上海市六七年级英语教学基本要求与实施建议.doc

初中英语教学基本要求六七年级实施建议一、语音教学要求及建议训练题型一、课程要求（一）课程标准：1. 读音规则（1） 原音字母在重读开、闭音节中的读音规则（2） 辅音字母的基本读音规则（3） 字母组合的读音规则（4） 单词重音2. 国际音标3. 朗读（1） 句子重音、意群和停顿（2） 连读和不完全爆破（3） 语调（二）教学基本要求：1. 基本读音规则（1）原音字母a,e,i(y),o,u在重读开、闭音节中的读音（2）辅音字母在单词中的基本读音（3）常见字母组合的读音规则（4）常见不符合读音规则的单词读音（5）注意单词的重音、辅音连缀和成节音2. 音标3. 句子朗读二、教材内容安排（牛津）D教材单元（Module）内容要求6A1/eI/ /i:/ /A/ /e/ /J/ /ju:/ /u:/ /Q/ /D/ a,e,i(y),o,u在重读开、闭音节中的读音2/B:/ /C:/ /:/ar,er,or,ir,ur字母组合发音3/eI/ / C:/ / C:l/ /i:/ /e/ /i:/ /u:/ /J/ /aJ/ /J/ /Q/ ai,ay,au,aw,al,ea,ee,oo,ow,ou字母组合发音6B1/i:/ /I/ /e/ /A/p/ /b/ /t/ /d/ /k/ /g/元音长短比较，舌位比较清浊辅音比较2/B:/ /u:/ /J/ /Q/ /f/ /v/ /s/ /z/ /W/ /T/元音长短比较，舌位比较清浊辅音比较3/C:/ /D/ /:/ /E/tF/ /dV/ /F/ /V/ /ts/ /dz/元音长短比较，舌位比较清浊辅音，破擦音比较7A1/eI/ /aI/ /J/ /aJ/m/ /n/ /N/ /tr/ /dr/合口双元音比较，口型变化鼻音和破擦音比较2/CI/ /eE/ /IE/ /JE/ /l/ /r/ /j/ /w/ /h/集中双语音和合口双元音舌侧音，半元音，破擦音3/eI/ /i:/ /A/ /e/ /J/ /ju:/ /u:/ /Q/ /D/ a,e,i(y),o,u在重读开、闭音节中的读音（同6A M1）7B1/B:/ /C:/ /:/ar,er,or,ir,ur字母组合发音（同6A M2）2/eI/ / C:/ / C:l/ /i:/ /e/ /i:/ /u:/ /J/ /aJ/ /J/ /Q/ ai,ay,au,aw,al,ea,ee,oo,ow,ou字母组合发音（同6A M3）3/s/ /z/ /s/ /k/ /g/ /dV/ /h/ /tF/ /W/ /T/w/ /N/ /Ng/c, s, g, h, ch, th, wh, ng字母组合发音，及静音8A 开始每单元出现了Speaking 模块，教学重点是重音，升降调，连读，失爆破等8AM1U1降调升调陈述句、特殊疑问句及应答表示惊讶，或者其他情感M1U2升调一般疑问句，表示礼貌或引起注意M1U3/t/ /d/ /Id/升降调ed后缀的发音规律一般疑问句及应答的音调M2U4数字发音M2U5/s/ /z/ /Iz/排比句式的发音s,es后缀的发音M3U7音节（syllabus）音节划分，（重音）8BM1U1word linkinge.g. There is a big group of people outside. Bob Brown is a good driver. 弱读M1U2word linkingplosive consonants e.g. act, blackboard, conductor a red pen, a big car, get back 爆破M1U3 辅音元音连读e.g. an eggnot at allfor a long time in a hour 连读二语法词汇教学要求一、词汇量：6A: 121个单词+11个词组 6B: 146 个单词+12个词组 7A：117 个单词，15个词组 7B101个单词，21个词组二、构词法：1、合成法：6A: seaside，sandcastle, classroom, countryside, granddaughter, grandson, weekend, postman, policewoman, noticeboard,6B: north-west，north-east, south-west, south-east, airport, suitcase, however, passport, checklist, something, without, indoor, outdoor, playground, toothache, housework, spacecraft, snowman, double-decker, motorcycle, flyover, railway, footbridge, starfish, fisherman7A7B: bathroom, bedroom,someone, penfriend, motorcyclist, cupboard, armchair, bookshop, cowboy, sunshine， everyone everywhere anything blackboard bookshop cowboy hard-working headmaster,2、派生法： 加前缀如：6A: reuse; unhealthy; interview, 6B: kilometre, inside, outside, indoor, outdoor, 7A7B: untidy, unkind，impossible uninteresting unnecessary disappear disappointed 加名词后缀如：6A: baker, worker; doctor; invitation, suggestion, pollution; 6B:tourist, information, building, passenger, departure, baker, singer, reporter, bakery, transportation, conductor, poster, cleaner, competition, fisherman, shower, farmer, 7A7B: manager, robber, duration, officer, cruelty, construction, motorcyclist, direction, instruction，duration happiness laughter sightseeing 加形容词后缀如：6A: healthy, lucky, salty, tasty, helpful, 6B:seasonal, dripping, running, wooden, woollen 7A7B: homeless, peaceful, relaxing, wonderful, national, crowded, financial， enjoyable greedy necessary comfortable coloured floating ideal surprising 加副词后缀如：6A: finally, firstly, loudly, 6B: really, possibly, gently, slightly, carefully, suddenly, immediately, fiercely, 7A7B: safely, regularly, secondly, sincerely，brightly certainly sadly silly3、兼类词6A: exercise(v & n锻炼), promise(v & n 承诺), first形容词 a. 第一的;第一流的;(地位等)最高的；最早的;最先的;最前面的, cost (v & n 花费), cook(v & n 煮；厨师), shop(v & n 购物；商店)6B: pack（1） n.包;捆;包裹;背包（2）v. 装(箱);给(某人)将(某物)装入行李 race, magic, notice, stay, show, use, wave, change, display, back7A7B: 如：British n. adj. Japanese n. adj. Indian Australian Canadian,tidy v. 使整洁adj.整洁的land n. 陆地；土地 v. 降落；登陆, last adj. 最后的；最近刚过去的 adv. 最后地 n. 最后；末尾guide n. 指南v. 引导stick n.棍v.粘reply v. & n. 回答，答复sign n. 标志，指示牌 v. 签名，署名smile v.& n. 微笑sweat v.& n. 出汗，流汗，汗水4、多义词6A: （1）if：是否；如果（2）when ：当的时候；什么时候（2）kind：种类；友好的6B: take需要；花费；占用带去；带领。