初中英语课程与教材

初中英语课程与教材责任专家：刘道义,How to implement national curriculum standards and use junior high school English teaching materials effectively 如何贯彻课程标准精神有效使用初中英语教材,思考题,请在您选定的答案前的数字上打圈。一、您认为课标中哪个部分对您的教学最重要？ 1.前言 2.课程目标 3.内容标准 4.实施建议 5.附录二、您在使用新教材前首先做的事是什么？ 1.熟悉教材 2.学习课标 3.了解学生 4.开始备课三、您的学生从小学升入初中有困难吗？您采取什么 解决的措施？ 1. 无困难 2. 有但无办法 3.自编教材给弱生补课 4. 用已有的衔接教材给弱生补课四、您能根据实际情况灵活使用教材吗？用了什么方法？ 1. 不能 2. 能调整 3. 能改编 4. 能补充 5. 能删减,The role of the curriculum standards The roles of textbooks Different ways of using teaching materials How to use English teaching materials effectively,Analyze the aims and demands of curriculum standards How to adapt teaching materials to suit your students needs and interests How to improve ways of teaching the language and skills,The role of the English curriculum standards,GUIDELINE,Textbook Development,Teacher Development,Educational Research,Testing,Teaching,English National curriculum standards,The roles of textbooks (Alan Cunningsworth, 2002),A source of activities for learner practice and communicative interactionA reference source for learners on grammar, vocabulary, pronunciation, etc.,The roles of textbooks (Alan Cunningsworth, 2002),A source of stimulation and ideas for classroom language activitiesA resource for self-directed learning and access workA support for less experienced teachers,Textbooks（Lee & Adamson),Textbooks（Lee & Adamson),It is generally accepted that the role of the coursebook is to be at the service of teachers and learners but not to be their master. 教材应为师生服务，而非其主人。,It is of crucial importance that careful selection is made and that the materials selected closely reflect the aims, methods and values of the teaching programs.,Different ways of using teaching materials,Depend on the textbooks and use them like a recipePrepare ones own teaching materials without using a particular textbook,Different ways of using teaching materials,Use the textbooks a lot but adapt them to match the needs and wants of the studentsWhich way do you prefer? Why?,How to use the teaching materials effectively,As a teacher, what should you do to use the textbooks effectively?,Textbook,Students,School-basedCurriculum,Your style ofteaching,Adaptation,Pedagogical situation,National Curriculum Standards,Prerequisites,We should make a careful analysis ofthe aims and demands of curriculum standardsyour students and their styles of learningthe requirements of your school-based curriculum,Prerequisites,the conditions of teaching and learningyour own teaching stylethe features of the textbooks you have chosen or been given,义务教育阶段的英语课程具有工具性和人文性双重性质。就工具性而言，英语课程承担培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语听说读写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。,就人文性而言，英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新思维，形成良好的品格和正确的人生观与价值观。工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础。,课程目标,九级目标体系示意图,八级,七级,六级,五级,普通高中毕业应达到的要求,九级,义务教育6年级结束时应达到的要求,义务教育9年级结束时应达到的要求,二级,四级,三级,一级,高中阶段课程,义务教育阶段课程,Study carefully the objectives described in the curriculum standards for Level 5.,语言知识,语言技能,情感态度,学习策略,文化意识,Analyze your students needs, interests, and learning styles,Because the seventh grade students level of English differs, it is very difficult to handle the teaching with the same textbook. First we must make a survey. Then give the weaker group of students remedial lessons.,小学和初中教师须重视衔接问题,思想上重视加强中小学英语教师之间的沟通（了解彼此的教学目标、内容、方法、学生的身心发展特点）调整各自的教学策略和方法，共同应对挑战初中一年级教师需对新生做好调查（不仅了解其语言知识和技能掌握情况，还要了解其家庭情况、爱好、学习兴趣、英语学习习惯、方法等）,小学和初中教师须重视衔接问题,对学习困难的学生要特别关爱，并有计划地进行补课和帮助（必须发动学生），鼓励进步，树立信心要善于在同一个课堂上实施分层教学。如有可能，分班教学，提高教学效率开展小组合作学习，互相支持，共同进步,调查初中新生学习动机和兴趣,很不同意 很同意1 我喜欢英语，因为英语很有用。2 我学过四年/六年英语，挺喜欢英语。3 我未学过英语，担心跟不上别的同学。4 家里人常说，英语好将来可以找到好工作5 我很想和外国人用英语交流。6 我很想看英语书。7 我学好英语好出国。8 英语很美，我爱学。9 英语容易学。10 我学英语能得到家里人的帮助。,12345123451234512345123451234512345123451234512345,调查初中新生的学习方式,很同意 很不同意1 我爱听说，爱与人对话。2 我爱读课文，爱看英文书。3 我爱英语诗歌，爱唱英语歌曲。4 我喜欢表演小话剧。5 我喜欢写英文字。6 我不喜欢英语语法。7 在小学我们常常搞对子或小组活动。8 课上我爱举手回答老师问题。9 课上我敢举手问老师问题。10 我听老师讲课时爱记笔记。11 我能认真完成老师布置的家庭作业。12 我爱听外国人讲话，愿和他们交谈。,12345123451234512345123451234512345123451234512345123451 2 3 4 5,Assignment 1 (作业一）,为了了解初中一年级新生的情况以便更有效地进行教学，请您设计一个调查问卷。