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《英语》(新标准)初二下册教材分析与教学建议

《英语》(新标准)初二下册教材分析与教学建议
《英语》(新标准)初二下册教材分析与教学建议

《英语》(新标准)初二下册教材分析与教学建议

佟裕功

Part 1 General analysis

I. Teaching / learning content

I) Theme-based

1. Module Topics (input)

1) Hobbies 2) Friendship 3) On the radio

4) New technology 5) Problems 6) Entertainment

7) Time off 8) Public holidays 9) Heroes

10)My perfect holiday

2. Module Tasks (output)

1)Making a hobby questionnaire

2)Making a poster about friendship

3) Making a school radio programme

4) Writing instructions

5) Writing a problem page for a magazine

6) Writing an entertainment review

7) Writing a leaflet for a trip

8) Writing about a Chinese holiday

9) Writing about a hero

10) Writing about your perfect holiday

II) Multi-syllabus

1. V ocabulary

Book 4 269

Book 1-3 1328

Book 1-4 1597 (1533 words, 164 phrases)

2. Grammar

1) Part of speech and sentence components

2) Objective clauses

3) The use of infinitive and gerund

4) Adverbial clause of condition (1)

5) Adverbial clause of condition (2)

6) Direct and indirect speeches (indicative)

7) Direct and indirect speeches (questions and instructions)

8) Adverbial clause of time

9) Adverbial clause of cause, purpose and result

10) The use of would for imaginary situations

3. Pronunciation

1) Pronunciation training 2) Intonation training 3) Speaking practice

4. Strategy (Learning to learn)

1) Vocabulary learning: changing forms and similar meanings

2) Reading skill: the focus in a reading passage

3) Reading skill: sequence of events in a story

4) Writing skill: the way to make instructions clear

5) Structure learning: learning through comparison

6) Solving understanding problems: the use of reported speech

7) Writing skill: the beginning and the end a letter

8) Reading skill: the way to get more information about a topic

9) Listening skill: general comprehension of a listening passage

10) Writing skill: the scaffolding to construct an article

5. Culture (Around the world)

1) An interest in history

2) Pen friends

3) The clock work radio

4) An Internet café

5) Problem page

6) New pop stars

7) The Lake District National Park

8) Public holidays

9) A famous British nurse

10) People going on holiday

6. Colloquialism (Everyday English)

1) Expressions to call attention

2) Giving advice, suggestion, precaution and encouragement, etc

3) Inquiry

4) Expressing opinions

5) Expressing wishes and excitement

II. New characteristics

In general

1. Less language knowledge

vocabulary grammar items

Book 1 284+189 10

Book 2 428 8

Book 3 435 6

Book 4 269 5

2. More language skill training

3. More frequent consolidation practice

4. More scientific tips of learning strategy

5. More useful information about culture

Unit 1

1. Complicated but idiomatic dialogues

2. Frequent repetition of key structures

3. Practice through imitation

Unit 2

1. More practical reading materials

2. More systematic training of reading strategies

3. More effective training of writing skills

Unit 3

1. Full of grammar and vocabulary practice

2. Plenty of listening and reading training

3. Well-designed module tasks

Workbook

1. Grammar practice focusing on consolidation

2. V ocabulary practice in more situational context

3. Listening and pronunciation practice to cultivate the language sense

4. Reading, speaking and writing to train integrated ability

5. Self-assessment to improve learning strategy

III. Teaching / learning skills

Unit 1

1. Listening comprehension from general to detailed

2. Introduction of the main structures through repetition

3. Command of the key structures through communication

4. Reproduction of the conversation through imitation

Unit 2

1. General comprehension of the passage through fast reading

2. Good consolidation of the passage through reading aloud

3. Sentence level output through questions and answers

4. Passage level output through retelling or oral composition

5. Careful study of language points through self-teaching

6. Frequent practice of key points through substitution

7. Writing tasks of similar topics through imitation

Unit 3

1. Revision of the target language learned in previous units

2. Consolidation of structures through oral and written practice

3. Listening and speaking practice to improve integrated ability

4. Reading and writing practice to improve integrated ability

5. General use of the target language through the module task

Workbook

1. All exercises can be done at the proper time in the learning process to meet the need of the

content of each unit.

2. Exercises for grammar and vocabulary can be done before class and must be checked in class,

and any kind of mistake is to be corrected.

