The Ways to Use the Textbook

and Other Resources

Ⅰ.A brief introduction to the two editions of English course books ( 两种版本简介 )

Ⅱ.The general structure of two course books( 两种版本的整体结构 )

Ⅲ.The comparison of vocabulary and grammar of two editions of course books( 两种版本词汇和语法比较 )

Ⅳ.The comparison of topics of two editions of course books( 两套教材的话题对比 )

Ⅴ. The comparison of skills of two editions of course books( 两种版本技能对比 )

Ⅵ. The coTmparison of culture factors of two editions of course books( 两种版本文化意识对比 )

Ⅶ.The conspicuous characters of the two course books （两种版本的特点）

Ⅷ.The strength and weaknesses of the two sets of course books （两套教材的优缺点）

Ⅹ.The principle and method of integration of course books( 教材整合的原则和方法 )

Ⅸ. Summary

Leadin （导言） 从新中国成立到课改前这几十年的时间里，教科书在教师心目中有着神圣不可侵犯的地位。

大多数教师认为教科书就是权威，按照教科书的顺序和内容教授绝对没有错。新一轮课程改革的伊始，这个理念就悄然地发生了变化。

《英语课程标准》提出：“教师要善于结合实际教学需要，灵活地和有创造性地使用教材，对教材的内容、编排顺序、教学方法等方面进行适当的取舍或调整。”在教材使用过程中，教师可以根据教学需要对教材内容进行适当的补充、删减、替换、扩充或调整，以使教材的内容更加符合学生的需要，贴近学生的生活实际。现在越来越多的老师认识到教材是课程实施的重要组成部分，它代表一定的教学目的、教学目标、教学观念和教学方法，但教材也有一定的局限性，它不可能完全满足不同地区、不同层次学生英语学习的需要。

只有通过教师加工的教科书才会有血有肉，才会体现教师的教学智慧，才会赢得学生的心。然而在实际教学工作中，由于多种原因，教师们很难做到对教材进行补充、删减、替换、扩充或调整，更谈不上两种或多种版本之间的整合了。

Leadin （导言） 从新中国成立到课改前这几十年的时间里，教科书在教师心目中有着神圣不可

侵犯的地位。大多数教师认为教科书就是权威，按照教科书的顺序和内容教授绝对没有错。新一轮课程改革的伊始，这个理念就悄然地发生了变化。

《英语课程标准》提出：“教师要善于结合实际教学需要，灵活地和有创造性地使用教材，对教材的内容、编排顺序、教学方法等方面进行适当的取舍或调整。”在教材使用过程中，教师可以根据教学需要对教材内容进行适当的补充、删减、替换、扩充或调整，以使教材的内容更加符合学生的需要，贴近学生的生活实际。现在越来越多的老师认识到教材是课程实施的重要组成部分，它代表一定的教学目的、教学目标、教学观念和教学方法，但教材也有一定的局限性，它不可能完全满足不同地区、不同层次学生英语学习的需要。

只有通过教师加工的教科书才会有血有肉，才会体现教师的教学智慧，才会赢得学生的心。然而在实际教学工作中，由于多种原因，教师们很难做到对教材进行补充、删减、替换、扩充或调整，更谈不上两种或多种版本之间的整合了。

Leadin （导言）随着新课程改革深入地推广和实施，我国英语教育发生了巨大变化，其中之一就是将

逐步实现国家课程标准指导之下的教材多样化政策，使教材的选择和使用朝着地方、学校、学生的适应性方向发展。面对多套教材，教师将如何科学地分析教材、客观地评估教材、正确地甄别教材、合理地整合教材就成为摆在我们面前的新问题。

目前陕西省使用两种版本：一是《新目标》教材 ;二是《学英语》教材。加之我省的初中毕业学业考试和中考二试合一 , 命题也以这两套教材为主要参考资料。故整合这两套教材，使之形成优势互补，就特别符合我省英语教学的实际。因次本次交流旨在通过能够反映教材本身质量的信息，同时结合教材使用过程中的实际情况来对比研究两套教材，从而帮助教师更好地认识、理解、驾驭和整合教材，为教师提高教学质量和校本教材的编写提供一些参考。

