新目标九年级英语教材分析

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 分析学习困难

Unit 1. How do you study 语言学习——语言学习for a test?

的策略方法

谈论学习方法 提出学习建议

Unit 2. I used to be afraid 谈论过去的外貌、性格、爱

家庭、朋友与周围的人 used to

of the dark. 好

verb + by with gerund Structures

谈论过去经常做的事 谈论变化

Unit 3. Teenagers should

be allowed to choose their 社会——规章制度 own clothes.

表达自己观点并阐述理由 谈论假设、虚拟的情况

Unit 4. What would you do? 计划与愿望

为他人提建议并阐述理由 推论物品归属并阐述理由

Unit 5. It must belong to 节假日活动——经历与Carla.

偏好

must, might, could and

描述事件 合理推论

Unit 6. I like music that 兴趣与爱好——关于爱I can dance to.

好

Relative clauses with can’t for making inferences

谈论允许和不允许做的事

should + be allowed to

Second conditional should for advice

谈论自己和别人的偏好

that and who

谈论喜欢或不喜欢去旅游的

Unit 7. Where would you 计划与愿望——观光旅地方 like to visit?

游

谈论假期的旅游计划 向别人提供帮助

Phrasal verbs

做公益活动规划 谈论发明的历史 谈论发明的用处与特点

Passive voice (questions and statements)

would and hope to for

expressing desires

Unit 8. I’ll help clean 人际关系——志愿者服up the city parks.

务

Unit 9. When was it invented?

科普知识与现代技术——近现代发明

Unit 10. By the time I got

日常活动——过去的事

outside, the bus had 叙述过去发生的事情

情

already left.

Unit 11. Could you please 问路和指路

旅游与交通——场所介

tell me where the

绍

介绍场所 restrooms are?

Unit 12. You’re supposed

社会——礼仪与文化

to shake hands.

Past perfect

Indirect questions

不同国家的风俗习惯

supposed to +

infinitive

Unit 13. Rainy days make

个人情感——情感描述 谈论事物对情绪的影响

me sad.

make + sb + infinitive

make + sb + adjective

Unit 14. Have you packed 日常活动——近期发生yet?

的事情

Present perfect with

谈论近期发生的事情

already and yet

Unit 15. We’re trying to

自然——动物保护

save the manatees!

就动物保护展开辩论

Review of structures

保护环境的措施

《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.

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。

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