创新英语教材分析与处理.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,创新英语教材分析与处理,创 新 英 语,Creative English,For Primary schools,主编 Dr.Alan R.B.Etherton 刘文渊,接力出版社 全国优秀出版社,教育部教材审定委员会评价：,教学内容与小学生的生活接近，能够激发他们的兴趣，对他们的身心发展产生积极的影响，有的课文还提乡了学科的融和性。,教材的编写体现出结构与功能相结合，兼顾话题。语法结构安排系统，简单的句型通过多样的活动（如听、说、做、玩、画、读等）呈现并反复练习与实际生活和交际性的活动综合在一起，有助与学生进行语言的实践。书中还有任务型的活动。,创新英语系列,学,生,用,书,活,动,手,册,教,师,用,书,录,音,磁,带,教,学,挂,图,Introductory speech for the teacher,英语老师的开场白,Hello,class!I am Miss/Mr Wang.From today on I am your English teacher.As we all know that English is one of the most useful languages in the world.I am sure you will get it if you study hard at it.Dont be shy and be brave to open your mouth,speak it,act it and use it to do things.Lets have a good beginning.Lets work together and we will all succeed in the future!,(Then explain in Chinese),Sing a song in English if possible!,关于创新英语,About Creative English,创新英语小学英语学生用书是按照2001年小学英语课程教学基本要求编写的，内容覆盖一级和二级要求（1 8 册）。,每个学期的学生用书包括一本学生用书、一本活动手册、一本教师用书、磁带和多种教辅资料。,教学理念,以学生为中心，关注学生的兴趣和体验，让孩子们在快乐中学习，体验英语进步的成就。,Take our pupils as the centre.,Pay attention to the interest and experience of pupils.,Let them learn English happily and have the sense of achievement.,使用创新英语的方法和原则,结构法,主要强调语言的结构，如组织学生进行句型的操练等。,交际法,则注重对学生交际能力的培养，如教授学生运用语言打招呼、道歉、表达意见等。采用结构法的教学可以帮助学生操练、重复单词和句子以达到准确地复述，但是学生有可能对词义一知半解，或一旦碰到外国人，还是不会使用学过的语言进行交际。使用交际法的教学可以帮助学生建立使用语言的自信心，了解语言的功能，但也可能带来学生在使用语言时的准确率降低。另外，强调交际法的课堂必然有一定数量的句型和词汇项目的学习，对小学生而言，过多的句型和词汇的学习会使他们困惑。,创新英语把结构法和交际法相结合，以确保语言形式和交际功能携手并进的成功语言教学。语言形式就是语法结构，语言功能就是语言的运用。结构在传授和操练种很重要，能让学习者掌握基本句型和用法。发挥语言结构的功能是语言学习的生命。它能给学习者提供与交际为目的的有意义的练习和活动。,The structural approach offers a sensible grading of language items,and gives us many exercises types which we can use to practise learning the patterns and vocabulary items.But the communicative approach reminds us that this is not enough:we must also make sure that children understand the meaning of the words,and know how to use them in realistic situation.,教学方法综述：,传授新内容要简洁明了，采用实物、模仿、翻译等方法，必须注意语境。新内容能在真实情景中多次运用。练习和操练通过活动、任务等完成。让学习者轻松流利地运用新内容来掌握语言和应用语言。,Real objects,Imitation,Translation,Situations,教学原则：,(1),成功是语言的教与学追求的目标。,只要能帮助学生成功地学会语言，任何学生用书和方法都可以使用。换句话来说，我们要寻求能使学生成功地学会语言的方法和材料。,Success is the most vital factor in language teaching and learning.,The end(success)is far more important than any means(methods).,2),学习者的兴趣始终是我们关注的首要问题。,我们要设法设计学生感兴趣的任务。最好的培养兴趣的方法就是帮助学生体验成功。孩子们往往喜欢他们学得好的课程，而不喜欢或害怕成绩差的课程。根据对,波兰,的辍学者的一项调查，影响成功学习英语的首要因素是成就感，其次是课外对英语的使用、英语的其他用途、对英语的好感等。,The best way to motivate learners is to help them to succeed.,3),教与学不是一回事。,我们不能想当然地认为教学成功的一堂课（从教师的角度来看），学生必定收获颇丰。同样，学生可能在课堂上非常开心，但是学得甚少。因此我们必须想方设法既让学生学得愉快，又要学得扎实。,Teaching is not the same as learning.,4),扎实的基础是成功的前提。,如果我们不考虑学生的接受能力而一味地追求进度会事与愿违。学生们会因为跟不上而产生厌学的情绪，导致退却。,Building on weak or insecure foundations is bound to lead to failures.,5）,稳扎稳打，循序渐进。,在第一阶段，尽量地放慢进度，建立孩子们的自信心。不要过多地考虑其他学校或其他班级是否跑到了你的前面。坚持你的原则，即你的进度适合你的班级。渐渐地你的孩子们会走向成功。,1.,SLOW BUT STEADY is a sound approach.,6）,语言的形式和功能兼顾。,语言的结构必须与意义和使用目的相结合。每堂课都应包括“为交际而设计的真实的语言使用”，并为学生提供交际的情景。,Language forms and their functions are combined.,We have to create some situations,using authentic language.,7）,语言教学应与需求相结合,。,Our classroom teaching and the needs must be linked together.,8）,每一篇课文或单元都应设计一个目标或任务,。,Each text or unit will have a target or a task we have to reach.,9）,为学生创造真实交际的环境,。（,举例,）,Create some real situations and our pupils can communicate in the class.,10）,提供真实的语言材料。,语言的恰当性和真实性比语言项目编排的次序更重要。,Present authentic language materials.,The appropriateness and authenticity are far more important than their arrangements.,11）,正确处理听、说、读、写之间的关系,，使学生的各个技能全面而平衡地发展。