初中英语教材电子版

初中英语教材电子版

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【范文大全】初中英语教材电子版

【专家解析】初中英语教材电子版

【优秀范文】初中英语教材电子版

范文一:人教版初中英语新教材Unit3A电子教案

课 题 Unit 3 A

授课时间: 第 2 课时 年 课型 月 日 New

知识与技能 教 学 目 的 过程与方法 情感态度 价值观 教 学 要 求 教学重点 教学难点 教学关键 教学资源

1. Get the students to review what they’ve learned in this unit.

Revise what they learned in this unit

Practice the sentence patterns again. Revise what they learned in this unit Revise what they learned in this unit

Words and expressons

情景教学和合作学习法

情景教学和 合作学习法

task 时间分配 设计意图

Step 1 :

Revision 1. 2. Reviewthe drills Reviewthe words: Ss write down the learned letters Teacher guides Ss learn and read To improve SS ’writing ability 10 The teacher mainly introduces 10 The key greetings Ss listen repeat memorize them speaking Ss read read aloud making Take notes carefully sentences Ask and answer in pairs ability after the letter s and reading To improve SS ’listening

. Self check 1. Do 1. Ask them to check all the words they know. Find out the meanings of any words they don’t kn

Step 2 Presentation

Complete the questions and answers individually for the other three situations

Step3: Drills : 3a : listen and number the pictures 1_3 3b: practice the conversations in 3a with Your partner. 3c: Listen to the conversation and practice

4 Read just for fun. Discuss where the humor comes from. Invite pairs of students to present this dialogue to the rest of the class.

问题与情境

师生行为

时间分配 设计意图

The teacher listen and guide Step4: Practice : 4a: Write the names of the children on page S1. Then write the names in alphabetical order Ss listen to the tape and write Help correct

10 To train Ss’ Ability of making 5 use of the new language

Task Have you ever lost anything? How could you find it? Do you know how to write Lost & Found?

Step 5 Consolidation Self _ check Write down the greetings Do 4c try to read 4c 4d : sing the song Homework : copy the greetings

Down the right answer. The teacher check answers

Ss

discuss

in groups

Train Ss’ writing ability

The teacher look listen Guide and help Ss to do more exercises

5’

拓展 延伸 小结 与检测

Ask them to write their first name, last names and telephone numbers in random order on the board. 3 Ask students to use only things whose names they have studied in class. Then ask them to take turns pointing to an item on the board and asking questions such as: Is this your last name?… 2

Unite 3 ____ Period 2 found _______

板书设计

Item ______

lost _______

教学回顾

评价意见

教案节数

教育的艺术是使学生喜欢你所教的东西

范文二:凯伦方法英语中文版电子教材

用四分之一的时间学好英语!

凯伦方法只用正常学习英语时间的四分之一教授英语。 一般来讲,普通学生要通过剑桥初级证书的考试需要350小时(四个学年),而用此方法只需80小时(一个学年),达到剑桥第一证书的水平也仅需要160小时。

使用此方法的私立学校可给学生出具具有法律效力的书面证明——如果学生未能在预定学时内通过剑桥证书,公立学校或大学的考试,那么可免费学习,直至通过。大多数使用此方法的学校此类考试的及格率为95%,相比之下,国际平均水平仅为70%左右。

此类学校还允许学生于正式注册前试读,而且如果他们怀疑此方法的有效性,可以于学习结束后支付学费。

此方法可以保证每一个学生都能取得优秀的成绩。学生不需或者只需做少量家庭作业,更值得一提的是,此方法集简单,趣味及娱乐为一体。

它适合于各年龄段、为各种目的而学习的学生。它不仅不需任何教学设备(甚至不需黑板)或其他教材,而且可在大学,私立或公立学校的大小不同的班级广范使用。

此方法也可用于“自学”的学习方式,并且学生能够通过相互练习,达到学习目的。甚至没有证书和丰富经验的非职业教师也能成功地使用该教材,而且不具备英语教学知识的任何人使用凯伦方法便可开办此类学校。

STAGE 1

1 LESSON l

A PEN 一只钢笔 WHAT'S 什么

A PENCIL 一只铅笔 THIS 这个

A BOOK 一本书 IT'S 那是

WHAT'S THIS? It's a pen

2 SEE CHART 1 (At the back of the book)

TABLE 桌子 ROOM 室 BOX 盒子

IS THIS A PEN ?

CHAIR 椅子 CEILING

屋顶,天花板 PICTURE 图片,照片

Yes, it's a pen

LIGHT 灯 WINDOW 窗户

IS THIS?

WALL 墙 DOOR 门 YES/ 是的

FLOOR 地板 CARD 卡片

这是?

NO, IT ISN'T ... BUT 不,那不是……而是 IS THIS A PEN ? IS THIS A PENCIL ?

No, it isn't a pen, but it's a pencil No, it isn't a pencil, but it's a book

SEE CHART 1

LONG SHORT THE 长

这,那

4 IS THIS PENCIL SHORT?/ No, this pencil isn't short, but it's long

IS THIS PENCIL LONG ? No, this pencil isn't long, but it's short

IS THE ROOM SHORT ?

LARGE 大的

No, the room isn't short, but it's long

SMALL 小的

IS THE TABLE SMALL ? IS THE BOX LARGE? 5

CITY

TOWN

No, the table isn't small, but it's large No, the box isn't large, but it's small

VILLAGE

城市 城镇 村庄

IS [LONDON] A VILLAGE ?/ IS [WINDSOR] A CITY ?

No, [London] isn't a village, but it's a city No, [Windsor] isn't a city, but it's a town

IS [GRANTCHESTER] A TOWN ? No, [Grantchester] isn't a town, but it's a village OR 或,还是

IS THE TABLE LONG OR SHORT ? IS A CITY LARGE OR SMALL? SEE CHART 1 MAN 男人

WOMAN 女人

BOY 男孩

The table's ... A city's large

GIRL/ 女孩

6 WHAT'S THIS? IS THIS A GIRL ? IS THIS A MAN ? IS THIS A WOMAN ? IS THIS A BOY?

It's a man, woman, boy, girl

No, it isn't a girl, but it's a man No, it isn't a man, but it's a woman

No, it isn't a woman, but it's a boy

No, it isn't a boy, but it's a girl

ONE 7 1

ON

在……之上

TWO 2 THREE 3 IN

在……内

FOUR 4 FIVE 5

UNDER

在……之下

IS THE PEN IN THE BOOK ? No, the pen isn't in the book, but it's under the book IS THE PEN UNDER THE BOOK?

No, the pen isn't under the book, but it's

on the book

SEE CHART 1

MR MRS MASTER 先生 女士 博士

MISS 小姐

8 IS THIS MISS BROWN? No, it isn't Miss Brown, but it's Mr Brown

IS THIS MR BROWN ?/ No, it isn't Mr Brown, but it's Mrs Brown IS THIS MRS BROWN? No, it isn't Mrs Brown, but it's Master Brown

IS THIS MASTER BROWN ? No, it isn't Master Brown, but it's Miss Brown

SEE CHART 1

BLACK WHITE 50 GREEN BROWN 黑色 白色 绿色 棕色

WHAT COLOUR? 是什么颜色?

9 WHAT COLOUR'S THIS PENCIL ?/ This pencil's black, white

SIX SEVEN EIGHT NINE TEN

6 7 8 9 10

WHERE 在哪里?

WHERE'S THE PEN? The pen's on the book The book's on the table The pen's under the table

The picture's on the wall

WHERE'S THE BOOK? WHERE'S THE PEN?

WHERE'S THE PICTURE ? 10 WHERE'S THE LIGHT ?

LESSON 2 SEE CHART 1 I'M YOU'RE HE'S SHE'S IT'S

The light's on the ceiling

我是 你是 他是 她是 它是

1AM

YOU ARE HE IS SHE IS IT IS

AM I MR..............? ARE YOU MR..............? IS HE MR BROWN ? 11 IS SHE MRS BROWN ?/

I'M NOT YOU AREN'T HE ISN'T SHE ISN'T IT ISN'T

我不是 你不是 他不是 她不是 它不是

Yes, you're Mr... Yes, I'm Mr ... Yes, he's Mr Brown Yes, she's Mrs Brown

I AM NOT YOU ARE NOT HE IS NOT SHE IS NOT IT IS NOT

AM 1 MRS BROWN ? ARE YOU MR..............?/ IS HE MR...............? IS SHE MR BROWN ? IN FRONT OF 在……之前

No, you aren't Mrs Brown, but you're Mr... No, I'm not Mr ..., but I'm ... No, he isn't Mr ..., but he's Mr Brown No, she isn't Mr Brown, but she's Mrs Brown

BEHIND ME 在……之后 我i

YOU 你

12 WHERE'S THE TABLE The table's in front of me

!S THE WALL IN FRONT OF YOU?/

No, the wall isn't in front of me, but it's

behind me

IS THE TABLE BEHIND ME ? No, the table isn't behind you, but it's in front of you SEE CHART 1 HIM

HER

HOUSE

他 她的 房子

The house is behind him The house's behind her

No, I'm not behind her, but I'm in front of her

13 WHERE'S THE HOUSE?

WHERE'S THE HOUSE ? ARE YOU BEHIND HER?

