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1、AnalysisoftextbookandinstructionaldesignofoneunitLFeaturesofthetextbookofPEP(Goforit!)forjuniormiddleschoolstudentsingradeseven.A.Thestructureisclear.ThetextbookofPEP(Goforit!)forstudentsingradesevenconsistoftwelveunitsandtworeviewunitsEachunittakesatopicasthecenter,anditsintern
2、alstructureisidentical:sectionAandsectionB,andself-check.Eachofthemhasitsownemphasis,butisrelatedtoeachother.SectionAmainlyconsistsofthekeywordsnewexpressions;severalgradualpracticeactivities;grammarfocuswhichsummarizestheuseofgrammar;interactiveactivitiesinwhichstudentscooperat
3、ewitheachotherusingthetargetlanguagetocompletethetask.SectionBistheextensionofSectionA,deepeningandapplyingoflanguagefocus.Self-checkisforstudentstograspthecontentofthisunit,suchasbasicvocabulary,usageoftargetlanguage,etc…B.combiningwithcharts,picturesandwithsimpleguidewordsEach
4、unitappearsinclearsmalltasks,2/3ofwhicharegraphicallypresentedwithchartsorpictures,makingfulluseofpsychologicallawofthejuniorhighschoolstudentswholikebrightpictures,andcognitiveknowledgeofthemwhoareeasytogettheknowledgefromthesimpleforms..WhenStudentsseethechart,theywillbeableto
5、knowthespecificmeaningofeachsmalltask.C.Withactivityasthecarrier,itisacombinationofknowledge,learningskillandteachingmethod・Eachsmalltaskcanbecomeanindividualorgroupactivity.Theteachingmethodisshownintheobviousformofheadings,whichimpliesthatthestudentsshouldobtainthespecificskil
6、lsofusingtheEnglishlanguage.Thus,allofthishelpteachersandstudentstoknoweachsmalltargetinthespecificteaching.Atthesametime,teacherswilltraineachskilloflistening,speaking,reading,writingorcombinationsofoneortwodifferentskills,accordingtothespecificactivitytasksandlearningobjective
7、s,"activity"iseverywhere,andguidestudentstothelanguagelearningofinterpersonalcommunicationandcooperationintentionallyorunintentionally,inordertofurthercultivatestudentsHsound11bythecourageandtheabilityofusinglanguage.A.Emphasizingtheinteractionbetweenteachersandstudentsintheclas
8、sroom.Thetextbookemphasizestochangetheteacher^s