Ⅰ ． A brief introduction to the two editions of English course books ( 两种版本简介 )

《新目标》英语教材是由人民教育出版社和汤姆森（美国）学习出版集团合作改编而成的。它采用任务型语言教学（ Task-Based Language Teaching ）模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。在改编的过程中，编者依据国家教育部颁发的《英语课程标准》（实验稿），对原书的结构与内容作了适当的调整，增加了复习单元、文化背景知识和学习策略部分，并增加了任务型学习成分和语篇输入。

Ⅰ ． A brief introduction to the two editions of English course books ( 两种版本简介 )

本套教材每个单元都列了出明确的语言目标、主要的功能项目与语法结构、需要掌握的基本词汇，并分为 Section A和 Section B 两部分。 A 部分是基本语言内容， B 部分是知识扩展和综合语言运用。每个单元还附有 Self Check 部分，学生可用来自我检测本单元所学的语言知识。

《学英语》是由河北教育出版社和 DC 加拿大国际交流中心合编的。这套教材强调以任务为中心的（ Task-based ）语言学习，采用完成课题式的教学方法 (Project Approach) ，把探究性学习引入外语学习之中，使学生主动融入创造性的、有意义的整体语言学习之中。

教材在培养学生语言能力的同时，注重学科知识交叉，适当引入了其它学科的内容。这套教材还吸收了国际上新的外语教学理念和实践经验，注重对学生综合语言能力的培养和训练，强调以学生为主体的有意义的语言实践活动，为学生营造了轻松愉快、积极向上的学习氛围。教材还在教学中安排了大量生动有趣的活动内容，使英语学习变得“既容易又有趣”。

The package of two course books

GFT Student’s book

Teacher’s reference book

Audio Cassette

Workbook Tests and games package

LE Student’s book

Teacher’s reference book

Cassette Activity manual

Other authentic materials

Ⅱ． The general structure of two course books( 两种版本的整体结构 )

GFI consists of five course books in which two books are for Grade Seven and two for Grade Eight ， the last one for Grade Nine. There are about ten 、 twelve or fifteen units in each book.

Ⅱ． The general structure of two course books( 两种版本的整体结构 )

Each unit in GFI is divided into two parts ： Section A and Section B. Section A begins with a picture presenting the new function in a real-world setting. This picture introduces key vocabulary for students to use while practicing the new language items. Section B introduces new vocabulary while recycling the language presented in Section A. Activities in Section B also help students integrate the new target language with the language studied in earlier units. Section B ends with a Self Check part, which students can complete in class or as homework. These activities help students review all key words as well as new grammar items. Each unit ends with a cartoon using the target language in an amusing or surprising way.

LE consists of six course books for junior middle school ， in which four course books for Grade Seven and Grade Eight including eight units respectively, two course books for Grade Three consisting of six units.

There are eight lessons in each unit so each book of 1/2/3/4 consists 64 lessons and each book of 5/6 consists 48 lessons. On the first page of each unit, functions, grammar and structures are listed clearly. The first seven lessons are concerned about a function such as expressing likes and dislikes, expressing time, etc. On the head of each lesson some questions raised to lead students to think about, and then some information is provided concerning the topic. At the end some exercises are designed to practice . The eighth lesson is revision unit including building your vocabulary, grammar in use, speaking the language and putting it all together which is about reading comprehension and oral practice.

Ⅲ ． The comparison of vocabulary and grammar of two editions of course books( 两种版本

词汇和语法比较 )

1. Vocabulary In GFI, Section A opens with a picture presenting the new

function in a real-world setting. This picture introduces key vocabulary for students to use while practicing the new language. Since all key vocabulary is portrayed in pictures, students can understand them immediately without explanation or translation.