AM I IN FRONT OF HIM?/ No, you aren't in front of him, but you're behind him STANDING 站立的

SITTING 坐着的

14 ARE YOU STANDING ON THE FLOOR?

AM I SITTING ON THE CHAIR ?

No, I'm not standing on the floor

but I'm sitting on the chair No, you aren't sitting on the chair, but

you're standing on the floor

ARE YOU STANDING IN FRONT OF ME? No, I'm not standing in front of you,

but I'm sitting in front of you TAKING FROM 从……拿 PUTTING/ 放

AM I PUTTING THE BOOK ON THE FLOOR? No, you aren't putting the book on

the floor but you're taking the book from the table AM I TAKING THE PEN FROM THE TABLE ? No, you aren't taking the pen

from the table, but you're putting the book on the table 15 OPENING 敞开的 CLOSING 关闭的

AM I CLOSING THE DOOR?/

No, you aren't closing the door but you're

opening the book

AM I OPENING THE WINDOW ? No, you aren't opening the window, but you're

closing the book DOING 做 WHAT AM I DOING ? WHAT AM I DOING ? WHAT AM I DOING ? 16 SEE CHART 1

WHICH 哪个

WHICH PENCIL'S BLACK? WHICH PENCIL'S WHITE ? WHICH PENCIL'S GREEN? WHICH PENCIL'S BROWN ?

This pencil's black This pencil's white This pencil's green This pencil's brown

WHAT AM I DOING? 我在做什么

You're taking the book from the table You're opening the book

You're putting the book on the table

WHAT AM I DOING?/ You're closing the book

OPEN 开 CLOSED 关

WHICH BOOK'S OPEN? This book's closed WHICH BOOK'S CLOSED ? This book's open 17 LESSON 3

SEE CHART 1

THIS THAT

哪个 这个

WHAT COLOUR'S THIS PENCIL?

CHART 图表

This pencil's black That pencil's white This pencil's on the Chart That pencil's on the wall

WHAT COLOUR'S THAT PENCIL ? WHERE'S THIS PENCIL ? WHERE'S THAT PENCIL?

ELEVEN TWELVE THIRTEEN FOURTEEN FIFTEEN 11 12 13 14 15

18

PLURAL OF SAY

复数 的 说

ETC. / 等等

WHAT'S THE PLURAL OF "BOOK"? WHAT'S THE PLURAL OF "LIGHT"? WHAT'S THE PLURAL OF "WALL" ?

The plural of book is books The plural of light is lights The plural of wall is walls

WE'RE 我们是 WE ARE 我们是

ARE WE SITTING? WHERE ARE WE SITTING ?/

Yes, we're sitting

We're sitting on the chairs

SEE CHART 1

19 THEY'RE

他们是

THEY ARE

ARE THEY STANDING ? WHERE ARE THEY STANDING?

Yes, they're standing

They're standing in front of the house

WE AREN'T

ARE WE STANDING ?

我们不是 WE ARE NOT

No, we aren't standing, but we're sitting

No, we aren't sitting on the floor,

but we're sitting on the chairs

ARE WE SITTING ON THE FLOOR?/

THEY AREN'T ARE THEY SITTING?

他们不是 THEY ARE NOT

No, they aren't sitting, but they're standing

ARE THEY STANDING BEHIND THE HOUSE ? No, they aren't standing behind

the house, but they're standing in front of the house

20 RED

红色

SEE CHART l

BLUE 蓝色 YELLOW 黄色 GREY 灰色

WHAT COLOUR'S THIS PENCIL ETC.?/ THESE

THOSE

This pencil's red etc. AND/

这些 哪些 和

This pencil's black

That pencil's white

These pencils are black and green Those pencils are white and brown These pencils are on the Chart Those pencils are on the wall

WHAT COLOUR'S THIS PENCIL ? WHAT COLOUR'S THAT PENCIL? WHAT COLOUR ARE THESE PENCILS ? WHAT COLOUR ARE THOSE PENCILS ?

21 WHERE ARE THESE PENCILS?

WHERE ARE THOSE PENCILS ?/

WHAT COLOUR ARE THESE CHAIRS ? These chairs are ... WHAT COLOUR ARE THOSE CHAIRS ? Those chairs are ...

MEN 男人们 WOMEN 女人们

IRREGULAR 10° 不规则

The plurals of "man" and "woman" are irregular./ The plural of "man" is "men"./ We say one man, two men./ The plural of "woman" is "women"./ We say one woman, two women.

WHAT'S THE PLURAL OF "MAN" ? The plural of'man" is "men" WHAT'S THE PLURAL OF "WOMAN" ? The plural of "woman" is "women"

22 SIXTEEN SEVENTEEN EIGHTEEN NINETEEN

16

17

18

19

TWENTY

20

SEE CHART 1 CLOTHES • / 衣服 WHAT ARE THESE ?/

These are clothes

SHOE SOCK 鞋子 袜子 SUIT SHIRT 西装

衬衣

23 WHAT'S THIS ETC.?

SEE CHART 2

ALPHABET 字母表 WHAT LETTER'S THIS ETC?/ VOWEL 元音

These are the five vowels: a e i o u. WHAT ARE THESE ?/

WHAT ARE THE FIVE VOWELS ? The letters "b c d" etc. are consonants.IS THE LETTER "B" A VOWEL ?

TROUSERS JACKET 裤子 上衣 TIE HAT 领带

帽子

It's a shoe etc.

LETTER 字母 A, B, etc.

CONSONANT 辅音 These are the five vowels The five vowels are "a e i o u"

No, the letter "B" isn't a vowel, but it's

a consonant

BEFORE 在……之前 AFTER 在……之后

24 WHICH LETTER'S BEFORE E?

WHICH LETTER'S AFTER I ? WHICH LETTER'S BEFORE Z ? WHICH LETTER'S AFTER G? LESSON 4

BETWEEN 在……之间

D's before E J's after I Y's before Z H'safterG

WHICH LETTER'S BETWEEN D AND F? WHICH LETTER'S BETWEEN H AND J? WHICH LETTER'S BETWEEN Q AND S ? US 我们

E's between D and F I's between H and J R's between Q and S

25 WHERE'S THE TABLE?/

ARE THE WALLS IN FRONT OF US? IS THE TABLE BEHIND US? SEE CHART 1 THEM 他们

The table's in front of us

No, the walls aren't in front of us, but

they're behind us

No, the table isn't behind us, but it's in front of us

WHERE'S THE HOUSE ? ARE YOU BEHIND THEM ? AM I IN FRONT OF THEM ?/

The house's behind them

No, I'm not behind them, but I'm in front of them

No, you aren't in front of them, but you're

behind them TEACHER 教师

26 PUPIL 学生

AM I THE PUPIL? ARE YOU THE TEACHER ? SEE CHART 3

No, you aren't the pupil, but you're the teacher

No, I'm not the teacher, but I'm the pupil

THIRTY FORTY 30 40 NINETY 90

FIFTY SIXTY 50 60 SEVENTY EIGHTY

70 80

HUNDRED THOUSAND MILLION NUMBER*

100 1,000 1,000,000 数字

WHAT NUMBER'S THIS ? 30 etc.

27 WHAT NUMBERS ARE THESE ? 30 -13 : 40 - 14 etc,

WHAT NUMBER'S THIS ? 313 : 1,815 : 1,950,630 PLUS 加 WHAT'S THIS ? HOW MUCH 多少

HOW MUCH IS 13 PLUS 5 ?/ HOW MUCH IS

13 plus 5 equals 18

18+40

60+19 16 +30 90 +15

THERE IS

EQUALS 等于 It's 2+2 = 4

2 + 2 = 4/

5+10 6 + 3 20 + 15 10 + 30 /

28 THERE'S 有

IS THERE A PEN ON THIS BOOK ?

Yes, there's a pen on this book Yes, there's a light on the ceiling Yes, there's a table in this room

IS THERE A LIGHT ON THE CEILING ? IS THERE A TABLE IN THIS ROOM?/ THERE ARE 有

NOW 现在

29 IS THERE A PEN ON THE BOOK? Yes, there's a pen on the book

ARE THERE TWO PENS ON THE BOOK NOW ? Yes, there are two pens on

the book now ARE THERE [12] CHAIRS IN THIS ROOM ?/ Yes, there are [12] chairs in this

room ARE THERE [2] PICTURES ON THESE WALLS ?

Yes, there are [2] pictures

on these walls

THERE ISN'T 没有 THERE IS NOT

No, there isn't a pen on the book No, there isn't a book on the floor No, there isn't a chair on the table THERE ARE NOT

No, there aren't two chairs on

the table

IS THERE A PEN ON THE BOOK ? IS THERE A BOOK ON THE FLOOR ? IS THERE A CHAIR ON THE TABLE II THERE AREN'T

没有

ARE THERE TWO CHAIRS ON THE TABLE?

ARE THERE A HUNDRED PICTURES IN THIS ROOM?/ No, there aren't a hundred pictures

in this room, but there are ... pictures in this room

30 ARE THERE A THOUSAND CHAIRS IN THIS ROOM? No, there aren't a thousand

chairs in this room, but there are ... chairs in this room

HIGH • 高

LOW • 低

IS THE CHAIR HIGH ? No, the chair isn't high, but it's low IS THE WALL LOW ? No, the wall isn't low, but it's high IS THE TABLE HIGH ? No, the table isn't high, but it's low LESSON 5

NEITHER ... NOR 既不是... 也不是...

