季人教新目标九年级教材解析与教学建议.ppt

人民教育出版社人民教育出版社英语英语室室义务教育教科书义务教育教科书 英语英语九年级全一册九年级全一册教材解析与教材解析与教学教学建议建议Contents一、九年级教材的修订方案与特色一、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二、九年级教材单元解析与教学建议建议一、一、九年级教材的修订方案与特色九年级教材的修订方案与特色1.1.教材修订的教材修订的依据依据•《《义务教育英语课程标准（义务教育英语课程标准（20112011版）版）》》•实验教科书的使用反馈信息：一线教实验教科书的使用反馈信息：一线教师反馈、教材培训、调研回访师反馈、教材培训、调研回访•国家社科基金国家社科基金““十一五十一五””规划国家课题规划国家课题子课题子课题““新课改后各类初中英语教材特新课改后各类初中英语教材特点的比较研究点的比较研究””、、““中学英语学科学业中学英语学科学业评价标准的研究与开发评价标准的研究与开发””（文本分析、（文本分析、问卷调查、数据分析、师生访谈）问卷调查、数据分析、师生访谈）2.2.九年级教材九年级教材修订修订的的重点重点•删减超纲单元，避免话题重复删减超纲单元，避免话题重复•添加本土文化，拓宽文化视野添加本土文化，拓宽文化视野•调整单元顺序，优化整体框架调整单元顺序，优化整体框架•精选题材体裁，凸显人文内涵精选题材体裁，凸显人文内涵2.1 2.1 删减删减超纲单元，避免话题重复超纲单元，避免话题重复•删减单元：删减单元：Unit 4 What would you do?Ø话题话题: interesting and embarrassing situations (party life, confidence, accidents, problems)Ø语法结构：语法结构：虚拟语气虚拟语气•删减单元：删减单元：Unit 7 Where would you like to visit? Ø话题话题: vacationsØ语法结构：语法结构：would like/love to do7•删除单元：删除单元： Unit 14 Have you packed yet?Ø话题话题: Preparing for a vacationØ语法结构：语法结构：现在完成时现在完成时8增加单元：增加单元：nUnit 2 I think that mooncakes are delicious!nUnit 5 What are the shirts made of ?nUnit 14 I remember meeting all of you in Grade 7. 2.2 2.2 添加添加本土文化，拓宽文化视野本土文化，拓宽文化视野9节节日日文文化化10中中国国制制造造中中国国民民间间艺艺术术校校园园生生活活UnitTopicsFunctions修订前单元修订前单元归属归属1 How can we become good learners?学习方学习方法法谈论如何学习谈论如何学习Unit 12 I think that mooncakes are delicious!节日节日表达自己的反表达自己的反应应新增单元新增单元3 Could you please tell me where the restrooms are? 游览游览•有礼貌地询有礼貌地询问信息问信息•听取指令听取指令Unit 114 I used to be afraid of the dark. 人的变人的变化化谈论人物过去谈论人物过去的情况的情况Unit 25 What are the shirts made of?中国制中国制造造谈论物品的质谈论物品的质地和产地地和产地新增单元新增单元2.3 2.3 调整调整单元单元顺序顺序，优化整体框架，优化整体框架UnitTopicsFunctions修订前单修订前单元归属元归属6 When was it invented? 发明创造发明创造谈论发明创造的谈论发明创造的历史历史Unit 97 Teenagers should be allowed to choose their own clothes. 规矩规矩•谈论允许做的谈论允许做的事情事情•表达同意或不表达同意或不同意同意Unit 38 It must belong to Carla. 不解之谜不解之谜表达猜测表达猜测Unit 59 I like music that I can dance to. 音乐、电影音乐、电影表达喜好表达喜好Unit 610 You’re supposed to shake hands. 习俗习俗谈论习俗和礼节谈论习俗和礼节Unit 12UnitTopicsFunctions修订前单修订前单元归属元归属11 Sad movies make me cry. 情绪情绪谈论影响你情谈论影响你情绪的事物绪的事物Unit 1312 Life is full of the unexpected. 出乎意料出乎意料的事件的事件描述过去的经描述过去的经历历Unit 1013 We’re trying to save the earth. 环境保护环境保护谈论污染和环谈论污染和环保保Unit 1514 I remember meeting all of you in Grade 7. 学校生活学校生活分享往事和回分享往事和回忆；忆；展望未来展望未来新增单元新增单元修订后九年级教材的语法编排修订后九年级教材的语法编排Unit Structure1 How can we become good learners? 动词动词-ing形式：形式：Verb + by doing 2 I think that mooncakes are delicious!宾语从句（一）宾语从句（一）(that, if/whether)3 Could you please tell me where the restrooms are? 宾语从句（二）宾语从句（二）(wh-)4 I used to be afraid of the dark. Used to5 What are the shirts made of? 被动语态（一）：被动语态（一）：现在时现在时6 When was it invented?被动语态（二）：被动语态（二）：过去时过去时7 Teenagers should be allowed to choose their own clothes. 被动语态（三）：被动语态（三）：情态动词情态动词 之后之后Unit Structure8 It must belong to Carla. 表猜测的情态动词：表猜测的情态动词：must, might, could, can’t9 I like music that I can dance to. 定语从句：定语从句：that/which, who10 You’re supposed to shake hands. be supposed to + do11 Sad movies make me cry. •make + sb. + do•make + sb. + 形容词形容词12 Life is full of the unexpected. 综合复习（时态、状语从综合复习（时态、状语从句）句）*过去完成时态过去完成时态13 We’re trying to save the earth. 综合复习（时态、被动语综合复习（时态、被动语态、态、used to、情态动词）、情态动词）14 I remember meeting all of you in Grade 7. 综合复习综合复习2.4 2.4 精选精选题材体裁题材体裁，凸显人文，凸显人文内涵内涵诗歌体裁诗歌体裁诗歌诗歌演演讲讲辞辞19民民间间故故事事20人人物物专专访访21倡议书倡议书社会责任感社会责任感22东东西西方方文文化化交交融融描写文描写文233.3.教材特色教材特色•注重内容思想性和可读性注重内容思想性和可读性•紧扣学生生活与时代话题紧扣学生生活与时代话题•加强语言知识的循环巩固加强语言知识的循环巩固•重视阅读策略培养重视阅读策略培养•发展学生人文素养发展学生人文素养•提高文化交际意识提高文化交际意识24情情感感教教育育文文学学经经典典文文化化意意识识时时代代话话题题修订后九年级教材的阅读策略Unit StrategiesUnit Strategies1Using dictionaries8Identifying linking language2Inferring9Noting supporting details3Using suitable language10Reviewing4Using context11Recognizing idioms and phrases5Moving from general to specific12Using background knowledge6Mind-mapping13Understanding prefixes and suffixes7Learning actively14Identifying text type and purpose二、九年级教材单元解析与教学指导二、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1.1.单元整体分析单元整体分析 34Contents35Chinese FestivalsüSpring FestivalüDragon Boat FestivalüLantern FestivalüMid-Autumn FestivalForeign FestivalsüWater Festival (in Thailand)üThai New YearüMother’s DayüFather’s DayüChristmasüEasterüHalloweenTopic: Festivals36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宾语从句宾语从句 (Objective clauses)I think/believe that …I wonder if/whether …感叹句感叹句 (Exclamatory statements)What +(a/an) + adj. + n. + 主语+谓语！How + adj. + 主语+谓语！Vocabulary课标词汇：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：非课标词汇： mooncake, lantern, folk, goddess, haunted, ghost, trick, spider, eve短语及常用表达：短语及常用表达： put on, lay out, end up392.2.任务任务链分析与单元整合链分析与单元整合•分分析析任任务务链链与与话话题题的的关关系系：：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。

