牛津英语4A教材分析.doc

牛津英语4A教材分析一、全册教材分析 （一）教材内容本册教材共有四个module十二个unit，每个module的标题是该单元的主题，同一单元的语言材料围绕这个主题展开。主题与学生的日常生活、学习等密切相关，能使学生觉得熟悉、实用，既便于课堂教学的展开，又便于学生在实际生活和学习中套用与这些主题相关的句子，进行简单的交流。每个module由三个相关的unit组成。其中unit中的Look and Say是情景对话板块。该板块通过情景对话，着重训练学生的听说技能，提高会话能力，同时呈现新的词汇、功能项目和句型。Look and Learn ,主要按话题归类和组词结合的方式呈现词汇，其中有些是以前的教材中已经出现过的，其余的是新词汇。Say and Act板块的任务是培养学生初步的语感，阅读能力和良好的朗读习惯，并通过表演，激发学生的兴趣，让学生在愉快而有趣的气氛中，提高运用所学知识进行简单交流的能力。Learn the sound 是语音训练的板块。它提供了一些辅音字母和辅音字母组合所代表的辅音音素和绕口令的趣味句子。Read a story是阅读，旨在培养学生初步的阅读和理解能力，而不要求进行表演。（二）总体目标分析 知识目标: 1. 语音: 掌握辅音字母组合的读音规则，并能加以区分。 2. 词汇：能根据单词的分类学习、记忆单词，正确理解词义。能列举与所学单词有相同性质，或相同意思或相反意思的单词（也就是指同类词，近义词和反义词），并掌握一定的词法。 3. 句型：A. 了解各类句型（be动词句型、can句型、助动词句型）的基本结构；以及这些句型的不同句式变化（肯定、否定、一般疑问和特殊疑问）。B. 理解不同的疑问词（what-, whose-, how-）的意义，并能根据实际情况运用不同的疑问句提问。C. 掌握用一般现在时态描述人或物。 4语段：能就学校、家庭生活的话题，用至少6句句子（不少于4种句型）完成相关的短文。能力目标：1. 在日常生活中恰当理解和表达问候、告别、感谢、介绍、祝福等交际功能； 2. 能比较详细地描述人或物。附：Oxford English 4A各单元教材分析（注：蓝色字体标注为拓展内容。）Module 1 Getting to know youM1U1 Hello again (Ability)知识目标：1. 语音：掌握ch- 辅音字母组合的发音规律及单词chair, chocolate.（补充ch-在单词Christmas, chemistry中的不同发音。） 2. 词汇：（1）认识并说出表示称谓关系的词（friend,classmate）,理解词义，列举有相同性质的单词。 （2）能准确地运用my, his, her, our, their等物主代词及Kittys/Her names 的缩写形式，灵活掌握它们的用法。 （3）能用确切词描述人物的动作dive, cook, paint等及动词词组(sing a song, swim in the pool, paint a picture, read English, dive into the water, jump high, run fast)。 3. 句型：（1）掌握告别语“Goodbye”的另一种回答“See you.” （2）学习 “Can you? Yes, I can. /No, I cant. (Can she.? Yes, she can./ No, she cant.)的句型结构，理解句子所表达的含义，并能灵活运用。能力目标：1. 能运用已学的一些表达方式，和别人进行问候和作自我介绍，并介绍他人的身份。 2. 巩固复习can句型作为表达能力（ability）的用法，并掌握该句型的否定句，一般疑问句式以及肯定、否定的回答。情感目标：让学生运用问候语及一些介绍能力的句型，来认识周围的朋友，使学生增进相互间的情谊。M1U2 How old are you? (Age)知识目标：1. 语音：掌握sh-辅音字母组合的发音规律，及单词shoe, shop等。 2. 词汇：（1）识记人名Ted, Winnie, Eric等，学会“Ben Li”的用法。 （2）理解行为动词blow, cut, fold，ride的用法，并会拼写。 掌握词组ride your bicycle. 3句型：（1）能结合情景正确使用“Whats your name?” “How old are you?”(How old is he/she?)的用法及回答。 （2）掌握物主代词my, your的用法。 （3）学习所制作生日贺卡上的格式和称呼Dear/From （4）认识祈使句并掌握其句型结构，理解句子所表达的含义，学会灵活运用。Blow (the candle), Alice. （5）掌握一般疑问句式“Is this your?”并引入“Yes, its my/No, it isnt my”的回答句型。能力目标：1. 结合询问年龄的对话，在a birthday party的场景中，学习如何向别人表达生日祝福。 2. 能运用Fold the card./ Draw ./ Write .等祈使句把生日卡的制作过程表述清楚；并学习生日贺卡的书写格式和基本用语。 3. 能根据适当情景（如生日聚会，失物招领），进行相关的会话。情感目标：在生日聚会的情景中，通过做贺卡，说祝福语等活动，培养学生之间的深厚情谊，增加相互间的了解。M1U3 What are you? (Jobs)知识目标：1. 语音：结合Philip, whale等单词，掌握ph-, wh-辅音字母组合的读音规律。 2. 词汇：说出并能用确切名词描述人物的职业，理解词义，会拼写.(teacher, doctor, nurse, cook, policeman, fireman , postman, fisherman, postman, ambulance man, policewoman, dentist, shop assistant, bus-driver, waiter, waitress, engineer, manager, boss,) 3. 