英语课程与教材分析
温柔似野鬼°
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2021年01月19日 21:42
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Analysis of textbook and instructional design of one unit
I. Features of the textbook of PEP (Go for it!) for junior middle school students
in grade seven.
A.
The structure is clear.
The textbook of PEP (Go for it!) for students in grade seven consist of twelve
units
and
two
review
units
Each
unit
takes
a
topic
as
the
center,
and
its
internal
structure is identical: section A and section B, and self - check . Each of them has its
own
emphasis,
but
is
related
to
each
other.
Section
A
mainly
consists
of
the
key
words
new
expressions;
several
gradual
practice
activities;
grammar
focus
which
summarizes the use of
grammar; interactive activities in
which
students
cooperate
with
each
other
using
the
target
language
to
complete
the
task.
Section
B
is
the
extension of Section A, deepening and applying of language focus. Self- check is for
students
to
grasp
the
content
of
this
unit,
such
as
basic
vocabulary,
usage
of
target
language, etc. .
B.
combining with charts, pictures and with simple guide words
Each
unit
appears
in
clear
small
tasks,
2/3
of
which
are
graphically
presented
with charts or pictures, making full use of psychological law of the junior high school
students who like bright pictures, and cognitive knowledge of them who are easy to
get the knowledge from the simple forms.. When Students see the chart, they will be
able to know the specific meaning of each small task.
C. With activity as the carrier, it is a combination of knowledge, learning skill
and teaching method.
Each
small
task
can
become
an
individual
or
group
activity.
The
teaching
method
is
shown
in
the
obvious
form
of
headings,
which
implies
that
the
students
should obtain the specific skills of using the English language. Thus, all of this help
teachers and students to know each small target in the specific teaching. At the same
time,
teachers
will
train
each
skill
of
listening,
speaking,
reading,
writing
or
combinations of one or two different skills, according to the specific activity tasks and
learning
objectives.
is
everywhere,
and
guide
students
to
the
language
learning
of
interpersonal
communication
and
cooperation
intentionally
or
unintentionally, in order to further cultivate students
ability of using language.
D.
Emphasizing the interaction between teachers and students in the classroom.
The textbook
emphasizes
to
change the teacher
’s dominate explaining
position
and students' passive learning
way in
the classroom.
Teachers’ main task
is
to
help
students
to
speak
English,
think
in
English,
communicate
in
English,
and
obtain
or
transfer
information
in
English
by
guiding
the
students
through
listening,
speaking,
reading,
writing,
singing,
acting,
playing,
and
painting
to
achieve
the
real
goal
of
developing the students' ability.
E. The relationship between language and culture.
Language
and
culture
are
inseparable,
for
Language
is
rich
in
cultural
connotation.
Language study learns not only the language itself, but also the cultural information
transmitted by the language.
F.
Development of learning strategies
Learning is a developing and dynamic process. Namely, let learners learn
“how
to
learn
teacher
should
take
into
account
the
needs
of
learners,
including
helping
learners
make a decision.
G. The content is flexible
In the teaching material, explicit knowledge is not much, but a lot of recessive
knowledge, which is behind the large amount of information. This will left the teacher
enough space for their teaching art.
H. the dominant concepts are that students are the foundation of the education or
teaching, so teachers should respect students' personalized learning
；
the phenomenon
of real life and affairs is the endless dew of language learning
J.
Teaching
materials
embodies
foreign
language
teaching
theories,
such
as
Audio-visual Approach, Functional Approach, Communicative Approach, Interactive
Approach lead teachers to use topic-based and task-exploring teaching mode.
II
.
Analysis of teaching materials of unit 3: Why do you like koalas?
This
unit
is
mainly
to
help
students
to
express
their
personal
preferences
to
animals through the study of animal names and some adjectives to describe animals;
to
understand
the
shape
of
animals,
living
habits
and
the
main
places
of
origin;
to
describe their favorite animals using simple English and further cultivate and inspire a
love of animals, the awareness of animal protection and ecological balance.
A.
The main study contents are as follows:
1.
New words and phrases:
Africa, Zoo, animal, tiger, elephant, koala, dolphin, panda, lion, penguin, giraffe;
smart, cute, fun, ugly, beautiful, clever, intelligent, friendly, shy; kind of, get up.
2.
Daily communicative language:
Why do you like pandas?
Because they are cute.
They are kind of shy.
They are very big.
3. Grammar:
a. Adjectives of describing animals
b. Why-, What-, Where-questions
c. Adverbial clause of reason
B. Teaching objectives:
1.
knowledge objectives:
Grasp the useful words and Daily communicative languages
2.
Language skills:
Learn to describe animals, and express preferences and reasons through the study
of this unit.
3.
Ability objectives:
Train students’ listening and speaking skills.
Train students’ communicative competence by talking about animals.
4.
Learning strategy:
Guess
the
meaning
of
the
sentence
according
to
the
situation
using
their
own
knowledge.
5.
Emotional attitude:
Learn
to
observe, care
for
wild animal and cherish
nature
through
discussing
a
variety of characteristics of animals.
6.
cultural awareness:
Understand the characteristics of various animals and their distribution.
C. Tasks and activities
1. Bingo game
2. To find the family for the animas
(1) The classification according to
animals’
food: meat, grass, leaves
(2) The classification according to
animals’ s
ports skills:
run, fly, swim
3. Survey companion
’s
pet.
4. Let one student describe his favorite animal, while others guess.
5. Design a mascot for their school
6. Survey and report:
names
Animals
he/she likes
why
Animals
dislikes
he/she
why
Student 1
Student 2
Student 3
D. Teaching methods:
Communicative approach; PPP; Task-based method;
E. Teaching aids:
A tape recorder; Computer
F. This unit is divided into five periods.
Period 1: Section A 1a, 1b, 1c, Section B 1
Period 2: Section A 2a, 2b, 2c, 3a, 3b
Period 3: Section A 4, Section B 2a, 2b, 3
Period 4: Section B 3a, 3b, 3c, 4
Period 5: Self-check
III. Instructional design of the unit
Period 1: Section A 1a, 1b, 1c, Section B 1
Step 1: Free Talk
1.
To create an English environment the teacher shows the class some pictures of a
zoo and asks some questions about animals: What do you usually do on weekends?
Do you like to go to the zoo? Do you like animals?
2.
Then the teacher has them to recall the animals they had learned and write them
on the blackboard. (e.g.: animals: sheep, monkey, cat, dog, mouse, cow, duck
…)
Step
2:
show
the
class
some
pictures
of
animals
and
present
other
animals
and
ask
them: What’s this in English?
(tiger lion panda elephant koala giraffe)
Ss look at the picture and try to remember the new words of the animals.
Step 3: Guessing game:
T Show some pictures on the big screen Let Ss guess what animal it is. Ss try to guess
and remember the names of the animals