龙岩近5年平均风速:新目标九年级英语教材分析及十二单元反思

新目标九年级英语教材分析
“话题模块教学模式”（以下简称“话题法” ）是在遵循外语教学基本规律的基础上，采用“同类归纳”的方法，围绕话题对初中各年级学习内容进行“同题聚合”。教师可按照 “创设话题情境——归类基本词汇——积累功能句子、提炼典型句式、梳理基本语法——拓展语言任务——训练话题写作”的流程进行教学，帮助学生全面梳理与巩固所学知识。
功能句是指人们在特定的交际场合用来表达某种交际功能的特定句子。九年级分册的语言功能可分为以下15类：谈论怎样学习、谈论过去的性格、谈论规章制度、谈论虚拟的情况、进行合理推论、谈论偏好、谈论想去的地点、提供帮助、谈论发明的历史、叙述过去发生的事情、问路指路及介绍场所、谈论风俗习惯、谈论事物对情绪的影响、谈论近期发生的事情、就保护动物展开辩论，其中每种分类又详细地划分为若干项目。“话题法”以上述分类为依据，通过归纳、梳理相关话题内容，总结同一话题下的功能句，以便学生总体把握和灵活运用。
表1 《新目标》九年级话题、功能和结构一览表
Unit
Topic
Functions
Structures
Unit 1. How do you study for a test?
语言学习——语言学习的策略方法
分析学习困难
谈论学习方法
提出学习建议
verb + by with gerund
Unit 2. I used to be afraid of the dark.
家庭、朋友与周围的人
谈论过去的外貌、性格、爱好
谈论过去经常做的事
谈论变化
used to
Unit 3. Teenagers should be allowed to choose their own clothes.
社会——规章制度
谈论允许和不允许做的事
表达自己观点并阐述理由
should + be allowed to
Unit 4. What would you do?
计划与愿望
谈论假设、虚拟的情况
为他人提建议并阐述理由
Second conditional should for advice
Unit 5. It must belong to Carla.
节假日活动——经历与偏好
推论物品归属并阐述理由
描述事件
合理推论
must, might, could and can’t for making inferences
Unit 6. I like music that I can dance to.
兴趣与爱好——关于爱好
谈论自己和别人的偏好
Relative clauses with that and who
Unit 7. Where would you like to visit?
计划与愿望——观光旅游
谈论喜欢或不喜欢去旅游的地方
谈论假期的旅游计划
would and hope to for expressing desires
Unit 8. I’ll help clean up the city parks.
人际关系——志愿者服务
向别人提供帮助
做公益活动规划
Phrasal verbs
Unit 9. When was it invented?
科普知识与现代技术——近现代发明
谈论发明的历史
谈论发明的用处与特点
Passive voice (questions and statements)
Unit 10. By the time I got outside, the bus had already left.
日常活动——过去的事情
叙述过去发生的事情
Past perfect
Unit 11. Could you please tell me where the restrooms are?
旅游与交通——场所介绍
问路和指路
介绍场所
Indirect questions
Unit 12. You’re supposed to shake hands.
社会——礼仪与文化
不同国家的风俗习惯
supposed to + infinitive
Unit 13. Rainy days make me sad.
个人情感——情感描述
谈论事物对情绪的影响
make + sb + infinitive
make + sb + adjective
Unit 14. Have you packed yet?
日常活动——近期发生的事情
谈论近期发生的事情
Present perfect with already and yet
Unit 15. We’re trying to save the manatees!
自然——动物保护
就动物保护展开辩论
保护环境的措施
Review of structures
《新目标》九年级教材每个单元都列出所属话题、功能项目、语法结构、目标语言、话题词汇以及学习策略，并分为A、B两部分：
第一部分为Section A，包含本单元对话型语篇和叙述型语篇所需要的基本语言内容，即围绕特定话题、功能所需要的基本词汇和语言结构，前两页侧重于听、说的感知训练，第三页侧重于读、说的巩固训练。
第二部分为Section B，包括对本单元语篇教学的扩展和综合的语言运用，第四页侧重于听、说的拓展训练，第五页侧重于读、写的拓展训练。每个单元还附有Self Check部分，包括对词汇知识和语言运用能力的评价等。为了加强学生的阅读能力，编写人员还增加了具有跨文化内容的Reading，进行语篇阅读策略训练与综合语言运用。这种编写体系给教师创造性地整合、运用教材提供了无限的空间，使教学具有较大的灵活性
新目标九年级Unit 12 You are supposed to shake hands.
