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1、 北京师范大学外语学院北京师范大学出版社 四年级(下) 教材分析 小学英语教材编写组 北师大版英语 北京师范大学外文学院 北京师范大学出版社 麦格劳-希尔教育出版公司 北京师范大学外语学院北京师范大学出版社 Warming up exercise Please work in groups. Think about the children in your class nWhat can they do with English now? nHow are they interested in English learning now? nWhats the characters of th
2、em, both physically and mentally? 北京师范大学外语学院北京师范大学出版社 Notice Board You are going to be presented with 12 tasks in which you will be working in groups for solutions. In Task 12 you are going to be working in groups figuring out the teaching objectives for each unit. Be ready for that and enjoy the p
3、rocess! 北京师范大学外语学院北京师范大学出版社 Task 1 Please leaf through the book and find out: nWhat is the topic for each Unit? nWhat is the structure for each Unit? 北京师范大学外语学院北京师范大学出版社 Topic for each Unit Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 The days of week The time Day and night Making suggestions The
4、weather Review Discussion 北京师范大学外语学院北京师范大学出版社 Unit 7 What do you do on Monday? I go to school. What day is it today? Its Monday. What time is it? Its one oclock. Its time for school. Its time to go to school. Unit 8 Structure for each Unit 北京师范大学外语学院北京师范大学出版社 Structure for each Unit Unit 9 Unit 10
5、 When do you get up. I always get up at seven. When does he get up? He often gets up at seven. Lets play football. Shall we go to a movie? Do we have enough time? 北京师范大学外语学院北京师范大学出版社 Structure for each Unit Unit 11 Unit 12 What are you going to do? I am going to eat dinner. He is going to see a mov
6、ie. We are going to watch a video. Its going to be a fine day. Its going to be fine today. Review 北京师范大学外语学院北京师范大学出版社 Task 2 Please leaf through the book and find out: nWhat is each story about? nWhich story do you expect the children would be interested in? nWhat objectives do we have for “story t
7、eaching”? 北京师范大学外语学院北京师范大学出版社 Discussion Do we have the same objectives when we: nTell the story for the first time? nUse the story for vocabulary/ structure practice? nFocus on the meaning of the story? nCome back to the story at the end of the unit? More detailed discussion will be made tomorrow
8、morning. 北京师范大学外语学院北京师范大学出版社 Task 3 Please look at the Words to Learn in each Unit and talk about: nHow many different ways are used for word presentation? nWhats the function of each way of presentation? nHow does the difference can be reflected during classroom teaching? 北京师范大学外语学院北京师范大学出版社 Disc
9、ussion nPictures are used for nWords that have concrete meaning n Word box is used for nWords that have abstract meaning 北京师范大学外语学院北京师范大学出版社 Discussion n 通过控制或安排阅读材料中的词汇使学 生接触目标词汇 n 随时处理遇到的新词 n 把词汇教学与其他教学活动结合起来 n 单独的词汇教学活动 第二语言阅读探索 Neil J. Anderson (F11) 北京师范大学外语学院北京师范大学出版社 Task 4 Please turn to p
10、age 41 and look at the song: nWhat does the sentence “Lets go to the football” mean? nWhat kind of activities can you designed for this song? 北京师范大学外语学院北京师范大学出版社 Discussion nChildren should be encouraged to respond to the content of a listening, not just to the language nDifferent listening stages
11、demand different listening tasks nGood teachers exploit listening texts to the full Jeremy Harmer怎样教英语 北京师范大学外语学院北京师范大学出版社 Task 5A Look at the Talk Together on page 18,30 and 42: nAre they the same? nWhat method can be used for this part? 北京师范大学外语学院北京师范大学出版社 Task 5B Look at the nTalk Together, nTo
12、uch, Ask and Answer nAsk and find out Whats the relationship between them? 北京师范大学外语学院北京师范大学出版社 Discussion Drill nRepetitive nRelative meaningless nPart practice nIndirect nControlled Communicative practice nNone-repetitive nMeaningful nWhole practice nDirect nFree Keith Johnson外语学习与教学导论 北京师范大学外语学院
13、北京师范大学出版社 “Memory is a by-product of Meaning and Method should be the servant of Meaning, and Meaning depends on what happens inside and between people.” - Stevick (1976) 北京师范大学外语学院北京师范大学出版社 Have a break for ten minutes, but dont go far! 北京师范大学外语学院北京师范大学出版社 Task 6 Look at the reading text in each
