新版新目标九年级教材解析与教学指导.ppt
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新版新目标九年级教材解析与教学指导.ppt
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义务教育教科书英语九年级全一册,人民教育出版社英语编辑室肖菲,教材解析与教学指导,Contents,1.九年级教材的修订方案与特色2.九年级教材单元解析与教学指导,1.九年级教材的修订方案与特色,1.1教材修订的依据,义务教育英语课程标准(2011版)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)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,1.2九年级教材修订的重点,1.2.1删减超纲单元,避免话题重复1.2.2添加本土文化,拓宽文化视野1.2.3调整单元顺序,优化整体框架1.2.4精选题材体裁,凸显人文内涵,1.2.1删减超纲单元,避免话题重复,删减单元:
Unit4Whatwouldyoudo?
话题:
interestingandembarrassingsituations(partylife,confidence,accidents,problems)语法结构:
虚拟语气(高中),删减单元:
Unit7Wherewouldyouliketovisit?
话题:
vacations语法结构:
wouldlike/loveto,删除单元:
Unit14Haveyoupackedyet?
话题:
Preparingforavacation语法结构:
现在完成时,增加单元:
Ithinkthatmooncakesaredelicious!
Whataretheshirtsmadeof?
IremembermeetingallofyouinGrade7.,1.2.2添加本土文化,拓宽文化视野,节日文化,中国制造,中国民间艺术,校园生活,1.2.3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,1.2.4精选题材体裁,凸显人文内涵,诗歌,演讲辞,人物专访,民间故事,社会责任感,倡议书,东西方文化交融,描写文,1.3教材的特色,注重内容思想性和可读性紧扣学生生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,循环巩固,2.九年级教材单元解析与教学指导,2.1单元整体分析2.2任务链分析与单元整合2.3教学内容分析与课堂活动设计2.4阅读文本分析与教学指导,2.1单元整体分析,Contents,ChineseFestivalsSpringFestivalDragonBoatFestivalLanternFestivalMid-AutumnFestival,ForeignFestivalsWaterFestival(inThailand)ThaiNewYearMothersDayFathersDayChristmasEasterHalloween,Topic:
Festivals,Function:
Giveapersonalreaction,IthinkIguessIbelieveIknowIwonder,Whatdoyoulikebestabout?
Whatdoyouthinkabout?
Whathaveyoulearnedabout?
Whatdoyouknowabout?
Structures,宾语从句(Objectiveclauses)Ithink/believethatIwonderif/whether感叹句(Exclamatorystatements)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:
mooncake,lantern,folk,goddess,haunted,ghost,trick,spider,eve短语及常用表达:
puton,layout,endup,2.2任务链分析与单元整合,2.2.1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。
2.2.2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。
任务链分析案例:
Unit2,SectionA,1a-1c:
Festivals&DragonBoatFestivalSectionA,2a-2c:
DragonBoatFestivalstranger,relative,puton,poundSectionA,2d:
WaterFestivalinThailandSectionA,3a-3c:
Mid-AutumnFestivalmooncake,relative,folk,goddess,steal,lay(layout),dessert,garden,admire,SectionA,4a-4c:
GrammarpagetieSectionB,1a-1d:
Halloweenhaunted,ghost,trick,treat,spiderSectionB,2a-2e:
ChristmasChristmas,lie,novel,dead,business,punish,warn,endup,present,warmth,spread,SantaClaus,CharlesDickens,Scrooge,JacobMarleySectionB,3a-3b:
Yourfavoritefestival,2.2.3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。
SectionA,1a-2c,初步感知语言结构功能和意义、模仿输出,SectionA,1b,SectionA,1c,SectionA,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,SectionA,2d,SectionA,3a,SectionB,1d,探究、发现、归纳、训练(form,meaning,application),GrammarFocusSectionA,4a-4c,SectionB,1d,巩固运用,再次输入、理解、巩固、内化,SectionB,2b,SectionB,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,SectionB,2b,检测学生使用语言结构进行自主表达的能力,SelfCheck,2.2.4单元课时整合方案(以Book5Unit2为例),SectionA,1a,1b-2cSectionA,3a-3cSectionA,2d,GrammarFocus,4a-4cSectionB,1a-1dSectionB,2a-2cSectionB,2d-2e,RevisionSectionB,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。
单元整合方案一,SectionA,1a-1b,2a-2b,1c/2c(可选择)SectionA,2d,GrammarFocus,4a,4b,Self-check2,Self-check3/4c(可选择)SectionA,3a-3cSectionB,1a-1dSectionB,2b-2c(可考虑替换2a)SectionB,2d,3a-3b(可考虑替换2e)UnitRevision(可考虑增加练习),学情假设:
学生语言运用能力相对薄弱,教材部分活动和任务对于学生难度较高。
单元整合方案二,单元整合方案三,SectionA,1a-2dSectionA,3a-4c,GrammarFocusSectionB,1a-1dSectionB,2a-2c&2eSectionB,2d,3a-3bSelf-check,Revision(来自一线教师的整合方案,供探讨),2.3教学内容分析与活动设计,2.3.1分析活动内容与设计目的,Questions:
Whatarethestudentssupposedtodo?