3. It’s better to do listening and reading practice in class and results must be discussed on the

spot.

4. Speaking and writing practice can be prepared before class and must be checked in class.

V.Preparation for tests

I) Knowledge learning

1. V ocabulary

1) Learning words on different levels

Mastery level boldface 222

Understanding level normally-printed 47

Not included in the Curriculum Standard 24

believable bet cable

creative dishonest enjoyment

fighting microphone mobycard

newsreader outdoor pirate

playback professional resolution

romantic solo ssh

teenage unpaid untidy

waterfall workshop wow

2) Learning various meanings of words

3) Learning various functions of words

2. Grammar

1) The command of objective clause: kinds, tenses and word order

2) The command of direct speech and indirect speech: indicative, interrogative and

imperative

3) The command of infinitive and gerund: verbs followed by to do, verbs followed by doing

and verbs followed by to and doing

4) The command of adverbial clause: time, condition, cause, purpose and result

5) The use of modal verb would

II) Skills training

1. Listening

1) Strict training to improve hearing

2) Careful analysis for accurate comprehension

3) Instant reproduction to improve pronunciation and intonation

2. Speaking

1) Practicing functional patterns

2) Learning idiomatic expressions

3) Creating authentic conversations

3. Reading

1) Strict training to improve reading skills

2) Careful study to command language points

3) Reproduction practice to learn writing strategies

4. Writing

1) Sentence level to consolidate structures

2) Passage level to improve writing strategies

3) Self evaluation to correct mistakes

III) Strategy forming

1. Discussion of the learning notes

2. Practical use in the learning process

3. Periodical summary for further development

IV) Culture accumulating

1. Comprehension of the cultural notes

2. Discussion of similar topics in real life

3. Attempt to solve problems with the help of cultural knowledge

Part 2 Detailed explanation

Module 1

Unit 1

Drilling: Activity 3 and 7

Key points: P2 collect, tidy up, take up, a bit, fifty or sixty, you know, make sb. + adj., listen to sb. do sth., at the end of

Difficult sentences: P3 What’s happening on Friday? (future tense)

I’m giving an interview on Starsearch! (future tense)

You’re going to be really famous! (possibility)

Suggestion: It’s better to make the situation clear when we come across a complicated conversation.

Unit 2

Drilling: Activity 2 and 3

Key points: P 4 such as, make sb, do sth., help sb. do sth., as well as, workshop, come out, as a book, as a result, spend time doing sth., in the future, spend time on sth. Difficult sentence: P4 Hobbies can make you grow as a person, develop your interests and help

you learn new skills.

As well as the usual activities, such as sailing, climbing and mountain

biking, there was a writing workshop with a professional writer.

David has been very lucky because his hobby has brought him enjoyment

and success, but he is also interested in many other things.

It’s sometimes difficult to remember that we shouldn’t spend all our time

on our favourite hobby.

Suggestion: Sometimes analyzing the structure of a difficult sentence may help the students understand it better.

Unit 3

Focus : Part of speech and sentence components

Drilling: Activity 1 and 2

Key points: P 6 in life, make sb. sth., save money

Suggestion: It’s necessary to spend some time help the students learn part of speech and sentence components.

Module 2

Unit 1

Drilling: Activity 3

Key points: P 10 hold the line, right now, take a message, whether…or not, in fact, a couple of, miss, close friends, different from, feel like, be part of, sometime

Difficult sentences: P 10 I know that foreigners find China very different from their own

countries.

What does it feel like?

My visit here is all about making friends.

P 11 Sally thinks that the word foreigner isn’t very friendly. Colloquialism: P 10 OK, here goes…

And good luck with…

By the way,…

Suggestions: It’s important for the students to command the patterns of telephone call in Activities 2.

Much time should be spent learning the patterns of objective clause, and attention

must be paid to the verbs in the main clauses and the linking words of the

subordinate clauses. For example:

Do you know if Sally Maxwell has arrived?

I asked your secretary whether she could come or not.

Can you tell me where you are from?

And I’ve heard that you play in your school orchestra.

But I don’t know who will come.

Unit 2

Drilling: Activity 2

Key points: P 12 far away, lonely, be afraid to do sth., feel sb. do sth., worry about, as usual, touch, close to, remember doing sth., it doesn’t matter

Difficult sentences: P 12 I couldn’t talk to anyone about my problem, and I didn’t want my

parents to worry about me.