句型：（1）能结合情景用“Whats he/she?”和“What does your father/mother do?”来提问某人所从事的职业，了解两种句型的关系，并学会回答。 （2）掌握以动词“Take/Put/Look”开头的祈使句用法。 （3）掌握“Are you”句型结构及其回答，理解句子所表达的含义并能灵活运用。能力目标1.通过学习一些常见职业类名词，从中发现构词法，如fireman-fireman, policewoman-policewoman; 以及一些特殊复数形式，如postmen. 2. 掌握两种询问职业的句型，它们表达的是同一个意思，但注意分析、分辨它们结构上的差异性。（一种是be动词结构，一种是do/does助动词结构）。 3. 能熟读、背诵课文中的儿歌，并可进行适当改编。 4. 能综合运用本单元的一些主要句型，完成一段介绍家庭成员或朋友的对话和短文。情感目标：通过儿歌、对话的形式，了解我们周围从事各种不同职业的人群，培养学生关注周围的人或事，即而学会关心他人。附：M1 U1-U3学习内容一览表MODUIE1 Getting to know youUnit Basic contentsExpanding contents GrammarVocabularySound(s)Unit1 Hello again1. my, his, her, our, their2. Can you? Yes, I can. /No, I cant. 3.Kittys/Her names1.Nouns: friend, classmate2.Verb:dive,paint,cook ,sing,swim, run,write, jump, draw , read-ch1.Verb phrases:sing a song,swim in the pool,paint a picture, readEnglish,dive into the water, jump high,run fast2. Can she.? Yes, she can./ No, she cant.Unit2 How old are you ?1.Happy birthday to(prep.) you./Thank you. 2.Cut/Blow/Fold3. Is this your?/ Yes,its my/No, it isnt my1.Nouns:birthday, Ted,Winnie,Eric3.Possessive adjectives: my, your4.Adj: dear-sh1. How old is he/she?Unit3What are you?1.Whats he/she?Hes/Shes2.What am I? You are3.What does your father/mother do? Hes/Shes4.Put/Take/Look5.Are you a?Yes,Im/No,Im not.1.Nouns:ambulance man, policewoman, dentist, shop assistant, waiter, waitress,bus-driver.2.engine, photographph-, wh-1.More other professions. 特例分析：一，课时分配（PERIOD DIVISION）（以Unit3为例，按四教时来划分）Period1st2nd3rd4thLanguage FocusAndFunctions1.Using nouns to identify people (doctor, waiter)2.Asking Wh- questions to find out a persons identity.(Whats he/she?)1.Using noun phrases to identify people.(Yes,Im a fireman.)2.Asking simple questions to obtain yes/no responses.(Are you a fireman?)3.Using nouns to identify people, and events.(Shes a policewoman.) 1.Asking Wh- questions to find out various kinde of specific information about a person.(What does your father do?)2.Using nouns to identify people.(Hes a bus-driver.) 1.Using formulaic expressions to greet people.(Hi, Alice.)2.Using Wh- questions to find out a specific thing.(Whats this?)3.Asking How questions to find out a persons age.(How old is he?)4.Asking Wh- questions to find out a persons job.(What does he do?)5.Asking yes/no questions to obtain simple responses.(Can he dive?)6.Saying the sounds. ph- wh-.【教学设计（TEACHING DESIGN）】第一课时（1ST PERIOD）一、主要新授内容(new contents)Look and learn-dentist, shop assistant, waiter, waitress, bus-driver, policewoman, ambulance man.Ask and answer- Whats he/she? Hes/Shes二、学习目标(Objectives)1.