,Analyze and evaluate your textbooks,Criteria for material evaluation Conducive to students development 发展性Educational (ideological characteristics) 思想性Systematic 系统性Scientific 科学性,Analyze and evaluate your textbooks,Interesting 趣味性 Foresighted 前瞻性Practical 实践性Assessable 评价性Creative 创造性Expandable 拓展性,Development prospect 发展性,The textbooks must comply with the students physiological and psychological development as well as their cognitive features in terms of the degree of difficulty amount of material principles framework activities and tasks,Can you cite some of the age characteristics of junior high school students?Which do you put first, students knowledge or competence, their exam results or quality-oriented development (and creativity)?,Educational 思想性,Ideological and affective education prevails in the textbooks to improve students moral integrity, foster their sense of patriotism and expand their international horizon. The teaching materials should help students learn how to live, learn, work, and communicate with people.,Do you think our English textbooks are good for students ideological and affective education?What material should we select to help our students in this respect?,Do you like literary works such as Shakespeare, Dickens and Mark Twain in your textbooks?,Systematic 系统性,The presentation of the contents and structures in the English textbooks should be made easy for Chinese students to learn English.,Systematic 系统性,Grammatical structures, functional items and topics should be integrated and presented in a sequence graded from the simple to complex and from easy to difficult. And they need to be recycled frequently. This is the basic experience of ELT accumulated over 100 years in our country.,Do Chinese students have their own cognitive features in learning English as a foreign language? Give your reasons.Do you think it is the same to learn/teach English as a second language or as a foreign language? Why do you think so?,Scientific 科学性,The compilation of textbooks should be accurate in language, contents, information and knowledge, especially of various disciplines.Language is just a shell in which there is an immense amount of scientific and cultural knowledge and humanistic substance.,The English textbooks cover all the major events in the world in an encyclopaedic way.The approach to material development should be scientific.,Is it wise or unwise to include disciplinary knowledge in the English textbooks? Why?How can English textbooks be made scientific and accurate?,Interesting 趣味性,The contents (texts, exercises, activities, etc.) illustrations, layout design should be appealing and attractive, easy to arouse students interest and motivation.,Interesting 趣味性,Textbooks should be closely linked with students real life. The contents should be lively, fresh, realistic, soul-touching, humorous, interesting and of high readability.,Textbooks should be organized in a careful sequence so that students find it easy to achieve success to keep their interest in continuing their study.How would you make your materials interesting to your readers?,Foresighted 前瞻性,A set of good textbooks must keep abreast with the time and have foresight so that they can be used for a relatively long period of time.Too frequent updating of textbooks is costly and disadvantageous to both teaching and research.,Foresighted 前瞻性,The materials should be up to date in terms of information, language, culture and ways of teaching.,How can you make your textbooks authentic and lasting for five or even ten years?How can you ensure that the language is contemporary?How can you make sure that your books adopt the most advanced teaching method?,Practical 实践性,The textbooks should be easy for the teacher to teach and easy for students to learn.They can help learners to build up their skills of listening, speaking, reading and writing, apply what they have learnt in practice.,Practical 实践性,They can engage the students in interactive activities of sense perception, observation, experience, discovery, and enquiry.,What do you have to do before you can make sure what in your books is easy or difficult for students?What kind of exercises/activities can best motivate students engagement, tapping their potential yet not too difficult to operate?,Assessable 评价性,As assessment goes throughout the process of learning, it is included in the textbooks. It helps students continuously experience progress and success, understand better of themselves, build up confidence, adjust learning strategies and assess their own competence.,Assessable 评价性,Teachers can also obtain feedback