初一英语新课标教材分析_英文_.pdf

作者简介 付智强 男 内蒙古呼和浩特市人 内蒙古乌兰察布市察右后旗第一中学英语教师 内蒙古师范大学外国语学院硕士研究生 研究方向 外国语言学与应用语言学 An Analysis ofNew Standard Junior English Book One Fu Zhiqiang InnerM ongolia Nor m al University Huhhot InnerM ongolia 010022 N o 1 Senior High School in ChaYouHouQ i W uLanChaB u InnerM ongolia 012400 Abstract New Standard Englishfor junior students has been used for years in junior high school This book em2 phasizes the students role in the class rather than the teachers role It stressesparticipation experience and cooperation in the task Key words Junior English book one new standard cooperation 中图分类号 H319 3 文献标识码 A 文章编号 167228610 2010 0720142204 I I ntroduction of the course book The first version of Junior English book one mainly complied by Chen Lin Simon Greenall and Lu Ziwen aswell as Nick Coates Robin W ileman and other editors published by Foreign Language Teaching and Research Press in Beijing in June 2006 is an English course book designed for junior grade one students Junior English book one grade one consists of t wo sections the starter and the junior English The former ismade up of four modules each ofwhich comprises three units The basic daily ex2 pressions and simple dialoguesmakes up the main content of the starter It serves as a transitional function for students from pri2 mary English to junior English After a month s study students get enough preparation for the junior English While the latter junior English includes ten modules and two revision modules altogether fifteen units And also it has appendices at the end of the book consisting of language notes guide to language use words and expressions proper names vocabulary pronunciation and songs The ma i n contents of this book Module and topicFunctionStructure Listen speaking readingwriting Around the worldTask 1 Nice to meet you Giving personal information Present simple be 1 meeting new people 2 Introducing yourself 3 Finding specific infor mation about people 4 Giving personal infor mation using conjunction and Family name given name Introducing yourself to your new friends 2 Me my parents and my friends Talking about what you can do Can can t 1 Finding outwhat people can do 2 Asking and ans wering about abilities 3 Matching people and their jobs 4 Giving personal information using pronunciation full stops and capital letters Languages Giving and asking for personal infor mation 241 语文学刊 外语教育教学 2010年第7期 3 My new school Describing a new school There is there are prepositions of place possessive adjs possessive 1 Identifying pictures and numbers 2 Describing your classroom 3 Identifying places from descriptions 4 Describingwhere places are using reference words Schools in the UK W riting a letter describing your school 4 My familyDescribing familiesHave has got 1 Identifying familymembers 2 Describing your family 3 Describing families 4 Describing families using punctuation full stops capital letters and question marks Families W riting about your family 5 Healthy food Talking about one s favourite food Some and any 1 Identifying food and drink 2 Asking aboutwhat food you have got 3 Identifying healthy and unhealthy food 4 W riting about healthy food using conjunction but Chinese food Making a food and drink poster 6 An invitation to the cinema Making and accepting invitations Preposition of time and place 1 Making and accepting invitations 2 Finding specific information 3 Email invitations Weekends around the world Inviting friends to do something 7 My school day Talking about routings Present si mple I you we they preposition of ti me at in on 1 telling the time identifying school subjects 2 Talking about your lessons 3 Using conjunction and to describe a school day putting pictures in order The school day in the UK Talking about my school day 8 Different habits Talking about different customs and habits in different countries Present simple he she it adverbs of frequency possessive adjs 1 Matching people and activities 2 Describingwhat people do on their birthday 3 Matching people and presents 4 A description of your partner using apostrophes Different habits Choosing a birthday present 9 Atrip to the zoo Talking about one s favourite animal Present simple questions 1 Finding specific infor mation recognizing third person verb with s 2 Asking and ans wering questions about animals 3 Describing a place capital letters Pandas and tigers Making a poster of your favourite animal 10 Computers Describing a process Wh questions in present simple 1 Recognizing parts of the computer recognizing question words 2 Asking and ans wering questions about computer 3 Correcting false information using conjunction but American teenagers and the internet Doing a questionnaire about computers 341 TEACH I NG RESEARCH Fu Zhiqiang An Analysis ofNew Standard Junior English Book One From the above chart we can see that the ten module have different interesting and authentic topics that is closely relateswith the students real life eg module one nice to meet you which is quite practical for those new junior newcomers to say to each other for the first time And these topics are diverse and covering many fields family school life friend greeting customs ani2 mals and computer which can broaden students vision and make them keep pace with the latest technology At the same time we can figure out from line two that this book is also function based since it includes many functions giving personal information talking about one s favourite food making and accepting invita2 tions talking about one s favourite ani mal etc Definitely any course book can never leave out grammatical knowledge This book is no exception The grammar knowledge in this book is sys2 tematically arranged and sequenced according to the acquisition order of grammar from the easy to the difficult We can conclude this from line three from the above chart This book doesn t stress one or t wo language skills eg reading writing listening and speaking On the contrary it combines these four skills and bal2 ance each of them Its focus is to foster students all round abil2 ities including speaking listening reading and writing skills An2 other feature is that this book is also task based and it designs many real life tasks in which students can practice their language in a real situation not just language