通过对话的形式，了解我们周围从事各种不同职业的人群，培养学生关注周围的人或事，即而学会关心他人。并掌握一些常见职业类名词（dentist，waiter）,从中发现某些构词法，如fire-man-fireman, police-woman-policewoman; 以及一些特殊复数形式，如postmen.2能结合情景用“Whats he/she?”来提问某人所从事的职业，并学会用“Hes/Shes”的句型回答。3根据二期课改新课标的要求，在确保完成基本教学目标的基础上，可以结合学生的学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在新授职业类名词时，可根据实际情况拓展一些热门职业名称，如：engineer, manager, boss等，这将有助于学生在实际生活中对语言的理解和表达更为丰富和真实。三、教学建议（一），任务前期准备阶段（Pre-task preparation section） 这个环节主要让学生获得对新语言材料的第一次感知，也包括复习以前的课程，但是，更重要的目的在于创设情景，给学生以引入新授知识的内容框架。同时，也要使学生熟悉学习任务及其本身所需要使用的语言，如词汇，句型，功能表达等。Activity 1 （Quiz）1、教学辅助(Aids)1)白纸 2活动过程（Process）StepsContentsMethodsPurpose1Review the words (profession) they have learned.(doctor,nurse,cook,teacher,policeman,fireman,postman)Ask pupils to write numbers 17 on a piece of paper. Tell them you are going to give them some informations about Lindas family and ask them to guess what they are, then write down the answers.一开始通过小测验的形式让学生猜Linda家家庭成员的不同职业，既复习巩固了先前所学单词，又激发了学生兴趣。T: Lead in the theme of the lesson.(Do you know the other interesting jobs?) 引出主题，为后面新授做铺垫。（二），任务中期实施阶段（While-task procedure section） While-task Procedure，这是指语言技能的习得过程。其中分为机械性操练和意义性操练两部分。机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。Activity 1 Getting to know the names of jobs1、教学辅助(Aids)1) 图片2）单词卡片注：本课中有不少表示职业的名词，其中一些是复合词，比如：fire+man-firemanpolice+man/woman-policeman/policewomanambulance+man-ambulance manshop+assistant-shop assistantbus+driver-bus-driverpost+man-postmanActivity 2 Bingo game1、教学辅助(Aids)1) 图片2）单词卡片2活动过程（Process）StepsContentsMethodsPurpose1Bingo gameAsk pupils to choose nine words and fill in the blanks. 在游戏中使学生加深对所教单词音，形，义的印象。Activity 3 Read and Spell1、教学辅助(Aids)1) 练习纸2活动过程（Process）StepsContentsMethodsPurpose1Read and spellAsk pupils to fill in the blanks.Eg: The d_ is in the ward.Mr.Smith is our English t_.Is he a b_?Yes, he is in the bus.通过拼读练习让生加强对新授单词的印象，并学会即时拼写，灵活运用。Activity 4 Make sentences1、教学辅助(Aids)1) Board2）单词和词组卡片2活动过程（Process）StepsContentsMethodsPurpose1Make sentences1. Write the following three groups of words on the board:bus-driver helps sick peoplepoliceman drives a busdentist looks after criminalsdoctor arrests peoplesteeth2. Get the learners to make sentences with words from the three groups ,for example:A bus-driver drives a bus.从词到句的练习让学生对职业所具有的功能有个了解。Activity 5 Read and Match1、教学辅助(Aids)1) 图片2）单词卡片2活动过程（Process）StepsContentsMethodsPurpose1Whats he/she?Hes/ShesDivide the class into two groups. Group A keeps all the Picture Cards while Group B keeps all the Word Cards. The pupils in Group A take turns to choose a Picture Card, hold it up and ask :Whats he/she? To elicit: Hes/ShesContinue the game by having Group B ask the questions and Group A answering them. One score for each correct answer. The group with the highest score will be the winner.