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背景:本人作为教研员，有义务和责任深入教学一线，与一线教师共同探讨教材的使用，切磋教材的处理和评价教材的优点与缺点。我县初中近八年来，先后使用过“冀教版”、“人教版”。现选用仁爱英语教材已有两年。针对教材的选用，教材选用委员会成员之间的分歧很大。对于我县来说，小学英语教学实在是太薄弱了，仅有城关地区的三所小学能正常开课，乡镇小学只能断断续续地由非英语专业教师代课。考虑到进入初中的基础参差不齐，“仁爱版”就成为了我们的首选。因为“仁爱版”是真正意义上的七年级零起点新课程标准英语教材。通过推广和使用这套“仁爱英语(Project English)”教材，本人认为,教材对教师使用时有一些最基本要求.以下是本人对“基本要求”的一些不成熟的观点，请各位同行指正： 一.要求广大英语教师再认识新课程标准新课程与旧课程最根本的区别在于理念。新课程所蕴涵的先进的教育理念反映了当今时代经济全球化、文化多元化、社会信息化的特点，体现了世界教育发展的趋势，折射出了人们对美好未来的追求。新课程发展的核心是新课程理念的落实。能否把国家的意志、专家的思想变为广大教师的教学行为，这是新课程改革能否成功的关键。新课标的课程价值在于它富有时代精神，能让每一个学生的个性获得充分的发展，培养出丰富多彩的人格，是现代课程价值的取向，是实施素质教育的关键所在。新课标在总体目标上关注学生健康人格的发展；新课标在教学思想和教学方法上强调整个教学过程都要以“学生为中心”（learner-centered）和“学习为中心”(learning-centered)，鼓励学生自我导向学习；新课标在教师和学生的关系上主张营造民主、宽松、和谐的教学氛围。课程标准在“实施建议”中明确指出：“尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性；特别要关注性格内向的学生和学习上有困难的学生，尽可能多地为他们创造语言实践的机会。”二.要求广大教师对传统英语教学与现代英语教学进行详细的再比较传统英语教学仅仅只是对语言知识的传授，强化语音、语法和词汇的教学，使之形成一定的语言技能。而现代英语教学除了对语言技能的传授之外，对文化意识、语言知识、情感策略、学习策略等互相渗透，从而形成综合语言运用能力。新课程标准吸收了现代英语教学研究的理论成果，改变英语课程过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养。三.要求广大英语教师对教材进行全面的了解，学会统筹使用教材设计的各种内容（以七年级上册为例）要准确理解教材的使用指南（Guide to Project English）。 教师只有准确地理解教材的使用指南，才能有的放矢。如：pair work\group work设计的目的就是鼓励学生通过体验、实践、合作、探究等方式，发展学生听、说、读、写的综合语言技能。又如：Read and understand 设计，就是要通过广泛的阅读训练，帮助学生提高正确的理解能力和恰当的语言运用能力。对Scope and Sequence 部分要有清晰的轮廓。如在每一个Title下面均设三个Topic, 每一个Topic均有不同的Functional Items\Structures\Target Language\ Vocabulary 来支撑上述内容。教师对此部分内容有清晰的轮廓后，对于教材内容的增加、减少、改编、整合、重组等都有重要的意义。对附录(Appendix) 部分绝不能掉以轻心。课文注释（Notes to the texts）是学生自己理解和识记的重要内容。是学生自学的英语和领悟英语的最好材料，学生对这部分内容进行“内化”后，就真正成为自己的“东西”。新课程标准强调对跨文化的了解。即对所学语言国家的历史地理、风土人情、传统习惯、生活方式、文学艺术、行为规范、价值观念等的了解。对语法（Grammar）部分要做好“对比”讲解。如：存在英汉差异的有：词类（Parts of Speech）部分，汉语词类的分类里没有“冠词（article）”；名词复数的变化；可数名词和不可数名词；（如很多学生就不理解，为什么“钱”是不可数名词？）人称代词的主格和宾格；基数词和序数词等等等等。新课程标准对语法的要求是不能“过分强调”，但并不反对适当的语法教学。四．要求广大英语教师对仁爱英语多媒体电子互动教材正确使用（2009年10月26—27日，北京仁爱教育研究所在贵阳市举行仁爱教材培训，并免费赠送七年级和八年级多媒体电子互动教材，我县一共获赠三十余套。）仁爱英语多媒体电子互动教材包括电子教科书、仁爱英语原配课堂、仁爱英语多媒体互动光盘、仁爱英语原配音标课堂等。多媒体互动光盘安装操作简单，运行快等特点。教师们如果掌握了这套光盘的正确使用，教学工作将会达到事半功倍的效果。如：“电子教科书”的“背单词”部分，操作就很方便，有“背单词范围选择区域”，很容易进入你想选的区域内容，可以点选顺序播放或随机播放单词，还可以点选单词中文提示或播放声音，对练习中出错的单词还可以反复复习。在背单词输入框里，可以点击正确答案，并可以点击显示当前单词的音标，显示内容过多时可以使用滚动条查看内容。又如，电子图书课本页面醒目清晰，凡标有星号“＊”的地方就有课文重点和难点，点击星号“＊”，就可以弹出课文重点和难点。重点和难点语言精练，简洁易懂，对学生自学、无师自通有不可忽视的作用。多媒体互动光盘“句子跟读”的设计，更是符合我们农村学生自学的需求，此设计有目的性地跟读课文中的任意一句，进行逐句攻破，达到彻底熟悉课文，最后达到能够独立顺畅地完成课文的朗读。仁爱英语原配音标课堂（互动多媒体国际音标课堂）是学生真正告别“哑巴英语”和“中国式英语”的有效工具。该光盘对每一个音素的讲解都安排有详细的互动操练过程，对每一个单元的学习都有及时巩固的复习方略。音标课程设计按零起点开始，有浅入深、由易到难、层层递进。对每个音素都点拨发音技巧，总结发音要领，是教师教授或学生自学打好启蒙英语基础的好帮手。总而言之,伴随着新一套教材的启用,生机盎然、万象更新的教学改革的春天正向着我们走来。我们坚信，学生的潜能是无限的，教学的创造空间是不可估量的。我们教师不仅要做课程的实施者，更要做课程的研究者和发展者，争做专家型、学者型的教师。
kanyuan820