,Handle the four skills properly.Listening,speaking,reading and writing go together.We have to pay more attention to first two skills at the first stage.,12),We must expect young children to make mistakes,and we should not be unduly worried when the mistakes occur.,As the pupils grow older,they correct most of these errors.,我们必须有学生出错的思想准备，但是，,不要过分担忧学生的错误。,13),Children usually work better when they find the work is interesting.,The ideal method is one which is interesting and leads to success.,孩子们对有兴趣的事通常会干得很好的。,Interest is the key to language teaching.,兴趣是语言教学的法宝。,14）,教学有法，教无定法。,There is no ideal teaching method.We do not know for certain which teaching method gets the best results.,Different teachers and children require different teaching methods,and it is unwise to force all teachers to adopt the same method.,Teachers should feel free to use any method,which,they,find is clearly successful,i.e.which enables children to learn English.,15）,如何使用汉语？,Individual teachers must decide for themselves the role of Chinese in the teaching of English.,老师自己决定在英语教学中这样使用汉语。,Speak English if possible,Use Chinese when necessary.,教学中应注意的问题:,（1）,课堂语言,。,在最初阶段可用汉语以便学生听懂。慢慢地可增加英语的表达，尽量使用学生学过的英语，在课堂中创造学英语的气氛。下列课堂用语可以选择使用：,Hello.Write.Please give me,Good morning.Come here.Thank you.,Good afternoon.Come in.Go out.,Goodbye.Sit down.Go to,Listen.Stand up.Open your book.,SayStop.Shut your book.,Draw.Hands up.Good.,Read.Hands down.Thats good.,Thats right.Thats wrong.Good girl.,Good boy.Look at,（2）,活动和游戏,。活动和游戏是小学生比较喜欢的学习途径。我们可以组织各种各样的活动和游戏，如操练、交际活动、热身表演活动等。教师手册将对每一个单元提供详细的活动和游戏的建议。,（3）,改正错误。,学生在学习英语的过程中免不了要犯错误。我们在对待语言错误的问题上应该有个平和的态度。即既不放任不管，也不揪住不放。以保持学生学习英语的积极性为前提。也就是说，我们不要见错就改，以免挫伤学生的自尊心。,（4）,语法。,小学英语课程教学基本要求中指出，小学阶段的英语教学主要以激发学生学习英语的兴趣为目的，培养学生一定的语感和良好的语音、语调基础。因而，语法知识不用系统地讲解。但是，出现在本学生用书中的语法项目，如词性的概念（名词、动词、副词、形容词、冠词、介词等），词序、时态（一般现在时、一般过去时、现在进行时）以及疑问句和肯定句的形式等内容须向学生作简单的交代。,（5）,写。,a）听写是很有作用的练习。,b)早期写作练习包括写标签、用学过的单词填空、比较物体、描述动作和创建资料。,c）指导性和限定性作文时必要的。这种练习包括连线替换、填空、句子重新排序。,d）限定性写作练习包括完成句子、根据示例写作和根据教师和学生用书所提供的信息写作。,e）关于自由写作的问题，课程标准指出：在早期，可教学生相互写一、两个句子的简单的便条。但是期望多数小学生在没有指导的情况下用英语随意写作是不现实的。自由写作可在小学高年级进行尝试，最合适的内容可能是写简单的解说词、日记、或给亲戚朋友写信。,（6）,音标。,一般来说，音标的教学在学生通过“看和说”掌握了一定的词汇以后再进行。,（7）,书写。,在使用本学生用书第二册的适当时间，对于印刷体的掌握应过渡到一些字母的连写。书写练习应包括运用连写书写学过的单词，每次操练不应超过1015分钟。,（8）,拼写。,单词应该先看和读（Look and Say），再仿写，最后默写。教师可能发现有些学生由于发音不清，辨音不准，拼写单词有很大困难。在语言环境中进行短期的发音练习有时会有助于他们克服混淆不清的问题。例如：f 和 th；p和b。,The ca has two kittens.,The ca is on his head.,英语作为母语的小学低年级孩子们也有同样的拼写困难。他们可能把d写成b，bird写成brid，或犯其它的错误。在多数情况下，这些错误随着孩子们的年龄增长而消失,（9）,阅读。(,由老师选择提供,),建议采用下面的活动处理：,a）图画描述问、答、解说词、描述图画,b）戏剧表演两个或三个学生读出对话,c）歌曲韵文与读物中的故事相关,d）剪贴运用通过绘画或采集图画编故事,e）动画或木偶制作,f）封面制作重新设计读物的封面,g）对话改写或复制,h）填词游戏从读物中选择单词,i）座谈讨论谈故事和图画的内容,j）手工制作做模型、图表等来表现故事的内容,（10）,测试。（,评价,）,小学英语教学评价的主要目的是激励学生的学习兴趣和积极性。因此，测试的方法应具有多样性和可选择性。在低年级可采用游戏、活动、表演等形式检查学生学习英语的兴趣、态度和交际能力。在高年级可采用口笔试相结合的方式。口试主要考查学生实际运用语言的能力，笔试考查听和读的技能。考查要尽量贴近学生的生活。,Activities&Games （活动与游戏）,After an item has been presented to learners(page 29),the main part of the lesson now begins,that is having the pupils themselves practise and use the new items in as wide a range of meaningful and appropriate situation as possible.The activities are divided into three main groups:,a),Manipulative Exercises(30,32-42)控制性练习,b),Communicative Activities(31,32-54)交际性活动,c),Pre-Language Arts(54-57),初级语言艺术,Manipulative Exercises,The main focus is on the formal features of English,and the main aim is to give the pupils practice in repeating and manipulating the forms of the language,i.e.to enable the learner to handle the language system with ease and fluency.Activities included in our textbook are:,Repetition by the pupils of the teachers model in groups and as individuals(30),Repetition with cues(30),Sentences based on a substitution table(30),Conversation and action chains(30,37),Game Simon Says(Imperative drill)(33),Action illustrating various tenses and perhaps involving mime(33-35),Number activities(35),Possession based on articles borrowed from pupils(36),Simple diagrams to practise Where?,What?,etc.