英语教材分析报道

应该包括以下几个方面： 正确理解教材的特点，深入分析教材内容：分析教材的地位和作用；分析教材内容的结构；分析教材的重点、难点。 用中文写就可以的。

对于英语教学讲解，我们课堂上分析讲解时需要以教案来辅助。下面是我给大家整理的英语教学案例分析范文，供大家参阅!

A Brief Instruction to the topic of“What should I do”

Good afternoon,everyone. My name is ______. I’m from -------Primary School .Today I’m going to talk about the topic” ________________”I will divide the instruction into seven parts：they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.

Part 1 Teaching material analysis

This period is from Unit …. of ….b Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned …..in Unit ….We have also learned how to _______ in last two units.Today we are going to learn __________________.So this unit links with a special meaning of Unit ___and Unit ___.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.

And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period.

Part 2 Teaching aims

1.Aims of the knowledge:

(1)The first one, students can listen, read, say and spell the the following words: ______________

(2) The second one : students can listen, read, say and write the following daily exprssions:________________ To know the spelling of some words and usage of some phrases.

(3)To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.

2.Aims of the ablilities:

(1)To improve the ability of getting information by reading.

(2)To develope the ability of listening,speaking, and the ability of working in groups and communication..

3.Aims of the emotion:

(1)To develop the Ss’consciousness of good co-operation and proper competition.

(2)To lead Ss to show …./ask for advice to solve the problems.

Part 3 Teaching emphasis

1.To help Ss communicate with each other using the new sentence pattern.

2.To enable Ss to study in groups and co-operate skillfully.

3. To develop Ss’interest in English. I think, it’s the most important .

Part 4 Teaching difficulties

I think the most difficult point is to make sure the students…

1.To make sure the Ss use the sentence pattern correctly. Lead them to mix the old and new knowledge to ask and answer.To foster Ss’abilities of innovation.

2.To finish the task by themselves.

Part 5 Teaching methods

In this topic,I will use five-step Teaching Method , Task-based Method,Communicated Method, Group Cooperate method. .I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.

Part 6 Teaching aids

I will use some pictures, words and sentence cards, a tape recorder and the computer to help me achieve the aims.

Part 7 Teaching procedure

Step Ⅰ.Lead-in

The purpose is to arouse the students’interest of study.

In order to attract the Ss’ attention and construct an surrounding of learning English, I let the Ss sing an English song and play a game ”” At the same time,the game can help Ss review the knowledge ,

Step Ⅱ.Presentation

The purpose is to develop the skills of skimming and how to gain the main idea of the articles.

1 The substance of language is communication and the environment of communicatiog is life. So when I present the sentence pattern”_________”,I first show ________ ,teach the sentence. Then show my own photo of _________,Ss ask and guess, In this way, I can attract SS’attention, Encourage Ss to ask Qs with the new knowledge.

2 Most of the Ss have learned the sentence pattern:___________,so I design a task for SS to help …. And teach the new language point :___________ Meanwhile show the sentences on the CAI.

3 After some practice by asking and answering, I present the next language points.___________ Finnaly, I’ll let the SS do pair work to consolidate them.

Step Ⅲ.Practice

The purpose is to develop the skills of …..

1. In order to make sure the Ss master the teaching material, Let them Listen to the tape and answer some question about “True”or“False”.

2.Ask students to read the articles again and read it in roles. Pay attention to their pronunciation and intomation.

And it is also a ready work for the next step. Give a model then do some extension.

Step Ⅳ.Extension.

The purpose is to develop the skills of retelling with the key words

1 Set a task, Try to give a model with the good student. .

2 Divide the Ss into groups of 4 people .Each one would make a new dialogue according to the scenes that CAI provided. Using the phrases and the sentence pattern that we have learned. Find out which group is the best.

3.Encourage students to say something about themselves.

Task based Method is used here to develop the Ss’abilities of communication and their abilty of co-operation will be well trained.

Step Ⅴ.Summary and homework

The purpose is to give the students a clear idea of how to express their problems and revise the articles.

1.Ask students to revise the words and phrases

2.Ask students to write a letter about himself after class.

During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English.I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching. Make the students to love the interesting English and the lovely English teacher.

Thank you!

