最新9年级英语教材解析（PPT版）.ppt

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1、Contents,一、九年级教材的修订方案与特色 二、九年级教材单元解析与教学建议,一、九年级教材的修订方案与特色,1.教材修订的依据,义务教育英语课程标准（2011版） 实验教科书的使用反馈信息：一线教师反馈、教材培训、调研回访,国家社科基金“十一五”规划国家课题子课题“新课改后各类初中英语教材特点的比较研究”、“中学英语学科学业评价标准的研究与开发”（文本分析、问卷调查、数据分析、师生访谈）,2.九年级教材修订的重点,删减超纲单元，避免话题重复 添加本土文化，拓宽文化视野 调整单元顺序，优化整体框架 精选题材体裁，凸显人文内涵,2.1 删减超纲单元，避免话题重复,删减单元：Unit 4 W

2、hat would you do?,话题: interesting and embarrassing situations (party life, confidence, accidents, problems) 语法结构：虚拟语气,6,删减单元： Unit 7 Where would you like to visit?,话题: vacations 语法结构：would like/love to do,7,删除单元： Unit 14 Have you packed yet?,话题: Preparing for a vacation 语法结构：现在完成时,8,增加单元： Unit 2 I t

3、hink that mooncakes are delicious! Unit 5 What are the shirts made of ? Unit 14 I remember meeting all of you in Grade 7.,2.2 添加本土文化，拓宽文化视野,9,节日文化,中国制造,中国民间艺术,校园生活,2.3 调整单元顺序，优化整体框架,修订后九年级教材的语法编排,2.4 精选题材体裁，凸显人文内涵,诗歌体裁,诗歌,18,演讲辞,19,民间故事,20,人物专访,21,倡议书 社会责任感,22,东西方文化交融,描写文,23,3.教材特色,注重内容思想性和可读性 紧扣学生生

4、活与时代话题 加强语言知识的循环巩固 重视阅读策略培养 发展学生人文素养 提高文化交际意识,情感教育,文学经典,文化意识,时代话题,修订后九年级教材的阅读策略,二、九年级教材单元解析与教学指导,1.单元整体分析 2.任务链分析与单元整合 3.教学内容分析与课堂活动设计,1.单元整体分析,Contents,Chinese Festivals Spring Festival Dragon Boat Festival Lantern Festival Mid-Autumn Festival,Foreign Festivals Water Festival (in Thailand) Thai New

5、 Year Mothers Day Fathers Day Christmas Easter Halloween,Topic: Festivals,Function: Give a personal reaction,I think I guess I believe I know I wonder ,What do you like best about? What do you think about ? What have you learned about? What do you know about ?,Structures,宾语从句 (Objective clauses) I t

6、hink/believe that I wonder if/whether 感叹句 (Exclamatory statements) What +(a/an) + adj. + n. + 主语+谓语！ How + adj. + 主语+谓语！,Vocabulary,课标词汇： stranger, relative, pound, steal, lay, dessert, garden, admire, tie, treat, Christmas, lie, novel, dead, business, punish, warn, present, warmth, spread 非课标词汇： mo

7、oncake, lantern, folk, goddess, haunted, ghost, trick, spider, eve 短语及常用表达： put on, lay out, end up,2.任务链分析与单元整合,分析任务链与话题的关系：熟悉教材的任务链，明确不同板块所围绕的子话题，为整合提供思路。 分析词汇在任务链中的分布情况：根据单元词汇表划分各板块的相关词汇，协调各板块的词汇教学。,Section A, 1a-1c: Festivals & Dragon Boat Festival Section A, 2a-2c: Dragon Boat Festival stranger

8、, relative, put on, pound Section A, 2d: Water Festival in Thailand Section A, 3a-3c: Mid-Autumn Festival mooncake, relative, folk, goddess, steal, lay (lay out), dessert, garden, admire,Section A, 4a-4c: Grammar page tie Section B, 1a-1d: Halloween haunted, ghost, trick, treat, spider Section B, 2a

9、-2e: Christmas Christmas, lie, novel, dead, business, punish, warn, end up, present, warmth, spread, Santa Claus, Charles Dickens, Scrooge, Jacob Marley Section B, 3a-3b: Your favorite festival,分析结构与功能在各板块中的作用：观察各教学板块中重点语言结构的呈现、复现、归纳、练习、巩固及运用，合理安排不同阶段的语法教学目标。,Section A, 1a-2c,初步感知语言结构功能和意义、模仿输出,Sect

10、ion A, 1b,Section A, 1c,Section A, 2c,感受语言项目在其他语境中的运用， 理解更为复杂的句法结构,Section A, 2d,Section A, 3a,Section B, 1d,探究、发现、归纳、训练（form, meaning, application),Grammar Focus Section A, 4a-4c,Section B, 1d,巩固运用,再次输入、理解、巩固、内化,Section B, 2b,Section B, 2d,在理解的基础上实现带有自主意识的、个性化的语言输出,Section B, 2b,单元整合案例参考（Unit 2),整合