14、unit and think about your experience in this semester. nWhat skills are involved in this part? nHow did you do in this part? nWhats the problem do the children have? 北京师范大学外语学院北京师范大学出版社 Discussion n Activate prior knowledge n Cultivate vocabulary n Teach for comprehension n Increase reading rate n
15、Verify reading strategies n Evaluate progress Neil J. Anderson 第二语言阅读探索 北京师范大学外语学院北京师范大学出版社 n Activate prior knowledge n培养学生养成良好的习惯,在阅读 中积极主动地把从文本中获得的知识 和自己已有的知识联系起来 n通过提问、预测等方式,激活学生 的背景知识,培养学生自主激活背景 知识的能力 n如果学生对阅读的内容不熟悉,教 师要提供或引导学生去搜集必要的背 景知识 北京师范大学外语学院北京师范大学出版社 Task 7 Turn to the Sounds and Lett
16、ers page: nWhat sounds are practiced in this book? nWhat activities can be used to raise childrens pronunciation awareness? 北京师范大学外语学院北京师范大学出版社 Discussion n /ou/ /oi/ /or/ /air/ /oo/ nthe emphasis is on the pronunciation, not on the spelling nRecognizing words with their pronunciations is the begin
17、ning for a child to learn to read. nAgainst practice in sounds out of context nStress, intonation and using linking are also important 北京师范大学外语学院北京师范大学出版社 Task 8 Look at Uncle Bookys blackboard in each Unit: nHow do they different from those on previous books? nWhat does the difference indicate? 北
18、京师范大学外语学院北京师范大学出版社 Discussion: a model for story-based grammar practice Presentation Attention Co-construction Extension Judith L. Shrum emphasis is on comprehension and meaning Attention nTeacher uses multiple ways to recycle the story lines which deepens comprehension and increases learner partici
19、pation; emphasis is on meaning 北京师范大学外语学院北京师范大学出版社 Co-construction nOnce comprehension is achieved, the teacher turns the learners attention to focus on form. Both teacher and learner co- construct the grammar explanation Extension nThrough extension activities that relate to the story, the learner
20、s need to use the grammatical structure in order to carry out a particular function or task 北京师范大学外语学院北京师范大学出版社 Story-based participation Traditional approach Use of higher skills and language before moving to procedural skills Sequencing of tasks from simple to complex Instructional interaction be
21、tween T (“expert”) and L (“novices”) Little T/L interaction; teacher- directed explanation Richly implicit explanation (guided participation) Explicit explanation of grammar Encourages performance before competence L must master each step before going to next step (competence before performance) 北京
22、师范大学外语学院北京师范大学出版社 Story-based participation Traditional approach L participate in problem-solving process and higher-order thinking skills L are passive and rarely participate in constructing the explanation functional significance of grammatical structure before mechanical procedures take place The
23、 functional significance of a grammatical point often does not emerge until end of lesson Judith L. Shrum & Eileen W. Gilsan 教师手册:外语教语境化 北京师范大学外语学院北京师范大学出版社 Task 9 Please look at page 10/ 22/ 34/ 46/ 58/ 68: nWhat does the Stander expect children to be able to write at this stage? 北京师范大学外语学院北京师范大学
24、出版社 二级教学总体目标 对英语学习有持续的兴趣和爱好。 能用简单的英语互致问候、交换有关个人、家庭和 朋友的简单信息。 能根据所学内容表演小对话或歌谣。 能在图片的帮助下听懂、读懂并讲述简单的故事。 能根据图片或提示写简单的句子。 在学习中乐于参与、积极合作、主动请教。 乐于了解异国文化、习俗。 英语课程标准(实验稿) 北京师范大学外语学院北京师范大学出版社 Task 10 Look at the Ask and Find Out: nWhat competence and skills are involved in this activity? nHow do you conduct
25、this activity? 北京师范大学外语学院北京师范大学出版社 Task 11 Look at the Uncle Bookys Storytime and Self-assessment nDo you usually have time for the story time? nHow do you use the story? nHow do you use the assessment? 北京师范大学外语学院北京师范大学出版社 Task 12 Work in groups of 10. Choose a unit for your group. nset the teaching objective of each lesson in the chosen Unit nYou will have 5 mins to present your idea and take questions from other groups 北京师范大学外语学院北京师范大学出版社 联系我们 北师大出版社网络 国标教材- 英语1-6年级 联系电话 0105880 7669 电子邮件地址
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