2022年whatshouldwedo教材分析教案.docx

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1、名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -学习必备 欢迎下载中学英语教材分析单元教材分析报告Unit-analysis Report for Unit 2 , J2B 人教版一、单元基本信息二、单元设计思路三、对任一课所用课本教学材料的分析四、教案 包括教学目标和教学过程 五、附录 教案中所用教学材料,包括教材复印件、老师自行编写补充材料、任务单等 姓名 : 学号 : 班级： 2022（ 4 ）组别4 日期 : 20XX 年 12 月 31 日一、 单元基本信息1、单元标题： Unit2 Junior2B, Go for it. 细心整理归纳 精选学

2、习资料 - - - - - - - - - - - - - - - 第 1 页,共 6 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -学习必备 欢迎下载2、单元话题： What should I do. 3、主要功能： Talk about problems & give advice 4、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, f

3、it, complain, pushy； 评判事物（etc. advice, clothes, 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, h

4、ome, new, easy, letter, ball game, colorful, comfortable, inexpensive, borrow, write, go to someones house, every night ）18 个；5、语法学问：情态动词 中的特别用法 6、主要句型： Why doncould 和 should 的习惯用法 .should 和 could 在提建议t you. You could/should. What should I do. What do you think of this advice. Do you think it is bet

5、ter than. 二、 单元设计思路课号课型主要内容教材使用情形依据问题严峻与否进行排序, 明白新词汇,通过描述图片与句子内容Lesson1 新学问操练课以及听力、口头活动进一步明白新A-1a,1b,1c 单词,用本课的 what s wrong 问问 题 和 could、 should 给建议Lesson2 听说操练课采纳 could & should 习惯用法提出A-2a,2b,2c 第 2 页,共 6 页 建议并解决问题；（口头）Lessson3 综合操练课阅读对话内容并填空, 通过编对话A:3a, 3b 操练谈论问题和提建议以及对建4: homework 议作出评判听说 Lesson

6、4 综合操练课通过比较衣服特点的重要性学习B：1a,1b, 2a主要听新词汇 ,听文本材料培育听和说的力内容 , 2b, 2c 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -学习必备 欢迎下载技能读写综合操练 Lesson5 课阅读懂得,依据所描述问题提出合B-3a,3b,3chomewo适的建议rk Lesson6 综合复习课通过读、写给Aunt Chen 的信然Self check: 1, 2 后以回信的方式给出解决生活中的问题

7、的建议Lesson7 阅读课明白和对比欧美同学和我国的学1a,1b,Section2,3a 习和课后生活状况, 并为如何减压Homework: 3c,4b 提出建议；三、 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同学的平常生活和经受有很大共通之处,能够激发同学的爱好去完成“ 听” 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,的解决方法并提出相应的建议；3、本课词汇分析为他人所遇到的问题找到合理本课主要生

8、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（句型分析）1争论问题的句型： Whats the problem. What should I do. What advice do you have. I dont

9、like2 提 建 议 的 句 型 ： I think she should I dont think Youshouldnot/couldnot5、本课课型分析 本课为本单元的第四课, 同学已经在前三课当中学习了新学问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呈现新词汇和操练新词汇,为后面听的活动做语言和话题预备；细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 3 页,共 6 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - -

10、- - - - - - - - - - - -学习必备 欢迎下载6、对教材活动的分析 6-1 文本内容分析 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同学做挑选和标注来学习新词汇,其次部分谈论了 Erin 的问题以及别人赐予他的建议； 这两个文本联系紧密 （前者为后者的预备活动） ,最终达到明白决问题和提建议的目的；6-2 教材所供应的活动分析 本课教材共供应了 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 题预备； 2a 为建立在懂得听力文本主题的基础之上

11、的听力操练活动,2b 是建立在懂得听力文本细节信息基础上的听力操练活动,议的整个句子对同学过难,需对它进行改造（见 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但当中的填表活动要求写出建 worksheet1）,2c 是最终的一个通过详细分析,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；四、 教案 包括教学目标和教学过程 1. Learning Objectives: 1 Words and expressions: Learn and practice the new words: original, c

12、omfortable, colorful, the same as, haircut, upset, lose, leave out, and get on .etc. Review the old words: style, inexpensive, Teen Talk, could, should .etc. 2 Sentence structures & the functions: Practice and consolidate the sentence patterns You could/should What should I do. Whats the problem. I

13、think and employ them to talk about the problems and give advice. Learn and practice 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 analy

14、ze the detailed information. 3 Learning to take notes rapidly. 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 4 页,共 6 页 - - - - - - - - - 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -学习必备 欢迎下载4 Cultural and understanding/affective objectives: Through discussing, Ss learn to solve different problems and

15、 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. 2. Learning Procedure: Stage 1: Revision Step 1: Ss share and compare their lists in pairs. Step 2: Ss report their di

16、alogue 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 may ask “What does original mean.” Step 2: Other Ss comment on the answers and then T revise th

17、eir 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 the whole class and explain the reasons why the one they marked VI is very important in groups. Exp

18、ert jigsaw: there are 4 Ss in a group. S1-S2,S3-S4,S1-S3,S2-S4,S1-S4,S2-S3 Stage 3: While-listening Step 1: Ss listen to the first part of radio report with the gist questionwhat does Jasmine do. Step 2: Ss report their answers in pairs and write it down on the paper. Step 3: Ss listen to the first

19、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 advice for Erin and make prediction about others advice. Step 7: Ss listen to the second part

20、with T s 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 do the worksheet 1. 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 5 页,共 6 页 - - - - - - - -

21、- 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -学习必备 欢迎下载Stage 4: Post-listening Step 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

22、: T assigns the homework Ss should make up a dialogue about what are their advice for Erin and the reasons. 五、 附录 教案中所用教学材料,包括教材复印件、老师自行编写 补充材料、任务单等 Worksheet 1: Kim Should_ your friends to _ Nicole Be_ that your friend _ Emilio Should _. No one wants a friend who isnt original. 细心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 6 页,共 6 页 - - - - - - - - -