In each unit of LE, the last lesson in the student’s book provides a list of vocabulary and a quiz. The list of vocabulary is not for drill. It is for the students to use as they read. The exercises in the activity book concentrate on the words and phrases the students need to know best: vocabulary as defined by the curriculum.

Vocabulary table in both editions are presented in two forms. The first one is the words in each unit and the second one is the vocabulary index listed in alphabetic order. In the following chart the number of new words is listed in order to make a clear comparison.

Book Grade Seven Grade Eight Grade Nine Total Number

GFI 462 365 355 476 746 2400

LE 614 563 463 432 302 365 2793

Vocabulary comparison of two sets of textbook

The total number of the new words in GFI is 2400 while LE has altogether 2793 new words. From this chart we can easily find out that the size of new vocabulary in LE is larger than GFI. By comparing Unit 3, This is my sister in GFI and Unit 5, Family and Home in LE, the result shows there are 34 new words in GFI and 66 new words in corresponding unit in LE. Some new words concerning family members occur in both editions such as mother, father, grandfather, grandmother, aunt, daughter….LE introduces more new words such as bus, driver, birthday, candle, party, and lamp and so on. The result of the comparison shows LE introduces more new words than what GFI does in the corresponding unit in Grade Seven.

2. Grammar

Grammar and language points are the main focuses in any English course books in China, which may be presented in different ways in different versions.

In GFI, the grammar presentations and practice activities are incorporated into topics included in the sequencing. The objectives of GFI mainly deal with topics and functions. On the basis of these two parts, the teacher incorporates the grammar for students .The meaning ， and the accurate and authentic information are of great importance in teaching process. When communicating about a certain topic, students gradually learn some grammar by themselves. After having accumulations about grammar, they are guided to summarize the rules about grammar.

For example in Unit Three: This is my sister, as to teaching aim and task activity, the necessary grammar structures are listed as:

1. This/That is my… 2. These/Those are my… 3. He/She is my… 4. They are my… 5. This/That is her/his… 6. These/Those are her/his… 7. He/She is his/her… The grammar focus is: 1. Review the grammar box. Ask students to ask the questions and

answer. 2. Point out that we use It’s to talk about single objects and They’re

to talk about two or more objects. 3. Point out the contractions Where’s, It’s and they’re. Write each full

form and contraction side by side on the board.

Grammar arrangement is reasonable and logical in GFI. Through completing tasks and communicating with each other, students naturally study grammar forms and summarize grammar rules by themselves or sometimes under the guidance of teachers.

In LE, at beginning levels, it teaches the students how to recognize and imitate certain grammatical structures and patterns, but it does not emphasize grammar .At more advanced levels, it explicitly presents points of grammar to help the students understand the patterns or certain structures. The students should always learn and practice grammar rules while communicating meaning. The students learn the formulas for such exercises quickly and complete them without much thought. They often do not transfer the grammar they practice in isolated exercises on communication or writing. Without an emphasis on communication, the students do not link grammar rules to meaning. The course book endorses teaching grammar through methods such as mini-lessons and games, and helping the students to edit their own creative writing and to keep diaries on their own grammar difficulties.

The book reminds teachers to avoid stressing correct grammar at the expense of their students’ confidence. Teachers who idolize correct grammar intimidate the students and inhabit the willingness of the students to experiment and take risks with the new language. For example, a good teacher would never correct the grammar of a student trying to express meaning.

In Unit 6 of LE, the grammar required to command is Present Continuous Tense and Prepositions.

The grammar structures are listed on the first page of the unit.

1. How old are you? 2. How old is she/he? 3. What is she doing now? 4. What are they doing now? This unit demand students to: 1. Explain Present Continuous Tense and the V-ing for

m.. 2. Review prepositions and let the students work alone.

Ⅳ． The comparison of topics of two editions of course books( 两套教材的话题对比 )

Topics play an important role in course book compiling and evaluation. It is not only the central but the key part in each module of course book. Thus, topics must arouse learners’ interests and elicit their responses originating from imaginative and creative work. Course books must and do represent language as it is actually used, therefore they must contain subject matters and topics of various kinds.