IS THIS A CEILING OR A FLOOR ? No, it's neither a ceiling nor a floor, but it's a table

31 ARE THERE A HUNDRED CHAIRS IN THIS ROOM OR A THOUSAND

CHAIRS ? No, there are neither a hundred chairs in this room nor a

thousand chairs, but there are ... chairs in this room

ARE YOU MR BROWN OR MR SMITH ?/

No, I'm neither Mr Brown nor

Mr Smith, but I'm Mr ...

IMPERATIVE TAKE! PUT! OPEN CLOSE!

祈使的 拿 PLEASE 请

The imperative is take! put! open! close! etc

TAKE THE BOOK, PLEASE !/ WHAT'S HE DOING ? OPEN THE BOOK, PLEASE ! WHAT'S HE DOING ? WHAT'S HE DOING? WHAT'S HE DOING ? SEE CHART 1 HERE 这里

THERE 那里

He's taking the book He's opening the book He's closing the book

He's putting the book on the table

CLOSE THE BOOK, PLEASE !/

32 PUT THE BOOK ON THE TABLE, PLEASE !

WHERE'S THE BLACK PENCIL ? WHERE'S THE WHITE PENCIL ?/ ARE YOU SITTING THERE ?

The black pencil's here in front of me The white pencil's there on the wall

No, I'm not sitting there, but I'm sitting here

IS THE WHITE PENCIL HERE IN FRONT OF YOU ? No, the white pencil isn't

here in front of me, but it's there on the wall 33

CAPITAL 首都

LONDON 伦敦

ENGLAND RUSSIA GREECE CHINA 英格兰 俄罗斯 希腊 中国 MOSCOW 莫斯科

ATHENS 雅典

PEKING (BEIJING) 北京

WHAT'S THE CAPITAL OF ENGLAND ?/ WHAT'S THE CAPITAL OF RUSSIA? WHAT'S THE CAPITAL OF GREECE? WHAT'S THE CAPITAL OF CHINA ? READING 读

London's the capital of England Moscow's the capital of Russia Athens's the capital of Greece Peking's the capital of China

WRITING 写

34 WHAT AM I DOING ?

WHAT AM I DOING ?/

AM I WRITING IN THE BOOK ?

You're reading the book You're writing in the book

No, you aren't writing in the book, but you're

reading the book

AM I READING THE BOOK ? No, you aren't reading the book, but you're

writing in the book

COAT STOCKING 外衣 长袜

BLOUSE PULLOVER

女衬衫 套衫

WHAT'S THIS ETC. ? It's a oat etc.

HOW MANY ?/ 多少

DRESS SKIRT 长裙

裙子

POCKET HANDKERCHIEF 口袋

手绢

HOW MANY PICTURES ARE THERE ON THESE WALLS ? There are ... pictures

on these walls

HOW MANY DOORS ARE THERE IN THIS ROOM ? There's one door

in this room 35 HOW MANY CHAIRS ARE THERE IN THIS ROOM ?/

There are... chairs in this room

HOW MANY TEACHERS ARE THERE IN THIS ROOM ? There's one teacher

in this room GOING TO 到……去

WHAT AM I DOING ? WHAT AM I DOING ? WHERE AM I GOING ?

You're going to the door You're going to the window You're going to the wall

AM I GOING TO THE DOOR?/

No, you aren't going to the door, but you're going to the

window

LESSON6

EUROPE ASIA 欧洲

ITALY

FRANCE

法国

INDIA

印度

亚洲 意大利

36 IS GREECE IN ASIA?

No, Greece isn't in Asia, but it's in Europe No, India isn't in Europe, but it's in Asia

No, France and Italy aren't in Asia, but they're in Europe

IS INDIA IN EUROPE ?

ARE FRANCE AND ITALY IN ASIA?

SEE CHART 2

FIRST 1st. • 第一 FIFTH 5th. 第五

CARDINAL 基数的

SECOND 2nd. 第二 SIXTH 6th. 第六

THIRD 3rd. 第三 TWELFTH 第十二 ORDINAL/ 序数的

FOURTH 4th. 第四

TWENTIETH 第二十

37 WHICH'S THE FIRST LETTER OF THE ALPHABET? A's the first letter of the

alphabet

WHICH'S THE THIRD LETTER OF THE ALPHABET ? C's the third letter of the

alphabet WHICH'S THE FIFTH LETTER OF THE ALPHABET ?/ E's the fifth letter of the

alphabet WHICH'S THE TWELFTH LETTER OF THE ALPHABET ? L's the twelfth letter

of the alphabet

WHICH'S THE THIRTEENTH LETTER OF THE ALPHABET ? WHICH'S THE TWENTIETH LETTER OF THE ALPHABET ? WHICH'S THE TWENTY-FIRST LETTER ?/ WHICH'S THE TWENTY-THIRD LETTER? WHICH'S THE TWENTY-FIFTH LETTER ? WHAT ARE THE ORDINAL NUMBERS?

U's the ... Wsthe... Y's the ...

The ordinal numbers are 1st,,

2nd., 3rd., etc.

M'sthe ... T's the ...

38 WHAT ARE THE CARDINAL NUMBERS ? The cardinal numbers are 1,2,3, etc.

LAST 最后的

WHICH'S THE LAST LETTER OF THE ALPHABET? Z's the last letter of the

alphabet IS "A" THE LAST LETTER OF THE ALPHABET ?/ No, "A" isn't the last letter

of the alphabet but it's the first letter of the alphabet GIVE 给予

TAKE THE BOOK, PLEASE ! GIVE ME THE BOOK, PLEASE ! WHAT'S HE DOING ? 39 TAKE THE BOOK, PLEASE !

He's giving you the book

GIVE HIM THE BOOK, PLEASE ! WHAT'S HE DOING ?/

He's giving him the book

FRENCH GERMAN 法国人

ITALIAN ENGLISH

英国人

德国人 意大利人

ARE YOU [FRENCH] OR [GERMAN] ? No, I'm neither [French] nor [German], but I'm...

AM I [ITALIAN] OR [FRENCH] ? No, you're neither [Italian] nor [French],

but you're [English] ARE THE PUPILS [GERMAN] OR [ENGLISH] ? The pupils are... MY • 我的 YOUR 你的

IS THIS YOUR HANDKERCHIEF?/ No, it isn't my handkerchief, but it's your

handkerchief

40 IS THAT MY DRESS ? No, it isn't your dress, but it's my dress

SEE CHART 1

HIS 他的

HER 她的

ARE THESE HIS SHOES ? ARE THESE HER SHOES ? IS THIS HIS DRESS ? IS THIS HER SUIT? 41 OUR 我们的

No, they aren't his shoes, but they're her shoes No, they aren't her shoes, but they're his shoes No, it isn't his dress, but it's her dress No, it isn't her suit, but it's his suit His suit's black

WHAT COLOUR'S HIS SUIT?/

YOUR 你们的

THEIR 他们的

ARE THESEOUR SHOES ? No, these aren't our shoes, but they're their shoes

Their shoes are black Our books are on the table

WHAT COLOUR ARE THEIR SHOES? WHERE ARE OUR BOOKS?/

ARE THESE THEIR BOOKS ? No, these aren't their books, but they're our books

42 ALL 所有的

ARE ALL THE WALLS IN THIS ROOM WHITE (GREEN OR BLUE ETC.) ?

Yes, all the walls in this room are white ARE ALL THE BOOKS IN THIS ROOM ENGLISH BOOKS? Yes, all the books

in this room are English books ARE ALL THE PUPILS SITTING ? LESSON 7 BODY 身体 WHATS THIS? IS THIS HER BODY ?

Yes, all the pupils are sitting

This is the body

No, it isn't her body, but it's your body FOOT 足

FEET 足

43

PART 部分

WHAT PART OF THE BODY IS THIS ?

This part of the body is the foot

The plural of foot is feet

WHAT'S THE PLURAL OF FOOT ?

LEG 腿 HAND 手

BACK 后背 FINGER 手指

It's a leg etc.

ARM 胳膊 WRIST 腕部

THUMB/ 拇指

WHAT'S THIS ? PERSON 人

PEOPLE 人

WHATS THE PLURAL OF PERSON ?

The plural of person is people

There are ... people

in this room

44 HOW MANY PEOPLE ARE THERE IN THIS ROOM ?

HOW MANY PEOPLE ARE THERE IN THIS CITY (TOWN OR VILLAGE) ?/

There are ... people in this ... COMING FROM 来自 WHAT AM I DOING ?

You're coming from the door

AM I COMING FROM THE WINDOW ? No, you aren't coming from the window,

but you're going to the window AM I GOING TO THE WINDOW ? TOUCH 触摸 45 WHAT AM I DOING ?/

WHAT AM I DOING ?

You're touching the wall You're touching the picture

No, you aren't going to the window, but

you're coming from the window

TOUCH YOUR TIE (DRESS, SHOE ETC.), PLEASE ! WHAT'S HE DOING ? He's touching his tie etc. SEE CHART 2 SENTENCE 句,文句

WHAT'S THIS ? WORD 词

It's a sentence

FOR200 为

ACTION 行动

VERB USE 动词 使用

46 WHATS THIS ?/ It's a word

There are 7 words in this sentence

HOW MANY WORDS ARE THERE IN THIS SENTENCE ? WHICH'S THE FIRST WORD OF THIS SENTENCE ?