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
bow, kiss, be supposed to, shake hands, customs
(2) Target Language
What are people in Korea supposed to do when they meet for the first time?
They're supposed to bow.
2．Ability Objects
(1) Train students' listening ability.
(2) Train students' communicative competence.
3．Moral Objects
Before you meet foreigners, you should some customs. In this way, you can act politely and properly.
Ⅱ．Teaching Key Points
Target language
Ⅲ．Teaching Difficult Points
1．How to train students' listening ability.
2．How to train students' communicative competence.
Ⅳ．Teaching Methods
1．Scene teaching method
2．Listening-and-answering activity to help the students go through with the listening material.
Ⅴ．Teaching Aids
1．A tape recorder
2．A map of the world
Ⅵ．Teaching Procedures
Step Ⅰ Revision
T: Yesterday we finished Unit 11. In this unit, we learned some ways of asking for information politely. Now if you want to go to a 'library to get a book, how can you ask?
S1: Do you know where I can get a book?
S2:  Could you tell me how to get to the library?
S3: Can you please tell me where I can buy a book?
T: Very good. You're right. From today on, we'll learn Unit 12.
Write the two column headings on the board: Right and Wrong.
Say, Please tell me things that are good to do in school and that are not good to do in school.
Write each suggestion under the appropriate heading on the board.
T: Is it a good idea to come to class late?
S1: No.
T: That's right. It's not a good idea to come to class late. You're not supposed to come to class late. Class repeat. You're not supposed to come to class late.
Ss: You're not supposed to come to class late.
T: (Writes come to class late under wrong) What are some things you shouldn't do?
S2: We shouldn't eat in class.
T: Right. You're not supposed to eat in class.
Ask students to repeat this example. Then ask students to tell about some things that are good to do in school. They may say things such as, You should do your homework every day; You should raise your hand before you talk. Rephrase each of these sentences using supposed to and ask students to repeat; You're supposed to do your homework every day. You're supposed to raise your hand before you talk.
Step Ⅱ 1a
This activity introduces some target language.
Let students read the instructions.
Point to the two lists of words. Read each word and ask students to repeat it.
Put up a map of the world on the board. Ask students to explain where each of the countries is.
Suggested answers
1．Brazil is in South America, next to Peru.
2．The United States is in North America, next to Canada.
3．Japan is in East Asia, to the east of China.
4．Mexico is in North America, on the south of America.
5．Korea is in East Asia. It is our neighbor.
Ask different students to act out the action described by each word or phrase-bow , shake hands , and kiss.
Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries.
Look at the sample answer. Tell students to guess if they aren't sure.
Answers
1.c 2.b 3.a 4.b 5.a
Step Ⅲ 1b
This activity gives students practice understanding the target language in spoken conversation.
Go through the instructions with the class. Point to the lists in Activity 1a and say, Now you will hear a conversation between a boy and a girl. Their conversation contains the answers to the questions in Activity 1a.
Play the tape for the first time. This time, students only listen.
Play the tape a second time. Ask them to listen to the recording and check their answers to Activity 1a.
Check the answers with the class. Invite a student to read the answers.
Answers
1.c 2.b 3.a 4.b 5.a
Tapescript
Boy 1: What are people supposed to do when they meet in your country, Celia?
Girl 1 : Well, do you mean when friends meet for the first time?
Boy 1 : Yeah.
Girl 1: Well, in Brazil, friends kiss.
Boy 1: What about in Mexico, Rodriguez?
Boy 2: In Mexico we shake hands.
Boy 1: How about in Japan, Yashi?
Boy 3: We bow.
Girl 2 : And in Korea we also bow.
Boy 1: Well, I guess in most Western countries we shake hands.
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Read the instructions to the whole class. Point out the example in the box. Ask two students to read it to the class.
SA: What are people in Korea supposed to do when they meet for the first time?
SB: They're supposed to bow. Point to the lists of customs and countries in Activity 1a. Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about.
As students work together, move around the classroom checking their work.
Ask different pairs of students to ask and answer a question for the class.
S1: What are people in the United States supposed to do when they meet for the first time?
S2: They're supposed to shake hands.
S3: What are people in Japan supposed to do when they meet for the first time
S4: They're supposed to bow.
S5: What are people in France supposed to do when they meet for the first time?
S6: They're supposed to shake hands.
Step Ⅴ Summary
In this class, we've learned some important words, such as bow, kiss, be supposed to, shake hands. We've also learned the target language What are people in Korea supposed to do when they meet for the first time? They're supposed to bow.