Suddenly, I felt the touch of something bright and friendly.

Now I believe that the world is what you think it is.

Suggestion: The students should be led to feel how the writer feels and understand what the writer is thinking about.

Unit 3

Focus: Objective clause

Drilling: Activity 1, 2 and 5

Suggestions: Additional practice can be given to help the students consolidate the patterns of the objective clause

Telephone calls should be practiced well here, such as Activity 5.

If the module task is difficult for the students, Activity 8 can be used instead. Module 3

Unit 1

Drilling: Activity 3

Key points: P 18 the latest news, the score of, would like to do sth., take sb. around, enjoy doing sth., show sb. around, look out for, stop doing sth., need to do sth., keep doing

sth., what to listen to, who to see, hate doing sth

P 19 agree with

Difficult sentences: P 18 What’s the weather going to be? (possibility)

We’d like to thank you for taking us around Radio Beijing.

And this is where we prepare the weather reports. (predicative clause) P 19 How does Chen Huan feel about taking them around? Colloquialisms: P 18 Don’t mention it.

Come this way.

Me, too.

Suggestion: It’s better to let the students themselves find out the verbs followed by an infinitive and those followed by a gerund.

Unit 2

Drilling: Activity 2 and 5

Key points: P 20 times, in radio, it seemed that…, close down, prepare, have sth. for breakfast, begin with

P 21 on his home page

Difficult sentences: P 20 Shouldn’t you be at school?

How could I explain?

When I was about four or five years old, I remember sitting close to

the radio in the living room, listening to my favourite programmes, and

to the voices of my favourtie presenters.

As I grew older, my interest in radio grew. (adverbial clause of time)

Once a week, I played my favourite music from my father’s computer

to the listeners, talked about life at school and then closed down and

did my homework.

And this was how my first real job in radio began. (predicative clause) Suggestions: It’s necessary to mention how a radio studio works while teaching the passage.

The tip in “Learning to learning” should be made clear to the students when they

practice writing of Activity 5.

Unit 3

Focus: Infinitive and gerund used as object

Drilling: Activity 1, 2 and 3

Key points: P 22 be on, on the radio

P 23 be happy to do sth. prepare for

Suggestion: More examples should be given to help the student summarize the use of infinitive and gerund.

Attention must be paid to verbs which can be followed by either an infinitive or a

gerund.

Module 4

Unit 1

Drilling: Activity 3 and 4

Key points: P 26 take your video, save your video, play back, lend, record, press, come on, connect to, send sb. sth.

Difficult sentences: P 26 If the red light doesn’t come on, wait for thirty seconds

I think Chen Huan wants to hear you on Starsearch, not Kylie. Colloquialisms: P 26 How does it work?

Is it working?

Ladies and gentlemen, …

Suggestion: A recorder can be used to help the students understand the instructions in the conversation.

Unit 2

Drilling: Activity 3 and 4

Key points: P 28 pick up, bite sb. on the hand, stay + adj., ache, hurt, what kind of snake, the kind of snake, the next day

Difficult sentences: P 28 One day Henry Jackson was working in a restaurant kitchen. (a vivid

situation)

Doctor couldn’t say what was wrong because they didn’t know what

kind of snake it was.

When they knew the kind of snake they could give Mr Jackson the

right medicine, and he left hospital the next day.

Oh, and if the snake doesn’t smile for its photo, don’t worry. (a

humorous ending)

Suggestion: More examples about instructions should be given to help the students know how to write them.

Unit 3

Focus: Adverbial clause of condition used in imperative sentences

Drilling: Activity 1, 2 and 3

Key point: P 30 turn off

P 31 turn on

P 32 on holiday, text a message

Suggestions: If possible, experiments can be done to test whether the instructions in Activity 4 and 6 are workable or not.

Instructions about how to use other equipments can be used as module tasks. Module 5

Unit 1

Drilling: Activity 3 and 5

Key points: P 34 all together, in the background, beat, warn sb. about sth., be proud of, send sb.

away, refuse to do sth.

Difficult sentences: P 34 If she spends too much time with the orchestra, they’ll punish her and

send her to a different school.

And if she becomes a star, her parents will be proud of her, and they

won’t send her away.

Colloquialisms: P 34 Tell me about…

You mean…

Rather you than me.