The topics in two editions were summarized in the following diagram to make a clear comparison.

GFI consists of 61 units altogether. The topics listed in table can be divided into different categories: 5 units introduce family life, 3 units are about school life, 8 units address culture such as vocation, custom, courtesy and countries, and 2 units deal with nature including environment protection and animal. Other topics are concerned with music, movie, entertainment, nature, science, etc.

There are altogether 44 units in the complete set of LE for junior middle school. The topics are concerned with daily activity, school life, cultural introduction, environment protection, etc. The categories will be listed as following: 5 units are concerned with daily life such as going shopping, talking about food and neighborhood, 3 units are about school life, 6 unites are about culture, custom, vocation and the introduction of foreign countries, 3 units address science and technology such as computer technology and biological science, 3 units are concerned with health and sports, 2 units are talking about weather ， date, and season, 3 units talk about nature, for example ,plant, animals and environment protection. Other topics are related to occupation, hobby, health, future, literature and so on.

Both course books are closely related to students’ daily life which students are familiar with, such as food, weather, vocation, shopping, school subject, friend and things in classroom. Other topics are what students are interested in. For example, my future, my hobby, vocation plan, music, sports. The comparison shows except for family life and school life, both editions consist of culture, custom, date, season, and other topics related to science, sports, music and so on. In sum, the two editions of course books have three common features: 1)The topics are closely related to students’ real life. 2)Both editions introduce culture and customs of the target language country. 3)Both editions are concerned with some cross-subject knowledge.

Ⅴ ． The comparison of skills of two editions of course books( 两种版本技能对比 )

The New Curriculum Standard clarifies that the objective of secondary school English teaching is to develop students’ comprehensive competence including reading, listening, speaking, and writing .When we are evaluating a course book, we need to check if the course book deals adequately with all four skills (listening, speaking, reading, writing which are seen as the basis of language learning), taking the level and overall aims into account and if there is a suitable balance between those skills.

In GFI the teaching of listening and reading is integrated with the teaching of speaking and writing. By simply teaching the pages in order and following the instructions given, teachers will be able to provide sound instruction in all four skills. The teacher’s book also gives specific suggestions for introductions and practicing each skill area.

All dialogues are recorded and each section opens with an activity in which students look at the picture as they listen to the recording. Then students identify objects mentioned on the tape. Listening activities are followed by guided oral practice with the target language. Students repeat lines of dialogue and rehearse the dialogues in pairs. They move on to a listening activity in which they are asked to recognize key vocabulary words as they hear them spoken. As the section progresses, they move on to more writing simple sentence. The sections are constructed in such a way that each skill practice supports the learning of the other skills.

In LE, at beginning levels, it stresses listening and speaking, but it also integrates reading with writing. It creates a balance among all language skills, which is a key to language development. Children need to learn English the way they learned their own language: Through listening to people around them speak words and phrases. So in LE classroom, children are given many opportunities in wide variety of situations to explore, construct and convey meaning; to clarify and reflect on their thoughts, feelings and experiences.

Take the lesson, Family and Home in LE for an example in the four skills students are demanded to command are:

1) In listening practice, students can understand family introduction from a tape recorder and their partner.

2) Students are asked to introduce their own family in English and imitate the intonation they heard in a tape recorder.

3) Students can read the text fluently and coherently.

4) Students can write words, phrases and sentences demanded to remember, and some simple sentences in present tense.

In GFI tasks about four skills are: 1) Learn to introduce your own family members and friends. 2) Understand information provided by tape recorder,

partner and teacher. 3) Introduce ones’ own family by writing a letter. Comparing the basic teaching object about four skills, we

know both editions demand students to learn to introduce their family members or their friends and understand information from tape recorder and their partner when communicating. In writing practice, the demand is higher in GFI than in LE. LE asks student to write important words and sentences to introduce their family while GFI ask students to introduce their family by writing letters.