of their teaching so that they will reflect on and adjust it.,What kind of assessment activities can you find in textbooks for junior high schools?Do you think listening and oral tests are essential for school children?What kind of assessment activities can we design to evaluate the overall abilities of a student?,Creative 创造性,The creativity in textbook compilation is mainly reflected in the teaching methods, and the purpose is to change the students passive reception of knowledge and the spoon-feeding by teachers.,Creative 创造性,Textbooks should inspire students to think independently, so as to cultivate their abilities to explore, discover, question, criticize, process information, analyze and solve problems, as well as foster their ability of bold imagination and creativity.,What kind of activities should be designed to brainstorm creative (divergent) thinking?What attitude should we have towards traditional ways of teaching while we are trying to innovate our textbooks?,Expandable 拓展性,Teaching materials usually come out as a “Teaching kit”, which includes TB, WB, audio-visual materials, wall charts, pictures, cards, computer-aided materials, etc.,Expandable 拓展性,The supplementary materials make textbooks more flexible and open-ended.Multi-media teaching materials plus the online teaching can modernize, optimize classroom teaching and personalize learning.,The CATALYST test (N. Grant, 1988),C Communicative?A Aims?T Teachability?A Available Add-ons (additional materials)?L Level?Y Your impression?S Students interest?T Tried and tested?,Assignment 2 （作业二）,请您参照以上教材评价标准对您正在使用的教材作一简要分析，指出其优点和不足之处。,Reasons for material adaptation,Because there is a mismatch between the material andthe interest and the cultural background of your studentsthe level of your studentsthe diversified learning styles of your studentsthe course objective of your schoolyour preferred style of teaching,How to adapt the materials,Changing something Adding somethingReplacing something with something elseDeleting something,CARD Technique,Techniques for materials adaptation (Tomlinson & Masuhara),Plus (+), Minus (-) or Zero (0) Plus Category,Techniques for materials adaptation (Tomlinson & Masuhara),Minus Category,Techniques for materials adaptation (Tomlinson & Masuhara),Zero Category,Example 1 (案例一）Changing （Re-organization）,Go for It 7B Unit 9 How was your weekend? What do you think the teacher has done to suit her needs?,How to improve ways of teaching,How to teach vocabulary, grammar and phonetics more effectivelyHow to help students with listening, speaking, reading and writing,Vocabulary teaching in the materials,“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed” ( David Wilkins)A planned approach to voc development will be much more effective than dealing with voc in ad hoc way. (Paul Nation, 2003)Vocabulary is usually well controlled in the teaching materials.,Considerations for vocabulary teaching,Teachers need to be familiar with various lists of vocabulary for the materialsLook at the following table and think of the voc levels in our textbooks.,How is our word knowledge organized?Mental lexicon,WORD,The meaning义,Pronunciation音,Spelling 形,The grammar behavior 语法,The wordsderivation 派生,The collocationsof the word搭配,The register 语域of theword spokenand written口笔语运用,The connotations of the word 转义,The words frequency 复现率,How are words remembered?,Learning is remembering. Vocabulary knowledge is largely a question of accumulating individual items.The short-term memory (holding items for a few seconds) and long-term memory (it occupies a continuum from the “quickly forgotten” to the “never forgotten”),How are words remembered?,When reading, words stand a good chance of being remembered if they have been met at least 7 times over spaced intervals.,How are words remembered?,1 Reception (rote learning,sound/shape/meaning)2 Retrieval (recalling, keep reviewing)3 Use glossaries or dictionaries4 Use (Use it or lose it)5 Imaging (Use visual aids),How are words remembered?,6 Cognitive depth (know how to learn words)7 Translation8 Affective depth (Personal experience)9 Mnemonics (keyword technique, webbing, note taking)10 Association (word grouping, word formation, word chunks, collocations),How to teach vocabulary,1 Instruct Ss how to learn English words (Sound, form and meaning, etc) 音、形、义2 Using Direct Method (TPR/explanation/examples/ illustrations/situations/actions/ miming/elicitation method ) 直接法3 Using translation 翻译,How to teach vocabulary,4 Contrasting (antonyms/synonyms) 对比5 Association (grouping, collocations, word formation, word chunks) 联想6 Teach Ss to guess word meanings in context 猜词7 Voc teaching in oral and written work 结合口笔语活动（语音、语法和听说读写）教学,Using corpora (J. Simpson) 语料库,Concordancing is a way of finding lots of examples of a particular word. This helps develop Sslanguage awareness.,Using corpora (J. Simpson),A concordancer is a computer program which looks at a collection of texts and finds all the examples of a particular word, normally called the key word. This list of examples is called a concordance（共境行）.,sh-,f,i,fish,鱼,d,dish,盘,f,i,sh,Using corpus to learn collocations,Brainstorm any nouns and verbs you need, and then search databases for useful collocations in a dictionary like the LDCE or the COBUILD corpus on the Internet.,Using corpus to learn collocations,If you have the electronic version of your textbooks, you can also easily find all the collocations that appear in them, with the keyword.,get语境共现行,Examples 2 （案例二）Adding Designing supplementary exercises,Learning by classification,Words of similar meaning,Words of opposite meaning,Word family,Learning by association,Mnemonics,F faithful, frank, friendly, fair, foreverR real, responsible, reliable, respectfulI important, interesting, ideal, intelligentE easy-going, everlasting, equal, encouragingN nice, new，nobleD dear，devoted, dynamic，determinedS sincere, secure, selfless, simple-hearted，smartH honest，happy，helpful，harmoniousI independent, inspiring, innocent P pure, polite, precious, patient, pleasant,Collocations,Word Puzzle,Word Formation,Write another form of the words given.discover _ (n) original _ (n.)equipment _(v.) correct _ (n.)inspect _ (n.) evaluate _(n.)possess _ (n.) contribution _(v.)ignore _ (n.) competition _(v.)existence _ (v.) wealthy _ (n.)accurate _ (n.) royal _ (n.),Compounds,Grammar teaching,Grammar is conventionally seen as the study of the syntax and morphology.Syntax (句法） the system of rules that cover the order of words in a sentence.Morphology (词法） the system of rules that cover the formation of words. （Scott Thornbury）,What is grammar?,The rules of grammarThe study and practice of the rules Teaching and learning grammar focuses on the practice rather than the study of grammar.Grammaringthe ability to use the structure accurately, meaningfully and appropriately (Jeremy Harmer) 学习并使用语法表达思想，进行交流。,Grammar teaching in Chinas schools,Gr teachingin school,Deduction (from rules),Induction (from examples,from texts),Lexical approach(Natural grammar ),Presentationin LSRW,Integration with topics &function,Grammar 3D,How to teach grammar,from rulesfrom examples from textsTeach grammar on use, in use and for useLexical approach to grammar (通过词汇教学语法）,Example 3 (案例三）,Teaching the Indirect SpeechLook at the software and make comment on it. GFI Book 7B Unit 9 NSE Book 8B Module 7（34-37） 积木式教学方法,Is,Does,Is,Do,Is,Does,Is,Tom,Lucy,it,they,this,he,his name,her brothers?,like coffee?,a pen ?,play sports?,your pencil?,have a base ball ?,Tom?,are,is,do,does,1,am,they,this,Is,Do,Am,Do,Is,Does,Are,it,they,I,we,he,he,those,under the desk ?,like apples?,right ?,have a car?,Toms dad ?,have a soccer ?,your teachers ?,are,is,do,does,2,am,is,Phonetic teaching,Why is teaching phonetics important?What problems do students have with English pronunciation?Using the wrong soundMaking long vowels shortLeaving sounds outAdding soundsPutting stress on the wrong syllable in a wordPutting stress on the wrong word in a sentenceUsing the wrong intonation pattern (G. Poedjosoedarmo, 2007),What to teach (See the Curriculum Standards)1. Pronunciation of 26 lettersA, e, I (y), o, u in stressed/unstressed syllablesVowel combinations in stressed syllablesCommon vowel combinations in unstressed syllablesConsonant combinationsConsonant clustersSyllabic sounds,2. Stress of words and sentences3. Sound variationliaison loss of plosive weak form assimilation4. Intonation and rhythmsense group and pausing tone rhythm5. Use of pronunciation, intonation, stress and rhythm in oral communication6. Pronunciation and enunciation skills in reading aloud and speeches7. English pronunciation differences in major English speaking countries,When to teach phoneticsA planned activity which is i