7A7B: change (n) 零钱，找头I have no small change. 改变Are you for or against change? (你是赞同还是反对改动？) (v) 改变 It is not easy to make him change his mind.cold (a)寒冷的Its so cold in winter in Beijing. 冷却的Id like a cold drink. 不友好的The cold look on her face made me sad.(n) 寒冷Dont stand outside in the cold.伤风，感冒He didnt come to school because he had a bad cold.fit (a) 健康的 He always do exercise to keep fit. (v) 适合 The jacket fits him well.kind (n)种类 There are all kinds of books in the library. (a)和蔼的 Would you be kind enough to help me? last (v) 持续 How long do you think this fine weather will last? (a)最后的December is the last month of the year.最近的，上一个的 I thought her last book was one of the best.live (v) 居住； Where do you live? 过样的生活He wants to live a peaceful life. (a) 活的There are lots of live fish in the small river. (ad) 现场直播地The match will be shown live by BBC.national(a)国家的； 民族的三、语法：1. 名词(1) 普通名词和专有名词 6A: the Arts and Crafts room, Green Island, 6B: the Great Wall, the Earth 7A7B: Canada ,Canadian, Australia, Australian, India, Indian(2) 可数名词 (含复数形式) 6A: photo(photos); tomato(tomatoes), potato(potatoes), sandwich(sandwiches); family(families), secretary(secretaries) 6B: fireman-firemen, trolley-trolleys(3) 不可数名词 (含数量表达) some garlic; a little bacon; much sugar; plenty of fruit; a lot of rice a piece of advice (4) 名词所有格 (s的用法,of结构的用法) 6A6B: Alices diet, Winnies visit; a photo of my sister and me a photo of me, Joes habits two minutes walk. Childrens Day7A7B: a photo of me, a photo of mine, Marys book 2. 代词(1) 人称代词 (主格, 宾格,形容词性物主代词) I- me- my- mine, you- you- your- yours, he- him- his- his, she- her- her- hers, they- them- their- theirs, it- it- it- its(2) 指示代词 this, that, these, those (3) 疑问代词(副词) what, which place, what time, how many, how much, how, when, where, how long, how often(4) 不定代词some, any; something, anything; a few, a little; all, both; neither, none; onethe other; one, ones; it (5) it的用法 (表示时间,表示自然现象) How much does it cost? It will be Grandmas sixtieth birthday. It takes somebody some time to do something. 3. 数词(1) 基数词 (1,000以下表达法) one, two, three, ten, twenty, one hundred, two hundred. three hundred and thirty(2) 序数词 (100以下表达法) first, second, third, fourth, fifth, , ninth, , twelfth, , twentieth, thirtieth (3) 钟点表达法at two twenty, at twenty past two (4) 日期表达法on May 1, in May, on Sunday (5) 年份表达法 in 2012 4. 冠词(1) 不定冠词 a + 辅音音素开头单词(a photo)， an + 元音音素开头单词(an invitation)(2) 定冠词 in the afternoon; the supermarket; on the third floor; (3) 零冠词play badminton; in Garden City; next Friday; tomorrow; 5. 形容词(1) 作定语 (前置) healthy eating habits; a big birthday party. several silk scarves (2) 作表语 keep warm They are sweet. 在help keep clean这类题型中易出错。6. 副词在句子中的常见用法 修饰动词，修饰形容词She sometimes watches TV. She is always kind to others. Finally, put the pizza in a hot oven. 7. 介词(1) 表示时间 at+钟点， in+月份、年份， on+具体的某一天或星期几(2) 表示地点 at，in, on, in front of, near8. 连词并列连词在句子中的用法 并列连词: 连接彼此并列的词、短语或句子:Would you like meat or seafood? They had tea and cakes.从属连词引导从句: She wants to find out if he likes his job.9. 动词 (1) 连系动词I will be in Class 6A. 表示状态的be动词，look等感官动词， 表示变化的become等There is going to be an Open Day this afternoon .become stronger, become a typhoon (2) 行为动词 have a barbecue ;I want you to welcome the parents. We promise to keep the environment clean. He became fit and healthy. Bread tastes nice with jam.(3) 助动词 do, does, did, will, would, shall, should(4) 情态动词 (情态动词+动词原形) may, can, must, have to, should, need(5) 时态一般现在时的构成和用法 主语+动词原形/第三人称单数，主语+am/ is/ are+其他现在进行时的构成和用法 主语+be动词+doing We are eating ice cream together.一般将来时的构成和用法 主语+will+动词原形 We will have a good time.一般过去时的构成和用法 *主语+动词过去式 He ate a lot of rice.10. 