最新9年级英语教材解析（PPT版）

Contents一、九年级教材的修订方案与特色二、九年级教材单元解析与教学建议一、九年级教材的修订方案与特色1.教材修订的依据•《义务教育英语课程标准（2011版）》•实验教科书的使用反馈信息：一线教师反馈、教材培训、调研回访•国家社科基金“十一五”规划国家课题子课题“新课改后各类初中英语教材特点的比较研究”、“中学英语学科学业评价标准的研究与开发”（文本分析、问卷调查、数据分析、师生访谈）2.九年级教材修订的重点•删减超纲单元，避免话题重复•添加本土文化，拓宽文化视野•调整单元顺序，优化整体框架•精选题材体裁，凸显人文内涵2.1删减超纲单元，避免话题重复•删减单元：Unit4Whatwouldyoudo?话题:interestingandembarrassingsituations(partylife,confidence,accidents,problems)语法结构：虚拟语气6•删减单元：Unit7Wherewouldyouliketovisit?话题:vacations语法结构：wouldlike/lovetodo7•删除单元：Unit14Haveyoupackedyet?话题:Preparingforavacation语法结构：现在完成时8增加单元：Unit2Ithinkthatmooncakesaredelicious!Unit5Whataretheshirtsmadeof?Unit14IremembermeetingallofyouinGrade7.2.2添加本土文化，拓宽文化视野9节日文化中国制造中国民间艺术校园生活UnitTopicsFunctions修订前单元归属1Howcanwebecomegoodlearners?学习方法谈论如何学习Unit12Ithinkthatmooncakesaredelicious!节日表达自己的反应新增单元3Couldyoupleasetellmewheretherestroomsare?游览•有礼貌地询问信息•听取指令Unit114Iusedtobeafraidofthedark.人的变化谈论人物过去的情况Unit25Whataretheshirtsmadeof?中国制造谈论物品的质地和产地新增单元2.3调整单元顺序，优化整体框架UnitTopicsFunctions修订前单元归属6Whenwasitinvented?发明创造谈论发明创造的历史Unit97Teenagersshouldbeallowedtochoosetheirownclothes.规矩•谈论允许做的事情•表达同意或不同意Unit38ItmustbelongtoCarla.不解之谜表达猜测Unit59IlikemusicthatIcandanceto.音乐、电影表达喜好Unit610You’resupposedtoshakehands.习俗谈论习俗和礼节Unit12UnitTopicsFunctions修订前单元归属11Sadmoviesmakemecry.情绪谈论影响你情绪的事物Unit1312Lifeisfulloftheunexpected.出乎意料的事件描述过去的经历Unit1013We’retryingtosavetheearth.环境保护谈论污染和环保Unit1514IremembermeetingallofyouinGrade7.学校生活分享往事和回忆；展望未来新增单元修订后九年级教材的语法编排UnitStructure1Howcanwebecomegoodlearners?动词-ing形式：Verb+bydoing2Ithinkthatmooncakesaredelicious!宾语从句（一）(that,if/whether)3Couldyoupleasetellmewheretherestroomsare?宾语从句（二）(wh-)4Iusedtobeafraidofthedark.Usedto5Whataretheshirtsmadeof?被动语态（一）：现在时6Whenwasitinvented?被动语态（二）：过去时7Teenagersshouldbeallowedtochoosetheirownclothes.被动语态（三）：情态动词之后UnitStructure8ItmustbelongtoCarla.表猜测的情态动词：must,might,could,can’t9IlikemusicthatIcandanceto.定语从句：that/which,who10You’resupposedtoshakehands.besupposedto+do11Sadmoviesmakemecry.•make+sb.+do•make+sb.+形容词12Lifeisfulloftheunexpected.综合复习（时态、状语从句）*过去完成时态13We’retryingtosavetheearth.综合复习（时态、被动语态、usedto、情态动词）14IremembermeetingallofyouinGrade7.综合复习2.4精选题材体裁，凸显人文内涵诗歌体裁诗歌18演讲辞19民间故事20人物专访21倡议书社会责任感22东西方文化交融描写文233.教材特色•注重内容思想性和可读性•紧扣学生生活与时代话题•加强语言知识的循环巩固•重视阅读策略培养•发展学生人文素养•提高文化交际意识情感教育文学经典文化意识时代话题修订后九年级教材的阅读策略UnitStrategiesUnitStrategies1Usingdictionaries8Identifyinglinkinglanguage2Inferring9Notingsupportingdetails3Usingsuitablelanguage10Reviewing4Usingcontext11Recognizingidiomsandphrases5Movingfromgeneraltospecific12Usingbackgroundknowledge6Mind-mapping13Understandingprefixesandsuffixes7Learningactively14Identifyingtexttypeandpurpose二、九年级教材单元解析与教学指导1.