ 3_ 1_ 2 _ 3_ 1_ 2 _ 3_,Category,Module 5 Healthy food（NSE 7-A）,单词归类 图片单词归类,please send
28、us home,grains_meat_fruits & vegetables_drinks_others_,Word Map,Students homework P19、 P31、P59都出现了这种单词网。本册书中的10个模块化分为以下几个话题：family (家庭)、school （学校）、food （食物）、weekend（周末）、animal（动物）、computer（电脑）。 6个word maps 中共收录单词，437个， NSE 7-A单词表中共有300个单词和词组，23个不在其中。,Six topics for NSE 7-A,Word Map,Word Map,First l
29、etter/ Last letter,Competitive game, all the students are involved.,Appleelephantteacherreddesertthinkkitchennewwhoopennice,Making stories,cake, bake, take, make, quake, snake mistake, wake, lake, fake,Once upon a time, there was a cook who loved to bake by the lake. He loved to take his oven to mak
30、e his cake. Suddenly, there was a quake. For Gods sake, What was it? It scared the cook. Was it the earthquake? No, it turned out to be just the snakes wake.,Notes:词汇的学习和记忆要遵循一定的规律。 (Attention/Repetition)课内/课外？,NSE7BModule 10 在本模块中划出含有下列单词或词组的句子，根据上下文猜测词义，查字典验证自己的判断；写下一个字典中的例句，自己再造个有创意的句子。试着完成Activi
31、ty 5 in Unit 2. (Match the words with their meanings.) Decide, marry, join, die, move to, at the age of,天津南开中学 杜明环,关于布置预习作业,第三单元（Unit 3）,第三单元是运用本模块所学语言结构与词汇、听说读写技能等综合运用能力培养单元，所以是“语言运用（Language in use）单元”。 1) Language practice: 本模块语法、词汇、短语运用练习和听说读写技能的练习 2) Around the world 3) Module task,分析前两个单元的学习情况
32、，确定练习巩固的重点，这是关键。 确定语法总结的方法：发现（归纳）？讲解（演绎）？ 若必要，补充练习活动 若必要，补充文化知识与活动 确定任务：是完成教材设计的任务，还是进行必要调整？,第三单元备课,Deductive method / Inductive method新教材一般不简单罗列或讲解语法结构和规则，而是引导学生通过观察、归纳、对比、总结等方法发现语法规则，培养语法意识，并给学生提供运用语法的机会（程晓堂）。教师在讲授语言点时，不应该只停留在语意层面上，而要全面真实地讲授，明确透彻的向学生讲授语言点的运用语境和语用要求，让学生不仅知道语言点是什么意思，而且明确地知道可以在什么样的语言
33、环境下为了什么样的语用要求来运用所学的语言点。（鲁子问）,Notes:,创造良好的英语环境课前三分钟报告每天坚持接触英语，哪怕是看英文报纸、英文杂志、看英文电影、听英文歌曲；利用零散时间学习英语，晚饭前，睡觉前，上学的路上(walkman, mp3) 多方面获取资源杂志（疯狂英语阅读版）报纸（21世纪英语报）电视（中央台希望英语杂志、动感英语）广播（VOA慢速英语）网络,怎样做到以学生为主体？,教学因素的分析和教学目标的设定 整体时间的分配：学生多、教师少 操练时间的长短 创设情境、与真实生活结合起来 评价的时候重视多种主体的评价，学生自我评价和学生之间的相互评价。 由学生更多地归纳、总结而不
34、是灌输，如语法。 重视学生的个体差异，包括年龄特点、学习风格的差异、性别的差异等等，重视培养学生的自主学习能力。 ,Further thinking:课堂越活越好吗？,课堂教学新模式,传统的课堂教学模式已经不再适应新的课程要求，新的 教材要求我们必须要有新的课堂教学模式。 激活、共享已有知识与经验； 接触、体验、理解新知识和新经验； 学习重点知识与技能； 实际语言运用。 程晓堂,Further thinking:有哪些老传统是我们不能丢弃的?,结 语,皮格马利翁效应,我们的祖父母在年轻时代所学到的东西可以够用一辈子的；我们的父母在年轻时所学到的东西可能够用半辈子的，而我们这一代，年轻时所学到的东西只够用1/4或1/3辈子的。 “授之以鱼”不如“授之以渔”Study smart & Work smart!,“哀莫大于心死”，课改中的畏惧不安和困惑徘徊都说明我们还有感觉存在。我们还未麻木，我们对教育对学生的爱还未消逝，我们的心还未死去；我们的心还在跳动，思维的火花还在闪耀，我们只是缺少方法、缺少实践、缺少自信。让我们一起努力吧！,Thank you for listening!For more information, please visit Or contact me: Wang Wei Email: Tel: 010-88819693,