Ⅵ. The comparison of culture factors of two editions of course books( 两种版本文化意识对比 )

In order to achieve satisfactory outcomes in relation to social-cultural competence, the two editions of course books adopt different methods to evoke students’ cultural awareness.

GFI introduces customs, festival, culture background in context. If necessary, teachers will introduce some culture knowledge related to the text to students.

LE proposes some ideas for promoting students culture awareness including displaying maps and magazine pictures, writing English proverbs on strips of paper and hanging them up. In each text teachers introduce background knowledge to students, which are related to etiquette, gestures, taboo and so on.

For example in Unit Five, Family and Home in LE teachers introduce to students some taboos in

western countries, such as that 13 is an unlucky figure because of the religious legend, and that Friday is an unlucky day because it is said on that day Adam and Eve was expatriated from the Garden of Eden.

In China 6 and 8 are recognized as lucky figures because in traditional sense 6 represents successful and 8 represents making a fortune.

In the corresponding unit in GFI, the course book doesn’t demand teachers to introduce culture background to students.

Ⅶ.The conspicuous characters of the two course books （两种版本的特点）

1. Characters of GFI

Many exercises in GFI are designed so that students can work in pairs. Teacher may assign students partners or allow them to choose their own. Pair work and group work provide benefits for both more fluent and less fluent students. In mixed–level pairs or groups, the more advanced learners help the less advanced learners while at the same time getting a valuable review of their own.

2 .Characters of LE The main character of LE is it offers a new

pedagogy for language teaching: “The Project Approach.” The project approach involves students in creative activities. This teaching pedagogy consists of topics which students are interested in, and learn actively and creatively.

Stressing on cultivating students’ ability is the other character of this course book.

Ⅷ ． The strengths and weaknesses of the two sets of course books （两套教材的优缺点）

1. The strengths and the weaknesses of GFT First, all the teachers and students committed that after using

the course book, learners’ comprehensive ability especially listening and speaking could be greatly promoted. This was in accordance with most learners’ learning purpose: To use English in real life. What’s more, learners usually became more optimistic and outgoing after using it.

Second, GFI fit learners’ psychological characteristic well, which could inspire learners’ great interest in English. Learners are interested in vivid pictures and interesting content. At this stage, interest is the main reason for them to like or dislike learning something. After that, the real abstract logical ability develops and comes into being gradually. They still need the support of concrete and vivid materials in learning. Most learners and teachers considered that the topics were interesting and close to their life and the colors and pictures were vivid.

Ⅷ ． The strengths and weaknesses of the two sets of course books （两套教材的优缺点）

1. The strengths and the weaknesses of GFTThird, the course book advocated learners as the center of the ed

ucation and a new equal relation between learners and teachers. This helps learners develop a more healthy personality. That is to say, learners were no longer being treated as the receiving containers of knowledge but the masters of his own English learning. He might have the right to choose what to learn and how to learn. This could be proved by learner’s strong interest in English learning. What’s more the course book encourages corporative learning. Pair work or group discussion is less threatening, in which the learners are esteemed, encouraged and given the maximal chances to do language practice and communication.

For some learners in higher grade, the colors and pictures were childish. Junior two is a crucial and turning point to learners. After that, the real ability develops and comes into being gradually. Learners are prone to solve problems through thinking, inference and analysis. So to learners in a higher grade, cartoon pictures were no longer their favorites.

2. The strengths and the weaknesses of LE In the investigation, some teachers and students admit

LE consists of new form and abound content, interesting language and teaching activity.

Firstly, the course book designed three center characters called Li Ming, Jenny and little dinosaur named Denny, which arouse students’ great interests. These characters are so attractive that student often read the book by themselves to know what happened to Jenny, Li Ming and little dinosaur. Because the material is close to the real life, after a period of learning students’ communicative ability were promoted greatly. They know what to say in different situations, for example: going shopping, asking the way, holding a party. Some students like to sing English songs in the book, for example “Show me the way” “Celebrate”. They also learn to tell English stories, compile short dialogues or even short dramas by themselves.