"Verbs" is the first word of this sentence

WHICH'S THE THIRD WORD OF THIS SENTENCE ?

"Words" is the third word of this sentence

WHICH'S THE FIFTH WORD OF THIS SENTENCE ?/

"Use" is the fifth word of this sentence

WHICH'S THE SIXTH WORD ? WHICH'S THE LAST WORD ? QUESTION MARK ? 问号

"For" is the sixth word of this sentence "Actions" is the last word of this sentence

FULL STOP . COMMA , SEMI-COLON ; 句号 逗号 分号

WHAT'S THIS ? WHAT'S THIS ? WHAT'S THIS ? 47 WHAT'S THIS?

It's a question mark It's a full stop It's a comma It's a semi-colon

ASH - TRAY 烟灰缸 WHAT WORD'S THIS ?/

It's the word "ash-tray"

IS THERE AN ASH-TRAY ON THE TABLE ?

PRONOUNCE DOES DO MEAN 发音 做 做 含意 AS 象

AUXILIARY 助动词

NOTHING 没什么东西

48 PRONOUNCE THIS WORD, PLEASE !

WHAT'S HE DOING?

PRONOUNCE THIS WORD, PLEASE !/ WHAT'S SHE DOING ? A 一个

AN• 一个

Does

He's pronouncing the word "does" Auxiliary

She's pronouncing the word "auxiliary" THE

这,那个

We say a book, but an ash-tray./ The book, but the ash-tray./ Before a consonant we say "a" - a book. Before a vowel we say "an" - an ash-tray./ Before a consonant we say "the" - the book. Before a vowel we say "the" - the ash-tray. PRONOUNCE THESE WORDS, PLEASE !

A book: an ash-tray: the book:

the ash-tray

RIGHT 正确的 WRONG 错误的

49 2 + 2 = 7 : IS THAT RIGHT ?

THE WALL'S HIGH : IS THAT WRONG ? IS IT RIGHT YOU'RE MR. BROWN ?/ EXERCISE 1 50 LESSON 8

SEE CHART 2 QUESTION 问题

No, it isn't right, but it's wrong No, it isn't wrong, but it's right No, it isn't right I'm Mr. Brown,

but it's wrong. I'm ...

ANSWER 答案

WHAT'S THIS ? WHAT'S THIS?

It's a question It's an answer

IS THIS AM ANSWER ? No, it isn't an answer, but its a question MEANING 含意

WHAT'S THE MEANING OF THE WORD "USE" IN ... ? The meaning of the

word "use" in... is"..."

WHATS THE MEANING OF THE WORD "ACTION" IN...?/ The meaning of the

word "action" in ... is "..." 51 WHAT'S THE MEANING OF THE WORD "NOTHING" IN ... ? The meaning of

the word "nothing" in ... is "..."

NAME 名字 WHAT'S MY NAME ? WHAT'S YOUR NAME ? WHAT'S HIS NAME ? WHAT'S HER NAME?

Your name's ... My name's ... His name's Mr. Brown Her name's Mrs. Brown

HEAD 头 NOSE 鼻

52 WHAT'S THIS?

FACE 面 EYE 眼

CHIN MOUTH 下颚 嘴 EAR 耳

HAIR 头发

TONGUE/ 舌

It's the head etc.

REMAINING 停留 WHAT AM I DOING? WHAT AM I DOING ?

You're going to the window You're coming from the window

No, I'm not going to the window, but

I'm remaining on the chair No, you aren't remaining on the chair,

but you're going to the window

ARE YOU GOING TO THE WINDOW? AM I REMAINING ON THE CHAIR?

53 COUNTRY 国家 GERMANY/ 德国

... is the name of my country

WHAT'S THE NAME OF YOUR COUNTRY ?

WHAT'S THE NAME OF THE COUNTRY BETWEEN ENGLAND AND GERMANY ? France's the name of the country between England and Germany TRANSLATE INTO 把……翻译…… SEE CHART 2

VERBS ARE WORDS WE USE FOR ACTIONS. WHAT AM I DOING ?

You're translating a sentence from English into ...

54 TRANSLATE THIS SENTENCE, PLEASE ! "THE WORD "DO" MEANS NOTHING"/

WHAT'S HE DOING ? WHAT'S HE DOING ? WHO • 谁 WHO AM 1 ? WHO ARE YOU ? WHO'S HE? WHO'S SHE? WHO ARE THEY ?/ THING 东西

55 HOW MANY THINGS ARE THERE ON THIS BOOK? There are three things

on that book

WHAT'S THE NAME OF THIS THING? WHAT COLOUR'S THIS THING? SEE CHART 1 TALL 高的

SHORT 矮的

SCANDINAVIA 斯堪的纳维亚半岛

The name of that thing is a tie This thing's red

You're Mr. Smith I'm Mr. Rossi He's Master Brown She's Miss Brown They're Mr. and Mrs. Brown

He's translating a sentence from English into ... He's translating a sentence from English into ...

TRANSLATE THIS SENTENCE, PLEASE ! "THE WALL'S HIGH"

IS MR. BROWN SHORT?/ IS MISS BROWN TALL ?

No, Mr. Brown isn't short, but he's tall No, Miss Brown isn't tall, but she's short

ARE THE PEOPLE OF SCANDINAVIA SHORT? No, the people of Scandinavia

aren't short, but they're tall

DIFFERENCE

WHILST

THAT

区别 而 那个

56 WHAT'S THE DIFFERENCE BETWEEN "TALL" AND "SHORT" AND "HIGH"

AND "LOW" ?/ The difference between "tall" and "short" and "high" and "low" is that

"tall" and "short" we use for people, whilst "high" and "low" we use for things

57 DICTATION 1

What's this?/ It's a pen./ Is this/ a pencil/ or a book?/ Is the/ long table/ black? / No it isn't,/ it's white./ The short box/ is green./ A city is large/ but a village/ is small./ Is Mr Brown/ a man?/ Yes, he is./ Is Miss Brown/ a boy or a girl?/ She's a girl./ One, two, three,/ four, five./ Is the card/ on the wall/ or under/ the chair?/ No,/ it's in the box./ What colour/ is the ceiling? LESSON 9

ASKING 疑问 ANSWERING 回答

WHAT'S THIS? WHAT'S THIS?

It's a pen

You're asking him a question

Yes, you're asking her a question

It's a hand

WHAT AM I DOING ?

58 AM I ASKING HER A QUESTION ?

WHAT'S THIS? It's a head WHAT'S HE DOING ? WHAT'S THIS ?

He's answering your question

It's a mouth

Yes, she's answering your question

IS SHE ANSWERING MY QUESTION ?/ ASK HIM A QUESTION, PLEASE !

TO HAVE 有

CONTRACTION 缩写式

59

I’VE YOU'VE HE'S SHE'S IT'S WE'VE YOU'VE THEY'VE

我有 你有 他有 她又 它有 我们有

你们有

I

YOU HE SHE IT WE YOU THEY

HAVE HAVE HAS HAS HAS HAVE HAVE HAVE

他们有

WHAT'S THE MEANING OF THE VERB "TO HAVE"?/ The meaning of the verb

"to have" is ... WHAT'S THE CONTRACTION OF "I HAVE, YOU HAVE" ETC. ?

HAVE I TWO EYES ? HAVE YOU TWO EARS ?

HAS HE TWO LEGS ? HAS SHE TWO HANDS ?/ HAVE WE TWO HEADS ? HAVE THEY FOUR ARMS ? SEE CHART 4 ANY? non-specific

HOW MANY? specific

I've, you've etc.

Yes, you've two eyes Yes, I've two ears Yes, he's two legs Yes, she's two hands Yes, we've two heads Yes, they've four arms

Yes, SOME No, NOT ANY

THIRTEEN ETC.. NONE

60

NON-SPECIFIC 非具体 POSITIVE

INTERROGATIVE 疑问句 FOR EXAMPLE 250

NEGATIVE 否定句

WHEN/

肯定句 例如 当……时

61 "Any" and "some" mean ".„'V but we use "any" for the interrogative and negative/

and "some" for the positive./ For example, we say "Are there any books on the table? Yes, there are some books on the table./ Are there any books on the floor?

No, there aren't any books on the floor."

"Any" we use in a non-specific question/ whilst "how many" is specific, and has a specific answer - thirteen, fourteen, twenty etc., or none./ When the question is "Any?" the answer is "Yes, some" or "No, not any",/ but when the question is "How many?" the answer is "Two, three etc., or none."/

WHAT IS THE MEANING OF THE WORDS "ANY" AND "SOME" ?

The meaning of the words "any" and "some" is ...

WHAT'S THE DIFFERENCE BETWEEN "ANY" AND "SOME" ? The difference

between "any" and "some" is that we use "any" in interrogative and negative sentences, whilst we use

"some" in positive sentences ANY 一些

ARE THERE ANY BOOKS ON THIS TABLE?/ ARE THERE ANY PICTURES ON THESE WALLS ?

Yes, there are some books

on this table

Yes there are some

pictures on these walls

62 HAVE YOU ANY SHOES ON YOUR FEET ? Yes, I've some shoes on my feet NOT ANY 没有许多

ARE THERE ANY BOOKS ON THE FLOOR ?