一。Unit 5 Our School LifeTopic 1 How do you usually come to school?Section ASection A needs 1 period. Section A需用1课时。The main activities are 1a and 2a. 本课重点活动是1a和2a。Ⅰ. Aims and demands目标要求1.(1) Learn some ways of transportation:by bike, by subway, by bus, on foot, by plane, by car, by train, by ship, by boat(2) Learn other new words and phrases:gate, the same to, come on, go to school, Ms., grandmother, group2. Learn adverbs of frequency:always, often, usually3. Review the present simple tense.—Do you often come to school by bike?—Yes. I do./No, I don’t.4. Talk about how to go to school.—How do you usually come to school?—I usually come to school by subway./I always come to school by bus.Ⅱ. Teaching aids 教具录音机/交通工具的模型/图片/多媒体课件Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:5分钟)复习日常用语并呈现1a内容。1. (师生互相问好, 复习学过的问候语。)T: Good morning, everyone!Ss: Good morning, madam/sir！T: Welcome back to school, boys and girls. Happy New Year!(教师帮助学生回答。)Ss: Happy New Year!T: We can also say, “The same to you!”(板书)Happy New Year! 新年好！The same to you! 你也一样。(新年好！)2. (用事先准备好的模型、教学图片或简笔画给学生展示bike，由此导入本课重点：交通方式。如下图。)Step 2 Presentation 第二步 呈现(时间:10分钟)学习1a，完成1b。1. (用同样的方式教学其他交通工具，并板书相关词组。)by bike, by car, on foot, by subway, by bus, by ship, by boat, by plane, by train (1)(熟读板书的词组。)(2)(用上面的简笔画和词组，让学生看1b的图片并模仿例句造句：)Example：T: I come to school by bus.S1: I come to school by bike.S2¬: I go to school on foot.(完成1b，板书go to school。)go to school(3)(询问两名学生上学所使用的交通方式, 用usually, always和often作替换练习, 并示范汇报结果。)T: I often come to school by bike. Do you often come to school by bike?S3: Yes, I do.T: S4, do you usually come to school by bus?S4: No, I don’t. I usually come to school on foot.T: …T: Good. S3 often comes to school by bike. S4 usually comes to school on foot. S5 always comes to school by bus … OK. Work in groups of three to practice like that. (板书画线部分)Do you often come to school by bike?Yes, I do. / No, I don’t.usually, always, often2. (呈现1a并学习对交通方式的提问。)(1)(让学生听1a的录音, 回答下列问题。)(板书)(1)Where do Kangkang, Jane and Helen meet?(2)How does Helen usually come to school?(3)How does Jane always come to school?T: Now, let’s listen to the tape and find out the answers to these questions. Are you ready?Ss: Yes.T: OK, let’s begin.(播放录音。)(2)(核对答案, 提取重点句型。)T: Who can answer the first question?S1: I can. They meet at the school gate.T: Well done. What about the answer to Question 2?S2: Helen usually comes to school by subway.T: Good. Next question?S3: Jane always comes to school by bus.T: Good job.(板书画线部分。)at the school gate, come toStep 3 Consolidation 第三步 巩固(时间:5分钟)巩固1a,完成1c。1. (再播放1a的录音，跟读并模仿语音和语调。)T: Listen to the tape and follow it. Pay attention to your pronunciation and intonation.2. (人机对话，即学生和录音机对话，提高学生兴趣。)T: Now, suppose you are Helen and Jane. Listen to the tape, and make a dialog with Kangkang. Are you clear?3. (完成1c, 让学生三人一组, 练习1a的对话。要求他们仿照1a与同伴编类似的对话。)T: Now, boys and girls, please practice 1a in groups of three and make similar dialogs with your partners. Then I will ask some groups to act them out.4. (选几组表演他们的成果。)T: Which group can act your dialog out?G1: We can. (表演对话。)T: Wonderful! Anyone else?G2: We can. (表演对话。)…(对学生的表演进行点评，并适当鼓励，必要时纠正学生对话中存在的错误。)Step 4 Practice 第四步 练习(时间:10分钟)完成2a和2b。