•分分析析词词汇汇在在任任务务链链中中的的分分布布情情况况：：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, 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, admire46Section A, 4a-4c: Grammar page tieSection B, 1a-1d: Halloween haunted, ghost, trick, treat, spiderSection B, 2a-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 festival47•分析结构与功能在各板块中的作用：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、模仿输出初步感知语言结构功能和意义、模仿输出Section A, 1bSection A, 1cSection A, 2c49感受语感受语言项目言项目在其他在其他语境中语境中的运用，的运用，理解更理解更为复杂为复杂的句法的句法结构结构Section A, 2dSection A, 3aSection B, 1d探究、发现、探究、发现、归纳、训练归纳、训练（form, meaning, application)Grammar FocusSection A, 4a-4cSection B, 1d巩固运用巩固运用再次输入、再次输入、理解、巩固理解、巩固、内化、内化Section B, 2bSection B, 2d在理解的基础上实现带有自主意识的、在理解的基础上实现带有自主意识的、个性化的语言输出个性化的语言输出Section B, 2b单元整合案例单元整合案例参考参考（（Unit 2)Unit 2)整合方案一整合方案一 ( (仅供参考）仅供参考）1.Section A, 1a, 1b-2c2.Section A, 3a-3c3.Section A, 2d, Grammar Focus, 4a-4c4.Section B, 1a-1d 5.Section B, 2a-2c6.Section B, 2d-2e, Revision7.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。

整合方案二整合方案二（仅供参考）（仅供参考）1.Section A, 1a-1b, 2a-2b, 1c/2c（可选择）2.Section A, 2d, Grammar Focus, 4a, 4b, Self-check 2, Self-check 3/4c（可选择）3.Section A, 3a-3c4.Section B, 1a-1d5.Section B, 2b-2c (可考虑替换2a)6.Section B, 2d, 3a-3b (可考虑替换2e)7.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56整合整合方案三方案三（来自一线教师的方案，供探讨）（来自一线教师的方案，供探讨）1.Section A, 1a-2d2.Section A, 3a-4c, Grammar Focus3.Section B, 1a-1d4.Section B, 2a-2c & 2e 5.Section B, 2d, 3a-3b 6.Self-check, Revision3. 教学内容分析与教学活动设计教学内容分析与教学活动设计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59u分析活动内容与设计目的分析活动内容与设计目的Questions: What are the students supposed to do? What’s the purpose of each task/activity?u分析活动的可操作性与难度Questions: Is the task/activity suitable for the students? Easy or difficult?If it’s too easy, what do you want the students to do?If it’s too difficult, what difficulties do you think the students might have? What can you do to help them?u设定课堂教学内容与目标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、语言知识、语言技能、情感态度、文化意识、学习策略学习策略u确定铺垫环节与教学步骤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、自控力学生的兴趣、需求、语言水平、知识面、自控力•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 learn from the activities?•What kind of support should I provide to help them finish the tasks/activities? …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Split 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Halloween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”九年级教参九年级教参 “文化注释文化注释”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?SWBATsStudents will be able to: Use some topical words and expressions to describe HalloweenCatch or note down 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：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)特色配套资源《教师教学用书》（配套光盘、教师培训平台）数字校园人教网()欢迎批评指正！谢谢！欢迎批评指正！谢谢！陆锡钦 luxq@ 010-58758282曹洁caoj@010-58758252。