No, there aren't any books

on the floor

ARE THERE ANY PICTURES ON THAT CHAIR?/ No, there aren't any pictures

on that chair

ARE THERE ANY CHAIRS ON THE TABLE? NONE

一个也没有

CLASS 班

No, there aren't any chairs

on the table

CLASSROOM 教师

There are ... books on the table

HOW MANY BOOKS ARE THERE ON THE FLOOR?/

There are none

HOW MANY BOOKS ARE THERE ON THE TABLE?

HOW MANY PICTURES ARE THERE ON THESE WALLS ? HOW MANY PICTURES ARE THERE ON THAT CHAIR? HOW MANY PUPILS ARE THERE IN THIS CLASSROOM ?

There are... pictures on these walls There are none There are ...

pupils in this classroom

63 HOW MANY PUPILS ARE THERE SITTING ON THE FLOOR ? There are none

范文三:初中英语鲁教版教材分析

鲁教版初中英语教材结构分析

张店二中 宋锋

一、教材的编排结构及编写意图

鲁教版初中英语教材分六年级上、下册,七年级上、下册,八年级上、下册及九年级全册,共七册。其中,六年级上、下册及七年级上、下册每册各10个单元,八年级上、下册每册各8个单元,九年级全册共12各单元。每个单元分为Section A、Section B和Self Check三部分,八年级和九年级教材在每个单元后面各增加一篇Reading。 Section A

这部分以一幅展示新功能在实际生活中运用的图画开篇,该图引出了学生在操练新语言时需要用到的重点词汇。所有重点单词都在图中描绘出来,因此学生不需要解释或翻译就能理解它们。新的表达方式呈现在人物头上的气泡中,从而使学生很容易理解和操练新语言。 接下来是几个循序渐进的操练活动。学生独立、结对或组成小组完成多中练习,每个活动都围绕着目标语言,以一种简单而容易理解的方式展开。

每单元第二页的下端呈现的是一个语法聚焦框,该表格清晰呈现了对本单元语法点使用的总结。第三页以一个互动活动结束,该活动采用游戏或其它全班活动的方式,学生在互相合作使用目标语言中完成本部分的学习。

Section B

这部分在循环A部分所呈现的语言同时,引出新的词汇。同时,B部分的活动帮助学生整合新的目标语言和前面单元学过的语言。这一循环强化了前面的语言学习,同时为新语言学习提供了更多操练的机会。

Self Check

这部分为自我检测,学生可以在课堂上完成,也可以作为课后作业完成。这些活动让学生复习了所有重点词汇以及新学的语法项目。

Reading

通过一篇长篇课文的学习,进一步强化巩固本单元的语法和其它知识点,同时提高学生的阅读理解的能力和写作能力。

二、各册教材主要话题、单元语言结构以及语言功能目标列表

六年级英语(上)

本教材共有10个单元,每单元分为Section A、Section B和Self Check三部分。

教材各单元分析

六年级英语(下)

本教材共有10个单元,每单元分为Section A、Section B和Self Check

三部分。

教材各单元分析

七年级英语(上)

教材各单元分析

七年级英语(下)

教材各单元分析

八年级英语(上)

教材各单元分析

八年级英语(下)

教材各单元分析

九年级英语(全)

教材各单元分析

范文四:人教版初中英语教材分析

人教版初中英语教材分析

我从事英语教学已十几年了,对于现版的英语教材,我不算太精通,却也比较熟悉。下面谈谈我对该教材的粗浅认识。

每个单元的内部结构分为三部分,并且各有侧重点。Section A部分的设计,主要是讲重点词汇;呈现新的表达方式;几个循序渐进的操练活动;语法聚焦框,总结本单元使用的语法;互动活动,学生在互相合作中使用目标语言来完成本部分的学习。Section B部分的设计,在循环A部分所呈现的语言的同时引出新的词汇;以活动帮助学生整合新的目标语言和前面学过的语言。Selfcheck部分为学生自我检测部分,复习所有重点词汇以及新学的语法项目; A部分为基础知识和重点词汇的学习,B部分则强调学生应用知识的学习,Selfcheck 部分则是检测学习效果。在层次分明的同时,又使学生明白了已掌握的知识点与能力和须待弥补的的地方,从而获得自我学习效果的清晰认识,注重对学生学习过程中的形成性评价。新教材的对话与课文情景创设,更加贴近生活。培养学

生掌握交际能力,功能法主张以交际功能为主要线索安排教学,同时考虑意念、情景、话题、语音语调、词汇和语法结构以及语体等。新教材还增加了日常生活中常见的名片介绍的内容,通过名片的内容可以做多种与职业、地址、工作单位、电话号码、传真、电子邮件等内容的有关练习,这些都是生活中经常发生,经常接触的情景,真实、实用,有利于学生学以致用。教材内容切合青少年的生活实际,适合他们的心理和生理发展的特征。图文并茂,形式多样,有吸引力 ,由浅入深,由易到难且复现率高;注意开发学生智力,启发思维,培养观察、分析、判断、想象等能力。教师觉得内容好,爱教;学生有兴趣,爱学。

当然,在日常教学中,我也遇到了很多不解与困惑。不知道怎样处理。 新教材增加了语言输入量,对学生的能力要求提高,具体体现在词汇量,练习与教学活动量,阅读量等的增加。教材容量扩大,要求提高,在某种程度上超过了农村中学生的接受能力。再就是一个星期就那几节课 ,有时一单元的内容一个星期完不成。而有的课文如果要

按教学目标则需用上2~3个课时,有时觉得学生是囫囵吞枣。课文例文与交际话题侧重于城市学生生活,与农村学生的活动空间和生活经验距离很大。譬如:发送电子邮件,磁卡电话的运用、交游、饮食等话题,对经济不发达地区的教师来讲就知之甚少,对学生来讲更是海市蜃楼。

不过这的确是我国目前比较完整、设计合理、编排科学、比较理想的中学英语教科书。但对于农村教学中,老师不知道该如何整合教材。总之,以后的教学道路还很漫长,无论怎样,吾将上下而求索。

范文五:论冀教版初中英语教材之不足

论冀教版初中英语教材之不足

河北省涿鹿县东小庄乡一中:李 伟 摘要:冀教版初一英语教材使用已近一年,通过对其的使用和研究,发现其中存在诸多不尽如人意,不符和教学常规的问题。因此,本文提出了教材在语音、词汇、语法、人物活动设计和课文注释的设置等方面的欠妥之处,并结合自己多年初中英语教学点滴经验,提出自己的看法和见解。

关键词:冀教版初中英语教材;不足之处;看法和见解

1999年党中央、国务院做出《关于深化教育改革、全面推进素质教育的决定》,指出要:“调整和改革课程体系、结构、内容、建立新的基础教育课程体系。”2001年国务院又做出了《关于基础教育改革发展的决定》强调:“加快构建符合基础教育要求的新的基础教育课程体系。”以此来加大教育特别是基础教育的改革,提高人才培养的质量,以增强国际竞争力。在此形式下,2001年教育部颁发了包括英语科在内的18科课程标准实验稿,课程改革实验工作随即在全国展开。

英语课程改革的重点——新一轮的中小学英语教材和改革建设工作也在全国迅速展开,而且具有出版速度快、成果多的特点,形成了一个标准多种版本的英语教材新局面。这些教材对英语教学的新理念进行了广泛的探索和研究。注意了交际性、实用性、趣味性、活动性和配套资源多样性,既注重语言基本功训练,又注重培养和发挥学生的创造性,体现了新课程标准“以人为本”的教学理念。这是英语教材建设取得的可喜成绩。而喜中有忧,有些教材在细节处理上存在诸多缺陷。本文仅就冀教版初中英语教材1和2(下面称教材1和2)中存在的问题,谈一下自己的见解。

教材1和2中语言错误主要是教材1词汇表(I)和(II)中对Sunday、Monday、Tuesday、Wednesday、Thursday、Friday、Saturday七个单词中ay的注音是/eI/。我们之所以确定它们是错误的,有两个依据:一、来源于教材本身,该错误在教材2中的词汇表(I)和(II)都得以纠正, Sunday等七个单词ay的发音改为/eI/。二、来源于相关资料。我查阅了《新英汉词典》和《牛津高阶英汉双解词典》,两部词典都证实了教材对上述单词的改动是正确的。

虽然说:“亡羊补牢,未为晚矣。”而亡羊总不如不亡。教材的编写本应是一种很科学严谨的事情,出现这样的注音错误,不能不说是一种遗憾。也或多或少的反映出教学编写者的治学态度并不是很严谨。或许这样说有点尖刻,其实不然,要说语音错误是单独的一、两个单词,在核对时没有发现尚可理解,而该书错误则是一系列的七个单词,而且两个词汇表中都是错误的,这应该是很容易发现的。作为初中英语教师,我们在给学生教授Sunday等七个单词都会特别强调其中ay的发音是/I/,不是/eI/,提醒学生不要与day中ay的发音混淆。同时,还要出一定的语音测试题加以巩固,而在编者眼里怎么会是错而不见哪?原因很明显,那就是工作态度不够认真细致,没有以一种科学的精神去对待教材编写工作,或者说这种精神还不到位。我想出版单位应本着科学、严谨、求真、务实的态度来对待教材的编写和出版工作,尽可能的减少此类问题的发生,让教材更具可信度,更具权威性。

