四年级（下）教材分析

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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

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Warming up exercise

Please work in groups. Think about the children in your class

What can they do with English now?

How are they interested in English learning now?

What’s the characters of them, both physically and mentally?

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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 process!

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Task 1

Please leaf through the book and find out:

What is the topic for each Unit? What is the structure for each

Unit?

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Topic for each UnitUnit 7 Unit 8Unit 9Unit 10Unit 11 Unit 12

The days of weekThe time Day and nightMaking suggestionsThe weatherReview

Discussion

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Unit 7 What do you do on Monday? I go to school. What day is it today? It’s Monday.

What time is it? It’s one o’clock. It’s time for school. It’s time to go to school.

Unit 8

Structure for each Unit

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Unit 9

Unit 10

When do you get up. I always get up at seven. When does he get up? He often gets up at seven.

Let’s play football. Shall we go to a movie? Do we have enough time?

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Unit 11

Unit 12

What are you going to do?I am going to eat dinner.He is going to see a movie.We are going to watch a video.It’s going to be a fine day.It’s going to be fine today.

Review

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Task 2

Please leaf through the book and find out:

What is each story about? Which story do you expect the

children would be interested in? What objectives do we have for

“story teaching”?

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Discussion

Do we have the same objectives when we:

Tell the story for the first time? Use the story for vocabulary/ structure

practice? Focus on the meaning of the story? Come back to the story at the end of

the unit?

More detailed discussion will be made tomorrow morning.

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Task 3

Please look at the Words to Learn in each Unit and talk about:

How many different ways are used for word presentation?

What’s the function of each way of presentation?

How does the difference can be reflected during classroom teaching?

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Discussion

Pictures are used for Words that have concrete meaning

Word box is used for Words that have abstract meaning

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Discussion

通过控制或安排阅读材料中的词汇使学生接触目标词汇

随时处理遇到的新词把词汇教学与其他教学活动结合起来单独的词汇教学活动

《第二语言阅读探索》 Neil J. Anderson (F11)

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Task 4

Please turn to page 41 and look at the song:

What does the sentence “Let’s go to the football” mean?

What kind of activities can you designed for this song?

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Discussion

Children should be encouraged to respond to the content of a listening, not just to the language

Different listening stages demand different listening tasks

Good teachers exploit listening texts to the full

Jeremy Harmer《怎样教英语》

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Task 5A

Look at the Talk Together on page 18,30 and 42:

Are they the same? What method can be used for this

part?

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Task 5B

Look at the Talk Together, Touch, Ask and Answer Ask and find out

What’s the relationship between them?

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Discussion

Drill Repetitive Relative

meaningless Part practice Indirect Controlled

Communicative practice

None-repetitive Meaningful

Whole practice Direct Free

Keith Johnson《外语学习与教学导论》

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“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)

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Have a break for ten minutes, but don’t go far!

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Task 6

Look at the reading text in each unit and think about your experience in this semester.

What skills are involved in this part?

How did you do in this part? What’s the problem do the

children have?

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Discussion

Activate prior knowledge Cultivate vocabulary Teach for comprehension Increase reading rate Verify reading strategies Evaluate progress

Neil J. Anderson 《第二语言阅读探索》

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Activate prior knowledge 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

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

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

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Task 7

Turn to the Sounds and Letters page:

What sounds are practiced in this book?

What activities can be used to raise children’s pronunciation awareness?

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Discussion

/ou/ /oi/ /or/ /air/ /oo/ the emphasis is on the

pronunciation, not on the spelling Recognizing words with their

pronunciations is the beginning for a child to learn to read.

Against practice in sounds out of context

Stress, intonation and using linking are also important

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Task 8

Look at Uncle Booky’s blackboard in each Unit:

How do they different from those on previous books?

What does the difference indicate?

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Discussion: a model for story-based grammar practice

Presentation

Attention

Co-construction

Extension

Judith L. Shrum

& Eileen W. Gilsan

《教师手册：外语教学语境化》

1

2

3

4

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Presentation Teacher foreshadows the grammar

through the use of stories; emphasis is on comprehension and meaning

Attention Teacher uses multiple ways to

recycle the story lines which deepens comprehension and increases learner participation; emphasis is on meaning

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Co-construction Once comprehension is achieved, the

teacher turns the learners’ attention to focus on form. Both teacher and learner co-construct the grammar explanation

Extension Through extension activities that relate

to the story, the learners need to use the grammatical structure in order to carry out a particular function or task

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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 between 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)

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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 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》

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Task 9

Please look at page 10/ 22/ 34/ 46/ 58/ 68:

What does the Stander expect children to be able to write at this stage?

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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）》

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Task 10

Look at the Ask and Find Out: What competence and skills are

involved in this activity? How do you conduct this activity?

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Task 11

Look at the Uncle Booky’s Storytime and Self-assessment

Do you usually have time for the story time?

How do you use the story? How do you use the assessment?

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Task 12

Work in groups of 10. Choose a unit for your group.

set the teaching objective of each lesson in the chosen Unit

You will have 5 mins to present your idea and take questions from other groups

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国标教材 -- 英语 1-6年级联系电话

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四年级 （下）教材分析

四年级（下）教材分析