Step Ⅵ Homework
Review the target language.
Step Ⅶ Blackboard Design
Unit 12 You're supposed to shake hands.
Section A
The First Period
Target Language:
A: What are people in Korea supposed to do when they meet for the first time?
B: They're supposed to bow.
新目标九年级Unit 12 You are supposed to shake hands.
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
greet, be supposed to
(2) Target Language
How was the dinner at Paul's house last night?
Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8 : 00.
2．Ability Objects
(1) Train students' listening ability.
(2) Train students' communicative competence.
3．Moral Objects
When you're invited to a place, you mustn't be late, greet people the wrong way and wear the wrong clothes. That is, you should act according to your host's customs.
Ⅱ．Teaching Key Points
1．Key Vocabulary
greet, be supposed to
2．Target Language
How was the dinner at Paul's house last night?
Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrive at 8 : 00.
3．Structure
What are you supposed to do when you meet someone?
Ⅲ．Teaching Difficult Points
1．the target language
2．How to improve students' listening ability.
Ⅳ．Teaching Methods
1．Listening method to improve students' listening ability.
2．Pairwork
Ⅴ．Teaching Aid
A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check homework. Ask some pairs to act out their conversations according to Activity 1a.
SA: What are people in Mexico supposed to do when they meet for the first time?
SB: They're supposed to bow.
Step Ⅱ 2a
This activity provides guided listening practice using the target language.
Look at the picture and ask students to tell What is happening.
Help students understand that the people are at a picnic.
Point to Maria and ask, what's Maria wearing? (She is wearing a dress.) Ask,
Does she look comfortable? (No.)
Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.
Maria's mistakes
________ arrived late
________ ate the wrong food
________ greeted Paul's mother the wrong way
________ wore the wrong clothes
Ask different students to explain the meaning of each line in their own words. Listen to Maria talking to a boy about what happened at the picnic. She made several mistakes. Listen to the recording and check the mistakes she made.
Play the recording. Students only listen the first time.
Play the recording again. Get students to check the mistakes Maria made.
Check the answers with the class.
Answers
√   arrived late
________ ate wrong food
√   greeted Paul's mother the wrong way
√   wore the wrong clothes
Tapescript
Boy: Hi, Maria. How was Paul's party?
Girl: Oh, Dan, it was a disaster.
Boy: It was?
Girl : Uh-huh.
Boy: What happened?
Girl: Well, I was supposed to arrive at 7 : 00 but I arrived at 8 :00.
Boy: Oh, so you were late.
Girly: Yeah, but in my country it's different. When you're invited for 7: 00,
you're supposed to come later!
Boy: I see.
Girl: Then when I met Paul's mom, I kissed her.
Boy: And you were supposed to shake hands instead.
Girl: That's right. And I wore a fancy dress.
Boy: What's wrong with that?
Girl: Well, it was a barbecue. Everyone else was wearing a T-shirt and jeans.
Boy: I guess you should have asked what you were supposed to wear.
Step Ⅲ 2b
This activity gives students practice in understanding the target language in spoken conversation.
Go through the instructions with the class. Point out the blanks in the four sentences. Invite a student to read the first sentence.
Play the recording again. Let students fill in the blanks with the words they hear alone.
Correct the answers with the class.
Answers
1．arrive at 7 : 00
2．come later
3．shake hands
4．wear
Step Ⅳ 2c
This activity provides guided oral practice using the target language.
Read the instructions for the activity to the class.
Look at the example in the box. Ask two students to read the conversation to the class.
SA: How was the dinner at Paul's house last night?
SB: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7 :00 , but I arrived at 8 :00.
Point out the mistakes in Activity 2a and the sentences in Activity 2b. Role play Dan and Maria's conversation using information from Activities 2a and 2b.
Ask students to work in pairs. As they work, move around the classroom checking the progress of the pairs and offering help as needed.
Check the answers by calling on different pairs to say their conversations to the class. Encourage students to express emotions such as disappointed or embarrassment as they say their conversations.
Step Ⅴ Grammar Focus
Review the grammar box Get different students to say the questions and answers.
S1: What are you supposed to do when you meet someone?
You're supposed to kiss.
You're not supposed to shake hands.
S2: When were you supposed to arrive?
I was supposed to arrive at 7:00.
S3: You should have asked What you were supposed to wear.
Write these sentences starters on the board as pairs of incomplete questions and answers:
What are you supposed to do when …
You're … You're not …
When were you supposed to …
I was … I wasn't …
Ask different pairs of students to take turns completing each pair of questions and answers. Give cues to help the students make questions and answers.