1、释义错误

关于释义错误,在教材中最明显的就是单词go的释义。教材1词汇表(I)和(II)中对go的释义均为“来”,而我查阅了包括《牛津高阶英汉双解词典》在内的好几本词典,单词都没有“来”这一释义。况且连幼儿园小朋友都知道“来是come,去是go,”这样的英语儿歌。而教材中对go的释义简直有点匪夷所思。另一个错误就是对单词coat的释义,教材释义为“大衣,夹克”,而coat在《牛津高阶英汉双解词典》中有关衣服的释义有两个:1、大衣:a waterproof;leather;etc coat防水的、皮革的等大衣。2、(与裙子配套穿的女用)短外套,a tweed coat and skirt粗花呢的外套和裙子。据此,也就是说coat作为“短上衣”质疑时,独为女服而非男女都可穿的“夹克”。因此教材对coat作为“夹克”的释义是错误的。希望教材在对单词作出释义时应仔细斟酌一番,如果拿不准应参考一下相关资料,以求准确无误。

2、单词pants的使用问题

《牛津高阶英汉双解词典》中对pants的释义有两种1、英式英语意为:(贴身的)裤衩(男用的、女用的或儿童用的):a clean pair of pants 干净的短内裤。2、美式英语意为:长裤、裤子。结合pants在教材1词汇表中的释义和其在Lesson13图片中的含义,可以认定教材选用的是美式英语释义。对于美式英语用词本无可厚非,比如秋季用“autumn”还是用“fall”都可,只要让学生知道其含义就行,

在使用时也不会产生歧义。但对于像pants这样一个英式释义和美式释义差别很大的单词来说,使用时就应慎之又慎。

这几年随着我国经济的持续发展和对外交往的不断扩大,英美人士来华数量也在与日俱增,学生有了与他们交流的可能。而且现在的学生都乐于表现自我,不会放过与外国人交流的机会。而交流的内容也无外乎一些日常用语,如谈论天气、询问身体、赞许对方等,假如我们的学生遇到的是美国人,那么称赞一下他的裤子用了pants是正确的,而如果遇到的是英国人,那么你的称赞就是不礼貌的,甚至会造成不必要的麻烦。而且更糟糕的是我们的许多英语教师对这两个词的具体释义也是一知半解,能谈不上给学生必要的解释和说明。因此,我建议对于英式英语释义和美式英语释义差别很大的同一单词,教材应当加以必要的说明,以免使用时出现问题。如pants这个词,教材可以这样处理,panrs/pats/n(美)长裤、裤子。(英trousers)即简单易行,又便于师生掌握其用法,也不会发生使用的错误。

三、语法方面

教材2 Lessson 1中有这样一句:It’s only two hundrerd seventy-eight kilometers from ShijianZhuang to Beijing .在这句话里数词的百位和十位之间未加连词“and”。类似的情况在Lesson 3中也有发生。一直以来初中英语教师在讲授和使用这一语法知识时都强调百位和十位(个位)间必须加and不加就是错误的。另外,无论是《牛津高阶英汉双解词典》,还是张道真编著的《实用英语语法》对待这一语法现象观点都是加“and”。因此,在初中阶段我想还是加

上“and”更好一些。

四、人物活动设计方面

教材以主要人物的活动为主线,围绕最基本最常用的英语词汇、短语、句型、语法和入场交际用语等。结合英美文化特点,逐步开展教学内容和实践活动,融知识性、趣味性、交互性和参与性为一体,符合中学生特别是初中生的年龄、生理、心理特征和渐进性,层次性的语言学习规律,这个是教材的优点和特点。美中不足的是教材2Uint6 Winter in Canada的人物活动设计。按照我国的教学习惯和学校教学进度,教学进行到这个单元时正是5月底,6月初,正值炎热的夏季,而课文内容描述的是加拿大的冬天。从时间上就缺乏真实感和教学的融入性。不仅如此,本单元的人物活动足够还涉及到世界上许多国家的一个重要的节日----圣诞节。圣诞节蕴含着丰富的圣诞文化,更是学生了解英美文化的良好载体。这么重要的一个节日题材却是在夏天教学,能有圣诞气氛嘛?这是不可能的,我们可以装饰圣诞树、圣诞彩灯、扮演圣诞老人,却无法营造圣诞节白雪皑皑的景象。西方人眼里,雪是圣诞节不可缺少的东西,如果那年不下雪,就会感到缺少节日色彩,可见学士圣诞节一重要组成部分。基于以上论述,我建议教材在以后修订时应该把这一节日题材安排在冬季的教学计划中,当然涉及到主要人物活动的时间时,也尽可能地安排在与自然时节相对的时候,这一点可以做到的,我想也是很必要的。

五、课文注释的设置问题

教材1和2附录中都没有课文注释,对于这一点,我的观点是应

该设置。课文注释是教材正文的补充和延伸,好的课文注释既具有知识性——答疑解惑,又具有趣味性——丰富学生课余知识,在学习英语知识的同时,了解英国国家的风土人情和异域文化,可谓鱼与熊掌兼得也。在着教材课文注释对教师也具有参考价值。需要说明的是,教材的编写者不要把教师的水平都估计得太高,也不要将教材主要面向城市师生,而应找过到广大农村地区的师生实际。乡镇中学的教师队伍成份复杂,有英语专业专科毕业的,有非英语专业专科和本科毕业的,又中师毕业的,甚至还有代课的,据我所知,我所在的地区唯独没有英语专业本科毕业的(这里所说的毕业指全日制院校毕业)。不言而喻,师资水平低,就影响到对教材的理解和把握,就会影响到日常教学。加之教师收入低,用于购买教辅工具书的资金有限。课文注释也就成为他们获取新知的一条捷径。因此,我认为教材附录中加上课文注释于师于生都是利大于弊。

以上论述,皆出于对教材的关心和期望,衷心希望我们的英语教材建设能够健康、有序发展,多出、出好教材,提高教材的科学性和适应性,以更大程度地推进英语课程改革。所述观点有偏颇之处,望请专家和同仁扶正。

参考文献:

(1)《牛津高阶英汉双语词典》(第四版)商务印书馆

(2)《新英汉词典》(增补本)上海译文出版社

(3)张道真《实用英语语法》(第四次修订本)商务印书馆

范文六:初中英语鲁教版教材析

鲁教版初中英语六年级下册教材分析及单元分析

一、教材分析

鲁教版初中英语教材分六年级上、下册。其中,六年级下册有10个单元,每个单元分为Section A、Section B和Self Check三部分,

Section A

这部分以一幅展示新功能在实际生活中运用的图画开篇,该图引出了学生在操练新语言时需要用到的重点词汇。所有重点单词都在图中描绘出来,因此学生不需要解释或翻译就能理解它们。新的表达方式呈现在人物头上的气泡中,从而使学生很容易理解和操练新语言。

接下来是几个循序渐进的操练活动。学生独立、结对或组成小组完成多中练习,每个活动都围绕着目标语言,以一种简单而容易理解的方式展开。

每单元第二页的下端呈现的是一个语法聚焦框,该表格清晰呈现了对本单元语法点使用的总结。第三页以一个互动活动结束,该活动采用游戏或其它全班活动的方式,学生在互相合作使用目标语言中完成本部分的学习。

Section B

这部分在循环A部分所呈现的语言同时,引出新的词汇。同时,B部分的活动帮助学生整合新的目标语言和前面单元学过的语言。这一循环强化了前面的语言学习,同时为新语言学习提供了更多操练的机会。

Self Check

这部分为自我检测,学生可以在课堂上完成,也可以作为课后作业完成。这些活动让学生复习了所有重点词汇以及新学的语法项目。

单元分析

六年级英语(下)

本教材共有10个单元,每单元分为Section A、Section B和Self Check三部分。

教材各单元分析

范文七:初中英语人教版教材分析

《义务教育课程标准实验教科书英语(新目标)》(以下简称《英语(新目标)》)是人民教育出版社在适应基础教育课程整体改革需要的趋势下,与(美国)汤姆森学习出版集团合作,在该集团出版的教材Go for it!基础上,依据教育部颁发的《全日制义务教育普通高级中学英语课程标准(实验稿)》(以下简称《英语课程标准》) 改编的一套7~9年级英语教材。本套教材供7~9年级的学生使用。全套教材共5册,学期3年。

(一) 教材编写理念与思路

任务型语言教学是继交际教学思想发展起来的一种教学途径,近几年来逐渐成为国际上广泛采用的教学方法。它把语言应用的基本理念转化为具有实践意义的课堂教学方式,以学生为学习活动的主体,以任务为中心,在运用语言完成各种任务的过程中来学习、体会、掌握语言。

《英语(新目标)》的改编,以任务型语言教学为编写理念,以“合理引进国外语言教育理念,适应我国英语教育实际状况”为宗旨,分析和研究了我国大部分地区初中英语教育的现实情况,力图把基于生活任务的语言教学模式引入到我国的英语教学领域中来。本套教材的基本编写思路是:以话题为主线,采用任务型语言教学模式,兼顾交际功能和语言知识结构的学习,以一种循序渐进的生活化的学习程序,引导学生学会运用英语有目的地做事情。

