G O F O R I T ! 教材设计与教学

GOFORIT! 教材设计与教学人民教育出版社课程教材研究所

2010年安徽省初中毕业学业考试英语完形填空 A A group of frogs were traveling through the forests, but unluckily two of them fell into a hole. The other frogs tried to help them. When they saw how deep the hole was, they cried to the two frogs that they could not be saved. The two frogs didn't care and tried their best to jump up out of the hole. The other frogs kept saying that they were sure to die. Finally, one of the two frogs, who heard what the other frogs were saying, gave up. Then he fell down and died. The other frog, however, continue to jump as hard as he could, and at last made it out. When he got out, the other frogs asked, "Didn't you hear us?" The frog, who had a poor hearing, explained, "I thought you were encouraging me all the timid." The story teaches us a lesson: There is power of life and death in the tongue. An encouraging word to those who are down can help them out while a discouraging word can kill them.

A. 教材结构与单元样章 B. 听力设计 C. 口语设计 D. 阅读设计 E. 写作设计 F. 词汇教学 G. 语法教学 H. 教材与课程

A. 教材结构 • 目录页（Scope & Sequence） • 主单元（Main units: Sections A & B） • 大阅读 • 录音文稿（Tapescripts） • 语法（Grammar） • 词汇表（Vocabulary）

每个单元的重点词汇 语法结构与功能任务型听力练习结对练习核心对话

多种听力练习 不同任务的结对活动语法与功能重点

口语输出活动 第一篇阅读

新旧知识综合运用 词汇的扩展

循序渐进的写作练习 第二篇阅读材料创造性活用所学语言的各类课堂活动

自我评价 词汇知识的评价语言运用能力的评价幽默的卡通

读前活动 阅读策略长篇阅读

读后活动 拓展活动

B.听力 (Listening) 1. 要求学生做出非语言反应的活动(non-linguistic). 如：绘画，连线配对, 用符号完成表格，画路线，排序

2. 要求学生做出语言反应的活动(linguistic). 如: 信息分类，是非问题，选词填空，列清单，信息记录，简短答语等.

C.口语训练 (Speaking) • 引导 (Guiding) • 融汇 (Synthesizing) • 鼓励 (Encouraging)

Repetition drills A: What time do you usually get up, Rick? B: I usually get up at five o’clock. Suggestions for modeling : • Use own voice or • Use to show linking & contractions • Use & to show stress,rhythm & intonation • Use symbols & colours to highlight features

D.阅读(Reading) • 影响阅读的因素？ 2. 阅读的教学过程？

影响阅读 理解的因素文本本身读者知识结构能力结构生词量话题语言结构语言知识单词短语句子语法语篇背景知识自然科学社会科学生活常识社会经验理性因素记忆力联想力推理力形象思维分析综合比较概括非理性因素情感情绪

阅读教学过程 读前活动读中活动读后活动掌握主旨大意了解细节巩固阅读内容（读说结合，读写结合）激活背景知识处理生词策略教学人文素养培养

Reading and fluency Understanding ( intensive reading ) Reading Rate ( extensive reading ) Global reading skills : • New language : • Introduce • Analyze • Review • scanning • skimming Fluency • guessing meaning Books 1-5 Sections A & B Books 4 & 5 End of each unit

配对(matching) • 排序(Putting into order) • 完型(cloze) • 信息转换(information transfer) • 分类(classification) • 表演(performing) • 预测(prediction) • 其他(other testing approaches; other techniques)

处理好精读与泛读的关系 课标要求：三－四－五级：4-10-15万 1 选择合适的材料（浅、薄、有趣） • 指导学生写阅读日志

E.写作(Writing) • 　描述型(describing) • 　建议型(problem-solving) • 　总结型(summarizing) • 　信息转换型(information transfer) • 其他 (other types)

Teaching Process Writing Linguistic guidance 3a gives Ss practice in understanding the prepositions Step-by-step progression clear models 3b provides guided written practice of the target language. 3c provides less-guided written practice of the target language. 4 provides speaking practice of TL.

Error correction Make notes of the following types of mistakes : Common mistakes – many people in the class are making same mistake Uncommon mistakes – only 1 or 2 people are making this mistake Mistakes using language studied in previous units Mistakes using target language Mistakes using more advanced language that Ss have not yet studied Big mistakes that caused a block in communication

G O F O R I T ! 教材设计 与 教学