(36),Comparisons with shape,size,etc.(37-38),Memory Games(39-40),Guessing Games(40-42),Communicative Activities,The focus is upon communicative purposes,upon language as a medium for getting things done,upon English as a tool for use rather than as a formal system.The aim of this group of activities is to provide the learner with the reason and opportunity to use the system to achieve successful communication.,Activities may involve bridging an information gap,solving a problem or carrying out an operation of some kind.These activities as task-orientated included the following:,Directions:turn left/right,giving and following directions (see 1B),Spot the difference:,two similar pictures with differences(P.15 AH),Solving Problems and Puzzles:,solving problems connected with drawings,a picture with hidden objects,Colouring and Drawing:,Pre-Language Arts Activities,These activities where the manipulation of forms and purposeful use take second place to an enjoyment of language for its own sake.Here,English is treated as a medium of delight and the principal purpose is enjoyment.,Activities include the following:,Fun with letters of the alphabet:,finding hidden letters,Fun with words:,riddles,a maze with clues,a verse with rhyming missing,Songs,chants,Rhymes:,Role-playing:,Story-telling by the Teacher:,创新英语分课教学建议,Aims for each Lesson:,Language:,Function:,New words:,Periods:,Teaching Plans for each Lesson,分课教案建议,Lesson 1,Language:Hello.I am.Yes.No.,Functions:1.Greeting a friend,2.Introducing oneself.(Saying ones name),New words:SeeLanguageabove+names of children.,Periods:3 or 4(depending on the level of the pupils.),Period 1,Teacher says Hello to each of the pupils.(smiling),Write Hello on the blackboard and repeat many times.,Pupils repeat.,Listen to the tape.,Let the first pupil for every row do the same as teacher did.,(Says Hello to each of the row.),Explain Tom(a boys name,)Ann(a girls name).Play the roles.,Let the pupils say their names and have a pair drill.,8.Change the pair and say Hello to each other.,Period 2,Listen to the tape.,Greeting to the pupils:,Teacher:Hello,Pupil A:Hello.I am,Taotao,.,Teacher:Hello.,Taotao,.,Pair demonstrations.,T/P practice:,Teacher:Hello,Chenchen,.I am Miss Lee.,Pupil:Hello Miss Lee.,T/P drills:,Teacher,(pointing to a pupil)Hello.,Pupil:Hello,Miss Lee.I am,Meimei,.,Teacher:Hello,Meimei,.And so on,Change the role:Pupil A in the place of the teacher.,Pupil A:I am Wang Fang.(Pointing to a pupil)Hello.,Pupil B:Hello,Wang Fang.I am Mary.,Pupil A:Hello,Mary.and so on.,Give English names for all your pupils.,Let pupils do Try to say.on Activity Handbook.,After that pupils can do it freely in free pairs.,Period 3,Explain that we are going to play the game on page 3 of 1A.,Listen to the tape.,5 pupils go to the front,Tom with a mask.The other 4 play,Ann,John,Peter,Lingling,.,Explain the meaning of No and Yes.,Play the game.One child greets Tom.He must try to,ques,who spoke.,Take turns within the group of five or more children.Group by group in turn.Teacher can join them.,7.Pictures on page 2 of Activity Handbook are for speaking.,Lesson 2,Language:Good morning.Goodbye.Miss,Functions:1.Greetings,2.Saying farewell.,New words:SeeLanguageabove+Daddy,Mummy.,Periods:2,Period 1,Revise Hello and I am,Listen to the tape.,Explain in Chinese the meanings of Good morning and Goodbye,and when they are used in English.,Greet the class and get a suitable response.,Let the pupils act page 4 in pairs.,Pupils can complete p.3 of Activity Handbook.They must draw lines to connect the appropriate speakers,and complete the greetings.,Period 2,Say Good morning to the class.Revise previous work.,Teachers of