(二) 教材主要特点

1、语言与文化

语言有着丰富的文化内涵,语言与文化密不可分。学习语言不仅仅是学习语言本身,同时还要了解语言所传递的文化信息。《英语课程标准》指出,接触和了解英语国家文化有益于对英语的理解和使用,有益于加深对本国文化的理解和认识。本套教材在系统编排语言知识的同时,注重激活学生已有的文化背景知识,并由浅入深地介绍英语国家的文化,培养学生对中西方文化差异的敏感性,寓思想教育于语言教学之中,提高学生对文化差异的鉴别能力,使学生逐步学会在实际情景中恰当而灵活地运用语言。这套教材语言地道,有很多原汁原味、反映西方文化的文段;在第4、5册的每单元之后设计编写了阅读专栏,所有内容均涉及东西方文化交流。

2、突出学生主体,尊重个体差异

学生的发展是英语课程的出发点和归宿。本套教材在目标设定、教学过程、评价等方面都突出以学生为主体,并尊重个体差异。在教学内容的编排上突破传统的单层次的教学编写模式,每个单元分为Section A和Section B两个部分。Section A为本单元教学的基本词汇和语言结构;Section B是在Section A基础上的知识的扩展和综合运用。教师可根据学生的自身条件和基础,以及学生的个体差异,灵活地和有创造性地使用教材,在不影响教材的完整性和系统性情况下,自主地补充或取舍教学内容,分层次教学。学生也可选择自己感兴趣的内容,自主地调整学习进度。

3、发展学习策略

学习是一个发展的、能动的过程。本套教材在编写的体例设计、教学过程的实施等方面,侧重于学生学习能力的培养,在学习的每个阶段均考虑到学习者的需求,包括帮助学习者做出决策,即让学习者“学会学习”。同时,在教师用书的编写中,我们详尽地指导教师如何有意识地帮助学生形成适合自己的学习策略,并具有不断调整自己的学习策略的能力,为学生的终身学习奠定基础。

4、采用任务型语言教学的编写模式

任务型语言教学,其核心思想就是要模拟人们在社会、学校生活中运用语言所从事的各类活动,把语言教学与学习者在今后的日常生活中的语言应用结合起来。简言之,就是用所学过的语言去做事情。但它并不排斥语法教学,而是在准确掌握基本语言知识的基础上所从事的活动。因而,在本套教材的编写中我们遵循以下几点。

(1)语法知识结构的有序呈现。

本套教材力图在保持话题系统的合理呈现和保持任务型设计体例的同时,力图做到有序地安排语法结构的学习内容。

① 设置话题次序时充分考虑语法项目学习的合理性以及相关难度。

② 在每单元的第2页设置表格,呈现应知应会的语法结构(呈现的方式以实例为主,不作语法分析)。

(2)教学内容的真实性。

教学内容的真实性是进行任务型语言教学的主要特征之一。因而,我们在选择教学内容时充分考虑到中学生所关注的人、事件和事物,选择贴近学生实际生活的话题内容,如讨论学生所面临的问题与困难,谈论个人的嗜好等;提供符合真实生活的输入信息,如,采访谈话或记录,咨询书信,实用表格等;激发学生参与真实语言活动的动机,如,列举学生们不同的衣着习惯,引发学生谈自己的衣着习惯,并询问同学的衣着习惯;引导学生做真实的事情,如,让学生探究算盘、雨伞、照相机等是什么时候发明的,写一封应聘学校报刊记者的自我推荐信等。

(3)教学活动的多样性。

活动是任务型语言教学中任务的基本组成部分之一。为了让学生能够在语言学习的过程中更好地体验、实践、参与、合作与交流,本套教材对于活动的设计也是多种多样的。我们在每一个单元设计了相应的结对活动和小组活动,增强了学生在课堂上的行为互动。并优化合作学习的活动设计,提供合作学习的语言示范,充实合作学习的真实内容和实施合作学习的行动指导,使教师能够从这些活动设计中得到具体的启示,学生能够在小组活动中有话可说,有事可做。从学习活动的具体方式上看,本套教材也尽量做到多样化,其中包括:朋友交谈、新闻访谈、电子邮件往来、调查、互致书信、回答问卷,表达对活动的观感等等。

(4)任务链(Task Chain)的编写模式。

本套教材采用任务链的编写模式,旨在解决有限的语言知识和完成真实任务之间的矛

盾。由于在编写设计中不可能保证每一个任务百分之百的真实性,特别是在初级语言训练阶段,所以我们设计一些过渡型的任务,来循序渐进地引导学生有准备地进入真实任务。具体程序是:a.提供听觉或视觉的输入信息引入主话题,作为真实任务目标的示范;b.提供本单元要完成的各项任务所需的语言知识、相关语境和训练形式;c.设计完成任务的输出形式(如,填表,做笔记,进行小组讨论,集体做游戏等);d.完成任务,对整个过程进行评价。

5、建立系统的评价体系

评价是英语课程的重要组成部分。它的作用在于使学生在英语学习过程中不断体验到自己的进步和成功,树立自信,提高综合运用语言的能力。在本套教材评价方面的编写中,我们尤为注重学生在评价过程中的主体地位,引导学生进行自我评价和合作评价。同时注重评价形式的多样性,采用形成性评价和终结性评价相结合的方式。例如,在学生用书每单元后的Self Check部分,我们设计编写了对本单元的词汇知识、语言应用能力的学生自我评价内容(评价活动主要由学生来完成,教师参与并指导),每册书还配备了评价手册。

(三) 教材结构和体例

1、教材结构

《英语(新目标)》是一套以学生用书为核心,以配套用书和音像制品为支持的立体化配套教材,具有整体规划、整体设计、整体编写的特点。本教材的配套系统有学生用书、教师参考书、练习册、评价手册、教学挂图等。

2、教材体例

本套教材的学生用书分别由10~14个学习单元(每个单元6页)、2个复习单元(学生用书第1~5册)、阅读专栏(第4、5册)这些主要部分组成,书后还设计有补充材料,如复习所用游戏、词汇学习记录表、英美语音对照表和词汇表等。其他配套用书以学生用书为核心,从各自的功能出发来设计编写。以下是对本套教材第1~5册话题的分布统计。

一、人教版(新目标)教材分析

注:表格中√表示单元主话题,◎表示某主话题在其他单元的滚动呈现或有所涉及。

范文八:初中英语鲁教版教材分析

鲁教版初中英语教材结构分析

张店二中 宋锋

一、教材的编排结构及编写意图

鲁教版初中英语教材分六年级上、下册,七年级上、下册,八年级上、下册及九年级全册,共七册。其中,六年级上、下册及七年级上、下册每册各10个单元,八年级上、下册每册各8个单元,九年级全册共12各单元。每个单元分为Section A、Section B和Self Check三部分,八年级和九年级教材在每个单元后面各增加一篇Reading。 Section A

这部分以一幅展示新功能在实际生活中运用的图画开篇,该图引出了学生在操练新语言时需要用到的重点词汇。所有重点单词都在图中描绘出来,因此学生不需要解释或翻译就能理解它们。新的表达方式呈现在人物头上的气泡中,从而使学生很容易理解和操练新语言。 接下来是几个循序渐进的操练活动。学生独立、结对或组成小组完成多中练习,每个活动都围绕着目标语言,以一种简单而容易理解的方式展开。

每单元第二页的下端呈现的是一个语法聚焦框,该表格清晰呈现了对本单元语法点使用的总结。第三页以一个互动活动结束,该活动采用游戏或其它全班活动的方式,学生在互相合作使用目标语言中完成本部分的学习。

Section B

这部分在循环A部分所呈现的语言同时,引出新的词汇。同时,B部分的活动帮助学生整合新的目标语言和前面单元学过的语言。这一循环强化了前面的语言学习,同时为新语言学习提供了更多操练的机会。

Self Check

这部分为自我检测,学生可以在课堂上完成,也可以作为课后作业完成。这些活动让学生复习了所有重点词汇以及新学的语法项目。

Reading

通过一篇长篇课文的学习,进一步强化巩固本单元的语法和其它知识点,同时提高学生的阅读理解的能力和写作能力。

二、各册教材主要话题、单元语言结构以及语言功能目标列表

六年级英语(上)

本教材共有10个单元,每单元分为Section A、Section B和Self Check三部分。

教材各单元分析

六年级英语(下)

本教材共有10个单元,每单元分为Section A、Section B和Self Check三部分。

教材各单元分析

七年级英语(上)

教材各单元分析

七年级英语(下)

教材各单元分析

八年级英语(上)

教材各单元分析

八年级英语(下)

教材各单元分析

九年级英语(全)

教材各单元分析

范文九:初中英语人教版教材分析

一、初中英语人教版(新目标)教材分析

《义务教育课程标准实验教科书英语(新目标)》(以下简称《英语(新目标)》)是人民教育出版社在适应基础教育课程整体改革需要的趋势下,与(美国)汤姆森学习出版集团合作,在该集团出版的教材Go for it!基础上,依据教育部颁发的《全日制义务教育普通高级中学英语课程标准(实验稿)》(以下简称《英语课程标准》) 改编的一套7~9年级英语教材。本套教材供7~9年级的学生使用。全套教材共5册,学期3年。

(一) 教材编写理念与思路

任务型语言教学是继交际教学思想发展起来的一种教学途径,近几年来逐渐成为国际上广泛采用的教学方法。它把语言应用的基本理念转化为具有实践意义的课堂教学方式,以学生为学习活动的主体,以任务为中心,在运用语言完成各种任务的过程中来学习、体会、掌握语言。

