experimental course books for middle school students in Beijing published by McGraw-Hill Education ( Asia) Co. and Beijing Normal University Press

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experimental course books
for middle
school students in Beijing
published by McGraw-Hill Education ( Asia) Co.
and Beijing Normal University Press

• Group members ??? ? ?
• ? ? ? ?
• 
  

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• I. Brief introduction of the
  book
• II. Some good features of the
  book
• --- 16 good features by Tomlinson
• III. Some efforts our group
  members
• made for checking our analysis results
• --- interview with Prof. Wangqiang and some
  students

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I. Brief introduction of the book

• The content page
• Author claims many special features are
  designed to Help learners. Its a
  learner-centered course book.

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enough spaces
Pictures
various activities
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II. Some good features of the book

• Some comments on the 16 features suggested by
  Tomlinson Its hard to make a clear cut, a good
  learning activities may fulfill many points of
  the 16 features. Some of the features sound
  similar to each other, or slightly different.

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Re-categorized the 16 Features

• 1. Materials should help learners get preparation
  psychologically. (1234 feel interested, safe,
  confident, useful)
• 2. Materials should help learners know how to
  learn in the process of learning. (56789 11 12 15
  self-discovery, noticing the new points, learn in
  use, adjusting ones learning habits)
• 3. Materials should help learners produce
  language. (10. 13.14.16. )

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Analysis of 3 good features---conclusion

• The series of books make great efforts on
  preparing the learners in feeling.
• Example Primary language review
  (confidence)
• interesting topics
  (interest)
• enough help by
  pictures, sufficient input and sample examples

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• He was driving alone when suddenly, ( cause
  curiosity)
• Youre not generous at all! ( Middle students
  begin to care about personality)
• Pets are good listeners ( relaxed topic)
• 
  ( ??)

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Prof. Wang also thinks the topics chosen in
English are more related to middle school
students life and relatively relaxed compared
with other books.
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• 
  ??

Sufficient input
Model sample
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2. The book tries to involve the learners in
learning.

• It attracts the learners attention to the
  linguistic features
• the structure be going to
• Prof. Wang thinks one of the good
  features of the book is the fresh teaching and
  practicing of grammatical points.
• The learners can learn them in a context.

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• enough exposure to students ???

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• 2)It facilitates the learners self-investment.
• special features in this book

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Learning to learn
Language contrast
Project
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• Although language contrast is a summary of
  language use, its designed as an inductive way
  of teaching because large amount of language
  input with the same features have already given,
  then the learners have chance to find the rules
  by themselves.
  ??

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3. The book exposes the learners to language in
authentic use, and tries to develop their
integrated skills for communication.

• Prof. Wang The language are chosen and
  designed by some foreign experts.
• Examples presentation of language
• activities involving many
  skills

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• The presentation of the language is also
  authentic When the input is conversation, it is
  always presented to the learners through
  listening.
• When it is an email, it is presented in this
  way.

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• Many activities involve at least two skills like
  writing while listening, reading for writing.
• You can see the message exchange in the
  activities.

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III. Some efforts our group membersmade for
checking our analysis results

• Interviewed with Prof. Wang
• This textbook is based on National New
  Curriculum, It is used in several districts of
  Beijing like Dongcheng, Fengtai.
• She often observes the classes and discusses
  with the teachers. After such long-term post
  evaluation, the book proves to be a satisfactory
  one by most teachers and learners.

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• 2. Interview with some middle school students by
  Wuqiong
• The students show indifferences to any text book.
  
• But such a small group of students can not stand
  for the whole, and this can not deny the merits
  and effects of the book.

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References
www.animationfactory.com
Tomlinson, Brain. 1998. Materials Development in
Language Teaching. Cambridge University Press
Cunningsworth, Alan. 1984. Evaluating and
Selecting EFL Teaching Materials. Heinemann
Educational Books.
Keith Johnson, Mija Kim. 2008. A Step Forward
Investigating Expertise in Materials Evaluation.
ELT Journal Volume 62/2 April. Advance Access
Publication July 21, 2006.
???. 2002. ?????????. ??????????.
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• Thank You!