1. (让学生将2a中图片与相应的短语连线。) T: Just now we talked about the means of transportation. Now let’s look at the pictures in 2a. Then match the pictures with the corresponding phrases. Do you understand?Ss: Yes, we do.T: Good. Let’s begin!2. (核对答案。)3. (让学生听录音, 完成2b。掌握生词Ms.和grandmother。)T: Next, we will have a listening practice. Let’s find out how people come to school or come to work. Do you understand?Ss: Yes, we do.(播放录音,并核对答案。)Step 5 Project 第五步 综合探究活动(时间:15分钟)用表达交通工具的名词和频度副词进行实践调查, 完成3。1. (使用多媒体课件、flash动画或简笔画, 让学生展开想象, 任意造句子, 要求用上交通工具的表达用语和频度副词。)T: Let’s look at the pictures. I’m sure you are interested in these lovely pictures. Please make sentences as you like, and don’t forget to use these means of transportation and adverbs of freguency. Are you ready? Go!2. (让学生分组做一个关于how to come to school的调查报告并完成3。调查时，强调用“How do you usually come to school”和“I usually come to school…”句型，掌握生词group。)T: Please report your results to your classmates.S1: In our group, three students come to school by bike…S2: In our group …S3: ……(学习汇总完成3。)3. (家庭作业。)(1)(让学生到社会上做调查，看人们都使用哪些交通工具，哪种交通工具使用多，哪种交通工具使用少，为什么？并根据自己的调查结果模仿3做一个表格。)(2)(预习Section B, 注意其中的频度副词。)Ⅳ.疑点探究本课我们学习了介词by表示“用，靠；通过，借助于(方式、手段)”时的用法。如：by car, by plane, by ship等。用来表示交通方式的介词还有in和on。如：in a car, on a bus等。此时交通工具前要加限定词。但on foot意为“步行；走”。foot前不需任何限定词，foot也不能用复数。(建议：教师可在总结课上或练习课上补充。)Section BSection B needs 1 period. Section B需用1课时。The main activities are 1, 2 and 3a. 本课重点活动是1, 2和3a。Ⅰ. Aims and demands 目标要求1. Learn some new words and phrases:weekday, early, bird, catch, walk, ride, park, do (one’s) homework, watch TV2. (1)Go on learning adverbs of frequency:seldom, never, sometimes(2)Review the present simple tense.I always get up at about six o’clock.Li Xiang often comes to school by bike.3. Go on learning adverbs of frequency and the means of transportation in different expressions.(1) I seldom walk to school.I never go to school by subway.(2) —How does Maria go home?—She sometimes goes home by subway. / She sometimes takes the subway home.4. Encourage the students to be diligent.The early bird catches the worm.Ⅱ. Teaching aids 教具录音机/图片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:8分钟)用链式发问的形式复习交通方式的表达用语及相关句型导出1，呈现并学习2。1. (链式发问。每竖排第一个学生问其后第二个学生一个有关交通方式的问题, 第二个学生回答并接着问第三个学生……以此类推。每组2分钟时间。问题是:How do you usually go to school?/ Do you often go to school by bus/car…?)Example:S1: How do you usually go to school?S2: I usually go to school by bike. How do you usually go to school?S3: I usually go to school by bus. Do you often go to school by car?S4: Yes, I do./No, I don’t.…2. (根据第1环节的实际情况, 老师总结并导出对话1的语言功能目标, 为下一步过渡做铺垫。)T: Good. Now I know some of you come to school by bike, and some come to school by bus… I often come to school on foot. But sometimes I come to school by bike. I never come to school by bus. But my father always goes to work by subway. He seldom goes to work by train.3. (板书并讲解以下频度副词。)Step 2 Presentation 第二步 呈现(时间:5分钟)呈现1。1. (通过了解学生的起床时间, 引出谚语The early bird catches the worm。