Whatsthepurposeofeachtask/activity?
听前活动:
匹配图片与节日名称呈现节日名称,输入语言,主题图:
展现不同节日场景,呈现单元重点语言结构让学生观察并探讨各种节日,激活背景知识,激发学生学习兴趣,听前、听中活动:
判断句子正误呈现单元重点语言结构,提供与听力内容相关的信息(如:
对话者的名字,交谈内容细节)可供听前预测,为捕捉关键信息做好铺垫和准备让学生通过听获取信息,了解说话者的态度让学生初步体验宾语从句的结构和功能,听后活动:
分角色对话让学生彼此询问对节日的喜好,发表关于节日的观点和看法,能运用所学语言实现简单的语言输出复习和巩固描述性形容词,2.3.2分析活动的可操作性与难度,Questions:
Isthetask/activitysuitableforthestudents?
Isiteasyordifficult?
Ifitstooeasy,whatdoyouwantthestudentstodo?
Ifitstoodifficult,whatdifficultiesdoyouthinkthestudentsmighthave?
Whatcanyoudotohelpthem?
新词汇:
haunted,ghost,trick,treat,spider西方节日文化:
Halloween,分析教材难点,Answerkey:
1.houses,turnoff,windows2.dressup,cartoon3.candies4.play,give语音:
名词复数词尾读音词块:
turnoffthelights,dressupas,cartooncharacters,playatrick,givesb.atreat,分析教材难点,结合听力材料中的细节信息运用宾语从句表达个人观点使用描述性形容词以及相关句式,分析教材难点,对话篇幅较长部分句式较为复杂听力录音语速,分析教材难点,分析学生的困难:
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学生捕捉关键信息的能力较弱学生记录信息的速度不够快学生语音辨别能力不强,调整教学的措施:
ProvidebackgroundknowledgePresentnewwordsandexpressionsbeforelisteningSplitthelongdialogueintotwopartsMakepredictionsbeforelisteningLetSsreadthequestionsandexercisesbeforelisteningPracticenote-taking,教学活动参考:
MotivatethestudentsLetSslookatsomepicturesaboutHalloweenanddiscusshowpeoplecelebratethefestival.Purpose:
toprovidebackgroundknowledge,topresentnewwordsandexpressions.,decoratethehouses,dressup,trickortreat,Ahauntedhouse,Doyouenjoywatchingscarymovies?
Doyoulikereadingghoststories?
Areyouafraidofspiders,batsoruglyfaces?
Doyoulikeeatingcandiesorchocolate?
Ifyousaid“yes”toallthesequestions,youwouldlovethisfestivalHalloween.,2.3.3设定课堂教学内容与目标,Question:
Whatwillthestudentsbeabletodoafterthelesson?
语言知识、语言技能、情感态度、文化意识、学习策略,Difficultsentences,ChinesepeoplehavebeencelebratingMid-autumnFestivalandenjoyingmooncakesforcenturies.Theycarrypeopleswishestothefamiliestheyloveandmiss.WhoeverdrankthiscouldliveforeverOnenight,hefoundthatthemoonwassobrightandroundthathecouldseehiswifethere.HowhewishedthatChangecouldcomeback!
SWBATs,Studentswillbeableto:
identifythecorrectformandthemeaningofsomenewwords:
folk,goddess,whoever,steal,lay,layout,dessert,garden,tradition,admireputtheeventsinthecorrectorderafterreadingthepassagefindouttheobjectiveclausesfromthepassageretellthestoryofChangeandHouYiorwriteashortsummaryusetheirownwordsorChinesetoexplainthemeaningofsomedifficultsentences,2.3.4确定铺垫环节与教学步骤,课堂教学活动应根据学生的兴趣、需求、语言水平、知识面以及自控能力的综合情况来考虑。
Questions:
Whathavethestudentsalreadyknown?
Whatdotheywanttoknow?
Whatdotheyneedtolearn?
Howmanyactivitiescantheyfinish?
Whatkindofactivitieswillarousetheirinterestandattention?
Whatkindofactivitieswillbesuitableforstudentsofdifferentlevels?
Whatstrategiescantheylearnfromtheactivities?
