最新whatshouldwedo教材分析教案.docx

《最新whatshouldwedo教材分析教案.docx》由会员分享，可在线阅读，更多相关《最新whatshouldwedo教材分析教案.docx（28页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-datewhatshouldwedo教材分析教案whatshouldwedo教材分析教案中学英语教材分析单元教材分析报告Unit-analysis Report for Unit 2 , J2B 人教版 单元基本信息单元设计思路对任一课所用课本教学材料的分析 教案 (包括教学目标和教学过程) 附录 (教案中所用教学材料，包括教材复印件、教师 自行编写补充材料、任务单等) 姓名

2、: 学号: 班级：2010（ 4 ）组别 4 日期: 2012年12月31日单元基本信息1、单元标题：Unit2 (Junior2B, Go for it!)2、单元话题：What should I do?3、主要功能：Talk about problems & give advice4、主要生词：情态动词：could, should, could not; 描述和解决问题的词：keep out, play, argue, call sb. up, pay for, upset, fail, return, fit, complain, pushy； 评价事物（etc. advice, clo

3、thes, haircut）的词：wrong, out of style, okay, original, in style, 连词词组：as.as possible, on the one hand, on the other hand, 以及其他词汇：style, ticket, surprise, on the phone, part-time job等共52个，其中重点词汇18个，复习词（problem, sorry, part-time, important, friend, money, home, new, easy, letter, ball game, colorful, c

4、omfortable, inexpensive, borrow, write, go to someones house, every night ）18个。5、语法知识：情态动词could和should的习惯用法.(should 和could 在提建议中的特殊用法) 6、主要句型：Why dont you? You could/should. What should I do? What do you think of this advice? Do you think it is better than.?单元设计思路课号课型主要内容教材使用情况Lesson1 新知识操练课根据问题严重与否

5、进行排序，了解新词汇，通过描述图片与句子内容以及听力、口头活动进一步了解新单词，用本课的whats wrong问问题 和could、 should给建议A-1a,1b,1cLesson2 听说操练课采用could & should习惯用法提出建议并解决问题。A-2a,2b,2cLessson3 （口头）综合操练课阅读对话内容并填空，通过编对话操练谈论问题和提建议以及对建议作出评价A:3a, 3b (4: homework)Lesson4 (听说)综合操练课通过比较衣服特征的重要性学习新词汇,听文本材料培养听和说的技能B：1a,1b, 2a(主要听力内容), 2b, 2cLesson5 读写综合

6、操练课阅读理解，根据所描述问题提出合适的建议B-3a,3b,3c(homework)Lesson6 综合复习课通过读、写给Aunt Chen 的信然后以回信的方式给出解决生活中的问题的建议Self check: 1, 2Lesson7 阅读课了解和对比欧美学生和我国的学习和课后生活状况，并为如何减压提出建议。1a,1b,Section2,3aHomework: 3c,4b对第4课所用课本教学材料的分析 1、本课话题分析本课话题主要有两个：1. 衣服品质的重要性 2. 关于Erin的问题的一个访谈节目。这两个话题联系紧密且内容都是学生的平时生活和经历有很大共通之处，能够激发学生的兴趣去完成“听”

7、和“说”的活动，达到本课教学任务的最终目的。 2、本课语言功能分析本课语言主要功能为谈论生活当中遇到的问题，为他人所遇到的问题找到合理的解决办法并提出相应的建议。3、本课词汇分析本课主要生词9个：其中表示衣服品质的有4个（original, comfortable, colorful, in style）， 衣物名词1个（haircut），动词及动词词组3个（lose, leave out, get on），其它词汇及短语2个（upset, the same as），复习旧词汇5个（style, inexpensive, Teen Talk, could, should）4、语法项目分析（句型

8、分析）(1)讨论问题的句型：Whats the problem? What should I do? What advice do you have? I dont like(2)提建议的句型：I think she should I dont think You should(not)/could(not)5、本课课型分析本课为本单元的第四课，学生已经在前三课当中学习了新知识并对新词汇和句型进行了初步的操练。在本课的5个活动当中，主要是说（1a, 1b,）和听(2a,2b)的操练活动, 说的活动主要是为了展现新词汇和操练新词汇，为后面听的活动做语言和话题准备。6、对教材活动的分析 6-1 文

