初中英语单元课型分析.ppt

初中英语单元课型分析,人教版新目标教材分析,新目标英语每一单元分为AB两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有SelfCheck部分，学生可用来自我检测本单元所学的语言知识。,每一册都是由若干单元按照功能、话题、语法结构、语言技能等纲目组合而成。每个单元又有不同类型的语言材料，例如简短对话、短文故事、信件、日记、游戏、卡片填空等相关语言练习任务或活动，它们组成丰富的语言输入环境和语言中的各种各样的语言材料，有效指导学生掌握英语的知识和技能。,你是否熟悉这样的教学步骤？,凡是对话或是短文，就要求学生边听录音边看课文，然后检查理解；凡是生词，就先带读，然后给学生若干例句；凡是新语法，就给学生讲解构成规则，然后给学生例句和练习；凡是新句型，就布置学生两人一组做口头替换操练；凡是课本里面的书面作业，就布置学生在课外去做；,在一个单元的教学里，教师所设计的各种教学活动，不是盲目、随意和一成不变的。相反，它们应当是带有各自具体教学目的、有计划和有步骤实施的教学理性行为（RichardswenttoNewYorkCity,wenttosummercamp,wenttothemountains,wenttothebeach;visitedmyuncle,visitedmuseums2、对名词的分析：学生要接触到的新名词：NewYorkCity,summercamp(只需熟知)，museums（核心词汇，需重点掌握）。3、对图片的分析：图片中有7个人，分别对应7幅他们去哪里度了假的小图片，这些图片分别对应左边的7个动词词组。（课本图片的缺点：太多，太杂，太小，如要使用，教师可以根据实际情况将图片放大）,五、教材活动分析（1a-1c）1b的活动要求学生听三段小对话并把5个人名的序号填入1a的图片中。Conversation1XiangHua:Hey,Tina.Wheredidyougoonvacation?Tina:Iwenttothemountains.XiangHua:Cool.Tina:Wheredidyougo,XiangHua?XiangHua:IwenttoNewYorkCity.Conversation2Girl:Wheredidyougoonvacation,Tom?Sally:Nowhere.Istayedathome.Girl:Andwheredidyougo,Brad?Brad:Ivisitedmyuncle.Conversation3Boy:Wheredidyougoonvacation,Nancy?Tom:Iwenttosummercamp.Itwasgreat.与1c中的对话相比，以上对话更接近于学生生活中的谈话。因此，可以作为学生相互间使用目标语询问和告知自己曾去哪里度假的说话模式（sampledialogue）。,学习活动分析五、教材活动分析（1a-1c）1b(continued)学生可能对这些人名不熟，在听前有必要先让学生熟悉这些人名，可将活动形式改为matching（即搭配人名和wheredidhe/shegoonvacation?），以便更有利于学生集中注意力。1c学生针对1a图片中的信息，结对操练，以便熟悉和记忆语言。主要涉及的句型是用特殊疑问句提问过去去哪里度假（wheredidTina/Bradgoonvacation?）及其回答（She/he）。1a,1b,1c的活动相互关联。通过有意义的语境（话题和图片），向学生呈现表达话题的基本语言形式（用一般过去时态谈论曾到哪里度假），帮助学生理解新语言的意义，并通过口头和听的操练活动，使之熟悉和记忆这些语言。但如何检测学生是否学会，教材似乎没有没有提供相应的活动,TeachingPlanforLesson1,Unit7Wheredidyougoonvacation?J1B,1.Learnandpracticetheverbphrasesexpressingwherepeoplewentonvacation(e.g.,stayedathome,wenttoNewYorkCity,visitedmyuncle,wenttosummercamp,wenttothemountains,wenttothebeach,visitedmuseums,etc.).2.Learnandpracticethesentencepatterns:Wheredidgoonvacation?I/Tina/He/She/theywent/visited/stayedathome?andusethemtotalkaboutthepastexperience.3.Listentotheconversationsaboutwherepeoplewentonvacationand(1)matchthepeoplewiththeexperiences(2)numberthepeopleinthepicture.4.Practicetalkingaboutwhereeachstudentwentonvacationandwherehe/shewantstogoonvacationinpairs.5.BeawarethatlearningEnglishisnotjustlisteningtotheteacheraboutthewordsorgrammarbutalsousingthewordswenttoNewYorkCity,wenttosummercamp,wenttothebeach;visitedmyuncle,visitedmuseums)Step4:SsreadoutloudthesentencesafterT.Step5:Practicewiththepictures:(1)TasksquestionsaboutthepictureandSsanswerinconcert.(2)Sspracticebetweengroupsandbetweenboysandgirlsandothersimilarways.(3)Tasksandtheindividualstudentanswers.,TeachingProcedure,TeachingPlanforLesson1,Unit7Wheredidyougoonvacation?J1B,Stage3:Matching.Step1:Ssmatchthewordswiththethingsinthepictureindividually.ThewholeclasscheckstheanswerwiththeT.Stage4:WheredidTinaandtheirfriendsgoonvacation?(Practicebylistening)Step1:TintroducesthelisteningtasktoSs:listentothetapeandmatchthenamesandwherethechildrenwentonvacation.Step2:Ssmakeclearofthenamesbeforelistening.Step3:Sslistenandmatchthenameswithwheretheywentonvacation.TinawenttoNewYorkCityBradstayedathomeSallywenttosummercampXiangHuavisitedmyuncleTomwenttothemountainStep4:Sslistenandnumberthenamesinthepictures.Step5:Ssreadaloudthetapescriptsafterthetape.Tcorrectstheirpronunciationandintonationwhennecessary.Step6:Ssaskandansweraboutthechildrenin1apicturesinpairs(1c).,TeachingProcedure,TeachingPlanforLesson1,Unit7Wheredidyougoonvacation?J1B,Stage5:Wheredidyougoonvacationlastyearandwheredoyouwanttogothisyear?(Practicebyspeaking)Step1:Pairwork:Ssaskandansweraboutwheretheywentonvacationandwheretheywanttogoonvacationthissummerwiththefollowingtable.(TremindsSsthattheymayusetheconversationsin1basreference.)Step2:VolunteerpairssayoutloudtheirdialoguesinclassandTasksotherSsaboutthedialogueandtocheckandrevisetheirlanguage.T:wheredidhe/she/theygoonvacation?.wheredoeshe/she/dotheywanttogoonvacationthissummer?.,TeachingProcedure,TeachingPlanforLesson1,Unit7Wheredidyougoonvacation?J1B,Stage6:Summaryandhomework.Step1:TguidesSstosummarizetheverbphrasesinthreegroups:stayedathome;wenttoNewYorkCity,wenttosummercamp,wenttothemountains,wenttothebeach;visitedmyuncle,visitedmuseums.AndTremindsSsofthedifferencebetweenpasttenseandpresenttense.Step2:Ssreadaloudthenewwordsandthesentencestogetheranddosometranslationpractice.Step3:Homework:writedownthedialoguetheymakeinclass.,TeachingProcedure,教师在课堂教学中的设计思路,教的活动之前（thepre-teachingstage）教的活动之中（thewhile-teachingstage）教的活动之后（thepost-teachingstage）,教的活动之前（thepre-teachingstage）,真实语境逻辑联系语言/内容铺垫设置语境的相关性利用学生实例相关知识的联系和对比例句放相同语境,内容理解