whatshouldwedo教材分析教案

1、中學(xué)英語教材分析單元教材分析報告Unit-analysis Report for Unit 2 , J2B 人教版 一、 單元基本信息二、 單元設(shè)計思路三、 對任一課所用課本教學(xué)材料的分析 四、 教案 (包括教學(xué)目標(biāo)和教學(xué)過程) 五、 附錄 (教案中所用教學(xué)材料，包括教材復(fù)印件、教師 自行編寫補充材料、任務(wù)單等) 姓名: 學(xué)號: 班級：2010（ 4 ）組別 4 日期: 2012年12月31日一、 單元基本信息1、單元標(biāo)題：Unit2 (Junior2B, Go for it!)2、單元話題：What should I do?3、主要功能：Talk about problems & give

2、advice4、主要生詞：情態(tài)動詞：could, should, could not; 描述和解決問題的詞：keep out, play, argue, call sb. up, pay for, upset, fail, return, fit, complain, pushy； 評價事物（etc. advice, clothes, haircut）的詞：wrong, out of style, okay, original, in style, 連詞詞組：as.as possible, on the one hand, on the other hand, 以及其他詞匯：style, ti

3、cket, surprise, on the phone, part-time job等共52個，其中重點詞匯18個，復(fù)習(xí)詞（problem, sorry, part-time, important, friend, money, home, new, easy, letter, ball game, colorful, comfortable, inexpensive, borrow, write, go to someones house, every night ）18個。5、語法知識：情態(tài)動詞could和should的習(xí)慣用法.(should 和could 在提建議中的特殊用法) 6、

4、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.?二、 單元設(shè)計思路課號課型主要內(nèi)容教材使用情況Lesson1 新知識操練課根據(jù)問題嚴(yán)重與否進(jìn)行排序，了解新詞匯，通過描述圖片與句子內(nèi)容以及聽力、口頭活動進(jìn)一步了解新單詞，用本課的whats wrong問問題 和could、 should給建議A-1a,1b,1cLesson2 聽說操練課采用could & should習(xí)慣用法提出建議并解決問題。A-2a,

5、2b,2cLessson3 （口頭）綜合操練課閱讀對話內(nèi)容并填空，通過編對話操練談?wù)搯栴}和提建議以及對建議作出評價A:3a, 3b (4: homework)Lesson4 (聽說)綜合操練課通過比較衣服特征的重要性學(xué)習(xí)新詞匯,聽文本材料培養(yǎng)聽和說的技能B：1a,1b, 2a(主要聽力內(nèi)容), 2b, 2cLesson5 讀寫綜合操練課閱讀理解，根據(jù)所描述問題提出合適的建議B-3a,3b,3c(homework)Lesson6 綜合復(fù)習(xí)課通過讀、寫給Aunt Chen 的信然后以回信的方式給出解決生活中的問題的建議Self check: 1, 2Lesson7 閱讀課了解和對比歐美學(xué)生和我國的

6、學(xué)習(xí)和課后生活狀況，并為如何減壓提出建議。1a,1b,Section2,3aHomework: 3c,4b三、 對第4課所用課本教學(xué)材料的分析 1、本課話題分析本課話題主要有兩個：1. 衣服品質(zhì)的重要性 2. 關(guān)于Erin的問題的一個訪談節(jié)目。這兩個話題聯(lián)系緊密且內(nèi)容都是學(xué)生的平時生活和經(jīng)歷有很大共通之處，能夠激發(fā)學(xué)生的興趣去完成“聽”和“說”的活動，達(dá)到本課教學(xué)任務(wù)的最終目的。 2、本課語言功能分析本課語言主要功能為談?wù)撋町?dāng)中遇到的問題，為他人所遇到的問題找到合理的解決辦法并提出相應(yīng)的建議。3、本課詞匯分析本課主要生詞9個：其中表示衣服品質(zhì)的有4個（original, comfortabl

7、e, colorful, in style）， 衣物名詞1個（haircut），動詞及動詞詞組3個（lose, leave out, get on），其它詞匯及短語2個（upset, the same as），復(fù)習(xí)舊詞匯5個（style, inexpensive, Teen Talk, could, should）4、語法項目分析（句型分析）(1)討論問題的句型：Whats the problem? What should I do? What advice do you have? I dont like(2)提建議的句型：I think she should I dont think Yo

8、u should(not)/could(not)5、本課課型分析本課為本單元的第四課，學(xué)生已經(jīng)在前三課當(dāng)中學(xué)習(xí)了新知識并對新詞匯和句型進(jìn)行了初步的操練。在本課的5個活動當(dāng)中，主要是說（1a, 1b,）和聽(2a,2b)的操練活動, 說的活動主要是為了展現(xiàn)新詞匯和操練新詞匯，為后面聽的活動做語言和話題準(zhǔn)備。6、對教材活動的分析 6-1 文本內(nèi)容分析本課的文本內(nèi)容主要有兩部分：關(guān)于衣服品質(zhì)的列表和青少年訪談節(jié)目對話，第一部分主要是通過讓學(xué)生做選擇和標(biāo)注來學(xué)習(xí)新詞匯，第二部分談?wù)摿薊rin的問題以及別人給予他的建議。這兩個文本聯(lián)系緊密（前者為后者的準(zhǔn)備活動），最終達(dá)到了解決問題和提建議的目的。 6-

9、2 教材所提供的活動分析本課教材共提供了5個教學(xué)活動，1a 是一個新詞匯的操練活動，1b是基于新詞匯的一個口頭操練活動，這兩個活動為接下來的聽力活動做了充分的語言和話題準(zhǔn)備。2a為建立在理解聽力文本主題的基礎(chǔ)之上的聽力操練活動，2b是建立在理解聽力文本細(xì)節(jié)信息基礎(chǔ)上的聽力操練活動，但當(dāng)中的填表活動要求寫出建議的整個句子對學(xué)生過難，需對它進(jìn)行改造（見worksheet1），2c是最后的一個檢測和拓展思維的口頭操練活動。7、基于課型的教材分析結(jié)論通過具體分析，將本課定為聽說綜合操練課，用SectionB當(dāng)中的1a,1b,2a,2b,2c來完成整個教學(xué)活動，但部分需改造。四、 教案 (包括教學(xué)目標(biāo)和

10、教學(xué)過程) 1. Learning Objectives:1) Words and expressions:Learn and practice the new words: original, comfortable, 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: Pract

11、ice 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 practice the sentence patterns (I think you/she/he should/could That is a opinion) to give advice and evaluate the advice. 3

12、) 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 and understanding/affective objectives: Through discussing, Ss learn to solve different problems and confusion, reflect

13、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: RevisionStep 1: Ss share and compare their lists in pairs.Step 2: Ss report their dialogue that they made

14、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 their answers.Step 3:

15、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. (Expert jigsaw: there

16、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: Ss report their answers in pairs and write it down on the paper.Step 3: Ss listen to the first part again and check

17、 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 with Ts question “Whos

18、e 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.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 rev