通过单词，图片的配对练习，引出新授句型，并加以巩固操练。Activity 6 Look and Write1、教学辅助(Aids)1)英语练习册p.6 Look and write（三），任务后期完成阶段（Post-task activity section） Post-task Activity，这是指经过机械性操练和意义性操练，引导学生运用他们所获得的知识与技能来完成一个交际性的任务“task”，也就是语言的输出：output。学生通过前两个阶段的学习，在知识和能力上已具备综合新旧知识进行交际的能力，教师可以根据学生的实际水平设计或选用提供的活动，使学生在相应的尽可能贴近生活的语境中，正确有效使用习得语言，完成交际性的任务。Activity 1 Do a Survey “Which is the most popular profession?”1、教学辅助(Aids)1） 调查表2活动过程（Process）StepsContentsMethodsPurpose1Do a survey1. Give them a time limit and then each pupil walks around asking as many other pupils as possible the question:“Whats your father?/ Whats your mother?” They write the answers on the paper.2. Back in their groups, pupils compare their answers and decide which is the most popular profession.联系生活实际，提供学生最新的信息，以求进一步的学以致用。第二课时（2nd PERIOD）一、主要新授内容(new contents)Make and playWhat am I? Are you? Yes,Im/No,Im notLook and say rhyme二、学习目标(Objectives)1. 通过游戏的形式，让学生在句型操练（What am I? Are you? Yes,Im/No,Imnot）过程中复习职业名词。2能熟读、背诵课文中的儿歌，并可进行适当改编。发挥学生的创造力。三、教学建议 (一)，任务前期准备阶段（Pre-task preparation section） Activity 1 Guessing game1、教学辅助(Aids)1) 图片2）单词卡片2活动过程（Process）StepsContentsMethodsPurpose1Are you?Yes,Im/No, Im not1 Pair worksT：(ask Ss to take out their cards)Please choose one and let your deskmate guess.Eg:-Are you a doctor? -No,Im not. Im a teacher.结合已学的句型“Are you?”复习职业名词，为后面“make and play”做准备。(二)，任务中期实施阶段（While-task procedure section）Activity 1 Make and play1、教学辅助(Aids)1) 图片2）单词卡片2活动过程（Process）StepsContentsMethodsPurpose1What am I?1. Pupils look at the instructions in Make and play.2. Pupils work in groups.通过游戏操练句型，既有趣，又增强了语言的实际运用能力。Activity 2（ Listening and speaking ）1、教学辅助(Aids)1) 图片2) 录音机2活动过程（Process）StepsContentsMethodsPurpose1Rhyme1. Listen and follow2. Act out新授儿歌相对容易，所以采用整体听后模仿，采用集体训练快速完成，旨在通过学习形式的变化完成上口，加快学习节奏（三），任务后期完成阶段（Post-task activity section）Activity 1 Make a new rhyme1、教学辅助(Aids)1) 白纸 2）相关图片 2活动过程（Process） StepsContentsMethodsPurpose1A new rhyme1.Introduce some special telephone numbers.Eg:120 救护车114 电话号码咨询110 警察局12121 天气预报2T gives a model : Look at the old man. He is ill. He is ill. Telephone 120 Bring the ambulance, Ambulance, ambulance！ Here are the ambulance men, ambulance men, ambulance men!3.Group works(make a new rhyme) 联系生活实际，让学生对所学儿歌进行改编，发挥学生的创造力。第三课时（3rd PERIOD）一、主要新授内容(new contents)Look and sayWhat does your father / mother do?二、学习目标(Objectives)1.