让学生猜测这句谚语的意思。) T: OK, boys and girls, what time do you usually get up? S1: I usually get up at half past six. S2: … T: Yes, we should go to bed early and get up early. As the saying goes, “The early bird catches the worm.” Who knows the meaning of this sentence? (让学生猜测，教师板书并加以讲解，并教导学生们在学习和生活中都应该勤奋、努力。)The early bird catches the worm.2. (根据1的主要信息, 设置听力任务, 让学生带着任务听1的录音, 可以提高兴趣、降低难度。)T: Listen to 1 and find out the answers to these questions on the blackboard.(板书问题及生词。)weekday, early, bird, catch, walk, seldom, never(1) What time does Michael get up on weekdays?(2) How does Michael usually go to school?(3) Does Sally often go to school by subway?(4) Who always takes a bus to school?3. (让学生再听一遍1的录音并核对答案。)(Keys to the questions)(1)He gets up at about six o’clock.(2)He usually goes to school on foot.(3)No, she doesn’t.(4)Sally always takes a bus to school. Step 3 Consolidation 第三步 巩固(时间:5分钟)巩固1和2的内容。1. (放1的录音, 让学生跟读并模仿语音和语调)T: Follow the tape and pay attention to your pronunciation and intonation. Ready? Go!2. (人机对话，提高学生的兴趣。)T: OK. Suppose you are Michael and Sally. Listen to the tape and make a dialog with Helen.3. (在黑板上呈现关键词, 让学生利用关键词造句。) (板书)never, seldom, sometimes, often, usually, always Example: T: never: I never go to school on foot.Step 4 Practice 第四步 练习(时间:15分钟)呈现3a的图片，呈现同义替换，完成3b和4。1. (1)(呈现3a的图片, 通过师生互动, 让学生进一步了解和巩固语言知识。)T: Look at the first picture. How does Maria go home?Ss: She goes home by subway.T: Yes, we can also say: she takes the subway home.(同样的，通过谈论第2、3、4幅图，可以得到以下几个句子。)Li Xiang comes to school by bike./Li Xiang rides a bike to school.We go to the park on foot./We walk to the park.They go to the zoo by bus./They take a bus to the zoo.(呈现同义替换，加强对交通工具表达方式的灵活运用。总结并板书。)by subway — take the subway by bike — ride a bikeon foot — walk by bus — take a busby car — take a car by plane — fly(2)(让学生听3a的录音并跟读，然后讲解频度副词的用法。)T: Listen to the tape and follow it, and pay attention to the usage of adverbs of frequency.2. (让学生完成3b。)T: Now, talk about the pictures in 3a with your partner. Example:S1: How does Maria go home?S2: She sometimes goes home by subway./She sometimes takes the subway home.3. (播放4的录音, 让学生独立完成4并核对答案。)Step 5 Project 第五步 综合探究活动(时间:12分钟)利用所学频度副词进行实践活动。1. (1)(让学生用How often do you …的句型，调查自己的同伴或邻近的学生, 根据调查结果, 写一段话, 尽量使用频度副词。)T: Now, look at the table. Please make a survey about your partners or your neighbors using “How often do you…?” You should fill out the form with adverbs of frequency. At last, write a short passage according to the form. You can begin like this: Li Ming sometimes goes shopping …(表格如下。) ActivityName go shopping watch TV in theevening walk after supper get up earlyLi Ming sometimes seldom often always(2)(让几名学生汇报他们的调查结果。)2. (弹性课堂。要求学生背一句谚语。)(板书)Proverb:Where there is a will, there is a way. 有志者事竟成。3. (班级活动。让学生完成5。在轻松活泼融洽的气氛中结束这节课。)4. (家庭作业。)(让学生用Section A和Section B中学过的重点句型写一篇五句话左右的有关自己出行方式的小短文。学生们如果有兴趣, 可以课外收集中外谚语或名人名言。培养他们的自主学习能力和自我建构能力。)Ⅳ.疑点探究1. 动词和介词短语表达交通方式的不同。如：He walks to school. = He goes to school on foot.但不能说He on foot to school，即介词短语不能作谓语。2. 频度副词never, seldom, sometimes, often, usually, always等在句中的位置, 一般位于行为动词之前, 系动词、助动词或情态动词之后。