Whatkindofscaffoldingshouldbeprovided?
阅读板块分析与阅读活动设计(阅读教学案例),阅读板块内容分析,阅读任务链读前,读中,读后阅读文本题材体裁、内容信息、文化内涵、篇章结构、语言特色阅读活动阅读策略、活动形式、难度、可操作性,Pre-reading,While-reading,While-reading,Post-reading,阅读文本分析,题材:
圣诞节与小说圣诞欢歌体裁:
小说评介文化内涵:
圣诞节习俗、圣诞节的精神实质篇章结构:
总分结构语言特色:
讲故事,相关词汇,课标词汇:
Christmas,lie,novel,dead,business,punish,warn,endup,present,warmth,spread人名:
SantaClaus,CharlesDickens,Scrooge,JacobMarley拓展词汇:
birthofJesus,decoratetheChristmastree,stocking,turkey,Christmascarols,重难点句型
(一),ManywouldagreethatwhenwethinkofChristmas,weprobablythinkofgifts,ChristmastreesandSantaClaus.ItisaboutanoldmannamedScroogewhoneverlaughsorsmiles.HejustcaresaboutwhetherhecanmakemoremoneyandhehatesChristmas.MarleyusedtobejustlikeScrooge,sohewaspunishedafterhedied.HewarnsScroogetochangehiswaysifhedoesntwanttoenduplikehim.,重难点句型
(二),First,theGhostofChristmasPasttakeshimbacktohischildhoodandremindsScroogeofhishappierdaysasachild.Thenthesecondspirit,theGhostofChristmasPresent,takeshimtoseehowothersarespendingChristmasthisyear.HeissoscaredthathewakesupinhisbedandfindsoutitisonlythenextmorningChristmasDay!
Henowtreatseveryonewithkindnessandwarmth,spreadingloveandjoyeverywherehegoes.,阅读活动分析
(一),活动2a:
激活背景知识,激发学生学习兴趣,呈现部分新词汇,为接下来的阅读做好铺垫。
活动2b-2d:
通过阅读获取信息,关注文章细节,透过字里行间推理言外之意(2b第一段,2c第三段、2d第二、三、四段),阅读活动分析
(二),活动2e:
在充分理解语篇的基础上,学生充分发挥想象力,根据篇章提供的信息和所学语言,实现语言输出,进行自主表达。
阅读策略与活动选择,Pre-readingActivitiesActivity1:
LetSsbrainstormwhattheyknowaboutChristmasandthencreateamindmapActivity2:
(Showingpics)IntroduceChristmasandpresentingwordsandexpressionsaboutChristmasActivity3:
LetSsmakepredictionsaboutthereadingpassage,While-readingActivities,Activity1:
SkimmingActivity2:
JigsawreadingActivity3:
Scanning:
2bActivity4:
Scanning:
2cActivity5:
Recallingdetails:
AskandanswerquestionsActivity6:
Inferring:
2dActivity7:
SummarizingthemainideaActivity8:
Analyzingsentencestructures,After-readingActivities,Activity1:
RetellingthestoryActivity2:
Role-play:
2eActivity3:
Project(Competition:
comics,PPT,performance),阅读策略与活动选择,Pre-readingActivitiesActivity1:
LetSsbrainstormwhattheyknowaboutChristmasandcreateamindmapActivity2:
(Showingpics)IntroducingChristmasandpresentingwordsandexpressionsActivity3:
LetSsmakepredictionsaboutthereadingpassage,While-readingActivities,Activity1:
SkimmingActivity2:
JigsawreadingActivity3:
Scanning:
2bActivity4:
Scanning:
2cActivity5:
Recallingdetails:
AskandAnswerquestionsActivity6:
Inferring:
2dActivity7:
SummarizingthemainideaActivity8:
Analyzingsentencestructures,After-readingActivities,Activity1:
RetellingthestoryActivity2:
Role-play:
2eActivity3:
Project(Competition:
comics,PPT,performance),Possibleteachingprocedure,I.Lead-in:
Activatingthestudentspriorknowledgeandpresentingnewwords1.ShowalistofsomeimportantdatestotheSsandletthemspeakoutthenamesofthefestivals.,Whatarethefestivals?
January1stthelunarJanuary15thApril13th-15thJune1stthelunarAugust15thOctober1stOctober31stDecember25th,NewYearsDayLanternFestivalWaterFestivalChildrensDayMid-autumnFestivalNationalDayHalloweenChristmas,2.LetSstalkaboutthefestivalsbyaskingthesequestions:
Whatdoyouknowaboutthisfestival?
Whatdopeopleusuallydoduringthisfestival?
3.LetSsgetintogroupsandbrainsto
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