掌握询问职业的另一种句型“What does your father / mother do?”，并让其和所学的“Whats he/she?”进行比较，知道它们表达的是同一个意思，但注意分析、分辨它们结构上的差异性。（一种是be动词结构，一种是do/does助动词结构）。三、教学建议 (一)，任务前期准备阶段（Pre-task preparation section）Activity 1 Guessing game1) 电脑2）屏幕2活动过程（Process）StepsContentsMethodsPurpose1Review the words and sentences they have learned Ask individual pupils to choose one number and guess what he/she is.通过翻牌游戏复习已学单词和询问职业的句型，既活跃课堂气氛，又自然而然过渡到新授环节。(二)，任务中期实施阶段（While-task procedure section）Activity 1 Ask and answer 1活动过程（Process）StepsContentsMethodsPurpose1Ask and answer Ask pupils what their fathers or mothers job is. Ask more questions like: Does he/she get up early?When does he/she start work?Does he/she wear a uniform ?Does he/she like his/her job?通过问答自然而然引出新句型。Activity 2 Rewrite the following sentences.1) 录音机2）课本2活动过程（Process）StepsContentsMethodsPurpose1What does your father/mother do?Compare these two sentences ,then do exercises.Eg:What is he? What does he do?通过两种表达同一意思句型的比较，让生准确掌握其句型结构。（三），任务后期完成阶段（Post-task activity section）Activity 1 Do a Survey 1、教学辅助(Aids)2） 调查表2活动过程（Process）StepsContentsMethodsPurpose1Do a survey1Make a table and ask your good friend.Eg: What does your father/mother do?Is he tall/short/strong/big.Hoe does he/she feel?蕴涵新旧知识的综合运用，联系实际，融会贯通。第四课时（4th PERIOD）一、主要新授内容(new contents)Say and ActWhats this?/ How old is he?/ What does he do?/ Can he dive?二、学习目标(Objectives)1. 通过对话表演，了解各种句型的综合运用，将旧知和新知相结合，让学生更多的感受语言整合的灵活性，培养他们运用英语的能力。三、教学建议 (一)，任务前期准备阶段（Pre-task preparation section）Activity 1 Introduction1、教学辅助(Aids)1) 照片2活动过程（Process）StepsContentsMethodsPurpose1IntroductionAsk pupils to take out their family photos and introduce their family.通过介绍各自的家庭情况，让彼此之间先有个相互了解，为后面对话做好准备。(二)，任务中期实施阶段（While-task procedure section）Activity 1 Listen and write1教学辅助(Aids)1) 录音机2）练习纸2活动过程（Process）StepsContentsMethodsPurpose1Listen and writeFill in the blanks and complete the dialogue.把课文内容作为听力材料，整合新旧知识，培养言语能力。Activity 2 Listening and speaking1教学辅助(Aids)1) 录音机2活动过程（Process）StepsContentsMethodsPurpose1dialogueAsk pupils to follow the tape.模仿跟读是机械性操练中一个必不可少的环节。Activity 3 Role play1教学辅助(Aids)1) 录音机2活动过程（Process）StepsContentsMethodsPurpose1Role play1.Divide pupils into pairs to act out the dialogue.2.Select pairs to act the dialogue to the class. Pupils vote for the best pair.分角色表演有助于培养学生演绎对话的能力。（三），任务后期完成阶段（Post-task activity section）Activity 1 Chart1教学辅助(Aids)1) 表格2）照片2活动过程（Process）StepsContentsMethodsPurpose1Finish the chart1.Have pupils choose one or two classmates and ask them some questions about their family.2. Finish the chart.将所学语言运用到实际生活中去，学会关心他人。