句子种类(1) 陈述句 (肯定句,否定句) We are entering the centre. I dont like spicy food. They will visit the classroom. (2) 疑问句及其回答 (一般疑问句,特殊疑问句,选择疑问句) A: Are they your family and relatives?B: Yes, they are.A: Have you been to Ocean Park yet?B: Yes, I have. / No, I havent.A: What would you like for dinner tonight?B: I would like rice for dinner.A: How many brothers have you got?B: Two.A: How do you go to school?B: By bus.A: When are we going to come back?B: We are going to come back at six.A: How much does it cost?B: It costs me ten yuan.A: Would you like meat or seafood?B: Meat.A: How long does it take?B: It takes me ten minutes.(3) 祈使句 Lets go! Lets buy some food. Dont walk on the grass.三、阅读教学要求I. 阅读教学总目标：帮助学生积累语言材料，通过阅读提高获取信息的能力II. 6A 7B阅读文本体裁6A：提供和输入新的语言材料，包括单词、词组、句型、对话、短文、诗歌、信件、请柬、时刻表、图片说明、生日卡片、菜单、图表、标志、影集和地图等内容。 6B：提供和输入新的语言材料，包括对话、短文、诗歌、图片说明、标志和地图等内容。 7A：提供和输入新的语言材料，包括对话、短文、图片说明、图表、标志、地图、游戏规则和房型图等内容。 7B：提供和输入新的语言材料，包括对话、短文、故事、诗歌、图片说明、图表、小实验演示、信件、地图、海报和电影排片表等内容。 III. 6A 7B 阅读内容及阅读技能UnitReadingReading Skills6A U1A family tree (p. 2)Identify details that support a main idea6A U2Good friends (p. 9)Read written language in meaningful chunksFriends of the Earth (p. 12)Read written language in meaningful chunks6A U3Green Island (p. 16)Read written language in meaningful chunks6A U4Interviewing a doctor (p. 28)Recognize the presentation of ideas through headings6A U5Open Day programme (p. 32)Read written language in meaningful chunksOn Open Day (p. 35)Identify details that support a main idea6A U6Travelling time to school (p. 39)Identify details that support a main ideaSimons way to school (p. 41)Identify details that support a main idea6A U7Rules and signs (p. 45)Read written language in meaningful chunks6A U8Dinner menu (p. 55)Scan a text to locate specific information6A U9Planning a picnic (p. 62)Re-read to establish and confirm meaning6A U10Good diet and bad diets (p. 69)Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression6A U11How to make a pizza (p. 77)Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionUnitReadingReading Skills6B U1Great cities in Asia (p. 4)Read written language in meaningful chunks6B U2A trip to Los Angeles (p. 8)Read written language in meaningful chunks6B U3Qu Yuan and the Dragon Boat Festival (p. 14)Read written language in meaningful chunksRe-read to establish and confirm meaning6B U4Indoor and outdoor activities (p. 22)Recognize recurrent patterns in language structure6B U5My possible future (p. 33)Scan a text to locate specific information 6B U6Uniforms for different seasons (p. 40)Recognize recurrent patterns in language structure6B U7Travelling by bus (p. 46)Read written language in meaningful chunksRecognize recurrent patterns in language structure6B U8The typhoon (p. 57)Read written language in meaningful chunksScan a text to locate specific information6B U9The oceans, rain and water (p. 62)Understand the connection between ideas by identifying linking wordsScan a text to locate specific information6B U10Forest (p. 70)Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRead written language in meaningful chunks6B U11Talking about fire (p. 77)Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionUnitReadingReading Skills7A U1Welcome to Beijing (p. 5)Read written language in meaningful chunks Skim a text to obtain a general impression and the main ideas 7A U2Animals, our friends (p. 12)Scan a text to locate specific information by using strategies such as looking at headings and repeated words Read written language in meaningful chunksSkim a text to obtain a general impression and the main ideas7A U3Foreigners in Garden City (p. 16)Scan a text to locate specific information7A U4Peoples jobs (p. 27)Read written language in meaningful chunksDifferent people and different jobs (p. 31)Read written language in meaningful chunks7A U5Thinking about a removal (p. 35)Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression7A U6Kittys new flat (p. 42)Re-read to establish and confirm meanings7A U7Signs and rules (p. 48)Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression7A U8To be a healthy child (p. 