外研版新标准英语教材教材分析 B3M5: Climbing Qomolangma: Worth the Risks? 关于珠穆朗玛峰的课文，学生们在初中就已经学过，为人教版八年级下册第七单元的文章。其文本如下： 该文章呈现了许多有关珠穆朗玛峰的内容，Para1为珠穆朗玛峰的的基本信息（facts and dangers），Para2为登山者的基本信息（Achievements of climbers），Para3对人们攀登珠峰时所表现出的勇敢的精神给予了肯定（Spirit of climbers）。对于初中的学生来说，文章学习到这个程度就是足够了的，到了高一下学期，重新学习这个话题的时候，深度和难度自然是上升了不少。以下为课本原文：可以从课本布局上看出，左边Activity 1为一幅喜马拉雅山的地图和信息，教师可以让学生在课前收集相关资料，课上可以根据课本信息直接提问，除了地图上的height、camps、facts等基本信息梳理，教师还可以进行更深层次的挖掘，例如： Q1: Why are there so many camps on Mount Qomolangma?（为何在珠穆朗玛峰上需要这么多的营地？）Q2: What would happen if there aren’t camps for climbers?（对于爬山者来说没有营地会发生什么？）这两个问题可以充分让学生认识到珠穆朗玛峰的危险，教师在这个导入环节不需过多停留（within 5 mins），这本质上是对学生预习的检测，完成之后便可以直接进入主题，进行课文内容的学习。本文为专栏文章，体裁为论说文，对于到底值不值得冒着生命危险去爬珠穆朗玛峰进行了论述。文章标题后有个问号，说明这是一个需要探讨的问题，或者是具有争议，或者需要探讨背后的原因。一部分论说文会在标题后面设置问号，如必修一的Click for a friend?和必修三的 Good book, bad movie? 以及Franklin's experiment: how much is true?这三篇课文，都在标题后加有问号，教师可以将这几篇文章进行对比，对于标题中的问题都是怎样展开论述的。通读本篇课文后可将文章分为四部分：Part 1: Para 1 introductionPart 2: Para 2-3 phononminon (examples)Part 3: Para 4-6 the theory behindPart 4: Para 7 the conclusion其中的Part 2和Part 3为文章body部分，是文章的主干。为何这样分文章结构，教师需引领学生分析：Para 1是文章的引入部分，一共四句话，前两句话铺垫满满，氛围满满，到底是一种什么样的experience会让人spent good money 之后却become sick 甚至是lose lives呢？第三句话是一句yet引导的转折句，将这样的experience意义更深地拓展，意为“尽管如此，还是有很多人愿意再次体验”。在前三句如此丰富的铺垫之后，第四句话才点明了主题。这样的写作手法也是英语文章中的一个惯用套路，在Para 1中的前几句进行引入或者铺垫，最后一句点明主题，开启下文的陈述。在阅读时，Para 1的最后一句往往非常关键，教师需要引导学生学着去抓重点句子。Para 2-3分别举例Mallory与Alan，这二人对于攀登珠穆朗玛峰有着相似的看法，文中用直接引语呈现了大量二人说过的话，原话的引用使得文章能更具有说服力。Mallory从中获得的是“just sheer joy”，Alan则是据此能够审视自己的内心（look deep inside yourself and figure out...）。可以看出二人在攀登珠峰的过程中最大的收获皆是内心的满足感，哪怕会付出生命的代价。教师在解读这两人所说的话时应注意他们两个是典型的“Type T”人格，完全不同于不喜欢冒险和极限运动的人，而学生的生活缺乏类似的经历，可能会不太理解这种想法，教师需要引导学生进行思考，顺势开启下文的教学。 在Para 2中有一句话意思比较难理解，“Mallory would die on the mountain in 1924...”教师可以给学生解释下这里的过去将来时时态，不需要细讲，只需点明1924这个时间是过去的将来即可，当时的Mallory也不知道不久的将来自己会去世，让学生能更顺畅地理解文章。 平日里我们传授给学生的教育，学生所接受的教育都是说要珍爱生命的，那他们这种力量为何会凌驾于生命之上呢？Para 4-6是对以Mallory与Alan为代表的登山者的行为（Para 2-3）做出了理论解释。Para 4的第一句话就提出了这样的疑问，爬珠穆朗玛峰的结果无非两个——total success/ failure(death)，驱使登山者们冒着生命危险去登山，这现象背后的科学原因是什么呢？第二句话紧跟着就给出了解释：risk-taking may be part of human nature...some of us more likely to take risks than others...很显然，Qomolangma climbers就是这样的人，乐于冒险，他们天生的基因就是如此，这种人被称为“Type T”。这是心理学家Frank得出的结论，他在Para 5中对这种人格进行了具体的阐释，本质上这类人认为自己是expert，是有专业能力可以处理各种极端状况的，所以并不是在taking risks，价值体系与我们的不一样。Para 6中又给出了另一个公式解释：BENEFIT越大，desire to seek risks就越强，二者成正比。那什么才是BENEFIT呢？登山者到底能获得什么样的BENEFIT？教师可以以此追问学生，引导学生从Mallory与Alan身上找出答案，BENEFIT就是前文提到的内心的满足感。这里一定要引导学生回到前文进行探讨，因为文中的例子与理论分析并不是割裂的，举例就是为了说明背后的理论，这样的论说才有实际意义，无论缺了哪一个都会显得单薄没有说服力。Para 4-6里提到的心理学家的话、科学研究等，都是为了增强“Type T”理论的说服力，并不是随随便便说说的，在论说文里，这样的证明方式会更加科学严谨。这部分也有一些生难词汇，如，majority一词的意思教师需给学生解释，是most of的意思，这个词在高二选修二Unit1中还会出现在大标题里The age of majority，是age at which full civil rights are accorded（成年）。这是词汇的阶梯式学习，在高一时，词汇会简单些，意思也比较常见，到了高二会挖掘出更深层次的意思。可见，词汇的学习并不是一蹴而就的，也不是越深越好，而是要立足于课堂，循序渐进地以“为学生扫清阅读障碍”为标准来进行讲解，需要让学生提前预习词汇，不要让词汇成为阅读的拦路虎。整个高中阶段的词汇学习是一个完整的体系，教师需要根据单元话题和语篇学习的需要来讲解词汇，若按照字典的词条一条条解释、一次性灌输给学生，不仅没有必要，而且浪费时间，不符合记忆规律，学生印象不深刻，记不住。Para 7为文章的结尾段，作者并未将这些价值理论强加给读者，而是通过科学合理的论述将这件事情拆解开来，给读者呈现了一个对普通人来说不是那么普世的价值观，将自主选择权交给了读者。教师可以在post-reading部分让学生就worth the risks or not这个问题进行讨论，相信学生在学习之后定会有自己的看法。教师在分析文本时需牢记在心的是：这个世界异彩纷呈，我们只需要将它们呈现在学生面前，学生自会有领悟。Come on!