4A牛津英语双向细目表单元课知识点听说读写用典型试题举例M1Unit1单词：classmate, run, jump, swim, dive, fly, cook, sing, paint, write, draw, read Listening: There are twenty girls in your class. How many classmates have you got? ( B )A: 20 B 21 C 19Put into the missing words: Supergirl can _fly_. _dive_ and _jump_. But she _cant_ cook找出划线部分发音不同的单词：( A ) The sandwich and chocolate are A Bon the chair. C句型：This is our sister. Her names.Good morning, xxx.Goodbye. See you.can.Can you.? Yes, I can. No, I cant.1、 掌握物主代词my, your, his, her, our在句子中的正确用法；2、 掌握can所引导的一般疑问句式，并正确回答；3、 能运用所学句型复述故事Supergirl. 并表达自己能做某事。语音：ch- /t/Unit2单词：birthday, dear, to, cut, ride听录音给句子编号.Write Dear MaryLets make a birthday card for her.Let me teach youTomorrow is Marys birthdayFold the card.But I cant make it.OK.Kitty.Draw a nice picture on the card.Happy birthday.句型 How old is/are? Heres your cake,Alice. Happy birthday to you. Is this your pencil,Kitty? Yes, its/No, it isnt.1. ：How old 后be动词的应用问题.2. 掌握由is引导的一般疑问句及其肯定、否定回答。尤其是物主代词my, your在回答时必须互换，并进行交际性操练。3. 了解birthday party 的一般程序.4. 语音sh /Unit3单词：fire, telephone, bring, engine, fireman, policeman, policewoman, ambulance man, teacher, doctor, dentist, nurse, shop assistant, waiter, waitress, bus-driver, postman.介绍一名家人This is _, _ name is_. _ is a _ is_. _can _.对划线部分进行提问He is a policeman_?句型：What do do?What are./am .?What does do?Whats he/she?Hes / Shes / ImAre you a fireman? Yes,I am/No,I am not1. 掌握用Whats he/she? What does he/she do? 来询问他人的职业，回答Hes/Shes即可。2. be动词开头的一般疑问句的回答.3语音ph /f/ wh /w/M2Unit1单词：shoulder, knee, toe, finger, arm, face, foot, round, 句型：You can call me Kally.Thats my fathers car.Whose block is that? Thats Kittys block.1.区分指示代词this 和that 2. call的动宾结构3学会选择合适的形容词介绍身体的各个部位，注意名词单复数与is, are的正确搭配4.熟练掌握Whose引导的一般疑问句一，根据图片填空。Whose _ is that?_ _ _ football.二自我介绍(对身体部位)。Unit2单词：tired, have, full, afraid, angry, toilet1. 用所给单词的适当形式填空full(反义词) sad (同类词)2.根据提示完成对话Are you _,Helen?Yes,I _._ a sandwich._.A_, Henlen?No, _. Im not thirsty.句型：I have a new skateboard.Sam likes your chair. Sam doesnt like cats. Are you hungry? Are you thirsty? A Coke,Kitty? Yes, please/No, thanks.1Angry hungry等形容词的正确使用2如何正确的使用like/likes/dont like/doesnt like3学会使用简单的英语句询问他人是否想吃某种食品,并作出回答.Unit3单词：bell, strong, tooth, sharp, branch, braveI have a friend.Her/His name isShe/He isShe/He hasI like _s句型We like Eddie and Wendys cat.I dont like cats. We have two friends. She has a bicycle.1. 表示某人拥有某物，可以使用 have 句型2. 主语是第三人称单数(he, she, it)时，动词后面要加 s或-es，方法与名词复数基本一致（除be和have外），构成疑问句时，需要使用助动词do或does，构成否定句时，要使用助动词的否定式dont或doesnt3. 能使用所学到的句型，介绍一位别人的好朋友。_s friend is _M3Unit1单词：exercise book, rop