59)Recognize recurrent patterns in language structure 7A U9Different foods for the festival (p. 67)Scan a text to locate specific information7A U10Preparing for Bens birthday party (p. 75)Read written language in meaningful chunksScan a text to locate specific information7A U11An interview at the frozen food factory (p. 86)Recognize the presentation of ideas through headings, paragraphs, spacing and punctuation Recognize format and language features in non-narrative textsUnitReadingReading Skills7B U1Shanghaian interesting city (p. 4)Use visual clues, context and knowledge of the world to work out the meaning of a word Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuationSkim a text to obtain a general impression and the main ideas7B U2Choosing a film (p. 9)Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression7B U3Relatives and their jobs (p. 16)Read written language in meaningful chunksScan a text for specific information7B U4Going shopping (p. 21)Read written language in meaningful chunks7B U5The happy farmer and his wife (p. 32)Predict the likely development of a topic by recognizing key words, and making use of context and knowledge of the worldScan a text for specific information7B U6A poem (p. 38)Scan a text for specific informationThe grasshopper and the ant (p. 40)Predict the likely development of a topic by recognizing key words, and making use of context and knowledge of the world7B U7Our hopes (p. 46)Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression7B U8My ideal school (p. 49)Recognize recurrent patterns in language structure Recognize the presentation of ideas through headings, etc.7B U9Mr Wind and Mr Sun (p. 59)Read written language in meaningful chunks7B U10Preparing for the Water Festival (p. 67)Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression7B U11Electricity around us (p. 74)Scan a text to locate specific informationThe Airport Express (p. 77)Read written language in meaningful chunksScan a text to locate specific information IV. 6A 7B阅读技能要求汇总（I）6Al Read written language in meaningful chunksl Identify details that support a main ideal Recognize the presentation of ideas through headingsl Scan a text to locate specific informationl Re-read to establish and confirm meaningl Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression6Bl Read written language in meaningful chunksl Scan a text to locate specific informationl Re-read to establish and confirm meaningl Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionl Recognize recurrent patterns in language structurel Understand the connection between ideas by identifying linking words7Al Read written language in meaningful chunksl Scan a text to locate specific informationl Recognize recurrent patterns in language structurel Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionl Scan a text to locate specific information by using strategies such as looking at headings and repeated wordsl Skim a text to obtain a general impression and the main ideasl Recognize the presentation of ideas through headings, paragraphs, spacing and punctuation l Recognize format and language features in non-narrative texts7Bl Read written language in meaningful chunksl Scan a text for specific informationl Scan a text to locate specific informationl Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionl Recognize recurrent patterns in language structurel Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuationl Skim a text to obtain a general impression and the main ideasl Predict the likely development of a topic by recognizing key words, and making use of context and knowledge of the worldIV. 6A 7B阅读技能要求汇总（II）6A-7Bl Read written language in meaningful chunksl Identify details that support a main ideal Recognize recurrent patterns in language structurel Recognize the presentation of ideas through headings, p