For example:
T: (point at what are …) After school.
S1: What are you supposed to do after school?
S2 : I'm supposed to go home. I'm not supposed to hang out with my friends.
T: Good ! You're supposed to go home. You're not supposed to hang out with your friends.
Repeat the process using the question When were … and the answers I was … and I wasn't
T: (point to When were …) Go to bed.
S1: When were you supposed to go to bed?
S2: I was supposed to go to bed at 10:00. I wasn't supposed to see a film.
Step Ⅵ Summary
In this class, we've learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul's house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7 ; 00 , but I arrived at 8 : 00 and the sturcture What are you supposed to do when you meet someone?
Step Ⅶ Homework
Ask students to write at least two sentences with the sentence starters in Grammar Focus.
Step Ⅷ Blackboard Design
Unit 12  You're supposed to shake hands.
Section A
The Second Period
1．Target Language:
How was the dinner at Paul's house last night?
Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.
2．What are you supposed to do when …
You're … You're not …
When were you supposed to …
I was …  I wasn't …
反思一：新目标英语九年级Unit 12第４课时教学反思
“思之不慎，行而失当。”　反思意识人类早就有之。“反求诸己，扪心自问”、“吾日三省吾身”等至理名言就是佐证。而当今社会反思已成为人们的自觉行为，作为教师，在教学中更应适时反思教育的得与失，消去弊端，得教益。
完成Unit 12第４课时的教学后，本人作了以下反思。
一、由于初三英语教学的特殊性，我的讲解基本上还拘泥于教材的信息，而开放型的、能激发学生想象力与创造力和发散学生思维的课堂比例还较小。在课堂教学中，有时缺乏积极有效的师生互动，必须以精讲精练的要求更好地处理好讲与练的关系，密切关注学生的基础和能力。
二、课堂教学必须针对学生实际，要“备学生”、“备学案”。 在本课时教学中，学生没有足够的生活经验，不熟悉其他国家的餐桌礼仪，所以对教材的处理和把握时，要进行有效地取舍、组合、拓展、加深；同时，渗透基础知识点、中考热点和中考难点，及时、适时地活化学生原有的知识；要加大课堂密度，增加学生参与机会，留给学生自疑、自悟、自学、自练、自得的时间。
三、课堂设计缺乏适当适时的教学评价，不能及时获悉学生在课堂上有没有收获，有多大收获等学情；针对这一点，本课时课前精心设计“想教学生什么”，设计课堂反馈“学生学到什么”和课后反思“学生还想学什么”等三个环节，收到了较好的效果。
四、学生学习还存在问题。学生的英语学习动机和习惯仍需要培养。部分学生对英语学习缺乏兴趣、自信心和学习动力；在英语课堂上不积极参与，缺少主动发言的热情或根本不愿意发言；还有一部分学生在听新课时跟不上老师的节奏或不能理解教师相对较快的指示语。更让人担忧的是学生对书本知识不够重视，找不到英语学科复习的有效载体，不能有效的利用课本，适时地回归课本，英语复习缺乏系统性，英语学习缺乏主动性。基于这种情况，本人加强反思，确保给学生明确的指导，系统安排和科学地制定计划，关注学生的个性化特点, 长期不懈，学生学习的效果一定会有大的进步。
本人认为一节课有没有效益，并不是指教师有没有教完内容或教得认真不认真，而是指学生有没有学到什么或学生学得好不好。如果学生不想学或学了没有收获，即使教师教得很用心是无效教学；或者学生学得很辛苦，却没有得到应有的发展，也是无效或低效教学。因此，我们需要不断地更新理念，提高自身的理论水平和实践能力，增强课堂效益意识，活跃课堂，为学生的英语发展和轻松面对中考作出更大的努力。
反思二：九年级第二单元Section B的教学反思
Section B重点是温习前面所讲的知识及文中所呈现的新知识，即如何使用“used to ”表达自己学习中的问题。所以在教学时着重体现复习旧知识、学习新知识的过程。而在具体实施时，未能突出体现2b与3b的联系，以至于学生未能将信息填入。在此练习过程中，学生出现了两个凸显的问题：
一、不能用所给信息的正确形式、时态完成句子（我在教学时态和句子时过于疏忽，认为比较简单，没有重点讲解和练习，在今后的工作中用used to ,didn’t use to 或动词的过去是表述）
二、不能联系上下文摘选正确的信息，出现张冠李戴的现象（结合教学中学生不明白的词汇或句子，利用课堂时间采取技艺、教师出示例句、学生造句、学生对话或学生用一段话来帮助学生摆脱这种现状）
反思三：《新目标英语》九年级  Unit 1  How do you study for a test ? 教学反思
教学过程:
Step 1  Warming -up
1.课前一首英文歌，Yesterday once more.营造轻松愉快的学习氛围。
2.Ask some students about their summer holidays.
