王兰英九年级教材解析(2014.9.12).ppt

Unit Zero Unit 2 教学案例的呈现 5、几点应重视的教学常规 朗读 听写 背诵 书写 6、几个教学策略 CFU策略 “说”思维 重复 Mind map 画思维导图 《教师教学用书》：P71 注意：建议不要把教材的活动简单地当做练习去做。此处若只是让学生读出答案，并不能有效训练学生的语言表达。教材各项活动的目的不是要让学生“做练习”，而是旨在练语言、用语言，因此不可简单地把他们当做练习去做。教师应当多发掘教材活动中潜在的操练语言的机会，例如此处的1b活动可用句子核对答案，就使得学生多了一次练习语言的机会，而这种会话交流比听力检测更有意义。 Possible solutions Provide background knowledge Present new words and expressions Split the long dialogue into two parts Let Ss read the questions and exercises before listening Practice note-taking Make predictions before listening … 万圣节（All Saints Day, 11月1日）是基督教节日，是纪念一切有名或无名的圣徒的日子。在这一天，罗马天主教徒必须到教堂去望弥撒。在中世纪的英格兰，万圣节叫做All Hallows，所以，万圣节前夕就成了Halloween，即Hallow和evening（eve）的连读。Halloween意为“神圣之夜”。 在基督纪元以前，凯尔特人在夏末举行仪式感激上苍和太阳的恩惠。当时的占卜者点燃并施巫术以驱赶据说在四周游荡的妖魔鬼怪。后来罗马人用果仁和苹果来庆祝的丰收节与凯尔特人的10月31日融合了。在中世纪，人们穿上动物造型的服饰、戴上可怕的面具是想在万圣节前夜驱赶黑夜中的鬼怪。尽管后来基督教代替了凯尔特和罗马的宗教活动，早期的习俗还是保留下来了。孩子们带着开玩笑的心理穿戴上各种服饰和面具参加万圣夜舞会，这些舞会四周的墙上往往悬挂着用纸糊的巫婆、黑猫、鬼怪和尸骨，窗前和门口则吊着龇牙咧嘴或是面目可憎的南瓜灯笼。人们借此驱除晦气及不幸，有点像我国人们说的“以毒攻毒”。 九年级教参 “文化注释” Motivating the students Do you enjoy watching scary movies? Do you like eating candies and chocolate? Do you like reading ghost stories? Are you afraid of spiders, bats or ugly faces? SWBATs Students will be able to: Use some topical words and expressions to describe Halloween Catch or note down the important details about Halloween by listening Use the information they get from the listening and the objective clauses to express their own ideas about the Halloween activities 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) 配套资源 《教师教学用书》 （配套光盘、教师培训平台） 《人教金学典同步练习册 同步解析