afternoon session should teach Good afternoon and practice using it at the start of each lesson.,Act the bottom half of p.5.Then let a child pretend to be a teacher.He/she can introduce himself to the class.,Listen to the tape if there is time.,Lesson 3,Language:I am a,Functions:1.Identifying oneself.,2.Giving and obeying instructions.,New words:a teacher,a boy,a girl,SeeLanguageabove.,Periods:2,Period 1,Greet the class and revise Hello,and Good morning(or Good afternoon).,Listen to the tape and read after it or the teacher.The pupils should,NOT,read in a slow chant.They are learning English,not a song.Vary the methods by getting one row at a time or just the girls/boys to repeat words.,Explain the meanings of the new words.,Using the teacher name,say I am Miss Lee.I am a teacher.,Bring pairs of children to the front.Ask the class:,A boy?A girl?Require Yes or No answers.,Point to pupils in the class.The class must say A boy or A girl when you point.,Have good pupils say the words on the bottom half of p.6,using their own names.,Period 2,Revise the last lesson.Never go on to new material if most of the class are still confused about the previous work.,Replay the tape of P.6 and 7 if you have time.,Explain the situation on P.7:,a)A monitor tells the class to stand up.,b)The teacher and class greet each other.,c)The teacher tells the class to sit down.,Act the situation several times.Different pupils can act the parts of the monitor and the teacher.,Exchange information with individual children:,Teacher:I am Miss I am a teacher.,Pupil:I am,Lingling,.I am a girl.,6.Pupils can complete AH page 4,entering correct names.,Lesson 4,Language:Names of things.Yes.No.,Functions:Identifying simple objects and learning their English names.,New words:an apple,a bag,a cat,a book,a box,a ball.,Periods:3,Period 1,Greet the children and revise Good morning Hello,Good afternoon etc.,Revise Stand up and Sit down,etc.,(In the future lesson plans,we will assume that the teacher normally starts the lesson with greetings and brief revision of the last lesson.To save space,this will not mentioned in all the lesson plans.),3.It will help if the teacher can bring an apple,a bag,a(toy)cat,a book,a box and a ball to class for these three periods.,Play the tape for P.8 and 9 and get the pupils repeat the words several times.,Then teach the names of the objects one by one following these stages:,Show the pupils a book.Tell them the name,and get them to repeat it after you.,Get the groups,rows and individuals to repeat the name.,Hold up another object,and teach the name.,Hold up one of the two objects and ask A book?or A box?.Pupils answer Yes or No.,Teach three or four names in this lesson.,Period 2,Revise and learn the names of the six objects,Draw the six objects on the blackboard.Ask pupils to say the names.,3.Write the six words on the other end of the blackboard and ask pupils to draw the pictures to them.,4.,Practise,using the six objects.,5.Pupils can complete connecting lines on P.8,Period 3,Revise the names of the six objects using some or all of these methods:,a)Put the six objects in different parts of the room.,Say the name of an object.The pupils must point to the right object.,b)Follow the game on P.9.Hold up an object or a picture of an object,and say(or point to)a name.Ask An apple?Pupils must answer Yes or No.,c)Get the pupils into groups and one of them acts the teacher Do it several times.,d)Hide an objects under a thin cloth.Let children guess the object by looking at its shape.,Page 6 of AH requires pupils to draw lines through the mazes,and then complete the words.,Practise,writing letters A and B.,A teacher who works hard is not necessarily a good,Teacher.A good teacher makes the,children,work har