设计思路：通过播放英文歌曲，与学生亲切交谈暑假生活，既营造了轻松愉快的课堂气氛，又使师生有了一次心灵的沟通，为本课学习新知识做了很好的铺垫。
Step 2  Pre-task
SB Page 2, 1a .
设计思路：多媒体呈现，便于师生、生生互动活动，让学生在交际语言的过程中去学习新单词，直观教学，呈现新知，吸引学生的注意力，从而激发了学生学习新知识的欲望。
Step 3  While-task
SB Page 2, 1b .
Read the instructions to the students and make sure students know what to do .Then play recording and check the answers .
SB Page 2 , 1c .
设计思路：使学生之间互补，给学生提供更大的语言实践空间，激活学生头脑中已有的信息，并使这些信息和所学的内容结合，为开展合作学习和展示个人能力创造机会。
SB Page 3 , 2a & 2b .
设计思路：多媒体呈现学生学英语的好方法后，让学生通过录音分别找一找 Mei、Pierre、Antonio他们学习英语的好方法，这样就使教学内容在深度上提高了一个层次，并且过度自然，符合学生循序渐进的学习规律。
Step 4  Post-task
设计思路：通过第一步和第二步的设计，学生知道了用什么句式结构去表达自己学习英语的困难，并且对自己的情况有了一定的把握，因此，学生参与交流活动非常活跃，感受到了意想不到的课堂效果。
Step 5  Grammar Focus
设计思路：1.板书既是教师讲课的提纲，又是学生复习的提纲，因此我尽可能的简洁，让学生一目了然，便于记忆。 2.再次点击本节课的学习重点。
Step 6  Homework
设计思路：发展学生的听说读写能力；提供自主学习和相互交流的机会以及充分表现和自我发展的空间，最终提高综合语言运用能力。
九.教学反思：
英语教学不能纸上谈兵，必须与实践相结合，在本课教学中，我创设了与学生实际生活相联系的语境，让学生理解、学习、应用语言；采用任务型教学途径，设计不同层次的任务，满足不同的需要，让学生看到成就，体验成功，激励其学习积极性。在教学过程中注重语言能力的培养，让学生在用中学，学中用，使用和学得到有机结合，在完成任务的过程中发展了他们的听说读的技能以及交流与合作的能力。此外还采取多媒体辅助教学，实现了视听美感，加大了课的容量，提高了学生的学习兴趣和课堂效率。
反思四：、阅读教学
现在我们流行这样一种说法：一节课老师最多讲 15分钟，剩下的要么是开展活动，要么就是让学生自学。《新目标英语》中每单元至少有两篇阅读材料，我们现在一般都采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习。那么在课堂教学中教师到底要不要讲？究竟应该怎样讲？
叶圣陶先生曾说过：讲当然是必要的，问题可能在如何看待讲和怎样讲。可见教师并不是不能讲，而是要“精要地讲”。再说，只让学生畅抒己见而没有教师精当的讲授和适时的点拨，学生的思维不可能深入；只让学生想象体验而没有教师开启智慧的引导，学生的创新精神很难得到培养；只让学生诵读感悟而没有教师的品词析句，学生的学习势必缺少深度和广度。因此教师作为学生学习的组织者、引导者、促进者，必须从教育规律和学生实际出发，精心设计好自己的“讲解点”。那么，在何时精要地讲呢？
1、自读之前启发讲：即在学生自主阅读之前，简明扼要地揭示阅读要求和重点。
2、重点地方着重讲：对材料中的重点、难点和关键之处，在学生自读、自悟的基础上进行重点讲解，该挖掘处必挖掘，该品味，该讲深讲透的地方必须讲深讲透。
3、疑难问题明确讲：当学生在材料理解上遇到疑难时教师要鲜明地讲，从而为学生解难释疑，让学生正确理解、领悟材料内容。
4、合作中提示讲：当学生在合作学习中不能抓住要点进行有效合作时，教师要进行提示性讲解，以使合作有效、深入。
5、总结时补充讲：在总结一节课、一篇材料的阅读情况时，在学生概括、总结的基础上，教师要及时进行补充，以进一步进行提炼和归纳，从而使总结更加完整、准确。