《英语(新目标)》的改编,以任务型语言教学为编写理念,以“合理引进国外语言教育理念,适应我国英语教育实际状况”为宗旨,分析和研究了我国大部分地区初中英语教育的现实情况,力图把基于生活任务的语言教学模式引入到我国的英语教学领域中来。本套教材的基本编写思路是:以话题为主线,采用任务型语言教学模式,兼顾交际功能和语言知识结构的学习,以一种循序渐进的生活化的学习程序,引导学生学会运用英语有目的地做事情。

(二) 教材主要特点

1、语言与文化

语言有着丰富的文化内涵,语言与文化密不可分。学习语言不仅仅是学习语言本身,同时还要了解语言所传递的文化信息。《英语课程标准》指出,接触和了解英语国家文化有益于对英语的理解和使用,有益于加深对本国文化的理解和认识。本套教材在系统编排语言知识的同时,注重激活学生已有的文化背景知识,并由浅入深地介绍英语国家的文化,培养学生对中西方文化差异的敏感性,寓思想教育于语言教学之中,提高学生对文化差异的鉴别能力,使学生逐步学会在实际情景中恰当而灵活地运用语言。这套教材语言地道,有很多原汁原味、反映西方文化的文段;在第4、5册的每单元之后设计编写了阅读专栏,所有内容均涉及东西方文化交流。

2、突出学生主体,尊重个体差异

学生的发展是英语课程的出发点和归宿。本套教材在目标设定、教学过程、评价等方面都突出以学生为主体,并尊重个体差异。在教学内容的编排上突破传统的单层次的教学编写模式,每个单元分为Section A和Section B两个部分。Section A为本单元教学的基本词汇和语言结构;Section B是在Section A基础上的知识的扩展和综合运用。教师可根据学生的自身条件和基础,以及学生的个体差异,灵活地和有创造性地使用教材,在不影响教材的完整性和系统性情况下,自主地补充或取舍教学内容,分层次教学。学生也可选择自己感兴趣

的内容,自主地调整学习进度。

3、发展学习策略

学习是一个发展的、能动的过程。本套教材在编写的体例设计、教学过程的实施等方面,侧重于学生学习能力的培养,在学习的每个阶段均考虑到学习者的需求,包括帮助学习者做出决策,即让学习者“学会学习”。同时,在教师用书的编写中,我们详尽地指导教师如何有意识地帮助学生形成适合自己的学习策略,并具有不断调整自己的学习策略的能力,为学生的终身学习奠定基础。

4、采用任务型语言教学的编写模式

任务型语言教学,其核心思想就是要模拟人们在社会、学校生活中运用语言所从事的各类活动,把语言教学与学习者在今后的日常生活中的语言应用结合起来。简言之,就是用所学过的语言去做事情。但它并不排斥语法教学,而是在准确掌握基本语言知识的基础上所从事的活动。因而,在本套教材的编写中我们遵循以下几点。

(1)语法知识结构的有序呈现。

本套教材力图在保持话题系统的合理呈现和保持任务型设计体例的同时,力图做到有序地安排语法结构的学习内容。

① 设置话题次序时充分考虑语法项目学习的合理性以及相关难度。

② 在每单元的第2页设置表格,呈现应知应会的语法结构(呈现的方式以实例为主,不作语法分析)。

(2)教学内容的真实性。

教学内容的真实性是进行任务型语言教学的主要特征之一。因而,我们在选择教学内容时充分考虑到中学生所关注的人、事件和事物,选择贴近学生实际生活的话题内容,如讨论学生所面临的问题与困难,谈论个人的嗜好等;提供符合真实生活的输入信息,如,采访谈话或记录,咨询书信,实用表格等;激发学生参与真实语言活动的动机,如,列举学生们不同的衣着习惯,引发学生谈自己的衣着习惯,并询问同学的衣着习惯;引导学生做真实的事情,如,让学生探究算盘、雨伞、照相机等是什么时候发明的,写一封应聘学校报刊记者的自我推荐信等。

(3)教学活动的多样性。

活动是任务型语言教学中任务的基本组成部分之一。为了让学生能够在语言学习的过程中更好地体验、实践、参与、合作与交流,本套教材对于活动的设计也是多种多样的。我们在每一个单元设计了相应的结对活动和小组活动,增强了学生在课堂上的行为互动。并优化合作学习的活动设计,提供合作学习的语言示范,充实合作学习的真实内容和实施合作学习的行动指导,使教师能够从这些活动设计中得到具体的启示,学生能够在小组活动中有话可说,有事可做。从学习活动的具体方式上看,本套教材也尽量做到多样化,其中包括:朋友交谈、新闻访谈、电子邮件往来、调查、互致书信、回答问卷,表达对活动的观感等等。

(4)任务链(Task Chain)的编写模式。

本套教材采用任务链的编写模式,旨在解决有限的语言知识和完成真实任务之间的矛盾。由于在编写设计中不可能保证每一个任务百分之百的真实性,特别是在初级语言训练阶段,所以我们设计一些过渡型的任务,来循序渐进地引导学生有准备地进入真实任务。具体程序是:a.提供听觉或视觉的输入信息引入主话题,作为真实任务目标的示范;b.提供本单元要完成的各项任务所需的语言知识、相关语境和训练形式;c.设计完成任务的输出形式(如,填表,做笔记,进行小组讨论,集体做游戏等);d.完成任务,对整个过程进行评价。

5、建立系统的评价体系

评价是英语课程的重要组成部分。它的作用在于使学生在英语学习过程中不断体验到自己的进步和成功,树立自信,提高综合运用语言的能力。在本套教材评价方面的编写中,我们尤为注重学生在评价过程中的主体地位,引导学生进行自我评价和合作评价。同时注重评价形式的多样性,采用形成性评价和终结性评价相结合的方式。例如,在学生用书每单元后的Self Check部分,我们设计编写了对本单元的词汇知识、语言应用能力的学生自我评价内容(评价活动主要由学生来完成,教师参与并指导),每册书还配备了评价手册。

(三) 教材结构和体例

1、教材结构

《英语(新目标)》是一套以学生用书为核心,以配套用书和音像制品为支持的立体化配套教材,具有整体规划、整体设计、整体编写的特点。本教材的配套系统有学生用书、教师参考书、练习册、评价手册、教学挂图等。

2、教材体例

本套教材的学生用书分别由10~14个学习单元(每个单元6页)、2个复习单元(学生用书第1~5册)、阅读专栏(第4、5册)这些主要部分组成,书后还设计有补充材料,如复习所用游戏、词汇学习记录表、英美语音对照表和词汇表等。其他配套用书以学生用书为核心,从各自的功能出发来设计编写。以下是对本套教材第1~5册话题的分布统计。

注:表格中√表示单元主话题,◎表示某主话题在其他单元的滚动呈现或有所涉及。

范文十:人教版初中英语教材分析

人教版初中英语教材分析

陕西渭南合阳城关中学 仵晓桃

人教版初中英语(新目标)教材在我校已经使用七年了。我每册教材都有使用过。通过近来在国培网站的学习,对教材有了更进一步的了解,下面我来谈谈在教材使用的过程中所遇到的困惑和一些想法他出来,跟大家交流交流,以期共同进步。

1、 七年级教材内容量较大

刚好今年我在教七年级,感觉时间很不够用,加上今年情况特殊,元旦、春节都在元月份,尤其感到时间压力挺大的。我觉得对于七年级的学生来说,小学阶段打好基础是非常重要的。所以,小学英语老师的培训和配备非常重要的。对于七年级教材内容量大的现状,老师们只有多想点办法,激发学生学习英语的兴趣。但是遗憾的是,好象整个七年级英语教材里面,没有一首经典的英语歌曲可以教给学生;当然,激发学生学习英语的兴趣还有很多其他的办法,比如叫学生办英语报子,学习好的学生传授学习方法等等。

关于音标的问题,在起始阶段应该有时间进行教学的,由于内容太多,单词量大,为了赶教学进度,所以对重要的音标教学环节忍痛割爱了。这可以说是又一遗憾。很多学生要求老师教给他们音标知识以便能够快速记住那么多的单词(当然是他们的家长意见),可是迫于无奈,不得不放下很多的东西。

2、 八年级的语法教学问题

在国培学习中,教授们提到了语法教学的问题。我个人认为,必要的语法教学还是必须的。这并不是忽视和弱化英语的听和说,相反,如果学生具有一定语法概念,只能够强化他们对句子的整体理解,也就更加能够提高他们的听力和口语能力。以前,总有人提出,语法教学教出来的学生学的都是“哑巴英语”,但是现在的情况下教出来的学生,学生口语能力可能的确有些提高,但也只是少数的学生,很多学生还是对英语“不知所云”啊 !

3、 完成时的出现先后问题

完成时在八年级下就已经能够看到了,但只是皮毛,真正的开始“研究”还是在九年级。在我们的教学实际中,我听到很多老师对完成时出现的先后问题产生了怀疑:先出现现在完成进行时,合适吗?

甚至有老师灵活机动地自己改上课程顺序,即先学现在完成时,再学现在完成进行时,这也不能不说是一种很好的教学尝试;当然在九年级的教材中,还包含大量的单词教学,很多的学生真的是无所适从啊!

总之,鉴于篇幅关系,我对教材的分析也只是皮毛,只是把感受较深的一些东西说出来罢了而已。