2. The strengths and the weaknesses of LESecondly, through teaching LE great changes took place in teache

rs’ teaching philosophy. Teachers realized it is harmful to pay too much attention to study vocabulary, grammar rules and language points. The student-centered and tasked-based teaching philosophy is adopted in classroom teaching. Before study new text teachers will list some sentence structures to ensure students’ better comprehension. For example, in Lesson 33 of Book One “ Family and Home”, before teaching the new lesson, teacher lists “ How old are you?”, “What are they doing now?” in addition to some new words about family member “father, mother, sister, brother…”are listed. At last students are organized to discuss according to the topic”. The course book propose high demand to teachers to make sufficient preparation before class, to add or delete some material according to students’ like and dislike.

The arrangement of grammar and vocabulary were not systematic and reasonable. Learners hoped that good materials should provide a clear and coherent unit structure which will guide teachers and learners through various activities and a material model must be clear and systematic, while teachers using LE considered that the vocabulary in the course book was uneven in some unite. And the grammar and language points were not systematic for learners to grasp. The relationship between units was not close and coherent enough.

Ⅸ. Summary

It’s hard to say which edition of course book is better; each one has its own characters, strengths and weaknesses. The aim of the study is to provide a reference to school authority and teachers to choose suitable course books for their students; to provide a reference to teachers to evaluate their course books in use objectively; to provide reference to course book compilers to adapt course book in order to meet the needs of teachers and students better;to provide a reference to teachers to integrate course books well.

Ⅸ. Summary

Generally speaking these two editions attach importance to developing students’ comprehensive language ability. Teachers guided by these two editions do not only lay stress on developing students’ language knowledge and skills, but also attach importance to other aspects which can take effect in students’ English learning, such as emotional attitudes, learning strategies and cultural awareness.

Ⅹ.The principle and method of integration of course books( 教材整合的原则和方法 )

1. 教材整合的原则 1 ）依据课程标准 2 ）依据地域情况 3 ）依据学生实际 4 ）依据教学资源 5 ）依据教师特点

2. 教材整合的方法 1 ）多种版本或两种版本

间的整合 例： GFI七年级下册的第七单元“ What does he look like?” ( Physical appearance) 和 LE七年级的第一册第三单元“ Body and Feeling” (Identifying the Parts of Body) 加以整合，学生就会对对人物的个性特点和外貌特征有个较为全面地掌握。

2 ）整套教材间的整合（例：七年级下册第 12单元和九年级第 3单元。 Rules ）

3) 整册教材间的整合（例：八年级上册第 3 和第 10单元都是谈论“将来”的话题 ;第 5 和第 11单元话题功能上接近：第 6 和第 12单元语法功能相近，都可以进行是当地整合）

4) 单元内的整合

每个单元都分 Section A 和 Section B 两部分。 A 部分是基本语言内容， B 部分是知识拓展和语言综合运用。看上去 B 部分是对A 部分补充和运用，如果 A 部分掌握不好， B 部分就可能无法顺利地进行下去。但有些单元则不然，在这些单元中两部分内容相辅相成，相互融合。如果能对这些单元进行优化整合，既能优化教学，又能使整个教学过程更加流畅。（例：七年级上册 Unit 4 Do you want to

go to a movie? 和下策 Unit 6 It’ raining! ）

5) 课内外知识的整合

教材编写者都极力体现教材的生活性，各个单元的话题都与日常生活息息相关。而且学习语言的宗旨在于运用，在于把书本知识运用到实际生活中去。所以我们可以把课本知识和现实结合起来 。如：学完人教版七年级下册第 12单元（ School Rules ），就可以拓展到切近学生实际生活中的 Class/Library/Dining hall/Dormitory rules；

学完冀教版的第二册第一单元 A Trip to Beijing 也可以联系本地域的实际情况， Planning a Trip.

SOARing

S

O

A

R

SOARing

S: Supplement

O:Omit

A:Adapt

R:Replace

Thank you