9、本内容分析本课的文本内容主要有两部分：关于衣服品质的列表和青少年访谈节目对话，第一部分主要是通过让学生做选择和标注来学习新词汇，第二部分谈论了Erin的问题以及别人给予他的建议。这两个文本联系紧密（前者为后者的准备活动），最终达到了解决问题和提建议的目的。 6-2 教材所提供的活动分析本课教材共提供了5个教学活动，1a 是一个新词汇的操练活动，1b是基于新词汇的一个口头操练活动，这两个活动为接下来的听力活动做了充分的语言和话题准备。2a为建立在理解听力文本主题的基础之上的听力操练活动，2b是建立在理解听力文本细节信息基础上的听力操练活动，但当中的填表活动要求写出建议的整个句子对学生过难，需对它

10、进行改造（见worksheet1），2c是最后的一个检测和拓展思维的口头操练活动。7、基于课型的教材分析结论通过具体分析，将本课定为听说综合操练课，用SectionB当中的1a,1b,2a,2b,2c来完成整个教学活动，但部分需改造。教案 (包括教学目标和教学过程) Learning Objectives:Words and expressions:Learn and practice the new words: original, comfortable, colorful, the same as, haircut, upset, lose, leave out, and get on

11、.etc.Review the old words: style, inexpensive, Teen Talk, could, should .etc.Sentence structures & the functions: Practice and consolidate the sentence patterns (You could/should What should I do? Whats the problem? I think) and employ them to talk about the problems and give advice. Learn and pract

12、ice the sentence patterns (I think you/she/he should/could That is a opinion) to give advice and evaluate the advice. 3) Language skill and strategies:(1) Listening to the radio report for the main idea.(2) Learning to analyze the detailed information.(3) Learning to take notes rapidly.4) Cultural a

13、nd understanding/affective objectives: Through discussing, Ss learn to solve different problems and confusion, reflect themselves and help others. Moreover, Ss can develop the team spirit and positive affective attitude. At last, Ss can create harmonious relationship with others. Learning Procedure:

14、 Stage 1: RevisionStep 1: Ss share and compare their lists in pairs.Step 2: Ss report their dialogue that they made up.Stage 2: Pre-listening (preparing topic and language for the listening activity)Step 1: T read the sentences in the list and asks Ss to explain the adjectives in their own words (T

15、may ask “What does original mean?”) Step 2: Other Ss comment on the answers and then T revise their answers.Step 3: Ss read the sentences after T. Step 4: Ss mark what is important when chose clothes (NI for not important, I for important, VI for very important) Step 5: Ss report their answers to th

16、e whole class and explain the reasons why the one they marked VI is very important in groups. (Expert jigsaw: there are 4 Ss in a group. S1-S2，S3-S4，S1-S3，S2-S4，S1-S4，S2-S3) Stage 3: While-listeningStep 1: Ss listen to the first part of radio report with the gist questionwhat does Jasmine do?Step 2:

17、 Ss report their answers in pairs and write it down on the paper.Step 3: Ss listen to the first part again and check Erins problem (do 2a).Step 4: Ss compare their choice with their previous answers of the gist question.Step 5: T check their answers by speaking out the main sentences.Step 6: Ss give

18、 advice for Erin and make prediction about others advice.Step 7: Ss listen to the second part with Ts question “Whose opinion is an interesting one? How does Nicole think of Erins problem?”Step 8: Ss report their answers and revise the answers together.Step 9: Ss listen to the second part again and

19、do the worksheet 1.Stage 4: Post-listeningStep 1: T invites 2 Ss draw their worksheet on Bb and the whole class revise these 2 worksheets together.Step 2: Ss check their own worksheets by themselves according to the worksheets that have been revised on Bb.Step 3: T assigns the homework (Ss should make up a dialogue about what are their advice for Erin and the reasons).附录 (教案中所用教学材料，包括教材复印件、教师自行编写补充材料、任务单等)Worksheet 1:KimShould_ your friends to _NicoleBe_ that your friend _EmilioShould _. No one wants a friend who isnt original.-