That’s a shame!

That’s such a pity!

Suggestion: Attention must be paid to the tenses in each sentence with an adverbial clause of condition.

Unit 2

Drilling: Activity 1

Key points: P 36 ask to do sth., warn sb. not to do sth., go wrong, make sure + that…, mend, offer to do sth., tell sb. the truth, at least, after all, realize

Difficult sentences: P 36 But my father has warned me not to use his computer for playing

games because he uses it for his job.

We made quite sure my father didn’t notice anything.

If you tell him the truth, he’ll be angry with you, but at least you’ll

prove how honest you are.

If you offer to do some jobs around the home, or maybe help him

with his work, he’ll realize that you’re truly sorry.

Suggestion: It’s better to ask the students to summarize problems and advice from the reading passages before going over the notes on P37.

Unit 3

Focus: Adverbial clause of condition used in indicative sentences

Drilling: Activity 1, 2 and 3

Key points: P 39 save up, on one’s way home, be able to do sth., get sb. to do sth. Colloquialism: P 39 That’s nice of her.

Suggestions: Practice in Activity 6 should be done carefully, and enough time should be given.

For module task, the students should be encouraged to talk about their own

problems and give advice to each other.

Revision module A

Drilling: Activity 2, 3, 4, 5 and 8

Key point: P 47 news on air

Suggestion: The revision module should cover at least two periods, and each period should be designed carefully in order not to be boring.

Module 6

Unit 1

Drilling: Activity 3, 4 and 5

Key points: P 48 take place, awake, sleepy, explain + that…, among

Difficult sentences: P 48 She said that she was with some classmates from London, and that she

was studying Chinese.

She said that she missed her parents but she had some close friends

here.

Yes, that was the end of the interview, but Chen Huan then said Sally

played the violin really well.

Colloquialisms: P 48 That’s us.

Was that it?

Suggestion: Since this conversation is reporting something in Module 2 Unit 1, it’s better to help the students review the content of that unit and get familiar with the original

situation.

Unit 2

Drilling: Activity 2, 3 and 4

Key points: P 50 come face to face with, play sb., although, in my opinion, too much, except for, advise sb. to do sth.

Difficult sentences: P 50 A new film stars tonight at the student cinema at eight o’clock. (future

tense)

They are both very popular and famous, and they both act well in this

film, and make their characters believable.

The film isn’t true to life, but it’s very exciting, and some of it is very

funny.

If you didn’t see it when it first came out, I advise you to go and see it

now.

Suggestion: Popular films can be used for the students to talk about, and the way the last three paragraphs of the text are written should be followed.

Unit 3

Focus: Direct and indirect speeches (indicative)

Drilling: Activity 1 and 2

Key points: P 52 join sb.

Difficult sentence: P 53 Relax and you’ll be fine.

Suggestion: Specific conditions should be given to make sure that indirect speech of indicative sentences will be practiced well in the module task.

Module 7

Unit 1

Drilling: Activity 3

Key points: P 56 suggest doing sth., hardly, even, all over, from up there

P 57 shout at, wake up, get dressed

Difficult sentences: P 56 Well, I’ve phoned my teacher and I said my hand and arm hurt and I

didn’t want to play in the final practice.

For our May Day holiday, why don’t we go to one of our national

parks to relax – Wulingyuan Scenic and Historic Interest Area? Suggestion: Attention must be paid to the patterns of indirect speech. For example:

She asked if I was practicing too much.

I told her not to worry.

She told me to look after myself.

Unit 2

Drilling: Activity 3 and 4

Key points: P 58 some time off, be famous for, as if, wake up sb., hope for, it’s wrong to do sth., the second largest

Difficult sentences: P 58 We’re spending some time off with Lingling’s uncle in Hunan

Province, and I’m having a wonderful time here in Wulingyuan

Scenic and Historic Interest Area.

Before Wu Guanzhong, a famous Chinese painter, painted some

beautiful pictures of it in 1979, few people knew about the area.

From the top we hoped for a wonderful view of the lakes and forests,

but we could only see the mountain tops through the clouds.

Wish you were here! (subjunctive mood)

Suggestion: The tip in “Learning to learn”should be discussed thoroughly, and both factual information and personal expression are important for travel review.

