九年级教材分析及教学建议.ppt

课堂教学活动与练习设计自查参考： PURPOSE: Is the purpose clearly defined? TYPE: Does the type of exercise/activity effectively and economically accomplish the purpose? CONTENT: Is the ratio of language given/learner task economic? Are instructions to learners clear? INTEREST: Is it interesting? AUTHENTICITY: Is it a meaningful task? Is it challenging? DIFFICULTY: Does it contain distracting difficulty? (Moore J, 1980) 陆锡钦 luxq@ 010曹洁 caoj@ 010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。 Section A, 1a-2c 初步感知语言结构功能和意义、模仿输出 Section A, 1b Section A, 1c Section A, 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 Section A, 2d Section A, 3a Section B, 1d 探究、发现、归纳、训练（form, meaning, application) Grammar Focus Section A, 4a-4c Section B, 1d 巩固运用 再次输入、理解、巩固、内化 Section B, 2b Section B, 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 Section B, 2b 单元整合案例参考（Unit 2) 整合方案一 (仅供参考） Section A, 1a, 1b-2c Section A, 3a-3c Section A, 2d, Grammar Focus, 4a-4c Section B, 1a-1d Section B, 2a-2c Section B, 2d-2e, Revision Section B, 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。 整合方案二（仅供参考） Section A, 1a-1b, 2a-2b, 1c/2c（可选择） Section A, 2d, Grammar Focus, 4a, 4b, Self-check 2, Self-check 3/4c（可选择） Section A, 3a-3c Section B, 1a-1d Section B, 2b-2c (可考虑替换2a) Section B, 2d, 3a-3b (可考虑替换2e) Unit Revision（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） Section A, 1a-2d Section A, 3a-4c, Grammar Focus Section B, 1a-1d Section B, 2a-2c 2e Section B, 2d, 3a-3b Self-check, Revision 3. 教学内容分析与教学活动设计 分析活动内容与设计目的 分析活动的可操作性与难度 设定课堂教学内容与目标 确定铺垫环节与教学步骤 分析活动内容与设计目的 Questions: What are the students supposed to do? What’s the purpose of each task/activity? 分析活动的可操作性与难度 Questions: Is the task/activity suitable for the students? Easy or difficult? If it’s too easy, what do you want the students to do? If it’s too difficult, what difficulties do you think the students might have? What can y