1、中學英語教材分析 單元教材分析報告Unit -analysis Report for Unit 2 , J2B人教版 單元基本信息單元設計思路 對任一課所用課本教學材料的分析 教案（包括教學目標和教學過程）附錄（教案中所用教學材料，包括教材復印件、教師自 行 編 寫 補 充 材 料 、 任 務 單 等）單元基本信息1、單元標題：2、單元話題：3、主要功能：姓名:學號:班級：2010(4)組別4日期：20XX年12月31日Unit2 (Junior2B, Go for it!)What should I do?Talk about problems & give advice4、主要生詞

2、： 情態動詞：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, ticket, surprise, o

3、n the phone, part -time job等共52個，其中重點詞匯18個，復習詞(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：情態動詞could和should的習慣用法.(should和could在提建議中的特殊用法)6、主要句型：Why dont you? Y

4、ou could/should. What should I do? What do you think of this advice?Do you think it is better than.?單元設計思路課號 課型 主要內容教材使用情況Lesson1新知識操練課根據問題嚴重與否進行排序， 了解新詞匯， 通過描述圖片與句子內容以及聽力、 口頭活動進一步了解新單詞，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習慣用法提出建議并解決問題。A-2a,2b,2cLessson3（口頭）綜

5、合操練課閱讀對話內容并填空，通過編對話操練談論問題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習新詞匯,聽文本材料培養聽和說的技能B:1a,1b, 2a（主要聽力內容）,2b, 2cLesson5讀寫綜合操練課閱讀理解，根據所描述問題提出合適的建議B-3a,3b,3c(homework)Lesson6綜合復習課通過讀、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生和我國的學習和課后生活狀況，并為如何減壓提出建議。1a,1b

6、,Section2,3aHomework: 3c,4b對第4課所用課本教學材料的分析1、本課話題分析 本課話題主要有兩個：1.衣服品質的重要性2.關于Erin的問題的一個訪談節目。這兩個 話題聯系緊密且內容都是學生的平時生活和經歷有很大共通之處， 能夠激發學生的興趣去完 成“聽”和“說”的活動，達到本課教學任務的最終目的。2、本課語言功能分析 本課語言主要功能為談論生活當中遇到的問題， 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：其中表示衣服品質的有4個(original, comfortable, colorful, in style)， 衣物名

7、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), 復習舊詞匯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 You should(not)/could(not)5、本課

8、課型分析本課為本單元的第四課， 學生已經在前三課當中學習了新知識并對新詞匯和句型進行了初步的操練。在本課的5個活動當中，主要是說(1a, 1b,)和聽(2a,2b)的操練活動，說的活動主 要是為了展現新詞匯和操練新詞匯，為后面聽的活動做語言和話題準備。6、對教材活動的分析6-1文本內容分析本課的文本內容主要有兩部分： 關于衣服品質的列表和青少年訪談節目對話， 第一部分主要 是通過讓學生做選擇和標注來學習新詞匯，第二部分談論了Erin的問題以及別人給予他的建議。這兩個文本聯系緊密(前者為后者的準備活動) ，最終達到了解決問題和提建議的目的。6-2教材所提供的活動分析 本課教材共提供了5個教學活動

9、，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備。2a為建立在理 解聽力文本主題的基礎之上的聽力操練活動，2b是建立在理解聽力文本細節信息基礎上的 聽力操練活動，但當中的填表活動要求寫出建議的整個句子對學生過難， 需對它進行改造(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論通過具體分析，將本課定為聽說綜合操練課，用SectionB當中的1a,1b,2a,2b,2c來完成整個教學活動，但部分需改造。教案(包括教學目標和教學過程)Learning Objectives:Wo

10、rds and expressions:Learn and practice the new words: original, comfortable, colorful, the same as, haircut, upset, lose, leave out, and geton .etc.Review the old words: style, inexpensive, Teen Talk, could, should .etc.Sentence structures & the functions:Practice and con solidate the sentence p

11、atter ns (You could/shouldWhat should I do? Whatthe problem? I think)and employ them to talk about the problems and give advice.Lear n and practice the sentence patter ns (I think you/she/he should/could That is aopinion) to give advice andevaluate the advice.3) Language skill and strategies:(1) Lis

12、tening 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 themselves and help others. Moreover,Ss

13、can develop the team spirit and positive affective attitude. At last, Ss can create harmonious relationship with others.Learning Procedure:Stage 1: RevisionStep 1: Ss share and compare their lists in pairs.Step 2: Ss report their dialogue that they made up.Stage 2: Pre-listening (preparing topic and

14、 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 doesoriginal mean?”)Step 2: Other Ss comment on the answers and then T revise their answers.Step 3: Ss read the sentences after T.Step 4: Ss mark wha

15、t 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 importantin groups. (Expert jigsaw: there are 4 Ss in a group. S1-S2，S3-S4，S1-S3，S2-S4，S1-S4，S

16、2-S3)Stage 3: While-listeningStep 1: Ss listen to the first part of radio report with the gist questionStep 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 Erins problem (do 2a).Step 4: Ss compare their choice with their previous

17、 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 othersadvice.Step 7: Ss listen to the second part with Tqsuestion“Whoseopinion is an interesting one?How does Nicole think of Erins problem?”Step 8

18、: 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 revised on Bb.Step