Unit 3

Focus: Direct and indirect speeches (interrogative and imperative)

Drilling: Activity 1 and 2

Key points: P 61 leave sb. alone, put away

P 62 be careful (not) to do sth.

Suggestion: More practice should be done to consolidate the use of indirect speech, especially

written practice.

Module 8

Unit 1

Drilling: Activity 3 and 7

Key points: P 64 most, while, until, have one day off, somewhere nice, as soon as

Difficult sentences: P 64 Well, we celebrate May Day, but the holiday is not always on May 1st.

True, but our weather gets better, and then we only have a few weeks

before start of the summer holidays.

Colloquialism: P 64 Do you do anything special?

Suggestion: Make sure adverbial clause of time should be involved in the students’communications.

Unit 2

Drilling: Activity 2 and 3

Key points: P 66 depend on, count down, get together, help out, promise to do sth.

P 67 at the same time

Difficult sentences: P 66 However, not all countries celebrate in the same way.

And in some countries, the New Year isn’t on the same date every year.

Out with the old year and in with the new!

So it doesn’t matter how they celebrate for people in countries all over

the world, it’s a time to say goodbye to the old year, and to welcome

the new.

Suggestion: It’s better to ask the students prepare some information about holiday before class and exchange information in class.

Unit 3

Focus: Adverbial clause of time

Drilling: Activity 2 and 3

Key points: P 68 too many, it’s better to do sth. P 69 hold a big celebration

Suggestion: Passages in “Around the world” can be used as examples when the students try to fulfill their module task.

Module 9

Unit 1

Drilling: Activity 3

Key points: P 72 so that, on one’s own, avoid, hero

Difficult sentences: P 72 But the last piece is coming up.

No, she missed the final practice so that Kylie could play this piece of

music on her own.

I imagine that she did it so that Kylie could avoid problems with her

parents.

It was very brave of her.

Kylie knew why Sally missed the final practice, so she asked their

teacher to rewrite the final dance so that two people could play it. Colloquialisms: P 72 Not bad for…I bet…

Suggestion: The students can be encouraged to use more adverbial clauses when talking about their heroes or heroines.

Unit 2

Drilling: Activity 2 and 4

Key points: P 74 one of the China’s most famous heroes, give one’s life to, new treatment to help soldiers, medical tools to use outside hospitals, stop to do sth., continue

doing sth., in spite of, in the end, both…and…

Suggestion: The text can be used as a model when we want to write about somebody.

Unit 3

Focus: Adverbial clause of cause, purpose and result

Drilling: Activity 1 and 2

Key points: P 78 in order to, thousands of

Suggestion: Activity 11 can be used as the direction to fulfill the module task and ,especially, to cope with the entrance examination.

Module 10

Unit 1

Drilling: Activity 3

Key points: P 80 take the train to, be afraid that…, so…that…, board

Difficult sentence: P 80 You could go by boat or by train, although it would take so long that

you’d need to come back immediately.

Colloquialisms: P 80 There it is! So would I! Don’t be silly!

Your flight is now boarding. Stay in touch! Have a safe trip! Suggestion: Situation should be made clear when we practice the use of “would”.

Unit 2

Drilling: Activity 2 and 3

Key points: P 82 on business, be around, that’s all, dress sb., not…at all

Difficult sentences: P 82 Would life be as easy as when your parents are around?

I can fill an empty stomach with tomato and egg soup, but that’s all.

Although Zheng believes that basic life skills such as cooking and

washing clothes are especially important, she doesn’t think teenagers

get enough practice.

They don’t learn any life skills until they go to college.

In his opinion, many teenagers depend too much on their parents, and

there is much more to learn than cooking, like “tidying up your room

or even dressing yourself properly.

Suggestion: Moral lessons should be given to the students when the language is practiced.

Unit 3

Focus: The use of “would” for imaginary situation

Drilling: Activity 2, 3 and 5

Key points: P 85 love doing sth., take off

P 86 see sb. off

Difficult sentence: P 85 Going to the airport is very exciting.

Suggestion: The students can be led to think about some other imaginary situations in order to use the word “would” correctly.

Revision Module B

Drilling: Activity 1, 2, 5, and 6

Suggestion: All the activities can be used optionally, and they can be omitted and replaced if necessary.

作者简介:佟裕功,朝阳区教研中心教研员、中学高级教师,北京市外语教学研究会常务理事。

初中英语人教版教材分析

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