11、方案一 (仅供参考） Section A, 1a, 1b-2c Section A, 3a-3c Section A, 2d, Grammar Focus, 4a-4c Section B, 1a-1d Section B, 2a-2c Section B, 2d-2e, Revision Section B, 3a-3b, Self-check,学情假设：学生基础较为扎实，基本能够在老师的指导下完成教材的各项活动和任务。,55,整合方案二（仅供参考）,Section A, 1a-1b, 2a-2b, 1c/2c（可选择） Section A, 2d, Grammar Focus, 4a, 4

12、b, Self-check 2, Self-check 3/4c（可选择） Section A, 3a-3c Section B, 1a-1d Section B, 2b-2c (可考虑替换2a) Section B, 2d, 3a-3b (可考虑替换2e) Unit Revision（可考虑增加练习）,学情假设：学生语言运用能力较为薄弱，教材的部分活动和任务对于学生难度较高。,整合方案三（来自一线教师的方案，供探讨）,Section A, 1a-2d Section A, 3a-4c, Grammar Focus Section B, 1a-1d Section B, 2a-2c & 2e

13、Section B, 2d, 3a-3b Self-check, Revision,3. 教学内容分析与教学活动设计,58,分析活动内容与设计目的 分析活动的可操作性与难度 设定课堂教学内容与目标 确定铺垫环节与教学步骤,分析活动内容与设计目的,Questions: What are the students supposed to do? Whats the purpose of each task/activity?,分析活动的可操作性与难度,Questions: Is the task/activity suitable for the students? Easy or difficu

14、lt? If its too easy, what do you want the students to do? If its too difficult, what difficulties do you think the students might have? What can you do to help them?,设定课堂教学内容与目标,Question: What will the students be able to do after the lesson?,语言知识、语言技能、情感态度、文化意识、学习策略,确定铺垫环节与教学步骤,学生的兴趣、需求、语言水平、知识面、自控

15、力,What have the students already known? What do they want to know? What do they need to learn? How many activities can they finish? What kind of activities will arouse their interest and attention? What kind of activities will be suitable for students of different levels? What strategies can they le

16、arn from the activities? What kind of support should I provide to help them finish the tasks/activities? ,googbuy,Possible difficulties,学生缺乏必要的背景知识 学生不熟悉与该节日相关的词汇或表达 听力篇幅较长，学生的注意力不能保持 捕捉关键信息的能力较弱 记录信息的速度不够快 语音辨别能力不强 ,Possible solutions,Provide background knowledge Present new words and expressions S

17、plit the long dialogue into two parts Let Ss read the questions and exercises before listening Practice note-taking Make predictions before listening ,万圣节（All Saints Day, 11月1日）是基督教节日，是纪念一切有名或无名的圣徒的日子。在这一天，罗马天主教徒必须到教堂去望弥撒。在中世纪的英格兰，万圣节叫做All Hallows，所以，万圣节前夕就成了Halloween，即Hallow和evening（eve）的连读。Hallowe

18、en意为“神圣之夜”。 在基督纪元以前，凯尔特人在夏末举行仪式感激上苍和太阳的恩惠。当时的占卜者点燃并施巫术以驱赶据说在四周游荡的妖魔鬼怪。后来罗马人用果仁和苹果来庆祝的丰收节与凯尔特人的10月31日融合了。在中世纪，人们穿上动物造型的服饰、戴上可怕的面具是想在万圣节前夜驱赶黑夜中的鬼怪。尽管后来基督教代替了凯尔特和罗马的宗教活动，早期的习俗还是保留下来了。孩子们带着开玩笑的心理穿戴上各种服饰和面具参加万圣夜舞会，这些舞会四周的墙上往往悬挂着用纸糊的巫婆、黑猫、鬼怪和尸骨，窗前和门口则吊着龇牙咧嘴或是面目可憎的南瓜灯笼。人们借此驱除晦气及不幸，有点像我国人们说的“以毒攻毒”。,九年级教参 “文

19、化注释”,Motivating the students,Do you enjoy watching scary movies? Do you like eating candies and chocolate? Do you like reading ghost stories? Are you afraid of spiders, bats or ugly faces?,SWBATs,Students will be able to: Use some topical words and expressions to describe Halloween Catch or note dow

20、n the important details about Halloween by listening Use the information they get from the listening and the objective clauses to express their own ideas about the Halloween activities,课堂教学活动与练习设计自查参考： PURPOSE: Is the purpose clearly defined? TYPE: Does the type of exercise/activity effectively and economically accomplish the purpose? CONTENT: Is the ratio of language given/learner task economic? Are instructions to learners clear? INTEREST: Is it interesting? AUTHENTICITY: Is it a meaningful task? Is it challenging? DIFFICULTY: Does it contain distracting difficulty? (Moore J, 1980),