forms In summary this book is based on multi dimensional sylla2 bus because it contains the characteristic of functional syllabus topic based syllabus structural syllabus and task based sylla2 bus The cla i m s the course book make about its design and characters 1 This book is compiled in accordance with the National English Curriculum Standard It caters for the national criterion and the need of 21stcentury for English talents It is people ori2 ented and takes learners age and cognitive ability as a basis to foster students all round abilities and comprehensive language skills It combines quality oriented education and English teach2 ing 2 Itsmain principle is topic function structure and task It tries to make environment for the learners and is carefully de2 signed with the combination of both learning and practice It is in accordance with the language teaching and learning regularities It is innovative and operative And it tries to explore the appropriate ways of learning for Chinese English learners 3 This book is student centred The language activities and tasks are designed according to the students physical and psycho2 logical developmental pattern and embody the requirements of quality education So it is scientific 4 It reinforces languages skills from several facts and pay special attention to the fostering of learning strategies It also stresses the input of cultural information 5 There are diverse functions topics The language is authen2 tic and lively with appropriate level of difficulty which caters for the age and interests of the junior students 6 In order to i mprove the abilityof students self study ex2 planation of language points summarization of grammatical phe2 nomenon vocabulary and phonetics are listed in the appendixes 7 Besides the course book there are several setof additional materials to facilitate learning for instance extensive reading materials synchronized assessing handbook After I evaluated ten modules I found that some claims are embodied in the book while some are not adequately true It is true that the book hasmany advantages and contain vari2 ous tasks and activities focusingon differed language skills And it is very good for this book to combine different language skills which is innovative comparedwith the old versionswhose tasks in2 clude only one skill For example inmodule 1 Unit1 the author combine vocabulary learningwith listening he also combines read2 ing and speaking In module 2 Unit 2 the there is a combination of speaking and writing Almost the whole book is designed in ac2 tivities and tasks for the students so it is student centred The teacher just help the students to learn and provide guidance and instruction It seems that there is little work for the teacher to do And the topic is interesting and cater to the age and interest of junior students And the grammar is arranged systematically so that the students can master the basic infrastructure the National English Curriculum Standard requires And this book provides some background infor mation about culture This is beneficial for the students cultural awareness While every coin has two sides it also has some demerits Firstly this book says it advocates the fostering of students learning strategies but i find little information about students learning strategies Neither do I find the suggested learning strate2 gies learners should adopt Secondly the cultural background in2 formation is not adequate The information the book provides is too brief and too concise that it cannot give reader sufficient data to comprehend While not every book is perfect but thismay be the best available book at present How commun icative is this book Now let s first check the characteristics communicative course books possess Grant 1 They emphasize the communicative functions of language the job people do using the language not just the for ms 2 They try to reflect the students needs and interests 3 They emphasize the skills in using the lg not just the forms and they are activity based 4 They usually have a good balance among the four lg skills butmay emphasize listening and speakingmore than a tra2 ditional textbook does 5 They tend to be very specific in their definition of aims 6 Both content and methods reflect the authentic lg of everyday life 7 They encourage work in groups and pairs therefore make heavier demands on teacher s organizational abilities 8 They emphasize fluency not just accuracy The topics in this book are diverse and real to life and these topics are hot among junior studentswho may experience birthday parties go to zoo to get to know the nature to surf the Internet to access to wide resources and so on And these things are allmen2 tioned in this book so it is authentic not fabricated Also various tasks and activities are designedto foster students skills listening skill speaking skill reading skill and 441 语文学刊 外语教育教学 2010年第7期 writing skill These activities include describing things matching pairwork individual work and module tasks which are mainly focusing on practising students all round skills not just lin2 guistic forms These tasks are designed to do things which they may encounter in real life communication So it gives students space and ti me for them to self study without the intervention of the teacher So these tasks are communicative tasks This book is student centred It designsmany activities for the students which give student time to think to cooperate with their partners to solve problems with little intervention of the teachers Students may make mistakes but it is from which we learn and make progress Some activities are focusing accuracy eg pronunciation activity and vocabulary learning activity Some stress fluency eg module task in Unit 3 in module 1 introdu2 cing yourself to your new friends There is good balance among the skills It is not like the tra2 ditional course book which may highly emphasize the learning and practice of grammar It weighs much on the practice of language than on the study of language form There is plenty of practice for students to use the language while it put little emphasis on gram2 matical learning All in all this book hasmany features that are in accordance with the characteristics put forward by Grant so this is a commu2 nicative book References 1 Cunnings