单元整体分析2.任务链分析与单元整合3.教学内容分析与课堂活动设计1.单元整体分析ContentsChineseFestivalsSpringFestivalDragonBoatFestivalLanternFestivalMid-AutumnFestivalForeignFestivalsWaterFestival(inThailand)ThaiNewYearMother’sDayFather’sDayChristmasEasterHalloweenTopic:FestivalsFunction:GiveapersonalreactionIthink…Iguess…Ibelieve…Iknow…Iwonder…•Whatdoyoulikebestabout…?•Whatdoyouthinkabout…?•Whathaveyoulearnedabout?•Whatdoyouknowabout…?Structures宾语从句(Objectiveclauses)Ithink/believethat…Iwonderif/whether…感叹句(Exclamatorystatements)What+(a/an)+adj.+n.+主语+谓语！How+adj.+主语+谓语！Vocabulary课标词汇：stranger,relative,pound,steal,lay,dessert,garden,admire,tie,treat,Christmas,lie,novel,dead,business,punish,warn,present,warmth,spread非课标词汇：mooncake,lantern,folk,goddess,haunted,ghost,trick,spider,eve短语及常用表达：puton,layout,endup2.任务链分析与单元整合•分析任务链与话题的关系：熟悉教材的任务链，明确不同板块所围绕的子话题，为整合提供思路。•分析词汇在任务链中的分布情况：根据单元词汇表划分各板块的相关词汇，协调各板块的词汇教学。SectionA,1a-1c:Festivals&DragonBoatFestivalSectionA,2a-2c:DragonBoatFestivalstranger,relative,puton,poundSectionA,2d:WaterFestivalinThailandSectionA,3a-3c:Mid-AutumnFestivalmooncake,relative,folk,goddess,steal,lay(layout),dessert,garden,admireSectionA,4a-4c:GrammarpagetieSectionB,1a-1d:Halloweenhaunted,ghost,trick,treat,spiderSectionB,2a-2e:ChristmasChristmas,lie,novel,dead,business,punish,warn,endup,present,warmth,spread,SantaClaus,CharlesDickens,Scrooge,JacobMarleySectionB,3a-3b:Yourfavoritefestival•分析结构与功能在各板块中的作用：观察各教学板块中重点语言结构的呈现、复现、归纳、练习、巩固及运用，合理安排不同阶段的语法教学目标。SectionA,1a-2c初步感知语言结构功能和意义、模仿输出SectionA,1bSectionA,1cSectionA,2c感受语言项目在其他语境中的运用，理解更为复杂的句法结构SectionA,2dSectionA,3aSectionB,1d探究、发现、归纳、训练（form,meaning,application)GrammarFocusSectionA,4a-4cSectionB,1d巩固运用再次输入、理解、巩固、内化SectionB,2bSectionB,2d在理解的基础上实现带有自主意识的、个性化的语言输出SectionB,2b单元整合案例参考（Unit2)整合方案一(仅供参考）1.SectionA,1a,1b-2c2.SectionA,3a-3c3.SectionA,2d,GrammarFocus,4a-4c4.SectionB,1a-1d5.SectionB,2a-2c6.SectionB,2d-2e,Revision7.SectionB,3a-3b,Self-check学情假设：学生基础较为扎实，基本能够在老师的指导下完成教材的各项活动和任务。55整合方案二（仅供参考）1.SectionA,1a-1b,2a-2b,1c/2c（可选择）2.SectionA,2d,GrammarFocus,4a,4b,Self-check2,Self-check3/4c（可选择）3.SectionA,3a-3c4.SectionB,1a-1d5.SectionB,2b-2c(可考虑替换2a)6.SectionB,2d,3a-3b(可考虑替换2e)7.UnitRevision（可考虑增加练习）学情假设：学生语言运用能力较为薄弱，教材的部分活动和任务对于学生难度较高。整合方案三（来自一线教师的方案，供探讨）1.SectionA,1a-2d2.SectionA,3a-4c,GrammarFocus3.SectionB,1a-1d4.SectionB,2a-2c&2e5.SectionB,2d,3a-3b6.Self-check,Revision3.